Thinking maps

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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?

• In a recent lesson, are there times whenusing the Circle Map might have helped?

• In a lesson that you are going to deliverquite soon, is there an occasion when youmight use the Circle Map?

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Better learning will comenot so much from finding

better ways for theteacher to

INSTRUCT...

...but from giving thelearner better ways to

CONSTRUCT.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 toperceive patterns that connect.”

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

The Reptilian Brain:This part of the brain looks afterbasic 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 ofpeople on the planet!Each brain cell is more powerfulthan 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

“A Common Visual Languagefor Thinking”

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What are…

®

Based on intelligenceresearch, Thinking Maps®

combine the cognitivethought processes of

learning with the visualrepresentation of

information found in graphicorganizers

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When implemented on a wholeschool basis, Thinking Maps®provide a consistent and braincompatible way for teachersto present information, andfor students to learn andretain it.

Thinking Maps® is not acurriculum, but rather, a setof tools to allow teachers to

present their existingcurriculum in a more

meaningful way.

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Thinking Maps® is a languageof eight visual patterns each

based on a fundamentalthinking process.

36,000 visual messagesper hour may be

registered by the eyes.

40% of allnerve fibresconnected tothe brain arelinked to the

retina

90% of allinformationthat comes

into our brainis visual

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Dual coding theoryKnowledge is stored in two forms:linguistically and non-linguistically.Research proves that the more weuse both systems ofrepresentation, the better we areable to think and recall knowledge

Robert Marzano – Classroom Instruction that Works

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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“A Common Visual Languagefor Thinking”

For defining in context

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Notemaking Guide for Learning Thinking Maps

Circle MapLOOKS 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 Learningpages 24-29

Circle Map

earthworms

Help plants

Lives in soil

slimy Enemiesare 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 sportsgenerally

friendly competitive

loud Can beargumentative tomy parents

Like reading

musical

Going out with mymates Sympathetic to my

friendsA good listener

Fun to be with

Academically bright

I can becheeky tosometeachers

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What canWe

Measure?

Our classroom

table

chairwhiteboard

floordoor

Table leg

Height of coathook

Our bags

ourselvespencils

feetarms

headradiator

desk

books

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What canWe

Measure?

table

chairwhiteboard

floordoor

Table leg

Height of coathook

Our bags

ourselvespencils

feetarms

headradiator

desk

books

Who measures things?School keeper Mum and dad

workman teacher

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For describing things

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Notemaking Guide for Learning Thinking Maps

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

• Task ~ using a Bubble Map, describeCinderella

• The frame of reference is “Through theeyes of the ugly sisters”

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How might you apply the Bubble Map?

Think/pair/share

Yates MillsElementary SchoolRaleigh, NC

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Science

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How would my mother see me?

Bharti

untidy

loud

lovingcaring

reliable

lazy

tempestuous

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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

Notemaking Guide for Learning Thinking Maps

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 BubbleMap?

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

MagicWand

Mice

PrinceWenthouseto house

By Marisa

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Biology

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Wood Working Class

East Cary Middle School

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Bhartiby self

Bhartiby others

Loud

competitive

sporty

clever

cliquey

Can bethreateningat times

Has to becentre ofattention

friendly

Loyal to herspecial groupof friends

Lazy at times

A good listener

popular

Cheeky tosome

teachers

charming

A gooddaughter

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Compare and contrast

Sunil’sbag

Jordan’sbag

PencilCase18 cm

Ruler30 cm

NoteBook

13cmx15cm

Lunch box15x18x9cm

Colouredpencils case17x15cm

Yellowpencil12 cm

Rubber6cmx1.5cm

Bag35cmx30cm

Trainerssize2

Readingbook

29.5x20.5cm

YellowPencil15 cm

Rubber4cmx2cm

Bag30cmx25cm

TrainersSize 3

ReadingBook

20x22cm

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Ralph Jack

competitive

Dismissive of thosewho are less ablethan themselves

Belief in rulesNeeds to be a leaderfor his self esteem

Needs the toolsof leadership

To fulfil his role

Uses violence toassert his authority

Innate beliefin the responsibility

of leadership

pragmatic

Physicallypowerful

Exudes authority

sarcastic

Acts forshort gain

Belief in theEnglishness of justice Full of bravado

Is disgusted bywhat they have

become

Both use other peopleTo support their aims

He has an easeof privilege

Calvin & Hobbes by: Bill Watterson

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For classifying things

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Notemaking Guide for Learning Thinking Maps

Tree MapLOOKS LIKE:

THINKING PROCESS:

NOTES:

Classify/Group/Sort

Types of...

Kinds of...

Title, topic or category

Categories orgroups

Details, examples Inductive/Deductive

Language for Learningpages 42-47

• Task ~ classify musical instruments intodifferent categories.

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How might you apply the Tree Map?

Think/pair/share

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Classification of objects in ourclassroom

Length

Longer than 1 metre Less than ½ metreBetween 1 metreand ½ metre

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NARRATIVE WRITING

SCORING CRITERIA

Main Idea SupportingDetails

Organisation Coherence

The writer mustclearly establish afocus as it fulfillsthe assignment of

the prompt.

He/She must stickto the subject

matter presented inthe prompt in order

to strengthen themain idea.

The writer providessufficient

elaboration topresent events

clearly.

Details must berelated to the

subject matter andwhat happens in the

narrative.

The effective use ofconcrete, specificdetails strengthensthe power of the

response.

A clear sequence ofevents is essentialfor a successful

narrative.

The narrative mustadvance step by

step through time.

The writerestablishes a sense

of beginning,development, and

ending in thecomposition.

The sentences arelogically connected.

The writerestablishes

relationshipsbetween and among

the ideas, causes,and/or statements in

the composition.

The writer may usecommon devices toachieve coherence:

pronouns,synonyms,

connectives,transitional words.

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Perceptions important in

Employment Social Relationships

Job interview

Followinginstructions fromboss

Attitude to work

Promotionprospects

Trustworthiness

The way you speakto employees

Queuing

Meeting newpeople

Choosing clothes

Language used

Body language

Making animpression on asports coach

Putting over yourviews

Sharing

Dominating

Trustworthiness

Loyalty

Betrayal

Questions for leadership candidates

Personal qualities Experience Self knowledge

How do you knowthat you wouldmake a goodleader?

What have peoplesaid to you intimes ofemergency orstress whichsupports yourapplication ?

Please givesome examplesof leadershiproles you havehad

What have youlearnt aboutthe role of aleader fromtheseexperiences?

What are the essentialqualities that a leaderneeds to have?

What qualities do youhave which would makeyou a good leader?

What qualities wouldyou need to develop?

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A good story

Language Characters Sequencing

Adjectives

Verbs

Adverbs

Direct speech

Language whichdescribes aspecific character

Characters need tohave ‘conflict’

Some characters willbe more importantthan others

Characters can thinkdifferently from whatthey say

Characters havedifferent personalities

The beginning makesyou want to hear orread more

It is not confusing

We don’t alwaysknow what is comingnext

The ending issurprising

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 shesplit her trousers

Stop that

Whoosh

Changed back

Describing:Adjectives

Phrases/short sentences

Flew

Blew

Swim

Rescue

Cried

Laughed

Changed

Turned

Sighed

Opened

yelled

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For seeing parts of a whole

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Notemaking Guide for Learning Thinking Maps

Brace MapLOOKS LIKE:

THINKING PROCESS:

NOTES:

Part/wholerelationships, structure

Parts of…

Physical,tangibleobjects

Whole

Parts

Sub-parts

Language for Learningpages 48-53

• Task ~ develop a Brace Map of a pen –what are the constituent parts? Do any ofthe parts break down into sub-parts?

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How might you apply the Brace Map?

Think/pair/share

skeleton

skull

torso

lower body

Cranium

Facial bones

Back boneribsHip bone

femurtibia

fibula

By Brett

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Science

Technology

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eyes

ears

nose

mouth

face

lipstongueteeth

For seeing events in sequence

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Notemaking Guide for Learning Thinking Maps

Flow MapLOOKS LIKE:

THINKING PROCESS:

NOTES:

Sequence, Order,Cycles, etc.

Plots,Processes,Chronology

Major Stage

Substages

Can go in anydirection

Language for Learningpages 54-59

• Task ~ use a Flow Map to sequence your‘Dream Day’

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How might you apply the Flow Map?

Think/pair/share

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Yates Mills Elementary SchoolRaleigh, NC

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Flow Chart

My mum asked meTo wash up because

we were going tovisit my gran.

I refused becauseit wasn’t my turn.

My mum accusedme of being selfish

I said she alwaysgave in to my brother

My brother madea sexist remark

My mum didn’tcriticise him

I flew into a temperand stormed out

My mum cameafter me

I got groundedfor a week

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Using a flow chart to help you

• Make a box out of card that will be bigenough to hold your trainers

• Think of all the things you will need todo and put them in a sequence that youcan follow

• Discuss the process in pairs and makethe flow chart together

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Make a tapemeasure out

of paperCheck it is accurate

Measure the lengthof my shoe

Measure the widthof my shoe

Measure the heightof my shoe

Record it

Record it Record it

Take a piece of cardA pair of scissors

sticky tape

Using the straightedge to help me

Measure the heightPlus one centimetre

Draw a lineto mark it

on the paper

Measure thewidth plus

one cm

Join the lines andcut out my base

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For understanding cause &effect

Notemaking Guide for Learning Thinking Maps

Multi-Flow MapLOOKS LIKE:

THINKING PROCESS:

NOTES:

Cause & EffectReasoning, Prediction

Causal ExplanationCauses

Event

Effects,Outcome

ProjectingConsequences

Analyzing Effects“if-then”

“when… then”

Can be one-sided

Language for Learningpages 60-65

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How might you apply the Multi Flow Map?

Think/pair/share

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Behaviour ReflectionsName ________Date _________

Reasons for mybehaviour

Consequences ofmy behaviour

Description ofmy behaviour

Plan for improvement_________________________________________________________________________________

Pupil _________________Teacher ______________Parent _______________

Conflict Resolution

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WorldHistory

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Argument betweenmum and girl

Both very angry

Girl is grounded

Bad blood betweenbrother and sister

Girl feels let down

Mum feels she isalways in middleand always seen

as wrong

Mum forgot whohad washed up last

Girl flew off handle

Mum tried to asserther authority

Mum didn’t bringbrother in to discussion

Neither mum norgirl listened to

each other

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I put too muchwater in

I did not measuremy flour accurately

I opened the ovendoor too soon

My cake sunkin the middle

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I put too muchwater in

I did not measuremy flour accurately

I opened the ovendoor too soon

My cake sunkin the middle

I was upset

Mum madeanother cake

It costmore money

Cause Event Effect

Simon’s death

The precedentwas set for Wilfred’s

beating and Piggy’smurder

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For seeing analogies

Notemaking Guide for Learning Thinking Maps

Bridge MapLOOKS LIKE:

THINKING PROCESS:

NOTES:

Seeing Analogies,Transferring Similar

Relationships

How are theyrelated?RF: __________

Similar relationships

Relating or CommonFactor

Language for Learningpages 66-71

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How might you apply the Bridge Map?

Think/pair/share

Chemistry

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Analogies

Eyes

head foot

toes Fingers

hand

knee

?

Relating factor: is/are a smaller part of the

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Relating Factor

as as as

Thinking

Learning

Must be implemented ona whole school basis.

Implementation consistsof staff developmentand training materials

for each teacher.

®