The Taba Model was developed by Hilda Taba (1902 - 1967), an architect, a curriculum theorist, a curriculum reformer, and a teacher educator.Taba believed that there has to be a definite order in creating a curriculum. She advocated that teachers take an inductive approach to curriculum development which meant starting with the specifics and building toward a general design, rather than the traditional deductive approach (starts with the general design and work towards the specifics) which was rooted in Tyler's model. Hilda Taba followed the grass-roots approach in developing curriculum For her, it should be the teachers who should design the curriculum rather than the higher authorities (Oliva, 1992). More specifically stated, the Taba approach believes in allowing the curriculum to be developed and/or authored by the users (teachers). Under the Taba Model teachers are expected to begin each curriculum by creating specific teaching-learning units and building to a general design. According to Khwaja, Akhtar, & Mirza (n.d.), "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." Her model of developing a curriculum consisted of seven main steps and over the years, these seven steps have formed the basis for Hilda Taba's ... This solution provides information about Hilda Taba and her suggested approach to curriculum development. It also includes information about five of Taba's main elements required when developing a curriculum. The solution is referenced. 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. Taba Model Of
Curriculum Development
HADEEQA WALEED
EDUCATIONIST

2. The Taba Model
• The Taba Model was developed by Hilda Taba
(1902 - 1967), an architect, a curriculum
theorist, a curriculum reformer, and a teacher
educator. She was born in the small village of
Kooraste, Estonia. Taba believed that there has
to be a definite order in creating a curriculum.

3. • She advocated that teachers take an
inductive approach to curriculum
development which meant starting with the
specifics and building toward a general
design, rather than the traditional deductive
approach (starts with the general design and
work towards the specifics) which was rooted
in Tyler's model. Hilda Taba followed the
grass-roots approach in developing
curriculum

4. • For her, it should be the teachers who should
design the curriculum rather than the higher
authorities (Oliva, 1992). More specifically
stated, the Taba approach believes in allowing
the curriculum to be developed and/or
authored by the users (teachers). Under the
Taba Model teachers are expected to begin
each curriculum by creating specific teaching-
learning units and building to a general design.

5. • According to Khwaja, Akhtar, & Mirza
(n.d.), "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." Her model of
developing a curriculum consisted of
seven main steps and over the years,
these seven steps have formed the basis
for Hilda Taba's ...

6. •This solution provides information
about Hilda Taba and her suggested
approach to curriculum development.
It also includes information about
five of Taba's main elements required
when developing a curriculum. The
solution is referenced.

7. 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

8. . 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

9. FORMULATION OF LEARNING OBJECTIVES
•After the teacher has identified the
needs that require attention, he or
she specifies objectives to be
accomplished.

10. 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.

11. 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.

12. 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.

13. 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

14. 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.