The document discusses different aspects of curriculum including definitions, designs, and models. It defines curriculum as the planned learning experiences and intended outcomes designed by schools. Three common curriculum designs are discussed - subject-centered focusing on content, learner-centered centered on learners, and problem-centered organizing around problems. Four curriculum development models are summarized - Tyler's model originating in 1949 uses objectives, Taba's grassroots model engages teachers, Saylor, Alexander, and Lewis's model specifies goals before design, and Oliva's deductive model allows faculty input.

1. Presented by:
Jasleen Kaur Brar

2. #
What is
curriculum?
• Curriculum is a design plan for
learning that requires the
purposeful and proactive
organization, sequencing, and
management of the interactions
among the teacher, the students,
and the content knowledge we
want students to acquire.

3. #
Definition of Curriculum
“The planned and guided learning experiences and
intended learning outcomes, formulated through
the systematic reconstruction of knowledge and
experiences, under the auspices of the school, for
the learners’ continuous and willful growth in
personal social competence.”
(Daniel Tanner, 1980)

4. #
What is a curriculum model?
A model is a format for
curriculum design
developed to meet unique
needs, contexts, and/or
purposes. In order to
address these goals,
curriculum developers
design, reconfigure, or
rearrange one or more key
curriculum components.

5. #
Curriculum designs
• Subject-Centered Curriculum
• Learner-Centered Curriculum
• Problem-Centered Curriculum

6. #
Subject/ Teacher-Centered
Curriculum
• This model focuses on the content of the
curriculum.
• The subject centered design corresponds
mostly to the textbook written for the
specific subject.

7. #
•The subject-centered curriculum can be focused on
– traditional areas in the traditional disciplines
– interdisciplinary topics that touch on a wide variety of
fields
– on processes such as problem solving
– on the goal of teaching students to be critical
consumers of information.
• A curriculum can also be organized around a subject center
by focusing on certain processes, strategies, or life-skills,
such as problem solving, decision making, or teamwork.

8. #
Objectives
To transfer
cultural
heritage
To
represent
knowledge
To impart
information

9. #

10. #
Drawbacks
Ignores
interest of
students
No process
of insight or
thinking
Remote
memory
Neglects
social
problems
and
demands

11. #
Learner-Centered Curriculum
•centered on certain aspects of the learners
themselves.
•may explore the learner’s own life or family
history or local environment.

12. #
Advantages:
• It gives power to the learners: they are identified as
the experts in knowing what they need to know.
• The constructivist element of this approach honors
the social and cultural context of the learner.
• It creates a direct link between in-class work and
learners' need for literacy outside the classroom.

13. #
Disadvantages:
• It often relies on the teacher's ability to create or select
materials appropriate to learners' expressed needs.
• Teachers may also find it difficult to strike an
acceptable balance among the competing needs and
interests of students.

14. #
Teachers Centered V/S Learner-
Centered Curriculum
Teacher-Centered Learner-Centered
 Focus is on instructor  Focus is on both students and instructor
 Instructor talks; students listen  Instructor models; students interact with
instructor and one another
 Students work alone  Students work in pairs, in groups, or alone
depending on the purpose of the activity
 Instructor monitors and corrects every
student utterance
 Students talk without constant instructor
monitoring
 Instructor chooses topics  Students have some choice of topics
 Instructor answers student’s questions
about language
 Students answer each other’s questions,
using instructor as an information resource
 Classroom is quite  Classroom is often noisy and busy
 Instructor evaluates student learning  Students evaluate their own learning;
instructor also evaluates

15. #
Problem-Centered Curriculum
•Problem-centered curriculum, or problem based
learning, organizes subject matter around a problem,
real or hypothetical, that needs to be solved.
•Problem-centered curriculum is inherently engaging
and authentic, because the students have a real purpose
to their inquiry -- solving the problem.

16. #
• Types of problems to be explored may include:
– Life situations involving real problems of
practice
– Problems that revolve around life at a given
school
– Problems selected from local issues
– Philosophical or moral problems
Problem-Centered Curriculum

17. #
Curriculum Development
Models
Tyler’s model
Taba’s model
Saylor, Alexander, and Lewis’s model
Oliva model

18. #
THE TYLER MODEL
o Introduced in 1949 by Ralph Tyler in his classic
book Basic Principles of Curriculum and
Instruction.
○ One of the best known models for curriculum
development.
○ Known for the special attention it gives to the
planning phases.
○ deductive for it proceeds from the general
(examining the needs of society, for example) to
the specific (specifying instructional objectives).

19. #
• Tyler recommends that curriculum planners identify
general objectives by gathering data from three
sources:
○ the learners
○ contemporary life outside the school
○ subject matter.
• After identifying numerous general objectives, the
planners refine them by filtering them through two
screens:
○ the philosophical screen
○ the psychological screen

20. #
• In the Tyler Model, the general objectives that
successfully pass through the two screens become
what are now popularly known as instructional
objectives.

21. #
Setting
Objectives
• What educational purposes should
the institution seek to attain?
Learning
experiences
and content
• What educational experiences can be provided that
are likely to attain these purposes?
Organizing
learning
experiences
• How can these educational experiences be
effectively organized?
Evaluation
• How can we determine whether these purposes are
being attained?
Figure 1: The Tyler Model of
Curriculum Development
Stages Process Questions

22. #
Society Philosophy
Subject
Matter
SOURCES Objectives Screens Instructional
Objectives
Learner Psychology
Selection of
Learning
Experiences
Organization of
Learning
Experiences
Evaluation
Curriculum Planning
Curriculum Design
Curriculum
Evaluation

23. #
Why do you need instructional
objectives in your curriculum?
1. When clearly defined objectives are lacking, there is
– no sound basis for the selection or designing of
instructional materials, content, or methods.
– If you don't know where you are going, it is difficult
to select a suitable means for getting there.
2. To find out whether or not the objective, has in fact been
accomplished.
• Test items designed to measure whether important
instructional outcomes have been accomplished can be
selected or created intelligently only when those
instructional outcomes have been made explicit.

24. #
3. Good objectives provide students with a means to organize
their own efforts toward accomplishment of those
objectives.
• Experience has shown that with clear objectives in view,
students at all levels are better able to decide what
activities on their part will help them get to where it is
important for them to go.

25. #
The Taba Model
• Another approach to curriculum development was
proposed by Hilda Taba in her book Curriculum
Development: Theory and Practice published in 1962.
• An inductive approach to curriculum development, starting
with specifics and building up to a general design .
• Taba took what is known as a grass-roots approach to
curriculum development.

26. #
• She believed that the curriculum should be designed by the
teachers rather than handed down by higher authority.
• Further, she felt that teachers should begin the process by
creating teaching-learning units for their students in their
schools rather initially in creating a general curriculum
design.
• She noted 7 major steps to her grass-roots model in which
teachers would have major input.
• She was of the opinion that the Tyler model was more of
an administrative model.

27. #
Hilda Taba : Grassroots
Approach
1. Diagnosis of learners needs and expectations of
the larger society.
2. Formulation of learning objectives.
3. Selection of the learning content.
4. Organization of learning content.
5. Selection of the learning experiences.
6. Organization of learning activities.
7. Determination of what to evaluate and the means
of doing it.

28. #
The Taba Model
• Diagnosis of need: The teacher who is also the
curriculum designer starts the process by
identifying the needs of students for whom the
curriculum is planned. For example, the majority
of students are unable to think critically.
• Formulation of objectives: After the teacher has
identified needs that require attention, he or she
specifies objectives to be accomplished.

29. #
The Taba Model
• Selection of content: The objectives selected or
created suggest the subject matter or content of the
curriculum. Not only should objectives and
content match, but also the validity and
significance of the content chosen needs to be
determined. i.e. the relevancy and significance of
content.
• Organisation of content: A teacher cannot just
select content, but must organise it in some type of
sequence, taking into consideration the maturity of
learners, their academic achievement, and their
interests.

30. #
• Selection of learning experiences: Content must
be presented to students and students must be
engaged with the content. At this point, the teacher
selects instructional methods that will involve the
students with the content.
• Organisation of learning activities: Just as
content must be sequenced and organised, so must
the learning activities. Often, the sequence of the
learning activities is determined by the content.
But the teacher needs to keep in mind the
particular students whom he or she will be
teaching.

31. #
• Evaluation and means of evaluation: The
curriculum planner must determine just what
objectives have been accomplished. Evaluation
procedures need to be designed to evaluate
learning outcomes.

32. #
Evaluation
Formulation
Of Objectives
Diagnosis of
Needs
Selection of
Content
Organization
Of Content
Selection of
Learning
Activities
Organization
of Learning
Activities
Teacher
Input
Teacher Input
Teacher Input
Taba’s Curriculum
Development Model

33. #
The Saylor, Alexander, and
Lewis Model
• Curriculum planners begin by specifying the
major educational goals and specific objectives
they wish to be accomplished.

34. #
Bases (external Variables)
Goals, objectives
And Domains
Curriculum
Implementation
Curriculum
Evaluation
Curriculum
Designing
Feedback
The Saylor, Alexander, and
Lewis Model

35. #
GOALS & OBJECTIVES
CURRICULUM
DESIGNING
Decisions as to
design(s) made by the
responsible
curriculum planning
group(s) for a particular
educational center.
Various prior decisions
by political and social
agencies may limit the
final design(s).
CURRICULUM
IMPLEMENTATION
(Instruction)Decisions as
to instructional modes
made by responsible
teacher(s). The
curriculum plan includes
alternative modes with
suggestions as to
resources, media, and
organization, thus
encouraging flexibility
and more freedom for
the teacher(s) and
students.
CURRICULUM
EVALUATION
Decisions as to evaluative
procedures for determining
learner progress made by
the responsible teacher(s).
Decisions as to evaluative
procedures for evaluating
the curriculum. Plans are
made by the responsible
planning group. Evaluative
data become bases
for decision making
in further planning.
Saylor, Alexander, and Lewis’s conception of the curriculum
planning process:

36. #
THE OLIVA MODEL
• The Oliva Model is a deductive model that offers
a faculty a process for the complete development
of a school’s curriculum.
• Oliva recognized the needs of students in particular
communities are not always the same as the
general needs of students throughout our society.

37. #
THE OLIVA MODEL
In the Oliva Model a faculty can fashion a plan:
• for the curriculum of an area and design ways in
which it will be carried out through instruction
• to develop school-wide interdisciplinary programs
that cut across areas of specialization such as
career education, guidance, and class activities.
• for a faculty to focus on the curricular components
of the model to make programmatic decisions.
• to allow a faculty to concentrate on the
instructional components.

38. #
Summarization
• Introduction
• Definition
• Curriculum designs
– Subject-Centered Curriculum
– Learner-Centered Curriculum
– Problem-Centered Curriculum
• Curriculum models
– Tyler’s model
– Taba’s model
– Saylor, Alexander, and Lewis’s model
– Oliva model

39. #

40. #

41. #
Recaptualization
Fill in the blanks
• In teacher centered curriculum, the focus is only on ____.
• Tyler model was introduced in ____.
• The grassroot approach was given by ____.
• The disadvantage of learner centered curriculum is ____.
• Various sources in curriculum planning in Tyler model are
_____.

42. #
True/False
• Subject centered curriculum focuses on the content
of the curriculum. T/F
• Oliva model is an inductive model. T/F
• Hilda Taba believed that the curriculum should be
designed by the teachers. T/F
• Tyler model was introduced in 1949. T/F
• Problem centered curriculum explores philosophical or
moral problems. T/F

43. #
ASSIGNMENT
To evaluate education
curriculum and enlist any
deficits according to your
point of view.
due date- 18 March, 2014

44. #
Bibliography
• Neerja KP, Textbook of Nursing Education;[1];270-76
• Basavanthappa T B. Nursing Education; 2nd edition;141-46
• http://curriculum-models-by-fkv.wikispaces.com/Taba+Model
• http://prezi.com/abq6f-nhdzma/hilda-tabas-inverted-model-of-curriculum-
development/
• http://www.nationalforum.com/Electronic%20Journal%20Volumes/Lunenburg,%20Fr
ed%20C.%20Curriculum%20Development-Inductive%20Models-
Schooling%20V2%20N1%202011.pdf

45. #
A GOOD CURRICULUM CAN CHANGE
THE
FACE AND FATE OF A NATION

46. #