tyler objective model
TRANSCRIPT
TYLER OBJECTIVE MODEL
http:// tylerobjectivemodel.weebly.com
What do you think ?????
Models: Definition?
A simplified representation of reality which is often depicted in diagrammatic form
Model: Purpose?
To provide a structure for examining the elements that go to make up curriculum planning, and how these elements interrelate.
The Curriculum ProcessThe development of a curriculum involves the developer in decisions about the nature and appropriateness of the substantive elements, eg the:
outcomescontentmethod assessment strategies
These decisions are made in relation to the context in which the curriculum will operate.
Tyler’s Objective Model
Tyler’s Objective Model
MAJOR COMPONENTSThe 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)
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.)
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
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
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 OrganizationElements to be organizedOrganizing PrinciplesThe Organizing StructureThe Process of Planning a Unit of
Organization
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 EvaluationBasic Notions Regarding EvaluationEvaluation ProceduresUsing the Results of EvaluationOther Values and Uses of Evaluation
Procedures
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
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
PRIMARY TERMS OF THE THEORY
Organizing Learning Experiences (Denham, 2002)Central to Tyler’s Model is effectively
organizing the learning activitiesStudents need concrete experiences to
which the readings are meaningfully connected
Three major criteria are required in building organized learning experiences: continuity, sequence and integration
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
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)
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
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)
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/tyler.htm
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/PMC1125124/?tool=pubmed