CURRICULUM PLANNING

DEVELOPMENT MODELS
1

NUR 8205
(CURRICULUM DEVELOPMENT)
BY
GROUP 3

03/23/2024
 GROUP MEMBERS
2

 IBRAHIM SABI’U SPS/20/MNS/00004

 AISHA KABIR KURFI SPS/20/MNS/OO016
 LAWAL SHUAIBU SPS/20/MNS/00025

03/23/2024
 PRESENTATION OUTLINE
3

Introduction
Curriculum definition
Curriculum models definition
Models of curriculum development
Conclusion

03/23/2024
 Introduction

Curriculum is a design plan for learning that

requires the purposeful and proactive organization,
sequencing, and management of interaction among
teachers , the student and the content knowledge we
want students to acquire.

03/23/2024
 Curriculum definition

“The planned and guided learning experiences and

intended learning outcomes, formulated through the
systematic reconstruction of knowledge and
experiences, under the auspices of the school, for the
learners’ continuous and willful growth in personal
social competence.”(Daniel Tanner, 1980)

03/23/2024
 Curriculum models
6

Model are essentially patterns serving as guidelines

to action, can be found for almost every form of
educational activity
A model is a format for curriculum design developed
to meet unique needs, contexts, and/or purposes.
In order to address these goals, curriculum
developers design, reconfigure or arrange one or
more key curriculum components.

03/23/2024
 Curriculum models
7

Model are essentially patterns serving as guidelines

to action, can be found for almost every form of
educational activity
A model is a format for curriculum design developed
to meet unique needs, contexts, and/or purposes.
In order to address these goals, curriculum
developers design, reconfigure or arrange one or
more key curriculum components.

03/23/2024
 Models for curriculum development
8

Curriculum model is either

Deductive model; proceeds from general (examining
the need of the society )to specific(specifying
instructional objectives )
Inductive model starts with development of
curriculum materials and leads to generalization

03/23/2024
 Models for curriculum development
9

The 4 main models of curriculum development are

1. The Tyler model
2. The Taba model
3. The Oliver model
4. Saylor, Alexander, and Lewis model

03/23/2024
 The Tyler model

10

One of the first and best known model for

curriculum development .It is very simple model
even used by modern educators.
Tyler Model of Curriculum was developed by the
American educator Ralph Tyler in the 1940s.
Deductive model
Tyler’s model is linear in nature, and objectives form
the basic component in the curriculum
development. Hence also called objective model.

03/23/2024
 The Tyler model

11

Tyler model of curriculum describes how to

formulate educational objectives, how to organize
them, analyze them and adjust them so that the
students are able to meet these objectives.

03/23/2024
 The Tyler model
12

Tyler presented his curriculum rationale as four

questions:
1. What educational purposes should the school seek
to attain?
2. What educational experiences can be provided that
will likely attain these purposes?
3. How can these educational experiences be
effectively organized?
4. How can we determine whether the purposes are
being attained?

03/23/2024
 The Tyler model

13

objectives are the basis for the selection and

organisation of learning experiences, and they form
the basis for assessing the curriculum.
Tylers model give special attention to planning
phase.

03/23/2024
The Tyler model

14

03/23/2024
 The Taba model

15

Hilda Taba ( 1902 – 1967) was an architect, a

curriculum theorist, a curriculum reformer, and a
teacher educator.
She proposed the approach in her book Curriculum
development ;Theory and practice published in 1962.
Hilda Taba believed that curriculum should d be
design by the teachers rather than handed down by
the higher authority.
Hence advocated for inductive approach to curriculum
development.

03/23/2024
 The Taba model

16

Taba took what is known as grass root approach to

curriculum development.
Hilda Taba developed this model of learning using
teacher-approach.
 The model is developed assuming that the teachers
are aware of students’ needs and the curriculum
should be developed accordingly.

03/23/2024
 The Taba model

17

There are seven steps in the Taba model of

curriculum
1. diagnosis of learner’s need,
2. formulation of objectives,
3. selection of the content,
4. organization of the content,
5. selection of learning experiences,
6. organization of learning activities, and
7. evaluation.

03/23/2024
The Taba model

18

03/23/2024
 The Oliva Model
19

The Oliva Model is a deductive model that offers a

faculty a process for the complete development of a
school's curriculum.
 Oliva recognized the needs of students in particular
communities are not always the same as the general
needs of students throughout our society.

03/23/2024
 The Oliver model
20

Oliver model proposed that a faculty can fashion a

plan ;
For the curriculum of an area and design ways it will
be carried out through instructions.
To develop school wide interdisciplinary programs cut
across areas of specialization such as career education,
guidance and class activities.
For a faculty to focus on the curricular activities to
make programmatic decisions.
To allow faculty to concentrate on instructional
components.
03/23/2024
 Saylor, Alexander, and Lewis model
21

The model indicates that the curriculum planners

begin by specifying the major educational goals and
specific objectives they wish to be accomplished.
Saylor, Alexander, and Lewis classified sets of broad
goals into four domains under which many learning
experiences take place: personal development, social
competence, continued learning skill, and
specialization.

03/23/2024
 Saylor, Alexander, and Lewis model
22

Once the goals, objectives, and domains have been

established, the planners move into the process of
designing the curriculum.
The curriculum workers decide on the appropriate
learning opportunities for each domain and how and
when these opportunities will be provided.

03/23/2024
 Saylor, Alexander, and Lewis model
23

After the designs have been created and there may

be more than one – all teachers affected by a given
part of the curriculum plan must create the
instructional plans.
At this point in the model it would be helpful to
introduce the term instructional objectives.
Finally, the curriculum planners and teachers engage
in evaluation. They must choose from a wide variety
of evaluation techniques.

03/23/2024
 Saylor, Alexander, and Lewis model
24

Saylor, Alexander, and Lewis proposed a design that

would permit
1. evaluation of the total educational programs, as
well as
2. evaluation of the evaluation program itself
 The evaluation processes allow curriculum
planners to determine whether or not the goals of
the school and the objectives of instruction have
been met.

03/23/2024
25

03/23/2024
 Refrences
26

Aykan, Zuleyha. “Tyler’ s Model.” Academia.edu

Gulzar, Anwaar Ahmad. “
Taba Model of Curriculum Development
.” Educare, 19 May 2021.
“Taba Model of Curriculum Development
.” SlideShare.
Neejer KP, textbook of nursing education(1);270-76
Basavanthappa TB, Nursing education ;2nd
edition ;141-46

03/23/2024