Discuss Hilda Taba’s Curriculum Theory and Model.

Hilda Taba was born in 1902; she was a curriculum theorist, Educator and reformer.
Hilda Taba believed that those who teach curriculum should participate in developing it. She believes that teachers should develop curriculum and that curriculum should not be handed down from higher authorities. She advocated what has been termed as the “grass-root approach.”
She advocated that teachers take an inductive approach to curriculum development starting with specific s and building to a general design –as opposed to Ralph Tyler’s more traditional deductive approach starting from general to specifics.

Hilda Taba noted seven major steps in the process of developing a curriculum.

i) Diagnosis of needs
ii) Formulation of objectives
iii) Selection of contents
iv) Organization of contents
v) Selection of learning experiences
vi) Organization of learning experiences
vii) Evaluation and means of evaluation

i) Diagnosis of needs
The teacher starts the process by identifying the needs of the students for whom the curriculum is to be planned.

ii) Formulation of objectives.
Objectives formulation should encompass the following areas:
a) Concepts or ideas to be learned.
b) Attitudes, sensitivities, and feelings to be developed.
c) Ways of thinking to be reinforced, strengthened or initiated
d) Habits and skills to be mastered.

iii) Selection of Content
The objectives selected or created suggest the subject matter or content of the curriculum unit subject
Subject matter should be related to the grade level of the student.

iv) Organization of Content
A teacher cannot just select content, but must organize it in some type of sequences taking into consideration the maturity of the learners, their academic achievement, and their interests.

v) Selection of learning experiences
Content must be presented to pupils or pupils must engage in an interaction with the content. To select learning experiences, Taba suggests that the teacher should ask a number of questions. For example;
a) Is the experience appropriate for learning the main ideas?
b) Does the experience promote Active learning?
c) Is the experience appropriate to the students’ maturity level?

Taba also felt that learning experiences should reflect a variety of experiences, including, “reading, writing, observing, doing research, analyzing, discussing, tabulating, painting, constructing and dramatizing.

vi) Organization of learning experiences.
Taba outlines a sequence for organizing learning experiences: -
- Introduction
- Development
- Generalization
- Application or summary

Introduction involves developing student interest and proving diagnostic evidence for the teacher.
Development or study consists learning activities that are designed to develop various aspects of the subject and to provide needed factual material. These activities include reading, research, analysis of data, committee work and study of various kinds.
Generalization refers to students attempts to put ideas together. E.g comparing and contrasting and exploration of the reasons for similarities and differences.
Application or summary is the stage at which the student applies generalization to a larger framework.

vii) Evaluation and Means of Evaluation
Involves determining whether objectives have been met, diagnosis of the curriculum plan, and assessment of any changes in student behavior

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marto answered the question on May 7, 2019 at 06:59