Basic Principles of Curriculum & Instruction - Essay Example

Order 135574 Book Review: The Basic Principles of Curriculum & Instruction by Ralph W. Tyler This paper is an attempted book review of “The Basic Principles of Curriculum & Instruction” by Ralph W. Tyler to identify major philosophy, ideas, issues, perspective and conclusions raised in the authors supporting statements and/or arguments, best teaching practices, curricular process, student impact and achievement. Some citations are taken from the book to support interpretations and explanation. The book originally was a syllabus and was never intended as text book by the author but it was given a recognition perhaps because of the succinctness and yet powerful message of the work which it is now being called Tyler’s Rationale. The book consists of 5 chapters. Chapter 1 carries the title - What educational purposes should the school seeks to attain?. The chapter deals with defining appropriate learning objectives. Tyler’s book was in 1949 and yet it was forward looking as he as was able to things at present times in the light of was happening back then. In the book, he argued that learning could take place through the actions of the student. He thus said “It is what he does that he learns, not what the teacher does” (Tyler p. 63). This statement is still powerfully true up to time. Tyler therefore posited that the main player in learning is the student who wants to learn. He was in effect stating that the design of curriculum should be based on what the students does, his experience in the school and in the community. Chapter 2 is entitled “How can learning experiences be selected which are likely to be useful in attaining these objectives?” This chapter deals with introducing useful learning experiences that would enhance learning. This proceeds from the premise that what had happened in the student in the process of learning is useful in developing further learning. If we equate it with modern times, it may amount to what the present curriculum requirement for reflective learning. These are observed in many curriculums until today which implies that the work of Tyler still finds application. Chapter 3 is entitled: “How can learning experiences be organized for effective instruction?” The chapter deals with organizing experiences to maximize their effect on instruction. In this chapter, Tyler agreed with the wisdom of having to present experiences in a relevant and logical manner for understanding of the effective purpose of what were designed as educational objectives. Chapter 4 is entitled “How can the effectiveness of learning experiences be evaluated?” The chapter deals with evaluating the process and revising the areas that were not effective. This is in effect improving on what was built upon in the past. Chapter 5 is entitled, “How a school or college staff may work on curriculum building? Under Tyler’s rationale, what is clear is that data about the learners themselves, their society, and subject-area experts should be used to develop the purposes which the school should seek to attain. After which, a group of educational experiences is selected using as bases likelihood of attaining the educational goals. Hence, educational goals should be the guide according to Tyler. After the process of selection, there must be organization using logic as basis in order of importance for purposes of obtaining the maximum cumulative effect. On the basis of educational objective, improvement and refinement of curriculum is continuously done via by a process of evaluation. It can thus be inferred that there is a cycle in the development of the curriculum under Tyler rationale. Fine tuning the curricula is therefore the expected output that must come out from the mill as a result of monitoring the quality and impact past learning to curriculum development. Tyler’s rationale include the concept of selecting behavioral objectives before developing the curriculum, data collected from the learners and their society, proposal for filtering educational objectives through a philosophical screen leaving in the hands of groups from at the local school, as opposed to being mandated by state experts and industrial interests. Another is interesting about the book of Tyler is his denial of any claim that it be used as text book. It was actually a school syllabus but it got published and given the same respect as textbook. He never said that his syllabus should be considered a textbook or a manual for curriculum construction. In the very book he put a warning to every reader that his work is exclusively an outline of "one way of viewing an instructional program as a functioning instrument of education." In addition, he plainly told students to "examine other rationales" and develop their own philosophy of effective curriculum (p. 1). His apparent goal was to simply suggest methods of studying and researching fundamental questions. His syllabus turned into a book was stimulating thoughts and guiding research and my not even philosophical. He thus wrote, “"Instead of answering the questions, an explanation is given of procedures by which these questions can be answered" (p. 2). In the last chapter, Tyler proposed cooperative learning and development. Thus seen in present current curriculum-and-instruction issue, Tyler would be supporting a learning community where teachers, administrators, students, and parents are involved. Tyler is also noted for calling throughout his book the curriculum is useful and enjoyable as far as possible. Conclusion By studying the work of Tyler, one could not escape to conclude the applicability of some of his theories. There is basis to agree with him that it is what the student does that he learns, not what the teacher does. His idea that data about the learners themselves, their society, and subject-area experts should be used to develop the purposes which the school should seek to attain, including selection of educational experiences for attaining the educational goals and logically organizing for purposes of obtaining the maximum cumulative effect in the refinement and improvement of curriculum design are worth noting. Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago Press. Read More