DAR ES SALAAM UNIVERSITY COLLEGE OF EDUCATION FACULTY OF EDUCATION PRINCIPLE OF CURRICULUM DEVELOPMENT AND TEACHING COURSE CODE CT 200

COURSE INSTRUCTOR.. GROUP NUMBER 04

S/N 01 02 03 04 05 06 07 NAME EMMANUEL LAZARO MATHEW HENRY AUDAX MUHANGO FARIDA ASUMWISYE ALLIN NURU ABEID LIPWATA JUMA JACOB REG # 2010-04-03804 2010-04-04727 2010-04-07104 2010-04-02687 DEGREE PROGRAM BSC ED BSC ED BSC ED BSC ED PHONE NUMBER 0685665175 0684902048 0717408501 0719800008

Assignment number two QN a) Provide similarities and difference between Tylers Rational model and Wheelers Cyclic model of curriculum development . b) By giving examples, which of the two types of curriculum development model discussed above do you think is most used in Tanzania for curriculum development.

Model is a simplified representation of reality of which is often depicted in diagrammatic form. They are three continuum curriculum model which are Rational/ objective model by Tyler and H.Taba, Cyclic model by wheeler and Dynamic/ interactive model by Kerr. Tylers Contribution. Tyler pointed out four questions to use as the basic theory of curriculum design and teaching as follows:1. What is the object of education? 2. What teaching experience that we have to provide in order to achieve educational object? 3. How to effectively organize the educational experience? 4. How can we know whether these objects have achieved? (How to evaluate) Based upon those four questions, we can simply show Tylers advocated model as a straight line of curriculum developing model:

Objective Choice Organization Evaluation

Wheeler Contribution
Because of Tyler Models limitations, Wheeler continued the work by developing a spherical objective model. In 1967, Wheeler further modified Tylers straight line model as spherical model. This he did because Tylers model did not provide feedback or help students achieve the evaluative outcome or expected objective. Wheelers circular model has five procedures as follow:-

1. Objective oooooooooooo experience

2. Choosing learning experience

5. Evaluation

3. Choosing content experience

4. Organizing and integrating learning experience and content

As the figure above show, Wheelers spherical model seems much more progressive than Tylers straight line model since it has two advantages. First this model has a feedback mechanism, so it provides students with ways to measure their progress or accuracy. Secondly it also sets the school objective as a final step in as well as the first. Thus the curricular model remarks educators to refer to their objectives in their evaluative stage. Similarities between Tylers rational model and Wheelers cyclic model of curriculum development are. First both are curriculum designed model, since Tylers and Wheelers use diagrams to represent curriculum development process.

Second both model are sequential arranged i.e. all start from number one since both are numbered for Tylers start from one to four and Wheelers start from one to five. Thirdly both start with objective experience and ending with evaluation and also always do not allow any changes in between. Difference between Tylers rational model and Wheelers cyclic model of curriculum development are. 1. In wheeler's model, content is separated from learning experiences from which its developed while in Tylers model content is not separated from learning experiences. 3. Wheeler's model is a five stage design while Tylers is a four stage design. 4. Wheelers model is cyclic whereas Tylers model is linear. 5. In wheeler's model, evaluation is done and the results are fed back into the system while in Tyler, evaluation is terminal. B) From the discussed two model of curriculum development we observe that in Tanzania we are practicing cyclic model as formulated by Wheelers. Wheelers model has five stages which are objectives, selection of learning experience, selection of content, organization and integration of learning experience and evaluation. In Tanzania we are implementing those stages as follows. Objective is the general term which shows the aim/purpose of education. These educational objectives become the criteria by which materials are selected, content is outlined, instructional procedures are developed and test and examinations are prepared. In Tanzania curriculum developers states objectives of education by considering the aim/purpose education at national level eg by the end of the course of mathematics the students should be able to recognize and use connections among mathematical ideas, and between mathematics and other disciplines. Another example is the

national level economic activities, country decide on Kilimo kwanza policy so the curriculum developers have to prepare objectives helping learners to understand Agriculture and economics subjects. Selections of learning experience in Tanzania we do select learning experiences focusing on the targeted national objectives as stated in stage one above. For example Selection of content. This is implemented in Tanzania by Tanzania Institute of education (T.I.E) by approving the text books to be used all over the country so as to meet the same objectives as planned. For example the subject content is correlative, in each level some topic proceeds by increasing learning objectives. Take set as a topic which is in form one and repeated in form five with additional of content matter. Also the same topic prepared in difference subject matter, example statistics in Mathematics then in Geography. Organization and integration of learning experience here we consider the presence of classrooms, students, teachers, Instructional materials, timetable, and all other educational stakeholders in order to facilitate and attain learning experience. For example in timetable we arrange which topic to be taught in which level and at what time, when to have test and examinations. Evaluation this is a last stage according to Wheelers in Tanzania this is practiced by National examination council of Tanzania (NECTA),.,. After NECTA providing examination and making it, it conclude by giving out results in percentage how many candidate passed the examination and how many failed and consider this as the measure on how the national and secondary objectives has been achieved. In general curriculum developers of Tanzania had employed wheelers cyclic model of curriculum development.

Reference books

RALPH W.TYLER Basic principle of curriculum and instruction (1949) The University of Chicago Press Chicago and London