The document outlines the Ralph Tyler Model, a rational linear model of curriculum development created by Ralph Tyler, noted as a pivotal figure in American education. It details the model's four key steps: determining objectives, identifying relevant educational experiences, organizing those experiences, and evaluating the outcomes. Additionally, it highlights the model's strengths, such as a clear framework and a focus on assessment, while also addressing some criticisms, including its neglect of individual learning differences.

1. RALPH TYLER MODEL:
RATIONAL LINEAR
MODEL
Prepared by:
Pabilyn A.S.

2. RALPH TYLER
• born on April 22, 1902 – Chicago to a professional
family
• died in 1994
• one of the most influential people in American
education in both fields of education and evaluation
• developed the first model of curriculum (Tyler
Model) in 1940s
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3. RALPH TYLER
• published his work in a book called
‘Basic Principles of Curriculum
and Instruction’
• “Father of Educational Evaluation
and Assesment”
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4. TYLER MODEL
• Based on the “Eight-Year Study”, a national program
involving 30 secondary schools and 300 colleges and
universities that addressed narrowness and rigidity in high
school curricula.
• One of the best known models for curriculum
development.
• Known for the special attention it gives to the planning
phases.
• Deductive
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5. TYLER’S MODEL OBJECTIVES
1. Determine the school’s purposes/objectives
2. Identify educational experiences related to
purpose
3. Organize the experiences
4. Evaluate the purposes
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6. STEP 1: DETERMINE THE SCHOOL’S
PURPOSES/OBJECTIVES
• determining the objectives of the school or class
• What do the students need to do in order to be
successful?
• All objectives need to be consistent with the
philosophy of the school and this is often neglected
in curriculum development.
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7. STEP 1: DETERMINE THE SCHOOL’S
PURPOSES/OBJECTIVES
• Objectives should be based on analysis of:
 The student as a learner
 The contemporary life outside the school
 Opinion of specialists in the various subjects.
• Specified precisely
• Specify changes
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8. STEP 2: IDENTIFY EDUCATIONAL
EXPERIENCES RELATED TO
PURPOSE
• developing learning experiences that help the students to
achieve step 1
• The learning experience might be a demonstration by the
teacher of writing an essay
• The students then might practice writing essays. The
experience (essay demonstration and writing) is consistent
with the objective.
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9. STEP 2: IDENTIFY EDUCATIONAL
EXPERIENCES RELATED TO
PURPOSE
• Should be relevant and adequate
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10. STEP 3:ORGANIZE THE
EXPERIENCES
• Should the teacher demonstrate first or
should the students learn by writing
immediately?
• Decide on the method of implementing
(lecture, experiment, demonstration, role-play,
forum, story-telling, etc.)
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11. STEP 3:ORGANIZE THE
EXPERIENCES
• Preference is determined by the
philosophy of the teacher and the level
of the students
• Teacher needs to determine the logical
order of experiences for the students
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12. STEP 4:EVALUATION OF THE
PURPOSES
• Teacher assesses the student’s ability if the
students have achieve the objective of the
lesson.
• Use of variety methods (tests, questionnaires,
performance)
• Should be carried out at several different times
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13. STEP 4:EVALUATION OF THE
PURPOSES
• Evaluation is used to:
indicate strengths and weaknesses of
the program
Plan for revision
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14. STRENGTHS OF TYLER’S MODEL
1.Clear and Structured Framework
2. Emphasis on Objectives
3. Focus on Assessment and Evaluation
4. Applicability Across Different
5. Encourages Reflection on Educational Goals
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15. CRITICISM OF TYLER’S MODEL
1.Ignores Individual Learning Differences
2.Lack of Focus on Social Change
3. Narrow View of Learning
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