Week 3: Edu555 Curriculum and Instruction

EDU555 CURRICULUM AND
INSTRUCTION
WEEK
3
Interaction
Model
OBJECTIVES
EVALUATION
CONTENTS
METHODS
Interaction / Dynamic
0 Model
To overcome the weaknesses of the Tylers
Model, Taba (1962) and Cohen proposed a
more dynamic process of
curriculum
development
0 It is a modification of the Tylers Model

0 In this model, curriculum development is seen
as a dynamic
process
0 It may begin with any of the four curriculum
element i.e. objectives, contents, methods,

evaluation and these elements can be
followed in any sequence
Interaction
Model
0 Curriculum
development may begin with
any of the
curriculum element i.e. need not follow
the order or sequence as in Tylers
Model.
0 The four elements are regarded as
interactive and
modifiable i.e. changes can be made at
any time.
0 A change made to one element will
similarly cause
changes to the other elements.
0 As such, the curriculum development
process
Interaction
Model
Strengths:
0 Practical
Represent a true picture of

curriculum development
0 Flexible
Allows the curriculum developer

to:
0 Change the order of planning, and thus, not
restricted by a fixed procedure.

0 React to learning situations in determining the
sequence
to follow according to the curriculum element.
Interaction
Weaknesse
Model
s:
0 No fixed
By not stating objectives first, the objectives

objectives:
may be
accommodated to suit the contents.
As a result, the objectives are not in line with
the initial objectives.
0 No fixed direction
Continuous changing of direction during the

process of curriculum development will result
in a disorganised curriculum.
Interaction
Model
0 The Interaction Model is practical and flexible
and can be appropriately used to design the

curriculum.
Tabas
Model
TABAS
MODEL
Taba
s
Mod
(Hilda
el
Taba,
1962)
Most
suitable
model
for
langua
ge
progra
m
Based on the
Objective Model
or Tylers Model
(Ralph Tyler,
1950)
Prominent model
for curriculum
development and
widely used
as a
reference
Tabas
0 Also knownModel
as Grass-roots approach.
0 Based on the rationale that those who teach the
curriculum
i.e. the teacher, should participate in developing
the
curriculum.
0 Teacher should have major input in
curriculum
development.
0 Agreed with Tyler that there should be a
definite order in developing the

curriculum to facilitate attaining a more
thoughtful and dynamically conceived
curriculum.
Tabas
Model
0 Steps or stages in curriculum development
are almost similar to Tylers Model. The main

difference is in the need to carry out a
diagnosis of needs in Tabas Model.
0 Inductive approach start with specifics to
a general design.
0 i.e. teachers start by creating teaching
learning units
for the students, then narrow down to
objectives.
7 Steps of Tabas Model

DIAGNOSIS OF NEEDS
SELECTION OF
OBJECTIVES SELECTION
OF CONTENT
ORGANIZATION OF
CONTENT
SELECTION OF LEARNING
EXPERIENCES
ORGANIZATION OF
LEARNING EXPERIENCES
DETERMINING OF WHAT TO EVALUATE
AND HOW TO EVALUATE IT
Tabas
7 major steps:Model
1. Diagnosis of Needs:
Begin by identifying the needs of the

students for whom the curriculum is
planned.
2. Formulation of Objectives:
Specify objectives to be accomplished.

3. Selection of Content:
Match content and objectives.

4. Organisation of Content:
Organise content in a sequence, taking

into account
the maturity of the learners, their
academic
achievement and their interests.
5.
Tabas
Model
Selection of Learning Experiences:
Teacher selects learning experiences and
methods
that will involve the students with the
content.
6.
Organisation of Learning
Experiences:
Sequence and organise learning activities.
7.
Evaluation and Means of Evaluation:

Determine how objectives are to be
accomplished and what have been
accomplished.
CONTEMPORARY MODEL
OR
FRAMEWORK OF
CURRICULUM
DEVELOPMENT
Curriculum
0 Based
on 3 models of curriculum
Development
development, the contemporary model or
framework of curriculum development
involves 5 steps:
1)Needs analysis
2)Formulating Objectives
3)Selecting and organizing content
4)Implementing the curriculum
5)Evaluating the curriculum
Needs
Analys
is
Feedba
ck
Contents
Implementat
ion
Evaluati
on
Contemporary
Model
Objectives
Curriculum
Development
1) Needs analysis
It may include analyzing the
needs of:
0 Students
0 Graduates
0 Employers
0 Industry
0 Stakeholders
0 National and global
development
Curriculum
Development
2) Formulation of
objectives
Curriculum
Development
3) Selection of
Content
Sources of content:
0 Lecturers
0 SME
0 External
examiners
0 Employers
0 Accreditation
bodies
0 Politicians
0 IHL
0 Students
0 Academic
advisors
0 Professional
bodies
0 Alumni,
graduates
0 Government
policies
0 Academicians
0 Comparison
and
benchmarkin
Curriculum
Development
3) Selection
of Content
Consider:
0 Breadth and depth
0 Relevance and Adequacy
0 Balance between knowledge, skills and
attitude
Curriculum Development
4) Implementation
0 Teaching and learning
process
Curriculum
Development
5) Evaluation
0 Determine the method to measure whether the
curriculum is achieving the desired objectives or

results
0 It involves an appraisal of the students actual

behaviour
0 It should be carried out at several different times
to secure evidence of the permanence of the

learning achieved
Curriculum
Development
5) Evaluation
0 Using a variety of methods e.g. tests, work
samples, questionnaires, records, etc.

0 Results should be used to:
0 indicate strengths and weaknesses of the
program
0 to plan for revision
THANK
YOU

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EDU555 CURRICULUM AND

0 It is a modification of the Tylers Model

element i.e. objectives, contents, methods,

Represent a true picture of

Allows the curriculum developer

0 Change the order of planning, and thus, not

restricted by a fixed procedure.

By not stating objectives first, the objectives

Continuous changing of direction during the

and can be appropriately used to design the

0 Teacher should have major input in

definite order in developing the

are almost similar to Tylers Model. The main

0 Inductive approach start with specifics to

7 Steps of Tabas Model

Begin by identifying the needs of the

Specify objectives to be accomplished.

Match content and objectives.

Organise content in a sequence, taking

Evaluation and Means of Evaluation:

curriculum is achieving the desired objectives or

0 It involves an appraisal of the students actual

to secure evidence of the permanence of the

samples, questionnaires, records, etc.

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