An

ASSIGNMENT
ON

Course Title: Curriculum Planning & Development

Course Code: (PDE5004)

QUESTION:
a. What is Curriculum Model?
b. Highlight the briefly discussed four curriculum models you have studied. Their
strength and weaknesses
c. In your opinion which model is the best and why

WRITTEN BY:
Uchi, Saviour Ubeng

SUBMITTED TO:
DR. Enyi Bassey Inyang
Unit: Edutech
Department of Curriculum and Instructional Studies

In Partial fulfillment of the Course Requirement Curriculum

Planning and Development (PDE5004)
May 2025.
Before we dive into Models of Curriculum Design, there is need to understand the
following terms:

- Curriculum
- Curriculum Development
- Curriculum Model

WHAT IS CURRICULUM

Curriculum is a multifaceted concept that varies across educational philosophies. From

Tyler’s systematic, objectives-driven model to Dewey’s focus on experiential learning,
each scholar brings valuable insights.

According to Tyler (1949), Curriculum can be defined as “the planned and guided
learning experiences and intended learning outcomes, formulated through the
systematic analysis of the aims of education, the selection and organization of subject
matter, and the evaluation of the effectiveness of the learning experiences in achieving
those objectives.”

While John Dewey (1938) a philosopher and educator, sees the curriculum as: “An
ongoing process that is responsive to the needs and experiences of learners, enabling
them to engage in activities that build connections between their school and life
experiences.”

Franklin Bobbit (1918) in his work in curriculum theory: “Curriculum is a detailed plan for
education based on the careful analysis of society’s needs, the learner’s needs, and the
subjects to be taught.”

Summarily, The definitions differ in their focus on structure (Tyler), process (Stenhouse,
Taba), and flexibility (Pinar et al.), but collectively they point toward the importance of
aligning curriculum with learner needs, real-world relevance, and social context.
 WHAT IS A CURRICULUM MODEL

A curriculum model refers to a structured framework or blueprint that guides the

organization, delivery, and evaluation of educational content, experiences, and
processes in schools. Different scholars have defined curriculum models from various
perspectives, focusing on how education should be designed to meet learning
objectives.

TYLER’S MODEL OF CURRICULUM DEVELOPMENT

Ralph W. Tyler introduced his model in his seminal book "Basic Principles of Curriculum
and Instruction" (1949). His model has significantly shaped curriculum development and
evaluation processes globally. Often referred to as the "Objective Model" or “Rational-
Linear Model,” it presents a systematic approach to curriculum planning based on
clearly defined objectives.

CORE PRINCIPLES OF TYLER’S MODEL

Tyler proposed that curriculum development should be guided by four fundamental

questions:

a. What educational purposes should the school seek to attain?

→ This involves defining clear instructional objectives.
b. What educational experiences can be provided that are likely to attain these
purposes? → This refers to the selection of learning experiences that help
achieve the objectives.
c. How can these educational experiences be effectively organized?
→ This focuses on the organization and sequencing of content and learning
experiences.
d. How can we determine whether these purposes are being attained?
→ This involves the evaluation of learning outcomes to measure effectiveness.

These questions create a logical, step-by-step approach to curriculum development,

ensuring alignment between aims, content, methods, and evaluation.
 COMPONENTS OF TYLER’S MODEL

A. Defining Objectives

Tyler emphasized the importance of behavioral objectives—clear statements of what

learners should be able to do after instruction. Objectives should derive from: Learner
needs and interests, Societal demands and expectations, Subject matter (disciplinary
knowledge) Objectives should be specific, measurable, achievable, relevant, and time-
bound (SMART).

B. Selecting Learning Experiences

Learning experiences are activities and content provided to help students achieve
objectives. Tyler believed that experiences must: Provide opportunities for students to
practice desired behaviors, Fit student developmental levels and interests, Be
meaningful and transferable to real-life contexts.

C. Organizing Learning Experiences

Tyler emphasized the systematic arrangement of content and experiences for optimal
learning. He proposed three principles for organization:

1. Continuity – Vertical reiteration of content over time.

2. Sequence – Progressive complexity of content.
3. Integration – Horizontal connection of subjects and experiences.

D. Evaluating the Curriculum

Tyler stressed that evaluation should be objective-based—assessing whether students

met the stated objectives, It should involves the use of tests, observations, and
performance tasks, Evaluation should also informs curriculum revision and
improvement.
 STRENGTHS OF TYLER’S MODEL

1. Clarity and Simplicity: Offers a clear, structured framework that is easy to

follow.
2. Goal-Oriented: Ensures alignment of aims, content, teaching, and assessment.
3. Accountability-Friendly: Provides measurable outcomes useful for assessing
effectiveness.
4. Widely Applicable: Useful across all levels of education and subject areas.

CRITICISMS OF TYLER’S MODEL

1. Overemphasis on Objectives: Critics argue it can be too rigid and may ignore
important but less measurable outcomes (e.g., creativity, emotional growth).
2. Teacher-Centered: Encourages top-down design, which may limit learner input.
3. Neglects the Learning Process: Focus is more on outcomes than on how
learning occurs.
4. Ignores Social and Cultural Dynamics: May not fully address context-specific
or culturally sensitive issues in education.

RELEVANCE TODAY

Despite criticisms, Tyler’s model remains foundational in curriculum design, especially

in outcome-based education (OBE), competency-based learning, and instructional
planning. Educators often begin with Tyler’s logic before integrating more flexible,
process-oriented models.

Tyler’s Model of Curriculum Development remains a cornerstone of curriculum theory

due to its logical structure, emphasis on objectives, and focus on measurable outcomes.
While modern approaches have expanded to include more dynamic and learner-
centered elements, Tyler’s model continues to offer valuable guidance for systematic
curriculum planning and evaluation.
 HILDA TABA’S MODEL OF CURRICULUM DEVELOPMENT

Hilda Taba (1902–1967), a curriculum theorist and educator, developed a model of

curriculum development that emphasized the active involvement of teachers in
designing and building the curriculum. Taba believed that teachers, being closest to the
learners, are in the best position to develop effective curriculum plans. Her approach is
considered grassroots and inductive, contrasting with more top-down or prescriptive
models like Tyler's.

CORE FEATURES OF TABA’S MODEL

Taba advocated that curriculum should be developed inductively—from the specific to

the general—beginning with the design of teaching-learning units, which are then built
into a complete curriculum.

She proposed a seven-step model for curriculum development as seen below:

Step 1: Diagnosis of Needs

 Curriculum planning begins with identifying students' needs.

 Teachers assess gaps between students' current knowledge and desired
learning outcomes.

Step 2: Formulation of Objectives

 Based on diagnosed needs, clear instructional objectives are written.

 These objectives guide content selection, teaching strategies, and assessment.

Step 3: Selection of Content

 Content is chosen to achieve the set objectives.

 Content must be valid, significant, learnable, and relevant to the learners’
context.
Step 4: Organization of Content

 Content should be sequenced logically (simple to complex, known to unknown).

 Taba emphasized vertical and horizontal articulation of content.

Step 5: Selection of Learning Experiences

 Learning experiences must match the content and objectives.

 These should encourage interaction, thinking, and skill development.

Step 6: Organization of Learning Experiences

 Experiences are arranged to reinforce each other and build upon prior learning.
 Emphasis is placed on integration across subject areas.

Step 7: Evaluation

 Evaluation methods assess both student progress and curriculum effectiveness.

 Evaluation data should lead to curriculum refinement and improvement.

CHARACTERISTICS OF TABA’S MODEL

a. Inductive: Begins with specific units developed by teachers and builds up to a

general curriculum.
b. Teacher-Centered (in development): Empowers teachers as curriculum
developers rather than mere implementers.
c. Flexible and Dynamic: Encourages continuous feedback and curriculum
revision.
d. Student Needs-Oriented: Strong focus on diagnosing learner needs before
curriculum planning.
 WHEELER’S MODEL OF CURRICULUM DEVELOPMENT

D.K. Wheeler developed his model of curriculum design in 1967 as a modification of

Ralph Tyler’s model, aiming to make it more flexible and dynamic. While Tyler proposed
a linear model, Wheeler introduced a cyclical model, emphasizing the interrelatedness
of curriculum components and the ongoing nature of curriculum development.

Wheeler's model is often called a refined objective model, and it supports the idea that
curriculum planning is not a one-way process but a continuous cycle that allows for

STRUCTURE OF WHEELER’S MODEL

Wheeler proposed five key elements in curriculum development:

1. Aims, Goals, and Objectives: Wheeler Begin by stating broad educational aims
and goals, followed by specific instructional objectives., Objectives guide all other
aspects of the curriculum, including content selection and instructional methods.

2. Selection of Learning Experiences: Choose learning experiences that align

with the objectives and are meaningful, appropriate, and engaging for learners.
He also placed emphasis on active participation, problem-solving, and skill-
building.

3. Selection of Content: Content must be relevant, valid, and appropriate to the

learners’ developmental levels and social needs and should provide a knowledge
base that supports learning experiences.

4. Organization and Integration of Content and Learning Experiences: Content

and experiences should be logically and sequentially arranged to promote
continuity and progression in learning. Integration across disciplines is
encouraged to provide a holistic learning experience.
 5. Evaluation: Evaluation is ongoing and used to assess the effectiveness of the
curriculum in meeting its objectives. Evaluation outcomes feed back into the
cycle to inform revisions in objectives, content, and methods.

These elements are not linear but cyclical, meaning each can influence and be
influenced by the others at any point in the process.

FEATURES AND CHARACTERISTICS OF WHEELER’S MODEL

FEATURE EXPLANATION
Emphasizes feedback and adjustment, allowing for curriculum
Cyclical Nature
refinement.
Interrelated
All components affect and are affected by one another.
Components
Focuses on continuous improvement rather than one-time
Process-Oriented
planning.
Objective-Based Starts with clear learning objectives like Tyler's model.
Reflects the realities of classroom instruction, including need for
More Practical
adjustment.

STRENGTHS OF WHEELER’S MODEL

a. Dynamic and responsive: Encourages curriculum developers to continuously

adapt and improve.
b. More realistic: Acknowledges the practical challenges teachers face and the
need for revision.
c. Supports integration: Emphasizes the interconnectedness of content and
experience.
d. Incorporates feedback: Evaluation is central and leads to constant
improvement.
 WEAKNESSES OF WHEELER’S MODEL

a. Still rooted in behavioral objectives: May not fully address affective or creative
outcomes.
b. Somewhat theoretical: Lacks specific implementation guidance for practitioners.
c. Complexity for new developers: The cyclical nature can seem abstract or
overwhelming for beginners.

SMITH, STANLEY, AND SHORES MODEL OF CURRICULUM DEVELOPMENT

The Smith, Stanley, and Shores Model was developed by B. Othanel Smith, William O.
Stanley, and J. Harlan Shores in their influential book "Fundamentals of Curriculum
Development" (1950s–1960s). This model represents a systematic and rational
approach to curriculum development, designed to create planned, purposeful learning
experiences for learners in a democratic society.

It is one of the classic models that expanded upon Ralph Tyler’s ideas but emphasized
the social foundations of education and the value-laden nature of curriculum decisions.

THE CORE PHILOSOPHY OF THE MODEL

Smith, Stanley, and Shores viewed the curriculum as a deliberate attempt to influence
student learning through organized experiences. Their model is grounded in the belief
that education should:

 Be planned and purposeful,

 Serve the needs of both individual learners and society, and
 Be responsive to social, political, and cultural contexts.

Their approach integrates philosophical, psychological, and sociological foundations

into curriculum planning.

COMPONENTS OF THE SMITH, STANLEY, AND SHORES MODEL

Their model includes a logical sequence of decision-making steps used in curriculum
planning. These components include:

1. Statement of Educational Objectives: The objectives serve as the foundation of

curriculum planning and are derived from three sources:

a. Learners' needs (psychological foundation),

b. Societal needs (sociological foundation),
c. Subject matter (disciplinary and academic foundation).

2. Selection of Learning Experiences: Learning experiences should help students

achieve the desired objectives and these experiences must be appropriate to learners’
maturity, interests, and backgrounds. Emphasis is placed on active learning and
personal engagement.

3. Organization of Learning Experiences: Learning activities should be organized for

continuity, sequence, and integration. This ensures that learning builds progressively
and is connected across disciplines.

4. Evaluation of Learning Outcomes: Evaluation assesses how well students are

achieving the intended objectives. The process also evaluates the effectiveness of the
curriculum itself. Feedback from evaluation leads to curriculum modification and
improvement.

UNDERLYING PRINCIPLES OF THE MODEL

PRINCIPLE EXPLANATION
The curriculum should promote democratic ideals,
Democratic Values
participation, and equity.
Education should address current societal needs and
Social Relevance
challenges.
Curriculum must consider the interests, development, and
Learner-Centeredness
needs of the learner.
PRINCIPLE EXPLANATION
Interdisciplinary Learning should reflect the real-world interconnectedness of
Integration knowledge.
Curriculum development should be logical, organized, and
Rational Planning
systematic.

STRENGTHS OF THE MODEL

a. Broad-Based Framework: Incorporates multiple sources and perspectives

(learner, society, discipline).
b. Social Awareness: Encourages educators to consider ethical and societal
implications.
c. Structured yet Adaptable: Offers a clear planning process with room for
contextual adjustments.
d. Emphasis on Democratic Education: Promotes values of freedom, equity, and
social responsibility.

LIMITATIONS OF THE MODEL

a. Complexity: Its reliance on multiple sources can make decision-making

cumbersome.
b. Abstract Concepts: Philosophical and sociological foundations may be difficult
to translate into practice.
c. Less Emphasis on Implementation: While the model is strong in planning, it
offers less guidance on actual curriculum delivery or teacher training.

RELEVANCE IN MODERN EDUCATION

The Smith, Stanley, and Shores model remains relevant for curriculum planners who
aim to:

 Design curricula that address 21st-century societal issues (e.g., climate change,
equity),
 Balance academic content with life skills and values, and
 Incorporate learner voices and community needs into educational planning.

COMPARISON OF THE MODELS

Flexibilit Learner- Evaluation

Model Focus Nature
y Centered Role
Tyler Objectives Linear Low Low Final stage
Needs-based
Taba Linear/Inductive Medium Medium-High Final stage
curriculum
Wheeler Process & feedback Cyclical High Medium Continuous
Smith- Values, society,
Sequential Medium Medium Integral
Stanley democracy

THE BEST MODEL

In my own opinion, Wheeler’s Cyclical model is the best owing to the following reasons;

1. Combines the clarity of Tyler’s objectives with the flexibility of ongoing

evaluation.
2. Supports continuous curriculum improvement and real-world classroom
needs.
3. Balanced between structure and adaptability.
4. Works well in both formal school settings and adult learning environments.

CONCLUSION

Curriculum models are not one-size-fits-all. The best model depends on:
  Learner age and context
 Educational goals
 Institutional constraints
 Philosophical orientation

For general curriculum planning in schools, Wheeler’s model offers the best blend of
structure, adaptability, and practicality, making it a preferred choice for many modern
educators.

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