Tyler Model of

Curriculum

Madam Marlina Ali

School of Education,
Faculty of Social Sciences and
Humanities,
Universiti Teknologi Malaysia
[email protected]
About Ralph Tyler
• American educator - He has been called by some as "the father of
educational evaluation and assessment".
• Bachelor's degree (1921) - Doane College in Crete, Nebraska.
• A high school science teacher (1923) - Pierre, South Dakota
• Master's degree (1923) - University of Nebraska
• Ph.D. (1927) - University of Chicago in 1927
• Served few universities
- University of North Carolina (1927) 
- Ohio State University (1927)
- University of Chicago (1938)
- Stanford University (1953)
Tyler’s Model
• Proposed by Ralph Tyler (1950)
• Basic Principles of Curriculum and
Instruction (1949/50)
• Based on the "Eight-Year Study" (1933–1941), a
national program, involving 30 secondary
schools and 300 colleges and universities, that
addressed narrowness and rigidity in high school
curricula.
• The most common model - shaping curriculum
and instructional design to this day
• Objectives Model
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This model involves 4 stages:

01 OBJECTIVES

02 CONTENT

03 METHOD

04 EVALUATION
Tyler’s Model
OBJECTIVES
01 Stating the aims and objectives of
the program based on the
respective philosophy of education

CONTENT
02 Selecting the contents or subject
matter to help students achieve
the objectives

METHOD
03 Deciding on the method to
organize and present
the contents

EVALUATION
04 Determining the method to
measure the extent
objectives are achieved
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Fundamental Questions
(delivering and evaluating instruction)

• What educational purposes should the school seek to attain? (Defining

appropriate learning objectives)

• How can learning experiences be selected which are likely to be useful in

attaining these objectives? (Introducing useful learning experiences)

• How can learning experiences be organized for effective instruction?

(Organizing experiences to maximize their effect)

• How can the effectiveness of learning experiences be evaluated?

(Evaluating the process and revising the areas that were not effective)
Objectives

“ 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”
(Denham, 2002)
Should be based on an analysis of:
• the student as a learner
• the contemporary life outside the school (society)
• opinion of specialists in the various subjects
 The objectives identified need to be
screened and reduced to a small number
of:

consistent, highly important objectives

Objectives
be in line with the educational
philosophy, goals, aims and objectives

psychology of the learner and learning

Objectives

• Should be specified precisely to indicate what is

supposed to be learned, to enable accurate
assessment

• Should specify the changes to be brought about in

the students, to show evidence of attainment of
objectives
Contents

“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”

(Denham, 2002)
• Determine the contents or subject matter and learning experiences that might
lead to the attainment of the stated objectives
Contents
• Selection of Subject Matter
• It should be:
• relevant, adequate
• balanced in term of breadth and depth
• (i) scope: amount, depth of coverage, concentration
• (ii) sequence: hierarchy & progression of complexity or difficulty
Method
“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”
(Denham, 2002)

Once the contents are selected, it should be organized based on the following principle:
 Principle of Continuity, Sequence and Integration
 Method
Principles of Continuity

• Important objectives need to be continuously repeated (many times) and in different ways so that they are learned
thoroughly

Principles of Sequence

• Learning experience should build on one another, according to proper sequence or order
• Taking students more deeply into the subject each time

Principles of Integration

• Learning experiences need to be to be coherent and related to one another

Method

• Decide on the method of implementing the curriculum through the process of

T&L
- Lecture, discussion, experiment, demonstration, role-play, forum, debate,
field trip/fieldwork, presentation, technology, class project, story telling etc
 Determine the method to
measure whether the
curriculum is achieving the
desired objectives or results

Evaluation Using a variety of methods e.g.

tests, work samples,
questionnaires, records, etc.

It involves an appraisal of the

students’ actual behaviour
Evaluation
It should be carried out at
several different times to secure Results should
evidence of the permanence of
the learning achieved be used to:
•indicate strengths
and weaknesses of
the program
•to plan for revision
 STEP
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STEP STEP
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 Disadvantages
Advantages
•Logical as it begins with 1. Governed by objective
stating the objectives
•Objectives are clearly
defined in the purposes. a) Narrowly interpreted objectives (acceptable verbs)
•Organized as it follows
step by step process
•Practical as it portrays b) Difficult and time consuming construction of behavioral
the actual process of
curriculum development objectives
2. It’s a linear – step by step process which can be tedious
3. Learning experiences are individual and are not totally within
the power of the teacher to select
a) 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
4. Too rigid
c) Curriculum restricted to a constricted range of student
skills and knowledge
d) Critical thinking, problem solving and value acquiring
processes cannot be plainly declared in behavioral
objectives
e) the process need to follow the four steps -in order
 Disadvantages
Advantages
•Logical as it begins with 1. Governed by objective
stating the objectives
•Objectives are clearly
defined in the purposes. a) Narrowly interpreted objectives (acceptable verbs)
•Organized as it follows
step by step process
•Practical as it portrays b) Difficult and time consuming construction of behavioral
the actual process of
curriculum development objectives
2. It’s a linear – step by step process which can be tedious
3. Learning experiences are individual and are not totally within
the power of the teacher to select
a) 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
4. Too rigid
c) Curriculum restricted to a constricted range of student
skills and knowledge
d) Critical thinking, problem solving and value acquiring
processes cannot be plainly declared in behavioral
objectives
e) the process need to follow the four steps -in order