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An approach in education is a framework that guides teaching, curriculum design, and evaluation, defining roles of teachers, students, and specialists.

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Ralph Tyler was born in Chicago, Illinois in April 1902. He was a Doctor in Educational Psychology and a teaching addict. 

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He defines a rational method and uses disciplines such as psychology, sociology, philosophy, economics, and organization to contribute to the science of education. This model was one of the first to be applied.

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It is a simple and linear model, in which the teacher who plans must consider four elements: goals, content, learning, experience and evaluation. That is, it is made up of four components: objectives, activities, organization of activities and evaluation.

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The person responsible for designing the Curriculum must consider these three important sources: the students, the society, and content (subject) requirements.

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Likewise, educational objectives must be based on the students, based on an analysis of their life. Then, they are selected and passed through a filter, this filter is the educational philosophy and psychology of learning.

After the objectives pass through the filter, they become specific and then instructionally precise, then the different learning experiences are chosen, organized, and implemented, and then we come to the evaluation.

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Tyler mentions that each institution has a philosophy and objectives, and learning must be closely related to the institution's own system.

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The objectives should not be defined to achieve other goals that are not related to the philosophy of the educational center.

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John Dewey was born in Burlington, United States in October 1859, and he died in 1952. He was a university professor for more than 45 years and developed educational theories. 

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Dewey considered that the curriculum is a product of the student's experience with the environment, and this formed a path to true knowledge. It was based on learning by experimentation, imitation, and imagination. This approach promotes deeper understanding, critical thinking, and practical problem-solving skills. It was created to eliminate the traditional school.

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Dewey considers the mind as adaptable and with an important functional role in human life. 

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He emphasized that students must always be active because this is the main actor in a constantly changing world. In this way, learning occurs as a result of acting and solving issues. It also ensures that learning is for life.

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Dewey advocated learning by doing, also known as experiential learning.

He highlighted 4 principles of education in his learning model, which are:

1. Learning by doing: students learn best when they are active in knowledge, through experiences.

2. Discussion: students discuss their experiences, in this way they learn to formulate their own ideas and learn to see the world from different points of view.

3. Interaction: interaction with the environment allows learning processes from education as a subjective experience to constant change.

4. Interdisciplinary: students build their knowledge through the relationship between various areas of study that be interconnected with each other.

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This curriculum is based on relating school and society. According to Dewey, people learn and develop through experiences and interactions with the world.

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Dewey highlighted an interdisciplinary curriculum that focuses on connecting different areas of knowledge. It also considers the freedoms, interests and learning needs of the student, to acquire and apply new knowledge. The study plan must be relevant to the student's life, not only with theoretical knowledge but also with practical experience. This allows the student to be comprehensively trained to think critically and apply real skills in the real world.

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Dewey’s curriculum focuses on experiential learning, where students actively engage in real-world activities. It emphasizes problem-solving, critical thinking, and democratic participation, adapting to students’ needs and fostering community involvement.

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Democratic Education: He advocated for education that prepares students for active participation in democratic societies.

Philosophical Influence: As a pragmatist, Dewey’s ideas shaped fields like philosophy, psychology, and education, stressing adaptability and social engagement.

Relevance of Technology: Dewey’s ideas explore how technology transforms our experiences and interactions with the world.

Art and Perception: He believed that involvement in the arts broadens individual perception and enhances personal and social awareness.

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Schools should be a playground for practicing a future, so that when children grow up, they can go and create what they have desired.

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Schools must prepare students for life and serve society as a force for innovation, encouraging students to start a petition to discover for themselves if real social change is possible.

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A class curriculum is a properly structured and planned guide to the content to be taught, influenced by curricular models that define methods, objectives and evaluation criteria, with the purpose of achieving the knowledge and skills that students should acquire at the end of the course.

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This model in education seeks to optimize the teaching-learning process with the use of technological means and the development of scientific skills.

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Mainly it seeks:

Optimize learning through the selection of technological means and experiences that facilitate obtaining a set objectives.

Focus on scientific skills, such as observation, hypothesis formulation and expression, so that students achieve successful problem solving.

To use various models such as: visual, mathematical and computational, which are applicable in different branches of science to understand concepts and educational processes.

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It seeks to expand people's freedoms, opportunities and well-being, promoting social progress and improving the quality of life.

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Mainly sought:

A focus on individual freedom, thus allowing people to decide about their life, who to be and how to live.

The consideration of personal, resource and structural factors that positively influence people's well-being.

A critical response to the traditional economic model, thus proposing a human-centered approach to conventional economic development.

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Tyler's model for curriculum design was created in 1949. This model was published in a book entitled Basic Principles of Curriculum and Instruction. 
It focuses on the collection of data from students, society and academic content and is considered one of the most influential models in curriculum design.

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The first step in curriculum design is to gather data on the needs of students, society and instructional objectives.

The general objectives are evaluated through two filters: a philosophical one, which analyzes them in terms of educational and social values, and a psychological one, which examines them in terms of how learning affects human beings.

The model is deductive, linear and prescriptive, because it starts with a general overview and continues with a specific sequence in order to generate precise instructional objectives.

This model takes into account all stakeholders and seeks to develop purpose through values and understanding, but as a disadvantage it is limited in scope.

Although popular and easy to understand, it can result in an excessive assessment burden and may not be adaptable to new developments or a broad approach to the curriculum.

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Focuses on active learning, problem-solving, and community involvement. Emphasizes formative evaluation and skill development.

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Centers on individual development, focusing on skills, attitudes, and values, with active methodologies and formative evaluation.

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Aims to develop critical thinking and social transformation, guided by reflection-action, with a participatory evaluation process.

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Uses observable behaviors and structured content, emphasizing summative evaluation and systematic teaching methods.