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Welcome to Thinking
Maps
PEANUTS BY: SCHULZ
What are Thinking Maps & why do they work?
What is the purpose of each map?
How do I teach the maps to my students?
How do I use the maps to help students develop literacy skills?
What resources and support will I get throughout the year?
TODAY’S AGENDA
Chapter 1: INTRODUCTION
Chapter 2: TEACHING
Chapter 3: LITERACY LINKS
Chapter 4: CONTENT CONNECTIONS
Chapter 5: INSTRUCTIONAL STRATEGIES
Chapter 6: ASSESSMENT
TABLE OF CONTENTS
Sample Lesson Plans & Black Line Masters
Academic Vocabulary, Reading, Writing
Literary Analysis, Mathematics, Science, Social Studies
Curriculum and Lesson Planning, Cooperative Learning, Differentiation
Theory and Thinking Maps Introduced
Student Assessment and Self-Assessment Quizzes
Page iv
Robbie
Sunday School
Wife
Terry
Always on a diet Love books
Mom x 2
“Gi Gi”
Play bridge
Mom and Dad
Ty, Kirsten, Taylor & Logan
Rod & Elisha
Church
District
Coordinator
G/T
Volunteer City View ISD
Junior
League
Things that tell something about you
Things/people that have influenced you
TEACHING THE CIRCLE MAP
Your Name
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
Visual ToolsWhat are Thinking Maps and how are they different from Graphic Organizers?
Use a Circle Map to define Thinking Maps.
PAGE 2
25%
75%
What is the source?
How does this information impact teacher instruction and student learning?
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
“We believe that probably the best
strategies for teaching text
structures are visual/spatial
strategies.”
Peregoy and Boyle.
Reading, Writing, and Learning in ESL
p. 316
Page 3
Nine Essential Practices
That Are Supported by
Educational Research
RESEARCH CONNECTIONS
Nine Instructional Strategies
•Comparing and Contrasting
•Classifying
•Seeing Analogies
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
“It has been shown that
explicitly engaging students in the creation of nonlinguistic
representations
stimulates and increases activity in the brain.” (see Gerlic & Jausovec, 1999)
BRAIN RESEARCH
CONNECTION
Page 4
Page 5
Page 6
Visual Tools
Based on 8 basic cognitive skills
PAGE 7
Page 7
The Thinking Maps give students a concrete visual pattern for an abstract cognitive skill.
From
A Framework for Understanding Poverty
Ruby K. Payne, Ph.D.
Chapter Eight: Instruction and Improving Achievement
“The true discrimination that comes out of poverty is the lack of cognitive strategies.
The lack of these unseen attributes handicaps, in every aspect of life, the individual who does not have them.”
Page 7
“The overwhelming need for learners is for meaningfulness… we do not come to understand a
subject or master a skill by sticking bits of information to each other.
Understanding a subject results from perceiving relationships. The brain is designed as a pattern
detector.
Our function as educators is to provide our students with the sorts of experiences that enable them to
perceive patterns that connect.”Making Connections: Teaching and the Human Brain (1994), Caine & Caine
BRAIN COMPATIBLE TEACHING Page 8
…can you remember exactly where you were & what you were doing on September 11th?
…can you recognize a person’s face, but not remember his/her name?
…can you hear an “oldie” and remember every word in the song, even though you haven’t sung that song in years?
…do you buy a new car, then constantly see it everywhere you go?
…can you drive a familiar route and when you arrive, you can’t really remember how you got there?
WHY ? ? ?
31
The Brain is a Pattern Seeker
Word Association:
If I say HOT, you say _____?
If I say STOP, you say _____?
What color is this box?
What do cows drink?
If I say BLACK, you say _____?
32
BRAIN TEASERS
• Draw a straight line. Write your first and last name on the line.
• Draw a straight line. Cross right leg over left leg. Turn the crossed leg counter clockwise. Now, write your name on the line.
• Discuss the results with a partner.
How the Brain Processes Information
Senses Register
Information
Areas in the Brain
Filter Information
Lost
Lost
Networks Extended
Networks Strengthened
Emotion Meaning
Long
Term
Memory
Building
Networks
{Pages 20-23}
Dendrites
Cell Body
Axon
Synapse
Page 8
NEURONS THAT FIRE TOGETHER
GET WIRED TOGETHER.
THAT IS WHAT A PATTERN IS!
Based on 8 basic cognitive skills
Visual Tools
Used in all content areas
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
.Describe the characteristics of bacteria.
.Name and describe the structures of the bacterial cell.
.Explain how bacteria are classified.
.Distinguish between heterotrophic and autotrophic bacteria.
.Describe the various types of bacterial respiration.
.Discuss the role of bacteria in nature.
.List several ways to limit bacterial growth.
.Describe the ways in which bacteria may gain new genes.
.Discuss the steps involved in genetic engineering.
Chapter 16 Bacteria
Bacteria are everywhere. They are found in air, water, soil, your food, and in the bodies of all living things. They can live in places where no other living thing survives. They have been found in the icy regions of the Arctic and Antarctic, and in the near-boiling waters of hot springs. They live on mountaintops and ocean bottoms. A drop of pond water may contain over 50 million bacteria.
C
O
D
E
W
O
R
D
S
Based on 8 basic cognitive skills
Visual Tools
Used in all content areas
Used by all teachers
PAGE 11
Page 11
4TH Grade Special
Education Class
Middle School Social
Studies
Page 11
High School English
Based on 8 basic cognitive skills
Visual Tools
Used in all content areas
Used by all teachers
PAGE 11
Depth and Complexity
TEACHER / STUDENT INPUT
SETPage 13
Page 14
PROCESSINGPage 14
EXTENSIONPage 15
CLOSUREPage 15
Processing ActivityPage 17
4. Also, include information on how Thinking Maps are different from graphic
organizers.
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.
*
Hearing Words Seeing Words
Speaking Words Generating Words
Better learning will come not so much from finding
better ways for the teacher to
INSTRUCT...
...but from giving the learner better ways to
CONSTRUCT MEANING. Seymore Papert, 1990
THE MAPS SHOULD BECOME
STUDENT TOOLS FOR THINKING.
Calvin & Hobbes by: Bill Watterson
An Overview of all 8 Thinking Maps Page 18
The Circle Map
Defining in Context
An Overview of all 8 Thinking Maps Page 18
The Bubble Map
Describing
An Overview of all 8 Thinking Maps Page 18
The Double Bubble Map
Comparing and Contrasting
An Overview of all 8 Thinking Maps Page 18
Classifying
The Tree Map
An Overview of all 8 Thinking Maps Page 19
Whole to Parts
The Brace Map
An Overview of all 8 Thinking Maps Page 19
Sequencing
The Flow Map
An Overview of all 8 Thinking Maps Page 19
The Multi-Flow Map
Cause and Effect
An Overview of all 8 Thinking Maps Page 19
Seeing Analogies
The Bridge Map
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
Group A
123
4
5 6
Group B
12
3
4
56
Group C1
2
3 4
5
6
Create “HOME” Groups
Page 21JIGSAW ACTIVITY
Thought Process Drawing
Guiding
Questions
Key
Information
Classroom
Ideas
Cautions
INFORMATION FOR EACH THINKING MAP
Page 23
DRAWING THE MAPPage 24
Identify the THOUGHT PROCESS
DEFINING IN CONTEXT
KEY WORDS
Context, List, Define, Tell everything you know, Brainstorm, Identify, Relate prior knowledge, Explore
the meaning, Associate, Generate
KEY WORDS
Context, List, Define, Tell everything you know, Brainstorm, Identify, Relate prior knowledge, Explore
the meaning, Associate, Generate
NOTE TAKING GUIDEPage 24-25
Page 77
KEY WORDS
FOR THINKING
KEY INFORMATION
• Define a concept, word or idea • Diagnose prior knowledge• Brainstorm before writing • Use as a lesson closure
Page 26
Troubleshooting the Circle Map
Incorrect information in the “prior knowledge” Circle.
Limited brainstorming
Page 28
strawberries
CLASSROOM APPLICATIONS
The next few slides show examples of Circle Maps created by teachers and students from across the
country.
Record your notes on page 29.
?sideburns
scarves
Cadillac
May still be
alive
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
Definition Visual Representation
Personal Association or Characteristic
A trianglewith one
right angle
Trianglewith a 90
degree angle
RightTriangle
Now it is your turn!
This is what you will do when you become an expert with one particular map.
You will fill out your page just like we filled out the circle map page.
Group A
123
4
5 6
Group B
12
3
4
56
Group C1
2
3 4
5
6
Create “HOME” Groups
Page 21
Expert Group Assignment
1’s – Bubble pages 30-35
2’s - Double Bubble pages 36-41
3’s – Tree pages 42-47
4’s – Brace pages 48-53
5’s – Flow pages 54-59
6’s - Multi-Flow pages 60-65
I will pull it all together by teaching the Bridge and re-emphasizing the frame at the end of this activity.
Page 21
Before going to your Expert Group:
1. Read the pages in Chapter One – Introduction that corresponds with the Map you have been assigned.
2. Highlight key information, take notes, and be prepared to share your ideas in your Expert Group.
1
2
3
4
5
61
2
3
4
5
61
2
3
4
5
6
A
B
C
A
A
A
A
A
B
B
B B
B
C
C
C
C
C
JIGSAW ACTIVITY Page 22
Meet with your group
Discuss
Make sure everyone in your group
can draw the map and
name thought process
Decide on 4 or 5 details you need to
include
Create an original
application that you can use to teach
the map
Check with Robbie to make sure
your original example is
correct
Return to your home group
AGENDA FOR YOUR EXPERT GROUPSPage 22
Return to “Home” Groups
Assign a timekeeper
Teach each map
(4 min limit)
Take NotesLearn
Bridge and Frame
Review all maps
AGENDA FOR YOUR HOME TEAM PRESENTATIONS
NOTE MAKING GUIDE
DESCRIBING
Draw the Bubble Map and label its parts.
Name the thought process:
Page 35
Science
