1. Thinking Maps Bridget Vannice

2. Thinking Maps Learning Target Participants will learn about the 8 Thinking Maps. Success Criteria: By the end of this class educators will be able to do the following: 1. Identify the 8 Thinking Maps 2. Practiced all 8 Thinking Maps 3. Reflect on how they will apply Thinking Maps in their own classrooms.

3. What are Thinking Maps?

4. Circle Map Circle Maps ask kids to define something. This could be a vocabulary word, an idea, or a subject. Practice: Put the subject you teach in the middle circle. How would you define this? Provide 3-4 ideas.

5. Key Words for Circle Maps Context List Tell everything you know Brainstorm Identify Relate prior knowledge Explore meaning Associate Generate

6. Bubble Map Bubble Maps ask kids to describe something. However, this map has a strict rule, kids can only use adjectives in the outer bubbles. Practice: Put your name in the center circle and use adjectives to describe yourself.

7. Key Words for Bubble Maps Describe Use vivid language Use your five senses Qualities Attributes Characteristics Properties

8. Double Bubble Map Double Bubble maps have kids compare and contrast two things. Practice: Put your name in one center circle and your best friend in the other center circle. In the middle circles, write things you have in common. On the outer circles, write things that are specific to just you and specific to just your friend

9. Key Words for Double Bubble Maps Compare Contrast Similarities Differences Distinguish between Differentiate

10. Tree Map Tree Maps ask kids to classify. The top line is the title of the map (this is the only map that needs a title) underneath are the categories. And the lines below each category are the details. Practice: Create a list of seasons. Then categorize them into which sports are played during each season.

11. Key Words for Tree Maps Classify Sort Group Categorize Identify the main idea and supporting ideas Give sufficient and related details Kinds of taxonomy

12. Flow Map Flow Maps ask kids to sequence the events, processes, or steps. Practice: Think of your teaching schedule you had this past year. Sequence your schedule in the big boxes and in the smaller boxes sequence the lesson you’d teach for that class.

13. Key Words for the Flow Map Sequence Put in Order Retell/Recount Cycles Patterns Show the Process Solve Multi-Step Problems

14. Brace Map The Brace Map ask kids to identify the parts to a whole or a whole to it’s part. Practice: Identify the parts to your favorite outfit.

15. Key Words for the Brace Map Parts of Show the Structure Take Apart Identify the Structure Physical Components Anatomy

16. Multi-Flow Map The Multi-Flow Map asks kids to find the causes and effects of an event. The direction of the arrows is important! Practice: In the center box write down an event that happened to you in the recent past. Then identify what caused this event and what were the effects of this event.

17. Key Words for the Multi-Flow Map Causes and Effects Discuss the Consequences What would happen if? If… Then Predict Describe the Change Identify the Motivation Behind Identify the Results of What happened because of?

18. Bridge Map The Bridge Map asks kids to find analogies within their subject areas. Note: Finding a Relating Factor that connects all of the analogies. Practice: Using the Relating Factor “is greater than” create a Bridge Map. (Hint, think about numbers)

19. Key Words for the Bridge Map Identify the relationship Guess the Rule Symbolism Metaphor Allegory Analogy Simile

20. Thinking Map Hybrids Feel free to mix and match Thinking Maps to better suit your needs. Examples: Flee Maps (Flow and Tree Map) Flubble map (Flow and Bubble Map) Stacked Bridge Maps

21. Color Coding Color coding Thinking Maps can also help kids cement their understanding of a topic.

22. Frame of Reference The Frame of Reference has kids find the following information: (This goes on the outside of the Thinking Map) 1. A student’s prior knowledge about the process. 2. A specific informational source that the student referenced to get to these steps. 3. Whether a specific perspective might have influenced the order of the steps. 4. The main idea about the importance of these steps.

23. How would you apply these in your classroom? Think about how you could use 1 or more of these Thinking Maps in your classroom for next year. Consider how these would simplify how you use graphic organizers already?

24. Thinking Maps Learning Target Participants will learn about the 8 Thinking Maps. Success Criteria: By the end of this class educators will be able to do the following: 1. Identify the 8 Thinking Maps 2. Practice all 8 Thinking Maps 3. Reflect on how they will apply Thinking Maps in their own classrooms.

25. Questions? Presentation can be found on