Tyler’s Model of Curriculum Development

1. Tyler’s Model of Curriculum
Development
Hina Jalal
(PhD Scholar
Department of Education, GCUF

2. Curriculum Development Model
• Curriculum model is a broad term referring to the guide used to write curriculum guides, or the
documents used in education to determine specific aspects of teaching, such as subject, time frame,
and manner of instruction.
• Refers to process of utilizing sets of concepts to achieve both quantity and quality education through a
guided learning experiences. There are two popular models of curriculum:
• The Product Model - You may see this in portions of your curriculum. This model is focused on
results, like grades or reaching an objective. The majority of the weight is focused more on the
finished product than what is happening in the learning process.
• The Process Model - Conversely, this process model focuses on how things happen in the learning
and is more open-ended. Curriculum focusing on the process model emphasizes how students are
learning, what their thinking is, and how it will impact future learning.

3. The Tyler Model
The Tyler Model, developed by Ralph Tyler in the 1940’s, is the quintessential prototype of curriculum development in
the scientific approach. One could almost dare to say that every certified teacher in America and maybe beyond has
developed curriculum either directly or indirectly using this model or one of the many variations. Tyler did not intend
for his contribution to curriculum to be a lockstep model for development. Originally, he wrote down his ideas in a
book Basic Principles of Curriculum and Instruction for his students to give them an idea about principles for to making
curriculum.

4. Steps of Tyler’s Model of Curriculum Development

5. Tyler’s Model
• Tyler’s model for curriculum designing is based on the following questions:
• What educational purposes should the school seek to attain?
• What educational experiences can be provided that is likely to attain these
purposes?
• How can these educational experiences be effectively organized?
• How can we determine whether these purposes are being attained?