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Hilda tabbas model 1902 1967
- 1. HILDA TABBAS MODEL 1902-1967 KAMRAN ALI#29
- 2. HILDA TABA (1902-1967) SHE WAS AN ARCHITECT, A CURRICULUM THEORIST, A CURRICULUM REFORMER, AND A TEACHER EDUCATOR. HILDA TABA PRESENTED APPROACH TO CURRICULUM IN HER BOOK “ CURRICULUM DEVELOPMENT: THEORY AND PRACTICES IN 1962.
- 3. HILDA TABBA OPINION SHE ARGUED THAT THERE WAS A DEFINITE ORDER IN CREATING CURRICULUM. SHE BELIEVED THAT TEACHERS WHO TEACH THE CURRICULUM, SHOULD PRACTICE IN DEVELOPING IT WHICH LED TO THE MODEL BEING CALLED THE GRASS-ROOTS APPROACH. TABA MODEL IS INDUCTIVE APPROACH. TABA MODEL IS TEACHER APPROACH. TABA BELIEVES THAT TEACHERS ARE AWARE OF THE STUDENTS NEEDS HENCE THEY SHOULD BE THE ONE TO DEVELOP THE CURRICULUM
- 4. HILDA TABBA OPINION THE MAIN IDEA TO THIS APPROACH IS THAT THE NEEDS OF THE STUDENTS ARE AT THE FOREFRONT TO THE CURRICULUM. SHE NOTED 7 MAJOR STEPS TO HER GRASS-ROOTS MODEL IN WHICH TEACHERS WOULD HAVE MAJOR INPUT. SHE WAS OF THE OPINION THAT TYLER MODEL WAS MORE OF AN ADMINISTRATIVE MODEL.
- 5. THE SEVEN STEPS OF HILDA TABBA 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
- 6. 1. 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
- 7. 2. FORMULATION OF LEARNING OBJECTIVES AFTER THE TEACHER HAS IDENTIFIED THE NEEDS THAT REQUIRE ATTENTION, HE OR SHE SPECIFIES OBJECTIVES TO BE ACCOMPLISHED.
- 8. 3. 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.
- 9. 4. 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.
- 10. 5 . 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
- 11. 6. 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.
- 12. 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 STUDENTS AND TEACHERS.