Theories and Models of Curriculum Development

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