Models of curriculum

1. MODEL PENGEMBANGAN KURIKULUMDOSEN MK: PROF. DR. ISHAK ABDULHAK, M.PD SEMISTER III
TAHUN AKADEMIK 2012/2013MODELS OF CURRICULUM DEVELOPMENT By Juma Abdu Wamaungo

2. Introduction1. Models serve as 1. In curriculum, there are guidelines to action. models of curriculum
as opposed to models of2. Models are found in curriculum dev’t almost every form of 2. According to
Oliver in education. chapter five, 4 models of3. The education curriculum development profession has
are presented. models of instruction, 3. Using a model in activities like curriculum of administration, of
development can result in evaluation, of greater efficiency and supervision etc. productivity.

3. The Four Models in the Chapter Curriculum Categorised Models as: Specification Belief Hilda Taba
Deductive/ Grass-root Cur sh’d be Model approach to developed by Inductive cur. Dev’t teachers4
Taylor Deductive Special focus Process- Model to the planning selecting phase educational obj3 Saylor ,
Deductive Planners begin Depicted Alexander, & by major edu. elements of Lewis Model Goals and cur.
Dev’t obj’s2 Didactic Comprehensiv From source of Oliver Model e step-by-step cur to process
evaluation1

4. Hilda Taba Model1. Hilda Taba believed that there should be a clear definate order to curriculum
design and that teachers must be involved in the process. There are 8 steps to the Taba model of
curriculum development: a. Identify the needs of the students, b. Develop objectives, c. Choose content
that matches the objectives, d. Organize content considering the learners experiences and background,
e. Select instructional method that promote student engagement, f. Organize learning experiences by
sequencing content, g. Evaluate to ensure mastery, and h. Checking for the balance and sequence.

5. Application of the Taba ModelTaba model is currently used today in mostcurriculum designs. The
steps still used are:a. Identifying the needs of the studentsb. Developing objectivesc. Selecting
instructional methodsd. Organizing learning experiencese. Evaluating

6. Tyler Model1. From Tyler’s model of curriculum development, there are four basic questions:a. What
is the purpose of the education?b. What educational experiences will attain the purposes?c. How can
these experiences be effectively organized?d. How can we determine when the purposes are met?

7. This image summarizes the steps of theTyler Model

8. Saylor, Alexander and LewisModelThe curriculum planner must begin by setting educational goals and
specific objectivesthat they wish to accomplish. Saylor, Alexander and Lewis classified sets of broad
goalsinto four domains under which learning experiences may take place: personaldevelopment, social
competence, continued learning skills, and specialization.a.Once the learning goals, objectives and
domains have been established, the plannerscan then move into the process of planning the
curriculum.b.The first step, curriculum designing, is made by the curriculum planning groups.Here, the
curriculum workers decide on the appropriate learning opportunities foreach domain and how and
when these opportunities will be made available.c.After the designs have been created, curriculum
implementation begins. Teachersselect the methods through which the curriculum will be related to the
learner.Teachers identify the specific instructional objectives before selecting the strategies
toimplement.d.Finally, teachers and curriculum planners evaluate the curriculum. They evaluate
thetotal educational program and the evaluation program itself during this step of theprocess. This
process allows educators to determine whether or not the goals andlearning objectives have been met.
9. Oliva Model of Curriculum DevAccording to Oliva, a model curriculum should be simple,
comprehensive andsystematic. The Oliva Curriculum development model is composed of
12components, namely:a.Component 1: Philosophical formulation, target, mission and vision of
theinstitutionb.Component 2: Analysis of the needs of the community where the school islocatedc.
Components 3 and 4: General purpose and special purpose curriculumd. Component 5: Organizing the
design and implement curriculume.Component 6 and 7: Describe the curriculum in the form of the
formulationof general objectives and specific learningf.Component 8: Define the learning strategyg.
Component 9: Preliminary studies on possible strategies or assessmenttechniques to be usedh.
Component 10: Implement the learning strategyi.Components 11 and 12: Evaluation of learning and
curriculum evaluation

10. To make the Oliva Model more simplistic, it canbe set forth in 17 specific steps:1. Specify the needs
of the students in general.2. Specify the needs of society.3. Write a statement of philosophy and aims of
education.4. Specify the needs of students in your school.5. Specify the needs of the particular
community.6. Specify the needs of the subject matter.7. Specify the curriculum goals of your school.8.
Specify the curriculum objectives of your school.9. Organize and implement the curriculum.10. Specify
instructional goals.11. Specify instructional objectives.12. Specify instructional strategies.13. Begin
selection of evaluation techniques.14. Implement instructional strategies.15. Make final selection of
evaluation techniques.16. Evaluate instruction and modify instructional components.17. Evaluate the
curriculum and modify curricular components.

11. End of the Presentation THANKS