Tyler Model vs. Understanding by Design

Introduction

Ralph Tyler was a professional educator who went beyond all odds to establish the Tyler Model in the 14s. The model could be described as a quintessential prototype of developing curriculums using a scientific method. Almost everyone would state that certified American teachers developed curriculums directly and indirectly. However, using the model created many changes (Tyler, 1977). Tyler never intended his contribution to the schools; the curriculum was a lockstep model for development in most schools. Initially, he wrote his ideas in Basic Principles of Curriculum and Instruction. It hoped to give the students an idea of the principles of creating the curriculum (Tyler, 1977).

Contrarily, Understanding by Design is an educational planning approach. It is a form of backward design, and it entails looking for the most common outcomes of designing performance assessments, curriculum units, and classroom instructions. It was developed in 1988 by Grant Wiggins and Jay McTighe, and it was published by Association for Supervision and Curriculum Development (Kantorski et al., 2019). The Tyler model and understanding by design are the two models that will be compared. Five authors will be analyzed, and the paper will be written using Microsoft word. Therefore, both the Tyler model and understanding by design are different, and they can be comparatively described and analyzed. Different theoretical categories like deductive or inductive and prescriptive and descriptive could be used to explain them both.

Comparative Description of the Tyler Model and Understanding by Design

The Tyler model helps in easily developing curriculums, and it is the oldest and the most widely used. Ideas on developing school curriculums often arise from the education leaders, who use administrative regulations. The administrators developed a task team of the education, discipline, and experts in making curriculum. These professionals could be the senior teachers and universities responsible for formulating the more optimal curriculum based on the outlines and concepts (Tyler, 1977). It also showcases the simple policies established by the steering committee on curriculum making. Some of the policies would be creating goals, ensuring the curriculum is more operational, choosing the right tools, and using the right learning strategies by evaluating them well. They also develop guidelines to implement the curriculum for teachers. The task team provided was responsible for applying the Tyler Model after Ralph Tyler wrote about it (Tyler, 1977). The model had a great idea of providing a solution to the educational sector when developing the curriculum since it was considered a heinous task. The arguments by Tyler were very insightful and relatively, and that was how this model was embraced.

Understanding by design primarily relied on the backward design or planning. Those who proposed this model were mainly teachers. They stated that they traditionally began planning for a curriculum using different activities and textbooks instead of identifying the learning goals in classrooms with planning towards having a goal (Kantorski et al., 2019). The backward design was characterized by the teacher beginning with creating outcomes for the classroom and then selecting materials and activities that would help the students to determine their abilities and foster learning. The purpose of this model was to show that the traditional forms of education could be creatively used when creating curriculums. The image below clearly indicates how the understanding...

…create and can arise when assessing the students' feelings and thoughts towards a topic. It uses a prescriptive recipe in its first tenet. It ensures that the teachers plan for a curriculum after purposefully thinking about it and following a rigid process in creating it (Roth, 2007). Asides from that, it is also crucial since it takes several steps to be formed, and it is flexible enough always to change to suit the needs of the students and teachers, helping them achieve their educational goals.

Critical perspectives of both Models

The Tyler model is primarily based on goal attainment, which explains why it is sometimes referred to as the objectives-centered model. From its principles and mode of application, it is clear that the model is based on development, evaluation, and curriculum design. It is more student-centered, clearly defining the teachers' roles in the learning process (Prideaux, 2003). They should provide the students with the knowledge they need, but they should also ensure they understand what they are taught and assess and evaluate the learning experiences. However, the model can be criticized severely. It is time-consuming and difficult to construct the behavioral objectives, and this is a tiresome process that is difficult to achieve. It is also too restrictive to provide a wide range of knowledge and skills imparted to the students.

Nevertheless, understanding by design is also crucial for the students. It provides them with the knowledge and skills to accomplish that are necessary for learning goals. It also eliminates any forms of disruptions in the learning process, and more succinct objectives are easily maintained (Roth, 2007). The model can teach the students about the learning goals and endpoint. They stay organized and focused, which…