Tyler

1
Tylers 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 Objectivesa 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?

• 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?

• 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