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The Tyler Curriculum Evaluation Model TWU Nurs 5253 Emily Durbin Elouise Ford Tressa Hunter Curriculum Design The curriculum represents the expression.

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Presentation on theme: "The Tyler Curriculum Evaluation Model TWU Nurs 5253 Emily Durbin Elouise Ford Tressa Hunter Curriculum Design The curriculum represents the expression."— Presentation transcript:

1 The Tyler Curriculum Evaluation Model TWU Nurs 5253 Emily Durbin Elouise Ford Tressa Hunter Curriculum Design The curriculum represents the expression of educational ideas Must be in a form that communicates to those association with the learning institution Must be open to critique Should be easily transformed into practice

2 Curriculum Design cont’d Exist on three levels What is planned for the student What is delivered to the student What the student experiences Based on values and beliefs that students should know May be contested and/or problematic

3 Curriculum Design cont’d Curriculum, health services and the community should share mutually beneficial relationship Curriculum values should enhance health service provision Must be responsive to changing values and expectations in education

4 Curriculum Design cont’d Two main types of curriculum models 1. Prescriptive Models- tell what curriculum writer should do(intent) and how to create a curriculum 2. Descriptive Models- provides information of what curriculum writer actually do and (content)what the curriculum covers The Tyler Model first developed in 1949 is Prescriptive (Prideaux, 2003)

5 Ralph Tyler Ralph Tyler (1902-1994) published more than 700 articles and sixteen books Best known for The Basic Principles of Curriculum and Instruction (Ornstein and Hunkins, 1998) which is based on an eight year study Tyler posits the problem with education is that educational programs lack unmistakably defined purposes (“Ralph Tyler’s Little Book, ”n d)

6 A Classic Model: The Tyler Model Often referred to as “objective model” Emphasis on consistency among objectives, learning experiences, and outcomes Curriculum objectives indicate both behavior to be developed and area of content to be applied (Keating, 2006)

7 Tyler’s Four Principles of Teaching Principle 1: Defining Appropriate Learning Objectives

8 Tyler’s Teaching Principles cont’d Principle 2: Establishing Useful Learning Experiences

9 Tyler’s Teaching Principles cont’d Principle 3: Organizing Learning Experiences to Have a Maximum Cumulative Effect

10 Tyler’s Teaching Principles cont’d Principle 4: Evaluating the Curriculum and Revising Those Aspects That Did Not Prove to be Effective (Keating, 2006)

11 Criticism of the Tyler Model Narrowly interpreted objectives (acceptable verbs) Difficult and time consuming construction of behavioral objectives Curriculum restricted to a constricted range of student skills and knowledge critical thinking, problem solving and value acquiring processes cannot be plainly declared in behavioral objectives (Prideaux, 2003)

12 Primary Strengths of Tyler’s Model Clearly stated objectives a good place to begin Involves the active participation of the learner (Prideaux, 2003) Simple linear approach to development of behavioral objectives (Billings & Halstead, 2009)

13 Implications for Nursing Curriculum Behavioral objectives no longer the “gold standard” another prescriptive model has emerged since 1980s, outcomes based education Outcome based education focus on student behavior instead of staff, defines outcomes obtained by student Program designers include statements of intent as broad curriculum aims and specific objectives (Prideaux, 2003)

14 Implications of Nursing Curriculum cont’d National League of Nursing & Commission of Collegiate Nursing Education include outcome assessment in their initial accreditation criteria No one model can sufficiently guide the evaluation of nursing curriculum Recommend that nurse educators blend elements of more than one model to evaluate nursing curriculum (Billings & Halstead, 2009)

15 References Billings, D. M. & Halstead, J.A. (2009).Teaching in nursing: A guide for faculty. St. Louis, Missouri: Saunder Elsevier Keating, S. (2006). Curriculum development and evaluation in nursing. Philadelphia, Pennsylvania: Lippincott Williams & Wilkins. Prideaux, D. (2003). Curriculum design: ABC of learning and teaching in medicine. British Medical Journal, 326(7383), 268-270. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1125124/?tool=pubmed http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1125124 University of South Florida College of Education. (n. d.). Ralph Tyler’s little book. Retrieved from www.coedu.usf.edu/agents/dlewis/publications/tyler.htm www.coedu.usf.edu/agents/dlewis/publications/tyler.htm


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