Welcome to Thinking Maps

PEANUTS BY: SCHULZ

What are Thinking Maps & why do they work? What is the purpose of each map?How do I teach the maps to my students?How do I use the maps to help students develop literacy skills? What resources and support will I get throughout the year? TODAY’S AGENDA

Chapter 1: INTRODUCTION Chapter 2: TEACHING Chapter 3: LITERACY LINKS Chapter 4: CONTENT CONNECTIONS Chapter 5: INSTRUCTIONAL STRATEGIES Chapter 6: ASSESSMENT TABLE OF CONTENTS Sample Lesson Plans & Black Line Masters Academic Vocabulary, Reading, Writing Literary Analysis, Mathematics, Science, Social Studies Curriculum and Lesson Planning, Cooperative Learning, Differentiation Theory and Thinking Maps Introduced Student Assessment and Self- Assessment Quizzes Page iv

Robbie Sunday School Wife Terry Always on a diet Love books Mom x 2 “Gi Gi” Play bridge Mom and Dad Ty, Kirsten, Taylor & Logan Rod & Elisha Church District Coordinator G/T Volunteer City View ISD Junior League

Things that tell something about you Things/people that have influenced you TEACHING THE CIRCLE MAP Your Name

You have been introduced to Thinking Maps ® You can name the key points defining Thinking Maps ® You can identify the thought process behind each Thinking Map and the Frame of Reference You can draw and define each map You have a beginning understanding of how to use the maps in a variety of curriculum areas You can explain the similarities and differences between Graphic Organizers and Thinking Maps ® Page 1 Chapter 1

Visual Tools What are Thinking Maps and how are they different from Graphic Organizers? Use a Circle Map to define Thinking Maps. PAGE 2

25% 75% What is the source? How does this information impact teacher instruction and student learning?

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 Page 3

“We believe that probably the best strategies for teaching text structures are visual/spatial strategies.” Peregoy and Boyle. Reading, Writing, and Learning in ESL p. 316 Page 3

Nine Essential Practices That Are Supported by Educational Research RESEARCH CONNECTIONS

Nine Instructional Strategies Comparing and Contrasting Classifying Seeing Analogies

Knowledge is stored in two forms: Research proves that the more we use both systems of representation, the better we are able to think and recall knowledge. DUAL CODING THEORY Linguistic Form Nonlinguistic Form Page 3

SCAFFOLDING

“It has been shown that explicitly engaging students in the creation of nonlinguistic representations stimulates and increases activity in the brain.” (see Gerlic & Jausovec, 1999) BRAIN RESEARCH CONNECTION

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Visual Tools Based on 8 basic cognitive skills PAGE 7

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

From A Framework for Understanding Poverty Ruby K. Payne, Ph.D. Chapter Eight: Instruction and Improving Achievement “The true discrimination that comes out of poverty is the lack of cognitive strategies. The lack of these unseen attributes handicaps, in every aspect of life, the individual who does not have them.” Page 7

“The overwhelming need for learners is for meaningfulness… we do not come to understand a subject or master a skill by sticking bits of information to each other. Understanding a subject results from perceiving relationships. 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 Page 8

…can you remember exactly where you were & what you were doing on September 11th? …can you recognize a person’s face, but not remember his/her name? …can you hear an “oldie” and remember every word in the song, even though you haven’t sung that song in years? …do you buy a new car, then constantly see it everywhere you go? …can you drive a familiar route and when you arrive, you can’t really remember how you got there? WHY ? ? ?

31 The Brain is a Pattern Seeker Word Association: If I say HOT, you say _____? If I say STOP, you say _____? What color is this box? What do cows drink? If I say BLACK, you say _____?

32 BRAIN TEASERS Draw a straight line. Write your first and last name on the line. Draw a straight line. Cross right leg over left leg. Turn the crossed leg counter clockwise. Now, write your name on the line. Discuss the results with a partner.

How the Brain Processes Information Senses Register Information Areas in the Brain Filter Information Lost Networks Extended Networks Strengthened EmotionMeaning Long Term Memory Building Networks {Pages 20-23}

Dendrites Cell Body Axon Synapse Page 8

Directions for the Neuron Bump

NEURONS THAT FIRE TOGETHER GET WIRED TOGETHER. THAT IS WHAT A PATTERN IS!

Based on 8 basic cognitive skills Visual Tools Used in all content areas PAGE 10

Thought process: Sequencing When do you use sequencing in: READING? SOCIAL STUDIES? SCIENCE? MATH? In every instance, you could use a WRITING? FLOW MAP THE ARTS? Page 10

. Describe the characteristics of bacteria.. Name and describe the structures of the bacterial cell.. Explain how bacteria are classified.. Distinguish between heterotrophic and autotrophic bacteria.. Describe the various types of bacterial respiration.. Discuss the role of bacteria in nature.. List several ways to limit bacterial growth.. Describe the ways in which bacteria may gain new genes.. Discuss the steps involved in genetic engineering. Chapter 16 Bacteria Bacteria are everywhere. They are found in air, water, soil, your food, and in the bodies of all living things. They can live in places where no other living thing survives. They have been found in the icy regions of the Arctic and Antarctic, and in the near-boiling waters of hot springs. They live on mountaintops and ocean bottoms. A drop of pond water may contain over 50 million bacteria. CODEWORDSCODEWORDS

Based on 8 basic cognitive skills Visual Tools Used in all content areas Used by all teachers PAGE 11

Page 11 4 TH Grade Special Education Class

Middle School Social Studies

Page 11 High School English

Based on 8 basic cognitive skills Visual Tools Used in all content areas Used by all teachers PAGE 11 Depth and Complexity

TEACHER / STUDENT INPUT SET Page 13 Page 14

PROCESSING Page 14

EXTENSION Page 15

CLOSURE Page 15

Processing Activity Page Also, include information on how Thinking Maps are different from graphic organizers. 1. Put away your notes. Then work with your group to define Thinking Maps. 2. Use a Circle Map to collect your ideas.3. Include any notes that you remember about what they are and why they work as tools for thinking. *

Hearing WordsSeeing Words Speaking WordsGenerating Words

Better learning will come not so much from finding better ways for the teacher to INSTRUCT......but from giving the learner better ways to CONSTRUCT MEANING. Seymore Papert, 1990 THE MAPS SHOULD BECOME STUDENT TOOLS FOR THINKING.

Calvin & Hobbes by: Bill Watterson

An Overview of all 8 Thinking Maps Page 18 The Circle Map Defining in Context

An Overview of all 8 Thinking Maps Page 18 The Bubble Map Describing

An Overview of all 8 Thinking Maps Page 18 The Double Bubble Map Comparing and Contrasting

An Overview of all 8 Thinking Maps Page 18 Classifying The Tree Map

An Overview of all 8 Thinking Maps Page 19 Whole to Parts The Brace Map

An Overview of all 8 Thinking Maps Page 19 Sequencing The Flow Map

An Overview of all 8 Thinking Maps Page 19 The Multi-Flow Map Cause and Effect

An Overview of all 8 Thinking Maps Page 19 Seeing Analogies The Bridge Map

Adding a Frame of Reference 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? Page 20 An Overview of all 8 Thinking Maps

Adding a Frame of Reference Page 20

Adding a Frame of Reference Page 20

Group A Group B Group C Create “HOME” Groups Page 21 JIGSAW ACTIVITY

Thought ProcessDrawing Guiding Questions Key Information Classroom Ideas Cautions INFORMATION FOR EACH THINKING MAP Page 23

DRAWING THE MAP Page 24

Identify the THOUGHT PROCESS DEFINING IN CONTEXT KEY WORDS Context, List, Define, Tell everything you know, Brainstorm, Identify, Relate prior knowledge, Explore the meaning, Associate, Generate KEY WORDS Context, List, Define, Tell everything you know, Brainstorm, Identify, Relate prior knowledge, Explore the meaning, Associate, Generate NOTE TAKING GUIDE Page 24-25

Page 77 KEY WORDS FOR THINKING

KEY INFORMATION Define a concept, word or idea Diagnose prior knowledge Brainstorm before writing Use as a lesson closure Page 26

Troubleshooting the Circle Map Incorrect information in the “prior knowledge” Circle. Limited brainstorming Page 28 strawberries

CLASSROOM APPLICATIONS The next few slides show examples of Circle Maps created by teachers and students from across the country. Record your notes on page 29.

Source: Where did you get your information? Source: Have you studied this information in school before?

? sideburns scarves Cadillac May still be alive

Abolitionist Physical Change Definition (in own words) Characteristics Examples A change in size, shape, or state of matter New materials are NOT formed Ice melting Breaking a glass Cutting hair Same matter present before and after change

DefinitionVisual Representation Personal Association or Characteristic A triangle with one right angle Triangle with a 90 degree angle Right Triangle

Now it is your turn! This is what you will do when you become an expert with one particular map. You will fill out your page just like we filled out the circle map page.

Group A Group B Group C Create “HOME” Groups Page 21

Expert Group Assignment 1’s – Bubble pages ’s - Double Bubble pages ’s – Tree pages ’s – Brace pages ’s – Flow pages ’s - Multi-Flow pages I will pull it all together by teaching the Bridge and re-emphasizing the frame at the end of this activity. Page 21

Before going to your Expert Group: 1. Read the pages in Chapter One – Introduction that corresponds with the Map you have been assigned. 2. Highlight key information, take notes, and be prepared to share your ideas in your Expert Group.

A B C A A A A A B B B B B C C C C C JIGSAW ACTIVITY Page 22

Meet with your group Discuss Make sure everyone in your group can draw the map and name thought process Decide on 4 or 5 details you need to include Create an original application that you can use to teach the map Check with Robbie to make sure your original example is correct Return to your home group AGENDA FOR YOUR EXPERT GROUPS Page 22

Return to “Home” Groups Assign a timekeeper Teach each map (4 min limit) Take Notes Learn Bridge and Frame Review all maps AGENDA FOR YOUR HOME TEAM PRESENTATIONS

NOTE MAKING GUIDE DESCRIBING Draw the Bubble Map and label its parts. Name the thought process: Page 35

Science