The Tyler curriculum model, released in 1949, uses children's interests as the focus of attention in the educational design process. The idea that children learn more effectively when they are allowed to pursue at least some of their interests is central to Tyler's philosophy.
Tyler's model has four pats, consisting of objectives, instructional content and strategies, organization of experiences for learning, and evaluation and assessment.
With regard to objectives, the Tyler model seeks to elucidate the purposes that an educational institution seeks to accomplish. The content and strategies portion focuses on the educational experiences that are most likely to accomplish those particular objectives. This is an important question for curriculum designers because selecting the right experiences can make all the difference for student engagement.
Choosing the experiences is important, but organizing them is just as important because fitting them into a scope and sequence that builds on instructional concepts toward a larger formal assessment is significant. Without proper vertical alignment, experiences lose some of their meaning over time, at least as they relate to instructional purposes.
Finally, the assessment and evaluation phase determines the success of the first three. If assessment reveals that the concepts are not being mastered, then the curriculum designers have to go back and choose different experiences that, while matching student interests, are more effective.