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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.
TheIntegrativeModelmaybecomplexinimplementationandplanning,butitpromotesaverydeepunderstandingofclassroomtopicsandcreatesaperfectopportunityfor
studentstoenhancetheircriticalthinkingskills.ThechallengeandopenendedquestionsassociatedwiththeIntegrativeModelmakeitagreatmodeltogetstudents
involvedintheclassroom.