TSL CURRICULUM STUDIES Models, Principles and Development of Curriculum Design

1. Models
- consist of interacting parts tat serves as guide 4 action
- a simplified representation of reality is depicted in graphic form
- purpose- 2 provide a structure 2 examine elements involved in curriculum planning and how these elements r interrelated
Product models
Model Tyler’s Objective Model Taba’s Interactional Model
- sequential, rational, behavioural - learning and development of S is not a one-way process of establishing
educational aims
Key
emphasis
- a detailed description that states how T will use an instructional
activity , innovation, program to reach desired learning objective
- reconstruction of curriculum & programmes is a long process
Purpose - 2 measure S’ progress towards objectives
Methods - specify instructional objectives
- collect performance data
- compare performance data with objectives
- inductive approach: start with specifics & develops into a general design
- teacher- approach: T r aware of S’ needs & able 2 develop the
curriculum
- grass- root approach: needs of S are the main in curriculum
Procedure 1. Objectives- appropriate LO
2. Content- act. tat provide useful learning experiences
3. Method- organize act. 2 maximize experiences
4. Evaluation- evaluate process & revise areas that were not
effective
1. Diagnosis of S’ needs & expectations of the society
2. Formulation of LO
3. Selection of LO
4. Organization of LO
5. Selection of learning experiences
6. Organization of learning activities
7. Determination of what to evaluate & means of doing it
Strengths - clearly stated objectives- clear set of procedures
- involves active participation of S
- simple linear approach → development of behavioural
- dynamic- relationship among elements
- interactive approach- change in 1 element changes the others
- developers r not constrained by fixed procedure- legitimate to change.

2. objectives
- applicable to all learning areas & levels
modify
- gives T roles of implementers & developers of curriculum
Weaknesses - narrowly interpreted objectives
- difficult & time consuming construction of behavioral objectives
- curriculum restricted 2 a constricted range of S skills &
knowledge- limited expression of inquiry, discovery and creativity
- critical thinking, prob- solving & value acquiring processes x be
plainly declared in behavioural objectives
- learning experiences are individual & not totally within the
power of T to select.
- no scope for re-visiting the teaching methods/ other elements of
curriculum
- linear models are static- fail to consider the changing environment
Process models
Model Wheeler’s Cyclical Model Walker’s Naturalistic Model
- contains similar key elements to Tyler’s objective model &
Taba’s Interactional model
- also known as communicative model
Key emphasis - aims should be discussed as behaviours referring to the end
product of learning
- aims formulated from general → specific in curriculum planning
- content is distinguished from the learning experiences
- curriculum design is an ongoing process
- naturalistic- describes how the process of curriculum planning is done
- dynamic in nature- changes can be initiated from any point in the
process
Procedure - situational analysis
- identification of aims & objective
- selection of content & organisation
- selection & organisation of learning activities
- assessment & evaluation process
- platform- ideas, preferences, points of view, beliefs about the
curriculum
- deliberations- interaction between stakeholders begin & clarification of
views & ideas in order to reach a shared vision
- design- curriculum developers make decisions based on deliberations
which affect curriculum documents & materials production

3. Strengths - relevant 2 needs of S
- meaningful -cyclical models undertake situational analysis
- flexible- findings from evaluation are fed back into objectives
and goals
- feedback mechanism allows S 2 measure own progress
- logical sequence- objectives are tied to the outcomes & T are
required to refer to objectives during evaluative stage
- stakeholder engagement in the planning & development stages
empowers & acknowledge others as valuable contributors
- broad social support that the intended product will have- users & other
parties involved were given ample opportunity to contribute
Weaknesses - difficult to ensure consistency of content coverage
- quality of learning is dependent on quality of teaching
- objectives still largely behavioural
- x different from objective model since it adopts logical
sequence
- takes time 2 undertake an effective situational analysis
-describes what happens in the process of curriculum design but x
describe what actually happens in CL
- time consuming and resource intensive- can result in inconsistent & x
aligned internally
- consensus is often hard to achieve when developing curriculum at
national/ regional levels