1. Overview of Thinking Maps®
Local District 1
Elementary
Principals’ Meeting
February 11, 2009
Water-skiing vs. deep sea diving with the maps

2. You have been introduced to Thinking Maps®
You can name the key points defining Thinking Maps®
Page 1
Chapter 1
You can explain the similarities and differences between Graphic Organizers and Thinking Maps®
You have been introduced to 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

3. Use a Circle Map to define Thinking Maps.
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What are Thinking Maps and how are they different from Graphic Organizers?
Use a Circle Map to define Thinking Maps.

4. 80% of all information that comes into our brain is VISUAL
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40% of all nerve fibers connected to the brain are linked to the retina
Kids today are more visual than any preceeding group. Can’t even listen to music without seeing it.
36,000 visual messages per hour may be registered by the eyes.
-Eric Jensen, Brain Based Learning

5. Knowledge is stored in two forms:
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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.
This is how we use the maps differently from GO. We should be using the maps simultaneously while teaching. As I instruct, I also draw the information in a map to support my linguisitic form of instruction.

6. Dual coding tells us that we should use pictures K-12.

7. SCAFFOLDING
K-12 use, no matter how many times the building changes, the scaffolding stays the same.

8. Page 7
The Thinking Maps give students a concrete visual pattern for an abstract cognitive skill.

9. Page 6
OVERVIEW
K can use all eight, so can Hs. You just change the information in the map.

10. Page 10

11. Thought process: Sequencing
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When do you use sequencing in:
READING?
WRITING?
SCIENCE?
MATH?
SOCIAL STUDIES?
THE ARTS?
In every instance, you could use a
FLOW MAP

13. WHICH MAP WOULD YOU USE? Reading
The Flow Map
Identify and explain story elements, including plot summary. Retell a story.

14. WHICH MAP WOULD YOU USE? Science
Investigate, compare, and contrast the different life cycles of different living things.
The Double Bubble Map

15. List the qualities of a leader
WHICH MAP WOULD YOU USE?
Social Studies
List the qualities of a leader
The Bubble Map

16. WHICH MAP WOULD YOU USE? Math
Explain the relationship among fractions, decimals, and percents; translate among various representations of equal numbers
The Bridge Map

17. Page 11

18. 4TH Grade Special Education Class
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4TH Grade Special Education Class

19. Middle School Social Studies
LAUSD LD7
Middle School Social Studies

20. Page 11
High School English

21. Page 12

22. SET

23. TEACHER / STUDENT INPUT
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SET
TEACHER / STUDENT INPUT
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Start by showing brace map to show parts of US constitution: preamble, 7 articles of confederation, amendments. Amendments have parts 1-10 (bill of rights) plus frame it: rule w/o representation, one person too much power.
Then show bridge.

24. PROCESSING Page 14 Frame: 8th graders in TX 1st amendment.
2nd. Right to bear arms
8th—punishment must fit the crime—very much a middle school thing

25. Page 15
EXTENSION
POV person falsely accused of a crime.

26. Page 15
CLOSURE

27. So how are Thinking Maps different from graphic organizers?
Page 16 t

28. Page 17
Processing Activity
Put away your notes. Then work with your group to define Thinking Maps.
Use a Circle Map to collect your ideas.
Include any notes that you remember about what they are and why they work as tools for thinking.
Also include information about how Thinking Maps are different from graphic organizers.
Now go to page 17 in binder to recreate the circle map. Don’t look at your notes. Recreate the circle map, including the original five descriptions I gave you but adding some of your own from the things we’ve talked about here.

29. The Circle Map Defining in Context
An Overview of all 8 Thinking Maps
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The Circle Map
Defining in Context 29

32. 0 + 6 6
1 + 5
5 + 1
4 + 2
3 + 3
2 + 4
6 + 0

37. Cadillac
May still be alive ?
scarves
sideburns

38. A change in size, shape, or state of matter
Definition (in own words)
Characteristics
Abolitionist
New materials are NOT formed
A change in size, shape, or state of matter
Same matter present before and after change
Physical Change
Breaking a glass
Ice melting
Cutting hair
Examples

44. An Overview of all 8 Thinking Maps
Page 19
The Bridge Map
Seeing Analogies 44

45. DRAWING THE MAP THE BRIDGE MAP
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DRAWING THE MAP
THE BRIDGE MAP 45

46. Page 68
KEY INFORMATION
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. 46

47. Head Body Numerator Fraction AS Is the top part of...
Relating Factor: _________________

52. THE “FAT” BRIDGE A C
Comes before
Comes before B D

54. The Bubble Map Describing
An Overview of all 8 Thinking Maps
Page 18
The Bubble Map
Describing 54

55. NOTE MAKING GUIDE For the BUBBLE MAP
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Notes:
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.” 55

58. Science

59. Comparing and Contrasting
An Overview of all 8 Thinking Maps
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The Double Bubble Map
Comparing and Contrasting 59

60. For the DOUBLE BUBBLE MAP
NOTE MAKING GUIDE
For the DOUBLE BUBBLE MAP
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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. 60

63. Comparing enhances meaning

68. 68

69. 69

70. 70

71. The Tree Map Classifying
An Overview of all 8 Thinking Maps
Page 18
The Tree Map
Classifying 71

72. NOTE MAKING GUIDE For the TREE MAP
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Notes:
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? 72

77. Great for Assessment!

78. A “Growing” Tree Map

79. Equivalent Representations
0.8 6 1
80%

81. The Brace Map Whole to Parts
An Overview of all 8 Thinking Maps
Page 19
The Brace Map
Whole to Parts 81

82. NOTE MAKING GUIDE For the BRACE MAP
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Notes:
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. 82

87. Enhance transfer: Part to Whole

89. Break down numbers to simplify additions
To illustrate my strategy for adding
To show my thinking about groups of 10
Expanded notation helps with computation

90. Technology

92. The Flow Map Sequencing
An Overview of all 8 Thinking Maps
Page 19
The Flow Map
Sequencing 92

93. NOTE MAKING GUIDE For the FLOW MAP
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Notes:
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. 93

101. An Overview of all 8 Thinking Maps
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The Multi-Flow Map
Cause and Effect
101

102. Name the thought process:
NOTE MAKING GUIDE
Page 65
Draw the Multi-Flow Map and label its parts.
CAUSE AND EFFECT
Name the thought process:
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103. NOTE MAKING GUIDE Notes:
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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.”
103

109. 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?
109

110. Adding a Frame of Reference
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110

111. Adding a Frame of Reference
Page 20
Adding a Frame of Reference
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112. For the FRAME OF REFERENCE
NOTE MAKING GUIDE
For the FRAME OF REFERENCE
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Notes:
The Frame of Reference can be used around any map.
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113. Introduction: Self-Assessment #2
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Introduction: Self-Assessment #2
1._____ Circle Map
2._____ Bubble Map
3._____ Double Bubble Map
4._____ Tree Map
5._____ Brace Map
6._____ Flow Map
7._____ Multi-Flow Map
8._____ Bridge Map E
structural analysis, whole to part.
components
b. cause and effect, impact, outcomes
c. see relationships, analogies
compare and contrast, similarities and
differences, uniqueness
e. define in context, brainstorm
f. sequence, order, steps in a process
g. describe, name the qualities
h. classify or sort, main idea and supporting details G D H A F B C
113

114. KEY WORDS FOR THINKING
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115. There are at least 5 maps that can be created.
Now You Try…
Read the article
How many Thinking Maps can you create?
3. As a group, create your maps on chart paper. Be prepared to share.
Hint:
There are at least 5 maps that can be created.
115

116. Now You Try BUBBLE MAP FLOW MAP MULTI-FLOW MAP DOUBLE BUBBLE MAP
BRACE MAP
116

117. REFLECTION Think-Pair-Share
What will high quality implementation of Thinking Maps look like in classrooms?
117