Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Copy of HILDA TABA

No description
by

on 10 February 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Copy of HILDA TABA

HILDA TABA
BIOGRAPHY
PSYCHOLOGICAL SOCIAL AND PHILOSOPHICAL ESSENTIALS OF THE CURRICULUM MODEL
DEVELOPMENT OF THE CURRICULUM
CAREER ACCOMPLISHMENT
Core Philosopy
Ernest Hemingway once stated that in each port of the world you could meet at least one Estonian.

Born December 7, 1902
Raised and educated in Estonia
Educated at her father’s elementary school, and then at the local parish schoolAttended University of Tartu.
Post-graduate studies in the United States at Bryn Mawr College, supported by a grant from the Rockefeller Foundation.
Completed doctoral studies in educational philosophy at Columbia In 1931
Hilda Taba died unexpectedly on 6 July 1967, at the peak of her academic capabilities and power.
TRANSMISSION OF THE CULTURE
SOCIALIZATION OF THE INDIVIDUAL
STRUCTURE OF THE SOCIETY
The concept development model provides students with opportunities for inductive thinking and the important strengthening of their conceptual background for study. Engaging students in the development of generalizations related to key concepts is an important partof their preparation for more advanced work.

*

TARGETS
v The determination of targets must describe both the type of conduct and the content or the context to which this conduct is applied.

v The targets must be formulated so that they establish clear differences between the experiences of vital learning of the national and essential life for the formation of the individual.

v It is indispensable to analyze the subjects that compose the school program in order to decide what type of capacity and intellectual comprehension they are adapted for each of them.

v The targets are detailed under four principal categories that describe the fields of the vital needs:

* The targets of self
* The human relations
* The economic efficiency
* The civic responsibility

TABA OBSERVATION
Promote the development of
children’s cognitive skills, such as comparing and contrasting,conceptualizing,
generalizing, and applying previously learned relationships to new and different situations

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."


The concept development model provides students with opportunities for inductive thinking and the important strengthening of their conceptual background for study. Engaging students in the development of generalizations related to key concepts is an important part of their preparation for more advanced work.



Based on the work of Hilda Taba (1966), the concept development model provides students with opportunities for inductive thinking and the important strengthening of their conceptual background for study. Engaging students in the development of generalizations related to key concepts is an important part of their preparation for more advanced work.
CONCEPT DEVELOPMENT

Doctoral dissertation
The dynamics of education: a methodology of progressive educational thought
(1932), earned wide recognition among educators,
Director of The Intergroup Education Project, New York City in 1945.
HeadedCenter of Intergroup Education at the University of Chicago, (1948–51).
Independent scientific career began in 1951, whenshe accepted a proposal for the reorganization and development of social studies curricula in Contra Costa county, in the San Francisco Bay area.
Became a full professor of education at San Francisco State University.
Wrote
Curriculum Development; Theory and Practice (
1962)
Wrote
Thinking in elementary school children (
1964)
Taba, when visiting a prestigious American university in the 1960s, was led to a computer center where a huge mainframe computer was used for developing one of the first teaching machines. Her judgement on the value of this enterprise was fast and rather disappointing: ‘Million-dollar machine, ten cent idea’

Full transcript