Be cause the models of curriculum help to know the types of curriculum based on the level of learners to whom the curriculum is developed for.
Curriculum design is the process of creating a structured plan for delivering educational content to learners. It involves deciding on the objectives, content, teaching methods, and assessment strategies that will be used to meet the educational goals. The goal of curriculum design is to ensure that learning experiences are organized and aligned to facilitate effective learning outcomes.
Wheeler's cyclic model of curriculum design includes five elements: situational analysis, aims and objectives, learning and teaching, assessment, and review. These elements are interrelated as they constantly inform and influence each other throughout the curriculum process. Situational analysis informs the setting of aims and objectives, which guide learning and teaching strategies. Assessment evaluates the effectiveness of these strategies, leading to reviews and potential adjustments in the curriculum design.
Kerr's model of curriculum design emphasizes the interplay between societal needs, educational objectives, and instructional strategies. It views curriculum as a dynamic process that should constantly evolve to meet changing demands. Kerr identified three main dimensions of curriculum: objectives (what students should learn), organization (how content is structured and delivered), and evaluation (how student learning is assessed).
Different models of curriculum design vary in their approach and focus. For example, the Tyler model is more focused on defining objectives and outcomes, while the Taba model emphasizes collaboration and student input. The Hilda Taba model also places importance on evaluation and reflection throughout the curriculum design process.
Taba's model of curriculum design emphasizes a cyclical process that includes diagnosing needs and interests, formulating specific objectives, selecting content and learning experiences, organizing content for effective teaching, evaluating student growth, and revising the curriculum accordingly. This approach prioritizes student input and teacher collaboration throughout the curriculum development process.
Centres of interest in curriculum design refer to key themes, topics, or areas of focus that are central to the learning experiences and objectives outlined in the curriculum. These centres of interest help guide the selection of content, activities, and assessments to ensure coherence and relevance in the teaching and learning process. They can be based on students' interests, real-world issues, or academic standards.
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Objectives based on curriculum are specific goals or desired outcomes that guide the design and implementation of a curriculum. They provide a clear focus for what students should learn and be able to do at the end of a course or program. By aligning objectives with the content and assessments, educators can ensure that teaching and learning activities are purposeful and effective.
1).The Taba curriculum model has seven steps while Tyler curriculum model have four steps. 2).the first step in Taba curriculum model is diagnosis of needs while the first step in Tyler curriculum model is stating of the objectives.
Ivor Kevin Davies has written: 'Instructional technique' 'Objectives in curriculum design' -- subject(s): Curriculum planning
the design and development of integrated plans for learning, and the evaluation of plans, their implementation and the outcomes of the learning experience". It designs and reviews curriculum, promotes teaching and assessment strategies aligned with curriculum, formulates special curriculum programmes, creates clear, observable objectives, and generates useful assessment rubrics.Curriculum development can be described as a three-stage process encompassing planned, delivered and experienced curriculum
Tyler's model of curriculum design is linear and prescriptive, with four key components: objectives, content, learning experiences, and assessment. Tabas' model focuses on students' experiences and emphasizes the importance of considering context, values, and reflection in curriculum design. Both models are used to guide the development of effective educational programs.