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Models of Curriculum: Mrutyunjaya Mishra Lecturer, H.I
Models of Curriculum: Mrutyunjaya Mishra Lecturer, H.I
CURRICULUM
Mrutyunjaya Mishra
Lecturer, H.I
The Word: Curriculum
• Latin: Running course
• Scotland 1603: Carriage way, road
• United States 1906: Course of study
• United States, 1940: Plan for learning (study)
What is curriculum?
• Assessment Products
• Introduction/Closure Resources
Assessment
Intro
Teaching
Learning
Products
Resources
KEY CURRICULUM COMPONENTS
Grouping
Extensions
Modifications
Curriculum Models
The Framework Underlying All
Reasons and Rationale for a
Curriculum Model Based on
Student Differences
• Why should we differentiate our
curriculum?
• What kinds of student differences
should we address?
• How will we develop or revise
curriculum to address these
differences?
• What should we expect from
differentiation?
The Tyler Model
• One of the best known curriculum models is The Tyler
Model introduced in 1949 by Ralph Tyler in his classic
book Basic Principles of Curriculum and Instruction in
which he asked 4 questions:
1. What educational purposes should the school seek to
attain?
2. What educational experiences can be provided that are
likely to attain these purposes?
3. How can these educational experiences be effectively
organised?
4. How can we determine whether these purposes are being
attained?
The Taba Model
• Another approach to curriculum development was
proposed by Hilda Taba in her book Curriculum
Development: Theory and Practice published in 1962.
• She argued that there was a definite order in creating a
curriculum. She believed that teachers, who teach the
curriculum, should participate in developing it which led
to the model being called the grass-roots approach.
• She noted 7 major steps to her grass-roots model in
which teachers would have major input. She was of the
opinion that the Tyler model was more of an
administrative model.
The Taba Model
• Diagnosis of need: The teacher who is
also the curriculum designer starts the
process by identifying the needs of
students for whom the curriculum is
planned. For example, the majority of
students are unable to think critically.
• Formulation of objectives: After the
teacher has identified needs that require
attention, he or she specifies objectives
to be accomplished.
The Taba Model
• Selection of content: The objectives selected or created
suggest the subject matter or content of the curriculum. Not
only should objectives and content match, but also the validity
and significance of the content chosen needs to be
determined. i.e. the relevancy and significance of content.
• Organisation of content: A teacher cannot just select content,
but must organise it in some type of sequence, taking into
consideration the maturity of learners, their academic
achievement, and their interests.
• Selection of learning experiences: Content must be presented
to students and students must be engaged with the content. At
this point, the teacher selects instructional methods that will
involve the students with the content.
The Taba Model
• Organisation of learning activities: Just as
content must be sequenced and organised, so
must the learning activities. Often, the sequence
of the learning activities is determined by the
content. But the teacher needs to keep in mind
the particular students whom he or she will be
teaching.
• Evaluation and means of evaluation: The
curriculum planner must determine just what
objectives have been accomplished. Evaluation
procedures need to be designed to evaluate
learning outcomes.
The Saylor and Alexander Model
Instructor talks; students listen Instructor models; students interact with instructor
and one another
Students work alone Students work in pairs, in groups, or alone
depending on the purpose of the activity
Instructor monitors and corrects every student Students talk without constant instructor monitoring
utterance
Instructor chooses topics Students have some choice of topics
Instructor answers student’s questions about Students answer each other’s questions, using
language instructor as an information resource
Classroom is quite Classroom is often noisy and busy
Instructor evaluates student learning Students evaluate their own learning; instructor also
evaluates
Activity Based Curriculum
• Active Learning is, in short, anything that students
do in a classroom other than merely passively
listening to an instructor's lecture.
• This includes everything from listening practices
which help the students to absorb what they hear,
to short writing exercises in which students react to
lecture material, to complex group exercises in
which students apply course material to "real life"
situations and/or to new problems.
Activity Based Curriculum
• According to Tanner and Tanner, “Activity
curriculum is an attempt to treat learning as an
active process. Activity curriculum discards the
boundaries and the curriculum was centered largely
on areas of child interest. The objective of
curriculum was child growth through experience.”
• According to Beans, “The major premise of activity
movements was that learner ought to be active
rather than passive participants in learning”.
Components of good active
learning
• Activities should have:
A definite beginning and ending
A clear purpose or objective
Contain complete and understandable
directions
A feedback mechanism
Include a description of the technology or
tool being used in the exercise.
Integrated Curriculum