April 17, 2025
Curriculum design
Curriculum design is the cornerstone to drive educational change. Effective curriculum requires planning to achieve institutional goals and contributes to the whole community eventually. Tyler, Bruner, and Wheeler models posit essential components to be included in designing curriculum. Each model has its own perspective and shortcomings.
The Tyler Model addresses curriculum planning in a linear, structured way. It is known for its backward planning because it defines measurable outcomes at the very beginning of the planning, known as a behavioral model. This model has several components. Content and teaching strategies align with these objectives, while periodic assessments measure achievement. Finally, evaluation comes to help both teachers and students to assess if the objectives are achieved. In many traditional schools, the Tyler Model is applied. For instance, in an English curriculum, setting objectives includes students being able to use specific vocabulary and grammatical structures; to talk about their daily routine using relevant verbs and present simple tense correctly. However, it lacks other important components, such as learner diversity, critical thinking, and problem-solving skills. Not to forget how it over focuses on outcomes, which makes it inflexible and, consequently, ignores learner-centered experiences. (Ornstein and Hunkins, 2018).
Both the Tyler and the Wheeler models share components, like the structured approach to curriculum design, objectives, content selection, aligned strategies, and evaluation. However, Wheeler focuses on continuous feedback, material selection, teacher training, and supervision. Importantly, alignment among all these components is stressed. The Wheeler Model is commonly applied in Business English courses, such as freelancing Business English courses. First, teachers define the topics to cover in the course. The material then is developed according to freelancers’ needs and real-life tasks. Teachers constantly adapt the course topics and tasks to the markets’ demands. Teachers gather feedback from students through surveys to get a better idea of challenges students face. Therefore, teachers receive ongoing coaching to remain updated and use strategies that best work for students. (European Journal of Social Sciences, 2019)
Whereas Bruner’s constructivist model emphasizes learners actively building knowledge through discovery. Its spiral approach works on increasing the depth and complexity of content as students achieve understanding over time. Bruner presents knowledge in different ways. Bruner introduces three modes of learning: enactive (action-based), iconic (visual), and symbolic (language-based). It puts into consideration culture and storytelling to engage learners. Bruner understands the importance of storytelling in learning to engage students. In English class, students may play roles at a restaurant to practice key expressions. After peer feedback, the teacher provides feedback to the whole class to work on students’ mistakes and struggles without placing pressure on students` mistakes. However, it requires highly skilled teachers, time, and resources to achieve active learning. That’s why it cannot be applied in all subjects easily. (Neurolaunch, 2024)
Each of these models has its strengths and weaknesses, and stakeholders—educators, administrators, and curriculum specialists—try to use each model's strengths and tailor them to the institutional goals and students' needs.
I need a correction for this academic essay for a specialized diploma. Thank you
Curriculum design is the cornerstone to driveof educational change.
I think you _could_ also say "the cornerstore in driving educational change", but I think it sounds better to just drop the verb here.
Effective curriculums requires planning to achieve institutional goals and eventually, to contributes to the whole community eventually.
It's more natural to talk about curriculums plural, because we're talking about designing them in the abstract, and not designing a specific curriculum.
Note: My spellcheck insists the only acceptable plural of curriculum is curricula, but Wikipedia agrees with me that curriculums is a valid plural, and that's the version I've always heard. This might be a British English vs American English difference.
Tyler, Bruner, and Wheeler models posit essential components tohat should be included iwhen designing curriculum.
This is one where academic usage and regular usage have contradictory expectations. I think in an academic paper, you would say:
> The Tyler, Bruner, and Wheeler models
But in regular usage, that's not really accepted and you'd probably use one of the following:
> Tyler's model, Bruner's model and Wheeler's model
> The models by Tyler, Bruner, and Wheeler
In spoken English, you'd probably say
> Tyler('s), Bruner('s) and Wheeler's models
Grammatically you need the 's on Tyler's and Bruner's but in reality it will often get omitted in casual speech.
For instance, in an English curriculum, settingome objectives you might set includes students being able to use specific vocabulary and grammatical structures; being able to talk about their daily routine using relevant verbs and present simple tense correctly.
"setting objectives includes" puts the focus on the process of designing the objectives, which would be a better fit if you were to talk about the process of coming up with the objectives. But since you're talking about the content of the objectives themselves, it's better to use alternative phrasing.
However, it is lacksing in other important components, such as learner diversity, critical thinking, and problem-solving skills.
Just rephrased to be more natural
Not to forgetmention how it over focuses on outcomes, which makes it inflexible and, consequently, ignores learner-centered experiences.
"Not to mention" sounds better than "not to forget" here, but it's worth mentioning that both are kind of casual while the rest of this piece is written in an academic style.
The material is then is developed according to (the) freelancers’ needs and real-life tasks.
I think it's a little better to talk about "the freelancers' needs" here rather than "freelancers' needs" as you're talking about the needs of the specific freelancers that are learning in the course. But this is a little bit of a subjective choice. "freelancers' needs" is also valid, but then it includes all freelancers, not just the ones taking this course.
Teachers constantly adapt the course topics and tasks to the markets’ demands.
Teachers gather feedback from students through surveys to get a better idea of the challenges students face.
Again, feels more naturals to talk about the specific challenges, since you're talking about tailoring the course to specific students
Therefore, teachers receive ongoing coaching to remain upkeep their knowledge up to dated and use strategies that best work for students.
It putbrings into consideration culture and storytelling to engage learners.
That’s why it cannot be applied into all subjects easily.
Feedback
Very well written!
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This model has several components. |
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Content and teaching strategies align with these objectives, while periodic assessments measure achievement. |
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Finally, evaluation comes to help both teachers and students to assess if the objectives are achieved. |
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Not to forget how it over focuses on outcomes, which makes it inflexible and, consequently, ignores learner-centered experiences. Not to "Not to mention" sounds better than "not to forget" here, but it's worth mentioning that both are kind of casual while the rest of this piece is written in an academic style. |
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(Ornstein and Hunkins, 2018). |
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Both the Tyler and the Wheeler models share components, like the structured approach to curriculum design, objectives, content selection, aligned strategies, and evaluation. |
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However, Wheeler focuses on continuous feedback, material selection, teacher training, and supervision. |
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Importantly, alignment among all these components is stressed. |
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The Wheeler Model is commonly applied in Business English courses, such as freelancing Business English courses. |
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Curriculum design |
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Curriculum design is the cornerstone to drive educational change. Curriculum design is the cornerstone I think you _could_ also say "the cornerstore in driving educational change", but I think it sounds better to just drop the verb here. |
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Effective curriculum requires planning to achieve institutional goals and contributes to the whole community eventually. Effective curriculums require It's more natural to talk about curriculums plural, because we're talking about designing them in the abstract, and not designing a specific curriculum. Note: My spellcheck insists the only acceptable plural of curriculum is curricula, but Wikipedia agrees with me that curriculums is a valid plural, and that's the version I've always heard. This might be a British English vs American English difference. |
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Tyler, Bruner, and Wheeler models posit essential components to be included in designing curriculum. Tyler, Bruner, and Wheeler models posit essential components t This is one where academic usage and regular usage have contradictory expectations. I think in an academic paper, you would say: > The Tyler, Bruner, and Wheeler models But in regular usage, that's not really accepted and you'd probably use one of the following: > Tyler's model, Bruner's model and Wheeler's model > The models by Tyler, Bruner, and Wheeler In spoken English, you'd probably say > Tyler('s), Bruner('s) and Wheeler's models Grammatically you need the 's on Tyler's and Bruner's but in reality it will often get omitted in casual speech. |
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Each model has its own perspective and shortcomings. |
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The Tyler Model addresses curriculum planning in a linear, structured way. |
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It is known for its backward planning because it defines measurable outcomes at the very beginning of the planning, known as a behavioral model. |
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In many traditional schools, the Tyler Model is applied. |
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For instance, in an English curriculum, setting objectives includes students being able to use specific vocabulary and grammatical structures; to talk about their daily routine using relevant verbs and present simple tense correctly. For instance, in an English curriculum, s "setting objectives includes" puts the focus on the process of designing the objectives, which would be a better fit if you were to talk about the process of coming up with the objectives. But since you're talking about the content of the objectives themselves, it's better to use alternative phrasing. |
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However, it lacks other important components, such as learner diversity, critical thinking, and problem-solving skills. However, it is lack Just rephrased to be more natural |
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First, teachers define the topics to cover in the course. |
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The material then is developed according to freelancers’ needs and real-life tasks. The material is then I think it's a little better to talk about "the freelancers' needs" here rather than "freelancers' needs" as you're talking about the needs of the specific freelancers that are learning in the course. But this is a little bit of a subjective choice. "freelancers' needs" is also valid, but then it includes all freelancers, not just the ones taking this course. |
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Teachers constantly adapt the course topics and tasks to the markets’ demands. Teachers constantly adapt the course topics and tasks to the markets’ demands. |
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Teachers gather feedback from students through surveys to get a better idea of challenges students face. Teachers gather feedback from students through surveys to get a better idea of the challenges students face. Again, feels more naturals to talk about the specific challenges, since you're talking about tailoring the course to specific students |
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Therefore, teachers receive ongoing coaching to remain updated and use strategies that best work for students. Therefore, teachers receive ongoing coaching to |
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(European Journal of Social Sciences, 2019) Whereas Bruner’s constructivist model emphasizes learners actively building knowledge through discovery. |
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Its spiral approach works on increasing the depth and complexity of content as students achieve understanding over time. |
|
Bruner presents knowledge in different ways. |
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Bruner introduces three modes of learning: enactive (action-based), iconic (visual), and symbolic (language-based). |
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It puts into consideration culture and storytelling to engage learners. It |
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Bruner understands the importance of storytelling in learning to engage students. |
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In English class, students may play roles at a restaurant to practice key expressions. |
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After peer feedback, the teacher provides feedback to the whole class to work on students’ mistakes and struggles without placing pressure on students` mistakes. |
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However, it requires highly skilled teachers, time, and resources to achieve active learning. |
|
That’s why it cannot be applied in all subjects easily. That’s why it cannot be applied |
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(Neurolaunch, 2024) Each of these models has its strengths and weaknesses, and stakeholders—educators, administrators, and curriculum specialists—try to use each model's strengths and tailor them to the institutional goals and students' needs. |
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