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TYLER Curriculum Model

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TYLER Curriculum Model Professor Timothy Burry OBJECTIVES Explore the evolution of the Tyler Curriculum Model Describe the model and its major components Define the ... – PowerPoint PPT presentation

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Title: TYLER Curriculum Model


1
TYLER Curriculum Model
  • Professor Timothy Burry

2
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

3
EVOLUTION OF THE MODEL
  • Click the link below for a brief history of the
    evolution of the Tyler model
  • http//tylerobjectivemodel.weebly.com

4
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)

5
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?

6
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?

7
MAJOR COMPONENTS
  • These questions can be turned into a four step
    process
  • Stating Objectives
  • Selecting Learning Experiences
  • Organizing Learning Experiences
  • Evaluating the Curriculum

8
Tylers Four Principles of Teaching
  • Principle 1 Defining Appropriate Learning
    Objectives

9
Tylers Teaching Principles contd
  • Principle 2 Establishing Useful Learning
    Experiences

10
Tylers Teaching Principles contd
  • Principle 3 Organizing Learning Experiences to
    Have a Maximum Cumulative Effect

11
Tylers Teaching Principles contd
  • Principle 4 Evaluating the Curriculum and
    Revising Those Aspects That Do Not Prove to be
    Effective
  • (Keating, 2006)

12
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).

13
What do we mean by evaluation?
  • Evaluation encompasses the idea of aligning
    measurement and testing with educational
    objectives

14
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

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

16
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

17
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

18
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)

19
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

20
CRITICISMS OF THE TYLER MODEL
  • (CONT.)
  • Critical thinking, problem solving and value
    acquiring processes cannot be plainly stated in
    behavioral objectives (Prideaux, 2003)

21
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

22
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

23
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

24
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
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