EDUPRO5- The Teacher and the School Curriculum

1. EDUPRO5- The Teacher and the School Curriculum
Activity 13
1. Define the Cyclical Models of Curriculum Development. Audrey Nicholls and
Howard Nicholls Model for Curriculum Development.
There are three types of curriculum models
•Rational/objectives models
•Cyclical models
•Dynamic/interaction models
The cyclical model of curriculum developed after and appears to have a significant
difference is
model of curriculum is associated with.
2. Show Figure 7 in which the model prescribes five logical and interdependent
stages that are continuous curriculum development process. Explain the process.
The model prescribes five logical and interdependent stages that are continuous
curriculum development process and the model starts with a situational analysis in which
curricular decisions are followed by the selection of objectives and the other succedding
phases. Wheeler’s Curriculum Development Model (1967))- in his book “Curriculum
Process”- presented a cyclical processin which each element of the curriculum is related
and interdependent.

2. Cyclical Models of Curriculum Development.Cyclical models of curriculum
development. Cyclical models it prescribes a cyclical orcontinuous process of
curriculum development. Cyclical models usually start withsituational analysis that
serves as the basis for all the succeeding process.1. Wheeler’s Curriculum Development
Model (1967)) in his book “Curriculum Process”-presented a cyclical process in which
each element of the curriculum is related andinterdependent. Although this
model is rational in nature each phase is a logicaldevelopment of the preceding
one which one cannot proceed to the next phase unless thepreceding phase is done.
Wheeler also emphasized the importance of starting from thedevelopment of aims, goals,
and objectives.2. Nicholls and Nicholls Model for Curriculum Development (Audrey
and HowardNicholls, 1978) This model emphasis the cyclical nature of curriculum
developmentwhere it is a continuous process. The model prescribes five logical and
interdependentstages that are continuous curriculum development process and the
model starts witha situational analysis in which curricular decisions are followed
by the selection ofobjectives and the other succeeding phases.
Wheeler’s Model of Curriculum Development. The Wheeler model of curriculum
development (1967), or cyclic model, asserts thatcurriculum should be a continuous
cycle which is responsive to changes in the educationsector and makes appropriate
adjustments to account for these changes. It focuses onsituational analysis: the
context in which the curriculum decisions are taken is consideredimportant, as this is
believed to help make the most effective decisions. This model iscomprised
of five interconnected stages
1. Aims, goals and objectives

3. 2. Selection of learning experiences
3. Selection of content
Cyclical Models of Curriculum Development.Learning experiences is an activity which
the learners engage in which the result in hisbehavior.Content.Content is what we
teach. It must be related to validity, significance, utility, interest andlearnability.
Evaluation.The former has clear objectives and aligned assessment strategies designed to
test how wellstudents have achieved the learning outcomes. Wheeler model sets the
school objectives asfinal steps in as well as the first.Advantages of Wheeler
as i
to lack of procedure between organizing and integrating learning experiences, content
and evaluation

4. Cyclical Models of Curriculum Development. 1. Sequential order 2. Simple to
complex 3. Easy to difficult 4. Known to unknown5. Immediate to remote Selection
and Organization of Learning Experiences 1. It provides students opportunity for self-
activity so that transfer knowledge gainedand skill acquired. 2. It provides students
opportunity of independent thinking and decision making. 3. It should be adapted
according to the needs of students so that they obtain satisfaction.4. It should be arranged
in manners that provide continuity and correlation.5. It should be effective, interesting
and useful for the students.When the learning experiences are selected it should be
organized.1. Introduction, opener, orientation2. Development, analysis, study3.
Generalization4. Application, summary5. Rhythm of learning activitiesEvaluationDifferent
methods and approaches of evaluation are used to check the progress of students.1.
Test2. Quiz3. Presentation4. VivaAdvantages1. In this situation as it means that educators
can2. Continually come back to their work and make changes, rather3. Then go back to
the beginning and start again every time there4. It Is even the smallest of changes needed
to the curriculum.5. Logical sequential organization6. Situational Analysis is in first step7.
It is a Flexible modelDisadvantages1. Time Consuming, as situational analysis is long time
process2. Difficult to maintain logical sequential analysis
3. Wheeler's Curriculum Development Model
Wheeler’s Model of Curriculum Development. The Wheeler model of curriculum
development (1967), or cyclic model, asserts thatcurriculum should be a continuous
cycle which is responsive to changes in the educationsector and makes appropriate
adjustments to account for these changes. It focuses onsituational analysis: the
context in which the curriculum decisions are taken is consideredimportant, as this is
believed to help make the most effective decisions. This model iscomprised
of five interconnected stages

5. 1. Aims, goals and objectives
2. Selection of learning experiences
3. Selection of content
4. Describe the Contextual Filters Model of Course Planning developed by Stark,
Lowther, Bentley, Ryan, Martens, Genthon, Wren, and Shaw in 1990 as part of their
study conducted at the University of Michigan National Center for Research to
improve Post-secondary, Teaching and Lesrning. This model appeared in the book
Shaping the College Curriculum written by Stark and Latucca, published in 1997.
The model is highly prescriptive and dynamic. The inclusion of situational analysis as part
of the model is a valuable principle in curriculum development. It enables the curriculum
workers to understand better the context in which the curriculum is developed.
This model emphasis the cyclical nature
of curriculum development where it is a continuous process. The model prescribes five
logical and interdependent stages that are continuous curriculum development process
and the model starts with a situational analysis in which curricular decisions are followed
by the selection of objectives and the other succeeding phases.
Ask any college student or graduate "What is the college curriculum?" and you will get a
ready answer. Most think of the curriculum as a set of courses or experiences needed to
complete a college degree. Some will refer to the total set of courses a college offers,

6. others will mean the set of courses students take, and a few will include informal
experiences that are not listed in the catalog of courses. Some may include teaching
methods as part of their definitions, while others will not. At a superficial level the public
assumes it knows what a college curriculum is, but complex understandings are rare. Even
those closely involved with college curricula lack a consistent definition. A few may point
out that we cannot define curriculum without reference to a specific institution because
college and university missions, programs, and students vary widely in the United States.
The time and credit frame in which the college provides education. (Stark & Lowther,
1986)
In addition to the elements that provide the primary basis for an educator's definition of
curriculum, individuals often mention other elements, sometimes including their views of
learners and learning or their personal philosophy of education. Faculty members with
broad curriculum development responsibilities typically mention several elements in their
definitions and may be more confident about which of those elements should be included
or excluded.
5. Show Figure 9 on page 51 of this book.
These instructors seldom link the elements they mention into an integrated definition of
the curriculum. They tend to think of separate educational tasks or processes, such as
establishing the credit value of courses, selecting the specific disciplines to be taught or
studied, teaching their subjects, specifying objectives for student achievement, and
evaluating what students know. Probably the most common linkage faculty members
address is the structural connection between the set of courses offered and the related
time and credit framework. Colleges and universities in the United States have
emphasized the credit hour since the early 20th century, having modified the Carnegie
"unit" first introduced into secondary schools in 1908 (Hutcheson, 1997; Levine, 1978).

7. Curriculum change efforts in the United States often focus on structure because numbers
of credit hours and other structural dimensions of curricula are common to all fields.