Hilda taba model

The HILDA TABA MODEL OF CURRICULUM DEVELOPMENT

1. Assess the applicability of the Hilda Taba’s model of Curriculum Development on HE curriculum By Guide Bango Pgdhe 2 020 C20140390D 1

2. Presentation outline Learning outcomes Definition of terms Introduction Four Taba’s philosophical ideas on curriculum development The Taba model Steps in the Taba model Application of the Taba model Strengths of the Taba model Limitations of using the Taba Model Conclusion Questions/reflections/responses to questions References 2

3. Learning outcomes Explain the key components of Hilda Taba’s model. Describe the strengths and weaknesses of the Hilda Taba’s model. Assess the applicability of the Hilda Taba’s model of curriculum development on Higher education. 3

4. Definition of terms Curriculum is a programme of activities (by teachers/educators/facilitators/lecturers/mentors and pupil/student) designed so that pupil/student will attain so far as possible certain educational and other schooling ends or activities, (Grundy 1987) Curriculum Development  can be defined as the systematic planning of what is taught and learned in schools/colleges/universities/institutions of HE as reflected in courses of study and school programs. A model is a format for curriculum design developed to meet unique needs, contexts, and/or purposes. (Fry 2001, Ketteridge , 2003, Marshall 2008) Higher education is all organized learning and training activities at the tertiary level (UNESCO 1994: 7). 4

5. Introduction The Taba Model was developed by Hilda Taba (1902 – 1967), an architect, a curriculum theorist, a curriculum reformer, and a teacher educator. She was born in Kooraste , a small village in the present Põlva county, in south-east Estonia, on 7 December 1902, (Brady, 1992, p. 9). This presentation will focus on the applicability of the Hilda Taba’s model of curriculum development to Higher education curriculum. She believed that there must be a process for evaluating student achievement of content after the content standards have been established and implemented. The  main concept  of this approach to curriculum development is that teachers must be involved in the development of the curriculum. 5

6. Four Taba’s philosophical ideas on curriculum development Social processes, including the socialization of human beings, are not linear , and they cannot be modelled through linear planning. In other words, learning and development of personality cannot be considered as one-way processes of establishing educational aims and deriving specific objectives from an ideal of education proclaimed or imagined by some authority. The reconstruction of curricula and programmes is not a short-term effort but a long process , lasting for years. 6

7. Some of Taba’s philosophical ideas on curriculum development…. contd Social institutions, among them school curricula and programmes, are more likely to be effectively rearranged if, instead of the common way of administrative reorganization—from top to bottom— a well-founded and co-ordinated system of development from bottom to top can be used. The development of new curricula and programmes is more effective if it is based on the principles of democratic guidance and on the well-founded distribution of work . The emphasis is on the partnership based on competence, and not on administration. 7

8. Taba model: Taba model is inductive approach . start with specifics to a general design. i.e. teachers start by creating teaching – learning units for the students, then narrow down to objectives. Her model is teacher approach. She believed 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 Taba model was an attempt to ensure that decisions about curriculum are made on the basis of valid criteria and not whim or fancy The main idea to this approach is that the needs of the students are at the forefront to the curriculum. 8

9. 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 . 9

10. Diagnosis of learners needs: Begin by identifying the needs of the students for whom the curriculum is planned Diagnosis of achievement. Diagnosis of students as learners. Diagnosis of curriculum problems. Systematic diagnosis process: 1. Problem identification 2. Problem analysis 3. Formulating hypothesis and gathering data. 4. Experimenting with action. 10

11. Formulation of learning objectives. Specify objectives to be accomplished 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 a particular culture and society which educational program serves. Transmit culture Reconstruct society Fullest development of individual 11

12. Function of educational objectives: To guide on curriculum decision on What to cover? What to emphasize? What content to select? Which learning experiences to stress? 12

13. 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 13

14. Selection and organization of content: Match content and objectives. Organise content in a sequence, taking into account the maturity of the learners, their academic achievement and their interests. 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 14

15. Organization and Selection of the learning experiences Teacher selects learning experiences and methods that will involve the students with the content Sequence and organise learning activities This involves more than applying principles of learning. Have you used a variety of teaching methods? When using lecture will you make that active with questions and discussion? Are there opportunities for students to learn from one another? Are there opportunities for students to apply what they are learning through solving real problems or developing projects that could be used in a real work setting? 15

16. Determination of what to evaluate and the means of doing it Determine how objectives are to be accomplished and what have been accomplished. 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? 16

17. HILDA TABA MODEL 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 ." 17

18. Activity Group 1: What are the main aspects of the model and how applicable is it in the development of curricular for HE curriculum in ZIMBABWE. Group 2: What are the major strengths of the model. Group 3: What are the limitations of the model Each group to select a rapporteur who will give the findings to the rest of class members 18

19. Application of the Taba model 19 Taba model is currently used in most curriculum designs. Identifying the needs of the students. Developing objectives Selecting instructional method Organizing learning experiences Evaluating

20. 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 . 20

21. Strengths of using the Taba Model in the classroom: Gifted students begin thinking of a concept, then dive deeper into that concept Focuses on open-ended questions rather than right/wrong questions The open-endedness requires more abstract thinking, a benefit to our gifted students The questions and answers lend themselves to rich classroom discussion Easy to assess student learning 21

22. Limitations of using the Taba Model in the classroom: It often relies on the teacher's ability to create or select materials appropriate to learners' expressed needs. This requires skill on the part of the teacher, as well as time and resources. Given the reality of teachers' professional preparation and working conditions (Smith et al., 2001), lack of skills, time and resources makes creating curriculum with this approach difficult. Teachers may also find it difficult to strike an acceptable balance among the needs and interests of students.  Taba’s inductive model may not appeal to curriculum developers who prefer to consider the more global aspects of the curriculum before proceeding to specifics. 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 22

23. Conclusion In short, Taba   advocated for a  flexible model of curriculum renewal based on joint efforts of practicing teachers, educational administrators and researchers . Her curriculum model covers many of the critical topics, from aims and goals of education, the selection of the content, the process of organizing learning and school development, and evaluation at different levels. 23

24. THOUGHTS, REFLECTIONS AND QUESTIONS Time for Q and A 24

25. REFERENCES https://www.academia.edu/9273140/Curriculum_development_models_and_documents https://norhazwanishuib.wordpress.com/2017/06/18/reflective-3-taba-model-of-curriculum-development-efland-theory-cognitive/ http://www.ibe.unesco.org/sites/default/files/tabae.pdf http://staffnew.uny.ac.id/upload/131405899/pendidikan/KAKUBUTEK+-+Curriculum+Development+PPT.pdf https://brainmass.com/education/philosophy-of-education/592665 https://tisya09.weebly.com/uploads/5/5/0/0/55002293/edu555_week_3.pdf https://www.slideshare.net/shanmahmood/child-development-by-shan-mahmood?next_slideshow=1 https://nurdinimhzn.wordpress.com/2017/04/06/taba-model-of-curriculum-development/ http://education.stateuniversity.com/pages/2474/Taba-Hilda-1902-1967.html http://mrbeasleysaigsite.weebly.com/tabas-concept-development-model.html http://www.vkmaheshwari.com/WP/?p=1861 Taba , Hilda. (1962). Curriculum Development Theory and Practice. New York: Harcourt, Bruce & World, Inc. 25

26. Brady, E.H. 1992. Hilda Taba as a prominent figure in educational science: her life and scientific career in the United States. In: Jubilee Conference Hilda Taba –90: invited addresses and reports, p. 7–14. Tartu, Estonia: University of Tartu. Costa, A.L.; Loveall , R.A. 2002. The legacy of Hilda Taba . Journal of curriculum and supervision (Alexandria, VA), vol. 18, no. 1, p. 56–62. Krull, E.; Kurm , H. 1996. [Hilda Taba —a worldwide known educator from Estonia: Taba’s biography, ideas, and impact on Estonian education.] Retrospectiven in Sachen Bildung , r. 2 ( studien ), no. 17. (www.schulmuseum.at/publikationen/retrospektiven.doc) Lewy, A., ed. 1991. The international handbook of curriculum. Oxford, UK: Pergamon Press. Lindgren, H.C. 1972. Educational psychology in the classroom. 4th ed. New York, NY: John Wiley & Sons. Parry, L.J. 2000. Transcending national boundaries: Hilda Taba and the ‘new social studies’ in Australia, 1969 to 1981. The social studies (Washington, DC), vol. 91, no. 2, p. 69–78. Schon, D.A. 1987. Beyond the stable state. London: Temple Smith. 26