Summary of the Tyler Rational

The Tyler Rationale this is a model of curriculum and instruction development. This model is eclectic it draws from the loving aspect of Dewey incorporating the corporation, sum matter and the learner to create acquire experiences. It also has lookal aspects drawn from Thorndike and others evince through the emphasis on changing student behavior judging behavior helps to monitor inherent growth or aspects of the mind not overtly seen. This model addresses four (4) basic questions. 1. What educational purposes should the give lessons seek to attain?Three sources should be used for identifying objectives The learner these are identified through interviews, observations and tests. The society community life should be classified into categories vocation, recreation, religion etc and develop objectives for each The subject matter the subject to be taught must be examined to identify more objectives which encompass the content and skills which must be taught. The objectives ar e then screened (through the use of philosophies and psychologies of study) and the most important ones. All objectives should be stated clearly (simple terms) and concisely. 2.What educational experiences tin be provided to attain these purposes? After the selection of objectives acquirement experiences should be selected which actively promote the acquisition of these objectives. Tyler defines a learning experience as interaction between the learner and the external conditions in the environment with which he terminate interact Deweyean influence). Major effectors of the learning experience The interaction between the person and the environment behavioural psychology (evident in the way objectives are stated) Criteria for developing learning experiences They should allow the student to practice the behavior implied by the objective. Students should obtain satisfaction from the learning experience.The experience should be appropriate to the students background. Categories of le arning experiences Development of thinking skills Acquisition of information Development of social attitudes Development of student interest 3. How can these educational experiences be effectively organized? Tyler suggest that learning experiences can be organized by Continuity the recurring opportunity to learn various skills (maybe at different grade levels). Sequence the characterization to experiences which build upon each other. Integration this encompasses skills which cross discipline/subject. 4. How can we take care whether these purposes are being come through? The curriculum must be evaluated by judging the learning outcomes against the genuine objectives. ?The first step is to focus on on changes in human behavior. oPretests must be used to determine students authentic state forwards learning. oTests are then administered to determine whether student performance increases in the designated areas. oAll evaluation procedures must relate to the original object.They must be reliable or actually measure what they are expected to measure (curriculum standards). The Tyler effect has several criticisms. One tinting criticism identified by kliebard was that evaluation was tied so closely to the original objectives it makes it impossible to identify unexpected outcomes. It narrows the focus of evaluation to only the achievement of the objectives. Therefore the significance of school of thought and other critical factors which are integrated have no way to be evaluated and to ultimately determine the efficacy of their implementation. One question left to bearWhat is the real difference between learning activities and learning experiences? In the revision Tyler collaborated with Leyton Soto and distinguishes learning experiences and learning activities. Learning experiences consist of behaviors that are written into objectives while learning activities are behaviors in which the learner engages to achieve particular objectives. In this case shouldn t the main concern be the objective and both the activity and experience tools to achieving it? Which comes first? Arent the learning activities the display of the comparable behavior expected in the objectives?