day one training pm
TRANSCRIPT
WELCOME BACK!
PLEASE CLEAR OFF YOUR TABLE.
Use the cards on your table to “build” a group Tree Map. First line up the names of the maps, then classify the rest of the cards under the correct
category.
USE ALL EIGHT MAPS
YOUR STATE
THE HOLIDAYS
ENTERTAINMENT
SPORTS
MUSIC
MEN OR WOMEN
PROCESSING ACTIVITY
Record your ideas on pages 78-79
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 80
Now, let’s take the Self-Assessment Quiz found on page 294.
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
h. classify or sort, main idea and supporting details
1._____ Circle Map
2._____ Bubble Map
3._____ Double Bubble Map
4._____ Tree Map
5._____ Brace Map
6._____ Flow Map
7._____ Multi-Flow Map
8._____ Bridge Map
Introduction: Self-Assessment #2
A
F
B
C
H
D
G
E
Page 294
You have implemented
a plan for teaching Thinking
Maps to your students.
Your students understand the fundamental reasons for using 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.
Your students can draw each of the Thinking Maps®.
Page 81
Chapter 2
Page 82
Sample Teaching Schedule
Week 1
Circle Map
Week 2
Bubble Map
Week 3
Double Bubble Map
Week 4
Tree Map
Week 5
Brace Map
Week 6
Flow Map
Week 7
Multi-Flow Map
Week 8
Bridge MapWeek 9
All 8 Maps
Pages 84 - 87
1. When maps are introduced during the first 8 weeks, students should be exposed to each map through teacher modeling, discussion, and shared ideas. Students should not necessarily be expected to construct the maps independently.
2. During the introductory weeks, primary maps should be made using manipulatives and/or, kinesthetically.
3. PreK-1st grade maps can be shared with pictures.
Adaptations for Primary Students
Page 83
Page 87
Elementary Schools
Page 90Middle School (Teams) Teaching the Maps
Grades Pre K- 2: Making Map Murals
Grades 3-5: Making Oral Presentations
Grades 6-8: Writing an Autobiography
Grades 9-12: Writing a Reflective Thinking Essay
Teaching TM’s Using My StoryPage 96
The next few slides show examples of student work illustrating the ideas for My Story.
Pages 97 - 98
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.
Pages 100-101
Pair with someone NOT at your table. Complete a Double Bubble Map. Try to
come up with at least 6 similarities.
Page 103-104
Pages 106-107
Pages 109-110
Pages 112-113
Pages 115-116
Pages 118-119
Whole group – If students share with the whole group, they should choose one or two ideas to share, not their entire 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.
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.
TAKING IT OFF THE MAPPage 94
Page 122
“Text structure provides a conceptual net for keeping
information in mind.”
“Text organization has a profound effect on comprehension and
memory.”
Peregoy and Boyle. Reading, Writing, and Learning in ESL
Page 123Thinking Maps as Conceptual Nets for Literacy
“Students miss much of the original data (up to 50
percent) when the cognitive strategies were not fully or
partially developed.”
“Building Learning Structures Inside the Head” Ruby Payne, Ph.D.
Page 123
Life Cycle
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
A plant that completes its life cycle in one growing season. It will grow, flower, set seed, and die.
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).
Sequence = Flow Map
Classification = Tree Map
Details for Tree Map or Stages for Flow Map
Page 123
Plant Parts - Leaves
Leaves are the food making factories of green plants. Leaves come in many different shapes and sizes. Leaves can be simple, made of a single leaf blade connected by a petiole to the stem (oak, maple), or compound, in which the leaf blade is divided into separate leaflets attached by a petiole to the stem (ash, locust).
Leaves are made to catch light and have openings to allow water and air to come and go. The outer surface of the leaf has a waxy coating called a cuticle which protects the leaf. Veins carry water and nutrients within the leaf.
Leaves are the site of the food making process called photosynthesis. In this process, ….
Photosynthesis is special to green plants! Photosynthesis…
Brace
Tree
Flow
Circle
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, Ph.D.
Page 123
BRACE MAP
BUBBLE MAP
FLOW MAP
MULTI-FLOW MAP
DOUBLE BUBBLE MAP
Now You Try
Strategies for Successful Classroom Introduction
1. Essential First Step: Introduce the Thinking Maps to your students over a period of 8-10 weeks. (Chapter 2)
2. Display the posters in the front of your room, either one at a time or all at once depending on your students.
3. Emphasize the thought process of each Thinking Map in your guiding questions. (See Key Words for Thinking, page 77)
5. Encourage students to go beyond the basic format of each map as they construct their thinking in a variety of content areas.
4. Provide a variety of ways for students to share their maps in order to “take the information off the map.” (pages 94-95)
Page 124
Chapter 1: INTRODUCTION
Chapter 2: TEACHING
Chapter 3: LITERACY LINKS
Chapter 4: CONTENT CONNECTIONS
Chapter 5: INSTRUCTIONAL STRATEGIES
Chapter 6: ASSESSMENT
Strategies for Successful Classroom
Implementation Throughout the Year
You will be receiving Follow-up support
throughout the year in Chapters 3, 4, 5 and 6.
Chapter 3
Chapter 4
Chapter 5
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 trick.