CURRICULUM AND

INSTRUCTION

WEEK 3 1) Tyler’s Model

Curriculum Development
in General
In developing a curriculum (or course)
we are faced with three major decisions
or questions:
1) What to Teach? (Planning)
2) How to Teach It?
(Implementation)
3) How to Evaluate It?
(Evaluation)
* Please refer to handout 1 (Curriculum
Development)
Models of Curriculum Development
1) The Tyler’s / Objectives Model
2) The Interaction / Dynamic
Model
3) Taba’s Model
4) Contemporary Model
1.1) Objectives
• Ralph Tyler (1950)
• The most common model in the
field of curriculum development
• Also known as sequential,
rational, logical and scientific
model
• Ralph Tyler divided curriculum
development into 4 stages:
• Objectives - What educational
purposes should the school seek
to attain??
• Content - What educational
experiences can be provided
that are likely to attain these
educational purposes ??
• Method - How can these
educational experiences can be
effectively organized??
• Evaluation - How can we
determine whether we achieve
or not our objectives??
* Please refer to handout 2 (Tyler’s /
Objective Model)
• First step i.e. Objectives is the
most critical step
• Other steps are determined by
this first step
• It should be based on an
analysis from:
- the student as a learner
- the contemporary life outside the
school (society)
- specialists in the various subjects
• Identified need to be screened
and reduces to a small number of:
- consistent, highly important
objectives
- be in line with the educational
philosophy and aims
- psychology of learning
• Objectives should:
- specify precisely what is supposed
to be learned – accurate assessment
- specify the changes to be brought
about in the students – attainment
of objective

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1.2) Content
• Determine learning experiences
that might lead to the attainment of
the stated objectives
• It should be:
- relevant, adequate
- balanced in term of breadth and
depth
1.3) Method
• Organize the subject matter or
experience
• Principles of organization:
a) Principles of Continuity
- important objectives need to be
repeated time and again in different
ways so that they are learned
thoroughly
b) Principles of Sequence
- Successive learning experience should
build on one another, taking students
more deeply into the subject each time
c) Principles of Integration 1) Too rigid
- Learning experiences ought to be 2) Govern by objectives
coherently and constructively related to 3) Linear – step by step – tedious
one another process
1.4) Evaluation
• To determine whether the
curriculum is achieving the desired
results
• It involves an appraisal of the
students’ actual behaviour
• It should be carried out at
several different times – to secure
evidence of the permanence of the
learning achieved
• Variety methods – tests, work
samples, questionnaires, records..
• Formative vs. summative
• Results should be used to:
- indicate strengths and weaknesses
of the program
- plan for revision
Strengths:
1) It provides a clear direction and
guide
2) The sequence of curriculum
element in the model does have
apparent logic
Weaknesses:
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2) Interaction / Dynamic Model
3) Taba’s Model
• Modification of Tyler’s Model
• Proposed by Tyler and Cohen
(1974)
• Curriculum development is seen
as a dynamic process
• It may begin with any
curriculum element and these
elements can be followed in any
sequence
Advantages:
1) Do not to have to start with
objectives
2) The four elements – interact
3) Developer is not constraint by a
fixed procedure
1) Needs analysis
• Taba (1962)proposed a more
complex model that builds on
Tyler's view of effective curriculum
development
• According to Taba (1962), we
need seven steps in developing a
curriculum as follows:
1) Diagnosis of needs (Needs
analysis)
2) Selection of objectives
3) Selection of content
4) Organization of content
5) Selection of learning
experiences (method)
6) Organization of learning
experiences (method)
7) Evaluation
• The process of determining the
needs for which an individual or
groups of individuals require
training, and arranging the needs
according to priorities
• It makes use of both:
a) Subjective information
b) Objective information –
questionnaire, test, interviews,
observation
Needs analysis is to obtain information
on:
a) The situations in which the
training will be used
b) The objectives and purposes for
which the training will be used
c) The level of competence that
will be required at the end of
the training
4) Contemporary model
• What is your understanding on
this model (please refer to handout
3 (Contemporary Model)
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 The following may be considered: • Principles of Continuity,
• Students Sequence and Integration
• Lecturers
• Employees
• Industry
• Based on 4 models, curriculum • Social
development or syllabus design • National 4) Implementing the curriculum
involves 5 steps: • Global (method)

1) Needs analysis 3) Selecting and organizing content • Teaching and learning

2) Formulation of Objectives • Teaching styles and strategies
3) Selecting and organizing content Sources: • Learning styles and strategies
4) Implementing the curriculum • Lecturers
(method) • SME 5) Evaluating the curriculum
5) Evaluating the curriculum • External examiners
• Employers • Formative and summative
1) Needs analysis • Accreditation bodies (MQA) evaluation
• Politicians • CIPP model
It may include: • IHL
• Students • Students
• Graduates • Academic advisors
• Employers • Professional bodies
• Industry • Alumni, graduates
• Society, SME, Professional • Government policies
bodies • Academicians
• National • Comparison and benchmarking
• Global
Consider:
• Breadth and depth
2) Formulation of Objectives • Knowledge, Skills and Attitude