Wheeler proposed a model for curriculum development that built upon Tyler's model by showing the interrelatedness of the elements. Wheeler's model consisted of five steps: (1) determining aims and objectives, (2) selecting learning experiences, (3) selecting content, (4) organizing and interpreting learning experiences, and (5) evaluating. Unlike Tyler's linear model, Wheeler's model was cyclic, with evaluation able to take place at any stage and feed back into the other steps. Wheeler focused more on learning experiences and providing opportunities for learners to interact with their environment.
Wheeler proposed a model for curriculum development that built upon Tyler's model by showing the interrelatedness of the elements. Wheeler's model consisted of five steps: (1) determining aims and objectives, (2) selecting learning experiences, (3) selecting content, (4) organizing and interpreting learning experiences, and (5) evaluating. Unlike Tyler's linear model, Wheeler's model was cyclic, with evaluation able to take place at any stage and feed back into the other steps. Wheeler focused more on learning experiences and providing opportunities for learners to interact with their environment.
Wheeler proposed a model for curriculum development that built upon Tyler's model by showing the interrelatedness of the elements. Wheeler's model consisted of five steps: (1) determining aims and objectives, (2) selecting learning experiences, (3) selecting content, (4) organizing and interpreting learning experiences, and (5) evaluating. Unlike Tyler's linear model, Wheeler's model was cyclic, with evaluation able to take place at any stage and feed back into the other steps. Wheeler focused more on learning experiences and providing opportunities for learners to interact with their environment.
Another scholar who contributed to curriculum development is wheeler
(1967). He presented his model in his book curriculum process. He seemed to further build upon the work of Tyler (1971) by presenting a model that shows the interrelatedness of each of the elements. He argued that each step are interconnected and that evaluation can take place at any place in the development process, rather than at the last step. Wheelers emphasis is an learning experiences, whereas Tylers was on learning outcome. Wheelers major concern was how the learner will be provided with an opportunity to interact with the learning environment in order to bring about learning. These are the major differences between Tyler and wheelers models. Wheelers model consists of the following five steps, instead of four proposed by Tyler:
(i) Determination of aims and objectives: The objective tell the planner the direction of educational development and forms the basis foe distinguishing between learning resulting from classroom environment and learning resulting from other sources than the classroom. Thus, in specifying objectives, wheeler goes a step further in specifying between what is learnt in the classroom and outside it respectively. This leads to the second step;
(ii) Selection of Learning Experiences: This is a major difference from Tylers model. Here, wheeler is concerned with the learner and the learning environment with which he interacts. For example, what kind of learning environment is provided for the learner involved in mental activities as opposed to those involved in physical activities such as in playing writing and construction projects;
(iii) Selection of Content: This involves the preparation of content; the subject to be taught and the topics to be specified;
(iv) Organisation and Interpretation of Learning Experience: This is as in Tylers model;
(v) Evaluation: In this model, evaluation is considered as a broad concept, not in terms of paper and pencil tests. It is something that can take place at any stage of the curriculum process, with the outcomes serving again as input into further development of the step. Hence his model is considered cyclic and not linear like Tyler.
Figure 2 show that wheelers model is cyclic. At the last point of Tylers linear mode is evaluation, but evaluation does not end the process in wheelers model. For him, evaluation results are ploughed back into selection of aims and objectives, so that the areas where the objectives are not achieved are considered in selecting the next set of objectives. Similarly, where the objectives are fully achieved, (which is not likely), the results of evaluation helps in determination fresh curriculum objectives. Wheelers model may therefore be considered an improvement upon Tylers previous model and both of them have made significant contribution into the field of curriculum planning.