Hierarchic: 4 Main Ideas

s
TM

Makes Sense Sense Strategies Strategies Makes

Box frame
2008 Edwin Ellis, All Rights Reserved Published by Makes Sense Strategies, LLC, Northport, AL www.MakesSenseStrategies.com

Name:

Sara Beth Creel

Date:

February 18, 2013

Integrative Model
Main idea Main idea

Is designed

To help students reach two interdependent learning goals: To construct a deep understanding of organized bodies of knowledge; And To develop critical thinking abilities.
Main idea Main idea

Planning

Implementation

Assessing

Motivation and Modification

1. Identify Topics May come from standards, textbooks, curriculum guides and other sources, including the interests of students or teachers. An organized body of knowledge. 2. Specify Learning Goals Be clear about what students are to identify, understand, and remember. Find opportunities to promote students identification 3. Prepare Data Representations in Matrix 4. Students or Teachers Gather Data and Display 5. Specify Questions 6. Define the Scope of the Lesson

1. Open-Ended Phase Direct students attention to a cell in the matrix and ask them to observe and describe the information. Ask students to look for similarities and differences in two or more of the cells. Record Information. 2. The Causal Phase Learners offer explanations for similarities and differences. 3. The Hypothetical Phase Learners hypothesize outcomes for different conditions. 4. Closure and Application Learners generalize to form broad relationships. [Sequence the Phases]

1. Ask students to explain the similarities and differences. 2. Ask students to make or identify conclusions that are supported by evidence.

So what? What is important to understand about this?

Motivation 1. Capitalizes on involvement, success, and challenge 2. Capitalizes on perceptions of increasing competence. 3. Capitalize on the benefits of cooperation. 4. Capitalizes on the benefits of interaction with classmates Modifications 1. For young children and students lacking experience with the topic or with learners who are not native English speakers, design data displays in pictorial form. 2. Also use charts, graphs, and maps from textbooks as readymade data displays or as data to be analyzed during class discussions.

Encourages students to develop critical thinking skills by requiring practice in finding patterns, forming explanations, and hypothesizing from prior content knowledge and evidence. Also engages students in critical thinking by encouraging students to make generalizations and document findings with eveidence from a visual matrix.