Welcome to Thinking Maps®

Page 7

The Thinking Maps give students a concrete visual

pattern for an abstract cognitive skill.

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 Page 20

Adding a Frame of ReferencePage 20

Reading

Identify and explain story elements, including plot

summary. Retell a story.

WHICH MAP WOULD YOU USE?

The Flow Map

Science

Investigate, compare, and contrast the different life cycles of different

living things.

WHICH MAP WOULD YOU USE?

The Double Bubble Map

Social Studies

List the qualities of a leader

WHICH MAP WOULD YOU USE?

The Bubble Map

Math

Explain the relationship among fractions, decimals, and percents;

translate among various representations of equal numbers

WHICH MAP WOULD YOU USE?

The Bridge Map

For defining in context

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

CIRCLE MAPPage 24-25

KEY INFORMATION

The Circle Map is used to define a concept, word or idea. It is a great map to use to diagnose prior knowledge, brainstorm before writing, or use as a lesson closure.

Page 26

0 + 6

1 + 5

5 + 1

4 + 2

3 + 3

2 + 4

6 + 0

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

For describing things

BUBBLE MAP

DESCRIBING

Draw the Bubble Map and label its parts.

Name the thought process:

Page 35

NOTE MAKING GUIDE

For the BUBBLE MAP

Descriptors can be sensory, comparative, emotional or aesthetic.

Adjectives and adjective phrases only.Great for vocabulary development (vivid word choice) and inferential thinking.

Focus on adjectives. One strategy is to keep a “Circle on the Side.”

Notes:

Page 35

Science

For comparing & contrasting

Page 41DOUBLE BUBBLE MAP

COMPARING AND CONTRASTING

Draw the Double Bubble Map and label its parts.

Name the thought process:

Page 41NOTE MAKING GUIDE

For the DOUBLE BUBBLE MAP

How are these two things similar and different? Why are these similarities and differences important? What have you learned by constructing this map?

Helps students compare and contrast any ideas, people, cultures, concepts, things they are studying.

Because of the depth of thought, students may need to create two Circle Maps, two Bubble Maps, etc before making the Double Bubble Map.

The Double Bubble Map can be used in place of the Venn Diagram, especially when focusing on the differences between two things.The Venn Diagram should continue to be used in math for set theory.

Notes:

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

For classifying things

Page 47TREE MAP

CLASSIFYING

Draw the Tree Map and label its parts.

Name the thought process:

Page 47NOTE MAKING GUIDE

For the TREE MAP

How would you group this information? What are the ideas and details that support your main idea?

The Tree Map helps students classify information based on similar qualities, attributes, or details. They can be developed inductively or deductively.

Notes:

Great for Assessment!

For seeing parts of a whole

Page 53BRACE MAP

WHOLE TO PART RELATIONSHIPS

Draw the Brace Map and label its parts.

Name the thought process:

Page 53NOTE MAKING GUIDE

For the BRACE MAP

What is the name of the whole object? What are the major physical parts of the object? What sources did you use to identify the whole and its parts?

The Brace Map is for the structural analysis of a concrete object. These maps almost always use nouns to name the parts of an object.

The Brace Map is often confused with a Tree Map. Remember that the Brace Map identifies “parts of” something. The Tree Map identifies “kinds of” things.

Notes:

Enhance transfer: Part to Whole

We need to know how to convert % to decimals.

We have to know that this is a two step problem.

We could use 10%.

We need some prior knowledge about what a “tip” is.

For seeing events in sequence

Page 59FLOW MAP

SEQUENCING

Draw the Flow Map and label its parts.

Name the thought process:

Page 59NOTE MAKING GUIDE

For the FLOW MAP

What is the name of the event or sequence? What are the stages of each event? What prior knowledge and/or experiences influence your understanding about this processes or series of events?

A Flow Map can be used to show sequences, steps, comparisons or degrees. The Flow Map can be drawn from left to right, in a cycle, or in a rising and falling action form as long as each box is connected to another using an arrow.

The sub-stages in the Flow Map must also be in a sequence, not just a list of details.

Notes:

For understanding cause & effect

Page 65MULTI-FLOW MAP

CAUSE AND EFFECT

Draw the Multi-Flow Map and label its parts.

Name the thought process:

Page 65NOTE MAKING GUIDE

What are the causes and effects of this event? Where did you get your information? Did a specific time period influence the causes and/or effects?

The Multi-Flow Map helps students identify the causes and effects of an event. When constructing the map, always focus first on the event. The causes and effects do not have to balance. Students may also construct a one-sided Multi-Flow.

The event is the key to this map. It must be a “happening.” The event should be “the flooding of the Nile” instead of just “the Nile.”

Notes:

We watched a video.

For seeing analogies

THE BRIDGE MAP

Page 66

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

BRIDGE MAP

The Bridge Map helps students identify the relationships between words. As long as the relationship remains the same, the Bridge Map can be extended beyond 2 pairs of words.

Page 68

An apple is a type of fruit as a carrot is a type of vegetable.

Comes before

Comes

before

A

B

C

D

THE “FAT” BRIDGE

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

Page 73NOTE MAKING GUIDE

For the FRAME OF REFERENCE

The Frame of Reference can be used around any map.

Notes:

“The Thought-Filled Curriculum”

Arthur L. Costa

February 2008

“Although thinking is innate and spontaneous, skillful thinking must be cultivated.”

Map Knowledge

Instructional Strategies using Thinking Maps

Thinking Maps and Differentiation

Using Thinking Maps to teach Math