Hilda Taba Concept Development Model vs. Tyler's Rational-Objective Model

Attribute	Hilda Taba Concept Development Model	Tyler's Rational-Objective Model
Focus	Student-centered, focuses on student's cognitive development	Subject-centered, focuses on content and objectives
Process	Iterative process of concept formation through exploration and discussion	Linear process of setting objectives, selecting content, and evaluating outcomes
Teacher's Role	Facilitator, guides students in constructing their own understanding	Transmitter of knowledge, delivers content and assesses learning
Assessment	Continuous assessment of student understanding and adjustment of instruction	End-of-unit assessments to measure achievement of objectives

Hilda Taba Concept Development Model

Hilda Taba was an Estonian-born American architect and educator who developed the Concept Development Model in the 1960s. This model is based on the idea that learning should be an active process where students construct their own understanding of the material. Taba believed that students should be actively engaged in the learning process, rather than passively receiving information from the teacher.

One key attribute of Taba's model is its focus on organizing curriculum around key concepts or ideas. Taba believed that students should be taught to think critically and make connections between different concepts. This approach helps students develop a deeper understanding of the material and encourages them to apply their knowledge in real-world situations.

Another important aspect of Taba's model is its emphasis on the importance of student input in the learning process. Taba believed that students should have a say in what and how they learn, as this helps to increase their motivation and engagement with the material. This student-centered approach is in stark contrast to more traditional models of education, where the teacher is seen as the primary source of knowledge.

Taba's Concept Development Model also encourages teachers to use a variety of instructional strategies to meet the diverse needs of their students. This includes hands-on activities, group work, and projects that allow students to apply their knowledge in different ways. By incorporating different teaching methods, teachers can help students develop a deeper understanding of the material and cater to different learning styles.

Overall, Taba's Concept Development Model is characterized by its focus on student-centered learning, critical thinking, and the organization of curriculum around key concepts. This approach aims to empower students to take an active role in their own learning and develop a deeper understanding of the material.

Tyler's Rational-Objective Model

Ralph Tyler was an American educator who developed the Rational-Objective Model in the 1940s. This model is based on the idea that curriculum should be designed with clear objectives in mind, and that these objectives should be based on the needs of society. Tyler believed that education should be a rational process that is designed to achieve specific outcomes.

One key attribute of Tyler's model is its focus on setting clear and measurable objectives for student learning. Tyler believed that curriculum should be organized around specific goals that can be assessed through objective measures. This approach helps to ensure that students are learning the material that is deemed important by society.

Another important aspect of Tyler's model is its emphasis on the importance of assessment in the learning process. Tyler believed that assessment should be used to measure whether students have achieved the objectives set out in the curriculum. This allows teachers to track student progress and make adjustments to their teaching methods as needed.

Tyler's Rational-Objective Model also emphasizes the importance of aligning curriculum with the needs of society. Tyler believed that education should prepare students to be productive members of society, and that curriculum should be designed to meet the needs of the workforce. This approach helps to ensure that students are learning the skills and knowledge that will be valuable in their future careers.

Overall, Tyler's Rational-Objective Model is characterized by its focus on setting clear objectives, the importance of assessment, and aligning curriculum with the needs of society. This approach aims to ensure that students are learning the material that is deemed important by society and are prepared to be productive members of the workforce.

Comparing Attributes

When comparing the attributes of Hilda Taba's Concept Development Model and Ralph Tyler's Rational-Objective Model, it is clear that there are some key differences between the two approaches. Taba's model is characterized by its focus on student-centered learning, critical thinking, and the organization of curriculum around key concepts. In contrast, Tyler's model emphasizes setting clear objectives, the importance of assessment, and aligning curriculum with the needs of society.

One key difference between the two models is their approach to curriculum design. Taba's model focuses on organizing curriculum around key concepts or ideas, while Tyler's model emphasizes setting clear and measurable objectives for student learning. Taba's approach encourages students to think critically and make connections between different concepts, while Tyler's approach aims to ensure that students are learning the material that is deemed important by society.

Another difference between the two models is their view on the role of the teacher. Taba's model emphasizes the importance of student input in the learning process, while Tyler's model focuses on the teacher as the primary source of knowledge. Taba's student-centered approach encourages students to take an active role in their own learning, while Tyler's approach is more teacher-centered and emphasizes the importance of aligning curriculum with the needs of society.

Despite these differences, both models share some common attributes. For example, both Taba and Tyler believe that education should be a purposeful process that is designed to achieve specific outcomes. Both models also emphasize the importance of assessment in the learning process, although they may differ in how assessment is used to measure student progress.

In conclusion, while Hilda Taba's Concept Development Model and Ralph Tyler's Rational-Objective Model have some key differences in their approach to curriculum design and the role of the teacher, they also share some common attributes. Both models aim to ensure that students are learning the material that is deemed important by society and are prepared to be productive members of the workforce. By understanding the strengths and weaknesses of each model, educators can make informed decisions about which approach is best suited to their students' needs.