What is Curriculum Model?

Before having an idea about what is curriculum model, let me have a brief explanation about what are curriculum and model.

Curriculum, defined by the American College Dictionary the aggregate of course of study given in a school, college or university; the regular of particular course of study in a school, college; etc. Also, Curriculum according to Alice Miel (1846), the curriculum is the result of interaction of complex of factors, including the physical environment and the desires, beliefs, knowledge, attitude and skill of the persons served by and serving the schools, and also from the book of Jose Calderon, curriculum is the planned and guided learning experiences and intended outcomes, formulated through systematic reconstruction of knowledge and experiences under the auspices of the school, for the learners continuous and willful growth in personal-social competence. While the Models in general, are representation of objects, settings, or processes. Models can take many forms: a physical object, a generic formula for application, or a set of criteria for prediction.

Having those ideas about curriculum and model, surely gives you an idea about what is curriculum model. These are the list of meanings that I have gathered: It refers to an educational system that combines theory with practice It has a theory and knowledge orientation and is supported in varying degrees, by a child development research and educational evaluation.

These are essential in determining program content in training and in supervising staff to implement high-quality programs. In order to provide a preschool program of the highest quality, it is necessary to adopt a research-based curriculum model.

Models in curriculum are also practical; they represent specifics of practice and arise from and ate proved by use. There are models for thinking about curriculum matters in a preliminary way, conceptualizing something, like, getting the picture before formulating plans for action. Others are guides for doing particular types of curriculum work, such as reaching a consensus on the goals or purposes a curriculum should serve. There are models for solving particular curriculum tasks, like curriculum development. A few serve as a specific plan of curriculum. Others combine aspects of several models and serve multiple curriculum purposes.

What are the general features of Curriculum Model?

Classes of tools usually have set of familiar characteristics; hammers, for example, come in different sizes and shapes and have different uses, Curriculum models also have particular sets of general features.

They are usually descriptive, explaining a process, or prescriptive, a set of procedures or a sequence of steps about how to do something. A cooking recipe is an example. The recipe is the process, and the beginner will scrupulously follow it

step by step whereas the knowledgeable chef will probably skip through it or modify its use based on his or her experience with it.

Models in curriculum are also practical; they represent specifics of practice and arise from and ate proved by use. The Tyler Rationale is an example.

The Tyler Rationale STATE PURPOSES. What educational purposes should the school seek to attain? IDENTIFY EXPERIENCES. What educational experiences can be provided that are likely to attain these purposes? ORGANIZE EXPERIENCES. How can these educational experiences be effectively attained? EVALUATE EXPERIENCES. How can we determine whether these purposes are being attained?

Curriculum models can be replicated; they can be transported to and used in different settings or under different circumstances.

Curriculum models can also serve constructive rather than predictive uses because the curriculum is a construction resulting from development activities based on a particular model, but its use or impact cant be predicted based on that model. For example, if you built model airplanes, the result, a construction, is a

physical representation of that particular model. However, as hard as you tried to construct it according to the directions and as true to the model as the result might be, the model may or may not fly as you hope or as the information about the model suggests or predicts it will.

A fifth quality, the models utility, presents a confluence of a models practicality, replication, and constructive and descriptive character.

Finally, curriculum models are not exclusive in their use. Although each separate model may describe a process or procedure, they are often interchangeable, depending on how they relate to or fit the qualities of the contemplated curriculum action.

In general, all curriculum models have the following characteristics: they are descriptive, they apply to specific aspects of curricular practice, they are utilitarian, they address most of the commonplaces, they arise from practice, and they are proven in use. (T. W. Hewitt, 2006)

Bibliography:

American College Dictionary. U.S.A., 1990

Aquino, Gaudencio. Curriculum Planning for Better Schools. Q.C. :Rex Bookstore, 1986.

Bauzon, Preciliano T. Foundation of Curriculum Development and Management. Mandaluyong City: National Bookstore, 2001.

Calderon Jose F. Curriculum and Curriculum Development. U.N. Avenue, Ermita, Manila, Philippines: Educational Publishing House, 2004.

Hewitt, Thomas W. Understanding and Shaping Curriculum. U.S.: SAGE Publication, 2006.

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