Taba model of curriculum development

TABA MODEL OF CURRICULUM DEVELOPMENT

PRESENTED TO : DR. MEMOONAPRESENTED BY : ZILL-E-HUMA BHATTICOURSE: CURRICULUM AND INSTRUCTIONS ( M.Ed. III)

WE SHOULD KNOW ABOUT? CURRICULUM CURRICULUM DEVELOPMENT MODEL CURRICULUM MODEL

CURRICULUM: The planned and guided learning

experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners’ continuous and willful growth in personal social competence.”

CURRICULUM DEVELOPMENT: Curriculum development is the

organized preparation of whatever is going to be taught in schools at a given time in a given year.

They are made into official documents, as guides for teachers, and made obligatory by provincial and territorial departments.

CURRICULUM DEVELOPMENT: Curriculum Development can be

defined as the systematic planning of what is taught and learned in schools as reflected in courses of study and school programs.

These curricula are embodied in official documents (typically curriculum "guides" for teachers) and made mandatory by provincial and territorial departments of education.

CURRICULUM DEVELOPMENT: Curriculum development is the process

of setting up and establishing specific guidelines of instruction for the curriculum.

THE CURRICULUM MODELS DEFINITION:A simplified representation of reality

which is often depicted in diagrammatic form.

PURPOSE:To provide a structure for examining the

elements that go to make up curriculum planning, and how these elements interrelate.

THE CURRICULUM MODELS The literature in the area of curriculum has

accepted the use of the term ‘model’ to explain both the nature and the process of curriculum development.

HILDA TABBA ( 1902-1967)

HILDA TABA (1902-1967) She was an architect, a curriculum

theorist, a curriculum reformer, and a teacher educator.

Hilda Taba presented approach to curriculum in her book “ CURRICULUM DEVELOPMENT: Theory and practices in 1962.

HILDA TABA’S OPINION: She argued that there was a definite order in

creating curriculum. She believed that teachers who teach the curriculum, should practice in developing it which led to the model being called the grass-roots approach.

Taba model is inductive approach. Taba model is teacher approach. Taba believes that teachers are aware of the

students needs hence they should be the one to develop the curriculum

HILDA TABA’S OPINION: The main idea to this approach is that

the needs of the students are at the forefront to the curriculum.

She noted 7 major steps to her grass-roots model in which teachers would have major input. She was of the opinion that Tyler model was more of an administrative model.

THE SEVEN STEPS OF HILDA TABA’S MODEL:

Diagnosis of needs Formulation of learning objectives Selection of learning content Organization of learning content Selection of learning experiences Organization of learning activities Evaluation and means of evaluation

1. DIAGNOSIS OF NEEDS

The teacher (curriculum designer) starts the process by identifying the needs of the students for whom the curriculum is to be planned.

2. FORMULATION OF LEARNING OBJECTIVES

. After the teacher has identified the needs that require attention, he or she specifies objectives to be accomplished.

3. SELECTION OF LEARNING CONTENT

The objectives selected or created suggest the subject matter or content of the curriculum. Not only should objectives and content match but also the validity and significance of the content chosen needs to be determined.

4. ORGANIZATION OF LEARNING CONTENT

A teacher can not just select content, but must organize it in some type of sequence, taking into consideration the maturity of the learners, their academic achievement, and their interests.

5 . SELECTION OF LEARNING EXPERIENCES

Content must be presented to pupils and pupils must engage the content. At this point, the teacher select instructional methods that will involve students with the content.

6. ORGANIZATION OF LEARNING ACTIVITIES

Just as content must be sequenced and organized, so must the learning activities. Often the sequence of the learning activities is determined by the content. But the teacher needs to keep in mind the particular students whom he or she will be teaching.

7. EVALUATION AND MEANS OF EVALUATION

The curriculum planner must determine just what objectives have been accomplished. Evaluation procedures need to be considered by the students and teachers.