Taba’s and Contemporary Model

TABA’S MODEL
 TABA’S MODEL

Based on the
Objective Model or
Tyler’s Model (Ralph
Taba’s Model Tyler, 1950)
Most suitable
(Hilda Taba, curriculummodel Prominent model for
curriculum
1962) development and
widely used as a
reference
HILDA TABA
Hilda Taba was an
architect, a curriculum
theorist, a curriculum
reformer, and a
teacher educator.
Taba was a student of
John Dewey.
 Taba’s Model
• Also known as “Grass-roots approach’.
– Based on the rationale that those who teach the
curriculum i.e. the teacher, should participate in
developing the curriculum.
• Teacher should have major input in curriculum
development.
• Agreed with Tyler that there should be a definite
order in developing the curriculum to facilitate
attaining a more thoughtful and dynamically
conceived curriculum.
 Taba’s Model
• Inductive approach – start with
specifics to a general design.

• i.e. teachers start by creating teaching

– learning units for the students,
rather than by engaging initially in
creating a general curriculum design.
7 Steps of Taba’s Model
DIAGNOSIS OF NEEDS

SELECTION OF OBJECTIVES

SELECTION OF CONTENT

ORGANIZATION OF CONTENT

SELECTION OF LEARNING EXPERIENCES

ORGANIZATION OF LEARNING EXPERIENCES

DETERMINING OF WHAT TO EVALUATE AND

HOW TO EVALUATE IT
 Taba’s Model
7 major steps:
1. Diagnosis of Needs:
Begin by identifying the needs of the
students for whom the curriculum is
planned.
2. Formulation of Objectives:
Specify objectives to be accomplished.
3. Selection of Content:
Match content and objectives.
4. Organisation of Content:
Organise content in a sequence, taking into
account the maturity of the learners, their
academic achievement and their interests.
 Taba’s Model
5. Selection of Learning Experiences:
Teacher selects learning experiences and methods
that will involve the students with the content.

6. Organisation of Learning Experiences:

Sequence and organise learning activities.

7. Evaluation and Means of Evaluation:

Determine how objectives are to be accomplished
and what have been accomplished.
• 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."
 Strengths of Taba’s Model
• Gives teachers a greater role by not just making
them implementers of the curriculum but also
developers.
• Note that teachers are aware of the students’
needs therefore they are the ones that should
develop the curriculum.
• 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 Taba’s Model
• It gives power to the learners: they are
identified as the experts in knowing what
they need to know.
 WEAKNESSES OF TABA’S MODEL
• It often relies on the teacher's ability to create
or select materials appropriate to learners'
expressed needs.
• This requires skill on the part of the teacher, as
well as time and resources. Given the reality of
teachers' professional preparation and working
conditions (Smith et al., 2001), lack of skills,
time and resources makes creating curriculum
with this approach difficult.
 WEAKNESSES OF TABA’S MODEL
• Teachers may also find it difficult to strike an
acceptable balance among the needs and
interests of students. 
• Taba’s inductive model may not appeal to
curriculum developers who prefer to consider
the more global aspects of the curriculum
before proceeding to specifics.
CONTEMPORARY MODEL
OR FRAMEWORK OF
CURRICULUM
DEVELOPMENT
 Curriculum Development
• Based on 3 models of curriculum development,
the contemporary model or framework of
curriculum development involves 5 steps:

1) Needs analysis
2) Formulating Objectives
3) Selecting and organizing content
4) Implementing the curriculum
5) Evaluating the curriculum
 Contemporary Framework

Selecting and Implementin Evaluating

Needs Formulating
Organizing g the the
Analysis Objectives
Content Curriculum Curriculum
 Curriculum Development
1) Needs analysis
It may include analyzing the needs of:

• Students
• Graduates
• Employers
• Industry
• Stakeholders
• National and global development
 Curriculum Development
2) Formulation of objectives

• Formulate objectives in relation to

established philosophy, vision, mission, goals
and objectives of the institution /
organization / body
 Curriculum Development
3) Selection of Content
Sources of content:
• Lecturers • Academic advisors
• External examiners • Professional bodies
• Alumni, graduates
• Employers
• Government policies
• Accreditation bodies • Comparison and
• IHLs / Academicians benchmarking with
• Students international /
national / organisations
best practices
 Curriculum Development
3) Selection of Content

Consider:
• Breadth and depth
• Relevance and Adequacy
• Balance between knowledge, skills and
attitude
 Curriculum Development

4) Implementation

• Teaching and learning process

 Curriculum Development
5) Evaluation

• Determine the method to measure whether the

curriculum is achieving the desired objectives or results

• It involves an appraisal of the students’ actual behaviour

• It should be carried out at several different times to

secure evidence of the permanence of the learning
achieved
 Curriculum Development
5) Evaluation

• Using a variety of methods e.g. tests, work

samples, questionnaires, records, etc.

• Results should be used to:

– indicate strengths and weaknesses of the program

– to plan for revision
 THANK YOU!
Time to wake up!