SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT RALPH TYLER AND HILDA TABA

SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT RALPH TYLER AND HILDA TABA

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  WHAT IS CURRICULUM DEVELOPMENT? Curriculum Development can be defined as the systematic planning of what is taught and learned in schools as reflected in courses of study and school programmes.  In curriculum development, there are always changes that occur that are intended for improvement. To do this, there are models presented to us from well- known curricularists like Ralph Tyler, Hilda Taba, Galen Saylor and William Alexander.
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  WHAT IS AMODEL?  A model is a format for curriculum design developed to meet unique needs, contexts, and/or purposes. In order to address these goals, curriculum developers design, rearrange one or more key curriculum components.
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  The most commonmodels followed in Curriculum Development are: 1) Scientific Models 2) Non- Scientific Models
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  SCIENTIFIC MODELS OF CURRICULUMDEVELOPMENT 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
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  THE TYLER MODEL 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 four basic principles.
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  TYLER’S MODEL OFCURRICULUM DEVELOPMENT:
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  1) PURPOSES OFTHE SCHOOL:  By “purposes,” Tyler was referring to objectives. He indicated that curriculum planners should identify these general objectives by gathering data from three sources:  (i) The subject matter  (ii) The learners, and  (ii) The society
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  (2) EDUCATIONAL EXPERIENCESRELATED TO THE PURPOSES :  Learning experiences had to take into account both the previous experiences and the perceptions that the learner brings to a situation. 3) ORGANIZATION OF THE EXPERIENCES:  Tyler next talked about the organization and sequencing of the experiences.  Ordering of the experiences had to be somewhat systematic so as to produce a maximum cumulative effect. He thought that organizing elements, such as ideas, concepts, values, and skills, should be woven as threads into the curriculum fabric.
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  (4) EVALUATION OFTHE PURPOSES:  Tyler’s last principle deals with evaluating the effectiveness of planning and actions.  Evaluation is most important in curriculum development as It is important to determine whether program is effective or ineffective. An evaluation should relate to all the objectives.
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  TABA MODEL  HildaTaba followed the grass-roots approach in developing curriculum. The grass- roots approach, a model whose steps or stages are similar to Tyler’s.  She believed in an inductive approach (starting with specifics and building to a general design)  Hilda Taba believed that those who teach curriculum should participate in developing it.  For her, it should be the teachers who should design the curriculum rather than the higher authorities.
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  Taba noted sevenmajor steps to her grass roots model in which teachers would have major input:
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   1) DIAGNOSISOF NEEDS:  The teacher (curriculum designer) starts the process by identifying the needs of the students for whom the curriculum is to be planned.  2) FORMULATION OF OBJECTIVES:  After the teacher has identified needs that require attention, he or she specifies objectives to accomplished.  3) 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
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   4) ORGANIZATIONOF CONTENT:  A teacher cannot just select content, but must organize it in some type of sequence, taking into consideration the maturity of the learners, their academic achievement, and their interests.  5) SELECTION OF LEARNING EXPERIENCES:  Content must be presented to pupils and pupils must engage the content. At this point, the teacher’s instructional methods involve the students with the content.
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   6) ORGANIZATIONOF LEARNING ACTIVITIES:  Just as content must be sequenced and organized, 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.  7) EVALUATION AND MEANS OF EVALUATION:  The curriculum planner must determine just what objectives have been accomplished. Evaluation procedures needs to be considered by the students and teachers.
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  APPLICATION OF THEMODEL:  The model is currently used today in most curriculum design. The steps that are still used are:  1. Identifying the needs of the students.  2. Developing objectives  3. Selection of instructional methods.  4. Organizing learning experiences  5. Evaluation.