HILDA TABA’s HILDA TABA’s INDUCTIVE THINKING INDUCTIVE THINKING

MODELMODELby Dr. Sudha Pandeyaby Dr. Sudha Pandeya

Inductive Thinking Model was developed by Hilda Inductive Thinking Model was developed by Hilda Taba in 1967. She developed this model in her Taba in 1967. She developed this model in her experimental studies conducted in Central. She experimental studies conducted in Central. She

popularized the term ‘inductive thinking’ and prepared popularized the term ‘inductive thinking’ and prepared entire social curriculum based on inductive thinking.entire social curriculum based on inductive thinking.

Principles of Inductive Thinking Principles of Inductive Thinking ModelModel

Principle of identifying other itemsPrinciple of identifying other items:- an item may be placed in two :- an item may be placed in two categories if necessary.categories if necessary.

Principle of eliminationPrinciple of elimination:- When one category is different from the :- When one category is different from the other ,it sometimes can be eliminated.other ,it sometimes can be eliminated.

Principle of clarificationPrinciple of clarification:- When the meaning of category is not clear :- When the meaning of category is not clear clarification should sought from students.clarification should sought from students.

Principle of not processing final decisionPrinciple of not processing final decision:- Since model is based on :- Since model is based on the process rather than the content so it is not necessary to press the process rather than the content so it is not necessary to press for the final decision.for the final decision.

Principle of mental operationPrinciple of mental operation:- The model has overt activities and :- The model has overt activities and each overt activity is linked to covert i.e. hidden mental operation.each overt activity is linked to covert i.e. hidden mental operation.

Principle of limitsPrinciple of limits:- The inference must be within the limit of the data.:- The inference must be within the limit of the data.

Taba’s inductive processing model is called information processing Taba’s inductive processing model is called information processing model because it helps the learner to develop the methods model because it helps the learner to develop the methods processing from the environment. It is more concerned with processing from the environment. It is more concerned with intellectual development rather than the social or emotional intellectual development rather than the social or emotional development .It also helps in develop ment of logical thinking.development .It also helps in develop ment of logical thinking.

The The assumptionsassumptions of the model are:- of the model are:- 1) Thinking can be taught.1) Thinking can be taught. 2)Thinking is active transition between data and individual.2)Thinking is active transition between data and individual. 3) Process of thought evolve a system.3) Process of thought evolve a system. The word data in assumption 2 refers to classroom setting and The word data in assumption 2 refers to classroom setting and

instructional material. The object of study ,apparatus, diagrams, instructional material. The object of study ,apparatus, diagrams, specimens, and even historical monuments, the whole animal specimens, and even historical monuments, the whole animal kingdom and vegetable kingdom are all data in this context.kingdom and vegetable kingdom are all data in this context.

Meaning of the modelMeaning of the model This model proceeds from particular to general, from examples to This model proceeds from particular to general, from examples to

principles, from empirical data to generalisations.principles, from empirical data to generalisations.

It is teaching model for collection or manipulation of data.It is teaching model for collection or manipulation of data.

It is based on thinking. Skills should be taught using specific It is based on thinking. Skills should be taught using specific strategies designed for reaching those skills. The model uses these strategies designed for reaching those skills. The model uses these teaching skills in correct order that is one thinking skill is based on teaching skills in correct order that is one thinking skill is based on the other.the other.

Objectives of Inductive Thinking Objectives of Inductive Thinking ModelModel

To collect, organize and manipulate data.To collect, organize and manipulate data.

To develop a series of teaching strategies designed to develop To develop a series of teaching strategies designed to develop mental process.mental process.

To develop abilities to categorise.To develop abilities to categorise.

To develop student’s ability to handle information.To develop student’s ability to handle information.

To induce students to expand the conceptual system with which To induce students to expand the conceptual system with which they process information.they process information.

Components of Inductive Thinking Components of Inductive Thinking Model Model

FOCUS:- The main focus of the model is to develop the mental FOCUS:- The main focus of the model is to develop the mental abilities with special emphasis on concept formation .This involves abilities with special emphasis on concept formation .This involves cognitive tasks in concept formation.cognitive tasks in concept formation.

SYNTAX:- Teaching is organised in nine phases. The first three SYNTAX:- Teaching is organised in nine phases. The first three phases are concerned with concept formation by involving phases are concerned with concept formation by involving enumerating grouping and labeling categories .The second three enumerating grouping and labeling categories .The second three related to interpretation of data to identify relationship, explaining related to interpretation of data to identify relationship, explaining relationship and drawing inferences. The last three phases are relationship and drawing inferences. The last three phases are concerned with an application of principles by hypothesis , concerned with an application of principles by hypothesis , explaining hypothesis and verifying the hypothesis. All these three explaining hypothesis and verifying the hypothesis. All these three stages and elaborating steps are given as under:-stages and elaborating steps are given as under:-

Concept FormationConcept Formation Interpretation of DataInterpretation of Data Application of PrinciplesApplication of Principles

SYNTAX:-SYNTAX:-It isIt is Identification and enumeration of items of data. e.g.-take Identification and enumeration of items of data. e.g.-take

them to garden.them to garden. Grouping the items like –small plants, big ,bigger ones.Grouping the items like –small plants, big ,bigger ones. Developing category levels for the group:-herbs, shrubs, Developing category levels for the group:-herbs, shrubs,

treestrees Identifying dimensions and relationsIdentifying dimensions and relations Explaining dimensions and their relationshipsExplaining dimensions and their relationships Making inferencesMaking inferences Predicting consequences and pruning hypothesisPredicting consequences and pruning hypothesis Explaining and supporting predictions and hypothesisExplaining and supporting predictions and hypothesis Verifying the predictionsVerifying the predictions

Other components are :-Other components are :-

social system,social system,

principles of reaction,principles of reaction,

support system and support system and

instructional and nurturant effect.instructional and nurturant effect.

CONCEPT FORMATIONCONCEPT FORMATION It involves three mental processes;-It involves three mental processes;- i) Differentiation in the items of the data.i) Differentiation in the items of the data. ii) Identification of properties.ii) Identification of properties. Iii) Labeling of categoriesIii) Labeling of categories Teaching moves in the form of questions like, “what do Teaching moves in the form of questions like, “what do

you see?” might induce students to enumerate a list, you see?” might induce students to enumerate a list, and question like “what belongs together? ”would be and question like “what belongs together? ”would be likely to induce students to develop label or category.likely to induce students to develop label or category.

Each overt activity by the teaching strategy reflects Each overt activity by the teaching strategy reflects mental operation that are covert. This has been shown in mental operation that are covert. This has been shown in the table in the next slidethe table in the next slide

Overt ActivityOvert Activity Covert Mental Covert Mental OperationOperation

Eliciting Eliciting QuestionQuestion

i) Enumerationi) Enumeration DifferentiationDifferentiation What did you What did you see?see?

ii) Groupingii) Grouping Identifying Identifying common common propertiesproperties

What belong What belong together?together?

iii) Labeling andiii) Labeling andCategorizingCategorizing

Determining the Determining the order of itemsorder of items

What would we What would we call these call these groups?groups?

i) i) Identification and enumeration of data which are relevant to the Identification and enumeration of data which are relevant to the problemproblem:- Eggen has given an example of teaching a group of :- Eggen has given an example of teaching a group of students about animal kingdom, starts with exposing them to zoo. students about animal kingdom, starts with exposing them to zoo. The teacher asks them to take note of what they see. Returning The teacher asks them to take note of what they see. Returning back to the classroom ,the teacher makes a list of animals with the back to the classroom ,the teacher makes a list of animals with the help of students and writes the same on the black board.help of students and writes the same on the black board.

ii) ii) Grouping these itemsGrouping these items:- Here teacher puts the direct question :- Here teacher puts the direct question ‘What belongs together? ”The animals are grouped into classes on ‘What belongs together? ”The animals are grouped into classes on any criteria of classification as animals like cow ,dog ,goat in one any criteria of classification as animals like cow ,dog ,goat in one group and lion, tiger deer in other group.group and lion, tiger deer in other group.

Developing category labels for the groupDeveloping category labels for the group:-At this stage teacher asks :-At this stage teacher asks the name of the group. Different groups are called by different name the name of the group. Different groups are called by different name such as the group of cow ,dog etc will be termed as pet animals and such as the group of cow ,dog etc will be termed as pet animals and the group of tiger, lion will be termed as wild animalsthe group of tiger, lion will be termed as wild animals

Interpretation of DataInterpretation of Data It consists of three mental operations:-It consists of three mental operations:-

i) Differentiation among categoriesi) Differentiation among categories ii) Establishing relationshipsii) Establishing relationships iii) Finding implicationsiii) Finding implications

These mental operations give rise to activities of strategies by way These mental operations give rise to activities of strategies by way of translating these operations into overt activities.of translating these operations into overt activities.

This teaching strategy is build around mental operations: This teaching strategy is build around mental operations: interpreting, inferring and generalizing. This is shown in tabular form interpreting, inferring and generalizing. This is shown in tabular form in the next slide.in the next slide.

Overt ActivityOvert Activity Covert Mental Covert Mental OperationsOperations

Eliciting Eliciting QuestionsQuestions

i) Identifying i) Identifying pointspoints

DifferentiatingDifferentiating What did you What did you see?see?

ii) Explaining ii) Explaining items of items of identifying identifying informationinformation

Relating points Relating points to each other to each other Determining Determining cause –effect cause –effect relationrelation

Why did this Why did this happen?happen?

iii) Marking iii) Marking differencesdifferences

Going beyond Going beyond what is givenwhat is given

What does this What does this mean?mean?

i) i) Identifying dimensions and relationsIdentifying dimensions and relations:- The activities of :- The activities of this stage will have presentation of listed groups in this stage will have presentation of listed groups in various dimensions as food, habitation, environment etc.various dimensions as food, habitation, environment etc.

ii) ii) Explaining the dimensions and their relationshipExplaining the dimensions and their relationship:- The :- The main question at this stage is, “why did so and so main question at this stage is, “why did so and so happen?” The answer will explain relationship .happen?” The answer will explain relationship .

iii) iii) Making inferenceMaking inference:- It refers to concluding statement :- It refers to concluding statement about the relationship of the items. e.g.-Animals which about the relationship of the items. e.g.-Animals which need an environment similar to that human habitation need an environment similar to that human habitation are generally the pet animals.are generally the pet animals.

Application of PrinciplesApplication of Principles This strategy is that of applying principles to explain new This strategy is that of applying principles to explain new

phenomena. It includes –phenomena. It includes –

Analysing nature of the problemAnalysing nature of the problem

Retrieving relevant knowledgeRetrieving relevant knowledge

Determining causal linksDetermining causal links

Verifying the hypothesisVerifying the hypothesis

Using logical principles Using logical principles

Overt ActivityOvert Activity Covert Mental Covert Mental OperationsOperations

Eliciting Eliciting QuestionsQuestions

i) Hypothesizing i) Hypothesizing and Predictingand Predicting

Analysing the Analysing the nature of the nature of the problem of the problem of the situation.situation.

What would What would happen if…..?happen if…..?

ii) Explain or ii) Explain or support the support the prediction of prediction of hypothesishypothesis

Determinig the Determinig the causal links causal links leading to leading to prediction.prediction.

Why do you think Why do you think this would this would happen?happen?

iii) Verifying the iii) Verifying the predictionprediction

Using logical Using logical principles to principles to determine necessary determine necessary and sufficient and sufficient conditioncondition

Predicting consequences and forming hypothesesPredicting consequences and forming hypotheses:- Here :- Here the question will be asked as - what would happen to the question will be asked as - what would happen to wild animals in forest if it is converted into farmland? The wild animals in forest if it is converted into farmland? The discussion around this question will lead to conclusions discussion around this question will lead to conclusions and generalisations about items of data.and generalisations about items of data.

Explaining or supporting prediction and hypothesesExplaining or supporting prediction and hypotheses:- The :- The question at this stage will be like-”why do you think this question at this stage will be like-”why do you think this would happen?” A conclusion that ‘wild animals will would happen?” A conclusion that ‘wild animals will migrate to dense forests if their habitation is converted migrate to dense forests if their habitation is converted into farms’ will be supported by some explanations into farms’ will be supported by some explanations

Verifying the predictionVerifying the prediction:- It has to be checked whether :- It has to be checked whether wild animals have migrated to dense forest or they have wild animals have migrated to dense forest or they have resorted to wander around the habitation. resorted to wander around the habitation.

Social system:- The teacher is the initiator of information ,though Social system:- The teacher is the initiator of information ,though co-operative ,he is in controlling position .He decides the sequence co-operative ,he is in controlling position .He decides the sequence of activities in advance. He manages the activities of the class. of activities in advance. He manages the activities of the class. Classroom atmosphere is co-operative and democratic. The learner Classroom atmosphere is co-operative and democratic. The learner is actively involved .is actively involved .

Principle of reaction:- Main task of teacher is to monitor the ways Principle of reaction:- Main task of teacher is to monitor the ways the students receive information .If the group is large ,then the the students receive information .If the group is large ,then the teacher must make sure that each operation is comprehended by teacher must make sure that each operation is comprehended by all students.all students.

Support system:- This model is for social science curriculum and Support system:- This model is for social science curriculum and applicable for young children .It has been basically designed to applicable for young children .It has been basically designed to develop thinking.develop thinking.

Instructional and nurturant effects;-The main goal of the model is to Instructional and nurturant effects;-The main goal of the model is to nurture logical reasoning ,comprehension, awareness to the nurture logical reasoning ,comprehension, awareness to the environment and classification of concepts. environment and classification of concepts.

Merits of Inductive Thinking Merits of Inductive Thinking ModelModel

It helps in development of thinking of the students. Application of It helps in development of thinking of the students. Application of principles, induces students to go beyond the given data and hence principles, induces students to go beyond the given data and hence increases creative thinking.increases creative thinking.

The model has been success used for a wide range of subjects The model has been success used for a wide range of subjects including science, arts ,languages etc.including science, arts ,languages etc. The model is especially applicable for young children in teaching The model is especially applicable for young children in teaching

concepts and in developing thinking process.concepts and in developing thinking process. The first three phases are useful for elementary classes and last The first three phases are useful for elementary classes and last

three for higher classes.three for higher classes. It is according to psychology of the student. It helps in development It is according to psychology of the student. It helps in development

of innate power of the students.of innate power of the students. It develops logical reasoning ,comprehension and classification of It develops logical reasoning ,comprehension and classification of

the subject. It also develops co-operation of teacher and student.the subject. It also develops co-operation of teacher and student.

Demerits of Inductive Thinking Demerits of Inductive Thinking ModelModel

It can not be used for all subjects and all topics.It can not be used for all subjects and all topics.

It can not solve all problems.It can not solve all problems.

It is teacher –centered because teacher is the initiator and controller It is teacher –centered because teacher is the initiator and controller of activities.of activities.