TYLER MODEL & TABA MODEL

CURRICULUM THEORY AND ORGANIZATION

EDC 6701
DR. KAMAL JI BADRASAWI

1. KHAIRIYAH BINTI KAMARUDIN G 1816734

2. NOOR HIDAYAH BINTI MOHAMMAD MASKURI G 1812758
3. NORASMAWATI BINTI OMAR G1817494
4. NORASYIKIN BINTI DASUKI G 1813050
 MODELS OF
CURRICULUM

THE SAYLOR
THE TYLER THE TABA AND
MODEL MODEL ALEXANDER
MODEL

What is a model?
A model consists of interacting parts that serves as a guide or
procedure for action. Some models are simple or complex.
 THE TYLER MODEL
• According to Tyler the curriculum should be :
- Dynamic
- A programme under constant evaluation and revision.
RALPH
WINFRED TYLER
• The curriculum planners identify general objectives by (1902-1994)
gathering data from :
1. The learners
2. Contemporary life outside the school
3. Subject matter
TYLER’S FUNDAMENTAL QUESTIONS

• In his book, Basic Principles of Curriculum and Instruction

in which he asked 4 questions:
1. What educational purposes should the school seek to
attain?
RALPH
2. What educational experiences can be provided that WINFRED TYLER
are likely to attain these purpose? (1902-1994)

3. How can these educational experiences be effectively

organised?
4. How can we determine whether these purposes are
being attained?
 FOUR-STEP SEQUENCES OF TYLER’S
QUESTIONS
Stating
objectives
Identifying purposes or objectives

Selecting
Selecting the means for the attainment or learning
achievement of these objectives. experience

Organising these educational or teaching – Organizing

learning experience learning
experience

Evaluating the outcomes or what have the student

attained. Evaluating
curriculum
 STRENGTH CRITICISM
Clearly stated Narrowly interpreted
objectives to begin objectives
Involve active Time consuming of
participation of learner behavioural objectives

Simple linear approach Restricted to students

skill and knowledge
Development of Lack of critical thinking
behaviour / problem solving
 DIFFERENCES BETWEEN TYLER MODEL
AND TABA MODEL
ASPECTS TYLER’S MODEL TABA’S MODEL

METHOD DEDUCTIVE INDUCTIVE

APPROACH Argues from the administrator Reflects the teacher’s approach

approach

DEVELOPMENT OF CURRICULUM The curriculum design by The curriculum should be design

administration and teachers by teachers based on students’
implement it. need.
CURRICULUM DESIGN Aim, evaluation and control. Depends on the background of the
students/particular society.

AIMS / OBJECTIVES Market-oriented education Provide opportunity for students to

learn with ability to
understand(comprehension).
 CONT….
ASPECTS TYLER’S MODEL TABA’S MODEL
CONTENT  Specific  Standardized objective
 Can be measured  Relevant
 Based on N.E.P  Focus on arrangement of
 Based on students’ prior materials during teaching
knowledge and learning processes.
CONSIDERATION  Consideration to:  Consideration to:
 Learning experience and  Student’s stages
choice of content  Level of maturity of students
 Student’s interest, skill and
achievement

ASSESSMENT  Normative and summative

 Assessment model :
instrument to collect data
 SIMILARITIES AND ADVANTAGES

CLEAR
SYSTEMATIC
OBJECTIVES