SISTEMA UNIVERSITARIO ANA G.

MNDEZ
SCHOOL FOR PROFESSIONAL STUDIES
FLORIDA CAMPUSES
UNIVERSIDAD DEL TURABO
CURRICULUM PLANNING AND DESIGN
EDUC 363
PROF. JUANITA PEREZ

Hilda Taba
Inductive thinking
By: Milton J.
Vlez

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 MODEL

ANALYZING 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

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?

Verbalizes a label(s) that

encompasses all items
Identifies 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 relationships

States 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

Tell me what you know

Why would you group

them together?

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!