The Taba Model was developed by Hilda Taba (1902 - 1967), an architect, a curriculum theorist, a curriculum reformer, and a teacher educator.Taba believed that there has to be a definite order in creating a curriculum.
She advocated that teachers take an inductive approach to curriculum development which meant starting with the specifics and building toward a general design, rather than the traditional deductive approach (starts with the general design and work towards the specifics) which was rooted in Tyler's model. Hilda Taba followed the grass-roots approach in developing curriculum
For her, it should be the teachers who should design the curriculum rather than the higher authorities (Oliva, 1992). More specifically stated, the Taba approach believes in allowing the curriculum to be developed and/or authored by the users (teachers). Under the Taba Model teachers are expected to begin each curriculum by creating specific teaching-learning units and building to a general design.
According to Khwaja, Akhtar, & Mirza (n.d.), "the Taba model was an attempt to ensure that decisions about curriculum are made on the basis of valid criteria and not whim or fancy." Her model of developing a curriculum consisted of seven main steps and over the years, these seven steps have formed the basis for Hilda Taba's ...
This solution provides information about Hilda Taba and her suggested approach to curriculum development. It also includes information about five of Taba's main elements required when developing a curriculum. The solution is referenced.
Diagnosis of needs
Formulation of learning objectives
Selection of learning content
Organization of learning content
Selection of learning experiences
Organization of learning activities
Evaluation and means of evaluation
The Taba Model was developed by Hilda Taba (1902 - 1967), an architect, a curriculum theorist, a curriculum reformer, and a teacher educator.Taba believed that there has to be a definite order in creating a curriculum.
She advocated that teachers take an inductive approach to curriculum development which meant starting with the specifics and building toward a general design, rather than the traditional deductive approach (starts with the general design and work towards the specifics) which was rooted in Tyler's model. Hilda Taba followed the grass-roots approach in developing curriculum
For her, it should be the teachers who should design the curriculum rather than the higher authorities (Oliva, 1992). More specifically stated, the Taba approach believes in allowing the curriculum to be developed and/or authored by the users (teachers). Under the Taba Model teachers are expected to begin each curriculum by creating specific teaching-learning units and building to a general design.
According to Khwaja, Akhtar, & Mirza (n.d.), "the Taba model was an attempt to ensure that decisions about curriculum are made on the basis of valid criteria and not whim or fancy." Her model of developing a curriculum consisted of seven main steps and over the years, these seven steps have formed the basis for Hilda Taba's ...
This solution provides information about Hilda Taba and her suggested approach to curriculum development. It also includes information about five of Taba's main elements required when developing a curriculum. The solution is referenced.
Diagnosis of needs
Formulation of learning objectives
Selection of learning content
Organization of learning content
Selection of learning experiences
Organization of learning activities
Evaluation and means of evaluation
The Tyler Model Is:
One Of The Best Known Models For Curriculum Development.
Known For The Special Attention It Gives To The Planning Phases.
Deductive For It Proceeds From The General (Examining The Needs Of Society,) To The Specific (Specifying Instructional Objectives).
Tyler Recommends That Curriculum Planners Identify General Objectives By Gathering Data From Three Sources:
1) The Learners
2) Contemporary Life Outside The School
3) Subject Matter. • After Identifying Numerous General Objectives, The Planners Refine Them By Filtering Them Through Two Screens:
1. The Philosophical Screen 2. The Psychological Screen
Determine The School’s Purposes (Objectives)
2. Identify Educational Experiences Related To Purpose
3. Organize The Experiences
4. Evaluate The Purposes
Constructivism, modular curriculum, credit system, Information technology these all are the emerging trends in curriculum development. These trends should be given proper justice while developing curriculum. Educators should learn to work together with their students, and with other experts in creating content, and are able to tailor it to exactly what they need.
D.K. Wheeler was an educator at the University of Western Australia in 1967. He developed and extended the ideas by the work. Wheeler’s definition of curriculum: “the planned experiences offered to the learner under the guidance of the school”. He developed and extended the ideas by the work, Influenced by the work of Tyler, Taba, and Bloom. The wheeler curriculum model is prescriptive as well as cyclical (non- linear) with 5 inter- dependent stages.
Wheeler’s 5 curriculum development stages
1. Aims, goals and objective
2. selection of learning experience
3. selection of content
4. organization and integration of learning experiences and content
5. Evaluation
Wheeler’s cyclical model has the advantage of flexibility over the linear models: it allows curriculum specialists to start working at any stage in the process. The Wheeler model also emphasizes content selection, and the integration of content in providing quality learning experiences. This model focuses on situational analysis: the context in which the curriculum decisions are taken is considered important, as this is believed to help make the most effective decision.
Models of curriculum evaluation and application in educationalKoledafe Olawale
Curriculum can be defined as the planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners’ continuous and willful growth in personal social competence (Tanner & Tanner, 1975)
A model is really the first step in curriculum development. A curriculum model determines the type of curriculum used; it encompasses educational philosophy, approach to teaching, and methodology. The good news is, unless you've been hired to design curriculum, you won't come across many curriculum models. However, it's good for educators to be familiar with the models used in their schools
The basic tenet of the dynamic or interactional models of curriculum development is that curriculum development is a dynamic and interactive process which can begin with any curriculum element (Print 1989, Brady 1990).
Walkers Model of Curriculum develop by Decker Walker 1971.
The proponents of this approach to curriculum development argue that the curriculum process does not follow a lineal, sequential pattern. Dynamic models have emerged from a more descriptive approach to curriculum where researchers have observed the behavior of teachers and developers as they devise curricula. Consequently the analytical and prescriptive approach, the very basis of the objectives and cyclical models, is not prominent in the dynamic models.
Platform
The three phases of Walker's model are the platform phase, the deliberation phase and the design phase. In the platform phase, platform statements made up of ideas, preferences, points of view, beliefs and values that are held by curriculum developers are recognized.
Deliberation
When the curriculum developers start discussing on the basis of the recognized platform statements, this is the second stage of deliberation, which is a complex, randomized set of interactions that eventually achieves an enormous amount of background work before the actual curriculum is designed (Print 1989 ).
Design
In this phase developers make decisions about the various process components (the curriculum elements). Decisions have been reached after extended discussion and compromise by individuals. The decisions are then recorded and these become the basis for a curriculum document or specific curriculum materials.
The Tyler Model Is:
One Of The Best Known Models For Curriculum Development.
Known For The Special Attention It Gives To The Planning Phases.
Deductive For It Proceeds From The General (Examining The Needs Of Society,) To The Specific (Specifying Instructional Objectives).
Tyler Recommends That Curriculum Planners Identify General Objectives By Gathering Data From Three Sources:
1) The Learners
2) Contemporary Life Outside The School
3) Subject Matter. • After Identifying Numerous General Objectives, The Planners Refine Them By Filtering Them Through Two Screens:
1. The Philosophical Screen 2. The Psychological Screen
Determine The School’s Purposes (Objectives)
2. Identify Educational Experiences Related To Purpose
3. Organize The Experiences
4. Evaluate The Purposes
Constructivism, modular curriculum, credit system, Information technology these all are the emerging trends in curriculum development. These trends should be given proper justice while developing curriculum. Educators should learn to work together with their students, and with other experts in creating content, and are able to tailor it to exactly what they need.
D.K. Wheeler was an educator at the University of Western Australia in 1967. He developed and extended the ideas by the work. Wheeler’s definition of curriculum: “the planned experiences offered to the learner under the guidance of the school”. He developed and extended the ideas by the work, Influenced by the work of Tyler, Taba, and Bloom. The wheeler curriculum model is prescriptive as well as cyclical (non- linear) with 5 inter- dependent stages.
Wheeler’s 5 curriculum development stages
1. Aims, goals and objective
2. selection of learning experience
3. selection of content
4. organization and integration of learning experiences and content
5. Evaluation
Wheeler’s cyclical model has the advantage of flexibility over the linear models: it allows curriculum specialists to start working at any stage in the process. The Wheeler model also emphasizes content selection, and the integration of content in providing quality learning experiences. This model focuses on situational analysis: the context in which the curriculum decisions are taken is considered important, as this is believed to help make the most effective decision.
Models of curriculum evaluation and application in educationalKoledafe Olawale
Curriculum can be defined as the planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners’ continuous and willful growth in personal social competence (Tanner & Tanner, 1975)
A model is really the first step in curriculum development. A curriculum model determines the type of curriculum used; it encompasses educational philosophy, approach to teaching, and methodology. The good news is, unless you've been hired to design curriculum, you won't come across many curriculum models. However, it's good for educators to be familiar with the models used in their schools
The basic tenet of the dynamic or interactional models of curriculum development is that curriculum development is a dynamic and interactive process which can begin with any curriculum element (Print 1989, Brady 1990).
Walkers Model of Curriculum develop by Decker Walker 1971.
The proponents of this approach to curriculum development argue that the curriculum process does not follow a lineal, sequential pattern. Dynamic models have emerged from a more descriptive approach to curriculum where researchers have observed the behavior of teachers and developers as they devise curricula. Consequently the analytical and prescriptive approach, the very basis of the objectives and cyclical models, is not prominent in the dynamic models.
Platform
The three phases of Walker's model are the platform phase, the deliberation phase and the design phase. In the platform phase, platform statements made up of ideas, preferences, points of view, beliefs and values that are held by curriculum developers are recognized.
Deliberation
When the curriculum developers start discussing on the basis of the recognized platform statements, this is the second stage of deliberation, which is a complex, randomized set of interactions that eventually achieves an enormous amount of background work before the actual curriculum is designed (Print 1989 ).
Design
In this phase developers make decisions about the various process components (the curriculum elements). Decisions have been reached after extended discussion and compromise by individuals. The decisions are then recorded and these become the basis for a curriculum document or specific curriculum materials.
NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT SANA FATIMA
NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT:
GLATTHORN’S MODEL
NON-SCIENTIFIC MODELS:
1. Are Flexible and less structured without predetermined objectives to guide the teaching-learning process. It considers that the curriculum evolves rather than being planned precisely.
2. Based on the progressive philosophy where the needs and interests of individual learners and the needs of the society are the main concerns
3. Give recognition to the importance of music, arts, literature, health education & humanities.
4. The approaches in this category are humanistic and reconceptualist as this category prefers child centered and problem centered designs
• One of the most Recognized Nontechnical/Nonscientific Models is Allan Glatthorn’s model: Naturalistic Model
Glatthorn Model contains the following eight steps:
1. Assess the alternatives:
2. Stake out the territory:
3. Develop a constituency:
4, Build the knowledge base:
5. Block, in the Unit:
6. Plan quality learning experiences:
7. Develop the course examination:
8. Developing the learning scenarios:
This presentation suggests various curriculum development models. This presentation was utilized by me when I acted as a Resource Person for the workshop organized by Center for Educational Research, Madurai Kamaraj University, India, at V.V.V.College for Women (Autonomous)
107ChapterBY JOYCE VANTASSEL-BASKA AND ELISSA F. BROWNBenitoSumpter862
107
Chapter
BY JOYCE VANTASSEL-BASKA AND ELISSA F. BROWN
VANTASSEL-BASKA AND BROWN
AN ANALYSIS OF
GIFTED EDUCATION
CURRICULUM
MODELS
4
Much of gifted education as a field rests on the approaches
that are used to serve gifted students in schools and other con-
texts. Consequently, the importance of programmatic and cur-
riculum models cannot be overestimated. The purpose of this
chapter is to systematically review existing program/curriculum
models in the field and to determine the evidence for their use
and their effectiveness with gifted populations. Although origi-
nally conceived as a study more than a decade ago, the models
contained herein have been updated with more recent research
support as it has become available and as related work on appro-
priate curriculum for the gifted has been conceptualized.
History of Curriculum Models
The history of curriculum development for the gifted has
been fraught with problems, similar to the general history of cur-
riculum development in this country. Some of the most success-
ful curriculum models for gifted learners have been developed
VA
N
TA
SS
EL
-B
A
SK
A
A
N
D
B
R
O
W
N
108 METHODS AND MATERIALS FOR TEACHING THE GIFTED
based on acceleration principles for advanced secondary students (VanTassel-
Baska, 1998). Many educators worldwide perceive the International Baccalaureate
(IB) program and the College Board’s Advanced Placement (AP) program as rep-
resenting the highest levels of academic attainment available. These programs are
thought to provide important stepping stones to successful college work because
they constitute the entry levels of such work. Thus, one approach to curriculum
development for the gifted may be seen as a “design down” model, where all
curricula at the K–12 level are organized to promote readiness for college and the
process is both accelerated and shortened along the way for the most apt.
Alternatives to this viewpoint abound, however, and tend to focus on learn-
ing beyond, or in lieu of, traditional academics. Most of the curriculum models
cited in this chapter ascribe to an enriched view of curriculum development for
the gifted, a view that addresses a broader conception of giftedness, taking into
account principles of creativity, motivation, and independence as crucial con-
structs to the development of high ability. These enrichment views also tend to
see process skills, such as critical thinking and creative problem solving, as central
to the learning enterprise, with content choices being more incidental. Evidence
of student work through high-quality products and performances also is typically
highly valued in these models.
Most of the enrichment-oriented approaches to curriculum development for
the gifted emanated from the early work of Hollingworth (1926) and her curric-
ulum template for New York City’s self-contained classes. Strongly influenced by
Deweyian progressivism, she organized curriculum units that al ...
107ChapterBY JOYCE VANTASSEL-BASKA AND ELISSA F. BROWNSantosConleyha
107
Chapter
BY JOYCE VANTASSEL-BASKA AND ELISSA F. BROWN
VANTASSEL-BASKA AND BROWN
AN ANALYSIS OF
GIFTED EDUCATION
CURRICULUM
MODELS
4
Much of gifted education as a field rests on the approaches
that are used to serve gifted students in schools and other con-
texts. Consequently, the importance of programmatic and cur-
riculum models cannot be overestimated. The purpose of this
chapter is to systematically review existing program/curriculum
models in the field and to determine the evidence for their use
and their effectiveness with gifted populations. Although origi-
nally conceived as a study more than a decade ago, the models
contained herein have been updated with more recent research
support as it has become available and as related work on appro-
priate curriculum for the gifted has been conceptualized.
History of Curriculum Models
The history of curriculum development for the gifted has
been fraught with problems, similar to the general history of cur-
riculum development in this country. Some of the most success-
ful curriculum models for gifted learners have been developed
VA
N
TA
SS
EL
-B
A
SK
A
A
N
D
B
R
O
W
N
108 METHODS AND MATERIALS FOR TEACHING THE GIFTED
based on acceleration principles for advanced secondary students (VanTassel-
Baska, 1998). Many educators worldwide perceive the International Baccalaureate
(IB) program and the College Board’s Advanced Placement (AP) program as rep-
resenting the highest levels of academic attainment available. These programs are
thought to provide important stepping stones to successful college work because
they constitute the entry levels of such work. Thus, one approach to curriculum
development for the gifted may be seen as a “design down” model, where all
curricula at the K–12 level are organized to promote readiness for college and the
process is both accelerated and shortened along the way for the most apt.
Alternatives to this viewpoint abound, however, and tend to focus on learn-
ing beyond, or in lieu of, traditional academics. Most of the curriculum models
cited in this chapter ascribe to an enriched view of curriculum development for
the gifted, a view that addresses a broader conception of giftedness, taking into
account principles of creativity, motivation, and independence as crucial con-
structs to the development of high ability. These enrichment views also tend to
see process skills, such as critical thinking and creative problem solving, as central
to the learning enterprise, with content choices being more incidental. Evidence
of student work through high-quality products and performances also is typically
highly valued in these models.
Most of the enrichment-oriented approaches to curriculum development for
the gifted emanated from the early work of Hollingworth (1926) and her curric-
ulum template for New York City’s self-contained classes. Strongly influenced by
Deweyian progressivism, she organized curriculum units that al ...
SLIDE-1; WHAT IS A TEACHING MODELS?
SLIDE-2; Concept of Teaching Model
Teaching model is a kind of detailed plan of teaching a lesson that could lead to effective learning.
Definition of Teaching Model
According to Joyce and Weil (1972) –“Teaching model is a pattern or plan which can be used to shape a curriculum or course to
select instructional materials and to guide a teacher’s actions.”
SLIDE-3; FEATURES OF TEACHING MODELS
SLIDE-4; Concept Attainment Model (CAM)
The CAM was developed from the work of Jerome Bruner, Jacquline goodnow and George Austine. It comes under the category of Information Processing Models. It is also known as Bruner’s Concept Attainment Model. CAM is a teaching strategy to teach concepts.
What is Concept Attainment ?
Concept Attainment is An indirect instruction strategy that uses a structured inquiry process.
Slide-5
As we already have the idea about the teaching model and the various features of it let us know about a bit of CAM.
SLIDE 6,7,8,9,10: Description about CAM.
THANK YOU.
Mobile Application to Enhance Functional Language Skills of Hearing Impairedp...Ram Nath
DEVELOPMENT AND VALIDATION OF VISUAL BASED MOBILE APPLICATION
TO ENHANCE FUNCTIONAL LANGUAGE ACQUISITION SKILLS
AMONG THE INDIVIDUALS WITH HEARING IMPAIRMENT
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
4.
5.
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 )
12.
13.
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 )
15.
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)
17.
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
19.
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.
22.
23.
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 ).
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
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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.
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
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