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

Darsey Wegrzyn

Date:

Integrated Model

February 5, 2015

Is about

The Integrated Model helps students understand organized bodies of information (these can be the relationship of the combination of any facts, concepts, and generalizations) by presenting it
in an organized way (like a matrix) while giving the students a chance to practice their critical-thinking. It guides the students efforts by putting the information in a way that will guide the
search for patterns and cause-effect relationships in the information.

Main idea

Theory

The integrated model would

most closely fall under the
Information Processing
approach in cognitive
development. It seeks to
represent information as
stated above (and seen on
page 188 in our textbook) in
a way that will help the
students see patterns and
relationships. Information
Processing is all about how
people process information
and represent it mentally.

Main idea

Planning

Identify the topics- topics can be anything

from the textbooks, curriculum guides, and
other sources as long as it is an organized
body of knowledge.
Specify Learning Goals- Since these
topics are not bound by explicit
characteristics, so the goal needs to be very
clear about the relationships the teacher
wants students to identify, understand, and
remember. There also needs to be critical
thinking goals as well, allowing the
students to see the patterns without
pointing them out helps.
Prepare Data-It is extremely important
teachers prepare the information students
will be analyzing in a way that will be able
to meet the content goal.
Specify Questions-Teachers should
anticipate the questions when using this
model because it is complex and
demanding. The scope of the lesson
depends on the goal and amount of
information included in the organized
model.

Main idea

Implementing

Phase 1: Open Ended Phase

During this time the students become
acquainted with the data and they begin
to describe, compare, and search for
patterns.
Phase 2: Casual Phase
In this phase, the students attempt to
explain the similarities and differences
found in phase 1. They look for possible
cause-and-effect relationships in the
information. This creates additional
links in the organized body of
information.
Phase 3: Hypothetical Phase
This phase gives the opportunity to think
more deeply about the information and
apply it to new situations. It asks
students to think hypothetically. What
would happen if..
Phase 4: Closure and Application
Students generalize to form broad
relationships, summarize content, and
apply their understanding to new
situations.

Main idea

Adaption, Assessment,
And Motivation

Motivation: Each of the phases

strongly promotes success because
of its open-ended nature. It gives
an opportunity to work with other
students, which always motivated
students.
Adaption: There are three
adaptions for this model. 1) Using
the model with students who have
diverse backgrounds. The matrix
will have more visuals and almost
all the information will be
gathered by the teacher. 2)
Increasing efficiency by using
existing material. 3) Developing
matrices during class discussion.
Assessment: Teachers can assess
content outcomes, critical
thinking, and can use this
assessment to increase learning.

So what? What is important to understand about this?

What is most important is to realize that this model is for a deep understanding of organized body of information. It
requires the teacher to be prepared with questions to guide the students to see patterns and relationships.