Models of Curriculum

EDM 207 – CURRICULUM DEVELOPMENT

MODELS OF CURRICULUM
The term curriculum model refers to a conceptual framework and organizational structure for decision making
about educational priorities, administrative policies, instructional methods, and evaluation criteria.
-Goffin, Stacie G.

TYLER CURRICULUM MODEL

Tyler’s Model of Curriculum was developed by the American educator Ralph Tyler in the 1940s. It was one of
the first models of curricula and a very simple model even used by modern educators.
Tyler model of curriculum describes how to formulate educational objectives, how to organise them, analyse them
and adjust them so that the students are able to meet these objectives.
TABA CURRICULUM MODEL

The Taba Model was developed by Hilda Taba (1902 – 1967), an architect, a curriculum theorist, a curriculum reformer,
and a teacher educator Taba Model is an inductive model, starting with specifics and building up to general design. Taba
believed that there is a definite logical and sequential order in creating a curriculum. The main concept of this approach
to curriculum development is that teachers must be involved in the development of the curriculum.
Taba’s grassroots model has seven steps as listed below, advocating a major role for teachers.
1. Diagnosis of Learners’ Needs. The teacher who is also the curriculum designer starts the process by identifying the
needs of the students for whom curriculum is to be planned. For example; Majority of students are unable to think
critically.
2. Formulation of Objectives. After the teacher has identified the needs of learners that require attention, he or she
specifies the objectives by which needs will be fulfilled.
3. Selection of the Content. The objectives selected or created suggest the subject matter or content of the curriculum. Not
only objectives and content should match, but also the validity and significance of the chosen content need to be
determined. i.e. the relevance and significance of the content.
4. Organization of the Content. A teacher cannot just select content but must organize it in a Particular Sequence taking
into consideration the maturity of learners, their academic achievement and their interests.
5. Selection of Learning Experiences. Content must be presented to students and they must be engaged with the content.
At this point teacher should select appropriate instructional methodology that will involve the students with the content.
6. Organization of Learning Activities. The learning activities be organized in a sequence depending both on content
sequence and learners’ characteristics. The teacher needs to keep in mind the students he or she will be teaching.
7. Evaluation. The curriculum planner i.e. the teacher must determine what objectives have been accomplished. To assess
the achievement of learning objectives, evaluation procedures need to be designed.
GOODLAD CURRICULUM MODEL

This model was developed by John Inkster Goodlad. The Goodlad model deviates a bit from the Ralph Tyler’s model. It
is particularly unique in its use of social values. Whereas Tyler considers them as a screen, Goodlad proposes they are
used as data sources. Hence, Goodlad proposes four data sources:
• values,
• funded knowledge,
• conventional wisdom, and
• student needs and interests
VALUES
His inclusion of values in the curriculum-development chart reflects his belief that educational systems must be driven by
goals or values. He believed that education has a moral dimension, and those who teach are “moral agents.”
FUNDED KNOWLEDGE
Funded knowledge is knowledge which is gained from research. Generally, research is heavily funded by various
organizations. Information from research is used to inform educational practice in all aspects, particularly in curriculum
design.
CONVENTIONAL WISDOM
Conventional wisdom includes specialized knowledge within the society, for example from experts in various walks of
life and ‘older’ people with life experiences.
STUDENTS’ NEEDS and INTERESTS
Students’ needs and interests are also considered in the design process.
SAYLOR and ALEXANDER CURRICULUM MODEL

Galen Saylor and William Alexander (1974) viewed curriculum development as consisting of four steps. According to
them, curriculum is ‘a plan for providing sets of learning opportunities to achieve broad educational goals and related
specific objectives for identifiable population served by a single school centre’.
4 Stages of SAL Curriculum Model

1. Goals, Objectives, and Domains. The model indicates that curriculum planners begin by specifying the major
educational goals and specific objectives they wish to accomplish. Each major goals represents a curriculum domain and
they advocate 4 major goals or domains: personal development, human relations, continued learning skills and
specialization.
2. Curriculum Designing. Once goals, objectives and domains have been established, planners move into process of
designing the curriculum. Here decision is made on the appropriate learning opportunities for each domain and how and
when these opportunities will be provided.
3. Curriculum Implementation. After the designs have been created the next step is implementation of the designs by
teachers. Based on the design of the curriculum plan teachers would specify instructional objectives and then select
relevant teaching methods and strategies to achieve the desired learning outcomes among students in the classroom.
4. Evaluation. Finally, curriculum planner and teachers engage in evaluation. The model proposed that evaluation should
be comprehensive using a variety of evaluation techniques.
MILLER-SELLER CURRICULUM MODEL

Miller-Seller Curriculum model was developed by John P. Miller and Wayne Seller. This model focuses on three
“metaorientations”: transmission, transaction, and transformation.
This orientation will reflect one’s philosophy, one’s view of psychology and learning theory, and one’s view of society,
which in turn, are related to one’s basic world view, or paradigm.
TRANSMISSION: Essentialism
Learner is passive, only taking knowledge directly from the teacher.
-Teacher sets curriculum and lesson topics.
-Students memorize information from lectures as typical instruction method.
-Assessment is done through traditional standardized test of content mastery
Advantages
-Parents and teachers are familiar with framework
-Easily available materials
-Efficient curriculum organization
Disadvantages
-Loss of higher level thinking and learning
-Structure goes against what we know about child development
TRANSACTION:Experimentalism
-Students bring background knowledge into the classroom.
-More inquiry-based learning
-More discussion and debate of topics
-Teacher oversees and directs inquiry of students
Advantages
-Includes 21st century skills such as communication and problem-solving
-Experiential learning
-Students are self-motivated
Disadvantages
-Some use of traditional standardized assessment
-As with transmission, students are clients
TRANSFORMATION:Existentialism
-Focus on moral and social responsibility
-Teachers and students strive to self-actualize
-Experiential and service learning are important components
Advantages
-Includes 21st century skills
-Students have internal motivation to learn
-Authentic assessment
Disadvantages
-Must be in an environment of supportive communities and families
-Can under emphasize the type of assessment students will see on state exams
-Teachers must be comfortable with students having control over their learning
WHEELER CURRICULUM MODEL

The Wheeler model was developed by the former educator at the University of Western Australia, D.K. Wheeler (1967),
or cyclic model, asserts that curriculum should be a continuous cycle which is responsive to changes in the education
sector and makes appropriate modifications to account for these changes. It targets situational evaluation: the framework
in which the curriculum decisions are taken is considered important, as this is believed to help make the very best
decisions.
The Wheeler Curriculum Model is comprised of five interconnected phases:

1. Aims, goals and Objectives. Aims covers all the experiences provided in the curriculum. Goals are tied to specific
subjects or group of content with in the curriculum; while objectives describe more specific outcomes as a result of lesson
or instructions delivered at a classroom.
2. Learning Experiences. It is an activity which the learners engage in which the result in his behavior.
3. Content. It is what we teach. It must be related to validity, significance, utility, interest and learnability.
5. Evaluation. The former has clear objectives and aligned assessment strategies designed to test how well students have
achieved the learning outcomes. Wheeler model sets the school objectives as final steps in as well as the first. Wheeler
model seems to lack of procedure between organizing and integrating learning experience, content and evaluation. And it
advocates is a time-consuming process that can be difficult to put into practice in the hectic conditions in modern
education practice.
HUNKINS CURRICULUM MODEL

The Decision-making Model of Curriculum that was developed by Francis P. Hunkins are lots helpful to the educators
and teachers itself to help them improve their teaching based on the curriculum model stated by Frank (nickname for
Francis).
7 Stages of Hunkins Curriculum Model
1. Curriculum Conceptualization and Legitimation. This step is unique to this model. Allows the ability to formulate
ideas and substantiate them by taking the norms, values and culture of our society into account in its design.
2. Diagnosis. Formation of the objectives, identification of knowledge and skill set, educational objectives and the
instructional objectives.
3. Content Selection. Organizes and selects the content and learning activity.
4. Experience Selection. Allows you to select instructional methods, instructional materials.
5. Implementation. This step offers role clarification, provisions of support services, staff development programs,
modifications of procedures and communication.
6. Evaluation. The components of this step include: course content, teacher guides, textbooks, searching methods, and
evaluation procedures.
7. Maintenance. This stage offers permanent follow up and quality of the program.
ZAIS CURRICULUM MODEL

The Zais Model was developed by Robert S. Zais (1976). This model is an excellent tool for the development of
culturally-responsive science and math. Its is composed of four pairs of components and foundations which are inter-
related.
He defines the term curriculum design as the arrangement of the components or elements of a curriculum including; aims,
goals, objectives, subject matter or content, learning activities and evaluation. He further attests that, the most prominent
feature of curriculum design is their pattern of content organization.
AIMS – GOALS
-Integrate cultural perspective within the curriculum
-Reinforce, support and strength on student skills in science and math.
-Validate, affirm and build upon ‘funds of knowledge’ that students bring with them
-Develop ties to students’ family/community
-Help facilitate a sense of effective ‘situated-ness’ of what is learned in the lives and culture of students. Empower
students to take ownership for their education. Finding face, heart and foundation through what they are learning.
-Address standards for science and math education in relevant and creative ways.
CONTENT
-Native Perspectives of Science and Math
-Western Science and Math Principles
-Themes and Topics based on Science and Math Scope and Sequence
-Interdisciplinary perspective through art, social science, literature and philosophy
LEARNING ACTIVITY
-Brain Patterned Methodologist -Multi-sensory Learning
-Experiential and Service Learning -High Context Learning
-Community-Based Research
EVALUATION
-Science and Math Learning Assessment
-Teacher Assessment -Administrative Assessment
-Student Assessment -Community Assessment
-Culturally-Based Assessment
EPISTEMOLOGY
-Epistemology is the ‘guiding’ philosophy of a curriculum. It describes how a culture views knowledge. It forms a
philosophical foundation for how teacher and learner may approach an educational process.
-It includes kinds of ‘embedded’ knowledge, symbols, metaphor and orientations that are cultural in nature.
SOCIETY
-Who is the ‘audience’ of the curriculum?
-What are the social and cultural factors that affect the students, teachers, community and school in which the curriculum
will be administered?
-Native societal/community needs and expectations
THE LEARNER
-Native cultural personality configurations
-Field-Sensitive Learner
-Participatory, Collaborative, Experiential Learning Orientations
-Affective Learning Methodologies
-Student Peer Psychology
LEARNING THEORY
-Gardner’s Multiple Intelligence
-Creative Learning Theories
-High/Low Context Communication
-Visual Philosophy
-Critical Pedagogy
-Indigenous Education: An Evolving Theory
-Science/Math Learning Theories
“The model curriculum guides you by expanding on the standards, but you have a lot of freedom with it in how you
teach. It gives you a goal, but how you get there is based on whatever you think will work best for your students.”
-Michele Elliot
Presenter: JONALYN B. DAIS & KAYE DHAPNIE D. DELFIN

Models of Curriculum

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EDM 207 – CURRICULUM DEVELOPMENT

TYLER CURRICULUM MODEL

TABA CURRICULUM MODEL

GOODLAD CURRICULUM MODEL

SAYLOR and ALEXANDER CURRICULUM MODEL

4 Stages of SAL Curriculum Model

MILLER-SELLER CURRICULUM MODEL

WHEELER CURRICULUM MODEL

The Wheeler Curriculum Model is comprised of five interconnected phases:

HUNKINS CURRICULUM MODEL

ZAIS CURRICULUM MODEL

Presenter: JONALYN B. DAIS & KAYE DHAPNIE D. DELFIN

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