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Hilda taba model
- 1. MAHARISHI DAYANAND UNIVERSITY DEPARTMENT OF EDUCATION NAME : DEEPIKA MALIK ENROLLMENT NO. : 2301 COURSE TITLE : CURRICULUM STUDIES COURSE CODE : 16MED22C3 TOPIC : TABA’S MODEL OF CURRICULUM DEVELOPMENT SUBMITTED TO : PRIYAMVADA MA’AM
- 3. About Hilda Taba Hilda Taba was an architect, a curriculum theorist, a curriculum reformer and a teacher educator. She was born in the small village of koovaste , Estonia. Taba believed that there has to be a definite order in creating a curriculum. Hilda taba presented approach to curriculum in her book “ CURRICULUM DEVELOPMENT : Theory and prectices in 1962”.
- 4. HILDA TABA MODEL Hilda Taba is the developer of the Taba model of learning. This model is used to enhance the thinking skills of students. She believed that there must be a process for evaluating students achievement of content after the content standards have been established and implemented . The main concept of this approach to curriculum development is that teacher must be involved in the development of curriculum.
- 5. HILDA TABA’S OPINION She argued that there was a definite order in creating curriculum. She believes that teachers who teaches the curriculum , should practices in developing it which led to the model being called Grass-root approach. Taba model is inductive and teacher approach. Taba believes that teachers are aware of the students needs hence they should be the one to develop the curriculum. The main idea to this approach is that the needs of the students are at the forefront to the curriculum.
- 6. 7 STEPS OF HILDA TABA’S MODEL
- 7. 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.
- 8. FORMULATING OF OBJECTIVES After the teacher has identified the needs that require attention, he or she specifies objectives to be accomplished.
- 9. SELECTING THE CONTENT The objectives selected or created suggest the subject matter or content of the curriculum. Not only objectives and content match but also the validity and significance of the content chosen needs to be determined.
- 10. ORGANISING LEARNING CONTENT A teacher can not just select content, but must organise it in some type of sequence, taking into consideration the maturity of the learners, their academic achievement and their interests.
- 11. SELECTING LEARNING EXPERIENCES Content must be presented to pupils and pupil must engage the content. At this point the teacher select instructional methods that will involve students with the content.
- 12. ORGANINSING LEARNING EXPERIENCES Just as content must be sequenced and organised, 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.
- 13. EVALUATION The curriculum planner must determine just what objectives have been accomplished. Evaluation procedures need to be considered by the students and teachers.
- 14. STRENGTHS OF USING THE TABA MODEL IN THE CLASSROOM Gifted students begin thinking of a concept then dive deeper in that concept. Focuses on open ended questions rather than right or wrong questions. The open-endedness requires more abstract thinking a benefit to our gifted students. The question answer lend themselves to rich classroom discussion. Easy to assess students learning.
- 15. LIMITATIONS Can be difficult for non gifted students to grasp. Difficult for heterogeneous classroom. Works well for fiction and non fiction, may be difficult to easily use in all subjects.