UNIVERSITY OF
CAPE COAST
COLLEGE OF DISTANCE EDUCATION
IT211D: CURRICULUM STUDIES IN ICT
EDUCATION
UNIT 3: MODELS OF CURRICULUM
DEVELOPMENT
03/03/2025 01:52 AM MR. DARKO KENNEDY, 0243184562
By the end of this unit, the learner should be able to:
UNIT 1. identify the key features of the Tyler and Taba’s models of
curriculum development.
OBJECTIVES
2. state the main differences between the Tyler and Taba’s
models.
3. identify the key features of the Tyler and Wheeler’s models of
curriculum development.
4. state the main differences between the Tyler and Wheeler’s
models.
5. state the main features of the Kerr’s, Objectives and Process
Models.
6. indicate some issues and scope involved in curriculum
03/03/2025 01:52 AM development.
Outline of Presentation
Session 1: Tyler’s model and Taba’s model
Session 2: Difference Between Tyler's and Taba's Model
Session 3: Wheeler’s model
3 Session 4: Differences between Wheeler’s and Tyler’s Model
Session 5: Kerr’s, Objectives and Process Models
Session 6: Issues and Scope of Curriculum Development
03/03/2025 01:52 A
M
Definitions ofTest
Self Assessment Model
A model in this context can be defined as a format for curriculum
design developed to meet unique needs and/or purposes in a given
context.
models are conceptual or mental maps of what the actual or real
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curriculum design should be.
there are several models in curriculum design, however this session
is concentrated on the Tyler and Taba’s models.
03/03/2025 01:52 AM
UNIT 3 SESSION 1: Tyler’s
Self
Model Assessment Test
This model was developed in the 1940’s by Ralph Tyler. Tyler’s model
is the root of most scientific approaches to curriculum development.
According to Tyler, there are four steps in curriculum development;
these are:
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Determine the school’s purposes (objectives)
Identify educational experiences related to purpose
Organize the experiences
Evaluate the purposes
03/03/2025 01:52 AM
UNIT 3 SESSION 1: Tyler’s
Self Assessment Test
Model
Based on the four phases above, Tyler raised four questions in
designing curriculum. The four questions of the Tyler’s model are as
follows:
1. What educational purposes should the school seek to attain?
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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?
03/03/2025 01:52 AM
UNIT 3 SESSION 1: Tyler’s
Self Assessment Test
Model
Tyler’s model of curriculum development is linear in nature. It starts
from the objectives and ends with evaluation. According to Tyler’s
model, evaluation is terminal.
purpose (Objectives)
7 Learner, Subject matter, society
SELECTION OF EDUCATIONAL EXPERIENCES
ORGANIZATION OF EDUCATIONAL EXPERIENCES
Continuity, Sequencing, Integration
EVALUTION
During the process & End of process
03/03/2025 01:52 AM
UNIT 3 SESSION 1: Tyler’s
Self Assessment Test
Model
With reference to the Tyler’s model, objectives or aims:
form the basis for selecting and organising learning experiences
form the basis for assessing the curriculum
8 are derived from the learner, contemporary life and subject
specialist.
03/03/2025 01:52 AM
Criticisms of Tyler’s
Self Assessment Test Model
Due to the linear nature of the Tyler’s model, many criticisms have been raised against it. Some
of the criticisms are as follows:
The model is linear, too simplistic and mechanistic. Evaluation is left until the end of the
curriculum or course.
It is not practical to draw a long list of objectives. Education is too complex an activity to be
9 reduced to the achievement of a stated number of objectives.
There is the temptation to teach only what we can evaluate. Objectives stated tend to be
what the educator predicts he can evaluate.
It is difficult to define exactly what an objective is like. For instance, when does an aim become
an objective? How specific can an objective be? It does not indicate adequately the interaction
and inter-relatedness of the elements.
Does not indicate the basis or criteria used for selecting the objectives.
These criticisms led to the development of other models in curriculum development. One of
such models is the Taba’s model of curriculum development
03/03/2025 01:52 AM
Taba’s Model Test
Self Assessment
In line with the assumptions of Tyler, Taba also accepts that learning is
the ultimate purpose of school.
Taba’s model is also linear. That is, her work represents the most
detailed elaboration of Tyler’s rationale.
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Hilda Taba advocated that those who use curriculum should be the
curriculum designers as well.
The major contribution of Taba on Tyler’s model was the attempt to
bridge the gap between theory and practice.
She argued that there was a definite order in creating a curriculum.
03/03/2025 01:52 AM
Taba’s Model Test
Self Assessment
grass-roots approach. Taba suggested the following seven steps for
curriculum development namely:
i. Diagnosis of needs
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ii. Formulation of objectives
iii. Selection of content
iv. Organization of content
v. Selection of learning experiences
vi. Organization of learning activities
vii. Determination of what to evaluate and of ways and means of doing it
03/03/2025 01:52 AM
Criticism of the
Self Assessment TestTaba’s Model
Despite the efforts of Taba to address the concerns raised against Tyler’s
model of curriculum development, critiques were raised against Taba’s model
too. Some of these are as follows:
It is simplistic and linear. It flows from one phase to another which
12 presupposes that one phase needs to be done before moving on to the next
phase.
Evaluation is the last phase and the inter-relatedness of the elements is
minimal. The connection between the various phases is limited and
evaluation is still terminal.
It does not indicate the criteria for the selection of content and learning
experiences. Each facilitator may decide on what content to select first and
what teaching methodology to adopt.
03/03/2025 01:52 AM
UNIT 3 SESSION 2:
DIFFERENCES BETWEEN
Self Assessment Test
TYLER’S MODEL AND TABA’S
MODEL
Taba’s model has seven distinct phases instead
four for Tyler.
Curriculum development starts with a need assessment phase in Taba’s
model
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instead of starting with specification of objectives as indicated by Tyler.
Taba is of the view that before engaging learners in new learning
experiences.
it is paramount to conduct a diagnostic assessment to understand their entry
level which will enable the facilitator to plan adequately.
Curriculum should be designed by the teachers instead of being handed
down by higher authority.
03/03/2025 01:52 AM
UNIT 3 SESSION 2: DIFFERENCES BETWEEN
Self Assessment
TYLER’S MODEL ANDTest
TABA’S MODEL
Hilda Taba’s model concentrates more on the grassroot approach
rather than other traditional models.
In the grassroot approach, Taba advocated for teachers or facilitators
to design the curriculum instead of higher authorities determining
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the curriculum to teachers.
03/03/2025 01:52 AM
UNIT 3 SESSION 3 WHEELER’S
Self Assessment Test
MODEL
The aim of Wheeler is to improved upon the linear model of Tyler. Instead
of going along the linear line of curriculum development, Wheeler’s model
was cyclical.
The cyclical nature of the model is to deal with the terminal aspect of Tyler
15 and Taba’s models.
Wheeler’s evaluation phase of curriculum feeds back to the objectives and
goals which influences other stages as well.
Daryl Kenneth Wheeler suggested that curriculum must be concerned with
at least two factors namely;
i. Nature of society itself,
ii. Nature of individual members.
03/03/2025 01:52 AM
WHEELER’S MODEL Cont’..d
Self Assessment Test
from the previous slide
Wheeler’s Cyclic Model consist of five phases. All the five phases are cyclical and
feeds into each other.
The five phases are:
1. The selection of aims, goals and objectives.
16 2. The selections of learning experiences that will help facilitators to achieve the
aims, goals and objectives selected.
3. The selection of content (subject-matter) through which certain types of
experiences may be offered
4.The organisation and integration of learning experiences and content with
respect to the teaching-learning process within school and classroom.
5. Evaluation of the effectiveness of all aspects of phases 2 and 4 in attaining the
goals detailed in phase 1.
03/03/2025 01:52 AM
WHEELER’S MODEL Cont’..d
Self Assessment Test
from the previous slide
Wheeler’s Cyclic model is presented in diagram form below, and
shows the direction of implementation.
Each of the phases links to the next one which implies that each
phase is a logical development of the preceding one and proceeds in
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a sequential manner.
03/03/2025 01:52 AM
WHEELER’S MODEL Cont’..d
Self Assessment Test
from the previous slide
Based on this model, Wheeler contends that:
Aims should be discussed as behaviours referring to the end product of
learning which yields the ultimate goals. These ultimate goals are
educational outcomes.
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Aims are formulated from general to specific in curriculum planning. This
results in the formulation of objectives at both an enabling and a
terminal level.
Content is distinguished from the learning experiences which determine
that content.
Content is a body of knowledge or information which comprises of the
learning materials for a particular course or a given grade.
03/03/2025 01:52 AM
WHEELER’S MODEL Cont’..d
Self Assessment Test
from the previous slide
The information may consist of a related body of facts, laws,
theories, and generalizations or a description of events as in ICT or in
any other predetermined arrangement of a particular segment of
knowledge.
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Every learning experience involves content
Content must be selected carefully in order to facilitate the
provision of learning experiences which promote the achievement of
the intended outcomes.
03/03/2025 01:52 AM
UNIT 3 SESSION 4:
DIFFERENCES BETWEEN
Self Assessment Test
TYLER’S MODEL AND
WHEELER’S MODEL
1. Tyler’s model is linear in nature, starting from objectives and ending with
evaluation while Wheeler’s model is cyclical.
2. Tyler’s model has four distinct phases while Wheeler’s model has five.
3. There is the separation of learning experiences from the content in
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Wheeler’s model while Tyler’s model only concentrated on learning
experiences without a clear separation of content.
4. It has partially answered the critics on interaction and inter-relatedness in
Tyler.
5. The cyclic process of the Wheeler’s model suggests that curriculum
development is a continuous process as against Tyler’s model which is
terminal process.
03/03/2025 01:52 AM
UNIT 3 SESSION 5 : KERR’S, OBJECTIVES AND
Self Assessment
PROCESS Test
MODELS Cont’..d from the previous
slide
The features of the Kerr’s model resemble those in the Tyler’s and
Wheeler’s models. However, it suffices to note the existence of a
division of the domains into four areas that are interconnected
(Urevbu, 1985); these four areas are:
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Objectives
Knowledge
Evaluation, and
School learning experiences
03/03/2025 01:52 AM
KERR’S, OBJECTIVES AND
PROCESS MODEL
Self Assessment Test Cont’..d from
the Previous Slide
Kerr’s model of curriculum development presented a dynamic model
of the curriculum where all the stages are interactive among
themselves but not linear.
The main aim of the interactivity of the model is to cross-check to
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make sure that one is on the right path but not going astray.
By so doing, the objectives in the Kerr’s model are more likely to be
achieved to a greater extent than those in the Tyler’s and Wheeler’s
models.
03/03/2025 01:52 AM
KERR’S, OBJECTIVES AND
PROCESS MODEL
Self Assessment Test Cont’..d from
the Previous Slide
The curriculum model propounded by Kerr is simplified and shown
below
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03/03/2025 01:52 AM
KERR’S, OBJECTIVES AND
PROCESS MODEL
Self Assessment Test Cont’..d from
the Previous Slide
it should be noted that all the four stages or domains are
interrelated directed or indirectly and that objectives are obtained
from school learning experiences as well as knowledge.
Further, Kerr divided objectives into three groups namely:
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o Affective,
o Cognitive, and
o Psychomotor
Kerr is of the view that knowledge should be organised, integrated,
sequenced and reinforced (Urevbu, 1985).
03/03/2025 01:52 AM
KERR’S, OBJECTIVES AND
PROCESS MODEL
Self Assessment Test Cont’..d from
the Previous Slide
Evaluation, on the other hand, is the tool that is relevant in collecting
information that is used in making relevant decisions about the
curriculum.
Finally, school learning experiences is seen to be affected by the
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societal opportunities, the school community, pupil and teacher
relationships among other relevant components such as the teaching
methods.
From Kerr’s point of view, everything influences everything in
curriculum model and it is possible start assessment or analysis at any
stage (Urevbu, 1985).
03/03/2025 01:52 AM
UNIT 3 SESSION 5: Objective
Self Assessment Test
Model
The objective model is somehow similar to Kerr’s model. In this model, it is
believed that content should be based on specific objectives.
However, the objectives are to be stated in measurable behaviours of the
expected learning outcomes.
26 This model of curriculum development also has four stages as in the case of
Tyler’s and Kerr’s models. These stages are:
agreeing on broad aims which are analysed into objectives,
constructing a curriculum to achieve these objectives,
refining the curriculum in practice by testing its capacity to achieve its objectives,
and
communicating the curriculum to the teachers through the conceptual
framework of the objectives (Gatawa, 1990).
03/03/2025 01:52 AM
Kerr’s, Objective and process
Model cont’..d
Self Assessment from the
Test
Previous Slide
A pictorial form of the model is shown below.
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03/03/2025 01:52 AM
Kerr’s, Objective and process
Model cont’..d
Self Assessment from the
Test
Previous Slide
The Objectives model has shown that during each stage, evaluation
is done.
This helps to check progress and make sure each stage is
contributing to the achievement of the objectives.
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This implies that, content, materials and methodology are derived
from the objectives set.
03/03/2025 01:52 AM
Kerr’s, Process Model cont’..d
Self Assessment Test
from the Previous Slide
The Process model also presents four distinct stages but based on different
principles. Even though this model does not consider objectives to be significant,
it contends some key points as indicated below:
Content has its own value. In this regard, contents should be selected to meet the
29 purpose of enriching learners but not on the basis of the achievement of the
objectives.
Content involves procedures, concepts and criteria that can be used to appraise
the curriculum.
Translating content into objectives may result in knowledge being distorted.
Learning activities have their own value and can be measured in terms of their
own standard. For this reason, learning activities can stand on their own
(Gatawa, 1990).
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A Process model pictorial
Self Assessment Test
representation is shown below.
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03/03/2025 01:52 AM
A Process model Cont’..d from
Self Assessment Test
the previous slide
From the Process model, it is important to note that the content and
methodology are obtained from the goals of the curriculum.
Likewise, the outcomes of the content and methodology can be
evaluated and the results of the evaluation used to inform the goals
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which influences the content and the methodology indirectly.
It can be said that the Process model is somehow analogous to the
Wheelers model.
03/03/2025 01:52 AM
UNIT 3 SESSION 6: ISSUES AND
SCOPE OF CURRICULUM
Self Assessment Test
DEVELOPMENT.
Curriculum development is a complex process but can be broken down into
small phases for easy implementation.
Curriculum development is a dynamic process and must consider a number
of issues in its development. Few of the issues to be considered are:
32 The philosophies of education of the country or nation must be considered,
The psychological and social being of the people must be taken int account,
The economic state of the people must be noted,
The nature of and qualification of those for whom the curriculum is to be
planned must be taken into account.
03/03/2025 01:52 AM
UNIT 3 SESSION 6: Scope of
Self Assessment Test
Curriculum Development
Curriculum refers to everything that students learn, are taught, or
even are exposed to, both in school and in the world at large.
Defining the scope, or breadth and parameters of curriculum is
important for multiple reasons:
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To avoid being overwhelmed by or unfocused in curriculum planning
To help you assess students' readiness for and receptiveness to a
particular curriculum
To help you collaborate with families and other teachers to make
sure students are having a coherent, meaningful experience with
learning.
03/03/2025 01:52 AM
UNIT 3 SESSION 6: Schoolwide
Self Assessment Test
and Districtwide Plans
Schoolwide and districtwide curriculum plans generally begin with
long-term expectations.
Where students will be on completion of a program or set of goals,
and work backwards, considering what skills and knowledge will be
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added each year to eventually meet these goals.
Schoolwide and districtwide plans might also take on a spiral nature.
In other words, students revisit the same ideas and skills many times
over the years and get at them in greater depth as their minds
develop.
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UNIT
SUMMARY
This unit discusses the models of curriculum
development in session 1, Where we looked at, Tyler and
Taba’s models in the first session, then the second
session discuses on the differences that exist between
them. Session 3, on the other hand present on the
Wheeler’s model, and session 4 present on the
differences that exist between the Wheeler’s model and
Tyler’s models. In Session 5 also delve into other models
of curriculum studies such as the Kerr’s, Objectives and
Process models. In addition, the issues and scope of
curriculum development was discussed under session 6
of this unit.
03/03/2025 01:52 AM
Self Assessment Test
State the four steps/phases in Tyler’s model.
Name three criticisms against Tyler’s model.
Briefly explain the grassroot approach to curriculum development.
36 Enumerate the phases of the Wheeler’s model.
Identify at least two differences between the Objectives model and
the Process model of curriculum development.
How different is the Kerr’s model from the Wheeler’s model?
Name two points one must consider when defining the scope of
curriculum.
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College of Distance Education(CoDE)
University of Cape Coast
Cape Coast
Ghana
03/03/2025 01:52 AM
