Thinking Maps

Objective: Saddlebackstaff will learn basic concepts about ThinkingMaps

Thinking Maps

Visual teaching toolsthat foster and encouragelifelong learning

Tools correspond witheight fundamental thinkingprocesses

What are Thinking Maps?

• VisualPatterns

• 8 cognitiveskills

BrainResearch

Marzano

Hyerle’sCognitive Research

MultipleIntelligenceTheory

Why Thinking Maps?

• Researchers at Mid-continent Research for Education and Learning (McREL) have identified nine instructional strategies that are most likely to improve student achievement across all content areas and across all grade levels.

Classroom Instruction That Works, by Robert Marzano, Debra Pickering, and Jane Pollock.

Nine Instructional Strategies

•Comparing and Contrasting

•Classifying

•Seeing Analogies

Brain and Culture

"...Individuals seek out stimulation that is consistent with their established internal structures, and ignore, forget, or attempt to actively discredit information that is consistent with these structures.”

Brain and Culture: Neurobiology, Ideology, and Social Change, by Bruce Wexler

Multiple Intelligence Theory (Howard Gardner)

• Intrapersonal Intelligence“…involving the capacity to understand oneself, to havean effective model of oneself, including desires, fears, andcapacities - and to use such information effectively in regulating one’s own life.”

"Frames of Mind: The Theory of Multiple Intelligences”, by Howard Gardner

Multiple Intelligences (Howard Gardner)

• Interpersonal Intelligence“To understand the intentions, motivations, and desires of otherpeople and, consequently, to work effectively with others.”

"Frames of Mind: The Theory of Multiple Intelligences”, by Howard Gardner

Thinking Foundation• research on cognitive and critical thinking skills development at the pre-school, K-12 and college levels

• supporting research that investigates and facilitates change in public schools with great academic need. • research that looks at the interdependency and interplay of culture, language, and cognition.

http://www.thinkingfoundation.org/

Overview of Thinking Maps

The Circle Map

Defining in Context

Respected among students

Steve

High School Teacher

Mentor

Army Reserve

Disciplinarian

Loves motorcycles

Saddleback & Lathrop

Teachers

Saddleback Students

Friendship

GovernmentEconomi

cs

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?

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are needed to see this picture.

The Bubble Map

Describing

The Double Bubble Map

Comparing and Contrasting

Classifying

The Tree Map

Whole to Parts

The Brace Map

Sequencing

The Flow Map

The Multi-Flow Map

Cause and Effect

Seeing Analogies

The Bridge Map

Graphic Organizers vs. Thinking Maps

BrainResearch

Marzano

Hyerle’sCognitive Research

MultipleIntelligenceTheory

Benefits• Students learn more effectively and more efficiently• Objectives are covered in less time with greater retention• Thought processes are represented similarly throughout

the curricula• Schools promote integrated thinking and

interdisciplinary learning• Teachers can use TM as one more strategy to gauge

student knowledge prior to a specific lesson• Students gain effective tools to use across their academic

careers