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Curriculum Design Models Explained

The document discusses several models of curriculum design: 1. The Objectives Model involves designing curriculum around specific, measurable learning objectives and testing whether the curriculum achieves those objectives. 2. The Process Model does not prioritize objectives, instead focusing on allowing content and learning activities to stand on their own merits. 3. Tyler's Model is linear, beginning with objectives that form the basis for selecting and organizing learning experiences and evaluating outcomes. 4. Wheeler's Model improves on Tyler's by making the process cyclical so evaluation can feed back into revising objectives and goals. 5. Kerr's Model also has objectives, knowledge, evaluation and experiences as interrelated domains that influence each other mutually.

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99 views2 pages

Curriculum Design Models Explained

The document discusses several models of curriculum design: 1. The Objectives Model involves designing curriculum around specific, measurable learning objectives and testing whether the curriculum achieves those objectives. 2. The Process Model does not prioritize objectives, instead focusing on allowing content and learning activities to stand on their own merits. 3. Tyler's Model is linear, beginning with objectives that form the basis for selecting and organizing learning experiences and evaluating outcomes. 4. Wheeler's Model improves on Tyler's by making the process cyclical so evaluation can feed back into revising objectives and goals. 5. Kerr's Model also has objectives, knowledge, evaluation and experiences as interrelated domains that influence each other mutually.

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chang abueva
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Sunshine Grace Abueva

BSED-English II

Models in Designing Curriculum

Curriculum design is a complex but systematic process. This unit describes a variety of models of
curriculum design in order to make this complex activity understandable and manageable. It is important
for you as a teacher to understand how the curriculum you are using in your school was designed.

The Objectives Model

The objectives model of curriculum design contains content that is based on specific objectives.
These objectives should specify expected learning outcomes in terms of specific measurable behaviours.

This model comprises four main steps:

• agreeing on broad aims which are analyzed into objectives,

• constructing a curriculum to achieve these objectives,

• refining the curriculum in practice by testing its capacity to achieve its objectives, and

• communicating the curriculum to the teachers through the conceptual framework of the objectives.
(Gatawa, 1990: 30)

The Process Model

Unlike the objectives model, this model does not consider objectives to be important. Using this
model presupposes that:

• Content has its own value. Therefore, it should not be selected on the basis of the achievement of
objectives.

• Content involves procedures, concepts and criteria that can be used to appraise the curriculum.

• Translating content into objectives may result in knowledge being distorted.

• Learning activities have their own value and can be measured in terms of their own standard. For this

reason, learning activities can stand on their own (Gatawa, 1990: 31)

Tyler’s Model

Tyler’s model for curriculum designing is based on the following questions:

• What educational purposes should the school seek to attain?

Tyler’s Model

Objectives

Selection of learning experiences

Organisation of learning experiences

Evaluation

Adapted from Urevbu, A. O. (1985: 20). Curriculum Studies.

The model is linear in nature, starting from objectives and ending with evaluation. In this model,
evaluation is terminal. It is important to note that:

• Objectives form the basis for the selection and organization of learning experiences.
• Objectives form the basis for assessing the curriculum.

• Objectives are derived from the learner, contemporary life and subject specialist.

To Tyler, evaluation is a process by which one matches the initial expectation with the outcomes.

Wheeler’s Model

Wheeler’s model for curriculum design is an improvement upon Tyler’s model. Instead of a
linear model, Wheeler developed a cyclical model. Evaluation in Wheeler’s model is not terminal.
Findings from the evaluation are fed back into the objectives and the goals, which influence other stages.

Wheeler contends that:

• Aims should be discussed as behaviours referring to the end product of learning which yields the
ultimate goals. One can think of these ultimate goals as outcomes.

• Aims are formulated from the general to the specific in curriculum planning. This results in the
formulation of objectives at both an enabling and a terminal level.

• Content is distinguished from the learning experiences which determine that content.

Kerr’s Model

Most of the features in Kerr’s model resemble those in Wheeler’s and Tyler’s models. However,
Kerr divided the domains into four areas (Urevbu, 1985: 23):

• objectives,

• knowledge,

• evaluation, and

• school learning experiences.

What you should note about the model is that:

• the four domains are interrelated directly or indirectly, and

• objectives are derived from school learning experiences and knowledge.

In Kerr’s model, objectives are divided into three groups:

• affective

• cognitive

• psychomotor.

The model further indicates that knowledge should be (Urevbu, 1985):

• organised,

• integrated,

• sequenced, and

• reinforced.

Evaluation in Kerr’s model is the collection of information for use in making decisions about the
curriculum. School learning experiences are influenced by societal

opportunities, the school community, pupil and teacher relationships, individual differences, teaching
methods, content and the maturity of the learners. These experiences are evaluated through tests,
interviews, assessments and other reasonable methods. In his model, Kerr asserts that everything
influences everything else and that it is possible to start an analysis at any point (Urevbu, 1985: 22).

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