Tyler s model of curriculum development

1. Tyler’s Model of Curriculum
Development
Ray Herren, Dennis
Duncan &John Ricketts

2. There are 4 Basic steps
1) What is the purpose of the education?
2) What educational experiences will attain the
purposes?
3) How can these experiences be effectively
organized?
4) How can we determine when the purposes
are met?

3. Establishing the Purpose
 Who are the decision makers?
 Industry
 Teachers
 Advisory board
 University administrators

4. Determining the purpose
 Societal needs
 Student Needs

5. Establishing the Purpose
 Outline the goals – broad statements that
indicate what is to be the outcome of the
students’ education. For what are they
preparing?

6. Establishing the Purpose
 Develop Objectives
a description of a performance you want
learners to be able to exhibit before you
consider them competent.
 Describes an intended result of instruction,
rather than the process of instruction itself.

7. Why do you need instructional
objectives in your curriculum?
1. When clearly defined objectives are
lacking, there is
• no sound basis for the selection or designing of
instructional materials, content, or methods.
• If you don't know where you are going, it is
difficult to select a suitable means for getting
there.

8. Why do you need instructional
objectives in your curriculum?
2. To find out whether or not the objective,
has in fact been accomplished.
 Test items designed to measure whether
important instructional outcomes have been
accomplished can be selected or created
intelligently only when those instructional
outcomes have been made explicit.

9. Why do you need instructional
objectives in your curriculum?
3. Good objectives provide students with a
means to organize their own efforts toward
accomplishment of those objectives.
 Experience has shown that with clear
objectives in view, students at all levels are
better able to decide what activities on their
part will help them get to where it is important
for them to go.

10. Good Objectives. . .
 Are related to intended outcomes rather than
the process for achieving those outcomes.
 specific and measurable, rather than broad
and intangible.
 Are concerned with students, not teachers.

11. Grouping objectives
 At university level, objectives are grouped
into courses
 Similar objectives grouped together

12. What experiences will achieve the
purpose?
 What methods of teaching and learning will
be used?
 Lectures
 Laboratory exercises
 Internships
 Combination of many methods

13. Experiences must cover all 3 domains
of learning
 Cognitive
 Affective
 Psycomotor

14. How are these experiences organized?
 From simple to complex
 From general to specific
 Experiences should build on each other

15. How do we determine if the goals are
met?
 Follow up studies
 Graduating student interviews
 Program Reviews