thinking maps part 1

7/28/2019 Thinking Maps Part 1

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Thinking Maps

Day 1


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Thinkingskills

Everything you knowabout thinking skills

How do you know what you know?


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In a recent lesson, are there times when usingthe Circle Map might have helped?

In a lesson that you are going to deliver quite

soon, is there an occasion when you might use

the Circle Map?


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Better learning will comenot so much from findingbetter ways for theteacher to

INSTRUCT...

...but from giving the

learner better ways toCONSTRUCT.

Seymore Papert, 1990


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Making Connections: Teaching and the Human Brain (1994), Caine & Caine

The overwhelming need for learners is formeaningfulness we do not come to understand asubject or master a skill by sticking bits ofinformation to each other.

Understanding a subject results from perceivingrelationships. The brain is designed as a patterndetector.

Our function as educators is to provide our studentswith the sorts of experiences that enable them toperceivepatterns that connect.


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PEANUTS BY: SCHULZ


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The Neo~Cortex:

This is where the higher orderthinking skills such as problemsolving take place. Here the brainworks out patterns and meaning.

The Limbic System:This is the seat of emotions and

long term memory. We rememberbest when our learning has emotionand meaning.

The Reptilian Brain:This part of the brain looks after

basic survival. Under stress theReptilian Brain blocks theNeo~Cortex and the Limbic Systemfrom thinking and remembering ~learning is slowed down orprevented.


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You have a million, million braincells, 167 times the number of

people on the planet!Each brain cell is more powerful

than a standard personalcomputer.


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Lost

Lost

Long

Term

Memory

Building

Networks

NetworksExtended

How the Brain Processes Information

SensesRegister

Information

Areas in the Brain

Filter Information

Emotion Meaning

NetworksStrengthened


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A Common Visual Language

for Thinking


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What are


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Based on intelligence

research, Thinking Mapscombine the cognitive

thought processes oflearning with the visualrepresentation ofinformation found in graphicorganizers


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When implemented on a wholeschool basis, Thinking Mapsprovide a consistent and brain

compatible way for teachersto present information, and

for students to learn andretain it.


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Thinking Maps is not acurriculum, but rather, a set

of tools to allow teachers topresent their existing

curriculum in a moremeaningful way.


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Thinking Maps is a languageof eight visual patterns each

based on a fundamentalthinking process.


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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


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Dual coding theory

Knowledge is stored in two forms:linguistically and non-linguistically.

Research proves that the more weuse both systems ofrepresentation, the better we are

able to think and recall knowledgeRobert Marzano Classroom Instruction that Works


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Thinking Maps

Defining in Context

Describing

Compare & Contrast

Classifying

Sequencing

Part-Whole

Cause & Effect

Seeing Analogies

A Common VisualLanguage forclassrooms &

whole schools

Brainstorm Webs

Mind Mapping

Webbing

Clustering

For personalknowledge

Concept Mapping

Task-Specific GraphicOrganizers

Life Cycles; Science

Timelines; History

For isolated tasks

Venn Diagrams: Maths


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Why Thinking Maps?

For Teachers For Students

For assessing

students prior

knowledge

For teaching

content knowledge

and facilitating

thinking

For assessing what

and how students

have learned

For constructing

knowledge by

forming patterns ofinformation

For transferring

thinking processes

to content learning

For creating final

products and

promoting

metacognition


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Visual Tools

Thinking Maps

Based onthoughtprocesses


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Thought process: Sequencing

When do you use sequencing in:

READING?

GEOGRAPHY/HISTORY?

SCIENCE?MATHS?

In every instance, you could use a:FLOW MAP

WRITING?


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Based onthought

processes

Thinking Maps

Visual Tools

Used in allcontent areas


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Based on thought

processes

Thinking Maps

Visual Tools

Used in all contentareas

Used by allteachers


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A Common Visual Language

for Thinking


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For defining in context


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Notemaking Guide for Learning Thinking Maps

Circle Map

LOOKS LIKE:

THINKING PROCESS:

NOTES:

Defining in Contextor Brainstorming

Topic

EverythingI know

How or where didI learn this?

My frame ofreference

Can be used for:

Brainstorming

Diagnosing priorknowledge

Closure/reviewCircle to Tree for Writing

Language for Learning

pages 24-29

Ci l M pScience kit Internet


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Circle Map

earthworms

Help plants

Lives in soil

slimy

Enemies

are birds

2,700 kind

Lay eggs

Vibrations

Nocturnal

No feethave hair

Needmoisture

Tube shaped body

Science kit Internet

TeacherBooks

By Alex andMichel


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Mathematics


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Bharti

happy

Not reallyreligious

Good at sports

generally

friendly competitive

loudCan beargumentative to

my parents

Like reading

musical

Going out with mymates

Sympathetic to myfriends

A good listener

Fun to be with

Academically bright

I can becheeky to

someteachers


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Our classroom


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What canWe

Measure?

table

chair

whiteboard

floordoor

Table leg

Height of coat

hook

Our bags

ourselves

pencils

feetarms

headradiator

desk

books

Wh thi ?


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What canWe

Measure?

table

chair

whiteboard

floordoor

Table leg

Height of coat

hook

Our bags

ourselves

pencils

feetarms

headradiator

desk

books

Who measures things?School keeper Mum and dad

workmanteacher


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For describing things


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Bubble MapLOOKS LIKE:

THINKING PROCESS:

NOTES:

Describing (adjectivesor adj. phrases only)

Attributes: Maths

Properties: Science

Adjective, phrase,character trait

Thing you aredescribing

Adjectives Only!

Language for Learningpages 30-35


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Task ~ using a Bubble Map, describe Cinderella

The frame of reference is Through the eyes of

the ugly sisters


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How might you apply the Bubble Map?

Think/pair/share


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Yates Mills

Elementary School

Raleigh, NC


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Science


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How would my mother see me?

Bharti

untidy

loud

lovingcaring

reliable

lazy

tempestuous

How would my History teacher


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How would my History teachersee me?

Bharti

disinterested

noisy

lazychatty

Under achieving

irritating


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Ralph

Ralph

pragmatic

insensitive

dismissive

insightful

leader

tremulous

logical


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For comparing & contrasting


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Double Bubble MapLOOKS LIKE:

THINKING PROCESS:

NOTES:

Compare/contrast,similar /different

Unique: Common

Related to theVenn Diagram

Alike: Different

Similarities

Differences

Colour Code

Language for Learningpages 36-41


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How might you apply the Double Bubble Map?

Think/pair/share

Step

daughter


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Cinderella Mei Ping and

The Silver

Shoe

daughter

MeanStep

sisters

Prince

hasparty

Lost

shoe

Married

prince

goose

Fairy

God

Mother

Old

lady

Magic

Goose

Feathers

Shoe In

hut

StepDaughters

Older

Step

DaughterYounger

Magic

Wand

Mice

PrinceWenthouseto house

By Marisa

Biolog


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Biology


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Wood Working Class


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Wood Working Class

East Cary Middle School


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thinking maps part 1

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