SISTEMA UNIVERSITARIO ANA G. MÉNDEZSCHOOL FOR PROFESSIONAL STUDIESFLORIDA CAMPUSESUNIVERSIDAD DEL TURABO

CURRICULUM PLANNING AND DESIGNEDUC 363PROF. JUANITA PEREZ

Hilda TabaInductive thinking

By: Milton J. Vélez

WHO WAS HILDA TABA?

(1902 – 1967) Curriculum theorist, curriculum

reformer, and teacher educator, Hilda Taba contributed to the theoretical and pedagogical foundations of concept development and critical thinking in social studies curriculum and helped to lay the foundations of education for diverse student populations.

SHE DEVELOPED…

Hilda Taba developed a multi-purpose approach that utilizes a method of three discreet stages.

First students make observations (many observations not only a few) Then they gather the similar items together, and finally they name each category.

Students are then assigned to category groups and begin to research their topics.

The role of the teacher is that of facilitator. The final report can be made using any one of

the various reporting techniques available. The premise here, according to Taba is that

children make generalizations after organizing the data.

SHE BELIEVED…• Hilda Taba believed that students make

generalizations only after information is organized.

• She believed that students could be led toward making generalizations through concept development and concept attainment strategies.

• According to Taba, the best way to deal with increase in knowledge is to emphasize the "acquisition, understanding, and use of ideas and concepts rather than facts alone."

SHE IS KNOWN …• Taba is known for her model of teaching involving

inductive thinking. Using multiple strategies, according to Taba, can help students successfully solve problems. These inductive strategies are embedded in cognitive processes and require the learner to employ precise questioning techniques. Taba believed that: "To evolve a theory of curriculum development and a method of thinking about it, one needs to ask what demands and requirements of culture and society both are, both for the present and the future. Curriculum is a way of preparing young people to participate in our culture."

The Concept Development

Model

Analyzing Relationships Between Parts of A Concept

by Hilda Taba (1966) used to enhance the thinking skills of students.

It gives students practice in categorizing, and developing, extending and refining

concepts

THE CONCEPT DEVELOPMENT MODELANALYZING RELATIONSHIPS BETWEEN PARTS OF A CONCEPT

Gives students practice in categorizing

Mental processes involved in developing concepts

Start with concrete objects and progress to more complex ideas

Hilda Taba(1966)developed the model to enhance the thinking skills of students

Process Step Teacher Student

Listing Teacher or students lists items related to a subject

Tell me what you see

Tell me what you know

List specific items

Grouping Students group the items

Do any of these items belong together?

Finds similarity as a basis for grouping items

Labeling Students gives label for the newly defined groups. Students explain reason for their choices.

What would you call these groups you have formed?

Why would you group them together?

Verbalizes a label(s) that encompasses all itemsIdentifies and verbalizes common characteristics of items in a group

Regrouping Students regroup items or subsume individual items or whole groups

Could some of these belong to more than one group? Can we put these same items in different groups? Why would you group them that way?

States different relationshipsStates additional different relationships

Evaluating or Synthesizing

Students synthesize the information by summarizing the data and forming generalizations

Can someone say in one sentence something about all these groups?

Offers a summary statement

SHE IDENTIFIED THE FOLLOWING 8 STAGES IN THE CURRICULUM DESIGN PROCESS:

Step One: Diagnosing Needs,

Step Two: Formulating Specific Objectives,

Step Three: Selecting Content,

Step Four: Organizing Content,

Step Five: Selecting Learning Experiences,

Step Six: Organizing Learning Experiences,

Step Seven: Evaluating

Step Eight: Checking for Balance and Sequence

THANKS FOR YOUR ATTENTION!