Ralph Tyler Model

RALPH W.
TYLER’S
MODEL OF CURRICULUM
DEVELOPMENT
MIN 212 CURRICULUM DEVELOPMENT
MIN222B - CURRICULUM DEVELOPMENT & CLINICAL TEACHING

Instructor: Loresita Antonia A. Chua, RN, MN, EdD
Submitted by: Canlas, Michael John T.
LEARNING OBJECTIVES:
At the end of the report, nurses will be able to:
▪ Identify the most important event in

Ralph W. Tyler’s life.
▪ Discuss the key point of Ralph Tyler’s
Model for Curriculum Development
and Instruction.
▪ Explain the basic principles of Tyler’s
Model for Curriculum Development
and Instruction.
BIOGRAPHY
Tyler was born on April 22,

1902, in Chicago, Illinois
BIOGRAPHY
Tyler received his bachelor's degree in 1921 at the

age of 19 from Doane College in Crete, Nebraska.
BIOGRAPHY
• His first teaching job was as a high school science
teacher in Pierre, South Dakota.
• In 1923, Tyler wrote a science test for high school

students which helped him "see the holes in
testing only for memorization."
BIOGRAPHY
He earned his master's
degree from the University
of Nebraska in 1923
and
his Ph.D. from the

University of Chicago in
1927.
BIOGRAPHY
Tyler’s first appointment was at the University of North
Carolina in 1927, where he worked with state teachers to
improve curricula.
Later in 1927, Tyler joined the faculty at Ohio State

University, where he refined his innovative approach to
testing while working with Charters, who was the director of
the university's Bureau of Educational Research.
Tyler helped Ohio State University faculty to improve their

teaching and increase student retention assessment.
BIOGRAPHY
Tyler built a respected reputation by
showing the faculty how to generate
evidence that spoke to their course
objectives. This is when he came up with the
term evaluation in regard to education.
When Ralph was asked why he was called “the father of

education literature,” he answered “I invented the term
evaluation when applied to educational procedures; so if naming
the child, as the godfather names babies, makes you father, then
I am”
BIOGRAPHY
Tyler’s work in evaluation led him
to be one of the evaluation staff
of a national, eight-year study
involving 30 secondary schools
and 300 colleges and
universities.
The study was a response to

concerns about the narrowness
and rigidity of high school
curriculum.
BIOGRAPHY
A decade after completing his
work with the Eight-Year
Study, Tyler formalized his
thoughts on viewing, analyzing
and interpreting the curriculum
and instructional program of
an educational institution in
Basic Principles of Curriculum
and Instruction (1949).
BIOGRAPHY
Tyler formally retired in 1967

from the Center for
Advanced Study
The Father of Evaluation
The Father of Behavioral Objectives
1902 - 1994
Tyler died of cancer on February 18, 1994,

at the age of 92 at St. Paul's Health Care Center in San Diego.
TYLER’S MODEL of CURRICULUM DEVELOPMENT
 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)
 His model is deductive for it proceeds from the general (examining the needs of
society, for example) to the specific (specifying instructional objectives).
 This model is linear in nature, starting from objectives and ending with evaluation.
TYLER’S RATIONALE (CURRICULUM RATIONALE)
TYLER’S RATIONALE : FOUR BASIC PRINCIPLES
1.What educational purposes should the school seek to attain?
2.What educational experiences can be provided that are likely to
attain these purposes?
3.How can these educational experiences be effectively
organized?
4.How can we determine whether these purposes are being
attained? (Tyler, 2013, p. 59)
These questions may be reformulated into: stating objectives, selecting learning
experiences, organizing learning experiences, and evaluating the curriculum.
Those questions may be reformulated into: stating objectives, selecting learning
TYLER’S MODEL is a LINEAR MODEL

Stating Objectives (Denham, 2002)

Tyler was interested in how learning related to the issues of society, and
believed studies of contemporary life provided information for learning
objectives. He defines the learning objectives in terms of knowledge,
communication skills, social and ethical perspective, quantitative and
analytical skills, and cognitive/taxonomy. He proposes that educational
objectives originate from three sources: studies of society, studies of learners,
and subject-matter specialists.
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. The term “learning experience” refers to the interaction
between the learner and the external conditions in the environment
to which he can react.
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.
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.
Tyler asserts,
“Curriculum planning is a continuous process and

that as materials and procedures are developed
they are tried out, their results are appraised, their
inadequacies identified, and suggested
improvements indicated” .
With his emphasis on the individual student, Tyler

believes that all evaluation must be guided by a
purpose and be sensitive to the uniqueness of the
individual being assessed.
STRENGTHS OF TYLER 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)
WEAKNESSES OF TYLER MODEL
• Narrowly interpreted objectives (acceptable

verbs)
• Difficult and time consuming construction of

behavioral objectives

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RALPH W.

MIN222B - CURRICULUM DEVELOPMENT & CLINICAL TEACHING

▪ Identify the most important event in

Tyler was born on April 22,

Tyler received his bachelor's degree in 1921 at the

• In 1923, Tyler wrote a science test for high school

his Ph.D. from the

Later in 1927, Tyler joined the faculty at Ohio State

Tyler helped Ohio State University faculty to improve their

When Ralph was asked why he was called “the father of

The study was a response to

Tyler formally retired in 1967

Tyler died of cancer on February 18, 1994,

 It emphasizes consistency among objectives, learning experiences, and outcomes.

 Curriculum objectives indicate both behavior to be developed and area of content to

TYLER’S MODEL is a LINEAR MODEL

Stating Objectives (Denham, 2002)

Selecting Learning Experiences (Denham, 2002)

Organizing Learning Experiences (Denham, 2002)

• Central to Tyler’s Model is effectively organizing the learning activities.

• Three major criteria are required in building organized learning

Evaluating the Curriculum (Denham, 2002)

The process of assessment is critical to Tyler’s Model and begins

“Curriculum planning is a continuous process and

With his emphasis on the individual student, Tyler

• Objectives are clearly defined in the purposes. These

• Simple linear approach to development of behavioral

• Narrowly interpreted objectives (acceptable

• Difficult and time consuming construction of

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