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ALAT VISUAL PETA PEMIKIRAN (THINKING MAPS)

What are

For defining in context

How do you know what you know?

Everything you know about thinking skills


Thinking skills

Notemaking Guide for Learning Thinking Maps


Circle Map
LOOKS LIKE:

NOTES: Topic Everything I know

Can be used for: Brainstorming

How or where did I learn this?


THINKING PROCESS:

Diagnosing prior knowledge


Closure/review

Defining in Context or Brainstorming

My frame of reference

Circle to Tree for Writing

Language for Learning pages 24-29

Science kit

Circle Map
Help plants Lives in soil Tube shaped body

Internet By Alex and Michel

slimy
Need moisture

Enemies are birds

earthworms

2,700 kind

No feet have hair Books

Lay eggs Vibrations Teacher

Nocturnal

Mathematics

happy Good at sports generally friendly loud musical Like reading I can be cheeky to some teachers Not really religious competitiv e Can be argumentative to my parents

Bharti

Going out with my mates

Sympathetic to my friends A good listener Academically bright Fun to be with

Our classroom chair table Table leg Our bags Height of coat hook pencils arms radiator books desk door

whiteboard floor

What can We Measure?

ourselves feet head

For describing things

Notemaking Guide for Learning 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

Yates Mills Elementary School Raleigh, NC

Science

How would my mother see me?


tempestuous untidy

lazy Bharti loud

reliable caring loving

How would my History teacher see me?


irritating
disinterested

Under achieving

Bharti

noisy

chatty

lazy

For comparing & contrasting

Notemaking Guide for Learning Thinking Maps


Double Bubble Map
LOOKS LIKE:

NOTES:

Unique: Common Alike: Different Related to the Venn Diagram

Differences

THINKING PROCESS:

Compare/contrast, similar /different

Similarities

Colour Code

Language for Learning pages 36-41

Mice

Step daughter

goose
Step Daughter Younger

Step Daughters Older

Mean Step sisters

Cinderella
Fairy God Mother

Prince has party

Mei Ping and The Silver Shoe

Old lady

Lost shoe Magic Wand


Prince Went house to house

Magic Goose Feathers

Married prince

Shoe In hut

By Marisa

Biology

Lazy at times

Loud

cliquey

A good listener

competitive

Can be threatening at times Cheeky to some teachers Has to be centre of attention Loyal to her special group of friends

popular

Bharti by self

sporty

Bharti by others

charming

clever

A good daughter

friendly

Belief in rules

Dismissive of those who are less able than themselves

Needs to be a leader for his self esteem Needs the tools of leadership To fulfil his role Uses violence to assert his authority Physically powerful Exudes authority

Innate belief in the responsibility of leadership pragmatic sarcastic He has an ease of privilege Belief in the Englishness of justice Is disgusted by what they have become competitive

Ralph

Jack

Both use other people To support their aims

Full of bravado Acts for short gain

For classifying things

Notemaking Guide for Learning Thinking Maps


Tree Map
LOOKS LIKE:

NOTES: Title, topic or category

Types of...

Categories or groups Details, examples

Kinds of...
Inductive/ Deductive

THINKING PROCESS:

Classify/Group/Sort

Language for Learning pages 42-47

Classification of objects in our classroom


Length

Longer than 1 metre

Between 1 metre and metre

Less than metre

NARRATIVE WRITING

SCORING CRITERIA
Main Idea
The writer must clearly establish a focus as it fulfills the assignment of the prompt.

Supporting Details
The writer provides sufficient elaboration to present events clearly. 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.

Organisation
A clear sequence of events is essential for a successful narrative. The narrative must advance step by step through time. The writer establishes a sense of beginning, development, and ending in the composition.

Coherence
The sentences are logically connected. 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.

He/She must stick to the subject matter presented in the prompt in order to strengthen the main idea.

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
Please give some examples of leadership roles you have had

Self knowledge

How do you know that you would make a good leader? What have people said to you in times of emergency or stress which supports your application ?

What have you learnt about the role of a leader from these experiences?

A good story

Language
Adjectives Verbs

Characters

Sequencing
The beginning makes you want to hear or read more It is not confusing

Characters need to have conflict

Adverbs
Direct speech Language which describes a specific character

Some characters will be more important than others


Characters can think differently from what they say Characters have different personalities

We dont always know what is coming next


The ending is surprising

Words in the story that make it interesting


Action: Verbs Flew Blew Swim Rescue Cried Phrases/ short sentences Look out! Trouble Oh no! Kiss the frog Laughed til she split her trousers Stop that Whoosh Changed back

Describing: Adjectives Windy Wind tossed Huge Fat Smart Fair Golden Handsome

Laughed
Changed Turned

melted

Sighed
Opened yelled

For seeing parts of a whole

Notemaking Guide for Learning Thinking Maps


Brace Map
LOOKS LIKE:

NOTES: Whole

Parts of
Sub-parts
Parts

Physical, tangible objects

THINKING PROCESS:

Part/whole relationships, structure

Language for Learning pages 48-53

By Brett

Cranium skull Facial bones Back bone ribs

skeleton

torso

Hip bone
femur

lower body

tibia

fibula

Science

Technology

For understanding cause & effect

Notemaking Guide for Learning Thinking Maps


Multi-Flow Map
LOOKS LIKE:

NOTES: Causes Event

Causal Explanation Projecting Consequences Analyzing Effects if-then when then

THINKING PROCESS:

Cause & Effect Reasoning, Prediction

Effects, Outcome

Can be one-sided

Language for Learning pages 60-65

Behaviour Reflections
Reasons for my behaviour

Name ________ Date _________


Description of my behaviour

Consequences of my behaviour

Plan for improvement

___________________________ ___________________________ ___________________________

Pupil _________________ Teacher ______________ Parent _______________

Conflict Resolution

World History

Mum forgot who had washed up last

Both very angry

Girl flew off handle

Mum feels she is always in middle and always seen as wrong

Mum tried to assert her authority

Argument between mum and girl

Girl is grounded

Mum didnt bring brother in to discussion

Bad blood between brother and sister

Neither mum nor girl listened to each other

Girl feels let down