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Integrative Model

Integrative Model. Designed to help students develop a deep understanding of organized bodies of knowledge while simultaneously developing critical thinking skills Closely related to the Inductive Model Based on work of Hilda Taba (1965-67). Overview.

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Integrative Model

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  1. Integrative Model • Designed to help students develop a deep understanding of organized bodies of knowledge while simultaneously developing critical thinking skills • Closely related to the Inductive Model • Based on work of Hilda Taba (1965-67)

  2. Overview • Uses organized bodies of knowledge that combine facts, concepts, generalizations, and the relationships among them • Teacher begin lesson by displaying information gathered and compiled in a matrix • With teacher guidance, students analyze the information in the matrix

  3. Theoretical Foundations • Students develop schemas, forms of understanding that exist in memory • Concepts are simple schemas • When learners link concepts to facts, other concepts, principles, generalizations and academic rules, schemas become much more complex • Result is a deeper understanding

  4. Learning Objectives for the Integrative Model • Two objectives: (1) deep and thorough understanding of organized bodies of knowledge and (2) use of critical thinking skills • Much of what we teach in schools is organized bodies of knowledge • Example: Comparing two countries using variables such as climate, culture, economy

  5. Learning Obj. Cont. • Developing critical thinking skills requires practice in finding patterns, forming explanations, hypothesizing, generalizing, and documenting the findings with evidence • Teachers help make this practice conscious and systematic by identifying topics, specifying objectives, and preparing the data representations (matrix)

  6. Planning Lessons with the Integrative Model • Teacher begins with a topic • Topics may come from textbooks, curriculum guides, and other sources, including the interests of teachers or students

  7. Planning Cont. • Teacher decides on content objectives • Teacher must ask: What exactly do I want the students to understand about the topic? • Teacher must plan for critical thinking by guiding the students to form patterns, form explanations and develop hypotheses based on the evidence

  8. Planning Cont. • Teacher must prepare data representation by organizing a matrix • Teachers often direct students to gather data • Individual cells of matrix assigned to individuals or groups • Teacher can add data • Teacher could prepare entire matrix, but students may be less interested in the topic as a result

  9. Planning Cont. • Displaying data: two guidelines • (1) display the information in as factual a form as possible • (2) Provide sufficient information so that students can use data from one part of the matrix as evidence for a conclusion about another part

  10. Using Technology • Use databases, which are computer programs that allow users to store, organize, and manipulate information • Databases can use both text and numerical data

  11. Implementing Lessons with the Integrative Model • Phase 1: The open-ended phase. Learners describe, compare, and search for patterns in data • Promotes involvement • Ensures success • Teacher starts with one cell of information and moves to other cells • Teacher records students’ observations or comparisons on the board, overhead, or on chart paper

  12. Implementing Cont. • Phase 2: The causal phase • Students explain similarities and differences using data in chart to justify conclusions (documenting assertions) • Schema production begins • Students develop perceptions of competence

  13. Implementing Cont. • Phase 3: The hypothetical phase • Learners hypothesize outcomes for different conditions (suggested by teacher) • Advances schema production • Facilitates transfer • Students’ self-efficacy increases as they learn to respond successfully

  14. Implementing Cont. • Phase 4: Closure and application phase • Students generalize to form broad relationships which summarizes the content

  15. Increasing Student Motivation • Characteristics of Integrative Model • Involvement • Success • Challenge • Perceptions of increasing competence • Emphasizes cooperation • Emphasizes personalization (students must come up with their own generalizations)

  16. Modifications of the Integrative Model • Present information in matrix in picture form for students who lack reading skills • Emphasize phase 1 (observation and comparison) with young children) • Use existing materials (charts, maps, graphs) to simplify planning time

  17. Assessment • Teacher needs to measure content objectives • Test items on generalizations • Teacher needs to measure critical thinking objectives • Test items that require students to apply generalizations to new information • Test items that require students to make and defend an argument with evidence

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