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Date: 27-03-2012
Teacher Input
Evaluation
Formulation of Objectives
Teacher
Input
Teacher Input
Taba proposed 7 major steps to her grass-roots model in which teachers would have major input throughout the curriculum development process:
1. Diagnosis of need: The teacher who is also the curriculum designer starts the process by identifying the needs of students for whom the curriculum is planned. For example, the majority of students are unable to think critically.
2. Formulation of objectives: After the teacher has identified needs that require attention, he or she specifies objectives to be accomplished.
3. Selection of content: The objectives selected or created suggest the subject matter or content of the curriculum. Not only should objectives and content match, but also the validity and significance of the content chosen needs to be determined. i.e. the relevancy and significance of content.
4. Organisation of content: A teacher cannot just select content, but must organise it in some type of sequence, taking into consideration the maturity of learners, their academic achievement, and their interests. [We will discuss curriculum design in more detail in Module 6].
5. Selection of learning experiences: Content must be presented to students and students must be engaged with the content. At this point, the teacher selects instructional methods that will involve the students with the content.
6. Organisation of learning activities: Just as content must be sequenced and organised, so must the learning activities. Often, the sequence of the learning activities is determined by the content. But the teacher needs to keep in mind the particular students whom he or she will be teaching.
Evaluation and means of evaluation: The curriculum planner must determine just what objectives have been accomplished. Evaluation procedures need to be designed to evaluate learning outcomes. Taba model has much merit. However, some argue that teacher involvement throughout the process assumes that they have the expertise and, perhaps more importantly, the time to engage in such an extensive and intensive curricular activity. Teachers being involved in the early stages of curriculum development may not necessarily be an advantage as it will not necessarily guarantee an effective curriculum since it is a highly specialised process.