The document outlines various curriculum models and frameworks used in education, emphasizing the importance of structured teaching planning. It details different models such as the Taba, Tyler, and Saylor/Alexander methods, highlighting their respective focuses on inductive and deductive approaches to curriculum development. Furthermore, it discusses the significance of curriculum frameworks in setting educational standards and organizing content effectively.

1. CURRICULUM MODELS, TYPES
& FRAMEWORK
Soumya Ranjan Parida

2. INTRODUCTION
• Curriculum can be defined as a plan used in
education that directs teacher instruction. ...

3. • Every Journey Begins With the First Step
• The curriculum development process
systematically organizes what will be taught,
who will be taught, and how it will be taught.
• Each component affects and interacts with
other components. For example, what will be
taught is affected by who is being taught (e.g.,
their stage of development in age, maturity,
and education).

4. What is a model?
• A model is a three-dimensional representation
of a person or thing or of a proposed
structure, typically on a smaller scale than the
original:"a model of St. Paul's Cathedral“
• A Model is a pattern of something to be made
or reproduced and means of transferring a
relationship `or process from its real (actual)
setting to one which it can be more
conveniently studied.

5. Curriculum model
• 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.

6. MEANING
• Curriculum models are a tool used by educators.
• Much is made of their development and
implementation, but does anyone actually know
what one is?
• What is curriculum models ?
– Educational Psychology:
– Homework
– Help
– Resource / Psychology Courses.

8. Cont..
• Curriculum model is a broad term referring to the
guide used to write curriculum guides, or 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

9. Importance of models of teaching
• In teaching, a model of teaching implies a plan or
a pattern of implementation that can be used to
shape curricula, to design instructional materials
and to guide instruction in the classroom and in
other settings.
• To improve instructional effectiveness.
• To create variety and depth is classroom
instruction different models are used.
• To emphasize value implications of the content or
they remain factual material or enquiry.

12. Objectives of model of teaching.
1. academic domain objectives
2. Personal domain curriculum objectives
3. Objectives within the social domain.

13. Categories of curriculum model
• Curriculum model may be classified according
to –
1. Focus
2. Approach
3. Content
4. Process
5. Structure
6. Curriculum design

17. Cont..
• Three major methods of curriculum model – Taba model,
Tyler model and Saylor and Alexander Model
• Inductive model-
Taba Model
• Deductive Model
Tyler model
Saylor and Alexander Model

18. Inductive model (thinking model)
Taba Model
• It was developed by Hilda Taba (7 December
1902 – 6 July 1967) was an architect, a
curriculum theorist, a curriculum reformer, and a
teacher educator.
• It proposes to process the information through
the process of inductive thinking.
• It leads the students through the process of
inquiry.
• The students collect and analyze their data and
form concepts about it.

21. Diagnosis of need:
• The teacher who is also the curriculum
designer starts the process by identifying the
needs of students for whom the curriculum is
planned.
• For example, the majority of students are
unable to think critically.

22. Formulation of objectives:
After the teacher has identified needs that
require attention, he or she specifies
objectives to be accomplished.

23. Selection of content:
• The objectives selected or created suggest the
subject matter or content of the curriculum.
• Not only should objectives and content match,
but also the validity and significance of the
content chosen needs to be determined.
• i.e. the relevancy and significance of content.

24. Organisation of content:
• A teacher cannot just select content, but must
organise it in some type of sequence, taking
into consideration the maturity of learners,
their academic achievement, and their
interests.

25. Selection of learning activities
Content must be presented to students and
students must be engaged with the content.
At this point, the teacher selects instructional
methods that will involve the students with
the content.

26. Organisation of learning activities
• Just as content must be sequenced and
organised, so must the learning activities.
Often, the sequence of the learning activities
is determined by the content.
• But the teacher needs to keep in mind the
particular students whom he or she will be
teaching.

27. Evaluation and means of evaluation
• The curriculum planner must determine just
what objectives have been accomplished.
Evaluation procedures need to be designed to
evaluate learning outcomes.

28. • Taba’s strategies for encouraging students to
think focus on the teacher as the mediator
rather than the teacher as the lecturer.
• When utilizing the Taba approach, the teacher
leads the discussion but encourages the
students to share their opinions and to relate
their own ideas to their peers’ ideas.

29. • The teacher must not judge the students by
their answers and can neither agree nor
disagree with their responses. Phrases such as
“That’s not quite what I had in mind,” are not
acceptable when using the Taba approach.
• Even positive phrases such as “Correct,” or
“Now you’re thinking,” are too judgmental for
teachers to say.

30. Deductive model
• It provides the students with frameworks
mastering subject matter and present the
material to them.
• Ralph Tyeler introduced this deductive model
of teaching in his classic book “Basic principles
of curriculum and instruction in 1949.
• He uses children's interests as the focus of
attention in the educational design process.

31. Cont..
• The idea that children learn more effectively
when they are allowed to pursue at least some of
their interests is central to Tyler's philosophy.
• Tyler's model has four pats, consisting of
1. objectives
2. instructional content and strategies
3. organization of experiences for learning
4. evaluation and assessment

32. Cont..
• With regard to objectives, the Tyler model seeks
to elucidate the purposes that an educational
institution seeks to accomplish.
• The content and strategies portion focuses on
the educational experiences that are most likely
to accomplish those particular objectives.
• This is an important question for curriculum
designers because selecting the right experiences
can make all the difference for student
engagement.

33. Cont..
• Choosing the experiences is important, but
organizing them is just as important because
fitting them into a scope and sequence that
builds on instructional concepts toward a
larger formal assessment is significant.
• Without proper vertical alignment,
experiences lose some of their meaning over
time, at least as they relate to instructional
purposes.

34. Cont..
• Finally, the assessment and evaluation phase
determines the success of the first three.
• If assessment reveals that the concepts are
not being mastered, then the curriculum
designers have to go back and choose
different experiences that, while matching
student interests, are more effective.

36. The Saylor and Alexander 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 an identifiable
population served by a single school centre”

38. The Saylor and Alexander Model
• 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 goal represents a curriculum domain
and they advocate 4 major goals or domains:
1. personal development,
2. human relations,
3. continued learning skills and
4. specialisation.

39. • The goals, objectives and domains are
selected after careful consideration of several
external variables such as findings from
educational research, accreditation standards,
views of community groups and others.

40. Curriculum Designing:
• Once the goals, objectives and domains have been
established, planners move into the 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.
• Will the curriculum be designed along the lines of
academic disciplines, or according to student needs
and interests or along themes?
• These are some of the questions that need to be
answered at this stage of the development process.

41. 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

42. Evaluation:
• Finally, curriculum planner and teachers
engage in evaluation.
• The model proposed that evaluation should
be comprehensive using a variety of
evaluation techniques.
• Evaluation should involve the total
educational programme of the school and the
curriculum plan, the effectiveness of
instruction and the achievement of students.

43. • Through the evaluation process, curriculum
planner and developers can determine
whether or nor the goals of the school and the
objectives of instruction have been met.

48. Guided discovery model
• It leads the students step by step through a
series of tasks that represent intellectual
processes.

49. Scientific inquiry model
• It was developed by J. Schwab and designed
to teach the method of inquiry and
inquisitiveness.
• It is applicable to scientific and social
problems.

50. Concept attainment model
• J. Bruner developed this concept attainment
model.
• It consists of developing concepts through
inductive reasoning.

51. Advance organizer model
• David Ausubel introduced the model .
• It proposes to increase the capacity of the
learner to absorb and relate bodies of
knowledge.
• It sustains interest and arouses expectations.

52. Cognitive growth model
• Developed by Jean Piaget.
• It is designed to increase general intellectual
ability in particular logical reasoning of the
learner.

53. Personal models
• Developed by counselors and therapists.
The aims are-
• Unique character of each human being will be
formulated.
• To develop an integrated, confident and competent
personality.
• To help each person to take responsibility for his own
development.
• To help students to understand themselves and their
goals.
• Encourage individual creativity and self expression.

54. Social model
• This model helps students learn to work together,
to identify and solve problems wither academic
or social in nature.
• To increase ability of group organization, problem
identification, clarification of values and
development of social skills.
• To become aware of personal and social values.
The social family of models of teaching are- group
investigation, role playing, social stimulation.

55. Stress reduction model
• Stress reduction model of Rimur and Masters.
• It aims at reduction of stress and anxiety in
social situation and their sub situation of
relaxation.

56. Cybernetics and behavior modification
model
• Cybernetics and behavior approaches have
been applied to early the entire range of
personal, social, academic skills, psychomotor
domain and more directives.
• This model of teaching helps learners to self
understanding and awareness but also to
them to develop in a wide variety of ways.

57. Cont..
• These approaches present students-
With tasks
Provide them with feedback
Help them to see the relationship between
performance and the goals they are to
achieve.
To reach a satisfactory level of performance.

58. Summarization
• Two major curriculum models are the Taba
and Tyler methods.
• Each emphasizes teacher planning and
assessment.
• The Tyler model focuses on four questions to
shape curriculum, and the Taba model is more
focused on teacher input.

62. Curriculum types

89. Curriculum frame work
• A framework, when used in any context,
implies a means of organizing and managing
content (policies, procedures concepts and so
on) in systematic ways.
• In most contexts, a framework is not about
the content itself, but about how that content
might be structured, controlled or regulated.

90. • A framework provides a set of parameters
within which the content is to be developed
• A curriculum framework sets the parameters,
directions and standards for curriculum policy
and practice

91. • The word ‘framework’ also implies flexibility.
• A framework is not simply a set of rules.
Rather, it suggests that some variation and
the use of discretion are possible in
implementing the framework, providing that
the underlying principles and standards are
adhered to.

92. Definition
• A curriculum framework is an organized plan
or set of standards or learning outcomes that
defines the content to be learned in terms of
clear, definable standards of what the student
should know and be able to do.
• A curriculum framework is part of an
outcome-based education or standards based
education reform design.

93. • A curriculum framework is part of an outcome-based
education or standards based education reform design.
• The framework is the first step, defining clear, high
standards which will be achieved by all students.
• The curriculum is then aligned to the standards, and
students are assessed against the standards.
• As compared with traditional education which is
concerned only about delivering content, a standards
based education reform system promises that all will
succeed if all are held to high expectations.

94. • When the standards are reached, there will be
no achievement gap where some groups are
allowed to score lower than others, or the
disabled are offered different opportunities
than others.
• All will meet world class standards and be
qualified for good colleges and trained for
good jobs which pay good wages.

95. • In a traditional education system, the
curriculum was defined by those who created
textbooks rather than government bodies
which assembled groups of stakeholders to
create standards based on consensus of what
students should know and be able to do

96. Reason for curriculum framework
development
• Organize, control and/or regulate the content of
the curriculum – that is, the subject descriptors
or syllabuses , as well as textbooks and other
learning materials.
• Apply to a range of matters that can have a direct
impact on the development and implementation
of curriculum
• Meet the current and future needs of the
country, teaching methodology, teacher
recruitment and selection, assessment and
examination practice, and even class size.

97. Cont.
• To provide learning opportunities of the
highest quality to students.
• Face challenges and problems in achieving this
aim and solving these problems.

98. Curriculum framework development
process
• In some states, curriculum frameworks have been
adopted based on traditional academic standards
rather than outcome-based constructivist standards,
but many frameworks were originally or still based on
student-centered learning and constructivism such as
reform mathematics, whole language and Inquiry-
based Science which have been controversial in some
states and communities.
• High school graduation examinations tie awarding of
diplomas to demonstration of meeting the standards
set out in the frameworks

99. Global Curriculum Frameworks
• Project Management Curriculum and
Resources
• Guidelines for Undergraduate Project
Management Curricula and Resources was
launched by a faculty steering committee in
2015.
• Funding to support the initiative was provided
by Project Management Institute

100. National Curriculum Frameworks
• Australasian Curriculum Assessment and Certification
Authorities (ACACA) ACACA is the national body for the
chief executives of the statutory bodies in the Australian
States and Territories and in New Zealand responsible for
certificates of senior secondary education.
• The New Zealand Curriculum Framework is the official
policy for teaching, learning, and assessment in New
Zealand schools.
• NCERT is the official agency in India for deciding the
curriculum framework for schools in India. During the year
2005 National Curriculum Framework (NCF 2005) the new
policy was drafted.

101. State Curriculum Frameworks
• California Content Standards & Curriculum
Frameworks
• Michigan Curriculum Framework
• Virginia Dept. of Education, History and Social
Science Standards
• Victorian Curriculum Assessment Authority:
VELS(Victorian Essential Learning Standards)
• Technical Education Frameworks

102. Important features of the curriculum
framework development process
• A curriculum framework is normally a very
powerful document.
• It is the centrepiece of the curriculum and can
have an impact on all parts of the education
system and on a range of matters related to
curriculum policy and practice.

103. 1. Planned and systematic
• Educational change of any significant nature is
often difficult.
• This is primarily because it often challenges
traditional or existing beliefs and requires
changes to existing practice.
• This is particularly true of curriculum change
which can affect thousands of teachers and
hundreds of thousands of students, as well as
many parts of the education system

104. 2. Comprehensive
• It is critical that the process of developing a
curriculum framework be comprehensive and
Considers all appropriate issues and challenges
that exist in the curriculum.
• While subsequent amendments and re -
alignments can always be made , it is important
that the initial framework be as ‘ correct’ and as
complete as possible so that the changes it
requires in the education system (particularly
those to syllabuses, textbooks and assessment)
can be planned and initiated

105. 3. Informed
• Development of a curriculum framework is a specialized task which
should be led and conducted by suitably experienced and qualified
people.
• The process should be the responsibility of people who are
experienced in the current curriculum, are aware of its strengths
and weaknesses and understand how curriculum is developed
effectively in the context.
• They should be very familiar with the. overall education system and
context as well as with the concept of a curriculum framework
• They should have the experience to think through how a
curriculum framework should be structured to address challenges
and shortcomings in the curriculum and to meet the needs for the
country.

106. 4. Targeted
• As mentioned earlier, a curriculum framework
should not be viewed as a solution to all
curriculum problems and challenges.
• The reasons for developing a curriculum
framework and the objectives to be achieved
should be clear and well-documented.
• The development process should therefore be
targeted to achieve these objectives.

107. 5. Broadly supported
• Because a curriculum framework will most likely have
an impact across the education system, it is important
that the process of development have broad systemic
support, as well as support from relevant government
ministries beyond education.
• This support will rely on clear information about the
process and its progress being provided, and can be
demonstrated through attendance at and involvement
in meetings, conferences and briefings, as well as
policy development support where appropriate.

108. 6. Inclusive
• Lastly, the process of developing a curriculum
framework should acknowledge the importance
of consulting with education stakeholders.
• While communicating openly and transparently
with stakeholders about the process is important,
authorities should also realize that these
stakeholders frequently have valid and informed
views about and expectations of the curriculum.
• Their input to the process should therefore be
valued.

109. Stages of the curriculum framework
development process
• There are many ways to develop a curriculum
framework
• This section describes a generalized five -
stage model
• It outlines the development process in a
logical sequence.
• However, it is acknowledged that variations to
this sequence and to the activities described
within each stage may be necessary.

110. Cont..
• The first stage (Evidence - gathering) should
be viewed as a ‘pre - stage’.
• In other words, it should precede the
development process itself. Its broad purpose
is to ensure that authorities are certain that a
curriculum framework is needed and that it
will address real issues that have been
identified in the curriculum.

111. • Activities to provide evidence supporting the
need for a curriculum framework (such as a
formal curriculum review or other formal
evaluation process) may already have taken
place.

112. Cont..
• The remaining four stages are broadly sequential,
as indicated by the arrows between the stages.
• The final stage (Monitoring and evaluation)
should provide information and data that could
lead to further improvements in the curriculum
framework.
• There is therefore an arrow which links this final
stage to Stage 2 (Preparation), so that the process
can re-commence, albeit in a more limited an
targeted form.

113. Process for developing and implementing a curriculum
framework
Stage - 1
Evidence
gathering
Description –
This is like a ‘pre-stage’.
It ensures that there are clear reasons and evidence
for undertaking the process of developing a
curriculum framework.
Although not part of the development process itself
(and therefore it is shown in the model with ‘broken’
or ‘dotted’ outlines), its importance should not be
under-estimated

114. Stage
-2
Preparat
ion
Description
The Preparation stage is critical in the process of
developing a curriculum framework. Just as the
design and planning of a building will determine the
design challenges, how those challenges will be met,
how long it will take to build and the resources
needed to build it, the preparation stage for
developing a curriculum framework will determine
how the curriculum framework will be developed,
how long the development process should take, the
challenges to be met during the process and the
resources that will be needed.

115. Stage -
3
Development
Description
During this stage, the curriculum framework itself
is developed. Normally the
process involves a series of planned activities,
including
•Writing workshops
•Piloting significant ideas or proposals
•Consultations events (such as forums, community
meetings and meetings with selected stakeholder
groups)
•Planned media briefings
•Periodic briefings to the Minister
During this process, Ministerial
approval of drafts and other documents may
be required

116. Stage - 4
Implemen
tation
Description
During this stage, the curriculum framework is
implemented across the education system.
Because the framework will have implications for both
policy (in education and perhaps other areas of
government) and practice (including, for example,
syllabus / standards review and revision, changes to
teaching and assessment practice, review of public
examinations and new requirements for textbooks), there
would normally be demands made on the developers of
the framework to provide advice, conduct seminars,
attend meetings and participate in other activities).
During this stage, the extent to which the requirements of
the framework are practical and achievable should
be continuously monitored

117. •
Stage -5
Monitoring
&
evaluation
Description
The focus in this module is on monitoring and
evaluating the development and implementation
process. In other words, the emphasis here is not on
whether or not the framework itself is successful (that
is, whether, for example, learning outcomes improve),
but on whether or not the various processes used to
develop and implement the framework were efficient
and effective.
However, it is likely that some information will also be
gathered about the quality of the framework itself,
some of which could indicate the need for the
framework to be amended in some way.
This is represented in Diagram 1 by the arrow leading
back to Stage 2

118. Indicative timeframe work – Diagram -
1
• It is impossible to estimate likely timeframes
for any of these stages as this would depend
so heavily on local circumstances.
• These circumstances include :

119. Cont..
1. The amount of preparatory work already
done (this is particularly relevant to Stage 1)
2. The capability and experience of curriculum
framework developers
3. The level of commitment of relevant actors,
particularly educational leaders at various
levels of the education system
4. Resources available for the task

120. • Evidence Gathering – Preparation – Development –
Implementation – Monitoring and Evaluation
• Each of the five stages has at least one training activity
attached to it, which places the readers in the position
of a curriculum developer.
• Each activity requires the completion of a number of
tasks and sub-tasks, related to decision-making or
formulation of responses.
• The central challenge for the readers is to transfer and
apply the generic content of the module to their
individual country or system circumstances

121. Diagram 2- Indicative timeframe work
• Diagram 2 below illustrates an Indicative
timeframe, generally expressed in minimum
terms and assuming that at least some pre -
conditions have been met.

122. Indicative timeframe for the
development and implementation
process

123. • For example, the Preparation Stage is likely to
take a minimum of three months, but assumes
that appropriate resources (both human and
financial) are available for the range of tasks
necessary to complete this stage, and that the
approach taken will be professional and
thorough.

124. • Any planning that occurs needs to take
account of local circumstances and should
assure that timeframes are practical and
achievable in the local context.

125. Summary

127. THANK YOU