The document describes Hilda Taba's model of curriculum development, which consists of 7 steps: 1) Diagnosing student needs, 2) Formulating learning objectives, 3) Selecting learning content, 4) Organizing the content, 5) Selecting learning experiences, 6) Organizing learning activities, and 7) Evaluating outcomes. Taba believed teachers should play a leading role in curriculum development by identifying student needs and designing content and activities accordingly through an inductive, "grass-roots" approach.

2. TABA MODEL OF CURRICULUM
DEVELOPMENT
PRESENTED TO : DR. MEMOONA
PRESENTED BY : ZILL-E-HUMA BHATTI
COURSE: CURRICULUM AND INSTRUCTIONS
( M.Ed. III)

3. WE SHOULD KNOW ABOUT?
CURRICULUM
CURRICULUM DEVELOPMENT
MODEL
CURRICULUM MODEL

4. CURRICULUM:
 The planned and guided learning
experiences and intended learning
outcomes, formulated through the systematic
reconstruction of knowledge and
experiences, under the auspices of the
school, for the learners’ continuous and
willful growth in personal social competence.”

5. CURRICULUM DEVELOPMENT:
 Curriculum development is the organized
preparation of whatever is going to be taught
in schools at a given time in a given year.
 They are made into official documents, as
guides for teachers, and made obligatory by
provincial and territorial departments.

6. CURRICULUM DEVELOPMENT:
 Curriculum Development can be defined as
the systematic planning of what is taught and
learned in schools as reflected in courses of
study and school programs.
 These curricula are embodied in official
documents (typically curriculum "guides" for
teachers) and made mandatory by provincial
and territorial departments of education.

7. CURRICULUM DEVELOPMENT:
 Curriculum development is the process of
setting up and establishing specific
guidelines of instruction for the curriculum.

8. THE CURRICULUM MODELS
 DEFINITION:
A simplified representation of reality which is
often depicted in diagrammatic form.
PURPOSE:
To provide a structure for examining the
elements that go to make up curriculum
planning, and how these elements
interrelate.

9. THE CURRICULUM MODELS
 The literature in the area of curriculum has
accepted the use of the term ‘model’ to explain
both the nature and the process of curriculum
development.

10. HILDA TABBA ( 1902-1967)

11. 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.

12. HILDA TABA’S 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

13. HILDA TABA’S 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.

14. 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

15. 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.

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

17. 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.

18. 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.

19. 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.

20. 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.

21. 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.