1. THE TYLER
MODEL:CURRICULUM
DEVELOPMENT
EDUP 3013
PREPARED BY: NURHIDAYAH
AZWANIS
NURUNAJIHAH

2. PRESENTATIONS
• DAYAH'S PRESENTATION
• JIHA'S PRESENTATION

3. -curriculum
should be
dynamic
-a program under
constant
evaluation and
revision
From static, set
program and
preoccupied with
student testing
He offered it teacher and
administrator should
spend more time to
evaluate their plans as
they do assessing their
student.
CURRICULUM
One of the best model
Known for special attention
Deductive for it proceeds from the general
Nurhidayah Azwanis bt Zulkifli
Ibrahim,2014

4. PURPOSE OF TYLER’S MODEL
•To provide a structure for examining the
elements that go to make up curriculum
planning and how these elements interrelate
Nurhidayah Azwanis bt Zulkifli

5. TYLER OBJECTIVE MODEL
Aims, goals and adjective
Selection of learning
experiences
Selection of content
Organization and integration of
learning experiences and context
Evaluation
5
Nurhidayah Azwanis bt Zulkifli

6. 1)What
educational
purposes
should the
school seek to
attain?
2) What
educational
learning
experiences can be
provided that are
likely to attain
these purposes ?
3)How can
these
educational
experiences can
be effectively
organized
4) How can we
determine
whether these
purposes are
being
attained?
4 Fundamentals Questions
Nurhidayah Azwanis bt Zulkifli Tyler's 1949

7. Principle 1
-Defining
appropriate
learning
abjective
Principle 2
-Establish
useful
learning
experiences
Principle 3
-Organizing
learning
experiences
to have a
maximum
cumulative
effect
Principle 4
- Evaluating
the
curriculum
and revising
those aspects
that did not
prove to be
effective
Nurhidayah Azwanis bt Zulkifli Dhansy Naidu (n.d)

8. Nurhidayah Azwanis bt Zulkifli
8
Clearly
stated
objectives, a
good place
to begin
Involves the
active
participation
of the learner
(Prideaux,
2003)
Simple linear
approach to
development of
behaviour
objectives
(Billings &
Halstead, 2009)
Oriented
Evaluation
For Teaching
Effectiveness
S
T
R
E
N OF
G
T
H
S
T
Y
L
E
R
'
S
M
O
D
E
L
Jaibin Mailap (n.d)

9. 9
WEAKNESSES
OF TYLER'S
MODEL
Too bound
with the
subject and the
examination
Too much
depending on
the objective
Too linear
Nurhidayah Azwanis bt Zulkifli
Jaibin Mailap (n.d)

10. Bibliography
Jaibin Mailap. (n.d). Model Kurikulum Tyler Kekuatan dan Kelemahan.
Retrieved from http://independent.academia.edu/jaibinmailap
Dhansy Naidu. (n.d). Tyler's Curriculum Model. Retrieved from
http://www.academia.edu/6531637/TYLERS_CURRICULUM_MODEL
Eman Awad El-Sawy. (2016). Retrieved from
https://www.slideshare.net/ahmedabbas1121/tyler-model

11. A truly educated person has not only acquired
certain factual information but has also modified
his/her behavior patterns as a result.
Does a truly educated person only acquire certain factual
information?
(Tyler as cited in Maneshwari, 2015)Nurunajihah

12. Subject English
Year 3
No. of pupils 30
Time 9.00 am-9:30 am
Theme World of Knowledge
Topic Unit 8 Being Healthy
Focused skill Reading
Previous Knowledge Pupils have prior knowledge on types of
foods which are healthy and unhealthy.
1. Defining appropriate learning objectives
Nurunajihah

13. Content Standard Learning Standard
2.2 By the end of 6-year primary schooling,
pupils will be able to demonstrate
understanding of a variety of linear and non-
linear texts in the form of print and non-print
materials using a range of strategies to
construct meaning.
2.2.1 Able to apply word attack skills by:
a) grouping words according to word categories.
2.3 By the end of 6-year primary schooling,
pupils will be able to read independently for
information and enjoyment.
2.3.1 Able to read for information and
enjoyment with guidance:
a) non-fiction
Nurunajihah

14. Learning objectives: By the end of the lesson, pupils will be able to:
1) Paste at least 3 healthy foods on the food
pyramid prepared by the teacher.
2)Give reason on why these foods are healthy
or unhealthy in the table prepared by
themselves.
3)Prepare a healthy menu card which includes
breakfast, lunch and dinner by themselves.
Language content:
Vocabulary Healthy, unhealthy, apple, bread, fibre,
carbohydrate, oil, candy, chip, carbonated
drinks, sugar.
Nurunajihah

15. Thinking Skills Making decisions, conceptualising
Multiple intelligences Interpersonal, visual-spatial
Teacher-learning Activities  Identifying favourite foods
 Matching Activity
Teaching Aids/Resources : Poster of healthy and unhealthy, picture of
Food Pyramid, picture of foods, comprehension
text, A4 papers.
Educational Emphases
Moral values:
Skill:
-Healthy food gives a lot of benefits to our life.
-It is very important for us to appreciate foods
Thinking skill
2. Establishing useful learning experiences
Nurunajihah

16. Identifying favourite foods
Procedure:
1. Teacher flashes a poster of healthy and
unhealthy foods.
2. Pupils say other food that they can find in
daily life.
3. Teacher asks students what food they
should or shouldn’t eat.
4. Teacher explains what topic that pupils will
learn.
Stimulus
3. Organising learning experiences to have
maximum cumulative effect
Nurunajihah

17. Activity: Matching Activity
Procedures:
1) Teacher distributes a comprehension text
about “Eating Healthy”.
2) Each pupil need to draw a table consisting
four columns in the given A4 paper.
3) Pupils need to provide reasons on why these
foods are healthy or unhealthy.
4) Teacher provides guidance to the pupils.
5) Teacher check and give feedback on pupils’
works.
Stimulus
Nurunajihah

18. 4. Evaluating the curriculum and revising aspects that did not
prove to be effective
Matching Activity
• There are a few students who did not able to differentiate between healthy
and unhealthy food.
• Did not able to state the reason why the food is healthy or unhealthy
Revision of the aspects that did not prove to be effective
Choose a passage that consists of simple sentence
Discuss the content with students with detail examples
Observe the pupils while they are stating the reason why the food is
healthy or unhealthy
Nurunajihah

19. CONCLUSION
Teachers must aware of students’ background knowledge and prior
knowledge in order to come out with appropriate objectives.
Objectives are vital in planning an effective lesson to ensure
students’ achievement.
The 4 principles in the Tyler Model is applied in the Malaysian
classroom.
Nurunajihah

20. Bibliography
Cruickshank, V. (2018). Considering Tyler’s curriculum model in
health and physical education. Journal of education and
educationaldevelopment, 5(1), 207-214
Tyler, R. (1949). Basic principles of curriculum and instruction.
Chicago, IL: University of Chicago Press.
Ibrahim Abdullahi. (2014) Curriculum Development: Tyler’s Model.
Retrieved from https://educationalresearchtechniques.com/2014
/07/01/curriculum-development-the-tyler-model/