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A classic model


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A classic model

  1. 1. The Tyler Curriculum Evaluation Model TWU Nurs 5253 Elouise Ford, RN, BSN, MHEd Curriculum DesignThe curriculum represents the expression of educational ideasMust be in a form that communicates to those association with the learning institutionMust be open to critiqueShould be easily transformed into practice
  2. 2. Curriculum Design cont’dExist on three levels What is planned for the student What is delivered to the student What the student experiencesBased on values and beliefs that students should knowMay be contested and/or problematic
  3. 3. Curriculum Design cont’dCurriculum, health services and the community should share mutually beneficial relationshipCurriculum values should enhance health service provisionMust be responsive to changing values and expectations in education
  4. 4. Curriculum Design cont’dTwo main types of curriculum models 1. Prescriptive Models- tell what curriculum writer should do(intent) and how to create a curriculum 2. Descriptive Models- provides information of what curriculum writer actually do and (content)what the curriculum coversThe Tyler Model first developed in 1949 is Prescriptive (Prideaux, 2003)
  5. 5. Ralph TylerRalph Tyler (1902-1994) published more than 700 articles and sixteen booksBest known for The Basic Principles of Curriculum and Instruction (Ornstein and Hunkins, 1998) which is based on an eight year studyTyler posits the problem with education is that educational programs lack unmistakably defined purposes (“Ralph Tyler’s Little Book, ”n d)
  6. 6. A Classic Model: The Tyler ModelOften referred to as “objective model”Emphasis on consistency among objectives, learning experiences, and outcomesCurriculum objectives indicate both behavior to be developed and area of content to be applied (Keating, 2006)
  7. 7. Tyler’s Four Principles of Teaching Principle 1: Defining Appropriate Learning Objectives
  8. 8. Tyler’s Teaching Principles cont’d Principle 2: Establishing Useful Learning Experiences
  9. 9. Tyler’s Teaching Principles cont’dPrinciple 3: Organizing Learning Experiences to Have a Maximum Cumulative Effect
  10. 10. Tyler’s Teaching Principles cont’d Principle 4: Evaluating the Curriculum and Revising Those Aspects That Did Not Prove to be Effective (Keating, 2006)
  11. 11. Criticism of the Tyler ModelNarrowly interpreted objectives (acceptable verbs)Difficult and time consuming construction of behavioral objectivesCurriculum restricted to a constricted range of student skills and knowledgecritical thinking, problem solving and value acquiring processes cannot be plainly declared in behavioral objectives (Prideaux, 2003)
  12. 12. Primary Strengths of Tyler’s ModelClearly stated objectives a good place to beginInvolves the active participation of the learner (Prideaux, 2003)Simple linear approach to development of behavior al objectives (Billings & Halstead, 2009)
  13. 13. Implications for NursingCurriculumAnother Prescriptive Model has emerged –Outcomes based education sinceFocus on student behavior instead of staff , defines outcomes obtained by studentProgram designers will include statements of intent as broad curriculum aims and specific objectives (Prideaux, 2003)NLN & CCNE include outcome assessment in their initial accreditationNo one model can sufficiently guide the evaluation of nursing curriculum ( Billings & Halstead, 2009)
  14. 14. Implications of Nursing Curriculum cont’d