Tyler’s Model of Curriculum Development

Ray Herren, Dennis Duncan &John Ricketts

There 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?

Establishing the Purpose

Who are the decision makers? Industry Teachers Advisory board University administrators

Determining the purpose

Societal needs Student Needs

Establishing the Purpose

Outline the goals – broad statements that indicate what is to be the outcome of the students’ education. For what are they preparing?

Establishing the Purpose

Develop Objectivesa 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.

Why do you need instructional objectives in your curriculum?

1. When clearly defined objectives are lacking, there is

• no 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.

Why do you need instructional objectives in your curriculum?

2. 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.

Why 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.

Good 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.

Grouping objectives

At university level, objectives are grouped into courses

Similar objectives grouped together

What experiences will achieve the purpose?

What methods of teaching and learning will be used?

Lectures Laboratory exercises Internships Combination of many methods

Experiences must cover all 3 domains of learning

Cognitive Affective Psycomotor

How are these experiences organized?

From simple to complex From general to specific Experiences should build on each other

How do we determine if the goals are met?

Follow up studies Graduating student interviews Program Reviews