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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.

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joeldv
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142 views

Integrative Model

Integrative Model. Designed to help students develop a deep understanding of organized bodies of knowledge while simultaneously developing critical thinking skills.

Uploaded by

joeldv
Copyright
© © All Rights Reserved
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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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
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

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

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

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)

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

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

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

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

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

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

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

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

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

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)

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

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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