Tag Archives: models of curriculum

Advance Curriculum theory ( Secondary level), M. Ed.

Congruence-Contingency Model of curriculum evaluation

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The congruence-contingency model of curriculum evaluation is a qualitative approach to evaluation that was developed by Robert Stake in 1975. The model is based on the assumption that curriculum evaluation should be focused on determining the extent to which the curriculum is congruent with the needs of the students and the context in which it is being implemented.

According to him, formal procedures will help increase the objectivity in evaluation. They aim at furnishing data, we can make descriptions and judgements of the curriculum being evaluated. Stake argues that for evaluation purposes, we should not rely only on the statements of objectives aims. We should allow all those ‘affected’ by the curriculum to extensively participate in judging the curriculum.

He further maintains that the data can be collected under the following three bodies of information.

I. Antecedent: This is any condition that exists prior to teaching and learning that may influence the outcomes. For example, prior knowledge, aptitudes, psychological profiles of students, etc., years of experience of teachers, teacher- behaviour, etc.

2. Transactions: Learning transactions that occur between and among teachers and students, students and students and among students and resource people.

3. .Outcomes: These are the consequences of education – immediate and long-range, cognitive and conative, personal and community-wide. For example, students’ performance, achievements, etc. Stake, however, lays stress on even such outcomes as the impact of a new programme on teachers’ perception of their competence.

The term contingencies here refer to the relationships among the variables in three categories: antecedents, transactions and outcomes. Once the evaluator collects views on a curriculum from various sources like students, teachers, support staff, etc., he puts them on a matrix to identify the congruencies and contingencies among them. The model clearly shows that it provides an organizational framework that points to the data to be considered and compares what is planned and what has occurred.

Here are some of the advantages of the congruence-contingency model:

  • It is a qualitative approach, which means that it takes into account the subjective experiences of the students and the teachers.
  • It is a comprehensive approach, which means that it considers all aspects of the curriculum.
  • It is a flexible approach, which means that it can be adapted to different types of curriculums and different contexts.

Here are some of the disadvantages of the congruence-contingency model:

  • It can be time-consuming and expensive to implement.
  • It requires a high level of expertise to use effectively.
  • It can be difficult to get all stakeholders involved in the evaluation process.

Overall, the congruence-contingency model is a valuable tool for educators who want to ensure that their curriculum is meeting the needs of their students. It is a comprehensive and flexible approach that can be used to evaluate all aspects of the curriculum.

Also Read: Approaches of Curriculum Evaluation

Congruence-Contingency Model of curriculum evaluation
Congruence-Contingency Model of curriculum evaluation

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B. Ed., Issues, Curriculum and Assessment (secondary Level), Knowledge & Curriculum, M. Ed.

Tyler Model of Curriculum Development

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The Tyler model of curriculum development, also known as the objectives model, was developed by Ralph Tyler in 1949. It is a systematic and linear approach to curriculum development that focuses on four fundamental questions:

  1. What educational purposes should the school seek to attain?
  2. What educational experiences can be provided that are likely to attain these purposes?
  3. How can these educational experiences be effectively organized?
  4. How can we determine whether these purposes are being attained?

The Tyler model involves a step-by-step process of curriculum development that begins with defining the objectives of the curriculum, identifying appropriate learning experiences, organizing these experiences into a logical sequence, and assessing the effectiveness of the curriculum in achieving its objectives.

The four stages of the Tyler model are:

  1. Defining objectives: The first stage involves identifying the educational objectives or goals that the curriculum is intended to achieve. Objectives should be specific, measurable, achievable, relevant, and time-bound.
  2. Selecting content: The second stage involves identifying the content and learning experiences that will help students achieve the objectives identified in the first stage. The content should be relevant, meaningful, and appropriate for the intended audience.
  3. Organizing content: The third stage involves organizing the content and learning experiences into a logical sequence that facilitates learning. This may involve developing a scope and sequence, creating lesson plans, and designing assessments.
  4. Evaluating outcomes: The final stage involves evaluating the effectiveness of the curriculum in achieving its objectives. This may involve assessing student learning, evaluating the effectiveness of the teaching strategies and materials used, and making any necessary revisions to the curriculum.

The Tyler model of curriculum development is a widely used approach in education and is known for its focus on clearly defined objectives, alignment with learning standards, and systematic approach to curriculum development.

Also Visit : Grass Root Model

Tyler Model of Curriculum Development

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NET, Paper 2, Unit 5 Curriculum Studies

Individual Need and Interest Model of Curriculum

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The Individual Need and Interest Model of Curriculum is an approach to curriculum design that takes into account the unique needs and interests of each student.

About Individual Need and Interest Model :

  • This model recognizes that students come to school with different abilities, experiences, and interests, and seeks to design a curriculum that meets those individual needs.
  • The Individual Need and Interest Model is based on the belief that learning is most effective when it is personalized and relevant to the learner.
  • This model emphasizes the importance of understanding each student’s learning style, interests, and abilities, and using that information to create a curriculum that is engaging, challenging, and meaningful to them.
  • The curriculum designed using this model may include a combination of core academic subjects, as well as elective courses and extracurricular activities that reflect the individual interests of each student. The goal is to create a well-rounded curriculum that helps students develop their strengths, interests, and passions.
  • In order to implement this model, teachers need to be skilled in assessing the individual needs and interests of their students. This may involve using a variety of assessment tools, including formal tests, informal observations, and student self-assessments. Teachers also need to be flexible and willing to adapt their teaching strategies to meet the needs of individual students.

Steps involved in implementing the Individual Need and Interest Model of Curriculum:

  1. Assessment of students: This step involves assessing the individual needs and interests of each student using various tools and techniques, such as informal observations, student self-assessments, and formal tests.
  2. Identification of learning objectives: Based on the assessment, teachers identify the learning objectives for each student. These objectives are tailored to the individual needs and interests of the student and may include academic, social, and emotional goals.
  3. Curriculum design: Once the learning objectives are identified, the curriculum is designed to meet the specific needs and interests of each student. This may involve selecting relevant materials, designing activities and projects, and creating assessments that align with the learning objectives.
  4. Implementation of the curriculum: The curriculum is implemented by the teacher in a way that takes into account the individual needs and interests of each student. This may involve using a variety of teaching strategies, such as direct instruction, small-group instruction, and individualized instruction.
  5. Assessment of learning: Students are assessed regularly to determine their progress toward the learning objectives. This may involve using various assessment tools, such as formative assessments, self-assessments, and summative assessments.
  6. Evaluation and feedback: Based on the assessment results, teachers provide feedback to students on their progress and adjust the curriculum as necessary to ensure that students are meeting their individual learning objectives.
Main features of the Individual Need and Interest model of Curriculum are:
  1. Personalization: The curriculum is designed to meet the specific needs and interests of each student, taking into account their learning style, prior knowledge, and individual strengths.
  2. Flexibility: The curriculum is flexible and adaptable, allowing teachers to adjust it as needed to meet the changing needs of individual students.
  3. Relevance: The curriculum is designed to be relevant and meaningful to students, with an emphasis on real-world applications and connections to their interests and experiences.
  4. Student-centered learning: The focus is on the learner, with students actively engaged in their own learning and taking responsibility for their progress.
  5. Holistic approach: The curriculum takes a holistic approach to learning, recognizing that students have emotional, social, and academic needs that are interconnected.
  6. Collaboration: The model encourages collaboration and communication between teachers, students, and families. It ensure that the curriculum meets the needs of each student.
  7. Continuous assessment: The curriculum includes ongoing assessment and feedback to ensure that students are making progress toward their individual learning objectives. Also, that the curriculum is meeting their needs and interests.

Also Read : Intervention Model of Curriculum

Individual Need and Interest Model of Curriculum

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NET, Paper 2, Unit 5 Curriculum Studies

CIPP Model of Curriculum

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CIPP model of curriculum serves as a comprehensive and flexible framework for evaluating, improving, and communicating about the effectiveness of curriculum. It provides a systematic approach to curriculum evaluation. CIPP stands for Context, Input, Process, and Product. Each of these four components of the model is evaluated in order to determine the effectiveness of a curriculum.

Who Designed CIPP Model of Curriculum?

The CIPP model of curriculum was developed by Daniel Stufflebeam and colleagues in the 1970s. Stufflebeam was a Professor of Education at Western Michigan University and an influential figure in the field of evaluation. The CIPP model has since been widely adopted and adapted by educators and evaluators around the world as a framework for curriculum evaluation.

Components of CIPP Model of Curriculum

The CIPP model of curriculum evaluation consists of four main components: context evaluation, input evaluation, process evaluation, and product evaluation.

Each component of the model focuses on a different aspect of the curriculum and is intended to provide a comprehensive evaluation of the curriculum as a whole.

  1. Context Evaluation: The first component of the CIPP model is context evaluation. This involves evaluating the broader context or environment in which the curriculum operates. Context evaluation includes examining factors such as the social, economic, and political context, as well as the needs and goals of the community, the resources available, and the cultural and ethical values of the community. The purpose of context evaluation is to ensure that the curriculum is aligned with the needs and priorities of the community and that it is responsive to the broader social and cultural context.
  2. Input Evaluation: The second component of the CIPP model is input evaluation. This involves evaluating the design and planning of the curriculum, including the development of objectives and goals, the selection of content and resources, and the determination of teaching methods and strategies. Input evaluation seeks to ensure that the curriculum is well-designed and that it is based on sound educational principles and practices. Input evaluation also includes examining the assumptions and beliefs that underpin the curriculum design.
  3. Process Evaluation: The third component of the CIPP model is process evaluation. This involves evaluating the implementation of the curriculum, including the actual delivery of instruction, the use of resources, and the assessment of student learning. Process evaluation seeks to ensure that the curriculum is being implemented effectively and that it is having the intended impact on student learning. Process evaluation also includes examining the quality of teaching and learning, as well as the extent to which the curriculum is meeting the needs of individual students.
  4. Product Evaluation: The fourth and final component of the CIPP model is product evaluation. This involves evaluating the outcomes or results of the curriculum, including the achievement of the curriculum objectives, the impact on student learning, and the overall effectiveness of the curriculum. Product evaluation seeks to provide a comprehensive assessment of the curriculum and to identify areas for improvement. Product evaluation also includes examining the extent to which the curriculum is preparing students for future success in their chosen careers or academic pursuits.

Overall, the CIPP model of curriculum evaluation provides a comprehensive framework for evaluating the effectiveness of a curriculum. By examining the context, input, process, and product of the curriculum, educators and evaluators can gain a comprehensive understanding of the strengths and weaknesses of the curriculum and can make informed decisions about how to improve it.

Benefits and Features of CIPP Model of Curriculum :

The CIPP model of curriculum evaluation offers several benefits for educators and evaluators:

  1. Comprehensive: The CIPP model provides a comprehensive framework for evaluating the effectiveness of a curriculum. By examining the context, input, process, and product of the curriculum, educators and evaluators can gain a comprehensive understanding of the strengths and weaknesses of the curriculum and can make informed decisions about how to improve it.
  2. Flexible: The CIPP model is flexible and can be adapted to suit the needs of different contexts and situations. It is a good way to evaluate a wide range of curricula, from individual courses to entire programs.
  3. Iterative: The CIPP model is an iterative process, meaning that it is intended to be used throughout the entire curriculum development and implementation cycle. It can be used to identify areas for improvement and make ongoing changes to the curriculum.
  4. Systematic: The CIPP model provides a systematic approach to curriculum evaluation, with each component building on the previous one to create a comprehensive evaluation of the curriculum.
  5. Participatory: The CIPP model encourages participation and collaboration among all stakeholders, including teachers, students, parents, and community members. This helps to ensure that the evaluation is comprehensive and reflects the needs and priorities of all those involved in the curriculum.
  6. Evidence-based: The CIPP model is based on sound educational principles and practices and encourages the use of data and evidence in curriculum evaluation. This helps to ensure that decisions about curriculum design and implementation are based on sound evidence rather than anecdote or opinion.

Also Read : Outcome Based Integrative Model

CIPP model of Curriculum Design
CIPP Model of Curriculum Design

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NET, Paper 2, Unit 5 Curriculum Studies

Intervention Model of Curriculum

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The intervention model of curriculum is an approach that is designed to help students who are struggling with specific academic or behavioral challenges.

  • This model involves identifying the individual needs of each student and providing targeted interventions to address those needs.
  • This model of a curriculum design approach that focuses on identifying and addressing specific learning needs and challenges of students.
  • This model recognizes that students have different learning styles, abilities, and needs, and thus, require different types of support and interventions to achieve academic success.
  • This Model is designed to provide targeted support to students who need additional assistance to achieve academic success.
There are several benefits to using the intervention model of curriculum, including:
  1. Individualized instruction: The intervention model of curriculum provides individualized instruction tailored to the specific needs of each student. This personalized approach can help students to better understand the material and improve their academic performance.
  2. Targeted interventions: The interventions provided through this model of curriculum are designed to target specific areas where students need additional support. By focusing on the areas where students need the most help, teachers can help students to improve their understanding of the material and build confidence in their abilities.
  3. Improved academic performance: By providing targeted interventions and individualized instruction, the intervention model of curriculum can help students to improve their academic performance. Students who receive this type of support are more likely to achieve their learning objectives and perform better on assessments.
  4. Increased engagement and motivation: Students who receive targeted interventions and individualized instruction are more likely to be engaged and motivated in their learning. When students receive the support they need to succeed, they are more likely to stay interested in the material and be motivated to continue learning.
  5. Positive impact on self-esteem: The intervention model of curriculum can help to improve students’ self-esteem and confidence in their abilities. By providing targeted interventions and individualized instruction, students can see that they are making progress and feel more confident in their ability to succeed.
  6. Equity and inclusion: This model can help to promote equity and inclusion by ensuring that all students have access to the support they need to succeed. By providing targeted interventions and individualized instruction, teachers can help to close achievement gaps and ensure that all students have the opportunity to achieve their full potential.
Features of Intervention Model of Curriculum:
  1. Individualized instruction: This model of curriculum is designed to provide individualized instruction to each student based on their unique needs and challenges. This may involve adapting the curriculum to meet the specific learning style, pace, or ability of each student.
  2. Diagnostic assessment: This model of curriculum typically involves an initial diagnostic assessment to identify the specific learning needs and challenges of each student. This assessment helps teachers and curriculum designers to identify the areas where students require additional support and to design targeted interventions to address those needs.
  3. Targeted interventions: This model of curriculum is designed to provide targeted interventions to address the specific needs and challenges of each student. These interventions may include one-on-one instruction, small-group instruction, tutoring, mentoring, or other forms of academic support.
  4. Progress monitoring: This model of curriculum involves ongoing monitoring of student progress to ensure that students are making progress towards their learning goals. Teachers and curriculum designers track student progress through formative assessments, observations, and other methods. It ensures that interventions are effective and that students are achieving their learning objectives.
  5. Data-driven decision-making: This model is based on data-driven decision-making, which involves using data to identify student needs, design interventions, and monitor progress. This approach helps to ensure that interventions are targeted and effective. Also, It ensures that students are making progress towards their learning goals.
  6. Continuous evaluation: This Model involves continuous evaluation of intervention strategies to determine their effectiveness and to identify areas for improvement. This evaluation helps teachers and curriculum designers to refine their interventions and to ensure that they are meeting the needs of each student.

Steps of Intervention Model of Curriculum:

  1. Assessment: Teachers or curriculum designers first assess the needs and challenges of each student through diagnostic testing or other forms of assessment.
  2. Identification of Learning Needs: Based on the assessment results, teachers or curriculum designers identify the specific learning needs and challenges of each student.
  3. Design of Intervention Strategies: Teachers or curriculum designers then design and implement targeted interventions to address the identified learning needs. These interventions may include individualized instruction, small-group instruction, tutoring, mentoring, or other forms of academic support.
  4. Monitoring Progress: Teachers or curriculum designers monitor the progress of each student and adjust the intervention strategies as necessary to ensure that the student is making progress towards their learning goals.
  5. Evaluation: At the end of the intervention period, the effectiveness of the intervention strategies is evaluated to determine if they have met the desired outcomes.

Also Read : Outcome Based Integrative Model

Intervention Model of Curriculum
Intervention Model of Curriculum

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