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Welcome to Thinking
Maps®
Training of Trainers
What are Thinking Maps & why do they work?
What is the purpose of each map?
How do I teach the maps to my students?
How do I use the maps to help students develop literacy skills?
What resources and support will I get throughout the year?
TODAY’S AGENDA
Chapter 1: INTRODUCTION
Chapter 2: TEACHING
Chapter 3: LITERACY LINKS
Chapter 4: CONTENT CONNECTIONS
Chapter 5: INSTRUCTIONAL STRATEGIES
Chapter 6: ASSESSMENT
TABLE OF CONTENTS
Sample Lesson Plans & Black Line Masters
Academic Vocabulary, Reading, Writing
Literary Analysis, Mathematics, Science, Social Studies
Curriculum and Lesson Planning, Cooperative Learning, Differentiation
Theory and Thinking Maps Introduced
Student Assessment and Self-Assessment Quizzes
Page iv
Making Connections:
Thinking Maps and
TheCharacteristics
of a Great Classroom
What are Thinking Maps and how are they different from Graphic Organizers?
Use a Circle Map to define Thinking Maps.
Page 2
80% of all information that comes into our brain is
VISUAL
40% of all nerve fibers connected to the brain are
linked to the retina
36,000 visual messages per hour may be registered by the
eyes.
-Eric Jensen, Brain Based Learning
Page 3
“We believe that probably the best
strategies for teaching text
structures are visual/spatial
strategies.”
Peregoy and Boyle.
Reading, Writing, and Learning in ESL
p. 316
Page 3
Nine Essential Practices
That Are Supported by
Educational Research
RESEARCH CONNECTIONS
CATEGORY ES PERCENTILE GAIN
Identifying similarities and differences 1.61 45
Summarizing and note taking 1.00 34
Reinforcing effort and providing recognition .80 29
Homework and practice .77 28
Nonlinguistic representations .75 27
Cooperative learning .73 27
Setting goals and providing feedback .61 23
Generating and testing hypothesis .61 23
Activating prior knowledge .59 22
Nine Instructional Strategies
•Comparing and Contrasting
•Classifying
•Seeing Analogies
ES =
Knowledge is stored in two forms:
Research proves that the more we use
both systems of representation,
the better we are able to
think and recall knowledge.
DUAL CODING THEORY
Linguistic Form Nonlinguistic Form
Page 3
SCAFFOLDING
“It has been shown that
explicitly engaging students in the creation of nonlinguistic
representations
stimulates and increases activity in the brain.” (see Gerlic & Jausovec, 1999)
BRAIN RESEARCH
CONNECTION
Page 4
Page 5
Page 6
Page 7
The Thinking Maps give students a concrete visual
pattern for an abstract cognitive skill.
From
A Framework for Understanding Poverty
Ruby K. Payne, Ph.D.
Chapter Eight: Instruction and Improving Achievement
“The true discrimination that comes out of poverty is the lack of cognitive strategies.
The lack of these unseen attributes handicaps, in every aspect of life, the individual who does not have them.”
Page 7
“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.”Making Connections: Teaching and the Human Brain (1994), Caine & Caine
BRAIN COMPATIBLE TEACHING Page 8
“Thinking Maps store
information the way the brain
does.”
Pat Wolfe
July 2005
Dendrites
Cell Body
Axon
Synapse
Page 8
NEURONS THAT FIRE TOGETHER
GET WIRED TOGETHER.
THAT IS WHAT A PATTERN IS!
Page 10
Thought process: Sequencing
When do you use sequencing in:
LANGUAGE ARTS / ENGLISH
SOCIAL STUDIES / HISTORY?
SCIENCE?
MATH?
In every instance, you could use a
WRITING?
FLOW MAP
THE ARTS?
Page 10
ATHEN’S GOVERNMENT
Lang Arts / English 1:
Summarize key events
US History:
Trace the economic, social and political events from the Mexican
War to the outbreak of the Civil War
Civics and Economics:
Describe how the US Constitution can be changed
Biology:
Analyze the historical development of classification systems
WHICH MAP WOULD YOU
USE?
The Flow Map
Lang Arts / English 1:
Demonstrate comprehension of main idea and supporting details
US History:
Assess political events, issues, and personalities that contributed to sectionalism and nationalism
Civics and Economics:
Examine taxation and other revenue sources at the national
level of government
Biology:
Classify organisms using keys
WHICH MAP WOULD YOU
USE?
CAUSE AND EFFECT
7th Grade EOG
8th Grade Science EOG
EOC Biology
EOC Eng I EOC Civics and Econ
EOC US Hist
CAUSE AND EFFECT
Page 11
Page 11
4TH Grade Special
Education Class
Middle School Social
Studies
Page 11
High School English
Page 12
Connections Across Continents
After Europeans explored parts of Asia and Africa, they look westward across the Atlantic Ocean. No maps existed to help sailors cross it.
First, Spain sent ships across the Atlantic. Christopher Columbus sailed in 1492. When he reached land, he thought he had reached the Indies in Asia. The people he met became known as Indians.
After Columbus’s first voyage, Spain sent more explorers, soldiers, priests, and settlers. The Spanish conquered the Aztecs in 1521 and the Incas in 1533. By 1535, Spain had established the colony of the New Spain in the Americas.
What Is the Organizational Pattern?
In 1620, a new group of English settlers landed at Plymouth. The Pilgrims wanted religious freedom. In 1630, a larger group of English settlers, the Puritans, arrived. They, too, wanted to practice their own religion. They founded the Massachusetts Bay Colony. Eventually there were 13 English colonies along the eastern coast of North America.
Apply it!
1. Which European country was the first to establish colonies in the Americas?
2. Who arrived first, the Puritans or the Pilgrims?
3. In what order were the colonies of New Amsterdam, New Spain, and New France established?
What Is the Organizational Pattern?
.Describe the characteristics of bacteria.
.Name and describe the structures of the bacterial cell.
.Explain how bacteria are classified.
.Distinguish between heterotrophic and autotrophic bacteria.
.Describe the various types of bacterial respiration.
.Discuss the role of bacteria in nature.
.List several ways to limit bacterial growth.
.Describe the ways in which bacteria may gain new genes.
.Discuss the steps involved in genetic engineering.
Chapter 16 Bacteria
Bacteria are everywhere. They are found in air, water, soil, your food, and in the bodies of all living things. They can live in places where no other living thing survives. They have been found in the icy regions of the Arctic and Antarctic, and in the near-boiling waters of hot springs. They live on mountaintops and ocean bottoms. A drop of pond water may contain over 50 million bacteria.
C
O
D
E
W
O
R
D
S
Motivation/Prior KnowledgeAsk students to summarize the main stages they have passed through in their own lives so far. Tell them that Shakespeare describes the stages of human life in this poem.
Master Teacher Note: You might want to tell students that Shakespeare frequently compared life to acting. In this speech, however, he extends the comparison for many lines.
Purpose-Setting Question: How accurate is the description of each stage of life?
.Discussion: How can one person play many parts?
.Reading Strategy: Ask students to predict what the stages will be.
The Seven Stages of Man
What Are the Code Words?
So how are Thinking Maps different from graphic organizers?
Page 16
Processing Activity
1. Put away your notes. Then work with your group to define Thinking Maps.
2. Use a Circle Map to collect your ideas.
3. Include any notes that you remember about what they are and why they work as tools for thinking.
4. Also include information about how Thinking Maps are different from graphic organizers.
Page 17
Hearing Words Seeing Words
Speaking Words Generating Words
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 MEANING. Seymore Papert, 1990
THE MAPS SHOULD BECOME
STUDENT TOOLS FOR THINKING.
Calvin & Hobbes by: Bill Watterson
An Overview of all 8 Thinking Maps Page 18
The Circle Map
Defining in Context
An Overview of all 8 Thinking Maps Page 18
The Bubble Map
Describing
An Overview of all 8 Thinking Maps Page 18
The Double Bubble Map
Comparing and Contrasting
An Overview of all 8 Thinking Maps Page 18
Classifying
The Tree Map
An Overview of all 8 Thinking Maps Page 19
Whole to Parts
The Brace Map
An Overview of all 8 Thinking Maps Page 19
Sequencing
The Flow Map
An Overview of all 8 Thinking Maps Page 19
The Multi-Flow Map
Cause and Effect
An Overview of all 8 Thinking Maps Page 19
Seeing Analogies
The Bridge Map
Adding a Frame of Reference
•How do you know what you know about this topic?
•Did your information come from a specific source?
•Is this information being influenced by a specific point of view?
•Who could use this information?
•Why is this information important?
Page 20An Overview of all 8 Thinking Maps
Adding a Frame of Reference Page 20
Adding a Frame of ReferencePage 20
Group A
123
4
5 6
Group B
12
3
4
56
Group C1
2
3 4
5
6
Create “HOME” Groups
Page 21JIGSAW ACTIVITY
Thought Process Drawing
Guiding
Questions
Key
Information
Classroom
Ideas
Cautions
INFORMATION FOR EACH THINKING MAP
Page 23
DRAWING THE MAPPage 24
Identify the THOUGHT PROCESS
DEFINING IN CONTEXT
KEY WORDS
Context, List, Define, Tell everything you know, Brainstorm, Identify, Relate prior knowledge, Explore
the meaning, Associate, Generate
KEY WORDS
Context, List, Define, Tell everything you know, Brainstorm, Identify, Relate prior knowledge, Explore
the meaning, Associate, Generate
NOTE TAKING GUIDEPage 24-25
Circle Map for Defining
From Different Points of View
•One half of the room becomes “Eddie” (main character from Buried Onions)
•One half of the room becomes “Angel” (antagonist from Buried Onions, he is an intimidating gang leader)
•Define peer pressure from your point of view (POV)
Peer pressure
Eddie’s POV
Peer pressure
Angel’s POV
AbolitionistAbolitionist
Essential Characteristics Nonessential Characteristics
Examples
A personseeking the
legal endto slaveryin the US
Northerner
Race
John Brown
Frederick Douglass
HarrietBeecherStoweHarriet Tubman
Word Parts
Synonyms
Illustration
Context clues
one desk
AbolitionistPhysical Change
Definition (in own words) Characteristics
Examples
A change in size, shape, or state of
matter
New materials are NOT formed
Ice meltingBreaking a glass
Cutting hair
Same matter present before and after change
DRAWING THE MAP
THE BRIDGE MAP
Page 66
Identify the THOUGHT PROCESS
SEEING ANALOGIES
KEY WORDS
Identify the Relationship, Guess the Rule, Symbolism, Metaphor, Allegory, Analogy, Simile
KEY WORDS
Identify the Relationship, Guess the Rule, Symbolism, Metaphor, Allegory, Analogy, Simile
NOTE TAKING GUIDEPage 66-67
ASHead
Body
Numerator
Relating Factor: _________________
Fraction
Is the top part of...
COLLAGE : ARTIST
(a) Opera : Musician(b) Novel : Author(c) Decision : Umpire(d) Interest : Spectator(e) Graduation : Student
AS
AS
GORGE : NIBBLE
(a) Laugh : Guffaw(b) Quaff : Sip(c) Hurry : Amble(d) Scrutinize : Examine(e) Spend : Counterfeit Relating Factor? _________________
Relating Factor? _________________
Vocabulary Development
mitochondria
Power Plant
Dispelling misconceptions about atomic structure
Ms. Castillo’s
lecture
Creating the Bridge Map helps you what meaning lies beneath.
Relating Factor
NOTE MAKING GUIDE
DESCRIBING
Draw the Bubble Map and label its parts.
Name the thought process:
Page 35
You can fill a shape with
color or graphics- this is an example of an imported
picture of a threatening
alley
Science
Page 41NOTE MAKING GUIDE
COMPARING AND CONTRASTING
Draw the Double Bubble Map and label its parts.
Name the thought process:
Page 47NOTE MAKING GUIDE
CLASSIFYING
Draw the Tree Map and label its parts.
Name the thought process:
A “Growing” Tree Map
TREE MAP
Page 53NOTE MAKING GUIDE
WHOLE TO PART RELATIONSHIPS
Draw the Brace Map and label its parts.
Name the thought process:
Egyptian Tomb
Add the meaning of each part in parentheses.
Use the meaning of each part to write the definition of the whole word.
Page 59NOTE MAKING GUIDE
SEQUENCING
Draw the Flow Map and label its parts.
Name the thought process:
How a Bill Becomes A Law
(The Short Version)
History Alive
LAUSD, CA
Middle School SS
ATHEN’S GOVERNMENT
Page 65NOTE MAKING GUIDE
CAUSE AND EFFECT
Draw the Multi-Flow Map and label its parts.
Name the thought process:
We watched a video.
Page 73NOTE MAKING GUIDE
For the FRAME OF REFERENCE
The Frame of Reference can be used around any map.
Notes:
Page 77
KEY WORDS
FOR THINKING
