THINKING MAPS. 80% of all information that comes into our brain is VISUAL 40% of all nerve fibers...
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Transcript of THINKING MAPS. 80% of all information that comes into our brain is VISUAL 40% of all nerve fibers...
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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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“Knowledge is stored in two forms: linguistically and nonlinguistically. Research proves that the more we use both systems of representation, the better we are able to think and
recall knowledge”.
“The true discrimination that comes out of poverty is the lack
of cognitive strategies.”
-Ruby Payne PhD., A Framework for Understanding
Poverty
-Robert Marzano,
Classroom Instruction the Works
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“We believe that probably the best strategies for teaching text structures are visual-
spatial strategies.”
“The search for meaning is the purpose of learning; so,
teaching for meaning is the purpose of teaching.”
-Jacqueline G Brooks,
To See Beyond the Lesson
-Peregoy & Boyle,
Reading, Writing, and Learning in ESL
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The main benefits of the Thinking Maps model are that is it "Reflective, consistent, integrative,
flexible and developmental."
Other benefits include an emphasis on complex thinking skills, the development of independence
as students learn to use the eight organizers, appropriateness for all age levels, cross-
disciplinary freedom and research demonstrating increased student comprehension.
In his book "Student Successes with Thinking Maps," Hyerle maintains that test results,
classroom observations and concrete research have proven that Thinking Maps improve student
performance.
-Dr. Hyerle
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GRAPHIC
ORGANIZER
Activity
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Thinking Maps
VS
Graphic Organizers
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Thinking Maps
Graphic Organizers
Differences Similarities Differences
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Thinking Maps
Graphic Organizers
HighlySuccessful
Differences Similarities Differences
VISUAL
TeachingAnd
Assessment
ConcretePatterns
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Thinking Maps
Graphic Organizers
HighlySuccessful
Differences Similarities Differences
VISUAL
TeachingAnd
Assessment
ConcretePatternsUsually text
or teacheroriented
Difficult totransferacross
disciplines
Often staticforms
Inconsistentfrom class
to class
Based onisolated
tasks
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Thinking Maps
Graphic Organizers
HighlySuccessful
Differences Similarities Differences
VISUAL
TeachingAnd
Assessment
ConcretePatternsUsually text
or teacheroriented
Difficult totransferacross
disciplines
Often staticforms
Inconsistentfrom class
to class
Based onisolated
tasks
StudentCentered
Easily transferred
acrossdisciplines
Highlyflexibleforms
Consistentfrom class
to class
Based onfundamental
thinkingskills
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8 Thinking Maps
8 Specific Skills
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Thinking Maps• 8 Types of THINKING MAPS
– Circle Map– Bubble Map– Double Bubble Map – Flow Map– Multi-Flow Map– Tree Map– Bridge Map– Brace Map
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Thinking Maps• 8 SKILLS for each THINKING MAP
– Circle Map = DEFINING in CONTEXT
– Bubble Map = DESCRIBING
– Double Bubble Map = COMPARING & CONTRASTING
– Flow Map = SEQUENCING
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Thinking Maps• 8 SKILLS for each THINKING MAP
– Multi-Flow Map = CAUSE & EFFECT
– Tree Map = CLASSIFYING or GROUPING
– Bridge Map = Seeing ANALOGIES
– Brace Map = WHOLE to PART relationship
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QUESTIONS?
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THINKING MAPBINDER
Guided Tour
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The Binder• The Thinking Maps binder is a great tool
for increasing your working knowledge of the maps.
• It’s a wonderful resource for planning and exploring new ways to incorporate the maps into your lessons.
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Binder: Post-It Pages• 6 Tabs (Introduction, Teaching, Literacy Links, Content Connections,
Instructional Strategies, and Assessment)• Helpful Pages:
– Pg 6 (Map Guide)– Pg 20, 72-76 (Frame of Reference)– Pg 77 (Key Words for Thinking)– Pg 81-126 (Teaching Tab: 8 Maps)– Pg 124 (Strategies)– Pg 131 (Vocabulary Instruction)– Pg 162 (The Writing Process)– Pg 169-232 (Content Ideas)– Pg 262-277 (Color Coding)
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QUESTIONS?
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Thinking Maps• Consistency from one subject to the next.
• Organization
• Note Taking
• Great tool for ALL learners (CST’s)
• Fits into the SDAIE Model & G.A.T.E Icons
• Multiple ways to represent information (additional slide)
• No teacher set-up
• Higher level questioning and critical thinking
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Thinking Maps• Representation of Information
–Written form (words or phrases)
–Pictures
–Symbols
–Numbers
–Icons
–Color Coded
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Critical Thinking
How can you get your students
to THINK about their THINKING?
Got Metacognition?
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Frame of Reference• The Frame of Reference will be present
on ALL Thinking Maps.
• The Frame of Reference (F.O.R.) asks the students to “Think about their THINING”.
• It encourages Reflective/Critical Thinking and Metacognition.
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Frame of Reference• I always have my students start by
creating/drawing the frame of reference (rectangular border on the outside edges of the map).
• It is easier to start them off by creating the F.O.R. (instead of trying it later)
• The F.O.R. is a good way to refer back to the Standard(s) and Objective(s)
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Frame of Reference• The teacher presents the class with F.O.R.
questions they answer based upon the information in their Thinking Map
• The students then share their response to the F.O.R question with a partner and/or whole class, after writing the response inside the frame. It is NOT part of the MAP
• The F.O.R. can be differentiated for all learners. One way is utilizing the Dimensions of DEPTH & COMPLEXITY for G.A.T.E. or HONORS
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Frame of Reference– Why is this information important?– Where did you find this information?– What is influencing the information on the map?– How do you know what you know?– How does this information relate to the standard
or help us meet our objective?– How does this information relate to the previous
lesson?– What is the most relevant and irrelevant
information on your map?– Would the information change if told from a
different perspective?– How will you use this information to further your
knowledge of the content?
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THINKING MAPS&
Direct Interactive Instruction
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1. Standards and Objectives are clearly
and explicitly stated for every exercise for both teacher and students.
• Use the Frame of Reference to refer
back to the Standard and/or
Objective
2. There is continuous and intensive
interaction and communication
between teacher and student.
•Think-Pair-Share (perfect with TM’s)•Think-Pair-Write-Share (perfect with TM’s)•Communicating information with partner, teacher, and the whole class
3. Instructional communication is
predetermined.
• The use of a particular map, for a
specific SKILL, is predetermined and
developed through lesson planning
4. During the structured/scripted
dialogue teacher wordings and demonstrations are unambiguous.
•Each Map has a specific SKILL•Teacher exemplars of a completed Thinking Map•Clear expectations and step-by-step instructions/demonstrations in creating a map
D.I.I. Characteristics Thinking Map Implementation
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5. Students participate in a sequence of short quick-paced interactive exercises.
•All Thinking Maps can be created and expanded in short, quick-paced intervals•Each step in creating and the Frame of Reference
6. Teacher reinforces student learning with explicit procedures.
•Guided “Organized THINKING”•F.O.R: Thinking about your THINKING•Warm-Up or Ticket Out the Door
7. Students receive immediate
correctives and feedback from
teacher.
•Receive feedback when sharing information with partner, or whole class/teacher•Receive correctives when sharing information with partner, or whole class/teacher
8. Throughout the lesson, there is a
high level of intensity and a high
level of orientation for success.
•Every Thinking Maps can be used successfully by ALL learners (quick-paced & interactive)•Thinking Maps can be easily differentiated and manipulated to match the needs/abilities of diverse learners.•Clear orientation toward success
D.I.I. Characteristics Thinking Map Implementation
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QUESTIONS?
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Hands-On
Activities
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CIRCLE MAPUsed to DEFINE in
CONTEXT
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SPARTA
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SPARTA
Mixed Government: monarchy,
oligarchy, and part democracy
Helots (conquered
enemies)Strong army
Citizens, free noncitizens, and helots
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SPARTA
Mixed Government:
monarchy, oligarchy, and part
democracyHelots
(conquered enemies)
Athletic and strong men and women
Strong army
Women could own property
All male citizens joined
the army
Citizens, free noncitizens, and helots
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What does this information tell you about Sparta and the Spartans ?
SPARTA
Mixed Government:
monarchy, oligarchy, and part
democracyhelots
(conquered enemies)
Athletic and strong men and women
Strong army
Women could own property
All male citizens joined
the army
Citizens, free noncitizens, and Helots
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Your Turn!
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Create a CIRCLE MAPChoose one of the following:• Define Yourself• Define Education• Define California
You have 2 minutes. Please be prepared to share!
Think about possible Frame of Reference Questions
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FRAME of REFERENCEAnswer any of the following questions using the in formation in your map:
• Why is this information important?
• What information can you eliminate?
• How do you know this information?
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BUBBLE MAPUsed to DESCRIBE
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Narrator:JesseStuart
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Narrator:JesseStuart
PoorHard
Worker
Athletic
Farmer
Ambitious
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Narrator:JesseStuart
Dreamer
Proud
Poor HardWorker
Athletic
Intelligent
Farmer
Driven
Ambitious
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Which of these descriptors tells the mostabout Jesse? Which do you wish you possessed.
Narrator:JesseStuart
Dreamer
Proud
Poor HardWorker
Athletic
Intelligent
Farmer
Driven
Ambitious
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Science
Example
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Which of your senses did you use to support the observation?
Manganese25
SILVER
HARD
BRITTLE PLENTIFUL
GREY
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Your Turn!
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Create a BUBBLE MAPChoose one of the following:• Describe your favorite person• Describe your favorite celebrity• Describe your favorite teacher
You have 2 minutes. Please be prepared to share!
Think about possible Frame of Reference Questions
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FRAME of REFERENCEAnswer any of the following questions using the in formation in your map:
• Why is this information important?
• What information can you eliminate?
• What descriptor would you most like to change?
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DOUBLE BUBBLE MAP
Used to
COMPARE & CONTRAST
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Differences Similarities Differences
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Federal Government
State Government
Differences Similarities Differences
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Federal Government
State Government
CollectTaxes
RegulatesBanks
PunishCriminals
Differences Similarities Differences
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What have you learned by constructing this map?
Federal GovernmentRegulates
Corps.
Sets up schools
EstablishLocalGov.
EstablishPostalSystem
MaintainsMilitary
ProtectsCopyrights
State Government
CollectTaxes
RegulatesBanks
PunishCriminals
Differences Similarities Differences
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Social Studies
Example
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What do these comparisons foretell about Feudalism for both cultures?
KnightsAsian Culture
LeatherProtection
European Culture
ArmoredProtection
Samurai
Code
Differences Similarities Differences
WellTrained
Swords
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The square root function
A parabola
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Your Turn!
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Create a DOUBLE BUBBLE MAP
Choose one of the following:• Compare & Contrast RVMS and Sante FE• Compare & Contrast 6th graders and 8th graders• Compare & Contrast Pres. Obama and Pres. Bush
You have 2 minutes. Please be prepared to share!
Think about possible Frame of Reference Questions
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FRAME of REFERENCEAnswer any of the following questions using the in formation in your map:
• Why is this information important?
• What is the most/least important SIMILARITY?
• What is the most/least important DIFFERENCE?
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QUESTIONS?
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TREE MAPUsed to CLASSIFY
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ANGLES
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ANGLES
Acute Angle Obtuse Angle Right Angle
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ANGLES
Acute Angle Obtuse Angle Right Angle
Measures less than 90 degrees
Measures exactly 90 degrees
Measures more than 90 degrees
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ANGLES
Acute Angle Obtuse Angle Right Angle
Measures less than 90 degrees
Measures exactly 90 degrees
Measures more than 90 degrees
Fits inside a right angle
Fits between a right angle and a straight line
Forms square corners
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What does this map tell you about angles?
ANGLES
Acute Angle Obtuse Angle Right Angle
Measures less than 90 degrees
Measures exactly 90 degrees
Measures more than 90 degrees
Fits inside a right angle
Fits between a right angle and a straight line
Forms square corners
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Examples
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ORGAN SYSTEMS
Endocrine System
Feedback Control System
Integumentary System
Digestive System
Excretory System
The system consisting of the skin, hair, and nails that
protect the underlying
tissues.
A group of glands that
produce hormones and release them
into the blood.
Systems that control the levels
of endocrine hormones in the
blood.
A group of organs that takes in and digests food,
and eliminates solid wastes.
A group of organs that
excrete chemical wastes.
The skin contains sweat
glands that regulate body temperature
Controls cell processes,
reproduction, and response
to stress
Epidermis is outer layer of skin, Dermis
lies underneath
Contains the Pituitary gland, Adrenal gland, and Pancreas
Turns the endocrine gland
ON or OFF.
Maintains blood glucose levels.
Breaks food down into molecules.
Some of the digestive
organs are the stomach,
intestines, liver, and pancreas
Some of the chemical
wastes are water, salts,
carbon dioxide, and urea
The kidney produces urine and stores it in
the bladder
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Your Turn!
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Create a TREE MAPChoose one of the following:• Classify or Group your favorite foods• Classify or group your favorite types of books
(genres)• Classify or Group? (you pick)
You have 2 minutes. Please be prepared to share!
Think about possible Frame of Reference Questions
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FRAME of REFERENCEAnswer any of the following questions using
the in formation in your map:
• Why is this information important?
• What information can you eliminate?
• What does this information say about you?
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BREAK TIME!
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FLOW MAP
Used to show SEQUENCE
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The steps insolving a linear
equation
Write the equation
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The steps insolving a linear
equation
3(x-2)+4 = 5(3+4x)
3x-6+4 = 15+20x
Write the equation
Use the Distributive
property
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The steps insolving a linear
equation
3(x-2)+4 = 5(3+4x)
3x-6+4 = 15+20x
3x+6+4 = 15+20x
3x-2 = 15+20x+2 +2
3x = 17 + 20x
Write the equation
Use the Distributive
property
-Rewrite new equation-Combine Like Terms
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The steps insolving a linear
equation
3(x-2)+4 = 5(3+4x)
3x-6+4 = 15+20x
3x+6+4 = 15+20x
3x-2 = 15+20x+2 +2
3x = 17 + 20x
3x = 17 + 20x -20x - 20x
-17x = 17
Write the equation
Use the Distributive
property
-Rewrite new equation-Combine Like Terms
-Rewrite new equation- Combine Like Terms
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The steps insolving a linear
equation
3(x-2)+4 = 5(3+4x)
3x-6+4 = 15+20x
3x+6+4 = 15+20x
3x-2 = 15+20x+2 +2
3x = 17 + 20x
3x = 17 + 20x -20x - 20x
-17x = 17
-17x = 17 17 17
Write the equation
Use the Distributive
property
-Rewrite new equation-Combine Like Terms
-Rewrite new equation- Combine Like Terms
- Rewrite new equation-Isolate the variable using
Inverse Operations
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The steps insolving a linear
equation
3(x-2)+4 = 5(3+4x)
3x-6+4 = 15+20x
3x+6+4 = 15+20x
3x-2 = 15+20x+2 +2
3x = 17 + 20x
3x = 17 + 20x -20x - 20x
-17x = 17
-17x = 17 17 17 X = -1
Write the equation
Use the Distributive
property
-Rewrite new equation-Combine Like Terms
-Rewrite new equation- Combine Like Terms
-Rewrite the original equationWith x = -1
- Double Check for Accuracy
- Rewrite new equation-Isolate the variable using
Inverse Operations
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ELA
Example
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The narrator explains his life and how he
compares to the other students in his class. He discusses being
good at school, athletics, and coming from a modest home. He is
concerned about coming up with the best science project.
Jesse gets assigned a project. He ponders ideas
for his project as he stares into the distance
at Little Baldy. He realizes what his
project will be and asks his father if he can
clear the hill.
Prediction
Jesse, with the help of others, clears the hill and secretly plants the longest row of corn in the world.
His classmates are shocked at this amazing project,
while his parents are overjoyed and proud.
I predict that Jesse will try to build a new house for his family.
EvidenceJesse’s family doesn’t have much and he wants to help.
I predict that Jesse is going to plant some new crops on the hill.
EvidenceJesse wants to do
Something to help
supports his family,
and they can make
money from crops.
What is the most important information and why? What is the Theme?
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ELA
Example
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EXPOSITION
FALLINGACTION
CLIMAX
RISINGACTION
RESOLUTION
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The beginning of the story. The setting,
characters, description,and background.
The events after the climax. These events lead to the
resolutions and the story will soon end.
It is the high point and is usually in the middle of the
story. It is often the most
exciting part of the story.
The events leading up to the climax. Conflict
may arise in these events. The story builds and gets more exciting.
The end of the story.The conflicts, complication,
or issues are solved.
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MATH
Example
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Data Analysis Application
In a survey, 55 people were asked whether they preferred cats or dogs. Twenty-nine people said they prefer cats. What percentage of people
prefer cats?
29 out of 55 = 29 55
Set up aratio
29 ÷ 55 = 0.5272
Divide theNumerator by
thedenominator
0.5272 = 52.72
Move the Decimal to the
Hundredthplace
52.72 =
52.7%
Round to the nearest
tenth
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Your Turn!
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Create a FLOW MAPChoose one of the following:• Sequence your morning routine• Sequence the steps in making a sandwich• Sequence your educational career (K-?)
You have 2 minutes. Please be prepared to share!
Think about possible Frame of Reference Questions
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FRAME of REFERENCEAnswer any of the following questions using the in formation in your map:
• Why is this information important?
• What information can you eliminate?
• What would or could you change about this sequence of events?
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MULTI-FLOW MAP
Used to show
CAUSE and EFFECT
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CAUSE EFFECT
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The Event
CAUSE
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The Event
EFFECT
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CAUSE EFFECT
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TheFallof
Rome
CAUSE EFFECT
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Economic Decline
TheFallof
Rome
CAUSE EFFECT
Disloyal Military
Political Corruption
Lack ofPatriotism
Invasion
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Economic Decline
TheFallof
Rome
Growth ofGermanicKingdoms
Reduction inLong-distance
trade
Decline in size & power ofgovernment
CAUSE EFFECT
Disloyal Military
Political Corruption
Lack ofPatriotism
Invasion
Rise of rural Villages and
farms
Decline inlearning
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Which effect will have the longest lasting impact on Europe and Why?
Economic Decline
TheFallof
Rome
Growth ofGermanicKingdoms
Reduction inLong-distance
trade
Decline in size & power ofgovernment
CAUSE EFFECT
Disloyal Military
Political Corruption
Lack ofPatriotism
Invasion
Rise of rural Villages and
farms
Decline inlearning
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ELA
Example
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The Redcoats Capture
Bess
Tim told theRedcoats the Highwayman would return
The highwaymanwas a robber
The Highwaymanwasn’t there
to protect Bess
CAUSES
Their spirits haunt thehighway
HighwaymanDied
Bess Died
EFFECTS
The Landlordlost his daughter
FewerRobberies
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Your Turn!
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Create a MULTI-FLOW MAPChoose one of the following:• What are the Causes and Effects of going to
college?• What are the Causes and Effects of
marriage/dating?• What are the Causes and Effects of Oil Spills?
You have 2 minutes. Please be prepared to share!
Think about possible Frame of Reference Questions
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FRAME of REFERENCEAnswer any of the following questions using the in formation in your map:
• Why is this information important?
• Is there any information that is new?
• Could you have similar “causes” or “effects” for a different event? Explain
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BRIDGE MAP
Used to see ANALOGIES
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Analogy Questions
“blank is to blank like blank is to ______”
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• SEDATIVE : DROWSINESS
A epidemic : contagiousness
B vaccine : virus
C laxative : drug
D anesthetic : numbness
E therapy : psychosis
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• SEDATIVE : DROWSINESS
D anesthetic : numbness
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• LAWYER : COURTROOM
A participant : team
B commuter : train
C gladiator : arena
D senator : caucus
E patient : ward
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• LAWYER : COURTROOM
C gladiator : arena
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as as as as
Relating Factor: __________________________________________
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Relating Factor: Is the decimal equivalent of
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It can get a little tricky!
• The Relating factor should contain a verb.
• The RF becomes the middle of a sentence created by using the top and bottom words.
• For example, in the sentence “Red is the color of an apple,” is the color of is the relating factor
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0.6
60% as
Relating Factor: Is the decimal equivalent of
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0.6 0.32
60% as 32%
Relating Factor: Is the decimal equivalent of
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0.6 0.32 0.544
60% as 32% as 54.4 %
Relating Factor: Is the decimal equivalent of
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0.6 0.32 0.544 0.06
60% as 32% as 54.4 % as 6%
Relating Factor: Is the decimal equivalent of
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0.6 0.32 0.544 0.06 0.087
60% as 32% as 54.4 % as 6% as 8.7 %
Relating Factor: Is the decimal equivalent of
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Vocabulary
Example
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bewildered laggardly concurrence alteration resistant
as as as as
flustered sluggishly assent metamorphosis defiant
Relating Factor: Is a synonym for
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Soc. Studies
Example
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N. Mandela N. Bonaparte Constantine Hatshepsut
as as as as
S. Africa France R. Empire Egypt
Relating Factor: Was a leader in
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• FRUGAL : MISERLY
A confident : arrogant
B courageous : pugnacious
C famous : aggressive
D rash : foolhardy
E quiet : timid
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• FRUGAL : MISERLY
A confident : arrogant
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Your Turn!
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Create a BRIDGE MAPChoose one of the following:• Relating Factor: Is the synonym for • Relating Factor: Is the mascot for• Relating Factor: ?
You have 2 minutes. Please be prepared to share!
Think about possible Frame of Reference Questions
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FRAME of REFERENCEAnswer any of the following questions using the in formation in your map:
?
(you’re turn)
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BRACE MAPUsed to show WHOLE to
PART relationships
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The Clarinet
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The Clarinet
Mouth Piece
Barrel
Bell
Body
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How do these parts affect the sound of the instrument
The Clarinet
Mouth Piece
Barrel
Bell
Body
Ligature
Reed
Upper Joint
Lower Joint
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P.E.
Example
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Baseball Field
Infield
Foul Territory
Pitcher’s Mound
Batter’s Box
Left Field
Outfield
Right Field
Center Field
On-Deck
Dugouts
Coach’s Box
1st Base
2nd Base
3rd Base
Home Plate
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Your Turn!
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Create a BRACE MAPChoose one of the following:• Show the Whole to Part relationship of a
textbook• Show the Whole to Part relationship of California• You pick!
You have 2 minutes. Please be prepared to share!
Think about possible Frame of Reference Questions
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FRAME of REFERENCEAnswer any of the following questions using the in formation in your map:
?
(you’re turn)
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QUESTIONS?
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BREAK TIME!
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Introducing the MAPS
Ideas & Schedule
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Thinking Map Ideas:Introducing Each Map
• Circle Map:– Define Yourself– Define School– Define Hemet– Define Family
• Bubble Map:– Describe Yourself– Describe a Classmate– Describe your Teacher– Describe RVMS– Describe someone you know or would like to meet
• Double Bubble Map:– Compare & Contrast: You and a Classmate – Compare & Contrast: You and your Teacher– Compare & Contrast: School and Home– Compare & Contrast: Middle School and Elementary School
• Tree Map:– Classify or Group your favorite:
• Foods• Restaurants• Hobbies/Activities• Careers• Celebrities/People
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Thinking Map Ideas:Introducing Each Map
• Flow Map:– Sequence:
• Actions Before School• Actions After School• Summer Vacation• Important Events in your Life
• Multi-Flow Map:– Show the Cause(s) & Effect(s) of:
• Going to College• Not Going to College• Trying Hard in School• Not Trying Hard in School• Following School Rules• Not Following School Rules• Having a GOOD or BAD day
• Bridge Map:– Relating Factor:
• …Makes me feel…• …Is something I do with…• …Is my favorite part of…
• Brace Map:– Show the Whole to Part relationship of:
• Your school schedule • A book• Your Favorite Item
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QUESTIONS?
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Curriculum
&
Pacing Guide
Activity
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QUESTIONS?
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THANKS
for Your
Participation!