MODELS FOR CURRICULUM MODEL

COMPONENTS OF CURRICULUM MODEL
1. Aims and objectives
  1. Content
    1. Leaching
      1. Assessment
More interests in all components of the curriculum process and not just for the content of a course.
1. DEVELOPING A SIMPLE MODEL
  1. Three of the ten Roger's assumption:
    1. 1. Examination is the best criterion for student selection and teacher’s work.
      1. 2. Evaluation is education and vice versa.
        3. Knowledge is accumulative.
  2. Content and evaluation are the most important.
    1. It ignores other ways in which learning can be achieved.
2. AN IMPROVED CURRICULUM MODEL
  1. It ignores possible material that teacher can use.
3. A FURTHER IMPROVEMENT TO A CURRICULUM MODE
  1. The teacher has to establish what he/she wants to get from students.
    1. Sometimes, aims are forgetting when they are the most important part.
4. A CURRICULUM MODEL
  1. Teaching, content and examinations rely on aims.
    1. Students know what they have to do.
THE TYLER RATIONALE
1. Basic Principles of Curriculum and Instruction
  1. 4 questions:
    1. Purposes?
    2. Educational experiences?
    3. Educational experiences organization?
    4. How to evaluate?
  2. Curriculum process as a journey.
OTHER CURRICULUM MODELS
1. Kerr
  1. Based on Tyler’s model
2. Halliwell
  2. Curriculum doesn’t have to start with aims.
  3. Weaknesses of both models: Outcomes are amenable to evaluation.
A MODEL FOR THE CURRICULUM PROCESS
1. Goals
  1. They are the general outcomes
  2. Some of them are translated into long-term hopes.
  3. Others are applicable to the whole course.
2. Evaluation covers the efficacy of teaching.

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MODELS FOR CURRICULUM MODEL

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