A continuum of Curriculum Development Models

The Wheeler model (1967)

The Wheeler model of curriculum development (1967), or cyclic model, asserts that curriculum should
be a continuous cycle which is responsive to changes in the education sector and makes appropriate
adjustments to account for these changes. It focuses on situational analysis: the context in which the
curriculum decisions are taken is considered important, as this is believed to help make the most
effective decisions. This model is comprised of five interconnected stages:

1. Aims, goals and objectives

2. Selection of learning experiences
3. Selection of content
4. Organisation and integration of learning experiences and content
5. Evaluation

Once the cycle has been followed once, it begins again at step one and continues onward to
continuously improve the curriculum in the face of any changes that may have been imposed or come
about naturally. It is different from other models in that selection of learning experiences comes before
selection of content: it specifically gears the content in the curriculum to learners, where most models
follow the opposite structure. Wheeler viewed evaluation as particularly important, stating that
[e]valuation enables us to compare the actual outcomes with the expected outcomes [] [without it] it
is impossible to know whether objectives have been realized, and if they have, to what extent (Wheeler,
1976, cited in Carl, 2009). While Wheelers approach, like other cyclical models, has been popular in
teaching practice for its flexibility and relevance to learners in particular situations, it is not always
practical to use because of time constraints. Undertaking a detailed situational analysis that Wheeler
advocates is a time-consuming process that can be difficult to put into practice in the hectic conditions
in modern educational practice.

1 Outline of Wheelers phases of the curriculum process

Wheeler (1967) described the curriculum as a process which consists of five phases which are
interested. The phase one is that of the selection of aims goals and objectives. Here, Wheeler
categorized goals into ultimate, mediate and proximate goals. He also recognized general and specific
objectives. The phase two is that of the selection of learning experiences. The author locates learning
experiences in the attainment of aims, goals and objectives. He cited play and field trips as examples of
learning experiences. He categorized learning experiences into three categories: physical, mental and
emotional experiences. The phase three is that of the selection of the content. That selection involves
the selection of the subject matter which must be the reflect of the content. The content, explicit or
implicit is established with respect to the subject matter. The phase four is that of the organization and
integration of learning experiences and content. This phase is done depending on the design of the
curriculum chosen. That is either Whether it subject curriculum and broad field, activity or core
curriculum. The last phase is the phase five entitled evaluation. This phase is that of the evaluation of
the effectiveness of phases 2, 3 and 4 in attaining what is set out in phase 1. In this phase, answers
should be sought to question such as: - Has the student acquired the knowledge, skill and abilities
intended? Were the experiences chosen suitable for attaining the objectives or would other
experiences have been more suitable? Was the integration of experience and content effective or was
learning compartmentalized? Would a different organization have brought about better results?

2 Explanation of Wheelers phases of the curriculum process

Wheelers model is an improvement upon Tylers model. Instead of a linear model, Wheeler
developed a cyclical model. Evaluation in Wheelers model is not terminal. Finding from the evaluation
are feedback into the objectives and the goals which influence other stages. This model illustrates the
dynamic nature of the process of curriculum development. It goes on as the needs and interests of
society change and the objectives also change.

Now, when we analyze the Wheelers model of the curriculum process, we observe that the first way
that he presents is the section relative to Aims, goals and objectives. Here, it is question to give the main
ideas which compose the syllabus and it shows how, before evaluation it is important to define, in theirs
generality, particularity, ultimately, immediately ant proximately, objectives which will guide or
construct syllabus. After this stage, we can go to the selection of learning experiences. Here, it is
necessary to include physical, mental and emotional experiences in the process. The selection of content,
as we said previously, involves that we select the subject matter which will constitutes the syllabus. The
organization and integration of experiences bring us to choose the area or domain of activities in which
we can realize the subject curriculum. The last one, evaluation shows if student have acquired the
knowledge.

Nevertheless, notice that, Wheelers model does not gives us the specificity of the beginning or the
execution that curriculum takes place. Therefore, we can say that, this model is deductive; this means
that it gives us the main idea which is important to construct or establish syllabus and its contents. In
other words, it goes from the general to the particular and prescriptive. Thus, in guise of summarize, we
can say that this model is deductive and prescriptive but non linear.

In addition, according to Wheeler, these phases are interrelated to one another. He thinks that
curriculum development should be continuous that is why he puts them in a circle form, it is deductive
and prescriptive not in linear form like Tylers model. Curriculum to him is a process which is cyclical. It is
circular because for him, when we evaluate, we do not end; he puts evaluation at the end of the
curriculum development process whereas other models put evaluation at the middle of the process like
the ADDIE[1] model.

Conclusion

Finally, we can say that Wheelers model is one based on five phases according to which: aim, goal and
objective; learning experiences; content; organization and integration; and evaluation. As we saw,
Wheeler developed a cyclical model in which evaluation is not terminal. Because, finding from the
evaluation are feedback into the objectives and the goals which influence other stages. That model
differs from that of Tyler which is linear.