In 1949, a small book had a big impact on education. In just over a hundred pages, Ralph W. Tyler presented the concept that curriculum must be dynamic, one that is constantly evaluated and revised. Curriculum has always been viewed as a static, set program, and in an era preoccupied with student testing, he proposed the innovative idea that teachers and administrators should spend as much time evaluating their plans than to evaluate their students. The Principles of Curriculum and Instruction provide a standard reference for anyone working in curriculum development. Although not a strict how-to guide, the book shows how educators can critically approach curriculum planning, studying progress, and retooling when necessary. Its four sections focus on setting goals, selecting learning experiences, organizing instruction, and assessing progress. Readers will come away with a solid understanding of how to formulate instructional goals and how to analyze and adjust their plans so that students achieve the goals. Tyler also explains that curriculum planning is an ongoing and cyclical process, an educational instrument that must be refined. This emphasis on thoughtful assessment has made Fundamentals of Curriculum and Teaching a relevant and reliable companion for over sixty years. And as school districts across the country work feverishly to align their curriculum with the Common Core standards, Tyler's simple recommendations are strong, effective tools for educators working to create curriculum that integrates national goals with needs. of their students. Essentially, Tyler's rationale is represented by the four-step sequence of identifying objectives, selecting means to achieve or achieve these objectives, namely through educational or teaching-learning experiences offered to students, organizing these educational or teaching-learning experiences, and evaluate the results or what the students achieved or achieved. Tyler suggested that when developing a curriculum, data on objectives should be collected from three sources, namely: the learner, the society and the subject.