1. TYLER OBJECTIVE MODEL
Emily Durbin
Elouise R. Ford
Tressa Brooks Hunter

2. OBJECTIVES
 Explore the evolution of the Tyler Objective
Model
 Describe the model and its major components
 Define the primary terms used in the theory
 Discuss the primary strengths and drawbacks of
the model
 Describe how this model can be applied in
nursing education

3. EVOLUTION OF THE MODEL
 Click the link below for a brief history of
the evolution of the Tyler model:
 http://tylerobjectivemodel.weebly.com

4. MAJOR COMPONENTS
 The Tyler Model is often referred to as
the ‘objective model’ because of it’s
objective approach to educational
evaluation
 It emphasizes consistency among
objectives, learning experiences, and
outcomes
 Curriculum objectives indicate both
behavior to be developed and area of
content to be applied (Keating, 2006)

5. Tyler’s Four Principles of Teaching
Principle 1: Defining Appropriate Learning
Objectives

6. Tyler’s Teaching Principles cont’d
Principle 2: Establishing Useful Learning
Experiences

7. Tyler’s Teaching Principles cont’d
Principle 3: Organizing Learning
Experiences to Have a Maximum
Cumulative Effect

8. Tyler’s Teaching Principles cont’d
Principle 4: Evaluating the Curriculum and
Revising Those Aspects That Did Not
Prove to be Effective
(Keating, 2006)

9. PRIMARY TERMS OF THE
THEORY
 Stating Objectives (Denham, 2002)
 The progressive emphasizes the
importance of studying the child to find out
what kinds of interests he has, what
problems he encounters, what purposes he
has in mind. The progressive sees this
information as providing the basic source
for selecting objectives

10. PRIMARY TERMS OF THE
THEORY
 Selecting Learning Experiences
(Denham, 2002)
 Tyler believes that students learn through
exploration
 Like his mentor, John Dewey, Tyler
believes teachers should encourage
children to become actively engaged in
discovering what the world is like

11. PRIMARY TERMS OF THE
THEORY
 Organizing Learning Experiences
(Denham, 2002)
 Central to Tyler’s Model is effectively
organizing the learning activities
 Students need concrete experiences to
which the readings are meaningfully
connected
 Three major criteria are required in building
organized learning experiences: continuity,
sequence and integration

12. PRIMARY TERMS OF THE
THEORY
 Evaluating the Curriculum (Denham,
2002)
 The process of assessment is critical to
Tyler’s Model and begins with the
objectives of the educational program
 The process of evaluation is essentially the
process of determining to what extent the
educational objectives are actually being
realized by the program of curriculum and
instruction

13. STRENGTHS OF MODEL
 Involves the active participation of the learner
(Prideaux, 2003)
 Objectives are clearly defined in the
purposes. These purposes are translated into
educational objectives.
(www.coedu.usf.edu/agents/dlewis/publicatio
ns/tyler.htm)
 Simple linear approach to development of
behavioral objectives (Billings & Halstead,
2009)

14. CRITICISMS 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

15. CRITICISMS OF THE TYLER
MODEL
(CONT.)
 Critical thinking, problem solving and
value acquiring processes cannot be
plainly declared in behavioral objectives
(Prideaux, 2003)

16. CRITICISMS OF THE TYLER
MODEL
(CONT.)
 Learning experiences are individual and are
not totally within the power of the teacher to
select
 The teacher can control the learning experience
through the manipulation of the environment,
which results in stimulating situations sufficient to
evoke the kind of learning outcomes desired
(www.neiu.edu/~aserafin/New
%20Folder/TYLER.html)

17. IMPLICATIONS FOR NURSING
CURRICULUM
 Behavioral objectives no longer the “gold
standard” another prescriptive model has
emerged since 1980s, outcomes based
education
 Outcome based education focus on student
behavior instead of staff, defines outcomes
obtained by student
 Program designers include statements of intent
as broad curriculum aims and specific
objectives
(Prideaux, 2003)

18. REFERENCES
Denham, T.J. (2002). Comparison of two curriculum/Instructional
Design Models: Ralph W. Tyler and Siena College Accounting
Class, ACCT205. Retrieved from ERIC Database. (ED 471734)
Northeastern Illinois University. (n.d.). Classical Model. Ralph
Tyler, 1949, Book Summary. Retrieved from
www.neiu.edu/~aserafin/New%20Folder/TYLER.html
University of South Florida College of Education. (n.d.). Ralph
Tyler’s little book. Retrieved from
www.coedu.usf.edu/agents/dlewis/publications/tyler.htm

19. REFERENCES
(CONT.)
Billings, D. M. & Halstead, J.A. (2009).Teaching in nursing: A guide
for faculty. St. Louis, Missouri: Saunder Elsevier
Keating, S. (2006). Curriculum development and evaluation in
nursing. Philadelphia, Pennsylvania: Lippincott Williams &
Wilkins.
Prideaux, D. (2003). Curriculum design: ABC of learning and
teaching in medicine. British Medical Journal, 326(7383), 268-
270. Retrieved from
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1125124/?
tool=pubmed

20. ORPHAN SLIDES

21. MAJOR COMPONENTS
 Tyler stated his curriculum
rationale in terms of four
questions which must be
answered in developing any
curriculum and plan of instruction :
 What educational purposes should the
school seek to attain?

22. MAJOR COMPONENTS
(CONT.)
 What educational experiences can be
provided that are likely to attain these
purposes?
 How can these educational experiences be
effectively organized?
 How can we determine whether these
purposes are being attained?

23. MAJOR COMPONENTS
These questions can be turned into a four
step process
(www.neiu.edu/~aserafin/New
%20Folder/TYLER.html):
 Stating Objectives
 Selecting Learning Experiences
 Organizing Learning Experiences
 Evaluating the Curriculum