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Name: Claudia Mesnil-Baez
2008 Edwin Ellis, All Rights Reserved Published by Makes Sense Strategies, LLC, Northport, AL www.MakesSenseStrategies.com
Date:
Integrative
9/21/14
Is about
Helpingstudentsdevelopadeepunderstandingoforganizedbodiesofknowledgewhilesimultaneouslypracticingcriticalthinkingand
analysisskills.
Main idea
Planning
Identifytopics:topicsshould
comefromstandards,
textbooks,curriculum
guides,studentinterest
and/orlearningstyles.
Specifycontentgoals:besure
toincludecorestandard,be
clearwithobjectives.
Preparedatarepresentations
likematricesthatworkfor
thelesson.
Effectivedatadisplay:display
infoasfactualaspossible,
andprovidesufficient
information.
Main idea
Main idea
Implementation
Assessment
Openendedphase:Learners
describe,compare,and
searchforpatterns.
Thecausalphase:learners
offerexplanationsfor
patternsthatexplain"why"
and"how"thisinformation
cametobe.
Thehypotheticalphase:
Studentsbuildahypothesis
basedonthespeculations.
Generalizationsareformed,
theyshapethe"bigideas"
thatfulfillthecontentgoals
andobjectives.
Toassesscontent
knowledgeandcritical
thinking,inassessments
questionsmustrequire
analysisandinferencethat
showswhichstudents
eitherpaysattentionand
understanddiscussionand
graphics.
Multiplechoice
questions,freeresponse
questions,andessaysare
allpossiblewaystoassess
students.
Studentsmust
ultimatelylearntoexplain
ANYinference.
Main idea
Motivation
Thewaythatintegrative
modeldevelopsinthe
classroomandpersonal
studytimeintertwine
Thismotivatesand
grabstheattentionof
differentkindsof
students.
Observing,comparing,
andsearchingpatterns
aswellasmaking
conclusionsareskills
thatmotivateclassroom
participationforstudents
ofdiversebackgrounds.
Itmakes"lectures"less
individualandmore
collective.
Asstudentshavetomakeconclusionsandapplythoseinclassassessmentstheyarelearningreallifeskillsandskillsthatareusedinmany
academicandnonacademicprofessionalsettings.