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Tyler s model_of_curriculum_development

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Tyler s model_of_curriculum_development

  1. 1. Tyler’s Model of Curriculum Development Ray Herren, Dennis Duncan &John Ricketts
  2. 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. 3. Establishing the Purpose  Who are the decision makers?  Industry  Teachers  Advisory board  University administrators
  4. 4. Determining the purpose  Societal needs  Student Needs
  5. 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. 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. 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. 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. 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. 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. 11. Grouping objectives  At university level, objectives are grouped into courses  Similar objectives grouped together
  12. 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. 13. Experiences must cover all 3 domains of learning  Cognitive  Affective  Psycomotor
  14. 14. How are these experiences organized?  From simple to complex  From general to specific  Experiences should build on each other
  15. 15. How do we determine if the goals are met?  Follow up studies  Graduating student interviews  Program Reviews

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