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Where are we on our Thinking Maps journey? Thinking Maps? 0. I have no knowledge about this.

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Presentation on theme: "Where are we on our Thinking Maps journey? Thinking Maps? 0. I have no knowledge about this."— Presentation transcript:

1 Where are we on our Thinking Maps journey? Thinking Maps? 0. I have no knowledge about this.

2 Thinking Maps are different from Graphic Organizers. Thinking Maps are thinking patterns.

3 “The overwhelming need for learners is for meaningfulness… we do not come to understand a subject or master a skill by learning isolated bits of information. Understanding a subject results from perceiving relationships, or patterns. 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 BRAIN COMPATIBLE TEACHING

4 Visual aids in the classroom improve learning by up to 400 percent. 40% of all nerve fibers connected to the brain are linked to the retina The brain processes visual information 60,000 faster than text. - Eric Jensen, Brain Based Learning

5 Thinking Maps give students a concrete visual pattern for abstract cognitive skills.

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7  Language Arts Science  Sequencing

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9 The one common instructional thread that binds together all teachers, from pre-kindergarten through postgraduate, is that they all teach the same thought processes.

10 2 nd grade adjectives lesson

11 Fifth Grade Social Studies

12 An Overview of all 8 Thinking Maps

13 USE ALL EIGHT MAPS THE HOLIDAYS SPORTS MUSIC Let’s cool down with a PROCESSING ACTIVITY

14 Classifying The Tree Map An Overview of all 8 Thinking Maps

15 How to draw the Tree Map and label its parts. NOTE MAKING GUIDE Guiding Questions: How would you group this information? What are the ideas and details that support your main idea?

16 The Tree Map helps classify information based on similar qualities, attributes, or details. They can be developed inductively or deductively. Tree maps are great for assessment! KEY INFORMATION

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20 Tree Maps & TD Resources Turn & Talk! Share Out … - William & Mary Literature Web - Novel’s Main Character (Thoughts, Actions, Beliefs) - Problem Solving Strategies (Problem Solvers)

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

22 The Circle Map is used to define a concept, word or idea. Great for diagnosing prior knowledge, brainstorm before writing, or as a lesson closure. KEY INFORMATION

23 Incorrect information in the “prior knowledge” Circle. Limited brainstorming TROUBLESHOOTING

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25 algebra Finding an unknown number is like solving a math mystery! “x” can represent the unknown number. Unknown numbers can also be represented by symbols or other letters. We can use our Hands On Equations kit OR pictorial notation to represent equations. Both sides of an equation must be EQUAL! If you remove an ‘x’ from one side of the equation, you must remove an ‘x’ from the other. You can subtract the same amount from each side of an equation to simplify it.

26 ? sideburns scarves Cadillac May still be alive Elvis

27 Circle Maps & TD Resources Turn & Talk! Share Out … -Review of a Jacob’s Ladder selection -Hands On Equations (add/color code after each lesson) - building background for a novel (ex. Invisible Thread, Number the Stars)

28 The Bubble Map Describing An Overview of all 8 Thinking Maps

29 KEY INFORMATION 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.”

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32 MULTIPLE PERSPECTIVES

33 Bubble Maps & TD Resources Turn & Talk! Share Out … -Ugly Duckling inferring practice (William & Mary) - Vocabulary Web extension - character analysis from another character’s point of view (ex. Map of Kenny from By’s point of view in Watson’s Go To Birmingham)

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

35 How to draw the Double Bubble Map and label its parts. How are these two things similar and different? Why are these similarities and differences important? What have you learned by constructing this map? Guiding Questions NOTE MAKING GUIDE

36 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. 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. KEY INFORMATION

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40 Double Bubble Maps & TD Resources Turn & Talk! Share Out … - Compare / Contrast Math In The Garden to Math To Munch On - Compare / Contrast two Problem Solver Strategies - Compare / Contrast with a partner (insect, character, etc.)

41 Whole to Parts The Brace Map An Overview of all 8 Thinking Maps

42 Draw the Brace Map and label its parts. 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? KEY QUESTIONS: NOTE MAKING GUIDE

43 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. The Brace Map is often confused with a Tree Map. Remember that the Brace Map identifies “parts of” something, while the Tree Map identifies “kinds of” things. KEY INFORMATION

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46 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. Lunch cost $44 20% tip Find the total

47 Brace Maps & TD Resources Turn & Talk! Share Out … - Parts of abook - Parts of a Math Unitin M2 or M3 - Introduce cognates

48 Sequencing The Flow Map An Overview of all 8 Thinking Maps

49 How to draw the Flow Map and label its parts. 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? Guiding Questions: NOTE MAKING GUIDE

50 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. The sub-stages in the Flow Map must also be in a sequence, not just a list of details. KEY INFORMATION

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54 Flow Maps & TD Resources Turn & Talk! Share Out … - Sequencingchapters in a novel - Ranking vocabulary words (paint color swatches!) - Reflection on how student solved a multi- step word problem

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

56 Draw the Multi-Flow Map and label its parts. 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? Guiding Questions: NOTE MAKING GUIDE

57 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. 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.” KEY INFORMATION

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61 Multi-Flow Maps & TD Resources Turn & Talk! Share Out … - William and Mary text events - Test Grade Reflection -Picture book event (Angel for Solomon Singer, Brining the Rain to Kapiti Plain)

62 Seeing Analogies The Bridge Map An Overview of all 8 Thinking Maps

63 Guiding Questions: What is the similar relationship between these two things? What other pairs of things have the same relationship? How to draw the map and label its parts NOTE MAKING GUIDE

64 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. This will help students move to a more analogous thinking. An apple is a type of fruit as a carrot is a type of vegetable. KEY INFORMATION

65 Comes before A B C D THE “FAT” BRIDGE

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

69 Bridge Maps & TD Resources Turn & Talk! Share Out … - Word Masters (Vocabulary Analogies) - Junior Great Book Connections - Author Study

70 Adding a Frame of Reference to each Thinking Map 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?

71 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.

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74 Why Should We Infuse Thinking Maps Into Our Existing TD Resources?

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76 Two or More Thinking Tools = Equation of knowing Two or More Thinking Tools = Changes the intellectual demand Two or More Thinking Tools = The intellectual work is rigorous Two or More Thinking Tools = Strengthens critical thinking skills

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85 Allow for choice … Circle Map Tree Map Multi-Flow Flow Map Reflection: How well did you complete this week’s tasks? O Rate yourself on a scale of 1-10 and explain your rating. O How can you improve your performance next time?  Metacognition Maps Metacognition Mania … I would change … I enjoyed … I still want to know..

86 CONTRACT: One Topic All 8 Maps

87 PRODUCT: One Topic All 8 Maps

88 Can You Create Each of the Eight Thinking Maps for The Watsons Go to Birmingham - 1963

89 Gma Sands FlintBirmingham Kenny Goes In The Lake

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92 S Study the problem. o What are you trying to find out? O Organize the facts. o What parts of the story problem will help you answer the question? L Line up a plan. o Which strategy will you use? V Verify your plan. o Show all of your work! E Evaluate your work! o Does your answer seem reasonable? Draw a picture !

93 Strategies for Successful Classroom Introduction 1. Essential First Step: Introduce the Thinking Maps to your students over a period of 8-10 weeks. 2. Display the posters in the front of your room, either one at a time or all at once depending on your students. 3. Emphasize the thought process of each Thinking Map in your guiding questions. 5. Encourage students to go beyond the basic format of each map as they construct their thinking in a variety of content areas. 4. Provide a variety of ways for students to share their maps in order to “take the information off the map.”

94 “Fresh paint, computers, supplies are all good to have, but if we want our kids to learn more, nothing counts as much as inspired and inspiring teachers.” - Rita Kramer, Author of Ed School Follies From Education Week, June 14, 1995 THANK YOU for coming to a Thinking Maps ® (mini) Training

95 Thinking Map Recap! 1. Choose a sticky note color which represents your level of knowledge now that we completed our session today. 2. Write at least one new idea, strategy or thought you have about Thinking Maps as it relates to teaching gifted learners. 3. Post your sticky note on the door on your way out!


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