I observe a traditionalist approach to confine itself in ways that fail to meet the needs of all students, while favoring the majority. This approach lacks significant aspects needed to accommodate and include all people in a learning environment. Students are not all the same and many students require different educational accommodations to provide an open ended style of learning. In my schooling, I was able to make a connection to the sequence of the four fundamental questions and how they relate to the style of teaching I encountered in my primary and secondary school. As stated, “What educational purposes should the school seek to attain?” (Tyler, 4). I feel as if the focus was to select a certain theme, such as Shakespeare in English class and how if you understood what was going on you would be able to attain higher marks, deeming you a better student on paper. It can be controversial to assess this particular element of the curriculum as a purposeful way of attaining knowledge, considering the language used is hugely outdated and consists exclusively of white characters. I still to this day do not really understand much of the style of language used in this work and what the goal is of being able to articulate what Shakespearon english does for a grade eight student. Does that mean I am not competent in English class based on Tyler rationale? 

We can observe that the product model broken down into sections was the focus for all students and presumably determined that the outcome of attaining these trivial tests was the whole focus of this curriculum. It is seen that, “part of the focus of Tyler’s curriculum theory was based on small trivial portions of learning, rather than the significant parts” (Tyler, 5). This seems to create barriers in actually understanding what content is being presented to students and how they are properly assessed, it focuses on an authoritarian power model that does not allow students to think outside the box and allow themselves to think how they need to think. It does not allow an individual to formulate answers based on how they interpret the works, instead it concludes all answers must follow the A,B and C format of assessment. Additionally, Tyler’s rationale associates the education of students’ success similar to that of a successfully checked grocery list. This kind of assessment lacks inclusion, if you consider some people’s grocery lists are much different than others, which come test time, will separate individual success based on what they have or have not checked off. 

This product model will work for the majority of students and be a concrete way for teachers to be able to deliver content across the board, causing a uniformed approach to the educational strategies used in classes. Many students will be able to thrive with this style of education and it allows for the burden of creating lesson plans to be more universal for teachers in respect to their time. This style does come with its perks, but it fails to meet the needs of all learners, creating a gap for some students who require additional support in the ways in which they learn. It can be observed that this model will work, as long as we have extra resources, additional supports such as learning resource teachers and speech pathologists available to students in our schools with respect to the various sets of learners teachers will encounter in an educational environment.