Respond in your blog to the following writing prompt: Curriculum development from a traditionalist perspective is widely used across schools in Canada and other countries. Think about:
(a) The ways in which I may have experienced the Tyler rationale in your own schooling – It’s been 32 years since highschool. I can’t recall that education experience. This education experience at the UofR, I see that assessment is quite similar – primarily completed through writing research papers. The practical part of the program mixed with the theoretical speaks to Tyler’s assertion regarding organization. There’s definitely a ‘program’ or ‘pathway’, and an attention to a mandatory selection of content.
(b) What are the major limitations of the Tyler rationale/what does it make impossible. The experience in internship made me acutely aware of the importance of optics between teachers and within sight of administration. This being the hidden curriculum spoken to in the article, “The focus on pre-specified goals may lead both educators and learners to overlook learning that is occurring as a result of their interactions, but which is not listed as an objective.” In the education of a teacher at the post secondary level, I don’t feel there is proper time allocated to ensuring the “principles on which to diagnose the strengths and weaknesses of individual students and differentiate the general principles … to meet individual cases.” My experience in the 1980’s was an education devoid of the arts education, one geared towards a curriculum “largely imported from technological and industrial settings.”
(c) What are some potential benefits/what is made possible. It provides direction for the majority who requiring a template. It certainly maintains the status quo. I think it could allow for vocational education, as everything needs an order, a system, and organization with a larger social goal in mind.
Ken Chaplin 
I agree on how even the university follows this kind of education process, kinda ironic in my mind how we are taught to break away from this mentality while having to go through it. I also agree with your list of benefits, it definitely would be helpful to those students that benefit from a concrete schedule
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Thank you for your post!
You pointed out that your experience at the University really focused on the ‘organization’ from the Tyler rationale, I did not think to compare to my university experience but stayed with my elementary and high school years but now I realize not only your point but the very heavy importance placed on the syllabus.
You mentioned that you did not think the university put enough effort into diagnosing the students level and needs, but this was not the experience I have had here at the University. In the music department you must audition before you are accepted into the program not only to make sure that you can join the department but so they know what level for lessons to begin work with you. Not only auditions but I had to write a music theory entrance exam so they knew if I was advanced enough to start at the 200 level music theory classes or if I had to start from square one.
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