Curriculum models are essential in determining programme content & in training & supervising staff to implement "high quality programmes."

1. MODELS OF CURRICULUM
Mrs. ManoramaKashyap
Lecturer
GCON

2. What is a curriculum model?
•The term curriculum model
refers to an educational
system that combines theory
with practice.

3. Why is it Essential?
• Curriculum models are essential in
determining programme content & in training
& supervising staff to implement “high
quality” programs.

5. BASIC CURRICULUM MODEL
MODEL
AIMS OR
OBJECTIVES
CONTENT
METHODS
OF
TEACHING &
LEARNING
EVALUATION
OF
OUTCOMES

7. CURRICULUM MODELS ARE:-
•Targeted to the needs &
characteristics of a particular group
of learners.
•Based on a body of theory about
teaching & learning
•Used to outline approaches,
methods & procedures for
implementation & evaluation

9. PRODUCT MODEL OR BEHAVIOURAL-
OBJECTIVES MODEL
One of the best known curriculum
models is ‘The Tyler Model’,
introduced in 1949 by Ralph Tyler.
He viewed education as “ a process
of changing the behavior patterns of
people, using behavior in the broad
sense to include thinking & feeling
as well as over action.”

10. He Identifies four fundamental questions
to be answered in developing a curriculum
1.What educational
purposes should the
school seek to attain?
2.How can learning
experiences be
selected that are
likely to be useful in
attaining these
objectives?
3.How can learning
experiences be
organized for
effective
instruction?
4.How can the
effectiveness of
learning
experiences be
evaluated?

11. The emphasis on this model is on the achievement of
objectives by the student.
It is an output model.
Tyler stressed the importance of stating objectives in
terms of students behavior.
Any statement of the objectives of the school should be
a statement of changes to take place in students.

12. Implementing a behavioral objective
model
• EDUCATION OUTCOME:- This is the end result
of an educational program.
• EDUCATIONAL AIM:- is the most important
part of the goal system, since all the other
objectives are derived from it.

13. Specific behavioral objectives
Also termed
instructional objectives
or terminal objectives ,
these are highly specific
statements that
describe the changes in
behavior that constitute
learning.

14. Learner’s observable behavior
Unless the learner’s
behavior is observable it
is impossible to assess
whether or not an
objective has been
achieved.

15. Levels of objective
The behavior
components arise from
knowledge, attitude &
skills component. This
is otherwise known as
cognitive, affective &
psychomotor domain.

16. The PROCESS MODEL of Curriculum
Lawrence Stenhouse proposed the model known as
“PROCESS MODEL”.
According to him the
minimum requirements for
a curriculum are that it
should offer:-
IN PLANNING:-
*Principles for the selection of content
*principles for the development of teaching strategy
*Principles for making of decision about sequence.
*Principles on which to diagnose the strengths &
weaknesses of individual students.

17. The PROCESS MODEL of Curriculum
IN EMPIRICAL STUDY:-
* Principles on which to study & evaluate the progress of
students.
* Principles on which to study & evaluate the progress of
teacher.
* Guidance as to the feasibility of implementing the
curriculum in varying school context, pupil context,
environments & peer group situation.

18. EXPRESSIVE MODEL
CURRICULUM CONTENT:- Content is usually selected
on the basis of providing the student with some
worthwhile learning activities, usually of an
exploratory or problem solving nature.
LEARNING OUTCOMES:- It specifies the behavior the
student is to acquire.
•It is the outcome of learning activity which has
been planned ( by the teacher) to provide the
student with an opportunity to personalize learning.

19. EXPRESSIVE MODEL
LEARNING ACTIVITIES:- In Expressive objective student
motivation is the fundamental criterion used by
teachers to select learning activities
ASSESSMENT:- In their purest form, expressive
objectives are a reflection of the aims & the values of
an education which believes in molding student’s
behavior often in idiosyncratic ways.
MAIN APPLICATION:- The expressive model is usually
associated with curriculum design in the field of art &
design.

20. PROBLEMCENTERED MODEL
CURRICULUM CONTENT:- The starting point for
learning is a problem, a query, a puzzle that the learner
wishes to solve. The content knowledge in this model
arises from the work on the problem.
LEARNING OUTCOMES:- Both interpersonal ( team
skills) & intrapersonal (reflective skills) are explicitly
expressed as an important component of the learning
outcomes.

21. PROBLEM CENTERED MODEL
LEARNING ACTIVITIES:-Training in ‘learning how to
learn’ & group learning skills often form part of the
learning activities undertaken at the start of problem
based learning modules
ASSESSMENT:- Is a mixture of tutor marked
assignment, peer group assessment of team skills &
self assessment of intrapersonal skills.
MAIN APPLICATION:-the problem based model is
usually associated with vocational courses in health
sciences, architecture, engineering, business studies &
education.

22. CULTURAL ANALYSIS MODEL
•This model has been developed by Denis
Lawton.
•This model proposes a curriculum planned on
the technique of cultural analysis.
•Culture is defined as ‘the whole way of life of a
society & the purposes of education is to make
available to the next generation what we regard
as the most important aspect of culture.
•Culture analysis is the process by which a
selection is made from the culture in terms of
curriculum planning.

23. CULTURAL ANALYSIS MODEL
Lawton suggests cultural analysis will ask:-
•What kind of society already exist?
•In what ways is it developing?
•How do its members appear to want it to
develop?

24. CULTURAL ANALYSIS MODEL
Lawton offers a five stage model for this analysis:
CULTURAL INVARIANTS: This examines all the aspects
that human societies have in common, such as economic
& morel aspects, beliefs & other systems.
CULTURAL VARIABLES:- involves analyzing the difference
between cultures in each of the systems.
SELECTION FROM THE CULTURE:- this stage consists of
comparing the cultural analysis of the systems with the
existing school curriculum.

25. CULTURAL ANALYSIS MODEL
PSYCHOLOGICAL QUESTIONS & THEORIES: it is an
important consideration for any curriculum
development.
CURRICULUM ORGANIZATION:- In this final stage , the
curriculum can now be planned on the basis of the
cultural analysis carried out in the previous stages,
bearing in mind the important psychological question
& theories that influence learning & instruction.

26. OTHER MODELS & APPROACHES TO THE
CURRICULUM
Beattie’s four fold model of the curriculum suggests
that there are four fundamental approaches to the
task of planning a curriculum for nursing.
The Curriculum as a :-
MAP OF
KEY
SUBJECTS
SCHEDULE
OF BASIC
SKILLS

27. OTHER MODELS & APPROACHES TO THE
CURRICULUM
PORTFOLIO
OF
MEANINGFUL
PERSONAL
EXPERIENCE
AGENDA OF
IMPORTANT
CULTURAL
ISSUE
The Curriculum as a :-

28. GREAVES CURRICULUMMODEL
This model of nursing is based upon the behavioral
objectives model & consists of a 4* 4 matrix.
OBJECTIVES CONTENT METHODS EVALUATION
ASSESSMENT
PLANNING
IMPLEMENTA
TION
EVALUATION