Define the objective model, process model, and situational model of curriculum development with reference.

Objective Model: The objective model of curriculum development focuses on clearly defined goals and objectives that students are expected to achieve. This model emphasizes the importance of setting specific learning outcomes and aligning instructional activities with those outcomes. The objective model is often associated with behaviorist theories of learning, where the emphasis is on measurable outcomes and mastery of specific skills or knowledge.

Process Model: The process model of curriculum development views curriculum as a dynamic and ongoing process that involves collaboration among various stakeholders, including teachers, administrators, students, and community members. This model emphasizes the importance of continuous reflection, evaluation, and revision of the curriculum to ensure that it remains relevant and effective. The process model is often associated with constructivist theories of learning, where the emphasis is on student-centered, inquiry-based approaches to teaching and learning.

Situational Model: The situational model of curriculum development takes into account the unique context and needs of a particular educational setting. This model recognizes that different schools, communities, and students have different needs, interests, and resources, and that curriculum should be tailored to meet those specific needs. The situational model emphasizes the importance of considering factors such as cultural diversity, socioeconomic status, and learning styles when designing and implementing curriculum.

Reference:
Smith, M. K. (1996). Curriculum theory and practice. The encyclopedia of informal education. Retrieved from http://infed.org/mobi/curriculum-theory-and-practice/

Objective Model of Curriculum Development

- Definition: Curriculum is based on predetermined learning objectives that are derived from societal needs and goals.
- Focus: Emphasizes the content and skills students need to master.
- Process:
- Define learning objectives based on external factors (e.g., job market, social values).
- Develop content and learning experiences that address the objectives.
- Evaluate student achievement against the objectives.
- Reference: Tyler (1949)

Process Model of Curriculum Development

- Definition: Curriculum is developed through a systematic process involving multiple stakeholders.
- Focus: Emphasizes the planning, implementation, and evaluation of curriculum.
- Process:
- Conduct needs assessment and identify learning outcomes.
- Design curriculum and instructional materials.
- Implement curriculum and provide instruction.
- Evaluate the effectiveness of the curriculum.
- Reference: Taba (1962)

Situational Model of Curriculum Development

- Definition: Curriculum is not predetermined but rather emerges from the specific context in which it is implemented.
- Focus: Emphasizes the role of teachers, students, and the environment in shaping curriculum.
- Process:
- Teachers collaborate with students to identify learning needs and interests.
- Curriculum is designed in response to the unique circumstances of the classroom.
- Instruction is flexible and adapted to meet the needs of individual students.
- Reference: Stenhouse (1975)