Taba model, a model for curriculum. An inductive approach.

THE
TABA MODEL
Grossroots Model
Presented By : Group 2

• Hilda Taba (7 December 1902 - 6 July
1967) was an architect, a curriculum
theorist, a curriculum reformer, and
a teacher educator.
HILDA TABA
2
• Taba was born in a small village in
southeastern Estonia.
• Taba was introduced to Progressive
education ideas at Tartu University
by her philosophy professors.

• Taba was a student of John Dewey;
HILDA TABA
2
• She wrote a book entitled
Curriculum Development: Theory
and Practice (1962).
• This presentation will focus on the
applicability of the Hilda Taba's
model of curriculum development
to Higher education curriculum.

• She believed that there must be a
process for evaluating student
achievement of content after the
content standards have been
established and implemented.
HILDA TABA
2
• The main concept of this approach
to curriculum development is that
teachers must be involved in the
development of the curriculum.

• Social processes, including the socialization of human beings, are not
linear, and they cannot be modelled through linear planning. In other
words, learning and development of personality cannot be considered
as one-way processes of establishing educational aims and deriving
specific objectives from an ideal of education proclaimed or imagined
by some authority.
• The reconstruction of curricula and programmes 1s not a short term
effort but a long process, lasting for years.
3
FOUR TABA'S PHILOSOPHICAL IDEAS ON
CURRICULUM DEVELOPMENT

• Social institutions, among them school curricula and programmes, are
more likely to be effectively rearranged if. instead of the common way
of administrative reorganization— from top to bottom— a well-founded
and co-ordinated system of development from bottom to top can be
used
FOUR TABA'S PHILOSOPHICAL IDEAS ON
CURRICULUM DEVELOPMENT
• The development of new curricula and programmes is more effective if it
is based on the principles of democratic guidance and on the well-founde
distribution of work. The emphasis is on the partnership based on
competence, and not on administration.

TABA MODEL
5
• Taba model is inductive approach.
• start with specifics to a general design.
• i.e. teachers start by creating teaching - learning units for
the students, then narrow down to objectives.
• Her model is teacher approach.
• She believed that teachers are aware of the students needs
hence they should be the one to develop the curriculum.
• Taba's is the Grass-root approach.
• the Taba model was an attempt to ensure that decisions
about curriculum are made on the basis of valid criteria and
not whim or Fancy
• The main idea to this approach is that the needs of
the students are at the forefront to the curriculum.

7 STEPS OF TABA MODEL
1. Diagnosis of needs.
2. Formulation of objects:
3. Selection of content:
4. (Taba points out that not only should objectives
and content match, but the validity and
significance of the content identified need to be
determined as well)
5. Organization of content:
6. Selection of learner-activities:
7. Evaluation:

7 STEPS OF TABA MODEL
1. Diagnosis of learners needs and expectations of
the larger society.
2. Formulation of learning objectives.
3. Selection of the learning content.
4. Organization of learning content.
5. Selection of the learning experiences.
6. Organization of learning activities.
7. Determination of what to evaluate and the means
of doing it.

1. Diagnosis of learners needs and expectations of
the larger society.
• Begin by identifying the needs of the students for whom the
curriculum is planned
• Diagnosis of achievement.
• Diagnosis of students as learners.
• Diagnosis of curriculum problems.
• Systematic diagnosis process:
• Problem identification
• Problem analysis
• Formulating hypothesis and gathering
data.
• Experimenting with action.

• Specify objectives to be accomplished
• Main objectives of education are:
1. To add to knowledge they posses
2. To enable them to perform skills which otherwise they would
perform
3. To develop certain understanding, insights and appreciations.
4. Development of healthy personality.
5. Analysis of a particular culture and society which educational
program serves.
6. Transmit culture
7. Reconstruct society
8. Fullest development of individual

• To guide on curriculum decision on
1. What to cover?
2. What to emphasize?
3. What content to select?
4. Which learning experiences to stress?

• Principle of formulation of objectives:
1. Objective should useful, cleared and
concreteness
2. Objective should describe both kind of behavior
i.e. expected and content
3. Objective should be realistic
4. Scope of objective should be broad

• Match content and objectives.
1. Content should be rational base
2. Validity and significance of content
3. Consistency with social realities
4. Appropriateness to the need and interest of
students
5. Making proper distinctions between the various
levels of content
3.Selection and organization of content:
• Organise content in a sequence, taking into account the maturity of
the learners, their academic achievement and their interests.

• Teacher selects learning experiences and methods that will
involve the students with the content.
1. Have you used a variety of teaching methods?
2. When using lecture will you make that active with questions and
discussion?
3. Are there opportunities for students to learn from one another?
4. Are there opportunities for students to apply what they are learning
through solving real problems or developing projects that could be
used in a real work setting?
4. Organization and Selection of the learning
experiences
• Sequence and organise learning activities
• This involves more than applying principles of learning.

• Determine how objectives are to be accomplished and what
have been accomplished
• Plans need to be made for evaluation.
7. Determination of what to evaluate and the means
of doing it.
• How should the quality of learning being evaluated
to assure that the ends of education are being
achieved.
• How does one make sure that their is consistency between
aims and objectives and what is actually achieved by
students.
• Does the curriculum organization provide experiences which
offer optimum opportunities for all varieties of learners to
attain independent goals?

Taba believed that: "To evolve a theory of
curriculum development and a method of
thinking about it, one needs to ask what
demands and requirements of culture and
society both are, both for the present and
the future. Curriculum is a way of preparing
young people to participate in our culture."
6

APPLICATION OF TABA MODEL
Taba model is currently used in most curriculum designs.
7
• Identifying the needs of the students.
• Developing objectives
• Selecting instructional method
• Organizing learning experiences
• Evaluating

STRENGTHS OF TABA MODEL:
Taba model is currently used in most curriculum designs.
7
• Gives teachers a greater role by not just making them
implementers of the curriculum but also developers
• Uses the inductive method
• Teacher approach is used
• Notes that teachers are aware of the students' needs
therefore they are the ones that should develop the curriculum
• Sees curriculum as a "plan for learning"
• Gives importance to objectives in order to establish a sense of
purpose for deciding what to include, exclude and emphasize
in a curriculum.

STRENGTHS OF USING THE TABA
MODEL IN THE CLASSROOM:
7
• Gifted students begin thinking of a concept, then dive deeper into
that concept
• Focuses on open-ended questions rather than right/wrong
questions
• The open-endedness requires more abstract thinking, a benefit to
our gifted students
• The questions and answers lend themselves to rich
• classroom
• discussion
• Easy to assess student learning

LIMITATIONS OF USING THE TABA
• It often relies on the teacher's ability to create or select
materials appropriate to learners' expressed needs.
8
• This requires skill on the part of the teacher as well as time
and resources given the reality of teachers, professional
preparation and working condition (Smith et al.,2001) lack of
skills time and resources makes creating curriculum with this
approach difficult
• Teachers may also find it difficult to strike an acceptable
balance among the needs of interest of students

LIMITATIONS OF USING THE TABA
• Taba’s inductive model may not appeal to curriculum
developers who preferred to consider the more global
aspects of the curriculum before proceeding to specifics
8
• Can be difficult for gifted students to grasp
• Difficult for heterogeneous classroom
• Works well for fiction and nonfiction maybe difficult to easily
use in all subject

CONCLUSION
• In short, Taba advocated for a flexible model of curriculum
renewal based on joint efforts of practicing teachers,
educational administrators and researchers.
9
• Her curriculum model covers many of the critical topics,
from aims and goals of education, the selection of the
content, the process of organizing learning and school
development, and evaluation at different levels.

IMPLEMENTATION
Fauget
University
|
2024
Phase 1
Lorem ipsum dolor sit amet,
consectetur adipiscing elit.
Quisque non elit mauris. Cras
euismod, metus ac finibus.
Phase 3
Phase 4
10
Phase 2

RESULT
Lorem ipsum dolor sit
amet, consectetur
adipiscing elit. Quisque
non elit mauris. Cras
euismod, metus ac
finibus finibus.
Fauget University | 2024 11

consectetur adipiscing elit. Quisque
non elit mauris. Cras euismod, metus
ac finibus finibus, felis dui suscipit
purus, a maximus leo ligula at dolor.
Morbi et malesuada purus. Phasellus
a lacus sit amet urna tempor
sollicitudin.
12
CONCLUSION
Fauget University | 2024

Recommendation 1
Recommendation 2
Lorem ipsum dolor sit amet, consectetur adipiscing elit.
Quisque non elit mauris. Cras euismod, metus ac finibus.
Lorem ipsum dolor sit amet, consectetur adipiscing elit.
Quisque non elit mauris. Cras euismod, metus ac finibus.
RECOMMENDATION
Fauget University | 2024 13

Presented By : Claudia Alves
Fauget University | 2024
THANK YOU

Taba model, a model for curriculum. An inductive approach.

More Related Content

Similar to Taba model, a model for curriculum. An inductive approach. (20)

Recently uploaded (20)

Taba model, a model for curriculum. An inductive approach.