1. Cyclical models of curriculum development Presented to MAM RUKSANA Presented by SAQIB ALI M EHSAN FAISAL SHABBIR M. KASHIF M. ARIF MP/2012-27

2. Types of curriculum models • There are three types of curriculum models • Rational/objectives models (Ralph Tyler & Hilda Taba) • Cyclical models (Wheeler & Nichols) • Dynamic/interaction models (Walker & Skilbeck)

3. Our topic is ………… Cyclical model • Wheeler • Nichols

4. Curriculum development • Curriculum development encompasses how a ‘curriculum is planned, implemented and evaluated, as well as processes and procedures are involved.

5. Curriculum model Definition: A simplified representation of reality which is often depicted in diagrammatic form Purpose: To provide a structure for examining the elements that go to make up curriculum planning, and how these elements interrelate

6. Curriculum models • Are designed to provide a basis for decisions regarding the selection, structuring and sequencing of the educational experiences

7. Curriculum models • So we can say that…. • Curriculum models help designers to systematically map out the rationale for the use of particular teaching, learning and assessment approaches.

8. Curriculum model • These are based on a body of theory about teaching and learning • These are targeted to needs & characteristics of a particular group of learners • Outline approaches, methods, & procedures for implementation

9. Curriculum model Models are used to explain: • levels of curriculum • aspects of organization practice • aspects of classroom instruction • types of decision making

10. Cyclicalmodels • Cyclical models lie along with the continuum between the extremes of rational and dynamic models, incorporating elements of both to provide a different approach to devising curricula. • Basically, these models are extension of rational models in that they are essentially logical and sequential in approach.

11. In the Cyclical Models, curriculum is a continuous cycle responding to the changes within education where any new information or practice will bring changes

12. Cyclical models • Cyclical models view elements of curriculum as inter-related and interdependent. • In the 1970s, a new element was introduced into the curriculum process of cyclical models called Situational Analysis.

13. Cyclical models • Cyclical models undertake situational analysis whereby the context or situation in which curriculum decisions are to be taken is thoroughly studied. • This helps curriculum developers take correct decisions thus encouraging active participation of staffs in school based curriculum.

14. D.K WHEELER • A former member of the University of Western Australia, Wheeler developed and extended the ideas forwarded by Tyler and particularly Taba. • He suggested five inter-related phases in the curriculum process which logically would produce an effective curriculum.

15. D.K Wheeler’s Model

16. Audrey and Howard Nicholls, his book Developing a Curriculum: A Practical Guide (1978) , devised a straight forward cyclical approach that covered the elements of curriculum briefly but succinctly.

17. They argued that “changes should be planned and introduced on a rational and valid basis according to a logical process. (Nicholls & Nicholls, 1978:17).

18. Nicholls & Nicholls’s Model

19. Strengths of cyclical models • logical sequential structure • situational analysis as a starting point • model is flexible • less rigid, more relevant

20. Weaknesses of cyclical models • logical and sequential nature • A fundamental problem in utilizing such models is the amount of time required to undertake an effective situational analysis.

21. Weaknesses of cyclical models • It is difficult to locate; • It is not different from objective model since it adopts logical sequence; • It takes time to undertake an effective situational analysis

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