The Tyler rationale is formed around the scientific technique that students are only learning to be fully functioning adults in society. He created questions based on this that teachers and schools should use to fit the right criteria of learning. His questions cover what the purpose of the educational information is, what experiences can be linked to them, how they can be put together and how we can observe that the students are reaching the results we want them to. This is a way of thinking that sees students as objects, like a factory wishing to produce a desired outcome.
EXPERIENCE IN SCHOOL
The Tyler rationale explains that active learning is the most efficient way of learning. I would agree with this as a Science major because the labs and hands on experiments present in classes helps connect ideas and fills gaps in learning that the lecture wasn’t able to. In school, predominantly in math and science subjects, teachers would bring in objects or small experiments we would get to try or participate in. This gave us a link from real life to what concepts we were learning about in class. A concrete object was always helpful to different types of learners and something that always added a little fun to the lesson.
MAJOR LIMITATIONS – what is impossible
A limitation of the Tyler rationale would be the lack of control students have for the change in society. Because the curriculum standards are based on how society acts and what they want, we will never be able to create new ideas about society within our schools.
It also limits personalization of topics and relationships. With a very black and white curriculum that is said to fit all students and teachers regardless of background, locations, etc. we are all having the same conversations and hearing/teaching the same lessons. Students who live in a middle class area vs a poverty area are said to learn the same and have the same mindset which is simple not true. This method expects that a specific means will give us the same end result with no ands ifs or buts which does not allow teachers to personalize lessons based on their classroom make up or location. This deprives teachers of the personal connections they would be able to make by relating lessons directly to the lives of their students.
Tyler makes it impossible to get away from common sense as this method is a form of it. He asks teaches to go out into society and base their teaching off of what society is and wants. Teaches are expected to find the “norm” and repeat it to the next generation. The proper way to act, the intelligence required for a “good” job, how to educate, and how to gain success are all things that society tell us through this common sense.
It is impossible in Tyler’s method to see children as anything more than the potential they have to be in society. They are seen as what they can be in the future, not what they are right now. This takes away their childhood as we are forming them into “proper functioning members of society” from the day they start school until the day they leave.
Tyler makes us unable to associate a students personality with their behaviour/ learning. Because teachers are to observe the physical society, we are unable to see what influences may be causing someone to behave a certain way. This leads us to believe that a result is concrete if you deliver the material the exact same way every time. The social efficiency method assumes that people’s actions and personalities do not correlate and therefore, the actions and reactions we see in society and be directly reproduced in the classroom. With practice and repetition, the desired results will come and be observable by the teacher.
POTENTIAL BENEFITS – what is made possible
Tyler’s rationale makes different types of learning possible. With emphasis on active learning, students are able to work hands on in their subjects. This favours visual and kinesthetic learners as they are in motion and watching/doing.
The scaffolding method is made possible. Tyler states that curriculum needs to be completed in a logical order. Therefore a student needs pre requisite learning before they can move onto the next stage. When visualized, one can come up with a pyramid like structure that branches from known concepts to unknown. Like the scaffolding method, students are to focus on the unknown with the tools they already have from the known.