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Thinking Maps

Day 1

How do you know 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?

Better learning will come not so much from finding better ways for the teacher to INSTRUCT...

...but from giving the learner better ways to

CONSTRUCT.
Seymore Papert, 1990

The

overwhelming need for 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

The Neo~Cortex: This is where 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.

You have a million, million brain cells, 167 times the number of people on the planet! Each brain cell is more powerful than a standard personal computer.

How the Brain Processes Information


Senses Register Information

Lost

Areas in the Brain Filter Information

Long

Emotion

Meaning

Term
Memory

Building
Networks
Networks Strengthened

Lost

Networks Extended

A Common Visual Language for Thinking

What are

Based on intelligence research, Thinking Maps combine the cognitive thought processes of learning with the visual representation of information found in graphic organizers

When implemented on a 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.

Thinking Maps is a 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.

Dual coding theory


Knowledge is 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
Mind Mapping Webbing Clustering Concept Mapping

Task-Specific Graphic Organizers


Life Cycles; Science Timelines; History

Thinking Maps
Defining in Context
Describing Compare & Contrast Classifying

Venn Diagrams: Maths

Part-Whole Sequencing Cause & Effect Seeing Analogies

For personal knowledge

For isolated tasks

A Common Visual Language for classrooms & whole schools

Why Thinking Maps?


For Teachers
For assessing students prior knowledge For teaching content knowledge and facilitating thinking For assessing what and how students have learned

For Students
For constructing knowledge by forming patterns of information For transferring thinking processes to content learning For creating final products and promoting metacognition

Visual Tools

Based on thought processes

Thinking Maps

Thought process: Sequencing


When do you use sequencing in:

READING?
WRITING? SCIENCE?

MATHS?
GEOGRAPHY/HISTORY? In every instance, you could use a: FLOW MAP

Visual Tools

Based on thought processes


Thinking Maps

Used in all content areas

Visual Tools

Used by all teachers

Based on thought processes


Thinking Maps

Used in all content areas

A Common Visual Language for Thinking

For defining in context

Notemaking Guide for Learning Thinking Maps


Circle Map
LOOKS LIKE:

NOTES: Topic Everything I know How or where did I learn this?

Can be used for:


Brainstorming Diagnosing prior knowledge Closure/review

THINKING PROCESS:

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

Lay eggs
Vibrations Teacher

Nocturnal

Books

Mathematics

happy Good at sports generally friendly Not really religious competitiv e

Like reading
I can be cheeky to some teachers

loud musical

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

Our classroom chair table door Our bags Height of coat hook

whiteboard
floor

Table leg

pencils
arms radiator

What can We Measure?

ourselves feet head

books

desk

School keeper

Who measures things? chair table door Our bags

Mum and dad

whiteboard
floor

Table leg

Height of coat hook

pencils
arms radiator workman

What can We Measure?

ourselves feet head

books

desk

teacher

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

Task ~ using a Bubble Map, describe Cinderella The frame of reference is Through the eyes of the ugly sisters

How might you apply the Bubble Map?


Think/pair/share

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

Ralph
logical pragmatic

insensitive tremulous Ralph dismissive leader insightful

For comparing & contrasting

Notemaking Guide for Learning Thinking Maps


Double Bubble Map
LOOKS LIKE:

NOTES:

Unique: Common
Alike: Different

Differences

Related to the Venn Diagram


THINKING PROCESS:

Compare/contrast, similar /different

Similarities

Colour Code

Language for Learning pages 36-41

How might you apply the Double Bubble Map?

Think/pair/share

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

Wood Working Class East Cary Middle School

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