• Description of Approach
    • Grassroots approach model that advocates for teacher participation in the development of the curriculum.
    • The Taba approach believes in allowing the curriculum to be authored by the users (teachers) versus the district supervisors of the implementation of the curriculum.
    • Taba approach involved teachers beginning by creating specific teaching-learning units and building to a general design
    • Inductive approach rather than traditional deductive
  • Information Resources

    • Benade, L. (2008). Curriculum mappingThe road ahead, or more bumpy terrain? New Zealand Principals' Federation Magazine, 23(1), 1011.
    • Gallagher, S. (2012). Concept development: A Hilda Taba teaching strategy. Royal Fireworks Press: Unionville, NY.
    • Ornstein, A. C., & Hunkins, F. P. (2009). Curriculum: Foundation, principles, and issues (5th ed.). Boston, MA: Allyn & Bacon.

  • Strategies and Ideas for Implementation
    • Grassroots model has seven major steps:
      1. Diagnosis of needs (teacher identifies needs of students)
      2. Formulation of objectives (teacher identifies objectives)
      3. Selection of content (content and objectives should align)
      4. Organization of Content (teacher sequentially organizes content for students using factors including academic achievement and maturity)
      5. Selection of learning experiences (engaging instructional methods are selected)
      6. Organization of learning activities (learning activities are sequentially organized by content and differentiated for each student)
      7. Evaluation and means of evaluation (evaluation of objectives to determine if they have been accomplished; revisions/adjustments are made)
  • Group Analysis
    • Senetra: Most of the steps in Hilda Taba's process are still followed today. This approach to curriculum design makes sense!
    • Ornstein and Hunkins ( 2009) state that Taba believed the design should be created by its users. I personally agree that this could be very beneficial for the teachers as well as the students. It gives the opportunity to be developed by the users who have great insight as to the need they desire to meet. (Brandi)
    • Absolutely! Teachers spend the most time with students and know better than most what their needs are. What better resource than them to develop the curriculum. On the front lines, they know when scaffolding is appropriate, who needs differentiation, and who needs more challenging extentions. Implementation can be overwhelming and can sometimes seem as though there is a different curriculum for almost every student, but because the approach is more individualized, students benefit. To counteract the possibility of being overwhelmed, grouping students based on needs or other criteria might be an appropriate implementation strategy to complement the use of Taba's model. ~Rebecca~
    • Teachers know their students needs best and therefore, should be the one to advocate learning-objectives. When the teacher knows his/her students, she establishes the pacing, variation, and "unofficial" evaluations from observations. Often, students don't do well in any one evaluation such as a timed test. When the teacher uses his/her personal "good-teaching" tools, it's an advantage for each individual. -Vanessa
    • Yes, knowing the students and making instruction individualized makes it a win-win situation for the students and teachers.I ask past teachers what works for my upcoming students and read their records to try to meet their needs asap.Sometimes I believe teachers fail to consider maturity level -Sarah-