Curriculum models and types

Curriculum models and types

1. -Outline approaches, methods and procedures

2. According to focus

   • Subject or student centered: Core, integrated and broad fields curricula
   • According to approach
     • Traditional or innovative, traditional and innovative
     • According to content
       • Topic-based or competency-based
       • According to process
         • Formative or summative
         • According to structure
           • System, linear and cyclic

3. Four categories of Curriculum design

   • Traditional curriculum model
     • The Student-centered model
       • The critical model
         • The Structural model
     • The Tyler model
       • The Taba model
         • The Saylor and Alexander model
           • Bases-Goals and objectives-Curriculum designing-Curriculum implementation-Curriculum Evaluation
           • Process model
             • Emphasis on means rather than ends. More individualised atmosphere. Learners make learning experiences
               • Advantages: Emphasis on learning skills, active roles on teacher and students
               • Disadvantages: Difficulty in applying approach in some areas
         • It was more Administrative model "Teachers should practice or participate in developing curriculum"

4. Types of curriculum

   • Overt, Explicit or Written curriculum
     • Societal curriculum
       • The hidden or covert curriculum
         • The null curriculum
           • Phantom curriculum
             • Concomitant curriculum
               • Rhetorical curriculum
                 • Curriculum in-use
                   • Received curriculum
                     • The internal curriculum
                       • The electronic curriculum
                         • Search on the internet for information
                       • Content, knowledge combined with experiences
                     • What students take out of the class (concepts)
                   • Delivered and presented by each teachers
                 • Ideas offered by school officials
               • Religious context, lessons values, ethics or morals, social experiences
             • Messages exposure to any type of media. Acculturating students in narrower subcultures
           • We do not teach, giving students the message that these elements are not important in their experiences
         • Implied by structure and nature of school
       • Informal curriculum of family, peer grupo, neighborhoods, churches organizations, forces "educate"
     • Confined by administrators, curriculum directors and teachers

5. Edna Yazmin Morán Charles