Cyclical models of curriculum development

Presented to

DR.AHMAD SHER AWAN

Presented by

MAMOONA SHAHZAD

MP/2012-27

Curriculum development

Curriculum development encompasses how a ‘curriculum is planned, implemented and evaluated, as well as processes and procedures are involved.

Curriculum models Curriculum models help

designers to systematically map out the rationale for the use of particular teaching, learning and assessment approaches.

Cyclical models Cyclical models lie along with the

continuum between the extremes of rational and dynamic models, incorporating elements of both to provide a different approach to devising curricula.

Basically, these models are extension of rational models in that they are essentially logical and sequential in approach.

Cyclical models Cyclical models view elements of

curriculum as inter-related and interdependent.

In the 1970s, a new element was introduced into the curriculum process of cyclical models called Situational Analysis.

D.K WHEELER A former member of the University of

Western Australia, Wheeler developed and extended the ideas forwarded by Tyler and particularly Taba.

He suggested five inter-related phases in the curriculum process which logically would produce an effective curriculum.

D.K Wheeler’s Model

Audrey and Howard Nicholls, his book Developing a Curriculum: A Practical Guide (1978) , devised a straight forward cyclical approach that covered the elements of curriculum briefly but succinctly.

They argued that “changes should be planned and introduced on a rational and valid basis according to a logical process. (Nicholls & Nicholls, 1978:17).

 Strengths of cyclical models

logical sequential structure

situational analysis as a starting point

model is flexible less rigid, more

relevant

Weaknesses of cyclical models

logical and sequential nature A fundamental problem in utilizing such

models is the amount of time required to undertake an effective situational analysis.

The End,Thank You so much for your

participation!