TYLER Curriculum Model

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TYLER Curriculum Model

• Professor Timothy Burry

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OBJECTIVES

• Explore the evolution of the Tyler Curriculum
  Model
• Describe the model and its major components
• Define the primary terms that are used
• Discuss the primary strengths and drawbacks of
  the model
• Describe how this model can be applied in
  (nursing) education

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EVOLUTION OF THE MODEL

• Click the link below for a brief history of the
  evolution of the Tyler model
• http//tylerobjectivemodel.weebly.com

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MAJOR COMPONENTS

• The Tyler Model is often referred to as the
  objective model because of its objective or
  unbiased 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)

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MAJOR COMPONENTS

• Tyler stated his curriculum logic in terms of
  four questions which must be answered in
  developing any curriculum and plan of
  instruction
• I. E, What educational purposes should the school
  seek to attain?

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MAJOR COMPONENTS

• (CONT.)
• What educational experiences can be provided that
  are likely to attain these purposes?
• How can these educational experiences be
  effectively organized?
• How can we determine whether these purposes are
  being achieved?

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MAJOR COMPONENTS

• These questions can be turned into a four step
  process
• Stating Objectives
• Selecting Learning Experiences
• Organizing Learning Experiences
• Evaluating the Curriculum

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Tylers Four Principles of Teaching

• Principle 1 Defining Appropriate Learning
  Objectives

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Tylers Teaching Principles contd

• Principle 2 Establishing Useful Learning
  Experiences

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Tylers Teaching Principles contd

• Principle 3 Organizing Learning Experiences to
  Have a Maximum Cumulative Effect

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Tylers Teaching Principles contd

• Principle 4 Evaluating the Curriculum and
  Revising Those Aspects That Do Not Prove to be
  Effective
• (Keating, 2006)

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Synopsis of Principles

• Through the development of these four
  principles, Tyler introduced educational ideas
  leading to new considerations regarding the
  measurement of viable outcomes. These outcomes
  occur by developing a list of programs or
  curriculum objectives that indicates both the
  kind of behavior to be developed in the student
  and the area of content or life in which the
  behavior is to be applied (Keating 2006).

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What do we mean by evaluation?

• Evaluation encompasses the idea of aligning
  measurement and testing with educational
  objectives

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PRIMARY TERMS OF THE THEORY

• Stating Objectives (Denham, 2002)
• This progressive design emphasizes the importance
  of studying the student 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

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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 students to appreciate
  how their learning can be applied to the real
  world.

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PRIMARY TERMS OF THE THEORY

• Organizing Learning Experiences (Denham, 2002)
• Central to Tylers Model is effectively
  organizing the learning activities
• Students need concrete experiences in which the
  lessons are meaningfully connected
• Three major criteria are required in building
  organized learning experiences continuity,
  sequence and integration

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PRIMARY TERMS OF THE THEORY

• Evaluating the Curriculum (Denham, 2002)
• The process of assessment is critical to Tylers
  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

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STRENGTHS OF MODEL

• The active participation of the learner
  (Prideaux, 2003)
• Class objectives are clearly defined in the
  purposes. These purposes are then translated into
  educational objectives.
• The simple linear approach to development of
  behavioral objectives is applied (Billings
  Halstead, 2009)

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CRITICISMS OF THE TYLER MODEL

• Narrowly interpreted objectives (acceptable
  verbs)
• Difficult and time consuming in the construction
  of behavioral objectives
• Curriculum is restricted to a restricted range of
  student skills and knowledge

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CRITICISMS OF THE TYLER MODEL

• (CONT.)
• Critical thinking, problem solving and value
  acquiring processes cannot be plainly stated in
  behavioral objectives (Prideaux, 2003)

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CRITICISMS OF THE TYLER MODEL

• (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 induce the kind of learning
  outcomes desired

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IMPLICATIONS FOR (NURSING) CURRICULUM

• Behavioral objectives are no longer the gold
  standard. Other prescriptive models, (rule
  based) have emerged since the 1980s.
• Outcome or results based education focuses on
  student behavior instead of the teacher and
  defines outcomes obtained by the student only

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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/New20Folde
  r/TYLER.html
• University of South Florida College of Education.
  (n.d.). Ralph Tylers little book. Retrieved from
  www.coedu.usf.edu/agents/dlewis/publications/tyler
  .htm

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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/PMC1
  125124/?toolpubmed