GT+Weekly+Teaching+Strategy+Hilda+Taba's+Teaching+Strategies

= = =GT Weekly Teaching Strategy: HILDA TABA’S TEACHING STRATEGIES =

// One scarcely needs to emphasize the importance of critical thinking as a desirable ingredient in human beings in a democratic society. No matter what views people hold of the chief function of education, they at least agree that people need to learn to think. In a society in which changes come fast, individuals cannot depend on routinized behavior or tradition in making decisions, whether on practical everyday or professional matters, moral values, or political issues. In such a society, there is a natural concern that individuals be capable of intelligent and independent thought (Taba, 1962). // The following tables outline Hilda Taba’s Teaching Strategies and are taken from "Thinking Inductively," in Joyce and Weil, //Models of Teaching//, Chapter 10, 150-152. These strategies can be applied to any content area. They work well with social science concepts. TABLE 10.1 **CONCEPT FORMATION** TABLE 10.2 **INTERPRETATION OF DATA** Determining cause-and-effect relationships || Why did this happen? || Finding implications, extrapolating || What does this mean? What picture does it create in your mind? What could you conclude? || TABLE 10.3 **APPLICATION OF PRINCIPLES**
 * ==** Overt Activity **== || ** Covert Mental Operations ** || ** Eliciting Questions ** ||
 * 1.  Enumeration, listing || Differentiation (identifying separate items) || What do you see? hear? note? ||
 * 2.  Grouping || Identifying common properties, abstracting || What belongs together? On what criterion? ||
 * 3.  Labeling, categorizing || Determining the hierarchical order of things (super- and subordination) || How would you call these groups? What belongs to what? ||
 * // Source: // Hilda Taba, //Teacher's Handbook for Elementary Social Studies// (Reading, Mass.: Addison-Wesley Publishing Co., Inc., 1967) p. 92. ||
 * ==** Overt Activity ** == || ** Covert Mental Operations ** || ** Eliciting Questions ** ||
 * 1.  Identifying critical relationships || == Differentiating  == || What did you notice? see? find? ||
 * 2.  Exploring relationships || Relating categories to each other
 * 3.  Making inferences || Going beyond what is given
 * // Source: // Hilda Taba, //Teacher's Handbook for Elementary Social Studies// (Reading, Mass.: Addison-Wesley Publishing Co., Inc., 1967) p. 101. ||
 * ==** Overt Activity ** == || === Covert Mental Operations === || ** Eliciting Questions ** ||
 * 1.  Predicting consequences, explaining unfamiliar phenomena, hypothesizing || Analyzing the nature of the problem or situation, retrieving relevant knowledge || What would happen if . . . ? ||
 * 2.  Explaining and/or supporting the predictions and hypotheses || Determining the causal links leading to prediction or hypothesis || Why do you think this would happen? ||
 * 3.  Verifying the prediction || Using logical principles or factual knowledge to determine necessary and sufficient conditions || What would it take for this to be generally true or probably true? ||
 * // Source: // Hilda Taba, //Teacher's Handbook for Elementary Social Studies// (Reading, Mass.: Addison-Wesley Publishing Co., Inc., 1967) p. 109. ||