EDU555 CURRICULUM AND INSTRUCTION

WEEK 2

Fakulti Pendidikan
Universiti Teknologi MARA Shah
Alam

Introduction
This lecture will consist of the
following:
1. Review of teachers role in curriculum
development
2. Principles and Procedures of curriculum
development
3. The Tylers / Objectives Model
4. Interaction Model

Teachers Role in Curriculum

Development
Teachers need to have the knowledge of
curriculum development
Teachers are involved daily in curriculum
development by Implementing the
curriculum through the process of teaching
and learning.
Teachers have to prepare daily lesson plan in
their teaching and learning.

TEACHERS ROLE IN
CURRICULUM DEVELOPMENT

Principles and Procedures in

Curriculum Development
Teachers need to have knowledge of curriculum
development
Curriculum development generally involve 3 main
stages:
1) WHAT TO TEACH? (PLANNING)
2) HOW TO TEACH IT? (IMPLEMENTATION)
3) HOW TO EVALUATE IT? (EVALUATION)

Identifying philosophy,
vision and mission
PLANNING

Setting goals
and objectives

Designing the curriculum

CURRICULUM

IMPLEMENTATION

Implementing the
Curriculum (T&L)
Managing resources

Evaluating the curriculum

EVALUATION
Revising the curriculum

Models of Curriculum
Construction
There are many models in curriculum construction.
In this course, 4 models of curriculum construction will be discussed.

Tylers / Objectives Model

1)
2)
3)
4)

Proposed by Ralph Tyler (1950)

The most common model in the
field of curriculum construction
This model involves 4 stages:
Objectives
Content
Method
Evaluation

Ralph Tyler

The American educator/scholar

Ralph W. Tyler (1902-1994) was
closely associated with curriculum
theory and development and
educational assessment and
evaluation.
Many consider him to be the
"father" of behavioral objectives, a
concept he frequently used in
asserting learning to be a process
through which a person attains new
patterns of behavior.
Ralph Tyler is considered to be one
of the most influential people in
American education in both the
fields of education and evaluation.

 Tyler was born on April 22, 1902, in Chicago. His father had
been a doctor, but, Tyler said, "By 1898 he was making so
much money, $5,000 a year, that he and mother felt that
they were probably worshipping Mammon rather than God,
and prayed over it and finally decided he had to give up
medicine - it was too profitable - and become a minister."
Tyler grew up in Nebraska, the sixth of eight children.
From the age of 12, he worked in a creamery - first washing
cans, then weighing them, and eventually working as a
cream taster. While attending Doane College in Crete,
Neb., where he received his bachelor's degree in 1921, he
worked at night as a telegraph operator for the railroad.
He became a high school science teacher in Pierre, S.D. - "I
never wanted to be anything but a teacher since," he has
said.

Tylers / Objectives Model

OBJECTIVES

Stating the aims and objectives of the program

based on the respective philosophy of education

CONTENT

Selecting the contents or subject matter to help

students achieve the objectives

METHOD

Deciding on the method to organize and present

the contents

EVALUATION

Determining the method to measure the extent

objectives are achieved

Objectives
Should be based on an analysis of:
the student as a learner
the contemporary life outside the
school (society)
opinion of specialists in the various
subjects

Objectives
The objectives identified need to be
screened and reduced to a small number
of:
consistent, highly important objectives
be in line with the educational
philosophy, goals, aims and objectives
psychology of the learner and learning

Objectives
Should
be specified precisely to indicate what is
supposed to be learned, to enable
accurate assessment
specify the changes to be brought about
in the students, to show evidence of
attainment of objectives

Contents
Determine the contents or subject matter
and learning experiences that might lead
to the attainment of the stated objectives
It should be:
- relevant, adequate
- balanced in term of breadth and depth

Method
Once the contents are selected, it
should be organized based on the
following principle:
Principle of Continuity, Sequence and
Integration

Method

Method

Decide on the method of

implementing the curriculum through
the process of T&L

Evaluation
Determine the method to measure whether
the curriculum is achieving the desired
objectives or results
It involves an appraisal of the students
actual behaviour
It should be carried out at several different
times to secure evidence of the permanence
of the learning achieved

Evaluation
Using a variety of methods e.g. tests,
work samples, questionnaires, records,
etc.
Results should be used to:
indicate strengths and weaknesses of the
program
to plan for revision

Four Basic Principles

Tylers / Objectives Model

Critiques of the Tylers Model:
1) Too rigid as the process need to follow
the four steps in order
2) Governed by objectives
3) Linear, or step by step process, which is
tedious

Tylers / Objectives Model

Strengths or advantages of the Tylers Model:
1.Logical as it begins with stating the
objectives
2.Organized as it follows step by step process
3.Practical as it portrays the actual process of
curriculum development

INTERACTION / DYNAMIC
MODEL

Interaction / Dynamic Model

To overcome the weaknesses of the Tylers
Model, Taba (1962) and Cohen proposed a more
dynamic process of curriculum development
It is a modification of the Tylers Model
In this model, curriculum development is seen
as a dynamic process
It may begin with any of the four curriculum
element i.e. objectives, contents, methods,
evaluation and these elements can be followed
in any sequence

Interaction Model
OBJECTIVES

EVALUATION

CONTENTS

METHODS

Interaction Model
Curriculum development may begin with any
of the curriculum element i.e. need not follow
the order or sequence as in Tylers Model.
The four elements are regarded as interactive
and modifiable i.e. changes can be made at
any time.
A change made to one element will similarly
cause changes to the other elements.
As such, the curriculum development process
becomes flexible and dynamic.

Interaction Model
Strengths:
Practical
Represent a true picture of curriculum
development
Flexible
Allows the curriculum developer to:
Change the order of planning, and thus, not
restricted by a fixed procedure.
React to learning situations in determining the
sequence to follow according to the curriculum
element.

Interaction Model
Weaknesses:

No fixed objectives:
By not stating objectives first, the objectives
may be accommodated to suit the contents.
As a result, the objectives are not in line with
the initial objectives.

No fixed direction
Continuous changing of direction during the
process of curriculum development will result in
a disorganised curriculum.

Interaction Model

The Interaction Model is practical and

flexible and can be appropriately
used to design the curriculum.

THANK YOU