Thinking Maps Training

April 14, 2010

The Multi-Flow Map

CAUSE AND EFFECTName the thought process:

We watched a video.

The Multi-Flow Map

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

A one-word event is possible – “Hurricane”

Event may also be a statement with a verb –

“I went on a trip to Mexico.”

The Multi-Flow Map

• The causes and effects do not have to balance.

• Begin by identifying all the causes first and then the effects.

• Students may also construct a one-sided Multi-Flow.

Healthy Teeth

Causes Effects

Key Words and Phrases• Causes and effects• Discuss the consequences• What would happen if …?• If … then• Predict • Describe the change• Identify the motivation behind …• Identify the results of …• What happened because of …?

Guiding Questions for the Multi-Flow Map

• What are the causes and effects of this event?

• Why did this event take place?

• What happened because of this event?

• What are the effects of this event?

• What was the motivation behind this event?

• What will be the results of this event?

Frame of Reference for Multi-Flow Map

• How do you know what you know about the causes and effects of this event?

• What could be influencing how you are thinking about these causes and effects?

• Where did you get your information? • What source(s) did you use to identify the

causes and effects?• Did a specific time period influence the

causes and/or effects?

The Multi-Flow Map

Thefire bell

rang

we wentoutside

we got ina line

we didnot talk

When using the Multi-Flow Map with students it is beneficial tobegin with events that are in their immediate experience. The

teacher should take the opportunity to use this Map with eventssuch as a school fire/tornado/earthquake drill. All students will be able to understand, draw, and relate to the “effects” of the

drill; however, only those at a higher level of ELD will be able to complete the “causes”.

so

Useful With

Real Life Experiences

Adding

Academic Rigor

What if the turtle didn’t have a shell

on its back. . .

What if the leopard had short

little legs. . . Then …

Then …

Your Turn• Get in groups of 2 - 4.

• Assign roles – materials, recorder, reporter, task master

• Assignment:– Materials person gets an egg– Group reads task and completes – Materials person returns egg and gets a

different egg– Group reads new task and completes– Repeat again if time permits with a third egg

The Multi-Flow Map

Autumnarrived

pumpkins areturning orange

people are raking leaves

people arewatching football

so

so

so

Theweatherman

said,“Autumn

is inthe air.”

pumpkins areturning orange

people are raking leaves

people arewatching football

Because

Because

Because

The event for a Multi-Flow Map will depend on the focus thatthe teacher chooses, as well as, the language that needs tobe articulated for the students. In each example above thefocus is on the same topic but one Map addresses “effects”using a simpler sentence structure, while the other focuseson the “causes” using a more complex sentence structure.

Note the cause/effect language that is included on the Map.

Event/ LanguageCorrelation

The Multi-Flow Map

Can Be “Read”With Varied Forms

of LanguageThe

fire bellrang

we wentoutside

we got ina line

we didnot talk

When using the Multi-Flow Map with students it is beneficial tobegin with events that are in their immediate experience. The

teacher should take the opportunity to use this Map with eventssuch as a school fire/tornado/earthquake drill. All students will be able to understand, draw, and relate to the “effects” of the

drill; however, only those at a higher level of ELD will be able to complete the “causes”.

so

The fire bell rang. We went outside.The fire bell rang so we went outside.

The fire bell rang so we went outside and waited.The fire bell rang so we went outside, waited, and did not talk.

The fire bell rang; therefore, we went outside

The Multi-Flow Map

PrincessDianadied

Multi-Flow Maps are not required to have both the “causes” andthe “effects” represented for every event. Whether or not to

include both depends on the focus of the instruction as well asthe importance or significance of each side of the Map.

MotherTeresa

died

Can BeOne-Sided

depending onthe Focus

The Multi-Flow MapCan Be adjusted

to Reflect the causal

thinking in Text

Almost everyone has heard the sound of a dog barking. Have you ever wondered why a dog barks? Sometimes dogs bark to greet their owners when they come home from work or school. They want the owner to know they are glad to see them at the end of the day. Many dogs also want to protect their owners so they might bark to tell the owner that a stranger is nearby. A dog’s bark can also be a warning to the stranger to go away. While a barking dog can be annoying at times, it can also be a help to the owner and his family.

Arf! Arf!

it barksThe dog wants togreet its owner

The dog wants to scare strangers

(so) (;therefore)

because

When using the Multi-Flow Map with English Learners, it isimportant to write complete phrases as well as “causal” words so that the student can see the language while reading it. The

language used will depend on the ELD level of the student.

The dog wants to greet itsowner so it barks.

The dog wants to scarestrangers; therefore,it barks.

Upper levels of ELD can experimentwith the Map and language: It barksbecause a dog wants to scare strangers.

The Multi-Flow Map

Summarizing and

SynthesizingInformation

TheCivilWar was

fought

TheRevolutionary

War was

fought

WorldWar Iwas

fought

WorldWar II

wasfought

AWar

Occurs

Using the Multi-Flow Map can help the students to synthesizeinformation and to determine the “big ideas”. For example, afterstudying different wars and completing Multi-Flow Maps for each,

the teacher would ask the students to look at the informationand to determine what might be causes/effects of any war.

Big Idea

The Multi-Flow Map

Predicting

Multi-Flow Maps are useful tools for predicting while reading astory with students. During the reading the teacher would stop,record the event that has just occurred, and ask the studentsto predict what they think the effects of that event will be. To

designate that it is a prediction rather than a fact, the teacher can draw thought bubbles beside each prediction.

The wolfknocks on

the 1st

littlepig’s door

The pig will notopen the door

The pig will tell thewolf to go away

The pig will openthe door

Ari thinks

LaToya thinks

Ivan thinks

PREVIEWING THE TEXT

PREDICTING BEFORE READING

A Volcano Erupts

A Volcano Erupts

TEXT FEATURES

To extend their thinking, students can construct a Multi-Flow Map to discuss the effects the author hoped to achieve by using specific text features.

The author

uses bold print

Why did the author use this text feature?

Classroom Applications Using the Multi-Flow Map

Predicting

Summarizing andSynthesizingInformation

Can Be AdjustedTo Reflect the

CausalThinking in Text

Can BeOne-Sided

Depending onthe Focus

Can Be “Read”With Varied Forms

of Language

Useful With RealLife Experiences

Event/ LanguageCorrelation

Assignment• Introduce multi-flow maps in classroom instruction

and bring at least one student sample of multi-flow maps used to:– identify causes and effects of an event– predict causes and/or effects of an event– Identify “what if … then” relationships

• Add a frame of reference– How did you know what you know about the causes and

effects of the event?– Where did you get your information?– What influenced the information in your map?– What sources did you use to identify the causes and

effects?