I have been a student for over thirteen years and I have seen the Tyler rationale be implemented in all classrooms and evident in the educator’s teaching style. The Tyler rationale emphasizes heavily on the end goals of the class. For example, in high school and university, at the beginning of the school year, the teacher goes over the expectations for the class and the outcomes we must meet by the end of the semester. Classes typically rely heavily on a final exam in which students must pass in order to continue on in their education. However, like the article says, this approach has many negative outcomes. Students do not learn in a linear path. Their minds and how they process information varies from each person. Many students do not test well and it is unfair that the accumulation of all learning throughout the semester comes down to one test. This leaves the students with “little or no voice” (Smith, 4). The students who do not learn the way in which the curriculum suggests could be left feeling lesser than to students who are progressing towards what is “expected.” Another limitation is due to set expectations and outcomes at the beginning of the class, progress and learning that is being made throughout the course that is not set in the curriculum could be overlooked. Because it is not emphasized as one of the important takeaways from the class, it most likely will not be acknowledged and seen as insignificant.

Although there are some obvious limitations in the Tyler rationale, there are some potential benefits. It is fair to say that after a class, students should have a deep understanding of the class and how to apply it in life. Due to the curriculum, this aids students to be aware of the most important takeaways in the class.