1. Emily Durbin Elouise R. Ford Tressa Brooks Hunter
TYLER OBJECTIVE MODEL
Emily Durbin
Elouise R. Ford
Tressa Brooks Hunter

2. OBJECTIVES Explore the evolution of the Tyler Objective Model
Describe the model and its major components
Define the primary terms used in the theory
Discuss the primary strengths and drawbacks of the model
Describe how this model can be applied in nursing education

3. EVOLUTION OF THE MODEL
Click the link below for a brief history of the evolution of the Tyler model:

4. MAJOR COMPONENTS
The Tyler Model is often referred to as the ‘objective model’ because of it’s objective approach to educational evaluation
It emphasizes consistency among objectives, learning experiences, and outcomes
Curriculum objectives indicate both behavior to be developed and area of content to be applied (Keating, 2006)

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

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

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

8. Tyler’s Teaching Principles cont’d
Principle 4: Evaluating the Curriculum and Revising Those Aspects That Did Not Prove to be Effective (Keating, 2006)
The four step can be defined as 1) stating the objectives, 2) selecting learning experiences, 3) organizing learning experiences and 4) evaluating the curriculum. 8

9. PRIMARY TERMS OF THE THEORY
Stating Objectives (Denham, 2002)
The progressive emphasizes the importance of studying the child to find out what kinds of interests he has, what problems he encounters, what purposes he has in mind. The progressive sees this information as providing the basic source for selecting objectives

10. PRIMARY TERMS OF THE THEORY
Selecting Learning Experiences (Denham, 2002)
Tyler believes that students learn through exploration
Like his mentor, John Dewey, Tyler believes teachers should encourage children to become actively engaged in discovering what the world is like

11. PRIMARY TERMS OF THE THEORY
Organizing Learning Experiences (Denham, 2002)
Central to Tyler’s Model is effectively organizing the learning activities
Students need concrete experiences to which the readings are meaningfully connected
Three major criteria are required in building organized learning experiences: continuity, sequence and integration

12. PRIMARY TERMS OF THE THEORY
Evaluating the Curriculum (Denham, 2002)
The process of assessment is critical to Tyler’s Model and begins with the objectives of the educational program
The process of evaluation is essentially the process of determining to what extent the educational objectives are actually being realized by the program of curriculum and instruction

13. STRENGTHS OF MODEL
Involves the active participation of the learner (Prideaux, 2003)
Objectives are clearly defined in the purposes. These purposes are translated into educational objectives. (
Simple linear approach to development of behavioral objectives (Billings & Halstead, 2009)

14. CRITICISMS 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

15. CRITICISMS OF THE TYLER MODEL
(CONT.)
Critical thinking, problem solving and value acquiring processes cannot be plainly declared in behavioral objectives (Prideaux, 2003)

16. CRITICISMS OF THE TYLER MODEL
(CONT.)
Learning experiences are individual and are not totally within the power of the teacher to select
The teacher can control the learning experience through the manipulation of the environment, which results in stimulating situations sufficient to evoke the kind of learning outcomes desired (

17. 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)

18. REFERENCES
Denham, T.J. (2002). Comparison of two curriculum/Instructional Design Models: Ralph W. Tyler and Siena College Accounting Class, ACCT205. Retrieved from ERIC Database. (ED )
Northeastern Illinois University. (n.d.). Classical Model. Ralph Tyler, 1949, Book Summary. Retrieved from
University of South Florida College of Education. (n.d.). Ralph Tyler’s little book. Retrieved from

19. REFERENCES
(CONT.)
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), Retrieved from

20. ORPHAN SLIDES

21. MAJOR COMPONENTS
Tyler stated his curriculum rationale in terms of four questions which must be answered in developing any curriculum and plan of instruction:
What educational purposes should the school seek to attain?

22. MAJOR COMPONENTS (CONT.)
What educational experiences can be provided that are likely to attain these purposes?
How can these educational experiences be effectively organized?
How can we determine whether these purposes are being attained?

23. MAJOR COMPONENTS
These questions can be turned into a four step process (
Stating Objectives
Selecting Learning Experiences
Organizing Learning Experiences
Evaluating the Curriculum