Hierarchic: 4 Main Ideas

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2008 Edwin Ellis, All Rights Reserved Published by Makes Sense Strategies, LLC, Northport, AL www.MakesSenseStrategies.com

Makes Sense Sense Strategies Strategies Makes

Name:

Whitney Toler
Is about

Date:

10/10/2013

Integrative
Main idea Main idea

an instructional model designed to help students develop a deep understanding of organized bodies of knowledge while simultaneously practicing their critical thinking skills
Main idea Main idea

Planning

Implementing

Assessment

Motivation

Identify a topic: allow to use with an organized body of knowledge Specific Learning Goals: must be clear with the relationship you want the students to identify. Critical Thinking: have students find patterns, form explanations and hypothesis based on evidence. Date Representation: organized so that two or more components can be compared to each other. Number of components depends on judgment and learning objectives. Comparisons also dont have to be closely related concepts. Gathering Data: Gather data after components and dimensions have been established. 1. Assign groups to gather data 2. Have students gather data and add additional data 3. Prepare the matrix myself(disadvantage: kids are not actively engaged in the whole process) Data Display: display in as factual form as possible. Allows students to analyze the data and practice critical thinking.

Phase 1: students describe, compare and search for patterns in data. Ask questions to help guide students. As students conduct their analysis, write their observation or comparison on the board or camera. Phase 2: This phase begins when students begin to explain the similarities and differences they identify in Phase 1. Look for cause-and-effect. Teachers task to guide students analysis is to recognize comparisons and patterns that can be appropriately explained and to ask students to provide the explanation, at the same time leaving unexplainable ones as simple comparisons. Phase 3: Questions students to think hypothetically. Questions need to provide opportunities for students to think more deeply about the new information. Phase 4: Students generalize to form broad relationships, which summarize the content in which they learned. **The phases are not hierarchical and they dont imply a rigid sequence.

Assess students ability to think critically, will also measure their content knowledge. Have students make assesses conclusions about information from matrices they have already studied. Should be integral part of the teaching-learning process. Have students provide feedback about their performance, assessment can be powerful tool for increasing learning.

Each phase strongly encourages student involvement. Gives students the sense they further know how the real world works. Cooperation for students is a motivational factor. Well-organized group work leads to students involvement and motivation. Motivated to work with one another(classmate interaction)

So what? What is important to understand about this?

Helps student to understand organized bodies of knowledge Student-Student interaction is also a major point used in this model ..