23/09/2014

CURRICULUM AND INSTRUCTION

(EDU555)
Week 2
Principles and Procedures of
Curriculum and Development

Teachers Role in Curriculum

Development
Teachers need to have the knowledge of
curriculum development
Teachers are involved daily in curriculum
development by implementing the curriculum
through the process of teaching and learning
Teachers have to prepare daily lesson plan in
their teaching and learning.

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Teachers Role in Curriculum

Development
Curriculum (Plan of
Study)

Main Role:
Teaching and
Learning

Implementation
of Curriculum
through T&L

Syllabus (Course of
Subject)

Curriculum Development
3 Stages:

Planning

Implementation

(What to teach?)

(How to teach it?)

Evaluation
(How to evaluate
it?)

Scheme of Work
(Weekly Plan)

Lesson Plan (Daily Plan)

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Identifying philosophy,
vision and mission
PLANNING

Setting goals
and objectives
Designing the curriculum

Implementing the
Curriculum (T&L)
CURRICULUM

IMPLEMENTATION

Models of Curriculum Construction

There are many models in curriculum
construction. In this course, 4 models of
curriculum construction will be discussed

Managing resources
The Tylers /
Objectives
Model

The
Interaction /
Dynamic
Model

Tabas Model

Contemporary
Model

Evaluating the curriculum

EVALUATION

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Revising the curriculum

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Tylers / Objectives Model

Proposed by Ralph Tyler (1950)
The most common model in the field of
curriculum construction
This model involves 4 stages:
1) Objectives
2) Content
3) Method
4) Evaluation

Tylers / Objectives Model

OBJECTIVES

Stating the aims and objectives of the program

based on the respective philosophy of education

CONTENT

Selecting the contents or subject matter to help

students achieve the objectives

METHOD

Deciding on the method to organize and present

the contents

EVALUATION

Determining the method to measure the extent

objectives are achieved

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Objectives

Objectives

Should be based on an analysis of:

1) the student as a learner
2) the contemporary life outside the school
(society)
3) opinion of specialists in the various subjects

The objectives identified need to be screened

and reduced to a small number of:
1) consistent, highly important objectives
2) be in line with the educational philosophy,
goals, aims and objectives
3) psychology of the learner and learning

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Objectives

Contents

Should be:
1) specified precisely to indicate what is supposed
to be learned, to enable accurate assessment
2) specified the changes to be brought about in
the students, to show evidence of attainment of
objectives

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Determine the contents or subject matter and

learning experiences that might lead to the
attainment of the stated objectives
It should be:

- relevant, adequate

- balanced in term of breadth and depth

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Method

Method

Once the contents are selected, it should be

organized based on the following principle:
Principles of Continuity
Principles of Sequence
Principles of Integration

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Method

Evaluation

Decide on the method of implementing the

curriculum through the process of T&L

Determine the method to measure whether the

curriculum is achieving the desired objectives or
results
It involves an appraisal of the students actual
behaviour
It should be carried out at several different
times to secure evidence of the permanence of
the learning achieved

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Evaluation

Advantages

Using a variety of methods e.g. tests, work

samples, questionnaires, records, etc.
Results should be used to:
1) indicate strengths and weaknesses of the
program
2) to plan for revision

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Logical as it begins with stating the objectives

Organized as it follows step by step process
Practical as it portrays the actual process of
curriculum development

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Critiques

Interaction / Dynamic Model

Too rigid as the process need to follow the four

steps in order
Governed by objectives
Linear, or step by step process, which is tedious

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To overcome the weaknesses of the Tylers

Model, Taba (1962) and Cohen proposed a
more dynamic process of curriculum
development
It is a modification of the Tylers Model

Curriculum
Models

Interaction / Dynamic Model

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Interaction / Dynamic Model

In this model, curriculum development is seen

as a dynamic process
It may begin with any of the four curriculum
element i.e. objectives, contents, methods,
evaluation and these elements can be followed
in any sequence

OBJECTIVES

EVALUATION

CONTENTS

METHODS

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Interaction / Dynamic Model

Interaction / Dynamic Model

Curriculum development may begin with any of

the curriculum element i.e. need not follow the
order or sequence as in Tylers Model.
The four elements are regarded as interactive
and modifiable i.e. changes can be made at any
time.

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A change made to one element will similarly

cause changes to the other elements.
As such, the curriculum development process
becomes flexible and dynamic.

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Strengths

Weaknesses

1) Practical
Represent a true picture of curriculum
development
2) Flexible It allows the curriculum developer to:
Change the order of planning, and thus, not
restricted by a fixed procedure.
React to learning situations in determining the
sequence to follow according to the curriculum
element.

Tabas
Model
(Hilda Taba,
1962)

1) No fixed objectives:
By not stating objectives first, the objectives
may be accommodated to suit the contents.
As a result, the objectives are not in line with
the initial objectives.
2) No fixed direction
Continuous changing of direction during the
process of curriculum development will result in
a disorganized curriculum.

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Tabas Model

Tabas Model

Most
suitable
model for
language
program

Based on the
Objective Model or
Tylers Model (Ralph
Tyler, 1950)
Prominent model for
curriculum
development and
widely used as a
reference

Curriculum
Models

Also known as Grass-roots approach.

Based on the rationale that those who teach the
curriculum i.e. the teacher, should participate in
developing the curriculum.
Teacher should have major input in curriculum
development.
Agreed with Tyler that there should be a definite
order in developing the curriculum to facilitate
attaining a more thoughtful and dynamically
conceived curriculum.

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Tabas Model

Tabas Model

Agreed with Tyler that there should be a definite

order in developing the curriculum to facilitate
attaining a more thoughtful and dynamically
conceived curriculum.

Steps or stages in curriculum development are

almost similar to Tylers Model. The main
difference is in the need to carry out a diagnosis
of needs in Tabas Model.
Inductive approach start with specifics to a
general design.
i.e. teachers start by creating teaching
learning units for the students, then narrow
down to objectives.

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7 Steps of Tabas Model

7 Steps of Tabas Model

DIAGNOSIS OF NEEDS

DIAGNOSIS OF NEEDS

SELECTION OF OBJECTIVES

Begin by identifying the needs of the students

for whom the curriculum is planned.

SELECTION OF CONTENT
ORGANIZATION OF CONTENT
SELECTION OF LEARNING EXPERIENCES

ORGANIZATION OF LEARNING EXPERIENCES

DETERMINING OF WHAT TO EVALUATE AND
HOW TO EVALUATE IT
Curriculum
Models

7 Steps of Tabas Model

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7 Steps of Tabas Model

Specify objectives to be accomplished.

SELECTION OF OBJECTIVES
SELECTION OF CONTENT

Match content and objectives.

Organise content in a sequence, taking into

account the maturity of the learners, their
academic achievement and their interests.
ORGANIZATION OF CONTENT
SELECTION OF LEARNING EXPERIENCES

Teacher selects learning experiences and

methods that will involve the students with the
content.
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7 Steps of Tabas Model

7 Steps of Tabas Model

Sequence and organise learning activities

ORGANIZATION OF LEARNING EXPERIENCES

Determine how objectives are to be accomplished

and what have been accomplished.
DETERMINING OF WHAT TO EVALUATE AND
HOW TO EVALUATE IT

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Curriculum
Models

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CONTEMPORARY MODEL
OR FRAMEWORK OF CURRICULUM
DEVELOPMENT

CONTEMPORARY MODEL
OR FRAMEWORK OF CURRICULUM
DEVELOPMENT

Based on 3 models of curriculum development,

the contemporary model or framework of
curriculum development involves:

FIVE STEPS

Curriculum
Models

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CONTEMPORARY MODEL
OR FRAMEWORK OF CURRICULUM
DEVELOPMENT

CONTEMPORARY MODEL
OR FRAMEWORK OF CURRICULUM
DEVELOPMENT

1) Needs analysis
It may include analyzing the needs of:
Students
Graduates
Employers
Industry
Stakeholders
National and global development

3) Selection of
Content
Sources of content:
Lecturers
SME
External examiners
Employers
Accreditation bodies
Politicians

IHL
Academic advisors
Professional bodies
Alumni, graduates
Government policies
Academicians
Comparison and
benchmarking

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CONTEMPORARY MODEL
OR FRAMEWORK OF CURRICULUM
DEVELOPMENT

CONTEMPORARY MODEL
OR FRAMEWORK OF CURRICULUM
DEVELOPMENT

3) Selection of Content
Consider:
Breadth and depth
Relevance and Adequacy
Balance between knowledge, skills and attitude

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4) Implementation
Teaching and learning processes

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CONTEMPORARY MODEL
OR FRAMEWORK OF CURRICULUM
DEVELOPMENT
5) Evaluation
Determine the method to measure whether the
curriculum is achieving the desired objectives or
results
It involves an appraisal of the students actual
behaviour
It should be carried out at several different
times to secure evidence of the permanence of
the learning achieved
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CONTEMPORARY MODEL
OR FRAMEWORK OF CURRICULUM
DEVELOPMENT
5) Evaluation
Using a variety of methods e.g. tests, work
samples, questionnaires, records, etc.
Results should be used to:
indicate strengths and weaknesses of the
program
to plan for revision

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