Transcript No Slide Title

WELCOME BACK!
RIGOROUS COLLEGE AND
CAREER READINESS
STANDARDS
TODAY’S AGENDA
21ST CENTURY
SKILLS
What are the needs of your students? What
are your school’s improvement plans?
PROCESSING
ACTIVITIES
Please clear off your
desks.
“The Thought-Filled Curriculum”
Arthur L. Costa
February 2008
“Although thinking
is innate and
spontaneous,
skillful thinking
must be
FOCUSING ON COGNITIVE VOCABULARY
(ACADEMIC LANGUAGE)
• Write Academic Language at the
top of your chart paper.
• Write the names of the maps at
the top of each column.
• Write the question each map
answers under the name of the
map.
FOCUSING ON COGNITIVE VOCABULARY
(ACADEMIC LANGUAGE)
• Think about the general
academic language you should
be using with each map.
• Match the words on the
labels to the correct
Thinking Map.
So what do you now
understand about the key
words?
So why are they
important?
Page 77
Language
for
Learning
MAKING CONTENT CONNECTIONS
DIRECTIONS:
1. Brainstorm one topic that can be
illustrated by all 8 maps. Does
not need to be content specific.
2. Work in your group to complete this
task.
EMPOWERING
STUDENTS
=
INDEPENDENCE
What steps are
necessary to empower
students to become
independent thinkers?
Page
81
Chapter 2
You have
implemented
a plan for
teaching
Thinking
Maps to
your
students.
Your students
understand the
fundamental reasons
for using Thinking
Maps®.
Your students can draw
each of the Thinking
Maps®.
Your students have begun
to understand the purpose
for each TM and can
recognize them when
applied in content areas.
You can match the
cognitive vocabulary
that corresponds to
each TM.
You have modeled the use
of Thinking Maps® in a
variety of curriculum
areas.
Page 82
84-87
88-90
91-93
Teaching Schedule for Middle
Pages 84 - 87
School
Week 1
Week 2
Week 3
Circle Map
Bubble Map
Double
Bubble Map
Week 4
Week 5
Week 6
Tree Map
Brace Map
Flow Map
Week 7
Week 8
Multi-Flow
Map
Bridge Map
Week 9
All 8 Maps
Page 82
84-87
88-90
91-93
Page 82
84-87
88-90
91-93
Using the Resource Pages
Page 83
The resources provided in this text
should only be used when introducing
the maps to students.
Student should begin immediately
to draw the maps on their own.
Even when you use the masters during
the initial teaching, students should
be encouraged to go beyond the basic
visual.
STRATEGIES FOR SUCCESS
During the
introductory period,
be sure to:
• Focus on the academic
vocabulary (pg. 77)
• Go beyond the basic
structure of each map
• Use multiple maps
Cause, effect,
impact, benefits,
motives, if…then,
etc.
STRATEGIES FOR SUCCESS
During the introductory period, be sure to:
•
Emphasize the importance of collaboration
as students construct their maps.
• Remember that the maps are “mid-range”
tools, not the final product.
• Have student take the information “off the
map” in a variety of ways. (pgs. 94-95)
Page 94
TAKING IT OFF THE MAP
Whole group – If students share with
the whole group, they should choose
one or two ideas to share, not
their entire map.
Page 94
TAKING IT OFF THE MAP
Groups of 4 – Students can pass their
maps and read or take turns
presenting their maps to each
other. The Cooperative Desk maps
are a great resource that
facilitates sharing.
Page 94
TAKING IT OFF THE MAP
Pairs – Students can be “mixed up” in a
class to create pairs for sharing.
Pairs can read each other’s maps or
take turns sharing their own map.
Page 122
SUMMARY
PAGE
FORMATIVE
ASSESSMENT
Now,
Page let’s take
80
the SelfAssessment Quiz
found on page
294.
You have
been
introduced
to Thinking
Maps®
You can name the key
points defining
Thinking Maps®
You can explain the
similarities and
differences between
Graphic Organizers and
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
Page 294
Introduction:
Self-Assessment #2
E
1._____
Circle Map
G
2._____
Bubble Map
3._____
Double Bubble Map
D
H
4._____
Tree Map
A
5._____
Brace Map
F Flow Map
6._____
B
7._____
Multi-Flow Map
8._____
Bridge Map
C
a. structural analysis, whole to
part.
components
b. cause and effect, impact,
outcomes
c.
see relationships, analogies
d. compare and contrast,
similarities and
differences, uniqueness
e. define in context,
brainstorm
f. sequence, order, steps in a
process
g.
describe, name the qualities
LITERACY LINKS
Making Connections
Thinking Maps as Conceptual
Nets for Comprehending
Complex Texts
“Text structure provides a
conceptual net for keeping
information in mind.”
“Describe the overall structure
(e.g., chronology, comparison,
cause/effect, problem/solution,
etc.) of events, ideas, concepts
or information in a text.”
Page 123
Page 123
Life Cycle
Sequence = Flow Map
A plant’s life cycle describes how long a plant lives
or how long it takes to grow, flower, and set seed.
Plants can be either an annual, perennial, or
biennial.
Annual
Classification = Tree
Map
A plant that completes its life cycle in one growing
season. It will grow, flower, setDetails
seed, and
die. Map
for Tree
or Stages for Flow Map
Perennial
A plant that lives for 3 or more years. It can grow,
flower, and set seed for many years. Underground
parts may regrow new stems as in the case of
herbaceous plants, or the stems may live for many
years like woody plants (trees).
Page 123
“In order to remember, the mind must sort
through information and store what is
important and discard what is not
important.
In order to remember the important parts
of text, the mind needs to sort against
the structure of the text.”
“Building Learning Structures Inside the Head” Ruby Payne,
Comprehension and Collaboration
“Engage effectively in a
range of collaborative
discussions with diverse
partners…building on
others’ ideas and
expressing their own
clearly.”
Now You Try
BUBBLE MAP
FLOW MAP
MULTIFLOW MAP
DOUBLE
BUBBLE MAP
BRACE MAP
Which ?’s
How would you describe a
volcano?
When did the
eruptions happen?
What were the causes
and effects of the
volcano?
How are these two
volcanoes alike and
different?
What are the parts
of a volcano?
CLOSURE
and
Next Steps
Visit www.thinkingmaps.com
Join the conversation, share ideas,
and collaborate!
https://www.facebook.com/ThinkingMaps
https://twitter.com/ThinkingMaps
High above the hushed crowd, Rex tried to remain
focused. Still, he couldn’t shake one nagging
thought: He was an old dog and this was a new