Tyler objective model
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This document provides an overview of Ralph Tyler's objective model of curriculum development. The model emphasizes consistency between objectives, learning experiences, and outcomes. It includes four main principles: 1) defining learning objectives based on studies of learners and society, 2) selecting learning experiences to meet objectives, 3) organizing experiences for maximum effect, and 4) evaluating and revising ineffective aspects. The model aims to provide a structured approach for examining curriculum elements and their relationships. It focuses on clearly specifying objectives and using evaluation to improve curriculum alignment. The document discusses key terms, strengths, and criticisms of Tyler's influential model.
Tyler objective model
- 2. What do you think ?????
- 3. Models: Definition? A simplified representation of reality which is often depicted in diagrammatic form
- 4. Model: Purpose? To provide a structure for examining the elements that go to make up curriculum planning, and how these elements interrelate.
- 5. The Curriculum Process The development of a curriculum involves the developer in decisions about the nature and appropriateness of the substantive elements, eg the: outcomes content method assessment strategies These decisions are made in relation to the context in which the curriculum will operate.
- 8. MAJOR COMPONENTS The Tyler Model is often referred to as the ‘objective model’ because of it’s objective approach to educational evaluation. It emphasizes consistency among objectives, learning experiences, and outcomes. Curriculum objectives indicate both behavior to be developed and area of content to be applied. (Keating, 2006)
- 9. Tyler Rationale: What educational purposes should the school seek to attain? (Defining appropriate learning objectives.) How can learning experiences be selected which are likely to be useful in attaining these objectives? (Introducing useful learning experiences.) How can learning experiences be organized for effective instruction? (Organizing experiences to maximize their effect.) How can the effectiveness of learning experiences be evaluated? (Evaluating the process and revising the areas that were not effective.)
- 10. Tyler’s Four Principles; Principle 1: Defining Appropriate Learning Objectives Studies of the Learners Themselves as a Source of Educational Objectives Studies of Contemporary Life outside the School The Use of Philosophy in Selecting Objectives The Use of a Psychology of Learning in Selecting Objectives Stating Objectives in a Form to be Helpful in Selecting Learning Experiences and in Guiding Teaching
- 11. Tyler’s Teaching Principles cont’d….. Principle 2: Establishing Useful Learning Experiences Meaning of the Term “Learning Experience” General Principles in Selecting Learning Experiences Illustrations of the Characteristics of Learning Experiences Useful in Attaining Various Types of Objectives
- 12. Tyler’s Teaching Principles cont’d….. Principle 3: Organizing Learning Experiences to Have a Maximum Cumulative Effect What is meant by “Organization?” Criteria for Effective Organization Elements to be organized Organizing Principles The Organizing Structure The Process of Planning a Unit of Organization
- 13. Tyler’s Teaching Principles cont’d….. Principle 4: Evaluating the Curriculum and Revising Those Aspects That Did Not Prove to be Effective (Keating, 2006) The Need for Evaluation Basic Notions Regarding Evaluation Evaluation Procedures Using the Results of Evaluation Other Values and Uses of Evaluation Procedures
- 14. PRIMARY TERMS OF THE THEORY Stating Objectives (Denham, 2002) The progressive emphasizes the importance of studying the child to find out what kinds of interests he has, what problems he encounters, what purposes he has in mind. The progressive sees this information as providing the basic source for selecting objectives
- 15. PRIMARY TERMS OF THE THEORY Selecting Learning Experiences (Denham, 2002) Tyler believes that students learn through exploration Like his mentor, John Dewey, Tyler believes teachers should encourage children to become actively engaged in discovering what the world is like
- 16. PRIMARY TERMS OF THE THEORY Organizing Learning Experiences (Denham, 2002) Central to Tyler’s Model is effectively organizing the learning activities Students need concrete experiences to which the readings are meaningfully connected Three major criteria are required in building organized learning experiences: continuity, sequence and integration
- 17. PRIMARY TERMS OF THE THEORY Evaluating the Curriculum (Denham, 2002) The process of assessment is critical to Tyler’s Model and begins with the objectives of the educational program The process of evaluation is essentially the process of determining to what extent the educational objectives are actually being realized by the program of curriculum and instruction
- 18. STRENGTHS OF MODEL Involves the active participation of the learner (Prideaux, 2003) Objectives are clearly defined in the purposes. These purposes are translated into educational objectives. (www.coedu.usf.edu/agents/dlewis/publications/ tyler.htm) Simple linear approach to development of behavioral objectives (Billings & Halstead, 2009)
- 19. CRITICISMS Narrowly interpreted objectives (acceptable verbs) Difficult and time consuming construction of behavioral objectives Curriculum restricted to a constricted range of student skills and knowledge
- 20. CRITICISMS OF THE TYLER MODEL (CONT.) Critical thinking, problem solving and value acquiring processes cannot be plainly declared in behavioral objectives (Prideaux, 2003) (CONT.) Learning experiences are individual and are not totally within the power of the teacher to select The teacher can control the learning experience through the manipulation of the environment, which results in stimulating situations sufficient to evoke the kind of learning outcomes desired (www.neiu.edu/~aserafin/New%20Folder/TYLER.html)
- 21. REFERENCES Denham, T.J. (2002). Comparison of two curriculum/Instructional Design Models: Ralph W. Tyler and Siena College Accounting Class, ACCT205. Retrieved from ERIC Database. (ED 471734) Northeastern Illinois University. (n.d.). Classical Model. Ralph Tyler, 1949, Book Summary. Retrieved from www.neiu.edu/~aserafin/New%20Folder/TYLER.html University of South Florida College of Education. (n.d.). Ralph Tyler’s little book. Retrieved from www.coedu.usf.edu/agents/dlewis/publications/tyle r.htm
- 22. REFERENCES (CONT.) Billings, D. M. & Halstead, J.A. (2009).Teaching in nursing: A guide for faculty. St. Louis, Missouri: Saunder Elsevier Keating, S. (2006). Curriculum development and evaluation in nursing. Philadelphia, Pennsylvania: Lippincott Williams & Wilkins. Prideaux, D. (2003). Curriculum design: ABC of learning and teaching in medicine. British Medical Journal, 326(7383), 268-270. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC112 5124/?tool=pubmed
Editor's Notes
- #14: The four step can be defined as 1) stating the objectives, 2) selecting learning experiences, 3) organizing learning experiences and 4) evaluating the curriculum.