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 Process
The development of a curriculum involves the
developer in decisions about the nature and
appropriateness of the substantive elements, eg
the:

outcomes
content
method
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 COMPONENTS
 The 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
 Studiesof 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
 StatingObjectives 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 Organization
 Elements to be organized
 Organizing Principles
 The Organizing Structure
 TheProcess 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 Evaluation
Basic Notions Regarding Evaluation
Evaluation Procedures
Using the Results of Evaluation
Other 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 activities
 Students 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)
 Difficultand 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/tyle
r.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/PMC112
5124/?tool=pubmed