Hilda Taba Curriculum Model
Hilda Taba (1902–1967) was an Estonian-American educator, curriculum theorist, and
reformer known for her significant contributions to curriculum development. She is best
known for her inductive approach to curriculum design, which emphasizes active student
involvement and critical thinking.
Taba believed that there is a definite logical and sequential order in creating a curriculum.
She promotes the “Bottom-up model” or Grassroots approach which refers to a process
where curriculum development starts with the teachers and learners at the grassroots level,
rather than being dictated by policymakers or central authorities.
1. Diagnosis of Learners’ Needs
The teacher who is also the curriculum designer starts the process by identifying the needs
of the students for whom curriculum is to be planned. For example; Majority of students are
unable to think critically.
Application
The teacher identifies that a student with ASD has challenges in social interactions and
communication
2. Formulation of Objectives
After the teacher has identified the needs of learners that require attention, he or she
specifies the objectives by which needs will be fulfilled.
Application
The teacher sets objectives such as improving the ability to initiate conversations, recognize
social cues, and develop appropriate responses in social settings.
3. Selection of the Content
The objectives selected or created suggest the subject matter or content of the curriculum.
Not only objectives and content should match, but also the validity and significance of the
chosen content need to be determined. i.e. the relevance and significance of the content.
Application
The teacher would select contents that reflect social scenarios like role-playing activities.
4. Organization of the content
A teacher cannot just select content but must organize it in a Particular Sequence taking into
consideration the maturity of learners, their academic achievement and their interests.
Application
The content is organized starting from basic communication skills like greeting others
gradually progressing to complex interactions like understanding and expressing emotions.
5. Selection of Learning Experiences
The is supposed to present the content to the students so efficiently that the learners actively
engage with the content. At this point the teacher should select appropriate instructional
methodology that will involve the students with the content.
Application
The teacher should plan interactive sessions where the students are able to practice in a
controlled environment like peer modeling and video modeling, and real-life situations to
reinforce learning.
6. Organization of Learning Activities
The teacher should organize learning activities in a sequence depending both on content
sequence and learners’ characteristics. The teacher needs to keep in mind the students he
or she will be teaching.
Application
Activities should be scheduled consistently with visual schedules provided to the students to
provide clear expectations and reduce anxiety.
7. Evaluation
The curriculum planner i.e. the teacher must determine what objectives have been
accomplished. To assess the achievement of learning objectives, evaluation procedures
need to be designed.
Application
By the end of the lesson, the teacher should be able to use evaluating tools like checklists,
video recordings, input from parents and therapists to assess progress.
Based on the evaluations, the teacher should adjust the teaching strategies and content to
better suit the child’s development.
