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This document discusses and compares four models of curriculum design: the Tyler model, Taba model, Wheeler model, and the objective and process models.
The Tyler model involves four steps: defining learning objectives, selecting learning experiences, organizing experiences, and evaluating. The Taba model takes a grassroots approach and involves seven steps starting with diagnosing needs and ending with evaluation. The Wheeler model has five components including aims, goals, objectives, selection of content and experiences, and evaluation.
The objective model derives content and methods from objectives, while the process model derives them from curriculum aims, and evaluation influences all stages for continuous improvement in the process model.
This document discusses and compares four models of curriculum design: the Tyler model, Taba model, Wheeler model, and the objective and process models.
The Tyler model involves four steps: defining learning objectives, selecting learning experiences, organizing experiences, and evaluating. The Taba model takes a grassroots approach and involves seven steps starting with diagnosing needs and ending with evaluation. The Wheeler model has five components including aims, goals, objectives, selection of content and experiences, and evaluation.
The objective model derives content and methods from objectives, while the process model derives them from curriculum aims, and evaluation influences all stages for continuous improvement in the process model.
This document discusses and compares four models of curriculum design: the Tyler model, Taba model, Wheeler model, and the objective and process models.
The Tyler model involves four steps: defining learning objectives, selecting learning experiences, organizing experiences, and evaluating. The Taba model takes a grassroots approach and involves seven steps starting with diagnosing needs and ending with evaluation. The Wheeler model has five components including aims, goals, objectives, selection of content and experiences, and evaluation.
The objective model derives content and methods from objectives, while the process model derives them from curriculum aims, and evaluation influences all stages for continuous improvement in the process model.
Nadirah Adnan Kamariah Che Kamarudin Masturah Abdul Ghani Saikboon Simon Kok Munira Zulkifli question 1. identify the main concepts in each of these models. 2. itemize the similarities and differences among them. 3. what is the difference between the objective model and process model of curriculum design? TYLER MODEL It is based on four questions: What educational purposes should the institution seek to attain [objectives]?
2. What educational experiences are likely to attain these objectives [instructional strategies and content]?
3. How can these educational experiences be organized effectively [organization of learning experiences?
4. How can we determine whether these purposes are being attained [assessment and evaluation]? Tyler listed 4 steps: Defining appropriate learning objectives Selecting useful learning experiences Organizing learning experiences Evaluating the aspects TABA MODEL Taba took what is known as a grass-roots approach to curriculum development. The curriculum should be designed by the teachers rather than handed down by higher authority. It is an inductive approach to curriculum development, starting with specifics and building up to a general design. Tabas model listed 7 steps: 1. diagnosis of needs 2. formulation of objectives 3. specification of content 4. organisation of content 5. selection of learning experiences 6. organisation of learning activities 7. evaluation and means of evaluation Wheeler model Has 5 components:
2. Selection of learning experiences 3. Selection of content 4. Organization and integration of leaning experiences 5. Evaluation 1. Aims, Goals and Objectives Model Categorized as: Specification Belief Tyler model Deductive Special focus to the planning phase Process- selecting educational objective Hilda Taba model Inductive Grass-root approach to curriculum development Curriculum should be developed by teachers Wheeler model Objectives model Process model Derives content and methodology from objectives Derives content and methodology from curriculum aim. The evaluation results improve and influence all stages, including the curriculum idea, objectives, content, material and methodology.
the evaluation is conducted on the outcomes and influences curriculum goals. References: http://www.col.org/stamp/module13.pdf http://www.slideshare.net/abdulrahmana luganda/models-of-curriculum