SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT RALPH TYLER AND HILDA TABASANA FATIMA
SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT RALPH TYLER AND HILDA TABA:(In detail)
Two famous scientific models of curriculum development are given by Ralph Tyler known as The Tyler model and Hilda Taba known as The Taba model.
THE TYLER MODEL: FOUR BASIC PRINCIPLES:
• Tyler’s model is one of the best known, technical scientific models.
• The Tyler model is often referred to as the “objective model” because of its objective approach to educational evaluation. It emphasizes consistency among objectives, learning experiences, and outcomes.
• In l949 Tyler published Basic Principles of Curriculum and Instruction , in which he outlined a rationale for examining the problems of curriculum and instruction.
• He mentioned that those involved in curriculum inquiry must try to define the
1) PURPOSES OF THE SCHOOL:
(2) EDUCATIONAL EXPERIENCES RELATED TO THE PURPOSES
(3) ORGANIZATION OF THE EXPERIENCES
(4) EVALUATION OF THE PURPOSES
THE TABA MODEL: GRASS- ROOTS RATIONALE:
Taba noted seven major steps to her grass roots model in which teachers would have major input:
1) DIAGNOSIS OF NEEDS
2) FORMULATION OF OBJECTIVES:
3) SELECTION OF CONTENT
4) ORGANIZATION OF CONTENT:
5) SELECTION OF LEARNING EXPERIENCES:
6) ORGANIZATION OF LEARNING ACTIVITIES:
7) EVALUATION AND MEANS OF EVALUATION:
APPLICATION OF THE MODEL:
Needs Assessment
Importance of need assessment in curriculum development
purposes of need assessment in curriculum development
sources of need assessment in curriculum development
SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT RALPH TYLER AND HILDA TABASANA FATIMA
SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT RALPH TYLER AND HILDA TABA:(In detail)
Two famous scientific models of curriculum development are given by Ralph Tyler known as The Tyler model and Hilda Taba known as The Taba model.
THE TYLER MODEL: FOUR BASIC PRINCIPLES:
• Tyler’s model is one of the best known, technical scientific models.
• The Tyler model is often referred to as the “objective model” because of its objective approach to educational evaluation. It emphasizes consistency among objectives, learning experiences, and outcomes.
• In l949 Tyler published Basic Principles of Curriculum and Instruction , in which he outlined a rationale for examining the problems of curriculum and instruction.
• He mentioned that those involved in curriculum inquiry must try to define the
1) PURPOSES OF THE SCHOOL:
(2) EDUCATIONAL EXPERIENCES RELATED TO THE PURPOSES
(3) ORGANIZATION OF THE EXPERIENCES
(4) EVALUATION OF THE PURPOSES
THE TABA MODEL: GRASS- ROOTS RATIONALE:
Taba noted seven major steps to her grass roots model in which teachers would have major input:
1) DIAGNOSIS OF NEEDS
2) FORMULATION OF OBJECTIVES:
3) SELECTION OF CONTENT
4) ORGANIZATION OF CONTENT:
5) SELECTION OF LEARNING EXPERIENCES:
6) ORGANIZATION OF LEARNING ACTIVITIES:
7) EVALUATION AND MEANS OF EVALUATION:
APPLICATION OF THE MODEL:
Needs Assessment
Importance of need assessment in curriculum development
purposes of need assessment in curriculum development
sources of need assessment in curriculum development
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.
A curriculum is the instructional and the educative programme by following which the pupils achieve their goals, ideals and aspirations of life. It is curriculum through which the general aims of a school education receive concrete expression
Introduction
Objectives
Need of Lesson Planning
Approaches to Lesson Planning
Course and Unit Planning
Daily and Weekly Planning
Steps in Lesson Planning
The Lesson Plan Format
Self-Assessment Questions
References
Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme. The public want to know whether the curriculum implemented has achieved its aims and objectives; teachers want to know whether what they are doing in the classroom is effective; and the developer or planner wants to know how to improve the curriculum product.
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.
A curriculum is the instructional and the educative programme by following which the pupils achieve their goals, ideals and aspirations of life. It is curriculum through which the general aims of a school education receive concrete expression
Introduction
Objectives
Need of Lesson Planning
Approaches to Lesson Planning
Course and Unit Planning
Daily and Weekly Planning
Steps in Lesson Planning
The Lesson Plan Format
Self-Assessment Questions
References
Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme. The public want to know whether the curriculum implemented has achieved its aims and objectives; teachers want to know whether what they are doing in the classroom is effective; and the developer or planner wants to know how to improve the curriculum product.
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http://sandymillin.wordpress.com/iateflwebinar2024
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Planning aims and objectives in language programs.pptx 1
1. Planning Goals and Learning
Outcomes
Group 3
Ery Dwi Sandhya
Ismail Tahir
Norisma Alif F
Ummi Q
2. Questions
• According to your opinion, how our current
curriculum relates to the ideology of curriculum?
• What are the different among aims, goals, and
objective? Give example!
• What do you know about CBLT?
• What are non-language outcomes and process
objective focus on? How we conduct effective
learning and develop student’s knowledge and skill?
Give the example of categories of process objective!
3. Planning goals and learning outcomes
(Richard, 2001)
• The ideology of curriculum
• Stating curriculum outcomes
– Aims
– Objectives
– Criticism of the use of objectives
– Competency-based program output
– The nature of competencies
– Criticisms of the use of competencies
– The standards movement
• Non-language outcomes and process
objectives
– Process objectives
4. The Ideology of The Curriculum
the practical needs of learners and society and the role of an educational program
in producing learners who are economically productive
the individual needs of learners, the role of individual experiences, and the need to
develop awareness, self reflection, critical thinking, learner strategies, and other
equalities, and skills
the roles schools and learners can should play in addressing social injustices and
inequality
schools should prepare students to participate in several different cultures
and not merely the culture of the dominant social and economic group
the intrinsic value of the subject matter and its role in developing the learner’s
intellect, humanistic values, and rationality
Academic
rationalism
Social and economic
efficiency
Learner-
centeredness
Social
reconstructionism
Cultural
pluralism
6. Aims, Goals, Objectives
The most general level.
Made by institution / University
Made by each major -- Syllabus
More specific and Practical, contains
ABCD
Made by the lecturer/teacher --
Lesson Plan
Aims
Goals
Objectives
7. The definition of Aims, Goals and Objectives
Aims Goals Objectives
“General statement that
provide direction or intent to
educational action”, Wilson
(2004).
“A general change that a
program seeks to bring about
in leaners”, Richard (2002).
• written in amorphous
terms using words like:
learn, know, understand,
appreciate
• Aims are not directly
measurable.
Goals are statements
or intent to be
accomplished.
Goals are “the
statement of
educational intention
which are more
specific than aims”,
Wilson (2005).
• Goals too may
encompass an
entire program,
subject area.
• Goals use more
specific
behavioral terms.
Objectives are usually
specific statements of
educational intention which
delineate either general or
specific outcomes.
A statement of specific
changes a program seeks to
bring about and results
from an analysis the aim
into its different
component, Richard (2002).
Contains:
A : Audience
B : Behavior
C : Condition
D : Degree
8. For Example:
• Aims:
Students will understand and become proficient at
identifying the different types of English Texts.
• Goals :
Students will be able to identify and write
Descriptive Text.
• Objectives:
Given a descriptive text about person, the students
will be able to identify the characteristics of the
person correctly.
9. Competency-based program outcomes
• CBLT
Seeks to make a focus on the outcomes of learning a central
planning stage in the development of language program
(Schneck 1978; Grognet and Crandall 1982).
Seeks to improve accountability outcomes in teaching through
linking instruction to measurable outcomes and performance
standards.
The characteristics of CBLT – Schneck 1978
Competency-based Education
Learning as performance based instruction, mastery learning
and individualized instruction
Outcomes based
10. The nature of competencies
Competencies refer to observable that are
necessary for the successful completion of real world
activities
The process of developing a competency-based curriculum for a
refugee program designed to develop language skills for
employment.
• reviewing existing curricula, resource materials and textbooks
• need analysis (interviews, observations, surveys of employers)
•Identifying topic for a survival curriculum
•Identifying competencies for each of the topics
• grouping competencies into instructional units
(Mrowricki, 1986)
11. Criticism of the use of
competencies
Definition of
competencies
Hidden values
underlying
competency
specification
The standards
movement
Standard
descriptions of the
targets students should be
able to reach in different
domains of curriculum
content
stated in the form of
competencies
12. Non-language outcomes
Categories of non-language outcomes (Jackson,1993:2)
• Social, psychological and emotional support in the
new living environment
• Confidence
• Motivation
• Cultural understanding
• Knowledge of the Australian community context
• Learning about learning
• Clarification of goals
• Access and entry into employment, further study, and
community life
So, Non-language outcomes focus more about student’s
characteristic relate to the personal, social, cultural,
political needs and rights of learners
13. Curriculum should less
focus on the outcomes
of learning and more on
the knowledge and skills
learners need to
develop (Bruner, 1966)
Curriculum should focus on
activities which engage learners
in such processes investigation,
decision-making, reflection,
discussion, interpretation,
making choices, co-operation
with others, and so on.
(Stenhouse, 1975)
Process
objectives
14. Example in a course of study by Stenhouse (cited in Hanley, et.al
1970:5) that focus on activities and process
• to initiate and develop in youngsters a process of question-
posing
• to teach a research methodology where children can look for
information
• to help youngsters develop the ability to use a variety of first-
hand sources as evidence from which to develop hypotheses
and draw conclusions
• to conduct classroom discussions in which youngsters learn to
listen to others as well as to express their own view
• to encourage children to reflect on their own experiences
• to create a new role for the teacher, in which he becomes a
resources rather than an authority
15. The process to reach objective
Create Effective Learning
Develop student’s awareness in knowledge and skill
16. Effective learning involves
• Developing an integrated set of procedures and operation that can be
applied to different learning. i.e strategies
• Selecting strategies appropriate to different tasks
• Monitoring strategies for their effectiveness and replacing or revising
them if necessary
The course should develop student’s awareness of the learning process
and their role as learners by developing the following knowledge and skills
• Ways of organizing learning and dividing learning tasks into smaller sub-
tasks
• Familiarity with how to use reference words designs to assist them in
independent learning (e.g. dictionaries, reference grammars, study
guides)
• Awareness of their own learning styles and strengths and weaknesses
• Familiarity with various techniques of vocabulary learning and
identification of techniques that are particularly useful o themselves
• Awareness of the nature of learning strategies and the difference
between effective and ineffective strategies
• Ability to monitor their own learning progress and ways of setting
personal goals for language improvement
17. The English Language Syllabus for the teaching of English at Primary Level
(1991) explain example categories of process objectives as follows
1. Thinking skills
• At the end of the course, pupils should be able to
• Explore an idea, situation or suggested solution for a specific purpose
• Think creatively to generate new ideas to find new meanings and to
deal with relationships
• Analyze and/or evaluate an idea, a situation or suggested solution for
a specific purpose
2. Learning how to learn
• At the end of the course, pupils should be able to
• Apply the repertoire of library, information and study skills
• Take some responsibility for their own learning
• Use some of the basic skills relating to information technology
3. Language and Culture
• At the end of the course, pupils should be able to
• Appreciate that there are varieties of English reflecting different
cultures and use this knowledge appropriately and sensitively in
communication
• Adopt a critical but not negative attitude towards ideas, thoughts and
values reflected in spoken and written texts of local and foreign
18. References
Brown, J.D. 1995. The Elements of Language Curriculum. Boston: Heinle& Heinle
Pub.
Richards, J.C. and Renandya, W. A. 2002. Methodolgy in Language Teaching. An
Anthology of Current Practice. Cambridge: Cambridge University Press.
Richards, J.C. 2002. Planning Aims and Objectives in Language Programs.
Singapore: SEAMEO Regional Language Center.