Chapter 5 full version
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The document summarizes different models for curriculum development: 1) The Tyler Model is deductive, prescriptive, and linear, identifying objectives from students, society, and subject matter. 2) The Taba Model uses an inductive approach with teachers developing pilot units and revising them. 3) The Saylor, Alexander, and Lewis Model is deductive, starting with broad goals and moving to specific objectives and evaluation. 4) The Olivia Model involves 12+ steps from identifying needs to evaluating instruction and the curriculum.
Chapter 5 full version
- 1. Models- help us to Models f or Curriculum Development- conceptualize a process by Chapter 5 showing certain Inductive approach Deductive approach principles and procedures. Starts with the actual development of curriculum Proceed from the materials and leads to general to the specific generalization Des criptive Propose a certain e d, scriptiv , an en ginning h the order or sequence of Pre e tes a b ic done Postula cess by of wh he end progression through t to be es to t ro and a p rogress t ough ing p the various steps st wha beginn Sugge platform, Enter at various points, skip deliberation, components, reverse the order, design and work on two or more components simultaneously
- 2. Tyler Model- known for planning phase, deductive, prescriptive, linear Identify general objectives by gathering data from three sources: •student as source-total range of needs-educational, social, occupational, physical, psychological, and recreational *identifies set of potential objectives •Society as source- contemporary life in local community and in society at large, develop a classification scheme that divides life into various aspects such as health, family, recreation, vocation, religion, consumption, and civic roles * lengthens set of objectives •Subject matter as source- disciplines themselves After gathering potential objectives, a screening process is necessary to eliminate unimportant and contradictory objectives. Philosophical screen- outline your values and illustrate by emphasizing the goals and values (curriculum worker will review the list of general objectives and omit those that not in keeping with the faculty’s agreed upon philosophy Psychological Screen-teachers clarify the principals of learning that they believe to be sound (this will reduce the # of objectives, leaving those that are most significant and feasible. Care is taken to state the objectives in behavioral terms, which turns into instructional, classroom objectives.
- 3. Inductive vs. Deductive The Taba Model The Saylor, Alexander, and An inductive approach to curriculum Lewis Model development designed by the A deductive approach to the teachers. curriculum planning process. Five-Step Sequence Smaller plans 1. Producing pilot units 1. Goals, objectives, and domains. representative of the grade (Planners create a broad design.) level or subject area. (An eight- 2. Instructional modes. (Teacher’s step sequence that links theory create instructional objectives.) and practice.) 3. Evaluation. (Planners and 2. Testing experimental units. teachers choose from a wide 3. Revising and consolidating. variety of evaluation techniques.) 4. Developing a framework. 5. Installing and disseminating new units.
- 4. The Olivia Model The Twelve Components A process that takes the curriculum planner from the sources of the curriculum to evaluation. Involves complete development of a school’s curriculum. The following is the model broken into steps. 1. Specify the needs of students in general 2. Specify the needs of society. 3. Write a statement of philosophy and aims of education. 4. Specify the needs of students in your school(s). 5. Specify the needs of the particular community. 6. Specify the needs of the subject matter. 7. Specify the curriculum goals of your school(s). 8. Specify the curriculum objectives of your school(s). 9. Organize and implement the curriculum. 10. Specify instructional goals. 11. Specify instructional objectives. 12. Select instructional strategies. 13. Begin selection of evaluation techniques. 14. Implement instructional strategies. 15. Make final selection of evaluation techniques. 16. Evaluate instruction and modify instructional components. 17. Evaluate the curriculum and modify curricular components.