Integrative ModelDesigned to help students develop a deep understanding of organized bodies of knowledge while simultaneously developing critical thinking skillsClosely related to the Inductive ModelBased on work of Hilda Taba (1965-67)

OverviewUses organized bodies of knowledge that combine facts, concepts, generalizations, and the relationships among themTeacher begin lesson by displaying information gathered and compiled in a matrixWith teacher guidance, students analyze the information in the matrix

Theoretical FoundationsStudents develop schemas, forms of understanding that exist in memoryConcepts are simple schemasWhen learners link concepts to facts, other concepts, principles, generalizations and academic rules, schemas become much more complexResult is a deeper understanding

Learning Objectives for the Integrative ModelTwo objectives: (1) deep and thorough understanding of organized bodies of knowledge and (2) use of critical thinking skillsMuch of what we teach in schools is organized bodies of knowledgeExample: 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 evidenceTeachers help make this practice conscious and systematic by identifying topics, specifying objectives, and preparing the data representations (matrix)

Planning Lessons with the Integrative ModelTeacher begins with a topicTopics may come from textbooks, curriculum guides, and other sources, including the interests of teachers or students

Planning Cont.Teacher decides on content objectivesTeacher 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 matrixTeachers often direct students to gather dataIndividual cells of matrix assigned to individuals or groupsTeacher 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 TechnologyUse databases, which are computer programs that allow users to store, organize, and manipulate informationDatabases can use both text and numerical data

Implementing Lessons with the Integrative ModelPhase 1: The open-ended phase. Learners describe, compare, and search for patterns in dataPromotes involvementEnsures successTeacher starts with one cell of information and moves to other cellsTeacher records students observations or comparisons on the board, overhead, or on chart paper

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

Implementing Cont.Phase 3: The hypothetical phaseLearners hypothesize outcomes for different conditions (suggested by teacher)Advances schema productionFacilitates transferStudents self-efficacy increases as they learn to respond successfully

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

Increasing Student MotivationCharacteristics of Integrative ModelInvolvementSuccessChallengePerceptions of increasing competenceEmphasizes cooperationEmphasizes personalization (students must come up with their own generalizations)

Modifications of the Integrative ModelPresent information in matrix in picture form for students who lack reading skillsEmphasize phase 1 (observation and comparison) with young children)Use existing materials (charts, maps, graphs) to simplify planning time

AssessmentTeacher needs to measure content objectivesTest items on generalizationsTeacher needs to measure critical thinking objectivesTest items that require students to apply generalizations to new informationTest items that require students to make and defend an argument with evidence