Confront --

When I initially started to read this article, I was very confused. I felt like I was supposed to be learning about the Tyler method, when instead I realized I was being confronted with a critical examination of the method from an outside perspective. I found the criticism very interesting and want to dive in a bit deeper to assess my own feelings toward the Tyler method and how I would use it in my own classroom.

Deconstruct -- 

I felt really proud that I was able to recognize the four step process to develop a curriculum. I also felt that I understood the author when he criticized Tyler for misrepresenting the Committee of Ten. Having just learned about it in class helped with my understanding. I think raising a question about Tyler’s methods for educational objectives is important. So much has changed since he wrote these methods. It seems as though his views are very teacher focused, the sort of curriculum I was taught in school. I don’t believe there is some straightforward formula for developing objectives for students. Every student, classroom, school, state, and administration is different. Tyler’s method seems to be very rigid in its explanation. It almost seems as if he wants to pump information into the students, rather than have the students learning the information through their own learning styles and pace. I don’t think the Tyler method leaves much room for students that are much farther ahead or for students that are a bit more behind. I completely agree that having objectives go through some sort of philosophical screen does not accomplish much at all. Every person's philosophy is so completely different, it would be impossible to come up with a “correct” way to choose objectives. Finally, I feel like there was much to be desired in the experiences and evaluation category. 

Theorize --

In my own classroom I’m not too sure how much I would use the tyler method in my own classroom. I think there are many beneficial points. I agree that we as teachers should start from the objectives to better understand what exactly it is they want to teach to their students, and how they was to go about doing that. Everything needs to start from the objectives. 

Think Otherwise --

I have only read one perspective of the Tyler method. I think I need to spend more time reading about the positives of the Tyler method, make my own conclusions, and try to understand the method itself, without any outside bias. 

Generalize place value understanding for multi-digit whole numbers.

2. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

 

Answer the following questions:

What would the behavior of a student who had accomplished this standard look like?

The student should be able to comfortably write out numbers in different forms - such as word form, standard form, and expanded form. A student should also be comfortable saying which numbers are greater than, less than, or equal with symbols. They should be able to include the strategy for how they are able to accomplish that goal.

What are the specific activities and behaviors one might engage in to practice the standard?

Create numbers out of three digits and order them greatest to least greatest, decompose large numbers by place value, switch between number forms

What specific information and skills does the standard imply?

It implies that students know which numbers are larger or smaller, and understand the meaning of each digit in larger digit numbers. It also implies that students will be able to decipher between multiple forms of numbers easily in order to answer different word problems.

What are the skills and knowledge that should precede the standard?

Students should know that in a multi-digit number, the previous number is worth ten times more than the following number. They should also be familiar with addition, multiplication, division single digit numbers.

What are the skills and knowledge that will come after students meet the standard?

After the students meet these standards they can move on towards rounding numbers, and eventually doing arithmetic with multi-digit numbers