Theories and Models of Curriculum Development

This presentation discusses the theories and models of curriculum development, including Hilda Taba and Ralph Tyler's approaches. It explains the concept of curriculum development and analyzes the theories relating to it. The three facets of curriculum are also discussed, along with the strengths and weaknesses of the product-objectives and process-discovery models. The presentation concludes with references for further reading.

Task 4 (Curriculum)

Table of contents
 Theories of Curriculum Development:
 Hilda Taba: Curriculum Development:
 Explain the concept of Curriculum Development
 Curriculum Development
 Analysis on theories relating to Curriculum Development
 The Three Facets of Curriculum
 Product – Objectives model (consider the strengths & weaknesses)
 Process – Discovery based approach (consider the strengths & Weaknesses)

Theories of Curriculum Development
Ralph Tyler: Basic Principles of Curriculum &Instruction
(1949)
 Educational purposes (or objectives), learning outcomes (or classroom materials),
organisation, and evaluations are the four basic components (Tyler, 1949). While
Tyler discusses each of these four elements, his part on objectives takes up about
half of the book.
 Ralph W. Tyler would have not predicted that his short book of only fourth pages,
Basic Principles of Curriculum and Instruction, would leave such an indelible
impression on the field of curriculum theory and teaching practises in American
public schools when it was published.

Hilda Taba: Curriculum Development

Hilda Taba: Curriculum Development:
 Curriculum,' according to Taba, is a document that contains a statement of the
purposes and obtained results suggest; it implies certain manufacturing
process and structure; and it either implies or exhibits certain education and
learning patterns.
 Curriculum,' according to Taba, is a document that contains a statement of the
purposes and make it sure; it suggests certain manufacturing process and
structure; and it either implies or exhibits certain education and learning
patterns. Because the purpose or the content organisation necessitates it, a
programme of result evaluation is included.

Steps of Hilda Taba model of Curriculum Development
 Diagnosis of Learners’ Needs
 Formulation of Objectives
 Selection of the Content
 Organization of the Content
 Selection of Learning Experiences
 Organization of Learning Activities
 Evaluation

Explain the concept of Curriculum Development
 It also depicts how the four critical phases of the syllabus design phase interact
and relate to one another:
 Planning
 Content and Methods
 Implementation,
 Evaluation
 Reporting.

Curriculum Development
Curriculum development is the multi-step
process of creating and improving a
course taught at a school or university.
While the exact process will vary from
institution to institution, the broad
framework includes stages of analysis,
building, implementation, and evaluation.

Analysis on theories relating to Curriculum Development
 Curriculum theory" refers to how a school determines what is important to
learn and teach, as well as how learning will be measured. Pedagogy and
curriculum theory are closely connected, but pedagogy describes how people
teach and learn, whereas curriculum describes how people choose what to
teach and learn.
 Behaviorism, cognition, constructivism, humanistic, and cooperative learning
are the five main educational theories.

Theory of learning
 It is determined that, In order to maintain the effectiveness in
the higher education, it is necessary to follow a learning
theory. Theory of higher education mainly may appear that
education &training are universal experiences.
 There is a remarkable diversity of instructional techniques &
methods to the art &technology of teaching, as seen by the
large variety of academic theorists in learning. Many of them
were developed by authors who researched learning science
to see what actually works but for whom.

Behaviorism Theory
 It is also determined that the Pedagogy Objectivism. The notion
behind behaviorism learning theory is that a student's behavior
is influenced by their interactions with their surroundings. It
implies that extrinsic influences, then instead of internal causes,
impact &teach behavior. Since the 19th century, psychiatrists
have been refining the concept of behaviorism. Observable
&quantifiable psychology is based on behavioral learning theory.

Constructivism Learning Theory
 Constructivism is a learning philosophy that assumes pupils
construct their own learning based on their prior experiences.
Individuals combine what they've learned with their background
knowledge to create a reality that is entirely their own. Basically,
this learning paradigm emphasizes that education is a personal
&private process for every student. It is determined that
constructivism can be used by teachers to assist students
comprehend that each learner knows their own history to the
curriculum every day.

Humanism Learning Theory
 It is analyzed that constructivism & also humanism are
inextricably linked. The concept of self-actualization is central
to humanism. A Maslow’s hierarchy governs everyone's
behavior. Self-actualization is at the summit of the hierarchy
of needs; it's the feeling that all of one’s requires have been
met &that one is the better representation of oneself.
Everyone wants to achieve this, &learning settings can either
advance in this direction or away from it.

Theories of Curriculum Development
 Ralph Tyler: Basic Principles of Curriculum &Instruction
(1949)
 The four essential components are educational goals (or
aims), learning outcomes (or classroom materials),
organisation, and assessments. Tyler covers each of these
four parts in detail, although his section on objectives takes
up about half of the book (Tyler, 1949).
 When it was first released, Ralph W. Tyler could not have
guessed that his small book, Basic Principles of Curriculum
and Instruction, would have such an indelible impact on the
area of curriculum theory and teaching practises in American
public schools.

Hilda Taba: Curriculum Development
 Curriculum is a document which provides a declaration of the
objectives and outcomes; it suggests a certain manufactured
process and structure; and it either implies or demonstrates
specific educational and learning patterns.
 Curriculum is a document that comprises a declaration of the
purposes and ensures that they are met; it recommends
particular manufacturing processes and structures; and
either it implies or demonstrates specific teaching and
learning patterns. A program of result evaluation is included
because it is required by the purpose or the content
organization.

Curriculum Development
 Curriculum development is a multi-step process for
developing and refining a college course. While the specific
procedure varies every organization, the broad framework
upper chambers such as analysis, construction, deployment,
and assessment.

The Three Facets of Curriculum
 Goals & purposes of Education
The primary goal of education is to promote a person's holistic development. It
is also a source of its evident advantages for a richer and happier existence.
Education has the potential to improve society as a whole. It helps to create a
community where people are aware of these issues and responsibilities.
 Curriculum as content and education as transmission.
 Curriculum as product and education as instrumental.
 Curriculum as process and education as development.

Process of Curriculum
Stages of curriculum development
 Identifying requirements.
 Establishing clear goals.
 Content selection.
 Content organization.
 Choosing a learning environment.
 Organizing the learning process.
 Evaluating.
 Balance and sequence are being checked.

Evaluation of Products
 Product evaluation is a method of determining the effectiveness and safety of
a manufactured product for customer usage. Product evaluation is carried out
for two main reasons: -
 To guarantee that the product complies with applicable standards, and
 To discover and correct manufacturing or design flaws.

Models
Model
 Product – Objectives model (consider the strengths &
weaknesses)
 One of the most often used strategic analysis models is the Strategic
management tool. It entails assessing the advantages and disadvantages of
your company's capabilities, as well as potential possibilities and threats. A
firm ’s resources or capability that an organization may put to good use in
order to achieve these goals. A weakness in an organization is a constraint,
flaw, or defect that prevents it from fulfilling its goals. Some strengths are
considered like digital marketing skills, computer skills, communication skills.
Some weaknesses like leadership , problem solving skills.

Model
Process – Discovery based approach (consider the strengths & Weaknesses)
One of the three basic types of process mining is process discovery.
Conformance checking and model capacity building are the other two types of
process mining. All of these methods are geared on retrieving methodology
information from event logs. This approach can helpful to maintain the
effectiveness and also manage the changes related with the discovery based
approach. There are few strengths and weaknesses are considered like time
management, decision making , technical skills and some weaknesses like
analytical power and critical thinking.

Conclusion
 On the basis of this presentation, it can be concluded that theories of Curriculum
Development are playing the prominent role in order to improve the
effectiveness of the organisation. There are various things are discussed in this
presentation like Hilda Taba: Curriculum Development and also explain the
concept of Curriculum Development an also determine the role of the
Curriculum Development so that organization can perform well. This study will
analyze the theories relating to Curriculum Development . In last this
presentation discussed out the three Facets of Curriculum which is related with
the Product – Objectives model (consider the strengths & weaknesses) and also
Process – Discovery based approach (consider the strengths & Weaknesses

References
 Oermann, M.H., De Gagne, J.C., NPD-BC, C.N.E. and Phillips, B.C. eds.,
2017. Teaching in nursing and role of the educator: The complete guide to
best practice in teaching, evaluation, and curriculum development. Springer
Publishing Company.
 Ivens, J.P., 2018. Making the modern person: The tyler rationale, curriculum
studies, and cybernetic systems. The University of Wisconsin-Madison.
 Rüütmann, T., Annus, I., Kübarsepp, J., Läänemets, U. and Umborg, J., 2021,
September. Updated Curriculum for Engineering Pedagogical Continuing In-
Service Education. In International Conference on Interactive Collaborative
Learning (pp. 556-567). Springer, Cham.
 Oermann, M.H., De Gagne, J.C., NPD-BC, C.N.E. and Phillips, B.C. eds.,
2017. Teaching in nursing and role of the educator: The complete guide to
best practice in teaching, evaluation, and curriculum development. Springer
Publishing Company.
 Ivens, J.P., 2018. Making the modern person: The tyler rationale, curriculum
studies, and cybernetic systems. The University of Wisconsin-Madison.
 Rüütmann, T., Annus, I., Kübarsepp, J., Läänemets, U. and Umborg, J., 2021,
September. Updated Curriculum for Engineering Pedagogical Continuing In-
Service Education. In International Conference on Interactive Collaborative
Learning (pp. 556-567). Springer, Cham.

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