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Thinking Maps: A School’s Journey Dr. Julio Valle, Andrea Steenken, Cathy Friedrich, and Bianca Williams August 9-10, 2012.

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Presentation on theme: "Thinking Maps: A School’s Journey Dr. Julio Valle, Andrea Steenken, Cathy Friedrich, and Bianca Williams August 9-10, 2012."— Presentation transcript:

1 Thinking Maps: A School’s Journey Dr. Julio Valle, Andrea Steenken, Cathy Friedrich, and Bianca Williams August 9-10, 2012

2 Common Board Configuration Date: August 9, 2012 Benchmark: Bell Ringer: Turn and talk to your neighbor. What do you already know about Thinking Maps? What do you hope to learn about Thinking Maps? Bell Ringer: Turn and talk to your neighbor. What do you already know about Thinking Maps? What do you hope to learn about Thinking Maps? Essential Question: How can Thinking Maps help ensure all students have the opportunity to learn and make sense of concepts in your classroom/School? Essential Question: How can Thinking Maps help ensure all students have the opportunity to learn and make sense of concepts in your classroom/School? Vocabulary: Thinking Maps: Circle, tree, bubble, double bubble, flow, multi flow, brace, bridge Vocabulary: Thinking Maps: Circle, tree, bubble, double bubble, flow, multi flow, brace, bridge Objective: Participants will be able to identify the role of thinking maps in classroom instruction. Objective: Participants will be able to identify the role of thinking maps in classroom instruction. Agenda: I Do: 1.Introduction to Thinking Maps 2.Modeling Use of Thinking Maps: Student Video We Do: 3.Look at examples of each Thinking Map. Create a foldable to represent each map. You Do: 4. Take notes on each map of how you could use this in your classroom or school. Agenda: I Do: 1.Introduction to Thinking Maps 2.Modeling Use of Thinking Maps: Student Video We Do: 3.Look at examples of each Thinking Map. Create a foldable to represent each map. You Do: 4. Take notes on each map of how you could use this in your classroom or school. Summarizing Activity: 3 Things I Learned Today… 2 Things I Found Interesting… 1 Question I Still Have Summarizing Activity: 3 Things I Learned Today… 2 Things I Found Interesting… 1 Question I Still Have Homework: Continue adding implementation ideas to your foldable. Homework: Continue adding implementation ideas to your foldable. Learning Goal: Participants will gain a foundational understanding of Thinking Maps Learning Goal: Participants will gain a foundational understanding of Thinking Maps

3 Lake County Schools Vision StatementVision Statement A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace. Mission StatementMission Statement The mission of the Lake County Schools is to provide every student with individual opportunities to excel. Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology. Summer Leadership Institute

4 21 st Century Skills Tony Wagner, The Global Achievement Gap Summer Leadership Institute 1. Critical Thinking and Problem Solving 2. Collaboration and Leadership 3. Agility and Adaptability 4. Initiative and Entrepreneurialism 5. Effective Oral and Written Communication 6. Accessing and Analyzing Information 7. Curiosity and Imagination

5 High Effect Size IndicatorsHigh Effect Size Indicators Summer Leadership Institute “The Department’s identified set of indicators on high effect size instructional and leadership strategies with a causal relationship to student learning growth constitute priority issues for deliberate practice and faculty development.” -Florida Department of Education, 2012

6 Learning Goal with Scales Tracking Student Progress Established Content Standards Multi-tiered System of Supports Clear Goals Text Complexity ESOL Students Summer Leadership Institute School Leadership High Effect Indicators Classroom Teacher High Effect Indicators Feedback Practices Facilitating Professional Learning Clear Goals and Expectations Instructional Resources High Effect Size Strategies Instructional Initiatives Monitoring Text Complexity Interventions Instructional Adaptations ESOL Strategies

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8 What are Thinking Maps? Visual Teaching Tools / Strategies Can be used effectively from pre-kindergarten through postgraduate across any curriculum Eight maps that correspond with the eight fundamental thinking processes 1. Defining 5. Part to whole relationship 2. Describing 6. Comparing and contrasting 3. Relationships 7. Sequencing and ordering 4. Cause and Effect 8. Classifying

9 Benefits of Thinking Maps Provide a structure for students to organize their thoughts and create mental visual patterns. Emphasis on complex thinking skills for depth and complexity Development of student independence and metacognition Cross-curricular and interdisciplinary Visual representations to enhance learning for ESOL and ESE students

10 Why Thinking Maps? Transitioning to Common Core State Standards  Higher Text Complexity  Rigorous content and application of knowledge through high order skills Develop a common language within your school to create more complex and well-reasoned work among your students Scaffolds instruction within lessons, units, subjects, grades, and schools

11 Circle Map: Defining in Context Kindergarten: Defining Letter of the Week Third Grade Language Arts: Defining Word of the Day

12 You do … On your foldable, draw a circle map and write what thought process it is associated with.

13 Tree Map: Classifying Third Grade Science: Classifying Animals

14 You do … On your foldable, draw a tree map and write what thought process it is associated with.

15 Bubble Map: Describing Fifth Grade Social Studies: State Projects Higher Order Thinking … Visual and Written Evidence to Support Descriptive Adjective

16 You do … On your foldable, draw a bubble map and write what thought process it is associated with.

17 Double Bubble Map: Comparing & Contrasting Kindergarten Science: Compare/Contrast Insects First Grade Social Studies: Compare/Contrast Presidents

18 You do … On your foldable, draw a double bubble map and write what thought process it is associated with.

19 Flow Map: Sequencing Second Grade Reading and Language Arts: Story Sequencing and writing a story summary using Flow Map as a guide

20 You do … On your foldable, draw a flow map and write what thought process it is associated with.

21 Multi-Flow Map: Cause and Effect Fourth Grade Social Studies: Multiple and Multi-Levels Causes and Effects of Florida Events Second Grade Character Education: Ways to Reach Your Goal

22 You do … On your foldable, draw a multi-flow map and write what thought process it is associated with.

23 Brace Map: Whole-Part Relationships Second Grade Science: Parts of a Bee Fifth Grade Social Studies: Parts of the Declaration

24 You do … On your foldable, draw a brace map and write what thought process it is associated with.

25 Bridge Map: Analogies & Relationships Fourth Grade Social Studies: Famous Persons in History Second Grade Math: Customary and Metric Units

26 You do … On your foldable, draw a bridge map and write what thought process it is associated with.

27 To Increase Rigor and Foster Multiple Levels of Thinking … Use Multiple Maps Combining Text with Visuals … Tree Map to Classify Animal Adaptations and Multiple Bubble Maps to Describe Animals ASD/IND Unit Grades 3-5 Science

28 Or use multiple maps for students to develop a deeper understanding... then write about it. Third Grade Cross Curricular (Science, Social Studies, Reading, Language Arts): Penguin Study using Defining Map, Double Bubble Map, Sequencing Map (not shown), and Written Report.

29 Or seeing something from different points of view … Second Grade Reading: Character Analysis Point of View by Adding a Frame of Reference

30 It’s all about getting your students to

31 Exit Slip: Summarizing Activity First, turn to your shoulder partner and take turns telling 3 things you have learned today. Next, turn to your face partner and take turns telling 2 things you found interesting today. Last, please write 1 question you still have on your exit ticket card. Please put your name, school, and address on your exit ticket card and we will reply to an answer to your question.

32 Participant Scale and Reflection (Please complete and turn in) Summer Leadership Institute 0-Not Using No understanding or implementatio n steps taken away 1-Beginning Little understanding and inconsistent implementation steps taken away 2-Developing Moderate understanding and implementation steps taken away 3-Applying Consistent understanding and implementation steps taken away along with monitoring componets for effective execution 4-Innovating In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution take aways


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