Curriculum Theory and Practice

 The Tyler Rational theory of curriculum shaped my elementary years because most of my time spent in elementary school I was put into a split grade classroom. Looking back on my experiences, I can see that elementary school was focused on meeting the outcome and being graded on the surface level understandings rather than the actual process of learning and digging deep into the information. I remember my teachers always having strict plans because they had to teach multiple grade levels and meet different outcomes for each grade. I had the same teacher for both grade 5 and 6 because she was a split grade teacher and for both years. When I was in her classes I remember we focused on the exact same learning outcomes for both grade 5 and 6. This did not allow us to go in depth with the information that was being taught each year nor did it give us room to further explore or dive deeper into the topics discussed. Once we met the surface level understanding of the outcome through the final evaluation, we moved onto the next unit. Not being able to learn anything asides from the set plans and objectives within the subject areas solidifies Tyler's four fundamental questions "What educational purposes should the school seek to attain? What educational experiences can be provided that are likely to attain these purposes? How can these educational experiences be effectively organized? How can we determine whether these purposes are being attained?" (Smith, 2000, p.4).

The major limitations to the Tyler rational is that children and teachers are both trapped in this restricted way of teaching and learning. This theory focuses mainly on the procedure and product, giving off the idea that student learning is not the priority. "They are being told what they must learn and how they will do it" (Smith, 2000, p.4). Being told what they must learn could cause a lack of interest in furthering their knowledge on a specific topic. This prevents children from exploring with new information or diversifying their perspectives or understandings. Not only is this limiting towards the students but it doesn't allow teachers to advance their teaching skills. 

The benefits of the Tyler rational are the four fundamental steps. This framework aids to organize  objectives, gather the content, break it down into units and lessons and finally evaluate the learning."The attraction of this was of approaching curriculum theory and practice is that it is systematic and has considerable organizing power." (Smith, 2000, p. 4). This makes evaluation of each individual student possible while being very structured and organized in best interest for the evaluator. This curriculum theory and practice is also beneficial as it provides every student with the same knowledge no matter where it is being taught. 

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