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Models Comparison

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Bibiana Liew
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358 views

Models Comparison

Uploaded by

Bibiana Liew
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Models Objective Model Interaction Model Process Model Naturalistic Model

(Tyler,1949) (Taba,1962) (Wheeler,1967) (Walker,1971)


Key Instructional Objective - Taba took what is He believes that curriculum A naturalistic model is a
Emphasis, : a detailed description known as a grass- decision making can start descriptive model which
purpose that states how an roots approach to from any point and can come contrasts to the classical
instructor will use an curriculum back to any of the points like model (prescriptive model)
instructional activity , development. a cycle. by Tyler. It is also called a
innovation or program -She believed that Aims should be discussed as communicative approach.
to reach the desired the curriculum behaviours referring to the The communicative
learning objective(s). should be designed end product of learning approach starts with the
To measure students by the teachers which yields the ultimate more subjective perceptions
progress towards rather than handed goals. One can think of and views of the designers,
objectives. down by higher these ultimate goals as the target group and other
Focuses on : authority. outcomes. stakeholders.
-The nature and Aims are formulated from term naturalistic describes
structure of knowledge the general to the specific in how curriculum was
-The needs of the curriculum planning. This actually developed rather
society results in the formulation of than how it should be
-The needs of the objectives at both an enabling developed
learner and a terminal level.
Content is distinguished
from the learning experiences
which in turn, determine the
content.

Method and 1. Specify Instructional 1. Identify the


Steps Objectives needs of the
2. Collect performance students and the
Data expectations of
3. Compare society.
performance data with 2. Formulate the
the learning
objectives/standards objectives. 1. Platform includes
specified 3. The learning ideas, preferences,
content will be points of view, beliefs
selected based and values about the
1. Development of on the objectives. curriculum (Print:
performance objectives 4. How the content 1993:113).
-Identify general is organized 2. Deliberations here
objectives by gathering needs to be interaction between
data from 3 sources: decided upon by stakeholders begin and
i. the learners the teachers clarification of views and
ii. contemporary life based on the ideas in order to reach a
outside the school students. consensus of a shared
iii. subject matter 5. The learning vision.
- After identifying experiences 3. Design here,
numerous general need to be curriculum developers
objectives, the selected. actually make decisions,
planners refine them 6. The organization which are based on
by filtering them of the actual deliberations (above).
through two screens: learning activities These decisions affect
-The philosophical needs to be curriculum documents
screen determined. and materials
-The psychological 7. Determine what production.
screen is going to be
The general objectives evaluated and
that successfully pass how to determine
the two screens the effectiveness
become what are now of the curriculum.
popularly known as
instructional objectives.
2. Development of
Activities
- meaning, introducing
useful learning
experiences
Organization of
activities
- organizing
experiences to
maximize their effect.
Evaluation
- evaluating the
process and revising
that were not effective.

Advantages 1. It provides an easy 1. Teacher is 1.It has a feedback Input is given by the
to follow step-by- involved in the mechanism, so it provides curriculum developers, target
step guide to development of students with ways to group, other stakeholders in
curriculum planning the curriculum. measure their progress or the development of the
and development accuracy. curriculum.
2. It begins with a set 2.It also sets the school Stakeholders engaging in the
of clear objectives objective as a final step in as planning and development
that teachers must well as the first. It clearly calls stages empowers and
plan tasks and work for the setting up of acknowledges them,
towards achieving objectives. especially teachers, as
the specified valuable contributors.
outcomes Users and other parties
3. It aims at student's involved are given ample
developing behavior opportunity to contribute.
as their target of
teaching.

Disadvantage 1. It does not have a 1.Teachers not The objective includes Walker describes what
s feedback mechanism understand the behavioral characteristics. happens in the process of
to tell people how to connection between Behavioral objectives have curriculum design but does
correct it. the content, some limitations on not describe what actually
2. It seems lack a activities, teaching execution. E.g. How can happens in the classroom.
procedure between methods and one measure a students The process for deliberation
evaluation and evaluation. increased smoothness in can be time consuming and
organisation, and this 2. Keeping the writing? resource intensive, and can
procedure is execution. resources up to It seems to lack a result in curriculum products
For example, they do date. procedure between that may not be consistent
not apply to all subjects 3. Maintaining organising and integrating and aligned internally.
or the design of a training for new learning experience content Consensus is often hard to
subjects content. teachers on the and evaluation. According achieve when developing
3. It sees curriculum method as well as to Huang & Yang (2004), curriculum at national or
development as a support needed for this procedure is the regional levels.
fixed, linear process. teachers as they execution of this integrated
4. The division of labor must review the content.
at the various plan often.
points/steps are fixed
so curriculum actors
are unaware of what
others do .
5. It cannot account for
the many/complex
outcomes of learning.
6. It limits what
students can learn.
7. It treats ends and
means separately.
8. It doesnt indicate
who decides what is
worthwhile learning.
9. It doesnt consider
that not all learning
outcomes can be
measured
10. It fails to consider
the changing
environment.
11. It fails to recognise
that the future cannot
be predicted accurately
with precision.

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