Thinking Maps Ipgkpm (1)

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Oleh: Pn Halimatussaadiah binti Salleh BISA IPG KPM 21 Jun 2012

AGENSI INOVASI MALAYSIA

(aim act 2010)

STRATEGI INOVASI KEBANGSAAN (NOV 2011)BUILDING FUTURE SKILLS TODAY(PEMBINAAN KEMAHIRAN MASA HADAPAN HARI INI)

OBJEKTIF PROGRAM

Mempertingkat dan membudayakan kemahiran berfikir dalam kalangan guru dan murid

Menghasilkan murid berfikiran kritis dan kreatif

Melalui modul yang dibangunkan oleh AIM

STRATEGI PELAKSANAAN PROGRAM I-THINK DI SEKOLAH-SEKOLAH DI MALAYSIATAHAP FASA 1 FASA 2 TAHUN 2012 2012 AKTIVITI Rintis di 10 buah sekolah iaitu 4 buah sekolah menengah dan 6 buah sekolah rendah Pelaksanaan di 280 buah sekolah dan 3 buah IPGK ( 1 sekolah menengah dan 1 sekolah rendah) di setiap PPD dan 1 IPGK di zon sabah sarawak, 1 IPG di zon utara dan 1 IPG di zon selatan) Pelaksanaan di 1000 Buah sekolah Pelaksanaan di ?... Buah sekolah Di semua sekolah

FASA 3 FASA 4 FASA 5

2013 2014 2015

PROJEK RINTIS PROGRAM I-THINK DI SEKOLAH-SEKOLAH DI MALAYSIABIL 1 2 NEGERI MELAKA SEKOLAH RENDAH SJKC WEN HUA BT BERENDAM SMK CONVENT MUAR SEKOLAH MENENGAH

I-THINK PILOT PROJECT JOHORN SEMBILANWILAYAH PERSEKUTUAN PAHANG KELANTAN TERENGGANU

34 5 6 7

SJKT PORT DICKSONSK KIARA MAS SK PAYA PULAI SMK GAAL SK PUSAT BKT BESAR

89 10

PULAU PINANGSABAH SERAWAK SK TAN SRI HJ MOHAMMED

SMK TUN HUSSEIN ONNSMK KOTA MARUDU

What are

Thinking Maps is a language of eight visual patterns each based on a fundamental thinking process.

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.

What is the Difference?

Critical ThinkingHow can you get your students to THINK about their THINKING?

Got Metacognition?

Frame of Reference The Frame of Reference will be present on ALL

Thinking Maps. The Frame of Reference (F.O.R.) asks the students

to Think about their THINKING. It encourages Reflective/Critical Thinking and

Metacognition.

Frame of Reference Why is this information important? Where did you find this information? What is influencing the information on the map? How do you know what you know? How does this information relate to the standard or

help us meet our objective? How does this information relate to the previous lesson? What is the most relevant and irrelevant information on your map? Would the information change if told from a different perspective? How will you use this information to further your knowledge of the content?

For defining in context

Science kit

Circle MapHelp plants Lives in soil Tube shaped body

Internet By Alex and Michel

slimyNeed moisture

Enemies are birds

earthworms

2,700 kind

No feet have hair

Lay eggsVibrations Teacher

Nocturnal

Books

Notemaking Guide for Learning Thinking MapsCircle MapLOOKS LIKE:

NOTES: Topic Everything I know How or where did I learn this?

Can be used for:Brainstorming Diagnosing prior knowledge Closure/review

THINKING PROCESS:

Defining in Context or Brainstorming

My frame of reference

Language for Learning pages 24-29

Mathematics

happy Good at sports generally friendly Not really religious competitiv e

Like readingI can be cheeky to some teachers

loud musical

Bharti

Can be argumentative to my parents

Going out with my mates

Sympathetic to my friends A good listener Academically bright

Fun to be with

School keeper

Who measures things? chair table door Our bags

Mum and dad

whiteboardfloor

Table leg

Height of coat hook

pencilsarms radiator workman

What can We Measure?

ourselves feet head

books

desk

teacher

For describing things

Notemaking Guide for Learning Thinking MapsBubble MapLOOKS LIKE:

NOTES: Adjective, phrase, character trait

Attributes: Maths Properties: Science

Thing you are describingTHINKING PROCESS:

Describing (adjectives or adj. phrases only)

Adjectives Only!

Language for Learning pages 30-35

Science

How would my mother see me?tempestuous untidy

lazyBharti loud

reliable caring loving

Ralphlogical pragmatic

insensitive tremulous Ralph dismissive leader insightful

For comparing & contrasting

Notemaking Guide for Learning Thinking MapsDouble Bubble MapLOOKS LIKE:

NOTES:

Unique: CommonAlike: Different

Differences

Related to the Venn DiagramTHINKING PROCESS:

Compare/contrast, similar /different

Similarities

Colour Code

Language for Learning pages 36-41

Mice

Step daughter

gooseStep Daughter Younger

Step Daughters Older

Mean Step sisters

CinderellaFairy God Mother

Prince has party

Mei Ping and The Silver Shoe

Old lady

Lost shoe Magic WandPrince Went house to house

Magic Goose Feathers

Married prince

Shoe In hut

By Marisa

Biology

For classifying things

Notemaking Guide for Learning Thinking MapsTree MapLOOKS LIKE:

NOTES: Title, topic or category Categories or groups Details, examples

Types of... Kinds of... Inductive/ Deductive

THINKING PROCESS:

Classify/Group/Sort

Language for Learning pages 42-47

Classification of objects in our classroom LengthLonger than 1 metre

Between 1 metre and metre

Less than metre

NARRATIVE WRITING

SCORING CRITERIAMain IdeaThe writer must clearly establish a focus as it fulfills the assignment of the prompt.

Supporting DetailsThe 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.

OrganisationA clear sequence of events is essential for a successful narrative.

CoherenceThe 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.

He/She must stick to the subject matter presented in the prompt in order to strengthen the main idea.

The narrative must advance step by step through time.The writer establishes a sense of beginning, development, and ending in the composition.

A good story

LanguageAdjectives Verbs Adverbs

Characters

SequencingThe beginning makes you want to hear or read moreIt is not confusing We dont always know what is coming next The ending is surprising

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

Direct speechLanguage which describes a specific character

Words in the story that make it interestingAction: Verbs Flew Blew Swim Rescue Cried Laughed Changed Turned Sighed Opened yelled Phrases/ short sentences Look out! Trouble Oh no! Kiss the frog Laughed til she split her trousers

Describing: Adjectives Windy Wind tossed

HugeFat Smart Fair Golden Handsome melted

Stop thatWhoosh Changed back

For seeing parts of a whole

Notemaking Guide for Learning Thinking MapsBrace MapLOOKS LIKE:

NOTES: Whole Sub-parts Parts

Parts of Physical, tangible objects

THINKING PROCESS:

Part/whole relationships, structure

Language for Learning pages 48-53

By Brett

Craniumskull Facial bones Back bone ribs Hip bone femur lower bodytibia

skeleton

torso

fibula

Science

Technology

For seeing events in sequence

Notemaking Guide for Learning Thinking MapsFlow MapLOOKS LIKE:

NOTES: Major Stage

Plots, Processes, Chronology Can go in any direction

SubstagesTHINKING PROCESS:

Sequence, Order, Cycles, etc.

Language for Learning pages 54-59

Yates Mills Elementary School Raleigh, NC

Flow ChartMy mum asked me To wash up because we were going to visit my gran. I refused because it wasnt 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 didnt criticise him

I flew into a temper and stormed out

My mum came after me

I got grounded for a week

For understanding cause & effect

Notemaking Guide for Learning Thinking MapsMulti-Flow MapLOOKS LIKE:

NOTES: Causes Event

Causal Explanation Projecting Consequences Analyzing Effectsif-then when then

THINKING PROCESS:

Effects, Outcome

Cause & Effect Reasoning, Prediction

Can be one-sided

Language for Learning pages 60-65

Behaviour ReflectionsReasons for my behaviour

Name ________ Date _________

Consequences of my behaviour

Description of my behaviour

Plan for improvement ___________________________ ___________________________ ___________________________Pupil _________________ Teacher ______________ Parent _______________

Mum forgot who had washed up last

Both very angry

Girl flew off handle

Mum feels she is always in middle and always seen as wrong

Mum tried to assert her authority

Argument between mum and girl