asignment tyler's vs wheeler's model

8/18/2019 asignment tyler's vs wheeler's model

1/5

It is important that all students receive the same level of education. Curriculum

designs provide a basis for decisions regarding the selection, structuring and

sequencing of the educational experiences. There are several aspects and it may

differs from one model to another but the goal may be same which to cater the

differences of the students in school regardless of their background, language

proficiencies, religions and so on in order to give them quality and equity of

education.

Tyler’s and heeler’s are two different models that we are going to look into. Tyler’s

is a straight line, deductive model which focusing on curriculum as a means of

aiming toward an educational ob!ect whereas heeler’s is a cyclical, inductive model

which is a continuous responding to the changes within education where any

information or practice will bring changes. "eductive often uses facts, rules,

definitions or properties to arrive at a conclusion. #n the other hand, inductive is

more likely uses patterns to arrive at a conclusion.


2/5

The brilliance of Tyler’s model is that it was one of the first models and it was and still

is a highly simple model consisting of four steps.

$. "etermine the school’s purposes % ob!ectives&

'. Identify educational experiences related to purpose

(. #rgani)e the experiences

*. +valuate the purposes

tep one is determining the ob!ectives of the school or class. It is important to

foresee the ob!ectives that is going to obtain.

tep two is developing learning experiences that help us to achieve step one.

"eveloping learning experiences can be made from experimental learning, on task

learning and many other ways where we can directly deal with it personally to expect

the come out of the purposes we have mentioned about.

tep three is organi)ing the experiences. -et us take an example of a learning

situation in a classroom. hould the teacher demonstrate first or should the students

learn by writing immediately +ither way could work and preference is determined by

the philosophy of the teacher and the needs of the students.

-astly, step four is evaluation of the ob!ectives. /ow the teacher assesses the

students’ ability to write an essay. 0or example, the teacher could have the students

write an essay without assistance. If they can do this, it is evidence that the students

have achieve the ob!ective of the lesson.

Strength of Tyler’s Model

1s we can see, Tyler’s model is an easy and has a clear direction of what a teacher

would want to achieve at the end of the day. Central to Tyler’s 2odel is effectively


3/5

organi)ing the learning activities. Teachers have to think of the ob!ectives to obtain,

simply planning out the activities, execute and see the results.

/ext, the content can be explored through both theory and practice. tudents need

concrete experiences to which the readings are meaningfully connected. o, using

practical and on task activities, students are able to engage what they have read

with the real life situation.

Three ma!or criteria are required in building organi)ed learning experiences3

continuity, sequence and integration. 4ence, the Tyler’s model is a suitable and

applicable to be used because teachers have to plan, back up plan, think of the

steps to be taken upon executing the plan and integrate it with other elements of

entertainment, play and most importantly it can inculcate students in achieving the

ob!ective. hen students are engaging in the activities, involves the active

participation of the learner %5rideaux,'66(&.

Weakness of Tyler’s

+ven though Tyler’s straight line model has been developed explicitly, it has several

criticisms as followings %4uang 7 8ang, '66*&. In case evaluation is not ideal9 this

model does not have a feedback mechanism to tell people how to correct it9 it seems

lack a procedure between evaluation and organi)ation, and this procedure is

execution. 1lso, the ob!ective under Tyler’s straight line model has a behavioral

orientation. :ehavioral ob!ectives have many advantages if applied to curriculum

design, but they have some limitations on execution. 0or example, they do not apply

to all sub!ects or the design of a sub!ect’s content.

:esides, as the model only targeting the result upon the first the plan executed, it

has limitation of narrowly interpreted ob!ectives. 0or example, if at the end of the

lesson there were some students, who did not achieve the ob!ectives, it can be

considered as a failed plan. It is opposite with the heeler’s model where teacher

has the chance to review the plan, search for the factors that contribute to the failing

of ob!ectives achievement and plan to overcome the problem.


4/5

Wheeler’s model

heeler suggested five inter;related phases in the curriculum process which

logically would produce an effective curriculum.

Strengths of Wheeler’s model

heeler or Cyclic model present the curriculum design process as

• Continuing activity.

• Incorporates new information into the curriculum.

•


5/5

teachers have to review and reflect on the results collected to plan for the steps

to improve the results, it is time consuming.

:esides, it is difficult to locate which area to be selected in order to make the plan

work. Is it the aim or the selection of experiences or content It really can confuse

the teacher in managing the plan to overcome the problems if found.

It seems to lack of procedure between organi)ing and integrating learning

experiences, content and evaluation.

The model I prefer

I would choose heeler’s because it undertakes situational analysis whereby the

context or situation which curriculum decisions are to be taken is thoroughly

studies. This help curriculum teachers to take correct decision thus encouraging

active participation of staffs in school based curriculum

asignment tyler's vs wheeler's model

Documents