Models of curriculum || Curriculum model || Tyler's Curriculum Model

1. 1
Assignment on
“Ralph Tyler’s Curriculum Model: Principles of Teaching and
Strengths”
Paper-MEM-4011
(Models & Theories of Curriculum )
Assignment-2nd
Submitted to:
Dr. Mujibul Hasan Siddiqui
(Associate Professor)
Department of Education
Submitted by:
MD GULAM HUSAIN
Roll No.18MED-01
Class: M.Ed. 4th
Sem.
En.No. GJ1269
DEPARTMENT OF EDUCATION AMU, ALIGARH

2. 2
Table of Contents
Ralph Tyler’s Curriculum Model: Principles of Teaching and Strengths...............3
Introduction.................................................................................................................................3
Ralph Tyler’s Curriculum Model .........................................................................................3
Tyler’s Four Fundamental Questions................................................................................4
Steps of model.............................................................................................................................4
Principles of Teaching..............................................................................................................5
Strengths of Tyler’s model.....................................................................................................6
Limitations....................................................................................................................................6
Conclusion ........................................................................................................................................6

3. 3
Ralph Tyler’s Curriculum Model: Principles of Teaching and
Strengths
Introduction
eveloping, designing and implementing an education curriculum are no easy
task. With the rise of educational technology and the diverse types of students
attending higher educational institutions these days, instructors have their work
cut out for them. Models provide important guideline or blue print in curriculum
development & implementation. Model is a format for curriculum design developed to meet
unique needs, contexts, and/or purposes. In order to address these goals, curriculum developers
design, reconfigure, or rearrange one or more key curriculum components.
Ralph Tyler’s Curriculum Model
This model is developed by Ralph Tyler in 1940s based on his work “The basic principle of
curriculum & instruction”. It is the objective model of curriculum development which more
focuses on planning. It is the descriptive type model of curriculum development.
 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, for
example) to the specific (specifying instructional objectives).
 This model is linear in nature, starting from objectives and ending with evaluation.
 It is important to note that: -
 Objectives form the basis for the selection and organisation of learning experience.
 Objectives form the basis for assessing the curriculum.
 Objectives are derived from the learner, contemporary life and subject specialist.
 To Tyler, evaluation is a process by which one matches the initial experiences with the
outcomes.
 It is also unlike the curriculum of social reconstruction, it is more “society cantered.” This
model positioned the school curriculum as a tool for improving community life. Therefore,

4. 4
the needs and problems of the social-issue is the source of the main curriculum. Tyler (1990)
holds that there are three forms of resources that can be used to formulate the purpose of
education, i.e. individuals (children as students), contemporary life, and expert consideration
of field of study.
 Tyler recommends that curriculum planners identify general objectives by gathering data
from three sources
The learners (Individuals)
Contemporary life outside the school
Subject matter.( expert consideration of field of study)
 After identifying numerous general objectives, the planners refine them by filtering them
through two screens:
The philosophical screen
The psychological screen
 In the Tyler Model, the general objectives that successfully pass through the two screens
become what are now popularly known as instructional objectives.
 Curriculum objectives indicate both behaviour to be developed and area of content to be
applied.
Tyler’s Four Fundamental Questions
 Tyler stated his curriculum rationale in terms of four questions published in 1949 Tyler his
curriculum rationale in terms of four questions that, he argued, must be answered in
developing any curriculum plan of instruction
1. What educational purposes should the school seek to attain?
2. What educational learning experiences can be provided that is 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?
Steps of model
There are four steps of Tyler’s curriculum

5. 5
1. Defining learning objectives
2. Selection of learning experiences
3. Organization of learning experiences
4. Evaluation of purpose
Principles of Teaching
Defining Appropriate Learning Objectives
Establishing Useful Learning Experiences
Organizing Learning Experiences to Have a Maximum Cumulative Effect
Evaluating the Curriculum and Revising Those Aspects That Did Not Prove to be
Effective
Defining learning objectives
Selection of learning
experiences
Organization of learning
experiences
Evaluation of purpose

6. 6
Strengths of Tyler’s model
 It provides an easy to follow step-by-step guide to curriculum planning and development
 It begins with a set of clear objectives that teachers must plan tasks and work towards
achieving the specified outcomes
 It aims at student's developing behaviour as their target of teaching.
 Clearly stated objectives a good place to begin
 Involves the active participation of the learner
 Simple linear approach to development of behavioural.
Limitations
 It does not have a feedback mechanism to tell people how to correct it.
 It seems lack a procedure between evaluation and organisation, and this procedure is
execution. For example, they do not apply to all subjects or the design of a subject’s
content.
 It sees curriculum development as a fixed, linear process.
 The division of labour at the various points/steps are fixed so curriculum ‘actors’ are
unaware of what others do.
 It cannot account for the many/complex outcomes of learning.
 It limits what students can learn.
 It treats ends and means separately.
 It doesn’t indicate who decides what ‘worthwhile’ is learning.
 It doesn’t consider that not all learning outcomes can be measured
 It fails to consider the changing environment.
 It fails to recognise that the future cannot be predicted accurately with precision.
Conclusion
Tyler’s model is an objective model of curriculum development which more focuses on
planning. It is the descriptive type model of curriculum development. Tyler’s Model shows that
in curriculum development, the following consideration should be made: Purposes of the school,

7. 7
Educational experiences related to the purposes, Organization of the experiences, and Evaluation
of the experiences.