Hierarchic: 4 Main Ideas

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

Makes Sense Sense Strategies Strategies Makes

Name:

Robby Reece
Is about

Date:

10/10/13

Integrative
Main idea Main idea

Instructional model designed to help students develop a deep understanding of organized bodies of knowledge while simultaneously practicing their critical thinking skills
Main idea Main idea

Planning

Implementing

Assessment

Motivation

Identify Topics o Topics may come from standards, textbooks, and curriculum guides o Topic needs to involve an organized body of knowledge Specify Leaning Goals o Organized bodies of knowledge are not bound by the explicit characteristics in concepts o Must be very clear about the relationships you want the students to identify, understand, and remember o Have students find patterns, form explanations, and hypothesize o Fight the urge to identify patterns. Give opportunities for the students do it. Prepare Data Representation o Data is typically organized in a matrix o Include pictures when working with young children o Matrix should be organized to compare two or more components o Learning goals and developmental level determines the number of components o Do not have to compare closely related concepts o Data becomes raw materials used to construct understanding of the topic o Display the information as factual as possible o Provide sufficient information o Use technology/ databases Specify Questions o Anticipate questions you will ask in each phase o Plan questions in advance and write them down

Open-Ended Phase o Students describe, compare, and search for patterns o Direct the students attention to a cell in a matrix, ask them to observe and describe the information or ask students to look for similarities and differences in multiple cells o Open-ended questions break the ice, ensure success and allow you to promote student involvement o As students conduct their analysis, write their observations on the board to provide reference points The Causal Phase o Begins when students attempt to explain the similarities and differences o Questions typically begin with why o Ask the students to provide explanations for patterns that can be appropriately explained Hypothetical Phase o What would happen if questions o These questions allow the students to think more deeply about new information and apply it to new situations Closure and Application o Students generalize to form broad relationships and apply them to new situations. Constitutes Big Ideas and Take Aways Phases do not imply a rigid sequence

Content Outcomes o It is more demanding if the students are required to produce a response o Requires a deeper understanding of the content and students ability to express their thoughts in writing Critical Thinking o When measuring the ability to think critically, content knowledge will be measured as well o Students ability to think critically depends on knowledge of the topic o Always consider the content focus o When assessing critical thinking, you assess the students ability to either make or identify conclusions supported by evidence o Measuring critical thinking requires careful planning and judgment o Develop items based on content not covered in class Assessment to Increase Learning o A discussion of the items during feedback can include an examination of the evidence supporting or detracting from each conclusion. This helps students develop critical thinking abilities as well as a deeper understanding of the content o High-quality assessments and feedback produces meaningful learning

Motivating effects: involvement, success, challenge, and increased competence Each stage promotes student involvement Phase one promotes success because of its open-ended nature Phase two explanations and phase three explanations are challenging Seeing how the content connects to their lives gives students the feeling that they understand how the world works Personalizing content is important for promoting learner motivation Can capitalize on the motivational benefits of cooperation Well organized groupwork can increase learner involvement and motivation Make the students responsible for gathering at least some of the information for the chart o Intrinsic interest can be increased by students seeing the products of their efforts displayed on a chart because they have a greater personal stake in the information All students are motivated by the opportunity to interact with classmates

So what? What is important to understand about this?

The Integrative Model helps students reach two interdependent goals: constructing deep understanding of organized bodies of knowledge and developing critical thinking abilities.