Franklin Bobbitt

Model

Bobbitt believes that learning objectives,

together with the activities, should be
grouped and sequenced after clarifying the
instructional activities and tasks.
He also views curriculum as a science
emphasizes student needs of the students.
This viewpoint explains why lesson are
planned and organized depending on the
needs of the students and these needs
must be addressed by the teachers to
prepare them for adult life.

Bobbitt created five steps for

curriculum making:
a.) Analysis of human experience
b.) Job analysis
c.) Deriving objectives
d.) Selecting objectives
e.) Planning in detail

Strength of the Model

Bobbitt model was trying to captured as

much of the human experiences as possible

in his development of so many objectives.
It offered children for their lives as adults.
Instrument of social control or regulation for

addressing the problems of human society.

Weaknesses of the
Model
He was too scientific in his quest to
develop clear objectives for many different
behaviors.

Werret
Charters

Model

WERRET CHARTER
Aside from emphasizing the students
needs. He believes that the objectives,
along the with the corresponding
activities, should be aligned with the
subject matter or content. For that reason,
department chairpersons or course
coordinators scrutinize the alignment or
matching of objectives and subject matter

Charters developed a simple four step process

for developing curriculum.
1.)
2.)
3.)
4.)

Select objectives
Divide objectives into activities
Place activities and objectives into units
Collect evidence of achievement.

Charter believed that objective were derived

scientifically for practical use. Successful
completion of an objective was through
providing observable evidence. This simple four
step process would influence one of Charters
greatest student, Ralph Tyler.

In 1923 charters articulated seven rules

that govern curriculum construction.
1. Identify major educational aims through a
studied of contemporary social
circumstances.
2. Classify the major aims into ideals and
activities and reduced to operational
objectives.
3. Prioritized the aims and objectives.
4. Reprioritized the aims and objectives to
lend greater importance to those relevant to
children experience than to those relevant
to adult but remote from children.

5. Identify those aims and objectives

achievable within the constraints of the
school setting, relegating those best
accomplish outside the school to extra
school experiences.
6. Identify materials and methods
conducive to the achievement of the
selected aims and objectives.
7. Order materials and method consist
with principles of child psychology.

Strength of the Model

Inclusion of social ideals in the curriculum.
Emphasize audio visual education.
Educational aims through the study of
social circumstances.

Weaknesses of the
Model
Influenced the generation of learners their
attitudes and behavior.

Ralph Tylers
Model

The Tyler Model is often referred to as

the Objective Model because of its
objective approach to educational
evaluation.
It emphasizes consistency among
objectives, learning experiences and
outcomes.
Curriculum objectives indicate both
behavior to be developed and area of
content to be applied. (Keating, 2006)

Tylers Four Principles of

Teaching
Principle 1: Defining appropriate objectives
Principle 2: Establishing useful learning
experiences
Principle 3: Organize learning experiences
to have a maximum cumulative effect.
Principle 4: Evaluating the curriculum and
revising those aspects that did not prove
to be effective.

Strengths of the
Model
Involves the active participation of

the learner.
Objectives are clearly in the

purposes. These purposes are

translated into educational objectives.
Simple linear approach to

development of behavioral objectives.

Weaknesses of the
Model
Difficult and time consuming

construction of behavioral objectives.

Curriculum restricted to a constricted
range of student skills and knowledge.
Critical thinking, problem solving and
value acquiring processes cannot be
plainly declared in behavioral objectives.
Narrowly interpreted objectives.
Learning experiences are individual and
are not totally within the power of the
teacher to select.

The Objective/Rationale model

Tylers rationale / objective model is based
on 4 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 determined whether these
purposes are being attained?

Tylers Objective
Model
Stating objectives
Selecting learning experiences
Organizing learning experiences
Evaluation

Strengths of the objective

model
Provide curriculum developer with a

clear direction and a guide for the

remaining process.
Provide fixed guide which could
simply the process.
Provide logical sequence of
curriculum development.

Group 3.
De Vega, Princess D.
Eclavea, Froilan C.
Cruzat, Richelle P.
Zurbano, Ramona O.
Gregana, Kristine E.
Taladtad, Angelica D.
Cabuyao, Sheryl R.

THANK YOU!