Gives students practice in categorizing 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

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 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 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

Hilda Taba Inductive thinking 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. 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." 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."