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Integrative Model

Adapted from Strategies and Models for Teachers; Teaching Content and Thinking Skills, 6th Ed. by Paul Eggen and Don Kauchak

Amy Hay

on 24 September 2012

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Transcript of Integrative Model

Integrative Teaching Model Instructional Leadership
Fall 2012
Amy Hay and Ann Buinger Photo Matrix Hypothesize what their kids will look like… Jon and Kate Strategies and Models for Teachers
Paul Eggen & Don Kauchak Integrative Model Designed to help students develop a deep understanding of organized bodies of knowledge while simultaneously developing critical thinking skills Integrative Model Uses organized bodies of knowledge that combine facts, concepts, generalizations, and the relationships among them Overview Two objectives: Learning Objectives for the Integrative Model Teacher begins with a topic Planning Lessons with the Integrative Model Examples of Topics that are Organized Bodies of Knowledge Teacher decides on content objectives Planning Cont. Teacher must prepare data representation by organizing a matrix Planning Cont. Displaying data: two guidelines Planning Cont. Teachers could use databases, which are computer programs that allow users to store, organize, and manipulate information. Using Technology Phase 1: The open-ended phase. Learners describe, compare, and search for patterns in data Implementing Lessons with the Integrative Model Phase 2: The causal phase Implementing Cont. Phase 3: The hypothetical phase Implementing Cont. Phase 4: Closure and application phase Implementing Cont. The phases are not hierarchical and therefore can be conducted in whichever sequence promotes learning of that objective Implementing Cont. Characteristics of Integrative Model Increasing Student Motivation Present information in matrix in picture form for students who lack reading skills Adapting the Integrative Model Have students make conclusions based on information from previously studied matrices or new data Assessment Learners construct their own understanding of the topics of study instead of recording it in an already organized form. Teacher begin lesson by displaying information gathered and compiled in a matrix With teacher guidance, students analyze the information in the matrix (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 grouped as organized bodies of knowledge Example: Comparing two countries using variables such as climate, culture, economy Teacher must ask: What exactly do I want the students to understand about the topic? Teacher must plan for critical thinking by helping the students to
form patterns,
form explanations and
develop hypotheses based on the evidence 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 (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 Provides both text and numerical data Provides a rich source of data Can be stored and used in subsequent lessons Teacher starts with one cell of information and moves to other cells Teacher asks a large number of questions quickly and easily which promotes involvement. Teacher records students’ observations as a reference point for further discussion. Students explain similarities and differences using data observed in phase 1and look for cause-effect relationships Questions begin with “Why” Learners hypothesize outcomes for different conditions “What would happen if…” or “What would we expect to see…” Questions begin Students generalize to form broad relationships Apply learning in new situations Involvement Success Challenge Perceptions of increasing competence Promotes cooperation Students have a personal stake in outcomes due to their investment Emphasize phase 1 (observation and comparison) with young children) Use existing materials (charts, maps, graphs) to simplify planning time Assessments should be frequent and thorough Topics may come from textbooks, curriculum guides, and other sources, including the interests of teachers or students
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