Ralph Tyler's curriculum model, outlined in his book "Basic Principles of Curriculum and

Instruction" (1949), is a foundational framework in curriculum development. It proposes a linear,

four-step approach to designing curriculum:

1. Determining Objectives:

 Aims: Clearly define the broad goals of education, such as preparing students for
responsible citizenship, critical thinking, and personal fulfillment.
 Goals: Break down these broad aims into specific, measurable learning objectives that
students should achieve. These objectives should be aligned with the educational
philosophy and societal needs.

2. Selecting Learning Experiences:

 Choose teaching methods and activities that will effectively help students achieve the
stated objectives. This involves considering a variety of instructional strategies, including
lectures, discussions, group work, field trips, and technology-based learning.
 The selection of learning experiences should be based on sound educational principles
and research on effective teaching practices.

3. Organizing Learning Experiences:

 Structure the learning experiences in a logical sequence that facilitates the achievement of
objectives. This involves determining the order in which content will be presented and
the pacing of instruction.
 Consider the learner's developmental level and prior knowledge when organizing learning
experiences.

4. Evaluating Learning:

 Develop assessment tools and procedures to measure student progress toward the stated
objectives. This includes both formative and summative assessments.
 Use evaluation data to inform instructional decisions and make necessary adjustments to
the curriculum.

Criticisms of Tyler's Model:

 Linearity: Critics argue that the linear, sequential nature of the model may not
adequately address the complexity of curriculum development, which often involves
iterative and cyclical processes.
 Objectivity: The emphasis on measurable objectives may lead to a narrow focus on
quantifiable outcomes, potentially neglecting the development of critical thinking,
creativity, and other important skills.
 Teacher-Centered: The model may be perceived as teacher-centered, as it prioritizes the
selection and organization of content and experiences by the teacher, rather than actively
involving students in the learning process.
  Contextual Factors: The model may not sufficiently account for the diverse needs of
learners and the broader social and cultural contexts in which education takes place.

Additional Considerations:

 Flexibility: While Tyler's model provides a structured approach, it is important to

recognize the need for flexibility in curriculum design to adapt to changing needs and
circumstances.
 Student-Centeredness: Contemporary curriculum development often emphasizes
student-centered approaches that prioritize learner engagement, active learning, and
personalized instruction.
 Assessment for Learning: Formative assessment plays a crucial role in providing timely
feedback to students and informing instructional decisions.
 Collaboration: Effective curriculum development involves collaboration among
teachers, administrators, students, and community members to ensure alignment with
local needs and priorities.

Taba's Model of Curriculum Development

Hilda Taba was a prominent educator who developed a curriculum development model in the
mid-20th century. Her model emphasizes a collaborative, inductive approach, involving teachers
in the process of curriculum design.

Key Components of Taba's Model:

1. Diagnosis of Needs:
o Identify the specific needs and interests of the learners.
o Consider the social, cultural, and individual factors that influence learning.
2. Formulation of Objectives:
o Develop clear and measurable learning objectives that align with the identified
needs.
o Ensure that objectives are specific, measurable, achievable, relevant, and time-
bound (SMART).
3. Selection of Content:
o Select content that is relevant, significant, and appropriate for the learners' age,
ability, and interests.
o Organize the content in a logical and sequential manner.
4. Organization of Content:
o Structure the content in a way that facilitates learning and understanding.
o Consider the cognitive development of the learners and the nature of the subject
matter.
5. Selection of Learning Experiences:
o Choose a variety of instructional strategies and activities that will engage learners
and promote active learning.
o Consider the learning styles and preferences of the learners.
6. Organization of Learning Experiences:
 oSequence the learning experiences in a way that builds on prior knowledge and
skills.
o Provide opportunities for practice, application, and reflection.
7. Evaluation:
o Develop a comprehensive evaluation plan to assess student learning.
o Use a variety of assessment methods, including formative and summative
assessments.

Criticisms of Taba's Model:

 Time-Consuming: The collaborative nature of the model can be time-consuming and

resource-intensive.
 Complexity: The model involves many steps and can be complex to implement,
particularly for teachers with limited experience in curriculum development.
 Teacher Expertise: The success of the model depends on the expertise and commitment
of teachers, who may need additional training and support.

Wheeler and Skilbeck's Model

Wheeler and Skilbeck proposed a cyclical model of curriculum development that emphasizes
the iterative nature of the process. Their model involves a series of stages, including:

1. Needs Assessment: Identifying the needs and interests of learners.

2. Formulation of Goals: Developing broad, long-term goals for the curriculum.
3. Selection of Content: Choosing relevant and significant content.
4. Organization of Content: Structuring the content in a logical and sequential manner.
5. Selection of Learning Experiences: Selecting appropriate teaching methods and
activities.
6. Evaluation: Assessing the effectiveness of the curriculum.

Criticisms of Wheeler and Skilbeck's Model:

 Overemphasis on Planning: The model may overemphasize the planning stage,

neglecting the importance of implementation and evaluation.
 Lack of Flexibility: The cyclical nature of the model may limit flexibility and adaptation
to changing circumstances.

Kerr's Model
John Kerr proposed a model of curriculum development that emphasizes the importance of
objectives, knowledge, learning experiences, and evaluation. His model involves the following
stages:

1. Formulation of Objectives: Developing clear and measurable learning objectives.

 2. Selection of Knowledge: Identifying the knowledge and skills required to achieve the
objectives.
3. Selection of Learning Experiences: Choosing appropriate teaching methods and
activities.
4. Evaluation: Assessing student learning and the effectiveness of the curriculum.

Criticisms of Kerr's Model:

 Overemphasis on Objectives: The model may overemphasize the role of objectives,

neglecting the importance of other factors such as the learner's context and interests.
 Limited Flexibility: The model may be seen as too rigid and inflexible, limiting the
opportunities for creativity and innovation.

Common Similarities and Lasting Influence

Common Similarities

1. Rational Approach: All these models emphasize a rational, systematic approach to curriculum development. They
involve a series of steps, from needs assessment to evaluation, to ensure a well-structured and effective curriculum.
2. Teacher Involvement: These models recognize the importance of teacher involvement in the curriculum development
process. They advocate for teachers to be active participants in decision-making, contributing their expertise and
insights.
3. Focus on Student Learning: All models prioritize the needs and interests of students. They emphasize the importance
of selecting relevant content and designing appropriate learning experiences to facilitate student learning.
4. Evaluation: Evaluation is a key component of each model. It is used to assess the effectiveness of the curriculum and
to inform future improvements.

Lasting Influence

While all of these models have contributed to the field of curriculum development, Taba's model
has had a particularly significant and lasting influence on education. Her emphasis on a
collaborative, inductive approach, involving teachers in the design process, has been widely
adopted and adapted in various educational settings.

Key aspects of Taba's model that continue to influence curriculum development today include:

 Teacher Involvement: Her model empowers teachers to be active participants in curriculum development, leading to
increased ownership and commitment.
 Inductive Approach: The inductive approach, starting with concrete examples and moving towards generalizations, is
still widely used in many classrooms.
 Focus on Thinking Skills: Taba's emphasis on developing higher-order thinking skills, such as analysis, synthesis, and
evaluation, remains relevant in today's knowledge-based society.