Transcript Slide 1
Welcome to Thinking Maps® 1 TODAY’S AGENDA What are Thinking Maps & why do they work? What is the purpose of each map? What is the Memorial High School Thinking Maps plan? How will I use the Thinking Maps? What support will I get throughout the year to help me learn Thinking2 Maps? Initial Training First Day Back Faculty Meetings Time Line Advisory Class Website Parent Letter First Follow Up 9th Week Introductory Period 8 Weeks Introduction of each map in advisories Student Product Displays CWTs Weekly Bulletin Emails Second Eight Weeks 8 Weeks Thinking Maps with Frame of Reference and Color Department Student Product Display Student Products Displays Faculty Meetings Second Follow Up 9th Week Student Product Displays Teacher Survey Third Eight Weeks 8 Weeks Thinking Map Extensions “Off the Map” Student Product Displays CWTs Third Follow Up School Wide Closure Jump Start Second Year Student Products Faculty Meetings RTI Connection Teacher Surveys Student Surveys End Products Ideas for Year 2 Results of Assessments for Year 2 Guide 3 To use Thinking Maps as a “common visual language” in your learning community for transferring thinking processes, integrating learning, and for continuously assessing progress. 4 What are Thinking Maps? •Developed in 1988 by Dr. David Hyerle •Each map is based on a cognitive skill such as comparing and contrasting, sequencing, classifying, and cause-effect reasoning •Can be utilized individually or in various combinations to form a common visual language for students and teachers at all grade levels, in all subjects •Used to improve the basics of reading, writing, and mathematics as well as for problem solving and the development of higher order thinking skills 5 What is the Difference? 6 Eight Different Maps 7 What are Thinking Maps and how are they different from Graphic Organizers? Use a Circle Map to define Thinking Maps. 8 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 -Eric Jensen, Brain Based Learning 36,000 visual messages per hour may be registered by the eyes. 9 10 11 12 13 The Thinking Maps give a concrete visual pattern for an abstract cognitive skill. 14 “Thinking Maps store information the way the brain does.” Pat Wolfe July 2005 15 How the Brain Processes Information Senses Register Information Areas in the Brain Filter Information Long Term Memory Emotion Building Networks Lost Lost Meaning Networks Strengthened Networks Extended 16 Page 242 17 Dendrites Cell Body Axon Synapse 18 NEURONS THAT FIRE TOGETHER GET WIRED TOGETHER. THAT IS WHAT A PATTERN IS! 19 20 Thought process: Sequencing When do you use sequencing in: READING? WRITING? SCIENCE? MATH? SOCIAL STUDIES? THE ARTS? In every instance, you could use a FLOW MAP 21 22 23 Middle School Social Studies 24 High School English 25 26 27 SET TEACHER / STUDENT INPUT 28 PROCESSING 29 EXTENSION 30 CLOSURE 31 First Thinking Map The Circle Map 32 Circle Map Thinking Process: Defining in Context Key Question: How are you defining this thing or idea? Key Words and Phrases: List, define, tell everything you know, brainstorm, identify, relate prior knowledge, describe, explore the meaning Design: the topic is in the middle, smaller circle. Everything you know about the topic is in the larger circle. A box, that may be included, around the entire map is a “Frame of Reference” that is used to answer the question “How did I learn this?” (The frame of reference can be used around any of the maps Common Uses: Brainstorm for writing, used as a starting point during the prewriting stage, defining words, identifying audience and author’s point of view Writing Mode: Point of View Essay 33 The Circle Map Defining in Context 34 35 36 37 38 Cadillac scarves ? sideburns 39 May still be alive Characteristics Definition (in own words) New materials are NOT formed A change in Same size, shape, matter or state of present matter before and Physical Abolitionist after Change change Ice melting Breaking a glass Cutting hair Examples 40 Definition Visual Representation A triangle with one right angle Triangle with a 90 degree angle Right Triangle Personal Association 41 or Characteristic Second Thinking Map The Bubble Map 42 Bubble Map Thinking Process: Describing Qualities; Characterization Key Question: How are you describing this thing? What adjectives best describe it? Key Words and Phrases: Describe, use vivid language, describe feelings, observe using the five senses Design: The topic being described is in the center bubble. The outer bubbles contain adjectives and adjective phrases describing the topic. Common Uses: Describing things, identifying qualities, character traits, attributes and/or properties of things. The Bubble Map is a tool for enriching students’ abilities to identify qualities and use descriptive words. Writing Mode: Descriptive Writing The Bubble Map Describing 44 45 46 47 48 Science 49 Second Thinking Map The Double Bubble Map 50 Double Bubble Thinking Process: Comparing and Contrasting Key Question: What are the similar and different qualities of these things? Key Words and Phrases: Compare/contrast, discuss similarities and differences, prioritize essential characteristics, distinguish between, differentiate Design: In the center circles are the words for the two things being compared and contrasted. In the middle bubbles, use terms to show similarities. In the outside bubbles, describe the differences. If there are too many similarities or differences, students should prioritize and keep only the most important. Common Uses: A tool for comparing and contrasting two things. Writing Mode: Comparison Essay The Double Bubble Map Comparing and Contrasting 52 53 54 55 58 The square root function A parabola 59 60 61 Useful Websites Presentation created and modified using the following resources. Examples of each map grades K-6 http://fdlrs.brevard.k12.fl.us/ThinkingMaps/default.html Newsletters devoted to each Thinking Map http://www.kcclc.org/thinkingmaps2?print-friendly=true Chippewa Valley ELA Website http://chippewavalleyela.pbworks.com