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TYLER'S MODEL FOR CURRICULUM DESIGN IN SOCIAL STUDIES

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TYLER'S l\10DELFOR CURRIClJLUM

DESIGN IN SOCIAL STUDIES.

BY

l\1RS NONYELUM P. OKPOKWASILI

THE LIBRARY

RIVERS STATES UNIVERSITY OF

SCIENCE

AND TECHNOLOGY

PORT HARCOUR.T

2003
 Copyright (c) Mrs. N. P. Okpokwasili 2003
Table Of Contents

Pages

Introduction I
First Published in 2003 by

The Tyler's Model 3

Edwinson Printers

No.' 2 Ekwe Street

4
Mile 3 Diobu
Aims and Objectives

Port Harcourt

Tel: 08038700642
Selection of Learning Experiences

In Social Studies
7

Organization of Learning Experiences

in Social Studies 9
All right reserved. No part of this publication may be
Reproduced, stored in retrieval system, electronics,
Mechanical, Photocopying, recording or otherwise Evaluation of Learning Experiences
without prior permission in writing of the copy right owner In Social Studies 12

Conclusion 14

References 15

Further Reading 15
ISBN 978·30380 - 54 • X

_ - - - - - - - - - - - - ii
* lU----------......i

 INTRODUCTION
activilies from which the learner will receive his
cxperiences. That in the experiences can be given or
According to Nigeria Educational Research council
acquired through three major curriculum categories.
(1977), social studies focus on problems of man's
1. Programme ofstudies
survival, how he influences his environment, and how
2. Programme of activities; and
that environment in tum influences him. Social studies
3. Programme of guidance.
help to inculcate desirable social habits, attitudes and
values in students, as well as acquire usable skills, for
problem solving necessary for survival ofthe individual
in society. Typically, social studies are a course of study
offered during the prilnary and post primary (Junior
secondary 1-3) years. In SOlne circumstances, these
programmes may continue into adult education level,
but not into university where related course work in
offered through the social sciences and to some extent,
the humanities. Library science is a social study.
Therefore, this document will be of immense benefit for
libraryscience studies.

Curriculum is the totality of experiences whkh the

school offers to students. (Gbamanja, 2002). There
experiences should be systematically planned so as to
produce positive behavioural changes in students to
make them fit illto the society. It therefore includes all
the experiences of a learner while under the guidance
and direction of the school. There include academic,
non-academic, vocationaL emotional and recreational

--------------------1 ~. ,

.,.
 THE TYLER'S l\10DEL specify the ends ofan activity before engaging in it. It is
also sometimes referred to as "means end planning."
is model was designed uy nUL .'\cupn t yter III
Here the curriculum process has to addrcs:-> Below is the schematic view ofthe Tyler's Model.
important questions which must be answered. Thl.~ first
question must be answered before the second and so Oil. / " Objectives
These questions are as follows:
1. What educational purposes should the school
seek to attain? What goals should schools
Evaluation of Learning Sel~tion of
Experiences Learning Experiences
accomplish and what goals snoulO SCl100JS /II>­

help learners achieve?

11. What educational experiences can be provided

that is likely to attain these PUl110ses'? Organizations or i

Learning Expcrien.:es
111. How can these educational cxocrll..·nces be
"
effectively organized? That is what resources
are required for necessary Iearn i ng Fig. 1: Tyler's Model for Curriculum Planning
experiences?
IV. How can we detennine whether these
AIlVISAND OBJECTIVES
purposes are attained?

Social studies goals and objectives.

model can also be called objective model SECTION 1: COGNITIVE OBJECTIVES
To develop an understanding of the relationship~ between I
curncu s I 0 be . \\' I t h II
. .
a seriOUS conSl human beings and their social and physical environments in ,I

these objectives would be iKilleveo. 1111S past and present; To develop an understanding of the , ii
model is cyclic since evaluation feeds back to 1 1',' origins, inter-rdationships and effects ofbe1iefs, values and I
objective. The model is also referred 10 as Ra(i(}) ul behaviour patterns: And to apply
planning model because of the fact that it is rational to situations and data.

-------------3 ; 4 ii
 a) To acquire knowledge about social organization. a) To identify the central problems in a situation. To
b) To acquire knowledge about the relationships identi ry the major is~ues in a dispute.
between human beings and the physical b) Tu .lpply div,:rgent thinking in i'orll1L11allllg
environment. To explain some of the effects of 1n'
... , )(Jthesis general izatJon or being
these relationships. And to make value judgments tested:
about the consequences ofthese relationships, I.: ) ident tfy and IOl'atc sources of infornlatioll and
c) To acquire knowledge about decision-making c\tllu,lIC the reliability and rcle\ance of t
processes. ';Ollrces.
d) To acquire knowledge about conflict and the d} '11) demonstrate ability to usc reliable sourccs of
impact it has on individual and group inflJrmation.
relationships. And to make value judgments about c) Tl1 organ 3nalvlC. a :-;vntheslZC
these relationships. iun obtai (rom variou" :-;ourcc:-;
e) To express awareness of some of the beliefs and n usc " :.. ill m ~l rll C dIn' 0 rind t ion t() tl's t
values expressed by people and to recognize that l1" ni.[ IS, dra\\ ,',mclus\(l!I. 1\ cr solutions III
the times and places in which people live >..';-~-!S . (' l~lri \, i~:",Lt\~~~ c)r n" 'diClli1!h
influence their beliefs, values and behaviours. ~) Tn \'al' outcomc of in' ~stigall( :L
f) To demonstrate knowledge of ways beliefs and ''''
~: ,
'­ iSC .]UUL!.nk'l1t:,.llld
~
'.alllc",; i :\f i· 111" !. ,,-'d
values are transmitted in various cultures. in thc choice ora cour:-;c nfactlon
g) , To acquire knowledge about some of the
influences, beliefs and values have on SECTiO,\ 1 (J: ,\FFECTIVE OB.lECTI\'ES

relationships between people. i' l 1 ~'\~!milh: 0\\11 ;,',';.1""

~ \" :.: \J!th:S, T() rccngnl/C

r.. .'1 \ !, ;p~h' bct\\L'~n \ !1 \ .JIll\... stnll...'llll'c c. \1\\1'1

SECTION 11: PROCESS OBJECTIVES ~ ~ . :' .,' 'fi1d ,\ ;; ,! dis <Jnd aHitudc:-. !h . i

To develop the competencies to acquire, organize, evaluate c n ~lIJ I, l! h:' , ., ill t h,. ' !llILT~'· ( \ r "l'I r ~ l!1 d ' \l

and report information for purposes of solving problems lk\ :.+:p a pu~ 111 \ " "i..' It COIlCCJlL
and clarifying issues. a) '1 u e.'\pr~~~ ,\\\ ,Iri.;n,,.:-ss ortl1l.: l'haracteristics th~tt Ul\C"
one identity.

,-------------------5
- -6 :ti&IIaIII~
 b) To express awareness ofone's goals (aspirations), the 3. Demonstrations
goals of the groups with which one identifies and to 4. Field trips
correlate those goals. 5. Gathering materials
c) To express awareness of the relative strengths of 6. Guest speakers
oneself and the groups with which one identifies. To 7. Independent study
recognize the societal barriers to full development 8. Individual instruction
that may exist. To suggest ways ofmaximizing one's 9. Interviews
effectiveness. 10. Lectures
d) To examine own beliefs and values and the ) 11. Observation
relationship between these and behaviour. :) 12. Programmed instruction
e) To develop the human relations skill ~d attitudes 13. Reading
necessary to communicate with others. 14. Story telling
£) To express awareness of the physical, intellectual 15. Surveys
and social condition of human beings, and suggest 16. Writing
ways these can be improved.
g) To demonstrate a commitment to individual and 11. STRATEGIES FOR DEVELOPING

group rights and acts in support ofequal opportunity. COMPREHENSION AND SOLVING

h) To demonstrate effective involvement in social PROBLEMS.

interaction. 1 Answering questions
i) To develop a positive feeling about one's self. ') 2 Asking questions
t
;t
3 Brainstorming
SELECTION OF LEARNING EXPERIENCES IN 4 Committee work
SOCIAL STUDIES '"
.J Discussions
6 Dramatization

1. STRATEGIES FOR GATHERING DATA 7 Drill and practice

1. Assignments 8 Problem solving

2. Community work 9 Role playing

-------------------7------------------------------------ 8

 lOS imulation Photographs and slides

Small group meetings Plays and dramatic productions

12 Socratic questioning Print materials ofall kinds like:

13 Study group Advertising literature;

14 Supervised study
Almanacs;

15 Tutorials
Biographies;

Case studies;

ORGANIZATION OF LEAlt\I;\iG EXPERIE:\CE~ Collection ofreadings;

IN SOCIAL ST{;DJ ES Editorial cartoons;

Encycl opedias;

The n:so .rces rcqll fur neccssarv k ': :; j

Government records and

n~~':2~) i n ~~JCI~1l s! :~_~:~ ~~rc :lS red It 1\\ '". Publications;

Job and tax forms;

1. )!,,'RCE";, :, ,I 'I' l~ F) I1'\':::': \1: 1II ('11 ;'1< Letters;

,". \, < .. \. l~", '. "'." i

l':'\.;j' T
\1agazines and articles;

\ either records ~)r

Newspapers;

L.""I"] dl'I
" <ll"1111""
''''+''101 L
_ ( 6 l"'1)""
ll
u i~~
Non- fiction;

('OI11P programmes
Novels;

Pamphlets;

CulturJ! (\ ;lh clIsrlays

Poems;

(" ()1 I ,
1
\:1 : ., i' 1t 1 ,',
Policy statements;

! <, :''; ~ ~ i \ . !', "\ n j hit

Quotations; simulation games;

t' !il~L"t(-;;!
Textbooks;

, .
1. d," . til' >, ,tJll
I llli~b(.~S
'

Timelines

1 jllll~ I ()I:1 1 and

liSle Resources in the community:

Paintin!2",s
'­
Businesses;

I 9 t lO--------------~
 Government agencies; Radios,
Historical points 0 f interest; Slide projectors television.

Industrial plants;
Televisions

Libraries;

Local government meetings

EVALLATION OF LEAR:\L:\G EXPERIE\;CES 1:\
Museums; SO(,I.\L ~TL()IES

Non- government service agencies

People;
Listed below arc the means in social studies \v11ich aid in
Recreation areas, zoos, parks, judging the extent to which learners actually reach goals.
School buildings and grounds
Tools and implements 1. Conferences~

Videotape recordings.
One to- one meeting between
to discuss learning progress.
11. RESOURCE TOOLS }<'OR PRESENTING

CONTENT
1 Debates:

Audio and video recorders and play-back equipment.

Formal DrcscnthtlOn an.!t:i11·~nt'i 1'or ;md allainst a
I 1...... "-"

Bulletin boards.
a ti IIg.
Butcher or sugar paper and felt-tip marking pens

Blackboards
3 Displays and Demonstrations

Computers.
:Vlulti-mcdia presentations in the t(Jrm of bulletin
Filmstrip projectors buards: ..Dosters:
charts; diaurams:
.... audio recordings:
~ ........

:;Ims: and n udcl ofso!(',,' i1em: pLin. or :-.ituatiol1.

1

Moveable
Film projectors (16 mm and 8 mm) :.1.. Pn'-tcsts

Opaque projector
or e.\am hH1S to dch.TllllJ1l' llllil Vidual
Overhead projector and transparencies. abilities bdore the me nfillslrllctlol1
People - resource people, students, and teachers.

_ _ _ _ _ _ _ _ _ _ _ 11 1- 12-----------...,
 b. Teacher self evaluation fonn to be completed
5. Post - tests by the class teacher after completing a lesson
oral or written examinations to determine individual
and programme. This will help the teacher to
abilities at the completion of thc programme of
develop insight into his teaching
instruction.
effectiveness.
c. Student evaluation of teacher performance to
6. Reports
be completed by the students too. It focuses
Oral or written presentations in which assignments
attention on teacher performance and attitudes
are completed and understanding of the course
and asks for judgment about the teacher's
objectives is demonstrated.
knowledge, approach to teaching, and
attitudes towards students. It also
7. Review solicits reactions to the course itself and gives
Discussions or drill sessions to reconsider previous
students the opportunity to offer comments
learning used 1hroughout instruction, but oftell in
on issues ofconcern to them.
preparation for examinations.
d. The teacher's colleague observation form. In
this place, the colleague will present his
8. Speeches and Panel Discussion
observations by descri bi n g spec i fi c
Individual or group oral presentations to the class
action ofthe teacher during the lesson.
giving information and conclusions. This
includes "show and tell" in primary classes and
CONCLUSION
formal reports on completed research at higher
grades.
The role of social studies instruction is growing on a global
:-,cale. Consequently, there is the real ization that effective
9. Evaluation forms:
social studies programmes are those that have their
a. Student self evaluation and feedback form to
foundation in the needs of the society in which they are
be completed by the students at the end 0 l' the
offered. No matter what use is made of this model (or the
programme. This shows the new knowledge,
activities presented herein); the ultimate test of the
skill, attitudes that the student gained at the
end of the programme.
___________________ 13 t 14----------------­
 instructional programmes depends on what the students
learn. It is with the aim ofimproving this outcome that these
materials are presented.
REFERENCES
National Co unci I for the Social Studies (NCSS).
www.ncss.org. (accessed 211 0/20(2)
Taba, Hilda (1962). Curriculum devclopmcnt: theory and
practice. New York: Harcourt, Brae.:; and \Vorld. Ir:c.

i
Obamanja, S. P. T. (2001). Essentials of curriculum and Tanncr, D and Tanncr, LN. (! (80). Curnculum
nd
instruction: theory and practice. 3rd ed Port Harcourt: development: theory and practice. 2 ed. New York:
Paragraphics, pp. 3 & 8. Macmillan.

Tyler, Ralph W. (1969). Basic principles of curriculum Posner, G. 1. and Rudnitsky, A. N. (1987). Course design: a
and instruction. Chicago: the University of Chicago guidc to curriculum development for teachers. New York:
Press.. Longman.

FURTHER READING \Nhecler, D. K. (1907). Curriculum Process. London:

Association for Supervision and Curriculum Development University ofLondon Press.
(ASCD) www.ascd.org/ (accessed 1/2/2002)

Dewey, John (1956). The child and the curriculum and the
school and the society. Chicago: University of
Chicago Press.

Hirst, P. (1974). Knowledge and the curriculum. London:

Routledge and Kegan Paul

International Reading Association (IRA). WWW.lra.org

(accessed 1/2/2002)

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