The Integrative Processing Model

Pamela M. Kiser, Professor of Human Services

Studies Elon University

The Integrative Processing Model offers a tool to enhance student learning in experiential
education. This model is a step-by-step method of learning from experience which
guides students to think through their experiences carefully and systematically. The
Integrative Processing Model is a six-step, cyclic process. Each step of the model is
described briefly below:

Step 1: Gathering Objective Data from the Concrete Experience

In experiential education, learning begins with a specific, discrete experience.
This experience may be one in which the student is an active participant or an observer.
The experience yields information which, in subsequent steps of the model, becomes the
focus for reflection and application of knowledge. While in the experience, as well as
after the fact, students glean information about the situation and events as well as about
the behaviors and actions of the various participants. The student’s ability to be an
objective observer of experience is developed through this step of the learning process as
the student identifies the salient points from the experience itself.

Step 2: Reflecting
In Step 2, Reflecting, students assess their own personal reactions to the
experience. In doing so, students ask such questions as, “How does this situation touch
upon my own values? How does it relate to my personal history? What emotions and
thoughts does this experience trigger in me? What assumptions am I making about the
people involved in this situation? About myself? About the situation itself? How do I
evaluate my own effectiveness in this experience? What behaviors (verbal and non-
verbal) enhanced or diminished my effectiveness?”

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Adapted from Kiser, P.M. (2014). The human service internship: Getting the most from your experience
(4th ed.). Boston: Cengage.
Step 3: Identifying Relevant Knowledge
The information recorded in Step 1 may constitute only a set of meaningless,
disjointed facts and observations if examined outside the context of relevant theory and
knowledge. Students in Step 3 identify theoretical, conceptual, and/or factual
information which can shed light on these facts. While previous classroom learning
probably forms the foundation for this process, students might also need to engage in
more extensive reading and research to expand their knowledge and to develop greater
understanding of their experiences.
Against the backdrop of relevant knowledge, certain information identified in
Step 1 rises to the foreground of attention, while other information becomes relatively
less significant. Some facts may begin to cluster together, bearing some relationship to
one another, forming a more cohesive picture, pattern, or theme. The application of
knowledge (whether theoretical, conceptual, or factual) provides an organizing focus, a
lens through which the student views and makes sense of experience. To use another
analogy, knowledge provides a road map of sorts which helps the student identify his/her
current location and develop ideas about what route to take next. In this step, students
begin to learn the real value and power of knowledge as it can inform and direct their
work as well as lend them a growing sense of confidence and competence.

Step 4: Examining Dissonance

Having examined the experience itself, relevant knowledge, and personal
reactions, students are now in a position to explore points of dissonance in the situation.
Dissonance may be defined as a lack of harmony, consistency, or agreement. Dissonance
can exist on a number of levels. Intellectual dissonance might be present as competing
theories offer divergent point of view (Step 2) or as conflicting data arise out of the
concrete experience (Step 1). Students also might experience dissonance between the
exposed theories of the profession and their own personal views. As the student
examines dissonance, questions such as the following are raised:

 What, if anything, do I feel uncomfortable about in this situation?

 What disagreement is there between what I “should” do and what I “want” to do?
 What mismatch is there between what I “should” do and what I “must” do?
 What conflict is there between competing “shoulds” in the situation?
 What disagreement is there between my personal views of the situation and views
offered by the theories and knowledge of the profession?
 What conflicts is there between what I “know” and what I “do”?

As various points of dissonance are examined and pondered, important questions may be:
 Can this point of dissonance be reconciled? If so, how? If not, why not?
 If this dissonance cannot be reconciled, how can I manage to live within it?

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Adapted from Kiser, P.M. (2014). The human service internship: Getting the most from your experience
(4th ed.). Boston: Cengage.
Step 5: Articulating Learning
Students often report with excitement that they are learning “so much” from their
field experience but when asked specifically what they have learned, they all too often
fall silent. This scenario perhaps reflects the fact that, although they might indeed have
learned a great deal, they have not thought carefully enough about this learning to be able
to put it into words. Step 5, Articulating Learning, requires students to put their learning
into words. Using words to explain and describe their learning pushes students to
conceptualize that learning. What had perhaps been a dim awareness becomes clarified
into a coherent statement through the written word. Having constructed this statement,
students more clearly “possess” the knowledge, having greater command over it as a
tangible, concrete, lasting entity which can be retrieved and used as needed.
The guiding question in this step of the model is straightforward, “What are the
major lessons which I can take from the experience?” The lessons learned may have to
do with skills developed, knowledge gained, insights developed into self or others, or
deeper understanding acquired of an ethical principle. Whatever the lessons, students
should be encouraged to approach this step of the process with the appreciation that all
knowledge is tentative. The articulated lessons are not fixed and immutable; rather,
students take these lessons and test them in subsequent experience.

Step 6: Developing a Plan

The final step, Developing a Plan, is a two-pronged step of the process in that it
calls upon students to think through 1) how to proceed in their work and 2) how to
proceed in their own learning. Students are now ready to make an informed choice as to
how to proceed in their work. As students implement their plans the learning cycle re-
enter Step 1, and the process is repeated.

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Adapted from Kiser, P.M. (2014). The human service internship: Getting the most from your experience
(4th ed.). Boston: Cengage.
 The Integrative Processing Model

Gather data from concrete experience

🡕 ⭸
Develop a plan Reflect
🡔 🡗
Articulate learning Identify relevant knowledge
🡔 🡗
Examine dissonance

Step 1: Gathering Objective Data from the Concrete Experience

Describe the experience, focusing on such issues as:
 What did I observe in this experience?
 What were the key events and features of this experience?
 What did I observe about the physical surroundings?
 What did I observe about my behavior and actions? Those of others?

Step 2: Reflecting
React on a more personal level to the experience, focusing on such issues as:

 How does this situation touch upon my own values?

 How does it relate to my personal history?
 What emotions and thoughts does this experience trigger in me?
 What assumptions am I making about this situation?
 What assumptions am I making about the people involved in this
experience, including myself?
 What does this experience point out to me about my own attitudes, biases,
or preferences?
 How do I evaluate my own effectiveness in this experience?
 What behaviors (both verbal and non-verbal) enhanced or diminished my
effectiveness?

Step 3: Identifying Relevant Knowledge

Examine academic knowledge which might be applicable to the experience, focusing on
such questions:
 What course work or reading have I done that is relevant to this
experience?
 What principles, concepts, theories, skills, or information have I learned
which relate to this experience?
 How does this experience relate to what I have learned elsewhere?
 How is the experience consistent with my academic knowledge?
 How does the experience contradict or challenge my academic
knowledge?
 How does my academic knowledge help me to organize, understand, make
sense of, or develop hypotheses about this experience?

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Adapted from Kiser, P.M. (2014). The human service internship: Getting the most from your experience
(4th ed.). Boston: Cengage.
 Step 4: Examining and Reconciling Dissonance
Examine more closely points of discomfort, disagreement, or inconsistency in the experience.
As you reflect on points of dissonance in your experience, also explore ways in which
this dissonance might be reconciled. At times, however, you will find that dissonance
cannot be resolved. Learning to live within ambiguity, conflicting tensions, and paradox
is sometimes required. Focus on such issues as:

 What, if anything, do I feel uncomfortable about in this situation?

 What conflicting information do I have?
 How does this experience contradict my previous assumptions or
learning?
 What conflicting thought and feelings do I have about this experience?
 What disagreement is there between what I think I “should” think or feel
and what I do think or feel?
 What conflict is there between competing “should” in the situation?
 What disagreement is there between my personal views and assumptions
about the situation and the ideas put forth by the “experts” in the field?
 What conflict is there between what I “know” and what I “do”?
 Between what I “should” do and what I “want” to do?
 Between what I “should” do and what I “must” do?

Step 5: Articulating Learning:

Remembering that learning is tentative and need testing in subsequent experience, respond
to such questions as:

 What are the major lessons I learned from this experience?

 What did I learn about myself? About others? About the world around
me?
 What knowledge, wisdom, or insights did I gain?
 What skills did I acquire?

Step 6: Developing a Plan

Consider the question, “Where do I go from here both in my work and in my learning?” This
line of thought calls upon you to respond to such questions as:

 Based upon what I have learned, how might I modify my own approach,
methods, or behavior as I encounter similar experiences in the future?
 What alternative directions might I take as I proceed in my work?
 What are the likely consequences of each alternative?
 What alternative(s) seem to me to be most favorable?
 How should I proceed in my learning?
 What gaps do I recognize in my knowledge and/or skills related to this
experience?

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Adapted from Kiser, P.M. (2014). The human service internship: Getting the most from your experience
(4th ed.). Boston: Cengage.
  Consequently, how will I fill these gaps?

6
Adapted from Kiser, P.M. (2014). The human service internship: Getting the most from your experience
(4th ed.). Boston: Cengage.