Fakulti Pendidikan

Universiti Teknologi MARA Shah Alam

• This lecture will consist of the following:

1. Taba’s Model

2. Contemporary Model / Framework of

Curriculum Development
 Based on the
Taba’s Most Objective Model or
Tyler’s Model (Ralph
Model suitable Tyler, 1950)
model for Prominent model for
curriculum
(Hilda Taba, language development and
1962) program widely used as a
reference
 Hilda Taba (7 December 1902 – 6
July 1967) was an architect, a
curriculum theorist, a curriculum
reformer, and a teacher educator.
 Taba was born in a small village in
southeastern Estonia.
 Taba was introduced to
Progressive education ideas at
Tartu University by her philosophy
professors.
 Taba was a student of John Dewey.
 She wrote a book entitled
Curriculum Development: Theory
and Practice (1962).
• Also known as “Grass-roots approach’.
– Based on the rationale that those who teach the curriculum i.e.
the teacher, should participate in developing the curriculum.

• Teacher should have major input in curriculum

development.

• Agreed with Tyler that there should be a definite order in

developing the curriculum to facilitate attaining a more
thoughtful and dynamically conceived curriculum.
• Steps or stages in curriculum development are
almost similar to Tyler’s Model. The main
difference is in the need to carry out a diagnosis
of needs in Taba’s Model.

• Inductive approach – start with specifics to a

general design.

• i.e. teachers start by creating teaching – learning

units for the students, rather than by engaging
initially in creating a general curriculum design.
 DIAGNOSIS OF NEEDS

SELECTION OF OBJECTIVES

SELECTION OF CONTENT

ORGANIZATION OF CONTENT

SELECTION OF LEARNING EXPERIENCES

ORGANIZATION OF LEARNING EXPERIENCES

DETERMINING OF WHAT TO EVALUATE AND

HOW TO EVALUATE IT
7 major steps:
1. Diagnosis of Needs:
Begin by identifying the needs of the students for
whom the curriculum is planned.
2. Formulation of Objectives:
Specify objectives to be accomplished.
3. Selection of Content:
Match content and objectives.
4. Organisation of Content:
Organise content in a sequence, taking into account the
maturity of the learners, their academic achievement
and their interests.
5. Selection of Learning Experiences:
Teacher selects learning experiences and methods
that will involve the students with the content.

6. Organisation of Learning Experiences:

Sequence and organise learning activities.

7. Evaluation and Means of Evaluation:

Determine how objectives are to be accomplished
and what have been accomplished.
• 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."
• Gives teachers a greater role by not just making
them implementers of the curriculum but also
developers.
• Teacher approach is used.
• Note that teachers are aware of the students’
needs therefore they are the ones that should
develop the curriculum.
• Gives importance to objectives in order to
establish a sense of purpose for deciding what to
include, exclude and emphasize in a curriculum.
• It gives power to the learners: they are
identified as the experts in knowing what they
need to know.
• 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.
• Based on 3 models of curriculum development,
the contemporary model or framework of
curriculum development involves 5 steps:

1) Needs analysis
2) Formulating Objectives
3) Selecting and organizing content
4) Implementing the curriculum
5) Evaluating the curriculum
 Selecting and Implementing
Needs Formulating Evaluating the
Organizing the
Analysis Objectives Curriculum
Content Curriculum
1) Needs analysis
It may include analyzing the needs of:

• Students
• Graduates
• Employers
• Industry
• Stakeholders
• National and global development
2) Formulation of objectives

• Formulate objectives in relation to

established philosophy, vision, mission, goals
and objectives of the institution /
organization / body
3) Selection of Content
Sources of content:
• Lecturers • Academic advisors
• External examiners • Professional bodies
• Employers • Alumni, graduates
• Accreditation bodies • Government policies
• IHLs / Academicians • Comparison and
• Students benchmarking with
international / national
/ organisations best
practices
3) Selection of Content

Consider:
• Breadth and depth
• Relevance and Adequacy
• Balance between knowledge, skills and
attitude
4) Implementation

• Teaching and learning process

5) Evaluation

• Determine the method to measure whether the

curriculum is achieving the desired objectives or results

• It involves an appraisal of the students’ actual behaviour

• It should be carried out at several different times to

secure evidence of the permanence of the learning
achieved
5) Evaluation

• Using a variety of methods e.g. tests, work

samples, questionnaires, records, etc.

• Results should be used to:

– indicate strengths and weaknesses of the program

– to plan for revision