This document discusses two major models of curriculum planning: the Tyler model and the Taba model. The Tyler model focuses on answering four fundamental questions to shape curriculum, including goals, content, learning experiences, and evaluation. It provides an easy step-by-step process but lacks feedback. The Taba model takes a more inductive and teacher-focused approach, starting with diagnosing student needs and having teachers develop curriculum. It emphasizes the specific needs of students but teachers may not understand connections between elements. Both models aim to provide guidance for curriculum planning and development.

1. Topic
Models of Curriculum Planning
Present by
Hamna binate Ali
IER, University of the Punjab

2. Curriculum Planning
Curriculum planning is simply the design by
which school fulfill their responsibilities on
behalf of children and society as well.

3. Models
Models defined as:
“A simplified
representation of
reality which is
often depicted in
diagrammatic form”

4. Need of Models
Models serve as guideline to action.
Models are found in almost every form of
education.
The education profession has models of
instruction, of administration, of evaluation, of
supervision etc

5. Curriculum Models
Curriculum Models are designed to provide a
basis for decisions regarding the selection,
structuring and sequencing of the educational
experiences.

6. Major Curriculum Model
• Two major curriculum
models are the Tyler
and Taba.
• Each emphasizes
teacher planning and
assessment.
• The Tyler model
focuses on four
questions to
shape curriculum,
and the
Taba model is more
focused on teacher
input.

7. Ralph Tyler
• Ralph Tyler (1902-
1994) published more
than 700 articles and
sixteen books. •
• Best known for The
Basic Principles of
Curriculum and
Instruction.

8. The Tyler Model:
Four basic Principles
There are four major stages in the process of
curriculum development.
1) Goals and Objectives
2) Content
3) Learning
4) Evaluation

9. Tyler’s Four Fundamental Questions:
1) What educational purposes should the school
seek to attain?
2) What educational learning experiences can
be provided that are likely to attain these
purposes?
3) How can these educational experiences be
effectively organized?
4) How can we determine whether these
purposes are being attained?

10. Tyler’s Model
Advantage
• It provides an easy to
follow step-by-step
guide to curriculum
planning and
development.
Disadvantage
• It does not have a
feedback mechanism to
tell people how to
correct it.

11. Hilda Taba
• She was an architect, a
curriculum theorist, a
curriculum reformer, and a
teacher educator.
• Taba was introduced to
Progressive education
ideas at Tartu University
by her philosophy
professors.
• Taba was a student of John
Dewey.
• She wrote a book entitled
Curriculum Development:
Theory and Practice
(1962).

12. Taba Model
Taba model is inductive approach.
 Taba model is teacher approach.
Taba believe that teachers are aware of the
students needs hence they should be the one to
develop the curriculum.
Taba’s is the Grass-root approach.
The main idea to this approach is that the
needs of the students are at the forefront to the
curriculum.

13. Taba’s inductive approach
• Taba advocated an inductive approach to
curriculum development.
• In the inductive approach, curriculum workers
start with the specifics and build up to a
general design as opposed to the more
traditional deductive approach of starting with
the general design and working down to the
specifics.

14. Steps in Taba model:
1) Diagnosis of learners needs and expectations
of the larger society.
2) Formulation of learning objectives.
3) Selection of the learning content.
4) Organization of learning content.
5) Selection of the learning experiences.
6) Organization of learning activities.
7) Determination of what to evaluate and the
means of doing it.

16. Taba’s Model
Advantage
• Teacher is involved in
the development of the
curriculum.
Disadvantage
• Teachers not
understanding the
connection between
the content, activities,
teaching methods and
evaluation.

17. References
• Johnson M, (1967). Definitions and models in curriculum theory,
Educational Theory, 17(2), 127-140.
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