Tyler objective model

1. TYLER OBJECTIVE
MODEL
http://tylerobjectivemodel.weebly.com

2. What do you
think ?????

3. Models: Definition?
 A simplified representation of reality which is often depicted in diagrammatic form

4. Model: Purpose?
To provide a structure
for examining the
elements that go to make
up curriculum planning,
and how these elements
interrelate.

5. 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.

6. Tyler’s Objective
Model

7. Tyler’s Objective Model

8. 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)

9. 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.)

10. Tyler’s Four Principles;
Principle 1: Defining Appropriate Learning
Objectives
 Studies of 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
 Stating Objectives in a Form to be Helpful in Selecting
Learning Experiences and in Guiding Teaching

11. 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

12. 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
The Process of Planning a Unit of
Organization

13. 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

14. 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

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
children to become actively engaged
in discovering what the world is like

16. 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

17. 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

18. 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)

19. CRITICISMS
Narrowly interpreted objectives
(acceptable verbs)
Difficult and time consuming
construction of behavioral
objectives
Curriculum restricted to a
constricted range of student skills
and knowledge

20. 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)

21. 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

22. 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