Curriculum Development &

Models

Edm 503: Curriculum Development

& Teaching

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 Objectives
 At the end of this lecture, student
should be able to:
1. Define curriculum development
2. Define the concept of model
3. Identify types of curriculum
development models

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 What is curriculum development?

 Curriculum development is the

organized preparation of whatever is
going to be taught in schools at a given
time in a given year.
 They are made into official documents,
as guides for teachers, and made
obligatory by provincial and territorial
departments

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 What is curriculum development?
 Curriculum Development can be defined
as the systematic planning of what is
taught and learned in schools as reflected
in courses of study and school programs.
 These curricula are embodied in official
documents (typically curriculum "guides"
for teachers) and made mandatory by
provincial and territorial departments of
education

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 What is curriculum development?

 Curriculum development is the process

of setting up and establishing specific
guidelines of instruction for the
curriculum.

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 The Curriculum: models

DED 0122: CURRICULUM &

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TEACHING
 Curriculum models
Model:

Definition:

A simplified representation of reality

which is often depicted in
diagrammatic form

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 Curriculum models
Model:

Purpose:

To provide a structure for examining

the elements that go to make up
curriculum planning, and how these
elements interrelate.

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 Curriculum models
Model:

The literature in the area of curriculum

has accepted the use of the term
‘model’ to explain both the nature
and the process of curriculum
development.

DED 0122: CURRICULUM &

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TEACHING
 Curriculum models
Models are used to explain:
 levels of curriculum

 aspects of organization practice

 aspects of classroom instruction

 types of decision making

DED 0122: CURRICULUM &

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TEACHING
 Curriculum models

Are designed to provide a basis for decisions

regarding the selection, structuring and
sequencing of the educational experiences

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 The curriculum process
 The development of a curriculum involves
the developer in decisions about the nature
and appropriateness of the substantive
(basic) elements, e.g. the
 Outcomes
 Content
 method
 assessment strategies
 These decisions are made in relation to the
context in which the curriculum will
operate.
DED 0122: CURRICULUM &
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TEACHING
 Types of curriculum models

Rational/objectives models
Cyclical
models
Dynamic/interaction models

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 A continuum of curriculum
models

Rational/objectives models:

Ralph Tyler

Hilda Taba

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 A continuum of curriculum
models

Cyclical models:

Wheeler

Nichols

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 A continuum of curriculum
models

Dynamic/interaction models :

Walker

Skilbeck

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 Ralph Tyler's Model/Rationale
 Ralph Tyler considered four
considerations in curriculum
development:
1. purposes of the school
2. educational experiences related to the
purposes
3. organization of the experiences
4. evaluation of the experiences
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 Hilda Taba's Linear Model
 Hilda Taba believed that teachers who
teach or implement the curriculum should
participate in developing it.
 Her advocacy was commonly called the
"grassroots approach" where teachers
could have a major input.
 She presented seven major steps:

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 Hilda Taba's Linear Model
1. Diagnosis of needs. The teacher
(curriculum designer) starts the process
by identifying the needs of the students
for whom the curriculum is to be planned
2. Formulation of learning objectives. After
the teacher has identified the needs that
require attention, he or she specifies
objectives to be accomplished.

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 Hilda Taba's Linear Model
3. Selection of learning 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.
4. Organization of learning content. A teacher can not just
select content, but must organize it in some type of
sequence, taking into consideration the maturity of the
learners, their academic achievement, and their
interests.
 .

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 Hilda Taba's Linear Model
5. Selection of learning experiences. Content must be
presented to pupils and pupils must engage the
content. At this point, the teacher select instructional
methods that will involve students with the content.
6. Organization of learning activities. Just as content
must be sequenced and organized, 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.

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 Hilda Taba's Linear Model
7. Evaluation and means of evaluation.
The curriculum planner must determine
just what objectives have been
accomplished. Evaluation procedures
need to be considered by the students
and teachers.

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 Curriculum Development
 Some curriculum
experts like Tyler say
that the steps are
followed in a
sequence or a straight
line.
 This model that
assumes that
curriculum decision
making follows a
straight line is called
linear model
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 Curriculum Development
 Other scholars argue that
curriculum decision making
is not a simple linear
process that necessarily
starts with aims.
 One of them is Wheeler
(1978) who believes that
curriculum decision making
can start from any point
and can come back to any
of the points e.g. like a
cycle

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 Curriculum Development
 Kerr (1968) also
believes that
curriculum process is a
very complex set of
activities and decisions
and they interact a lot.
 Changes made in
content may
necessitate changes in
experiences, which
may again bring about
changes in evaluation
etc.
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 Evaluation
 What was useful?

 What was not so useful?

 What needs to be Changed?

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 THANK YOU FOR LISTENING

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