CURRICULUM DEVELOPMENT AND IMPLEMENTATION

Prepared By :Noor Fakhira bt Yusri

Ainul Fakhariah binti Abdullah

CURRICULUM DEVELOPMENT AND

IMPLEMENTATION

Definitions

Theoretical Foundations

Curriculum Models- Tyler-Taba

Stenhouse

Curriculum Models

Objective Models

Tyler’s Model

Taba’s Model

Process Model

Stenhouse’s Model

DEFINITION OF CURRICULUM

Dictionaries

New International – “course content which offered by educational Institution”Oxford English- “courses that are taught in schools or institutions of higher learning”

EDUCATIONISTS’ VIEWS REGARDING CURRICULUM

Franklin Bobbit (1918)- father of curriculumTwo perspectives- All the experiences, directed or otherwise; planned

or otherwise; which focuses on the holistic development of the individual

- All the conscious and purposeful educational experiences provided by the school for the pupils

- John Dewey (1916). Democracy and education. Curriculum as “effort made to restructure society”

DEFINITIONS GIVEN BY EDUCATIONIST OF THE 80S WITH THOSE OF THE

EARLY 20TH CENTURY ABOVE

Tanner (1980). “ all the preferably planned experiences which should be gained by pupils, and the aspired learning outcomes of teachers and pupils. These two elements should be given serious consideration during the delivery of knowledge and skills to ensure that educational goals are achieved”

Schubert ( 1987). “specific aspects for reconstructing society, including subject content, learning concepts and tasks, planned activities, experiences and learning outcomes, and local culture”Kerr (in Kelly, 1983; 1999)- “all the learning planned by an educational institution and implemented either in groups or individually, and inside or outside the classroom.” contains two elements- Learning is planned- Issues related to schooling

THEORETICAL FOUNDATIONS OF CURRICULUM

1900-1940 Focused on characteristics of pupils and effective teachers

EDUCATIONIST EXPLANATIONAlfred Binet Proposed a systematic

procedure to measure learning aptitudes

Jean Piaget Studied Children’s cognitive

Lev Vygotsky Social constructivists who stressed the importance of interaction with the environment, including other people.

Ivan Pavlov Classical experiment using a dog, meat powder and a bell.

1940-1960EDUCATIONIST EXPLAINATION

B.F . Skinner - S-R theory (Stimulus- Response theory)

Abraham Maslow - Theory of motivation-closely related to Hierarchy of Needs

Benjamin Bloom - Bloom’s taxonomy

Ralph Tyler - Outlined the format for various aspects like curriculum guide, teacher’s edition, lesson plan and evaluation tools.

1960-1980THEORIST THEORY

Erik Erikson - Concerned on an individual’s psychosocial development

Lawrence Kohlberg - Moral development

Albert Bandura - Proposed how human learn through imitating the behaviour of others

TYLER’S MODELObjectives

Selection of learning experiences

Organization of learning experience

Evaluation

The model is linear in nature, starting from objectives and ending with evaluation. In this model, evaluation is terminal. It is important to note that:• Objectives form the basis for the selection

and organization of learning experiences. • Objectives form the basis for assessing the

curriculum.• Objectives are derived from the learner,

contemporary life and subject specialist.

-Based on the objective-oriented theory- Curriculum as a means aiming toward an educational object

Consist of seven components :

TABA MODE

L

DIAGNOSIS OF NEEDS- Identify pupil’s need like solving

math problem DEVELOPMENT OF OBJECTIVE

- Align to pre-identified pupil’s needs.

SELECTION OF CONTENTS- Preferably aligned to

objectives relevant and significant

ORGANIZATION OF CONTENT- Considered about sequence,

maturity level,interest,ability and achievement level

SELECTION OF EDUCATIONAL EXPERIENCES

- Teaching involve all student type and relevant contents

ORGANIZATION OF EDUCATIONAL EXPERIENCES

- Consider aspect careful planning, relevant contents and suitable for all

students.

EVALUATION- Attention given to purpose,

type and data collection instrument

CHARACTERISTIC IN TEACHING

PROCESS ACCORDING TO

STENHOUSE

Active

Dynamic Not something

physical

Involves the interaction between teachers, pupils and the knowledge to be

disseminated

ACCORDING TO

STENHOUSE ABOUT

CURRICULUM

Considered curriculum as a form of content

delivery

By educators whose are teacher and lecturer to a target group in a specific educational institution.

In this process, the concerned parties are open to comment, critique, and

recommendations.

When teacher enter the classroom to

teach, they bring not only lesson plans but

bring along their :

Personality

Belief system

Values and expectation about student achievement

The end

Thank You..