The authors focus on the standard of curriculum design for higher education as well as secondary education (Wiggins & McTighe, 2005).
The objective of Oliva’s model is to analyze the needs of society in which schools are established. The model further aims to enhance the requirements of students and exigencies regarding the subject that will be taught in school. The purpose is to implement and organize the curriculum to establish and formulate the structure by which the course design will be prepared (Oliva, 1992). Wiggins and McTighe states that the profession of teaching is very close to engineering and design. Like the later, teachers too need to be client-centered. The authors believe that the effectiveness of teacher through instruction, assessment, and curriculum, determines the desired learning (Wiggins & McTighe, 2005).
Oliva’s model shows that teachers choose instructional strategies to use in the classroom with students. Furthermore, the instructors need to use preliminary selection technique for evaluation. At this point, the teachers think ahead and commence to consider ways that will assess the achievements of students (Oliva, 1992). Wiggins and McTighe use the cliché ‘form follows function’ that describe the idea how the course should be developed around its planned purpose. They state that content focused design is too ambiguous as it does not elucidate the reason of how discussion and reading help students. The authors formulated templates of questions for instructors to develop a lesson (Wiggins & McTighe, 2005).
In Oliva’s model, very diminutive attention has been given to cognitive construct and development of understanding. The author has consistently focused on identifying and specifying needs of students. However, Wiggins and McTighe explores the concept of understanding and its importance if course designs. Understanding is highly crucial for cognitive construct