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

MAJOR COMPONENTS

• The Tyler Model is an objective based approach to educational evaluation

• It emphasizes consistency among objectives, learning experiences, and outcomes

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 ObjectivesSelecting Learning ExperiencesOrganizing Learning ExperiencesEvaluating the Curriculum

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

• 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)

What are the primary drawbacks? How could those be improved?

(OBJ 5)

Describe how this model can be applied in nursing education.

(OBJ 6)

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