thinking maps - future trainers - malaysia
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Thinking Maps - Future Trainers - MalaysiaTRANSCRIPT
TAKING RESPONSIBLE RISKS
Being adventurous. Moving outside your
comfort zone. Venture out!
Taking responsible risks
“ Only those who will risk going too far can possibly find out how far one can go.”
T.S. Elliot
Taking responsible risks
“The only way to succeed is to be brave enough to risk failure.”
Bobby Jindal
The ground rules for the week!
• Thinking out of the box
• Being prepared to accept new ideas
• Being prepared to take a few risks
• Being prepared to get some things wrong!
• Not allowing your thinking to be too constrained by your current experience and practice
Thinking Maps
Day 1
Nick Symes
Teacher of Music and English
Head of Department
Set up a businessFreelance consultant
Deputy Headteacher
10 years
Head of Expressive Arts
faculty
Nick’s CV
Registered trainer & consultant
Working with Kestrel
Thinking
Skills
How do you know what you know?
Anything/everything you know about Thinking Skills
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. Seymore Papert, 1990
Making Connections: Teaching and the Human Brain (1994), Caine & Caine
• “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.”
PEANUTS BY: SCHULZ
The Neo~Cortex: This is where the higher order thinking skills such as problem solving take place. Here the brain works out patterns and meaning.
The Limbic System: This is the seat of emotions and long term memory. We remember best when our learning has emotion and meaning.
The Reptilian Brain: This part of the brain looks after basic survival. Under stress the Reptilian Brain blocks the Neo~Cortex and the Limbic System from thinking and remembering ~ learning is slowed down or prevented.
You have a million, million brain cells, 167 times the number of people on the planet!Each brain cell is more powerful than a standard personal computer.
Lost
Lost
Long
Term
Memory
Building
Networks
Networks Extended
How the Brain Processes Information
Senses Register
Information
Areas in the Brain
Filter Information
Emotion Meaning
Networks Strengthene
d
“A Common Visual Language for Thinking”
What are…
®
Based on intelligence research, Thinking Maps®
combine the cognitive thought processes of
learning with the visual representation of
information found in graphic organizers
When implemented on a whole school basis, Thinking Maps® provide a consistent and brain compatible way for teachers to present information, and for students to learn and retain it.
Thinking Maps® is not a curriculum, but rather, a
set of tools to allow teachers to present their existing curriculum in a more meaningful way.
Thinking Maps® is a language of eight visual
patterns each based on a fundamental thinking
process.
36,000 visual messages per hour may be registered
by the eyes.
40% of all nerve fibres connected to the brain are linked to the
retina
90% of all information that comes
into our brain is visual
Dual coding theory
Knowledge is stored in two forms: linguistically and non-linguistically. Research proves that the more we use both systems of representation, the better we are able to think and recall knowledge
Robert Marzano – Classroom Instruction that Works
Thinking MapsThinking Maps®®
Defining in Context
Describing
Compare & ContrastClassifying
Sequencing
Part-Whole
Cause & Effect
Seeing Analogies
A Common Visual
Language for classrooms & whole schools
Brainstorm Brainstorm “Webs”“Webs”
Mind Mapping
Webbing
Clustering
For personal knowledge
Concept Mapping
Task-Specific Graphic Task-Specific Graphic OrganizersOrganizers
Life Cycles; Science
Timelines; History
For isolated tasks
Venn Diagrams: Maths
“A Common Visual Language for Thinking”
For defining in context
Notemaking Guide for Learning Thinking Maps
Circle MapLOOKS LIKE:
THINKING PROCESS:
NOTES:
Defining in Context or Brainstorming
Topic
Everything I know
How or where did I learn this?
My frame of reference
Can be used for:
•Brainstorming
•Diagnosing prior knowledge
•Closure/review
Circle to Tree for Writing
Language for Learning pages 24-29
Circle Map
earthworms
Help plants
Lives in soil
slimy
Enemiesare birds
2,700 kind
Lay eggs
Vibrations
Nocturnal
No feethave hair
Need moisture
Tube shaped body
Science kit Internet
TeacherBooks
By Alex andMichel
Mathematics
Bharti
happy
Not really religious
Good at sports generally
friendly competitive
loudCan be argumentative to my parents
Like reading
musical
Going out with my mates Sympathetic to my
friendsA good listener
Fun to be with
Academically bright
I can be cheeky to some teachers
What can We
Measure?
Our classroom
table
chairwhiteboard
floordoor
Table leg
Height of coat hook
Our bags
ourselves
pencils
feetarms
headradiator
desk
books
What can We
Measure?
table
chairwhiteboard
floordoor
Table leg
Height of coat hook
Our bags
ourselves
pencils
feetarms
headradiator
desk
books
Who measures things?School keeper Mum and dad
workmanteacher
For describing things
Notemaking Guide for Learning Thinking Maps
Bubble MapLOOKS LIKE:
THINKING PROCESS:
NOTES:
Describing (adjectives or adj.
phrases only)
Attributes: Maths
Properties: Science
Adjective, phrase, character trait
Thing you are describing
Adjectives Only!
Language for Learning pages 30-35
• Task ~ using a Bubble Map, describe Cinderella
• The frame of reference is “Through the eyes of the ugly sisters”
How might you apply the Bubble Map?
Think/pair/share
Yates Mills Elementary School Raleigh, NC
Science
How would my mother see me?
Bharti
untidy
loud
lovingcaring
reliable
lazy
tempestuous
How would my History teacher see me?
Bharti
disinterested
noisy
lazychatty
Under achieving
irritating
Ralph
Ralph
pragmatic
insensitive
dismissive
insightful
leader
tremulous
logical
For comparing & contrasting
Notemaking Guide for Learning Thinking Maps
Double Bubble MapLOOKS LIKE:
THINKING PROCESS:
NOTES:
Compare/contrast, similar /different
Unique: Common
Related to the Venn Diagram
Alike: Different
Similarities
Differences
Colour Code
Language for Learning pages 36-41
How might you apply the Double Bubble Map?
Think/pair/share
Cinderella Mei Ping andThe Silver
Shoe
Stepdaughter
MeanStep
sisters
Princehas
party
Lostshoe
Marriedprince
goose
FairyGod
Mother
Oldlady
MagicGoose
Feathers
Shoe Inhut
StepDaughters
Older
StepDaughterYounger
Magic Wand
Mice
PrinceWenthouseto house
By Marisa
Biology
Wood Working Class
East Cary Middle School
Bharti by self
Bharti by others
Loud
competitive
sporty
clever
cliquey
Can be threatening
at times
Has to be centre of attention
friendly
Loyal to her special group
of friends
Lazy at times
A good listener
popular
Cheeky to some
teachers
charming
A good daughter
Compare and contrast
Sunil’s bag
Jordan’s bag
Pencil Case18 cm
Ruler30 cm
NoteBook
13cmx15cm
Lunch box15x18x9cm
Colouredpencils case
17x15cm
Yellow pencil12 cm
Rubber6cmx1.5cm
Bag35cmx30cm
Trainerssize2
Reading book
29.5x20.5cm
YellowPencil15 cm
Rubber4cmx2cm
Bag 30cmx25cm
TrainersSize 3
Reading Book
20x22cm
Ralph Jack
competitive
Dismissive of those who are less able than themselves
Belief in rulesNeeds to be a leader for his self esteem
Needs the toolsof leadership
To fulfil his role
Uses violence to assert his authority
Innate belief in the responsibility
of leadership
pragmatic
Physically powerful
Exudes authority
sarcastic
Acts for short gain
Belief in the Englishness of justice Full of bravado
Is disgusted by what they have
become
Both use other peopleTo support their aims
He has an ease of privilege
Calvin & Hobbes by: Bill Watterson
For classifying things
Notemaking Guide for Learning Thinking Maps
Tree MapLOOKS LIKE:
THINKING PROCESS:
NOTES:
Classify/Group/Sort
Types of...
Kinds of...
Title, topic or category
Categories or groups
Details, examples Inductive/Deductive
Language for Learning pages 42-47
• Task ~ classify musical instruments into different categories.
How might you apply the Tree Map?
Think/pair/share
Classification of objects in our classroom
Length
Longer than 1 metre Less than ½ metreBetween 1 metre and ½ metre
NARRATIVE WRITING
SCORING CRITERIA
Main Idea Supporting Details
Organisation Coherence
The writer must clearly establish a focus as it fulfills the assignment of
the prompt.
He/She must stick to the subject
matter presented in the prompt in order
to strengthen the main idea.
The writer provides sufficient
elaboration to present events
clearly.
Details must be related to the
subject matter and what happens in the
narrative.
The effective use of concrete, specific details strengthens the power of the
response.
A clear sequence of events is essential for a successful
narrative.
The narrative must advance step by
step through time.
The writer establishes a sense
of beginning, development, and
ending in the composition.
The sentences are logically connected.
The writer establishes
relationships between and among
the ideas, causes, and/or statements in
the composition.
The writer may use common devices to achieve coherence:
pronouns, synonyms,
connectives, transitional words.
Perceptions important in
Employment Social Relationships
Job interview
Following instructions from boss
Attitude to work
Promotion prospects
Trustworthiness
The way you speak to employees
Queuing
Meeting new people
Choosing clothes
Language used
Body language
Making an impression on a sports coach
Putting over your views
Sharing
Dominating
Trustworthiness
Loyalty
Betrayal
Questions for leadership candidates
Personal qualities Experience Self knowledge
How do you know that you would make a good leader?
What have people said to you in times of emergency or stress which supports your application ?
Please give some examples of leadership roles you have had
What have you learnt about the role of a leader from these experiences?
What are the essential qualities that a leader needs to have?
What qualities do you have which would make you a good leader?
What qualities would you need to develop?
A good story
Language Characters Sequencing
Adjectives
Verbs
Adverbs
Direct speech
Language which describes a specific character
Characters need to have ‘conflict’
Some characters will be more important than others
Characters can think differently from what they say
Characters have different personalities
The beginning makes you want to hear or read more
It is not confusing
We don’t always know what is coming next
The ending is surprising
Words in the story that make it interesting
Windy
Wind tossed
Huge
Fat
Smart
Fair
Golden
Handsome
melted
Action:Verbs
Look out!
Trouble
Oh no!
Kiss the frog
Laughed til she split her trousers
Stop that
Whoosh
Changed back
Describing:Adjectives
Phrases/ short sentences
Flew
Blew
Swim
Rescue
Cried
Laughed
Changed
Turned
Sighed
Opened
yelled
For seeing parts of a whole
Notemaking Guide for Learning Thinking Maps
Brace MapLOOKS LIKE:
THINKING PROCESS:
NOTES:
Part/whole relationships,
structure
Parts of…
Physical, tangible objects
Whole
Parts
Sub-parts
Language for Learning pages 48-53
• Task ~ develop a Brace Map of a pen – what are the constituent parts? Do any of the parts break down into sub-parts?
How might you apply the Brace Map?
Think/pair/share
skeleton
skull
torso
lower body
Cranium
Facial bones
Back boneribs
Hip bone
femurtibia
fibula
By Brett
Science
Technology
eyes
ears
nose
mouth
face
lips
tongue
teeth
For seeing events in sequence
Notemaking Guide for Learning Thinking Maps
Flow MapLOOKS LIKE:
THINKING PROCESS:
NOTES:
Sequence, Order, Cycles, etc.
Plots, Processes, Chronolog
y
Major Stage
Substages
Can go in any direction
Language for Learning pages 54-59
• Task ~ use a Flow Map to sequence your ‘Dream Day’
How might you apply the Flow Map?
Think/pair/share
Yates Mills Elementary School Raleigh, NC
Flow Chart
My mum asked me To wash up because we were going to
visit my gran.
I refused because it wasn’t my turn.
My mum accused me of being selfish
I said she always gave in to my brother
My brother made a sexist remark
My mum didn’tcriticise him
I flew into a temper and stormed out
My mum came after me
I got grounded for a week
Using a flow chart to help you
• Make a box out of card that will be big enough to hold your trainers
• Think of all the things you will need to do and put them in a sequence that you can follow
• Discuss the process in pairs and make the flow chart together
Make a tape measure out
of paperCheck it is accurate
Measure the length of my shoe
Measure the width of my shoe
Measure the height of my shoe
Record it
Record it Record it
Take a piece of cardA pair of scissors
sticky tape
Using the straight edge to help me
Measure the height Plus one centimetre
Draw a line to mark it
on the paper
Measure the width plus
one cm
Join the lines and cut out my base
For understanding cause & effect
Notemaking Guide for Learning Thinking Maps
Multi-Flow MapLOOKS LIKE:
THINKING PROCESS:
NOTES:
Cause & Effect Reasoning, Prediction
Causal ExplanationCauses
Event
Effects, Outcome
Projecting Consequences
Analyzing Effects
“if-then”“when… then”
Can be one-sided
Language for Learning pages 60-65
How might you apply the Multi Flow Map?
Think/pair/share
Behaviour ReflectionsName ________Date _________
Reasons for my behaviour
Consequences of my
behaviourDescription
of my behaviour
Plan for improvement
____________________________________________________________________
_____________
Pupil _________________Teacher ______________Parent _______________
Conflict Resolution
World History
Argument between mum and girl
Both very angry
Girl is grounded
Bad blood between brother and sister
Girl feels let down
Mum feels she is always in middle and always seen
as wrong
Mum forgot who had washed up last
Girl flew off handle
Mum tried to assert her authority
Mum didn’t bring brother in to discussion
Neither mum nor girl listened to
each other
I put too much water in
I did not measure my flour accurately
I opened the oven door too soon
My cake sunk in the middle
I put too much water in
I did not measure my flour accurately
I opened the oven door too soon
My cake sunk in the middle
I was upset
Mum made another cake
It cost more money
Cause Event Effect
Simon’s death
The precedent was set for Wilfred’s beating and Piggy’s
murder
For seeing analogies
Notemaking Guide for Learning Thinking Maps
Bridge MapLOOKS LIKE:
THINKING PROCESS:
NOTES:
Seeing Analogies, Transferring Similar
Relationships
How are they related?RF: __________
Similar relationships
Relating or Common Factor
Language for Learning pages 66-71
How might you apply the Bridge Map?
Think/pair/share
Chemistry
Analogies
Eyes
head foot
toesFingers
hand
knee
?
Relating factor: is/are a smaller part of the
Relating Factor
as
as as
Thinking
Learning
Must be implemented on a whole school
basis. Implementation consists of staff
development and training materials for
each teacher.
®