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    The Model

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    Adonis Nicolas
    The document summarizes Ralph Tyler's basic principles of curriculum and instruction from his 1949 book. It outlines Tyler's four questions that each section of the book addresses: purposes of education, selecting learning experiences, organizing instruction, and evaluating effectiveness. Tyler's approach involved defining objectives, classifying them behaviorally, finding ways to demonstrate achievement, developing measurements, collecting performance data, and comparing to objectives. This objective-based model focused on changing learner behavior through active experiences.

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    The Model

    Uploaded by

    Adonis Nicolas
    19 views2 pages
    The document summarizes Ralph Tyler's basic principles of curriculum and instruction from his 1949 book. It outlines Tyler's four questions that each section of the book addresses: purposes of education, selecting learning experiences, organizing instruction, and evaluating effectiveness. Tyler's approach involved defining objectives, classifying them behaviorally, finding ways to demonstrate achievement, developing measurements, collecting performance data, and comparing to objectives. This objective-based model focused on changing learner behavior through active experiences.

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    The model

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    The document summarizes Ralph Tyler's basic principles of curriculum and instruction from his 1949 book. It outlines Tyler's four questions that each section of the book addresses: purposes of education, selecting learning experiences, organizing instruction, and evaluating effectiveness. Tyler's approach involved defining objectives, classifying them behaviorally, finding ways to demonstrate achievement, developing measurements, collecting performance data, and comparing to objectives. This objective-based model focused on changing learner behavior through active experiences.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    19 views2 pages

    The Model

    Uploaded by

    Adonis Nicolas
    The document summarizes Ralph Tyler's basic principles of curriculum and instruction from his 1949 book. It outlines Tyler's four questions that each section of the book addresses: purposes of education, selecting learning experiences, organizing instruction, and evaluating effectiveness. Tyler's approach involved defining objectives, classifying them behaviorally, finding ways to demonstrate achievement, developing measurements, collecting performance data, and comparing to objectives. This objective-based model focused on changing learner behavior through active experiences.

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    The model According to Joyce and Weil (2000), think inductively, Handbook to Elementary Social Studies we made a provisional

    summary of the model (have to get the original at some point - Daniel K. Schneider). Concept Formation This stage includes three major steps: listing items (exemplars of concepts), group similar items together, label these (with a concept name).

    Phase 1: Identifying and listing o What do you know about .... ? o For lessons in your own classroom, you might ask the following: What did you see? What did you hear? What do you know about...? Phase 2: Grouping according to common attributes o Do any of these go together? Why? Phase 3: Categorizing (labeling of the categories above) o How would you name these groups?

    Interpretation of Data This stage includes interpreting, inferring, and generalization and leads to concept attainment (i.e. students develop deductive capabilities).

    Phase 4: Identifying critical relationships (differentiation) o What do you notice about the data ? What did you see ? Phase 5: Exploring relationships (cause-effect) o Why did this or that happen? What do you think this means? o Do you notice any connections within the records or across the data? Phase 6: Making inferences o What makes you think about this? o What can you conclude?

    Note: At some point phases 1/2/3 can be repeated or revised. Application of Principles

    Phase 7: Predicting consequences o What if? Phase 8: Explaining and/or supporting predictions o Why do you think this or that would happen? o Based on the data, would these conditions be logical? Phase 9: Testing and generalization o What would it take to make this generally true ?

    Basic Principles of Curriculum and Instruction


    Tyler divided his book into five sections. Each of the first four sections is titled with a question. 1. What educational purposes should the school seek to attain? 2. How can learning experiences be selected which are likely to be useful in attaining these objectives? 3. How can learning experiences be organized for effective instruction? 4. How can the effectiveness of learning experiences be evaluated? The fifth and final section describes "How a school or College staff may work on curriculum building." In the first section, Tyler mentions that one of the main problems with education is that educational programs "do not have clearly defined purposes." These "purposes" as he describes them should be translated into educational objectives. This objective-based approach to evaluation is at the core of what Tyler proposes. His approach to evaluation followed these steps : 1. Establish broad goals or objectives. 2. Classify the goals or objectives. 3. Define objectives in behavioral terms. 4. Find situations in which achievement if objectives can be shown. 5. Develop or select measurement techniques. 6. Collect performance data. 7. Compare performance data with behaviorally stated objectives. Discrepancies in performance would then lead to modification, and the cycle begins again (Worthen and Sanders, 1987). Ralph Tyler's philosophy is very similar to contemporary views in many ways. He also describes education as "an active process". "It involves the active efforts of the learner himself." Even still he was also obviously influenced by the Bobbit's ideas of Job Analysis and Behaviorism (Tanner and Tanner, 1995). Tyler early on in the book describes the education as a "process of changing the behavior patterns of people." The "Tylerian" view of evaluation then becomes a process of the determining the educational effectiveness of learning experiences (Bloom, Madaus, and Thomas Hastings, 1981).

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