This document provides an overview of Ralph Tyler's objective model of curriculum development. The model emphasizes consistency between objectives, learning experiences, and outcomes. It includes four main principles: 1) defining learning objectives based on studies of learners and society, 2) selecting learning experiences to meet objectives, 3) organizing experiences for maximum effect, and 4) evaluating and revising ineffective aspects. The model aims to provide a structured approach for examining curriculum elements and their relationships. It focuses on clearly specifying objectives and using evaluation to improve curriculum alignment. The document discusses key terms, strengths, and criticisms of Tyler's influential model.
There are several common models for curriculum development that differ in their perspectives and approaches. The Tyler model is a linear, technical-scientific model that follows four basic steps: setting objectives, selecting content, organizing learning experiences, and evaluating outcomes. The Taba model is similar but emphasizes grassroots involvement of teachers. The Wheeler model depicts curriculum development as cyclical rather than linear. Walker's deliberative model describes how curriculum is naturally developed through platform-building, deliberation of alternatives, and consensus-based design.
Tyler's model of curriculum evaluation focuses on consistency between objectives, learning experiences, and outcomes. It emphasizes defining clear objectives based on input from learners, society, and subject matter. The model evaluates how well curriculum goals and objectives are supported by instructional strategies, content organization, and assessment. Strengths include clearly defined objectives and involvement of learners. Criticisms note the difficulty of constructing behavioral objectives, restricting curriculum, and inability to fully control all learning experiences.
The document discusses different models of curriculum, including:
1. The Tyler Model which focuses on educational purposes, experiences, organization, and assessment.
2. The Taba Model which involves 7 steps including diagnosis of needs, formulation of objectives, and evaluation.
3. The Saylor and Alexander Model which views curriculum development as consisting of specifying goals and objectives, designing the curriculum, implementing it, and evaluating it.
4. Models for students with disabilities including developmental, functional, and ecological approaches.
5. Characteristics of different types of curriculums such as integrated, activity-based, learner-centered, core, hidden, null, and spiral curriculums.
TSL3143 Topic 2a Models of Curriculum DesignYee Bee Choo
The document discusses several models of curriculum design: Tyler's Objective Model (1949), Taba's Interactive Model (1962), Wheeler's Process Model (1967), and Walker's Naturalistic Model (1971). It provides details on the key aspects of each model, including their advantages and disadvantages. Tyler's model is linear and focuses on objectives. Taba's model is interactive and involves more teacher input. Wheeler's model is cyclical with feedback. Walker's model is descriptive and emphasizes stakeholder consensus. In conclusion, while the models provide useful frameworks, actual curriculum design in practice may vary and draw from multiple approaches.
This document discusses curriculum change and evaluation. It defines curriculum change as efforts to change aims, objectives, and content according to values, culture and resources. Factors influencing change include individuals, financial pressures, staffing issues, student abilities, and regulations. The phases of change include planning, implementation, and evaluation. Curriculum evaluation is done at the formative and summative levels to improve instruction and assess effectiveness in meeting objectives. Various stakeholders play important roles in the change and evaluation process.
This document provides an overview of Ralph Tyler's objective model of curriculum development. The model emphasizes consistency between objectives, learning experiences, and outcomes. It includes four main principles: 1) defining learning objectives based on studies of learners and society, 2) selecting learning experiences to meet objectives, 3) organizing experiences for maximum effect, and 4) evaluating and revising ineffective aspects. The model aims to provide a structured approach for examining curriculum elements and their relationships. It focuses on clearly specifying objectives and using evaluation to improve curriculum alignment. The document discusses key terms, strengths, and criticisms of Tyler's influential model.
There are several common models for curriculum development that differ in their perspectives and approaches. The Tyler model is a linear, technical-scientific model that follows four basic steps: setting objectives, selecting content, organizing learning experiences, and evaluating outcomes. The Taba model is similar but emphasizes grassroots involvement of teachers. The Wheeler model depicts curriculum development as cyclical rather than linear. Walker's deliberative model describes how curriculum is naturally developed through platform-building, deliberation of alternatives, and consensus-based design.
Tyler's model of curriculum evaluation focuses on consistency between objectives, learning experiences, and outcomes. It emphasizes defining clear objectives based on input from learners, society, and subject matter. The model evaluates how well curriculum goals and objectives are supported by instructional strategies, content organization, and assessment. Strengths include clearly defined objectives and involvement of learners. Criticisms note the difficulty of constructing behavioral objectives, restricting curriculum, and inability to fully control all learning experiences.
The document discusses different models of curriculum, including:
1. The Tyler Model which focuses on educational purposes, experiences, organization, and assessment.
2. The Taba Model which involves 7 steps including diagnosis of needs, formulation of objectives, and evaluation.
3. The Saylor and Alexander Model which views curriculum development as consisting of specifying goals and objectives, designing the curriculum, implementing it, and evaluating it.
4. Models for students with disabilities including developmental, functional, and ecological approaches.
5. Characteristics of different types of curriculums such as integrated, activity-based, learner-centered, core, hidden, null, and spiral curriculums.
TSL3143 Topic 2a Models of Curriculum DesignYee Bee Choo
The document discusses several models of curriculum design: Tyler's Objective Model (1949), Taba's Interactive Model (1962), Wheeler's Process Model (1967), and Walker's Naturalistic Model (1971). It provides details on the key aspects of each model, including their advantages and disadvantages. Tyler's model is linear and focuses on objectives. Taba's model is interactive and involves more teacher input. Wheeler's model is cyclical with feedback. Walker's model is descriptive and emphasizes stakeholder consensus. In conclusion, while the models provide useful frameworks, actual curriculum design in practice may vary and draw from multiple approaches.
This document discusses curriculum change and evaluation. It defines curriculum change as efforts to change aims, objectives, and content according to values, culture and resources. Factors influencing change include individuals, financial pressures, staffing issues, student abilities, and regulations. The phases of change include planning, implementation, and evaluation. Curriculum evaluation is done at the formative and summative levels to improve instruction and assess effectiveness in meeting objectives. Various stakeholders play important roles in the change and evaluation process.
NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT SANA FATIMA
NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT:
GLATTHORN’S MODEL
NON-SCIENTIFIC MODELS:
1. Are Flexible and less structured without predetermined objectives to guide the teaching-learning process. It considers that the curriculum evolves rather than being planned precisely.
2. Based on the progressive philosophy where the needs and interests of individual learners and the needs of the society are the main concerns
3. Give recognition to the importance of music, arts, literature, health education & humanities.
4. The approaches in this category are humanistic and reconceptualist as this category prefers child centered and problem centered designs
• One of the most Recognized Nontechnical/Nonscientific Models is Allan Glatthorn’s model: Naturalistic Model
Glatthorn Model contains the following eight steps:
1. Assess the alternatives:
2. Stake out the territory:
3. Develop a constituency:
4, Build the knowledge base:
5. Block, in the Unit:
6. Plan quality learning experiences:
7. Develop the course examination:
8. Developing the learning scenarios:
This document discusses specific techniques for evaluating curriculum, including:
1. Observation - Gathering information by directly observing programs and student/teacher behaviors. This can be unstructured or structured.
2. Interviews - Collecting verbal information from interviewees. Interviews can be unstructured or structured.
3. Questionnaires - Collecting quantitative data through surveys to get information from many people easily.
4. Unobtrusive measures - Obtaining non-reactive observations by examining physical traces or records without participants' awareness.
5. Tests - Assessing learning outcomes through various types of tests like diagnostic, proficiency, aptitude, and achievement tests as well as formative vs summative assessments.
Curriculum change/ Curriculum Change Process / Issues in Curriculum Change HennaAnsari
Curriculum Change
Concept of Change
Curriculum change or Revision
Forces Driving Changes
Drivers for curriculum change
Factors influencing the Change in Curriculum
Need to Change the Curriculum
Major Types of Curriculum Change
Process of Curriculum change
Stage of curriculum change Process
Various issues in Curriculum change
This document provides definitions and concepts related to curriculum. It discusses curriculum from different points of view including traditional, progressive, and various models of curriculum development. Specifically, it defines curriculum as the total learning experiences for students, discusses Ralph Tyler's 4 basic principles for curriculum development and Hilda Taba's grassroots approach. It also outlines Allan Glatthorn's 7 types of curriculum operating in schools, including the recommended, written, taught, supported, assessed, learned, and hidden curriculums.
Robert E. Stake developed the responsive evaluation model in 1967 which is based on the concerns of stakeholders being paramount. The evaluator meets with stakeholders to understand their perspectives and the program's purposes. They identify issues to evaluate and design evaluations to collect needed data, often using human observers. The evaluator then organizes the data into themes and portrays the findings in ways that communicate to stakeholders. A key advantage is sensitivity to stakeholder values and involving them, while a potential downside is clients manipulating concerns to avoid exposing weaknesses.
The Saylor-Alexander model of curriculum is a 4-step process that includes determining goals and objectives, selecting and creating the curriculum design, developing implementation plans, and selecting evaluation procedures. It emphasizes flexibility and freedom for students and teachers. The model proposes evaluating the total educational program, curriculum plan, instructional effectiveness, and student achievement using various techniques to inform further planning. While it honors student needs and interests, teachers may find it difficult to balance all student factors.
The document discusses different aspects of curriculum including definitions, designs, and models. It defines curriculum as the planned learning experiences and intended outcomes designed by schools. Three common curriculum designs are discussed - subject-centered focusing on content, learner-centered centered on learners, and problem-centered organizing around problems. Four curriculum development models are summarized - Tyler's model originating in 1949 uses objectives, Taba's grassroots model engages teachers, Saylor, Alexander, and Lewis's model specifies goals before design, and Oliva's deductive model allows faculty input.
This document discusses different aspects of curriculum content selection including definitions, elements, purposes, analysis, and procedures. It defines curriculum as all planned learning inside and outside of school. Content is the information to be learned and includes cognitive, skill, and affective components. Several procedures are described for selecting content including judgmental, experimental, analytical, and consensual. The analytical procedure involves job or activity analysis to determine useful knowledge. The goal of content selection is to choose material that meets objectives and learner needs.
The Wheeler curriculum model defines curriculum as a plan of action that structures knowledge from theory into practice. The Wheeler model views curriculum as a continuous cycle that responds to educational changes. It emphasizes situational analysis and encourages staff participation in school-based curriculum decisions. The model aims to provide learning experiences, with content that is valid, significant, useful, interesting and learnable. Evaluation is aligned with clear objectives to test student achievement of learning outcomes, with the results feeding back into the objectives. The Wheeler model presents curriculum design as an ongoing, adaptive process that incorporates new information and views elements as interrelated.
The document discusses models of teaching proposed by Bruce Joyce and Marsha Weil. It aims to provide different teaching strategies to match various learning styles. Joyce and Weil developed several teaching models consisting of guidelines for designing educational activities and environments to achieve learning goals. The models fall into four families - information processing, personal, social interaction, and behavior modification. Each model has elements like focus, syntax, social system, and principles of reaction. One example provided is the concept attainment model, which helps teach concepts by having students categorize examples and form hypotheses to understand attributes and rules.
A model is really the first step in curriculum development. A curriculum model determines the type of curriculum used; it encompasses educational philosophy, approach to teaching, and methodology. The good news is, unless you've been hired to design curriculum, you won't come across many curriculum models. However, it's good for educators to be familiar with the models used in their schools
The basic tenet of the dynamic or interactional models of curriculum development is that curriculum development is a dynamic and interactive process which can begin with any curriculum element (Print 1989, Brady 1990).
Walkers Model of Curriculum develop by Decker Walker 1971.
The proponents of this approach to curriculum development argue that the curriculum process does not follow a lineal, sequential pattern. Dynamic models have emerged from a more descriptive approach to curriculum where researchers have observed the behavior of teachers and developers as they devise curricula. Consequently the analytical and prescriptive approach, the very basis of the objectives and cyclical models, is not prominent in the dynamic models.
Platform
The three phases of Walker's model are the platform phase, the deliberation phase and the design phase. In the platform phase, platform statements made up of ideas, preferences, points of view, beliefs and values that are held by curriculum developers are recognized.
Deliberation
When the curriculum developers start discussing on the basis of the recognized platform statements, this is the second stage of deliberation, which is a complex, randomized set of interactions that eventually achieves an enormous amount of background work before the actual curriculum is designed (Print 1989 ).
Design
In this phase developers make decisions about the various process components (the curriculum elements). Decisions have been reached after extended discussion and compromise by individuals. The decisions are then recorded and these become the basis for a curriculum document or specific curriculum materials.
This document discusses curriculum evaluation. It defines curriculum evaluation as determining the worth of an educational program by obtaining information. There are two main types of curriculum evaluation - formative evaluation during development to improve the program, and summative evaluation after completion to determine if the program should continue. Curriculum evaluation provides information to make decisions about students, such as placement, and about the curriculum, such as determining if it should continue. It evaluates programs based on criteria like subjects, experiences, skills, and developing student attitudes and values.
NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT SANA FATIMA
Glatthorn's naturalistic model of curriculum development contains 8 steps: 1) Assess alternatives, 2) Define the course, 3) Develop support, 4) Build knowledge, 5) Design units, 6) Plan learning experiences, 7) Develop assessments, and 8) Create learning scenarios. It is a non-scientific model that emphasizes flexibility, child-centered learning, and evolving the curriculum based on needs and interests rather than predefined objectives.
The document discusses the meaning, definitions, concepts, types and dynamics of curriculum. It defines curriculum as the totality of student experiences provided by the school, including courses of study and extracurricular activities. It discusses different types of curriculum like the explicit/written curriculum, hidden curriculum and null curriculum. It explains that curriculum needs to be dynamic and change according to societal needs, new innovations in education, and changes in educational policy. Factors like socio-political factors, economic factors, educational technology and globalization affect changing concepts of curriculum.
The document outlines the key components of a curriculum:
1) Goals and objectives which aim to provide knowledge, skills, values and prepare students for further education or work.
2) Curriculum content which includes core subjects and is organized based on principles like balance, articulation and integration.
3) Teaching methods and experiences which stimulate learning and achieve the objectives through approaches like flexibility and consideration of learning styles.
4) Evaluation to determine the quality, effectiveness and outcomes of the curriculum through continuous assessment and improvement.
Ralph Tyler proposed a model for developing curricula that involves 4 steps: 1) defining learning objectives based on student and societal needs, 2) selecting useful learning experiences to meet the objectives, 3) organizing experiences for effective instruction, and 4) evaluating effectiveness and revising areas of weakness. The model emphasizes specifying clear, measurable objectives and evaluating student achievement of those objectives. While widely used, critics argue it can oversimplify curriculum and neglect broader goals.
The document discusses curriculum development and Ralph Tyler's model of curriculum planning. It provides background on Tyler, summarizes his four fundamental questions for curriculum planning, and outlines his model which begins with setting objectives based on studying learners, society, and subject matter. The model includes selecting learning experiences to meet objectives, organizing instruction, and evaluating effectiveness. Strengths are that it provides a clear starting point, while criticisms include that it can narrowly interpret objectives and be time-consuming. The document also contrasts Tyler's deductive approach with Taba's inductive model.
The document discusses different types of curriculum designs including subject-centered, activity/experience-based, and core curriculum designs. It provides details on the key aspects of each design such as their organization, advantages, disadvantages, and limitations. Subject-centered designs focus on organizing curriculum around specific subjects. Activity/experience-based designs are based on students' needs, interests, and learning through experiences. Core curriculum designs focus on a set of common and essential learnings for all students.
Models of curriculum evaluation and application in educationalKoledafe Olawale
Curriculum can be defined as the planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners’ continuous and willful growth in personal social competence (Tanner & Tanner, 1975)
Tyler objective model group presentationJordan Adinit
The document summarizes Ralph Tyler's Objective Model of curriculum development. The model emphasizes defining clear learning objectives, selecting learning experiences aligned with the objectives, organizing experiences for maximum effect, and evaluating outcomes to determine if objectives were met. It describes the model's evolution, major components including Tyler's four principles, primary terms, strengths such as involvement of learners, and criticisms such as difficulty defining objectives. Implications for applying the model in nursing education are discussed.
The document discusses several models of curriculum, including:
- The Tyler Model, which focuses on educational purposes, experiences, organization, and evaluation.
- The Taba Model, which is a grass-roots approach involving 7 steps like diagnosis of needs and selection of learning experiences.
- The Saylor and Alexander Model, which involves 4 steps of specifying goals and objectives, designing the curriculum, implementation, and evaluation.
- Models for students with special needs, including developmental, functional, and ecological approaches.
- The subject/teacher centered design which is based on teaching predefined subjects and has the objective of transferring cultural heritage. However, it ignores student interests.
NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT SANA FATIMA
NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT:
GLATTHORN’S MODEL
NON-SCIENTIFIC MODELS:
1. Are Flexible and less structured without predetermined objectives to guide the teaching-learning process. It considers that the curriculum evolves rather than being planned precisely.
2. Based on the progressive philosophy where the needs and interests of individual learners and the needs of the society are the main concerns
3. Give recognition to the importance of music, arts, literature, health education & humanities.
4. The approaches in this category are humanistic and reconceptualist as this category prefers child centered and problem centered designs
• One of the most Recognized Nontechnical/Nonscientific Models is Allan Glatthorn’s model: Naturalistic Model
Glatthorn Model contains the following eight steps:
1. Assess the alternatives:
2. Stake out the territory:
3. Develop a constituency:
4, Build the knowledge base:
5. Block, in the Unit:
6. Plan quality learning experiences:
7. Develop the course examination:
8. Developing the learning scenarios:
This document discusses specific techniques for evaluating curriculum, including:
1. Observation - Gathering information by directly observing programs and student/teacher behaviors. This can be unstructured or structured.
2. Interviews - Collecting verbal information from interviewees. Interviews can be unstructured or structured.
3. Questionnaires - Collecting quantitative data through surveys to get information from many people easily.
4. Unobtrusive measures - Obtaining non-reactive observations by examining physical traces or records without participants' awareness.
5. Tests - Assessing learning outcomes through various types of tests like diagnostic, proficiency, aptitude, and achievement tests as well as formative vs summative assessments.
Curriculum change/ Curriculum Change Process / Issues in Curriculum Change HennaAnsari
Curriculum Change
Concept of Change
Curriculum change or Revision
Forces Driving Changes
Drivers for curriculum change
Factors influencing the Change in Curriculum
Need to Change the Curriculum
Major Types of Curriculum Change
Process of Curriculum change
Stage of curriculum change Process
Various issues in Curriculum change
This document provides definitions and concepts related to curriculum. It discusses curriculum from different points of view including traditional, progressive, and various models of curriculum development. Specifically, it defines curriculum as the total learning experiences for students, discusses Ralph Tyler's 4 basic principles for curriculum development and Hilda Taba's grassroots approach. It also outlines Allan Glatthorn's 7 types of curriculum operating in schools, including the recommended, written, taught, supported, assessed, learned, and hidden curriculums.
Robert E. Stake developed the responsive evaluation model in 1967 which is based on the concerns of stakeholders being paramount. The evaluator meets with stakeholders to understand their perspectives and the program's purposes. They identify issues to evaluate and design evaluations to collect needed data, often using human observers. The evaluator then organizes the data into themes and portrays the findings in ways that communicate to stakeholders. A key advantage is sensitivity to stakeholder values and involving them, while a potential downside is clients manipulating concerns to avoid exposing weaknesses.
The Saylor-Alexander model of curriculum is a 4-step process that includes determining goals and objectives, selecting and creating the curriculum design, developing implementation plans, and selecting evaluation procedures. It emphasizes flexibility and freedom for students and teachers. The model proposes evaluating the total educational program, curriculum plan, instructional effectiveness, and student achievement using various techniques to inform further planning. While it honors student needs and interests, teachers may find it difficult to balance all student factors.
The document discusses different aspects of curriculum including definitions, designs, and models. It defines curriculum as the planned learning experiences and intended outcomes designed by schools. Three common curriculum designs are discussed - subject-centered focusing on content, learner-centered centered on learners, and problem-centered organizing around problems. Four curriculum development models are summarized - Tyler's model originating in 1949 uses objectives, Taba's grassroots model engages teachers, Saylor, Alexander, and Lewis's model specifies goals before design, and Oliva's deductive model allows faculty input.
This document discusses different aspects of curriculum content selection including definitions, elements, purposes, analysis, and procedures. It defines curriculum as all planned learning inside and outside of school. Content is the information to be learned and includes cognitive, skill, and affective components. Several procedures are described for selecting content including judgmental, experimental, analytical, and consensual. The analytical procedure involves job or activity analysis to determine useful knowledge. The goal of content selection is to choose material that meets objectives and learner needs.
The Wheeler curriculum model defines curriculum as a plan of action that structures knowledge from theory into practice. The Wheeler model views curriculum as a continuous cycle that responds to educational changes. It emphasizes situational analysis and encourages staff participation in school-based curriculum decisions. The model aims to provide learning experiences, with content that is valid, significant, useful, interesting and learnable. Evaluation is aligned with clear objectives to test student achievement of learning outcomes, with the results feeding back into the objectives. The Wheeler model presents curriculum design as an ongoing, adaptive process that incorporates new information and views elements as interrelated.
The document discusses models of teaching proposed by Bruce Joyce and Marsha Weil. It aims to provide different teaching strategies to match various learning styles. Joyce and Weil developed several teaching models consisting of guidelines for designing educational activities and environments to achieve learning goals. The models fall into four families - information processing, personal, social interaction, and behavior modification. Each model has elements like focus, syntax, social system, and principles of reaction. One example provided is the concept attainment model, which helps teach concepts by having students categorize examples and form hypotheses to understand attributes and rules.
A model is really the first step in curriculum development. A curriculum model determines the type of curriculum used; it encompasses educational philosophy, approach to teaching, and methodology. The good news is, unless you've been hired to design curriculum, you won't come across many curriculum models. However, it's good for educators to be familiar with the models used in their schools
The basic tenet of the dynamic or interactional models of curriculum development is that curriculum development is a dynamic and interactive process which can begin with any curriculum element (Print 1989, Brady 1990).
Walkers Model of Curriculum develop by Decker Walker 1971.
The proponents of this approach to curriculum development argue that the curriculum process does not follow a lineal, sequential pattern. Dynamic models have emerged from a more descriptive approach to curriculum where researchers have observed the behavior of teachers and developers as they devise curricula. Consequently the analytical and prescriptive approach, the very basis of the objectives and cyclical models, is not prominent in the dynamic models.
Platform
The three phases of Walker's model are the platform phase, the deliberation phase and the design phase. In the platform phase, platform statements made up of ideas, preferences, points of view, beliefs and values that are held by curriculum developers are recognized.
Deliberation
When the curriculum developers start discussing on the basis of the recognized platform statements, this is the second stage of deliberation, which is a complex, randomized set of interactions that eventually achieves an enormous amount of background work before the actual curriculum is designed (Print 1989 ).
Design
In this phase developers make decisions about the various process components (the curriculum elements). Decisions have been reached after extended discussion and compromise by individuals. The decisions are then recorded and these become the basis for a curriculum document or specific curriculum materials.
This document discusses curriculum evaluation. It defines curriculum evaluation as determining the worth of an educational program by obtaining information. There are two main types of curriculum evaluation - formative evaluation during development to improve the program, and summative evaluation after completion to determine if the program should continue. Curriculum evaluation provides information to make decisions about students, such as placement, and about the curriculum, such as determining if it should continue. It evaluates programs based on criteria like subjects, experiences, skills, and developing student attitudes and values.
NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT SANA FATIMA
Glatthorn's naturalistic model of curriculum development contains 8 steps: 1) Assess alternatives, 2) Define the course, 3) Develop support, 4) Build knowledge, 5) Design units, 6) Plan learning experiences, 7) Develop assessments, and 8) Create learning scenarios. It is a non-scientific model that emphasizes flexibility, child-centered learning, and evolving the curriculum based on needs and interests rather than predefined objectives.
The document discusses the meaning, definitions, concepts, types and dynamics of curriculum. It defines curriculum as the totality of student experiences provided by the school, including courses of study and extracurricular activities. It discusses different types of curriculum like the explicit/written curriculum, hidden curriculum and null curriculum. It explains that curriculum needs to be dynamic and change according to societal needs, new innovations in education, and changes in educational policy. Factors like socio-political factors, economic factors, educational technology and globalization affect changing concepts of curriculum.
The document outlines the key components of a curriculum:
1) Goals and objectives which aim to provide knowledge, skills, values and prepare students for further education or work.
2) Curriculum content which includes core subjects and is organized based on principles like balance, articulation and integration.
3) Teaching methods and experiences which stimulate learning and achieve the objectives through approaches like flexibility and consideration of learning styles.
4) Evaluation to determine the quality, effectiveness and outcomes of the curriculum through continuous assessment and improvement.
Ralph Tyler proposed a model for developing curricula that involves 4 steps: 1) defining learning objectives based on student and societal needs, 2) selecting useful learning experiences to meet the objectives, 3) organizing experiences for effective instruction, and 4) evaluating effectiveness and revising areas of weakness. The model emphasizes specifying clear, measurable objectives and evaluating student achievement of those objectives. While widely used, critics argue it can oversimplify curriculum and neglect broader goals.
The document discusses curriculum development and Ralph Tyler's model of curriculum planning. It provides background on Tyler, summarizes his four fundamental questions for curriculum planning, and outlines his model which begins with setting objectives based on studying learners, society, and subject matter. The model includes selecting learning experiences to meet objectives, organizing instruction, and evaluating effectiveness. Strengths are that it provides a clear starting point, while criticisms include that it can narrowly interpret objectives and be time-consuming. The document also contrasts Tyler's deductive approach with Taba's inductive model.
The document discusses different types of curriculum designs including subject-centered, activity/experience-based, and core curriculum designs. It provides details on the key aspects of each design such as their organization, advantages, disadvantages, and limitations. Subject-centered designs focus on organizing curriculum around specific subjects. Activity/experience-based designs are based on students' needs, interests, and learning through experiences. Core curriculum designs focus on a set of common and essential learnings for all students.
Models of curriculum evaluation and application in educationalKoledafe Olawale
Curriculum can be defined as the planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners’ continuous and willful growth in personal social competence (Tanner & Tanner, 1975)
Tyler objective model group presentationJordan Adinit
The document summarizes Ralph Tyler's Objective Model of curriculum development. The model emphasizes defining clear learning objectives, selecting learning experiences aligned with the objectives, organizing experiences for maximum effect, and evaluating outcomes to determine if objectives were met. It describes the model's evolution, major components including Tyler's four principles, primary terms, strengths such as involvement of learners, and criticisms such as difficulty defining objectives. Implications for applying the model in nursing education are discussed.
The document discusses several models of curriculum, including:
- The Tyler Model, which focuses on educational purposes, experiences, organization, and evaluation.
- The Taba Model, which is a grass-roots approach involving 7 steps like diagnosis of needs and selection of learning experiences.
- The Saylor and Alexander Model, which involves 4 steps of specifying goals and objectives, designing the curriculum, implementation, and evaluation.
- Models for students with special needs, including developmental, functional, and ecological approaches.
- The subject/teacher centered design which is based on teaching predefined subjects and has the objective of transferring cultural heritage. However, it ignores student interests.
The document discusses several curriculum models including subject-centered, learner-centered, and problem-centered models. It describes key aspects of each model, such as the subject-centered model focusing on content divided into subjects. The learner-centered model emphasizes the needs and interests of students, while the problem-centered model organizes curriculum around solving real-world problems. It also covers curriculum development models like Tyler's model and Taba's inductive model.
Action research refers to a methodological approach where teachers systematically examine their own educational practices and contexts to better understand them and be able to improve and refine their techniques. It originated in the 1940s and has been developed by various scholars over the decades as a means for teachers to study their own practices through a cycle of planning, acting, observing, and reflecting. This allows them to test new strategies and ideas in the classroom and gather evidence on their impact and effectiveness.
Dewey believed that education should promote democracy. For Dewey, democracy, society, and education are linked - a democratic society should contribute to the growth and development of its citizens through education. Dewey saw the role of the teacher as creating a democratic environment that encourages the natural curiosity and social nature of children, allowing them to learn through experience by engaging in real problems and activities.
The document compares the objective model of curriculum design used in the United States to the Ban Chiao model used in Taiwan. The objective model has 7 steps outlined by Taba including diagnosing needs, drafting objectives, choosing content, organizing content, choosing learning experiences, organizing learning experiences, and deciding evaluation targets and methods. The Ban Chiao model aims to develop good attitudes, behaviors, and habits in students based on social science fundamentals. Both models have advantages like clear objectives but also limitations like unrealistic objectives that are difficult to implement. Good curriculum design is important for preparing students and has well-planned objectives and content.
This document discusses different methods for evaluating species distribution models. It compares threshold-dependent versus threshold-independent approaches. Threshold-dependent approaches like the binomial test assess whether a model's predictions are significantly better than random by using a single threshold. Threshold-independent approaches like ROC curves avoid assumptions around thresholding but have other limitations. The document emphasizes that both significance testing and measures of predictive performance are important for properly evaluating a model.
Political Science Democracy 8th Class Karnataka state syllabus - by shashi na...KarnatakaOER
This document provides an introduction to democracy, including definitions and objectives. It discusses the meaning of democracy, noting that the word comes from the Greek words "demos" meaning people and "kratia" meaning rule. Abraham Lincoln's definition of democracy as "government of the people, by the people, for the people" is presented. The document outlines different forms of government including monarchy, dictatorship, military dictatorship, and communist government. It provides examples of each type and notes key features like the concentration of power and lack of democratic values in dictatorships and military rule. The objectives are to understand democracy, different government types, elections, and responsibilities in a democratic system.
This document outlines a curriculum evaluation chapter that will teach learners about different models for evaluating curriculum, including the CIPP, Stake's, and Eisner's Connoisseurship models. It will also cover various methods for collecting data on curriculum effectiveness, such as interviews, observations, tests, surveys, content analysis, and portfolios. The chapter aims to explain what curriculum evaluation is, why it's important, and how to apply specific models and instruments to the evaluation process.
The document discusses the Tyler Curriculum Evaluation Model. Some key points:
1) The Tyler Model from 1949 lays out four principles for curriculum design: defining learning objectives, establishing learning experiences, organizing experiences for maximum effect, and evaluating/revising the curriculum.
2) The model emphasizes consistency between objectives, learning experiences, and outcomes. Objectives indicate the behaviors and content to be taught.
3) While providing a simple linear approach, critics argue the model restricts curriculum and has difficulties with objectives. However, clearly stated objectives are a good starting point.
4) For nursing, outcomes-based education has emerged as a focus on student behaviors and outcomes rather than staff. Accrediting bodies
The document discusses the relationship between democracy and education. It states that in a democracy, the development and promotion of democratic citizenship should be education's primary concern. It then defines democracy as a system of government where power belongs to the people. Finally, it concludes that democracy and education are mutually necessary - democracy requires an educated populace that can make wise decisions, and education is needed to understand the meaning and applications of democracy.
Model Stenhouse (1975) menekankan kurikulum sebagai proses pendidikan yang bermula dari titik tolak bahawa pendidikan melibatkan aktiviti pembelajaran. Guru memainkan peranan penting dalam memilih kandungan kurikulum berdasarkan kriteria dan bukan objektif, serta merancang aktiviti yang membenarkan pelajar terlibat secara aktif dalam proses pembelajaran. Model ini juga menitikberatkan peranan guru sebagai penyelidik untuk meningkat
Curriculum Development: Concepts, Nature and Purposes of CurriculumAyefsmotCaye
The document discusses different points of view on curriculum from traditional to progressive perspectives. Traditionally, curriculum was viewed as a body of subjects or course of study, but progressive views defined it more broadly as all experiences students have under teacher guidance. Major curriculum development models are discussed, including Tyler's rationale of specifying objectives, experiences, organization, and evaluation, and Taba's grassroots approach involving teacher participation. Philosophical foundations of curriculum are also outlined, describing perspectives like perennialism, essentialism, progressivism, and reconstructionism that have influenced curriculum aims, roles, foci and trends.
The document summarizes two models of curriculum evaluation: Tyler's model from 1949 and Stufflebeam's CIPP model from 1971. Tyler's model emphasizes measuring student progress towards instructional objectives. The CIPP model evaluates the context, input, process, and products of a program to facilitate rational decision-making. It assesses needs, available resources, implementation processes, and outcomes to guide decisions about continuing, modifying, or terminating an educational program.
The document discusses different types of curriculum evaluation including formative, summative, and diagnostic evaluation. Formative evaluation takes place during curriculum implementation to improve instruction and learning, identifies issues early, and helps future planning. Summative evaluation occurs at the end to assess learning and is used for decision making. Diagnostic evaluation identifies prerequisite knowledge and interests at the beginning. All three types provide benefits like remediating weaknesses, guiding placement decisions, and enhancing teaching and learning.
2. Pengurusan Dan Perkembangan KurikulumArthur Jupong
Dokumen tersebut membahas mengenai konsep dan jenis-jenis kurikulum serta model-model pengembangan kurikulum seperti model Tyler, Taba dan Stenhouse. Dokumen tersebut juga membahas mengenai unsur-unsur penting dalam kurikulum seperti tujuan, isi, pengalaman pembelajaran dan penilaian.
The document discusses different approaches to curriculum evaluation and development. It outlines Stufflebeam's CIPP model for evaluation which examines curriculum context, inputs, processes, and products. It also describes four main approaches to curriculum: behavioral, managerial, systems, and humanistic. The behavioral approach specifies goals and arranges content to match objectives. The managerial approach involves administration and leadership. The systems approach views the school as an organizational system. And the humanistic approach places the learner at the center and considers their whole development.
This document discusses the history and development of nursing curriculum from the 17th century to present day. It traces the evolution from untrained nursing helpers to the establishment of formal nursing education programs and curricula. Some of the key developments highlighted include the influence of Florence Nightingale in the 1860s, the establishment of formal curriculum guides in 1917, and the adoption of nursing education programs by institutions of higher learning beginning in the 1940s-50s which led to the development of associate's and bachelor's degree nursing programs. The document also discusses influential curriculum models and theorists like Ralph Tyler and his classic curriculum model from the 1940s-50s which remains fundamental to nursing curriculum development today.
The document discusses a curriculum evaluation class at PED 109. It provides details of the class facilitators and their topics. The topics include what, why and how to evaluate a curriculum, curriculum evaluation through learning assessment, and planning, implementing, and evaluating curriculum understanding connections. It then discusses curriculum evaluation in more depth, including definitions, objectives, reasons for evaluating curriculum, and different models of curriculum evaluation.
The document summarizes Tyler's curriculum model, which emphasizes consistency between objectives, learning experiences, and outcomes. It describes the model's four major components: (1) stating objectives, (2) selecting learning experiences, (3) organizing experiences, and (4) evaluating outcomes. The model aims to clearly define objectives and translate them into educational goals and experiences to achieve those goals. Strengths include clearly defined objectives and a linear approach, while criticisms note objectives can be narrow and difficult to construct and may restrict curriculum.
This document discusses Tyler's model for curriculum development and evaluation. It explains the four main principles of Tyler's model: 1) determining educational objectives, 2) organizing learning experiences, 3) organizing learning experiences for effective instruction, and 4) evaluating the effectiveness of learning experiences. For each principle, it provides examples of how to apply that principle in practice, such as deciding on methods to present content or using surveys to evaluate if objectives were achieved. It also notes strengths like clearly defined objectives, and criticisms like the model being time-consuming. The conclusion is that Tyler's model remains highly influential in shaping modern curriculum and instructional design.
This presentation highlights the importance of curriculum design, structure of unite and provides a reminder of the curriculum development process after designing...THE WAY FORWARD - piloting, implementing, monitoring, evaluation,
Discuss three models of Curriculum Development.pptxgororotich
The document discusses three models of curriculum development:
1. Tyler's Model focuses on consistency between objectives, outcomes and experiences through a 4-step process.
2. Taba's Model emphasizes planning instructional strategies through a 7-step holistic process.
3. Wheeler's Model views development as cyclical with 5 phases including aims, experiences, content, organization and evaluation.
Each model provides a framework but implementation depends on context and priorities.
Models of curriculum || Curriculum model || Tyler's Curriculum ModelSamir (G. Husain)
Ralph Tyler's curriculum model is a linear model consisting of 4 steps: 1) defining learning objectives based on students, society, and subject matter experts, 2) selecting learning experiences to meet the objectives, 3) organizing learning experiences for maximum effect, and 4) evaluating if the objectives were met. The model emphasizes clear, measurable objectives and uses evaluation to improve the curriculum. It provides an easy guide for planning but lacks flexibility and fails to consider changes in learning contexts over time.
The Tyler Model is a classic 4-step approach to curriculum development consisting of determining objectives, identifying learning experiences, organizing experiences, and evaluating objectives. The model was developed by Ralph Tyler in the 1940s and has influenced curriculum development. It focuses on aligning learning experiences with objectives based on the needs and philosophy of the school. Objectives are indicators of student mastery, experiences help achieve the objectives, experiences are logically organized, and objectives are then evaluated through assessment of student achievement.
The document discusses the vocationalization of education in developing countries from a political and economic perspective rather than just an educational one. It argues that vocationalization has been approached differently in developing countries compared to developed countries due to factors like their social and economic structures, role as price-takers on the world market, and development strategies used. Specifically, the problems arising from efforts to vocationalize school curriculums in developing countries are often more complex due to these contextual differences. While vocational education aims to improve workforce skills, political leaders in developing countries have not always implemented it in a way that considers their unique economic realities and resource constraints.
SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT RALPH TYLER AND HILDA TABASANA FATIMA
SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT RALPH TYLER AND HILDA TABA:(In detail)
Two famous scientific models of curriculum development are given by Ralph Tyler known as The Tyler model and Hilda Taba known as The Taba model.
THE TYLER MODEL: FOUR BASIC PRINCIPLES:
• Tyler’s model is one of the best known, technical scientific models.
• The Tyler model is often referred to as the “objective model” because of its objective approach to educational evaluation. It emphasizes consistency among objectives, learning experiences, and outcomes.
• In l949 Tyler published Basic Principles of Curriculum and Instruction , in which he outlined a rationale for examining the problems of curriculum and instruction.
• He mentioned that those involved in curriculum inquiry must try to define the
1) PURPOSES OF THE SCHOOL:
(2) EDUCATIONAL EXPERIENCES RELATED TO THE PURPOSES
(3) ORGANIZATION OF THE EXPERIENCES
(4) EVALUATION OF THE PURPOSES
THE TABA MODEL: GRASS- ROOTS RATIONALE:
Taba noted seven major steps to her grass roots model in which teachers would have major input:
1) DIAGNOSIS OF NEEDS
2) FORMULATION OF OBJECTIVES:
3) SELECTION OF CONTENT
4) ORGANIZATION OF CONTENT:
5) SELECTION OF LEARNING EXPERIENCES:
6) ORGANIZATION OF LEARNING ACTIVITIES:
7) EVALUATION AND MEANS OF EVALUATION:
APPLICATION OF THE MODEL:
Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme. The public want to know whether the curriculum implemented has achieved its aims and objectives; teachers want to know whether what they are doing in the classroom is effective; and the developer or planner wants to know how to improve the curriculum product.
Continuous assessment as a relevant tool to quality products of learners in e...William Kapambwe
The document discusses continuous assessment as a relevant tool for quality education. It defines key concepts like curriculum and assessment and examines the relationship between learning and assessment. Different assessment types and curriculum planning models are described. The principles of the process curriculum model emphasize developing learners through a variety of authentic and participatory assessments over time, making continuous assessment well-suited as it focuses on individual progress, understanding over rote knowledge, and both formative and summative feedback. Implementation of a continuous assessment pilot program in Zambia from 2006 to 2009 observed positive impacts from its use.
The document discusses lesson planning and motivation in teaching. It provides information on several key areas:
1. It describes different categories of lesson activities, including motivational activities, application activities, and evaluative activities. Lesson activities are combined with teaching strategies to create effective learning environments.
2. Motivation is central to student learning and engagement. A teacher's choice of lesson activities determines the level of student energy, commitment and desire to learn. Capturing student attention and maintaining interest are important for active participation.
3. The Technology Integration Planning (TIP) Model is a five phase approach for teachers to systematically plan the effective integration of technology into their teaching. The five phases address determining relative advantage, setting learning outcomes
The document discusses various aspects of the curriculum development process. It describes curriculum development as a long-term, collaborative process involving various stakeholders. It also outlines several models of curriculum development, including Tyler's objectives model, Taba's refinement of Tyler's model, and Hunkins' decision-making model. The document emphasizes that curriculum development requires needs assessment, input from learners, evaluation of impact, and quality control through revision and modification.
The document discusses three models of curriculum development:
1. Ralph Tyler's model emphasizes the planning phase and considers the school's purposes, educational experiences, organization of experiences, and evaluation.
2. Hilda Taba's model takes a grassroots approach, beginning with learner needs and moving through formulation of objectives, selection of content, organization, experiences, and evaluation.
3. Galen Saylor and William Alexander's model involves specifying goals and objectives, designing curriculum, implementing instructional plans, and conducting evaluation to determine if goals were met.
All three models utilize the basic steps of planning, designing, implementing, and evaluating the curriculum.
This chapter discusses developing an instructional strategy, including selecting a delivery system and sequencing content. It describes the key learning components of a strategy as preinstructional activities, content presentation, learner participation, assessment, and follow through. Constructivist strategies are also covered, emphasizing problem solving, reflection, and self-regulation. Factors like learner characteristics, objectives, and practical considerations must be examined to determine the optimal student groupings, media, and delivery system.
SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT RALPH TYLER AND HILDA TABASANA FATIMA
The document discusses models of curriculum development, focusing on the Tyler model and Taba model. The Tyler model emphasizes consistency between objectives, learning experiences, and outcomes. It involves determining objectives based on subject matter, learners, and society. Taba's model takes a grassroots approach, starting with teacher input to diagnose needs, formulate objectives, select content, organize and sequence content and learning experiences, and evaluate outcomes. Both models remain influential frameworks that emphasize defining objectives, designing learning experiences, and conducting evaluations.
The document discusses key aspects of instructional design including:
1. It outlines various instructional design models such as ADDIE, Dick and Carey, and Understanding by Design that provide frameworks for developing effective instruction.
2. Core components of instructional design models are identified as needs analysis, defining objectives, designing instructional strategies, and evaluating outcomes.
3. Effective instructional design considers learner characteristics, ties content to learner experiences, and builds positive expectations for success.
The document discusses the key components in developing an effective instructional strategy, including selecting a delivery system, sequencing content, choosing appropriate student groupings and media, and determining the learning components. It describes the typical learning components as pre-instructional activities to motivate learners, content presentation, learner participation through practice and feedback, assessments, and follow-through activities. Additionally, it notes the importance of considering learners' characteristics, abilities, and the types of learning outcomes when developing an instructional strategy.
Tyler's model of curriculum development involves 4 basic steps: 1) Establishing the educational purpose, 2) Determining educational experiences to achieve the purpose, 3) Organizing those experiences effectively, and 4) Evaluating if the purposes have been met. The document outlines Tyler's view that establishing clear instructional objectives is important for developing a coherent curriculum, selecting appropriate teaching methods and materials, and assessing learning outcomes. Objectives should be specific, measurable, and focused on student outcomes rather than teaching processes.
The document contains a lecture on curriculum and exam questions related to defining curriculum, curriculum types, factors influencing curriculum design, curriculum implementation, and curriculum evaluation. It includes 27 multiple choice and structured questions on these curriculum topics, with explanations and examples provided for some answers.
module 5: curriculum development process and modelpptxMiakaBalino
Module 5 : Curriculum Development Process and Modeld
Introduction
To develop the curriculum is a tough and a dynamic process involving different procedures with the intention of improvement in the existing conditions. So its complexity is increased by the lack of the distinct ideas or models in the development and planning of curriculum. There are various important models for example principles of Ralph Tyler, Hilda Taba induction model, Galen Saylor and William Alexander etc. All models of curriculum development assist in the process of curriculum development.
The curriculum development models are very important for guiding all the planners of education, mentors, and administrators. Moreover; in order to produce positive changes, curriculum should be purposeful, planned and progressive. The objectives of a curriculum development model are based on the need of people at individual level as well as society level. Modeling is a way through which a curriculum development plan is defined. Models are samples that provide guidelines for educational purpose. The models are used in the development of curriculum for the better output.
This lesson examines the crucial stages of three curriculum development models known as Tyler, Taba , Galen Saylor and William Alexander .. For the use of specific way of teaching, learning and evaluation strategies, to plan an underlying principle, the curriculum development models help designers clearly and systematically.
1) The document discusses planning and conducting effective staff meetings in a school setting. It defines staff meetings and provides guidelines for preparation, facilitation, and follow up.
2) Key aspects of preparation include defining the objective, developing an agenda with staff input, and distributing materials in advance. During the meeting, the leader should keep discussions focused and on schedule.
3) Follow up includes distributing minutes, assigning action items, and planning the next meeting. Periodic evaluation of meetings allows for continuous improvement.
Economics of Education is the concept that lead us why do we go for education and what do we achieve from it. Please, take it only for your exploring your mind, keep in mind that your mental process can make better than this.
Recruitment and selection is the key function of HR Department in nay organization. This presentation is a complete and organized data for students to get understand it. Please take this food for thoughts only. You show your potential by making resourceful edition in it.
On the Job Training for Educational InstitutionsMuhammad Farooq
The document discusses the importance of training and development for teachers, defining it as a process that systematically increases their work-related knowledge and skills to improve performance. It outlines the steps in developing an effective training and development program, including identifying needs, preparation, implementation, and follow-up. The findings suggest that training is seen as enhancing productivity, satisfaction, and opening new opportunities when adequate opportunities and modern methods are provided.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
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Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Main Java[All of the Base Concepts}.docxadhitya5119
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
3. Models: Definition?
A simplified representation of reality which is often depicted in diagrammatic form
4. Model: Purpose?
To provide a structure
for examining the
elements that go to make
up curriculum planning,
and how these elements
interrelate.
5. The Curriculum Process
The development of a curriculum involves the
developer in decisions about the nature and
appropriateness of the substantive elements, eg
the:
outcomes
content
method
assessment strategies
These decisions are made in relation to the context in which
the curriculum will operate.
8. 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)
9. Tyler Rationale:
What educational purposes should the school seek to
attain? (Defining appropriate learning objectives.)
How can learning experiences be selected which are
likely to be useful in attaining these objectives?
(Introducing useful learning experiences.)
How can learning experiences be organized for effective
instruction? (Organizing experiences to maximize their
effect.)
How can the effectiveness of learning experiences be
evaluated? (Evaluating the process and revising the
areas that were not effective.)
10. Tyler’s Four Principles;
Principle 1: Defining Appropriate Learning
Objectives
Studies of the Learners Themselves as a Source of
Educational Objectives
Studies of Contemporary Life outside the School
The Use of Philosophy in Selecting Objectives
The Use of a Psychology of Learning in Selecting
Objectives
Stating Objectives in a Form to be Helpful in Selecting
Learning Experiences and in Guiding Teaching
11. Tyler’s Teaching
Principles cont’d…..
Principle 2: Establishing Useful
Learning Experiences
Meaning of the Term “Learning
Experience”
General Principles in Selecting Learning
Experiences
Illustrations of the Characteristics of
Learning Experiences Useful in Attaining
Various Types of Objectives
12. Tyler’s Teaching Principles
cont’d…..
Principle 3: Organizing Learning Experiences
to Have a Maximum Cumulative Effect
What is meant by “Organization?”
Criteria for Effective Organization
Elements to be organized
Organizing Principles
The Organizing Structure
The Process of Planning a Unit of
Organization
13. Tyler’s Teaching Principles
cont’d…..
Principle 4: Evaluating the Curriculum
and Revising Those Aspects That Did Not
Prove to be Effective (Keating, 2006)
The Need for Evaluation
Basic Notions Regarding Evaluation
Evaluation Procedures
Using the Results of Evaluation
Other Values and Uses of Evaluation
Procedures
14. 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
15. 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
16. 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
17. 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
18. 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/publications/
tyler.htm)
Simple linear approach to development of
behavioral objectives (Billings & Halstead, 2009)
20. CRITICISMS OF THE TYLER MODEL
(CONT.)
Critical thinking, problem solving and value acquiring
processes cannot be plainly declared in behavioral
objectives (Prideaux, 2003)
(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)
21. 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/tyle
r.htm
22. 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/PMC112
5124/?tool=pubmed
Editor's Notes
The four step can be defined as 1) stating the objectives, 2) selecting learning experiences, 3) organizing learning experiences and 4) evaluating the curriculum.