• Description of Approach
    • Students are assessed in areas such as reading, writing or math. Instructors discuss a learning-objective that needs to be targeted. Teachers collaborate and discuss what learning-connections students have already experienced. Teachers collaborate on curriculum and instruction methods are developed. Assessments and/or evaluation is used to determine what the students have learned.
    • Tyler Model consists of four basic principles
      1. Objectives or goals determined by data (assessments)
      2. Learner’s educational experiences to attain goals
      3. Effectively organize experiences to maximize the goal attainment
      4. Evaluation determines if objectives have been met.


  • Information Resources
    Ornstein, A. C., & Hunkins, F. P. (2009). Curriculum: Foundation, principles, and issues (5th ed.). Boston, MA: Allyn & Bacon.

    Zahorik, N. (1976) A Task for Curriculum Research. Educational Leadership, 33, 487-489.

    Ralph Tyler’s Model for Curriculum Design __http://www.reference.com/motif/Education/ralph-tyler's-model-for-curriculum-design__

    Curriculum Terms and Concepts __http://cuip.uchicago.edu/wit/2000/curriculum/homeroommodules/curriculumTerms/extra.htm__

    The Path to Intelligent Integration: Theory of Practice __http://www2.selu.edu/Academics/Faculty/rhancock/theory.htm#__


    Program Design: Overview of Curriculum models __www.ucd.ie/t4cms/ucdtlp00631.pdf__

    Models of Curriculum Development __http://rflora.wikispaces.com/Models+of+Curriculum+Development__

  • Strategies and Ideas for Implementation: Education Leaders popularly use this model. It’s structured and well-organized. A select targeted objectives decided by building leaders should be decided on with input from teachers. It’s a lengthy process where teachers must work together and collaborate over a long period of time. Ideally, discussions on not only objectives and instruction are required, but data-discussions are maintained. Depending on data (progress-monitoring/evaluations), instruction may be needed to be modified.
    • Grade Level teams then focus on one of the objectives at a time - they should determine what is the priority objective since they know what their students need
    • Collaborative Planning
    • When evaluations/progress-monitoring proves that the student has achieved, they move on to a different objective and go through the same process.
    • Example:
      • Objective: Letter Identification and Sound
      • Learning Experiences: Letter and sounds song with Dr. Jean during Calendar time
      • Organization and Structure: Morning calendar: Letter Identification/Sounds, Use music and body-movement and visual to each letter and sound. Reading/Phonics: Small Group Instruction: Review letters/sounds card game, Letter books for building letter/sound vocabulary
      • Evaluation: Progress Monitor bi-monthly: EG. AIMS Web to determine the number of letter and sounds that are recognized. (what has the student learned?)
  • Group Analysis
    • Ornstein and Hunkins (2009) explain that Tyler's emphasis on evaluation (assessment) to determine effective learning makes his curriculum development process very linear and potentially inflexible, but what we are currently doing in education today with standardization is a direct extention of his model. I do not perceive the model to be flawed; however, in today's context, it is inadequate and schools unwilling to change from this model should at least consider a more combined approach by adding more student engagement opportunities to make the learning more meaningful. If I were working with this particular model, I would look for ways incorporate more contemporary cognitive theory as well as task analysis to enhance Tyler's approach. ~Rebecca~
    • According to Ornstein and Hunkins (2009) Tyler's approach works regardless of context. This proves to be a beneficial element in Tyler's approach because it has also been noted as one of the best known approaches. I am not overly impressed with the elements of this model. These steps are very basic and are incorporated into most other approaches in some form. However, all principles need a foundation and with the popularity of this model it serves well as a foundational structure in curriculum design.(Brandi)
    • I can see how this can be perceived as very general; however, I agree with Brandi in that it sets an appropriate foundation. Furthermore, the fact that the learners and society are involved in the planning of the curriculum is definitely important. (Sarah)