Cyclical models of curriculum development Presented to MAM RUKSANA Presented by SAQIB ALI M EHSAN FAISAL SHABBIR M. KASHIF M. ARIF MP/2012-27

Types of curriculum models There are three types of curriculum models Rational/objectives models (Ralph Tyler & Hilda Taba) Cyclical models (Wheeler & Nichols) Dynamic/interaction models (Walker & Skilbeck)

Our topic is ………… Cyclical model Wheeler Nichols

Curriculum development Curriculum development encompasses how a ‘curriculum is planned, implemented and evaluated, as well as processes and procedures are involved.

Curriculum model Definition: Purpose: A simplified representation of reality which is often depicted in diagrammatic form Purpose: To provide a structure for examining the elements that go to make up curriculum planning, and how these elements interrelate

Curriculum models Are designed to provide a basis for decisions regarding the selection, structuring and sequencing of the educational experiences

Curriculum models So we can say that…. Curriculum models help designers to systematically map out the rationale for the use of particular teaching, learning and assessment approaches.

Curriculum model These are based on a body of theory about teaching and learning These are targeted to needs & characteristics of a particular group of learners Outline approaches, methods, & procedures for implementation

Curriculum model Models are used to explain: levels of curriculum aspects of organization practice aspects of classroom instruction types of decision making

Cyclical models Cyclical models lie along with the continuum between the extremes of rational and dynamic models, incorporating elements of both to provide a different approach to devising curricula. Basically, these models are extension of rational models in that they are essentially logical and sequential in approach.

In the Cyclical Models, curriculum is a continuous cycle responding to the changes within education where any new information or practice will bring changes

Cyclical models Cyclical models view elements of curriculum as inter-related and interdependent. In the 1970s, a new element was introduced into the curriculum process of cyclical models called Situational Analysis.

Cyclical models Cyclical models undertake situational analysis whereby the context or situation in which curriculum decisions are to be taken is thoroughly studied. This helps curriculum developers take correct decisions thus encouraging active participation of staffs in school based curriculum.

D.K WHEELER A former member of the University of Western Australia, Wheeler developed and extended the ideas forwarded by Tyler and particularly Taba. He suggested five inter-related phases in the curriculum process which logically would produce an effective curriculum.

D.K Wheeler’s Model Aims, goals and objectives selection of learning experiences selection of content organization and integration of learning experiences and content evaluation Aims, goals and objectives

Audrey and Howard Nicholls, his book Developing a Curriculum: A Practical Guide (1978) , devised a straight forward cyclical approach that covered the elements of curriculum briefly but succinctly.

They argued that “changes should be planned and introduced on a rational and valid basis according to a logical process. (Nicholls & Nicholls, 1978:17).

Nicholls & Nicholls’s Model Situation Analysis Selection of Objectives Selection and Organization of Content Selection and Organization of Methods Evaluation

Strengths of cyclical models logical sequential structure situational analysis as a starting point model is flexible less rigid, more relevant

Weaknesses of cyclical models logical and sequential nature A fundamental problem in utilizing such models is the amount of time required to undertake an effective situational analysis.

Weaknesses of cyclical models It is difficult to locate; It is not different from objective model since it adopts logical sequence; It takes time to undertake an effective situational analysis

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