Welcome to you all in my

presentation!
A Classroom Presentation on
Taba’s Model of Curriculum
Development
Presenter: Bhawana Luitel
M. Ed. Second semester
Roll No. 212
Section: ‘B’
 This model is developed by American architect, curricular theorist, a
curriculum reformer, and a curriculum teacher educator Hilda Taba (1902-
1967).
 Came in practice after publishing her book Curriculum development: Theory and
practice in 1962.
 Also regarded as Grass-root Model because this model has been focused on active
participation of teachers in the process of curriculum development process.
 Also called Inverted Model because for the first time this model had been
criticized the old method of curriculum development and practiced the process of
curriculum development in different way.
 Came into existence after Telor’s ‘Comprehensive Model’ to reform the
shortcomings of his model.
 This model is also considered as Inductive Approach and Teacher Approach and
Down-Top or Bottom-up Approach.
 The major differences between Taba’s model and Telor’s model are centralization-
decentralization and degree of priorities given to teacher roles.
 According to Taba (1962) there are basically four elements in curriculum;
objectives, content, teaching learning activities and evaluation. So, development of
effective curriculum depends upon the systematic study of the elements mentioned
above.(p.10)
 In this model Taba has focused on teacher’s role to development of need based
curriculum and said that teacher should be aware about the needs of students and
he/she has to become a one who develops the curriculum.
 The main focus of this model is that the needs of the students are at the forefront to
the curriculum.
Cont…..
1. Diagnosis of Needs:
 This is a first step to be followed by curriculum planners in the process of
curriculum development in Taba’s model.
 According to Taba in this stage curriculum planners diagnose the sources of needs
such as learners, society and culture and form of content.
 Here, learners’ need are analysed based on population, admission in school,
overall development ( physical, psychological, social and so on), family
background and data are collected through questionnaire, observation tools,
demographic forms.
 Curriculum planners including teacher start the process by identifying the needs of
the students for whom curriculum is to be planned. For example; majority of the
students are unable to think critically. So, they should be taught either in different
group or they need more time than other students.
2. Formulation of objective:
This is a second step to be followed by curriculum planners .
after diagnosis the needs curriculum planners should determine the objectives
which is achieved at the end of an academic year.
objective should reliable, valid and represents the needs of contemporary society.
They should specify the objectives by which needs will be fulfilled
Taba has recommended six principles to be followed while designing an objectives;
Objectives:
i. should contain both expected behavior and the content
ii. need to be stated specifically
iii.should be clear enough to indicate various learning experiences required to attain
different behavior
iv. should be developmental
v. should be realistic
vi. should be broad enough to encompass all types of outcomes
3. Selection of content:
 This is a third step.
 The creative objectives suggests the subject matter or content of the
curriculum.
 Validity and significance of the content is important for the selection
of the content (Taba, 1962).
 Taba has mentioned six foundations for selecting content:
i. Validity and significance of content
ii. Consistency with social realities
iii. Balance of breadth and depth
iv. Provision for wide range of objectives
v. Learnability and adaptability to experiences
vi. Needs and interests of students
4. Organization of Content
 this is a fourth step.
 Selecting s content is not enough, curriculum planners must organize
the content in a particular sequence taking into consideration the
maturity of learners, their academic achievement and their interests.
 Objectives which are determined in the second stage need to be
organized in appropriate way.
 According to Taba (1962) while planning the curriculum, curriculum
planners have to follow the principles of ‘known to unknown’, ‘near
to far’ , ‘concrete to abstract’ and ‘simple to complex’. (p.359)
 Psychological and logical principles should be selected.
 Taba has suggested these four foundations for organizing the
content:
i. Establishing sequence
ii. Providing for cumulative learning
iii. Providing for integration
iv. Combining the logical and psychological requirements
5. Selection of Learning Experiences:
 This is a fifth stage of curriculum development.
 Without learning experiences teaching learning seem to be fruitless.
 Content must be presented to students and they must be engaged with the
content.
 Here, curriculum planners should select the appropriate instrumental
methodology that will involve the students with the content.
 Selected learning experiences should include the diversity of students such as
age, aptitude, intelligence, language, culture etc.
 Curriculum planners should select the learning experiences that can help to
achieve the determined curriculum. For instance; learning experiences are
helpful to develop critical thinking in learners rather subject matter.
6. Organization of learning experiences:
 This is a sixth stage.
 Here, the selected learning experiences are to be organized in a
sequence depending both on content sequence and learner’s
characteristics.
 To implement learning experiences in teaching program, the
activities what learners should attain, are to be considered.
 Without learning experiences, it is a complex to clarify selected
content to learners and achieve the determined objectives.
 To organize learning experiences, the link between upper class
subjects and lower class subjects (Vertical relationship), and
subjects that are taught in same class (Horizontal) should be
established to generalize the similarity in subject matter and
difficulty level of learners
7. Evaluation:
This is a final stage of curriculum mentioned by Taba.
Here, curriculum planners must determine what objectives
have been accomplished. To access the achievement of
learning objectives, evaluation procedures need to be
designed.
In this stage, curriculum planners find out the achievements
of determined objectives, fruitfulness of program, strength
and weaknesses, issues to be reformed are considered.
Thank you so very much for your
Kind Participation!