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Basic Principles of Curriculum and Instruction, by Ralph W. Tyler
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In 1949, a small book had a big impact on education. In just over one hundred pages, Ralph W. Tyler presented the concept that curriculum should be dynamic, a program under constant evaluation and revision. Curriculum had always been thought of as a static, set program, and in an era preoccupied with student testing, he offered the innovative idea that teachers and administrators should spend as much time evaluating their plans as they do assessing their students.
Since then, Basic Principles of Curriculum and Instruction has been a standard reference for anyone working with curriculum development. Although not a strict how-to guide, the book shows how educators can critically approach curriculum planning, studying progress and retooling when needed. Its four sections focus on setting objectives, selecting learning experiences, organizing instruction, and evaluating progress. Readers will come away with a firm understanding of how to formulate educational objectives and how to analyze and adjust their plans so that students meet the objectives. Tyler also explains that curriculum planning is a continuous, cyclical process, an instrument of education that needs to be fine-tuned.
This emphasis on thoughtful evaluation has kept Basic Principles of Curriculum and Instruction a relevant, trusted companion for over sixty years. And with school districts across the nation working feverishly to align their curriculum with Common Core standards, Tyler's straightforward recommendations are sound and effective tools for educators working to create a curriculum that integrates national objectives with their students' needs.
- Sales Rank: #143810 in Books
- Published on: 2013-08-09
- Released on: 2013-08-09
- Original language: English
- Number of items: 1
- Dimensions: 8.50" h x .30" w x 5.50" l, .45 pounds
- Binding: Paperback
- 144 pages
Review
"Tyler addresses the essential purposes of teaching in a way that still has relevance for contemporary students of education, and communicates to them how important and timeless the quality of the pupil-teacher interaction actually is." (Times Higher Education)
About the Author
Ralph W. Tyler (1902–94) was professor of education and dean of the Division of the Social Sciences at the University of Chicago. He also served as founding director of the Center for Advanced Study in the Behavioral Sciences and chaired the committee that eventually developed the National Assessment of Educational Progress.
Most helpful customer reviews
2 of 2 people found the following review helpful.
Tyler’s book Basic Principles of Curriculum and Instruction has influenced readers involved in education for a long time
By nana
Tyler’s book Basic Principles of Curriculum and Instruction has influenced readers involved in education for a long time. He displays the curriculum and instruction planning process starting every chapter with a question, and he answers these questions indirectly through an effective explanation. Tyler also illustrates some distinctive examples and experiments that show the educational program as an effective and clear educational instrument.
The book talks about five important chapters. To start, he discusses determining educational objectives and some sources that clarify how to obtain these objectives. He states that the real educational objective is the important changes that occur in student’s behavior through activities that are planned by teachers and carried out by students. He says, “ no single source of information is adequate to provide a basis for wise and comprehensive decisions about the objectives of the school” (Tyler, 1949, p. 5). This means Tyler finds out that no one source contains enough information to offer good decisions about schools’ objectives.
In the next chapter, he demonstrates how to select learning experiences to achieve these objectives. Tyler must set the common kinds of objectives by determining the effective learning experiences to attain them. The important kinds of learning experiences according to Tyler are ones that are useful to improve skills in thinking, getting information, developing social attitude, and developing interests.
Then in chapter three, Tyler talks about organizing learning experiences and he determines effective organizing criteria: continuity, sequence, and integration. He also talks about the organizing principles in planning curriculum elements, organizing structures that contain some levels, and the planning methods that should be used in developing organized programs of curriculum.
In the next chapter, Tyler shows how the learning experiences will be evaluated. He talks about the effective teaching procedures that contain the differences between students, the environment, and the ability and personality of teachers. In the end of this chapter he explains the significant criteria of evaluation tools: objectivity, reliability, and validity.
Finally, he concludes his book with the process of planning and building curriculum. This process is continual and needs all faculty to be involved in it. This faculty can supervise the activities of students, understand the objectives, and reach the learning experiences easily to achieve these objectives and develop curriculum effectively.
Even after sixty years, Tyler’s book still has the ability to be useful among learners and teachers in the educational field. It also has a power to be beneficial for future generations. Tyler writes his book in very natural way. It does not have any difficult words or tough sentences so everyone who reads this book could understand the position he/she takes as an educator and is assured the result of successful teaching. The author explains briefly how the educators should start planning and building the curriculum and what the important procedures are for this plan. The book covers all teachers’ needs from methods or instructions that help them to create and develop the curriculum (which is the basic source of learners’ needs) to learning experiences to attain their educational objectives. It is the most reliable source for teachers and it contains information that will be appropriate with common core standards in the schools over time. The book includes valuable material needed by anyone who wants to plan or work with curriculum. Educating, teaching, and engaging in curriculum planning is not an easy process and no one can play this role except one who has the actual experience in this area. However, everyone who reads this book will feel that they have long experience in the educational field and could manage this plan easily and comfortably. I believe that Basic Principles of Curriculum and Instruction should be considered the reference of every learner who wants to work in education and curriculum development.
I have read the book many times, but I feel I still need to read it repeatedly. This will be especially true when I become a teacher and am responsible for planning and developing curriculum in a school district. I would recommend this book to current teachers to help them to learn how to educate their students in the best way. I would also recommend this book for current students who are studying education and want to be future teachers. This book can also be beneficial to parents who are home schooling their children because they are also teachers.
References:
Tyler, R. W. (1949/2013). Basic Principles of Curriculum and Instruction. Chicago, IL: Chicago University Press.
1 of 1 people found the following review helpful.
Building on the Basics for Program Success
By Melissa Holmes
This edition of Tyler’s Basic Principles of Curriculum and Instruction begins with a thought-provoking forward by Peter S. Hlebowitsh that sets the stage for readers to understand the role that Tyler’s work initially played, and continues to play, for educators and all those involved with curriculum and program development. Hlebowitsh addresses some of the critiques commonly leveled at Tyler’s Rationale. He also points out aspects of the work that must be read with consideration for the full context of the discussion if they are to be interpreted correctly.
The Rationale presented in this text follows an extremely linear path, which at times can lead to a somewhat dry read. Yet the linear structure of Tyler’s writing also supports the use of this text as a guidebook for basic direction on program and curriculum revision or development. Tyler provides a logical way of determining the overarching objectives, which then serve as the foundation for subsequent development efforts. Within this process, he emphasizes the need for consideration and alignment of the program’s philosophy, perspectives related to the psychological (cognitive) process of learning, intended responsiveness to the needs of the learners, desired connections between student learning and contemporary society, and chosen type of interaction with subject specialists and their work.
Tyler provides readers with a step-by-step path to creating learning experiences that are intentionally and strategically designed and organized to achieve the overarching objectives over the course of the program. He stresses the need for evaluation both to assess student learning attributable to the program and to refine the program itself. Readers are encouraged to implement the Rationale in part or in totality, and its design and explication are intentionally general so that educators working with all types of programs, content areas, and student populations can apply the principles to their development efforts.
Tyler highlights the importance of teachers using their creativity and knowledge of students to make the curriculum satisfying and effective for the specific learners in their classrooms. He also encourages collaboration of program staff members to ensure the development of the best program possible. Although Tyler’s language and references are dated at times, his examples and straightforward suggestions and caveats help to ensure that readers will continue to find this text relevant for understanding and implementing curriculum and program development efforts for learners today.
2 of 2 people found the following review helpful.
This is a good choice
By Lord Raiden
This is, or should be, a staple of all graduate level curriculum courses.
I got my MA in Curriculum and Instruction a while ago, and now that i'm writing my dissertaiton i needed a refresher. This is a good choice
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