Unit 4

By
Y. Chakasika
Common Curriculum Planning Models

Unit learning outcomes

After going through this unit, you should be
able to:
a) Define a model
b) describe the three commonly used curriculum
planning models
 Defining a Model
According to Graves (1979), a model is a
simplified representation of complex reality
which enables us to understand any process
better.
It offers guidelines to action.
 Defining a model (cont’d)

Models helps in conceptualizing a process by

showing certain principles and procedures
When a model is put into action it becomes a
process.
 Definition of Curriculum Planning Model

A curriculum planning model is a simplified

representation of curriculum “development”
process.
Models are applied to curriculum to help us;
a) understand the complex process of curriculum
development better.
b) note the relationship between parts of the
curriculum development process (objectives;
content; methods; and evaluation).
 Definition of Curriculum planning model
(cont’d)
(c) have a framework that can be followed when
constructing a curriculum

Models are either represented

diagrammatically or as steps to be followed in
a linear form.
Some models are more complicated than
others
 Curriculum planning model
In general curriculum development models
can be categorised into two:
a) Product model (Tyler, Bloom, etc)
b) Process model (Stenhouse)
The former focuses on the content as means
to an end, whilst the latter focuses on the
intrinsic value of content/knowledge not as
means to an end
 Curriculum planning model
Curriculum development models can be
deductive or inductive:
a) A deductive model proceeds from the general
(examining the needs of society, for example) to
the specific (specifying instructional objectives, for
example).
b) An inductive model starts with the development
of curriculum materials and leads to generalization
 Models can be prescriptive or descriptive
 Curriculum planning model (Cont’d)
The three commonly used curriculum planning
models are:
1) Objective Model; * (Product)
2) Situation Model; (Product) and
3) Process Model.

*Another model is referred to as “Cyclic model) but

it is just another example of the Objectives model.
 Curriculum planning model (cont’d)

NB.
The name of the model is derived from the first
activity to be done. For example objectives
model begins with objectives while as the
situation model begins with a situation analysis.
 THE TYLER MODEL
One of the best known models for curriculum
development
It gives special attention to the planning
phases
Its deductive for it proceeds from the general
(examining the needs of society, for example)
to the specific (specifying instructional
objectives).
Also known as objectives model or Rational
Curriculum Planning model
 Tyler Objectives Model
Tyler recommends that curriculum
planners identify general objectives by
gathering data from three sources:
1) Learners
2) Contemporary life outside the school
(Society/Sociology)
3) Subject matter (Subject Specialists)
 Tyler Objectives Model
After identifying numerous general
objectives, the planners refine them by
filtering them through two screens:
1) Philosophical screen
2) Psychological screen
 THE TYLER MODEL
In the Tyler Model, the general objectives
that successfully pass through the two
screens become what are now popularly
known as instructional objectives.
After setting the objectives you then
proceed to select the learning
experiences; Organize the learning
experiences and lastly Evaluation
 Objective Model (alias Tyler’s Model)
The father of the objectives model is Ralph
Tyler (1949). He asks four basic questions:

1) What educational purposes should the school

seek to attain?
2) What learning experiences can be provided that
are likely to attain these purposes?
3) How can these learning experiences be
effectively organized?
 (4) how can we determine whether these purposes
are being attained?

NOTE
Tyler starts with the question of objectives
and these objectives become the criteria by
which materials are selected hence the name
objectives model.
Tyler’s Objectives Model
Criticisms on the use of Objectives Model

Tyler’s model is criticized because the model;

1) is too simplistic, linear and mechanistic;
2) is static as opposed to curriculum development
process which is dynamic and continuous;
3) places evaluation at the end which is like doing
a military intelligence after the war is over
4) does not tell us what happens after evaluation
 Criticisms on the use of Objectives Model
(Cont’d)
(5) does not indicate adequately the interaction
and interrelatedness of all the elements involved
(by treating them in isolation except for one way
linkage)
(6) limits what students can learn by pre-
specifying objectives and outcomes
What to consider when using
objectives model
a) the learners themselves
b) nature of subjects
c) psychology of learning
d) philosophy of values
 Wheeler’s Model (Cyclic model)
After noting some criticisms against objectives
model Wheeler came up with his cyclic model
Paradoxically his model is an objectives model
since it also begins with aims, goals and
objectives.
He distinguished content from the learning
experiences which determines the content
 Wheeler’s Cyclic model (Cont’d)
Wheeler’s model is cyclic and its significance
is that curriculum development does not end
at evaluation. After evaluation we go back to
the aims, goals and objectives.
Wheeler’s Model (Cyclic model)
 Criticisms of Wheeler Model
Wheeler’s model is criticized on the basis that;
a) It still has a one-to-one relationship between the
elements as it was in Tyler and Taba’s model instead
of relating each element to every element in the
model
b) Wheeler’s model still seems to suggest that
curriculum development starts with the objectives
and ends with evaluation before the process starts
again
c) The model does not show the multidirectional nature
of the curriculum development process
 Situation Model

The model begins with a situation analysis or

needs assessment, which involves obtaining
facts about:
a) educational system;
b) learners;
c) schools;
d) teachers; and
e) society
 Situation Model (Cont’d)

When developing a curriculum using this

model you first have to conduct needs
assessment or situation analysis which will
facilitate the formulation of the objectives
Proponents of this model are include Hilda
Taba and Malcolm Skilbeck
 Hilda Taba’s Model of Curriculum
Development
Believed that teachers are aware of the needs
of students
She believed in inductive approach to teaching
i.e from specific to general
She promoted the Bottom-Up/ Down-Top
approach Alias Grassroot approach
Advocated for logical and sequential process in
curriculum development
Students are at the fore front to the curriculum
 Hilda Taba’s Model of Curriculum
Development
Believed that there must be evaluation of
student achievement of content after the
content standards have been achieved and
implemented
The main message of the model is that teachers
must be actively involved in curriculum
development
Taba’s model has 7 steps as depicted on the next
slide
Taba’s Situation Model
1) Diagnosis of learners needs: The teacher as a
curriculum designer starts the process by
identifying the needs of learners (ie. critical
thinking)
2) Formulation of objectives: after identifying the
needs of learners that require attention the
teacher specify objectives by which the needs
will be fulfilled
3) Selection of content: in line with the objectives
appropriate subject matter/content/knowledge
is selected
 Hilda Taba’s Model of Curriculum Development

4. Organization of Content: a teacher can not just select

the content but must organize it taking into account age,
interest and ability of learners
5. Selection of learning experiences: Content must be
presented to the students in a way that they are engaged
with it, and at this point the teacher selects appropriate
methodology
6. Organization of learning activities: learning activities
should be organized depending on content sequence and
learner characteristics
7. Evaluation: To assess the achievement of learning
objectives
Skilbeck’s Situation Model
 Process model
 Process Model is also known as the Content Model or
Content-Based Approach to Curriculum Planning.
 The main proponent of this model is Lawrence
Steinhouse.
 He argues that a process model is more appropriate than
an objective model in areas of the curriculum, which
centre on knowledge and understanding.
 Basically he contends that it is possible to design curricula
rationally by specifying content and principles of
procedure rather than by pre-specifying the anticipated
outcomes in terms of objectives.
 Process model (Cont’d)
It is possible to select content on the grounds
that it represents a particular form of
knowledge, which is intrinsically worthwhile.
He points out that worthwhile activities
(content) can be worthwhile in themselves
rather than as a means for achieving objectives
Content can be selected to exemplify the most
important procedures, the key concepts and
the criteria inherent in a field of knowledge.
 Process model (Cont’d)
Furthermore, curriculum content is selected
without any real consideration for its
aims/goals/objectives.
In this design the process is specified, i.e.
content being studied, the methods being
employed and the evaluation criteria inherent
in the activity.
 Process model (Cont’d)
The end product produced by pupils is not specified
beforehand in terms of behaviours but can be
evaluated after the event by the criteria that is built.
In this model the teacher is qualified to initiate
change.
The teacher is involved in:
1) teacher research (also known as action research) and
2) reflective practice (the teacher reflects on his/ her
practice and makes improvisations along the way).
 Features of the process Model
a) The role of the teacher is the facilitating
b) It emphasises on the means not ends
c) It encourages learner autonomy
d) It is more individualistic
e) Assumes that learners make unique responses
to learning experiences
f) It guides students to engage in learning
process and develop own capacity for learning
 Advantages and Disadvantages of process
model
ADVANTAGES DISADVANTAGES
1. Emphasises on learner- 1. Lacks emphasis on
teacher engagement appropriate content
2. Emphasises on learning skills 2. Not easy to apply in some
3. Encourage learners to subjects
appreciate intrinsic value of 3. Difficult to assess objectively
learning not as means to an 4. Students may be confused at
end not having strict guidelines
5. Heavily dependent on a
teacher/tutor as facilitative
resource
 Analogy to distinguish objectives
and process model
Product Model Process Model
The teacher says: “You The teacher says: You
are all heading for the are all heading for
same destination. I different destinations.
have got the map stick You may need different
close to me and I will maps. I will teach you
get you there.” map reading skills for
you to arrive at your
respective
destination(s).