Topic:

Curriculum
rri l Dynamic
i modell

PRESENTED BY:
:
BUSHRAI I
IFTIKHAR :
PRESENTED TO:
Maam Mamuna
:
SUBJECT:
CURRICULUM DEVELOPMENT
Models of Curriculum
 MODEL A model is really the first step in curriculum
development. A curriculum model determines the type of
curriculum used; it encompasses educational philosophy,
approach to teaching, and methodology. The good news is,
unless you've been hired to design curriculum, you won't
come across many curriculum models. However, it's good for
educators to be familiar with the models used in their schools
Definition Of Model

 > Model refers to relationship between the parts of

the
 process of curriculum development, i.e. objectives,
content, method, and evaluation (Brady, 1990;57-8)
 > Generally speaking models are miniature
representations
 that summarize data and/or phenomena and thus act as
an aid to comprehension (Zais, 1976).
 Components of curriculum
Model
 Curriculum models have five areas they define, each looking at
education from a different slant.
 The focus concept looks at a subject or a student and centers
instruction on them. The approach component is a traditional or
modern method and looks at the type of instruction that will be
used. In the content component, a slant towards a topic-based or
content-based is
 used, asking how units or standards will be written. * The
process structure looks at assessment: formative or
accumulative. * Finally, structure components focus on the
system of review.
 Dynamic/Interaction:
 The basic tenet of the dynamic or interactional models of curriculum
development is that curriculum development is a dynamic and
interactive process which can begin with any curriculum element (Print
1989, Brady 1990).
 > Walkers Model of Curriculum develop by Decker Walker 1971.
 The proponents of this approach to curriculum development argue that the
curriculum process does not follow a lineal, sequential pattern. Dynamic
models have emerged from a more descriptive approach to curriculum where
researchers have observed the behavior of teachers and developers as they
devise curricula. Consequently the analytical and prescriptive approach, the
very basis of the objectives and cyclical models, is not prominent in the
dynamic models.
Dynamic/Interaction:
 According to Print (1989) the major proponents of the dynamic
or interaction model are Walker (1971) and Malcolm (1976).
 Decker Walker argued that the objectives or rational models of
curriculum development were neither popular nor successful.
Walker contended that curriculum developers do not follow the
prescriptive approach of the rational sequence of curriculum
elements when they devise curriculum but proceed through
three phrases in their natural preparation of curricula.
 Walker's model of curriculum development is shown bellow
Dynamic model
REFERENCES
 Abedor, S. (1987). Assessment for Excellence. American Council on Education, 61-67.
 Ankomah, Y. A., & Koomson, J. A., & Bosu, R. S., & Oduro, G. K.T.(2005). A Review on the concept of
Quality
 in Education: Perspectives from Ghana. University of Cape Coast, Ghana
 Arshad, M. (2003). Attitude of teachers of higher education towards their profession. M. Phil diss., Allama
Iqbal
 Open University Islamabad.
 Bildungsbericht (2014) retrieved from
http://www.bildungsbericht.de/daten2014/bb_2014.pdf
 Bishop, A.J. (1992). International perspectives on research in Mathematica. Handbook of Research on
 Brennan, John & Shah, T. (2000). Quality assessment and institutional change:
experiencesFrom 14 countries.
 Higher Education, 40 (3), 331-349