Explore the Future: Think Like a Disciplinarian

Using Thinking Maps to Differentiate Your CurriculumDesiree Olivas, M.Ed, PhD

SAUSD

Visual Tools for Transforming Information Into KnowledgeDavid Hyerle, AuthorArthur L. Costa, PrologueRobert J. Marzano, ForewardCorwin Press, 2009, Second Edition, 167 pages

Visual Tools for Transforming Information Into KnowledgeDavid Hyerle, AuthorArthur L. Costa, PrologueRobert J. Marzano, ForewardCorwin Press, 2009, Second Edition, 167 pages

Think Like a DisciplinarianNovelty : provides students with a

disciplinarian perspective in the study of the core curriculum.

Problem SolvingPrimary purpose:

◦ introduce students to the disciplinarians and the language tools, and skills they use to develop expertise.

◦ acquaint students with the fields of the study within a discipline

◦ broaden students’ awareness of the discipline by incorporating into the basic curriculum the perceptions of the discipline.

Kaplan, Frames, p.11

Integrate the icons into pathways, intersections and content imperatives:

Integrate the icons into pathways, intersections and content imperatives:

What does it mean to think like a disciplinarian?

Think Like a Philosopher

Think Like a

Products/Outcomes

Purpose Methods/

Skills

What does it mean to think like a disciplinarian?

Analogies and relationships plus thinking like a discipinarian:

ASRelating factor:

Students used their understanding of a discipline in thinking about content curriculum and the universal theme.

Think like a Lawyer and The Three Branches of Government

Students used their understanding of a discipline in thinking about content curriculum and the universal theme.

The Three Branches of Government and Think Like a Philosopher

TRENDS FOR FLOW MAPS:HOW WOULD A _(TLAD) PROBLEM SOLVE FOR ________?In order to compare one discipline’s process or thinking to another discipline’s process of thinking…..

Problem Solution

TRENDS FOR FLOW MAPS:HOW WOULD A _(TLAD) PROBLEM SOLVE FOR ________?…then compare the similarities and differences…..

From the perspective of a ___ what rules have changed over time and why?

What difference does this make?

WHAT PATTERNS ARE/WERE VIEWED FROM DIFFERENT PERSPECTIVES (TLAD)?

In order to analyze one discipline’s process or thinking to another discipline’s process of thinking…..in a parallel sequence map:

Pattern Conclusion

desiree.olivas@sausd.usGarfield Elementary