There are four questions that are in Tyler’s rationale. They are as follows; 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 an emphasis on the formulation of behavioural objectives? With theses question I can look at my own education and connect it to my experiences throughout my schooling. Throughout my schooling from k-12 I have experienced the Tyler rational because we were taught to study what was given to us and that we would be tested on the materials in future time. It was always the teachers planning the activities, us students had to participate in, so it was always what they had wanted, and we had to adjust to them, they never seemed to adjust activities towards our interests/ideas. My school was so big that the students usually ended up with no voice because the teachers seemed to want to make things easier on themselves. The teachers always expected us to emphasize our behaviours to show that we could be a functioning member of society. Throughout my school years teachers taught us to respect what wasn’t ours and to always treat people with respect. Although at some points the teachers often didn’t show us as students respect because they expected us to know what they expect of us and to basically read their minds. The teachers are taught to see objectives and teach them, but the article states that it is important to work with the objectives. Many teachers at my school I think just looked at the objective and taught a lesson on it. From this statement in the article I think it is important for teacher to realize that yes there is an objective, but they must be willing to take that objective and work with it to the students interests/ideas and not just through something random at them to get tested on later; make it interesting for the students.
There can be a variety of different limitations found in Tyler’s rationale, many can include limitations to the students learning. With limitations students may find it hard to really learn because they are being taught something that the teacher is getting from a textbook and using specific objectives. This may limit their creativity, not allowing the students to work through problems in their own ways and creating abstract ways to represent their works. It forces them to do what the teacher is wanting and doesn’t leave room for originality. This takes away the students’ voice and they will not be heard by teachers because teachers feel that everything should be taught to a specific objective without changing it slightly for the students to enjoy better. Although teachers do know what it probably best for the students learning they still need to be aware that every student is different, some need more structure and others need less structure.
Tyler’s rational provides us with an easier way to organize the curriculum and thoughts in ways that we can evaluate the written content. Students will be aware to the marks they are receiving and how they are being evaluated throughout the semester/year of school. Exams at the end of units can benefit the learners/teachers to help evaluate the class setting to see if the teaching styles are working and the learners are coming out on top. Frequent discussions in class can help learners be more involved in the topic because it is almost like an unplanned lesson. This allows the learners to stay engaged and grow their knowledge.