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INTRODUCTION

Tylers
Model
has
been
beneficial
to
many
curriculum developers that
many have followed his
model (Marsh, 2007).

STRENGTHS

Provide curriculum developer

with a clear direction for the
development process.

 Provide a logical sequence of

curriculum element.
It is simple which is easy to
follow. However, some argued
that its simplicity is also a
limitation and that is why
other curricularists develop
their own models (Marsh,
2007).

WEAKNESSES

Tyler talks of an acceptable

educational
philosophy,
which acts as a screen in the
selection
of
objectives.
However,
he
does
not
elaborate on the criteria of
this screen (Kliebard, 1995).
Hlebowitsh (1995) criticizes
that Tyler`s Model tends to
trivialize the curriculum to
the easily measurable, that is

 Some find the selection of

objectives from the three
possible sources ambiguous
and
considered
it
as
a
weakness but others find it to
be strength of the model as
well (Marsh, 2007).

INTRODUCTION

The Taba Model is somewhat

an improvement of the Tyler
Model.

STRENGTHS

It answers the question of

ambiguity in selecting the
objectives
in
the
Tylers
model by diagnosing the
needs of the learners first.
Although, this is deemed as a
limitation by others.
Some
argued that the society and
the subject matter should be
diagnosed as well (Oliva,
1992).

 As oppose to Tylers Model,

the content is not the main
source of objectives but
rather it comes in only after
the objectives have been
formulated.

Taba also emphasizes the

need to organize the content
and the learning experiences.

WEAKNESSES
Tabas inductive model may not
appeal to curriculum developers
who prefer to consider the more
global aspects of the curriculum
before proceeding to specifics.
(Olivia, 2004).
Other planners may prefer to
follow a deductive approach,
starting
with
the
general
specification of philosophy, aims,
and goalsand moving to the
specifics
objectives,
instructional
techniques,
and

CONCLUSION

In general, the strength or

the weakness of the model is
arbitrary depending on the
point
of
view
of
the
curriculum developer (Marsh,
2007).

L
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D D
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H
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W TR KN
A
JW
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N
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W
U
R
K

STRENGTHS
Cyclical model which provide logical
consequences.
Evaluation should be in every step
before move to the next steps.
Does not have terminal, evaluation
gives feedback.
Has baseline data for objectives (need
to be achieved)

*Able
to
cope
with
changing
circumstances.
*provide flexibility and relevant to
school
situation
&
suitable
for
curriculum
development
by
the
teachers.

WEAKNESSES

It takes time to undertake an

effective situational analysis.
Not very different from Tyler
Models since it adopts logical
consequences.

KERRS
MODEL OF
CURRICULU
M
FA E E Z A

STRENGTHS
The domains are interrelated directly
or indirectly so the implementer can
begin with any of the elements.
The
model
allows
curriculum
implementer to change the order of
planning (to move to and fro amongst
the curriculum elements).
It offers flexibility.

STRENGTHS
The
experiences
are
evaluated
through
tests,
interviews,
assessments, and other reasonable
methods.
The evaluation is the collection of
information
for
use
in
making
decision
about
the
curriculum
(feedback).

WEAKNESSES
Designed not by the teachers who
know more about the pupils.
The model offers so little directions.
The curriculum implementers need
a lot of time to determine the
beginning
stage
in
curriculum
development.

H
T

A
IV
C

M
R

IN

L
E

STRENGTHS

a simple, comprehensive and systematic

model
offers a process for the complete
development of a schools curriculum
Combines a scheme for curriculum
development and a design for instruction

 Recognised the needs of students

in a particular communities
answers the limitation of the Taba
model in terms of diagnosing only
the need of the student before
formulating the objectives.

WEAKNESSES