Curriculum development can be defined as

the process of planning, implementing, and

evaluating curriculum that ultimately results
in a curriculum plan. One way of developing
a curriculum plan is through modeling.
Models are essentially patterns that serve as
guidelines to action. Models can be found for
almost every form of educational activity.
The education profession has models of
administration, of supervision, of instruction,
of evaluation, and others. There are models
of curriculum development as well. Using a
model to develop curriculum can result in
greater efficiency and productivity (Oliva,
2009). By examining models for curriculum
development, we can analyze the phases
essential to the process. The three models I have selected
for analysis were conceived by well known scholars in the field: Hilda Taba
(1962), Gerald Weinstein and Mario Fantini (1970), and Elliott Eisner (1991).
Hilda Taba was a colleague of John Tyler's whose idea of how to develop curriculum was there must be a definite order to the creation of a
curriculum. Taba's approach is based on the behavioral approach to curriculum design.

It is based on a step by step plan, with specific goals and objectives with activities that coincide and are evaluated with the stated objectives. Taba
developed a process for determining what needs to be taught to students and included a guide on how to accomplish the outcomes from students
(Costa & Loveall, 2002). Hilda Taba believed that there must be a process for evalutating student achievement of content after the content
standards have been established and implemented. The main concept of this approach to curriculum development is that teachers must be
involved in the development of the curriculum. She believed that the curriculum should be organized around generlized learning objectives which
enables students to discover principles that will enable them to be successfully (Middaugh & Perlstein, 2005).

There are seven major steps for developing a "grassroots approach to curriculum development.

These steps are:

1) diagnosos the needs of the students;

2) teacher defines objectives to be taught; (goals)

3) objectives and content should match; (“validity and significance” of the content)

4) the content is sequenced according to learner's interest, achievement level;

5)instructional methods must keep students engaged;

6) learning activities are organized, remembering the students being taught; and

7)students and teachers involved in evaluation procedures (Ornstein & Hunkins, 2009).The development of curriculum based on the ideals of
Hilda Taba are found in curriculums used in many schools today. Taba stated that there are three groupings of objectives: knowledge- what
children need to understand; skills-children need to learn how to; and concepts-children need to be (Ornstein & Hunkins, 2009). She was an
advocated for students using prolem solving and inquiry discovery techniques. The main idea to this approach is that the needs of the students are
at the forefront to the curriculum. The use of Taba's ideals of charting students status in learning and placing students with similar learning in
diverse groupings, what is now called cooperative learning groups. This is an idea that needs to be considered if using the basic ideas of this
approach in curriculum design.