Conceptual Base: The Tyler Rationale & The Curricular System: Linear Module

Panganiban, Christian R.

Objectives:
At the end of the discussion, the students will be able to:
Cite the components of Tylers Rationale

distinguish different points associated with the conceptual basis of R. Tyler Define Hilda Tabas Linear Model Explain the steps with regards to the Linear Model

The Tyler Rationale

1. What educational purposes should the school seek to attain? 2. What educational experiences can be provided that is likely to attain these purposes? 3. How can they be organized? 4. How can we determine whether these purposes are being attained?

1: What educational purposes should the school seek to attain?

 In this area, Tyler stated that before developing a curriculum, we have to take a look at seriously to school purposes. What kind of school is it? What are the purposes of this school made for?

 If it is elementary school for example, the curriculum should provide childrens need. It should cover what should be learned by the children.

 If it is a vocational school, what kind of vocational school is it? So, the curriculum should cover the need and the aim of the students in that school. In short, the curriculum should be made to attain the purposes of that school

 After knowing the school purposes, we have to pay more attention to educational experiences that should be provided. It is about educational experiences related to the purposes

 . We have to find the best students and teachers activities in the classroom in order to achieve the school purposes. Because, it wont make sense if the purposes of the school is about how to make students master the use of technology, then we prepare the educational experiences using the traditional one.

 Here, we have to be careful in choosing what the students are going to learn, and how they are going to learn.

 What AIMs, GOALs, and OBJECTIVEs should be sought? Educational objectives becomes the criteria for selecting materials, content outlined, instructional methods developed, and tests prepared.

How to write objectives

Objectives are often incorrectly stated as activities the instructor must do, rather than statements of change for students.

 Objectives are also listed as topics, concepts, or generalizations; however, this approach does not specify what the students are expected to do with these elements such as apply them to illustrations in his/her life or unify them in a coherent theory explaining scientific deliberation.

 Objectives can be indicated as generalized patterns (To Develop Appreciation, To develop broad interests.)These are more goals than objectives. It is necessary to specify the content to which this behavior applies. Should specify the Kind of Behavior and the Content or Area in which the behavior is to operate.

2. What educational experiences can be provided that are likely to attain these purposes?

Criteria for selecting experiences; are they:

valid in light of the ways in which knowledge and skills will be applied in out-of-school experiences? feasible in terms of time, staff expertise, facilities available within and outside of the school, community expectations?

 optimal in terms of students' learning the content? capable of allowing students to develop their thinking skills and rational powers? capable of stimulating in students greater understanding of their own existence as individuals and as members of groups?

 capable of fostering in students an openness to new experiences and a tolerance for diversity? such that they will facilitate learning and motivate students to continue learning? capable of allowing students to address their needs?

 such that students can broaden their interests? such that they will foster the total development of students in cognitive, affective, psycholmotor, social, and spiritual domains?

 Curriculum Content Criteria for selecting content: What will lead to student self-sufficiency? What is significant?
Two definitions of "significance": 1.having or conveying a meaning; expressive, suggesting or implying deeper or unstated meaning 2.important, notable; consequential

 What is valid (authentic, "true")? What is interesting?

note: student may not even KNOW his own interests

What is useful? What is learnable? What is feasible?

3. How can the educational experiences be organized?

 One thing that we have to bear in our mind is how we organize those educational experiences. In other word, we have to deal with the organization of the experiences. We have to set good organization in organizing the educational experiences. We have to arrange them step by step, and make them structurized.

 We cannot jump from first step to the last, and jump again to the middle. Here, we need to organize them very carefully, what should be the first to do, then the second, the third, etc. We must organize them effectively, by using the right stages.

 Education experiences must be organized to reinforce each other. Vertical vs. horizontal organization Continuity - refers to the vertical reiteration of major curricular elements. Reading social studies materials continued up through higher grades

 Sequence - refers to experiences built upon preceding curricular elements but in more breadth and detail. Sequence emphasizes higher levels of treatment. Integration - unified view of things. Solving problems in arithmetic as well as in other disciplines.

 We aim for educational effectiveness and EFFICIENCY. Most institutionalized education is MASS education: we want to be able to teach GROUPS instead of individuals.

 Most education is DEPARTMENTALIZED, because we expect someone trained in a specific topic to be more likely to be able to teach that topic. (This is based upon the notion that WORKERS will have higher productivity if they do the same thing over and over again, related to the "social efficiency" theories of Frederick Taylor.)

 Generally, we arrange educational experiences from easiest to hardest, and from most general to more specific. (There is some evidence that this is not the best way to teach--that students are more likely to learn if specific skills or topics are introduced first.)

 4. How can we determine whether these purposes are being attained?

 To make sure that whether the purposes are being attained or not, of course we have to do evaluation of the experiences. We have to evaluate all the experiences without exception. And this evaluation should be conducted continuously by the evaluator, in order to develop curriculum from time to time.

 This image summarizes the steps of the Tyler Model.

 Hilda Tabas Linear model She believed that teachers who teach or implement the curriculum should participate in developing it. Her advocacy is commonly called grassroots approach

 Hilda Taba improved and refined the Tyler Model and formulated a Linear Module that comprises of Four subsystems

Subsystem 1- LEARNING OBJECTIVE Subsystem 2- LEARNING CONTENT Subsystem 3- LEARNING EXPERIENCE Subsystem 4- EVALUATION OF THE LEARNING OBJECTIVE

SUBSYTEM 1 Indicates the direction and intention of the educational effort Includes the school vision or set of unifying beliefs and values

 SUBSYSTEM 2 The learning content The learning goals are fleshed out in a continuum or scope Becomes the basis of subject matter for instruction

 SUBSYSTEM 3

Made up of experiences that contributes to the attainment of learning objectives

 SUBSYTEM 4

Evaluation of the learning outcomes

 Tabas 7 major steps In the linear model

 Diagnosis of learner's needs and expectations of the larger society Formulation of learning objectives Selection of learning content Selection of learning experiences

 Organization of learning activities Determination of what to evaluate and the means of doing it 3 Interacting processes in Curriculum Development Planning Implementing Evaluating

Thank you for listening.