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Hilda Taba

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on 27 February 2014

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Transcript of Hilda Taba

Work experience
Who Am I?
by Jenna Lilley

Born in Estonia in 1902
Died in 1967
Wrote seven books
Major work -
Curriculum Development: Theory and Practice
Architect, educator and curriculum designer
Bachelor's from the University of Tartu in 1926
Master's from Bryn Mawr College of PA
PhD from Teacher's College, Columbia University
Student of John Dewey, Benjamin Bloom, Ralph W. Tyler, Deborah Elkins, and Robert Havinghurst
Applied for a job at the University of Tartu but was rejected because she was a female
Ironically, this worked out as shortly after the outbreak of WWII all of the Tartu professors were sent to Siberia by the Russians
Returned to the U.S. to teach German for 3 years at the Dalton School
Ohio State, University of Chicago, San Francisco State University
Tested her ideas while designing a social studies curriculum for a district in California
"Obviously a curriculum has to do with teaching something to someone: hence, it can be neither entirely content-centered nor entirely child-centered" (Durkin 1993, xii).
Hilda Taba was an important curriculum designer whose ideas are still being applied to modern curriculum design and have been backed up by decades of education research

Costa, A. L., & Loveall, R. A. (2002). THE LEGACY OF HILDA TABA. Journal Of Curriculum & Supervision, 18(1), 56.

Fraenkel, J. R. (1994). The evolution of the Taba Curriculum Development Project. Social Studies, 85(4), 149.

Durkin, M. C. 1993. Thinking through class discussion: The Hilda Taba approach. Lancaster, Penn.: Technomic Publishing.
The Taba Approach
Any guesses?
Hilda Taba
Change comes fast and facts are quickly obsolete, thus curriculum should focus on critical thinking and intelligent and independent thought
Hilda's Curriculum Design Process

1. The development of multiple objectives
2. The organization of information into three levels
3. Content sampling
4. The sequencing of learning activities
5. The use of inductive teaching strategies to encourage thinking and valuing
6. The assessment of a variety of objectives.
Four Thinking Strategies:

1. Concept development

2. Interpretation of data

3. Application of generalizations

4. Interpretations of feelings, attitudes and values
Three types of knowledge:
(1) facts, (2) basic ideas/principles, and (3) concepts

- temporary source for acquiring ideas, not to be memorized as they so quickly become obsolete and are easily retrieved when needed

Choosing basic principles
- scientific validity, relevant, age-appropriate, facts can be used as examples

- students use knowledge from all content areas to predict an outcome or effect

In Application
Formulate data into patterns
Verbalize relationships between segments of data
Make inferences from data
Make generalizations based on data and test them
Develop understanding of causes/effects and similarities/differences

Teachers should accomplish this by mediating interesting discussion in a completely neutral manner
What do you think?
How is Taba's curriculum structure similar to or different from curricula that you have used or studied?

How is Hilda's design process similar to and different from the UbD process?

Do you agree/disagree with any of her beliefs about curriculum?

Other thoughts/feelings?
Students should use multiple areas of content knowledge to make predictions about outcomes or effects
Curriculum should focus on developing ways of thinking about concepts that can be generalized and applied across disciplines
Curriculum shoud NOT focus on facts and memorization. Facts are simply tools for supplying examples of principles and concepts
Your thoughts?
What did you like about this teaching method?

What didn't you like about the approach?

Brainstorm some ways that this approach might be useful in your classroom.

In what ways might you need to adapt, modify or differentiate this approach for students with special needs?
Hilda's Curriculum Components and Ideas
Curriculum should aim to develop four thinking strategies
Other Beliefs About Curriculum
Full transcript