TYLER’S

CURRICULUM
MODEL
ANNA RHEA A. PULIDO
MAT – GEN SCI
 OVERVIEW OF THE CURRICULUM
DEVELOPMENT PROCESS
• Organizes what will be taught, who will
be taught, and how it will be taught
• Each component affects and interacts with
other components
  ESSENTIAL CONSIDERATIONS FOR CURRICULUM
DEVELOPMENT
1. issue/problem/need is identified (issue: what)
2. characteristics and needs of learners (target audience: who)
3. changes intended for learners (intended outcomes/objectives: what
the learners will be able to do)
4. the important and relevant content (what)
5. methods to accomplish intended outcomes (how)
6. evaluation strategies for methods, content, and intended
outcomes (What works?)
CURRICULUM DEVELOPMENT
MODEL
• Shows how the components relate to
each other and to the curriculum
development process
A CLASSIC MODEL: THE
TYLER’S MODEL
• Objective model
• Consistency among objectives,
learning experiences, and outcomes
• Curriculum objectives indicate both
behavior to be developed and content
to be applied
 purpose

Ideal
graduate
means assessment
THE FOUR BASIC QUESTIONS
1. What educational purposes should the institution seek to
attain? (Objectives)

2. What educational experiences are likely to attain these

objectives? (Instructional strategies and content)

3. How can these educational experiences be organized

effectively? (Organization of learning experiences)

4. How can we determine whether these purposes are being

attained? (Assessment and evaluation) 
 Curriculum Planning

Society Philosophy

Subject SOURCES Objectives Screens Instructional

Matter Objectives

Learner Psychology

Selection of Organization of
Learning Learning Evaluation
Experiences Experiences

Curriculum
Curriculum Design Evaluation
STEP 1

SELECTION OF OBJECTIVES
Curriculum planners identify general
objectives by gathering data from the
sources:
• The learners
• Society
• Subject matter
L  Relevant to student’s needs
E (educational, social, occupational,
A physical, psychological,
recreational)
R
N  Recommended teachers’
observations, interviews with the
E students and parents, questionnaires
R and test techniques
S
S
O  Contemporary life in the local
C community and the society
 Identify needs of society
I
E
T
Y
TYPES OF SCREEN

1. PHILOSOPHICAL SCREEN
Teachers are encouraged to formulate educational and
social philosophy and to outline values by emphasizing
for democratic goals:

A. the recognition of every individual as a human

being regardless of his race, nationality, social,
and economic status
1. PHILOSOPHICAL SCREEN

B. opportunity for wide participation in all phase

of activities in the social groups in the society
C. encouragement of variability rather than
demanding a single type of personality
D. faith and intelligence as a method of
dealing with important problems rather than
depending upon the authority of an autocratic
or aristocratic group
TYPES OF SCREEN

2. PSYCHOLOGICAL SCREEN
Teachers must clarify the principles of learning that
they believed to be sound

“A psychology of learning as emphasized by Tyler not

only includes specific and definite findings but it unified
formulation of theory of learning which helps to outline
the nature of the learning process, how it takes place,
under what conditions, what sort of mechanism operate
and the like.”
2. PSYCHOLOGICAL SCREEN

SIGNIFICANCE
 Knowledge in the psychology of learning
enables us to distinguish changes in human
beings that can be expected to result from a
learning process from those that can not.
2. PSYCHOLOGICAL SCREEN

SIGNIFICANCE
 A knowledge in the psychology of learning
enables us to distinguish goals that are feasible
from those that are likely to take a very long
time or are almost impossible of attainment at
the age level contemplated
1. PSYCHOLOGICAL SCREEN

SIGNIFICANCE
 Psychology of learning gives us some idea of
the length of time required to attain an
objective and the age levels at which the effort
is most efficiently employed
STEP 2

IDENTIFY EDUCATIONAL
EXPERIENCES RELATED TO
PURPOSE
Instructional strategies and content
STEP 3

ORGANIZE THE EXPERIENCES

Organization of learning experiences
STEP 4

EVALUATING THE PURPOSE

Assessment and evaluation
A teacher must give attention to learning experiences in
order to:

 Develop skill in thinking

 Helpful in acquiring information
 Helpful in developing social attitude
 Helpful in developing interest
The rationale also highlighted an important set of factors to be weighed against
the questions. Tyler believed that the structure of the school curriculum also had
to be responsive to three central factors that represent the main elements of an
educative experience: (1) the nature of the learner (developmental factors,
learner interests and needs, life experiences, etc.); (2) the values and aims of
society (democratizing principles, values and attitudes); and (3) knowledge of
subject matter (what is believed to be worthy and usable knowledge). In
answering the four questions and in designing school experience for children,
curriculum developers had to screen their judgments through the three factors.

Read more: 
Ralph W. Tyler (1902–1994) - Contribution to Testing and Curriculum Developme
nt, Advisory Role - School, Educational, Education, and University - StateUniversi
ty.com
 
http://education.stateuniversity.com/pages/2517/Tyler-Ralph-W-1902-1994.html#i
xzz4DixYt0AY