TYLER OBJECTIVE MODEL

1. 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

4. MAJOR COMPONENTS • The Tyler Model is an objective based approach to educational evaluation • It emphasizes consistency among objectives, learning experiences, and outcomes

5. 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?

6. 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?

7. 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

8. 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

9. 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

10. 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

11. 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

12. STRENGTHS OF MODEL • Considers the individual and the individuals’ experiences as important in facilitating learning • Objectives are clearly defined in the purposes. These purposes are translated into educational objectives. (www.coedu.usf.edu/agents/dlewis/publications/tyler.htm)

13. What are the primary drawbacks? How could those be improved? (OBJ 5)

14. Describe how this model can be applied in nursing education. (OBJ 6)

15. 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 Tyler’s little book. Retrieved from www.coedu.usf.edu/agents/dlewis/publications/tyler.htm