Theories and models of curriculum development .pptx

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1. T heories and models of curriculum development

2. Introduction A curriculum is a plan for learning to achieve specific goals These plans can take various forms They are made into official documents, as guides for teachers Curriculum Development can be defined as the systematic planning of what is taught and learned in schools as reflected in courses of study and school programs

3. Introduction Curriculum development is the process of setting up and establishing specific guidelines of instruction for the curriculum Curriculum development ¨ Curriculum development encompasses how a ‘curriculum is planned, implemented and evaluated, as well as processes and procedures are involved Curriculum models ¨Curriculum models help designers to systematically map out the rationale for the use of particular teaching, learning and assessment approaches

4. Elements in a curriculum The syllabus: Choice of topics & resources (content of the programme ) The Process: the teaching methods and learning activities The participants: the students and tutors on the programme

5. Levels of Curriculum Intended: “the matter meant” Implemented : “the matter taught” Achieved : “the matter learnt”

6. Input, Process, Output of the Curriculum Inputs Elements influencing the curriculum design Consists of educational perspective, employer requirements and national and local culture Professional Culture

7. Input, Process, Output of the Curriculum Process Experienced by the students Consists of the learning outcomes Content and the teaching learning strategies

8. Input, Process, Output of the Curriculum Outputs These include intellectual skills Cognitive knowledge Motor skills Attitudes

9. Types of Curricula Operational: What is taught my teachers and how its importance is communicated to the student Illegitimate: What is actively taught by teachers yet not evaluated because the description of the behavior is lacking e.g caring, compassion Hidden: Consists of values and beliefs taught through verbal and non-verbal communication by teachers Null: represents content and behaviors that are not taught ie include content the teachers think they are teaching while they are not e.g critical thinking

10. Curriculum models Definition: A simplified representation of reality which is often depicted in diagrammatic form Model refers to relationship between the parts of the process of curriculum development, i.e. objectives, content, method, and evaluation

11. Curriculum models Purpose: To provide a structure for examining the elements that go to make up curriculum planning, and how these elements interrelate Are designed to provide a basis for decisions regarding the selection, structuring and sequencing of the educational experiences

12. Curriculum models Models are used to explain levels of curriculum aspects of organization practice aspects of classroom instruction types of decision making

13. Curriculum models M odel is really the first step in curriculum development A curriculum model determines the type of curriculum used it encompasses: educational philosophy approach to teaching and methodology

14. Linear Curriculum Model LINEAR – term used for models whose steps proceed in a more or less sequential, straight line from beginning to end A ll learning is defined in terms of what learners should be able to do at the end of the course Its focus is on learning outcomes and uses a systematic approach to planning It starts with the outcomes of the course and then from there the course content is developed This is to enable the achievement of stated outcomes, which are then evaluated for their effectiveness of achieving the stated outcomes.

15. Linear Curriculum Model There are 4 steps to curriculum design Identify the broad aims and specific objective C onstruct the course so that objectives can be achieved T est capacity of the course to achieve objectives Explain the curriculum and objectives to teacher

16. Linear Curriculum Model Objectives should not be so specific to avoid limiting what the teacher can do as this may cause learning experiences to be lost It advocates that teachers should contemplate desirable outcomes and define them clearly and precisely Teachers need to work backwards to identify appropriate learning experiences to achieve the stated outcomes. This methodology forces teachers to focus on what learners will do and develop the lessons according to this needs

17. Examples of linear models of curriculum design: HILDA TABA’S MODEL TABA model advocates for teacher participation in the development of the curriculum The TABA approach believes in allowing the curriculum to be authored by the users (teachers) TABA approach involved teachers beginning by creating specific teaching-learning units and building to a general design Inductive approach rather than traditional deductive

18. Examples of linear models of curriculum design: HILDA TABA’S MODEL It offers the following steps to developing curriculum: Diagnosing Needs Formulating Specific Objectives Selecting Content Organizing Content Selecting Learning Experiences Organizing Learning Experiences Evaluating Checking for Balance

19. The Cyclical Model S imilar to the linear model I t involves: identification of aims and objectives based on needs assessments of professional bodies and students followed by selection and content development/ selection of learning activities followed by an assessment/evaluation Cyclical model argue changes should be planned and introduced on a rational and valid basis according to a logical process

20. The Cyclical Model ¨Cyclical models lie along with the continuum between the extremes of linear and dynamic models, incorporating elements of both to provide a different approach to devising curricula ¨Basically, these models are extension of linear models in that they are essentially logical and sequential in approach Cyclical models view elements of curriculum as inter-related and interdependent

21. WHEELER Cyclical Model Wheeler believes that curriculum decision making can start from any point and can come back to any of the points e.g. like a cycle The model argued that “changes should be planned and introduced on a rational and valid basis according to a logical process” Strengths of cyclical models logical sequential structure situational analysis as a starting point model is flexible less rigid more relevant

22. Dynamic Model The basic tenet of the dynamic or interactional models of curriculum development is that: curriculum development is a dynamic and interactive process which can begin with any curriculum element

23. Dynamic Model It sees the process of curriculum development as dynamic in nature Changes can be initiated from any point in the process The curriculum elements are seen as flexible, interactive and modifiable in this model Curriculum design is an ongoing process, and activities have value beyond achievement of learning objectives such as: Socialization learning through experience thinking and problem solving

24. Dynamic Model It allows the learner to define their own learning goals This model approach encourages active learning rather than a more teacher-led approach The models are shaped by beliefs, experiences and current theories practices These models go beyond the linear and cyclic model, although they still form part of the process. Analytical and prescriptive approach are not prominent in dynamic models

25. Dynamic Model It is flexible, adaptable and open to interpretation in the light of changing circumstances It does not presuppose a linear progression through its components Teachers can begin at any stage and activities can develop concurrently Learners are seen as more important in determining curriculum planning Have emerged from a more descriptive approach of curriculum

26. Dynamic Model The model does not presuppose a means-end analysis I t encourages teams or groups of curriculum developers: to take into account different elements and aspects of the curriculum to see the process as an organic whole to work in a moderately systematic way to consider systematically their particular context and it links their decisions to wider cultural and social considerations

27. Decker Walker Dynamic model of Curriculum Development Has 3 Phases are: 1. Platform Statements (Beliefs, theories, conceptions points of view, aims, objectives) 2. Deliberations 3. Curriculum Design

28. Decker Walker Dynamic model of Curriculum Development In the platform phase: platform statements made up of: Ideas Preferences points of view beliefs and values held by curriculum developers are recognized.

29. Decker Walker Dynamic model of Curriculum Development Deliberation Phase the curriculum developers start discussing on the basis of the recognized platform statements Involves randomized set of interactions that eventually achieves an enormous amount of background work before the actual curriculum is designed

30. Decker Walker Dynamic model of Curriculum Development Design Phase In this phase developers make decisions about the various process components (the curriculum elements) Decisions have been reached after extended discussion and compromise by individuals The decisions are then recorded and these become the basis for a curriculum document or specific curriculum materials .

31. Reading Assignment Read and write notes on advantages and disadvantages of each model on curriculum development