Presentation on theme: "Overview of Thinking Maps®"— Presentation transcript:
1 Overview of Thinking Maps® Local District 1ElementaryPrincipals’ MeetingFebruary 11, 2009Water-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 1Chapter 1You 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 ReferenceYou can draw and define each mapYou 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. Page 2What 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 Page 340% of all nerve fibers connected to the brain are linked to the retinaKids 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: Page 3DUAL CODING THEORYKnowledge is stored in two forms:Linguistic FormNonlinguistic FormResearch proves that the more we useboth systems of representation,the better we are able tothink 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 SCAFFOLDINGK-12 use, no matter how many times the building changes, the scaffolding stays the same.
8 Page 7The Thinking Maps give students a concrete visual pattern for an abstract cognitive skill.
9 Page 6OVERVIEWK can use all eight, so can Hs. You just change the information in the map.
23 TEACHER / STUDENT INPUT Page 13SETTEACHER / STUDENT INPUTPage 14Start 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 arms8th—punishment must fit the crime—very much a middle school thing
25 Page 15EXTENSIONPOV person falsely accused of a crime.
27 So how are Thinking Maps different from graphic organizers? Page 16t
28 Page 17Processing ActivityPut 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 MapsPage 18The Circle MapDefining in Context29
38 A change in size, shape, or state of matter Definition (in own words)CharacteristicsAbolitionistNew materials are NOT formedA change in size, shape, or state of matterSame matter present before and after changePhysical ChangeBreaking a glassIce meltingCutting hairExamples
44 An Overview of all 8 Thinking Maps Page 19The Bridge MapSeeing Analogies44
45 DRAWING THE MAP THE BRIDGE MAP Page 66DRAWING THE MAPTHE BRIDGE MAP45
46 Page 68KEY INFORMATIONThe 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: _________________
54 The Bubble Map Describing An Overview of all 8 Thinking MapsPage 18The Bubble MapDescribing54
55 NOTE MAKING GUIDE For the BUBBLE MAP Page 35Notes: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
59 Comparing and Contrasting An Overview of all 8 Thinking MapsPage 18The Double Bubble MapComparing and Contrasting59
60 For the DOUBLE BUBBLE MAP NOTE MAKING GUIDEFor the DOUBLE BUBBLE MAPPage 41Notes: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
71 The Tree Map Classifying An Overview of all 8 Thinking MapsPage 18The Tree MapClassifying71
72 NOTE MAKING GUIDE For the TREE MAP Page 47Notes: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
81 The Brace Map Whole to Parts An Overview of all 8 Thinking MapsPage 19The Brace MapWhole to Parts81
82 NOTE MAKING GUIDE For the BRACE MAP Page 53Notes: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
92 The Flow Map Sequencing An Overview of all 8 Thinking MapsPage 19The Flow MapSequencing92
93 NOTE MAKING GUIDE For the FLOW MAP Page 59Notes: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 Page 19The Multi-Flow MapCause and Effect101
102 Name the thought process: NOTE MAKING GUIDEPage 65Draw the Multi-Flow Map and label its parts.CAUSE AND EFFECTName the thought process:102
103 NOTE MAKING GUIDE Notes: Page 65Notes: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 20Adding a Frame of ReferenceHow 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
111 Adding a Frame of Reference Page 20Adding a Frame of Reference111
112 For the FRAME OF REFERENCE NOTE MAKING GUIDEFor the FRAME OF REFERENCEPage 73Notes:The Frame of Reference can be used around any map.112
113 Introduction: Self-Assessment #2 Page 294Introduction: Self-Assessment #21._____ Circle Map2._____ Bubble Map3._____ Double Bubble Map4._____ Tree Map5._____ Brace Map6._____ Flow Map7._____ Multi-Flow Map8._____ Bridge MapEstructural analysis, whole to part.componentsb. cause and effect, impact, outcomesc. see relationships, analogiescompare and contrast, similarities anddifferences, uniquenesse. define in context, brainstormf. sequence, order, steps in a processg. describe, name the qualitiesh. classify or sort, main idea and supporting detailsGDHAFBC113
115 There are at least 5 maps that can be created. Now You Try…Read the articleHow 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 MAP116
117 REFLECTION Think-Pair-Share What will high quality implementation of Thinking Maps look like in classrooms?117