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Curriculum MODELS & frameworks

OBJECTIVES Understand what are curriculum models and their significance Become familiar with the Product and Process Model Describe 5 Curriculum Model Frameworks Study 2 main Curriculum Models (Taba and Tyler )

1. What are Curriculum Models?

CURRICULUM CURRICULUM GUIDE CURRICULUM MODEL CURRICULUM DEVELOPMENT What Are Curriculum Models? To understand curriculum models we need to take a step back and talk about curriculum itself. Curriculum can be defined as a plan used in education that directs teacher instruction. Many districts and schools use a tool designed to help teachers pace their lessons, called a curriculum guide. But a curriculum and a curriculum guide don't just come out of thin air. Time and energy goes into the creation of these documents. This process is known as curriculum development. All of these things are based on a curriculum model. A model is really the first step in curriculum development. A curriculum model determines the type of curriculum used; it encompasses educational philosophy, approach to teaching, and methodology. The good news is, unless you've been hired to design curriculum, you won't come across many curriculum models. However, it's good for educators to be familiar with the models used in their scho Source: http://study.com/academy/lesson/types-of-curriculum-models.html

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2. WHAT are (the perspectives of) Product and process Models?

PRODUCT MODEL LEARNING PROCESS PRODUCT

PROCESS MODEL LEARNING PROCESS PRODUCT

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3. Curriculum model frameworks

Subject-Centered/ Discipline Centered Curriculum is organized around subjects Focuses on the content of the curriculum, on certain processes, strategies, or life-skills, such as problem solving, decision making, or teamwork

Subject-Centered/ Discipline Centered Corresponds mostly to the textbook written for the specific subject Most of the schools using this kind of structure aim for excellence in the subject matter content..

Integrated it is about making connections act as a bridge to increase student achievement and engaging, relevant curriculum connects different areas of study by cutting across subject-matter lines and emphasizing unifying concepts focuses on making connections for students, allowing them to engage in relevant, meaningful activities that can be connected to real life. 

3 Different Approaches to Integration Multidisciplinary Integration Interdisciplinary Integration Transdisciplinary Integration

Multidisciplinary Integration

interdisciplinary Integration

transdiscipLinary Integration

spiral presented several times across the span of the school year basic concepts/ general concepts are first learned as learning progresses, more and more details are introduced

spiral related to the basics which are reemphasized/rediscovered many times for connection and mastery as more facts and principles on each topic are encountered, the understanding grows in breadth and depth, creating a metaphorical spiral

Inquiry or Problem-based focuses on a central problem or question organizes subject matter around a problem, real or hypothetical, that needs to be solved inherently engaging and authentic, because the students have a real purpose to their inquiry -- solving the problem.

Life-situations design

core design

experential allows students to participate in real-life ways with their work such as, experimenting with hypothesis, working through problems, and finding solutions students are actively involved educators value the students’ experiences comes in many shapes and sizes, e.g. outdoor education, internships, group-based learning projects

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4. Taba Model of Curriculum Development

Hilda Taba Born: December 7, 1902 Estonian-born American Educator Considered one of the most-significant contributors to the fields of intergroup education and curriculum design. Taba was introduced to Progressive education ideas at Tartu University by her philosophy professors. She also studied with the philosopher John Dewey, whose thought was influential in her later work. She wrote a book entitled Curriculum Development: Theory and Practice (1962). Hilda Taba Born: December 7, 1902 Estonian-born American Educator

The Taba Model- Grass-roots rational Hilda Taba followed the grass-roots approach in developing curriculum. Inductive approach rather than traditional deductive.  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. The main idea to this approach is that the needs of the students are at the forefront of the curriculum.

Step 1: Diagnose of needs: The teacher (curriculum designer) starts the process by identifying the needs of the students for whom the curriculum is to be designed. Step 2: Formulation of objectives: After the teacher has identified needs that require attention, he/she specifies objectives to be accomplished.

Step 3: Selection of content : The objectives selected or created suggest the subject matter or content of the curriculum. Objectives and content should be match. Step 4: Organization of content : A teacher cannot just select the content, but must organize in some type of sequence, taking learner maturity into consideration, learners academic achievements and their interests.

Step 5: Diagnose of needs: Content must be presented to students and they must engage the content. Here, the teacher selects instructional methods that will involve the students with the content.

Step 6: Organization of learning experience: Learning activities are sequentially organized by content and differentiated for each student. Step 7: Evaluation and means of evaluation: Evaluation of objectives should be done to determine if they have been accomplished then revisions/adjustments are made. Evaluation procedures need to be considered by the teacher and students.

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5. Tyler Model of Curriculum Development

Ralph W. Tyler April 22, 1902 Chicago, Illinois American Educator His influence was especially felt in the field of testing, where he transformed the idea of measurement into a concept that he called evaluation He designed the ‘Basic Principles of Curriculum and Instruction’, a course syllabus used as a basic reference for curriculum and instruction development. Ralph W. Tyler April 22, 1902 Chicago, Illinois American Educator

4 questions/ principles in curriculum development 1. What educational purposes should the school seek to attain? 2. What educational experiences can be provided that will likely attain these purposes? 3. How can these educational experiences be effectively organized? 4. How can we determine whether the purposes are being attained?

Defining Objectives of the Learning Experience educational objectives originate from three sources: studies of society, studies of learners, and subject-matter specialists the steps of selection and organization of learning experiences as the means for achieving outcomes  Thus, according to Tyler, curriculum evaluation is the process of matching initial expectations in the form of behavioural objectives with outcomes achieved by the learner. There are three criteria, according to Tyler  in organizing learning experiences, which are: continuity, sequence, and integration.  Defining learning experience FEEDBACK reform Organizing of Learning Activities for Attaining the Defined Objectives Evaluation and Assessment of the Learning Experiences

CONCEPTS WE TACKLED Defining Curriculum models Understanding Product and Process Model 5 Curriculum Model Frameworks 2 main Curriculum Models (Taba and Tyler )

The mediocre teacher tells. The good teacher explains The mediocre teacher tells.  The good teacher explains.   The superior teacher demonstrates.  The great teacher inspires.  -William A. Ward

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References Linde, S. (2017). Types of Curriculum Models - Video & Lesson Transcript | Study.com. [online] Study.com. Available at: http://study.com/academy/lesson/types-of-curriculum-models.html . Maheshwari, V. (2015). Ralph W. Tyler (1902–1994)- Curriculum Development Model. [online] Vkmaheshwari.com. Available at: http://www.vkmaheshwari.com/WP/?p=1894 . O’Neill, G. (2010). Programme Design. [online] UCD Teaching and Learning. Available at: https://www.ucd.ie/t4cms/UCDTLP00631.pdf . Smith, M. K. (1996, 2000) ‘Curriculum theory and practice’ the encyclopaedia of informal education,www.infed.org/biblio/b-curric.htm. LINKS: http://www.wilderdom.com/experiential/ExperientialWhatIs.html http://www.ascd.org/publications/books/103011/chapters/What-Is-Integrated-Curriculum%C2%A2.aspx http://study.com/academy/lesson/types-of-curriculum-models.html http://pacu.org.ph/wp2/wp-content/uploads/2014/07/The-Spiral-Progression-Approach-in-K-to-12-Dr-Brenda-Corpuz.pdf http://www.academia.edu/9273140/Curriculum_development_models_and_documents https://www.google.com.ph/search?q=hilda+taba+model&rlz=1C1CHBF_enPH748PH749&tbm=isch&source=iu&pf=m&ictx=1&fir=r7hkR-Ls-wLTEM%253A%252CnfZNBCulQC66eM%252C_&usg=__2MHTYJmimHXHszYkU0d_0gqk8hc%3D&sa=X&ved=0ahUKEwiSydGOwfDWAhUHTrwKHX3NCvUQ9QEIQTAE#imgrc=r7hkR-Ls-wLTEM: http://kausapatel.blogspot.sg/2016/02/hilda-taba-1962-model.html https://curriculumclearinghous-curriculumdevelopmentapproaches.wikispaces.com https://www.slideshare.net