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Focusing on Instructional Strategies
COLOR CODING THINKING MAPS Chapter 5 Pages 269 - 277
Focusing on Color Coding Objective: •To use color for a purpose with Thinking Maps
Examples of Color Coding Suggestions for all 8 TM’s
Welcome and Agenda
Planning time for classroom applications.
Closure and expectations for sharing student work
Application of Color Coding Maps for a Purpose
A Language for Learning Chapter 5 Pages 269-277
THINKING MAPS AND COLOR CODING
When Creating Thinking Maps, Use Color for a Purpose.
Ask yourself, what connections or relationships do I want my students to see?
To Match the Color to the Source Textbook
Doctor Use tape measure
3 feet = 1 yard 10 cm = 1 meter
Uses scales to weigh me
Socket Measurement wrenches come in different sizes Measure ingredients you when cook
Parents
To Show the Work or Ideas of Each Student Bob
Joe
4+1
2+3 100-95
5 1000-995 25 -5 -10 -5 Charlie
To Show Prior Knowledge and What We Learned What we Learned Cube Shapes Geometry
Cone
Cylinder Square
Rectangle
What we Know
To Show Point of View (or Fact vs Opinion)
Stephanie’s Ponytail by Robert Munsch
Cute
Popular Stephanie
Clever
To Emphasize the Word that BEST DESCRIBES
To Emphasize Similarities and Differences
To Emphasize Differences
To Show the Connection of Types of Details
To Emphasize Different Categories
To Emphasize the Relationship of the Parts and Subparts
342
100 100 100
300 40 2
10 10 10 10 1 1
To Show the Pattern of Whole to Parts
Quart
Half Gallon
Quart
Pint Pint Pint Pint
Gallon Quart
Pint
Quart
Pint
Half Gallon
Pint
Pint
Color-code the steps in one color and the work in another color in a parallel Flow Map.
Color-code to emphasize the relationship between the step in the process and the actual work or to emphasize the beginning, middle and end of any process.
To Differentiate Between the Causes and the Effects
To Emphasize the Most Important Cause or Effect Hunger
Need food to stay alive
Animals Eat Food
Body uses food to make energy
To Indicate Long Term Causes or Effects
Stephanie told her class she was going to shave her head.
Teacher and class shaved their heads.
Stephanie laughed. Stephanie didn’t shave her head. Stephanie was chased by the class.
The teacher and class did not trust Stephanie anymore.
To Show the Relationship of Each Pair
USA United States of America
AS
PTA Parent Teacher Association
Relating Factor: _________________ Is the abbreviation for
To Focus on the Top or Bottom of Each Pair
CLOSURE Take some time to meet by grade level or department in order to plan how you and your students might use color for a purpose with all 8 Thinking Maps.
Save your students’ work and be prepared to share their examples at our next follow-up session.
COLOR CODING THINKING MAPS Chapter 5 Pages 269 - 277
Focusing on Color Coding Objective: •To use color for a purpose with Thinking Maps
Examples of Color Coding Suggestions for all 8 TM’s
Welcome and Agenda
Planning time for classroom applications.
Closure and expectations for sharing student work
Application of Color Coding Maps for a Purpose
A Language for Learning Chapter 5 Pages 269-277
THINKING MAPS AND COLOR CODING
When Creating Thinking Maps, Use Color for a Purpose.
Ask yourself, what connections or relationships do I want my students to see?
To Match the Color to the Source Textbook
Doctor Use tape measure
3 feet = 1 yard 10 cm = 1 meter
Uses scales to weigh me
Socket Measurement wrenches come in different sizes Measure ingredients you when cook
Parents
To Show the Work or Ideas of Each Student Bob
Joe
4+1
2+3 100-95
5 1000-995 25 -5 -10 -5 Charlie
To Show Prior Knowledge and What We Learned What we Learned Cube Shapes Geometry
Cone
Cylinder Square
Rectangle
What we Know
To Show Point of View (or Fact vs Opinion)
Stephanie’s Ponytail by Robert Munsch
Cute
Popular Stephanie
Clever
To Emphasize the Word that BEST DESCRIBES
To Emphasize Similarities and Differences
To Emphasize Differences
To Show the Connection of Types of Details
To Emphasize Different Categories
To Emphasize the Relationship of the Parts and Subparts
342
100 100 100
300 40 2
10 10 10 10 1 1
To Show the Pattern of Whole to Parts
Quart
Half Gallon
Quart
Pint Pint Pint Pint
Gallon Quart
Pint
Quart
Pint
Half Gallon
Pint
Pint
Color-code the steps in one color and the work in another color in a parallel Flow Map.
Color-code to emphasize the relationship between the step in the process and the actual work or to emphasize the beginning, middle and end of any process.
To Differentiate Between the Causes and the Effects
To Emphasize the Most Important Cause or Effect Hunger
Need food to stay alive
Animals Eat Food
Body uses food to make energy
To Indicate Long Term Causes or Effects
Stephanie told her class she was going to shave her head.
Teacher and class shaved their heads.
Stephanie laughed. Stephanie didn’t shave her head. Stephanie was chased by the class.
The teacher and class did not trust Stephanie anymore.
To Show the Relationship of Each Pair
USA United States of America
AS
PTA Parent Teacher Association
Relating Factor: _________________ Is the abbreviation for
To Focus on the Top or Bottom of Each Pair
CLOSURE Take some time to meet by grade level or department in order to plan how you and your students might use color for a purpose with all 8 Thinking Maps.
Save your students’ work and be prepared to share their examples at our next follow-up session.
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