Respond in your blog to the following writing prompt: Curriculum development from a traditionalist perspective is widely used across schools in Canada and other countries. Can you think about: (a) The ways in which you may have experienced the Tyler rationale in your own schooling? (b) What are the major limitations of the Tyler rationale/what does it make impossible? (c) What are some potential benefits/what is made possible? Be sure to refer to the assigned article in your post; you may also include information from lecture if you wish.
a. I have experienced Tyler’s rationale in my own schooling; “’educational objectives are essentially changes in human beings’” (Schiro, 2013, p. 60) and “education is a process of changing the behaviour of people” (Schiro, 2013, p. 58). I had never thought about education before in this simple way. As I went through school, my behaviour - how I improved my critical thinking skills, how I learned to read with expression, how I learned social skills, all changed from a less desired behaviour to desired, and that was when I had achieved the outcome.
Also, Tyler focuses on what is the goal of the education (objectives in the curriculum), how will we know the student has achieved the goal (indicators, what to look for), and a process of testing for sure that the student has met the goal (assessment). This is seen every day in my schooling; I am taught the outcomes, I must demonstrate the indicators (without being told about either, if I may add), and I must reproduce what I've been told in the form of a test. Furthermore, students are told what they’re generally going to learn, how they will learn it, the assignments and how they will be graded. This is so drilled into students, including myself, that it makes stressed when I do not received a syllabus following this format. Students, especially in university, are trained to expect this. These expectations reflects Tyler’s rationale.
b. Tyler’s rationale has some limitations. I think that it would restrict teachers from being creative and changing the way they teach class, such as only using examinations to assess student learning rather than other types of evaluations. Because of the recent desires to use new forms of assessment, I think this part of Tyler’s rationale is limiting for teachers. Some teachers are trying to move away from a strict syllabus and exams to test students, as Tyler’s rationale reflects, but sometimes it is frowned upon because of the fear of change in society. Many think that because Tyler's rationale has worked for so long, why change it? Furthermore, for some students, Tyler's rationale may not be effective in teaching them. This makes it impossible for some teachers to teach their students, if the Tyler rationale is all that they are familiar with.
c. Efficiency is a benefit of Tyler’s rationale. Efficiency allows for students to get information quickly and have an educational experience. The efficiency of each student/class “is defined in terms of expenditure of time, money and human resources” (Schiro, 2013, p. 59). Efficiency can become a major limitation if a school/community does not have enough teachers, money, time or resources that allows them to be efficient. Any lack of efficiency limits students' experiences and learning.
Comfort in the way that education is right now, based on Tyler’s rationale, is a benefit for some. Society does not like change, so if a parent knows that their child’s teacher will stick to the traditional way of teaching, the parent may be pleased and confident that their child will receive a good education.
Tyler’s second question that every educator must answer when creating a curriculum is “What educational experiences can be provided that are likely to attain these purposes [curriculum objectives]?” (Schiro, 2013, p. 59). This shines an important focus on the curriculum objectives that students need to obtain. This reminds me of project-based learning, a helpful ‘hands on’ experience that can give students “an opportunity to practice the kind of behavior implied by the objective” (Schiro, 2013, p. 59).
Schiro, M. (2013). Social Efficiency Ideology. In Curriculum Theory; conflicting visions and enduring concerns,
2nd edition. Retrieved from
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