2. At the end of this session, you should be able to
3.Explain the steps in designing a course/ programme based
on Tyler Model.
4.Use Tyler Model to examine a course/ programme.
5.In a position to be begin examining and reflecting on your
values as a teacher in relation to the students and the subject
you teach
3. Imagine that you are an interior designer, and someone
asks you to design the interior of a building.
To do your job well, you have to make a number of
important decisions
What important things do you need to know (say
resources such as money, time and things to do with
location of the building is not an issue)? What important
questions do you need to ask to know what you need to
know?
Among these questions what is the most important
question? Why?
What is at heart of all these questions? Why?
4. What is the purpose of the building?
Who is going to occupy the building?
What things should be incorporated in the building to
achieve the purpose?
How should the things be organised/arranged to achieve
the purpose?
Have the things and the way they are organised achieved
the purpose?
Other questions?
5. Say another interior designer was also asked to design
the interior of the building, and he/she raised a similar set
of questions. Do you think, both of you will come up with
a similar design?
Whether you answer yes or no, why and why not?
6. What is the purpose of the course/ programme?
What content/learning experiences should be in the
course to achieve the purpose?
How should the content/learning experiences be
organised/arranged to achieve the purpose?
How can the effectiveness of the content/learning
experiences be evaluated?
7. Examine the syllabus for the subject you are teaching
using Tyler Model.
What are the aims and objectives?
What are the contents?
How are the contents organised?
What teaching and learning activities are proposed to achieve the
aims and objectives?
What assessment activities are proposed to evaluate whether the
aims and objectives are achieved?
What values are promoted in the syllabus?
8. What sources are used to come up with the aims and
objectives?
What sources are used to come up with the contents?
What sources are used to come up with the teaching
learning activities?
9. In all of the above questions, what do you think about the
answers. Why and why not? (There are no right and wrong
answers here, just your honest opinions).
If you were given a chance to design the ‘curriculum’
(temporarily, think of this as a syllabus) for the subject
you teach, would you approach it the same way (i.e. with
same aims, objectives, contents, organisation of
contents, teaching and learning activities, and
assessment activities) ? Why? Why not?
