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CURRICULUM MODELS - Coggle Diagram
CURRICULUM MODELS
Characteristics
Need to be taken into account to formulate and implement a plan that will be flexible and congruent with the aspirations of society and the different stakeholders in the whole process.
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Provides rules for deliberate interaction and activities, criteria for intervention, and guidelines for evaluation
Include the definition or setting of the objectives to be met, the environment of the learners, their aspirations and also how to set up the physical environment
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THE TABBA MODEL
The teachers should start the process by creating trial teaching-learning units in their schools rather than engaging in creating a general curriculum design.
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THE TYLER MODEL
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Evaluation is terminal and is a process by which one matches the initial expectation with the outcomes.
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THE WHEELER MODEL
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Asserts that evaluation of the programme should take place at every stage that is why it is called cyclic.
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PROCESS MODEL
Learners play an active part in the process, selecting issues for problem solving in negotiation with the teacher.
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Evaluation must involve learners since they have been involved in the planning and implementation and assessment.
KERR`S MODEL
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Asserts that everything influences everything else and that it is possible to start an analysis at any point
PRODUCT/OBJECTIVES MODEL
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Learning outcomes are identified in the cognitive, psychomotor and affective domain
SITUATIONAL MODEL
School based curriculum development is the most effective way of promoting genuine change at school level.
It is worth acknowledging that curriculum planners, formulators and implementers must take the curriculum models into consideration.
Based on the assumption that the focus for curriculum development must be the individual school and its teachers.
