ECS 210

Tyler rationale in Schools 🍎

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?

The Tyler rationale is based on the four teaching levels:

  1. State Purposes – What educational purposes should the school seek to attain?
  2. Identify Experiences – What educational experiences can be provided that are likely to attain these purposes?
  3. Organize Experiences – How can these educational experiences be effectively attained?
  4. Evaluation Experiences – How can we determine whether these purposes are being attained?

A) I have seen in my own schooling how our teachers based their lessons on this type of levels and learning. We as well had a similar typing assignment called All The Right Type, which I can see now had all the components of creating a curricular learning environment in stages from practice to evaluation. In my own schooling, many of my teachers based our units and lessons closely to this rationale. We would start by stating our expectations of what we would be learning during the semester, then the process we would take to learn, and finally how we would be assessed. For example, knowing we would learn the bones of the body, we use readings, videos, and class discussions to learn it, and finally are tested through a label quiz to assess our knowledge. This similar outline of classes has passed on to many of my University courses as well.  In all of my subjects and in all grades, nearly every school day ran in the module that is explained in the Tyler rationale.

B)  The Tyler rationale has been such a solid and expected way of our education system and what is considered the ‘normal’ in our schools. Having that always expected routine does not allow much room for change and adaptations. Although many subject areas and our societal knowledge have changed, the way we teach them or introduce them to our students hasn’t. With these changes many times we get negative reactions to changing how we go about teaching it and that bases from the knowledge that the Tyler rationale is the only successful way of teaching or learning. Our students as well are always split into grades based on age instead of educational ability. With the expectation that going with your age group is more important than the knowledge expected for that grade, we see such a negative connotation with staying back to learn more. Another major limitation includes the lack of variety in the way teaching happens. There are a variety of other factors that our students and our schools that change the process or ideas we incorporate into our teaching, for example, cultural learning, geographic differences, or social ideas. These non-normal educational necessities in our schools were not included in this type of ideal teaching.

C) A positive to the Tyler rationale is the fact that assessment is needed and that there is a place for it in all of what our students do, whether it be formal or informal. I really enjoyed the quote on page 59 of the article, it says “Learning takes place through the active behavior of the student; it is what he does that he learns”. This type of expectation that learning and assessing can occur in even the daily activities is something very positive. As well a huge benefit of the Tyler rationale is that we can use it for all of our subjects and follow the simple process to make sure our students are receiving the best education we can provide as educators. It also focuses on helping educators make sure to maintain the curricular expectations that we must meet during our school year.


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