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The objectives model of curriculum development: a creaking bandwagon?
Author(s) -
Billinge Roger
Publication year - 1988
Publication title -
journal of the british institute of mental handicap (apex)
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.633
H-Index - 39
eISSN - 1468-3156
pISSN - 0261-9997
DOI - 10.1111/j.1468-3156.1988.tb00443.x
Subject(s) - bandwagon effect , curriculum , process (computing) , psychology , point (geometry) , mathematics education , personal development , pedagogy , computer science , social psychology , psychotherapist , mathematics , geometry , operating system
This article is written (like that of Carpenter, 1984) from my personal experience, in two schools for children with severe learning difficulties, of coordinating a Staff Curriculum Development Group using the Skills Analysis Model (SAM) (Gardner, Murphy, and Crawford, 1983). The aim here, however, is to illustrate reservations about the use of a SAM or “son of SAM ” approach in such schools and to indicate possible alternative emphases. The point of view is expressed that SAM , and other behavioural objectives models, can lead to an unrealistic imbalance with an emphasis on what is being taught rather than what is being learned: approaches which ultimately degrade the learner, the teacher, and the learning process.