THEORY AND CURRICULUM

CONSTRUCTION MODEL OF :
TYLER
TABA
STENHOUSE

AMALIA SYAZREEN BT MOHD YASMIN

CINDY CHRISTOPHER
NUR IZZATIE UMAYRAH BT OMARALI
RALPH TYLERS
CURRICULUM
MODEL
 BIOGRAPHY
Born on April 22, 1902 -Chicagoto a professional family.

Grew up inNebraska- having to trap animals for food and wear donated clothing

He worked at various jobs while growing up, including his first job at age twelve in
acreamery.

The sixth out of eight siblings

His maternal grandfather was in theCivil Warand had been appointed as a judge in
Washington by presidentUlysses S. Grant.

Died in 1994
Developed the Tyler Model in 1940s

Closely associated with curriculum theory and development and educational

assessment and evaluation.

Father of behavioural objectives a concept Tyler used in asserting learning to

be a process through which a person attains new patterns of behaviour.
Tyler one of the most influential people in American education in both fields of
education and evaluation.
influenced the underlying policy of theElementary and Secondary Education Act
of 1965.
Tyler published his work in a book called "Basic Principles of Curriculum and
Instruction."
 TYLERS INFLUENCES
Influence - in the field of testing, (transformed the idea of measurement
evaluation)

In the field of curriculum - designed a rationale for curriculum planning that

still has vitality today

Educational policy - advised U.S. presidents, legislators, and school leaders

on new directions and improvements for public schooling.
 TYLERS MODEL OBJECTIVES
CONSISTING OF FOUR STEPS.

1. Determine the schools purposes/objectives

2. Identify educational experiences related to purpose

3. Organize the experiences

4. Evaluate the purposes

 THE STEPS
Step one - Determine the schools purposes/objectives
determining the objectives of the school or class.
what do the students need to do in order to be successful?
all objectives need to be consistent with the philosophy of the school and this is
often neglectedin curriculum development.

Step two Identify educational experiences related to purpose

developing learning experiences that help the students to achieve step one.
The learning experience might be a demonstration by the teacher of writing an
essay.
The students then might practice writing essays. The experience (essay
demonstration and writing) is consistent with the objective (Student will write an
essay)
Step three - Organizing the experiences.

Should the teacher demonstrate first or should the students learn by writing immediately?

Preference is determined by the philosophy of the teacher and the level of the students.

Teacher needs to determine the logical order of experiences for the students

Step four - evaluation of the purposes.

Teacher assesses the students ability to write an essay.

For example, the teacher could have the students write an essay without assistance.

The students have achieve the objective of the lesson.

 FACTORS OF AN EDUCATIVE
EXPERIENCE
The structure of the school curriculum 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.

2. The values and aims of society - democratizing principles, values and attitudes.

3. Knowledge of subject matter - what is believed to be worthy and usable knowledge.

In answering the four steps and in designing school experience for learners, curriculum
developers had to screen their judgments through the three factors.
 STRENGTHS OF TYLERS MODEL
Involve the active participation of the learners.

The objectives are defined in the purposes -

educational objective.

Simple approach towards development of behavioural

objectives.
 CRITISM TOWARDS TYLERS
MODEL
Time consuming
Restricted towards a constricted range of the students skills and knowledge.
Critical thinking and problem solving cannot be plainly declared in
behavioural objectives.
Learning experiences only focuses individually
Within the teachers power to control and select the learning experiences.
Behavioral objectives are no longer the main standard
Tabas Theory
of Curriculum
Construction
She argued that there was a definite order in
creating a curriculum. She believed that
teachers, who teach the curriculum, should
participate in developing it which led to the
model being called the grass-roots approach.

She noted 7 major steps to her grass-roots model in

which teachers would have major input. She was of the
opinion that the Tyler model was more of an
administrative model.
Diagnosis of need: The teacher who is also
the curriculum designer starts the process by
identifying the needs of students for whom the
curriculum is planned. For example, the majority
of students are unable to think critically.

Formulation of objectives: After the teacher

has identified needs that require attention, he or
she specifies objectives to be accomplished.
Selection of content: The objectives selected or created

suggest the subject matter or content of the curriculum. Not only should
objectives and content match, but also the validity and significance of the
content chosen needs to be determined. i.e. the relevancy and significance of
content.

Organisation of content: A teacher cannot just select

content, but must organise it in some type of sequence, taking into

consideration the maturity of learners, their academic achievement,

and their interests.

Selection of learning experiences: Content
must be presented to students and students
must be engaged with the content. At this point,
the teacher selects instructional methods that
will involve the students with the content.
 Organisation of learning activities: Just as content must be sequenced
and organised, so must the learning activities. Often, the sequence of the learning activities is
determined by the content. But the teacher needs to keep in mind the particular students whom he
or she will be teaching.

Evaluation and means of evaluation: The curriculum planner must

determine just what objectives have been accomplished. Evaluation

procedures need to be designed to evaluate learning outcomes .

CURRICULUM
MODEL;
PROCESS MODEL
THEORIST : LAWRENCE STENHOUSE, 1975
FEATURES
Teacher as facilitator

Guiding the students to engage in the learning

process

Encourages learner autonomy

Assume that learner will give a unique response to

learning experiences
Consist of six types of activity :

Allow students to make decision

Require student to engage actively in a

learning activity

Enable students to solve problems

according to their abilities
Require student to use their intellect
to understand certain situation and
new idea

Involve teacher and student ; to

experience failure or success

Require student to obey the rules and

discipline
ADVANTAGES
Emphasis on engagement and interaction

Emphasis on learning skills

Encourages the student to appreciate

intrinsic value of certain activity
DISADVANTAGES
Lack of emphasis on appropriate content

Can become heavily dependent on tutor as a

facilitative resource

Students may be confused at not having strict

guidelines
 SIMILARITIES
Have guidelines for teachers

Have Teaching & Learning content

Teaching & Learning planned by teachers

Teachers role as the implementer

 DIFFERENCES
Taba & Tyler Stenhouse
(Model Objective) (Model Process)
Based on teaching & learning objective Based on the process and criterias
Learning outcomes (product) based on Focuses on implementation process that
the targetted objective the students experience
Curriculum is attached to subjects and Not too attached to subjects
examinations Less systematic
More systematic
Content that are selected and Appropriate content are neglected
structured
1. Objective 1. Curriculum planning
2. Content 2. Empirical plan
3. Method 3. Learning process
4. Evaluation