Tyler S Model Of Curriculum Development 5q4ao
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Tyler’s Model of Curriculum Development
Group 1
Brief history of Tyler model: http://tylerobjectivemodel.weebly.com/
The Tyler Model, often referred to as the “Objective Model”, was developed by Ralph Tyler in 1942. The model consists of four questions that Tyler identifies must be asked for effective classroom instruction: 1. What educational purposes should the school seek to attain? 2. How can learning experiences be selected which are likely to be useful in attaining these objectives? 3. How can learning experiences be organized for effective instruction? 4. How can the effectiveness of learning experiences be evaluated?
There are 4 Basic steps 1) What is the purpose of the education? -Determine the school’s purposes 2) What educational experiences will attain the purposes? -Identify educational experiences related to purpose 3) How can these experiences be effectively organised? -Organize the experiences 4) How can we determine when the purposes are met?
Step one determining the objectives of the school or class what do the students need to do in order to be successful? Each subject has natural objectives that are indicators of mastery. All objectives need to be consistent with the philosophy of the school and this is often neglected in curriculum development. For example, a school that is developing an English curriculum my create an objective that students will write essays. This would be one
Step two developing learning experiences that help the students to achieve step one. For example, if students need to meet the objective of writing an essay. The learning experience might be a demonstration by the teacher of writing an essay. The students then might practice writing essays. The experience (essay demonstration and writing) is consistent with the objective (Student will write an essay).
Step three organizing the experiences. Should the teacher demonstrate first or should the students learn by writing immediately? Either way could work and preference is determined by the philosophy of the teacher and the needs of the students. The point is that the teacher needs to determine a logical order of experiences for the students.
Step four evaluation of the objectives. Now the teacher assesses the students ability to write an essay. There are many ways to do this. For example, the teacher could have the students write an essay without assistance. If they can do this, it is evidence that the students have achieve the objective of the lesson.
Establishing the Purpose Who are the decision makers?
Industry Teachers Advisory board University s
Determining the purpose Societal needs Student Needs
Establishing the Purpose Outline the goals – broad statements that indicate what is to be the outcome of the students’ education. For what are they preparing?
Establishing the Purpose Develop Objectives a description of a performance you want learners to be able to exhibit before you consider them competent. Describes an intended result of instruction, rather than the process of instruction itself.
Why do you need instructional objectives in your curriculum?
1.
When clearly defined objectives are lacking, there is no sound basis for the selection or deg of instructional materials, content, or methods. If you don't know where you are going, it is difficult to select a suitable means for getting there.
Why do you need instructional objectives in your curriculum?
2.
To find out whether or not the objective, has in fact been accomplished. Test items designed to measure whether important instructional outcomes have been accomplished can be selected or created intelligently only when those instructional outcomes have been made explicit.
Why do you need instructional objectives in your curriculum?
3. Good objectives provide students with a means to organize their own efforts toward accomplishment of those objectives. Experience has shown that with clear objectives in view, students at all levels are better able to decide what activities on their part will help them get to where it is important for them to go.
Good Objectives. . . Are related to intended outcomes rather than the process for achieving those outcomes. specific and measurable, rather than broad and intangible. Are concerned with students, not teachers.
Grouping objectives At university level, objectives are grouped into courses Similar objectives grouped together
What experiences will achieve the purpose?
What methods of teaching and learning will be used?
Lectures Laboratory exercises Internships Combination of many methods
Experiences must cover all 3 domains of learning
Cognitive Affective Psycomotor
How are these experiences organized?
From simple to complex From general to specific Experiences should build on each other
How do we determine if the goals are met?
Follow up studies Graduating student interviews Program Reviews
Tyler’s model of curriculum development Principle 1: Defining appropriate learning objectives Principle 2: Establishing useful learning experiences
KSSR Scheme of work in KSSR
KBAT : the new curriculum has 4Ms, with ‘Reasoning’ added to the original 3Ms. The need for our children to think and reason, of making connections between their actions and consequences is now stressed. There is a shift from rote learning where students simply followed instructions and are overly dependent on teachers. Students are now being taught to be active decision makers and be able for their actions.
Principle 3: Organizing learning experiences to have a maximum cumulative effect
Emphasises on the development of basic language skills so that pupils will have a strong foundation to build their proficiency in the language
Principle 4: Evaluating the curriculum and
PBS, UPSR
Group 1
Brief history of Tyler model: http://tylerobjectivemodel.weebly.com/
The Tyler Model, often referred to as the “Objective Model”, was developed by Ralph Tyler in 1942. The model consists of four questions that Tyler identifies must be asked for effective classroom instruction: 1. What educational purposes should the school seek to attain? 2. How can learning experiences be selected which are likely to be useful in attaining these objectives? 3. How can learning experiences be organized for effective instruction? 4. How can the effectiveness of learning experiences be evaluated?
There are 4 Basic steps 1) What is the purpose of the education? -Determine the school’s purposes 2) What educational experiences will attain the purposes? -Identify educational experiences related to purpose 3) How can these experiences be effectively organised? -Organize the experiences 4) How can we determine when the purposes are met?
Step one determining the objectives of the school or class what do the students need to do in order to be successful? Each subject has natural objectives that are indicators of mastery. All objectives need to be consistent with the philosophy of the school and this is often neglected in curriculum development. For example, a school that is developing an English curriculum my create an objective that students will write essays. This would be one
Step two developing learning experiences that help the students to achieve step one. For example, if students need to meet the objective of writing an essay. The learning experience might be a demonstration by the teacher of writing an essay. The students then might practice writing essays. The experience (essay demonstration and writing) is consistent with the objective (Student will write an essay).
Step three organizing the experiences. Should the teacher demonstrate first or should the students learn by writing immediately? Either way could work and preference is determined by the philosophy of the teacher and the needs of the students. The point is that the teacher needs to determine a logical order of experiences for the students.
Step four evaluation of the objectives. Now the teacher assesses the students ability to write an essay. There are many ways to do this. For example, the teacher could have the students write an essay without assistance. If they can do this, it is evidence that the students have achieve the objective of the lesson.
Establishing the Purpose Who are the decision makers?
Industry Teachers Advisory board University s
Determining the purpose Societal needs Student Needs
Establishing the Purpose Outline the goals – broad statements that indicate what is to be the outcome of the students’ education. For what are they preparing?
Establishing the Purpose Develop Objectives a description of a performance you want learners to be able to exhibit before you consider them competent. Describes an intended result of instruction, rather than the process of instruction itself.
Why do you need instructional objectives in your curriculum?
1.
When clearly defined objectives are lacking, there is no sound basis for the selection or deg of instructional materials, content, or methods. If you don't know where you are going, it is difficult to select a suitable means for getting there.
Why do you need instructional objectives in your curriculum?
2.
To find out whether or not the objective, has in fact been accomplished. Test items designed to measure whether important instructional outcomes have been accomplished can be selected or created intelligently only when those instructional outcomes have been made explicit.
Why do you need instructional objectives in your curriculum?
3. Good objectives provide students with a means to organize their own efforts toward accomplishment of those objectives. Experience has shown that with clear objectives in view, students at all levels are better able to decide what activities on their part will help them get to where it is important for them to go.
Good Objectives. . . Are related to intended outcomes rather than the process for achieving those outcomes. specific and measurable, rather than broad and intangible. Are concerned with students, not teachers.
Grouping objectives At university level, objectives are grouped into courses Similar objectives grouped together
What experiences will achieve the purpose?
What methods of teaching and learning will be used?
Lectures Laboratory exercises Internships Combination of many methods
Experiences must cover all 3 domains of learning
Cognitive Affective Psycomotor
How are these experiences organized?
From simple to complex From general to specific Experiences should build on each other
How do we determine if the goals are met?
Follow up studies Graduating student interviews Program Reviews
Tyler’s model of curriculum development Principle 1: Defining appropriate learning objectives Principle 2: Establishing useful learning experiences
KSSR Scheme of work in KSSR
KBAT : the new curriculum has 4Ms, with ‘Reasoning’ added to the original 3Ms. The need for our children to think and reason, of making connections between their actions and consequences is now stressed. There is a shift from rote learning where students simply followed instructions and are overly dependent on teachers. Students are now being taught to be active decision makers and be able for their actions.
Principle 3: Organizing learning experiences to have a maximum cumulative effect
Emphasises on the development of basic language skills so that pupils will have a strong foundation to build their proficiency in the language
Principle 4: Evaluating the curriculum and
PBS, UPSR
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