Curriculum Powerpoint
THERE ARE MANY CURRICULUM DESIGN MODELS. This presentation discusses 5 which are meant to give you an idea of how they are used to develop curriculum.
IN DESIGNING CURRICULUM YOU NEED TO:
•ESTABLISH OR OBTAIN GENERAL GOALS OF EDUCATION •REDUCE THE GENERAL GOALS TO SPECIIC INSTRUCTIONAL OBJECTIVES INCLUDING OBJECTIVES THAT COVER DIFFERENT DOMAINS AND LEVELS •ASSESS PRIOR STUDENT KNOWLEDGE AND/OR ABILITIES •BREAK LEARNING INTO SMALL, SEQUENTIAL STEPS •IDENTIFY TEACHER BEHAVIOR •IDENTIFY STUDENT BEHAVIOR •WRITE A DESCRIPTION OF THE LESSON •EVALUATE TO SEE IF THE INTENDED OUTCOMES HAVE BEEN ACHIEVED
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•AS THE FUTURE CURRICULUM LEADER OF A CAMPUS, YOU WILL NEED TO RESEARCH WHICH MODEL OR MODELS OF CURRICULUM DESIGN YOUR SCHOOL’S CURRICULUM IS BASED IN ORDER TO PRESENT THE INFORMATION TO THE CAMPUS LEADERSHIP TEAM
•EVALUATE THE CURRICULUM BEING USED IN YOUR SCHOOL ADDRESSING
•THE PROS AND CONS FROM THE TEACHER PERSPECTIVE
•THE PROS AND CONS FROM THE STUDENT PERSPECTIVE
•BASED ON THIS DATA, WOULD YOU KEEP THE CURRENT CURRICULUM, MODIFY IT OR REPLACE IT AND WHY
•YOU INCORPORATING VISUAL AIDS TO ASSIST THE AUDIENCE FOLLOWING ALONG WITH THE CONTENT
5 MODELS OF CURRICULUM DESIGN
ELPS 603 MID TERM EXAM
DR. MICHELE WAGES
OBJECTIVES MODEL
The objectives model of curriculum design contains content that is based on specific objectives. These objectives should specify expected learning outcomes in terms of specific measurable behaviors.
This model comprises four main steps:
agreeing on broad aims which are analyzed into objectives
constructing a curriculum to achieve these objectives,
refining the curriculum in practice by testing its capacity to achieve its objectives, and
communicating the curriculum to the teachers through the conceptual framework of the objectives. (Gatawa,1990: 30)
THE OBJECTIVE MODEL
THE PROCESS MODEL
Unlike the objectives model, this model does not consider objectives to be important.
Using this model presupposes that:
Content has its own value. Therefore, it should not be selected on the basis of the achievement of objectives.
Content involves procedures, concepts and criteria that can be used to appraise the curriculum.
Translating content into objectives may result in knowledge being distorted.
Learning activities have their own value and can be measured in terms of their own standard. For this reason, learning activities can stand on their own. (Gatawa, 1990: 31)
THE PROCESS MODEL
TYLER’S MODEL
Tyler’s model for curriculum designing is based on the following questions:
• What educational purposes should the school seek to attain?
• What educational experiences can be provided that are likely to attain these purposes?
• How can these educational experiences be effectively organized?
• How can we determine whether these purposes are being attained?
TYLER’S MODEL
WHEELER’S MODEL
Wheeler’s model for curriculum design is an improvement upon Tyler’s model. Instead of a linear model, Wheeler developed a cyclical model. Evaluation in Wheeler’s model is not terminal. Findings from the evaluation are fed back into the objectives and the goals, which influence other stages.
WHEELER’S MODEL
KERR’S MODEL
Most of the features in Kerr’s model resemble those in Wheeler’s and Tyler’s models. However, Kerr divided the domains into four areas (Urevbu, 1985: 23):
• objectives,
• knowledge,
• evaluation, and
• school learning experiences.
