Systems and Models in Curriculum Development

Systems and Models in
Curriculum Development
In this lesson, we will focus on
the systems approach to
curriculum development. By the
end of this lesson, you should be
able to select a model that is most
appropriate for the setting for
which you are designing
or evaluating
curriculum.
Curriculum development is often
done in a haphazard manner.
May have a hidden agenda due to
factors such as:
 to keep or create jobs
 sell materials and equipment
 fulfill political or social agenda
 fit a particular instructor’s preferences
A systematic-model approach to
curriculum design may be the key to
avoiding these undesirable influences.
Let’s take a look at
“Systems”
And
“Models”
What is a system??
A system is a collection of
elements, interacting with
each other to achieve a
common goal.
Crunkilton and Finch (1999)
A system consists of five
elements. These are…??





Input-fuel, air, electrical charge
Output-movement, spark
Feedback-sounds, temperature
Environment-operating environment
including ambient temperature,
personnel
Process-internal combustion, cooling,
movement
What about human resource
systems??
Input--?
 Output--?
 Feedback--?
 Environment--?
 Process--?

Think about a human
resource system at your
organization—let’s say,
staff development. What
would be some of the
components of each of
these elements? For
example, what input
would be a part of staff
development? Go to the
Discussion Board and
share your thoughts on
these elements.
A Model is…??
See page 29
in your text.
A simplified, yet communicable
representation of a real-world setting
or situation.
May be synonymous with design.
It is an organized way of
accomplishing a goal or task.
Furthermore, a model should be...
 Practical
 Realistic
 Efficient
 Inclusive
Let’s look at some
systematic
curriculum
planning models.
The Systems Model for
Performance Improvement
This model, formerly the Technology Training
System (TTS), is designed to separate training
problems from non-training problems.
Highly dependent upon front-end analysis, it is
used to decide “Whether management actions,
developmental efforts, environmental forces, or
some combination of these will affect the change
in performance.
See page 30 in your text.
There are five phases to the
Performance Improvement
Model...
 Analyze
 Design
 Develop
 Implement
 Control
The Analysis phase focuses on
two key components
•Organizational performance diagnosis
•What are the desired performances?
•What are the actual performances?
•What improvements need to be made?
•Work expertise documentation
•Gathering information
•Recording expertise requirements needed
to perform on the job.
The Analysis phase is heavily
dependent on front-end analysis.
Front-end analysis is a
systematic means of seeking
solutions to human
performance problems while
keeping in mind the
problem’s definition and
characteristics, as well as
alternate courses of action.
Front-end analysis involves...
 Needs
assessments
 Task analyses
 ID of work or job requirements
 Proposal development
 Administrative buy-in
During the Design Phase...



Program and lessons are designed
Designs are based on results of the
analysis phase
Needs are matched with restraints
During the Develop Phase...


New materials are developed
Existing materials are revised
During the Implement Phase

Management and training plans
are enacted

Training actually takes place,
when necessary
During the Control Phase
 Training
is evaluated
 Results are reported
 Training is revised
 Trainee’s proficiency is
monitored and maintained on
the job (follow-up)
The Performance-Based
Instructional Design System
(PBID)
Designed to provide a
systematic means of developing
instruction that would ensure
the performance capabilities of
the learner.
See page 36 in
your text.
Crunkilton and Finch (1999)
Steps in the PBID include...

Program Description
– intent and context

Content Analysis
– ID of possible content

Content Selection
– what will the content be

Content Sequencing
– how will it be sequenced
Steps in the PBID include...

Lesson Structuring
– considers principles of learning and
possible thematic considerations (next
slide)

Lesson Delivery Formatting
– traditional, CBT, individualized

Development of Evaluation
Procedure
– includes quality assurance and feedback
A Thematic Curriculum
Framework is...
A set of organized experiences
such as programs, courses, and
other school-sponsored activities
that provide students with exposure
to a broad, predominate theme.
Examples may include specific health
settings, aerospace, maritime, etc.
See page 38 in your text.
The Tylerian Model
This model was developed by Ralph Tyler
to simplify the curriculum development
process.
Consists of four primary steps…
 Development of performance objectives
 Development of activities
 Organization of activities
 Evaluation
The Tylerian Model was
expanded by Doll (1986)to
include:






Statement of need, based on
assessment
Statement of objective
Content list and organizational plan
Description of learning experiences
Evaluation plan
Plan to solicit support for the
curriculum
The final model that we will look at
is the Ten-Step Curriculum Planning
Model.
This model first appeared in the NASSP
Bulletin in 1984 in an article by Zenger
and Zenger. It is an inclusive,
organized approach that certainly meets
the definition of “systematic model.” It is
commonly used in the school setting.
The article is not available on the
web as a full text article,
therefore, I will mail a copy to
you.
Evaluate
Curriculum
Implement New
Curriculum
Design New
Curriculum
Identify
Curricular Need
Ten-Step
Curriculum
Planning
Process Model
Select New
Curriculum
Identify New
Curriculum
Develop Goals and
Objectives
Identify Resources
and Restraints
Organize Curriculum
Committees
Establish Roles of
Personnel
When using the “Ten-Step”
Model, the process...
may or may not include all steps.
 may begin or end at any of the
steps.
 steps may be repeated as
necessary
 evaluation is a critical component of
all steps

A quick wrap up...
Models are useful because they
provide guidance and structure.
Systems models bring various
groups, individuals, information,
and activities together to achieve
the goal and to provide continuous
feedback in order to improve the
curriculum.
And that’s it. Be sure to check
the website for assignments
related to this lesson. Let me
know if you have any questions.
Use the discussion board to post
comments and discuss these
issues.