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. 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 - PowerPoint PPT PresentationTRANSCRIPT
The Tyler Curriculum Evaluation Model
TWU Nurs 5253 Elouise Ford, RN, BSN, MHEd
Curriculum 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 critiqueShould be easily transformed into practice
Curriculum Design cont’dExist on three levels
What is planned for the studentWhat is delivered to the student
What the student experiencesBased on values and beliefs that students
should knowMay be contested and/or problematic
Curriculum Design cont’dCurriculum, 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’dTwo 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 booksBest 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)
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 TeachingPrinciple 1: Defining Appropriate Learning
Objectives
Tyler’s Teaching Principles cont’dPrinciple 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’dPrinciple 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 behavior al objectives
(Billings & Halstead, 2009)
Implications for Nursing CurriculumAnother Prescriptive Model has emerged –
Outcomes based education sinceFocus on student behavior instead of staff , defines
outcomes obtained by studentProgram 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)
Implications of Nursing Curriculum cont’d