TYLER OBJECTIVE

MODEL

Presented to: Mr. Ijaz Ahmed Tatlah

Group 1

Anjum ZamanMuhammad Umar Farooq

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 EffectWhat 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

THEORYStating 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

THEORYOrganizing 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