The Tyler Rationale

How have I experienced the Tyler rationale:
One of the most major ways the almost all studnets experinece the Tyler rationale is in math, we start with an experience such as how to do long division and every lesson acts as a building block to get us to that goal of doing long divison until one day we are tested and the results determine if we can do long division. In fact all of the curriculum is based on the Tyler rationale, set up as a goal, followed by steps on how to acheieve that goal, often left to teachers to determine if we have achieved that goal. RAD tests are another example of the Tyler ratioanle, it begins with the experience of reading comprehension and analyis, to get to that experience students first read an artile and are then told to respond to the series of skill testing quesrions which are then marked out of 4 to determine if th student was able to analyze and understand the article that they read.
I feel that all of these eperience that I have had highly tie into the idea that Michael Schiro was refering to when he discussions how the curriculum is created using a scientific technique. Seeing as each portion of the curriculum is set up the same and all uses advanced, often difficult to understand language.

This rationale causes children to lose their creativtiy and just become a product of the test, they only retain the knowledge long enough to prove that they can prove that they have hit that desired experience that Tyler wanted us to understand. Another major problem is that it is set up as a one-size-fits-all model, and as with clothing we know that one size most definatley does NOT fit all. Each child has factors in their life that are going to influence how much if at all they will learn that day. Again Schiro talks about how knowledge is the most valued part of student efficiency, but if a student is not learning that day because of something tha tis happening at home, they are not gaining the knowledge that likely will not be taught again.

The Tyler rationale benefits teachers in the since that everything is laid out step by step as a guide for them to follow, making teaching an easy job. It is also beneficial in the sense that we know that each student is finishing school with the same knowledge as that of the other students, we know what type of final product we are creating.


Personally I think the Tyler rationale works, but it isn’t fostering any of the 21st century competencies that we as teacher want to be instilling in our students.


One Reply to “The Tyler Rationale”

  1. Raeanne,
    I agree with you that this method relates to Math and science classes closely, which may be due to the scientific approach. Outside factors for sure have an effect on how students learn, something the the Tyler Rationale dismisses. I interpreted that he believes all children will learn the same regardless of their background if they are given the same information in the same way. We know this isn’t true as we are taught and know that children often bring their homes lives to school with them, effecting their attitudes, behaviours and in turn learning. You describe children as being a “product of the test” in Tyler’s method, which is like producing mass children like a factory which we have discussed in class. I also think that it is beneficial to have all the curricular documents in one place and to have prompts to use, especially as a new teacher!



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