Curriculum Development & Models DED 0122: Curriculum & Teaching Course Instructor Said A.S.Yunus 4/12/2017 DED 0122: CURRICULUM & TEACHING

DED 0122: CURRICULUM & TEACHING Objectives At the end of this lecture, student should be able to: Define curriculum development Define the concept of model Identify types of curriculum development models 4/12/2017 DED 0122: CURRICULUM & TEACHING

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 4/12/2017 DED 0122: CURRICULUM & TEACHING

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 4/12/2017 DED 0122: CURRICULUM & TEACHING

What is curriculum development? Curriculum development is the process of setting up and establishing specific guidelines of instruction for the curriculum. 4/12/2017 DED 0122: CURRICULUM & TEACHING

The Curriculum: models 4/12/2017 DED 0122: CURRICULUM & TEACHING

DED 0122: CURRICULUM & TEACHING Curriculum models Model: Definition: A simplified representation of reality which is often depicted in diagrammatic form 4/12/2017 DED 0122: CURRICULUM & TEACHING

DED 0122: CURRICULUM & TEACHING Curriculum models Model: Purpose: To provide a structure for examining the elements that go to make up curriculum planning, and how these elements interrelate. 4/12/2017 DED 0122: CURRICULUM & TEACHING

DED 0122: CURRICULUM & TEACHING 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. 4/12/2017 DED 0122: CURRICULUM & TEACHING

DED 0122: CURRICULUM & TEACHING Curriculum models Models are used to explain: levels of curriculum aspects of organization practice aspects of classroom instruction types of decision making 4/12/2017 DED 0122: CURRICULUM & TEACHING

DED 0122: CURRICULUM & TEACHING Curriculum models Are designed to provide a basis for decisions regarding the selection, structuring and sequencing of the educational experiences 4/12/2017 DED 0122: CURRICULUM & TEACHING

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. 4/12/2017 DED 0122: CURRICULUM & TEACHING

Types of curriculum models Rational/objectives models Cyclical models Dynamic/interaction models 4/12/2017 DED 0122: CURRICULUM & TEACHING

A continuum of curriculum models Rational/objectives models: Ralph Tyler Hilda Taba 4/12/2017 DED 0122: CURRICULUM & TEACHING

A continuum of curriculum models Cyclical models: Wheeler Nichols 4/12/2017 DED 0122: CURRICULUM & TEACHING

A continuum of curriculum models Dynamic/interaction models : Walker Skilbeck 4/12/2017 DED 0122: CURRICULUM & TEACHING

Ralph Tyler's Model/Rationale Ralph Tyler considered four considerations in curriculum development: purposes of the school educational experiences related to the purposes organization of the experiences evaluation of the experiences 4/12/2017 DED 0122: CURRICULUM & TEACHING

DED 0122: CURRICULUM & TEACHING 4/12/2017 DED 0122: CURRICULUM & TEACHING

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: 4/12/2017 DED 0122: CURRICULUM & TEACHING

Hilda Taba's Linear Model 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 Formulation of learning objectives. After the teacher has identified the needs that require attention, he or she specifies objectives to be accomplished. 4/12/2017 DED 0122: CURRICULUM & TEACHING

Hilda Taba's Linear Model 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. 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. . 4/12/2017 DED 0122: CURRICULUM & TEACHING

Hilda Taba's Linear Model 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. 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. 4/12/2017 DED 0122: CURRICULUM & TEACHING

Hilda Taba's Linear Model 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. 4/12/2017 DED 0122: CURRICULUM & TEACHING

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 1 Selection of Aims 2 Selection of Content & Learning Experiences 3 Organization of content & Learning Experiences 4 Evaluation of Learning outcomes Insert a picture illustrating a season in your country. 4/12/2017 DED 0122: CURRICULUM & TEACHING

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 Aims, Goals & Objectives Selection of Learning Experiences Selection of Content Organisation & Integration of Learning Experiences & Content Evaluation Insert a picture of an animal and or plant found in your country. 4/12/2017 DED 0122: CURRICULUM & TEACHING

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. Objective Content Learning Experience Evaluation Insert a picture illustrating a custom or tradition here. 4/12/2017 DED 0122: CURRICULUM & TEACHING

DED 0122: CURRICULUM & TEACHING Evaluation What was useful? What was not so useful? What needs to be Changed? 4/12/2017 DED 0122: CURRICULUM & TEACHING

Thank you for listening 4/12/2017 DED 0122: CURRICULUM & TEACHING