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Curriculum Analysis Summary

The document discusses several models of curriculum development including the Eight Year Study, Tyler Model, and Taba Model. It also outlines the key elements of curriculum such as objectives, content, learning experiences, and evaluation. Finally, it discusses domains of learning, types of curriculum, and references related to curriculum design.

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Tagsya Pw
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144 views

Curriculum Analysis Summary

The document discusses several models of curriculum development including the Eight Year Study, Tyler Model, and Taba Model. It also outlines the key elements of curriculum such as objectives, content, learning experiences, and evaluation. Finally, it discusses domains of learning, types of curriculum, and references related to curriculum design.

Uploaded by

Tagsya Pw
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Name: Tagsya Puspita

SID: 2002159
Class: A- EFL Curriculum Analysis

The Eight Year Study

The eight year study is an experimental project that had been designed to meet the needs
of college admissions of the students.The progression of eight-year study was conduct
between 1933 and 1941 to determine whether young adults could excel in college if college
admission requirements were developed. The Progressive Education Association's
Commission on the Relation of School and College convinced more than 200 colleges to
admit highly qualified high school students on the recommendations of high school principals
who participate in the study. The colleges, who suffered decreased enrollment , were
relatively easy to recruit.And of 200 nominated high schools, 29 were chosen based on their
repute, including 10 public high schools (including all of those in Denver), six university-
based high schools, and 13 independent schools. With their college admissions requirements
lifted, the high schools began to experiment with their curriculum.

Results
Important outcomes of the Eight-Year Study included developing more sophisticated student
tests and forms of assessment, innovative adolescent study techniques, proper programs of
curriculum design, instruction, teacher education, and staff development. Moreover, the
Eight-Year Study proved that many different forms of secondary curriculum design can
ensure college success and that the high school no need be chained to a college preparatory
curriculum. In fact, students from the most experimental, nonstandard schools earned
markedly higher academic achievement.

THE TYLER MODEL

The Tyler Model is:


- One of the best known models for curriculum development
- Known for the special attention it gives to the planning phases
- Deductive for it proceeds from the general ( examining the needs of society,for
example) to the specific (specifying instructional objectives)
Tyler recommends that curriculum planners identify general objectives by gathering data
fromm three sources;
1. The learners
2. Life outside the school
3. Subject matter
After identifying numerous general objectives, the planners refine them by filtering them
trough two screens:

1. The philosophical screen


2. The psychological screen

Four Fundamental Questions


1. Q:What educational purposes should the school seek to attain
A:
- Studies of the learners themselves as a source of educational objectives
- Studies of life outside the school
- Suggestions about Obejctives from Subject Specialists
- The use of philosophy in selecting objectives
- The use of a psychology of learning in selecting objectives
- Stating objectives in a form to be helpful in selecting learning experiences and
guiding teaching
2. Q:What educational learning experiences can be providedtaht are likely to attain these
purposes?
A:
- Meaing of the term “Learning Experience”
- General principle in selecting learning experiences
- Illustations of the characteristics of learning experiences useful in attaining
various types objective
3. How can these educational experiences be effectively organized?
A:
- Criteria for effective Organiazation
- Elements to be organized
- Organizing priciples
- The organizinf structure
- Ther process of planning a unit of organization

4. How can we determine whether these purposes are being attained?


A:
- Then need for evaluation
- Basic notions regarding evalution
- Evalution procedures
- Using the results of evaluation
- Other values and uses of evalutions procedures

THE TABA MODEL

-Hilda Taba followed the grass-roots approach in developing curriculum


-She believed in an inductive approach to curriculum development. For her, it should
be the teachers who should design the curriculum rather than the higher authorities.

It offers five steps to develop curriculum


a) Creating the units of work to be studied
b) Testing these units with students
c) Adapting units as necessary after the testing
d) Creating the framework to test to ensure that all material is covered in clear and
complete manner.
e) Putting the units of study into practice, while always creating new units to use in
the classroom

Seven major steps (grass-roots approach)


Step 1 : Diagnose of needs
The curriculum designer starts the process by identifying the needs of the
students whom the curriculum is to be designed.
Step 2 : Formulation of objectives
After the teacher has identified needs that require attention, he specifies
objectives be accomplished.
Step 3 : Selection of content
The objectives selected or created suggest the content of curriculum.
Step 4 : Organization of content.
A teacher can not just select the content, but must organize in some type of
sequence.
Step 5 : Selection of learning experience
Content must be presented to students and the must be presented to
students and they must engage the content. Here, the teacher selects instructional
method that will involve the students with content.
Step 6 : Organization of learning expererience
As content mus be sequenced and organized the learning activities too.
Step 7 : Evaluation and means of evaluations
The curriculum planner must determine just what objectives have been
accomplished. Evaluation procedures need to be considered by the teacher and
students.

The Taba-Tyler Rationales

The basic difference of the two curriculum design approaches, which has a critical
meaning not only for researchers of modern times, but also for those developing
curriculum for current school praxis.
Elements of curriculum

Curriculum plays an important role in an educational system. It is somehow a blueprint which


leads the teacher and the learner to reach the desired objectives. As a result, authorities have
to design it in such a way that it could lead the teacher and the learner meet the desired
learning outcomes.
The four components of the curriculum are :
1. Curriculum Aims, Goals and Objectives
2. Curriculum Content or Subject Matter
3. Curriculum Experience
4. Curriculum Evaluation

These four components of the curriculum are essential. These are related to each other. Each
of these has a connection to one another.

Domains
Cognitive - knowledge, comprehension,application,analysis,synthesis,evaluation
Affective - receiving, responding, valuing,organization,characterization
Psychomotor – perception, set, guided responses

7 types of Curriculum

Recommended Curriculum
- Proposed by professional organizations
Written Curriculum
- Appears in state and locally
Taught Curriculum
- What teachers deliver in the classroom
Supported Curriculum
- Materials which support and help the implementation of the curriculum
Assessed Curriculum
- Series of evalution to determine the process of learning
Learned Curriculum
- Learning outcomes achieved by t he students
Hidden Curriculum
- The unintended curriculum

References

 Horn, Raymond A. (2002).” The Eight-Year Study and the Tyler


Rationale”. Understanding Educational Reform: A Reference Handbook. ABC-
CLIO. pp. 39–40. ISBN 978-1-57607-808-2
 Kridel, Craig (2010). "Eight-Year Study". In Thomas C. Hunt
(ed.). Encyclopedia of Educational Reform and Dissent. Sage Publications.
pp. 335–337. ISBN 978-1-4129-5664-2.
 Kridel, Craig (2010). "The Eight Year Study". In Craig Kridel
(ed.). Encyclopedia of Curriculum Studies. Sage Publications. pp. 323–
325. ISBN 978-1-4129-5883-7.
 Wraga, William G. (1994). "The Eight-Year Study and the Comprehensive High
School". Democracy's High School: The Comprehensive High School and
Educational Reform in the United States. University Press of America.
pp. 61–. ISBN 978-0-8191-9162-5.
 An Analysis of Indonesia’s 2013 EFL Curriculum and Turkey’s National English
Language Curriculum for Secondary Schools
 7 types of curriculum https://www.youtube.com/watch?v=MzxBQaHRNew
 Elements of curriculum by August V.Tuiza
 1930 The Eight Year Study Begins
 Ralph W. Tyler Publishes Basic Principles of Curriculum and Instruction
  Eight-Year Study - Purpose, Method, Results - School, York, Commission, and
Curriculum - Stteuniversity.edu

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