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Thinking Maps
Day 1
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Thinkingskills
Everything you knowabout thinking skills
How do you know what you know?
• In a recent lesson, are there times whenusing the Circle Map might have helped?
• In a lesson that you are going to deliverquite soon, is there an occasion when youmight use the Circle Map?
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Better learning will comenot so much from finding
better ways for theteacher to
INSTRUCT...
...but from giving thelearner better ways to
CONSTRUCT.Seymore Papert, 1990
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Making Connections: Teaching and the Human Brain (1994), Caine & Caine
• “The overwhelming need for learners is formeaningfulness… we do not come to understand asubject or master a skill by sticking bits ofinformation to each other.
• Understanding a subject results from perceivingrelationships. The brain is designed as a patterndetector.
• Our function as educators is to provide our studentswith the sorts of experiences that enable them toperceive patterns that connect.”
PEANUTS BY: SCHULZ
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The Neo~Cortex:This is where the higher orderthinking skills such as problemsolving take place. Here the brainworks out patterns and meaning.
The Limbic System:This is the seat of emotions andlong term memory. We rememberbest when our learning has emotionand meaning.
The Reptilian Brain:This part of the brain looks afterbasic survival. Under stress theReptilian Brain blocks theNeo~Cortex and the Limbic Systemfrom thinking and remembering ~learning is slowed down orprevented.
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You have a million, million braincells, 167 times the number ofpeople on the planet!Each brain cell is more powerfulthan a standard personalcomputer.
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Lost
Lost
Long
Term
Memory
Building
Networks
NetworksExtended
How the Brain Processes Information
SensesRegister
Information
Areas in the Brain
Filter Information
Emotion Meaning
NetworksStrengthened
“A Common Visual Languagefor Thinking”
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What are…
®
Based on intelligenceresearch, Thinking Maps®
combine the cognitivethought processes of
learning with the visualrepresentation of
information found in graphicorganizers
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When implemented on a wholeschool basis, Thinking Maps®provide a consistent and braincompatible way for teachersto present information, andfor students to learn andretain it.
Thinking Maps® is not acurriculum, but rather, a setof tools to allow teachers to
present their existingcurriculum in a more
meaningful way.
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Thinking Maps® is a languageof eight visual patterns each
based on a fundamentalthinking process.
36,000 visual messagesper hour may be
registered by the eyes.
40% of allnerve fibresconnected tothe brain arelinked to the
retina
90% of allinformationthat comes
into our brainis visual
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Dual coding theoryKnowledge is stored in two forms:linguistically and non-linguistically.Research proves that the more weuse both systems ofrepresentation, the better we areable to think and recall knowledge
Robert Marzano – Classroom Instruction that Works
Thinking Maps®
Defining in Context
Describing
Compare & Contrast
Classifying
Sequencing
Part-Whole
Cause & Effect
Seeing Analogies
A Common VisualLanguage forclassrooms &whole schools
Brainstorm “Webs”
Mind Mapping
Webbing
Clustering
For personalknowledge
Concept Mapping
Task-Specific GraphicOrganizers
Life Cycles; Science
Timelines; History
For isolated tasks
Venn Diagrams: Maths
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“A Common Visual Languagefor Thinking”
For defining in context
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Notemaking Guide for Learning Thinking Maps
Circle MapLOOKS LIKE:
THINKING PROCESS:
NOTES:
Defining in Contextor Brainstorming
Topic
EverythingI know
How or where didI learn this?
My frame ofreference
Can be used for:
•Brainstorming
•Diagnosing priorknowledge
•Closure/reviewCircle to Tree for Writing
Language for Learningpages 24-29
Circle Map
earthworms
Help plants
Lives in soil
slimy Enemiesare birds
2,700 kind
Lay eggs
Vibrations
Nocturnal
No feethave hair
Needmoisture
Tube shaped body
Science kit Internet
TeacherBooks
By Alex andMichel
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Mathematics
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Bharti
happy
Not reallyreligious
Good at sportsgenerally
friendly competitive
loud Can beargumentative tomy parents
Like reading
musical
Going out with mymates Sympathetic to my
friendsA good listener
Fun to be with
Academically bright
I can becheeky tosometeachers
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What canWe
Measure?
Our classroom
table
chairwhiteboard
floordoor
Table leg
Height of coathook
Our bags
ourselvespencils
feetarms
headradiator
desk
books
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What canWe
Measure?
table
chairwhiteboard
floordoor
Table leg
Height of coathook
Our bags
ourselvespencils
feetarms
headradiator
desk
books
Who measures things?School keeper Mum and dad
workman teacher
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For describing things
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Notemaking Guide for Learning Thinking Maps
Bubble MapLOOKS LIKE:
THINKING PROCESS:
NOTES:
Describing (adjectivesor adj. phrases only)
Attributes: Maths
Properties: Science
Adjective, phrase,character trait
Thing you aredescribing
Adjectives Only!
Language for Learningpages 30-35
• Task ~ using a Bubble Map, describeCinderella
• The frame of reference is “Through theeyes of the ugly sisters”
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How might you apply the Bubble Map?
Think/pair/share
Yates MillsElementary SchoolRaleigh, NC
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Science
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How would my mother see me?
Bharti
untidy
loud
lovingcaring
reliable
lazy
tempestuous
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How would my History teachersee me?
Bharti
disinterested
noisy
lazychatty
Under achieving
irritating
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Ralph
Ralph
pragmatic
insensitive
dismissive
insightful
leader
tremulous
logical
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For comparing & contrasting
Notemaking Guide for Learning Thinking Maps
Double Bubble MapLOOKS LIKE:
THINKING PROCESS:
NOTES:
Compare/contrast,similar /different
Unique: Common
Related to theVenn Diagram
Alike: Different
Similarities
Differences
Colour Code
Language for Learningpages 36-41
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How might you apply the Double BubbleMap?
Think/pair/share
Cinderella Mei Ping andThe Silver
Shoe
Stepdaughter
MeanStep
sisters
Princehas
party
Lostshoe
Marriedprince
goose
FairyGod
Mother
Oldlady
MagicGoose
Feathers
Shoe Inhut
StepDaughters
Older
StepDaughterYounger
MagicWand
Mice
PrinceWenthouseto house
By Marisa
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Biology
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Wood Working Class
East Cary Middle School
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Bhartiby self
Bhartiby others
Loud
competitive
sporty
clever
cliquey
Can bethreateningat times
Has to becentre ofattention
friendly
Loyal to herspecial groupof friends
Lazy at times
A good listener
popular
Cheeky tosome
teachers
charming
A gooddaughter
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Compare and contrast
Sunil’sbag
Jordan’sbag
PencilCase18 cm
Ruler30 cm
NoteBook
13cmx15cm
Lunch box15x18x9cm
Colouredpencils case17x15cm
Yellowpencil12 cm
Rubber6cmx1.5cm
Bag35cmx30cm
Trainerssize2
Readingbook
29.5x20.5cm
YellowPencil15 cm
Rubber4cmx2cm
Bag30cmx25cm
TrainersSize 3
ReadingBook
20x22cm
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Ralph Jack
competitive
Dismissive of thosewho are less ablethan themselves
Belief in rulesNeeds to be a leaderfor his self esteem
Needs the toolsof leadership
To fulfil his role
Uses violence toassert his authority
Innate beliefin the responsibility
of leadership
pragmatic
Physicallypowerful
Exudes authority
sarcastic
Acts forshort gain
Belief in theEnglishness of justice Full of bravado
Is disgusted bywhat they have
become
Both use other peopleTo support their aims
He has an easeof privilege
Calvin & Hobbes by: Bill Watterson
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For classifying things
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Notemaking Guide for Learning Thinking Maps
Tree MapLOOKS LIKE:
THINKING PROCESS:
NOTES:
Classify/Group/Sort
Types of...
Kinds of...
Title, topic or category
Categories orgroups
Details, examples Inductive/Deductive
Language for Learningpages 42-47
• Task ~ classify musical instruments intodifferent categories.
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How might you apply the Tree Map?
Think/pair/share
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Classification of objects in ourclassroom
Length
Longer than 1 metre Less than ½ metreBetween 1 metreand ½ metre
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NARRATIVE WRITING
SCORING CRITERIA
Main Idea SupportingDetails
Organisation Coherence
The writer mustclearly establish afocus as it fulfillsthe assignment of
the prompt.
He/She must stickto the subject
matter presented inthe prompt in order
to strengthen themain idea.
The writer providessufficient
elaboration topresent events
clearly.
Details must berelated to the
subject matter andwhat happens in the
narrative.
The effective use ofconcrete, specificdetails strengthensthe power of the
response.
A clear sequence ofevents is essentialfor a successful
narrative.
The narrative mustadvance step by
step through time.
The writerestablishes a sense
of beginning,development, and
ending in thecomposition.
The sentences arelogically connected.
The writerestablishes
relationshipsbetween and among
the ideas, causes,and/or statements in
the composition.
The writer may usecommon devices toachieve coherence:
pronouns,synonyms,
connectives,transitional words.
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Perceptions important in
Employment Social Relationships
Job interview
Followinginstructions fromboss
Attitude to work
Promotionprospects
Trustworthiness
The way you speakto employees
Queuing
Meeting newpeople
Choosing clothes
Language used
Body language
Making animpression on asports coach
Putting over yourviews
Sharing
Dominating
Trustworthiness
Loyalty
Betrayal
Questions for leadership candidates
Personal qualities Experience Self knowledge
How do you knowthat you wouldmake a goodleader?
What have peoplesaid to you intimes ofemergency orstress whichsupports yourapplication ?
Please givesome examplesof leadershiproles you havehad
What have youlearnt aboutthe role of aleader fromtheseexperiences?
What are the essentialqualities that a leaderneeds to have?
What qualities do youhave which would makeyou a good leader?
What qualities wouldyou need to develop?
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A good story
Language Characters Sequencing
Adjectives
Verbs
Adverbs
Direct speech
Language whichdescribes aspecific character
Characters need tohave ‘conflict’
Some characters willbe more importantthan others
Characters can thinkdifferently from whatthey say
Characters havedifferent personalities
The beginning makesyou want to hear orread more
It is not confusing
We don’t alwaysknow what is comingnext
The ending issurprising
Words in the story that make it interesting
Windy
Wind tossed
Huge
Fat
Smart
Fair
Golden
Handsome
melted
Action:Verbs
Look out!
Trouble
Oh no!
Kiss the frog
Laughed til shesplit her trousers
Stop that
Whoosh
Changed back
Describing:Adjectives
Phrases/short sentences
Flew
Blew
Swim
Rescue
Cried
Laughed
Changed
Turned
Sighed
Opened
yelled
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For seeing parts of a whole
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Notemaking Guide for Learning Thinking Maps
Brace MapLOOKS LIKE:
THINKING PROCESS:
NOTES:
Part/wholerelationships, structure
Parts of…
Physical,tangibleobjects
Whole
Parts
Sub-parts
Language for Learningpages 48-53
• Task ~ develop a Brace Map of a pen –what are the constituent parts? Do any ofthe parts break down into sub-parts?
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How might you apply the Brace Map?
Think/pair/share
skeleton
skull
torso
lower body
Cranium
Facial bones
Back boneribsHip bone
femurtibia
fibula
By Brett
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Science
Technology
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eyes
ears
nose
mouth
face
lipstongueteeth
For seeing events in sequence
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Notemaking Guide for Learning Thinking Maps
Flow MapLOOKS LIKE:
THINKING PROCESS:
NOTES:
Sequence, Order,Cycles, etc.
Plots,Processes,Chronology
Major Stage
Substages
Can go in anydirection
Language for Learningpages 54-59
• Task ~ use a Flow Map to sequence your‘Dream Day’
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How might you apply the Flow Map?
Think/pair/share
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Yates Mills Elementary SchoolRaleigh, NC
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Flow Chart
My mum asked meTo wash up because
we were going tovisit my gran.
I refused becauseit wasn’t my turn.
My mum accusedme of being selfish
I said she alwaysgave in to my brother
My brother madea sexist remark
My mum didn’tcriticise him
I flew into a temperand stormed out
My mum cameafter me
I got groundedfor a week
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Using a flow chart to help you
• Make a box out of card that will be bigenough to hold your trainers
• Think of all the things you will need todo and put them in a sequence that youcan follow
• Discuss the process in pairs and makethe flow chart together
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Make a tapemeasure out
of paperCheck it is accurate
Measure the lengthof my shoe
Measure the widthof my shoe
Measure the heightof my shoe
Record it
Record it Record it
Take a piece of cardA pair of scissors
sticky tape
Using the straightedge to help me
Measure the heightPlus one centimetre
Draw a lineto mark it
on the paper
Measure thewidth plus
one cm
Join the lines andcut out my base
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For understanding cause &effect
Notemaking Guide for Learning Thinking Maps
Multi-Flow MapLOOKS LIKE:
THINKING PROCESS:
NOTES:
Cause & EffectReasoning, Prediction
Causal ExplanationCauses
Event
Effects,Outcome
ProjectingConsequences
Analyzing Effects“if-then”
“when… then”
Can be one-sided
Language for Learningpages 60-65
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How might you apply the Multi Flow Map?
Think/pair/share
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Behaviour ReflectionsName ________Date _________
Reasons for mybehaviour
Consequences ofmy behaviour
Description ofmy behaviour
Plan for improvement_________________________________________________________________________________
Pupil _________________Teacher ______________Parent _______________
Conflict Resolution
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WorldHistory
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Argument betweenmum and girl
Both very angry
Girl is grounded
Bad blood betweenbrother and sister
Girl feels let down
Mum feels she isalways in middleand always seen
as wrong
Mum forgot whohad washed up last
Girl flew off handle
Mum tried to asserther authority
Mum didn’t bringbrother in to discussion
Neither mum norgirl listened to
each other
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I put too muchwater in
I did not measuremy flour accurately
I opened the ovendoor too soon
My cake sunkin the middle
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I put too muchwater in
I did not measuremy flour accurately
I opened the ovendoor too soon
My cake sunkin the middle
I was upset
Mum madeanother cake
It costmore money
Cause Event Effect
Simon’s death
The precedentwas set for Wilfred’s
beating and Piggy’smurder
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For seeing analogies
Notemaking Guide for Learning Thinking Maps
Bridge MapLOOKS LIKE:
THINKING PROCESS:
NOTES:
Seeing Analogies,Transferring Similar
Relationships
How are theyrelated?RF: __________
Similar relationships
Relating or CommonFactor
Language for Learningpages 66-71
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How might you apply the Bridge Map?
Think/pair/share
Chemistry
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Analogies
Eyes
head foot
toes Fingers
hand
knee
?
Relating factor: is/are a smaller part of the
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Relating Factor
as as as
Thinking
Learning
Must be implemented ona whole school basis.
Implementation consistsof staff developmentand training materials
for each teacher.
®