Perspectives on curriculum development / curriculum delivery model

Theorist

Content
Bell

Curriculum
is:

- Pre-planned
activity

Consist of

- Collection of
courses,
subjects or
disciplines

Focus

- On the
subjects to
be included
in a
particular
field of study
and methods
of inquiry
- The need for
the learner to
master the
subject
content in
order to
acquire
needed skills

Outcome/Product
Process
Spady
Print

Praxis
Bevis and
Watson
- A pre-planned
- A set of
- The interaction
educational
planned
and
guideline
learning
transaction
experiences
between and
that are
among
provided to
students and
the learner by teachers
the institution
during learners
- Stated purposes, - Interaction
- Planning,
aims and
between
acting and
objectives
teachers,
evaluation
students and
knowledge to
be offered
- Content to be
- On learning
- It focuses on
taught to a
real life
learner in order to
problems
acquire learning
outcome

- On
- Judgement
interactions of and meaning
teachers,
making
students and - It emphasises
knowledge.
that curriculum
- Teaching and is a practical
learning
activity
process in the situated in a
classroom
particular time
and place.
Education is - The
Seen as a
- A way of bringing - A way of
seen as:
practical activity
transmission change to
which
of knowledge learners pattern
learning is
of behaviour
offered
Learners
- To acquire
- To perform
- To
- To integrate
expectancies knowledge
according to the
incorporate
theory and
and skills
contents taught at and apply
practical in
delivered to
the end of
curriculum
order to
them through
contents in
enhance
Emphasize

-on behavioural
outcomes
equipping
students with
knowledge, skills
and values.

Evaluation

Purpose

the subject
completing the
matter during whole curriculum
their training
- It is done in - Learners
form of
performance is
examination
evaluated at the
to ensure the end of the study
learner has
unit and training
mastered the
subject
matter.
- To develop a - Is to equip
curriculum
learners with
that consists
skills necessary
of subjects
to function
that are
effectively in
relevant to
society
the individual
and society

Known as

- Subject
matter

- Structured
learning outcome

Dangers

Planning is
limited as
focus is on
the laid down
contents.
-some
contents may
not be
covered due
to lack of
resources

Students are
taught what they
must learn and
how they must
learn it.
-students might
graduate lacking
critical thinking
skills

order to solve
problems

reflective
thinking

- Continuous
evaluation of
the process
and outcome

Done through
continuous
examination
and
improvement of
goals

- To ensure
personal
experiences
which are
intended to
contribute to
learning are
brought to the
learner
- Planned
learning
experience
It treats
learners as
subjects
rather than
objects.
-it rests upon
the quality of
an educator
hence
dependent on
the knowledge
and strengths
of a teacher

To promote
interaction
between
teachers and
learners ,action
and reflection

-Interactions

Lack of
practitioners
who are will to
interact their
practice with
peers.
-lack of
committed
educators who
are unable to
express their
actions on
different ideas