Fazaia College of Education for Women, Sarwar

Road, Lahore Cantt.

Submitted To: Ms Maria Arafat

Submitted by: Asma Badar
Class: B.Ed. (Hons)
Semester: V
Topic: Tyler and Hilda
Subject: Curriculum Development
Date:
CONTENT:
 What is curriculum development?
 Ralph Tyler model
 Hilda Taba model
 What is curriculum development?
 Curriculum development can be defined as the process of planning , implementing, and
evaluating curriculum that ultimately results in a curriculum plan.

Ralph Tyler
 Ralph Tyler (1902-1994) published more than 700 articles and sixteen books.
 Best known for The Basic Principles of Curriculum and Instruction which is based on an
year study.
 Tyler posits the problem with education is that educational programs lack unmistakably
defined purpose.(“Ralph Tyler ‘ Little book, “n d)

 In this book Tyler presented the concept that curriculum should be:
I. Dynamic
II. A program

 Curriculum had always been thought of as a static, set program, and in an era
preoccupied with student testing, he offered the innovative idea that teachers and
administrators should spend as much time evaluating their plan as they do assessing their
students.

The Tyler Model

 The Tyler Model is:
 One of the best known models for curriculum development.
 Known for the special attention it gives to the planning phases.
 Deductive for it proceeds from the general (examining the needs of society, for
example) to the specific (specifying instructional objectives).

 Tyler recommends that curriculum planners identify general objectives by gathering data
from there sources:
I. The learners
II. Contemporary life outside the school
III. Subject matter

 Curriculum objectives indicate both behavior to be developed and area of content

to be applied.
Tyler’s Four Fundamental Questions:
I. What educational purposes should the school seek to attain?
II. What educational learning experiences can be provided that are likely to attain these
purposes?
III. How can these educational experiences be effectively organized?
IV. How can we determine whether these purposes are being attained?

What educational purposes should the school seek to attain?

 Studies of the Learner Themselves as a source of Educational Objectives.
 Studies of Contemporary Life outside the school.
 Suggestions about Objectives from Subject Specialists.
 The Use of Philosophy in Selecting Objectives.
 Stating Objectives in a Form to be Helpful in Selecting Learning Experiences and in
Guiding Teaching.

How can learning experiences be selected? Which are likely to be useful in

attaining these objectives?
 Meaning of the Term “Learning Experience”.
 General principles in Selecting Learning Experiences.
 Illustration of the Characteristics of learning Experiences. Useful in Attaining Various
Types of objectives.

How can Learning Experiences Be organized for Effective Instruction?

 Narrowly
 Criteria for Effective Organization
 Elements to be organized
 The Organizing Structure
 The process of planning a unit of organization

How can the Effectiveness of Learning Experiences Be Evaluated?

 The Need for Evaluation
 Basic Notions Regarding Evaluation
  Evaluation Procedures
 Using the Results of Evaluation
 Other Values and Uses of Evaluation Procedures

Criticism of the Tyler Model:

 Narrowly interpreted objectives (acceptable verbs).
 Difficult and time consuming construction of behavioral objectives.
 Curriculum restricted to a constricted range of student skills and knowledge.
 Critical thinking, problem solving and value acquiring processes cannot be plainly
declared in behavioral objectives.

The Taba-Tyler Rationales

 When comparing just the two rationales it is difficult to ascertain who borrowed from
whom and when, but we have to admit the basic difference of the two curriculum design
approaches, which has a critical meaning not only for researchers of modern times, but
also for those developing curricula for current school praxis.

Tyler’s Model Taba’s Model

Deductive
Argues from the administrator approach
Believes that administrator should design the
curriculum and the teachers implement it.
lays the main stress on aim, evaluation and
control.
This approach may be perfect, perhaps, for
market-oriented education, but inadequate for
the development of responsible and creative
individuals able to meet the challenges of the
constantly changing circumstances.
Inductive
Reflects the teacher’s approach
Believes that the teachers are aware of the
students needs; hence teachers should be the
ones to develop the curriculum and
implement in practice.
Her rationale does not start with objectives, as
she believes that the demand for education in
a particular society should be studied first.
Pays attention to the selection of the content
and its organization with an aim to provide
students with an opportunity to learn with
comprehension.

Hilda Taba Model:

 Taba model is inductive approach.
 Her model is teacher approach.
 She believed that teachers are aware of the students’ needs hence they should be the one
to develop the curriculum.
  Taba’s is the Grass-root approach.
 The main idea to this approach is that the needs of the students are at the forefont to the
curriculum.

Steps in Taba model:

 Diagnosis of learners needs and expectations of the larger society.
 Formulation of learning objectives.
 Selection of the learning content.
 Organization of learning content.
 Selection of the learning experiences.
 Organization of learning activities.
 Determine of what to evaluate and the means of doing it.

Diagnosis of learners needs:

Begin by identifying the needs of the students for whom the curriculum is planned.
 Diagnosis of achievement.
 Diagnosis of students as learners.
 Diagnosis of curriculum problems.

Systematic diagnosis process:

 Problem identification
 Problem analysis
 Formulating hypothesis and gathering data
 Experimenting with action

Formulating of learning objectives:

Main objectives of education are:
 To add the knowledge they posses.
 To enable them to perform skills which otherwise they would not perform.
 To develop certain understanding, insights and appreciations.
 Development of healthy personality.
 Analysis of a particular culture and society which educational program serves.
 Transmit culture.
  Reconstruct society.
 Fullest development of individual.

Selection and organization of content:

Match content and objectives.
Organizes content in a sequence, taking into account the maturity of the learners, their academic
achievement and their interests.
 Content should be rational base.
 Validity and significance of content.
 Consistency with social realities.
 Appropriateness to the need and interest of students.
 Making proper distinctions between the various levels of content.

Organization and Selection of the learning experiences:

Teacher selects learning experiences and methods that will involve the students will the content.
Sequence and organize learning activities
This involves more than applying principles of learning.
 Have you used a variety of teaching methods?
 When using lecture will you make that active with questions and discussion?
 Are there opportunities for students to learn from one another?
 Are there opportunities for students to apply what they are learning through solving real
problems or developing projects that could be used in a real work setting?

Determination of what to evaluate and the means of doing it:

Measure how objectives are to be accomplished and what have been accomplished.
 Plans need to be made for evaluation.
 How should the quality of learning be evaluated to assure that the ends of education are
being achieved?
 How does one make sure that there is consistency between the aims and objectives and
what is actually achieved by students?
 Does the curriculum organization provide experience which offer optimum opportunities
for all varieties of learners to attain independent goals.
Application of Taba Model:
Taba Model is currently used in most curriculum design:
 Identifying the needs of the students.
 Developing objectives.
 Selecting instructional method.
 Organizing learning experiences.
 Evaluating

Strength of Taba Model:

 Give teachers a greater role by not just making them implementers of the curriculum but
also developers.
 Uses the inductive method.
 Teacher approach is used.
 Notes that teachers are aware of the students’ needs therefore they are the ones that
should develop the curriculum.
 Sees curriculum as a “plan for learning”
 Gives importance to objectives in order to established a sense of purpose for deciding
what to include, exclude and emphasize in a curriculum.

Conclusion:
 In short, Taba advocate for a flexible model of curriculum renewal based on joint efforts
of practicing teachers, educational administrators and researchers.
 Her curriculum model covers many of the critical topics, from aims and goals of
education, the selection of the content, the process of organizing learning and school
development, and evaluation at different levels.