“Curriculum theory and practice”

Reading: “Curriculum theory and practice” by M.K. Smith. 

Prompt: Think about: (a) The ways in which you may have experienced the Tyler rationale in your own schooling; (b) What are the major limitations of the Tyler rationale/what does it make impossible; and (c) What are some potential benefits/what is made possible.

I have experienced the Tyler Rationale in my schooling. In my elementary school,  the teachers focused heavily in English and Math. For example, using “Step 1: Diagnosis of need” (M.K. Smith),  the school diagnosis that the student lack multiplication skills. Then using “Step 2: Formulation of objectives,”  proposed that all the students had to memorize the multiplication table, up to the 12 times table. Students were tests in their automatic memory recall and speed to answering. Students did not have to show how they answered the multiplication question. 

From my experience the Tyler Rationale has some major limitations. Such as only it focuses on one outcome for all students. Specifically in my school,  the desired outcome was that all the students should have the multiplication tables memorized, up to the 12 times table. The desired outcome did not just want the student memorize their multiplication, but dictated  how the students answered. There was no variant to the outcomes.

On the other hand the Tyler Rationale has benefited me.  It’s limitation – specific outcomes, can be beneficial. Because my school taught me to memorize the times table I can apply that simple skill to more complicated equations. I don’t have to rely on a calculator for simple math questions. It  is much faster to solve a longer equation without having to use a calculator for every step of an equation. The Taylor Rationale has advantages and disadvantages. It can teach basic skills, but does not give room for different outcomes. 

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Teacher in training.

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