After having read the assigned reading for this week about the impact of the Tyler Rationale on the curriculum and how this has affected the way schools have taught for years. Before coming into this class, I had never heard of Tyler Rationale so when I was reading this article was quite an interesting read. This got me thinking about if I have seen an example of the Tyler Rationale throughout my years of school. One of the first things that came to my mind was my grade 10 physical education class. The reason why this came to mind is when I was reading the article and it talked about how the measure of behaviour can often not be graded or measured. In this class, it was a simple physical education class but instead of being measured on the amount of effort or physical skill, the teacher would instead mark us on our ability to have good behaviour. although I understood what he was trying to get at, it was tough for him to watch the class of 40 students and pick out problems or high points in the class because he couldn’t watch every student for the hour class.
The Tyker Rationale has been used for many years now and has been adopted in many classrooms and schools around the world. Having said this the article points out some possible problems with the curriculum model and how these can limit the effectiveness of relaying information and experiences between teachers and students. One of the problems that arise is that there is too much emphasis on what the knowledge is about and not the learning experiences that students will benefit from. secondly, the problem is that the behaviour aspect of the model is not measurable so this leaves room for interpretation. This model places too much importance on achieving goals and getting through the course outline or course curriculum instead of promoting education experiences.
Although there are some negatives about this practice of curriculum, it can offer a lot of helpful information about how to teach. The Tyler Rationale creates a space where the teacher and student can exchange ideas and offer feedback to each other on how the class is going. The nice part about it is also that it is objectives-driven so an educator can follow along with the students and make sure that all outcomes are being covered. I believe that this is a great way of using the curriculum but I do think that it is a little outdated and is very open to interpretation which can lead to confusion in the class.