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Models- help us to conceptualize a process by showing certain principles and procedures. Models for Curriculum Development- Chapter 5. Inductive approach Deductive approach. Starts with the actual development of curriculum materials and leads to generalization.

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models for curriculum development chapter 5

Models- help us to conceptualize a process by showing certain principles and procedures.

Models for Curriculum Development- Chapter 5

Inductive approach Deductive approach

Starts with the actual development of curriculum materials and leads to generalization

Proceed from the general to the specific

Linear

Prescriptive Descriptive

Propose a certain order or sequence of progression through the various steps

Postulates a beginning, an end, and a process by of which the beginning progresses to the end

Suggest what ought to be done

Non-Linear

platform, deliberation, design

Enter at various points, skip components, reverse the order,

and work on two or more components simultaneously

tyler model known for planning phase deductive prescriptive linear
Tyler Model- known for planning phase, deductive, prescriptive, linear
  • Identify general objectives by gathering data from three sources:
  • student as source-total range of needs-educational, social, occupational, physical, psychological, and recreational *identifies set of potential objectives
  • Society as source- contemporary life in local community and in society at large, develop a classification scheme that divides life into various aspects such as health, family, recreation, vocation, religion, consumption, and civic roles * lengthens set of objectives
  • Subject matter as source- disciplines themselves
  • After gathering potential objectives, a screening process is necessary to eliminate unimportant and contradictory objectives.
  • Philosophical screen- outline your values and illustrate by emphasizing the goals and values (curriculum worker will review the list of general objectives and omit those that not in keeping with the faculty’s agreed upon philosophy
  • Psychological Screen-teachers clarify the principals of learning that they believe to be sound (this will reduce the # of objectives, leaving those that are most significant and feasible.

Care is taken to state the objectives in behavioral terms, which turns into instructional, classroom objectives.

inductive vs deductive
The Taba Model

An inductiveapproach to curriculum development designed by the teachers.

Five-Step Sequence

Producing pilot units representative of the grade level or subject area. (An eight-step sequence that links theory and practice.)

Testing experimental units.

Revising and consolidating.

Developing a framework.

Installing and disseminating new units.

The Saylor, Alexander, and Lewis Model

A deductive approach to the curriculum planning process.

Smaller plans

Goals, objectives, and domains. (Planners create a broad design.)

Instructional modes. (Teacher’s create instructional objectives.)

Evaluation. (Planners and teachers choose from a wide variety of evaluation techniques.)

Inductive vs. Deductive
the olivia model
The Olivia Model

The Twelve Components

A process that takes the curriculum planner from the sources of the curriculum to evaluation. Involves complete development of a school’s curriculum.

The following is the model broken into steps.

  • Specify the needs of students in general
  • Specify the needs of society.
  • Write a statement of philosophy and aims of education.
  • Specify the needs of students in your school(s).
  • Specify the needs of the particular community.
  • Specify the needs of the subject matter.
  • Specify the curriculum goals of your school(s).
  • Specify the curriculum objectives of your school(s).
  • Organize and implement the curriculum.
  • Specify instructional goals.
  • Specify instructional objectives.
  • Select instructional strategies.
  • Begin selection of evaluation techniques.
  • Implement instructional strategies.
  • Make final selection of evaluation techniques.
  • Evaluate instruction and modify instructional components.
  • Evaluate the curriculum and modify curricular components.