Thinking Maps - Future Trainers - Malaysia

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.

®