Hilda Taba was a curriculum theorist and teacher educator known for developing a model for curriculum development. Her model is inductive and teacher-centered, believing teachers should develop curriculum based on their understanding of student needs. The key steps in Taba's model are: 1) Diagnosing student needs, 2) Formulating objectives, 3) Selecting content, 4) Organizing content, 5) Selecting learning experiences, 6) Organizing experiences, and 7) Evaluating student learning. Taba's model emphasizes identifying student needs and developing objectives to guide curriculum design.

2. Introduction:
Gov’t elementary college for education
Qsaimabad,karachi
Name mahreen zafar khan &
erum Saba
Instructor Sir Afaq
Class B.Ed (Hons) 5th semester
Subject Curriculum Development
Date 8th may, 2016

3. Presentation topic:

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

5. Hilda Taba’s definition of
curriculum
 A curriculum usually contains a
statement of aims and of specific
objectives; it indicates some selection and
organization of content.

6. Curriculum development
Curriculum development can be defined
as the process of planning, implementing,
and evaluating curriculum that ultimately
results in a curriculum plan.

8. Curriculum models
Models:
Definition:
A simplified representation of reality which is
often depicted in diagrammatic form

9. Curriculum models
 One way of developing a curriculum plan is through
modeling. Models are essentially patterns that serve
as guidelines to action. Models can be found for
almost every form of educational activity.
 Models Are designed to provide a basis for decisions
regarding the selection, structuring and sequencing of the
educational experiences

10. Types of curriculum models
There are three types of curriculum models
Rational/objectives models
(Ralph Tyler & Hilda Taba)
Cyclical models
(Wheeler & Nichols)
Dynamic/interaction models
(Walker & Skilbeck)

11. A continuum of curriculum models
Rational/objectives models:
Ralph Tyler
Hilda Taba

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 model in diagrammatic form

14. 1.Diagnosis of learners needs:
 Diagnose of achievement.
 Diagnosis of students as learner.
 Diagnosis of curriculum problems.
Systematic diagnosis process
 Problem identification
 Problem analysis
 Formulating hypothesis and gathering data.
 Experimenting with action

15. 2.Principle of formulation of
.objectives:
 Objective should useful, cleared and
concreteness
 Objective should describe both kind of
behavior i.e. expected and content
 Objective should be realistic
 Scope of objective should be broad.

16. Formulation of learning
objectives.
Main objectives of education are:
 To add to knowledge they posses
 To enable them to perform skills which otherwise
they would not perform
 To develop certain understanding, insights and
appreciations.
 Development of healthy personality.
 Analysis of particular culture and society which
educational program serves.

17. 3.Selection of content:
 Content should be rational base
 Validity and significance of content
 Consistency with social realities
 Appropriateness to the need and interest of
students
 Making proper distinctions between the various
levels of content

18. 4.Organization of learning content
 Through the selection ,then determined
curriculum that prepared the order , so look at
the curriculum or what class it should be given .

19. 5.Selection of the learning
experiences
 At this stage determined the learning
experiences of students in order to achieve
objectives of the curriculum .

20. 6.Organization of the learning
experiences
Teacher then determine how to package learning
experiences that have determined that the packages
into the activity, students were invited as well , so
that they have a responsibility to implement
Learning activities .

21. 7. Determining the evaluation tools
and procedures to be students
 Plans need to be made for evaluation.
 How should the quality of learning be
evaluated to assure that the ends of
education are being achieved?
 How does one make sure that there is
consistency between the aims and
objectives and what is actually achieved by
students?
 Does the curriculum organization provide
experiences which offer optimum
opportunities for all varieties of learners to
attain independent goals?

22. Taba believed that: "To evolve a theory of
curriculum development and a method of
thinking about it, one needs to ask what
demands and requirements of culture and
society both are, both for the present and the
future. Curriculum is a way of preparing young
people to participate in our culture."

23. Application of the Taba model
 Taba model is currently used in most
curriculum designs.
 Identifying the needs of the students.
 Developing objectives
 Selecting instructional method
 Organizing learning experiences
 Evaluating

24. Strengths of Taba model:
 Gives teachers a greater role by not just making them
implementers of the curriculum but also developers.
 Uses the inductive method.
 Teacher approach is used.
 Notes that teachers are aware of the students’ needs
therefore they are the ones that should develop the
curriculum.
 Sees curriculum as a “plan for learning”.
 Gives importance to objectives in order to establish a
sense of purpose for deciding what to include, exclude
and emphasize in a curriculum.

25. Weakness of Taba’s model
 Not appealing to curriculum developer who
prefer global aspects of curriculum
 Can be difficult for non-gifted students to
grasp.
 Difficult for heterogeneous classrooms.
 Works well for fiction and non-fiction, may be
difficult to easily use in all subjects.