Please enable JavaScript.
Coggle requires JavaScript to display documents.
The Saylor and Alexander Model (Evaluation (The model proposed that…
The Saylor and Alexander Model
Introduction
Galen Saylor and William Alexander (1974) viewed curriculum development as consisting of four steps. According to them, curriculum is “a plan for providing sets of learning opportunities to achieve broad educational goals and related specific objectives for an identifiable population served by a single school centre”.
Curriculum Designing
Here decision is made on the appropriate learning opportunities for each domain and how and when these opportunities will be provided.
Once the goals, objectives and domains have been established, planners move into the process of designing the curriculum.
Will the curriculum be designed along the lines of academic disciplines, or according to student needs and interests or along themes? These are some of the questions that need to be answered at this stage of the development process.
Curriculum Implementation
Based on the design of the curriculum plan teachers would specify instructional objectives and then select relevant teaching methods and strategies to achieve the desired learning outcomes among students in the classroom.
After the designs have been created the next step is implementation of the designs by teachers.
Evaluation
The model proposed that evaluation should be comprehensive using a variety of evaluation techniques.
Evaluation should involve the total educational programme of the school and the curriculum plan, the effectiveness of instruction and the achievement of students.
Finally, curriculum planner and teachers engage in evaluation.
Through the evaluation process, curriculum planner and developers can determine whether or nor the goals of the school and the objectives of instruction have been met.
Goals, Objectives and Domains
Each major goal represents a curriculum domain and they advocate 4 major goals or domains: personal development, human relations, continued learning skills and specialisation.
The goals, objectives and domains are selected after careful consideration of several external variables such as findings from educational research, accreditation standards, views of community groups and others.
The model indicates that curriculum planners begin by specifying the major educational goals and specific objectives they wish to accomplish.
Fitria Rizki 150203014