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I. The Integrative Model
An Inductive strategy: Used to teach combinations of concepts within an organized body of knowledge, and to practice critical thinking
II. Organized Bodies of Knowledge
The historical foundations of this model is based on the work of Hilda Taba, which concludes that knowledge construction is organized in memory in the form of schema.
Much of the content we teach in schools exists in the forms of organized bodies of knowledge.
Differences Between the Inductive Model and the Integrative Model
• Inductive Model:– Use to teach a specific concept, generalization,
principle and/or academic rule
• Integrative Model:– Used to teach combinations of these forms of
content within an organized body of knowledge (topic)
– Students practice critical thinking while finding patterns, forming conclusions & hypotheses & by justifying their thinking
Examples of Topics that are Organized Bodies of Knowledge
Subject TopicSocial Studies Compare climates, cultures &
economies of 3 countries
Life science Compare different animal phyla and the characteristics of each
Health Compare well-balanced and poorly balanced meals
Art Compare art forms of different historical periods
Literature Compare the works of Faulkner, Fitzgerald & Hemingway
Early Elementary Compare different community helpers
History Compare northern & southern colonial settlements
Music Compare Baroque, Romantic & Classical music
III. Goals of Integrative ModelContent:
– Not to teach specific facts, concepts. etc., but to have students understand the relationships among them
Thinking Skills:– To develop critical thinking by finding
patterns, forming explanations, making generalizations
– Documenting thinking with facts
Teacher’s Role in Integrative Model
• To understand that learning is constructed by the learners, not transmitted by the teacher
• To facilitate student discussion and analysis
• To keep lesson & discussion moving• To select good examples & forms of
information for students• To become skilled at questioning
IV. Planning with the Integrative Model
• Identify Topics• Specify Objectives – both Content &
Thinking• Prepare Data Representation: The Data
Comparison Matrix– – Decide on data sources for students
Around The WorldWorld
CountriesWeather Major
LandformsAnimal Life Culture
S. Africa
Japan
Ireland
Germany
Iceland
Tanzania
V. Implementing Lessons using the Integrative ModelPhase Description
Phase 1 Gather data using the matrix as a guide
Phase 2 Describe, compare & search for patterns
Phase 3 Note & explain similarities & differences
Phase 4 Hypothesize outcomes for different conditions
Phase 5 Generalize to form broad relationships
VI. Modifications of Integrative Model to use with Younger Students• Modify the way information is presented• Begin with more traditional ways of
questioning (T S, later move into T S S S discussion)
• Younger students need to focus more on looking for patterns, making comparisons, and describing them
• Teachers will do more guiding to help students articulate ideas & thoughts
VII. Assessment
Measuring students’ understanding of organized bodies of knowledge is more complex than measuring the understanding of single concepts.
Through the use of essay or multiple choice type assessments, teachers must develop a pool items that will measure deep understanding of content and critical-thinking abilities.