LINEAR MODELOF CURRICULUM DEVELOPMENT

LINEAR– term used for models whosesteps proceed in a more orless sequential, straight linefrom beginning to end.

How is LINEAR MODELdifferent from other

models?

THE INTERACTION MODEL OF CURRICULUM DEVELOPMENT

- is seen to be a dynamic process which can begin with any curriculum element, and these elements can be

followed in any sequence.

THE OUTCOMES-BASED MODEL

- structured series of intended learner outcomes that implies a planning process and a focus on

what students actually learn

EXAMPLES OF LINEAR MODELS OF

CURRICULUM DESIGN

RALPH TYLER’S MODEL

Sources Sources Sources

Student

Society Subject

Tentative general objectives

Screen

Philosophy of

Education

Screen

Psychology of

Learning

Precise

Instructional Objective

There are 4 Basic steps

1) What is the purpose of the education?

2) What educational experiences will attain the purposes?

3) How can these experiences be effectively organized?

4) How can we determine when the purposes are met?

Tyler recommends that curriculum planners identify general objectives by gathering data from three sources:

1. the learners2. contemporary life outside the school3. subject matter

Filter through two screens:

1. the philosophical screen2. the psychological screen.

HILDA TABA’S MODEL

HILDA TABA

Curriculum theorist, curriculum reformer, and teacher educator.

Hilda Taba contributed to the theoretical and pedagogical foundations of concept development and critical thinking in social studies curriculum and helped to lay the foundations of education for diverse student populations.

- Very simple but complete.

Description of Approach

-Grassroots approach model that advocates for teacher

participation in the development of the curriculum.

-The Taba approach believes in allowing the curriculum

to be authored by the users (teachers) versus the district

supervisors of the implementation of the curriculum.

-Taba approach involved teachers beginning by creating

specific teaching-learning units and building to a

general design.

-Inductive approach rather than traditional deductive

It offers five steps to developing curriculum:

a. creating the units of work to be studiedb. testing these units with studentsc. adapting units as necessary after the testingd. creating a framework to test to ensure that all material is covered in a clear and complete manner.e. putting the unit of study into practice, while always creating new units to use in the classroom.

Step One: Diagnosing Needs,Step Two: Formulating Specific ObjectivesStep Three: Selecting ContentStep Four: Organizing ContentStep Five: Selecting Learning ExperiencesStep Six: Organizing Learning ExperiencesStep Seven: EvaluatingStep Eight: Checking for Balance

OLIVA MODEL

- A deductive model that offers a faculty a process for the complete development of a school’s curriculum.

- Recognized the needs of students in particular communities are not always the same as the general needs of students throughout our society.

Faculty can fashion a plan:

- For the curriculum of an area and design ways in which it will be carried out through instruction.

- To develop school-wide interdisciplinary programs that cut across areas of specialization such as career education, guidance, and class activities.

- For a faculty to focus on the curricular components of the model to make programmatic decisions .

- To allow a faculty to concentrate on the instructional components.

1. Specify the needs of the students in general.2. Specify the needs of society.3. Write a statement of philosophy and aims of education.4. Specify the needs of students in your school.5. Specify the needs of the particular community.

6. Specify the needs of the subject matter.7. Specify the curriculum goals of your school.8. Specify the curriculum objectives of your school.9. Organize and implement the curriculum.10. Specify instructional goals.

11. Specify instructional objectives.12. Specify instructional strategies.13. Begin selection of evaluation techniques.14. Implement instructional strategies.15. Make final selection of evaluation techniques.16. Evaluate instruction and modify instructional components.17. Evaluate the curriculum and modify curricular components.