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Copy of Copy of Hilda Taba’s Inverted Model of Curriculum Development

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on 23 February 2015

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Transcript of Copy of Copy of Hilda Taba’s Inverted Model of Curriculum Development

Faidah Babwah
Maya Dass
Tara Dookie
Shenelle Nandlal
Krianna Roopnarine

Hilda Taba’s Model of Curriculum Development
Taba's Philosophy
Taba believed that teachers are aware of students needs hence they should be the one to develop the curriculum.
Model based on 3 Main Assumptions
Thinking can be taught.

Thinking is an active transaction between the individual and data.

Processes of thought evolve by a sequence that is "lawful."
7 Steps to Curriculum Development
1. Diagnosis of needs
Students receive an article, and are told to note all examples
These ideas are presented to the class, all ideas are expressed on the board
Students then group these ideas in a method of their choice
These groups are then labeled, with an explanation provided by the student
Students regroup their ideas based on a different question posed to the class by the teacher
students synthesize their information, provide summaries and form generalizations.
Taba believed that teachers were aware of what students need so they should be the main creators of the curriculum.
2. Formulation of Objectives
Development of overall
goals, originates from a variety of sources such as the demands of society, and the needs of students
3. Selection of Content
In this curriculum model, Taba believed that the content should match the objectives.
4. Organization of Content
5. Selection of learning experiences
Instructional methods must keep students engaged

Learning experiences are created so that they develop multiple objectives:
-Thinking
-Attitudes
-Knowledge
-Skills
6. Organization of learning experiences
The learning experiences are organized to allow continuity of learning. Each activity is a prerequisite for those that follow.

This provides the students with a challenge without going beyond what the students are capable of
The content is organized based on the students achievement levels
7. Determination of what to evaluate and how to do so
Students progress is monitored throughout the year.

Evaluations were included at different points to help teachers and students plan and adapt learning activities to meet the objectives.
Bernard-Powers, J. (N.D.). Hilda Taba (1902-1967) – Evaluation, intergroup education, the Taba curriculum framework. Retrieved from http://education.stateuniversity.com/pages/2474/Taba-Hilda-1902-1967.html
Fraenkel, J. R. (1994). The evolution of the Taba curriculum development project. Social Studies, 85(4), 149-59. Retrieved from http://web.ebscohost.com.ezproxy.gannon.edu/ehost/delivery?sid=4e8bd9d8-504f-4213-a653-e08cb57ec66e%40sessionmgr11&vid=4&hid=11
Reyes, W.S. (2011). Exploring a collaborative-participatory process in developing a multicultural teacher education curriculum. Retrieved from http://theses.flinders.edu.au/uploads/approved/adt-SFU20111015.210412/public/02.whole.pdf
Stikes, F. (2013). Taba model. Curriculum Gals. Retrieved from http://curriculumgals.wikispaces.com/Taba+Model
Resources

Objective :
Explain the TABA model of Curriculum Development with relevant examples and justifications
An example of how the
TABA MODEL works:
Reading is a challenging thing to teach because students are on all different levels but they all must learn the same content. Taba's model allows the curriculum to be designed around students needs. The first step of the model is to diagnosis the needs of the students then plan the learning experiences.
How the model can be applied to the literacy/reading curriculum
This model starts with the curriculum and the teacher’s view of what should be taught how and then tests it on students before declaring it effective. The justification for this is in the idea behind the teacher creating a welcoming and open environment that lets everyone feel like a positive team member and gives the best possible “learn by doing” approach to a child’s education. This model also represents the ideas – using data based strategies and strategic planning processes to make decisions on what is best in the classroom.
JUSTIFICATION
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