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