Tyler's model

CURRICULUM MODEL

A model is a format for curriculum design developed to meet unique needs, contexts, and/or purposes. In order to address these goals, curriculum developers design, reconfigure, or rearrange one or more key curriculum components.

TYLER MODEL OF CURRICULUM
One of the best known curriculum models was first introduce in 1949 by Ralph Tyler. When designing Tyler model, student’s emotions, feelings, beliefs, and intellect is what help Tyler to design this particular curriculum model. Tyler noted that the idea that children’s interests must be identified so that they can serve as the focus of educational attention which then lead to the basis for selecting objectives (Denham, 2002, p. 2).

Tyler’s 1949 curriculum model is a four part model that consists of objectives, instructional strategies and content, organization of learning experiences, and assessment and evaluation that was designed based on four questions:

1. What educational purposes should the institution seek to attain? (Objectives)

2     What educational experiences are likely to attain these objectives? (Instructional strategies and content)
3.    How can these educational experiences be organized effectively? (Organization of learning experiences)
4.    How can we determine whether these purposes are being attained? (Assessment and evaluation)

Tyler model focus is solely on teaching and the objectives serves as a basis for devising elements with evaluation of those elements, and reflecting on the degree of achievement of the objectives (Veness,2010)

FEATURES OF THE MODEL

Tyler developed this educational model because he felt that educational programs lacked clearly defined goals and objectives for the purpose of measuring student achievement in the course. Ralph Tyler interpreted that the vast majority of educational curriculum was defined by a sense of inflexibility and restriction, rather than goal-oriented and directed learning activities. By creating the Tyler Model, he was able to succinctly and accurately outline a series of basic steps for developing curriculum that was laden with measurable and attainable educational objectives.  Through the development of the Tyler Model of curriculum evaluation, there was created a “process of determining the educational effectiveness of learning experiences” (Bloom, Madaus, & Hastings 1981).

The development of this model was not based upon progressive ideas of evaluation that stemmed from new technological or curriculum developments of the current time.

Tyler’s concept of curriculum evaluation was truly an original idea of his time period that helped to lay a foundation for the future of curriculum development and evaluation. He formulated his ideas through observation of the current educational process (during his role as an educator), as well as through collected data from his Eight-Year Study (during his role as a researcher of educators).

The model was effective for guiding the evaluation process in nursing education. However, it was recommended that nurse educators blend elements and principles of all models to conclude with the most effective evaluation tool (Billings and Halstead 2009).

            Tyler’s proposed model focused on evaluation that occurred at the end of a learning experience, thus being a summative approach to evaluation. Over time, more focus was placed on a formative approach to evaluation, namely one that focused on curriculum evaluation during the entire development and implementation of an educational program (Billings and Halstead 2009). Since Ralph Tyler’s model development, several theories and approaches to program evaluation have been developed, all with slightly differing approaches to this important educational task.

CURRICULUM DEVELOPMENT- Curriculum development can be defined as the process of planning, implementing, and evaluating curriculum that ultimately results in a curriculum plan.

Ralph Tyler (1902-1994) published more than 700 articles and sixteen books.

• Best known for The Basic Principles of Curriculum and Instruction (Ornstein and Hunkins, 1998) which is based on an eight year study.
• Tyler posits the problem with education is that educational programs lack unmistakably defined purposes (“Ralph Tyler’s Little Book, ”n d)

Curriculum had always been thought of as a static, set program, and in an era preoccupied with student testing, he offered the innovative idea that teachers and administrators should spend as much time evaluating their plans as they do assessing their students.

In his book Tyler presented the concept that curriculum should be:

1. dynamic

2. a program under constant evaluation and revision.

Basic Principles of Curriculum and Instruction has been a standard reference for anyone working with curriculum development.

• Although not a strict how-to guide, the book shows how educators can critically approach curriculum planning, studying progress and retooling when needed.
• Its four sections focus on setting objectives, selecting learning experiences, organizing instruction, and evaluating progress.
• Readers will come away with a firm understanding of how to formulate educational objectives and how to analyse and adjust their plans so that students meet the objectives.
• Tyler also explains that curriculum planning is a continuous, cyclical process, an instrument of education that needs to be fine-tuned.
• • This emphasis on thoughtful evaluation has kept Basic Principles of Curriculum and Instruction a relevant, trusted companion for over sixty years.

Tyler's straightforward recommendations are sound and effective tools for educators working to create a curriculum that integrates national objectives with their students' needs.

The Tyler Model is:

• one of the best known models for curriculum development.
• known for the special attention it gives to the planning phases.
• deductive for it proceeds from the general (examining the needs of society, for example) to the specific (specifying instructional objectives).

Tyler recommends that curriculum planners identify general objectives by gathering data from three sources:

1. the learners 2) contemporary life outside the school 3) subject matter.

After identifying numerous general objectives, the planners refine them by filtering them through two screens: 1. the philosophical screen 2. the psychological screen

In the Tyler Model, the general objectives that successfully pass through the two screens become what are now popularly known as instructional objectives. Curriculum objectives indicate both behavior to be developed and area of content to be applied. (Keating, 2006)

1. What educational purposes should the school seek to attain?

• Studies of the Learners Themselves as a Source of Educational Objectives • Studies of Contemporary Life outside the School • Suggestions about Objectives from Subject Specialists • 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

2. How can Learning Experiences be selected? Which are likely to be useful in attaining these objectives?

• 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

3. How Can Learning Experiences Be Organized for Effective Instruction?

• 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

4      How Can the Effectiveness of Learning Experiences Be Evaluated?

     • The Need for Evaluation • Basic Notions Regarding Evaluation • Evaluation Procedures • Using the Results of Evaluation • Other Values and Uses of Evaluation Procedures

Criticism of the Tyler Model: Narrowly interpreted objectives (acceptable verbs) Difficult and time consuming construction of behavioral objectives Curriculum restricted to a constricted range of student skills and knowledge critical thinking, problem solving and value acquiring processes cannot be plainly declared in behavioral objectives (Prideaux, 2003)

The Taba-Tyler Rationales: When comparing just the two rationales it is difficult to ascertain who borrowed from whom and when, but we have to admit the basic difference of the two curriculum design approaches, which has a critical meaning not only for researchers of modern times, but also for those developing curricula for current school praxis.

Tyler’s model Taba’s Model deductive inductive argues from the administrator approach reflects the teacher’s approach believes that administration should design the curriculum and the teachers implement it. believes that the teachers are aware of the students needs; hence teachers should be the ones to develop the curriculum and implement in practice. lays the main stress on aims, evaluation and control. her rationale does not start with objectives, as she believes that the demand for education in a particular society should be studied first. This approach may be perfect, perhaps, for market-oriented education, but inadequate for the development of responsible and creative individuals able to meet the challenges of the constantly changing circumstances pays attention to the selection of the content and its organization with an aim to provide students with an opportunity to learn with comprehension

Curriculum objectives indicate both behavior to be developed and area of content to be applied. (Keating, 2006) It emphasizes consistency among objectives, learning experiences, and outcomes. The Tyler Model is often referred to as the ‘objective model’ because of its objective approach to educational evaluation.

MAJOR COMPONENT

1. How can the effectiveness of learning experiences be evaluated? (Evaluating the process and revising the areas that were not effective.)
2. How can learning experiences be organized for effective instruction? (Organizing experiences to maximize their effect.)
3. How can learning experiences be selected which are likely to be useful in attaining these objectives? (Introducing useful learning experiences.)
4. What educational purposes should the school seek to attain? (Defining appropriate learning objectives.)

Stating Objectives in a Form to be Helpful in Selecting Learning Experiences and in Guiding Teaching The Use of a Psychology of Learning in Selecting Objectives. The Use of Philosophy in Selecting Objectives. Studies of Contemporary Life outside the School  Studies of the Learners  Themselves as a Source of Educational Objectives Tyler’s Four Principles; Principle 1: Defining Appropriate Learning Objectives

Illustrations of the Characteristics of Learning Experiences Useful in Attaining Various Types of Objectives General Principles in Selecting Learning Experiences Meaning of the Term “Learning Experience” Tyler’s Teaching Principles cont’d….. Principle 2: Establishing Useful Learning Experiences

The Process of Planning a Unit of Organization The Organizing Structure Organizing Principles Elements to be organized Criteria for Effective Organization What is meant by “Organization?” Tyler’s Teaching Principles cont’d….. Principle 3: Organizing Learning Experiences to Have a Maximum Cumulative Effect

Other Values and Uses of Evaluation Procedures Using the Results of Evaluation. Evaluation Procedures Basic Notions Regarding Evaluation. Principle 4: Evaluating the Curriculum and Revising Those Aspects That Did Not Prove to be Effective (Keating, 2006)

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 Stating Objectives (Denham, 2002)

Tyler believes teachers should encourage children to become actively engaged in discovering what the world is like and that students learn through exploration Selecting Learning Experiences

Three major criteria are required in building organized learning experiences: continuity, sequence and integration Students need concrete experiences to which the readings are meaningfully connected  Central to Tyler’s Model is effectively organizing the learning activities  Organizing Learning Experiences

The process of evaluation is essentially the process of determining to what extent the educational objectives are actually. The process of assessment is critical to Tyler’s Model and begins with the objectives of the educational program evaluating the Curriculum

Curriculum restricted to a constricted range of student skills and knowledge. Difficult and time consuming construction of behavioral objectives and narrowly interpreted objectives (acceptable verbs)

The Pros and Cons to the Evaluation model?

Cons

• The objective under Tyler’s straight line model has a behavioral orientation. Behavioral objectives have many advantages if applied to curriculum design, but they have some limitations on execution. For example, they do not apply to all subjects or the design of a subject’s content.
• Unacceptable verbs are as follow: to know, to understand, to really understand, to appreciate, to fully appreciate, to grasp the significance of, to enjoy, to believe and to have faith in.
• Building behavioral objectives takes a very long time and a very tedious process. Besides, this model narrows the span of knowledge and skills which the students must actually be familiar with.

Pros

• Notable for being the 1st model of objectives for teaching.
• Examples of the acceptable verbs are:
• (Students will be able) to write, to recite, to identify, to differentiate, to solve, to construct, to list, to compare and to contrast.

REFERENCE:

https://www.slideshare.net/JordanAdinit/tyler-objective-model-group-presentation

https://www.slideshare.net/ahmedabbas1121/tyler-model

https://www.slideshare.net/j_allsopp/models-of-curriculum-25907020

https://educationalresearchtechniques.com/2014/07/01/curriculum-development-the-tyler-model/

http://www.academia.edu/6531637/TYLERS_CURRICULUM_MODEL

http://ged550.wikispaces.com/Tyler%27s+Objective+Model