CONCLUSION OF THE 4

MODELS
Flora, Clarice and Asyiqin
 COMPARE N CONTRAST
Models TYLER (1949) TABA (1962) WHEELER (1967) WALKER (1971)
SIMILARITIES  Designed to provide a basic for decision regarding the : -
1. Selection
2. Structuring
 All involves curriculum development process
 To produce better human capital
DIFFERENCES 1. Linear/objective model 1. Interaction model 1. Process/ 1. Naturalistic model
2. Deductive approach 2. Inductive Cyclical model 2. Communicative
3. Best known model for approach 2. Five procedures: approach (more
- Selecting an subjective
curriculum development ( from specific to objective perceptions and
4. Straight line model general designs) - Choosing views of the
- Objective 4. Teacher-centred learning designers, target
- Selection of learning experience groups and the
experience - Choosing stakeholders)
- Organisation of learning content
experience - Organizing,
integrating
- Evaluation learning
experience and
content
- Evaluating
 Models TYLER (1949) TABA (1962) WHEELER (1967) WALKER (1971)
DIFFERENCES 3. Seven steps to develop 5. Student-centred 1. Consist of three
curriculum: phases :
i. Identify the needs of
the students and the • Platform – includes
expectations of society. “…ideas, preferences,
ii. Formulate the learning points of view, beliefs
objectives. and values about the
iii. The learning content curriculum” (Print:
will be selected based 1993:113).
on the objectives. • Deliberations – here
iv. How the content is interaction between
organized needs to be stakeholders begin and
decided upon by the clarification of views
teachers based on the and ideas in order to
students. reach a consensus of a
v. The learning shared vision.
experiences need to • Design – here,
be selected. curriculum developers
vi. The organization of the actually make
actual learning decisions, which are
activities needs to be based on deliberations
determined. (above).
vii. Determine what is
going to be evaluated
and how to determine
the effectiveness of the
curriculum.
4. Consist of five elements
- Objective
- Content
- Learning experiences
- Teaching strategies
- Evaluation measures