THE TYLER MODEL
One
of the best known models for curriculum development with special attention to
the planning phases is shown in Figures 1 and 2.
Figure 1. Tyler’s Model
|
Sources
|
|
Sources
|
|
Sources
|
|
Student
|
Society
|
Subject
|
|
Tentative general
objectives
|
   Screen
Philosophy
of
Education
|
|
Screen
Psychology
of
Learning
|
|
Precise
Instructional
Objective
|
Figure
2. Tyler’s model (expanded from Figure 1)|
Selection
of
learning
experiences
|
|
Organization
of
learning
experiences
|
|
Direction
of
learning
experiences
|
|
Evaluation
of
learning
experiences
|
It proposed a comprehensive model
for curriculum development. The first part of this model: the selection of
objectives receives the greatest attention from other educators. Tyler
recommended that curriculum planners identify general objectives by gathering
data from the sources: the learners, contemporary life outside the school, and
the subject matter. The numerous general objectives are refined by filtering
them through two screens: (1) educational and social philosophy of the school
and (2) the psychology of learning and become specific instructional
objectives.
In describing general objectives
Tyler referred them as “goals”, “educational objectives”, and “educational
purposes”. He further stated that the curriculum worker must begin analyzing
data relevant to student needs and interest. These are educational, social,
occupational, physical, psychological and recreational. He recommended
observations by teachers, interviews with students, interviews with parents,
questionnaires and tests as techniques for collecting data about students. By examining
these needs, the curriculum developer identifies a set of potential objectives.
The next step in the process of
general objectives is the analysis of contemporary life in both the local
community and the society. From the needs of society flow many potential
educational objectives.
For the source the curriculum
planner turns to the subject matter, the disciplines themselves. From the three
aforementioned sources, curriculum planners derived a multiplicity of general
or broad objectives. Once this array of possible objectives is determined, a
screening process is necessary to eliminate unnecessary and unimportant and
contradictory objectives. Tyler advises the use of the schools educational and
social philosophy as the first screen of these goals.
In Philosophical screen Tyler advise
teachers of a particular schools to formulate educational and social philosophy
and to outline values by emphasizing four democratic goals:
·
the recognition of every individual as a human being regardless of his race, national, social and
economic status;
·
opportunity for wide participation in all phases
of activities in the social groups in the society;
·
encouragement of variability rather than
demanding a single type of personality;
·
faith and intelligence as a method of dealing
with important problems rather than depending upon the authority of an
autocratic or aristocratic group.
In the Psychological screen, the teachers must clarify the principles of
learning that they believed to be sound. “A psychology of learning as
emphasized by Tyler not only includes specific and definite findings but it
unified formulation of theory of learning which helps to outline the nature of
the learning process, how it takes place, under what conditions, what sort of
mechanism operate and the like.” Tyler explains the significance of the
psychological screen in the following statements:
·
Knowledge in the psychology of learning enables
us to distinguish changes in human beings that can be expected to result from a
learning process from those that can not.
·
A knowledge in the psychology of learning
enables us to distinguish goals that are feasible from those that are likely to
take a very long time or are almost impossible of attainment at the age level
contemplated.
·
Psychology of learning gives us some idea of the
length of time required to attain an objective and the age levels at which the
effort is most efficiently employed.
In Fig. 2 Tyler’s model
describes three more steps in curriculum planning: selection, organization, and
evaluation of learning experiences. He defined learning experiences as “the
interaction between the learner and the external conditions in the environment
to which he can react”. And teachers must give attention to learning
experiences in order to:
a)
develop skill in thinking
b)
helpful in acquiring information
c)
helpful in developing social attitude
d)
helpful in developing interest
Nice work. Continue to the end of Tyler's model please.
ReplyDelete