Taba recommends the Grassroots Approach where teachers are involved in the development of the curriculum. Why is this important? What are the benefits of teacher's involvement in curriculum development?
Taba believed that, teacher,who teach the curriculum,should participate in developing curriculum which led to the model being called the grass-roots approach.In which model, teachers would have major input and should begin the process by creating specific teaching-learning units for their students. Moreover, teachers take an inductive approach to curriculum development. teachers are important in Taba's grass-root approach because they are major input throughout the curriculum development process.They are also the curriculum designers,start the curriculum development process by identifying students'needs.
As teacher’s involvement in curriculum development, The teacher is usually the controller and initiator of information.A group of teachers represent different subject areas who come together to develop a unit. A teacher tries to take a decision about learning objectives-what the teacher would like a group of students to learn. In the area of subject matter or content, the teacher will have to take decisions about important facts, principles, concepts and learner outcomes that should be emphasized. The teacher must also plan different kinds of activities and resources and ways to measure how well learners have accomplished various objectives.
In relation to comment by Ms Khin about Taba’s model, for my view Taba developed a Grades 1 through 8 social studies curriculum organized around teaching-learning units (Taba, 1971). In the process, a curriculum model evolved that is applicable to many types of curricula and that can be used in many different kinds of school settings and school levels: elementary school, middle school, and high school. The model includes an organization of, and relationships among, five mutually interactive elements—objectives, content, learning experiences, teaching strategies, and evaluative measures—so that a system of teaching and learning is represented Objectives help to provide a consistent focus for the curriculum, to establish criteria for the selection of content and learning experiences, and to guide and direct evaluation of learning outcomes. At the same time that objectives, content, and learning experiences are being selected and organized, teaching strategies must also be planned and developed. He believes the teachers ,who teach the curriculum,should participate in developing curriculum which led to the model being called the grass-roots approach .It is because they are major input throughout the curriculum development process. They are also the curriculum designers,start the curriculum development process by identifying students'needs and as teacher’s involvement in curriculum development, The teacher is usually the controller and initiator of information. On the other hand the teacher must also plan different kinds of activities and resources and ways to measure how well learners have accomplished various objectives.
According to Taba curriculum should be designed by the users of the programme. Teachers should begin the process by creating specific teaching-learning units for their students. She advocated that teachers take an inductive approach to curriculum development. This meant starting with the specifics and building toward a general design. This was just the opposite to the more traditional deductive approach which starts with the general design and then working toward the specifics. 7 major steps to her grass-roots model in which teachers would have major input throughout the curriculum development process are
1. Diagnosis of need 2. Formulation of objectives: 3. Selection of content: 4. Organisation of content: 5. Selection of learning experiences: 6. Organisation of learning activities: 7. Evaluation and means of evaluation:
Hilda Taba in her book Curriculum Development: Theory and Practice published in 1962 believed that teachers, who teach the curriculum, should participate in developing it which led to the model being called the grass-roots approach. She noted 7 major steps to her grass-roots model in which teachers would have major input. Taba felt that a curriculum should be designed by the users of the programme. Therefore, teachers should begin the process by creating specific teaching-learning units for their students. She advocated that teachers take an inductive approach to curriculum development. This meant starting with the specifics and building toward a general design.
More specifically, the curriculum is defined as the planned sequence of formal instructional experiences presented by the teachers to whom the responsibility is assigned. The teacher becomes the intermediary to translate the curriculum into the instructional strategies that influence student learning. Teachers’ personalities and abilities influence their capacity to transpose curricular content into student learning. Students’ interest and abilities, in turn, influence their input into the instructional system.
Teachers are the first to notice a need for change. Their intimate knowledge of learners, classrooms and the school environment puts them in a position to make and implement practical curriculum changes. In fact, many changes occur, almost unnoticed, as teachers work together to revise course content and schedules. Moreover, teachers who attend conventions and in-service meetings, visit others schools, read professional journals, serve on school or district committees, and discuss ideas with other teachers are able to keep abreast of changes in education curriculum. Therefore, teachers who help write curriculum guides find them more useful than those who merely read them. Their involvement in curriculum development will build up an idea on how and method in evaluating their students achievement effectively. Teachers also able to view the curriculum in the perspectives of the students in develop active learning strategies.
In another words, teachers must strive to maintain the focus on the student; the process should move from teacher-centered to learning-centered. In shifting from teacher-centered education to learning-centered education, teachers must relinquish their “comfort zones” This can seem a daunting task for some teachers who have taught one way for an extended period. Truly progressive instructors, concerned about the educational welfare of their students will affect the changes, especially in the curriculum planning stage, in order to produce a more student-centered learning environment.
Yes, teachers should involved in the evaluation of the curriculum because they are more knew about their students needs and wants in learning and expert in the field. Furthermore, learning also is not only transferring knowledge but make sure they can apply it in their real life. Although, they are able to get a good grade in their academic but if they cannot perform and use the information for the successful in their own benefits, they are still a failure.Therefore, it is very important teachers involve in the curriculum's evaluation. It is happen in our university where teachers involve in it and they become the committee members.
This approach is teacher driven,not directed by an administator,clear guidance about objectives and purpose needs to be clearly communicated to the faculty.Until teachers become comfortable with the process,it may be helpful to have small teams of teachers from similar subject areas work together in order to share strategies and trouble shoot problem areas.
Hi? How does the Taba's Grassroots Rational Model implemented? How does this model evaluated? I'm asking this certain question for these are the possible questions that are to be asked on my seminar the next week. By the way, I'm still a students that's why I'm asking. Honestly speaking idk how. I am hoping as well for a positive respond, thank you...
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Taba believed that, teacher,who teach the curriculum,should participate in developing curriculum which led to the model being called the grass-roots approach.In which model, teachers would have major input and should begin the process by creating specific teaching-learning units for their students. Moreover, teachers take an inductive approach to curriculum development.
ReplyDeleteteachers are important in Taba's grass-root approach because they are major input throughout the curriculum development process.They are also the curriculum designers,start the curriculum development process by identifying students'needs.
As teacher’s involvement in curriculum development, The teacher is usually the controller and initiator of information.A group of teachers represent different subject areas who come together to develop a unit. A teacher tries to take a decision about learning objectives-what the teacher would like a group of students to learn. In the area of subject matter or content, the teacher will have to take decisions about important facts, principles, concepts and learner outcomes that should be emphasized. The teacher must also plan different kinds of activities and resources and ways to measure how well learners have accomplished various objectives.
In relation to comment by Ms Khin about Taba’s model, for my view Taba developed a Grades 1 through 8 social studies curriculum organized around teaching-learning units (Taba, 1971). In the process, a curriculum model evolved that is applicable to many types of curricula and that can be used in many different kinds of school settings and school levels: elementary school, middle school, and high school.
DeleteThe model includes an organization of, and relationships among, five mutually interactive elements—objectives, content, learning experiences, teaching strategies, and evaluative measures—so that a system of teaching and learning is represented Objectives help to provide a consistent focus for the curriculum, to establish criteria for the selection of content and learning experiences, and to guide and direct evaluation of learning outcomes. At the same time that objectives, content, and learning experiences are being selected and organized, teaching strategies must also be planned and developed. He believes the teachers ,who teach the curriculum,should participate in developing curriculum which led to the model being called the grass-roots approach .It is because they are major input throughout the curriculum development process. They are also the curriculum designers,start the curriculum development process by identifying students'needs and as teacher’s involvement in curriculum development, The teacher is usually the controller and initiator of information. On the other hand the teacher must also plan different kinds of activities and resources and ways to measure how well learners have accomplished various objectives.
According to Taba curriculum should be designed by the users of the programme. Teachers should begin the process by creating specific teaching-learning units for their students. She advocated that teachers take an inductive approach to curriculum development. This meant starting with the specifics and building toward a general design. This was just the opposite to the more traditional deductive approach which starts with the general design and then working toward the specifics.
ReplyDelete7 major steps to her grass-roots model in which teachers would have major input throughout the curriculum development process are
1. Diagnosis of need
2. Formulation of objectives:
3. Selection of content:
4. Organisation of content:
5. Selection of learning experiences:
6. Organisation of learning activities:
7. Evaluation and means of evaluation:
Hilda Taba in her book Curriculum Development: Theory and Practice published in 1962 believed that teachers, who teach the curriculum, should participate in developing it which led to the model being called the grass-roots approach. She noted 7 major steps to her grass-roots model in which teachers would have major input. Taba felt that a curriculum should be designed by the users of the programme. Therefore, teachers should begin the process by creating specific teaching-learning units for their students. She advocated that teachers take an inductive approach to curriculum development. This meant starting with the specifics and building toward a general design.
ReplyDeleteMore specifically, the curriculum is defined as the planned sequence of formal instructional experiences presented by the teachers to whom the responsibility is assigned. The teacher becomes the intermediary to translate the curriculum into the instructional strategies that influence student learning. Teachers’ personalities and abilities influence their capacity to transpose curricular content into student learning. Students’ interest and abilities, in turn, influence their input into the instructional system.
Teachers are the first to notice a need for change. Their intimate knowledge of learners, classrooms and the school environment puts them in a position to make and implement practical curriculum changes. In fact, many changes occur, almost unnoticed, as teachers work together to revise course content and schedules. Moreover, teachers who attend conventions and in-service meetings, visit others schools, read professional journals, serve on school or district committees, and discuss ideas with other teachers are able to keep abreast of changes in education curriculum. Therefore, teachers who help write curriculum guides find them more useful than those who merely read them. Their involvement in curriculum development will build up an idea on how and method in evaluating their students achievement effectively. Teachers also able to view the curriculum in the perspectives of the students in develop active learning strategies.
In another words, teachers must strive to maintain the focus on the student; the process should move from teacher-centered to learning-centered. In shifting from teacher-centered education to learning-centered education, teachers must relinquish their “comfort zones” This can seem a daunting task for some teachers who have taught one way for an extended period. Truly progressive instructors, concerned about the educational welfare of their students will affect the changes, especially in the curriculum planning stage, in order to produce a more student-centered learning environment.
Well done on the answers. So should teachers be involved in the evaluation of the curriculum? Does this happen in your university?
ReplyDeleteYes, teachers should involved in the evaluation of the curriculum because they are more knew about their students needs and wants in learning and expert in the field. Furthermore, learning also is not only transferring knowledge but make sure they can apply it in their real life. Although, they are able to get a good grade in their academic but if they cannot perform and use the information for the successful in their own benefits, they are still a failure.Therefore, it is very important teachers involve in the curriculum's evaluation. It is happen in our university where teachers involve in it and they become the committee members.
ReplyDeleteThis approach is teacher driven,not directed by an administator,clear guidance about objectives and purpose needs to be clearly communicated to the faculty.Until teachers become comfortable with the process,it may be helpful to have small teams of teachers from similar subject areas work together in order to share strategies and trouble shoot problem areas.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteHi? How does the Taba's Grassroots Rational Model implemented? How does this model evaluated? I'm asking this certain question for these are the possible questions that are to be asked on my seminar the next week. By the way, I'm still a students that's why I'm asking. Honestly speaking idk how. I am hoping as well for a positive respond, thank you...
ReplyDelete
ReplyDeletewhat is the principle of john Dewey theory?
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