Tyler Model Of
Curriculum Development
HADEEQA WALEED
EDUCATIONIST

About Tyler
• • Best Known For The Basic Principles Of Curriculum And
Instruction (Ornstein And Hunkins, 1998) Which Is Based On An
Eight Year Study.
• In His Book Tyler Presented The Concept That Curriculum Should
Be: 1. Dynamic 2. A Program Under Constant Evaluation And
Revision. “RALPH TYLER’S LITTLE BOOK,
• Curriculum Had Always Been Thought Of As A Static, Set Program,
And In An Era Preoccupied With Student Testing, He Offered The
Innovative Idea That Teachers And Administrators Should Spend As
Much Time Evaluating Their Plans As They Do Assessing Their
Students.

• Tyler Also Explains That Curriculum Planning Is A
Continuous, Cyclical Process, An Instrument Of
Education That Needs To Be Fine-tuned.
• Tyler's Straightforward Recommendations Are
Sound And Effective Tools For Educators Working
To Create A Curriculum That Integrates National
Objectives With Their Students' Needs

THE TYLER MODEL
• The Tyler Model Is:
• One Of The Best Known Models For Curriculum Development.
• Known For The Special Attention It Gives To The Planning
Phases.
• Deductive For It Proceeds From The General (Examining The
Needs Of Society,) To The Specific (Specifying Instructional
Objectives).

• Tyler Recommends That Curriculum Planners
Identify General Objectives By Gathering Data From
Three Sources:
• 1) The Learners
• 2) Contemporary Life Outside The School
• 3) Subject Matter. • After Identifying Numerous
General Objectives, The Planners Refine Them By
Filtering Them Through Two Screens:
• 1. The Philosophical Screen 2. The Psychological
Screen

Tyler’s Four Fundamental Questions:
• 1. What Educational Purposes Should The School Seek To
Attain?
• 2. What Educational Learning 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?

Model Is Consisting Of Four Steps
• . 1. Determine The School’s Purposes (Aka
Objectives)
• 2. Identify Educational Experiences Related To
Purpose
• 3. Organize The Experiences
• 4. Evaluate The Purposes

Determine The School’s Purposes (Aka
Objectives)
• Determining The Objectives Of The School Or Class. In
Other Words, What Do The Students Need To Do In Order
To Be Successful? Each Subject Has Natural Objectives
That Are Indicators Of Mastery. All Objectives Need To Be
Consistent With The Philosophy Of The School And This Is
Often Neglected In Curriculum Development. For Example,
A School That Is Developing An English Curriculum My
Create An Objective That Students Will Write Essays. This
Would Be One Of Many Objectives Within The Curriculum.

Identify Educational Experiences Related To
Purpose
• Developing Learning Experiences That Help The Students
To Achieve Step One. For Example, If Students Need To
Meet The Objective Of Writing An Essay. The Learning
Experience Might Be A Demonstration By The Teacher Of
Writing An Essay. The Students Then Might Practice
Writing Essays. The Experience (Essay Demonstration And
Writing) Is Consistent With The Objective (Student Will
Write An Essay

.
Organize The Experiences
• Organizing The Experiences. Should The Teacher
Demonstrate First Or Should The Students Learn By
Writing Immediately? Either Way Could Work And
Preference Is Determined By The Philosophy Of
The Teacher And The Needs Of The Students. The
Point Is That The Teacher Needs To Determine A
Logical Order Of Experiences For The Students

Evaluation Of The Objectives
• . Now The Teacher Assesses The Students Ability To Write
An Essay. There Are Many Ways To Do This. For Example,
The Teacher Could Have The Students Write An Essay
Without Assistance. If They Can Do This, It Is Evidence
That The Students Have Achieve The Objective Of The
Lesson. There Are Variations On This Model. However, The
Tyler Model Is Still Considered By Many To Be The
Strongest Model For Curriculum Development.

Strengths Of Tyler’s Model
• Clearly Stated Objectives A Good Place To Begin.
• Involves The Active Participation Of The Learner
(Prideaux, 2003)
• Simple Linear Approach To Development Of
Behavior Al Objectives (Billings & Halstead, 2009)

Criticism 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 Critical Thinking,
• Problem Solving And Value Acquiring Processes Cannot Be
Plainly Declared In Behavioral Objectives (Prideaux, 2003)

• TYLER’S MODEL
• Deductive
• Argues From The Administrator
Approach
• Believes That Administration
Should Design The Curriculum And
The Teachers Implement It
• . Lays The Main Stress On Aims,
Evaluation And Control.
• This Approach May Be Perfect,
Perhaps, For Market-oriented
Education, But Inadequate For The
Development Of Responsible And
Creative Individuals Able To Meet
The Challenges Of The Constantly
Changing Circumstances
• TABA’S MODEL
• Inductive
• Reflects The Teacher’s Approach
• . Believes That The Teachers Are Aware Of The
Students Needs; Hence Teachers Should Be
The Ones To Develop The Curriculum And
Implement In Practice
• Her Rationale Does Not Start With
Objectives, As She Believes That The
Demand For Education In A Particular
Society Should Be Studied First (See
Step 1)
• Pays Attention To The Selection Of The
Content And Its Organization With An
Aim To Provide Students With An
Opportunity To Learn With
Comprehension