University of Education Lahore

Quaid-e-Azam Academy For Educational Development, Islamabad

Programme: B.ed (1.5 yrs)

Semester: 1st

Subject: Curriculum Design and Instruction

Topic: Models of Curriculum (A Comprehensive Overview)

Submitted by: Quratulain Malik

Submitted to: Sir Qaiser

Curriculum
A curriculum is the combination of instructional practices, learning experiences, and student performance
assessments that are designed to bring out and evaluate the target learning outcomes of a particular course.

Curriculum Development

Curriculum development is the deliberate process of creating and organizing educational materials, lessons,
and assessments to help students achieve learning outcomes. It aims to improve the quality of a student's
learning experience.

Curriculum Model
A curriculum model determines the type of curriculum used, methodology, and philosophy. Curriculum
models inform the planning of the curriculum used in schools to ensure the courses are consistent within
the institution.

Components of Curriculum
The curriculum consists of five components. They are considered to be the major elements of a curriculum.
They are:
●​ The Learner and Society
●​ Aims and Objectives
●​ Content or Subject-matter
●​ Teaching Methodology
●​ Evaluation

The Learner and Society

The curriculum is concerned with the learner and the society in which he or she lives. The curriculum
emphasizes both individual and societal needs.

Aims and Objectives

Aims and objectives are statements that reflect the needs of the learner and society. They serve as the basis for
the selection of subject matter and student experiences.
Content or Subject-matter
Contents or subject matter are facts, concepts, or principles intended for developing knowledge, skills, and
values among the learners. Contents are organized to achieve the aims and objectives, the learner's
requirements, and the demands of society. The subject matter is usually presented through textbooks.

Teaching Methodology
It refers to the techniques and methods chosen by the teacher to present the subject matter. Teaching
methodology results in learning outcomes. Students acquire knowledge, skills, or attitudes through teaching
methodology.

Evaluation
Evaluation measures the learning outcomes of the learner in terms of the proposed objectives. Evaluation
provides information on student's learning. It helps the teacher in taking up the next Instructional activities.

Types of Curriculum

Prescriptive Models
Focus on planning and objectives (e.g., Tyler Model, Wheeler Model)

Descriptive Models

Focus on the actual implementation and outcomes (e.g., Taba Model)

Modern Models
Emphasize learner-centered and problem-solving approaches

Tyler Model

Tyler (1902–1994) was an American educator who worked in the field of assessment and evaluation.The
Tyler Model, developed by Ralph Tyler in the 1940s, is the quintessential prototype of curriculum
development in the scientific approach. Originally, he wrote down his ideas in the book Basic Principles of
Curriculum and Instruction for his students to give them an idea about principles for making a curriculum.
Tyler explains that curriculum designing is a continuous cyclical process an instrument of evaluation that needs
to be fine-tuned

After identifying numerous general objectives, the planners refine them by filtering them through two screens:

1.​ the philosophical screen

2.​ the psychological screen
In the Tyler Model, the general objectives that successfully pass through the two screens become what are now
popularly known as instructional objectives.

Four Steps Of Tyler Model

•​ Learning Objectives

•​ Learning experiences

•​ Organizing learning
 •​ experiences

Learning Objectives:
What educational purposes should the institution seek to attain?

It emphasizes the importance of studying the child to find out what kind of interests he has, what
problems he encounters, and what purpose he has in mind.
Studies of learners themselves as a source of educational objectives. The use of the psychology of learning in
selecting objectives
Stating objectives in a form to help select learning experiences and in guiding teaching.

Learning Experiences:
What educational experiences can be provided that are likely to attain these purposes?

●​ Tyler believes that students learn through exploration

●​ Development of thinking skills
●​ Acquisition of information
●​ Development of social attitudes
 ●​ Development of students' interests
●​ Tyler believes teachers should encourage children to become actively engaged in discovering what the
world is like.

Organizing Learning Experience:

How are these learning experiences organized?
Three major criteria are required in building organized learning experiences:
●​ Continuity
●​ Sequence
●​ Integration

Evaluation:
How can we determine whether these purposes are being attained?
The process of assessment is critical to Tyler’s model and begins with the objectives of the educational
program. The process of evaluation is essentially the process of determining to what extent the education is
being realized by the program of curriculum and instruction. Through different methods, teachers can evaluate
the performance of students.

Advantages and Disadvantages of the Tyler Curriculum Model

Advantages:

●​ It involves the active participation of learners

●​ Objectives are clearly defined in the purposes
●​ Uses assessment to achieve objective
●​ The simple linear approach to the development of behavioral objectives

Weaknesses:

●​ Narrowly interpreted objectives

●​ The curriculum is restricted to the range of student's skills and knowledge
●​ Out-dated
●​ Time-consuming
Wheeler’s Model
Wheeler’s Curriculum Development Model (1967)) in his book “Curriculum Process”- presented a cyclical
process in which each element of the curriculum is related and interdependent, according to his curriculum
should be a continuous cycle that is responsible for changes in the education sector and make the appropriate
adjustment to account for these changes
1. Wheeler’s model is an improvement upon Tyler’s model.
2. Instead of a linear model, Wheeler developed a cyclical model
3. Curriculum should be a continuous cycle that is responsive to changes in the education sector and makes
appropriate adjustments to account for these changes.
4. Evaluation in Wheeler’s model is not terminal.
5. This model illustrates the dynamic nature of the process of curriculum development.
6.It goes on as the needs and interests of society change and the objective also changes.
7. It focuses on situational analysis

Steps of the Wheeler Model

This model is comprised of five interconnected stages:
1. Aims, goals and objectives
2 . Selection of learning experiences
3 . Selection of content
4 . Organization and integration of learning experiences and content.
5. Evaluation.

Step 1: Selecting Aims, Goals, And Objectives

Aims covers all the experiences provided in the curriculum. Goals are tied to specific subjects or groups of
content within the curriculum; while Objectives describe more specific outcomes as a result of lessons or
instructions delivered.
Step 2:Learning Experiences
Learning experiences are activities that the learners engage in which results in their behavior.
Step 3:Content
Content is what we teach. It must be related to validity, significance, utility, interest, and learnability.
Step 3:Evaluation
The former has clear objectives and aligned assessment strategies designed to test how well students have
achieved the learning outcomes. Wheeler model sets the school objectives as the final steps as well as the first.

Strengths and Weaknesses of the Wheeler Model

Strengths
Wheeler or Cyclic model presents the curriculum design process as
●​ Continuing activity.
●​ Incorporates new information into the curriculum.
●​ Views curriculum elements as interrelated and interdependent.
●​ Has a feedback mechanism.
●​ Emphasize the situational analysis.
●​ Evaluate at a stage where its findings are feedback into the objectives.
Weaknesses
The Wheeler model has received criticism.
●​ It is time-consuming.
●​ It is difficult to locate.
●​ It is not different from the objective model.
 ●​ Lack of procedure between organizing and integrating learning experiences, content, and evaluation.

Saylor, Alexander, And Lewis Model

The model conceptualized by Saylor, Alexander, and Lewis indicates that the curriculum planners begin by
specifying the major educational goals and specific objectives they wish to accomplish. Saylor, Alexander, and
Lewis classified sets of broad goals into four domains under which many learning experiences to take place
include:

●​ Personal development
●​ Social competence,
●​ Continued learning skills, and
●​ Specialization.

Once the goals, objectives, and domains have been established, the planners move into the process of
designing the curriculum. The curriculum workers decide on the appropriate learning opportunities for each
domain and how and when these opportunities will be provided. After the designs have been created, they
select the methods through which the curriculum will be related to the learners. Finally, the curriculum
planners and teachers engage in evaluation.
1. Selection of Curriculum Goals and Objectives
According to this model, curriculum designers should start by outlining the main educational objectives they
want to achieve. They recommend the use of the following four curriculum domains, with each major goal
representing one.

●​ Personal Development
●​ Social Competences
●​ Continued Learning skills
●​ Specialization
The selection of educational goals and objectives is influenced by External forces, including legal
requirements, research data, professional associations, state guidelines, and Bases of curriculum, such as
society, learners, and knowledge. Curriculum developers then choose the combinations of curriculum design,
implementation strategies, and evaluation procedures that are calculated to maximize the attainment of goals;
review feedback from the plan in effect through instruction; and re-plan the elements of the curriculum as
indicated by the data.

2. Curriculum Design
Curriculum design involves decisions made by the responsible curriculum planning group(s) for a particular
school center and student population. A broad framework, or curriculum design, is created or chosen by
curriculum planners for the learning opportunities to be offered to students after they have gathered and
analyzed essential data, identified goals, and specified objectives. Among their alternatives is a subject design
utilizing specific studies in the specified curriculum area, a scope and sequence plan built around a selection of
persistent topics or themes, an analysis of the essential skills necessary for knowledge and competence in the
subject area, and a selection of problems (in cooperation with students) related to the area of study. The design
plan ultimately anticipates the entire range of learning opportunities for a specified population.

3. Curriculum Implementation
Curriculum implementation involves decisions regarding instruction. Various teaching strategies are included
in the curriculum plan so that teachers have options. Instruction is thus the implementation of the curriculum
plan. There would be no reason for developing curriculum plans if there was no instruction. Curriculum plans,
by their very nature, are efforts to guide and direct the nature and character of learning opportunities in which
students participate. All curriculum planning is worthless unless it influences the things that students do in
school. Saylor argues that curriculum planners must see instruction and teaching as the summation of their
efforts.

4. Curriculum Evaluation
Curriculum evaluation involves the process of evaluating expected learning outcomes and the entire curriculum
plan. Saylor and his colleagues recognize both formative and summative evaluation. Formative procedures are
the feedback arrangements that enable the curriculum planners to make adjustments and improvements at
every stage of the curriculum development process: goals and objectives, curriculum development, and
curriculum implementation. The summative evaluation comes at the end of the process and deals with the
evaluation of the total curriculum plan. This evaluation becomes feedback for curriculum developers to use in
deciding whether to continue, modify, or eliminate the curriculum plan with another student population. The
provision for systematic feedback during each step in the curriculum system—and from students in each
instructional situation—constitutes a major contribution to Saylor and associates' administrative model of
curriculum development.

Strengths and Weaknesses of the Saylor, Alexander, And Lewis Model

Strengths:
1. Evaluation of the total educational program, as well as Evaluation of the evaluation program itself.
2 . The evaluation process allows curriculum planners to determine whether or not, the goals of the school and
objectives of instruction have been met.
3. Saylor, Alexander, and Lewis supplemented their model of the curriculum planning process with companion
models depicting the elements of the curriculum system, the process of defining the goals and objectives of
educational institutions and curriculum evaluation became focal points.

Weaknesses:
1. The process of assessing the stages of the curriculum process will be time-consuming.
2. The adoption of evaluation at the end of the process is healthy as the program deficiencies
can only be observed at a later end.
3. The independence of each stage of the curriculum process makes it too difficult for non-experts to
comprehend and implement.