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Oliva's Model is more complex than other curriculum models consisting of 12 components that include both the planning and operational phases of curriculum development. This model is based on goals/objectives, curriculum design/implementation/evaluation, and revision. This model takes into account not only the sources of curriculum, but also the evaluation and the instruction of the curriculum.
VII. Specification of instructional goals and objectives for each level taught. Instructional goals and objectives are stated.
VIII. Instructional strategies are implemented with students in the classroom.
IX. Planning ahead to to consider ways to assess achievement.
X. Instructional phase allows for reflection on instructional strategies and selection of the tool to measure student performance.
XI. Evaluation of instruction
XII. Evaluation of the curriculum
I. Aims of education, philosophical, and psychological principles are stated
II. Needs of the community, students, and the subject matter are analyzed
III. Curriculum goals are specified
IV. Curriculum objectives are specified
V. Curriculum is organized and implemented.
VI. Specification of instructional goals and objectives for each level taught. Instructional goals and objectives are stated.
The Oliva Model should be considered as a prescriptive model because it allows, "the developer to achieve desired outcomes in a more controlled manner" (Gordon, Oliva, Taylor, 2019).
Oliva's Model suggests a sequential progression through the 12 components. "The term linear applies to a model whose steps proceed in a more or less sequential, straight line method from beginning to end. Although there is a built in mechanism for continuous revisions, the order of the progression through the steps remains constant.
The Oliva Model is deductive because it proceeds from general, the needs of the community, to the specific, the subject matter that will be taught.
Some may say that a disadvantage would be the need for continuous revision of the components. The Oliva Model forces the planner to continually provide answers to the following issues, which can leave the planners feeling overwhelmed and unaccomplished in their task.
Issues
Danielson, C. (2007). Enhancing professional practice a framework for teaching (2nd ed.). Alexandria, Va.: Association for Supervision and Curriculum Development.
Daud, D., Ahmad, H., & Johari, H. (2012). Oliva Model in Malaysian Logistics Curriculum: A Conceptual Framework Paper. International Journal of Learning and Development, 2(3), 217-228. doi:10.5296/ijld.v2i3.1884
Gordon, W. R., Oliva, P. F., & Taylor, R. (2019). Developing the curriculum[9780134802732]. Retrieved June 12, 2019, from https://reader.yuzu.com/#/books/9780134802732/
Élana Gilmore
Curriculum Analysis
EDU 563 Curriculum Development
Dr. Marinelli