Models of Curriculum Development
Aripuddin, Alshamir Bryan B. BSED IV – MAPEH PED 412 November 29, 2012
Analysis of the Three Models of Curriculum Development
MODELS/Characteristics Ralph Tyler’s Curriculum Model In this model, the curriculum designed intends to make the curriculum aligned with the purposes of the school. Ensuring that the school promotes learning that develops both the learner and the society that learner belongs to or is associated with. This model intends to promote educational experience that can be related to the purpose of the design’s nature. It tends to be organizing the experiences of the learner by constructing tentative and long-term objectives; it scrutinizes the experiences by only highlighting what are effective and efficient in developing the classroom learning from a tedious classroom to an interactive learning environment. It then makes the actions permanent if the objectives are helping the learners attain the subject matters, expected outputs and behaviors aptly can be met in order to sustain the said efficiency of this model of curriculum. It is a model that focuses what the school envisions for the learner as a basic member of the family and the society which can contribute much as to how the world functions in order to meet the demands and the expectations of the society. Hilda Taba’s Linear Model This model was constructed as such for it is believed by the developer that teachers who teach or implement the curriculum should participate in developing it. Therefore, it can be clearly seen that in this model we should also test the teaching strategies and theories brought up by the school to the extent of really rectifying what are and what are not efficient enough for the said needs of the students. It was also mentioned that it really encourages the involvement of teachers and students. This is not a one way correspondence. This model never limits its processing on how the learner must learn but as well as how the teacher must learn as well as how teach and
Analysis of the Three Models of Curriculum Development
MODELS/Characteristics Ralph Tyler’s Curriculum Model In this model, the curriculum designed intends to make the curriculum aligned with the purposes of the school. Ensuring that the school promotes learning that develops both the learner and the society that learner belongs to or is associated with. This model intends to promote educational experience that can be related to the purpose of the design’s nature. It tends to be organizing the experiences of the learner by constructing tentative and long-term objectives; it scrutinizes the experiences by only highlighting what are effective and efficient in developing the classroom learning from a tedious classroom to an interactive learning environment. It then makes the actions permanent if the objectives are helping the learners attain the subject matters, expected outputs and behaviors aptly can be met in order to sustain the said efficiency of this model of curriculum. It is a model that focuses what the school envisions for the learner as a basic member of the family and the society which can contribute much as to how the world functions in order to meet the demands and the expectations of the society. Hilda Taba’s Linear Model This model was constructed as such for it is believed by the developer that teachers who teach or implement the curriculum should participate in developing it. Therefore, it can be clearly seen that in this model we should also test the teaching strategies and theories brought up by the school to the extent of really rectifying what are and what are not efficient enough for the said needs of the students. It was also mentioned that it really encourages the involvement of teachers and students. This is not a one way correspondence. This model never limits its processing on how the learner must learn but as well as how the teacher must learn as well as how teach and