Running head: MODEL OF EDUCATION 1

Model of Education

Markaela Bryan

University of Nevada, Las Vegas

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As an educator the most important aspect of my career is to teach. As simple as that may

seem, it is not so. The first task to tackle would be to figure out what it is exactly that one should

be teaching. It is here where curriculum is found; the curriculum is what educators use as a

guideline to teach their students and the instruction is based on the delivery method, teaching

style, and personality of the teacher. One element I had never given much thought to was the

actual development of curricula. I had never wondered who created it or what the creators’

reasoning or strategy was behind the organization of it all. Upon reading various models of

creating curricula, I noticed two models that seem to coincide with my instruction style. A

concept-based curriculum digs deeper into the understanding of concepts rather than mere

memorization of skill. The Taba Model is organized by a five-step sequence that begins with

constructing a unit.

In the text, Erickson (2014), compares what is called two-dimensional models and three-

dimensional models. The two-dimensional model is more of the traditional route; I think about it

as being very topical or on the surface. This model’s focus is on facts and skill. On the contrast,

the three-dimensional model allows for a much richer and deeper understanding, rather than rote

memorization. While the three-dimensional model also has some focus on facts and skill, it also

has a focus on generalization, principles, and concepts. Incorporating all aspects of the three-

dimensional model, students will be able to receive a much more exceptional education. Within

this model there is also a structure of knowledge and a structure of process. Erickson (2014),

explains how process and knowledge go hand in hand wherein which neither can exist without

the other. Knowledge has to be exercised with various processes, such as reading, writing,

constructing, etc. Processes can be utilized across content areas. Reading this and reflecting on

my elementary education I would say that what I received was very traditional or two-
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dimensional. I do not recall much depth in the content areas. On occasion there would be a

science project of sorts or the construction of a mission, but while participating, I was not

grasping a deep understanding. I can recall my study sessions for assessments being pure

memorization of facts. The following day I would take the exam and almost immediately after,

all the facts that were memorized began to fade. This to me is not true learning and as I got older

and came to this realization, I vowed to ensure that my instruction would be on a level that went

much further than the surface.

The Taba Model is presented as a five-step sequence created by educators with their own

class in mind. This model begins with a specific unit and ends with the design. Olivia (2009)

explains that this model is the opposite of more traditional models which begin with the design

and end with specific units. The Taba Model has sub-steps in which to guide educators on how to

develop a unit. The model provides steps that include identifying needs, creating objectives,

selecting content, learning experiences, organizing activities, identifying what to evaluate and

how, and ensuring consistency. According to Olivia (2009), the rest of the steps include testing

the units for validity, consideration for suggestions and revision, producing a rationale, and

professional development training.

While I do not create curricula, there is no set curriculum used at my school. Teachers

have to search for their own resources to use and teach in their classrooms. As I was reading

about The Taba Model, I found that it went along with much of what I do as I search for

resources. I usually begin with what I want to teach and go from there. I decide how long I want

the unit to last, what standards and objectives will be taught, what content will/can be

implemented, and what type of activities I want my students to participate in. Much of my

planning sounds very similar to the sub-steps in the unit planning step of The Taba Model.
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During the last school year, I spent much time searching for resources, strategies, and

activities I could use for my students. Math was not my strongest content area therefore I felt the

need to spend the majority of my searches on that subject. I always would think of how much I

hated math growing up and how I didn’t want my students to have the same sentiments; I wanted

my students to enjoy the learning process. I looked for ways I could make math relatable to

them. Looking back in retrospect, I can see how I was following the concept-based model. I did

not want my students to memorize skills or steps the way that I did throughout my elementary

school years, I wanted them to understand why those steps were necessary and how they could

apply their newfound knowledge to their lives. In my exploration on sites such as Engage New

York and Teachers Pay Teachers, I always had an idea in mind. This leads me to believe that I

was following The Taba Model; I knew what I was starting with and once I found it, I would be

able to put it into practice. For certain concepts I wanted the students to have real world

application practice, so when working with decimals, it was important to have the students not

only work with manipulatives, but with money and real world questions that they have likely

already come in contact with. Even though I have to find my own teaching resources which can

be difficult at times, I love the flexibility it provides me. I am free to mix activities as I see fit. I

have the freedom to put my own personality and style into my instructional delivery because I do

not have a mandated, scripted curriculum to teach from.

Creating and developing curricula requires so many steps and aspects. Curriculum

designers need to ensure that their product is concept-based, includes knowledge and process as

two items that must be infused together, and the units of content. According to The Taba Model,

the units must identify objectives for content, needs of students, and how the learning will take

place all the while ensuring that the unit goes beyond mere repetition and factual memorization. I
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believe that when these models are followed, true learning will take place for true learning takes

place when concepts are practiced and applied in real world context and/or settings.
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References

Erickson, L.H. Lanning, L.A. (2014). Transitioning to Concept-Based Curriculum and

Instruction: How to Bring Content and Process Together. Thousand Oaks, California:

Corwin.

Olivia, P.F. (2009). Developing the Curriculum. San Francisco, California: Pearson.