Oliva’s Model of Curriculum Development takes a systematic, step-by-step approach, starting with the diagnosis of learners’ needs, followed by the formulation of objectives, the selection and organisation of content, the planning of learning experiences, and evaluation.
Wheeler’s Model of Curriculum, in contrast to above mentioned models, emphasises the iterative nature of curriculum development, following a continuous cycle of setting aims, selecting content, designing learning experiences, evaluating outcomes, and revising the curriculum based on feedback. Together, these models provide B.Ed students with frameworks for structured, outcome-oriented, and reflective curriculum planning.
1. Understanding by Design (UbD)
Overview: UbD, developed by Grant Wiggins and Jay McTighe, is a backward design model for curriculum planning. Instead of starting with content, it begins with the desired learning outcomes and then designs assessments and learning experiences to achieve them.
Key Stages:
Identify Desired Results: Define what students should understand and be able to do (knowledge, skills, values).
Determine Acceptable Evidence: Decide how understanding will be measured (tests, projects, performances).
Plan Learning Experiences & Instruction: Develop activities, lessons, and materials that align with outcomes.
Contextualisation in Sindh:
In Sindh, where curriculum often follows a content-heavy, exam-oriented approach, UbD offers a shift towards outcome-based education.
Can help B. Ed students focus on critical thinking and conceptual understanding rather than rote memorisation.
Strengths:
Focuses on deep understanding and transferable skills.
Encourages alignment of objectives, assessment, and instruction.
Flexible; can be adapted for local cultural and social contexts.
Weaknesses:
Requires teacher training and mindset change.
It can be time-consuming to implement fully.
May conflict with standardised exam systems prevalent in Sindh.
Key Takeaways for B.Ed Students in Sindh:
Start planning the curriculum with clear learning outcomes.
Align assessments and classroom activities with these outcomes.
Promote understanding, not just memorisation.
2. Oliva’s Model of Curriculum Development
Overview: Ralph Oliva proposed a systematic model for curriculum development, emphasising planning, implementation, and evaluation. It is a linear, sequential model suitable for structured programs.
Key Stages:
Diagnosis of Needs: Analyse societal, learner, and subject needs.
Formulation of Objectives: Define knowledge, skills, and attitudes to be developed.
Selection of Content: Choose relevant content aligned with objectives.
Organisation of Content: Sequence topics logically.
Selection of Learning Experiences: Plan instructional methods.
Organisation of Learning Experiences: Align teaching strategies with content.
Evaluation: Assess whether objectives are met and revise the curriculum.
Contextualisation in Sindh:
Can support structured curriculum planning for government schools and teacher training institutes.
Helpful for B.Ed students designing lesson plans with clearly defined objectives aligned to local and national standards.
Strengths:
Provides a step-by-step, structured approach.
Focuses on needs assessment, which can be tailored for Sindh’s diverse student population.
Emphasises evaluation and feedback.
Weaknesses:
Linear structure can be rigid and less flexible.
May not encourage innovative teaching strategies if followed mechanically.
Less emphasis on deep understanding or student-centred learning compared to UbD.
Key Takeaways:
Understand the needs of learners and society before planning the curriculum.
Use a stepwise approach: objectives → content → methods → evaluation.
Integrate local context (Sindhi language, culture, resources) in content and pedagogy.
3. Wheeler’s Cyclical Model
Overview: Wheeler proposed a cyclical model, highlighting that curriculum development is continuous and iterative, rather than linear. The focus is on planning, implementation, evaluation, and revision.
Key Stages:
Aims: Define broad educational goals.
Objectives: Specify measurable student outcomes.
Content: Select and organise material.
Learning Experiences: Plan teaching-learning activities.
Evaluation: Assess effectiveness.
Revision: Modify curriculum based on feedback.
Contextualisation in Sindh:
Particularly relevant for adapting curricula over time in response to changing societal, technological, and student needs in Sindh.
Helps B.Ed students understand that the curriculum is dynamic, not static, and must be revised periodically.
Strengths:
Emphasises continuous improvement.
Encourages feedback-driven curriculum changes.
Flexible and adaptable to local educational challenges.
Weaknesses:
Requires constant monitoring and data collection, which may be challenging in resource-limited schools.
May be less structured, making planning difficult for novice teachers.
Key Takeaways:
Treat curriculum as dynamic, not fixed.
Regularly evaluate and revise to meet learners’ needs.
Encourage reflective practice among teachers.
Summary Table: Comparison for B.Ed Students in Sindh
| Model | Focus | Strengths | Weaknesses | Key Takeaways |
|---|---|---|---|---|
| UbD | Outcomes and understanding | Deep learning, aligned instruction, flexible | Requires a mindset shift, time-consuming | Start with desired outcomes, align assessment and instruction, and focus on understanding |
| Oliva | Systematic step-by-step planning | Structured, needs-based, evaluative | Rigid, less student-centred | Analyse needs, follow structured steps, and integrate local context |
| Wheeler | Continuous improvement, cyclical | Adaptive, reflective, flexible | Needs monitoring, less structured | Curriculum is iterative; evaluate, revise, and adapt regularly |
Contextual Implications for Sindh B.Ed Hons Curriculum:
UbD encourages student-centred, skills-focused learning, addressing the rote-learning culture.
Oliva provides a practical roadmap for designing courses in teacher training institutes.
Wheeler highlights the need for adaptability and reflection in a rapidly changing educational landscape.
💡 Assignment: Combine the clarity and structure of Oliva, the outcome focus of UbD, and the iterative improvement of Wheeler to create a responsive, student-centred, and locally relevant curriculum for Sindh.
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