The document provides an overview of theories and models of curriculum design and reflection. It discusses Tyler's traditional model of curriculum design, which focuses on defining objectives, learning experiences, organization, and evaluation. It also covers Taba's model, which refined Tyler's work, and Wheeler's model, which recognizes learners' physical, mental, and emotional experiences. Additionally, it examines theories of reflection, including Schon's reflection-in-action and on-action, Kolb's experiential learning cycle, Gibbs' model based on Kolb, and Driscoll's model using Borton's three questions. Learners are asked to reflect on lessons and evaluate different reflective models.

1. Level 5 in Education
UNIT 1
Theories, Principles and Models of Education and Training
Chapter 4- Curriculum Design
Chapter5- Reflection and Evaluation

2. Chapter 4: Curriculum Development
Understand the
4.1
Analyse theories and models of curriculum
development
application of theories
L04 and models of curriculum
development within own
area of specialism 4.2
Explain ways in which theories and models of
curriculum development can be applied in
developing curricula in own area of
specialism

3. Introduction
● Curriculum development is
broadly defined as planned, a
purposeful, progressive, and
systematic process to create
positive improvements in the
educational system.
● In this chapter, we will explore the
importance of curriculum planning
and development.
● We will explore three models of
curriculum development and
consider how these models can
be applied to your own teaching
practice.

4. Models of Curriculum Design
● The following models of curriculum design between 1949-
1967 are the most widely used models of curriculum
design. You may find that these coincide with scientific
research into teaching and learning, with Tyler's curriculum
model aligning with the work of behaviourism and Taba's and
Wheeler's research aligning with cognitivist and humanist
approaches.
● Models of curriculum design can be used to establish
learning objectives, useful learning experiences,
sequencing of teaching and learning, and assessments
and learning outcomes.
● Schemes of work are used to prepare, plan and sequence
learning activities for a full learning programme. Different
educational institutions and teachers will follow different
curriculum design models.
● However research indicates that learner involvement and
participation in curriculum design and evaluation can enhance
long term and higher order learning. Additional skills and
competencies such as the minimum core, numeracy, literacy
and IT skills also need to be incorporated into the curriculum
design and scheme of work.
● In this chapter you will need to study the summary of each
model of curriculum design and answer the reflective
questions.
● Once you have completed this section you should review a
scheme of work that you or a colleague has created, think
about which model it corresponds with and have a go at
refining it to correspond to Hilda Taba's and Wheeler's model of
curriculum design.

5. Traditional Model of Curriculum-Tyler
● Ralph Tyler’s Model for Curriculum Design
(1949)
● A traditionalist view, Tyler’s model is the most
commonly used model of curriculum design.
● From Tyler’s model we can derive four basic
principles in the curriculum design process:
● 1. Defining appropriate learning objectives.
2. Establishing useful learning experiences.
3.Organising learning experiences to have a
maximum cumulative effect.
4. Evaluating the curriculum and revising those
aspects that did not prove to be effective.

6. Traditional Model of Curriculum-Tyler
.
● The teacher as curriculum designer is often viewed as a ‘scientist’ in Tyler’s method. When learning outcomes are
designed, the teacher looks at all the variables and establishes potential outcomes of behaviours and results from the
learning.
● The teacher observes behaviours and records learners’ results (scientifically). The teacher then evaluates the learning
programme and establishes whether their predictions were true. They will also look at and take account of all the
variables in the process which would have impacted the results. They will then re-visit the curriculum and make
changes/ adjustments based on their conclusions.
● The learners do not participate in the planning or implementation and are merely recipients/ the object in this process.

7. Hilda Taba’s Theory of Curriculum Development (1962)
Hilda Taba refined Tyler’s model to include
additional steps. This led to her curriculum
design process which contained 7 main steps.
1. Diagnosis of the learners' educational
needs,
2. Formulating specific objectives, selection
of content based on those objectives,
3. Establishing useful learning experiences.
4. Organising learning experiences to have a
maximum cumulative effect.
5. Organisation of the content into
appropriate levels and sequences,
6. Selection of learning experiences that
help the students learn the content,
7. Organisation of those learning
experiences and evaluation of whether the
objectives are met

8. Hilda Taba’s Theory of Curriculum Development (1962)
Taba listed three levels of knowledge:
1. Facts
2. Basic ideas and principles (based on the
information people are able to learn by their
age)
3. And concepts (students being able to use
their knowledge from all areas and predict
outcomes/ effects )
● Taba’s strategies move towards the idea of
teacher as ‘mediator’ or facilitator rather than
teacher or lecturer.
● The teacher’s role is to look for students to
express their own ideas, share ideas with their
peers, and expand on the ideas of their
classmates.
● The role of the teacher in this situation avoids
providing judgement, assessments or any type of
indication that the answer is correct or incorrect.
● The aim is development not assessment.

9. The Wheeler Model (1967)
Wheeler (1967) described the curriculum as a process which
consists of five phases which incorporate a more ‘holistic’ view
of the learner/ student. Wheeler’s model recognises the
individual’s physical mental and emotional experiences and
aims to align their learning process with these.
● The five phases of the Wheeler’s curriculum process can be
summarised as follows:
1. Selection of aims goals and objectives- General and
specific objectives
2. Selection of learning experiences. - Play and field trips as
examples of learning experiences.
○ physical,
○ mental and
○ emotional experiences.

10. The Wheeler Model (1967)

11. A scheme of work
helps to plan and
design a curriculum
over specific length of
time.
An example of a
possible scheme of
work template is
provided below .
Now have a go at
creating your own
scheme of work for a
subject you teach.

12. Curricul
um
Design
and
Scheme
of Work
Activity

13. Curricul
um
Design
and
Scheme
of Work
Activity

14. Reflection and Curriculum Design and Scheme of Work Activity
Activity
Which model of curriculum design corresponds closely to one you have you already used?
1. Are there any changes you are likely to make or suggest after learning about the curriculum design models?
2. What potential problems could you have when planning a curriculum which takes account of physical, emotional
and mental experiences of learners?

15. Reflection and Curriculum Design and Scheme of Work Activity
Week
Learning
Outcomes
Prior learning
links
Activities Contextual activities
Resources
required
Link to minimum
core (Literacy,
Numeracy & ICT)
Assessment
1
Be familiar with at
least 3 different
models of
curriculum
development
Links back to
previous learning
around learning
theories
Read and respond to
questions
Critically analyse a scheme
of work(SOW)
Amend an existing scheme
of work
Design/ re-design a new
scheme of work for own
teaching programme using
knowledge from curriculum
models
Critical analysis of
models where individual
mental, emotional and
physical experiences of
learners are to e
considered
Link to peer
observations
Link to own curriculum
design
Scheme of work as part
of teaching portfolio
Information on
curriculum
models
Peer SOW
Own teaching
programme
Subject
specification/
curriculum
Linkage to literacy:
read and respond
and ICT; produce a
SOW
Formative:
Answers to
questions
Summative
SOW amended
SOW new
2

16. Chapter 5: Reflection and Evaluation
L0
5
Understand the application
of theories and models of
reflection and evaluation
to reviewing own practice
5.1
Analyse theories and models of reflection and
evaluation
5.2
Explain ways in which theories and models of
reflection and evaluation can be applied to
reviewing own practice

17. Introduction
In your day to day role you will learn which methods and
approaches work well and those which fail.
As a reflective practitioner you will continually record and reflect
on why certain methods and approaches/ tasks went well and
why others did not go well. You will have a curious and
questioning attitude to everything around you and everything that
you do.
Through this approach you will strive to continually change and
improve in your work.

18. A reflective practitioner is constantly experimenting and
learning
● " What you do in the classroom and how you
behave should have been carefully planned,
informed by theory and experience and be
purposeful."
● http://www.open.edu/openlearn/education/learning
-teach-becoming-reflective-practitioner/content-
section-2.1
Models and theories of reflection and evaluation provide
us with a clear framework and method to carry out our
reflection, with appropriate prompts and cues. Now we
will have a look at some of these theories.
● As you progress through this chapter; Make notes on
whether some of the approaches correspond with an
instance where you have already reflected.

19. Schon: Reflection in Action, Reflection on Action
Schon (1983) stated that reflection has two stages:
● Reflection-in-action: You are teaching a particular
topic and your observations have revealed that your
learners do not understand the question or task and
have become dis-engaged. You will need to change
your approach to ensure that you address the issue
immediately and change your approach. This could
involve re-framing your explanation or approaching
the topic from a different perspective.
And
● Reflection-on-action- This happens after the event,
outside of the classroom. You reflect on what went
well, what didn't go so well and what you would
change for the next time.

20. Reflection and Experiential Learning
Kolb’s experiential cycle (1984)
As we covered in the ‘Learning Styles’ chapter Kolb’s work places
a high level of emphasis on the learners’ internal cognitive
processes and builds on the idea that learning occurs through the
learner translating new experiences and abstract concepts
through their own perception and through the lens of their own
experiences and prior knowledge.
Kolb’s experiential learning cycle provided the fundamental
‘baseline’ reflective process which has since been developed and
expanded to provide various ‘user friendly ‘models of reflective
practice and evaluation.
“Learning is the process whereby knowledge is created through
the transformation of experience”

21. Gibbs (1998)
Gibbs’ (1998) model is based on Kolb’s experiential
cycle and prompts a full analysis of each stage in the
reflective cycle using prompt questions at each stage.

22. Driscoll (2007)
● Driscoll’s reflective cycle uses Terry Borton’s 3 stem
questions What? So What and Now What? (1970) and
developed prompt questions:
● Driscoll matched Borton’s questions to Kolb’s experiential
learning cycle and added the ‘trigger’ questions we can use to
complete the cycle easily and quickly.
What?
● … is the purpose of returning to this situation?
● … happened?
● … did other people do who were involved in this?
● … did I see/do?
● … was my reaction to it

23. Driscoll (2007)
● So What?
● … did I feel at the time of the event?
● … are my feelings now, after the event, any different from what
I experienced at the time?
● … were the effects of what I did (or did not do)?
● … positive aspects now emerge for me from the event that
happened in practice?
● … have I noticed about my behaviour in practice by taking a
more measured look at it?
● … observations does any person helping me to reflect on my
practice make of the way I acted at the time?
● … is the purpose of returning to this situation?
● Were those feelings I had any different from those of other
people?
● Who were also involved at the time?
● Did I feel troubled, if so, in what way?

24. Driscoll (2007)
● Now What?
● …are the implications for me and others involved based on
what I have described and analysed?
● …difference does it make if I choose to do nothing?
● …is the main learning that I take from reflecting on my practice
in this way?
● …help do I need to help me 'action' the results of my
reflections?
● …aspect should be tackled first?
● Where can I get more information to face a similar situation
again?
● How can I modify my practice/ approach if a similar situation
arises again?
● How will I notice that I am any different in my approach/ work?
Having an experience
WHAT?
A description of the
event -Purposefully
reflectingon selected
aspects of that
experience
SO WHAT?
An analysis of the
event- Discovering
what learningarises
from the process of
reflection
NOW WHAT?
Proposed actions
following the event
Actioning the learning
from that experience in
your practice

25. Summary Reflection Task
● Review the models of reflective practice and answer the
following questions:
● Think about a lesson you have delivered where you have
reflected 'in-action'
● Think about a separate lesson/ experience where you have
reflected 'on-action'
● Which theory of reflection do you think is the easiest to use?
● Which model do you think is most useful?
● Compare 2 of the models of reflection. Are there any issues
with using any of the models?

26. Driscoll (2007)
● Now What?
● …are the implications for me and others involved based on
what I have described and analysed?
● …difference does it make if I choose to do nothing?
● …is the main learning that I take from reflecting on my practice
in this way?
● …help do I need to help me 'action' the results of my
reflections?
● …aspect should be tackled first?
● Where can I get more information to face a similar situation
again?
● How can I modify my practice/ approach if a similar situation
arises again?
● How will I notice that I am any different in my approach/ work?
Having an experience
WHAT?
A description of the
event -Purposefully
reflectingon selected
aspects of that
experience
SO WHAT?
An analysis of the
event- Discovering
what learningarises
from the process of
reflection
NOW WHAT?
Proposed actions
following the event
Actioning the learning
from that experience in
your practice

28. Summary Reflection Task
● Review the models of reflective practice and answer the
following questions:
● Think about a lesson you have delivered where you have
reflected 'in-action'
● Think about a separate lesson/ experience where you have
reflected 'on-action'
● Which theory of reflection do you think is the easiest to use?
● Which model do you think is most useful?
● Compare 2 of the models of reflection. Are there any issues
with using any of the models?