E I G H T V I S U A L PAT T E R N S

THINKING MAPS

WHY VISUAL?

•  80% of all information that comes into our brain is visual. 36,000 visual messages per hour may be registered by the eyes. –Eric Jensen, Brain-based Learning

•  The brain is designed as a pattern-detector. –Caine & Caine, Making Connections: Teaching and the Human Brain

•  Knowledge is stored in two forms, linguistically and non-linguistically. Research proves that the more we use both systems of representation, the better we are able to think about and recall knowledge. –Robert Marzano, Classroom Instruction That Works

THINKING MAPS ARE VISUAL PATTERNS

•  Visualizing our thinking allows us to have a concrete image of our abstract thoughts.

•  Reuven Feuerstein, researcher of the mind, the way people think (b. 1921 - )

•  Eight visual patterns that reflect cognitive process •  David Hyerle, researcher and entrepreneur –

Thinking Maps, Inc. •  Applied in all content areas, all grade levels

PRACTICING THE MAPS

•  As we go through and create each of these maps, consider each of the expectations in your unit.

•  Think about the verb, the type and amount of information being learned, and the level of thinking.

•  Can the information within that expectation be represented on one of these maps?

•  It’s time to begin thinking outside the publisher-manufactured ‘worksheet’ and/or questions at the end of the chapter.

•  Get your students thinking visually!! BTW, there is a group on the GV campus who is working with visual thinking. See Laninga or Navarro for information.

CIRCLE MAP THINKING SKILL: DEFINING IN CONTEXT &

BRAINSTORMING

CIRCLE MAP: DEFINING IN CONTEXT

•  Collect defining information about any one person, group, culture, event, concept.

•  How are you defining this thing or idea?

•  Let’s create a Circle Map.

•  Define “Components of culture.” (2-G4.0.3)

•  What is your frame of reference? How do you know what you know?

BUBBLE MAP THINKING SKILL: DESCRIBING

BUBBLE MAP: DESCRIBING QUALITIES AND CHARACTERISTICS

•  Use a Bubble Map to describe the qualities of a person, group, concept; the characteristics of a place; (adjectives, behaviors).

•  Let’s create a Bubble Map.

•  What are the qualities of a ‘good’ citizen? (1-C5.0.2)

DOUBLE-BUBBLE MAP

Thinking Skill: Compare/Contrast

DOUBLE-BUBBLE MAP: COMPARE AND CONTRAST

•  Let’s investigate 1-C1.0.2 and 1-C1.0.3, page 16. •  Let’s create a double-bubble map about this. •  So, who are the people with authority in school?

What do they do? What jobs may they have? •  Who are the people who use power without

authority in school? What do they do? •  What may they do that overlaps?

TREE MAP THINKING SKILL: CLASSIFY/CATEGORIZE

TREE MAP: SPECIFIC CATEGORIES WITHIN A LARGER CONTEXT

•  Let’s do a Tree Map about the questions asked by experts when they examine situations and events that occur in the community, state, nation, world.

•  For this one, you’ll need four ‘roots’.

TREE MAP: SPECIFIC CATEGORIES WITHIN A LARGER CONTEXT

•  Start on page 29 of the GLCE document. What are the questions historians ask? (4-H3.0.1)

•  Go to page 30. What are the questions of a geographer? (4-G1.0.1)

•  On page 31, what are the questions asked by a political scientist? (4-C1.0.1)

•  Finally, what questions do economists ask? (4-E1.0.1) •  Do you see how these four GLCEs could actually be

a unit onto themselves, teaching the students how to thinking historically, geographically, politically, economically? What time of the year would this be best taught?

TREE MAP (CONTINUED)

•  So, that was 4th grade. Do you see how these questions may be helpful in investigating these content strands in other grades as well? Try 5-U3.1.6.

•  Think about Economics at the lower levels. •  A Tree Map can be used to differentiate between

goods and services, needs and wants, consumers and producers.

•  At these lower grades, both words and pictures can be used.

•  Anytime two or more things need to be delineated, described, or explained, a Tree Map makes a good visual tool.

FLOW MAP THINKING SKILL: SEQUENCING

Event Title

FLOW MAP

•  This map shows the sequence of events, as well as includes key information about each event.

•  The Flow Map may also indicate movement, such as how people, things, and ideas are moved from one place to another.

•  It can be the foundation of an annotated time line. •  Let’s create a Flow Map, using events from the

American Revolution, 5-U3.1.2, page 40: Stamp Act, Tea Act (leading to the Boston Tea Party), Intolerable Acts, Boston Massacre.

MULTI-FLOW MAP THINKING SKILL: CAUSE/EFFECT

MULTI-FLOW MAP

•  This map takes the Flow Map to another level. •  On this map, we can show cause and effect

relationship.

MULTI-FLOW MAP (CONTINUED)

•  Let’s take one of the events from the Flow Map and analyze the sequence of events leading up to it.

•  Eventually, your students will be able to differentiate between ‘contributing’ causes and a ‘trigger’ cause for the event.

•  The Tea Act is imposed on the American colonists… •  Add a Frame of Reference to take into

consideration both the colonists and the British points of view.

BRACE MAP THINKING SKILL: WHOLE TO PART REASONING

BRACE MAP: WHOLE TO PARTS

•  Let’s do a map about the rights and responsibilities of citizenship, 4-C5.0.2.

BRACE MAP (CONTINUED)

•  You could turn a Brace Map on its head and start with the smaller pieces, allowing students to put those pieces together into the categories from which they come.

•  For example, you could give them the names of all of the colonies, allow the students to group them by looking at a map, then name the larger categories as New England, Middle, and Southern.

•  How about symbols of the United States? (1-C2.0.2)

BRIDGE MAP THINKING SKILL: ANALOGIES

as as

Relating Factor: ________________

Relating Factor:__________________

as as

BRIDGE MAP

•  This map is a visual of an analogous relationship. It helps students connect what they already know to what they are learning.

•  “Developing lessons in a unit plan is like finding the best route to travel to get to your destination.”

•  All analogies will have a relating factor. What is the relating factor of the one above?

•  In the one we do as an example, there is a relating factor: “leads”.

COMBINING MAPS

•  Sometimes you can use (and should use) multiple maps to get the whole point across and collect all of the information. •  Try 5-U2.3: Life in Colonial America. •  Step one: Do a brace map for 5-U2.3.1. Each piece

of the colonial map is cut out and placed on the brace map. Each set of colonies is broken down into the names of the colonies.

COMBINING MAPS (CONTINUED)

•  Step two: See 5-U2.3.2. Each of those sets of colonies is described by the daily life of the people living there. This can be done on a Tree map. You can also do a Tree map for 5-U2.3.3.

COMBINING MAPS (PART 3)

•  Step three: 5-U2.3.4 can be a multi-flow, where each of the groups is explained in terms of its cause and effect.

•  All of these can lead to the generalizations called for in 5-U2.3.5 (Higher Level Thinking, remember?).

UNIT APPLICATION: CONNECTION TO THE WORLD BEYOND THIS

SST 309 CLASSROOM! •  Take a look at the GLCEs in your own Unit. •  Talk to your table-mates about which of your GLCEs can

be taught using one of these maps. (Substantive Conversation)

•  Use this idea as you develop your lessons. (Higher Level

thinking) •  Make a model and scan it to include in your unit plan. (Transfer of learning to build Deep Knowledge)

3-2-1 EXIT STRATEGY

•  Three (3) things that made sense to you today. •  Two (2) things you are excited about and want to

tell others. •  One (1) question you still have…