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Program i-Think   g    Thinking Maps
Bila dan Siapa yang Terlibat Fasa 1      2012     Rintis di 10 buah sekolah (4 SM + 6 SR)          (Jan-Mac) Fasa 2     20...
Circle MapThinking Process: Defining in ContextKey Question: How are you defining this thing or idea?Key Words and Phrases...
Science kit          Circle Map                      Internet                     Help plants                       Lives ...
Who measures things?School keeper                                                    Mum and Dad                          ...
Frame of ReferenceWhat is the Frame of Reference?The Frame of Reference can be used with any of the eight maps. Itprovides...
Frame of ReferenceElaborating with the Extras (The E’s)     Interpreting Information (The I’s)Include your own personal ex...
PEANUTS   BY: SCHULZ
Thinking schools         schools…..Setting the context The   21 st   Century
Group 1From the point of view of a parent       What are the skills       that are needed?              A 21st            ...
Group 2From the point of view of the school        What are the skills        that are needed?               A 21st       ...
Group 3From the point of view of an employer         What are the skills         that are needed?                A 21st   ...
Group 4From the point of view of Malaysia, the country            What are the skills            that are needed?         ...
Bubble MapThinking Process: Describing Qualities;CharacterizationKey Question: How are you describing this thing?What adje...
How would my History teacher          see me?                ?             irritating                      g              ...
Double Bubble Map                pThinking Process: Comparing and ContrastingKey Question: What are the similar and differ...
Biology
Tree MapThinking Process: ClassifyingKey Question: What are the main ideas, supporting ideas, and details in information? ...
Classification of objects in our             classroom              l                          LengthLonger than 1 metre  ...
Brace MapThinking Process: Part to whole relationshipKey Question: What are the parts and subparts of this whole physicalo...
Cranium           skull                        Facial bones                        Back boneskeleton k l t      torso     ...
Flow MapThinking Process: SequencingKey Question: What happened? What is the sequence of events?What are the sub-stages?Ke...
Multi Flow MapThinking Process: Cause and Effect; Problem‐SolutionKey Question: What are the causes and effects of this ev...
I was upsetI put too much water inI did not measure                     Mum mademy flour accurately                   anot...
Bridge Map     g    pThinking Process: SequencingKey Question: What is the analogy being used?Key Words and Phrases: Ident...
Useful WebsitesExamples of each map grades K-6http://fdlrs.brevard.k12.fl.us/ThinkingMaps/default.htmlNewsletters devoted ...
Calvin & Hobbes   by: Bill Watterson
Sekian,Sekian terima kasih              kasih.
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Ithink

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Ithink

  1. 1. Program i-Think g Thinking Maps
  2. 2. Bila dan Siapa yang Terlibat Fasa 1 2012 Rintis di 10 buah sekolah (4 SM + 6 SR) (Jan-Mac) Fasa 2 2012 280 buah sekolah + 3 IPGK Fasa 3 2013 1000 buah sekolah Fasa 4 2014 ? buah sekolah Fasa 5 2015 Semua sekolah• Semua murid kecuali tingkatan 5• Semua guru sekolah
  3. 3. Circle MapThinking Process: Defining in ContextKey Question: How are you defining this thing or idea?Key Words and Phrases: List, define, tell everything you know,brainstorm, identify,brainstorm identify relate prior knowledge describe explore the knowledge, describe,meaningDesign: the topic is in the middle, smaller circle. Everything you knowabout th t i i i th l b t the topic is in the larger circle. A b i l box, th t may b i l d d that be included,around the entire map is a “Frame of Reference” that is used to answerthe question “How did I learn this?” (The frame of reference can be usedaround any of the maps y pCommon Uses: Brainstorm for writing, used as a starting point during theprewriting stage, defining words, identifying audience and author’s pointof viewWriting Mode: Point of View Essay
  4. 4. Science kit Circle Map Internet Help plants Lives in soil Tube shaped body Enemies slimy li are birds earthworms Need 2,700 kind moisture Lay eggs No feet have hair Vibrations NocturnalBooks Teacher
  5. 5. Who measures things?School keeper Mum and Dad chair whiteboard table door floor Table l T bl leg Our bags Height of coat hook What can ourselves We pencils Measure? feet arms books b k head radiator deskWorkmanW km Teacher
  6. 6. Frame of ReferenceWhat is the Frame of Reference?The Frame of Reference can be used with any of the eight maps. Itprovides an area for students to synthesis information, think more deeply,and support th i reasoning. d t their iWhat goes into the Frame of Reference?•How do you know what y know? y you•Elaborate with Extras (E’s) ~or~ Interpret the Information (I’s)
  7. 7. Frame of ReferenceElaborating with the Extras (The E’s) Interpreting Information (The I’s)Include your own personal experiences What is the importance of this experiences. information?Use supporting examples from the text. What inferences can be made?Incorporate evidence from text/world. What influences affect this information?What historical/literary events supportyour ideas?Include further explanation on thesubject.Elaborate on your thinking andreasoning.What expert “opinions” can you find assupport? t?Include excitement or personal feelingsabout the topic.
  8. 8. PEANUTS BY: SCHULZ
  9. 9. Thinking schools schools…..Setting the context The 21 st Century
  10. 10. Group 1From the point of view of a parent What are the skills that are needed? A 21st Century learner
  11. 11. Group 2From the point of view of the school What are the skills that are needed? A 21st Century learner
  12. 12. Group 3From the point of view of an employer What are the skills that are needed? A 21st Century learner
  13. 13. Group 4From the point of view of Malaysia, the country What are the skills that are needed? A 21st Century learner
  14. 14. Bubble MapThinking Process: Describing Qualities;CharacterizationKey Question: How are you describing this thing?What adjectives best describe it?Key Words and Phrases: Describe, use vivid language, describefeelings, observe using the five sensesDesign: The topic being described is in the center bubble. The outerbubbles contain adjectives and adjective phrases describing the topic.Common Uses: Describing things, identifying qualities, charactertraits, attributes and/or properties of things. The Bubble Map is atool for enriching students’ abilities to identify qualities and usedescriptive words.Writing Mode: Descriptive Writing
  15. 15. How would my History teacher see me? ? irritating g disinterested di i t t d under achieving Amy noisy chatty lazy
  16. 16. Double Bubble Map pThinking Process: Comparing and ContrastingKey Question: What are the similar and different qualities of thesethings?Key Words and Phrases: Compare/contrast discuss similarities and Compare/contrast,differences, prioritize essential characteristics, distinguish between,differentiateDesign: In the center circles are the words for the two things beingcompared and contrasted. In the middle bubbles, use terms to showsimilarities. In the outside bubbles, describe the differences. If thereare t many similarities or diff too i il iti differences, students should prioritize and t d t h ld i iti dkeep only the most important.Common Uses: A tool for comparing and contrasting two things.Writing Mode: Comparison Essay
  17. 17. Biology
  18. 18. Tree MapThinking Process: ClassifyingKey Question: What are the main ideas, supporting ideas, and details in information? f ?Key Words and Phrases: Classify, sort, group, categorize, give sufficient and related detailsand related detailsDesign: The category name is on the top line, subcategories on the second level, details under each subcategorylevel details under each subcategoryWriting Mode: Persuasive Essay
  19. 19. Classification of objects in our classroom l LengthLonger than 1 metre Between 1 metre Less than ½ metre and ½ metre
  20. 20. Brace MapThinking Process: Part to whole relationshipKey Question: What are the parts and subparts of this whole physicalobject? bj t?Key Words and Phrases: Part of, take apart, show structureDesign: On the line to the left, the name of the whole object iswritten. On the lines within the first brace, list the major parts. Thesubparts are listed in the next set of braces.Common Uses: Used to analyze physical objects. Can be used withanatomy, boundaries in geography, parts of tangible objects. It is forparts only, for “types” of things, a Tree Map should be used.Writing Mode: Technical Writing
  21. 21. Cranium skull Facial bones Back boneskeleton k l t torso ribs Hip bone femur lower body tibia fibula
  22. 22. Flow MapThinking Process: SequencingKey Question: What happened? What is the sequence of events?What are the sub-stages?Key Words and Phrases: Sequence, put in order, order, recount,retell, what happens next, cycles, patterns, describe processes,describe change, solve multi-step problemsDesign: Each stage of the event is in the larger rectangles. The sub-stages are in smaller rectangles below the larger ones. Not all FlowMaps will have sub-stages. p gCommon Uses: Can be used to plot a story, show historical events insequence, sequence paragraphs for writing, steps in problem solvingin math identifying stage of a life math,Writing Mode: Narrative Writing
  23. 23. Multi Flow MapThinking Process: Cause and Effect; Problem‐SolutionKey Question: What are the causes and effects of this event? What might happen next?Key Words and Phrases: Causes and effects, discuss consequences, what would happen if, predict, describe change, identify motives, discuss strategiesDesign: The event is in the center rectangle.  On the left side, causes of the event.  On the right side, effects of the event.Common Uses: Used to show and analyze cause and effect relationships.  It can also be used with only part of the map showing, such as predicting outcomes. Writing Mode: Prediction; Cause and Effect Essay ii d d d ff
  24. 24. I was upsetI put too much water inI did not measure Mum mademy flour accurately another cake My cake sunk in the middleI opened the oven p It costdoor too soon more money
  25. 25. Bridge Map g pThinking Process: SequencingKey Question: What is the analogy being used?Key Words and Phrases: Identify the relationship, guess the rule,interpret symbolsDesign: On the far left line, write the relating factor. On the top andbottom of the bridge, write in the first pair of things that have this bridgerelationship. On the right side of the bridge, write the second pair withthe same relationship. The line of the bridge represents the relatingfactor between the pair of things.Common Uses: Identifies similarities between relationships. The relatingfactor answers “How are they related?” The Bridge Map should be able tobe read as a complete sentence.Writing Mode: Reasoning by Analogy
  26. 26. Useful WebsitesExamples of each map grades K-6http://fdlrs.brevard.k12.fl.us/ThinkingMaps/default.htmlNewsletters devoted to each Thinking Maphttp://www.kcclc.org/thinkingmaps2?print-friendly=trueChippewa Valley ELA Websitehttp://chippewavalleyela.pbworks.com
  27. 27. Calvin & Hobbes by: Bill Watterson
  28. 28. Sekian,Sekian terima kasih kasih.

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