Getting More out of Graphic Organizers Pam Glover, 2009
Analogy ( the bridge map) as Travel brochure travel appetizer the entree as this presentation Pathway to Proficiency for E...
Agenda <ul><li>Recapitulate </li></ul><ul><li>Which organizers?  </li></ul><ul><li>How does Marzano fit in? </li></ul><ul>...
recapitulation re=again capitulare=go over the  chapter, main parts tion= suffix forming a noun (The brace map, used to sh...
Brainstorm on the organizer of your choice: A Groups : How do you and your students use graphic organizers?  B Groups :Wha...
How do we use organizers? To take notes To help students organize their learning and thinking To scaffold writing
The BIG idea is..  that the power of a graphic organizer is in its transformation.  Do your students know how to speak off...
How do we use organizers to support cognitive functions? main idea/detail compare& contrast sequence build meaning (vocabu...
Cognitive functions - Marzano
Marzano Thinking Skills •  Focusing •  Information-gathering •  Remembering •  Organizing •  Analyzing •  Generating •  In...
Thinking Maps – What are they? <ul><li>a “language of visual patterns each based on a fundamental thinking process” </li><...
Thinking Maps are non-linguistic representations of cognitive skills: <ul><li>Defining </li></ul><ul><li>Describing </li><...
Describing: Bubble Map linguistic function: noun + adjective sounds low pitched high pitched pleasant annoying loud soft
rigor Objective aligned to SCOS A high level of difficulty depth challenge Looking at the big idea through multiple layers...
Compare and Contrast: Double Bubble Linguistic function: forming compound sentences
Classifying: Tree Map Linguistic function: a descriptive sentence
Part to whole:  Brace Map
Sequencing:  Flow Map
Cause and Effect: Multi-flow Linguistic function: subordinating clauses
Analogy ( the bridge map) as A travel brochure travel an appetizer the entree as this presentation Pathway to Proficiency ...
Get more out of organizers. Build more in.  grammatical support visual cues for prosody model the syntax nuances of meanin...
“ Let’s dig in. ” Idiom Illustration   Idiom  Real meaning Let’s dig in. Let’s get started. Let’s go deeper.  (Tree Map: m...
LoP (Language of Pedagogy): I can extend and adapt a Bubble Map to meet the needs of ELLs using the WIDA standards.
Bubble Maps <ul><li>used for describing </li></ul><ul><li>grammatical feature : noun+adjectives </li></ul>
WIDA level 1, entering, can: <ul><li>point </li></ul><ul><li>Match pictures and statements </li></ul><ul><li>Answer wh- qu...
Bubble Map for primary grades, level 1 red red blue square tasty yucky round
WIDA level 2, beginning, can:   <ul><li>sort </li></ul><ul><li>Follow two step directions </li></ul><ul><li>Match  </li></...
Decomposers dead things waste nutrients eat eat make <ul><li>Decomposers eat dead things. </li></ul><ul><li>Decomposers ea...
Your turn. <ul><li>Think of the lesson plan you created this week.Choose WIDA level 1 or 2, and then what lingusitic funct...
LoP (Language of Pedagogy): I can extend and adapt a Double Bubble Map to meet the needs of ELLs using the WIDA standards.
WIDA level 3, developing, can: <ul><li>locate, select and order information  </li></ul><ul><li>categorize </li></ul><ul><l...
Grade 4, Social Studies 3.05 Describe the social history of colonial NC   Girls Learned  to knit, sew, weave; Made candles...
The Double Bubble Map Use parallel construction for the two topics. Then find the similarities. girls boys Went to school ...
girls boys attended church attended  school lived in sister’s house lived in brother’s house learned to knit, sew, weave l...
WIDA level 4, expanding, (secondary) can: <ul><li>compare and contrast information </li></ul><ul><li>infer meaning from te...
English I, obj. 5.01 interpret literary devices (metaphor) My love is like a red, red rose. red rose thorny fragrant my lo...
Your turn. <ul><li>Think of the lesson plan you created this week.Choose WIDA level 3 or 4, and then what lingusitic funct...
If you want more...
This training will be for 8 sessions, each 1.5 hours long. Plus homework, it will be 20 contact hours, or 2.0 credits. The...
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Thinking Maps

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  • Today is the appetizer to when your appetite for the entrée. I’ll be offering a small group professional learning group worth 20 contact hours, 2.0 ceus in ESL, detailing the Thinking Maps applied to ELLs.
  • 15 minutes: Brainstorm, create a graphic organizer, choose your “curator”. Tape the posters up, do a gallery walk.
  • Take a piece of paper and number from 1-9. In triads, list as many as you can. Then ask the others at the table to share their list. Add anything you didn’t get. This keeps everyone responsible to participate not only in the brainstorming, but in the sharing out.
  • Not a one to one correspondence to Marzano’s thinking skills, but overlap and include all of Marzano’s skills
  • This is an introduction – just a quick sampling of all 8 types. Linguistic function: noun + adjective
  • Linguistic function: compound sentences with transitions but, and
  • Used to summarize main idea and detail Lingusitic function: giving an example
  • Started with whole to part, then scaffolded with the article, verb, and adjectives
  • Language function: secquence with transitional words
  • It’s manipulative in that students choose one of the two adjectives, which can be supported by illustrations.
  • The rectangles are the verb that connects the subject to the descriptor. We can “read” the organizer to create sentences. You could even add the punctuation to make the conventions clear.
  • Indicate what wall, have masking tape ready.
  • These are reorganized notes straight from the Social Studies text.
  • Working from the text, we’ve sorted the main idea and details onto two bubble maps. It’s easy to see that they both went to school and church, but they learned different things and lived in different houses. Now we can easily rearrange the information onto one map. Describing each main idea separately makes for a fuller comparison than it does when students are trying to compare and contrast at once time.
  • For level 4, expanding, I’ve added the conjunctions to help students write more complex sentences.
  • Creator stands by their map, others circulate. (separate by grade clusters)
  • Thinking Maps

    1. 1. Getting More out of Graphic Organizers Pam Glover, 2009
    2. 2. Analogy ( the bridge map) as Travel brochure travel appetizer the entree as this presentation Pathway to Proficiency for ELLs (Thinking Maps) Relating factor: ..whets the appetite for
    3. 3. Agenda <ul><li>Recapitulate </li></ul><ul><li>Which organizers? </li></ul><ul><li>How does Marzano fit in? </li></ul><ul><li>Thinking Maps – narrow the field, increase the yield </li></ul><ul><li>Build more in </li></ul><ul><li>Differentiate </li></ul><ul><li>Support students’ thinking AND language development </li></ul>
    4. 4. recapitulation re=again capitulare=go over the chapter, main parts tion= suffix forming a noun (The brace map, used to show parts of a whole)
    5. 5. Brainstorm on the organizer of your choice: A Groups : How do you and your students use graphic organizers? B Groups :What cognitive functions do graphic organizers support? C Groups : What linguistic features/functions do organizers support?
    6. 6. How do we use organizers? To take notes To help students organize their learning and thinking To scaffold writing
    7. 7. The BIG idea is.. that the power of a graphic organizer is in its transformation. Do your students know how to speak off the map, and write off the map? Can they take an idea and express it using different cognitive skills, on different maps?
    8. 8. How do we use organizers to support cognitive functions? main idea/detail compare& contrast sequence build meaning (vocabulary) brainstorm story map problem/solution cause/effect categorize
    9. 9. Cognitive functions - Marzano
    10. 10. Marzano Thinking Skills • Focusing • Information-gathering • Remembering • Organizing • Analyzing • Generating • Integrating • Evaluating
    11. 11. Thinking Maps – What are they? <ul><li>a “language of visual patterns each based on a fundamental thinking process” </li></ul><ul><li>based on work of Marzano, and David Hyerle (Thinking Maps: A Language for Learning, 2007) </li></ul><ul><li>narrow the field of 400+ organizers to 8, which allows students to master them and apply them across any content area and thinking skill </li></ul><ul><li>are intentionally applied to scaffold English language proficiency </li></ul><ul><li>support language function and the correlating grammatical feature </li></ul>
    12. 12. Thinking Maps are non-linguistic representations of cognitive skills: <ul><li>Defining </li></ul><ul><li>Describing </li></ul><ul><li>Comparing and contrasting </li></ul><ul><li>Classifying </li></ul><ul><li>Whole to part relationships </li></ul><ul><li>Sequencing </li></ul><ul><li>Cause and effect </li></ul><ul><li>Analogies </li></ul>Thinking Maps have a specific graphic for each skill.
    13. 13. Describing: Bubble Map linguistic function: noun + adjective sounds low pitched high pitched pleasant annoying loud soft
    14. 14. rigor Objective aligned to SCOS A high level of difficulty depth challenge Looking at the big idea through multiple layers take it to the top cognitive complexity Faculty meeting Book educated guess educational periodical conversation (Defining in context – circle map) rigor
    15. 15. Compare and Contrast: Double Bubble Linguistic function: forming compound sentences
    16. 16. Classifying: Tree Map Linguistic function: a descriptive sentence
    17. 17. Part to whole: Brace Map
    18. 18. Sequencing: Flow Map
    19. 19. Cause and Effect: Multi-flow Linguistic function: subordinating clauses
    20. 20. Analogy ( the bridge map) as A travel brochure travel an appetizer the entree as this presentation Pathway to Proficiency for ELLs (Thinking Maps) Relating factor: ..whets the appetite for
    21. 21. Get more out of organizers. Build more in. grammatical support visual cues for prosody model the syntax nuances of meaning picture clues
    22. 22. “ Let’s dig in. ” Idiom Illustration Idiom Real meaning Let’s dig in. Let’s get started. Let’s go deeper. (Tree Map: main idea, details)
    23. 23. LoP (Language of Pedagogy): I can extend and adapt a Bubble Map to meet the needs of ELLs using the WIDA standards.
    24. 24. Bubble Maps <ul><li>used for describing </li></ul><ul><li>grammatical feature : noun+adjectives </li></ul>
    25. 25. WIDA level 1, entering, can: <ul><li>point </li></ul><ul><li>Match pictures and statements </li></ul><ul><li>Answer wh- questions </li></ul><ul><li>Label </li></ul><ul><li>draw </li></ul>
    26. 26. Bubble Map for primary grades, level 1 red red blue square tasty yucky round
    27. 27. WIDA level 2, beginning, can: <ul><li>sort </li></ul><ul><li>Follow two step directions </li></ul><ul><li>Match </li></ul><ul><li>Describe </li></ul><ul><li>Restate facts </li></ul><ul><li>Locate and classify information </li></ul><ul><li>list </li></ul>
    28. 28. Decomposers dead things waste nutrients eat eat make <ul><li>Decomposers eat dead things. </li></ul><ul><li>Decomposers eat waste. </li></ul><ul><li>Decomposers make nutrients. </li></ul>Grade 6 science
    29. 29. Your turn. <ul><li>Think of the lesson plan you created this week.Choose WIDA level 1 or 2, and then what lingusitic function or grammatical feature the lesson dictates. Create a bubble map for this lesson. </li></ul><ul><li>Hang onto your bubble map for a gallery walk later. </li></ul>
    30. 30. LoP (Language of Pedagogy): I can extend and adapt a Double Bubble Map to meet the needs of ELLs using the WIDA standards.
    31. 31. WIDA level 3, developing, can: <ul><li>locate, select and order information </li></ul><ul><li>categorize </li></ul><ul><li>Sequence </li></ul><ul><li>Describe processes </li></ul><ul><li>Identify main ideas </li></ul><ul><li>Produce basic expository writing </li></ul><ul><li>Compare/contrast </li></ul><ul><li>retell </li></ul>
    32. 32. Grade 4, Social Studies 3.05 Describe the social history of colonial NC Girls Learned to knit, sew, weave; Made candles, soap, gloves, straw hats, garden Studied reading, writing, history, geography and Latin Attended church and school Lived in the Single Sisters’ House Boys Learned to be shoemakers, carpenters, blacksmiths, baking, brickmaking, tailoring, farmers Studied reading, writing, history, geography and Latin Attended church and school Lived in Single Brothers’ House
    33. 33. The Double Bubble Map Use parallel construction for the two topics. Then find the similarities. girls boys Went to school Went to school Learned to knit, sew, weave Learned to be Farmers, shoemakers, brickmakers Lived in sisters’ house Lived in brothers’house Attended church Attended church
    34. 34. girls boys attended church attended school lived in sister’s house lived in brother’s house learned to knit, sew, weave learned to be farmers, shoemakers, brickmakers ; however ; while and so did
    35. 35. WIDA level 4, expanding, (secondary) can: <ul><li>compare and contrast information </li></ul><ul><li>infer meaning from text </li></ul><ul><li>explain content related concepts </li></ul>
    36. 36. English I, obj. 5.01 interpret literary devices (metaphor) My love is like a red, red rose. red rose thorny fragrant my love gentle Slightly balding fragile beautiful
    37. 37. Your turn. <ul><li>Think of the lesson plan you created this week.Choose WIDA level 3 or 4, and then what lingusitic function or grammatical feature the lesson dictates. Create a double bubble map for this lesson. </li></ul><ul><li>Share your maps at your table, and choose a sample of each type of map to hang on the wall for a gallery walk. </li></ul>
    38. 38. If you want more...
    39. 39. This training will be for 8 sessions, each 1.5 hours long. Plus homework, it will be 20 contact hours, or 2.0 credits. These can be used toward the new requirement of 3.0 credits in your licensed area. Please email me if you are interested. [email_address]
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