Overview of Thinking Maps ® Local District 1 Elementary Principals’ Meeting February 11, 2009

Overview of Thinking Maps®

Local District 1Elementary

Principals’ MeetingFebruary 11, 2009

You have been

introduced to Thinking

Maps®

You can name the key points defining

Thinking Maps®

You can identify the thought process behind each Thinking Map and the Frame of Reference

You can draw and define each map

You have a beginning understanding of how to use the maps in a variety

of curriculum areas

You can explain the similarities and differences

between Graphic Organizers and Thinking

Maps®

Page 1

Chapter 1

What are Thinking Maps and how are they different from Graphic Organizers?

Use a Circle Map to define Thinking Maps.

Page 2

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

Page 3

Knowledge is stored in two forms:

Research proves that the more we use

both systems of representation,

the better we are able to

think and recall knowledge.

DUAL CODING THEORY

Linguistic Form Nonlinguistic Form

Page 3

SCAFFOLDING

Page 7

The Thinking Maps give students a concrete visual

pattern for an abstract cognitive skill.

Page 6

Page 10

Thought process: Sequencing

When do you use sequencing in:

READING?

SOCIAL STUDIES?

SCIENCE?

MATH?

In every instance, you could use a

WRITING?

FLOW MAP

THE ARTS?

Page 10

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.


The Double Bubble Map

Social Studies

List the qualities of a leader


The Bubble Map

Math

Explain the relationship among fractions, decimals, and percents;

translate among various representations of equal numbers


The Bridge Map

Page 11

Page 11

4TH Grade Special

Education Class

Middle School Social

Studies

Page 11

High School English

Page 12

SET

TEACHER / STUDENT INPUT

SETPage 13

Page 14

PROCESSINGPage 14

CLOSUREPage 15

So how are Thinking Maps different from graphic organizers?

Page 16

t

Processing Activity

1. Put away your notes. Then work with your group to define Thinking Maps.

2. Use a Circle Map to collect your ideas.

3. Include any notes that you remember about what they are and why they work as tools for thinking.

4. Also include information about how Thinking Maps are different from graphic organizers.

Page 17

An Overview of all 8 Thinking Maps Page 18

The Circle Map

Defining in Context

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


Seeing Analogies

The Bridge Map

KEY INFORMATION

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.

ASHead

Body

Numerator

Relating Factor: _________________

Fraction

Is the top part of...

Comes before

Comes

before

A

B

C

D

THE “FAT” BRIDGE


The Bubble Map

Describing

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


The Double Bubble Map

Comparing and Contrasting

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:

Comparing enhances meaning


Classifying

The Tree Map


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!

A “Growing” Tree Map

Equivalent Representations

60.8

80%

0 1


Whole to Parts

The Brace Map


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

To show my thinking about groups of 10

To illustrate my strategy for adding

Break down numbers to simplify additions

Expanded notation helps with computation

Technology


Sequencing

The Flow Map


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:


The Multi-Flow Map

Cause and Effect


CAUSE AND EFFECT

Draw the Multi-Flow Map and label its parts.

Name the thought process:


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:

Adding a Frame of Reference

•How do you know what you know about this topic?

•Did your information come from a specific source?

•Is this information being influenced by a specific point of view?

•Who could use this information?

•Why is this information important?

Page 20An Overview of all 8 Thinking Maps

Adding a Frame of Reference Page 20

Adding a Frame of ReferencePage 20


For the FRAME OF REFERENCE

The Frame of Reference can be used around any map.

Notes:

a. structural analysis, whole to part. components

b. cause and effect, impact, outcomes

c. see relationships, analogies

d. compare and contrast, similarities and

differences, uniqueness

e. define in context, brainstorm

f. sequence, order, steps in a process

g. describe, name the qualities

h. classify or sort, main idea and supporting details

1._____ Circle Map

2._____ Bubble Map

3._____ Double Bubble Map

4._____ Tree Map

5._____ Brace Map

6._____ Flow Map

7._____ Multi-Flow Map

8._____ Bridge Map

Introduction: Self-Assessment #2

A

F

B

C

H

D

G

E

Page 294

Page 77

KEY WORDS

FOR THINKING

1. Read the article 2. How many

Thinking Maps can you create?

3. As a group, create your maps on chart paper. Be prepared to share.

Hint:

There are at least 5 maps that can

be created.

Now You Try…

BRACE MAP

BUBBLE MAP

FLOW MAP

MULTI-FLOW MAP

DOUBLE BUBBLE MAP

Now You Try

REFLECTION

Think-Pair-Share

What will high quality implementation of Thinking Maps look like in classrooms?

Documents

Overview of Thinking Maps ® Local District 1 Elementary Principals’ Meeting February 11, 2009