THINKING MAPS Staff Training: Day #1. 80% of all information that comes into our brain is VISUAL 40% of all nerve fibers connected to the brain are linked

THINKING MAPSStaff Training: Day #1

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

“Knowledge is stored in two forms: linguistically and nonlinguistically. Research proves that the more we use both systems of representation, the better we are able to think and

recall knowledge”.

“The true discrimination that comes out of poverty is the lack

of cognitive strategies.”

-Ruby Payne PhD., A Framework for Understanding

Poverty

-Robert Marzano,

Classroom Instruction the Works

“We believe that probably the best strategies for teaching text structures are visual-

spatial strategies.”

“The search for meaning is the purpose of learning; so,

teaching for meaning is the purpose of teaching.”

-Jacqueline G Brooks,

To See Beyond the Lesson

-Peregoy & Boyle,

Reading, Writing, and Learning in ESL

The main benefits of the Thinking Maps model are that is it "Reflective, consistent, integrative,

flexible and developmental."

Other benefits include an emphasis on complex thinking skills, the development of independence

as students learn to use the eight organizers, appropriateness for all age levels, cross-

disciplinary freedom and research demonstrating increased student comprehension.

In his book "Student Successes with Thinking Maps," Hyerle maintains that test results,

classroom observations and concrete research have proven that Thinking Maps improve student

performance.

-Dr. Hyerle

GRAPHIC

ORGANIZER

Activity

Thinking Maps

VS

Graphic Organizers

Thinking Maps

Graphic Organizers

Differences Similarities Differences

Thinking Maps

Graphic Organizers

HighlySuccessful


VISUAL

TeachingAnd

Assessment

ConcretePatterns

Thinking Maps

Graphic Organizers

HighlySuccessful


VISUAL

TeachingAnd

Assessment

ConcretePatternsUsually text

or teacheroriented

Difficult totransferacross

disciplines

Often staticforms

Inconsistentfrom class

to class

Based onisolated

tasks

Thinking Maps

Graphic Organizers

HighlySuccessful


VISUAL

TeachingAnd

Assessment

ConcretePatternsUsually text

or teacheroriented

Difficult totransferacross

disciplines

Often staticforms

Inconsistentfrom class

to class

Based onisolated

tasks

StudentCentered

Easily transferred

acrossdisciplines

Highlyflexibleforms

Consistentfrom class

to class

Based onfundamental

thinkingskills

8 Thinking Maps

8 Specific Skills

Thinking Maps• 8 Types of THINKING MAPS

– Circle Map– Bubble Map– Double Bubble Map – Flow Map– Multi-Flow Map– Tree Map– Bridge Map– Brace Map

Thinking Maps• 8 SKILLS for each THINKING MAP

– Circle Map = DEFINING in CONTEXT

– Bubble Map = DESCRIBING

– Double Bubble Map = COMPARING & CONTRASTING

– Flow Map = SEQUENCING

Thinking Maps• 8 SKILLS for each THINKING MAP

– Multi-Flow Map = CAUSE & EFFECT

– Tree Map = CLASSIFYING or GROUPING

– Bridge Map = Seeing ANALOGIES

– Brace Map = WHOLE to PART relationship

QUESTIONS?

THINKING MAPBINDER

Guided Tour

The Binder• The Thinking Maps binder is a great tool

for increasing your working knowledge of the maps.

• It’s a wonderful resource for planning and exploring new ways to incorporate the maps into your lessons.

Binder: Post-It Pages• 6 Tabs (Introduction, Teaching, Literacy Links, Content Connections,

Instructional Strategies, and Assessment)• Helpful Pages:

– Pg 6 (Map Guide)– Pg 20, 72-76 (Frame of Reference)– Pg 77 (Key Words for Thinking)– Pg 81-126 (Teaching Tab: 8 Maps)– Pg 124 (Strategies)– Pg 131 (Vocabulary Instruction)– Pg 162 (The Writing Process)– Pg 169-232 (Content Ideas)– Pg 262-277 (Color Coding)

QUESTIONS?

Thinking Maps• Consistency from one subject to the next.

• Organization

• Note Taking

• Great tool for ALL learners (CST’s)

• Fits into the SDAIE Model & G.A.T.E Icons

• Multiple ways to represent information (additional slide)

• No teacher set-up

• Higher level questioning and critical thinking

Thinking Maps• Representation of Information

–Written form (words or phrases)

–Pictures

–Symbols

–Numbers

–Icons

–Color Coded

Critical Thinking

How 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 THINING”.

• It encourages Reflective/Critical Thinking and Metacognition.

Frame of Reference• I always have my students start by

creating/drawing the frame of reference (rectangular border on the outside edges of the map).

• It is easier to start them off by creating the F.O.R. (instead of trying it later)

• The F.O.R. is a good way to refer back to the Standard(s) and Objective(s)

Frame of Reference• The teacher presents the class with F.O.R.

questions they answer based upon the information in their Thinking Map

• The students then share their response to the F.O.R question with a partner and/or whole class, after writing the response inside the frame. It is NOT part of the MAP

• The F.O.R. can be differentiated for all learners. One way is utilizing the Dimensions of DEPTH & COMPLEXITY for G.A.T.E. or HONORS

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?

THINKING MAPS&

Direct Interactive Instruction

1. Standards and Objectives are clearly

and explicitly stated for every exercise for both teacher and students.

• Use the Frame of Reference to refer

back to the Standard and/or

Objective

2. There is continuous and intensive

interaction and communication

between teacher and student.

•Think-Pair-Share (perfect with TM’s)•Think-Pair-Write-Share (perfect with TM’s)•Communicating information with partner, teacher, and the whole class

3. Instructional communication is

predetermined.

• The use of a particular map, for a

specific SKILL, is predetermined and

developed through lesson planning

4. During the structured/scripted

dialogue teacher wordings and demonstrations are unambiguous.

•Each Map has a specific SKILL•Teacher exemplars of a completed Thinking Map•Clear expectations and step-by-step instructions/demonstrations in creating a map

D.I.I. Characteristics Thinking Map Implementation

5. Students participate in a sequence of short quick-paced interactive exercises.

•All Thinking Maps can be created and expanded in short, quick-paced intervals•Each step in creating and the Frame of Reference

6. Teacher reinforces student learning with explicit procedures.

•Guided “Organized THINKING”•F.O.R: Thinking about your THINKING•Warm-Up or Ticket Out the Door

7. Students receive immediate

correctives and feedback from

teacher.

•Receive feedback when sharing information with partner, or whole class/teacher•Receive correctives when sharing information with partner, or whole class/teacher

8. Throughout the lesson, there is a

high level of intensity and a high

level of orientation for success.

•Every Thinking Maps can be used successfully by ALL learners (quick-paced & interactive)•Thinking Maps can be easily differentiated and manipulated to match the needs/abilities of diverse learners.•Clear orientation toward success

D.I.I. Characteristics Thinking Map Implementation

QUESTIONS?

Hands-On

Activities

CIRCLE MAPUsed to DEFINE in

CONTEXT

SPARTA

SPARTA

Mixed Government: monarchy,

oligarchy, and part democracy

Helots (conquered

enemies)Strong army

Citizens, free noncitizens, and helots

SPARTA

Mixed Government:

monarchy, oligarchy, and part

democracyHelots

(conquered enemies)

Athletic and strong men and women

Strong army

Women could own property

All male citizens joined

the army

Citizens, free noncitizens, and helots

What does this information tell you about Sparta and the Spartans ?

SPARTA

Mixed Government:

monarchy, oligarchy, and part

democracyhelots

(conquered enemies)

Athletic and strong men and women

Strong army

Women could own property

All male citizens joined

the army

Citizens, free noncitizens, and Helots

Your Turn!

Create a CIRCLE MAPChoose one of the following:• Define Yourself• Define Education• Define California

You have 2 minutes. Please be prepared to share!

Think about possible Frame of Reference Questions

FRAME of REFERENCEAnswer any of the following questions using the in formation in your map:

• Why is this information important?

• What information can you eliminate?

• How do you know this information?

BUBBLE MAPUsed to DESCRIBE

Narrator:JesseStuart


PoorHard

Worker

Athletic

Farmer

Ambitious


Dreamer

Proud

Poor HardWorker

Athletic

Intelligent

Farmer

Driven

Ambitious

Which of these descriptors tells the mostabout Jesse? Which do you wish you possessed.


Dreamer

Proud

Poor HardWorker

Athletic

Intelligent

Farmer

Driven

Ambitious

Science

Example

Which of your senses did you use to support the observation?

Manganese25

SILVER

HARD

BRITTLE PLENTIFUL

GREY

Your Turn!

Create a BUBBLE MAPChoose one of the following:• Describe your favorite person• Describe your favorite celebrity• Describe your favorite teacher






• What descriptor would you most like to change?

DOUBLE BUBBLE MAP

Used to

COMPARE & CONTRAST


Federal Government

State Government


Federal Government

State Government

CollectTaxes

RegulatesBanks

PunishCriminals


What have you learned by constructing this map?

Federal GovernmentRegulates

Corps.

Sets up schools

EstablishLocalGov.

EstablishPostalSystem

MaintainsMilitary

ProtectsCopyrights

State Government

CollectTaxes

RegulatesBanks

PunishCriminals


Social Studies

Example

What do these comparisons foretell about Feudalism for both cultures?

KnightsAsian Culture

LeatherProtection

European Culture

ArmoredProtection

Samurai

Code


WellTrained

Swords

The square root function

A parabola

Your Turn!

Create a DOUBLE BUBBLE MAP

Choose one of the following:• Compare & Contrast RVMS and Sante FE• Compare & Contrast 6th graders and 8th graders• Compare & Contrast Pres. Obama and Pres. Bush





• What is the most/least important SIMILARITY?

• What is the most/least important DIFFERENCE?

QUESTIONS?

TREE MAPUsed to CLASSIFY

ANGLES

ANGLES

Acute Angle Obtuse Angle Right Angle

ANGLES


Measures less than 90 degrees

Measures exactly 90 degrees

Measures more than 90 degrees

ANGLES





Fits inside a right angle

Fits between a right angle and a straight line

Forms square corners

What does this map tell you about angles?

ANGLES





Fits inside a right angle

Fits between a right angle and a straight line

Forms square corners

Examples

ORGAN SYSTEMS

Endocrine System

Feedback Control System

Integumentary System

Digestive System

Excretory System

The system consisting of the skin, hair, and nails that

protect the underlying

tissues.

A group of glands that

produce hormones and release them

into the blood.

Systems that control the levels

of endocrine hormones in the

blood.

A group of organs that takes in and digests food,

and eliminates solid wastes.

A group of organs that

excrete chemical wastes.

The skin contains sweat

glands that regulate body temperature

Controls cell processes,

reproduction, and response

to stress

Epidermis is outer layer of skin, Dermis

lies underneath

Contains the Pituitary gland, Adrenal gland, and Pancreas

Turns the endocrine gland

ON or OFF.

Maintains blood glucose levels.

Breaks food down into molecules.

Some of the digestive

organs are the stomach,

intestines, liver, and pancreas

Some of the chemical

wastes are water, salts,

carbon dioxide, and urea

The kidney produces urine and stores it in

the bladder

Your Turn!

Create a TREE MAPChoose one of the following:• Classify or Group your favorite foods• Classify or group your favorite types of books

(genres)• Classify or Group? (you pick)



FRAME of REFERENCEAnswer any of the following questions using

the in formation in your map:



• What does this information say about you?

BREAK TIME!

FLOW MAP

Used to show SEQUENCE

The steps insolving a linear

equation

Write the equation


equation

3(x-2)+4 = 5(3+4x)

3x-6+4 = 15+20x

Write the equation

Use the Distributive

property


equation

3(x-2)+4 = 5(3+4x)

3x-6+4 = 15+20x

3x+6+4 = 15+20x

3x-2 = 15+20x+2 +2

3x = 17 + 20x

Write the equation


property

-Rewrite new equation-Combine Like Terms


equation

3(x-2)+4 = 5(3+4x)

3x-6+4 = 15+20x

3x+6+4 = 15+20x

3x-2 = 15+20x+2 +2

3x = 17 + 20x

3x = 17 + 20x -20x - 20x

-17x = 17

Write the equation


property


-Rewrite new equation- Combine Like Terms


equation

3(x-2)+4 = 5(3+4x)

3x-6+4 = 15+20x

3x+6+4 = 15+20x

3x-2 = 15+20x+2 +2

3x = 17 + 20x

3x = 17 + 20x -20x - 20x

-17x = 17

-17x = 17 17 17

Write the equation


property



- Rewrite new equation-Isolate the variable using

Inverse Operations


equation

3(x-2)+4 = 5(3+4x)

3x-6+4 = 15+20x

3x+6+4 = 15+20x

3x-2 = 15+20x+2 +2

3x = 17 + 20x

3x = 17 + 20x -20x - 20x

-17x = 17

-17x = 17 17 17 X = -1

Write the equation


property



-Rewrite the original equationWith x = -1

- Double Check for Accuracy

- Rewrite new equation-Isolate the variable using

Inverse Operations

ELA

Example

The narrator explains his life and how he

compares to the other students in his class. He discusses being

good at school, athletics, and coming from a modest home. He is

concerned about coming up with the best science project.

Jesse gets assigned a project. He ponders ideas

for his project as he stares into the distance

at Little Baldy. He realizes what his

project will be and asks his father if he can

clear the hill.

Prediction

Jesse, with the help of others, clears the hill and secretly plants the longest row of corn in the world.

His classmates are shocked at this amazing project,

while his parents are overjoyed and proud.

I predict that Jesse will try to build a new house for his family.

EvidenceJesse’s family doesn’t have much and he wants to help.

I predict that Jesse is going to plant some new crops on the hill.

EvidenceJesse wants to do

Something to help

supports his family,

and they can make

money from crops.

What is the most important information and why? What is the Theme?

ELA

Example

EXPOSITION

FALLINGACTION

CLIMAX

RISINGACTION

RESOLUTION

The beginning of the story. The setting,

characters, description,and background.

The events after the climax. These events lead to the

resolutions and the story will soon end.

It is the high point and is usually in the middle of the

story. It is often the most

exciting part of the story.

The events leading up to the climax. Conflict

may arise in these events. The story builds and gets more exciting.

The end of the story.The conflicts, complication,

or issues are solved.

MATH

Example

Data Analysis Application

In a survey, 55 people were asked whether they preferred cats or dogs. Twenty-nine people said they prefer cats. What percentage of people

prefer cats?

29 out of 55 = 29 55

Set up aratio

29 ÷ 55 = 0.5272

Divide theNumerator by

thedenominator

0.5272 = 52.72

Move the Decimal to the

Hundredthplace

52.72 =

52.7%

Round to the nearest

tenth

Your Turn!

Create a FLOW MAPChoose one of the following:• Sequence your morning routine• Sequence the steps in making a sandwich• Sequence your educational career (K-?)






• What would or could you change about this sequence of events?

MULTI-FLOW MAP

Used to show

CAUSE and EFFECT

CAUSE EFFECT

The Event

CAUSE

The Event

EFFECT

CAUSE EFFECT

TheFallof

Rome

CAUSE EFFECT

Economic Decline

TheFallof

Rome

CAUSE EFFECT

Disloyal Military

Political Corruption

Lack ofPatriotism

Invasion

Economic Decline

TheFallof

Rome

Growth ofGermanicKingdoms

Reduction inLong-distance

trade

Decline in size & power ofgovernment

CAUSE EFFECT

Disloyal Military


Lack ofPatriotism

Invasion

Rise of rural Villages and

farms

Decline inlearning

Which effect will have the longest lasting impact on Europe and Why?

Economic Decline

TheFallof

Rome

Growth ofGermanicKingdoms

Reduction inLong-distance

trade

Decline in size & power ofgovernment

CAUSE EFFECT

Disloyal Military


Lack ofPatriotism

Invasion

Rise of rural Villages and

farms

Decline inlearning

ELA

Example

The Redcoats Capture

Bess

Tim told theRedcoats the Highwayman would return

The highwaymanwas a robber

The Highwaymanwasn’t there

to protect Bess

CAUSES

Their spirits haunt thehighway

HighwaymanDied

Bess Died

EFFECTS

The Landlordlost his daughter

FewerRobberies

Your Turn!

Create a MULTI-FLOW MAPChoose one of the following:• What are the Causes and Effects of going to

college?• What are the Causes and Effects of

marriage/dating?• What are the Causes and Effects of Oil Spills?





• Is there any information that is new?

• Could you have similar “causes” or “effects” for a different event? Explain

BRIDGE MAP

Used to see ANALOGIES

Analogy Questions

“blank is to blank like blank is to ______”

• SEDATIVE : DROWSINESS

A epidemic : contagiousness

B vaccine : virus

C laxative : drug

D anesthetic : numbness

E therapy : psychosis

• SEDATIVE : DROWSINESS

D anesthetic : numbness

• LAWYER : COURTROOM

A participant : team

B commuter : train

C gladiator : arena

D senator : caucus

E patient : ward

• LAWYER : COURTROOM

C gladiator : arena

as as as as

Relating Factor: __________________________________________

Relating Factor: Is the decimal equivalent of

It can get a little tricky!

• The Relating factor should contain a verb.

• The RF becomes the middle of a sentence created by using the top and bottom words.

• For example, in the sentence “Red is the color of an apple,” is the color of is the relating factor

0.6

60% as


0.6 0.32

60% as 32%


0.6 0.32 0.544

60% as 32% as 54.4 %


0.6 0.32 0.544 0.06

60% as 32% as 54.4 % as 6%


0.6 0.32 0.544 0.06 0.087

60% as 32% as 54.4 % as 6% as 8.7 %


Vocabulary

Example

bewildered laggardly concurrence alteration resistant

as as as as

flustered sluggishly assent metamorphosis defiant

Relating Factor: Is a synonym for

Soc. Studies

Example

N. Mandela N. Bonaparte Constantine Hatshepsut

as as as as

S. Africa France R. Empire Egypt

Relating Factor: Was a leader in

• FRUGAL : MISERLY

A confident : arrogant

B courageous : pugnacious

C famous : aggressive

D rash : foolhardy

E quiet : timid

• FRUGAL : MISERLY

A confident : arrogant

Your Turn!

Create a BRIDGE MAPChoose one of the following:• Relating Factor: Is the synonym for • Relating Factor: Is the mascot for• Relating Factor: ?




?

(you’re turn)

BRACE MAPUsed to show WHOLE to

PART relationships

The Clarinet

The Clarinet

Mouth Piece

Barrel

Bell

Body

How do these parts affect the sound of the instrument

The Clarinet

Mouth Piece

Barrel

Bell

Body

Ligature

Reed

Upper Joint

Lower Joint

P.E.

Example

Baseball Field

Infield

Foul Territory

Pitcher’s Mound

Batter’s Box

Left Field

Outfield

Right Field

Center Field

On-Deck

Dugouts

Coach’s Box

1st Base

2nd Base

3rd Base

Home Plate

Your Turn!

Create a BRACE MAPChoose one of the following:• Show the Whole to Part relationship of a

textbook• Show the Whole to Part relationship of California• You pick!




?

(you’re turn)

QUESTIONS?

BREAK TIME!

Introducing the MAPS

Ideas & Schedule

Thinking Map Ideas:Introducing Each Map

• Circle Map:– Define Yourself– Define School– Define Hemet– Define Family

• Bubble Map:– Describe Yourself– Describe a Classmate– Describe your Teacher– Describe RVMS– Describe someone you know or would like to meet

• Double Bubble Map:– Compare & Contrast: You and a Classmate – Compare & Contrast: You and your Teacher– Compare & Contrast: School and Home– Compare & Contrast: Middle School and Elementary School

• Tree Map:– Classify or Group your favorite:

• Foods• Restaurants• Hobbies/Activities• Careers• Celebrities/People

Thinking Map Ideas:Introducing Each Map

• Flow Map:– Sequence:

• Actions Before School• Actions After School• Summer Vacation• Important Events in your Life

• Multi-Flow Map:– Show the Cause(s) & Effect(s) of:

• Going to College• Not Going to College• Trying Hard in School• Not Trying Hard in School• Following School Rules• Not Following School Rules• Having a GOOD or BAD day

• Bridge Map:– Relating Factor:

• …Makes me feel…• …Is something I do with…• …Is my favorite part of…

• Brace Map:– Show the Whole to Part relationship of:

• Your school schedule • A book• Your Favorite Item

QUESTIONS?

Curriculum

&

Pacing Guide

Activity

QUESTIONS?

THANKS

for Your

Participation!

Documents

THINKING MAPS Staff Training: Day #1. 80% of all information that comes into our brain is VISUAL 40% of all nerve fibers connected to the brain are linked