TUTORIAL WEEK

3- CURRICULUM
STUDIES
TSL 3143
MEMBERS: LIYANA, MIRA, EZZAH,
AINIE
CLASS: PISMP 8.10 (JUNE 2015)
30 JUNE 2015 / THURSDAY

Models

Tylers Model
(Objectives Model)

Differences

Designed by the
authorities
Ideas are in linear
form
Consists of 4
stages:
Objectives>
Choice>
Organization>
Evaluation
Continuous
evaluation

Tabas Model
(Objectives Model)

Wheelers Model
(Process Model)

Designed by teachers Content and learning

Ideas are in linear
experience are
form
distinguished.
Consists of 5 stages:
Objectives>
Content> L.E.>
Strategies>
Evaluation
measures

Ideas are in cyclic

form
Consists of 5 stages:
Experience>
Choosing learning>
Choosing content>
Organizing & Learning
experience and
Context
Evaluation is done at
the end where the
aims are discussed.

Q1: EDUCATION VS.

SCHOOLING

Education and schooling are not the same thing.

Schooling is a formal form of education where students are
taught in a classroom about subjects based on a
curriculum.
Meanwhile, one can be educated without schooling. For
example, if children work well with their hands and can
build things, then they have learned the practice of
engineering. Someone does not have to be teaching
students on how to read and write to educate them.

Q8: MAJOR SOURCES OF

EDUCATIONAL AIMS

Learners

Backgrounds, interests, abilities and motivations are taken into

consideration.

Subject specialists

Experts in their own field

The ministry exports them to do amendments to the curriculum.

State organizations

Federal government

Schools

Depends on the curriculum or syllabus

Q12: MAJOR CHALLENGES

TO EDUCATORS IN
DETERMINING AND
SELECTING CURRICULUM
CONTENT
Self-Sufficiency (Actualization of own potential and
identity)

Learners are expected to achieve self- sufficiency in the most

economical manner.

3 types of economy are:

Teaching effort and educational resources
Students efforts
Subject matters extent of generalizability

Content chosen should be able to address self-sufficiency so that

learners may transform themselves into more complete individuals.

Q12: MAJOR CHALLENGES

TO EDUCATORS IN
DETERMINING AND
SELECTING CURRICULUM
CONTENT
Significance

Content to be learned is significant as it contributes to the basic

ideas and concepts of the curriculum.
Content should also consider the development of particular abilities,
skills, processes and attitude formation.

Validity

Authenticity of the content selected

School content can quickly become obsolete and even incorrect.

MAJOR CHALLENGES TO
EDUCATORS IN
DETERMINING AND
SELECTING CURRICULUM
Interests
CONTENT

Learner-centered design
Meaningful knowledge for the learners
Engaging

Learnability

From easy to difficult

Organization and sequencing of contents are important

MAJOR CHALLENGES TO
EDUCATORS IN
DETERMINING AND
SELECTING CURRICULUM
CONTENT
Utility (Usefulness)

Applicable to daily lives either at the moment or in the future

Feasibility

Time
Resources
Expertise of staffs
Political climate
Size of the classroom