The Models for Curriculum Development

MODELS FOR CURRICULUM DEVELOPMENT

Brady ( 1992)  said that models of curriculum are used to explain levels in curriculum, aspect of organizational practice or classroom interaction, and any types of decision making.

1. Objectives model

Tyler’s rationale

Model was based on four central questions:

1. What educational purposes should the school seek to attain?
2. What educational experiences can be provided that are likely to attain these purposes?
3. How can these educational experiences be effectively organized?
4. How can we determine whether these purposes are being attained or not?

The objectives model:

Stating objectives

Selecting learning experiences

Organizing learning experiences

Evaluation

2. The interaction model

The interaction or dynamic model advocated by Taba (1962) and Cohen (1974).

Curriculum development is seen to be dynamic process which can begin with any curriculum element, and these elements can be followed in any sequence.

3. Other model

Brady ( 1992) stated “ the objectives model and interaction model are given pride of place in this examination as they are seen to form a continuum, ranging from the fixed and inflexible on the other hand to the free and flexible on the other.

The curriculum development process: a continuum

Approach to curriculum planning

1. Has no initial statements of objectives
2. Has a smaller emphasis on content than method
3. Supports the view that some content and method are of intrinsic value
4. Doesn’t endorsethe notion that evaluationis of prespecified objectives

HAWES’ PROCESS MODEL

• Theories of child behaviour
• Theories of teaching learning
• Theories of the structure of knowledge

Reference: 

Hartoyo. 2011. Curriculum & Material Development: Theory and Implementation. Semarang : Pelita Insani.