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The document discusses curriculum development and the Tyler Model. It provides background on Ralph Tyler, who published The Basic Principles of Curriculum and Instruction in 1949. Tyler proposed that curriculum be dynamic and constantly evaluated. The Tyler Model is a deductive model that begins with setting objectives based on studying learners, society, and subject matter. It then selects learning experiences and organizes instruction to achieve the objectives. Effectiveness is evaluated to improve the curriculum. The document outlines Tyler's four fundamental questions and describes the Tyler Model process in more detail. It notes both strengths and criticisms of Tyler's approach.
The document discusses curriculum development and the Tyler Model. It provides background on Ralph Tyler, who published The Basic Principles of Curriculum and Instruction in 1949. Tyler proposed that curriculum be dynamic and constantly evaluated. The Tyler Model is a deductive model that begins with setting objectives based on studying learners, society, and subject matter. It then selects learning experiences and organizes instruction to achieve the objectives. Effectiveness is evaluated to improve the curriculum. The document outlines Tyler's four fundamental questions and describes the Tyler Model process in more detail. It notes both strengths and criticisms of Tyler's approach.
The document discusses curriculum development and the Tyler Model. It provides background on Ralph Tyler, who published The Basic Principles of Curriculum and Instruction in 1949. Tyler proposed that curriculum be dynamic and constantly evaluated. The Tyler Model is a deductive model that begins with setting objectives based on studying learners, society, and subject matter. It then selects learning experiences and organizes instruction to achieve the objectives. Effectiveness is evaluated to improve the curriculum. The document outlines Tyler's four fundamental questions and describes the Tyler Model process in more detail. It notes both strengths and criticisms of Tyler's approach.
Sawy Submitted to: Dr.Mervat El- Hadedy What is 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 • 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) In his book Tyler presented the concept that curriculum should be: 1. dynamic 2. a program under constant evaluation and revision. 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. • Since then, 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 • 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) Tyler’s Four Fundamental Questions: 1. What educational purposes should the school seek to attain?
2. What educational learning experiences can be provided that
are likely to attain these purposes?
3. How can these educational experiences be effectively
organized?
4. How can we determine whether these purposes are being
attained? 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 Strengths of Tyler’s Model Clearly stated objectives a good place to begin. Involves the active participation of the learner (Prideaux, 2003) Simple linear approach to development of behavior al objectives (Billings & Halstead, 2009) 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 the teachers are aware of the
believes that administration should design the students needs; hence teachers should be the curriculum and the teachers implement it. ones to develop the curriculum and implement in practice.
her rationale does not start with objectives, as
lays the main stress on aims, evaluation and she believes that the demand for education in control. a particular society should be studied first (see Step 1)
This approach may be perfect, perhaps, for
pays attention to the selection of the content market-oriented education, but inadequate for and its organization with an aim to provide the development of responsible and creative students with an opportunity to learn with individuals able to meet the challenges of the comprehension. constantly changing circumstances