Rational Models - Tyler & Taba model PDF

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Rational Models - Tyler & Taba model....

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Rational Models

Ralph Tyler’s Model

Introduction The Tyler model developed by ralph Tyler in the 1940s. He wrote down his ideas in a book basic principle of curriculum and instruction for the students to give them an idea about principles for to making curriculum.

Major components     

The Tyler Model is referred to as the.” Objective Model” because of its objective approach to educational evaluation. It emphasizes consistency among objectives, learning experiences and outcomes It gives special attention to the planning phase Its approach is deductive Curriculum objectives indicate both behaviors to be developed and area of content to be applied.

Four steps of Tyler model 1. 2. 3. 4.

Learning Objectives Learning experiences Organizing learning experiences Evaluation

1. Learning objectives  

What educational purposes should the institution seek to attain? It emphasizes the importance of studying the child to find out what kind of interests he has, what problems he encounters, what purpose he has in the mind. Page 1 of 6

Rational Models   

Studies of learners themselves asa source of educational objectives. The use of psychology of learning in selecting objectives Stating objectives in a form to be helpful in selecting learning experiences and in guiding teaching.

2. Learning experiences Possible learning experiences,  Tyler believes that students learn through exploration.  Development of thinking skills  Acquisition of information  Development of social attitudes  Development of students interests  Tyler believes teachers should encourage children to become actively engaged in discovering what the world is like.

3. Organizing learning experience Three major criteria are required in building organized learning experiences:  Continuity  Sequence  integration

4. Evaluation   

The process of assessment is critical to Tyler’s model and begins with the objectives of the educational program the process of evaluation essentially the process of determining to what extent the educational are actually being realized by the program of curriculum and instruction. Through different methods teacher can evaluate the performance of students.

Strengths of Tyler’s model

  

It involves the active participation of learners Objectives are clearly defined in the purposes Simple linear approach to development of behavioral objectives

Weaknesses

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Narrowly interpreted objectives Difficult and time consuming constructional of behavioral objectives Curriculum restricted to a constricted range of student’s skills and knowledge Difficult and time-consuming construction of behavioral objectives

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Rational Models

Introduction    

Hilda Taba was an architect, a curriculum theorist, a curriculum reformer, and a teacher. Taba was born in a small village in Southeastern Estonia Taba was introduced to progressive education ideas at TARTU UNIVERSITY She wrote a book entitled curriculum development; theory and practice

Characteristics of Taba Model    

Taba model is inductive approach It is a teacher approach Taba believed that teachers are aware of the students’ needs The main idea of this approach is that the needs of the students are at the forefront to the curriculum

Steps of Taba Model Diagnosis of needs Formulating objectives Selecting content Organizing content Selecting learning experiences Organizing learning experiences A. Teaching strategies for cognitive development B. Teaching strategies for effective development 7. Evaluation

1. 2. 3. 4. 5. 6.

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Rational Models 1. Diagnosis of Needs it is an essential part of the curriculum development. Taba believed that what students were need so there should be the man creations of the curriculum. 1.1 Diagnosis of the learners  The curriculum should be developed to enhance the desirable uniqueness of individuals  Needs of society  The content of the curriculum should deal with the nature and needs of the society  Literacy needs  Vocational needs  Interpersonal needs  Creativity and innovation  Transmission of values and culture 1.2 Diagnosis of achievement  Is determining how well the students have achieved important educational objectives 1.3 Diagnosis of values  Must select the subject matter most valuable for the particular learners they are considering 1.4 Diagnosis of school facilities and resources of the community  Materials and equipment greatly facilitate learning  Resources of community should be utilized to enrich the program of the school and its curriculum 1.5 Diagnosis of curriculum development  Curriculum developers must also find out the causes of achievement  The difficulties encountered in teaching 

The evident failure of the curriculum

2. Formulating Objectives According to our need we set our objectives        

Objectives should useful and clear Objective should describe both kind of behavior i.e. expected and content Scope of objective should be broad Objective should be realistic Enable students to perform skills Development of healthy personality To add the knowledge, they possess To develop understanding

3. Selection of Content Page 4 of 6

Rational Models Based on the diagnosis of needs and tentative projection of objectives, it is much easy to go for the content selection. Content should be,      

Easy to difficult Age equivalent According to mental level of students Selecting the topic Selecting the basic ideas Selecting the specific content

      

Need of interest Society needs It should valid and reliable According to teacher competency Feasible In sequence Should be rational base

4. Organizing the Content Once the content is finalized, the content has to be organized systematically,      

Sequential order Concrete to abstract Simple to complex Known to unknown Immediate to remote Easy to difficult

5. Selecting Learning Experiences When content has selected it is easy to plan for learning experiences or activities. Now we see how the student will by the content. Criteria.  

What student need to experience In order to acquire certain behavioral competencies and sequence of experiences

Must be taken to include a variety of learning        

Reading Writing Observing Research Analyzing Discussing Painting Tabulating

6. Selecting learning experiences  

Introduction, opener, orientation Development, analysis, study Page 5 of 6

Rational Models   

Generalization Applications, summary, accumulation Rhythm of learning activities

7. Evaluation  

Plans need to be made for evaluation How should the quality of learning be evaluated to assure that the ends of education are being achieved?

There are varied approaches and methods of evaluation to know the progress of students such as, Test Mid term Final term Presentations Viva  Quiz etc.     

Strength of the model    

Gives teachers a greater role by not just making them implements of the curriculum but also developers Uses the inductive method Sees curriculum as a plan for learning Gives importance to objectives in order to establish a sense of purpose for deciding what to include, exclude and emphasize in a curriculum TYLER,S MODEL

TABA,S MODEL

Deductive

inductive

Argue from the administrator approach

Reflects the teacher approach

Lays the main stress on aims, evaluation and control

Her rational does not start with objectives, as she believes that the demand for education in a particular society should be studied first

This approach may be perfect perhaps for marketoriented education but inadequate for the development of responsible and creative individuals able to meet the challenges of the constantly changing circumstances

Pays attention to the selection of the content and its organization with an aim to provide students with an opportunity to learn with comprehension

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