Hilda Taba Model of Curriculum Development

In this article, we look at the Hilda Taba Model of Curriculum Development, its strengths and weaknesses, and others. If you have been looking for a concise note on Hilda Taba Model of Curriculum Development, then this article is for you.

The creator of the Taba Model, Hilda Taba (1902–1967), was a renowned curriculum theorist, reformer, and educator. She was conceived in Kooraste, Estonia. Taba believed that the curriculum should be designed by the teacher rather than handed down by higher authority. She posited that teachers know the needs of their learners more than any other person, so teachers should begin the process by creating specific teaching and learning units for their students and building to a general design.

Hilda Taba Model of Curriculum Development, which is also known as the “Interactive Model,” primarily focuses on the planning of instructional strategies and deems it the basis of the curriculum design. Her interactive model comprises seven mutually interactive elements of the teaching and learning system.

Definition of Curriculum By Hilda Taba

Hilda Taba (1962) defines “curriculum” as a plan for teaching. According to the South African-born American educational theorist and curriculum developer, “curriculum” refers to 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.

Taba stressed that the curriculum should be student-centered and focused on the needs and interests of the learners, or students. She posited that curriculum should be dynamic and responsive to the changing needs and contexts of students and the society at large, and that it ought to be developed through a participatory and democratic process that will involve all relevant stakeholders.

Steps of Hilda Taba’s Curriculum Model

There are seven steps in the Hilda Taba model. The curriculum theorist is the developer of this model of learning. She posits that there is a definite logical and sequential order to inventing a curriculum. Hilda Taba’s grass-roots model has seven stages, which are listed below.

1. Diagnosis of Learners’ Needs

The educator, who is also the curriculum designer, begins the process by identifying the needs of the learners for whom curriculum is to be planned.

Diagnosing learners’ needs involves the teacher identifying the specific skills, knowledge, or abilities that a learner lacks in order to be successful in a particular learning environment. This process helps educators and trainers create targeted and effective learning experiences that meet the unique needs of their students or trainees.

2. Formulation of Objectives

After the educator has identified the needs of students that require attention, the teacher specifies the objectives that needs be fulfilled. This involves setting specific goals or objectives for the lesson or identifying the key concepts or skills that students should be able to demonstrate by the end of the lesson.

3. Selection of the Content

The established objectives suggest the subject matter or content of the curriculum. The selection of content for classroom learners is an important part of the teaching and learning process. There are a few key considerations that should be taken into account when selecting content for a classroom:

  • Alignment with standards and objectives
  • Relevance to students
  • Developmental appropriateness
  • Diversity and inclusivity
  • Practicality and feasibility

4. Organization of the Content

After selecting a topic, a teacher must organize it in a particular sequence, taking into consideration the learners’ maturity, their academic achievement, and their interests. Organizing the content for classroom learners is an important part of the teaching and learning process. The content should be organized in a logical and coherent sequence, with clear connections between different concepts and skills.

The content should also include a mix of different types of materials and activities, such as lectures, readings, discussions, hands-on activities, and assessments.

Also, the content should be organized in a way that gradually builds on previous knowledge and skills, providing support and scaffolding as students progress.

The content should be organized in a way that takes into account the diverse needs and abilities of the students, and that provides appropriate challenges and support for each student.

5. Selection of Learning activity

Content must be presented to students, and they must be engaged with the topic. At this point, the teacher should select an appropriate instructional methodology that will involve the students with the content.

There are many factors to consider when selecting learning activities for classroom learners, including the age and ability level of the learners, the subject matter being taught, the learning objectives, and the available resources and facilities. Some general guidelines for selecting learning activities for classroom learners include:

  • Align the learning activity with the learning objectives

Make sure that the learning activity is designed to help learners achieve the specific goals or objectives of the lesson or course.

  • Consider the learners’ abilities and interests:

Choose activities that are appropriate for the age and ability level of the learners, and that engage and motivate them.

  • Make use of a variety of teaching methods:

Use a mix of different teaching methods, such as lectures, discussions, demonstrations, and hands-on activities, to keep learners engaged and cater to different learning styles.

  • Foster collaboration and interaction:

Encourage learners to work together and interact with each other through activities such as group discussions, collaborative projects, or role-playing exercises.

However, by selecting appropriate and engaging learning activities, educators can create a dynamic and effective learning environment that supports the success of their students.

6. Organization of Learning Activities

The learning activities are organized in a sequence depending both on the content sequence and the learners’ characteristics. There are many ways to organize learning activities in a classroom, and the best approach will depend on the specific goals, needs, and preferences of the students, as well as the subject matter and learning objectives of the course.

General tips for organizing learning activities in a classroom include:

  • Begin with an overview of the lesson or unit.

Start by giving students an overview of what they will be learning and how the material fits into the larger context of the course. This can help students understand the purpose and importance of the material and motivate them to learn.

Different students learn in different ways, so it’s important to use a variety of teaching methods to reach as many students as possible. This might include lectures, demonstrations, group work, discussions, hands-on activities, and more.

  • Incorporate active learning strategies.

Active learning strategies involve students in the learning process rather than just listening to a teacher talk. Examples include group work, problem-based learning, and inquiry-based learning.

  • Use technology effectively.

Technology can be a great tool for enhancing learning in the classroom. Consider using online resources, interactive whiteboards, and other technology to engage students and make learning more interactive.

7. Evaluation

The teacher must determine which of the objectives have been achieved. To assess the accomplishment of learning objectives, evaluation procedures need to be designed. After the lesson is complete, the teacher should evaluate its effectiveness in helping students meet the learning objectives. This might involve gathering feedback from students, analyzing assessment data, or reflecting on the overall effectiveness of the teaching strategies used.

Tyler, Taba and Wheeler Curriculum Model

Strengths And Weaknesses Of Taba’s Curriculum Model

Below are the strengths and weaknesses of Taba’s curriculum model.

Strengths of Taba Model

Here are the strengths of using the Taba Model in the classroom.

  1. Gives teachers a greater role by not just making them implementers of the curriculum but also developers.
  2. Uses inductive method
  3. Teacher approach is utilized.
  4. Sees curriculum as a plan for teaching
  5. Note that educators are aware of the students’ needs; therefore, they’re the ones to develop the curriculum.
  6. Gives importance to objectives
  7. The open-endedness needs more abstract thinking, which would be beneficial to gifted students.
  8. It’s quite easy to assess student learning.
  9. It encourages higher-order thinking skills. It gives students the opportunity to start with a concept and go deeper into that particular concept.
  10. This model by Taba answers the question of ambiguity in selecting its objectives by diagnosing the needs of the learners first.

Weaknesses and Limitations of Taba Model

  1. One limitation of the Taba model is that it can be difficult for non-gifted students to grasp. It could be a challenge to students of all backgrounds.
  2. Taba’s model is difficult for heterogeneous classrooms.
  3. Taba’s model works well for fiction and nonfiction, but could be difficult to use easily in all subjects.
  4. In Taba’s model, the method of teaching is harder to use across the curriculum.
  5. The model may not appeal to curriculum developers who prefer to consider the more global aspects of the curriculum before proceeding to specifics.
  6. The Taba’s model restricted the development of curriculum or planning to only the teachers rather than to the higher authorities.
  7. Her model is rigid.
  8. Because the nature of teaching and learning is unpredictable, one cannot be certain of the learning outcomes.

Advantages and Disadvantages of Hilda Taba Model

Advantages of Taba Model

  1. Taba’s model builds comprehension skills such as inference, synthesis, and summarization.
  2. In Tana’s model, when grouped together, learners work collaboratively to build listening and speaking skills.
  3. This type of model provides an opportunity for healthy discussions among students before and after generalizations are made.
  4. Taba’s model emphasizes the importance of student participation in the learning process and encourages educators to use different teaching methods that motivate and engage students.
  5. The model allows for flexibility in the curriculum, allowing teachers to adapt to the needs and interests of their students.
  6. The model promotes collaboration between teachers, students, and the community, which can lead to a more inclusive and supportive learning environment.

Disadvantages of Taba model of Curriculum Development

  1. The open-ended nature of the model can make it difficult for some students to handle.
  2. Secondly, without clear direction, it can be hectic for educators to plan and prepare questions for the path the students take.
  3. The model is comprehensive and holistic, which can make it more complex and challenging to implement.
  4. The model requires a significant amount of planning and collaboration, which can be time-consuming for teachers and educators.
  5. The model may require additional resources, such as materials and training, which may not be readily available in all schools or communities.
  6. The model represents a departure from traditional approaches to curriculum development and implementation, which may be met with resistance from some educators and stakeholders.

ARTICLE TITLE: Hilda Taba Model of Curriculum Development

RELATED ARTICLE: Tyler Curriculum Model:

Leave a Comment