HCEA182 Curriculum & Evaluation Models PDF

The Tyler Curriculum Evaluation Model Curriculum Design The curriculum represents the expression of educational ideas Must be in a form that communicates to those associated with the learning institution Must be open to critique (scrutiny /analysis/criticism) Should be...

The Tyler Curriculum Evaluation Model Curriculum Design The curriculum represents the expression of educational ideas Must be in a form that communicates to those associated with the learning institution Must be open to critique (scrutiny /analysis/criticism) Should be easily transformed into practice 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 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 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)  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 (suggests) the problem with education is that educational programs lack unmistakably defined purposes (“Ralph Tyler’s Little Book, ”n d)  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) Tyler’s Four Principles of Teaching Principle 1: Defining Appropriate Learning Objectives Tyler’s Teaching Principles cont’d Principle 2: Establishing Useful Learning Experiences Tyler’s Teaching Principles cont’d Principle 3: Organizing Learning Experiences to Have a Maximum Cumulative Effect Tyler’s Teaching Principles cont’d Principle 4: Evaluating the Curriculum and Revising Those Aspects That Did Not Prove to be Effective (Keating, 2006)  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) 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 behavioral objectives (Billings & Halstead,  References Billings, D. M. & Halstead, J.A. (2009).Teaching in nursing: A guide for faculty. St. Louis, Missouri: Saunder Elsevier Keating, S. (2006). Curriculum development and evaluation in nursing. Philadelphia, Pennsylvania: Lippincott Williams & Wilkins. Prideaux, D. (2003). Curriculum design: ABC of learning and teaching in medicine. British Medical Journal, 326(7383), 268-270. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1125124/? tool=pubmed University of South Florida College of Education. (n. d.). Ralph Tyler’s little book. Retrieved from www.coedu.usf.edu/agents/dlewis/publications/tyler.htm