What should students know and be able to do as a result of this
course? Take the learning and use all teaching tools shared in this
class to empower your classroom students to become successful
thinkers, problem solvers, decision makers, and ultimately,
lifelong learners. Using knowledge of balanced literacy (reading
comprehension, and writing), in all content areas.
Slide 2
How?
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Discuss What is the relationship between thinking and learning?
How have/do teachers teach thinking in your observations of
classroom experiences? Examples, what does that thinking look like
in classrooms?
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My thinking So my goal for you as students and future
educatorsis that you will empower your students to become critical
thinkers, and problem solvers bold enough to ask questions and find
the answers. This course should build your toolbox.giving new tools
or new ways to use those old tools ultimately empowering your
students to share/tell their thinking with themselves and others
becoming life long learners.
Slide 5
Thinking Maps - A Language for Learning Thinking Maps were
developed as a language for learning in 1988 by Dr. David Hyerle.
There are eight maps; maps can be used by teachers and students
(K-12; pre-K; adult education, university and business) for reading
comprehension, writing process problem solving, and thinking skills
improvement.
Slide 6
One School-Thinking Maps
http://www.mindsofmississippi.com/
Slide 7
Why Thinking Maps? Thinking Maps unite students across all
grade levels and in all content areas through the use of a common
visual language for thinking. Thinking Maps are not content- or
grade-level specific. They are specifically designed to promote and
strengthen the skillful use of fundamental cognitive processes for
all learning.
Slide 8
When using Thinking Maps You use an inquiry approach to
learning; asking questions and visually representing ideas.
Thinking Maps strengthen the use of inquiry- based processes and
support students participation and engagement.
Slide 9
Thinking Maps first grade
http://www.thinkingfoundation.org/video/clip
s/mtairy-1st-org-thinking.html
http://www.thinkingfoundation.org/video/clip
s/mtairy-1st-org-thinking.html
Slide 10
8 Maps Thinking Maps are based on fundamental cognitive skills
such as comparing and contrasting, sequencing, classifying, and
cause- effect reasoning. Much like carpenters using a set of tools,
multiple Thinking Maps are used as an eight maps icon toolkit by
students for constructing knowledge: for improving the basics of
reading, writing, and mathematics as well as for problem-solving
and the development of higher-order thinking abilities.
Benefits Students learn more effectively and more efficiently
Objectives are covered in less time with greater retention Thought
processes are represented similarly throughout the curricula
Schools also promote integrated thinking and interdisciplinary
learning Teachers can easily gauge student knowledge prior to a
specific lesson Student performance can be tracked accurately over
time Students gain effective tools to use across their academic and
working careers Lifelong thinking tools
Slide 15
Youtube thinking maps http://youtu.be/JYqpf0x4RlA
Slide 16
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Robert Marzano, Ph.DWhere have we heard this name? "Knowledge
is stored in two forms: linguistic and nonlinguistically. Research
proves that the more we use both systems of representation the
better we are able to think and recall knowledge.
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Slide 21
Circle Map The Circle Map is used for brainstorming ideas and
for showing prior knowledge about a topic by providing context
information. Tell me everything you know about pollution and how
you know these things. What experiences have you had that taught
you about pollution?
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Circle Map
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Bubble Map The Bubble Map is used for describing using
adjectives (and adjective phrases). Unlike the Circle Map which is
used for brainstorming, The Bubble Map is a tool for enriching
students' abilities to identify qualities and use descriptive
words. Use vivid language to describe the characters in the story.
Be sure to include not only words the author uses but descriptors
you can infer from the story as well.
Slide 24
Bubble Map
Slide 25
Flow Map The Flow Map is used by students for sequencing and
ordering information. Explain in writing the steps you followed to
solve this problem.
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Flow Map
Slide 27
Brace Map The Brace Map is used by students to analyze physical
objects. On the line to the left is the name or image of the whole
object. On the lines within the first brace to the right are the
major parts. Analyze the structure of the computer to determine its
parts and subparts.
Slide 28
Brace Map
Slide 29
Tree Map The Tree Map is used by students for classifying
things and ideas. Take a position on a topic and classify your main
reasons for that position. Be sure to include specific details and
examples to support each of your reasons.
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Tree Map
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Double Bubble Map The Double Bubble Map is a tool for comparing
and contrasting things. Examine the similarities and differences
between these two geometric figures.
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Double Bubble
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Multi-Flow Map The Multi-Flow Map is used by students for
showing and analyzing cause and effect relationships. In the center
rectangle is an important event. On the left side of the event is
the causes, and on the right side of the event the effects. Discuss
what might cause tooth decay and tell some of the effects of poor
dental hygiene.
Slide 34
Multi-Flow
Slide 35
Bridge Map The Bridge Map gives students a tool for applying
the process of seeing analogies. Choose two historical leaders and
show their relationship to important movements or conflicts.
Remember to state your relating factor.
Slide 36
Bridge Map
Slide 37
Making a Difference as a Teacher
http://www.youtube.com/watch?v=XzE7wCxR a5Q&feature=related
http://www.youtube.com/watch?v=XzE7wCxR
a5Q&feature=related