Thinking Maps® & Math TAKS.

Slides:

Advertisements

Similar presentations

Student of the Week Review by students Ailsa White 7 th Grade Science NCMS

Advertisements

Using Visual Patterns to Facilitate Learning

Overview of Thinking Maps®

Level 1 Recall Recall of a fact, information, or procedure. Level 2 Skill/Concept Use information or conceptual knowledge, two or more steps, etc. Level.

CIRCLE MAP Thinking Skill: Defining in Context & Brainstorming

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

Thinking Maps for Reading Comprehension

TOOLSFORLEARNING. To use as a common visual languageTo use as a common visual language To integrate learningTo integrate learning To organize thoughtsthrough.

Chapter 11 Rational Equations and Functions Ratio and Proportion Review expressions and equations by having students create a Double Bubble Map.

Making Thinking Visible Division of Curriculum and Instruction, 2009.

What should students know and be able to do as a result of this course? Take the learning and use all teaching tools shared in this class to empower your.

Using Visual Patterns to Facilitate Learning. Developed in 1988 by Dr. David Hyerle. A common visual language for learning.A common visual language.

An Introduction to Thinking Maps. Thinking Maps Thinking Maps are a set of graphic organiser techniques used in both primary and secondary education.

THINKING MAPS REVIEW MONICA CURIEL CERTIFICATED LEARNING AND ACHIEVEMENT SPECIALIST STAFF DEVELOPMENT DEPARTMENT JUDITH BARDEN, DIRECTOR NOVEMBER 7, 2012.

By Jacqueline McCann Middle GA RESA

USING WORD CLOUDS TO TEACH VOCABULARY ABCYa WordCloudIt Tagxedo P.A.T.T. January 27.

Created By: Patti Burke, Dolly Hathaway, and Amanda Amante

Welcome to Thinking Maps ® 1. What are Thinking Maps & why do they work? What is the purpose of each map?What is the Memorial High School Thinking Maps.

THINKING MAPS: Tools for Cognitive Development. DISCLAIMER This training is meant to provide a general overview of Thinking Maps© and does not replace.

Number, operation and quantitative reasoning 8.1Acompare and order rational numbers in various forms including integers, percents, and positive and negative.

Using Visual Patterns to Facilitate Learning. Developed in 1988 by Dr. David Hyerle 8 Maps that are used by teachers and students for reading comprehension,

Language Objective: Students will be able to practice agreeing and disagreeing with partner or small group, interpret and discuss illustrations, identify.

Patterns & Organization of Expository Text

Big Ideas Differentiation Frames with Icons. 1. Number Uses, Classification, and Representation- Numbers can be used for different purposes, and numbers.

8 Visual tools. Circle map A.What is the topic? B.What do I know about the topic? C.What do I want to learn? D.What in my life experience is related to.

Circle map – for brainstorming ideas and showing prior knowledge of a topic.

Warm-Up SILENTLY… 1.Get out a blank sheet of paper, and a pencil. 2.Wait quietly for further instructions.

Science of Agriculture

Ringgold High School Presentation October 31st, 2011.

 We will review the thinking processes tied to each map by using TPR (total physical response)

Sequence the events of the story below in a flow map. You may copy the first box to help you. Add graphics from clip-art that go along with the events.

Thinking Maps: Engaging Students to Think Deeply September 4 th, 2013.

THINKING MAPS EDUC 307.  Thinking Maps are eight visual-verbal learning tools, each based on a fundamental thinking process and used together as a set.

Page 18 The Circle Map What are some of the key characteristics of food? Defining in Context Food provides energy What my family eats I’m trying to eat.

Thinking Maps: How to and Why

Creating Thinking MAPS for Learning for Online Classes Bill “Gramps” Lester After Hours FOR EDUCATIONAL PURPOSES ONLY.

Thinking Maps Connections to Brain Based Learning and Sheltered Instruction.

EIGHT VISUAL PATTERNS THINKING MAPS. WHY VISUAL? 80% of all information that comes into our brain is visual. 36,000 visual messages per hour may be registered.

Thinking Maps. inkingMaps.html#CM.

Social Studies/History TAKS

Thinking Maps® & Science TAKS.

Thinking Maps Bridget Vannice. Thinking Maps Learning Target Participants will learn about the 8 Thinking Maps. Success Criteria: By the end of this class.

VISUAL TOOLS REMEMBERING.

Benefits of Thinking Maps

Creating Thinking MAPS for Learning for Online Classes

Identifying Similarities and Differences

By Jacqueline McCann Middle GA RESA

Circle Map Objective Question: Bio: How did a virus get to Riverton?

Thinking Maps & Reading Comprehension K-10

CIRCLE MAP Thinking Skill: Defining in Context & Brainstorming

Welcome to Thinking Maps®

Organizational Patterns

First semester 7th Grade Mathematics YAG ( ) E. Garcia Key

Circle Map Circle Maps are tools used to help define a thing or idea.

I THINK I CAN DRAW August 8th and 9th Common Core Connection

WELCOME TO THINKING MAPS 2015

Non-Fiction Text Structure

Text Structure English 7 & 8.

Proportional and Non-proportional Relationships

Circle Map Circle Maps are tools used to help define a thing or idea.

CIRCLE MAP Thinking Skill: Defining in Context & Brainstorming

Using Thinking Maps Across the Curriculum

Thinking about Thinking

Text Structure English 7 & 8.

Text Structures An Overview.

3-5 Proportional and Nonproportional Relationships

Using Visual Patterns to Facilitate Learning

Presentation transcript:

Thinking Maps® & Math TAKS

CIRCLE MAP Thinking Skill: Defining in Context & Brainstorming How do you know this? Where did you find this information? Ideas, examples, definition Ideas, examples, definition Ideas, examples, definition Main Idea or Concept Ideas, examples, definition What point of view? Big Idea? 2 2

BUBBLE MAP Thinking Skill: Describing in Detail Describing word or phrase (adjective) Describing word or phrase (adjective) Describing word or phrase (adjective) Main Idea or Concept Describing word or phrase (adjective) Describing word or phrase (adjective) Describing word or phrase (adjective) 3 3

Idea #1 Idea #2 DOUBLE-BUBBLE MAP Unique Attribute of Idea #1 Similarity Unique Attribute of Idea #2 Unique Attribute of Idea #1 Similarity Unique Attribute of Idea #1 Unique Attribute of Idea #2 Idea #1 Idea #2 Similarity Unique Attribute of Idea #2 Similarity Unique Attribute of Idea #1 Unique Attribute of Idea #2 Unique Attribute of Idea #1 Similarity Thinking Skill: Compare/Contrast 4 4

TAKS TEST APPLICATIONS: Math Compare and contrast proportional and non-proportional relationships. #1 #2 5

BRACE MAP Thinking Skill: Whole to Part Reasoning Sub- Parts Sub-Parts Major Part Sub- Parts Whole Object Sub- Parts Major Part Sub-Parts Sub- Parts Sub- Parts Major Part Sub-Parts Sub- Parts 6 6

APPLICATIONS: Math G.e2(D) The student analyzes the characteristics of three-dimensional figures and their component parts. Part A Part B Part C Figure 7

TREE MAP Thinking Skill: Classify/Categorize Title Category Category Category Member Member Member Member Member Member Member Member Member 8 8

TAKS TEST APPLICATIONS: Math Birthday Dessert = $5.50 Budget F G H J 2.49 1.99 0.99 5.47 1.99 2.29 0.99 5.27 2.49 2.29 0.99 5.77 1.89 2.29 0.99 5.17 9

TAKS TEST APPLICATIONS: Math Generalizations Example Nonexamples 8.16.A Make conjectures from patterns or sets of examples and nonexamples. 10

FLOW MAP Thinking Skill: Sequencing Event Title 1st thing that happened 2nd thing that happened 3rd thing that happened Sub-event Sub-event Sub-event Sub-event Sub-event 4th thing that happened 5th thing that happened 6th thing that happened 11 11

TAKS TEST APPLICATIONS: Math X X X 12

MULTI-FLOW MAP Thinking Skill: Cause & Effect Event with a verb Cause Effect Cause Effect 13 13

TAKS TEST APPLICATIONS: Math A. 5o C y = 250 – 5x – x2 Y = 200 B. 7o C 200 = 250 – 5x – x2 0 = 250 – 200 – 5x – x2 0 = – 5x – x2 + 50 (x + 10) (x – 5) -10 + 0 = x + 10 -10 +5 + 0 = x – 5 +5 -10 = x x = +5 X C. 10o C X D. 12o C X 14

BRIDGE MAP Thinking Skill: Analogies EXAMPLE #1: The Wind Renewable Energy Coal Nonrenewable Energy as Relating Factor: …is a type of … Relating Factor: …is a type of… 15 15

TAKS TEST APPLICATIONS: Math 32 x 25% = y (32 – y) x 12.5% = Z Just like Have the hair color … Have the hair color … BROWN RED 16

TAKS TEST APPLICATIONS: Math 1 ADULT ??? Just like Goes with Goes with 8 STUDENTS 54 STUDENTS 17

TAKS TEST APPLICATIONS: Math 1 ADULT 2 ADULTS 3 ADULTS 4 ADULTS 5 ADULTS 6 ADULTS Just like Just like Just like Goes with Go with Go with Go with Go with Go with 8 STUDENTS = 9 16 STUDENTS = 18 24 STUDENTS = 25 32 STUDENTS = 36 40 STUDENTS = 45 48 STUDENTS = 54 18

TAKS TEST APPLICATIONS: Math 8.3.B Estimate and find solutions to application problems involving percents and proportional relationships such as similarity and rates. 8.4.A Generate a different representation given one representation of data such as a table, graph, equation, or verbal description. A ??? Just like Goes with Goes with B D 19