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Welcome to Thinking Maps® Training of Trainers
TODAY’S AGENDA What are Thinking Maps & why do they work?
What is the purpose of each map?
How do I teach the maps to my students?
How do I use the maps to help students develop literacy skills?
What resources and support will I get throughout the year?
TABLE OF CONTENTS Chapter 1: INTRODUCTION
Page iv
Theory and Thinking Maps Introduced
Chapter 2: TEACHING
Sample Lesson Plans & Black Line Masters
Chapter 3: LITERACY LINKS
Academic Vocabulary, Reading, Writing
Chapter 4: CONTENT CONNECTIONS
Literary Analysis, Mathematics, Science, Social Studies
Chapter 5: INSTRUCTIONAL STRATEGIES
Chapter 6: ASSESSMENT
Curriculum and Lesson Planning, Cooperative Learning, Differentiation Student Assessment and SelfAssessment Quizzes
Making Connections: Thinking Maps and The Characteristics of a Great Classroom
Page 2
What are Thinking Maps and how are they different from Graphic Organizers?
Use a Circle Map to define Thinking Maps.
80% of all information that comes into our brain is VISUAL
Page 3
40% of all nerve fibers connected to the brain are linked to the retina
-Eric Jensen, Brain Based Learning
36,000 visual messages per hour may be registered by the eyes.
Page 3
“We believe that probably the best strategies for teaching text structures are visual/spatial strategies.” p. 31 6
Peregoy and Boyle. Reading, Writing, and Learning in ESL
RESEARCH CONNECTIONS
Nine Essential Practices That Are Supported by Educational Research
Nine Instructional Strategies
•Comparing and Contrasting •Classifying •Seeing Analogies
ES =
Page 3
DUAL CODING THEORY
Knowledge is stored in two forms: Linguistic Form
Nonlinguistic Form
Research proves that the more we use both systems of representation, the better we are able to think and recall knowledge.
SCAFFOLDING
BRAIN RESEARCH CONNECTION
“It has been shown that explicitly engaging students in the creation of nonlinguistic representations stimulates and increases activity in the brain.” (see Gerlic & Jausovec, 1999)
Page 4
Page 5
Page 6
Page 7
The Thinking Maps give students a concrete visual pattern for an abstract cognitive skill.
Page 7
From
A Framework for Understanding Poverty Ruby K. Payne, Ph.D. Chapter Eight: Instruction and Improving Achievement
“The true discrimination that comes out of poverty is the lack of cognitive strategies. The lack of these unseen attributes handicaps, in every aspect of life, the individual who does not have them.”
BRAIN COMPATIBLE TEACHING
Page 8
“The overwhelming need for learners is for meaningfulness… we do not come to understand a subject or master a skill by sticking bits of information to each other. Understanding a subject results from perceiving relationships. The brain is designed as a pattern detector. Our function as educators is to provide our students with the sorts of experiences that enable them to perceive patterns that connect.” Making Connections: Teaching and the Human Brain (1994), Caine & Caine
“Thinking Maps store information the way the brain does.” Pat Wolfe July 2005
Directions for the Neuron Bump
Page 8
Dendrites
Cell Body Axon
Synapse
NEURONS THAT FIRE TOGETHER GET WIRED TOGETHER. THAT IS WHAT A PATTERN IS!
Page 10
Thought process: Sequencing When do you use sequencing in: LANGUAGE ARTS / ENGLISH WRITING? SCIENCE? MATH? SOCIAL STUDIES / HISTORY? THE ARTS? In every instance, you could use a
FLOW MAP
Page 10
ATHEN’S GOVERNMENT
Lang Arts / English 1: Summarize key events
US History: Trace the economic, social and political events from the Mexican War to the outbreak of the Civil War
WHICH MAP WOULD YOU USE? The Flow Map
Civics and Economics: Describe how the US Constitution can be changed
Biology: Analyze the historical development of classification systems
Lang Arts / English 1: Demonstrate comprehension of main idea and supporting details
US History: Assess political events, issues, and personalities that contributed to sectionalism and nationalism
Civics and Economics: Examine taxation and other revenue sources at the national level of government
Biology: Classify organisms using keys
WHICH MAP WOULD YOU USE?
7th Grade EOG
8th Grade Science EOG
CAUSE AND EFFECT
EOC Eng I
CAUSE AND EFFECT
EOC Civics and Econ
EOC US Hist EOC Biology
Page 11
Page 11
4TH Grade Special Education Class
Middle School Social Studies
Page 11
High School English
Page 12
What Is the Organizational Pattern? Connections Across Continents After Europeans explored parts of Asia and Africa, they look westward across the Atlantic Ocean. No maps existed to help sailors cross it. First, Spain sent ships across the Atlantic. Christopher Columbus sailed in 1492. When he reached land, he thought he had reached the Indies in Asia. The people he met became known as Indians. After Columbus’s first voyage, Spain sent more explorers, soldiers, priests, and settlers. The Spanish conquered the Aztecs in 1521 and the Incas in 1533. By 1535, Spain had established the colony of the New Spain in the Americas.
What Is the Organizational Pattern? In 1620, a new group of English settlers landed at Plymouth. The Pilgrims wanted religious freedom. In 1630, a larger group of English settlers, the Puritans, arrived. They, too, wanted to practice their own religion. They founded the Massachusetts Bay Colony. Eventually there were 13 English colonies along the eastern coast of North America. Apply it! 1.
Which European country was the first to establish colonies in the Americas?
2.
Who arrived first, the Puritans or the Pilgrims?
3.
In what order were the colonies of New Amsterdam, New Spain, and New France established?
Chapter 16 Bacteria
.Describe the characteristics of bacteria.
.Name and describe the structures of the bacterial cell.
.Explain how bacteria are classified.
.Distinguish between heterotrophic and autotrophic bacteria.
C O D E
.Describe the various types of bacterial respiration. Bacteria are everywhere. They are found in air, water, soil, your food, and in the bodies of all living things. They can live in places where no other living thing survives. They have been found in the icy regions of the Arctic and Antarctic, and in the nearboiling waters of hot springs. They live on mountaintops and ocean bottoms. A drop of pond water may contain over 50 million bacteria.
.Discuss the role of bacteria
W
in nature.
.List several ways to limit bacterial growth.
.Describe the ways in which bacteria may gain new genes.
.Discuss the steps involved in genetic engineering.
O R D S
The Seven Stages of Man Motivation/Prior Knowledge Ask students to summarize the main stages they have passed through in their own lives so far. Tell them that Shakespeare describes the stages of human life in this poem. Master Teacher Note: You might want to tell students that Shakespeare frequently compared life to acting. In this speech, however, he extends the comparison for many lines. Purpose-Setting Question: How accurate is the description of each stage of life? .Discussion: How can one person play many parts? .Reading Strategy: Ask students to predict what the stages will be.
What Are the Code Words?
SET
TEACHER / STUDENT INPUT
Page 13
Page 14
PROCESSING
Page 14
EXTENSION
Page 15
CLOSURE
Page 15
So how are Thinking Maps different from graphic organizers? Page 16
Processing Activity
Page 17
1. Put away your notes. Then work with your group to define Thinking Maps. 2. Use a Circle Map to collect your ideas. 3. Include any notes that you remember about what they are and why they work as tools for thinking. 4. Also include information about how Thinking Maps are different from graphic organizers.
Hearing Words
Seeing Words
Speaking Words
Generating Words
Better learning will come not so much from finding better ways for the teacher to INSTRUCT... ...but from giving the learner better ways to CONSTRUCT MEANING. Seymore Papert, 1990
THE MAPS SHOULD BECOME STUDENT TOOLS FOR THINKING.
Calvin & Hobbes
by: Bill Watterson
An Overview of all 8 Thinking Maps The Circle Map
Defining in Context
Page 18
An Overview of all 8 Thinking Maps The Bubble Map
Describing
Page 18
An Overview of all 8 Thinking Maps The Double Bubble Map
Comparing and Contrasting
Page 18
An Overview of all 8 Thinking Maps The Tree Map
Classifying
Page 18
An Overview of all 8 Thinking Maps The Brace Map
Whole to Parts
Page 19
An Overview of all 8 Thinking Maps The Flow Map
Sequencing
Page 19
An Overview of all 8 Thinking Maps The Multi-Flow Map
Cause and Effect
Page 19
An Overview of all 8 Thinking Maps The Bridge Map
Seeing Analogies
Page 19
An Overview of all 8 Thinking Maps
Page 20
Adding a Frame of Reference
•How do you know what you know about this topic? •Did your information come from a specific source? •Is this information being influenced by a specific point of view? •Who could use this information? •Why is this information important?
Adding a Frame of Reference
Page 20
Adding a Frame of Reference
Page 20
Page 21
JIGSAW ACTIVITY 2
3
Create “HOME” Groups
1
1
5
3
6 2 1
Group C
3 Group B
Group A
4
2
4
6 5 6
4 5
INFORMATION FOR EACH THINKING MAP Thought Process
Drawing
Guiding Questions
Key Information
Classroom Ideas
Cautions
Page 23
DRAWING THE MAP
Page 24
NOTE TAKING GUIDE Identify the THOUGHT PROCESS
DEFINING IN CONTEXT
KEY WORDS Context, List, Define, Tell everything you know, Brainstorm, Identify, Relate prior knowledge, Explore the meaning, Associate, Generate
Page 24-25
Circle Map for Defining From Different Points of View •One half of the room becomes “Eddie” (main character from Buried Onions) •One half of the room becomes “Angel” (antagonist from Buried Onions, he is an intimidating gang leader)
•Define peer pressure from your point of view (POV)
Angel’s POV
Eddie’s POV
Peer pressure
Peer pressure
Essential Characteristics
A person seeking the legal end to slavery in the US
Nonessential Characteristics
Northerner Race Abolitionist
John Brown
Harriet Beecher Harriet Tubman Stowe Frederick Douglass
Examples
Illustration one desk
Synonyms
Word Parts
Context clues
Characteristics
Definition (in own words)
New materials are NOT formed A change in Same size, shape, matter or state of present matter before and Physical Abolitionist after Change change Ice melting
Breaking a glass
Cutting hair
Examples
Page 66
DRAWING THE MAP
THE BRIDGE MAP
NOTE TAKING GUIDE
Page 66-67
Identify the THOUGHT PROCESS
SEEING ANALOGIES
KEY WORDS Identify the Relationship, Guess the Rule, Symbolism, Metaphor, Allegory, Analogy, Simile
Head Body
AS
Numerator Fraction
Is the top part of... Relating Factor: _________________
GORGE : NIBBLE
(a) Laugh : Guffaw (b) Quaff : Sip (c) Hurry : Amble (d) Scrutinize : Examine (e) Spend : Counterfeit
AS Relating Factor? _________________
COLLAGE : ARTIST
(a) Opera : Musician (b) Novel : Author (c) Decision : Umpire (d) Interest : Spectator (e) Graduation : Student
AS Relating Factor? _________________
Power Plant
mitochondria
Vocabulary Development
Ms. Castillo’s lecture Dispelling misconceptions about atomic structure
Relating Factor
Creating the Bridge Map helps you meaning lies beneath.
what
NOTE MAKING GUIDE
Page 35
Draw the Bubble Map and label its parts.
Name the thought process:
DESCRIBING
You can fill a shape with color or graphics- this is an example of an imported picture of a threatening alley
Science
NOTE MAKING GUIDE
Page 41
Draw the Double Bubble Map and label its parts.
Name the thought process:
COMPARING AND CONTRASTING
NOTE MAKING GUIDE Draw the Tree Map and label its parts.
Name the thought process:
CLASSIFYING
Page 47
A “Growing” Tree Map
TREE MAP
NOTE MAKING GUIDE
Page 53
Draw the Brace Map and label its parts.
Name the thought process:
WHOLE TO PART RELATIONSHIPS
Egyptian Tomb
Add the meaning of each part in parentheses.
Use the meaning of each part to write the definition of the whole word.
NOTE MAKING GUIDE
Page 59
Draw the Flow Map and label its parts.
Name the thought process:
SEQUENCING
How a Bill Becomes A Law (The Short Version)
History Alive
LAUSD, CA Middle School SS
ATHEN’S GOVERNMENT
NOTE MAKING GUIDE
Page 65
Draw the Multi-Flow Map and label its parts.
Name the thought process:
CAUSE AND EFFECT
We watched a video.
NOTE MAKING GUIDE For the FRAME OF REFERENCE Notes:
The Frame of Reference can be used around any map.
Page 73
KEY WORDS FOR THINKING Page 77
TODAY’S AGENDA What are Thinking Maps & why do they work?
What is the purpose of each map?
How do I teach the maps to my students?
How do I use the maps to help students develop literacy skills?
What resources and support will I get throughout the year?
TABLE OF CONTENTS Chapter 1: INTRODUCTION
Page iv
Theory and Thinking Maps Introduced
Chapter 2: TEACHING
Sample Lesson Plans & Black Line Masters
Chapter 3: LITERACY LINKS
Academic Vocabulary, Reading, Writing
Chapter 4: CONTENT CONNECTIONS
Literary Analysis, Mathematics, Science, Social Studies
Chapter 5: INSTRUCTIONAL STRATEGIES
Chapter 6: ASSESSMENT
Curriculum and Lesson Planning, Cooperative Learning, Differentiation Student Assessment and SelfAssessment Quizzes
Making Connections: Thinking Maps and The Characteristics of a Great Classroom
Page 2
What are Thinking Maps and how are they different from Graphic Organizers?
Use a Circle Map to define Thinking Maps.
80% of all information that comes into our brain is VISUAL
Page 3
40% of all nerve fibers connected to the brain are linked to the retina
-Eric Jensen, Brain Based Learning
36,000 visual messages per hour may be registered by the eyes.
Page 3
“We believe that probably the best strategies for teaching text structures are visual/spatial strategies.” p. 31 6
Peregoy and Boyle. Reading, Writing, and Learning in ESL
RESEARCH CONNECTIONS
Nine Essential Practices That Are Supported by Educational Research
Nine Instructional Strategies
•Comparing and Contrasting •Classifying •Seeing Analogies
ES =
Page 3
DUAL CODING THEORY
Knowledge is stored in two forms: Linguistic Form
Nonlinguistic Form
Research proves that the more we use both systems of representation, the better we are able to think and recall knowledge.
SCAFFOLDING
BRAIN RESEARCH CONNECTION
“It has been shown that explicitly engaging students in the creation of nonlinguistic representations stimulates and increases activity in the brain.” (see Gerlic & Jausovec, 1999)
Page 4
Page 5
Page 6
Page 7
The Thinking Maps give students a concrete visual pattern for an abstract cognitive skill.
Page 7
From
A Framework for Understanding Poverty Ruby K. Payne, Ph.D. Chapter Eight: Instruction and Improving Achievement
“The true discrimination that comes out of poverty is the lack of cognitive strategies. The lack of these unseen attributes handicaps, in every aspect of life, the individual who does not have them.”
BRAIN COMPATIBLE TEACHING
Page 8
“The overwhelming need for learners is for meaningfulness… we do not come to understand a subject or master a skill by sticking bits of information to each other. Understanding a subject results from perceiving relationships. The brain is designed as a pattern detector. Our function as educators is to provide our students with the sorts of experiences that enable them to perceive patterns that connect.” Making Connections: Teaching and the Human Brain (1994), Caine & Caine
“Thinking Maps store information the way the brain does.” Pat Wolfe July 2005
Directions for the Neuron Bump
Page 8
Dendrites
Cell Body Axon
Synapse
NEURONS THAT FIRE TOGETHER GET WIRED TOGETHER. THAT IS WHAT A PATTERN IS!
Page 10
Thought process: Sequencing When do you use sequencing in: LANGUAGE ARTS / ENGLISH WRITING? SCIENCE? MATH? SOCIAL STUDIES / HISTORY? THE ARTS? In every instance, you could use a
FLOW MAP
Page 10
ATHEN’S GOVERNMENT
Lang Arts / English 1: Summarize key events
US History: Trace the economic, social and political events from the Mexican War to the outbreak of the Civil War
WHICH MAP WOULD YOU USE? The Flow Map
Civics and Economics: Describe how the US Constitution can be changed
Biology: Analyze the historical development of classification systems
Lang Arts / English 1: Demonstrate comprehension of main idea and supporting details
US History: Assess political events, issues, and personalities that contributed to sectionalism and nationalism
Civics and Economics: Examine taxation and other revenue sources at the national level of government
Biology: Classify organisms using keys
WHICH MAP WOULD YOU USE?
7th Grade EOG
8th Grade Science EOG
CAUSE AND EFFECT
EOC Eng I
CAUSE AND EFFECT
EOC Civics and Econ
EOC US Hist EOC Biology
Page 11
Page 11
4TH Grade Special Education Class
Middle School Social Studies
Page 11
High School English
Page 12
What Is the Organizational Pattern? Connections Across Continents After Europeans explored parts of Asia and Africa, they look westward across the Atlantic Ocean. No maps existed to help sailors cross it. First, Spain sent ships across the Atlantic. Christopher Columbus sailed in 1492. When he reached land, he thought he had reached the Indies in Asia. The people he met became known as Indians. After Columbus’s first voyage, Spain sent more explorers, soldiers, priests, and settlers. The Spanish conquered the Aztecs in 1521 and the Incas in 1533. By 1535, Spain had established the colony of the New Spain in the Americas.
What Is the Organizational Pattern? In 1620, a new group of English settlers landed at Plymouth. The Pilgrims wanted religious freedom. In 1630, a larger group of English settlers, the Puritans, arrived. They, too, wanted to practice their own religion. They founded the Massachusetts Bay Colony. Eventually there were 13 English colonies along the eastern coast of North America. Apply it! 1.
Which European country was the first to establish colonies in the Americas?
2.
Who arrived first, the Puritans or the Pilgrims?
3.
In what order were the colonies of New Amsterdam, New Spain, and New France established?
Chapter 16 Bacteria
.Describe the characteristics of bacteria.
.Name and describe the structures of the bacterial cell.
.Explain how bacteria are classified.
.Distinguish between heterotrophic and autotrophic bacteria.
C O D E
.Describe the various types of bacterial respiration. Bacteria are everywhere. They are found in air, water, soil, your food, and in the bodies of all living things. They can live in places where no other living thing survives. They have been found in the icy regions of the Arctic and Antarctic, and in the nearboiling waters of hot springs. They live on mountaintops and ocean bottoms. A drop of pond water may contain over 50 million bacteria.
.Discuss the role of bacteria
W
in nature.
.List several ways to limit bacterial growth.
.Describe the ways in which bacteria may gain new genes.
.Discuss the steps involved in genetic engineering.
O R D S
The Seven Stages of Man Motivation/Prior Knowledge Ask students to summarize the main stages they have passed through in their own lives so far. Tell them that Shakespeare describes the stages of human life in this poem. Master Teacher Note: You might want to tell students that Shakespeare frequently compared life to acting. In this speech, however, he extends the comparison for many lines. Purpose-Setting Question: How accurate is the description of each stage of life? .Discussion: How can one person play many parts? .Reading Strategy: Ask students to predict what the stages will be.
What Are the Code Words?
SET
TEACHER / STUDENT INPUT
Page 13
Page 14
PROCESSING
Page 14
EXTENSION
Page 15
CLOSURE
Page 15
So how are Thinking Maps different from graphic organizers? Page 16
Processing Activity
Page 17
1. Put away your notes. Then work with your group to define Thinking Maps. 2. Use a Circle Map to collect your ideas. 3. Include any notes that you remember about what they are and why they work as tools for thinking. 4. Also include information about how Thinking Maps are different from graphic organizers.
Hearing Words
Seeing Words
Speaking Words
Generating Words
Better learning will come not so much from finding better ways for the teacher to INSTRUCT... ...but from giving the learner better ways to CONSTRUCT MEANING. Seymore Papert, 1990
THE MAPS SHOULD BECOME STUDENT TOOLS FOR THINKING.
Calvin & Hobbes
by: Bill Watterson
An Overview of all 8 Thinking Maps The Circle Map
Defining in Context
Page 18
An Overview of all 8 Thinking Maps The Bubble Map
Describing
Page 18
An Overview of all 8 Thinking Maps The Double Bubble Map
Comparing and Contrasting
Page 18
An Overview of all 8 Thinking Maps The Tree Map
Classifying
Page 18
An Overview of all 8 Thinking Maps The Brace Map
Whole to Parts
Page 19
An Overview of all 8 Thinking Maps The Flow Map
Sequencing
Page 19
An Overview of all 8 Thinking Maps The Multi-Flow Map
Cause and Effect
Page 19
An Overview of all 8 Thinking Maps The Bridge Map
Seeing Analogies
Page 19
An Overview of all 8 Thinking Maps
Page 20
Adding a Frame of Reference
•How do you know what you know about this topic? •Did your information come from a specific source? •Is this information being influenced by a specific point of view? •Who could use this information? •Why is this information important?
Adding a Frame of Reference
Page 20
Adding a Frame of Reference
Page 20
Page 21
JIGSAW ACTIVITY 2
3
Create “HOME” Groups
1
1
5
3
6 2 1
Group C
3 Group B
Group A
4
2
4
6 5 6
4 5
INFORMATION FOR EACH THINKING MAP Thought Process
Drawing
Guiding Questions
Key Information
Classroom Ideas
Cautions
Page 23
DRAWING THE MAP
Page 24
NOTE TAKING GUIDE Identify the THOUGHT PROCESS
DEFINING IN CONTEXT
KEY WORDS Context, List, Define, Tell everything you know, Brainstorm, Identify, Relate prior knowledge, Explore the meaning, Associate, Generate
Page 24-25
Circle Map for Defining From Different Points of View •One half of the room becomes “Eddie” (main character from Buried Onions) •One half of the room becomes “Angel” (antagonist from Buried Onions, he is an intimidating gang leader)
•Define peer pressure from your point of view (POV)
Angel’s POV
Eddie’s POV
Peer pressure
Peer pressure
Essential Characteristics
A person seeking the legal end to slavery in the US
Nonessential Characteristics
Northerner Race Abolitionist
John Brown
Harriet Beecher Harriet Tubman Stowe Frederick Douglass
Examples
Illustration one desk
Synonyms
Word Parts
Context clues
Characteristics
Definition (in own words)
New materials are NOT formed A change in Same size, shape, matter or state of present matter before and Physical Abolitionist after Change change Ice melting
Breaking a glass
Cutting hair
Examples
Page 66
DRAWING THE MAP
THE BRIDGE MAP
NOTE TAKING GUIDE
Page 66-67
Identify the THOUGHT PROCESS
SEEING ANALOGIES
KEY WORDS Identify the Relationship, Guess the Rule, Symbolism, Metaphor, Allegory, Analogy, Simile
Head Body
AS
Numerator Fraction
Is the top part of... Relating Factor: _________________
GORGE : NIBBLE
(a) Laugh : Guffaw (b) Quaff : Sip (c) Hurry : Amble (d) Scrutinize : Examine (e) Spend : Counterfeit
AS Relating Factor? _________________
COLLAGE : ARTIST
(a) Opera : Musician (b) Novel : Author (c) Decision : Umpire (d) Interest : Spectator (e) Graduation : Student
AS Relating Factor? _________________
Power Plant
mitochondria
Vocabulary Development
Ms. Castillo’s lecture Dispelling misconceptions about atomic structure
Relating Factor
Creating the Bridge Map helps you meaning lies beneath.
what
NOTE MAKING GUIDE
Page 35
Draw the Bubble Map and label its parts.
Name the thought process:
DESCRIBING
You can fill a shape with color or graphics- this is an example of an imported picture of a threatening alley
Science
NOTE MAKING GUIDE
Page 41
Draw the Double Bubble Map and label its parts.
Name the thought process:
COMPARING AND CONTRASTING
NOTE MAKING GUIDE Draw the Tree Map and label its parts.
Name the thought process:
CLASSIFYING
Page 47
A “Growing” Tree Map
TREE MAP
NOTE MAKING GUIDE
Page 53
Draw the Brace Map and label its parts.
Name the thought process:
WHOLE TO PART RELATIONSHIPS
Egyptian Tomb
Add the meaning of each part in parentheses.
Use the meaning of each part to write the definition of the whole word.
NOTE MAKING GUIDE
Page 59
Draw the Flow Map and label its parts.
Name the thought process:
SEQUENCING
How a Bill Becomes A Law (The Short Version)
History Alive
LAUSD, CA Middle School SS
ATHEN’S GOVERNMENT
NOTE MAKING GUIDE
Page 65
Draw the Multi-Flow Map and label its parts.
Name the thought process:
CAUSE AND EFFECT
We watched a video.
NOTE MAKING GUIDE For the FRAME OF REFERENCE Notes:
The Frame of Reference can be used around any map.
Page 73
KEY WORDS FOR THINKING Page 77
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