Advance Curriculum theory ( Secondary level), Curriculum Planning and Development, M. Ed.

Hilda Taba Model

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Hilda Taba (1902-1967) was an Estonian-American educator and curriculum theorist who is best known for her development of a teaching model called the “Taba Model”.

Features and Steps of the Taba Model:

The Taba Model is a curriculum development model that emphasizes a cyclical process of curriculum development. It is based on student learning needs and experiences.

The Taba Model consists of the following steps:

  1. Diagnosis of learner needs: This step involves identifying the learning needs, interests, and experiences of the students.
  2. Formulation of objectives: Based on the diagnosis, objectives are formulated that are specific, measurable, and achievable.
  3. Selection of content: The next step involves selecting content that is relevant to the objectives and the learning needs of the students.
  4. Organization of content: The selected content is organized into a meaningful and logical sequence.
  5. Selection of learning experiences: This step involves selecting appropriate learning experiences that will enable students to achieve the objectives.
  6. Organization of learning experiences: The selected learning experiences are organized into a sequence that help students to achieve the objectives.
  7. Evaluation: The final step involves evaluating the effectiveness of the curriculum in achieving the objectives.

Features of Hilda Taba Model :

  1. Focus on learner-centeredness: The Taba Model places a strong emphasis on the learner and their individual needs and interests. The curriculum is relevant and meaningful to the students, and it takes into account their prior knowledge and experiences.
  2. Spiral approach: The Taba Model uses a spiral approach, where the curriculum is organized around key concepts and ideas that are revisited and deepened over time. This allows students to build on their prior knowledge and make connections between different topics and subjects.
  3. Critical thinking: This emphasizes the development of critical thinking skills, encouraging students to question, analyze, and evaluate information and ideas.
  4. Interdisciplinary approach: The Taba Model encourages an interdisciplinary approach to learning, where students can explore connections between different subjects and topics.
  5. Collaborative learning: The Taba Model promotes collaborative learning, where students work together in groups to explore and solve problems. This helps to develop communication and teamwork skills, as well as foster a sense of community and shared responsibility.
  6. Flexibility: The Taba Model is designed to be flexible, allowing teachers to adapt the curriculum to meet the needs and interests of their students. So curriculum can be adjusted to accommodate changes in the classroom or new developments in the subject area.
Also Read: Foundation of Curriculum

The Taba Model emphasizes the importance of considering the needs and experiences of the students in the curriculum development process. It is a flexible and adaptable model that can be used in a variety of educational settings.

Hilda Taba Model of curriculum Development
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Advance Curriculum theory ( Secondary level)

Nicholls and Nicholls Model of Curriculum Development

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The Nicholls and Nicholls Model of Curriculum Development 1972 model emphasizes the importance of a systematic and collaborative approach to curriculum development. It highlights the need to identify the needs and goals of the learners and the community, select appropriate content and teaching methods, and continuously evaluate and revise the curriculum to ensure it remains effective and relevant.

This Model of Curriculum Development is a systematic approach to curriculum development that was developed by John Nicholls and Sheelah Nicholls. The model outlines a seven-stage process for developing a curriculum that is relevant and effective in meeting the needs of the learners and the community.

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The Model is a 7-stage model that outlines a systematic approach to curriculum development. The seven stages are:

  1. Focus on the educational problem: The first stage involves identifying and defining the educational problem or need. This stage involves conducting a thorough analysis of the situation and identifying the needs of the learners and the community.
  2. Formulation of the curriculum objectives: The second stage involves formulating the curriculum objectives that are based on the identified needs and goals. These objectives should be specific, measurable, achievable, relevant, and time-bound.
  3. Selection of the content: The third stage involves selecting the appropriate content that aligns with the curriculum objectives. This content should be relevant, current, and applicable to the learners’ needs.
  4. Organization of the content: The fourth stage involves organizing the selected content into a coherent and logical sequence. This stage involves developing a structure for the curriculum that is easy to follow and understand.
  5. Selection of teaching methods: The fifth stage involves selecting the appropriate teaching methods. The strategies should align with the curriculum objectives and content. These methods should be engaging, interactive, and effective in achieving the desired learning outcomes.
  6. Evaluation of the curriculum: The sixth stage involves evaluating the effectiveness of the curriculum in achieving the desired learning outcomes. This stage involves collecting and analyzing data to determine whether the curriculum objectives have been met.
  7. Revision of the curriculum: The final stage involves revising the curriculum based on the evaluation results. This stage involves making necessary adjustments and improvements to ensure the curriculum remains relevant and effective.
Nicholls and Nicholls Model -1972 | Curriculum Development Model
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B. Ed., Pedagogy of English

Multilingual Approach to Language Teaching

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A multilingual approach to language teaching understands the value of using multiple languages in the classroom to support language learning and promote linguistic and cultural diversity. This approach can be particularly beneficial for students who are learning a second or foreign language, as it allows them to draw on their existing linguistic and cultural knowledge which can help them in the acquisition of a new language.

A multilingual approach to language learning is an approach that recognizes the value of using multiple languages in the language-learning process. This approach recognizes the diversity of linguistic and cultural backgrounds of learners and aims to use this diversity as a resource to support language acquisition and understanding.

Also Read: Constructive Approach to Language Teaching

Features of Multilingual Approach to Language Teaching:

  1. Embrace linguistic and cultural diversity: A multilingual approach recognizes that students come from a variety of linguistic and cultural backgrounds and that this diversity can enrich the language learning experience. Teachers should embrace this diversity and create a classroom environment that values and celebrates different languages and cultures.
  2. Use students’ native languages as a resource: Teachers can use students’ native languages as a resource to support language learning. For example, they can encourage students to make connections between their native language and the target language, or they can use translation exercises to help students understand new vocabulary or grammar concepts.
  3. Integrate multiple languages into the curriculum: A multilingual approach involves integrating multiple languages into the curriculum in meaningful ways. For example, teachers can use authentic materials in different languages, such as literature or media, to expose students to a variety of languages and cultures.
  4. Provide language-rich environments: Teachers should create language-rich environments that promote active language use and engagement. This can involve using a variety of instructional strategies, such as group work, pair work, and interactive activities, to encourage students to use multiple languages in meaningful ways.
  5. Promote intercultural competence: A multilingual approach should also aim to promote intercultural competence, or the ability to communicate effectively and appropriately with people from different cultures. Teachers can use a variety of activities and materials, such as cultural exchanges, to promote intercultural understanding and respect.
Multilingual Approach To Language Teaching
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B. Ed., Pedagogy of English

Constructive Approach to Language Teaching

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A constructive approach to language teaching is a method that emphasizes active and engaged learning, focusing on the learner’s ability to construct meaning and knowledge through personal experiences and interactions with the language. It is a learner-centered approach that encourages learners to take an active role in their learning process, rather than passively receiving information.

In a constructive approach to language teaching, learners are encouraged to experiment with the language, make mistakes, and learn from those mistakes. The approach focuses on the importance of meaningful communication, encouraging learners to use the language in real-life situations and focusing on understanding rather than memorization.

The constructive approach also emphasizes the importance of collaboration and interaction. Learners are encouraged to work together in pairs or small groups, practicing speaking, listening, reading, and writing in a supportive environment which can help them to learn in a better constructive way.

Also Read: Multilingual Approach to Language Teaching

Features of Constructive Approach :

  1. Learner autonomy: In a constructive approach, learners take responsibility for their learning, setting their own goals and working at their own pace.
  2. Personalized learning: The approach is personalized to the individual learner’s needs, interests, and learning style, providing opportunities for learners to explore and experiment with the language in a way that is meaningful to them.
  3. Collaborative learning: Collaboration and interaction are focused, which helps learners to work together. They also learn from each other’s experiences and perspectives.
  4. Active engagement: Learners are actively engaged in the learning process, making meaning through personal experiences and interactions with the language.
  5. Focus on meaning: The approach shows the importance of understanding and meaningful communication, rather than just memorizing rules and vocabulary.
  6. Feedback and reflection: Feedback and reflection are important parts of the learning process, allowing learners to monitor their progress, identify areas for improvement, and make adjustments to their learning strategies.
Constructive Approach to Language Teaching
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B. Ed., Pedagogy of English

Inductive and Deductive Approaches to Language Teaching

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Inductive and deductive approaches are two different methods that are used in language teaching.

Both approaches have their advantages and disadvantages, and the choice of which approach to use may depend on a variety of factors, including the learners’ needs and goals, the teacher’s preferences and experience, and the language being taught.

Deductive Approach

  • The deductive approach involves starting with a general rule or principle and then moving to specific examples or applications.
  • In language teaching, it involves providing a grammar rule or structure and then providing examples of how it is used. For example, the teacher might start by explaining the rule for forming the present continuous tense (e.g. subject + to be + present participle), and then provide examples of how this tense is used in context.
  • The advantage is that it can be a great and efficient way to teach certain language structures. The learners can quickly understand the rule and apply it to new situations.
  • The disadvantage is that it may not be as effective for helping learners develop their communicative skills or their ability to use the language spontaneously.

Inductive Approach

  • The inductive approach involves starting with specific examples or instances, and then moving towards a more general rule or principle.
  • In language teaching, this might involve presenting learners with authentic language use (such as texts, conversations or videos) and encouraging them to identify patterns or rules for themselves. For example, the teacher might provide learners with a text that contains examples of the present continuous tense, and ask them to identify the patterns they notice.
  • The advantage is that it can be more engaging and interactive for learners. It encourages them to be active participants in the learning process. It can also be effective in helping learners develop their communicative skills, as they learn about authentic language use.
  • The disadvantage is that it can be a slower and more time-consuming process. Learners may need more guidance and support to identify the patterns or rules for themselves.

In practice, many language teachers use a combination of both approaches, depending on the learning objectives.

For example, they may use a deductive approach to teach basic grammar rules but then use an inductive approach to reinforce these rules and help learners apply them when necessary.

Also Read: Constructive Approach to Language Teaching
Inductive and Deductive Approach to Language teaching
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