Model of curriculum development
There are three types of curriculum models
Rational/objectives models
(Ralph Tyler & Hilda Taba)
Cyclical models
(Wheeler & Nichols)
Dynamic/interaction models
(Walker & Skilbeck
Tyler Model
Developed by Ralph Winifred Tyler (1949)
Also known as
Technical model,
Comprehensive model,
Scientific model,
Objective model,
Means Ends model,
He is known as the father of curriculum movement.
To develop curriculum Logically , Sequentially,
Systematically, and meaningfulness scientific/technical
procedure should be adopted.(Basic principle of
curriculum and instruction -1949)
Four fundamental steps associated with
the development of curriculum
Tyler stated his curriculum rationale in terms
of four questions which must be answered in
developing any curriculum and plan of
instruction:
What educational purposes should the school seek to
attain? Objective
What educational experiences can be provided that are
likely to attain these purposes? Selecting learning
experiences
How can these educational experiences be effectively
organized? Organizing learning experiences
How can we determine whether these purposes are being
attained?
Evaluation
These questions can be turned into a
four step process.
Stating Objectives
Selecting Learning Experiences
Organizing Learning Experiences
Evaluating the Curriculum
What educational purposes should the school seek to attain?
First and main steps
Intended objects helps to select the content ,
selection of materials , selection of learning
process and identification of the tools for
evaluation.
Sources for the selection of objectives
Studies of the learners themselves as a source
of education objectives.
Studies of contemporary life outside the
school.
Suggestions about objectives from subject
specialist.
The use of philosophy in selecting objective.
The use of psychology of learning in selecting
objectives.
Learning experience
Learning experience refers to the interaction
between the learners and the external
condition in the environment to which she/he
reacts.
General principles for selection of
learning experience
Learning experience should provide
opportunities to practice the behavior
expected.
Learning experience should provide
satisfaction of the learner.
Learning experience should be within the
range of students ability.
There are many particular experiences that
can be used to attain the same educational
experiences.
A learning experience usually should bring
about several outcomes.
On the basis of learning experience following
learning experiences should provide to attain
the achievement.
Helpful in development of thinking skill.
Helpful in acquiring information.
Helpful in developing social attitude.
Helpful in developing interests.
How can these educational experiences be
effectively organized?
Organization of learning experiences.
Horizontal organization.
Vertical organization.
Other bases for the selection of learning
experience.
Continuity
Sequence
Integration
Principles for organization of learning
experiences.
Logical principle
Psychological principle
Chronological principle.
How can we determine whether these purposes are being attained?
Evaluation is the process of determining the degree to
which the desirable changes in behavior are actually
taking place.
Following are the process and tools of the evaluation .
Paper pencil tests.
Follow up
Questionnaire
Observation
Steps of evaluation
Identify and define the objectives of evaluation.
Identify the situation in which students show their changed
behavior.
Examine evaluation instruments to she how far they may serve the
evaluation process desired.
Collect performance data.
Compare performance data with behaviorally state objectives.
