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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
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 its 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)
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
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
Central to Tylers 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:
The process of assessment is critical to Tylers 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/publicatio ns/tyler.htm) Simple linear approach to development of behavioral objectives (Billings & Halstead, 2009)
Narrowly interpreted objectives (acceptable verbs) Difficult and time consuming construction of behavioral objectives Curriculum restricted to a constricted range of student skills and knowledge
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)
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)
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 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 Tylers 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-
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:
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