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.