Taba Model by Hilda Taba (1962)

Information resources

Taba,H.(1962). Curriculum development: theory and practice. New York

Strategies and Ideas

Steps in curriculum design

1. Identifying the needs of the students

2. Developing objectives

3. Selecting intructional methods

4. Organizing learning experiences

5. Evaluating

Journal of Tyler model ( can be search to read )

Ralph Tyler on Curriculum: A Voice from the past with a message for the future by Ronald D. Simpson

Tyler Model-Developed by Ralph Tyler

 Description of the approach 4 Principles
1. Determining specific instructional objectives
~ Develop broad objectives by looking a data from the students, subject area content, and school culture
~ Develop specific instructional objectives by sorting general objectives
 Develop Learning Experiences to obtain objectives
~ when developing learning experiences to reach identified objectives, you must keep students prior
knowledge and experiences in mind
 Organization of Learning Experiences
~ L.E must be organized in a sequential order to achieve student mastery
 Evaluation of the leaning experience
~ to ensure effectiveness of specific learning objectives

Information Resources
Tyler.R (1949). Basic principles of curricullum and instruction. Chicago and London: Uni of Chicago Press
Zahorik,J.A.(1976). A TASK FOR CURRICULUM RESEARCH

Challenges to the implementation of the Tyler Model

 While the Tyler model was widely accepted in 50’s and 60’s, this model fell out of favor in 1970’s. In order
to show a measurable outcome in the evaluation processess, objectives were broken into smaller steps.
This lead to losing focus of the specific learning objectives identified by the process stated above.
 Basically used today in curriculum design

References

Howard, Judith. (2007). Curriculum development. (website)

Curriculum foundation, principles, & issues by Ornstein,A.C, & Hunkins, F.P(2009)

 Deliberation Model
Related to communication with colleagues or students to achieve goals

6 distinct stages: Public sharing - sharing ideas about curriculum + summarizing views that have been expressed

Highlighting agreement and disagreement – discussing+conflicting ideas abt curriculum content,

goals, or approach

Explaining positions – allows individuals to voice out opinions and state their positions

Highlighting changes in position – group members begin to alter their views based on evidences
and ideas presented by others

Negotiating points of agreement – group members work towards agreeing on the previously
conflicting ideas pertaining to content, approach and goals

Adopting a decision – Consensus occurs.

Strategies and Ideas for Implementation

Whn curriculum leaders implement this approach, they must be mindful of the process and the time that is needed
to follow this process. Group members who become extremely engaged in the process may want to rush things and
not allow each stages to develop as it should. As a result, other group members may not feel comfortable enough
to share their opinions and the process comes to standstill.

Information references

Curriculum foundation, principles, & issues by Ornstein,A.C, & Hunkins, F.P(2009)

Curriculum Mapping
“Technique to analyze and assess school’s curriculum offering in relation to competencies or standards of
performance”

Description

CM is a continuous and systematic process that helps teachers to monitor, revise and guide their instruction. CM
provides both teachers and students a clear sense of direction and creates opportunities for vertical and horizontal
alignment to avoid curricular redundancies and address instructional gaps.

4 phases approach to CM

1. Laying the foundation – prologue for planners , establishing reasons to map, creating a vision for school

2. Launching the process – ensuring long term support, creating individuals maps, initiating the review process,
developing consensus maps, master the mapping strategies

3. Maintaining sustaining , integrating – merging assessment data into maps, integrating literacy, developing and
implementation plan/map, making the HUB work: integrating other initiatives

4. Advanced mapping tasks- into the future: Updating maps for the 21st century
Implementation strategies

Units of work assessed to see what competencies are being fostered. Competencies and attributes that ought to be
fostered then compare with state standards.

A journal of what is actually happening in the classroom against what is planned.

Curriculum leaders should consider if the program meets the necessary standards.

Curriculum leaders need to review available resources , especially core programs to consider what competencies
are being met.

As stated in the framework in CM, the competencies offered in any program need to be compared with the state
standards to ensure students will meet the state requirements.

Resources

Curriculum mapping- The road ahead or more bumpy terrain? New Zealand Principal’s Federation Magazine.
By Benade L

A Leader Guide to Curriculum Mapping

Reading Resources

Henchey,N.(1999). The new curriculum reform: what does it really mean? McGill Journal of Education.
Vol.34(3).p.227.[available at ProQuest]

Reimer,B(1989). A comprehensive arts curriculum model. Design for Arts in Education. Vol.90(6). Pp.39-43.

Ornstein,A.C, & Hunkins,F. Curriculum foundation, principles, & issues.(1998). Boston, MA:Ally & Bacon. Chapter
9: Aims, goals and objectives.
 BRAIN BASED LEARNING
 Comprehesive approach to instruction based on how current research in neuroscience suggests our brain
learns naturally.
 Based on using technology and knowledge of the brain and its function to get most out of the educational
process.
 Unites KNOWLEDGE of neuroscience + PSYCHOLOGY + EDUCATION = optimize leaning and teaching
process.

Caine and Caine (1991) – 12 principles

1. The brain is a parallel processor: it can perform several activities at once. Renate and Geoffrey Caine
(1991,1994) claim that thoughts, emotions, imagination and predispositions operate simultaneously and
interact with the expansion of general social and cultural knowledge.

2. Learning engages the entire physiology: Everything that affects our physiological functioning affects our capacity
to learn

3. The search for meaning is innate: the search for meaning is survival oriented and basic to the human brain

4. The search for meaning occurs through patterning: Patterning refers to the meaningful organization and
categorization of information. The brain is designed to perceive and generate patterns, and it resists having
patterns imposed.

5. Emotions are critical to patterning: What we learn is influenced and organized by emotions.

6. The brain processes wholes and parts simultaneously: There is evidence of brain laterality; however, the two
hemispheres are inextricably interactive.

7. Learning involves both focused attention and peripheral perception: The brain absorbs information of which it
is directly aware, but it also incorporates the one that lie beyond the field of attention.

8. Learning involves both conscious and unconscious processes: Signals that are peripherally perceived enter the
brain without the learners’ awareness and interact at unconscious levels.

9. We have two types of memory: spatial and rote: The spatial memory system does not need rehearsal and
allows for instant memory of experiences. The counterpart of the spatial memory system is a set of systems
designed for storing relatively unrelated information. (rote)

10.We understand and remember best when facts and skills are embedded in natural, spatial memory: Spatial
memory is generally best invoked through experiential learning.

11. Learning is enhanced by challenge and inhibited by threat: The brain downshifts under perceived threat and
learns optimally when appropriately challenged.

12.Each brain is unique: we all have the same set of systems, but they are integrated differently in every brain.
Encompasses educational concepts as :

1. Mastery Leaning

2. Leaning styles

3. Multiples intellegences

4. Cooperative learning

5. Practical simulations

6. Experiential Learning

7. Problem-based learning

8. Movement educational

Three Conditions for Learning

Caine and Caine conclude that “Optimizing the use of the human brain means using the brain’s infinite capacity to

make connections–and understanding what conditions maximize this process.” They identify three interactive and

mutually supportive elements that should be present in order for complex learning to occur: “relaxed alertness,”

“orchestrated immersion,” and “active processing.”

1. An optimal state of mind that we call relaxed alertness, consisting of low threat and high challenge
~ An effort is made to eliminate fear while maintaining a highly challenging environment.
2. The orchestrated immersion of the learner in multiple, complex, authentic experience.
~ Learning environments are created that immerse students in a learning experience.
3. The regular, active processing of experience as the basis for making meaning.
~ The learner consolidates and internalizes information by actively processing it. Information is
connected to prior learning.

What BBL suggests – 3 Interactive elements are essential to this process :

1. Orchestrated immersion
Teachers must immerse learners in complex, interactive experiences that are both rich and real.
Exp : immersing students in a foreign culture to teach them second language.
2. Relaxed alertness
Students must have a personally meaningful challenge.
Such challenges stimulate a student’s mind to the desired state of alertness.
3. Active processing
To look deeper into a problem, must be intensive analysis of the different ways to approach it
 Backward Design
References
Backward design for forward Action: Educational Leadership : McTighe,J.,&Thomas, R.S(2003)

Introduction
 Method of designing curriculum by setting goals before choosing activities or content to teach.
Teach >>>>> GOALs
 Have to ensures that content taught remains organized+ focused>> promoting a better
understanding for students.
3 stage backward design
Stage 1 : Identify Desired Outcomes
~ what students should know
~ goals and expectation of a curriculum
~ focus on principles , ideas theories concepts
Stage 2 : Identifying Acceptable Evidence
~ types of assessments
~ formative activities
~ Authentic resources
~ Rubrics
Stage 3 : Design Activities to make desired results happen
~ teaching & learning strategies
~ formative assessments