Presentation on theme: "Tyler’s Model of Curriculum Development"— Presentation transcript:
1Tyler’s Model of Curriculum Development Ray Herren, Dennis Duncan &John Ricketts
2There 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?
3Establishing the Purpose Who are the decision makers?IndustryTeachersAdvisory boardUniversity administrators
4Determining the purpose Societal needsStudent Needs
5Establishing the Purpose Outline the goals – broad statements that indicate what is to be the outcome of the students’ education. For what are they preparing?
6Establishing 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.
7Why do you need instructional objectives in your curriculum? When clearly defined objectives are lacking, there isno 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.
8Why 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.
9Why 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.
10Good 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.
11Grouping objectivesAt university level, objectives are grouped into coursesSimilar objectives grouped together
12What experiences will achieve the purpose? What methods of teaching and learning will be used?LecturesLaboratory exercisesInternshipsCombination of many methods
13Experiences must cover all 3 domains of learning CognitiveAffectivePsycomotor
14How are these experiences organized? From simple to complexFrom general to specificExperiences should build on each other
15How do we determine if the goals are met? Follow up studiesGraduating student interviewsProgram Reviews