Tyler’s rationale is built around four questions and these four questions inquire- what educational purposes should the school attain, what educational experiences can be provided to attain these purposes, how can these experiences be organized, and how can we determine whether these purposes are being attained? When I take a deeper look at these four questions from Tyler’s rationale, I made connections to when I went to school. Growing up in a small community and going to a high school that was grade 9-12 with 15 to 20 students in the classroom, I found most teachers had a hard time stepping outside of their comfort zone and were more concerned about educating to get grades for report cards. This experience was not the best way to teach or learn, and I believe that this was a way that teachers were and are letting their student down instead of letting them reach their full potential. This looked like coming into the classroom with the teacher giving out tasks for assignments or projects that had no creativity or was organized that creativity was lost for us as students. This led to no room for me or my peers to grow as individuals because we had to follow and strict and organized outline. I remember doing a book report for my Grade 10 English class and we had to make five items that represented the book and describe why they were important in front of the class. I was excited for this assignment because I’m enjoyed doing this learning versus writing an essay. Once I was done presenting my items and explaining why I choose them I thought I done a fanatic job representing the book and being creative. I soon got my mark back and I did very poorly and so I went to go talk to my teacher and she questioned me about the items I brought and explained that that they did not relate or connect in they way she wanted them too. I felt upset and no longer wanted assignments that I had to be creative because I thought creative had to many different meanings. When I look back now, I believe the being creative and giving students a chance to show how they understood a book or any assignment, lets students have growth and having them find different ways of learning.
The Tyler rationale has some major limitations to it. This mold has to do with how we measurability students, but what is being measured? How can you measure students in the exact same way when their brains don’t think or react in the same ways as different students? Clearly there needs to be a rubric or recommendation to follow, nevertheless as teachers we need to take creativity into thought or think about that no every students’ assignments are not going look or write the same thing. This is a good thing because teachers should want their students to think and writing as everyone else. Children who do not learn fast might get left behind in the model versus children who learn fast. If we move too quickly with content especially in this model, there is no suggestion to say what the value of the content is or why we are doing it. Part of being a teacher is that know why its important for the students to know why they are learning the material. Additional destruction of this rationale is that students may lose sight of the overall end goal. If students are too fixated on each part of a task or assignment, students may lose vision of the purpose of the assignment. This leads to student to have accomplished every requirement of the assignment, but did they really achieve that outcome intellectually? Did they understand the purpose of the assignment while doing it or did they just work through the requirements? As a further educator I want to help students take that extra mile to put in a conscious effort.
Though I do speak frequently to the limitations of the Tyler rationale, I want to speak to some of the positives. The Tyler rationale is easy to implement and evaluate. The results are all planned in front of you, to check the boxes off and give a mark. It is structured, informal and easy to use in this way. I 100% agree with Tyler’s rationale is that as teachers we are presented with a recipe to follow that begins asking us where we want to end up in terms of where we want to see our students grow. This allows us to see the growth of students throughout the unit to note if they are progressing towards the goal we want to see at the end.
As a teacher I want students to strive for excellence. I want them to show me what excellence means to them, not what they think excellence means to me. c;b