Tylers Model of

Curriculum Development

1
 There are 4 Basic steps
1) What is the purpose of the
education?
2) What educational experiences will
attain the purposes?
3) How can these experiences be
effectively organized?
4) How can we determine when the
purposes are met?
2
 Establishing the Purpose
Who are the decision makers?
Industry
Teachers
Advisory board
University administrators

3
 Determining the purpose
Societal needs
Student Needs

4
 Establishing the Purpose
Outline the goals broad
statements that indicate what is to
be the outcome of the students
education. For what are they
preparing?

5
 Establishing the Purpose
Develop Objectives
a description of a performance you
want learners to be able to exhibit
before you consider them competent.

Describes an intended result of

instruction, rather than the process
of instruction itself.

6
 Why do you need instructional
objectives in your curriculum?
1. When clearly defined objectives are
lacking, there is
no sound basis for the selection or
designing of instructional materials,
content, or methods.
If you don't know where you are going,
it is difficult to select a suitable means
for getting there.

7
 Why do you need instructional
objectives in your curriculum?
2. To find out whether or not the objective,
has in fact been accomplished.
Test items designed to measure
whether important instructional
outcomes have been accomplished can
be selected or created intelligently only
when those instructional outcomes
have been made explicit.

8
 Why do you need instructional
objectives in your curriculum?
3. Good objectives provide students with
a means to organize their own efforts
toward accomplishment of those
objectives.
Experience has shown that with clear
objectives in view, students at all levels
are better able to decide what activities
on their part will help them get to
where it is important for them to go.

9
 Good Objectives. . .
Are related to intended outcomes
rather than the process for achieving
those outcomes.
specific and measurable, rather than
broad and intangible.
Are concerned with students, not
teachers.

10
 Grouping objectives
At university level, objectives are
grouped into courses
Similar objectives grouped together

11
 What experiences will achieve the
purpose?
What methods of teaching and
learning will be used?
Lectures
Laboratory exercises
Internships
Combination of many methods

12
Experiences must cover all 3 domains
of learning
Cognitive
Affective
Psycomotor

13
How are these experiences organized?

From simple to complex

From general to specific
Experiences should build on each
other

14
How do we determine if the goals are
met?
Follow up studies
Graduating student interviews
Program Reviews

15