Models Comparison

Models Objective Model Interaction Model Process Model Naturalistic Model
(Tyler,1949) (Taba,1962) (Wheeler,1967) (Walker,1971)

Key Instructional Objective : - Taba took what is He believes that curriculum A naturalistic model is a
Emphasis, a detailed description known as a grass- decision making can start descriptive model which
purpose that states how an roots approach to from any point and can come contrasts to the classical
instructor will use an curriculum back to any of the points like model (prescriptive model) by
instructional activity , development. a cycle. Tyler. It is also called a
innovation or program -She believed that Aims should be discussed communicative approach.
to reach the desired the curriculum should as behaviours referring to The communicative approach
learning objective(s). be designed by the the end product of learning starts with the more
To measure students teachers rather than which yields the ultimate subjective perceptions and
progress towards handed down by goals. One can think of views of the designers, the
objectives. higher authority. these ultimate goals as target group and other
Focuses on : outcomes. stakeholders.
-The nature and Aims are formulated from term naturalistic describes
structure of knowledge the general to the specific in how curriculum was
-The needs of the curriculum planning. This actually developed rather
society results in the formulation of than how it should be
-The needs of the objectives at both an enabling developed
learner and a terminal level.
Content is distinguished
from the learning experiences
which in turn, determine the
content.
Method and 1. Specify Instructional 1. Identify the needs

Steps Objectives of the students
2. Collect performance and the
Data expectations of
3. Compare society.
performance data with 2. Formulate the
the objectives/standards learning
specified objectives. 1. Platform includes
3. The learning ideas, preferences,
content will be points of view, beliefs
1. Development of selected based on and values about the
performance objectives the objectives. curriculum (Print:
-Identify general 4. How the content is 1993:113).
objectives by gathering organized needs 2. Deliberations here
data from 3 sources: to be decided interaction between
i. the learners upon by the stakeholders begin and
ii. contemporary life teachers based on clarification of views and
outside the school the students. ideas in order to reach a
iii. subject matter 5. The learning consensus of a shared
- After identifying experiences need vision.
numerous general to be selected. 3. Design here,
objectives, the planners 6. The organization curriculum developers
refine them by filtering of the actual actually make decisions,
them through two learning activities which are based on
screens: needs to be deliberations (above).
-The philosophical determined. These decisions affect
screen 7. Determine what is curriculum documents
-The psychological going to be and materials
screen evaluated and production.
The general objectives how to determine
that successfully pass the effectiveness
the two screens of the curriculum.
become what are now
popularly known as
instructional objectives.
2. Development of
Activities
- meaning, introducing
useful learning
experiences
Organization of
activities
- organizing
experiences to
maximize their effect.
Evaluation
- evaluating the process
and revising that were
not effective.
Advantages 1. It provides an easy to 1. Teacher is 1.It has a feedback Input is given by the
follow step-by-step involved in the mechanism, so it provides curriculum developers, target
guide to curriculum development of students with ways to group, other stakeholders in
planning and the curriculum. measure their progress or the development of the
development accuracy. curriculum.
2. It begins with a set of 2.It also sets the school Stakeholders engaging in the
clear objectives that objective as a final step in as planning and development
teachers must plan well as the first. It clearly calls stages empowers and
tasks and work for the setting up of acknowledges them,
towards achieving objectives. especially teachers, as
the specified valuable contributors.
outcomes Users and other parties
3. It aims at student's involved are given ample
developing behavior opportunity to contribute.
as their target of
teaching.
Disadvantages 1. It does not have a 1.Teachers not The objective includes Walker describes what
feedback mechanism to understand the behavioral characteristics. happens in the process of
tell people how to connection between Behavioral objectives have curriculum design but does
correct it. the content, some limitations on not describe what actually
2. It seems lack a activities, teaching execution. E.g. How can happens in the classroom.
procedure between methods and one measure a students The process for deliberation
evaluation and evaluation. increased smoothness in can be time consuming and
organisation, and this 2. Keeping the writing? resource intensive, and can
procedure is execution. resources up to date. It seems to lack a result in curriculum products
For example, they do 3. Maintaining procedure between that may not be consistent
not apply to all subjects training for new organising and integrating and aligned internally.
or the design of a teachers on the learning experience content Consensus is often hard to
subjects content. method as well as and evaluation. According achieve when developing
3. It sees curriculum support needed for to Huang & Yang (2004), curriculum at national or
development as a teachers as they this procedure is the regional levels.
fixed, linear process. must review the plan execution of this integrated
4. The division of labor often. content.
at the various
points/steps are fixed so
curriculum actors are
unaware of what others
do .
5. It cannot account for
the many/complex
outcomes of learning.
6. It limits what students
can learn.
7. It treats ends and
means separately.
8. It doesnt indicate
who decides what is
worthwhile learning.
9. It doesnt consider
that not all learning
outcomes can be
measured
10. It fails to consider
the changing
environment.
11. It fails to recognise
that the future cannot
be predicted accurately
with precision.

Models Comparison

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Models Objective Model Interaction Model Process Model Naturalistic Model

(Tyler,1949) (Taba,1962) (Wheeler,1967) (Walker,1971)

Method and 1. Specify Instructional 1. Identify the needs

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