Differentiate between the Objective Curriculum Model (Tyler and Taba) and the
Process Curriculum Model (Stenhouse)
Good evening I bid to sir baskaran. My name is Nurdini afrina binti Muhammad
azman from tesl 2. I would like to continue the presentation of differences between
the Objective Curriculum Model (Tyler and Taba) and the Process Curriculum Model
(Stenhouse). Now I will explain about the differences of curriculum components and
the management between the two models. First and foremost,
Curriculum components
For the Objective Curriculum Model Tyler dan Taba: the components are Objectives,
content, methods and evaluation
Meanwhile for the Process Curriculum Model (Stenhouse): the components are
Curriculum planning, empirical planning and process learning
Next, The managements
For the Objective curriculum model: PdP planning before teaching. Tyler (1949)
chooses the content, educational objectives, learning experiences activities that are
in line with the purpose of education. Moreover, Taba (1966) plans learning that is
relevant to the content, what needs to be conveyed and what needs to be
emphasized. For example, step by step (easy to complicated, concrete to abstract),
student maturity level, student interest, student ability and student achievement level.
For the Process curriculum model: The concept of teacher planning when entering
class. Decide on the sequence of content that will be taught. Emphasizes the
possibility of forming procedural principles for curriculum content selection and
justification from its criteria rather than from its objectives. Content delivery is also by
educators to their respective targets in specific educational situations.
That’s all from me. Thank you for listening. Bye!