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Essay / Research Paper Abstract
This 12 page paper looks at different curriculum design models outlines their framework and assesses their strengths and weaknesses for application in educational establishments. The models include the product or objectives model associated with Tyler, but subsequently improved, Hirst’s curriculum content model, the process model associated with Stenhouse and the situational model Lawton and Skilbeck. The bibliography cites 14 sources.
Page Count:
12 pages (~225 words per page)
File: TS14_TEcurdes.rtf
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is the need to engage the learn and facilitate their learning as well as evaluation (. (Ediger, 1994). The traditional curricula may be seen as developed with todays attitudes, for
example, under the traditional curricula the attitude was to have the student knowing that, but is know extended to knowing how, the emphasis on written communication has increased to the
need for oral communication, the development personal skills has extended to the development of interpersonal skills the development of disciplinary skills has now develop to the need for transferable skills
(Barnett et al, 2001). The trend has also been towards task based learning rather than knowledge based learning with applied learning and knowledge rather then pure learning. Looking at the
different models of curriculum development there may be seen different levels of ability to satisfy the changing needs in terms of learning and teaching styles and educational approaches (Barnett et
al, 2001) In al the models there are three elements that are apparent in different proportions, these are the knowledge, the self and action. All are present in all models,
but the levels vary and as such the way they are used and the scenarios in which they can be used are indicated (Barnett et al, 2001). The prescriptive models
of curriculum design look to the end that is required rather than at the curriculum itself. The best known f these is that of the product or objectives model that
originated with Ralph Tylers work (1949). In this there is a simple approach adopted with the need to ask four questions in order to develop the curriculum (Tyler, 1949).
The first question is are the purposes sought by the educational institution (Tyler, 1949). The second is then to look at what experiences in terms of education, are needed for
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