You are on page 1of 2

Wheelers Model

Another scholar who contributed to curriculum development is wheeler


(1967). He presented his model in his book curriculum process. He seemed to further build upon the
work of Tyler (1971) by presenting a model that shows the interrelatedness of each of the elements.
He argued that each step are interconnected and that evaluation can take place at any place in the
development process, rather than at the last step. Wheelers emphasis is an learning experiences,
whereas Tylers was on learning outcome. Wheelers major concern was how the learner will be
provided with an opportunity to interact with the learning environment in order to bring about
learning. These are the major differences between Tyler and wheelers models. Wheelers model
consists of the following five steps, instead of four proposed by Tyler:

(i) Determination of aims and objectives: The objective tell the planner the direction of educational
development and forms the
basis foe distinguishing between learning resulting from
classroom environment and learning resulting from other sources
than the classroom. Thus, in specifying objectives, wheeler goes
a step further in specifying between what is learnt in the
classroom and outside it respectively. This leads to the second
step;

(ii) Selection of Learning Experiences: This is a major difference
from Tylers model. Here, wheeler is concerned with the learner
and the learning environment with which he interacts. For
example, what kind of learning environment is provided for the
learner involved in mental activities as opposed to those involved
in physical activities such as in playing writing and construction
projects;

(iii) Selection of Content: This involves the preparation of content;
the subject to be taught and the topics to be specified;

(iv) Organisation and Interpretation of Learning Experience:
This is as in Tylers model;

(v) Evaluation: In this model, evaluation is considered as a broad
concept, not in terms of paper and pencil tests. It is something
that can take place at any stage of the curriculum process, with
the outcomes serving again as input into further development of
the step. Hence his model is considered cyclic and not linear like
Tyler.

Figure 2 show that wheelers model is cyclic. At the last point of Tylers
linear mode is evaluation, but evaluation does not end the process in
wheelers model. For him, evaluation results are ploughed back into
selection of aims and objectives, so that the areas where the objectives
are not achieved are considered in selecting the next set of objectives.
Similarly, where the objectives are fully achieved, (which is not likely),
the results of evaluation helps in determination fresh curriculum
objectives.
Wheelers model may therefore be considered an improvement upon
Tylers previous model and both of them have made significant
contribution into the field of curriculum planning.

You might also like