Thinking Maps Presentation

Focusing on Instructional Strategies

Using Thinking Maps for

Curriculum Planning

Chapter 5Pages 234 - 240

BEGIN WITH THE END IN

MIND

-Covey

GREAT TEACHING REQUIRES PLANNINGPage 235

Step One: Brainstorming and Defining

Page 236

Step One: Brainstorming and Defining

Page 237

Step Two: Classify and Task Analyze the Learnings

Page 238

Step Two: Classify and Task Analyze the Learnings

Page 238

UNIT PLANNING

Step Two: Classify and Task Analyze

the Learnings

Page 239

Page 142

Grade Level or Content Area

Standards

Create a Tree Map (landscape) with a category

for all 8 Thinking Maps.

and Flow

Use the labels to match your standards

with the maps that could be used to

teach the standard.

If more than one map is needed,

write the name of the map below the

standard label.

MAKING THE CONNECTION

Grade Level or Content Area

Standards

Use a highlighter to mark the key word (academic language)

for each standard.

Create a list of key words for each Thinking Map

category.

Key Words

Key Words

Key Words

Key Words

Impact

Effect

Cause

changes

Key Words

Key Words

Key Words

Key Words

MAKING THE CONNECTION

Key Words – page 77

1. As a team, choose one of the standards on your Tree Map and deconstruct it.

2. Try to think of all of the maps you might need to teach that standard. Use the suggestions identified in Chapter 4 to help you connect the Thinking Maps to your content.

3. If time permits, put the actual content in the maps.

4. Draw the maps on the same sheet with the standards.

DECONSTRUCTING A STANDARD

DECONSTRUCTING A STANDARD

Compares and contrast the motives of characters

in a work of fiction.

Students know how to differentiate among igneous, sedimentary, and metamorphic rocks by referring to their

properties and methods of formation (the rock cycle).

DECONSTRUCTING A STANDARD

How do you know what you know?

(Be Specific)

Not just TV, but which shows.

Now add a Frame of Reference to your Circle Map. Where did you get your information? What was influencing your definition? Write the names of anyone you thought about as you developed your definition.

Where did you get your information?

What is the best source for information about this subject?

Read the following article.

Craig Wilson’s “Real heroes: We could all learn something from

them.”

USA Today, November 2003

Now let’s add a Source beyond your Prior Knowledge.

COOPERATIVE LEARNING STRATEGY

Count off at your tables

1 – 3.

Write your number on your paper.

1

23

Add a Frame of Reference and identify the “source” of any adjective that you inferred. Your “source” should be textual support.

MAP, MOVE, MAP

Hold the map you have created in your hand and stand up.

Raise your hand, holding up either one, two, or three fingers based on

your assignment.

Locate someone else with the same number and pair with that

person.

Exchange maps and discuss your ideas with each other. “Borrow” ideas from each other and add

them to your own map.

This cooperative learning activity can

be found on page 260.

MAP, MOVE, MAP

Hold the map you have created in your hand and stand up.

Raise your hand, holding up either one, two, or three fingers based on

your assignment.

Locate someone with a different number and pair with that person.

The two of you should sit somewhere and create a Double Bubble Map comparing your two

“heroes.”

This cooperative learning activity can

be found on page 260.

1’s 2’s

Now return to your original table and discuss your

Double Bubble Maps. Focus on the similarities. Add a

Frame of Reference and answer the question “What

conclusions can you draw from the map you made and

the others discussed at your table?”

Finally, as a team create a Circle Map to define what a

hero is. Base your definition on this essay and your

maps.

Your maps

Page 73

Look at the title of the article. What do you think Craig

Wilson wants us to learn from these “heroes”?

Your maps

I Think

I Think

I Think

I Think

Look at the title of the article. What do you think Craig Wilson wants us to learn from these “heroes”?

I Think

I Think

I Think

I Think

AUTHOR’S PURPOSE

WHAT IS THE BIG IDEA?