Ralph Tyler Curriculum Development model.pptx

Ralph Tyler's model of curriculum development, also known as the Tyler Rationale, has been widely influential but has also attracted a number of criticisms over the years. Tyler’s model is based on four key questions related to educational purposes, learning experiences, organization of experiences, and evaluation. While it has provided a structured, logical framework for curriculum design, critics have raised various concerns:
1. Linear and Rigid Structure
• Criticism: One of the main criticisms is that Tyler's model follows a linear and prescriptive sequence. It starts with setting objectives, followed by selecting experiences, organizing them, and finally evaluating. This rigidity does not align with the complexity and dynamic nature of education, where learning is often non-linear and adaptive.
• Response: Critics argue that learning environments are unpredictable, and a rigid model does not allow for adjustments based on students’ needs or interests as they arise.
2. Overemphasis on Objectives
• Criticism: Tyler's model focuses heavily on pre-determined objectives, which can be limiting. In this approach, the curriculum becomes goal-driven and centered around specific outcomes. This emphasis can undermine creative and exploratory learning, which doesn’t always fit into measurable objectives.
• Response: Some educators believe that this results in a narrow focus on learning outcomes, sidelining more holistic aspects of education such as social-emotional development, creativity, or critical thinking.
3. Reductionist Approach
• Criticism: Critics argue that the Tyler model is reductionist because it simplifies the educational process into a series of measurable objectives and outcomes. Learning is a complex process influenced by various factors (social, emotional, cultural) that may not always align with clearly defined objectives.
• Response: The reduction of curriculum to a series of goals and evaluations may overlook the nuances of individual learning styles, learner diversity, and the importance of context in education.
4. Ignores Context and Hidden Curriculum
• Criticism: The Tyler model has been criticized for overlooking the hidden curriculum—the implicit messages, values, and norms conveyed in educational settings that aren’t part of the formal curriculum. By focusing solely on objectives and outcomes, the model ignores broader social and cultural dynamics at play in the classroom.
• Response: Modern educational thinkers argue that learning is deeply embedded in social contexts, and ignoring these factors can make the model less applicable to diverse educational settings.
5. Inflexibility for Real-World Application
• Criticism: In real-world settings, learning objectives and goals often change based on ongoing assessments and feedback from students. The Tyler model's strict progression through stages makes it harder to adapt when learning circumstances or needs evolve unexpectedly.
• Response: Critics suggest that a more iterative and f

1. Ralph tyler model: rational linear model Prepared by: Pabilyn A.S.

2. Ralph tyler born on April 22, 1902 – Chicago to a professional family died in 1994 one of the most influential people in American education in both fields of education and evaluation developed the first model of curriculum (Tyler Model) in 1940s RALPH TYLER MODEL: RATIONAL LINEAR MODEL 2

3. Ralph tyler published his work in a book called ‘Basic Principles of Curriculum and Instruction’ “Father of Educational Evaluation and Assesment ” RALPH TYLER MODEL: RATIONAL LINEAR MODEL 3

4. Tyler Model Based on the “Eight-Year Study”, a national program involving 30 secondary schools and 300 colleges and universities that addressed narrowness and rigidity in high school curricula. One of the best known models for curriculum development. Known for the special attention it gives to the planning phases. Deductive RALPH TYLER MODEL: RATIONAL LINEAR MODEL

5. Tyler’s model objectives Determine the school’s purposes/objectives Identify educational experiences related to purpose Organize the experiences Evaluate the purposes RALPH TYLER MODEL: RATIONAL LINEAR MODEL 5

6. Step 1: determine the school’s purposes/objectives determining the objectives of the school or class What do the students need to do in order to be successful? All objectives need to be consistent with the philosophy of the school and this is often neglected in curriculum development. RALPH TYLER MODEL: RATIONAL LINEAR MODEL 6

7. Step 1: determine the school’s purposes/objectives Objectives should be based on analysis of: The student as a learner The contemporary life outside the school Opinion of specialists in the various subjects. Specified precisely Specify changes RALPH TYLER MODEL: RATIONAL LINEAR MODEL 7

8. Step 2: Identify educational experiences related to purpose developing learning experiences that help the students to achieve step 1 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. RALPH TYLER MODEL: RATIONAL LINEAR MODEL 8

9. Step 2: Identify educational experiences related to purpose Should be relevant and adequate RALPH TYLER MODEL: RATIONAL LINEAR MODEL 9

10. Step 3: Organize the experiences Should the teacher demonstrate first or should the students learn by writing immediately? Decide on the method of implementing (lecture, experiment, demonstration, role-play, forum, story-telling, etc.) RALPH TYLER MODEL: RATIONAL LINEAR MODEL 10

11. Step 3: Organize the experiences Preference is determined by the philosophy of the teacher and the level of the students Teacher needs to determine the logical order of experiences for the students RALPH TYLER MODEL: RATIONAL LINEAR MODEL 11

12. Step 4: evaluation of the purposes Teacher assesses the student’s ability if the students have achieve the objective of the lesson. Use of variety methods (tests, questionnaires, performance) Should be carried out at several different times RALPH TYLER MODEL: RATIONAL LINEAR MODEL 12

13. Step 4: evaluation of the purposes Evaluation is used to: indicate strengths and weaknesses of the program Plan for revision RALPH TYLER MODEL: RATIONAL LINEAR MODEL 13

14. Strengths of tyler’s model 1.Clear and Structured Framework 2. Emphasis on Objectives 3. Focus on Assessment and Evaluation 4. Applicability Across Different 5. Encourages Reflection on Educational Goals RALPH TYLER MODEL: RATIONAL LINEAR MODEL 14

15. criticism of tyler’s model 1.Ignores Individual Learning Differences 2.Lack of Focus on Social Change 3. Narrow View of Learning RALPH TYLER MODEL: RATIONAL LINEAR MODEL 15

16. thank you!