In 1949, a small book had a big impact on education. In just over one hundred pages, Ralph W. Tyler presented the concept that the curriculum should be dynamic, a program subjected to constant evaluation and revision. The curriculum had always been thought of as a static, set program, and in an era concerned with student testing, it offered the innovative idea that teachers and administrators should spend as much time evaluating their own plans as those of their students. Since then, Basic Principles of Curriculum and Instruction have been a standard reference for anyone working with curriculum development. While not a rigorous how-to guide, the book shows how educators can critically approach curriculum planning, studying progress and regrouping when necessary. Its four sections focus on setting goals, selecting learning experiences, organizing instruction, and evaluating progress. Readers will come away with a solid understanding of how to formulate educational goals and how to analyze and adapt their plans so that students achieve their goals. Tyler also explains that curriculum planning is an ongoing and cyclical process, an educational tool that must be fine-tuned. This emphasis on thoughtful assessment has kept the Basic Principles of Curriculum and Instruction a relevant and trusted companion for over sixty years. And with school districts across the nation working feverishly to align their curriculum with Common Core standards, Tyler's simple recommendations are valid and effective tools for educators as they work to create curriculum that integrates national goals with student needs. their students. In essence, Tyler's Logic is represented by the four-step sequence of identifying objectives, selecting the means for achieving or achieving these objectives i.e. through educational or teaching-learning experiences provided to students, organizing these educational or teaching-learning, and evaluating outcomes or what students have accomplished or accomplished. Tyler suggested that during curriculum development, objective data should be collected from three sources, namely; the student, society and the subject.