Curriculum models and types
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Transcript of Curriculum models and types
CURRICULUM MODELS/TYPES
WHAT IS CURRICULUM MODELS?
Madeus and Stafflebeam (1989)
outline approaches methods procedures
Teaching and learning and target the needs and characteristics of particular group of students.
consist of interacting parts that serves as a guide or procedure
Dependent on Several Perspective:
According to focuso either subject or student-centered
According to approacho traditional or innovative
Core
Integrated
Broad Fieldscurricula
traditional innovative
o system, linear or cyclic
According to structure
o formative or summative
According to processo topic-base or competency-based
According to content
system linear cyclic
Four Broad Categories of Curriculum Design
1. Traditional curriculum model
2. The Student-Centered model
3. The Critical model
4. The Structural model
3 CURRICULUM MODEL The Tyler Model
The Taba Model
The Saylor and Alexander Model
4 FUNDAMENTAL QUESTIONS1. What educational purposes should the school
seek to attain?2. What educational experiences can be provided
that are likely to attain these purpose ?3.How can these educational experiences be
effectively organised ?4. How can we determine whether these purposes
are being attained?
(Adapted from Tyler 1949)
Society Philosophy
SubjectMatter
SOURCES Objectives Screens InstructionalObjectives
Learner Psychology
Selection of Learning
Experiences
Organization of Learning
Experiences Evaluation
Curriculum Planning
Curriculum DesignCurriculum Evaluation
Taba Models
She believed that teachers who teach curriculum shouldpractice or participate in developing curriculum. Which ledto the model she called grass-roots approach.
Taba proposed 7 major steps to her grass-roots modelin which Teachers would have a major input throughout the curriculum development process.
Taba said Tyler’s model was more of Administrative Model
Evaluation
FormulationOf Objectives
Diagnosis ofNeeds
Selection ofContent
OrganizationOf Content
Selection ofLearningActivities
Organizationof LearningActivities
Teacher Input
Teacher Input
Teacher Input
Taba’s Curriculum Development Model
The Saylor and Alexander Model
Bases (external Variables)
Goals, objectivesAnd Domains
CurriculumImplementation
CurriculumEvaluation
CurriculumDesigning
Feedback
PROCESS MODEL Emphasis on means rather than ends Learner should have part in deciding
nature of learning activities More individualised atmosphere Assumption that learner makes
unique response to learning experiences
ADVANTAGES OF PROCESS MODEL Emphasis on active roles of
teachers and learners Emphasis on learning skills Emphasis on certain activities as
important in themselves and for “life”
DISADVANTAGES OF PROCESS MODEL Neglect of considerations of
appropriate content Difficulty in applying approach in
some areas
1. Overt, Explicit or Written Curriculum
TYPES OF CURRICULUM
Is usually confined to those written understandings and directions formally designated and reviewed by administrators, curriculum directors and teachers, often collectively.
2. Societal CurriculumThe massive, ongoing, informal curriculum of family,
peer group, neighborhoods, churches organizations, mass, media and other socializing forces that “educate” all of us throughout our lives.3. The Hidden or Covert Curriculum
Implied by structure and nature of school, which refers the kinds and learning's of children derive from the very nature and organizational design of the public school as well as the behaviors and attitudes of teachers and administrators.
4. The Null CurriculumWhich we do not teach, thus giving students the
message that these elements are not important in their educational experiences or in our society.
5. Phantom CurriculumThe messages prevalent in an through exposure to
any type of media. These components and messages play a major part in the enculturation of students into the predominant meta-culture, or in acculturating students into narrower or generational subcultures.6. Concomitant Curriculum
This type of curriculum may be received at church, in the context of religious expression, lessons values, ethics or morals, molded behaviors, or social experiences based on the family’s preferences.7. Rhetorical Curriculum
Ideas offered by policy makers, school officials, administrators, or politicians.
8. Curriculum-in-useIs the actual curriculum that is delivered and
presented by each teachers.9. Received Curriculum
Those things that students actually take out of classroom; those concepts and content that are truly learned and remembered.
10. The Internal Curriculum
Processes, content, knowledge combined with the experiences and realities of the learners to create new knowledge. While educators should be aware of this curriculum, they have little control over the internal curriculum since it is unique to each students. 11. The Electronic Curriculum
Those lessons learned through searching the internet for information, or through using e-forms of communication.