Hilda Taba Model 

This method provides a four-part process that involves students listing specifics of what they see or know about a subject, grouping the listed items, and then label the groups. Once the groups of students have understood and agreed to the created labels, the group is then asked to regroup the items differently a second time. The group needs to be able to explain the relationship of why the items have been grouped/regrouped.

Benefits:

The instructional strengths are the student's ability to start a lesson at ground zero of understanding. The teacher allows students to state what they see, understand and from there the lesson builds. The approach is structured. In this method, the right amount of collaboration takes place when grouping and regrouping items/concepts. A final strength is this lesson speaks to three styles of learning - visual, auditory and kinesthetic.

Limitations:

The limitations are more so for an auditory teacher; s/he would need help toward the application. Just reading the words may not produce a visual that draws the teacher where s/he is enticed to put the Taba model into practice. Also, the group of students assigned to each group needs to be balanced and intentional to allow everyone in the group to contribute.