CURRICULUM DEVELOPMENT: MODELS AND THEORIES
Introduction
Curriculum development refers to a systematic process that is used in creating positive improvements in courses offered in a university, college, or school. Various models, theories, and approaches can be used in curriculum development. As a teacher, it is crucial to understand the theory and the model on which a curriculum is based.
The first model on which curriculum development can be based is the objectives model or linear product model. Tyler developed this model in 1949, whereas Taba modified it in 1965 (Shawer, 2010, p. 173). Learning is measured in terms of what learners can do by the end of a course or program. Mainly, this model puts more emphasis on the learning outcomes to be achieved at the end of the course. The first step in this model is to outline the specific objectives or results of the course. Second, the course content that will help achieve the specified outcomes is developed. The third step entails testing the capacity of the course and the course content to achieve the stated objectives. The fourth step is to explain the goals and the curriculum to the instructors. An advantage of the model is that it facilitates program specifications and subject benchmarking (Richards, 2013, p 17). A disadvantage of this model is that it is subject-centered, and thus, it can limit student motivation and engagement.
The cyclical model is another famous model when it comes to curriculum design. Wheeler developed this model in 1967 (Shawer, 2010, p. 176). It is more like an advancement of the linear model. Mainly, it entails determining the objectives and aims depending on the needs assessments of the students and professional bodies. Selection and development of the course material are what follows. The third step entails choosing the learning activities. The last step involves the evaluation or assessment of whether the objectives and aims were achieved as planned. Both Wheeler and Tyler’s models are logical and efficient. Their prescriptive nature ensures that the learning objectives are clear and that there are well-defined evaluation methods to ascertain whether the students have attained the learning outcomes. Even for inexperienced instructors, these two models are easy to follow.
The dynamic, process or student-centered model is also a significant model when it comes to curriculum design. According to this model, curriculum development is a continuous process as the activities have worth even beyond the attainment of the learning outcomes. Other objectives beyond the learning outcomes include problem-solving, socialization, and learning through thinking and experience (Shawer et al., 2009, p. 126). A significant advantage of this model is that students are given a chance to define the learning goals. Besides, the methodology also puts more emphasis on adult learning approaches and encourages active learning, as opposed to teacher-led methods (Littlewood and Yu, 2011, p. 72). According to this model, education involves four processes that include skills acquisition, information acquisition, socialization, and problem-solving. A drawback of this approach is that it is challenging to standardize content and to gauge its coverage.
Various education theories include democratic, progressive, liberal, and instrumental methods. Liberal theory stipulates that teachers must help learners to develop reasoning skills by giving them the appropriate freedom to do so. Progressive ideology aims at meeting the individual needs of the learners, encouraging personal development, and enabling them to be more adaptable to the changing environments (Reid, 2012, p. 259). With instrumental learning, the curriculum is focused on creating a product and granting learners a productive role in society. Finally, the democratic theory endorses curriculums that are empowering and participatory; it stipulates that learners should fully participate in the process of learning. Besides, it puts into consideration the varied needs of the learners.
My area of specialism is teaching English as a Foreign Language (TEFL). The best approach to use in this case is the process model as it puts the needs of the learners into consideration. This choice is because active learning is required in EFL programs to facilitate multi-sensory learning. Most of our learners need more than passive learning to achieve the desired outcomes.
Bibliography
Littlewood, W., and Yu, B., 2011. First language and target language in the foreign language classroom. Language teaching, 44(1), pp.64-77.
Reid, W.A., 2012. The changing curriculum: Theory and practice. In Case studies in curriculum change (pp. 256-275). Routledge.
Richards, J.C., 2013. Curriculum approaches in language teaching: Forward, central, and backward design. Relc Journal, 44(1), pp.5-33.
Shawer, S., Gilmore, D., and Banks-Joseph, S., 2009. Learner-Driven EFL Curriculum Development at the Classroom Level. International journal of teaching and learning in higher education, 20(2), pp.125-143.
Shawer, S.F., 2010. Classroom-level curriculum development: EFL teachers as curriculum-developers, curriculum-makers, and curriculum-transmitters. Teaching and teacher education, 26(2), pp.173-184.