Basic Principles of Curriculum and Instruction

Basic Principles of Curriculum and Instruction

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Basic Principles of Curriculum and Instruction 4.8 out of 5 based on 0 ratings. 5 reviews.
MeaghanCochrane More than 1 year ago
Although written nearly 70 years ago, Ralph W. Tyler’s (1949) Basic Principles of Curriculum and Instruction still remains relevant in our modern day educational climate, providing a means by which both educators and administrators can evaluate learning among students, along with ensuring student-centered, quality instruction among schools of all sizes, demographics, and geographical locations. In this text, Tyler (1949) presents five main chapters addressing attainment of educational purposes, selection of learning experiences, organization of learning experiences, evaluation of effective learning, and curriculum building among primary, secondary and postsecondary staff. One of the key elements that makes Tyler’s (1949) work truly timeless lies in its presentation of core educational values such as “recognizing the importance of every individual human being as a human regardless of his race, national, social, or economic status of environment” (Tyler, 1949, p. 34). The values presented in Tyler’s (1949) text help promote the core values of the school itself, which guide and inform its educational objectives. Another of Tyler’s (1949) components to the development of curriculum and instruction included defining clear objectives by “studying the learner” (Tyler, 1949, p. 12) in order to best promote the individualized interests of students. He believed that “learning [took] place through the active behavior of the student; [noting that] it is what [the student] does that [allows them to] learn, not what the teacher does” (Tyler, 1949, p. 63). This idea was revolutionary for his time, as the student took a role as an active participant throughout the learning process, allowing for experiential learning and interaction to occur. Tyler (1949) exhibited extreme foresight when he encouraged “the development of a preliminary flexible plan... [to provide] a great deal of possible material from which the teacher can select to be used with any particular group” (Tyler, 1949, p. 101). This type of instructional planning was “flexible enough [to] permit modification in the light of the needs, interests, and abilities of any group” (Tyler, 1949, pp. 101). This type of instruction could be compared to a modern day full inclusion classroom, which provides educational opportunity and differentiated instruction to meet the needs of all students, regardless of ability. In addition, Tyler (1949) recognized that not one particular instrument of evaluation could adequately demonstrate students’ successes or failure. There was much more to be taken into consideration rather than merely one evaluation instrument, alone. This key component to instructional design and evaluative measurement still rings true in today’s educational landscape, in which we recognize the unique abilities and learning styles of all students—which, indeed, cannot be measured by merely one form of evaluative measurement, alone. In concluding his text, Tyler (1949) states the importance of “widespread faculty participation... in a school-wide program of curriculum reconstruction” (Tyler, 1949, p. 126). Indeed, if an educational institution, whether primary, secondary or postsecondary, wants to provide quality curriculum and instruction to all students, each member of its faculty must be on board. Without question, Tyler’s (1949) timeless guide to curriculum and instruction will continue to impact the realm of education for years to come.
Anonymous More than 1 year ago
aqjohnson More than 1 year ago
This book provided information that is useful in my doctoral course.
Guest More than 1 year ago
A Very informative work that adds to the knowledge of education regarding schools,teaching and learning.I plan to continue to use for my graduate students as they sit to understand the basic principles of education and how to apply them to schools today.
Guest More than 1 year ago
Tyler's classic work is the foundation for all other curriculum development models. Although originally written as a syllabus for his class, this work was the first definitive synthesis of instructional design. This is a 'must read' for any serious educational professional. Tyler's 128 pages are packed with insights still practical in today's age of technology and self-directed learners.