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THE CURRICULUM
MODELS

Bobbitt and Charters Model

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 Include main tenets, assumptions, and process steps

of the approach and leading proponents or researcher
This approach is called the Scientific Model.
The procedures for curriculum planning, which Bobbitt
referred to as job analysis, began with the
identification of the specific activities that adults
undertook in fulfilling their various occupational,
citizenship, family, and other social roles. The
resulting activities were to be the objectives of the
curriculum. The curriculum itself, Bobbitt noted, was
comprised of the school experiences that educators
constructed to enable children to attain these
objectives.
Some of these objectives were general and
represented the knowledge that all children needed to
prepare for their responsibilities as adult citizens.

 Other objectives are more specific and constituted

the skills that youth needed to prepare for the
array of specialized occupations that adults held
in modern society.
This approach is based on the idea of a general
education for all youth, and then specialized by
vocation.
It was believed that children should be assessed
on intellectual abilities, and then assigned to
vocations.
Other educators that worked with Bobbitt included
W. W. Charters, Ross L. Finney, Charles C. Peters,
and David Snedden.

STRENGTH
Bobbitt and Charter also introduced the
idea of learning experiences.These are the
things the students do to learn. Again this
led to such concepts as experiential
learning, hands-on activities, authentic
assessment, and more. Action-based
learning is the norm today.
Bobbitt and Charters influenced in
education continues to this day. They
provided the foundational concepts of
many standard operation procedures in
education. The world of education would
be different today if not for the work of

WEAKNESS
all these terms are confusing the really are at
heart just different forms of objectives depending
on the level of specificity
there were too many activities (for example
related to citizenship, health, spare time, parent
ship, work related activities and languages) to fit
in any curriculum. A part of those activities were
well taught by socialization: the so-called
undirected experiences. This is why the
curriculum has to aim at the particular subjects
that are not sufficiency learned as a result of
normal socialization, these subjects were
described as shortcomings.

Tylers Model

 One of the best known curriculum models was

first introduce in 1949 by Ralph Tyler. Edward
Thorndike and John Dewey had a major influence
on Tylers curriculum development model. When
designing Tyler model, students emotions,
feelings, beliefs, and intellect is what help Tyler to
design this particular curriculum model. Tyler
noted that the idea that childrens interests must
be identified so that they can serve as the focus
of educational attention which then lead to the
basis for selecting objectives (Denham, 2002, p.
2).
Tylers 1949 curriculum model is a four part model
that consists of objectives, instructional strategies
and content, organization of learning experiences,
and assessment and evaluation that was designed

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 1. What educational purposes should the institution seek

to attain? (Objectives)
2. What educational experiences are likely to attain these
objectives? (Instructional strategies and content)
3. How can these educational experiences be organized
effectively? (Organization of learning experiences)
4. How can we determine whether these purposes are
being attained? (Assessment and evaluation)
Tyler model focus is solely on teaching and the objectives
serves as a basis for devising elements with evaluation
of those elements, and reflecting on the degree of
achievement of the objectives (Veness, 2010).

STRENGTH
Tylers model is based on the objective-oriented
theory. This model takes curriculum as a means
of aiming toward an educational object.
Therefore, this model is also called means
objective model. This model aimed student's
developing behavior as their target of teaching.
Tyler's influence on educational policy, especially
at the national level, was particularly significant.
He served on or advised a number of bodies
setting guidelines for the expenditure of federal
funds and contributed to the innovative structure
underlying policy as spelled out in the
momentous Elementary and Secondary
Education Act of 1965

WEAKNESS
In case evaluation is not ideal; this model
does not have a feedback mechanism to tell
people how to correct it; it seems lack a
procedure between evaluation and
organization, and this procedure is
execution.
Behavioral objectives have many
advantages if applied to curriculum design,
but they have some limitations on execution.
For example, they do not apply to all
subjects or the design of a subjects content.