Bellon and Handler's Curriculum Development Model and Its Characteristics

When considered as a process, instructional design is a whole that is supportive of learning. In an effort to meet the needs of different individuals in the educational process and respond better to the needs and conditions of different disciplines, it is necessary to make use of different instructional design models in the literature in both theory and practice-oriented areas. Therefore, it is a worthwhile attempt to probe into instructional designs and curriculum development models that are not oft-mentioned in the literature, yet would lend themselves to different ways of use in terms of different discipline areas and purposes. This paper intends to provide in-depth information regarding the instructional design model developed by Bellon and Handler (1982)—a model that occupies a place in the international literature as well as in Turkey, a fortiori, concerning foreign language teaching field—and inform the reader about the employment of the model and its alternative employment types and areas. To this end, available sources related to the model were made subject to document analysis method. In the analysis of the documents, basic elements of the curriculum (aims, organization, operations, outcomes) were used as the main themes. Based on this general perspective, each element of the model in question was examined in detail. Accordingly, discussions and suggestions were made with regard to the use and employment areas of the model, characteristics of the emergent product or program as a result of the instructional design, and theoretical underpinnings of the instructional model