Firee Fayyisaa
Sep 24
Discuss the characteristics of an objective model, process model, and situational model of curriculum development with reference.
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ChatGPT
Sep 24
Objective Model:
- The objective model of curriculum development is focused on clearly defined goals and objectives that students are expected to achieve. These goals are typically based on predetermined standards or outcomes that have been established by educational authorities or experts in the field.
- This model emphasizes the importance of setting specific, measurable, achievable, relevant, and time-bound (SMART) objectives for each unit or lesson within the curriculum.
- The objective model is often associated with a behaviorist approach to teaching and learning, where the emphasis is on observable outcomes and the mastery of specific skills or knowledge.
Process Model:
- The process model of curriculum development is characterized by a focus on the process of learning rather than just the end goals or objectives. This model recognizes that learning is a dynamic and ongoing process that involves interaction between students, teachers, and the curriculum itself.
- In the process model, the curriculum is seen as a flexible and evolving document that can be adapted and modified based on the needs and interests of the learners. Teachers are encouraged to use a variety of instructional strategies and resources to engage students in active learning experiences.
- This model is often associated with constructivist approaches to teaching and learning, where the emphasis is on student-centered, inquiry-based, and collaborative learning experiences.
Situational Model:
- The situational model of curriculum development takes into account the unique context and circumstances of a particular educational setting, including the needs, interests, and backgrounds of the students, as well as the resources and constraints of the school or institution.
- This model recognizes that one-size-fits-all approaches to curriculum development may not be effective in all situations, and that curriculum should be tailored to meet the specific needs and goals of the learners in a particular context.
- The situational model emphasizes the importance of collaboration and communication among all stakeholders involved in the curriculum development process, including teachers, administrators, parents, and community members.
Reference:
Smith, M. K. (1996, 2000). Curriculum theory and practice. The encyclopaedia of informal education. Retrieved from http://infed.org/mobi/curriculum-theory-and-practice/
- The objective model of curriculum development is focused on clearly defined goals and objectives that students are expected to achieve. These goals are typically based on predetermined standards or outcomes that have been established by educational authorities or experts in the field.
- This model emphasizes the importance of setting specific, measurable, achievable, relevant, and time-bound (SMART) objectives for each unit or lesson within the curriculum.
- The objective model is often associated with a behaviorist approach to teaching and learning, where the emphasis is on observable outcomes and the mastery of specific skills or knowledge.
Process Model:
- The process model of curriculum development is characterized by a focus on the process of learning rather than just the end goals or objectives. This model recognizes that learning is a dynamic and ongoing process that involves interaction between students, teachers, and the curriculum itself.
- In the process model, the curriculum is seen as a flexible and evolving document that can be adapted and modified based on the needs and interests of the learners. Teachers are encouraged to use a variety of instructional strategies and resources to engage students in active learning experiences.
- This model is often associated with constructivist approaches to teaching and learning, where the emphasis is on student-centered, inquiry-based, and collaborative learning experiences.
Situational Model:
- The situational model of curriculum development takes into account the unique context and circumstances of a particular educational setting, including the needs, interests, and backgrounds of the students, as well as the resources and constraints of the school or institution.
- This model recognizes that one-size-fits-all approaches to curriculum development may not be effective in all situations, and that curriculum should be tailored to meet the specific needs and goals of the learners in a particular context.
- The situational model emphasizes the importance of collaboration and communication among all stakeholders involved in the curriculum development process, including teachers, administrators, parents, and community members.
Reference:
Smith, M. K. (1996, 2000). Curriculum theory and practice. The encyclopaedia of informal education. Retrieved from http://infed.org/mobi/curriculum-theory-and-practice/
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Google Gemini AI
Sep 24
## Characteristics of Curriculum Development Models
Objective Model
- Emphasizes the content and knowledge to be transmitted to students.
- Assumes an objective and universal body of knowledge that all students should master.
- Focuses on defining clear learning objectives, sequencing content, and measuring student achievement.
- Example: Tyler Rationale Model, Bloom's Taxonomy
Process Model
- Describes the steps and procedures involved in curriculum development.
- Emphasizes the iterative and collaborative nature of the process.
- Involves identifying needs, developing goals and objectives, selecting content and activities, and evaluating outcomes.
- Example: Hilda Taba's Process Model, Wiggins & McTighe's Understanding by Design
Situational Model
- Recognizes that curriculum should be tailored to specific contexts and learner needs.
- Emphasizes flexibility, adaptability, and responsiveness to changing circumstances.
- Involves analyzing the context, identifying learner characteristics, and designing curriculum that is relevant and meaningful.
- Example: Glatthorn's Situational Analysis Model, Eisner's Artistic Curriculum Design
### Reference
- Biklen, S. K., & Kogut, D. J. (2018). Curriculum development: Theory and practice. Sage Publications.
- Glatthorn, A. A. (2012). Curriculum leadership: Strategies for development and implementation. Corwin Press.
- Jacobs, H. H. (1997). Mapping the big picture: Integrating curriculum and assessment K-12. Association for Supervision and Curriculum Development.
- Tyler, R. W. (1975). The rationale for curriculum development. In R. W. Tyler (Ed.), Curriculum perspectives. National Society for the Study of Education.
Objective Model
- Emphasizes the content and knowledge to be transmitted to students.
- Assumes an objective and universal body of knowledge that all students should master.
- Focuses on defining clear learning objectives, sequencing content, and measuring student achievement.
- Example: Tyler Rationale Model, Bloom's Taxonomy
Process Model
- Describes the steps and procedures involved in curriculum development.
- Emphasizes the iterative and collaborative nature of the process.
- Involves identifying needs, developing goals and objectives, selecting content and activities, and evaluating outcomes.
- Example: Hilda Taba's Process Model, Wiggins & McTighe's Understanding by Design
Situational Model
- Recognizes that curriculum should be tailored to specific contexts and learner needs.
- Emphasizes flexibility, adaptability, and responsiveness to changing circumstances.
- Involves analyzing the context, identifying learner characteristics, and designing curriculum that is relevant and meaningful.
- Example: Glatthorn's Situational Analysis Model, Eisner's Artistic Curriculum Design
### Reference
- Biklen, S. K., & Kogut, D. J. (2018). Curriculum development: Theory and practice. Sage Publications.
- Glatthorn, A. A. (2012). Curriculum leadership: Strategies for development and implementation. Corwin Press.
- Jacobs, H. H. (1997). Mapping the big picture: Integrating curriculum and assessment K-12. Association for Supervision and Curriculum Development.
- Tyler, R. W. (1975). The rationale for curriculum development. In R. W. Tyler (Ed.), Curriculum perspectives. National Society for the Study of Education.
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