Integrated Thematic Instruction (ITI): From Brain Research to Application

Susan Jafferies Kovalik with Jane Rasp McGeehan

Goals and preconditions. The primary goal of this theory is to foster the complete, well-rounded development of children in a way that is consistent with the biology of human learning, as well as learners' and communities' needs. The only precondition is K-12 education.

Values. Some of the values upon which this theory is based include:

1. responsible citizenship to perpetuate a democratic society-students learning that they can make a difference,
2. learning that is organized around a yearlong theme that integrates the disciplines and fosters systemic thinking,
3. caring, respect, and collaboration,
4. trustworthiness, truthfulness, active listening, no put-downs, and personal best ("Lifelong Guidelines"),
5. intelligence as something that can be cultivated, acquired,
6. every student is important,
7. student mastery versus covering material,
8. some choice for students over what they study and how,
9. involvement of students in political/social (community) action,
10. basing instructional methods on the biology of human learning (brain research findings),
11. learning that is meaningful for students-"for real purposes and audiences,"
12. emotions as strongly influencing learning,
13. "being there" (real-world) experiences as the most important sensory input.

Methods. These are the major methods this theory offers:

1. Absence of threat. Help students feel free from anxieties and associate positive emotions with learning.
2. Meaningful content. Select topics that interest students and have power to help them understand and influence their world. The yearlong theme should have (approx. monthly) components, each of which has (approx. weekly) topics, each of which has key points (conceptual, significant knowledge, and skill).
3. Choices. Provide options as to how learning will occur, considering multiple intelligences and personality preferences.
4. Adequate time. Provide enough time for students to thoroughly explore, understand, and use information and skills.
5. Enriched environment. Provide an inviting setting with many resources, emphasizing real places, people, and objects. Use job shadowing, mentorships, etc. "to re-establish the connection between what students do in schools and what adults do in life."
6. Collaboration. Have students work together to solve problems, explore, create.
7. Immediate feedback. Provide coaching to promote correct initial learning and sustain motivation to learn.
8. Mastery/application. Ensure a curriculum focus so that students acquire mental programs to use learnings in real-life situations. Key points are learned through inquiries (practice activities) that are done to reach mastery.
9. ITI sequence. Start with "being there" (real-world) experiences, then conceptual development, then language development, and finally application to the real world.

Major contributions. Bridging the gap between research on the biology of learning and classroom practice. Organizing instruction around themes. Importance of responsible citizenship and community action. Focus on the whole child. Offering choices.