Week Two

Discuss the ways in which you may have experience the Tyler rationale in your own schooling:

Personally, I have experienced the Tyler rationale in many ways throughout my education. For example, in elementary schools, the Student Learning Outcomes or “I Can” statements are presented at the beginning of each class to display a clear understanding of what is to be learnt. Also, any activities or lessons done in each class were well organized and were followed with an evaluation to prove our participation and knowledge (this shows the teacher’s participation more than in high school or secondary education). This is seen even in high school and university programs in syllabus’ that outline what is expected to be understood by the end of each course. Also, evaluations and practices are formulated to ensure that each student has the proper experience to succeed in the clearly stated outcome.

(b) What are the major limitations of the Tyler rationale/what does it make impossible?

The Tyler rationale creates various limitations to both the educator and the learner. In the text, it talks about the assumption that the learner always needs to be changing through what they do, and that they will learn by doing. However, it is the leaner who shaped their behaviour to the requirements of the curriculum  and not the curriculum that shapes the learner. Also, Tyler’s rationale can be misused through demanding drills from students, rather than finding an activity that provides practice and creates interest. As said by Tyler, the use of curriculum must be a process of planning that is shifted through success and failure, or trail and error, where instructional programs can continuously improve. Although this rationale encourages the progression of curriculum, it still limits those students who may not learn in the same ways that they would be assessed.

(c) What are some potential benefits/what is made possible?

The Tyler rationale encourages focusing on practice, teacher participation, clarifying our objectives, and the importance of evaluations rather that measurements. In comparison to the previous views of measurement and experience, Tyler’s rationale was a large step forward in the 20th century. Also, having a clear outline at the beginning of a course can help students and teachers to shift and form the curriculum to best suit their group of students (isn’t that what teaching is all about?). Overall, the Tyler rationale has helped educational programs to focus on the experience of the learner and step away from viewing curriculum as a product, rather than a guide. However, it is notable that the broad aspects of education (such as sitting in a classroom desk and remaining silent for almost the entire period) have not changed since the beginning of Tyler’s rationale.


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