As teachers we must believe in change, we must know it is possible, or we wouldn’t be teaching because education is a constant process of change. Every single time you “teach” something to someone, it is ingested, something is done with it, and new human being emerges. Leo Buscaglia dalam Boon Pong Ying (2009)

Models of Curriculum Development

What is a model? A model consist of interacting parts that serves as a guide or procedures for action. Some models are simple while others are very complex. In many instances, models are more similar that different and are often refinements or revisions of earlier models. There are many models of curriculum development, but in this chapter, we will discuss three well-known models: the Tyler Model, the Taba Model and the Saylor & Alexander Model. Each of these models is named after their originator.

5.2.1 The Tyler Model

            One of the best known curriculum models is The Tyler Model introduced in 1949 by Ralph Tyler in his classic book Basic Principles of Curriculum and Instruction in which he asked 4 questions:

1.      What educational purposes should the school seek to attain?

2.      What educational experiences can be provided that are likely to attain these purposes?

3.      How can these educational experiences be effectively organised?

4.      How can we determine whether these purposes are being attained?

            In essence, Tyler’s questions represent the four-step sequence of (1) identifying purposes or objectives, (2) selecting the means for the attainment or achievement of these objectives i.e. what educational or teaching-learning experiences have to be provided for students, (3) organising these educational or teaching-learning experiences, and (4) evaluating the outcomes or what have students attained or achieved. By “purposes”, Tyler was referring to “objectives” and when developing curriculum objectives data should be gathered from three sources, namely; the subject area (eg. science, mathematics, geography, history), the learners (eg. economically disadvantaged, gifted, varying academic abilities) and society (eg. ethics, patriotism, national unity, environmental awareness, employment, market needs). Figure 5.1 presents Tyler’s model of curriculum development.

            After identifying the objectives (which are the desired learning outcomes), the curriculum developer has to pass them through two screens: the philosophy screen and the psychology screen. Resulting from this are specific instructional objectives which state the kind of outcomes that are observable are measurable. The next step is the selection of educational experiences which enable the attainment of the stipulated objectives. The learning experiences have to take into account the previous experiences learners bring to a situation. The learning experiences will have to be selected based on what is known about human learning and human development.

            Next, Tyler talked about the organisation and sequencing of these learning experiences. He emphasised that the experiences should be properly organised so as to enhance learning and suggested that ideas, concept, values and skills be used as organising elements woven into the curriculum. These elements would serve as organisers linking content within a particular subject (eg. history, economics, science) and also determine the method of instruction or delivery of content. [We will discuss curriculum design in more detail in module 6].

            Finally, Tyler proposed that evaluation should be an important part of the curriculum development process. It was necessary for educators to know whether the selected learning experiences produced the intended results. For example, if the objective is to develop critical thinking among students, did the learning experiences selected achieve this objective. Through evaluation it will be possible to determine whether the curriculum was effective or ineffective.  [We will discuss curriculum evaluation in more detail in Module 8].

            There is no denying that Tyler’s thinking has greatly influenced the field of curriculum, especially curriculum development. The four questions that he raised had and still have great appeal because it is very reasonable and workable. Despite much criticism of the model as being too linear, that is, cause and effect, there is no denying that his thinking continues to be popular (Ornstein and Hunkins, 1998).