CURRICULUM

MODELS/TYPES

WHAT IS CURRICULUM MODELS?

Madeus and Stafflebeam (1989)
outline
approaches
methods
procedures

Teaching and learning and

target the needs and
characteristics of
particular group of
students.

consist of interacting parts that serves as a guide

or procedure

Dependent on Several Perspective:

According to focus
o either subject or studentcentered
Broad
Fields
curricula

Core

Integrated
According to approach
o traditional or innovative

traditional

innovative

system

According to content
o topic-base or competency-based
According to process
o formative or summative
According to structure
o system, linear or cyclic

linear

cyclic

Four Broad Categories of Curriculum Des

1. Traditional curriculum model
2. The Student-Centered model
3. The Critical model
4. The Structural model

3 CURRICULUM MODEL

The Tyler Model

The Taba Model

The Saylor and Alexander

Model

4 FUNDAMENTAL
QUESTIONS
1. What educational purposes should the school
seek to attain?
2. What educational experiences can be provided
that are likely to attain these purpose ?
3.How can these educational experiences be
effectively organised ?
4. How can we determine whether these purposes
are being attained?

(Adapted from Tyler 1949)

Curriculum Planning
Society

Subject
Matter

SOURCES

Philosophy

Objectives

Learner

Selection of
Learning
Experiences

Screens

Psychology

Organization of
Learning
Experiences

Curriculum Design

Evaluation

Curriculum
Evaluation

Instructional
Objectives

Taba Models

She believed that teachers who teach curriculum sho

practice or participate in developing curriculum. Whic
to the model she called grass-roots approach.

Taba proposed 7 major steps to her grass-roots mod

in which Teachers would have a major input throughou
the curriculum development process.

Taba said Tylers model was more of Administrative M

Teacher Input

Evaluation
Diagnosis of
Needs

Teacher
Input

Formulation
Of Objectives

Selection of
Content

Tabas Curriculum
Development Model

Organization
of Learning
Activities
Selection of
Learning
Activities

Organization
Of Content

Teacher Input

The Saylor and Alexander Model

Bases (external Variables)

Goals, objectives
And Domains

Curriculum
Designing

Curriculum
Implementation

Feedback

Curriculum
Evaluation

PROCESS MODEL

Emphasis on means rather than ends

Learner should have part in deciding
nature of learning activities
More individualised atmosphere
Assumption that learner makes
unique response to learning
experiences

ADVANTAGES OF PROCESS
MODEL

Emphasis on active roles of

teachers and learners
Emphasis on learning skills
Emphasis on certain activities as
important in themselves and for
life

DISADVANTAGES OF
PROCESS MODEL

Neglect of considerations of
appropriate content
Difficulty in applying approach in
some areas

TYPES OF CURRICULUM
1. Overt, Explicit or Written Curriculum
Is usually confined to those written understandings
and directions formally designated and reviewed
by administrators, curriculum directors and
teachers, often collectively.

2. Societal Curriculum

3.

The massive, ongoing, informal curriculum of family,

peer group, neighborhoods, churches
organizations, mass, media and other socializing
forces that educate all of us throughout our
Thelives.
Hidden or Covert Curriculum
Implied by structure and nature of school, which
refers the kinds and learning's of children derive
from the very nature and organizational design of
the public school as well as the behaviors and
attitudes of teachers and administrators.

4. The Null Curriculum

Which we do not teach, thus giving students the
message that these elements are not important in
their educational experiences or in our society.

5. Phantom Curriculum
The messages prevalent in an through exposure to
any type of media. These components and
messages play a major part in the enculturation
of students into the predominant meta-culture, or
in acculturating students into narrower or
generational subcultures.

6. Concomitant Curriculum

7.

This type of curriculum may be received at church, in

the context of religious expression, lessons
values, ethics or morals, molded behaviors, or
social experiences based on the familys
preferences.
Rhetorical
Curriculum
Ideas offered by policy makers, school officials,
administrators, or politicians.

8. Curriculum-in-use
Is the actual curriculum that is delivered and
presented by each teachers.

9. Received Curriculum
Those things that students actually take out of
classroom; those concepts and content that are
truly learned and remembered.

10. The Internal Curriculum

Processes, content, knowledge combined with the
experiences and realities of the learners to create
new knowledge. While educators should be aware
of this curriculum, they have little control over the
internal curriculum since it is unique to each
students.
11. The
Electronic Curriculum
Those lessons learned through searching the internet
for information, or through using e-forms of
communication.