a)Throughout my own schooling I have not noticed much of the Tyler Rationale because growing up I never really thought about the curriculum and assessments as anything more than just being apart of what you did while I was in school. For my schooling the closest experience to the Tyler rationale I can think of would be learning math. We would be told what we were going to learn, how to learn it, and then homework assignments and tests would be given to show your understanding. The subject math is something that a student needs to use the correct formula, equation, and problem solving techniques to be able to get the same answer as the teacher. Looking back at my school experience I can see where the construction of Tyler’s questions from the article “Curriculum theory and practice” came from and what place they had in schools. These questions are:
1. What educational purposes should the school seek to attain? 2. What educational experiences can be provided that are likely to attain these purposes? 3. How can these educational experiences be effectively organized? 4. How can we determine whether these purposes are being attained? These are all important questions that shape the school system, how teachers teach and how students learn. While I probably had lots of Tyler rationale in my schooling experience that I never noticed before, thinking back on it quite a few of my teachers taught what wasn't apart of the curriculum but thought was important or expanded more then they should have on certain topics. This gave the students in my classroom a chance to learn more then just what the curriculum told. b)Some limitations of the Tyler rationale is the lack of letting children explore and learn about their specific interests. For example a class might be learning about planets and planet life but a student may have an interest and want to learn about dinosaurs but it is not in the curriculum. This limits the students to learn about their own interests in schools because it is not apart of the curriculum. Effectively organized while being positive can also be a limitation in the sense that it leaves little time for a broader sense of learning the subject at hand and focused mainly on stay on the track of time and curriculum. Students may not get to learn as much as they should about the topic because of staying on task and getting the subject done. Another limitation to the Tyler rationale is that testing is a large part of determining whether students are retaining the information they are learning. For many students testing does not tend to show what they actually know on the subject. Lots of students tend to struggle on tests which does not make it an effective way to determine whether the purpose of the lesson is being attained. Along with some of these one of the limitations I noticed was there was very little student involvement in what they were learning. The Tyler rationale way seems to focus more on here is what we are learning and how to learn it which might mean less classroom discussions or questions asked from students. (c)The Tyler rationale way helps create structure when learning in the classroom. Especially as a new teacher having structure and a direct plan when teaching can be very important. Structures also gives teachers the opportunity to give learning outcomes for the students to attain. This will give them a path of what they are learning and how, while also setting them up for success in the future. In the Tyler rationale way it can also help teachers themselves in being organized. While it is important for teachers to have a plan and know what they will be teaching it is still important to realize that learning comes in many different shapes and forms and that means that an original plan may be learned in a different way than what the set out plan was. Every form of learning is a productive and important one.
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Whats on this page?Here I will write my responses and thoughts to readings, texts, articles, conversations and more throughout my time in ECS 210. Archives
March 2020
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