MODELS FOR CURRICULUM MODEL

MODELS FOR CURRICULUM MODEL

1. COMPONENTS OF CURRICULUM MODEL

   • Aims and objectives
     • Content
       • Leaching
         • Assessment

2. More interests in all components of the curriculum process and not just for the content of a course.

   • DEVELOPING A SIMPLE MODEL
     • Three of the ten Roger's assumption:
       • 1. Examination is the best criterion for student selection and teacher’s work.
         • 2. Evaluation is education and vice versa.
           • 3. Knowledge is accumulative.
     • Content and evaluation are the most important.
       • It ignores other ways in which learning can be achieved.
   • AN IMPROVED CURRICULUM MODEL
     • It ignores possible material that teacher can use.
   • A FURTHER IMPROVEMENT TO A CURRICULUM MODE
     • The teacher has to establish what he/she wants to get from students.
       • Sometimes, aims are forgetting when they are the most important part.
   • A CURRICULUM MODEL
     • Teaching, content and examinations rely on aims.
       • Students know what they have to do.

3. THE TYLER RATIONALE

   • Basic Principles of Curriculum and Instruction
     • 4 questions:
       • Purposes?
       • Educational experiences?
       • Educational experiences organization?
       • How to evaluate?
     • Curriculum process as a journey.

4. OTHER CURRICULUM MODELS

   • Kerr
     • Based on Tyler’s model
   • Halliwell
     • Curriculum doesn’t have to start with aims.
     • Weaknesses of both models: Outcomes are amenable to evaluation.

5. A MODEL FOR THE CURRICULUM PROCESS

   • Goals
     • They are the general outcomes
     • Some of them are translated into long-term hopes.
     • Others are applicable to the whole course.
   • Evaluation covers the efficacy of teaching.

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