EDU555 CURRICULUM AND INSTRUCTION

WEEK 2

Fakulti Pendidikan
Universiti Teknologi MARA Shah Alam
 Introduction
• This lecture will consists of the following:

1. Review of teacher’s role in curriculum

development
2. Principles and Procedures of curriculum
development
3. The Tyler’s / Objectives Model
4. Interaction Model
 Teacher’s Role in Curriculum
Development
• Teachers need to have the knowledge of
curriculum development

• Teachers are involved daily in curriculum

development by Implementing the curriculum
through the process of teaching and learning.

• Teachers have to prepare daily lesson plan in

their teaching and learning.
TEACHER’S ROLE IN CURRICULUM
DEVELOPMENT
Curriculum (Plan
of Study)

Syllabus (Course
Main Role: Implementation of Subject)
Teaching and of Curriculum
Learning through T&L Scheme of Work
(Weekly Plan)

Lesson Plan
(Daily Plan)
 Principles and Procedures in
Curriculum Development
Teachers need to have knowledge of curriculum development

Curriculum development generally involve 3 main stages:

1) WHAT TO TEACH? (PLANNING)

2) HOW TO TEACH IT? (IMPLEMENTATION)

3) HOW TO EVALUATE IT? (EVALUATION)

 Identifying philosophy,
vision and mission

Setting goals
PLANNING
and objectives

Designing the curriculum

Implementing the
Curriculum (T&L)
CURRICULUM IMPLEMENTATION
Managing resources

Evaluating the curriculum

EVALUATION

Revising the curriculum

 Models of Curriculum Construction

There are many models in curriculum construction.

In this course, 4 models of curriculum construction will be discussed.

The
The Tyler’s /
Interaction / Contemporary
Objectives Taba’s Model
Dynamic Model
Model
Model
 Tyler’s / Objectives Model
• Proposed by Ralph Tyler (1950)
• The most common model in the field of
curriculum construction
• This model involves 4 stages:
1) Objectives
2) Content
3) Method
4) Evaluation
 Ralph Tyler
• • The American educator/scholar Ralph
W. Tyler (1902-1994) was closely
associated with curriculum theory and
development and educational
assessment and evaluation.
• Many consider him to be the "father" of
behavioral objectives, a concept he
frequently used in asserting learning to
be a process through which a person
attains new patterns of behavior.
• Ralph Tyler is considered to be one of
the most influential people in American
education in both the fields of education
and evaluation.
• Tyler was born on April 22, 1902, in Chicago. His father had
been a doctor, but, Tyler said, "By 1898 he was making so
much money, $5,000 a year, that he and mother felt that they
were probably worshipping Mammon rather than God, and
prayed over it and finally decided he had to give up medicine -
it was too profitable - and become a minister."
• Tyler grew up in Nebraska, the sixth of eight children.
• From the age of 12, he worked in a creamery - first washing
cans, then weighing them, and eventually working as a cream
taster. While attending Doane College in Crete, Neb., where he
received his bachelor's degree in 1921, he worked at night as a
telegraph operator for the railroad.
• He became a high school science teacher in Pierre, S.D. - "I
never wanted to be anything but a teacher since," he has said.
 Tyler’s / Objectives Model

OBJECTIVES Stating the aims and objectives of the program

based on the respective philosophy of education

CONTENT Selecting the contents or subject matter to help

students achieve the objectives

Deciding on the method to organize and present

METHOD
the contents

EVALUATION Determining the method to measure the extent

objectives are achieved
 Objectives

Should be based on an analysis of:

• the student as a learner

• the contemporary life outside the school
(society)
• opinion of specialists in the various subjects
 Objectives

The objectives identified need to be screened

and reduced to a small number of:

• consistent, highly important objectives

• be in line with the educational philosophy,
goals, aims and objectives
• psychology of the learner and learning
 Objectives
Should

•be specified precisely to indicate what is

supposed to be learned, to enable accurate
assessment

•specify the changes to be brought about in the

students, to show evidence of attainment of
objectives
 Contents

• Determine the contents or subject matter and

learning experiences that might lead to the
attainment of the stated objectives

• It should be:
- relevant, adequate
- balanced in term of breadth and depth
 Method

Once the contents are selected, it should be

organized based on the following principle:

Principle of Continuity, Sequence and

Integration
 Method
Principles of Continuity

• Important objectives need to be continuously repeated time and

again in different ways so that they are learned thoroughly

Principles of Sequence

• Learning experience should build on one another, according to

proper sequence or order
• Taking students more deeply into the subject each time

Principles of Integration

• Learning experiences need to be to be coherent and related to

one another
 Method

• Decide on the method of implementing the

curriculum through the process of T&L
 Evaluation
• Determine the method to measure whether the
curriculum is achieving the desired objectives or
results

• It involves an appraisal of the students’ actual

behaviour

• It should be carried out at several different times to

secure evidence of the permanence of the learning
achieved
 Evaluation
• Using a variety of methods e.g. tests, work
samples, questionnaires, records, etc.

• Results should be used to:

– indicate strengths and weaknesses of the program

– to plan for revision
 Four Basic Principles
What educational purposes should the school
seek to attain?

What educational experiences can be provided

that are likely to attain these purposes?

How can these educational experiences be

effectively organized?

How can we determine whether these

purposes are being attained?
 Tyler’s / Objectives Model
Critiques of the Tyler’s Model:

1) Too rigid as the process need to follow the

four steps in order

2) Governed by objectives

3) Linear, or step by step process, which is

tedious
 Tyler’s / Objectives Model
Strengths or advantages of the Tyler’s Model:

1.Logical as it begins with stating the objectives

2.Organized as it follows step by step process

3.Practical as it portrays the actual process of

curriculum development
INTERACTION / DYNAMIC MODEL
 Interaction / Dynamic Model
• To overcome the weaknesses of the Tyler’s Model,
Taba (1962) and Cohen proposed a more dynamic
process of curriculum development

• It is a modification of the Tyler’s Model

• In this model, curriculum development is seen as a

dynamic process

• It may begin with any of the four curriculum element

i.e. objectives, contents, methods, evaluation and
these elements can be followed in any sequence
 Interaction Model
OBJECTIVES

EVALUATION CONTENTS

METHODS
 Interaction Model
• Curriculum development may begin with any of the
curriculum element i.e. need not follow the order or
sequence as in Tyler’s Model.

• The four elements are regarded as interactive and

modifiable i.e. changes can be made at any time.

• A change made to one element will similarly cause

changes to the other elements.

• As such, the curriculum development process

becomes flexible and dynamic.
 Interaction Model
Strengths:

• Practical
Represent a true picture of curriculum development

• Flexible
Allows the curriculum developer to:
– Change the order of planning, and thus, not restricted by a
fixed procedure.
– React to learning situations in determining the sequence
to follow according to the curriculum element.
 Interaction Model
Weaknesses:
• No fixed objectives:

By not stating objectives first, the objectives may be

accommodated to suit the contents.
As a result, the objectives are not in line with the initial
objectives.

• No fixed direction

Continuous changing of direction during the process of

curriculum development will result in a disorganised
curriculum.
 Interaction Model

• The Interaction Model is practical and flexible

and can be appropriately used to design the
curriculum.
THANK YOU…