Post on 11-Jan-2016
transcript
Welcome to Thinking Maps®
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What are Thinking Maps & why do they work?
What is the purpose of each map?
What is the Memorial High School Thinking Maps plan?
How will I use the Thinking Maps?
What support will I get throughout the year to help me learn Thinking Maps?
TODAY’S AGENDA
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Initial Training
First Day BackFaculty Meetings
Time LineAdvisory Class
WebsiteParent Letter
Second Follow Up9th Week
Student Product DisplaysTeacher Survey
Second Eight Weeks8 Weeks Thinking Maps with
Frame of Reference and ColorDepartment Student Product Display
Introductory Period8 Weeks
Introduction of each map in advisoriesStudent Product Displays
CWTsWeekly Bulletin
Emails
First Follow Up9th Week
Student Products Displays
Faculty Meetings
School Wide ClosureTeacher SurveysStudent Surveys
End Products
Third Follow UpStudent ProductsFaculty MeetingsRTI Connection
Third Eight Weeks8 Weeks
Thinking Map Extensions“Off the Map”
Student Product DisplaysCWTs
Jump Start Second YearIdeas for Year 2
Results of Assessmentsfor Year 2 Guide
To use Thinking Maps as a “common visual language” in your
learning community for transferring thinking
processes, integrating learning, and for
continuously assessing progress.4
What are Thinking Maps?
•Developed in 1988 by Dr. David Hyerle
•Each map is based on a cognitive skill such as comparing and contrasting, sequencing, classifying, and cause-effect reasoning
•Can be utilized individually or in various combinations to form a common visual language for students and teachers at all grade levels, in all subjects
•Used to improve the basics of reading, writing, and mathematics as well as for problem solving and the development of higher order thinking skills
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What is the Difference?
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Eight Different Maps
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What are Thinking Maps and how are they different from Graphic Organizers?
Use a Circle Map to define Thinking Maps.
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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
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The Thinking Maps give a concrete visual pattern for an
abstract cognitive skill.
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“Thinking Maps store
information the way the brain
does.”
Pat Wolfe
July 2005
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Lost
Lost
LongTermMemory
BuildingNetworks
Networks Extended
How the Brain Processes Information
Senses Register
Information
Areas in the Brain Filter Information
Emotion Meaning
Networks Strengthened
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Dendrites
Cell Body
Axon
Synapse
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NEURONS THAT FIRE TOGETHER
GET WIRED TOGETHER.
THAT IS WHAT A PATTERN IS!
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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?
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Middle School Social
Studies
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High School English
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TEACHER / STUDENT INPUT
SET
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PROCESSING
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EXTENSION
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CLOSURE
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First Thinking Map
The Circle Map
Circle Map
Thinking Process: Defining in Context
Key Question: How are you defining this thing or idea?
Key Words and Phrases: List, define, tell everything you know, brainstorm, identify, relate prior knowledge, describe, explore the meaning
Design: the topic is in the middle, smaller circle. Everything you know about the topic is in the larger circle. A box, that may be included, around the entire map is a “Frame of Reference” that is used to answer the question “How did I learn this?” (The frame of reference can be used around any of the maps
Common Uses: Brainstorm for writing, used as a starting point during the prewriting stage, defining words, identifying audience and author’s point of view
Writing Mode: Point of View Essay
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The Circle Map
Defining in Context34
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?sideburns
scarves
Cadillac
May still be
alive
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AbolitionistPhysical Change
Definition (in own words) Characteristics
Examples
A change in size, shape, or state of
matter
New materials are NOT formed
Ice meltingBreaking a glass
Cutting hair
Same matter present before and after change
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Definition Visual Representation
Personal Association or Characteristic
A trianglewith one
right angle
Trianglewith a 90
degree angle
RightTriangle
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Second Thinking Map
The Bubble Map
Bubble Map
Thinking Process: Describing Qualities; Characterization
Key Question: How are you describing this thing? What adjectives best describe it?
Key Words and Phrases: Describe, use vivid language, describe feelings, observe using the five senses
Design: The topic being described is in the center bubble. The outer bubbles contain adjectives and adjective phrases describing the topic.
Common Uses: Describing things, identifying qualities, character traits, attributes and/or properties of things. The Bubble Map is a tool for enriching students’ abilities to identify qualities and use descriptive words.
Writing Mode: Descriptive Writing
The Bubble Map
Describing44
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Science
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Second Thinking Map
The Double Bubble Map
Double Bubble
Thinking Process: Comparing and Contrasting
Key Question: What are the similar and different qualities of these things?
Key Words and Phrases: Compare/contrast, discuss similarities and differences, prioritize essential characteristics, distinguish between, differentiate
Design: In the center circles are the words for the two things being compared and contrasted. In the middle bubbles, use terms to show similarities. In the outside bubbles, describe the differences. If there are too many similarities or differences, students should prioritize and keep only the most important.
Common Uses: A tool for comparing and contrasting two things.
Writing Mode: Comparison Essay
The Double Bubble Map
Comparing and Contrasting52
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The square root function
A parabola
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Useful Websites
Presentation created and modified using the following resources.
Examples of each map grades K-6
http://fdlrs.brevard.k12.fl.us/ThinkingMaps/default.html
Newsletters devoted to each Thinking Map
http://www.kcclc.org/thinkingmaps2?print-friendly=true
Chippewa Valley ELA Website
http://chippewavalleyela.pbworks.com