Taba+Model

LaRhon Jackson

**Description of the Approach** According to Ornstein and Hunkins (2009), "Taba believed that teachers should participate in developing curricula" (p.215). Taba believed that the curricumum should be created by those utilizing it. Hilda Taba engaged in an apprach that was inductive (p.215). Hilda Taba believed that students make generalizations only after data are organized. She believed that students can be led toward making generalizations through concept development and concept attainment strategies ([]).

Based on Joyce’s and Weil’s (2000) research, Hilda Taba utilized three main assumptions in developing her teaching model: (1) Thinking can be taught; (2) Thinking is an active transaction between the individual and data; (3) Processes of thought evolve by a sequence that is "lawful."

Asis (2001) notes that

Hilda Taba's approach to curriculum development, also referred to as the inverted model, begins with available information on and a needs assessment of the community and the school. It is anchored on the following steps: 1) needs assessment; 2) formulation of specific objectives; 3) content selection; 4) content organization; 5) evaluation; and 6) check for balance and sequence. (para. 2)

**Strategies and Ideas for Implementation** Asis's (2009) research provides insight to what is needed to implement the Taba Approach successfully: Taba's model requires a supportive, cooperative classroom where the students and the teacher are able to express their ideas and opinions without fear of ridicule or reprimand. It allows ways of teaching children how to think, process information from many points of view and solve problems. (para. 4)

**Information Resources** Asis, K. V. De. (2001, August). The View from Taft: Taba's model and TQM. //BusinessWorld//, 1.

Joyce, B., & Weil, M. (2000). Models of teaching (6th ed.). Boston: Allyn and Bacon.

Ornstein, A. & Hunkins, F. (2009). //Curriculum: Foundation, principles, & issues (5th edition)//. Boston, MA: Allyn & Bacon.