EDUC 872- Week 3 DB

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Dec 6, 2023

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EDUC 872- Week 3 DB ( Tyler or Taba) What is the Tyler Rationale? The Tyler Rationale, or Tyler Model, is an educational approach by Ralph W. Tyler. It's all about setting clear learning objectives as the foundation for curriculum development (Wraga, 2017). There are four key questions that Wraga (2017) indicates should be answered, these questions are: What should the school aim to achieve educationally? What experiences help reach these goals? How to organize these experiences? How to assess if goals are met? It's known for its focus on objectives and is linked to behaviorist education. Just as the Tyler Model emphasizes defining precise learning objectives, Christian educators can draw inspiration from the Bible. For instance, Proverbs 16:3 states, "Commit to the Lord whatever you do, and he will establish your plans" (New International Bible, 1978/2011). This verse encourages educators to commit their objectives to the Lord and align their students' learning experiences with biblical teachings and values Briefly describe the steps outlined in Taba's model for curriculum development. Hilda Taba's curriculum model is student-centered. It starts with understanding student needs and then defining clear objectives based on those needs. It involves choosing relevant content, arranging it logically, designing various learning experiences, and constantly assessing the curriculum (Middaugh & Perlstein, 2002). It values flexibility, student engagement, and ongoing assessment. Hilda Taba's student-centered approach resonates with the Bible's emphasis on understanding the unique needs and abilities of each individual. The Bible contains passages that highlight the importance of knowing and nurturing the individual strengths and spiritual needs of each person. Philippians 2:4 advises, "Let each of you look not only to his own interests but also to the interests of others" (New International

EDUC 872- Week 3 DB ( Tyler or Taba) Bible, 1978/2011). Taba's approach aligns with this biblical principle, emphasizing the personalized, adaptive nature of Christian education. Compare and contrast the Tyler and Taba models. Tyler and Taba models differ in key ways. According to Hunkins & Hammill (1994) Tyler leans towards predetermined objectives and is more systematic, while Taba is flexible and adaptable, emphasizing student-centered learning. Tyler has predefined objectives, while Taba's objectives evolve based on student needs. Tyler can lead to a fixed curriculum, while Taba allows content selection based on student interests and needs (Hunkins & Hammill, 1994). In the Bible, there are examples of both structured, objective-driven approaches (comparable to the Tyler model) and more flexible, student-centered approaches (reminiscent of the Taba model). 1 Corinthians 9:22 illustrates this diversity, stating, "I have become all things to all people, that by all means I might save some" (New International Bible, 1978/2011). This verse underscores the importance of adapting one's approach to the specific needs and circumstances of the learners, mirroring the comparison and contrast between these curriculum models. Explain which model (Tyler or Taba) you would prefer to implement in your classroom and why. The choice between Tyler and Taba models depends on each individual teachers teaching philosophy and classroom context. However, I find that I favor both Tyler and Taba. I appreciate the structured, objective-driven approach of Tyler (Wraga, 2017). Yet, I also encourage a student-centered, adaptable approach that caters to the individual needs of my students as outline in the Taba model (Hunkins & Hammill, 1994). Romans 12:4-5 states, "For just as each of us has one body with many members, and these members do not all have the same function, so in

EDUC 872- Week 3 DB ( Tyler or Taba) Christ, we, though many, form one body, and each member belongs to all the others" (New International Bible, 1978/2011). This verse emphasizes the concept of diverse roles within a unified community, which can be related to the preference for both the Tyler and Taba models. It underscores the idea of accommodating different teaching approaches to meet the diverse needs of students within the broader context of Christian education. Discuss which model (Tyler or Taba) or aspects of their models align with Christian education. Both the Tyler and Taba models, when adapted to Christian education, can align with the Bible's teachings on nurturing moral and spiritual growth. The Bible emphasizes the importance of clear moral and spiritual objectives and the need to personalize teaching to address the individual's faith journey. For instance, 2 Timothy 3:16-17 states, "All Scripture is breathed out by God and profitable for teaching, for reproof, for correction, and for training in righteousness, that the man of God may be complete, equipped for every good work" (New International Bible, 1978/2011). This verse underscores the significance of aligning the curriculum and educational experiences with the values and principles of Christian education, mirroring the Biblical teachings and nurturing the moral and spiritual growth of students. References Hunkins, F. P., & Hammill, P. A. (1994). Beyond Tyler and Taba: Reconceptualizing the curriculum process. Peabody Journal of Education , 69 (3), 4-18. http://www.jstor.org/stable/1492885 The International Bible . (2011). The NIV Bible. https://www.thenivbible.com/ (Original work published 1978)

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EDUC 872- Week 3 DB ( Tyler or Taba) Middaugh, E., & Perlstein, D. (2002). Thinking and teaching in a democratic way: Hilda Taba and the ethos of Brown. Journal of Curriculum & Supervision , 20 (3), 234-256. https://search.ebscohost.com/login.aspx?direct=true&db=ofm&AN=507984379&site=eh ost-live&scope=site&custid=liberty&authtype=ip,shib Wraga, W. (2017). Understanding the Tyler rationale: Basic Principles of Curriculum and Instruction in historical context. Espacio, Tiempo y Educación , 4 (2), 227-252. doi:https://doi.org/10.14516/ete.156 REPLY #1 I admire your explanation on Tyler’s Rationale and Hilda Taba’s curriculum model. Indeed, your choice of Taba’s model is logical, considering its student centered position, begin with the end in mind approach, and significant weight placed on the involvement of teachers during the design of curricula. Such discerning evaluation agrees with the notion of the collective wisdom in the Bible. Proverbs 15:22 saying "Plans fail for lack of counsel, but with many advisers, they succeed" ( The International Bible, 1978/2011). In aligning with Taba's approach, which incorporates diverse perspectives, including that of educators, your discerning evaluation reflects the Biblical emphasis on seeking counsel and collaborative wisdom. Your rationale for making this choice, as stated in your post, fits well in line with the reflective practice mindset recommended by Liberty University School of Education. Taba’s call for the involvement of teachers in curriculum design as well as assessment is very close to the idea of “reflective practice” practiced at the institution (Middaugh & Perlstein, 2002). It is the detailed understanding that enables the educator perceive this comprehensively just as they would assess themselves when making individual lessons. References

EDUC 872- Week 3 DB ( Tyler or Taba) The International Bible. (2011). The NIV Bible. https://www.thenivbible.com/ (Original work published 1978) Middaugh, E., & Perlstein, D. (2002). Thinking and teaching in a democratic way: Hilda Taba and the ethos of Brown. Journal of Curriculum & Supervision, 20(3), 234-256. https://search.ebscohost.com/login.aspx?direct=true&db=ofm&AN=507984379&site=eh ost-live&scope=site&custid=liberty&authtype=ip,shib REPLY #2 Your analysis of Tyler’s four-step approach to the curriculum design transcends from mechanics of the process to a holistic view that I had not thought about. I liked your focus on Tyler’s view of objective selection, his emphasis on the meaningful learning experience for students created through him, his approach to organizing instruction and even reference to evaluation. I felt that it was apt and relevant to place Tyler in the historical context of reformist thinking on education, in the 1920’s & 1930’s and get a idea of his notions about decision-making by teachers who could plan curricula with some sensitivity for where issues seem contextually located (Wraga, 2017). The scripture passage from Micah 6: 8 provided me with more food for thought about Tyler’s four questions as coming from a sense of a righteous, godly pedagogy for all. Based on your careful consideration, you outlined the big picture of Hilda Taba’s curriculum theory that mainly builds on thinking skills and conceptual understanding for democratic citizenship. Once again a dynamic theory comes to the forefront with the mention of Taba as constructivist and adaptability to context (Middaugh & Perlstein, 2002). Taba’s theory provides a good indication of the cognitive or thought skills. You explain pretty well the differences between both educators philosophies stressing on Tyler’s need to come up with Learning objectives and present content in an orderly manner while Taba

EDUC 872- Week 3 DB ( Tyler or Taba) was like a joyous version of Tyler just that her philosophy was about reaching for understanding and critical reasoning. I think it is great that you encompass both Tylers philosophy and Taba’s in your practice. The combination of structured central ideas with student-driven perspectives suits both Tyler and Taba’s philosophies; it reflects authentic student inquiries and conceptual understandings. It is an international approach. As Proverbs 2: 6 reminds us that “from the Lord comes the wisdom; his mouth utterances knowledge and understanding” ( The International Bible , 1978/2011). This biblical reference highlights the divine origin of wisdom and knowledge that educators like Tyler and Taba aim to impart to students. References The International Bible . (2011). The NIV Bible. https://www.thenivbible.com/ (Original work published 1978) Middaugh, E., & Perlstein, D. (2002). Thinking and teaching in a democratic way: Hilda Taba and the ethos of Brown. Journal of Curriculum & Supervision , 20 (3), 234-256. https://search.ebscohost.com/login.aspx?direct=true&db=ofm&AN=507984379&site=eh ost-live&scope=site&custid=liberty&authtype=ip,shib Wraga, W. (2017). Understanding the Tyler rationale: Basic Principles of Curriculum and Instruction in historical context. Espacio, Tiempo y Educación , 4 (2), 227-252. doi:https://doi.org/10.14516/ete.156

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