TYLER OBJECTIVE MODEL

Emily Durbin Elouise R. Ford

Tressa Brooks Hunter

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

EVOLUTION OF THE MODEL

Click the link below for a brief history of the evolution of the Tyler model: http://

tylerobjectivemodel.weebly.com

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)

Tyler’s Four Principles of Teaching

Principle 1: Defining Appropriate Learning Objectives

Tyler’s Teaching Principles cont’d

Principle 2: Establishing Useful Learning Experiences

Tyler’s Teaching Principles cont’d

Principle 3: Organizing Learning Experiences to Have a Maximum

Cumulative Effect

Tyler’s Teaching Principles cont’d

Principle 4: Evaluating the Curriculum and Revising Those

Aspects That Did Not Prove to be Effective

(Keating, 2006)

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

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

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

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

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. (www.coedu.usf.edu/agents/dlewis/publications/tyler.htm)

Simple linear approach to development of behavioral objectives (Billings & Halstead, 2009)

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

CRITICISMS OF THE TYLER MODEL

(CONT.) Critical thinking, problem solving

and value acquiring processes cannot be plainly declared in behavioral objectives (Prideaux, 2003)

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 (www.neiu.edu/~aserafin/New%20Folder/TYLER.html)

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)

REFERENCESDenham, T.J. (2002). Comparison of two

curriculum/Instructional Design Models: Ralph W. Tyler and Siena College Accounting Class, ACCT205. Retrieved from ERIC Database. (ED 471734)

Northeastern Illinois University. (n.d.). Classical Model. Ralph Tyler, 1949, Book Summary. Retrieved from www.neiu.edu/~aserafin/New%20Folder/TYLER.html

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

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), 268-270. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1125124/?tool=pubmed

ORPHAN SLIDES

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?

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?

MAJOR COMPONENTS

These questions can be turned into a four step process (www.neiu.edu/~aserafin/New%20Folder/TYLER.html):

Stating Objectives Selecting Learning Experiences Organizing Learning Experiences Evaluating the Curriculum