1. Development of curriculum using Taba Model 2. Application of Taba Model in the Malaysian Classroom

1. EDUP 3013
PHILOSOPHY
AND EDUCATION
IN MALAYSIA
Task 2: Presentation
Prepared by:
1. Lau Zhi Wen
2. Muhammad Aqif Hakimy bin Razaimy

2. Table of Content
1. Development of curriculum Using Taba
Model
2. Application of Taba Model in the Malaysian
Classroom

3. Hilda Taba
(7
December
1902 – 6
July 1967)
born in a
small village
in south
eastern
Estonia.
born in a
small village
in south
eastern
Estonia.wrote a book
entitled
Curriculum
Development
: Theory and
Practice
(1962).
was a
student of
John
Dewey;
an architect, a
curriculum
theorist, a
curriculum
reformer, and
a teacher
educator.

4. Taba’
model
Inductive
approach
Teacher
approach
Grass-
root
approach

5. Hilda Taba (1962) suggested that Instead of
developing a general plan for the school
program as the scholars in the tradition of
deductive models do, it would be more
profitable to begin with the planning of
teaching-learning units.

6. Steps in Taba’s Model of Curriculum development:
1 • Define target students and their needs.
2 • Identify instructional objectives.
3 • Select the scope of subject content.
4 • Organize sequence and structure
5 • Select presentation methods and media
6 • Implement formative evaluation
7 • Design assessment activities

7. Application of Taba Model in the
Malaysian Classroom
– Teachers involve in implementing the curriculum while the main part
of the curriculum is determined by the Ministry of Education,
academics, content specialists and employers
– Lesson plan: enable a teacher or an educator to plan the objectives
that they want to achieve in class
– Teachers apply the concept formation or concept development model
in their teaching classroom
Listing Grouping Labeling Regrouping Synthesizing

8. Application of Taba Model in the
Malaysian Classroom
Scenario: English Language Classroom
• Problem faced by teachers in school
– Lost interest in reading any types of texts
– Unable to read and understand the text by sequencing and
predicting with guidance
• Focused scope: Reading Skills

9. Diagnosis of need
• Solving reading comprehension skills among students in Primary
4
Formulation of
objectives
• Identify type of text given
• Able to draw inference based on text given
Selection of content • Text from English textbook (SJKC) primary 4
Organization of
content
• Linear and non linear text for group activities
Selection of learning
experiences
• Interaction between students and the external conditions in the
environment
• Group discussion
Organisation of
learning activities
• Relevant content (in line with formulation of objectives)
• Suitable text type
Evaluation and
means of evaluation
• Data collection instrument (Observation by another senior and
experienced teacher)

10. 7 phases in implementing Taba
Model Activities
Listing
Grouping
Labelling Comparing
Generalising
Data
collection
Explaining
Predicting
Closure

11. Reference
Kementerian Pendidikan Malaysia. (n.d.). Kurikulum Standard Sekolah Rendah Dokumen Standard Kurikulum
dan Pentaksiran. Retrieved from http://www.sksab1.com/DSKP/T4/DSKP_BI_Tahun4_SJK.pdf
Taba, H. (1962). Curriculum development: theory and practice. New York, NY: Harcourt, Brace & World.
Shodh. (n.d.). Chapter IV: Instructional Programme [PDF file]. Retrieved from
http://shodhganga.inflibnet.ac.in/bitstream/10603/11042/12/12_chapter%204.pdf
Sohail Ahmad, & Feroz Khan. (2014, May 5). Taba model of curriculum development. Retrieved from
https://www.slideshare.net/sohail9595/taba-model-of-curriculum-development
Velez, M. (2010, December 14). Hilda taba. Retrieved from https://www.slideshare.net/miltonvelez/hilda-taba
Yoong, Y. L., Lee, T. E., & Kanagamani, K. (2013). English Sekolah Jenis Kebangsaan. Kuala Lumpur: Percetakan
Rina Sdn. Bhd.