At the end of this presentation, participants will be able to: - define curriculum - define the concept of the curriculum model - know the characteristics of a model curriculum - know the different types of curriculum models - The Framework Underlying All Curriculum Models - Common elements of different Models - The curriculum process - Types of curriculum models

1. Curriculum Models
Professor Dr. Md. Nazrul Islam
Dept. of Anatomy and Histology
Faculty of Veterinary and Animal Science
and Former Director, IQAC, SAU, Sylhet
5/9/2020 1

2. Objectives
 At the end of this presentation, participants
will be able to:
1. define curriculum
2. define the concept of curriculum model
3. know the characteristics of a model
curriculum
4. Know the different types of curriculum
models

3. What is curriculum?
 Curriculum is a comprehensive plan for an
educational/ training programme / course to
training programme /course to offer new /
improved manpower to fulfil the rising needs
of a dynamic society

4. Some of the components of a comprehensive
curriculum unit
 Content
 Assessment
 Introduction/Closure
 Teaching Strategies
 Learning Activities
 Grouping and
Pacing
 Products
 Resources
 Extension Activities
 Differentiation

5. Characteristics of a Model Curriculum
•Powerful knowledge goals, representative or
generative topics, and big ideas
•Advance organizers that clarify prior knowledge,
future activities, and expectations
•Motivating introductory experiences
•Challenging and active learning activities
•Authentic resources and products
•Aligned assessment strategies and growth criteria,
feedback, debriefing, transfer and extension
opportunities, interaction, and support
•Interest-based applications and extensions
•Modifications that attend to powerful student
differences

6. What is a curriculum model?
A model is a format for
curriculum design
developed to meet
unique needs, contexts,
and/or purposes. In
order to address these
goals, curriculum
developers design,
reconfigure, or rearrange
one or more key
curriculum components.

7. The Framework Underlying All
Curriculum Models
Content
Assessment
Intro
Teaching
Learning
Products
Resources
Grouping
Extensions
Modifications
KEY CURRICULUM COMPONENTS

8. Common elements of different Models
Hilda Taba Kerr & Nicholls NCTB
Need identification Situation/
Need analysis
…..
Objective setting Objectives Aims & Objectives
Content selection Content Content selection
Content
organization
….. …..
Teaching strategy Teaching
strategy
Teaching materials
devt.
Organizing
teaching
….. Teacher training
8

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

10. The curriculum process
The development of a curriculum involves
the developer in decisions about the nature
and appropriateness of the substantive
(basic) elements, e.g. the
 Outcomes
 Content
 method
 assessment strategies
These decisions are made in relation to the
context in which the curriculum will
operate.

11. Types of curriculum models
Rational/objectives models
Cyclical models
Dynamic/interaction models

12. Hilda Taba's Linear Model
 Hilda Taba believed that teachers who
teach or implement the curriculum should
participate in developing it.
 Her advocacy was commonly called the
"grassroots approach" where teachers
could have a major input.


13. Hilda Taba's Linear Model
1. Diagnosis of needs. The teacher (curriculum
designer) starts the process by identifying the
needs of the students for whom the
curriculum is to be planned
2. Formulation of learning objectives. After the
teacher has identified the needs that require
attention, he or she specifies objectives to be
accomplished.
She presented seven major steps:

14. Contd.
3. Selection of learning content. The objectives
selected or created suggest the subject matter
or content of the curriculum. Not only should
objectives and content match but also the
validity and significance of the content chosen
needs to be determined.
4. Organization of learning content. A teacher
can not just select content, but must organize
it in some type of sequence, taking into
consideration the maturity of the learners, their
academic achievement, and their interests.

15. Contd.
5. Selection of learning experiences. Content
must be presented to pupils and pupils must
engage the content. At this point, the teacher
select instructional methods that will involve
students with the content.
6. Organization of learning activities. Just as
content must be sequenced and organized, so
must the learning activities. Often the
sequence of the learning activities is
determined by the content. But the teacher
needs to keep in mind the particular students
whom he or she will be teaching.

16. Contd.
7. Evaluation and means of evaluation. The
curriculum planner must determine just what
objectives have been accomplished.
Evaluation procedures need to be
considered by the students and teachers.

17. THANK YOU