114
Overview of Thinking Maps ® Local District 1 Elementary Principals’ Meeting February 11, 2009
| Date post: | 01-Apr-2015 |
| Category: |
Documents |
| Upload: | anderson-grinder |
| View: | 217 times |
| Download: | 0 times |
Overview of Thinking Maps®
Local District 1Elementary
Principals’ MeetingFebruary 11, 2009
You have been
introduced to Thinking
Maps®
You can name the key points defining
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
You can explain the similarities and differences
between Graphic Organizers and Thinking
Maps®
Page 1
Chapter 1
What are Thinking Maps and how are they different from Graphic Organizers?
Use a Circle Map to define Thinking Maps.
Page 2
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
Page 3
Knowledge is stored in two forms:
Research proves that the more we use
both systems of representation,
the better we are able to
think and recall knowledge.
DUAL CODING THEORY
Linguistic Form Nonlinguistic Form
Page 3
SCAFFOLDING
Page 7
The Thinking Maps give students a concrete visual
pattern for an abstract cognitive skill.
Page 6
Page 10
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?
Page 10
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
Page 11
Page 11
4TH Grade Special
Education Class
Middle School Social
Studies
Page 11
High School English
Page 12
SET
TEACHER / STUDENT INPUT
SETPage 13
Page 14
PROCESSINGPage 14
CLOSUREPage 15
So how are Thinking Maps different from graphic organizers?
Page 16
t
Processing Activity
1. Put away your notes. Then work with your group to define Thinking Maps.
2. Use a Circle Map to collect your ideas.
3. Include any notes that you remember about what they are and why they work as tools for thinking.
4. Also include information about how Thinking Maps are different from graphic organizers.
Page 17
An Overview of all 8 Thinking Maps Page 18
The Circle Map
Defining in Context
0 + 6
1 + 5
5 + 1
4 + 2
3 + 3
2 + 4
6 + 0
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
An Overview of all 8 Thinking Maps Page 19
Seeing Analogies
The Bridge Map
KEY INFORMATION
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.
ASHead
Body
Numerator
Relating Factor: _________________
Fraction
Is the top part of...
Comes before
Comes
before
A
B
C
D
THE “FAT” BRIDGE
An Overview of all 8 Thinking Maps Page 18
The Bubble Map
Describing
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
An Overview of all 8 Thinking Maps Page 18
The Double Bubble Map
Comparing and Contrasting
Page 41NOTE 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:
Comparing enhances meaning
An Overview of all 8 Thinking Maps Page 18
Classifying
The Tree Map
Page 47NOTE 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!
A “Growing” Tree Map
Equivalent Representations
60.8
80%
0 1
An Overview of all 8 Thinking Maps Page 19
Whole to Parts
The Brace Map
Page 53NOTE 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
To show my thinking about groups of 10
To illustrate my strategy for adding
Break down numbers to simplify additions
Expanded notation helps with computation
Technology
An Overview of all 8 Thinking Maps Page 19
Sequencing
The Flow Map
Page 59NOTE 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:
An Overview of all 8 Thinking Maps Page 19
The Multi-Flow Map
Cause and Effect
Page 65NOTE MAKING GUIDE
CAUSE AND EFFECT
Draw the Multi-Flow Map and label its parts.
Name the thought process:
Page 65NOTE 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:
Adding a Frame of Reference
•How do you know what you know about this topic?
•Did your information come from a specific source?
•Is this information being influenced by a specific point of view?
•Who could use this information?
•Why is this information important?
Page 20An Overview of all 8 Thinking Maps
Adding a Frame of Reference Page 20
Adding a Frame of ReferencePage 20
Page 73NOTE MAKING GUIDE
For the FRAME OF REFERENCE
The Frame of Reference can be used around any map.
Notes:
a. structural analysis, whole to part. components
b. cause and effect, impact, outcomes
c. see relationships, analogies
d. compare and contrast, similarities and
differences, uniqueness
e. define in context, brainstorm
f. sequence, order, steps in a process
g. describe, name the qualities
h. classify or sort, main idea and supporting details
1._____ Circle Map
2._____ Bubble Map
3._____ Double Bubble Map
4._____ Tree Map
5._____ Brace Map
6._____ Flow Map
7._____ Multi-Flow Map
8._____ Bridge Map
Introduction: Self-Assessment #2
A
F
B
C
H
D
G
E
Page 294
Page 77
KEY WORDS
FOR THINKING
1. Read the article 2. How many
Thinking Maps can you create?
3. As a group, create your maps on chart paper. Be prepared to share.
Hint:
There are at least 5 maps that can
be created.
Now You Try…
BRACE MAP
BUBBLE MAP
FLOW MAP
MULTI-FLOW MAP
DOUBLE BUBBLE MAP
Now You Try
REFLECTION
Think-Pair-Share
What will high quality implementation of Thinking Maps look like in classrooms?
