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  • Integrative Model

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    Integrative Model is about helping learners establish a rich understanding of structured bodies of information while simultaneously improving their critical thinking skills. Students form schemas which they build on after they link relationships between concepts and facts, generalizations, academic rules, principles, and other concepts.

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    integrative model

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    Integrative Model is about helping learners establish a rich understanding of structured bodies of information while simultaneously improving their critical thinking skills. Students form schemas which they build on after they link relationships between concepts and facts, generalizations, academic rules, principles, and other concepts.

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    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
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    79 views1 page

    Integrative Model

    Uploaded by

    api-279665139
    Integrative Model is about helping learners establish a rich understanding of structured bodies of information while simultaneously improving their critical thinking skills. Students form schemas which they build on after they link relationships between concepts and facts, generalizations, academic rules, principles, and other concepts.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 1

    Hierarchic: 4 Main Ideas

    Box frame

    s
    TM

    Makes Sense
    Sense Strategies
    Strategies
    Makes
    Name:Rebekah Bridges

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

    Date:

    IntegrativeModel

    2/5/15

    Is about

    Helpinglearnersestablisharichunderstandingandinsightofstructuredbodiesofinformationwhilesimultaneouslyimprovingtheircriticalthinkingskills.
    Main idea

    TheoreticalFoundation

    A.BasedontheworkofHildaTaba
    Constructivismtheory
    B.VygotskysSocialDevelopment
    Theory
    Learningmustinvolvelanguageand
    socialinteractions
    C.PiagetsCognitiveDevelopment
    Theory
    Studentsformschemaswhichtheybuild
    onaftertheylinkrelationshipsbetween
    conceptsandfacts,generalizations,
    academicrules,principles,andother
    concepts.

    Main idea

    Planning

    A.IdentifyaTopic
    Organizedbodiesofknowledge
    B.SpecifyLearningGoals
    Evaluation,synthesis,oranalysis
    Contentgoalsclarityaboutwhatrelationshipsyou
    wantlearnertounderstand.Planforcritical
    thinking.
    C.PrepareDataRepresentations
    Matricescomparecomponentsondifferent
    dimensions.
    D.GatheringData
    3options:assignindividuals/groupstogatherinfo
    forthematix,havestudentsgathersomedataand
    addsomeyourself,ormaketheentirematrixby
    yourself.
    E.EffectiveDataDisplays
    Usefactualformsofrepresentation
    Supplysufficientinformation
    F.UtilizingDatabases
    Easytostore/manipulatedata
    G.SpecifyQuestions
    Planquestionsyouwillask
    H.ScopeofLessons
    Lessonsvs.units;dependsonlearninggoalsand
    howmuchinfoisincharts;narrowscopefor
    youngerstudents

    Main idea

    Main idea

    Implementing/Assessment

    Motivation/Modifications

    Implementing
    A.Phase1:TheOpenEndedPhase
    Studentsobservedatatodescribe,compare,and
    identifypatterns.Teachersrecordobservations
    onboard.
    B.Phase2:TheCausalPhase
    Studentstrytoformrelationshipsfromphase
    1observations;teachersexpoundonexplainable
    comparisons.
    C.Phase3:TheHypotheticalPhase
    Questionstudentshypotheticallyaboutphase2
    connections.
    D.Phase4:ClosureandApplication
    Studentsgeneralizeinfotoseebroad
    relationships;contentissummarized;thebig
    ideaisdiscovered.
    Assessment
    A.AssessContentOutcomes
    Questionsrequiringstudentstouse
    generalizationsformedinclass
    B.AssessingCriticalThinking
    Studentsdrawconclusionsandmakeinferences
    ontheirownbasedoninfoincharts

    Motivation
    A.IncreasesStudentMotivation
    Phase1:openendednaturepromotes
    involvementandsuccess
    Phase2&3:presentsachallengeand
    opportunitiesforcooperationandforseeing
    realworldconnections
    Modifications
    A.StudentswithDiverseBackgrounds
    Thematrixwillincludemorevisual
    information.
    Gatherall(ormost)matrixinfoyourself.
    Usespecific,structureddiscussions.
    EmphasizePhase1moreforstudentsspeaking
    otherlanguages.
    Promptstudentsmoretoprovidemorehelpin
    recognizingpatternsanddrawingconclusions.
    Useexistingchartsandmapsyoufindto
    increasestudentunderstanding.
    Makingmatricesduringclassdiscussionscan
    helpanalyzematerialtaught.

    So what? What is important to understand about this?

    TheIntegrativeModelmaybecomplexinimplementationandplanning,butitpromotesaverydeepunderstandingofclassroomtopicsandcreatesaperfectopportunityfor
    studentstoenhancetheircriticalthinkingskills.ThechallengeandopenendedquestionsassociatedwiththeIntegrativeModelmakeitagreatmodeltogetstudents
    involvedintheclassroom.

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