1. THINKING MAPS Staff Training: Day #1

2. 80% of all information that comes into our brain is VISUAL 40% of all nerve fibers connected to the brain are linked to the retina 36,000 visual messages per hour may be registered by the eyes. - Eric Jensen, Brain Based Learning

3. “Knowledge is stored in two forms: linguistically and nonlinguistically. Research proves that the more we use both systems of representation, the better we are able to think and recall knowledge”. “The true discrimination that comes out of poverty is the lack of cognitive strategies.” - Ruby Payne PhD., A Framework for Understanding Poverty - Robert Marzano, Classroom Instruction the Works

4. “We believe that probably the best strategies for teaching text structures are visual- spatial strategies.” “The search for meaning is the purpose of learning; so, teaching for meaning is the purpose of teaching.” - Jacqueline G Brooks, To See Beyond the Lesson - Peregoy & Boyle, Reading, Writing, and Learning in ESL

5. The main benefits of the Thinking Maps model are that is it "Reflective, consistent, integrative, flexible and developmental." Other benefits include an emphasis on complex thinking skills, the development of independence as students learn to use the eight organizers, appropriateness for all age levels, cross- disciplinary freedom and research demonstrating increased student comprehension. In his book "Student Successes with Thinking Maps," Hyerle maintains that test results, classroom observations and concrete research have proven that Thinking Maps improve student performance. - Dr. Hyerle

6. GRAPHIC ORGANIZER Activity

9. Thinking Maps VS Graphic Organizers

10. Thinking Maps Graphic Organizers Differences SimilaritiesDifferences

11. Thinking Maps Graphic Organizers Highly Successful Differences SimilaritiesDifferences VISUAL Teaching And Assessment Concrete Patterns

12. Thinking Maps Graphic Organizers Highly Successful Differences SimilaritiesDifferences VISUAL Teaching And Assessment Concrete Patterns Usually text or teacher oriented Difficult to transfer across disciplines Often static forms Inconsistent from class to class Based on isolated tasks

13. Thinking Maps Graphic Organizers Highly Successful Differences SimilaritiesDifferences VISUAL Teaching And Assessment Concrete Patterns Usually text or teacher oriented Difficult to transfer across disciplines Often static forms Inconsistent from class to class Based on isolated tasks Student Centered Easily transferred across disciplines Highly flexible forms Consistent from class to class Based on fundamental thinking skills

14. 8 Thinking Maps 8 Specific Skills

15. Thinking Maps 8 Types of THINKING MAPS –Circle Map –Bubble Map –Double Bubble Map –Flow Map –Multi-Flow Map –Tree Map –Bridge Map –Brace Map

16. Thinking Maps 8 SKILLS for each THINKING MAP –Circle Map = DEFINING in CONTEXT –Bubble Map = DESCRIBING –Double Bubble Map = COMPARING & CONTRASTING –Flow Map = SEQUENCING

17. Thinking Maps 8 SKILLS for each THINKING MAP –Multi-Flow Map = CAUSE & EFFECT –Tree Map = CLASSIFYING or GROUPING –Bridge Map = Seeing ANALOGIES –Brace Map = WHOLE to PART relationship

18. QUESTIONS?

19. THINKING MAP BINDER Guided Tour

20. The Binder The Thinking Maps binder is a great tool for increasing your working knowledge of the maps. It’s a wonderful resource for planning and exploring new ways to incorporate the maps into your lessons.

21. Binder : Post-It Pages 6 Tabs (Introduction, Teaching, Literacy Links, Content Connections, Instructional Strategies, and Assessment ) Helpful Pages: –Pg 6 (Map Guide) –Pg 20, 72-76 (Frame of Reference) –Pg 77 (Key Words for Thinking) –Pg 81-126 (Teaching Tab: 8 Maps) –Pg 124 (Strategies) –Pg 131 (Vocabulary Instruction) –Pg 162 (The Writing Process) –Pg 169-232 (Content Ideas) –Pg 262-277 (Color Coding)

22. QUESTIONS?

23. Thinking Maps Consistency from one subject to the next. Organization Note Taking Great tool for ALL learners (CST’s) Fits into the SDAIE Model & G.A.T.E Icons Multiple ways to represent information (additional slide) No teacher set-up Higher level questioning and critical thinking

24. Thinking Maps Representation of Information –Written form (words or phrases) –Pictures –Symbols –Numbers –Icons –Color Coded

25. Critical Thinking How can you get your students to THINK about their THINKING? Got Metacognition?

26. Frame of Reference The Frame of Reference will be present on ALL Thinking Maps. The Frame of Reference (F.O.R.) asks the students to “Think about their THINING”. It encourages Reflective/Critical Thinking and Metacognition.

27. Frame of Reference I always have my students start by creating/drawing the frame of reference (rectangular border on the outside edges of the map). It is easier to start them off by creating the F.O.R. (instead of trying it later) The F.O.R. is a good way to refer back to the Standard(s) and Objective(s)

28. Frame of Reference The teacher presents the class with F.O.R. questions they answer based upon the information in their Thinking Map The students then share their response to the F.O.R question with a partner and/or whole class, after writing the response inside the frame. It is NOT part of the MAP The F.O.R. can be differentiated for all learners. One way is utilizing the Dimensions of DEPTH & COMPLEXITY for G.A.T.E. or HONORS

29. Frame of Reference –Why is this information important? –Where did you find this information? –What is influencing the information on the map? –How do you know what you know? –How does this information relate to the standard or help us meet our objective? –How does this information relate to the previous lesson? –What is the most relevant and irrelevant information on your map? –Would the information change if told from a different perspective? –How will you use this information to further your knowledge of the content?

30. THINKING MAPS & Direct Interactive Instruction

31. 1.Standards and Objectives are clearly and explicitly stated for every exercise for both teacher and students. Use the Frame of Reference to refer back to the Standard and/or Objective 2. There is continuous and intensive interaction and communication between teacher and student. Think-Pair-Share (perfect with TM’s) Think-Pair-Write-Share (perfect with TM’s) Communicating information with partner, teacher, and the whole class 3. Instructional communication is predetermined. The use of a particular map, for a specific SKILL, is predetermined and developed through lesson planning 4.During the structured/scripted dialogue teacher wordings and demonstrations are unambiguous. Each Map has a specific SKILL Teacher exemplars of a completed Thinking Map Clear expectations and step-by-step instructions/demonstrations in creating a map D.I.I. CharacteristicsThinking Map Implementation

32. 5.Students participate in a sequence of short quick-paced interactive exercises. All Thinking Maps can be created and expanded in short, quick-paced intervals Each step in creating and the Frame of Reference 6. Teacher reinforces student learning with explicit procedures. Guided “Organized THINKING” F.O.R: Thinking about your THINKING Warm-Up or Ticket Out the Door 7. Students receive immediate correctives and feedback from teacher. Receive feedback when sharing information with partner, or whole class/teacher Receive correctives when sharing information with partner, or whole class/teacher 8. Throughout the lesson, there is a high level of intensity and a high level of orientation for success. Every Thinking Maps can be used successfully by ALL learners (quick-paced & interactive) Thinking Maps can be easily differentiated and manipulated to match the needs/abilities of diverse learners. Clear orientation toward success D.I.I. CharacteristicsThinking Map Implementation

33. QUESTIONS?

34. Hands-On Activities

35. CIRCLE MAP Used to DEFINE in CONTEXT

38. SPARTA

39. Mixed Government: monarchy, oligarchy, and part democracy Helots (conquered enemies) Strong army Citizens, free noncitizens, and helots

40. SPARTA Mixed Government: monarchy, oligarchy, and part democracy Helots (conquered enemies) Athletic and strong men and women Strong army Women could own property All male citizens joined the army Citizens, free noncitizens, and helots

41. What does this information tell you about Sparta and the Spartans ? SPARTA Mixed Government: monarchy, oligarchy, and part democracy helots (conquered enemies) Athletic and strong men and women Strong army Women could own property All male citizens joined the army Citizens, free noncitizens, and Helots

42. Your Turn!

43. Create a CIRCLE MAP Choose one of the following: Define Yourself Define Education Define California You have 2 minutes. Please be prepared to share! Think about possible Frame of Reference Questions

44. FRAME of REFERENCE Answer any of the following questions using the in formation in your map: Why is this information important? What information can you eliminate? How do you know this information?

45. BUBBLE MAP Used to DESCRIBE

48. Narrator: Jesse Stuart

49. Narrator: Jesse Stuart Poor Hard Worker Athletic Farmer Ambitious

50. Narrator: Jesse Stuart Dreamer Proud Poor Hard Worker Athletic Intelligent Farmer Driven Ambitious

51. Which of these descriptors tells the most about Jesse? Which do you wish you possessed. Narrator: Jesse Stuart Dreamer Proud Poor Hard Worker Athletic Intelligent Farmer Driven Ambitious

52. Science Example

53. Which of your senses did you use to support the observation? Manganese 25 SILVER HARD BRITTLE PLENTIFUL GREY

54. Your Turn!

55. Create a BUBBLE MAP Choose one of the following: Describe your favorite person Describe your favorite celebrity Describe your favorite teacher You have 2 minutes. Please be prepared to share! Think about possible Frame of Reference Questions

56. FRAME of REFERENCE Answer any of the following questions using the in formation in your map: Why is this information important? What information can you eliminate? What descriptor would you most like to change?

57. DOUBLE BUBBLE MAP Used to COMPARE & CONTRAST

58. Differences SimilaritiesDifferences

60. Federal Government State Government Differences SimilaritiesDifferences

61. Federal Government State Government Collect Taxes Regulates Banks Punish Criminals Differences SimilaritiesDifferences

62. What have you learned by constructing this map? Federal Government Regulates Corps. Sets up schools Establish Local Gov. Establish Postal System Maintains Military Protects Copyrights State Government Collect Taxes Regulates Banks Punish Criminals Differences SimilaritiesDifferences

63. Social Studies Example

64. What do these comparisons foretell about Feudalism for both cultures? Knights Asian Culture Leather Protection European Culture Armored Protection Samurai Code Differences SimilaritiesDifferences Well Trained Swords

65. The square root function A parabola

66. Your Turn!

67. Create a DOUBLE BUBBLE MAP Choose one of the following: Compare & Contrast RVMS and Sante FE Compare & Contrast 6 th graders and 8 th graders Compare & Contrast Pres. Obama and Pres. Bush You have 2 minutes. Please be prepared to share! Think about possible Frame of Reference Questions

68. FRAME of REFERENCE Answer any of the following questions using the in formation in your map: Why is this information important? What is the most/least important SIMILARITY? What is the most/least important DIFFERENCE?

69. QUESTIONS?

70. TREE MAP Used to CLASSIFY

73. ANGLES

74. Acute Angle Obtuse Angle Right Angle

75. ANGLES Acute Angle Obtuse Angle Right Angle Measures less than 90 degrees Measures exactly 90 degrees Measures more than 90 degrees

76. ANGLES Acute Angle Obtuse Angle Right Angle Measures less than 90 degrees Measures exactly 90 degrees Measures more than 90 degrees Fits inside a right angle Fits between a right angle and a straight line Forms square corners

77. What does this map tell you about angles? ANGLES Acute Angle Obtuse Angle Right Angle Measures less than 90 degrees Measures exactly 90 degrees Measures more than 90 degrees Fits inside a right angle Fits between a right angle and a straight line Forms square corners

78. Examples

79. ORGAN SYSTEMS Endocrine System Feedback Control System Integumentary System Digestive System Excretory System The system consisting of the skin, hair, and nails that protect the underlying tissues. A group of glands that produce hormones and release them into the blood. Systems that control the levels of endocrine hormones in the blood. A group of organs that takes in and digests food, and eliminates solid wastes. A group of organs that excrete chemical wastes. The skin contains sweat glands that regulate body temperature Controls cell processes, reproduction, and response to stress Epidermis is outer layer of skin, Dermis lies underneath Contains the Pituitary gland, Adrenal gland, and Pancreas Turns the endocrine gland ON or OFF. Maintains blood glucose levels. Breaks food down into molecules. Some of the digestive organs are the stomach, intestines, liver, and pancreas Some of the chemical wastes are water, salts, carbon dioxide, and urea The kidney produces urine and stores it in the bladder

82. Your Turn!

83. Create a TREE MAP Choose one of the following: Classify or Group your favorite foods Classify or group your favorite types of books (genres) Classify or Group? (you pick) You have 2 minutes. Please be prepared to share! Think about possible Frame of Reference Questions

84. FRAME of REFERENCE Answer any of the following questions using the in formation in your map: Why is this information important? What information can you eliminate? What does this information say about you?

85. BREAK TIME!

86. FLOW MAP Used to show SEQUENCE

90. The steps in solving a linear equation Write the equation

91. The steps in solving a linear equation 3(x-2)+4 = 5(3+4x) 3x-6+4 = 15+20x Write the equation Use the Distributive property

92. The steps in solving a linear equation 3(x-2)+4 = 5(3+4x) 3x-6+4 = 15+20x 3x+6+4 = 15+20x 3x-2 = 15+20x +2 3x = 17 + 20x Write the equation Use the Distributive property -Rewrite new equation -Combine Like Terms

93. The steps in solving a linear equation 3(x-2)+4 = 5(3+4x) 3x-6+4 = 15+20x 3x+6+4 = 15+20x 3x-2 = 15+20x +2 3x = 17 + 20x -20x - 20x -17x = 17 Write the equation Use the Distributive property -Rewrite new equation -Combine Like Terms -Rewrite new equation - Combine Like Terms

94. The steps in solving a linear equation 3(x-2)+4 = 5(3+4x) 3x-6+4 = 15+20x 3x+6+4 = 15+20x 3x-2 = 15+20x +2 3x = 17 + 20x -20x - 20x -17x = 17 17 17 Write the equation Use the Distributive property -Rewrite new equation -Combine Like Terms -Rewrite new equation - Combine Like Terms - Rewrite new equation -Isolate the variable using Inverse Operations

95. The steps in solving a linear equation 3(x-2)+4 = 5(3+4x) 3x-6+4 = 15+20x 3x+6+4 = 15+20x 3x-2 = 15+20x +2 3x = 17 + 20x -20x - 20x -17x = 17 17 17 X = -1 Write the equation Use the Distributive property -Rewrite new equation -Combine Like Terms -Rewrite new equation - Combine Like Terms -Rewrite the original equation With x = -1 - Double Check for Accuracy - Rewrite new equation -Isolate the variable using Inverse Operations

96. ELA Example

97. The narrator explains his life and how he compares to the other students in his class. He discusses being good at school, athletics, and coming from a modest home. He is concerned about coming up with the best science project. Jesse gets assigned a project. He ponders ideas for his project as he stares into the distance at Little Baldy. He realizes what his project will be and asks his father if he can clear the hill. Prediction Jesse, with the help of others, clears the hill and secretly plants the longest row of corn in the world. His classmates are shocked at this amazing project, while his parents are overjoyed and proud. I predict that Jesse will try to build a new house for his family. Evidence Jesse’s family doesn’t have much and he wants to help. I predict that Jesse is going to plant some new crops on the hill. Evidence Jesse wants to do Something to help supports his family, and they can make money from crops. What is the most important information and why? What is the Theme?

98. ELA Example

99. EXPOSITION FALLING ACTION CLIMAX RISING ACTION RESOLUTION

100. The beginning of the story. The setting, characters, description, and background. The events after the climax. These events lead to the resolutions and the story will soon end. It is the high point and is usually in the middle of the story. It is often the most exciting part of the story. The events leading up to the climax. Conflict may arise in these events. The story builds and gets more exciting. The end of the story. The conflicts, complication, or issues are solved.

101. MATH Example

102. Data Analysis Application In a survey, 55 people were asked whether they preferred cats or dogs. Twenty-nine people said they prefer cats. What percentage of people prefer cats? 29 out of 55 = 29 55 Set up a ratio 29 ÷ 55 = 0.5272 Divide the Numerator by the denominator 0.5272 = 52.72 Move the Decimal to the Hundredth place 52.72 = 52.7% Round to the nearest tenth

103. Your Turn!

104. Create a FLOW MAP Choose one of the following: Sequence your morning routine Sequence the steps in making a sandwich Sequence your educational career (K-?) You have 2 minutes. Please be prepared to share! Think about possible Frame of Reference Questions

105. FRAME of REFERENCE Answer any of the following questions using the in formation in your map: Why is this information important? What information can you eliminate? What would or could you change about this sequence of events?

106. MULTI-FLOW MAP Used to show CAUSE and EFFECT

107. CAUSE EFFECT

108. The Event CAUSE

109. The Event EFFECT

111. CAUSE EFFECT

112. The Fall of Rome CAUSE EFFECT

113. Economic Decline The Fall of Rome CAUSE EFFECT Disloyal Military Political Corruption Lack of Patriotism Invasion

114. Economic Decline The Fall of Rome Growth of Germanic Kingdoms Reduction in Long-distance trade Decline in size & power of government CAUSE EFFECT Disloyal Military Political Corruption Lack of Patriotism Invasion Rise of rural Villages and farms Decline in learning

115. Which effect will have the longest lasting impact on Europe and Why? Economic Decline The Fall of Rome Growth of Germanic Kingdoms Reduction in Long-distance trade Decline in size & power of government CAUSE EFFECT Disloyal Military Political Corruption Lack of Patriotism Invasion Rise of rural Villages and farms Decline in learning

116. ELA Example

117. The Redcoats Capture Bess Tim told the Redcoats the Highwayman would return The highwayman was a robber The Highwayman wasn’t there to protect Bess CAUSES Their spirits haunt the highway Highwayman Died Bess Died EFFECTS The Landlord lost his daughter Fewer Robberies

118. Your Turn!

119. Create a MULTI-FLOW MAP Choose one of the following: What are the Causes and Effects of going to college? What are the Causes and Effects of marriage/dating? What are the Causes and Effects of Oil Spills? You have 2 minutes. Please be prepared to share! Think about possible Frame of Reference Questions

120. FRAME of REFERENCE Answer any of the following questions using the in formation in your map: Why is this information important? Is there any information that is new? Could you have similar “causes” or “effects” for a different event? Explain

121. BRIDGE MAP Used to see ANALOGIES

122. Analogy Questions “blank is to blank like blank is to ______”

123. SEDATIVE : DROWSINESS A epidemic : contagiousness B vaccine : virus C laxative : drug D anesthetic : numbness E therapy : psychosis

124. SEDATIVE : DROWSINESS D anesthetic : numbness

125. LAWYER : COURTROOM A participant : team B commuter : train C gladiator : arena D senator : caucus E patient : ward

126. LAWYER : COURTROOM C gladiator : arena

127. as as as as Relating Factor: __________________________________________

129. Relating Factor: Is the decimal equivalent of

130. It can get a little tricky! The Relating factor should contain a verb. The RF becomes the middle of a sentence created by using the top and bottom words. For example, in the sentence “Red is the color of an apple,” is the color of is the relating factor

131. 0.6 60 % as Relating Factor: Is the decimal equivalent of

132. 0.6 0.32 60 % as 32% Relating Factor: Is the decimal equivalent of

133. 0.6 0.32 0.544 60 % as 32% as 54.4 % Relating Factor: Is the decimal equivalent of

134. 0.6 0.32 0.544 0.06 60 % as 32% as 54.4 % as 6% Relating Factor: Is the decimal equivalent of

135. 0.6 0.32 0.544 0.06 0.087 60 % as 32% as 54.4 % as 6% as 8.7 % Relating Factor: Is the decimal equivalent of

136. Vocabulary Example

137. bewildered laggardly concurrence alteration resistant as as as as flustered sluggishly assent metamorphosis defiant Relating Factor: Is a synonym for

138. Soc. Studies Example

139. N. Mandela N. Bonaparte Constantine Hatshepsut as as as as S. Africa France R. Empire Egypt Relating Factor: Was a leader in

140. FRUGAL : MISERLY A confident : arrogant B courageous : pugnacious C famous : aggressive D rash : foolhardy E quiet : timid

141. FRUGAL : MISERLY A confident : arrogant

142. Your Turn!

143. Create a BRIDGE MAP Choose one of the following: Relating Factor: Is the synonym for Relating Factor: Is the mascot for Relating Factor: ? You have 2 minutes. Please be prepared to share! Think about possible Frame of Reference Questions

144. FRAME of REFERENCE Answer any of the following questions using the in formation in your map: ? (you’re turn)

145. BRACE MAP Used to show WHOLE to PART relationships

148. The Clarinet

149. Mouth Piece Barrel Bell Body

150. How do these parts affect the sound of the instrument The Clarinet Mouth Piece Barrel Bell Body Ligature Reed Upper Joint Lower Joint

151. P.E. Example

152. Baseball Field Infield Foul Territory Pitcher’s Mound Batter’s Box Left Field Outfield Right Field Center Field On-Deck Dugouts Coach’s Box 1 st Base 2 nd Base 3 rd Base Home Plate

153. Your Turn!

154. Create a BRACE MAP Choose one of the following: Show the Whole to Part relationship of a textbook Show the Whole to Part relationship of California You pick! You have 2 minutes. Please be prepared to share! Think about possible Frame of Reference Questions

155. FRAME of REFERENCE Answer any of the following questions using the in formation in your map: ? (you’re turn)

156. QUESTIONS?

157. BREAK TIME!

158. Introducing the MAPS Ideas & Schedule

159. Thinking Map Ideas: Introducing Each Map Circle Map: –Define Yourself –Define School –Define Hemet –Define Family Bubble Map: –Describe Yourself –Describe a Classmate –Describe your Teacher –Describe RVMS –Describe someone you know or would like to meet Double Bubble Map: –Compare & Contrast: You and a Classmate –Compare & Contrast: You and your Teacher –Compare & Contrast: School and Home –Compare & Contrast: Middle School and Elementary School Tree Map: –Classify or Group your favorite: Foods Restaurants Hobbies/Activities Careers Celebrities/People

160. Thinking Map Ideas: Introducing Each Map Flow Map: –Sequence: Actions Before School Actions After School Summer Vacation Important Events in your Life Multi-Flow Map: –Show the Cause(s) & Effect(s) of: Going to College Not Going to College Trying Hard in School Not Trying Hard in School Following School Rules Not Following School Rules Having a GOOD or BAD day Bridge Map: –Relating Factor: …Makes me feel… …Is something I do with… …Is my favorite part of… Brace Map: –Show the Whole to Part relationship of: Your school schedule A book Your Favorite Item

161. QUESTIONS?

162. Curriculum & Pacing Guide Activity

163. QUESTIONS?

164. THANKS for Your Participation!