Tyler’s Model ofCurriculum 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? . All objectives need to be consistent with the philosophy of the school and this is often neglected in curriculum development.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. For example. This would be one . a school that is developing an English curriculum my create an objective that students will write essays. . For example.Step two developing learning experiences that help the students to achieve step one. if students need to meet the objective of writing an essay. The experience (essay demonstration and writing) is consistent with the objective (Student will write an essay). The students then might practice writing essays. The learning experience might be a demonstration by the teacher of writing an essay. 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.Step three organizing the experiences. . The point is that the teacher needs to determine a logical order of experiences for the students. the teacher could have the students write an essay without assistance. it is evidence that the students have achieve the objective of the lesson. For example. There are many ways to do this.Step four evaluation of the objectives. Now the teacher assesses the students ability to write an essay. . If they can do this. Establishing the Purpose Who are the decision makers? Industry Teachers Advisory board University administrators . Determining the purpose Societal needs Student Needs . For what are they preparing? .Establishing the Purpose Outline the goals – broad statements that indicate what is to be the outcome of the students’ education. Establishing the Purpose Develop Objectives a description of a performance you want learners to be able to exhibit before you consider them competent. rather than the process of instruction itself. . Describes an intended result of instruction. When clearly defined objectives are lacking. or methods. there is no sound basis for the selection or designing of instructional materials.Why do you need instructional objectives in your curriculum? 1. content. . it is difficult to select a suitable means for getting there. If you don't know where you are going. . has in fact been accomplished. To find out whether or not the objective. 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? 2. Experience has shown that with clear objectives in view. Good objectives provide students with a means to organize their own efforts toward accomplishment of those objectives.Why do you need instructional objectives in your curriculum? 3. . 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. . . not teachers.Good Objectives. . Are concerned with students. specific and measurable. Are related to intended outcomes rather than the process for achieving those outcomes. rather than broad and intangible. 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. of making connections between their actions and consequences is now stressed. UPSR . Students are now being taught to be active decision makers and be accountable for their actions. There is a shift from rote learning where students simply followed instructions and are overly dependent on teachers. The need for our children to think and reason. with ‘Reasoning’ added to the original 3Ms. 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.