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Taba Model of Curriculum Development - Educare We Educate, We

Hilda Taba developed a 7-step model for curriculum development known as the Taba Model. The 7 steps are: 1) diagnosing learner needs, 2) formulating objectives, 3) selecting content, 4) organizing content, 5) selecting learning experiences, 6) organizing learning activities, and 7) evaluation. Taba believed curriculum development should start with teachers and involve identifying needs, setting objectives to address those needs, and selecting and organizing appropriate content and activities for students. The Taba Model aims to develop higher-order thinking skills through open-ended learning experiences.

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Taba Model of Curriculum Development - Educare We Educate, We

Hilda Taba developed a 7-step model for curriculum development known as the Taba Model. The 7 steps are: 1) diagnosing learner needs, 2) formulating objectives, 3) selecting content, 4) organizing content, 5) selecting learning experiences, 6) organizing learning activities, and 7) evaluation. Taba believed curriculum development should start with teachers and involve identifying needs, setting objectives to address those needs, and selecting and organizing appropriate content and activities for students. The Taba Model aims to develop higher-order thinking skills through open-ended learning experiences.

Uploaded by

Uma Singh
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Taba Model of Curriculum Development


Anwaar Ahmad Gulzar 2 years ago

Taba Model of Curriculum Development

Hilda Taba (7 December 1902 – 6 July 1967) was an architect, a


curriculum theorist, a curriculum reformer, and a teacher
educator. She wrote many books, especially in education,
including The Dynamic of Education (1932), Adolescent Character
and Personality (1949), School Culture: Studies of Participation and
Leadership(1955), Action Research: A case study(1957), Curriculum
Development and Practice (1962), Thinking in Elementary School
Children(1964) etc.

Taba contributed to the theoretical and pedagogical foundation of


concept development and critical thinking in social studies
curriculum and helped to lay the foundation of education. She also
created a multipurpose teaching model that utilizes the use of
multiple process i.e. Listing, grouping, re-grouping, labelling, and
synthesizing. Her model “Grassroot approach” is modified version
of Tyler’s model.

Taba’s definition of Curriculum

Taba defines ‘curriculum’ as a document containing a statement of


the aims and of the specific objectives; it indicates some selection
and organization of content; it either implies or manifests certain
patters of learning and teaching. Because the objective demand or
the content organization requires it includes a program of
evaluation of the outcomes.

Steps of Hilda Taba model of Curriculum


Development

Hilda Taba is the developer of this model of learning. Taba


believed that there is a definite logical and sequential order in
creating a curriculum. She promotes the “Down-Top model” or
Grassroots approach. Taba’s grassroots model has seven steps as
listed below, advocating a major role for teachers.

1. Diagnosis of Learners’ Needs:-

The teacher who is also the curriculum designer starts the process
by identifying the needs of the students for whom curriculum is to
be planned. For example; Majority of students are unable to think
critically.

2. Formulation of Objectives:-

After the teacher has identified the needs of learners that require
attention, he or she specifies the objectives by which needs will be
fulfilled.

3. Selection of the Content:-

The objectives selected or created suggest the subject matter or


content of the curriculum. Not only objectives and content should
match, but also the validity and significance of the chosen content
need to be determined. i.e. the relevance and significance of the
content.

4. Organization of the Content:-

A teacher cannot just select content but must organize it in a


Particular Sequence taking into consideration the maturity of
learners, their academic achievement and their interests.

5. Selection of Learning Experiences:-

Content must be presented to students and they must be engaged


with the content. At this point teacher should select appropriate
instructional methodology that will involve the students with the
content.

6. Organization of Learning Activities:-

The learning activities be organized in a sequence depending both


on content sequence and learners’ characteristics. The teacher
needs to keep in mind the students he or she will be teaching.

7. Evaluation:-

The curriculum planner i.e. the teacher must determine what


objectives have been accomplished. To assess the achievement of
learning objectives, evaluation procedures need to be designed.

Strengths of using the Taba Model

1. This model taps into higher-order thinking skills.


2. Builds comprehension skills such as inference, synthesizing and
summarizing.
3. Gifted learners will thrive with the opportunities to explore
questions with multiple correct answers.
4. Questioning is open ended, No clear right or wrong response.
5. When grouped together students work collaboratively with others
to build speaking and listening skills.
6. Provides an opportunity for healthy classroom discussions before
and after generalizations are made.

Limitations of using the Taba Model

1. Can be difficult for some students to handle the open-ended aspect


of the model.
2. Without clear direction it may be difficult for teachers to plan and
prepare questions for the path of the students take.
3. Difficult to adapt for all subjects, or at least for some types of texts.
4. Texts must be chosen in advance.

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Categories: Curriculum Development

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