An introduction to the study of Education
(EDES113)
(curriculum development approaches)
UKZN INSPIRING
Curriculum development
Curriculum development can be defined as the process of planning,
implementing, and evaluating curriculum for teaching and learning
process to occur.
Three main theorist in curriculum development:
Ralph Tyler
Lawrence Stenhouse
Paulo Freire
Ralph Tyler
Tyler posits the problem with education is that educational
programs lack unmistakably defined purposes/objective
Tyler developed the best and first approach to curriculum
development called product/technical/objective approach
Tyler sees curriculum as a product (end product)
Tyler assert that curriculum should guided by Objectives.
View curriculum as a linear process through which given instructions are followed
Curriculum is seen as technical (follow the prescribed), static and having set program
Teacher is a transmitter of knowledge and Skills (instructor)
Ralph Tyler
Tyler’s Four Fundamental Questions:
What educational objectives should be attained
What will I teach in order to achieve objectives
How will I organise my teaching
How will I determine whether these objectives are attained.
Ralph Tyler
What educational objectives should be attained
Objectives are teaching intentions i.e. it indicates one of the specific content areas that the
teachers intends to cover in a block of learning”.
Curriculum objectives indicate both behavior/skill to be developed and area of content to be
applied.
Example: ‘to develop students’ ability to solve problems on second law of motion’ and to state
the second laws of motion’.
Ralph Tyler
What will I teach in order to achieve objectives (Content)
Content is about having knowledge of the subject/module matter to be learned or taught,
Content must be prescribed with stipulated time frames
Content must organized to achieve stipulated objectives
Example: content to be covered in Physical sciences:
second law of motion:
The acceleration of an object as produced by a net force is directly proportional to the magnitude of the net
force, in the same direction as the net force, and inversely proportional to the mass of the object.
Ralph Tyler
How will I organise my teaching in order to achieve objectives
Organization provides means of offering/preparing the content to be taught effectively via:
Teaching methods: use different teaching methods
Activities: compile different activities
Resources: relevant resources must be in place
Role: instructor or facilitator
Example:
Teaching methods: learner centred ( organize learners ingroups)
Activities: Calculations, presentations
Resources : work books, text books, chats
Role: instructor
Ralph Tyler
How will I determine whether these objective are attained.
Evaluation/Assessment can be thought of as the bridge between teaching and learning in
order to provide feedback to stakeholders
Evaluation/Assessment is done in order to:
monitor the student's progress (diagnosis of student's problems and provide feedback)
grading (on the basis of marks allocated)
selection (selection for courses, subjects, jobs and others)
and certification (giving certificates or degrees).
Example: test, assignments, projects , examination (formative or summative)
Ralph Tyler: Product approach
Limitations of the Tyler Model:
Narrowly interpreted objectives (uses acceptable verbs)- introduce, explain, differentiate
Difficult and time consuming construction of objectives
Curriculum restricted to a constricted range of student skills and knowledge-differs per
grade/phase
Strengths of Tyler’s Model:
Clearly stated objectives to give direction to the teacher and learners.
It provides well organized /disciplined class
Simple linear approach to the achievement of objectives
Ralph Tyler
Class discussion on the lesson development:
Objectives: to introduce learners to draw a table
Content: Table Rows and columns
Organization:
use MS word application
activities on drawing rows
activities on drawing columns
Role of a teacher as an instructor
Evaluation/assessment: give class assessment task to draw a table of 5 rows and six
columns.
The main idea behind this activity is that Tyler seek teachers to follow instruction
from the prescribed curriculum in order to achieve objectives. Learners as well,
must follow teachers’ instructions.
Lawrence Stenhouse:
Process approach
A curriculum is an attempt to communicate the essential principles and features of education
in such a form that it is capable of effective translation into practice. (Stenhouse, 1975)……
(His emphasis/main idea)
Lawrence Stenhouse proposed the model
known as “PROCESS MODEL/APPROACH”.
Lawrence Stenhouse:
Process approach
Process approach focuses on :
Teacher/learner activities
Learner should have part in deciding nature of learning activities
Assumption that learner makes unique response to learning experiences
Teacher’s role as Mediator/facilitator
Conditions in which learning takes place
Emphasis on means/process rather than ends/end product
Lawrence Stenhouse:
Process approach
Strengths:
Promotes active roles of teachers and learners
Emphasis on learning skills
Emphasis on certain activities to unpack the content
Limitation:
Might loose focus on the appropriate content
Difficulty in applying approach in some areas
Lawrence Stenhouse
Class discussion on the lesson development:
The main idea behind this activity is that stenhouse seek teachers to give
freedom to learners. Teachers ask learners to draw a table using any
application software (MS Word, MS Excel, MS access). Teachers will
not give instructions/specifications. Thus, learners will draw a table
having number of rows and columns that they like. This will determine
the content to be covered in a lesson.
Paulo Freire: Political approach
• Brazilian educator and
philosopher who was a
leading advocate of critical
pedagogy
• His book Pedagogy of the
Oppressed is considered one
of the foundational texts of the
critical pedagogy movement
Paulo Freire: Political approach
Is guided by values and the question of power:
Content: must draw for learners experience (not from the document)
Development process: development of the curriculum/lesson must dialogical/negotieted with learners
Teaching process: interactive
Aims : political/critical empowerment
Paolo Freire…..
Selecting certain knowledge/content while excluding other is political.
The purpose of curriculum it to liberate the oppressed
Intellectual, social and political liberation
Education should; Empower, change society and there should be interaction (political
ideology)
Negotiates understanding with the learners (learners should know the rationale why a
particular knowledge is disseminated )
He criticized the banking notion of education (treating children as tabula rasa/objects).
Education and curriculum should be based on praxis (reflection and action).
Paolo Freire: Political
approach
Strengths:
Liberates students/learners and teachers
Emphasis the use of leaners experiences during teaching and learning process
Guided by interaction, empowerment and social change (do I teach what is useful to
students)
Limitation
Curriculum may not be standardized both locally and internationally.
Brings politics in teaching and learning process.
Paolo Freire: Political approach
Class discussion on the lesson development:
The main idea behind this activity is that Paolo Freire would seek
teachers to liberate learners. Thus, Teachers ask learners to draw a
table using any application software (MS Word, MS Excel, MS access).
But they must know the rationale behind choosing a particular program
and how it will empower them in their feature life. Teachers will not
give instructions/specifications. Learners will draw a table having any
number of rows and columns that they like.
Comparing the three approaches
Ideas and views Example One (NCS) Example two (CAPS Example two (new document)
regarding (Stenhouse’s approach) document)
- Outcome based design (Tyler’s approach) (Freire’s approach)
- Content based design
The role of the The teacher is clearly cast in The role of the teacher is The role of the teacher is that of
teacher the role of facilitator that of Researchers being aware of
transmitter/instructor. politics
Starting points The starting point is learners’ The starting point is the The starting point is in the
own experiences and formal knowledge to be rationale/reasons behind the
knowledge. learnt. knowledge to be learnt
How learners learn The assumption is that learners The assumption is that The assumption is that learners
literacy relate literacy to their own learners learn how to learn to address their lack of
experiences and surroundings. read and write through power
recognising letters and
repeating them
