Summary of the Tyler Rational Essay example

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The Tyler Rationale: this is a model of curriculum and instruction development. This model is eclectic; it draws from the social aspect of Dewey: incorporating the society, subject matter and the learner to create learning experiences. It also has behavioral aspects drawn from Thorndike and others expressed through the emphasis on changing student behavior; judging behavior helps to monitor internal growth or aspects of the mind not overtly seen.
This model addresses four (4) basic questions.
1. What educational purposes should the school 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
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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 exposure to experiences which build upon each other.
• Integration – this encompasses skills which cross discipline/subject.

4. How can we determine whether these purposes are being attained?
• The curriculum must be evaluated by judging the learning outcomes against the original objectives.
 The first step is to focus on changes in human behavior. o Pretests must be used to determine students’ original state before learning. o Tests are then administered to determine whether student performance increases in the designated areas. o All 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 concerning 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 philosophy and other critical factors which are integrated have no way to be evaluated; and to ultimately determine the

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