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

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Welcome to Thinking Maps ®

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

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 Page 20

Adding a Frame of Reference Page 20

Reading Identify and explain story elements, including plot summary. Retell a story. WHICH MAP WOULD YOU USE? The Flow Map

Science Investigate, compare, and contrast the different life cycles of different living things. WHICH MAP WOULD YOU USE? The Double Bubble Map

Social Studies List the qualities of a leader WHICH MAP WOULD YOU USE? The Bubble Map

Math Explain the relationship among fractions, decimals, and percents; translate among various representations of equal numbers WHICH MAP WOULD YOU USE? The Bridge Map

For defining in context

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 CIRCLE MAP Page 24-25

KEY INFORMATION The Circle Map is used to define a concept, word or idea. It is a great map to use to diagnose prior knowledge, brainstorm before writing, or use as a lesson closure. Page 26

0 + 6 1 + 5 5 + 1 4 + 2 3 + 3 2 + 4 6 + 0

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

For describing things

BUBBLE MAP DESCRIBING Draw the Bubble Map and label its parts. Name the thought process: Page 35

NOTE MAKING GUIDE For the BUBBLE MAP Descriptors can be sensory, comparative, emotional or aesthetic. Adjectives and adjective phrases only. Great for vocabulary development (vivid word choice) and inferential thinking. Focus on adjectives. One strategy is to keep a “Circle on the Side.” Notes: Page 35

Science

For comparing & contrasting

Page 41 DOUBLE BUBBLE MAP COMPARING AND CONTRASTING Draw the Double Bubble Map and label its parts. Name the thought process:

Page 41 NOTE MAKING GUIDE For the DOUBLE BUBBLE MAP How are these two things similar and different? Why are these similarities and differences important? What have you learned by constructing this map? Helps students compare and contrast any ideas, people, cultures, concepts, things they are studying. Because of the depth of thought, students may need to create two Circle Maps, two Bubble Maps, etc before making the Double Bubble Map. The Double Bubble Map can be used in place of the Venn Diagram, especially when focusing on the differences between two things. The Venn Diagram should continue to be used in math for set theory. Notes:

Cinderella Mei Ping and The Silver Shoe Step daughter Mean Step sisters Prince has party Lost shoe Married prince goose Fairy God Mother Old lady Magic Goose Feathers Shoe In hut Step Daughters Older Step Daughter Younger Magic Wand Mice Prince Went house to house By Marisa

For classifying things

Page 47 TREE MAP CLASSIFYING Draw the Tree Map and label its parts. Name the thought process:

Page 47 NOTE MAKING GUIDE For the TREE MAP How would you group this information? What are the ideas and details that support your main idea? The Tree Map helps students classify information based on similar qualities, attributes, or details. They can be developed inductively or deductively. Notes:

Great for Assessment!

For seeing parts of a whole

Page 53 BRACE MAP WHOLE TO PART RELATIONSHIPS Draw the Brace Map and label its parts. Name the thought process:

Page 53 NOTE MAKING GUIDE For the BRACE MAP What is the name of the whole object? What are the major physical parts of the object? What sources did you use to identify the whole and its parts? The Brace Map is for the structural analysis of a concrete object. These maps almost always use nouns to name the parts of an object. The Brace Map is often confused with a Tree Map. Remember that the Brace Map identifies “parts of” something. The Tree Map identifies “kinds of” things. Notes:

Enhance transfer: Part to Whole

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

For seeing events in sequence

Page 59 FLOW MAP SEQUENCING Draw the Flow Map and label its parts. Name the thought process:

Page 59 NOTE MAKING GUIDE For the FLOW MAP What is the name of the event or sequence? What are the stages of each event? What prior knowledge and/or experiences influence your understanding about this processes or series of events? A Flow Map can be used to show sequences, steps, comparisons or degrees. The Flow Map can be drawn from left to right, in a cycle, or in a rising and falling action form as long as each box is connected to another using an arrow. The sub-stages in the Flow Map must also be in a sequence, not just a list of details. Notes:

For understanding cause & effect

Page 65 MULTI-FLOW MAP CAUSE AND EFFECT Draw the Multi-Flow Map and label its parts. Name the thought process:

Page 65 NOTE MAKING GUIDE What are the causes and effects of this event? Where did you get your information? Did a specific time period influence the causes and/or effects? The Multi-Flow Map helps students identify the causes and effects of an event. When constructing the map, always focus first on the event. The causes and effects do not have to balance. Students may also construct a one- sided Multi-Flow. The event is the key to this map. It must be a “happening.” The event should be “the flooding of the Nile” instead of just “the Nile.” Notes:

We watched a video.

For seeing analogies

THE BRIDGE MAP Page 66

THOUGHT PROCESS: SEEING ANALOGIES KEY WORDS Identify the Relationship, Guess the Rule, Symbolism, Metaphor, Allegory, Analogy, Simile KEY WORDS Identify the Relationship, Guess the Rule, Symbolism, Metaphor, Allegory, Analogy, Simile NOTE TAKING GUIDE Page 66-67

BRIDGE MAP 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. Page 68 An apple is a type of fruit as a carrot is a type of vegetable.

says its name in

Comes before A B C D THE “FAT” BRIDGE

Page 73 NOTE MAKING GUIDE For the FRAME OF REFERENCE The Frame of Reference can be used around any map. Notes:

Page 77 KEY WORDS FOR THINKING

Page 73 NOTE MAKING GUIDE For the FRAME OF REFERENCE The Frame of Reference can be used around any map. Notes:

“The Thought-Filled Curriculum” Arthur L. Costa February 2008 “Although thinking is innate and spontaneous, skillful thinking must be cultivated.”

Map Knowledge

Instructional Strategies using Thinking Maps

Thinking Maps and Differentiation

Using Thinking Maps to teach Math

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