Paper Summary:

This paper explains that the integrative model of instruction is an alternative to the teaching approach, which involves lectures and tests with the teacher the source of knowledge and the students as relatively passive recipients of that knowledge. The author points out that the two inter-related goals of the integrative model of instruction are to present organized bodies of knowledge in an in-depth way and to develop critical thinking skills regarding this material so that an environment is set up where the students will think about the subject matter in a natural way, both with the teacher and with other students. The paper stresses that integrated instruction can be used only with material, which can be organized and which thoughtful people can detect relationships between the facts within the material.

Table of Contents:
Introduction
The Phases of Integrated Learning
Covering the Content

From the Paper:

"In Phase I, learners gather data and place it within the matrice, which is nothing more than a simple data base. They describe their observations and begin to look for patterns. While the work is guided by the teacher, the students do the thinking, which is honored by being noted in a written record, for instance on the board or an overhead. Students may be lead to note similarities and differences or to begin to consider why certain patterns are emerging. As the teacher draws generalizations out from the learners, the learners have opportunities to apply critical thinking to the facts presented rather than just learning the facts themselves."

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