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.