Models of Curriculum Development

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Aripuddin, Alshamir Bryan B. BSED IV – MAPEH PED 412 November 29, 2012

Analysis of the Three Models of Curriculum Development
MODELS/Characteristics Ralph Tyler’s Curriculum Model In this model, the curriculum designed intends to make the curriculum aligned with the purposes of the school. Ensuring that the school promotes learning that develops both the learner and the society that learner belongs to or is associated with. This model intends to promote educational experience that can be related to the purpose of the design’s nature. It tends to be organizing the experiences of the learner by constructing tentative and long-term objectives; it scrutinizes the experiences by only highlighting what are effective and efficient in developing the classroom learning from a tedious classroom to an interactive learning environment. It then makes the actions permanent if the objectives are helping the learners attain the subject matters, expected outputs and behaviors aptly can be met in order to sustain the said efficiency of this model of curriculum. It is a model that focuses what the school envisions for the learner as a basic member of the family and the society which can contribute much as to how the world functions in order to meet the demands and the expectations of the society. Hilda Taba’s Linear Model This model was constructed as such for it is believed by the developer that teachers who teach or implement the curriculum should participate in developing it. Therefore, it can be clearly seen that in this model we should also test the teaching strategies and theories brought up by the school to the extent of really rectifying what are and what are not efficient enough for the said needs of the students. It was also mentioned that it really encourages the involvement of teachers and students. This is not a one way correspondence. This model never limits its processing on how the learner must learn but as well as how the teacher must learn as well as how teach and choose what activities are to be carried out and be adopted in order to face the needs of the learner and not only what the school or the teacher thinks might be useful for the students.

Elements of Design
This model basically shows us the four major processes that involve in developing the curriculum. Each of the process aim to study how each factor could affect the other. It was also evident that each of these four major processes affects each other and at the same time, it basically lets you see that it is a holistic process. Each interrelated in manning the holistic growth of the learner. Four major process that help you see how things should be carefully observed that it may achieve expected roles or behaviors that can let you see how critical it is to develop a curriculum plan or design to which extent that it must not just answer the needs but instead it must go beyond what is the presently prepared outline but it can still answer and solve unforeseen events that might be disrupting the learning progress.

Basic Features

Unique Features

The unique feature about this model is that it is focused solely on the learner and the effect it may contribute or bring about to the society. Educational experiences are formal and centered on the student. It also only informs us what the school can do for the learners. It brings about the four major considerations:

These are the unique features of the said model:

1. Diagnosis of learner's needs and expectations of the larger society – This is one of the steps the model observes in order to carefully design a curriculum. To carefully seek what and what not should be met by the curriculum in order to First: Purposes of the school – it is really centered on what meet the needs of the students. It is definitely a the school envisions for its learners. It basically wants the must to attain such reality because at the end of curriculum to be what the school desires to seek from the the day it is for us to...
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