Summer Leadership Institute

Summer Leadership InstituteThinking Maps: A Schools Journey

Dr. Julio Valle, Andrea Steenken, Cathy Friedrich, and Bianca Williams

August 9-10, 2012

Common Board ConfigurationDate: August 9, 2012Benchmark:Bell Ringer: Turn and talk to your neighbor. What do you already know about Thinking Maps? What do you hope to learn about Thinking Maps?

Essential Question:How can Thinking Maps help ensure all students have the opportunity to learn and make sense of concepts in your classroom/School? Vocabulary:Thinking Maps: Circle, tree, bubble, double bubble, flow, multi flow, brace, bridge Objective:Participants will be able to identify the role of thinking maps in classroom instruction. Agenda:I Do: Introduction to Thinking MapsModeling Use of Thinking Maps: Student VideoWe Do: Look at examples of each Thinking Map. Create a foldable to represent each map. You Do: 4. Take notes on each map of how you could use this in your classroom or school.

Summarizing Activity:

3 Things I Learned Today2 Things I Found Interesting1 Question I Still Have

Homework:Continue adding implementation ideas to your foldable.

Learning Goal:Participants will gain a foundational understanding of Thinking Maps2

Lake County SchoolsVision StatementA dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.Mission StatementThe mission of the Lake County Schools is to provide every student with individual opportunities to excel.

Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.

Summer Leadership Institute

21st Century Skills Tony Wagner, The Global Achievement Gap Summer Leadership Institute

Critical Thinking and Problem Solving Collaboration and Leadership Agility and Adaptability Initiative and Entrepreneurialism Effective Oral and Written Communication Accessing and Analyzing Information Curiosity and ImaginationCritical Thinking and Problem Solving: To compete in the new global economy, companies need their workers to think about how to continuously improve their products, processes, or services. The challenge is this: How do you do things that haven't been done before, where you have to rethink or think anew? It's not incremental improvement any more. The markets are changing too fast.Collaboration and Leadership: Teamwork is no longer just about working with others in your building. Technology has allowed for virtual teams. We have teams working on major infrastructure projects that are all over the U.S. On other projects, you're working with people all around the world on solving a software problem. Every week they're on a variety of conference calls; they're doing Web casts; they're doing net meetings.Agility and Adaptability: Ability to think, be flexible, change, and use a variety of tools to solve new problems. We change what we do all the time. I can guarantee the job I hire someone to do will change or may not exist in the future, so this is why adaptability and learning skills are more important than technical skills.Initiative and Entrepreneurialism: Taking chances and being a risk-taker. I say to my employees, if you try five things and get all five of them right, you may be failing. If you try 10 things, and get eight of them right, you're a hero.Effective Oral and Written Communication: The ability to be clear, concise, focused, energetic and passionate around the points they want to make. We are routinely surprised at the difficulty some young people have in communicating: verbal skills, written skills, presentation skills. They have difficulty being clear and concise; it's hard for them to create focus, energy, and passion around the points they want to make. If you're talking to an exec, the first thing you'll get asked if you haven't made it perfectly clear in the first 60 seconds of your presentation is, What do you want me to take away from this meeting? They don't know how to answer that question.Accessing and Analyzing Information: The ability to know how to access and analyze large quantities of information. There is so much information available that it is almost too much, and if people aren't prepared to process the information effectively it almost freezes them in their steps.Curiosity and Imagination: The development of young people's capacities for imagination, creativity, and empathy will be increasingly important for maintaining the United States' competitive advantage in the future. People who've learned to ask great questions and have learned to be inquisitive are the ones who move the fastest in our environment because they solve the biggest problems in ways that have the most impact on innovation.

4High Effect Size Indicators Summer Leadership Institute

The Departments identified set of indicators on high effect size instructional and leadership strategies with a causal relationship to student learning growth constitute priority issues for deliberate practice and faculty development.

-Florida Department of Education, 2012Student learning needs and faculty and leadership development needs will vary from school to school and from district to district. However, contemporary research reveals a core of instructional and leadership strategies that have a higher probability than most of positively impacting student learning in significant ways. The indicators below link formative feedback and evaluation to contemporary research on practices that have a positive impact on student learning growth. Research on the cause and effect relationships between instructional and leadership strategies and student outcomes address the effect size of a strategy: What degree of impact does it have? In the context of district instructional and leadership evaluation systems, effect size is a statistical estimation of the influence a strategy or practice has on student learning. Effect size calculations result from statistical analyses in research focused on student learning where the correct and appropriate use of a strategy yields better student learning growth than when the strategy is not used or is used incorrectly or inappropriately. In research terms, those strategies often identified as high effect size are those with higher probabilities of improving student learning. Classroom teachers need a repertoire of strategies with a positive effect size so that what they are able to do instructionally, after adapting to classroom conditions, has a reasonable chance of getting positive results. As school leaders and mentor teachers begin to focus on feedback to colleagues to improve proficiency on practices that improve student learning growth, emphasis should be on those strategies that have a high effect size. Where every Florida classroom teacher and school leader has 5Learning Goal with ScalesTracking Student ProgressEstablished Content StandardsMulti-tiered System of SupportsClear GoalsText ComplexityESOL Students Summer Leadership Institute

School LeadershipHigh Effect IndicatorsClassroom TeacherHigh Effect IndicatorsFeedback PracticesFacilitating Professional LearningClear Goals and ExpectationsInstructional ResourcesHigh Effect Size StrategiesInstructional InitiativesMonitoring Text ComplexityInterventionsInstructional AdaptationsESOL Strategies

Thinking Maps An Instructional Initiative

What are Thinking Maps?Visual Teaching Tools / StrategiesCan be used effectively from pre-kindergarten through postgraduate across any curriculumEight maps that correspond with the eight fundamental thinking processes

1. Defining 5. Part to whole relationship2. Describing 6. Comparing and contrasting3. Relationships 7. Sequencing and ordering4. Cause and Effect 8. ClassifyingBenefits of Thinking MapsProvide a structure for students to organize their thoughts and create mental visual patterns.Emphasis on complex thinking skills for depth and complexityDevelopment of student independence and metacognitionCross-curricular and interdisciplinaryVisual representations to enhance learning for ESOL and ESE studentsWhy Thinking Maps?Transitioning to Common Core State StandardsHigher Text ComplexityRigorous content and application of knowledge through high order skillsDevelop a common language within your school to create more complex and well-reasoned work among your studentsScaffolds instruction within lessons, units, subjects, grades, and schools

Circle Map: Defining in Context

Kindergarten:Defining Letter of the WeekThird Grade Language Arts:Defining Word of the Day

You do On your foldable, draw a circle map and write what thought process it is associated with.Tree Map: Classifying

Third Grade Science: Classifying Animals

You do On your foldable, draw a tree map and write what thought process it is associated with.

Bubble Map: Describing Fifth Grade Social Studies: State Projects

Higher Order Thinking Visual and Written Evidence to Support Descriptive Adjective

You do On your foldable, draw a bubble map and write what thought process it is associated with.Double Bubble Map: Comparing & Contrasting

Kindergarten Science:Compare/Contrast InsectsFirst Grade Social Studies:Compare/Contrast Presidents

You do On your foldable, draw a double bubble map and write what thought process it is associated with.Flow Map: Sequencing

Second Grade Reading and Language Arts:Story Sequencing and writing a story summary using Flow Map as a guide

You do On your foldable, draw a flow map and write what thought process it is associated with.Multi-Flow Map: Cause and Effect

Fourth Grade Social Studies:Multiple and Multi-Levels Causes and Effects of Florida Events

Second Grade Character Education:Ways to Reach Your Goal

You do On your foldable, draw a multi-flow map and write what thought process it is associated with.Brace Map: Whole-Part Relationships

Second Grade Science:Parts of a BeeFifth Grade Social Studies:Parts of the Declaration

You do On your foldable, draw a brace map and write what thought process it is associated with.Bridge Map: Analogies & Relationships

Fourth Grade Social Studies:Famous Persons in HistorySecond Grade Math:Customary and Metric Units

You do On your foldable, draw a bridge map and write what thought process it is associated with.To Increase Rigor and Foster Multiple Levels of Thinking Use Multiple Maps

Combining Text with Visuals Tree Map to Classify Animal Adaptations and Multiple Bubble Maps to Describe AnimalsASD/IND Unit Grades 3-5 ScienceOr use multiple maps for students to develop a deeper understanding ...then write about it.

Third Grade Cross Curricular (Science, Social Studies, Reading, Language Arts):Penguin Study using Defining Map, Double Bubble Map, Sequencing Map (not shown), and Written Report.Or seeing something from different points of view

Second Grade Reading:Character Analysis Point of View by Adding a Frame of ReferenceIts all about getting your students to

MaximizetheirCritical ThinkingExit Slip: 3-2-1 Summarizing ActivityFirst, turn to your shoulder partner and take turns telling 3 things you have learned today.Next, turn to your face partner and take turns telling 2 things you found interesting today.Last, please write 1 question you still have on your exit ticket card.Please put your name, school, and email address on your exit ticket card and we will reply to an answer to your question.Participant Scale and Reflection(Please complete and turn in) Summer Leadership Institute