CHAPTER 5

Curriculum Development Process

Outline
5.1 Curriculum Development Process 5.2 Models of Curriculum 5.2.1 Tyler Model 5.2.2 Taba Model 5.2.3 Saylor and Alexander Model 5.3 Goals of Education 5.4 Levels of Goals 5.4.1 Educational Philosophy 5.4.2 Education Goals 5.4.3 Curriculum Goals 5.4.4 Curriculum objectives 5.5 Instructional objectives 5.6 Classifying instructional objectives / learning outcomes

5.1 Curriculum Development Process

Curriculum plan for ordering and directing the teaching and learning experiences Curriculum development process of providing the plan and keeping it running smoothly.

Curriculum Improvement Curriculum Development

5.2 Models of Curriculum

Tyler Model

Taba Model

Saylor & Alexander Model

5.2.1 Tyler Model (1/2)

4 Basic questions What educational purposes should the school seek to attain? What educational experiences can be provided that are likely to attain these purposes? How can these educational experiences be effectively organised? How can we determine whether these purposes are being attained?

4 Step sequence
Represent Identifying purposes and objectives Selecting the means for the attainment or achievement of these objectives Organising these teachinglearning experiences Evaluating the outcomes / what students has achieved

5.2.1 Tyler Model (2/2)

Please refer to figure 5.1 As you can see in the diagram, the designer has to pass through philosophy and psychology screen before developing instructional objectives. In your opinion, why should philosophy and psychology be taken into account when designing curriculum?

Taba Model (1/2)

Diagnosis of the needs Formulation of objectives Selection of content

Evaluation

Organisation of learning activities

Selection of learning activities

Organisation of content

Taba Model (2/2)

Please read the description of the steps provided (pg 100-101). Please answer question 2 (self-test 5.2)

5.2.3 Saylor and Alexander Model

Bases (external variable

Goals, objectives and domains

Curriculum designing

Curriculum implementation

Curriculum evaluation

5.3 Goals of Education

What do you want students to be able to do after completing primary or secondary school?

5.4 Levels of Goals

5.4.1 Educational Philosophy Provides guidelines in organising and incorporating programmes It is a reflection of national policies Also reflects national priorities such as development aspects, socio-cultural needs

5.4.1 Educational Philosophy

"Education in Malaysia is an on-going efforts towards further developing the potential of individuals in a holostic and integrated manner, so as to produce individuals who are intelectually, spiritually, emotionally and physically balanced and harmonic, based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards and who are responsible and capable of achieving high level of personal well-being as well as being able to contribute to the harmony and betterment of the family, the society and the nation at large"

5.4.2 Education Goals

Outcomes to be achieved by students at the end of a particular period of time in school. Relates to human behavior

5.4.3 Curriculum Goals

Purpose or desired end stated in general terms Provide direction for the curriculum Eg: Students shall acquire knowledge and skills necessary for functioning as good citizens in their own school and community

5.4.4 Curriculum objectives

Purpose or end stated in specific, measurable terms. From the curriculum goal stated, following curriculum objective formulated: The majority of students will obey the rules and regulations of the school

5.5 Instructional objectives

Instructional objectives are the learning outcomes desired of and are of primary importance in developing a curriculum. Intended learning objectives- The statement describing the change in student behavior which should result from taking the course. In stating learning objectives, Active verbs are used to indicate what is that students must to do in order to demonstrate learning.

5.6 Classifying instructional objectives / Learning outcomes (1/4)

Blooms Taxonomy
Categorise goals for student learning Taxonomies are based on the assumption that different types of objectives are learned through different mental processes.

Cognitive Domain - mental or intellectual skills Affective Domain feelings, values and attitudes Psychomotor Domain physical skills

5.6 Classifying instructional objectives / Learning outcomes (2/4)

Cognitive Domain
Knowledge Comprehension Application

Affective Domain
Receiving Responding Valuing

Analysis

Synthesis
Evaluation

Responding Characterisation

5.6 Classifying instructional objectives / Learning outcomes (3/4)

Psychomotor Taxonomy
Naturalisation Articulation Precision Manipulation

Irritation

5.6 Classifying instructional objectives / Learning outcomes (4/4)

Please read through the explanation of the taxonomies. Activity 1: Choose 1 learning unit from this course. Write learning outcomes for the unit. Tips Start with finding a learning level from Bloom's Taxonomy that best suits your learning desire. For example, do you just need to know the facts and principles (Knowledge), or you need to use the facts and principles to write a publishable paper (Evaluation)? Then find an action word from your identified learning level in Bloom's Taxonomy. Start from the first element of learning outcomes--your behavior sentence. Add conditions of performance.