Basic Principles of Curriculum and Instruction by Ralph Tyler

In his book Basic Principles of Curriculum and Instruction, Ralph Tyler outlines four critical components of curriculum that may serve as a guide to the creation of curriculum as well as a tool for the analysis and interpretation of curriculum. The four basic components consist of educational purposes (or objectives), educational experiences (or learning activities), organization, and evaluation (Tyler, 1949, p. 1). While Tyler does speak to each of these four components, nearly half of the book is devoted to the section on objectives. For Tyler, the objectives are the starting point in the development of the curriculum and the cornerstone upon which the rest of the curriculum is shaped. Given the shifts that have occurred in education†¦show more content†¦13). On the other hand, he also suggests studies within the community to identify issues such as dietary deficiency, physical condition, or vocational need (Tyler, 1949, p. 13). This brings several questions to mind. How often do such studies occur? The needs of a community may change fairly regularly. Does this suggest that these studies occur every year resulting in the rewriting of objectives based on the findings? Who is carrying out such studies? Often different schools within a school system serve different populations. Is this to say that each school carries out these studies making objectives a school-wide decision as opposed to a system-wide decision? If the studies are carried out on a system-wide level, how are the differences between schools addressed in the objectives? Furthermore, it appears that Tyler is suggesting not just one study to gain insight into student interests and needs, but numerous studies that address different aspects of these components. When discussing the wide range of student interests and needs, Tyler (1949) says, â€Å"it usually is necessary to plan a series of investigations into the various phases of student interests rather than to make a singl e study which attempts to cover all the aspects†¦Ã¢â‚¬ ( p. 12). I do not think that the majority of school systems have the time or the resources to conduct such studies as frequently as would be necessary to keep up with the rapidly changingShow MoreRelatedThe Curriculum Development Theory Within The Educational System947 Words   |  4 PagesThe curriculum development theory in the educational system in American was impelled and fashioned by the following famous curriculum theorists: â€Å"Franklin Bobbitt (1876-1956), Werret Charters (1875-1952), William Kilpatrick (1871-1965), Harold Rugg (1886-1960), Hollis Caswell (1901-1989, and Ralph Tyler (1902-1994). Each of these individuals’ philosophy of education and views on student learned currently impact how we view the development of student learning in America: 1. Bobbitt believed that theRead MoreEducational Philosophies Influence Curriculum From The Establishment Of The American School Systems1133 Words   |  5 PagesAbstract Educational philosophies influence curriculum from the establishment of the American school systems. The five major philosophies that have influence American education are: 1) Idealism, 2) Essentialism, 3) Perennialism, 4) Progressivism, and 5) Experimentalism. Idealism, Essentialism, and Perennialism are all teacher-based philosophies putting the teacher at the core of the educational experience, with students being passive members of the classroom. In contrast, Progressivism and ExperimentalismRead MoreBackward Design, a planning guide1555 Words   |  7 Pagesâ€Å"backward† starting from desired results (the end in mind) is not new. In 1949 Ralph Tyler described this approach as an effective process for focusing instruction. Recently, Stephen Covey, in the bestselling book, Seven Habits of Highly Effective People, reports that effective people in various fields are goal-oriented and plan with the end in mind. Although not a new idea, the deliberate use of backward design for planning curriculum units and courses results in more clearly defined goals, more appropriateRead MorePersonal Statement : Public Schools1030 Words   |  5 PagesEach school has had a remarkable graduation rate of 80% to 92%, as well as, the current school under my administrative leadership. I credit my leadership success to the works of Ralph W. Tyler the author of Basic Principles of Curriculum and Instruction. Ralph Tyler states, â€Å"If a school wide program of curriculum reconstruction is undertaken, it is necessary that there be widespread faculty participation. The instructional program actually operates in terms of the learning experiences whichRead MoreCritique of Tyler and Wiggins2087 Words   |  9 PagesIn his book Basic Principles of Curriculum and Instruction, Ralph Tyler outlines four critical components of curriculum that may serve as a guide to the creation of curriculum as well as a tool for the analysis and interpretation of curriculum. The four basic components consist of educational purposes (or objectives), educational experiences (or learning activities), organization, and evaluation (Tyler, 1949, p. 1). While Tyler does speak to each of these four components, nearly half of the bookRead MoreUnit 6: Curriculum Development for Inclusive Pract ice Essay2756 Words   |  12 PagesCurriculum Development Unit 6 Curriculum Development for inclusive practice Curriculum is defined as the following; a specific blueprint for learning that is derived from content and performance standards. Curriculum takes content and shapes it into a plan for effective teaching and learning. Thus, curriculum is more than a general framework, it is a specific plan with identified lessons in an appropriate form and sequence for directing teaching (Wiggins and McTighe, 1998). The word ‘curriculumRead MoreCurriculum Development: Process10044 Words   |  41 PagesMODULE 5 Models in Curriculum Development INTRODUCTION Curriculum development is concerned with the drawing up of plans for teaching and learning activities in classroom situations that will bring about positive changes in the lives of the learners. It is based on the school’s mission and goals and identifies ways of translating these into a coherent and coordinated program of meaningful experiences and conditions eliciting responses that will lead to the transformation of the learners intoRead MoreCurriculum Development: Process10055 Words   |  41 PagesMODULE 5 Models in Curriculum Development INTRODUCTION Curriculum development is concerned with the drawing up of plans for teaching and learning activities in classroom situations that will bring about positive changes in the lives of the learners. It is based on the school’s mission and goals and identifies ways of translating these into a coherent and coordinated program of meaningful experiences and conditions eliciting responses that will lead to the transformation of the learnersRead MoreCurriculum Design3112 Words   |  13 PagesCurriculum Design for Inclusive Practice Throughout this essay I will critically analyse the principles and processes of curriculum design, looking at how they apply to my own curriculum. I will look at both formal and informal elements of curriculum and also my own inclusive practice and how effective it is. Let me begin with the definition of curriculum. The word originated in Greece where it literally meant a course. The running and chariot tracks were the course it related to. In Latin theRead MoreMaseno Youth Polytechnics Curriculum in Kenya10796 Words   |  44 PagesA CRITICAL ANALYSIS OF CURRICULUM OFFERING AT MASENO YOUTH POLYTECHNIC,EMUHAYA DISTRICT OF WESTERN PROVINCE. BY CHRIS PHELIX OKOTH ED/MPHIL/7017/09 SUPERVISOR- CIM 898 DR. ANN KISILU A research thesis submitted in partial, fulfillment for the requirement of the award of Master of Philosophy Degree in Curriculum Development: Department of Curriculum Instructional and Educational Media, School Of Education; Moi University. AUGUST 2010 ABSTRACT. The purpose of this study was to establish the

Developmental Psychology Term Paper Free Essays

Essay Assignment 2 Rebecca’s Rebellion 1. Describe the changes in physical growth and development that she would have experienced in the past 3-4 years and how these changes could be impacting her current state. A number of factors have contributed to Rebecca’s current rebellion against her parents, most of them being normal and healthy parts of development. We will write a custom essay sample on Developmental Psychology Term Paper or any similar topic only for you Order Now However, it would seem that one aspect of her physical development somewhat strayed from the normative; an issue that, according to several findings in the field of developmental psychology, has had a negative catalyzing effect on her body image, peer-acceptance, relationship with her parents, and overall emotional stability. This umbrella issue is Rebecca’s pubertal timing; specifically, the early onset of it relative to her peers. As cited in our textbook, from several different studies, â€Å"(E)arly-maturing girls were unpopular with -drawn lacking in self-confidence, anxious, and prone to depression, (†¦ were more involved in deviant behavior (getting drunk, participating in early sexual activity) and achieved less well in school. † This behavioral trend is mostly reflected in Rebecca, who as early as 10-11, hit a growth spurt that made her much taller and leaner, â€Å"such a notable growth spurt often signals the coming of menarche within a six month period ,† and as early as 12 year old became both sexually attracted to men, and began developing an unhealthy self-image in the form of a perceived weight problem as a result of gained weight in the hips, â€Å"another common signal of menarche. The trend of early onset puberty in caucasian girls has been demonstrated to impact both body-image and self-esteem as a result of their awkward and differing appearance to their peers as well as the hormonal influenced emotional changes that are typical of early adolescence. Often a result of this desire for peer-acceptance, early-onsetters tend to gravitate towards older and more sexually matured individuals who match their stage of pubertal development, and â€Å"who often encourage them into activities they are not ready to handle emotionally, including sexual activity, drug and alcohol use, and minor delinquent acts. Rebecca has engaged in somewhat delinquent behavior from time to time prior to early adolescence, but with the exceptio n of her little ruining the neighbor’s garden stint, she has been completely in accordance with the law, and ultimately respectful of following house rules. However, the influence of this garden-trampling partner in crime is still most likely a contributing factor to Rebecca’s current state of rebellion. Early-onset puberty aside, a desire for distance from one’s parents at this age is a completely normal, evolutionary-based aspect of human development. It is a behavior replicated in primates, as it is ultimately a nature-based mechanism which serves to, â€Å"discourage sexual relations between close blood relatives. † Even in our modern American society, such behavior is replicated, albeit in a fundamentally different way; â€Å"(A)dolescents in industrialized nations, who are still economically dependent on parents, cannot leave the family. Consequently, a modern substitute seems to have emerged: psychological distancing. Rebecca’s unique physical development has most likely been a large contributing factor on her current behavior via its effect on her self-image. Though it might be a large part of current state, and perhaps the primary catalyst, it is not the end-all be-all of it so much as its part of a complex mixture with her relationship with us, people her age, and other environment related factors. 2) Describe the stages of cognitive and moral development in this developmental period as theorized by Piaget a nd Kohlberg. Present evidence (from her developmental history information) for which stage you think Rebecca demonstrates. Based on her history, it can be readily observed that Rebecca has achieved the final stage of Piaget’s stages of cognitive development, otherwise known as the Formal Operational Stage. She has demonstrated the capacity for abstract, systematic, and scientific thinking, by demonstrating hypothetico-deductive Reasoning, and propositional thought, the only two requirements of attaining Piaget’s last stage. Hypothetico-Deductive Reasoning: Rebecca has demonstrated her ability to take into account several abstract variables in her reasoning by virtue of the complex nature of conclusions she has made on her own in the past. For instance, her evaluation of her parent’s parenting-style was that, â€Å"we are as supportive and approving of her as the average parent, (†¦ ) but stricter than other parents. † The veracity of such a conclusion aside, â€Å"and despite our lack of knowledge as to the specific variables she used to make such an evaluation,† t can be readily observed that the pro-con nature of her evaluation was the result of a consideration of several factors, as well as their relationship to one another. Propositional Thought: Despite having an initial lack of confidence in math and language arts at the age of 12, â€Å"proficiency in which becomes increasingly tied to propositional reasoning skills,† a lack of confidence does not equate a lack of competence. Her above average scores on her grade reports in middle school, and in her outstanding performance in English in her first year of high school would most likely indicate her ability to use abstract symbols to represent both concepts and real world objects, â€Å"its almost certain that she’s taking a high school algebra or higher based on her past academic performance level. † According to Kohlberg’s stages of moral development, Rebecca is solidly in the 3rd stage, morality of interpersonal cooperation. This conclusion is based solely on her expressed opinion of the shoplifting incident that occurred during her first year of high school, when several students on a team field-trip were caught stealing. She agreed with the punishment because, â€Å"they did not live up to the expectations of their parents, their coach, or their teammates. † Such reasoning indicates her belief that rules must be followed out of ideal-reciprocity, which in turn demonstrates the intent to maintain good relationships with friends, family, teachers, and others with whom she has some level of a personal tie to. ) Describe Erikson’s stage of Identity versus Role Confusion and how you think this applies to Rebecca’s current emotional state. Erikson’s conflict theory, specifically the Identity versus Role Confusion stage, states that upon reaching adolescence young people have an identity crisis, the successful resolution of which is determined by the successful resolution of earlie r conflicts and/or â€Å"if society limits their choices to ones that do not match their abilities and desires. † In his view, negative resolution of this stage resulted in individuals who, â€Å"(†¦ appear shallow, directionless, and unprepared for the challenges of adulthood. † Without going too far into Rebecca’s past, the stage preceding Identity v. Role Confusion known as Industry v. Inferiority, â€Å"6-11 years,† appears to have been properly resolved. Although occasionally displaying a lack of confidence in her abilities prior to completion of an activity, school or otherwise, she has almost always performed at a level above her peers, and received no shortage of praise or support from her parents concerning such activities. However the second condition of becoming â€Å"role confused† is a bit trickier. While we have supported her in all her positive undertakings, we have also recommended many choices to her. Though that might not be blatantly telling her she can’t do an activity or pursue an interest that is prosocial in nature, the fact that we were so actively involved in not only maintaining good behavior, but actively steering her life might have ultimately resulted in feeling trapped in an identity that wasn’t hers. Whether she likes an activity or not, the fact that so much of what she has undertaken in her life was initially recommended to her by us could have had an adverse effect on her sense of self in this time of natural psychological distancing from one’s parents. Supporting the claim of a possible state of role confusion being linked to her parents; during the summer of her 12th year, â€Å"the beginning of Identity v. Role Confusion,† Rebecca had a tendency to initially reject most of her parent’s suggestions for activities, but would eventually, â€Å"start in on some of them later as if it was her own idea. Again, it wasn’t the activity itself that she was rejecting so much as it was the fact that it was her parents recommending it. Perhaps this method of creating a sense of identity independent of her parents has only grown with age, and ultimately devolved into a complete rebellion against the practices and values instilled by her parents. She has come to associate her excellent school performance, following of the rules, and other practices as part of an identity that is fundamentally not her own by virtue of feeling as if she was given no choice, rather than if she herself was content with living such a lifestyle. ) In retrospect, can you see any patterns in her developmental history that might have been precursors to her current difficulties? As stated above, her current emotional state is primarily a combination of her unique growth during adolescence and the relationship between her parents/peers to her identity. That being said, her tempermant leading up to adolescence seems to be consistent with her behavior during the majority of adolescence. Rebecca was not a difficult child, but she did have issues getting comfortable with new surroundings and people, and detaching herself from her parents. Keeping environmental factors in mind, the possibility remains that that Rebecca’s difficulties with adjustment, identity, and emotional regulation, have a more genetic basis than is understood. This view is ultimately conjectural as even today our understanding of the relationship between genetics and behavior, â€Å"let alone personality types,† is far from advanced enough to support claims to a determining relationship between the two. ) As Rebecca’s parents, how do you think you should respond to these changes in her behavior? First off she would need to be punished for the possession of Marijuana and Cigarettes. She would be grounded and prevented from visiting anyone, â€Å"bad influence kids included,† for a month to give her some time to dry out. However, it would be important that we, her parents, explained to her the dangers of abusing such substances, â€Å"particularly marijuana,† at her age, while her brain is still developing. I believe that Rebecca needs to talk out her issues with another individual who shares our values, but is more experienced in dealing with teenage issues, I. E. a psychologist who specializes in talk-therapy. She needs both a better means of coping with life stressors, as well as positive reinforcement towards developing an identity that is in line with her pre-rebellious behavior yet giving her the perception that such constructive behaviors, though influenced by us, are in fact part of her own identity. After her punishment, it would be important for us to be less â€Å"hands on† in making life choices for her, â€Å"choosing sports, clubs, activities, etc.. † but to still praise her for her success. Rebecca needs space, but it remains a necessity to respond to detrimental behavior, and punish her accordingly but still keeping in line with our authoritarian parenting style. How to cite Developmental Psychology Term Paper, Essays

Intelligent Road Transport System Literature - Myassignmenthelp.Com

Question: Discuss about theIntelligent Road Transport System Literature. Answer: Arterial and Freeway management systems The traffic jamming is becoming one of the serious road concerns now a day, worldwide. The main concern is the rising population, high vehicle count, low infrastructure and to worsen the conditions, a bad traffic management system. To mitigate this concern, Arterial and Freeway management systems can be adopted (Demissie, Almeida Correia and Bento 2013). This particular system comprises of installations, which are used for the purpose if controlling and monitoring the transport systems. In case of the freeway management systems, around 2 gigabytes of data are processed in real time, which would be used for the collection and storage of data related to the speed records, the traffic flow, the traffic pattern and many more. This system can be accompanied by the collaborative processing of the emerging technologies and hardware systems like the Variable Message Sign (VMS), ramp meter, close circuit television system (CCTV) and traffic signal control system (S?adkowski and Pamu?a 2015). References Demissie, M.G., de Almeida Correia, G.H. and Bento, C., 2013. Intelligent road traffic status detection system through cellular networks handover information: An exploratory study.Transportation research part C: emerging technologies,32, pp.76-88. S?adkowski, A. and Pamu?a, W. eds., 2015.Intelligent Transportation SystemsProblems and Perspectives(Vol. 32). Springer.