Integrative and/or Inductive Model Blog

Integrative Model 
Example 1

Teacher Plan: I would use this model to teach students words that could be grouped by meaning, but words that also have dual meanings. I would use pictures in addition to the words. (Ex: jam, jet, plane, squash, kid, organ, box, stick, log, rock, ram, bat). Students would work in groups of four. This may take a lot of scaffolding on my part, but it would be fun to try it out.
Image result for batImage result for bat

Describe, Compare, and Search for Patterns: I would give students a bag with words and pictures that match each of the word's meaning. I would talk about how this activity involves thinking about the meanings of words. I would then ask students to look for patterns they notice and similarities and differences and group them accordingly.


Explain Similarities and Differences: Students would explain their thinking and what they noticed about the meanings of the words and the relationship to the pictures.


Hypothesize What Would Happen Under Different Conditions: I would keep the same words, but change the picture to match the dual meaning of the words. Students would then figure out the new meaning and regroup and hypothesize what happened.


Generalization To Form Broad Relationships: Students would think about generalizations in that many words have more than one meaning and it is the context that words appear in that changes the meaning.

Technology:

https://jr.brainpop.com/readingandwriting/word/homonyms/

2.LS.5b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).


Inductive Model


Example 2

I would use this model to show picture of animals getting ready to attack their prey. The purpose of this activity would be to teach students about prey/predator.  Students would work in groups of 4.

Lesson Introduction:  I would explain to students that they will be looking at a group of pictures.  Their job is to look for patterns they notice in the pictures and some differences.


Divergent Phase:  I would give each group of students the pictures and allow them to work together to notice the patterns and differences. I would walk around and ask open-ended questions to get them to defend the things they are noticing, patterns and differences. (Ex. What is happening? What do you notice?)
Image result for predator and preycat and rodent


Convergent Phase: I would ask students close-ended questions about the pictures to help them understand what the picture is representing. (What animal is in the picture? What is it doing? Which one is the predator? Which one is the prey?

 Closure: Students would explain what they learned by writing about predators and their prey. They could also draw a picture to explain their understanding.


 Application: Students could talk about other animals not in the pictures and talk about the animal that would be the prey and the one that would be the predator. They could find examples in their books or share things they have viewed at home (Ex. discovery channel) or learned about.

Technology:
https://kids.nationalgeographic.com/
https://www.youtube.com/watch?v=dflq68GBoJY
http://pbskids.org/video/

2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.








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