Final Thinking Maps Cil 701
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Transcript of Final Thinking Maps Cil 701
Thinking MapsThinking Maps
Marie BarkerMarie Barker
Christina BentheimChristina Bentheim
Kathy GostomskiKathy Gostomski
80% of all information that comes into our brain is
VISUAL
40% of all nerve fibers connected to the brain are
linked to the retina
36,000 visual messages per hour may be registered by the
eyes.
-Eric Jensen, Brain Based Learning
What are Thinking Maps? What are Thinking Maps?
Psychological Foundation Psychological Foundation
Based on eight cognitive skillsBased on eight cognitive skillsEach cognitive skill has a specific map to Each cognitive skill has a specific map to
aid students in organizing their thinking in aid students in organizing their thinking in a visual and concrete way.a visual and concrete way.
Circle Map Circle Map for Defining in Contextfor Defining in Context
0 + 6
1 + 5
5 + 1
4 + 2
3 + 3
2 + 4
6 + 0
?sideburns
scarves
Cadillac
May still be
alive
Tree MapTree Mapfor classifying and groupingfor classifying and grouping
Bubble MapBubble Mapfor describing with adjectivesfor describing with adjectives
Double BubbleDouble Bubblefor comparing and contrastingfor comparing and contrasting
Brace MapBrace MapFor Identifying Part/Whole RelationshipsFor Identifying Part/Whole Relationships
Flow MapFlow MapFor Sequencing and OrderingFor Sequencing and Ordering
Multi-Flow MapMulti-Flow MapFor Analyzing Causes and EffectsFor Analyzing Causes and Effects
Bridge MapBridge MapFor Seeing Analogies For Seeing Analogies
“The Scarlet Ibis”Animals as Symbols
Historical Context Historical Context
Advance organizers came about in the 1960s Advance organizers came about in the 1960s with Ausubel and the Discovery learning with Ausubel and the Discovery learning movementmovement
Graphic organizers came onto educational Graphic organizers came onto educational scene during the 1980sscene during the 1980s
Hyerle decided to take it one step further and Hyerle decided to take it one step further and create the same “tools” for specific cognitive create the same “tools” for specific cognitive skills in the mid-1990sskills in the mid-1990s
Philosophical Perspectives Philosophical Perspectives
Students need to be taught how to organize Students need to be taught how to organize thinkingthinking
Students and teachers need to speak a Students and teachers need to speak a common visual languagecommon visual language
Research Base Research Base
No published peer-reviewed studies to dateNo published peer-reviewed studies to dateAll are master’s theses or doctoral dissertations All are master’s theses or doctoral dissertations
OR articles and books written by Hyerle, himselfOR articles and books written by Hyerle, himself
When a doctoral student approached Hyerle When a doctoral student approached Hyerle to conduct a study, he presented two to conduct a study, he presented two reservations …reservations …
Hyerle’s Reasons to Limit ResearchHyerle’s Reasons to Limit Research
If the prescribed program procedures are If the prescribed program procedures are not consistently followed, it might skew the not consistently followed, it might skew the results of the study. results of the study.
Seven months is not an adequate amount Seven months is not an adequate amount of time to conduct a study. It can take of time to conduct a study. It can take years to see effects from the use of years to see effects from the use of Thinking Maps. Thinking Maps.
Effectiveness of Method and Rationale Effectiveness of Method and Rationale
Peer-reviewed research is needed Peer-reviewed research is needed What specifically makes the expensive What specifically makes the expensive
Thinking Maps more effective than Thinking Maps more effective than inexpensive graphic organizers?inexpensive graphic organizers?
Is it just another “next best thing?”Is it just another “next best thing?” Ineffective when every teacher is not trained Ineffective when every teacher is not trained
properly or provided with proper training properly or provided with proper training materialsmaterials