Taba model of curriculum
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This document discusses curriculum development and Hilda Taba's model for curriculum design. It defines curriculum as activities designed by teachers and students to achieve educational goals. Curriculum development is the systematic planning of what is taught and learned, as reflected in courses of study. Taba's model involves 7 steps: 1) diagnosing student needs, 2) formulating objectives, 3) selecting content, 4) organizing content, 5) selecting learning experiences, 6) organizing learning experiences, and 7) evaluating. This grass-roots approach places teachers at the center of curriculum design rather than higher authorities.
Taba model of curriculum
- 2. Presented to: Dr Aroona Hashmi Presented by: Muhammad javed iqbal Institute of education and research university of the Punjab
- 4. Grundy(1987) defines curriculum as a programme of activities (by teachers and pupil) designed so that pupil will attain so far as possible certain educational and other schooling ends or activities
- 5. 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.
- 6. A model is a format for curriculum design developed to meet unique needs, contexts, and/or purposes. In order to address these goals, curriculum developers design, rearrange one or more key curriculum components.
- 8. Hilda Taba followed the grass-roots approach in developing curriculum. She believed in an inductive approach to curriculum development. For her, it should be the teachers who should design the curriculum rather than the higher authorities.
- 9. a) Creating the units of work to be studied b) Testing these units with students c) Adapting units as necessary after the testing d) Creating a framework to test to ensure that all material is covered in a clear and complete manner. e) Putting the units of study into practice, while always creating new units to to use in the classroom
- 10. Step 1: Diagnose of needs: The teacher (curriculum designer) starts the process by identifying the needs of the students for whom the curriculum is to be designed. Step 2: Formulation of objectives: After the teacher has identified needs that require attention, he specifies objectives to be accomplished. Step 3: Selection of content: The objectives selected or created suggest the subject matter or content of the curriculum. Objectives and content should be match. Step 4:Organization of content: A teacher cannot just select the content, but mustorganize in some type of sequence, taking learner maturity into consideration, learner’s academic achievements and their interests.
- 11. Step 5: Selection of learning experience: Content must be presented to students and they must engage the content. Here, the teacher selects instructional methods that will involve the students with the content. Step 6: Organization of learning experience: As content must be sequenced and organized; the learning activities, too. Step 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 teacher and students.
- 12. The model is currently used today most curriculum design: The steps still used are: 1. Identifying the needs of the students 2. Developing objectives 3. Selection instructional methods 4. Organizing learning experiences 5. Evaluating