Models, Principles

and Development
of Curriculum
Design
Prepared by :

Mrs. Nor Ain bt Abd. Manaf

(Newlywed)

Ms. Munirah bt Hashim (Bridesmaid)

Ms. Al Samihah Amni bt Dollah @ Abd. Aziz
(Bridesmaid)
Gothic
Style_______________________

Models of
curriculum
design
Objectives
Model
by Tyler

Process
Model
by Wheeler

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A Classic Model: The Tyler Model

Often referred to as objective model

Emphasis on consistency among
objectives, learning experiences, and
outcomes
Curriculum objectives indicate both
behavior to be developed and area of
content to be applied
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Key Emphasis:
Instructional Objective (Instructional
objectives: a detailed description
that states how an instructor will use
an instructional activity , innovation
or program to reach the desired
learning objective(s).

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Purpose:
To measure students progress
towards objectives

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Method
1. Specify Instructional Objectives
2. Collect performance Data
3. Compare performance data with the
objectives/standards specified
*Tyler: Fondly called Father of
Behavioral Objectives developed
an objective-based evaluation model
Also sometimes called the sequential
or end model (product).
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Tylers Four Principles of Teaching

Development of performance
objectives
Development of activities
Organization of activities
Evaluation

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Tylers Four Principles of Teaching

Principle 1: Development of performance
objectives

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Principle 1: Development of performance

objectives
What educational purposes should the school
seek to attain? - meaning, defining
appropriate learning objectives.
By "purposes", Tyler was referring to
"objectives" and when developing curriculum
objectives data should be gathered from three
sources; namely, the subject area, the

learners

and society.
The learning outcomes are measurable.
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Tylers Teaching Principles

Principle 2: Development of activities

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Principle 2: Development of activities

What educational experiences will attain
the purposes?
(How can learning experiences be selected
which are likely to be useful in these
objectives?) - meaning, introducing
useful learning experiences.
Enable the attainment of the stipulated
objectives.
The learning experiences related to the
daily life.
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Tylers Teaching Principles

Principle 3: Organization of activities

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Principle 3: Organization of activities

How can these experiences be effectively
organized?
(How can learning experiences be organized for
effective instruction?) - meaning, organizing
experiences to maximize their effect.
The experiences should be properly organised
enhance learning
linking content within a particular subject (e.g.
History, Economics, Science)
determine the method of instruction or delivery of
content.

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Tylers Teaching Principles

Principle 4:Evaluation

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Principle 4:Evaluation
(How can the effectiveness of learning
experiences be evaluated?) - meaning,
evaluating the process and revising that
were not effective.
It was necessary for educators to know whether
the selected learning experiences produced the
intended results.
For example, if the objective was to develop
critical thinking among students, did the learning
experiences selected achieve this objective?
Evaluation will determine whether the
curriculum was effective or ineffective.
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Wheelers model
an improvement upon Tylers model.
Instead of a linear model, Wheeler
developed a cyclical model.
Evaluation in Wheelers model is not
terminal.
Findings from the evaluation are fed
back into the objectives and the
goals, which influence other stages.
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 The Wheeler Model

While Tylers model suggested
that evaluation serves purely to
ascertain the extent to which the
objectives stated had been
achieved, critics argued that
evaluation need not be a
terminal stage, but should
take place at every stage. For
this Wheeler has converted
Tylers original ideas into cyclic
form.
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1.
Aims, Goals
and
Objectives

2.
Selection of
learning
experiences

3.
Selection of
content

5.
Evaluation

4.
Organizatio
n and
integration
of leaning
experiences
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Steps in curriculum design in relation to models

of curriculum design
In the 1960s, curriculum designers such as Hilda Taba reduced Tyler's
curriculum rationale into a simple procedure:
1. Diagnosis of needs.
2. Formulation of objectives.
3. Selection of content.
4. Organization of content.
5. Selection of learning experiences.
6. Organization of learning experiences.
7. Determination of what to evaluate and the ways and means of
doing it.
This procedure has defined curriculum design since that time.
Curriculum design became little more than a determination of goals,
activities, content, delivery systems and assessment techniques.
Curriculum design became basically little more than an exercise in
solving a series of problems.
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MODELS

SIMILARITIES

TABA

TYLER

WHEELER

Provide structure for examining the model

Designed to provide a basic for decisions regarding
the:-Selection
-Structuring
-Sequencing of the education
experiences
All involves curriculum development process

DIFFERENC
ES

Rational/
objective
model
An inductive
approach

Rational/
objective
model/Linear
model
Best known
model for
Eg: teacher
curriculum
should begin the
development.
Deductive for it
process by
creating specific
proceeds from
T&L units for the
general to
SS rather than by
specific
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engaging initially

Cyclical
model
The ideas are
in a cyclic
form (Tylers
original Ideas)

MODELS

TABA
consists of 5
elements:

DIFFEREN
CES

-Objective
-Content
-Learning experiences
-Teaching strategies
-Evaluation measures
The curriculum
should be designed
by the teachers
rather than handed
down by higher
authority.

TYLER
Straight
line/linear
model
-Objective
-Choice
-Organization
-Evaluation
The goals and
objectives -are
essential

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WHEELER
Spherical/cyclic
al model
-Experiences
-Choosing
learning
-Choosing content
-Organizing &
learning
experience &
context