Unit 3.2
Tyler Curriculum Development Model
NLN Competency: IV
Objectives
- Describe the four Principles of Tyler’s Objective Model
- Discuss the Strengths and Weaknesses of the model
- Describe how Educators may apply Tyler’s Model Nursing Curriculum
Introduction
This module aims to introduce learners to the elements of the Tyler Objectives model and explore how it may be applied to the nursing curriculum.
Ralph Tyler (1902-1994) is an educator and author of The Basic Principles Curriculum and Instruction (Tyler, 1949). He wrote the book to give his students an idea about how to create a curriculum. He was a major pioneer in curriculum development and techniques. His model is often referred to as an ‘objective model’ because of his objective approach to evaluation.
Tyler’s Four Principles of Learning
- Define learning Objectives
- Design Learning Experiences
- Organize Learning Experiences
- Evaluate the Curriculum and revise those aspects that did not prove effective (Keating, 2006)
These principles pose questions for determining curriculum:
- What educational purposes should the school seek to obtain?
- What educational experiences can be provided that are likely to attain these purposes?
- How can these educational experiences be effectively organized?
- How can we determine whether these purposes are being obtained?
Application of the Model to Curriculum Design
Step 1
The curriculum model is determined by the administrator rather than the teacher. The teacher needs to determine the educational aims, goals, and objectives based on the school’s educational aims, goals, and objectives. These will determine what the student should achieve as a result of the learning experiences. They will guide the teacher in identifying learning objectives and determining what they will teach.
Step 2
Once course objectives are identified, the teacher will need to create learning experiences that help the students achieve these objectives. The students need concrete experiences that are connected to the course content. The objectives should be based on an assessment of the learner’s needs and abilities. Examples of these activities may be discussion or group learning activities, service learning, simulation, essay writing, gaming, lecture, storytelling, and concept mapping.
Step 3
When Learning experiences are selected, it is necessary to decide when they will occur in the curriculum. A logical order needs to be determined based on the student’s learning needs and on the teacher’s philosophy.
Step 4
Finally, there is an evaluation to assess the student’s ability to achieve the learning objectives successfully. The teacher may administer a quiz following a lecture or require a reflective composition after a group service-learning activity. If students can successfully complete the evaluation activity, then it is evidence that they achieved the objectives.
Strengths of the Model
- Involves the active participation of the learner.
- Objectives are clearly defined in the purposes, these purposes are translated into educational objectives.
- There is a simple linear approach to the development of behavioral objectives.
Weaknesses of the Model
- The Objectives are narrowly interpreted.
- Construction of behavioral objectives can be difficult and time consuming.
- Curriculum is restricted to a constructed range of student skills and knowledge (It is more teacher centered rather than student centered. The student does not drive the content or the learning based on their interest or preference).
- Critical thinking cannot be clearly articulated in behavioral objectives.
Application to Nursing Curriculum
Linear nursing education curriculums are objectives-driven and emphasize desired student nurse outcomes. Cognitive or specific behaviors are established, and a sequential program is developed to teach students and achieve desired outcomes. As an educational blueprint, linear models can be assessed to determine if the stated objectives have been reached. Exams that are tied to course objectives evaluate cognitive learning. Clinical behavioral rubrics evaluate the achievement of desired behavioral objectives.
Conclusion
The Tyler model focuses on clear objectives and designing and organizing learning experiences to create a lesson. Finally, it requires evaluation to determine if the objectives were me and revisions are made if needed.
References
Tyler, R. (1949). Basic principles of curriculum and instruction. Chicago, IL: University of Chicago Press.
Author: Kathleen Capone, EdD, MS, RN, CNE
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