Tyler's Model (1949)

- Commonly known as Objectives Model (Classical Model)- a basis for curriculum

development.
Stating objectives
Selecting learning experiences
Organising learning experiences
Evaluation
- First step: Stating objectives- sources of these objectives include "What ss need to
know, what society believes should be taught, and what subjects specialists consider
important.(Gathering data from the subject matter, the learners, and the society)
- 2nd and 3rd steps: involve the selection and organisation of learning experiences.
These are the means of achieving the 'ends' or objectives. So, the learning experiences
(content and method) are selected to help ss achieve the stated objectives. Not explicit
as to how this should be done.
-Final step: evaluation involves determining to what extent the objectives are being
achieved through the selected content and method. ss are allowed to be evaluated
throughout the teaching of a curriculum, rather than just at the end. Evaluation was
important in determining whether a program was effective.
-Some people have criticized Tyler's Model as too linear, too reliant on objectivity.
-This model is popular with school district personnel and still influences universities. Its
reasonableness and workability appeal to many people. It works regardless of context
or one's philosophical orientation.

By making objectives the 1st

step, it provides a clear
direction for the remainder
of the process. Effectiveness
of a curriculum is a function
of the precision and clarity of
objectives.

The sequence of curriculum

elements does have logic.
When it comes to practice it not
necessary to follow all the
sequence.
Strengths of the Tyler's
Model

It can be applied to all

learning areas and
levels.

The model provides a

blueprint or set of
procedures to simplify the
process. The fixed sequence
of steps may be a helpful
aid, particularly for those
who are uncertain about the
process.

Curriculum development in practice rarely a fixed or linear

process. Smith and Lovat(2003):arguing that this model
does not reflect how teachers develop curriculum, are
critical of what they perceive to be the model's endorsement
of T&L process that are static rather than holistic, linear and
sequential rather than complex and multidimensional; and
distinct and separate rather than unified and holistic. The
fact that the model may not map the complexity of the
process of curriculum dev. does not negate its value as a
procedure to guide teachers in developing curriculum.

By focusing on specific
objectives, the model may
constrain what ss can learn
and limit the expression of
inquiry and creativity.

Weaknesses of the Tyler's

Model

Planning by objectives treats

ends (objectives) and means
(content and methods)
separately, and the fixed
steps ignore the
interrelationship of the 4
elements in curriculum
planning.

Maaflah kalau nota xlengkap..semoga

kita paham model ni..

The structure of knowledge is such

that it cannot be expressed in terms
of pre-specified performance. The
outcomes of teaching are not
predictable, and may well be too
complex for educational objectives
to encompass.

This model does not

explain where the
objectives come from.

The model overemphasises

measureable objectives. Many
outcomes are qualitative in nature and
therefore less amenable to qualitative
measurement. As it is more difficult to
assess outcomes for the affective
dimension, for instance, there is the
danger that it may be ignored.