Integrative Education Model
Developed by:
Barbara Clark of California State University
Theoretical Underpinnings:
Neuroscience
Brief description of the model and/or its philosophy:
Brain can be organized into four main functional areas:
a- Cognitive processes (linear/rational + spatial/gestalt)
b- Physical and Sensing processes
c- Emotional/Affective and Social processes
d- Intuitive processes
Intelligence can no longer be confined to the cognitive functions but must include all functions. Giftedness, regardless of how it is
expressed, can be nurtured and enhanced by this model because of the decentralized and personalized organization and use of the
total brain function.
Key elements,components, and/or non-negotiables:
Components of IEM:
1. Responsive Learning Environment
2. Complex and Challenging Cognitive Activity
3. Empowering Language and Behavior
4. Choice and Perceived Control
5. Relaxation and Tension Reduction
6. Movement and Physical Encoding
7. Intuition and Integration
Intended applications for the model (enrichment, pull-out, whole school,classroom, etc.):
No single way to implement in school or in home
Intended Audiences:
All ages
Relative strength and weaknesses:
Strengths:
Based in brain research, should be altered as understanding of brain adapts, flexible, wide definition of giftedness, applicable to
all forms of gifts or talents, reflects good teaching practices
Weaknesses:
Lacking in empirical evidence and current research (dated), perhaps too flexible or broad, lack of resources, not
qualitatively different for gifted learners
Resources required:
Understanding of all components, perhaps book on model: Clark, B.(1986). Optimizing learning: The Integrative Education
Model in theclassroom. Columbus, OH: Merrill Publishing Company.
Barbara Clark of California State University
Theoretical Underpinnings:
Neuroscience
Brief description of the model and/or its philosophy:
Brain can be organized into four main functional areas:
a- Cognitive processes (linear/rational + spatial/gestalt)
b- Physical and Sensing processes
c- Emotional/Affective and Social processes
d- Intuitive processes
Intelligence can no longer be confined to the cognitive functions but must include all functions. Giftedness, regardless of how it is
expressed, can be nurtured and enhanced by this model because of the decentralized and personalized organization and use of the
total brain function.
Key elements,components, and/or non-negotiables:
Components of IEM:
1. Responsive Learning Environment
2. Complex and Challenging Cognitive Activity
3. Empowering Language and Behavior
4. Choice and Perceived Control
5. Relaxation and Tension Reduction
6. Movement and Physical Encoding
7. Intuition and Integration
Intended applications for the model (enrichment, pull-out, whole school,classroom, etc.):
No single way to implement in school or in home
Intended Audiences:
All ages
Relative strength and weaknesses:
Strengths:
Based in brain research, should be altered as understanding of brain adapts, flexible, wide definition of giftedness, applicable to
all forms of gifts or talents, reflects good teaching practices
Weaknesses:
Lacking in empirical evidence and current research (dated), perhaps too flexible or broad, lack of resources, not
qualitatively different for gifted learners
Resources required:
Understanding of all components, perhaps book on model: Clark, B.(1986). Optimizing learning: The Integrative Education
Model in theclassroom. Columbus, OH: Merrill Publishing Company.