The Tyler Curriculum Evaluation Model TWU Nurs 5253 Elouise Ford, RN, BSN, MHEd Curriculum Design - PowerPoint PPT Presentation

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The Tyler Curriculum Evaluation Model TWU Nurs 5253 Elouise Ford, RN, BSN, MHEd Curriculum Design

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The Tyler Curriculum Evaluation Model TWU Nurs 5253 Elouise Ford, RN, BSN, MHEd Curriculum Design
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The Tyler Curriculum Evaluation Model TWU Nurs 5253 Elouise Ford, RN, BSN, MHEd Curriculum Design

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  1. The Tyler Curriculum Evaluation ModelTWU Nurs 5253 Elouise Ford, RN, BSN, MHEdCurriculum Design • The curriculum represents the expression of educational ideas • Must be in a form that communicates to those association with the learning institution • Must be open to critique • Should be easily transformed into practice

  2. Curriculum Design cont’d • Exist on three levels What is planned for the student What is delivered to the student What the student experiences • Based on values and beliefs that students should know • May be contested and/or problematic

  3. Curriculum Design cont’d • Curriculum, health services and the community should share mutually beneficial relationship • Curriculum values should enhance health service provision • Must be responsive to changing values and expectations in education

  4. Curriculum Design cont’d • Two main types of curriculum models 1. Prescriptive Models- tell what curriculum writer should do(intent) and how to create a curriculum 2. Descriptive Models- provides information of what curriculum writer actually do and (content)what the curriculum covers • The Tyler Model first developed in 1949 is Prescriptive (Prideaux, 2003)

  5. Ralph Tyler • Ralph Tyler (1902-1994) published more than 700 articles and sixteen books • Best known for The Basic Principles of Curriculum and Instruction (Ornstein and Hunkins, 1998)which is based on an eight year study • Tyler posits the problem with education is that educational programs lack unmistakably defined purposes (“Ralph Tyler’s Little Book, ”n d)

  6. A Classic Model: The Tyler Model • Often referred to as “objective model” • Emphasis on consistency among objectives, learning experiences, and outcomes • Curriculum objectives indicate both behavior to be developed and area of content to be applied (Keating, 2006)

  7. Tyler’s Four Principles of Teaching Principle 1: Defining Appropriate Learning Objectives

  8. Tyler’s Teaching Principles cont’d Principle 2: Establishing Useful Learning Experiences

  9. Tyler’s Teaching Principles cont’d Principle 3: Organizing Learning Experiences to Have a Maximum Cumulative Effect

  10. Tyler’s Teaching Principles cont’d Principle 4: Evaluating the Curriculum and Revising Those Aspects That Did Not Prove to be Effective (Keating, 2006)

  11. Criticism of the Tyler Model • Narrowly interpreted objectives (acceptable verbs) • Difficult and time consuming construction of behavioral objectives • Curriculum restricted to a constricted range of student skills and knowledge • critical thinking, problem solving and value acquiring processes cannot be plainly declared in behavioral objectives (Prideaux, 2003)

  12. Primary Strengths of Tyler’s Model • Clearly stated objectives a good place to begin • Involves the active participation of the learner (Prideaux, 2003) • Simple linear approach to development of behavior al objectives (Billings & Halstead, 2009)

  13. Implications for Nursing Curriculum • Another Prescriptive Model has emerged –Outcomes based education since • Focus on student behavior instead of staff , defines outcomes obtained by student • Program designers will include statements of intent as broad curriculum aims and specific objectives (Prideaux, 2003) • NLN & CCNE include outcome assessment in their initial accreditation • No one model can sufficiently guide the evaluation of nursing curriculum ( Billings & Halstead, 2009)

  14. Implications of Nursing Curriculum cont’d