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Welcome to Thinking Maps® Training
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
Thinking Maps Trainer
Michelle, Niall, Siobhan, Eion
High School English Teacher
3 children NBCT
Sean
Always on a diet
Teacher Family
Instructional Support Coordinator
Love movies, books, jokes
Church
Rae Adams
TEACHING THE CIRCLE MAP Things/people that have influenced you Things that tell something about you
Your Name
You can name the key points defining Thinking Maps®
Page 1
Chapter 1 You have been introduced to Thinking Maps ®
You can explain the similarities and differences between Graphic Organizers and Thinking Maps® You can identify the thought process behind each Thinking Map and the Frame of Reference You can draw and define each map You have a beginning understanding of how to use the maps in a variety of curriculum areas
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
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 9
DRIVE ATTENTION
Page 10
Thought process: Sequencing When do you use sequencing in: READING? WRITING? SCIENCE? MATH? SOCIAL STUDIES? THE ARTS? In every instance, you could use a
FLOW MAP
Page 10
WHICH MAP WOULD YOU USE? Reading The Flow Map
Identify and explain story elements, including plot summary. Retell a story.
WHICH MAP WOULD YOU USE? Science Investigate, compare, and contrast the different life cycles of different living things.
The Double Bubble Map
WHICH MAP WOULD YOU USE? Social Studies List the qualities of a leader
The Bubble Map
WHICH MAP WOULD YOU USE? Math Explain the relationship among fractions, decimals, and percents; translate among various representations of equal numbers The Bridge Map
Page 11
Page 11
4TH Grade Special Education Class
Middle School Social Studies
Page 11
High School English
Page 12
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
GUIDING QUESTIONS
Guiding Questions for Constructing a Circle Map: •What are the context clues that help define this word, topic or idea? •What do you already know about this word, topic or idea? Guiding Questions for Adding a Frame of Reference: •How do you know what you know? •Where are you getting your information?
Page 25
KEY INFORMATION
Page 26
The Circle Map is used to define a concept, word or idea. It is a great map to use to diagnose prior knowledge, brainstorm before writing, or use as a lesson closure.
Applications: Using the Circle Map Across Disciplines
Page 27
Brainstorming for Writing
Vocabulary Development
Troubleshooting the Circle Map
Page 28
Limited brainstorming
strawberries
Incorrect information in the “prior knowledge” Circle.
CLASSROOM APPLICATIONS
The next few slides show examples of Circle Maps created by teachers and students from across the country. Record your notes on page 29.
1 + 5 0 + 6 5 + 1
3 + 3 2 + 4 4 + 2 6 + 0
Source: Where did you get your information?
Source: Have you studied this information in school before?
Cadillac
scarves
? sideburns
May still be alive
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
Definition
Visual Representation
A triangle with one right angle Triangle with a 90 degree angle
Right Triangle
Personal Association or Characteristic
Page 21
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
Page 21
Expert Group Assignment 1’s – Bubble pages 30-35 2’s - Double Bubble pages 36-41 3’s – Tree pages 42-47 4’s – Brace pages 48-53 5’s – Flow pages 54-59 6’s - Multi-Flow pages 60-65 I will pull it all together by teaching the Bridge and re-emphasizing the frame at the end of this activity.
Before going to your Expert Group: 3. Read the pages in Chapter One - Introduction that correspond with the map you have been assigned. 4. Highlight key information, take notes, and be prepared to share your ideas in your Expert Group.
Page 22
JIGSAW ACTIVITY A
1 B
A 6
C
1 1
B
6
A
6 C
C
3
3 3 B
A 2 5 B A 5
5
2 B 2
C
C
B A
4
4 4 C
Directions for Your Expert Group
Page 22
1. Have a general discussion about the Thinking Map you will be teaching. Discuss the ways you might be able to use this map with the grade level and/or content you teach. 3. Make sure everyone in your group can draw the Map and name the thought process the map represents. 5. As a group, decide on the 4 or 5 details you need to include when you teach your Home Group this map. 7. Finally to make sure that you understand your Thinking Map, create an original application that you can use as an example when you teach your Home Group. Everyone in your Expert Group should draw and use the same map idea as an example. (Check with your trainer to make sure your original example is correct.)
AGENDA FOR YOUR HOME TEAM PRESENTATIONS Return to “Home” Groups
Assign a timekeeper
Teach each map (4 min limit)
Take Notes
Learn Bridge and Frame
Review all maps
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
GUIDING QUESTIONS
Guiding Questions for Constructing a Bridge Map: •What is the similar relationship between these two things? •What other pairs of things have the same relationship? Guiding Questions for Adding a Frame of Reference: •How do you know what you know? •Why is it important to know these relationships?
Page 67
KEY INFORMATION
Page 68
The Bridge Map helps students identify the relationships between words. As long as the relationship remains the same, the Bridge Map can be extended beyond 2 pairs of words.
An apple is a type of fruit as a carrot is a type of vegetable.
Applications: Using the Bridge Map Across Disciplines Page 69
Troubleshooting the Bridge Map Incorrectly stating the relating factor. Page 70
Moving beyond a one-to-one relationship to more analogous thinking
CLASSROOM APPLICATIONS
The next few slides show examples of Bridge Maps created by teachers and students from across the country. Record your notes on page 71.
Head Body
AS
Numerator Fraction
Is the top part of... Relating Factor: _________________
says its name in
Power Plant
mitochondria
Vocabulary Development
“The Scarlet Ibis”
Animals as Symbols
THE “FAT” BRIDGE
A
C
Comes before
Comes before
B
D
CHECK YOUR NOTES
The next few slides will summarize the notes you took during the Jigsaw activity and will also give you a variety of examples of Thinking Maps created by teachers and students from across the country.
NOTE MAKING GUIDE
Page 35
Draw the Bubble Map and label its parts.
Name the thought process:
DESCRIBING
NOTE MAKING GUIDE Notes:
Page 35
For the BUBBLE MAP Adjectives and adjective phrases only. Great for vocabulary development (vivid word choice) and inferential thinking.
Descriptors can be sensory, comparative, emotional or aesthetic.
Focus on adjectives. One strategy is to keep a “Circle on the Side.”
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
Page 41
For the DOUBLE BUBBLE MAP Notes:
Helps students compare and contrast any ideas, people, cultures, concepts, things they are studying. Because of the depth of thought, students may need to create two Circle Maps, two Bubble Maps, etc before making the Double Bubble Map. How are these two things similar and different? Why are these similarities and differences important? What have you learned by constructing this map? The Double Bubble Map can be used in place of the Venn Diagram, especially when focusing on the differences between two things. The Venn Diagram should continue to be used in math for set theory.
Comparing enhances meaning
Frame of Reference Application: Big Idea or Summary statement – What I learned from making this map: The basic story and its theme is the same. What changes in the stories has to do with the different cultures.
The square root function
A parabola
NOTE MAKING GUIDE Draw the Tree Map and label its parts.
Name the thought process:
CLASSIFYING
Page 47
NOTE MAKING GUIDE Notes:
Page 47
For the TREE MAP The Tree Map helps students classify information based on similar qualities, attributes, or details. They can be developed inductively or deductively.
How would you group this information? What are the ideas and details that support your main idea?
Great for Assessment!
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
NOTE MAKING GUIDE Notes:
Page 53
For the BRACE MAP The Brace Map is for the structural analysis of a concrete object. These maps almost always use nouns to name the parts of an object.
What is the name of the whole object? What are the major physical parts of the object? What sources did you use to identify the whole and its parts? The Brace Map is often confused with a Tree Map. Remember that the Brace Map identifies “parts of” something. The Tree Map identifies “kinds of” things.
Enhance transfer: Part to Whole
Egyptian Tomb
We need to know how to convert % to decimals.
We have to know that this is a two step problem.
We could use 10%.
We need some prior knowledge about what a “tip” is.
To illustrate my strategy for adding
Break down numbers to simplify additions
To show my thinking about groups of 10 Expanded notation helps with computation
Technology
NOTE MAKING GUIDE
Page 59
Draw the Flow Map and label its parts.
Name the thought process:
SEQUENCING
NOTE MAKING GUIDE Notes:
Page 59
For the FLOW MAP A Flow Map can be used to show sequences, steps, comparisons or degrees. The Flow Map can be drawn from left to right, in a cycle, or in a rising and falling action form as long as each box is connected to another using an arrow.
What is the name of the event or sequence? What are the stages of each event? What prior knowledge and/or experiences influence your understanding about this processes or series of events?
The sub-stages in the Flow Map must also be in a sequence, not just a list of details.
LAUSD, CA Middle School SS
Nobles
ATHENS GOVERNMENT
NOTE MAKING GUIDE
Page 65
Draw the Multi-Flow Map and label its parts.
Name the thought process:
CAUSE AND EFFECT
NOTE MAKING GUIDE
Page 65
Notes: The Multi-Flow Map helps students identify the causes and effects of an event. When constructing the map, always focus first on the event. The causes and effects do not have to balance. Students may also construct a one-sided Multi-Flow. What are the causes and effects of this event? Where did you get your information? Did a specific time period influence the causes and/or effects? The event is the key to this map. It must be a “happening.” The event should be “the flooding of the Nile” instead of just “the Nile.”
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
Thinking Maps Trainer
Michelle, Niall, Siobhan, Eion
High School English Teacher
3 children NBCT
Sean
Always on a diet
Teacher Family
Instructional Support Coordinator
Love movies, books, jokes
Church
Rae Adams
TEACHING THE CIRCLE MAP Things/people that have influenced you Things that tell something about you
Your Name
You can name the key points defining Thinking Maps®
Page 1
Chapter 1 You have been introduced to Thinking Maps ®
You can explain the similarities and differences between Graphic Organizers and Thinking Maps® You can identify the thought process behind each Thinking Map and the Frame of Reference You can draw and define each map You have a beginning understanding of how to use the maps in a variety of curriculum areas
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
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 9
DRIVE ATTENTION
Page 10
Thought process: Sequencing When do you use sequencing in: READING? WRITING? SCIENCE? MATH? SOCIAL STUDIES? THE ARTS? In every instance, you could use a
FLOW MAP
Page 10
WHICH MAP WOULD YOU USE? Reading The Flow Map
Identify and explain story elements, including plot summary. Retell a story.
WHICH MAP WOULD YOU USE? Science Investigate, compare, and contrast the different life cycles of different living things.
The Double Bubble Map
WHICH MAP WOULD YOU USE? Social Studies List the qualities of a leader
The Bubble Map
WHICH MAP WOULD YOU USE? Math Explain the relationship among fractions, decimals, and percents; translate among various representations of equal numbers The Bridge Map
Page 11
Page 11
4TH Grade Special Education Class
Middle School Social Studies
Page 11
High School English
Page 12
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
GUIDING QUESTIONS
Guiding Questions for Constructing a Circle Map: •What are the context clues that help define this word, topic or idea? •What do you already know about this word, topic or idea? Guiding Questions for Adding a Frame of Reference: •How do you know what you know? •Where are you getting your information?
Page 25
KEY INFORMATION
Page 26
The Circle Map is used to define a concept, word or idea. It is a great map to use to diagnose prior knowledge, brainstorm before writing, or use as a lesson closure.
Applications: Using the Circle Map Across Disciplines
Page 27
Brainstorming for Writing
Vocabulary Development
Troubleshooting the Circle Map
Page 28
Limited brainstorming
strawberries
Incorrect information in the “prior knowledge” Circle.
CLASSROOM APPLICATIONS
The next few slides show examples of Circle Maps created by teachers and students from across the country. Record your notes on page 29.
1 + 5 0 + 6 5 + 1
3 + 3 2 + 4 4 + 2 6 + 0
Source: Where did you get your information?
Source: Have you studied this information in school before?
Cadillac
scarves
? sideburns
May still be alive
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
Definition
Visual Representation
A triangle with one right angle Triangle with a 90 degree angle
Right Triangle
Personal Association or Characteristic
Page 21
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
Page 21
Expert Group Assignment 1’s – Bubble pages 30-35 2’s - Double Bubble pages 36-41 3’s – Tree pages 42-47 4’s – Brace pages 48-53 5’s – Flow pages 54-59 6’s - Multi-Flow pages 60-65 I will pull it all together by teaching the Bridge and re-emphasizing the frame at the end of this activity.
Before going to your Expert Group: 3. Read the pages in Chapter One - Introduction that correspond with the map you have been assigned. 4. Highlight key information, take notes, and be prepared to share your ideas in your Expert Group.
Page 22
JIGSAW ACTIVITY A
1 B
A 6
C
1 1
B
6
A
6 C
C
3
3 3 B
A 2 5 B A 5
5
2 B 2
C
C
B A
4
4 4 C
Directions for Your Expert Group
Page 22
1. Have a general discussion about the Thinking Map you will be teaching. Discuss the ways you might be able to use this map with the grade level and/or content you teach. 3. Make sure everyone in your group can draw the Map and name the thought process the map represents. 5. As a group, decide on the 4 or 5 details you need to include when you teach your Home Group this map. 7. Finally to make sure that you understand your Thinking Map, create an original application that you can use as an example when you teach your Home Group. Everyone in your Expert Group should draw and use the same map idea as an example. (Check with your trainer to make sure your original example is correct.)
AGENDA FOR YOUR HOME TEAM PRESENTATIONS Return to “Home” Groups
Assign a timekeeper
Teach each map (4 min limit)
Take Notes
Learn Bridge and Frame
Review all maps
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
GUIDING QUESTIONS
Guiding Questions for Constructing a Bridge Map: •What is the similar relationship between these two things? •What other pairs of things have the same relationship? Guiding Questions for Adding a Frame of Reference: •How do you know what you know? •Why is it important to know these relationships?
Page 67
KEY INFORMATION
Page 68
The Bridge Map helps students identify the relationships between words. As long as the relationship remains the same, the Bridge Map can be extended beyond 2 pairs of words.
An apple is a type of fruit as a carrot is a type of vegetable.
Applications: Using the Bridge Map Across Disciplines Page 69
Troubleshooting the Bridge Map Incorrectly stating the relating factor. Page 70
Moving beyond a one-to-one relationship to more analogous thinking
CLASSROOM APPLICATIONS
The next few slides show examples of Bridge Maps created by teachers and students from across the country. Record your notes on page 71.
Head Body
AS
Numerator Fraction
Is the top part of... Relating Factor: _________________
says its name in
Power Plant
mitochondria
Vocabulary Development
“The Scarlet Ibis”
Animals as Symbols
THE “FAT” BRIDGE
A
C
Comes before
Comes before
B
D
CHECK YOUR NOTES
The next few slides will summarize the notes you took during the Jigsaw activity and will also give you a variety of examples of Thinking Maps created by teachers and students from across the country.
NOTE MAKING GUIDE
Page 35
Draw the Bubble Map and label its parts.
Name the thought process:
DESCRIBING
NOTE MAKING GUIDE Notes:
Page 35
For the BUBBLE MAP Adjectives and adjective phrases only. Great for vocabulary development (vivid word choice) and inferential thinking.
Descriptors can be sensory, comparative, emotional or aesthetic.
Focus on adjectives. One strategy is to keep a “Circle on the Side.”
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
Page 41
For the DOUBLE BUBBLE MAP Notes:
Helps students compare and contrast any ideas, people, cultures, concepts, things they are studying. Because of the depth of thought, students may need to create two Circle Maps, two Bubble Maps, etc before making the Double Bubble Map. How are these two things similar and different? Why are these similarities and differences important? What have you learned by constructing this map? The Double Bubble Map can be used in place of the Venn Diagram, especially when focusing on the differences between two things. The Venn Diagram should continue to be used in math for set theory.
Comparing enhances meaning
Frame of Reference Application: Big Idea or Summary statement – What I learned from making this map: The basic story and its theme is the same. What changes in the stories has to do with the different cultures.
The square root function
A parabola
NOTE MAKING GUIDE Draw the Tree Map and label its parts.
Name the thought process:
CLASSIFYING
Page 47
NOTE MAKING GUIDE Notes:
Page 47
For the TREE MAP The Tree Map helps students classify information based on similar qualities, attributes, or details. They can be developed inductively or deductively.
How would you group this information? What are the ideas and details that support your main idea?
Great for Assessment!
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
NOTE MAKING GUIDE Notes:
Page 53
For the BRACE MAP The Brace Map is for the structural analysis of a concrete object. These maps almost always use nouns to name the parts of an object.
What is the name of the whole object? What are the major physical parts of the object? What sources did you use to identify the whole and its parts? The Brace Map is often confused with a Tree Map. Remember that the Brace Map identifies “parts of” something. The Tree Map identifies “kinds of” things.
Enhance transfer: Part to Whole
Egyptian Tomb
We need to know how to convert % to decimals.
We have to know that this is a two step problem.
We could use 10%.
We need some prior knowledge about what a “tip” is.
To illustrate my strategy for adding
Break down numbers to simplify additions
To show my thinking about groups of 10 Expanded notation helps with computation
Technology
NOTE MAKING GUIDE
Page 59
Draw the Flow Map and label its parts.
Name the thought process:
SEQUENCING
NOTE MAKING GUIDE Notes:
Page 59
For the FLOW MAP A Flow Map can be used to show sequences, steps, comparisons or degrees. The Flow Map can be drawn from left to right, in a cycle, or in a rising and falling action form as long as each box is connected to another using an arrow.
What is the name of the event or sequence? What are the stages of each event? What prior knowledge and/or experiences influence your understanding about this processes or series of events?
The sub-stages in the Flow Map must also be in a sequence, not just a list of details.
LAUSD, CA Middle School SS
Nobles
ATHENS GOVERNMENT
NOTE MAKING GUIDE
Page 65
Draw the Multi-Flow Map and label its parts.
Name the thought process:
CAUSE AND EFFECT
NOTE MAKING GUIDE
Page 65
Notes: The Multi-Flow Map helps students identify the causes and effects of an event. When constructing the map, always focus first on the event. The causes and effects do not have to balance. Students may also construct a one-sided Multi-Flow. What are the causes and effects of this event? Where did you get your information? Did a specific time period influence the causes and/or effects? The event is the key to this map. It must be a “happening.” The event should be “the flooding of the Nile” instead of just “the Nile.”
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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