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Cyclic Model of Curriculum

This document summarizes the 5 phases of Wheeler's curriculum development model: 1. Aims, goals and objectives - Defines the expected outcomes and types of goals. 2. Selection of learning experiences - Chooses experiences to achieve goals from phase 1. 3. Selection of content - Decides the knowledge, concepts and principles from a subject. 4. Organization and integration of content and experiences - Plans an educational sequence of selected content and experiences. 5. Evaluation - Assesses changes in behavior to evaluate success and improve theory and practice through ongoing evaluation.

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Nadeem Shakeel
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60 views

Cyclic Model of Curriculum

This document summarizes the 5 phases of Wheeler's curriculum development model: 1. Aims, goals and objectives - Defines the expected outcomes and types of goals. 2. Selection of learning experiences - Chooses experiences to achieve goals from phase 1. 3. Selection of content - Decides the knowledge, concepts and principles from a subject. 4. Organization and integration of content and experiences - Plans an educational sequence of selected content and experiences. 5. Evaluation - Assesses changes in behavior to evaluate success and improve theory and practice through ongoing evaluation.

Uploaded by

Nadeem Shakeel
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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PRESENTED BY ROMANA AKBAR

ROLL NO: 2520

PRESENTED TO: DR MUHAMMAD SHABBIR ALI

SUBJECT: CURRICULUM DEVELOPMENT

GOVERNMENT COLLEGE UNIVERSITY


FAISALABAD
N T
E
P M
O F L O
L V E
D E DE
O M
M U
IC U L
C L IC
CY RR
CU
A FORMER MEMBER OF UNIVERSITY OF
WESTERN AUSTRALIA, WHEELER DEVELOPED
THIS MODEL.
HE SUGGESTED FIVE INTER RELATED PHASES
IN THE CURRICULUM PROCESS WHICH
LOGICALLY WILL PRODUCE AN EFFECTIVE
CURRICULUM.
Aims, goals
and
objectives

Selection of
evaluation
content

Integration
Selection of
of content
learning
and learning
experiences
experiences
1. AIMS, GOALS AND OBJECTIVES

There are three types of goals .


 Ultimate goals are the expected outcomes expressed in the patterns or
categories of behavior .
 Mediate goals are the patterns of behavior at the given stages of the
educational period.
 Proximate goals are most specific statements of intended behavioral
outcomes .
2. SELECTION OF LEARNING EXPERIENCES
 Phase 2 of curriculum development is concerned with the selection of
appropriate experiences to bring about the desired behavior specified in
phase 1.
 Experiences must be selected which not only will result in behavior
specified but which will contribute to the inculcation or reinforcement of
behavior specified by other goals .
3. SELECTION OF CONTENT
 The third phase of curriculum process is the one that
bulks largest in the educational thinking today .

 Selecting content becomes a question of deciding


what knowledge ,concepts, principles,
generalizations, theories,
techniques, and procedures in a particular
subject shall be used.
4. ORGANIZATION AND INTEGRATION OF
CONTENT AND LEARNING EXPERIENCES

 It is concerned with educational sequence that is


which sequence of selected experience with
content planned to produce behaviors
within the general areas of understanding ,
sensitivities, feelings , attitudes, values , and skills.
 Like subject curriculum is focused upon school subjects, activity
curriculum on certain activities.
5. EVALUATION
 The final phase in the curriculum process is the coming to the
conclusions about the success or failure of the educational enterprise by
means of some measurement or assessment of change in behavior. Only if
ongoing evaluation is pursued can theory be strengthened and practice
made more effective. There is certain amount of interdependence between
phase 1 and phase 5, because in the process of translating aims into
various kinds of goals in phase 1 , some forethought may be given to the
means and processes of evaluation.
THE END

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