Professional Education · Curriculum and Instruction
Models and Approaches in Curriculum Development
There are several models and approaches that guide how educators design and organize curriculum. Each model offers a unique perspective and set of steps for creating effective learning programs. Understanding these helps educators select the most suitable framework for their teaching context.
Key Curriculum Development Models
Model 1
The Tyler Model (1949)
This model emphasizes setting clear learning objectives. It is goal-oriented and widely used in education today. Tyler proposed four fundamental questions that every curriculum designer must address:
| Q1 | What educational purposes should the school seek to attain? |
| Q2 | What educational experiences can be provided to achieve these purposes? |
| Q3 | How can these experiences be effectively organized? |
| Q4 | How can we determine if these purposes are being achieved? |
Model 2
The Taba Model (1962)
Hilda Taba believed that curriculum should be developed by teachers, as they understand learners’ needs best. Her model follows a grassroots approach — starting from the classroom level rather than from the top down. The process moves through these steps in sequence:
- Identifying students’ needs
- Setting objectives based on those needs
- Selecting appropriate content
- Organizing learning experiences
- Designing and conducting evaluations
Model 3
The Wheeler Model (1967)
Ralph Wheeler’s model builds on Tyler’s but introduces continuous feedback. It sees curriculum development as a cyclical process where evaluation does not end the process — instead, it feeds back into reviewing objectives and improving the design. This makes it more responsive to learner outcomes than a purely linear model.
Key distinction from Tyler:
Evaluation results loop back to the beginning, allowing constant refinement of objectives, content, and learning experiences.
Model 4
The Saylor, Alexander, and Lewis Model (1981)
This model provides a comprehensive framework for curriculum planning, implementation, and evaluation at both the institutional and classroom level. It operates in four key stages:
| Stage | Focus |
| 1. Goal Definition | Define broad curriculum goals aligned to learner and societal needs. |
| 2. Experience Design | Design learning experiences that match the defined goals. |
| 3. Instruction Organization | Organize and deliver instruction systematically at the classroom level. |
| 4. Continuous Assessment | Evaluate curriculum effectiveness at both institutional and classroom levels. |
Quick Comparison at a Glance
| Model | Core Approach | Key Feature |
| Tyler (1949) | Goal-oriented | Four guiding questions; linear |
| Taba (1962) | Teacher-driven, grassroots | Starts from learner needs; bottom-up |
| Wheeler (1967) | Cyclical with feedback | Evaluation loops back into planning |
| Saylor et al. (1981) | Comprehensive planning | Institutional + classroom levels |
Exam Tip: The LET frequently tests these models through scenario items. Watch for key phrases: “four guiding questions” = Tyler; “teachers develop the curriculum from the ground up” = Taba; “evaluation feeds back into planning” = Wheeler; “both institutional and classroom level” = Saylor et al.
Key Takeaway
There is no single “best” model for curriculum development. Effective curriculum design depends on the educational setting, the characteristics of the learners, and the goals of the program. Each model provides a different lens — choose the one that best fits the context described in the scenario.