EDU555 CURRICULUM AND INSTRUCTION WEEK 2

1. EDU555 CURRICULUM AND INSTRUCTIONWEEK 2 Fakulti Pendidikan Universiti Teknologi MARA Shah Alam

2. Introduction • This lecture will consists of the following: • Review of teacher’s role in curriculum development • Principles and Procedures of curriculum development • The Tyler’s / Objectives Model • Interaction Model

3. Teacher’s Role in Curriculum Development • Teachers need to have the knowledge of curriculum development • Teachers are involved daily in curriculum development by Implementing the curriculum through the process of teaching and learning. • Teachers have to prepare daily lesson plan in their teaching and learning.

4. TEACHER’S ROLE IN CURRICULUM DEVELOPMENT

5. Teachers need to have knowledge of curriculum development Curriculum development generally involve 3 main stages: WHAT TO TEACH? (PLANNING) HOW TO TEACH IT? (IMPLEMENTATION) HOW TO EVALUATE IT? (EVALUATION) Principles and Procedures in Curriculum Development

6. Identifying philosophy, vision and mission PLANNING Setting goals and objectives Designing the curriculum Implementing the Curriculum (T&L) IMPLEMENTATION CURRICULUM Managing resources Evaluating the curriculum EVALUATION Revising the curriculum

7. Models of Curriculum Construction There are many models in curriculum construction. In this course, 4 models of curriculum construction will be discussed.

8. Tyler’s / Objectives Model • Proposed by Ralph Tyler (1950) • The most common model in the field of curriculum construction • This model involves 4 stages: • Objectives • Content • Method • Evaluation

9. Ralph Tyler • The American educator/scholar Ralph W. Tyler (1902-1994) was closely associated with curriculum theory and development and educational assessment and evaluation. • Many consider him to be the "father" of behavioral objectives, a concept he frequently used in asserting learning to be a process through which a person attains new patterns of behavior. • Ralph Tyler is considered to be one of the most influential people in American education in both the fields of education and evaluation.

10. Tyler was born on April 22, 1902, in Chicago. His father had been a doctor, but, Tyler said, "By 1898 he was making so much money, $5,000 a year, that he and mother felt that they were probably worshipping Mammon rather than God, and prayed over it and finally decided he had to give up medicine - it was too profitable - and become a minister." • Tyler grew up in Nebraska, the sixth of eight children. • From the age of 12, he worked in a creamery - first washing cans, then weighing them, and eventually working as a cream taster. While attending Doane College in Crete, Neb., where he received his bachelor's degree in 1921, he worked at night as a telegraph operator for the railroad. • He became a high school science teacher in Pierre, S.D. - "I never wanted to be anything but a teacher since," he has said.

11. Tyler’s / Objectives Model OBJECTIVES Stating the aims and objectives of the program based on the respective philosophy of education CONTENT Selecting the contents or subject matter to help students achieve the objectives Deciding on the method to organize and present the contents METHOD EVALUATION Determining the method to measure the extent objectives are achieved

12. Objectives Should be based on an analysis of: • the student as a learner • the contemporary life outside the school (society) • opinion of specialists in the various subjects

13. Objectives The objectives identified need to be screened and reduced to a small number of: • consistent, highly important objectives • be in line with the educational philosophy, goals, aims and objectives • psychology of the learner and learning

14. Objectives Should • be specified precisely to indicate what is supposed to be learned, to enable accurate assessment • specify the changes to be brought about in the students, to show evidence of attainment of objectives

15. Contents • Determine the contents or subject matter and learning experiences that might lead to the attainment of the stated objectives • It should be: - relevant, adequate - balanced in term of breadth and depth

16. Method Once the contents are selected, it should be organized based on the following principle: • Principle of Continuity, Sequence and Integration

17. Method

18. Method • Decide on the method of implementing the curriculum through the process of T&L

19. Evaluation • Determine the method to measure whether the curriculum is achieving the desired objectives or results • It involves an appraisal of the students’ actual behaviour • It should be carried out at several different times to secure evidence of the permanence of the learning achieved

20. Evaluation • Using a variety of methods e.g. tests, work samples, questionnaires, records, etc. • Results should be used to: • indicate strengths and weaknesses of the program • to plan for revision

21. Four Basic Principles

22. Tyler’s / Objectives Model Critiques of the Tyler’s Model: • Too rigid as the process need to follow the four steps in order • Governed by objectives • Linear, or step by step process, which is tedious

23. Tyler’s / Objectives Model Strengths or advantages of the Tyler’s Model: • Logical as it begins with stating the objectives • Organized as it follows step by step process • Practical as it portrays the actual process of curriculum development

24. INTERACTION / DYNAMIC MODEL

25. Interaction / Dynamic Model • To overcome the weaknesses of the Tyler’s Model, Taba (1962) and Cohen proposed a more dynamic process of curriculum development • It is a modification of the Tyler’s Model • In this model, curriculum development is seen as a dynamic process • It may begin with any of the four curriculum element i.e. objectives, contents, methods, evaluation and these elements can be followed in any sequence

26. Interaction Model OBJECTIVES EVALUATION CONTENTS METHODS

27. Interaction Model • Curriculum development may begin with any of the curriculum element i.e. need not follow the order or sequence as in Tyler’s Model. • The four elements are regarded as interactive and modifiable i.e. changes can be made at any time. • A change made to one element will similarly cause changes to the other elements. • As such, the curriculum development process becomes flexible and dynamic.

28. Interaction Model Strengths: • Practical Represent a true picture of curriculum development • Flexible Allows the curriculum developer to: • Change the order of planning, and thus, not restricted by a fixed procedure. • React to learning situations in determining the sequence to follow according to the curriculum element.

29. Interaction Model Weaknesses: • No fixed objectives: By not stating objectives first, the objectives may be accommodated to suit the contents. As a result, the objectives are not in line with the initial objectives. • No fixed direction Continuous changing of direction during the process of curriculum development will result in a disorganised curriculum.

30. Interaction Model • The Interaction Model is practical and flexible and can be appropriately used to design the curriculum.

31. THANK YOU…