Вы находитесь на странице: 1из 1

Hierarchic: 4 Main Ideas

s
TM

Makes Sense Sense Strategies Strategies Makes

Box frame
2008 Edwin Ellis, All Rights Reserved Published by Makes Sense Strategies, LLC, !rth"!rt, AL www#MakesSenseStrategies#$!%

Name:

Rebecca Wesley
Is about

Date:

9/25/2013

Integrative
Main idea Main idea

Helps students develop a deep understanding of organized bodies of knowledge while simultaneously practicing their critical-thinking skills. This is a presentation of facts, concepts, and generalizations in an organized map or organizer to show the relationship between them.
Main idea Main idea

Planning

Implementing

Assessment

Motivation

Identify topics: requires it involve an organized body of knowledge. Content Goals: because organized bodies of knowledge arent bound or defined by explicit characters or relationships you must be clear and specific about what the desired relationship and remembered content. Planning for Critical Thinking: Avoid pointing out connections between patterns and instead ask leading questions to develop critical thinking among the students. Prepare Data Representations: prepare the actual material that is to be analyzed to meet the content goal. Using concrete examples to demonstrate abstract ideas is often a good idea. Gathering Data: are the raw materials that is used to construct understanding of the topic. Ways to do this is gather it yourself, allow the students to help, or have them gather all of the data themselves. Effective Data Displays: Display data in a factual form, as a series of relatively narrow generalization or mixture of the two. Specify Questions: Decide ahead of time what questions to use to lead the conversation. Scope of Lessons: Is how broad of a topic will be being taught with the data.

Include having students find patterns, form explanations, and hypothesize, all on the basis of evidence. Phase 1: Open-ended phaseLearners describe, compare, and search for patterns. Phase 2: The Casual phaseLearners offer explanations for similarities and differences. Phase 3: The Hypothetical phaseLearners hypothesize outcomes for different conditions. Phase 4: Closure and applicationLearners generalize to form broad relationships. These phases are not hierarchical and are not in a rigid sequence.

Can occur either through a content assessment, which is just a short written response or through critical thinking assessment, which is the ability for an individual to make or identify conclusions from the set of information that was given.

This model is motivational in that it capitalizes on the motivating effects of involvement, success, and challenges. It also capitalizes on the motivational benefits of cooperation and the students ability to take pride in their personalized content being displayed.

So what? What is important to understand about this?

This model fosters deeper levels of understanding of content while also developing critical thinking abilities monitored through high quality assessments and feedback after assessments to produce meaningful learning.

Вам также может понравиться