Models of curriculum planning

Models of curriculum planning

1. The Technical Production Perspective (Tyler's rationale for curriculum planing)

   • *Planners must decide what educational purposes the school should seek to attend. "Objectives" that should be derived from systematic studies of the learners, context and analyses of the subject matter by specialist, and be as unambiguos as possible. *They must determined what educational experiences can be provided that are most likely to attain these porpuses. *Planners must find ways of organizing these educational experiences efectively and be able to enable learners to understand the relation among their learning activities in various fields.
     • Theese can be interpreted as answers to the basic procedural, decriptive, and conceptual questions of currulum planning
       • The procedural question
         • Curriculum should be planned through the use of generative themes. provides a view of rationality and has outlined what techniques a currulum planner needs to master.
       • The decriptive question
         • Plataforms consist of Conceptions, theories, adn aims. Good examples, good teaching and good procedures. Purposes and decitions that produce it.
       • The conceptual question
         • Analysis of the elements of educationn and relationships involved in an effective curriculum.

2. A crtical perspective (CRITICAL REFLECTION)

   • Paulo Freire states that education is not the technical-production perspective in which the teacher fills students by making deposits of imformation; as an alternative, Freire describes the "emancipatory" approach as an ideal method.
     • This approach emphasizes on "critical reflection" on one's concrete situation so the students will be able to develope their power to percieve critically the way they exist and see the world, not as a static reality, but as reality in process, in transformation.

3. Ideological questions

   • These platforms have exhorted educators to offer experiences having a maximum of lifelikeness for the learner.
     • Thismust be avoided and even condemned acording to writers from the technical production perspective.