Curriculum Plan Critique Sadlermcguire
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Curriculum Critique
1
Curriculum Plan Critique: Educational Objectives
Samantha Alder-McGuire
School of Education, Liberty University
Author Note
Samantha Alder-McGuire
I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Samantha Alder-McGuire
Email: sadlermcguire@liberty.edu
CURRICULUM CRITIQUE
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Curriculum Plan Critique: Educational Objectives
Tyler’s Rationale presents guiding questions to look at when developing a curriculum. This is a linear model that makes curriculum developers identify the need to improve practices (Kliebard,1970). There are four guiding questions, They consist of, What are the goals, objectives, and purpose of school? How will you evaluate the goals? How can experiences be organized? What experiences can be provided to match the goals? (Wraga,2017). Tyler stated in order to achieve these questions with appropriate correct answers, he says the requirements to do so depend on three resources that identify learning as an experience assessments are needed as an
evaluation, and developing a curriculum is a process of solving problems (Wraga,2017). The curriculum theory from Tyler is an easy-to-grasp theory and is an approach of linear. Within this theory, Tyler places why before developing a how in curriculums hold value to develop appropriate curriculums. This rationale has been the influence of the curriculum process
and is seen as easy to implement (Hunkins and Hammill, 1994). Brown (2014) says the content being taught has to be matched with the objectives of learning and go beyond the learning style teaching, to become engaging for the student's brains and for them to respond to the learning. Compare
Plants Make Their Own Food, the curriculum and lesson plans are similar in the principles that are used in guiding Tyler’s Rationale. A similarity I saw is the focus on lessons was the students being a source. Tyler Rationale says education is to change learners mindset
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that sets their paths in education (Kliebard,1970). The curriculum sees students are engaged in learning and participating. I am seeing students are curious and inquire which is helping the students be encouraged to be more independent and make their own observations to grow their own knowledge. I noticed another similarity between the reading and Tyler’s Rationale is that both have goals that can be clearly seen. It is important when developing curriculums we look at the objectives of education aiming to be appropriate before implementation (Kliebard,1970). The curriculum plan is very well planned and lines up with Tyler’s Rationale, it consists of many activities and gives assessments. Contrast
A major difference I saw between the two is Tyler says objectives need to be created in order to establish purpose in education, they draw this purpose from three sources. The sources are students, subjects, and life (Kliebard,1970). A second difference I noticed is the consideration of insight from experts on developing curriculum in education. Tyler’s Rationale looks for the empowerment of teachers and does not have differentiated instruction.
Application
I would recommend that the unit is to involve teachers more. Involving teachers allows their input on the needs of students. I want to empower teachers to look at the goals, objectives, and assessments that come with the curriculum. Mastering a standard is not always a test score,
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teachers have to embrace being active in learning and flexible in teaching (Brown,2014). Putting value in students’ knowledge, teachers need to use past assessments on whether or not students met the objectives an goals of the lessons. References
Brown, P., Roediger, H., & McDaniel, M. (2014). Make It Stick: The Science of Successful Learning (pp. 102-161). The Belknap Press of Harvard University Press. Kliebard, H. M. (1970). The Tyler rationale. The School Review, 78(2), 259- 272. https://www.jstor.org/stable/ 1084240 Massachuteses Department of Elemenntary & Secondary Education (2018). STE Grade 5 Model Curriculum Unit (Plants Make Their Own Food).