1. WELCOME TO THINKING MAPS 2015
Meriwether County School System
Dr. Summer Doucet
Trainer

2. RIGOROUS COLLEGE AND CAREER READINESS STANDARDS
21ST CENTURY SKILLS
TODAY’S AGENDA
What are the needs of your students? What are your school’s improvement plans?

4. Instructional Shifts for College and Career Readiness

5. The Table of Contents
Page iv

6. You have been introduced to Thinking Maps®
You can name the 5 key points defining Thinking Maps®
Page 1
Chapter 1
You can explain the similarities and differences between Graphic Organizers and Thinking Maps®
You have been introduced to 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
As you go over the objectives for Day One, remind them that this is just an introductory day, a big picture day. They will have 8 weeks to really achieve all of these outcomes. During the introductory weeks, they will be developing maps and teaching them to their students – all of which will help them really meet these outcomes.

7. What are the defining characteristics of Thinking Maps?

8. What are Thinking Maps? Thinking Maps® Visual Patterns
Based on
8 Cognitive Skills
Used in combination for depth and complexity
What are Thinking Maps?
Thinking
Maps®
Used by all teachers
Applied in all content areas
Emphasize each of the five key points with grow/shrink effect. Circle will need to be reformatting with new branding.

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

10. What are Thinking Maps? Thinking Maps® Visual Patterns
Based on
8 Cognitive Skills
Used in combination for depth and complexity
What are Thinking Maps?
Thinking
Maps®
Used by all teachers
Applied in all content areas
Emphasize each of the five key points with grow/shrink effect. Circle will need to be reformatting with new branding.

11. DRAW AN ILLUSTRATION OF A PATTERN?
PATTERNS HELP WITH PREDICTION.

12. Graphic organizers do not provide students with predictable patterns for thinking.

13. Change layout to new blank theme slide
This confusing variety of graphic organizers makes it impossible for students to own these tools.

14. Page 4

15. Page 5

16. What are Thinking Maps? Thinking Maps® Visual Patterns
Based on
8 Cognitive Skills
Used in combination for depth and complexity
What are Thinking Maps?
Thinking
Maps®
Used by all teachers
Applied in all content areas
Emphasize each of the five key points with grow/shrink effect. Circle will need to be reformatting with new branding.

17. Circle Map Defining or Brainstorming
What is the definition of_____________?
Defining or Brainstorming

18. Circle Map
Define
Brainstorm
List
Identify
Tell all about

19. Your Turn Activity!

24. Bubble Map
Which word best describes _________? What are the qualities of ____________?
Describing

25. Bubble Map
Describe
Characteristics
Adjectives
Qualities
Properties

26. Your Turn Activity!

27. Source: What evidence is there to support your inferences?

30. Observations using our 5 senses
Lab Observations
Observations using our 5 senses
Tier 2

31. Double Bubble Map Comparing and Contrasting
How are ____ and ____ alike? What is the most important difference in…?
Comparing and
Contrasting

32. Similarities and Differences
Double Bubble Map
Compare and Contrast
Similarities and Differences

33. Your Turn Activity!

37. Tree Map Classifying Main Idea and Details
Which of the following is a detail about…?
A ________ is a member of which of following categories?
Classifying
Main Idea and Details

38. Tree Map Classify Group/Sort Categorize Related Details Types of
Kinds of

39. Your Turn Activity!

40. My face shows my feelings. I can be happy and sad in the same day.
My friends have feelings too.
Kindergarten

43. Great for Assessment!

44. Tier 2 Vocabulary

48. Part to Whole Relationships
Brace Map
What are the parts of…?
Part to Whole Relationships

49. Brace Map
Parts of
Structure
Decompose
Physical
Components

50. Your Turn Activity!

53. Jerome, a student at Eddy Middle School, is on the honor roll.
I can use an appositive to combine sentences. Having a variety of sentences in my paragraph makes my writing more interesting.

54. Add the meaning of each part in parentheses.

57. We need to know how to convert % to decimals.
We could use 10%.
We have to know that this is a two step problem.
We need some prior knowledge about what a “tip” is.

59. Which of these steps comes first? What are the stages of…?
Flow Map
Which of these steps comes first? What are the stages of…?
Sequencing

60. Flow Map
Sequence
Stages
Cycles
Patterns
Steps

61. Your Turn Activity!

67. Why did ______? What are the benefits of _______?
Multi-Flow Map
Why did ______? What are the benefits of _______?
Cause and Effect

68. Multi-Flow Map
Causes/Effects
Consequences
Benefits
Why
Outcomes

69. Your Turn Activity!

73. New Rochelle, NY

75. We watched a video.

78. Seeing Analogies and Relationships
Bridge Map
How are _______ and
______ related?
Seeing Analogies and Relationships

79. One-to-one Correspondence
Bridge Map
Relationship
Analogy
Metaphors
One-to-one Correspondence

80. Your Turn Activity!

81. Page 66
Drawing the Map
THE BRIDGE MAP 84

82. KEY INFORMATION
Page 68
The Bridge Map helps students identify the relationships between words. As long as the relationship remains the same, the Bridge Map can be extended beyond 2 pairs of words.
An apple is a type of fruit as a carrot is a type of vegetable. 85

83. Great lessons don’t happen by accident any more than gardens flourish without care.

84. People do their work in lots of places.

85. Domain-specific Vocabulary
Tier 3

87. RF: is represented by

88. Major events in history are often have “trigger” causes.
Major events in history are often have “trigger” causes.

90. For the FRAME OF REFERENCE
NOTE MAKING GUIDE
For the FRAME OF REFERENCE
Page 73 93

91. PROCESSING ACTIVITIES Please clear off your desks.

92. Use the cards on your table to “build” a group Tree Map
Use the cards on your table to “build” a group Tree Map. First line up the guiding questions, then classify the rest of the cards under the correct category.

93. Now that you have reviewed the language of Thinking Maps, let’s look at how you can use that language. Add a final set of cards to the correct categories.

94. KEY WORDS FOR THINKING
Page 77