The document outlines various curriculum models used in education, focusing on their design and purpose. It distinguishes between product-centered and process-centered approaches, detailing different types of models such as prescriptive, descriptive, inductive, and deductive. Additionally, it discusses specific models within these categories and their implications for teaching methods and learning outcomes.

1. Dr.R.RAMNATH
DepatmentofEducation
AlagappaUniversity
Karaikudi
:

2. Curriculum
Model
 A format for curriculum design developed to
meet unique needs, contexts, and/or
purposes.
 Helps in designing, reconfigure, or
rearrange one or more
key curriculum components.

3.  The documents used in education to
determine specific aspects of teaching,
such as subject, time frame, and manner
of instruction.
 There are two long-
standing models of curriculum: the
process model and the product model.

Curriculum Model contd.

6.  There are three
basic types of curriculum design—
subject-centered, learner-centered, and
problem-centered design.
 Subject-centered curriculum design is
not student-centered, and the model is
less concerned with individual learning
styles compared to other forms
of curriculum design.
Curriculum Design
and Model

7. Types of Learning and Curriculum Model

 Structuring of any curriculum
focuses on the relationship between the
contents to be kept and the cram of the
students to be addressed.
 Moreover, the students must be
provided an opportunity to choose the
contents which they would found to be learnt.

8.  Focus- subject or student. Where is the
emphasis?
 Approach - traditional or modern. What type of
instruction to be used?
 Content - topic based or content based. How will
units or strands be
written?
 Process - formative or summative. Evaluation
 Structure - system, linear or cyclical. Pattern
Areas of Curriculum Model

9. ELEMENTS IN THEAREA OFACURRICULUM
MODEL
Focus- This component gives preference to the students or
subject as the axis of
teaching- learning.
Approach – This component will take care of the type of instruction that
will be used.
The method of instruction may be traditional or modern.
Content – This component concentrates on the inclination towards a
content which will
be kept. The mode of writing and its exploration will be
viewed very
seriously.
Process – By this component, a type of assessment which will be
employed for the
evaluation will be covered. Mainly the formative or
summative types will be

10. CLASSIFICATION OF CURRICULUM MODEL
 The models of the curriculum can be put
under the two major category i.e.
 a) product model
as well as
 b) product model.

11.  There are two main types of models in curriculum
development;
 The first one is called prescriptive models,
which indicate what curriculum designers should do;
they are concerned with the ends rather than the
means of a curriculum.
 Moreover, the following three models are prescriptive
; they suggest what ought to be done and what is
done by many curriculum developers.
 Ralph W. Tyler (1949)
 George Beauchamp (1981), and
 J. Galen Saylor, William M. Alexander, and Arthur J. Lewis
(1981). Blight & et. al. , (2001 )

14.  While ,the second one is called descriptive
models, which claim to describe what
curriculum designers actually do.
 Example of a descriptive model is the
situational model advocated by Malcolm
Skilbeck, which emphasizes the importance
of situation or context in curriculum design.
 A consideration of these models assists in
understanding two additional key elements in
curriculum design: statements of intent and
context.
Blight & et. al. , (2001 )

16. INDUCTIVE MODELS
 Inductive models have begun with the development of
curriculum materials and leading to
generalization.
 Furthermore, the models are nonlinear.
 A nonlinear approach permits curriculum planners
to enter a model at various points, skip
components in the model, reverse the order, and
attend to two or more components of the model
simultaneously.
 Wheeler (1967), Lunenburg (2011:1-10)

18.  The Deductive models are proceed from the
general (e.g., examining the needs of society) to
the specific (e.g., specifying instructional
objectives).
 Moreover, the models are linear; they involve a
certain order or sequence of steps from
beginning to end .
 Linear models need not be immutable sequences of
steps, however, curriculum makers can exercise
judgment as to entry points and
interrelationships of components of the model.
Lunenburg (2011:1-10)
DEDUCTIVE
MODELS

20. Scientific Models
 Also called as the technical model.
 It will be act as a blue print for the learning experiences.
 Process skills that are used in this model could be
definable and due emphasis will be on the efficiency of the
learners.
 The objectives used in these models are pre planned in
nature.
 Tyler: Four Basic Principle Taba's Model
 Goodlad's Model
 Hunkins's Developmental Model
 Backward Design: Wigging & Mc Tighe and
 Cognitive Through Model: lakoof & Nunez.

21. Non Scientific Models
 Also known as non- technical model of curriculum.
 The each integration that is used in the approach will enhance objectivity.
 Since it is not technical, it concentrates on the moral, aesthetic and
personal aspects of the learners.
 The participation of the students would be keenly considered through this
type of curriculum model.
 Deliberation Model
 Conservational Model and 3. Post Positivism Model
 Open Classroom Model
 Wienstien and Fantini Model
 Roger's Model of Interpersonal Relations
 There are some curriculum models coming under scientific and non-scientific categories based on their aim of curriculum designing.

24.  A commonly description, and slight simplistic version
of two polarized curriculum models are those
referred to by many authors as the ‘Product Model’
and the ‘Process Model’.
 The Product Model emphasizes ‘plans and
intentions , which looks at outcomes , the end
product ‘what’.
 The Process Model emphasizes on activities and
effects which concerned with the methods and
means ‘how’.
Neary (2003)
Product and
Process Models

25.  Concisely, these two models can be assembled
under the wings of two approaches that have been
identified by many curriculum theories :
 Normative approaches ( objective / product ) and
 Descriptive approaches ( procedural / process ).

26. (
Source: http://www.brainboxx.co.uk/a3_aspects/pages/curriculummodels.htm)
The product model can be traced to the work of the writings of Tyler (1949) who greatly
influenced curriculum development in America (O’Neill, 2010).

27. PRODUCT MODEL PROCESS MODEL
F
E
A
T
U
R
E
S
1. Teacher role is an “expert”  Teacher role is a “facilitator”
2. This model laid a passage to the
students to reach the fixed
knowledge or competence.
 The process model
concentrates on the methods of
learning so as to develop the
capabilities of the students
towards learning.
3. Knowledge & Skills are
considered to be the outcome of
learning.
 Considers the process of
knowledge rather than the
product as knowledge.
4. The final state is defined by the
external assessment agencies.
 The final state would be
determined by the curriculum
committee itself.
5. Emphasis on summative
assessment.
 Encourages learners’
autonomy.

28. PRODUCT MODEL PROCESS MODEL
A
D
V
A
N
T
A
G
E
S
1. Précising Learning
outcomes, without any
vague.
Enhancing the interactive
process between students
and teachers.
2. Emphasis on evaluation Emphasis on learning
skills
3.
Prepares the contents to
be moulded according to
the level of learning.
Motivates the learners to
appreciate the attitude
and values of learning
effects.

29. PRODUCT MODEL PROCESS MODEL
D
I
S
A
D
V
A
N
T
A
G
E
S
1. Behavioural objectives may be
lacking freshness at lower
level.
Lack of emphasis on appropriate
content.
2. Behavioural objectives may be
difficult to define at higher
level
Difficult to apply this approach in
some subject areas.
3. Specific behaviours are more
and more about affective
domain
Difficult to assess objectively.

30. PRODUCT APPROACH
 The type of curriculum which aims at the knowledge as
an end product is known as product model.
 This type of curriculum model gives due emphasis on the
knowledge in the form of information, skills.
 The learning will takes place based on the intentions what
are predetermined through objectives.
 Whereas in the process model , the behavioural
objectives will be viewed very seriously.

31. PRODUCT APPROACH
 The product type of models would be open
ended in nature which will take the learning
into many directions.
 Yes, all the three domains of instructional
objectives will be utilized for the acquisition of
the end product i.e. knowledge of the learners.

32. PRODUCT APPROACH
 There are some models such as
 Deficiency Model,
 Competency Model,
 Information Based Model and
 Socialization Model are impending under product
model.
 Since the models of this type give due emphases on
the knowledge as product of learning experiences,
they fall under product approach curriculum.

33.  The Further Education Curriculum Review and
Development Unit, London (FEU 1980) has
defined seven variants of curriculum
models under product and process approach.
 Each model is based on certain assumptions
about the students for whom it is planned.

34. 1. The Deficiency Model
 It is based on the assumption that the students
would have learning deficiencies which need
to be rectified before progress can be made.
 The deficiencies may be in the areas of literacy,
numeracy, interpersonal or manipulative skills.
 On the other hand, a deficiency may also be
related to a student’s self- illustration or a lack of
detection of his learning needs.


35. 2. The Competency Model
 As per the name of the model, it is concerned
with the ‘acting’ part of learning.
 The action may be in the form of performing
specific skills especially practical skills would
be considered in this context.


36. 3. Information-Based Model
 A model which is based on acquisition of
knowledge is known as information-based model.
 It would be concerned with the acquisition of the
knowledge needed for a student to function in
a conversant and in an understanding manner.
 For instance, most of the education is information-
based, but this model highlights the acquisition of
knowledge rather than other aspects of the
educational process.

37. 4. Socialization Model
 As its name implies, it is concerned
with the commencement of the student
into the social setting. It is pigeonholed
by the development of attitudes and
values, and assumptions about the
requirements of the world of work,
vocational matters and society.
 All the above stated four models are all
product models which emphases the

38. Process Approach
 This type of curriculum models rely on the
attitude, morals, values, skills and
perceptions of the learners play pivotal
role in the effective implementation of the
curriculum.
 As far as the skills are concerned, the
skills such as social, manipulation,
observation, communicative and
processing would be employed in the
appropriate designing of this curriculum.

39. Process Approach
 The learning experiences of this type of
model will be planned based on the above
stated skills.
 Thus, this approach is named after
process model of curriculum.
 In general, the curriculum model which
focuses on the knowledge as its primary
aims and means would be a product
model.
 If a model gives importance to the

40. Process Approach
 The reflective model and counseling
model give much importance to the
learning experiences.
 Hence, these models fall under process
approach of curriculum.


41.  The following models are the process
models which give due recognition on
learning experiences.
 They strongly believe the learning is
acquired from experience of work and
life.
 It comprises unrestricted student
activities with developing tendencies and
capacities.

42. 1. The Reflective Model
 This model is one of the examples of a process model.
 The heart of this model is developing the students’
capacity to look at experience or data in alternative
ways.
 It is concerned with arriving out possible
relationships between matters being studied,
making generalizations and the development of
conceptual frameworks by the student.
 The reflective model is mainly concerned with the
‘knowing’ aspect of learning.

43. 2. The Counselling Model
 This model is mainly concerned with the ‘feeling’
aspect of learning.
 This model is chiefly characterized by a concern
with understanding and control of personal
behaviour and that of others.
 Hereby the term counselling is described as a
helping relationship that is, helping an individual to
know himself/herself better and allows feelings to
be expressed.
 This model is principally important in a case where
feelings may be a barrier to learning.

44. Model
Frameworks
for
Curriculum
Designing
Subject-or
discipline-
centered
Integrated
Spiral
Inquiry – or
problem-
based
Experimental

45. MODEL FRAMEWORKS FOR
CURRICULUM DESIGNING

 The following broad categories play pivotal role in fixing the focus of a
curriculum model which are as follows:
 Subject-or discipline-centered – In this framework, the curriculum will be
organized around the particular related subjects like maths or science or
social science.
 Integrated – This framework brings many related subjects together. This
model is widely used in professional enrichment learning and leads to
specialized learning.
 Spiral – Through this type of framework, the content is arranged many
times across the length of the school years through simple to complex
concept. This design allows students to review what they have learnt so
far.
 Inquiry – or problem-based - This is the type based on the speculation.
The questions of different subjects form the bases for the problem
patterned this type of curriculum. The inquiry of the students would be
promoted beside.
 Experimental- By using this framework, the curriculum allows students to

46. Notable Models

47. Experiential
 This curriculum models believe that the majority
learning takes place through experience.
 This type of curricular contents leads the
learners to run healthy way of life in a
satisfactory manner and to be free from
problems.
 The curriculum of this model would have been
arranged based on the real life situations.
 The tasks would be more authentic through this

48. Social Critical Model
 As the name insists, these types of curricular models
make the learners to be aware of the evils of the present
situation and to be away from those evils.
 The contents that are presented through this curriculum
would be based on the social problems of the day-to-day
life.
 Here, the tasks for the learners would be collaborative in
nature.
 Thus, the curriculum models can be classified in to many
categories. But the models of product and process

52. Thank You
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