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Thinking maps
This document provides an overview of Thinking Maps, which are visual tools used to teach thinking skills. It begins with an introduction to Thinking Maps and how they relate to different cognitive processes. It then provides examples of each of the 8 Thinking Map templates - Circle Map, Bubble Map, Double Bubble Map, Tree Map, Brace Map, Flow Map - along with explanations of when each could be used. For each template there is a sample application with students. The document emphasizes that Thinking Maps provide a common visual language to represent thinking across a whole school and allow teachers to present curriculum in a brain-compatible way.
Thinking maps
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- 2. 11/15/2011 How do youknow what you know? Everything you know about thinking skills Thinking skills • In a recent lesson, are there times when using the Circle Map might have helped? • In a lesson that you are going to deliver quite soon, is there an occasion when you might use the Circle Map? 2
- 3. 11/15/2011 Better learning willcome not so much from finding better ways for the teacher to INSTRUCT... ...but from giving the learner better ways to CONSTRUCT. Seymore Papert, 1990 3
- 4. 11/15/2011 • “The overwhelming needfor learners is for meaningfulness… we do not come to understand a subject or master a skill by sticking bits of information to each other. • Understanding a subject results from perceiving relationships. The brain is designed as a pattern detector. • Our function as educators is to provide our students with the sorts of experiences that enable them to perceive patterns that connect.” Making Connections: Teaching and the Human Brain (1994), Caine & Caine PEANUTS BY: SCHULZ 4
- 5. 11/15/2011 The Neo~Cortex: This iswhere the higher order thinking skills such as problem solving take place. Here the brain works out patterns and meaning. The Limbic System: This is the seat of emotions and long term memory. We remember best when our learning has emotion and meaning. The Reptilian Brain: This part of the brain looks after basic survival. Under stress the Reptilian Brain blocks the Neo~Cortex and the Limbic System from thinking and remembering ~ learning is slowed down or prevented. 5
- 6. 11/15/2011 You have amillion, million brain cells, 167 times the number of people on the planet! Each brain cell is more powerful than a standard personal computer. 6
- 7. 11/15/2011 How the BrainProcesses Information Senses Register Information Lost Areas in the Brain Filter Information Emotion Long Meaning Term Memory Building Networks Lost Networks Strengthened Networks Extended “A Common Visual Language for Thinking” 7
- 8. 11/15/2011 What are… ® Based onintelligence research, Thinking Maps® combine the cognitive thought processes of learning with the visual representation of information found in graphic organizers 8
- 9. 11/15/2011 When implemented ona whole school basis, Thinking Maps® provide a consistent and brain compatible way for teachers to present information, and for students to learn and retain it. Thinking Maps® is not a curriculum, but rather, a set of tools to allow teachers to present their existing curriculum in a more meaningful way. 9
- 10. 11/15/2011 Thinking Maps® isa language of eight visual patterns each based on a fundamental thinking process. 90% of all information that comes into our brain is visual 40% of all nerve fibres connected to the brain are linked to the retina 36,000 visual messages per hour may be registered by the eyes. 10
- 11. 11/15/2011 Dual coding theory Knowledgeis stored in two forms: linguistically and non-linguistically. Research proves that the more we use both systems of representation, the better we are able to think and recall knowledge Robert Marzano – Classroom Instruction that Works Brainstorm “Webs” Task-Specific Graphic Organizers Mind Mapping Life Cycles; Science Webbing Timelines; History Clustering Thinking Maps® Defining in Context Describing Compare & Contrast Classifying Venn Diagrams: Maths Concept Mapping Part-Whole Sequencing Cause & Effect Seeing Analogies For personal knowledge For isolated tasks A Common Visual Language for classrooms & whole schools 11
- 12. 11/15/2011 “A Common VisualLanguage for Thinking” For defining in context 12
- 13. 11/15/2011 Notemaking Guide forLearning Thinking Maps Circle Map Can be used for: NOTES: Topic LOOKS LIKE: •Brainstorming Everything I know •Diagnosing prior knowledge How or where did I learn this? THINKING PROCESS: Defining in Context or Brainstorming •Closure/review My frame of reference Circle to Tree for Writing Language for Learning pages 24-29 Science kit Internet Circle Map Help plants By Alex and Michel Lives in soil Tube shaped body Enemies are birds slimy Need moisture earthworms No feet have hair Books 2,700 kind Lay eggs Vibrations Nocturnal Teacher 13
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- 15. 11/15/2011 happy Good at sports generally friendly loud musical Notreally religious competitiv e Like reading I can be cheeky to some teachers Bharti Can be argumentative to my parents Going out with my mates Sympathetic to my friends A good listener Academically bright Fun to be with 15
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- 17. 11/15/2011 Our classroom chair table whiteboard door floor Table leg Ourbags Height of coat hook What can We Measure? pencils feet arms radiator ourselves head books desk 17
- 18. 11/15/2011 Who measures things? Schoolkeeper chair table Mum and dad whiteboard door floor Table leg Our bags Height of coat hook What can We Measure? pencils feet arms radiator workman ourselves head books desk teacher 18
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- 21. 11/15/2011 Notemaking Guide forLearning Thinking Maps Bubble Map LOOKS LIKE: NOTES: Adjective, phrase, character trait Attributes: Maths Properties: Science Thing you are describing THINKING PROCESS: Describing (adjectives or adj. phrases only) Adjectives Only! Language for Learning pages 30-35 • Task ~ using a Bubble Map, describe Cinderella • The frame of reference is “Through the eyes of the ugly sisters” 21
- 22. 11/15/2011 How might youapply the Bubble Map? Think/pair/share Yates Mills Elementary School Raleigh, NC 22
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- 26. 11/15/2011 How would mymother see me? tempestuous untidy lazy Bharti loud reliable caring loving 26
- 27. 11/15/2011 How would myHistory teacher see me? irritating Under achieving disinterested noisy Bharti chatty lazy 27
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- 29. 11/15/2011 For comparing &contrasting Notemaking Guide for Learning Thinking Maps Double Bubble Map LOOKS LIKE: NOTES: Differences Unique: Common Alike: Different Related to the Venn Diagram THINKING PROCESS: Compare/contrast, similar /different Similarities Colour Code Language for Learning pages 36-41 29
- 30. 11/15/2011 How might youapply the Double Bubble Map? Think/pair/share Mice goose Step Daughter Younger Mean Step sisters Step Daughters Older Cinderella Fairy God Mother Magic Wand Step daughter Prince has party Old Mei Ping and The Silver Shoe lady Magic Goose Lost shoe Prince Went house to house Feathers Married prince Shoe In By Marisa hut 30
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- 32. 11/15/2011 Wood Working Class EastCary Middle School 32
- 33. 11/15/2011 Loud Lazy at times charming Agood daughter Can be threatening at times competitive A good listener popular cliquey Bharti by self sporty clever friendly Bharti by others Cheeky to some teachers Has to be centre of attention Loyal to her special group of friends 33
- 34. 11/15/2011 Compare and contrast Yellow Pencil 15cm Pencil Case 18 cm Rubber 4cmx2cm Bag 30cmx25cm Trainers Size 3 Reading Book 20x22cm Rubber 6cmx1.5cm Ruler 30 cm Sunil’s bag Note Book 13cmx15cm Lunch box 15x18x9cm Coloured pencils case 17x15cm Yellow pencil 12 cm Jordan’s bag Bag 35cmx30cm Trainers size2 Reading book 29.5x20.5cm 34
- 35. 11/15/2011 Belief in rules Innatebelief in the responsibility of leadership pragmatic Dismissive of those who are less able than themselves competitive He has an ease of privilege Belief in the Englishness of justice Needs the tools of leadership To fulfil his role Uses violence to assert his authority sarcastic Ralph Needs to be a leader for his self esteem Jack Physically powerful Exudes authority Both use other people To support their aims Is disgusted by what they have become Calvin & Hobbes Full of bravado Acts for short gain by: Bill Watterson 35
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- 37. 11/15/2011 Notemaking Guide forLearning Thinking Maps Tree Map LOOKS LIKE: NOTES: Title, topic or category Categories or groups THINKING PROCESS: Details, examples Classify/Group/Sort Types of... Kinds of... Inductive/ Deductive Language for Learning pages 42-47 • Task ~ classify musical instruments into different categories. 37
- 38. 11/15/2011 How might youapply the Tree Map? Think/pair/share 38
- 39. 11/15/2011 Classification of objectsin our classroom Length Longer than 1 metre Between 1 metre and ½ metre Less than ½ metre 39
- 40. 11/15/2011 NARRATIVE WRITING SCORING CRITERIA MainIdea The writer must clearly establish a focus as it fulfills the assignment of the prompt. He/She must stick to the subject matter presented in the prompt in order to strengthen the main idea. Supporting Details Organisation Coherence The writer provides sufficient elaboration to present events clearly. A clear sequence of events is essential for a successful narrative. The sentences are logically connected. Details must be related to the subject matter and what happens in the narrative. The effective use of concrete, specific details strengthens the power of the response. The narrative must advance step by step through time. The writer establishes a sense of beginning, development, and ending in the composition. The writer establishes relationships between and among the ideas, causes, and/or statements in the composition. The writer may use common devices to achieve coherence: pronouns, synonyms, connectives, transitional words. 40
- 41. 11/15/2011 Perceptions important in Social Employment Jobinterview Queuing Following instructions from boss Meeting new people Relationships Putting over your views Sharing Choosing clothes The way you speak to employees Loyalty Making an impression on a sports coach Trustworthiness Trustworthiness Body language Promotion prospects Dominating Language used Attitude to work Betrayal Questions for leadership candidates Personal qualities What are the essential qualities that a leader needs to have? What qualities do you have which would make you a good leader? What qualities would you need to develop? Experience Self knowledge Please give some examples of leadership roles you have had How do you know that you would make a good leader? What have you learnt about the role of a leader from these experiences? What have people said to you in times of emergency or stress which supports your application ? 41
- 42. 11/15/2011 A good story Characters Language Adjectives Charactersneed to have ‘conflict’ Verbs Direct speech Some characters will be more important than others Language which describes a specific character Characters can think differently from what they say Adverbs Characters have different personalities Sequencing The beginning makes you want to hear or read more It is not confusing We don’t always know what is coming next The ending is surprising Words in the story that make it interesting Describing: Adjectives Windy Wind tossed Huge Fat Smart Fair Golden Handsome melted Action: Verbs Phrases/ short sentences Flew Look out! Blew Trouble Swim Oh no! Rescue Kiss the frog Cried Laughed til she split her trousers Laughed Changed Turned Sighed Stop that Whoosh Changed back Opened yelled 42
- 43. 11/15/2011 For seeing partsof a whole 43
- 44. 11/15/2011 Notemaking Guide forLearning Thinking Maps Brace Map LOOKS LIKE: NOTES: Parts of… Whole Sub-parts Parts Physical, tangible objects THINKING PROCESS: Part/whole relationships, structure Language for Learning pages 48-53 • Task ~ develop a Brace Map of a pen – what are the constituent parts? Do any of the parts break down into sub-parts? 44
- 45. 11/15/2011 How might youapply the Brace Map? Think/pair/share By Brett skull skeleton torso lower body Cranium Facial bones Back bone ribs Hip bone femur tibia fibula 45
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- 49. 11/15/2011 Notemaking Guide forLearning Thinking Maps Flow Map LOOKS LIKE: NOTES: Major Stage Plots, Processes, Chronology Substages Can go in any direction THINKING PROCESS: Sequence, Order, Cycles, etc. Language for Learning pages 54-59 • Task ~ use a Flow Map to sequence your ‘Dream Day’ 49
- 50. 11/15/2011 How might youapply the Flow Map? Think/pair/share 50
- 51. 11/15/2011 Yates Mills ElementarySchool Raleigh, NC 51
- 52. 11/15/2011 Flow Chart My mumasked me To wash up because we were going to visit my gran. I refused because it wasn’t my turn. I said she always gave in to my brother My brother made a sexist remark I flew into a temper and stormed out My mum came after me My mum accused me of being selfish My mum didn’t criticise him I got grounded for a week 52
- 53. 11/15/2011 Using a flowchart to help you • Make a box out of card that will be big enough to hold your trainers • Think of all the things you will need to do and put them in a sequence that you can follow • Discuss the process in pairs and make the flow chart together 53
- 54. 11/15/2011 Make a tape measureout of paper Measure the width of my shoe Check it is accurate Record it Take a piece of card Using the straight edge to help me A pair of scissors Measure the height sticky tape Plus one centimetre Measure the length of my shoe Record it Measure the height of my shoe Record it Draw a line to mark it on the paper Measure the width plus one cm Join the lines and cut out my base 54
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- 56. 11/15/2011 For understanding cause& effect Notemaking Guide for Learning Thinking Maps Multi-Flow Map LOOKS LIKE: NOTES: Causes Event THINKING PROCESS: Cause & Effect Reasoning, Prediction Causal Explanation Projecting Consequences Analyzing Effects “if-then” “when… then” Effects, Outcome Can be one-sided Language for Learning pages 60-65 56
- 57. 11/15/2011 How might youapply the Multi Flow Map? Think/pair/share 57
- 58. 11/15/2011 Behaviour Reflections Reasons formy behaviour Name ________ Date _________ Consequences of my behaviour Description of my behaviour Plan for improvement ___________________________ ___________________________ ___________________________ Pupil _________________ Teacher ______________ Parent _______________ Conflict Resolution 58
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- 60. 11/15/2011 Mum forgot who hadwashed up last Both very angry Mum feels she is always in middle and always seen as wrong Girl flew off handle Mum tried to assert her authority Mum didn’t bring brother in to discussion Neither mum nor girl listened to each other Argument between mum and girl Girl is grounded Bad blood between brother and sister Girl feels let down 60
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- 62. 11/15/2011 I put toomuch water in I did not measure my flour accurately My cake sunk in the middle I opened the oven door too soon 62
- 63. 11/15/2011 I was upset Iput too much water in Mum made another cake I did not measure my flour accurately My cake sunk in the middle It cost more money I opened the oven door too soon Cause Event Effect Simon’s death The precedent was set for Wilfred’s beating and Piggy’s murder 63
- 64. 11/15/2011 For seeing analogies NotemakingGuide for Learning Thinking Maps Bridge Map LOOKS LIKE: NOTES: Similar relationships RF: __________ Relating or Common Factor How are they related? THINKING PROCESS: Seeing Analogies, Transferring Similar Relationships Language for Learning pages 66-71 64
- 65. 11/15/2011 How might youapply the Bridge Map? Think/pair/share Chemistry 65
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- 68. 11/15/2011 Analogies Eyes head toes foot Fingers hand knee ? Relating factor: is/area smaller part of the 68
- 69. 11/15/2011 Relating Factor Thinking Learning as as as ® Must beimplemented on a whole school basis. Implementation consists of staff development and training materials for each teacher. 69