TEACHING STUDENTS THINKING MAP NOTES 1
Teaching Students Thinking Map Notes
By Susan Bearden
Submitted in Partial Fulfillment of the
Requirements for the
Master of Arts Degree
in
Education
California State University San Marcos
November 2017
TEACHING STUDENTS THINKING MAP NOTES 2
Abstract
A plethora of curricula are available to teach note taking, but teachers and students are in need of
a predictable, consistent, and flexible system of concept representations that can convey content
and stimulate thinking at a higher level without adding to workload. The purpose of this project
was to develop a handbook entitled Map This: Let’s Talk About Notes! for secondary teachers
that includes lessons designed specifically for students to learn to use Thinking Maps to take
notes and represent content and the relationships among content for their informational texts. The
unit is a handbook entitled Map This: Let’s Talk About Notes! This project was designed as a
set of lessons to introduce students to each of the eight basic Thinking Maps, Circle Map and
Tree Map Notes.
Keywords: informational text, note taking, Thinking Maps
TEACHING STUDENTS THINKING MAP NOTES 3
Table of Contents
Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
Chapter One: Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Setting the Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Thinking Maps for Improved Accessibility and Comprehension . . . . . . . . . . . . . . . . . . . .6
Purpose and Significance of the Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Chapter Two: Literature Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Theoretical Foundations for Thinking Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Universal Design for Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Ways in Which Thinking Maps Can Increase Access to the Content, Product, and Process
of Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
Research-Based Strategies for Increasing Student Achievement that Support Thinking
Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
Chapter Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
Chapter Three: Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Audience and Setting(s) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Materials Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
Procedures for Developing the Lessons of the Project. . . . . . . . . . . . . . . . . . . . . . . . . . .32
Chapter Four: Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Chapter Five: Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Limitations of the Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
TEACHING STUDENTS THINKING MAP NOTES 4
Next Steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
Lessons Learned. . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Appendix A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
TEACHING STUDENTS THINKING MAP NOTES 5
Chapter One
Introduction
Setting the Context
Moving Forward, a pseudonym for the author’s school, is a public charter high school run
by a southern California county office of education in which this teacher researcher currently is
employed. It is a dropout recovery program that serves students throughout the county ages 16
to 23, offering them the opportunity to earn a traditional high school diploma free of cost.
Because it is a dropout recovery program, most of the students are at-risk for academic failure
and have not experienced academic success. According to the School Accountability Report
Card for 2015/2016 (http://www.rcoe.us/student-program-
services/files/2012/09/2016_SARC_Come_Back_Kids_Charter.pdf) only 18% of students met or
exceeded English Language Arts standards on the California Assessment of Student Performance
and Progress (CAASPP).
Consider my personal experience in a previous employment setting as an educator in this
context that drew me to learn more about graphic organizers, in general, and thinking maps, in
particular.
Two new students were reading five or more years below grade-level in an
independent study setting where they receive one hour per week of direct
instruction. The administrator's response to a request for an intervention
curriculum was “Teach to the standards with the same curriculum every
student uses. We’re a small school. We don’t have the resources to purchase
an intervention curriculum, just make it work!” Current resources included
high school textbooks, minimal training in Thinking Maps, and two
TEACHING STUDENTS THINKING MAP NOTES 6
reluctant students. This educator needed a crash course in how to teach
these girls to make meaning of what they were reading and fast.
It has been this teacher researcher’s experience that many students are under-educated in
the use of tools and strategies such as note taking for accessing and representing what they are
learning. Many of my secondary-aged students also seem to lack an understanding of the basic
structures of informational text, impeding their ability to learn from traditional textbook-based
formats and perhaps contributing to dropout rates. Further, what may appear to be reluctance to
take notes may actually be or represent a lack of understanding of the purposes and benefits of
note taking. Students may not understand why note taking and representing their thinking and
learning in graphic representations such as graphic organizers might be important. Consider this
recent exchange with some of my students.
Reviewing the course syllabus, one of my 18 – 21 year old adult students turned
to his teacher and asked, “Do I have to take notes or can I just copy the
vocabulary words?” When asked why he didn’t want to take notes, he (and
most other students) stated that they really didn’t know what to put in the notes
other than vocabulary words.
Thinking Maps for Improved Accessibility and Comprehension
The use of graphic organizers is one of nine research-based instructional strategies for
increasing student performance (Marzano, Pickering, & Pollock). Students taught to use graphic
organizers such as Thinking Maps concept maps are better able to comprehend informational
texts and retain the relevant concepts (O’Donnell, Dansereau, Hall, 2002). Thinking Maps are
particularly salient note taking strategies because they have the unique advantage of teaching
content, cognition, and structure simultaneously, which research has shown improves retention
TEACHING STUDENTS THINKING MAP NOTES 7
(Ponce, & Mayer, 2014). For novice readers, using Thinking Maps allows them to identify their
thought process and understand the structure of the expository text. For students at risk of
dropping out of school and those performing significantly below grade level, direct instruction
and guided practice in the use of concept mapping graphic organizers can play a vital role in
academic success and school completion. Therefore, it is this author’s thesis that instructional
time must build into the instructional day, week, and year to develop students’ skills in and
understanding of the usefulness of concept maps in their learning. Students can come to embrace
using a strategy such as concept mapping once they experience and see it has a direct benefit to
their present success.
Purpose and Significance of the Project
The purpose of this project is to develop an instructional unit for secondary teachers that
includes lessons designed specifically for students working below their full potential and at risk
of dropping out of school to learn to use thinking maps to take notes and represent content and
the relationships among content in informational text. The curriculum that is the product of this
project is significant in that it enables teachers to provide students with strategies to select among
and use Mind Map graphic organizers to summarize main concepts of texts (and other learning
experiences) and draw connections with prior knowledge, other content areas, and life
experiences. Application of the lessons included in the unit can have a long-term impact.
Namely, students are prepared to enter current and future learning and work situations with
enhanced skills for analyzing information, which, in turn, can facilitate making more informed
decisions, overall.
TEACHING STUDENTS THINKING MAP NOTES 8
Definition of Terms
Key educational terms used in the chapters that follow and in the handbook that is the
product of this project are the following.
Bloom’s Taxonomy
Bloom’s taxonomy is a hierarchical organization of metacognitive skills from low to
high. It is often used to determine the cognitive demands of a task (Bloom, 1976).
Frame of Reference
The frame of reference is a “metacognitive frame” that gives students a means to examine
their learning and think about their thinking. This is where skilled mappers draw connections
between disciplines and to life experience or prior knowledge (Hyerle & Yeager, 2007).
Interdisciplinary Connections
Interdisciplinary connections occur when students forge links between traditionally
discrete disciplines such as mathematics, the sciences, social studies or history, and English
language arts (Interdisciplinary Teaching 2017).
Mind Map
“Mind maps are diagrams used to represent words, ideas, and other concepts arranged
around a central word or idea” (Wheeldon, p. 510, 2011).
Thinking Map
“Thinking Maps is a language of eight visual patterns each based on a fundamental
thinking process. These patterns are used individually and in combination across every grade
level and curriculum area as an integrated set of tools for life-long learning (Hyerle & Yeager, p.
2, 2007.)”
TEACHING STUDENTS THINKING MAP NOTES 9
Universal Design for Learning
Universal design for learning (UDL) “involves constructing curriculum, instruction, and
assessments that anticipate the preferences and needs of learners” (Thousand, Villa, Nevin, p. 12,
2015). UDL strives to provide access to learning for all students by providing students with
multiple ways of representing and accessing content (i.e., the content and objectives of learning),
multiple ways for showing what they know (i.e., the product), and multiple ways for students to
interact with content, one another, and their instructors (i.e., the process of learning).
The Eight Thinking Maps
Integral to this project are the Thinking Maps that form its foundation. The following is
an example and brief explanation of each map.
Circle Map
A Circle Map defines in context. After putting the target term in the center one then jots
down everything known about the topic. This takes a traditional brainstorm to a deeper level
when we add the Frame of Reference in which we explain where we learned the information and
how it connects to something we already know. Skilled mappers may embed a critical thinking
question into the Frame of Reference. See Figure 1 for a sample Circle Map.
Bubble Map
Bubble Maps describe a term, person, or idea. Descriptions include ONLY adjectives
and adjective phrases. Skilled mappers might include a Frame of Reference that gives examples,
evidence, or citations for each descriptor. This map is ideal for character development. See
Figure 3 for a sample Bubble Map.
TEACHING STUDENTS THINKING MAP NOTES 10
Figure 1. A blackline master for a Circle Map
Figure 2. A Circle Map defining measures
of Multiple Intelligence with a Frame of Reference explaining why there are controversies about
the different measures
Figure 3. A Bubble Map blackline master
TEACHING STUDENTS THINKING MAP NOTES 11
Figure 4. A Bubble Map describing an individual who meets the school-wide learning outcomes
with explanations for each description and a simple Frame of Reference
Double Bubble Map
Figure 5. A blackline master for a Double Bubble Map
TEACHING STUDENTS THINKING MAP NOTES 12
Figure 4. A Double Bubble Map comparing Central America and the Caribbean
Double Bubble Maps compare two things, people, or ideas. Similar to a Venn Diagram,
a Double Bubble Map more closely demonstrates the relationship of each item to the target
terms. Target terms are placed in large circles placed on opposite sides of the field. Similarities
are listed between the circles and connected to both. Differences go along the outside connected
to the circle to which they refer. Skilled mappers may use a Frame of Reference to explain how
perspective influenced their information. See Figure 3 for an example of a Double Bubble Map.
Sequence/Flow Map
A Sequence/Flow Map is used to sequence steps in a process, story, set of directions
etcetera. This map is wonderful when examining cycles. Each step is placed in a box with an
arrow connecting it to the next step. Sub steps appear beneath a box and connected to the step to
which they belong. A skilled mapper might include a Frame of Reference that explains how we
know what we do about the topic and makes a connection to something else we already know or
answers a critical thinking question. See Figure 4 for an example of a Sequence/Flow Map.
TEACHING STUDENTS THINKING MAP NOTES 13
Figure 5. A blackline master of a Flow Map
Figure 6. A Sequence/Flow Map sequencing the steps of coal formation
Tree Map
Tree Maps classify or categorize information. The topic is written across the top and
each “branch” of the tree is a category beneath which details are listed. A skilled mapper may
include a Frame of Reference to explain the origin of the information on the map and discuss the
TEACHING STUDENTS THINKING MAP NOTES 14
impact of perspective or answer a critical thinking question. See Figure 5 for an example of a
Tree Map.
Figure 7. A blackline master of a Tree Map
Figure 8. A Tree Map classifying the levels of the earth’s exterior
TEACHING STUDENTS THINKING MAP NOTES 15
Multi-Flow Map
Multi-Flow Maps elucidate cause and effect. The target term is written in a box in the
center. Causes are listed to the left and effects to the right. Frequently, this map will be used
with either cause or effect in isolation. A skilled mapper may include a Frame of Reference that
explores the influence of perspective or answers a critical thinking interdisciplinary connection
question. See Figure 6 for an example of a Multi-Flow Map.
Brace Map
A Brace Map scrutinizes part to whole relationships. The item examined is listed outside
the bracket and the components and subcomponents inside the bracket. Skillful mappers might
choose to create a Frame of reference to discuss interdisciplinary connections and how they
know the information. See Figure 7 for an example of a Brace Map.
Figure 9. A blackline master of a Multi Flow Map
TEACHING STUDENTS THINKING MAP NOTES 16
Figure 10. A Multi-Flow Map depicting a student’s best and worst actions
Figure 11. Blackline master of a Brace Map
TEACHING STUDENTS THINKING MAP NOTES 17
Figure 12. A Brace Map describing a student’s favorite band
Bridge Map
Bridge Maps represent analogies. They have a relating factor that explains how the terms
are related. Pairs of target terms are written above and below a line and connected with a bridge
to string together multiple analogies. These maps are more abstract than most and so are a true
graphic representation of the student’s thought process. A skilled mapper might include a Frame
of Reference explaining how they know the information and drawing an interdisciplinary
connection or answering a critical thinking question. See Figure 8 for an example of a Bridge
Map.
Figure 13. Blackline master of a Bridge Map
TEACHING STUDENTS THINKING MAP NOTES 18
Figure 14. A Bridge Map relating factors responsible for and Frame of Reference connecting the
topic to experience
TEACHING STUDENTS THINKING MAP NOTES 19
Chapter Two
Literature Review
In my search for best practices in both facilitating reading comprehension and note taking
strategies for the students that I currently serve (i.e., alternative education high school students), I
examined literature that offered both theoretical foundations and research-based support for
using and developing the lessons for teaching Thinking Maps that are the product of this project.
What follows are literatures reviews on the following topics: (a) theoretical foundations for
Thinking Maps (b) Universal Design for Learning, (c) Thinking Maps as visual scaffolds, and
(d) research-based strategies for increasing student achievement that supports Thinking Maps.
Theoretical Foundations for Thinking Maps
Any discussion or analysis of higher-order thinking must include Benjamin Bloom’s
Taxonomy of Thinking (Bloom, 1976). Benjamin Bloom and his associates conceptualized a
classification system comprised of six categories of metacognitive skills separated into higher-
and lower-order thinking skills. Lower-order skills include knowledge, comprehension, and
application while higher-order thinking skills involve analysis, synthesis, and evaluation
(Himmele, & Himmele, 2017). Educators have long strained to encourage and nurture students’
higher-order thinking skills.
Standing on the shoulders of Bloom’s Taxonomy is the work of Norman Webb (1997).
He shifted the focus of his model from cognition to curricular depth in his creation of the Depth
of Knowledge (DOK), which has enjoyed widespread popularity since its inception in 1997.
This model has four levels (i.e., recall, application of skills and concepts, strategic thinking, and
extended thinking) that are more cyclical than hierarchical. Tasks at any level may involve
TEACHING STUDENTS THINKING MAP NOTES 20
several or all of the skills from Bloom’s Taxonomy. DOK’s purpose is to describe and examine
the context of students’ skills and understandings (Himmele, & Himmele, 2017).
Both DOK and Bloom’s Taxonomy are theoretical foundations for the application of
Thinking Maps with students in that both frameworks not only describe but encourage educators
to develop students’ higher-order thinking skills. As described on the Thinking Maps home
website, “Thinking Maps are consistent visual patterns linked directly to eight specific thought
processes. By visualizing our thinking, we create concrete images of abstract thoughts. These
patterns help student reach higher levels of critical and creative thinking – essential components
of 21st Century education” (https://www.thinkingmaps.com/why-thinking-maps-2/). As students
take ownership of Thinking Maps they cultivate higher-order thinking skills and require fewer
scaffolds until, eventually, they can posit and answer their own critical thinking questions. Each
of eight Thinking Maps offers students formats for them to cogitate and record connections to
other content areas, prior knowledge, and the context in which they learned the latest
information. All of this generates a schema for the student to connect this current information
with old and reinforce new memory patterns. Highly skilled educators cement the process by
embedding critical thinking questions to guide students in making the desired connections. In
this way Thinking Maps become a launch pad for student ownership of cognition and analysis
skills.
Universal Design for Learning
Commenting on the principles of universal design and its application in education,
McGuide, Scott, and Shaw pose the question, “Who would argue against an approach that
anticipates diversity and proactively builds in features to accommodate the range of human
diversity, whether it be in diverse needs for accessing physical space or in diverse needs relating
TEACHING STUDENTS THINKING MAP NOTES 21
to learning and instruction?” (2006, p. 173). Grounded in a search for ways to improve
instructional strategies, the pedagogy of Universal Design for Learning (UDL) is imminently
appealing as a vehicle for the creation of an equitable environment for all students. UDL
involves the intentional creation of curricula and lessons that are accessible to all students in the
classroom without adaptation or modification. This reduces teacher workload and increases the
amount of time available to work directly with students in ways that are more conducive to each
student’s individual learning style. Three access points allow for planning a Universal Design
lesson. Teachers first identify the content the student expects to learn, then discern the process
the student will follow to make meaning of that content and finally examine the product by
which the student will demonstrate their understanding (Thousand, Villa, & Nevin, 2015).
Ways in Which Thinking Maps Can Increase Access to the
Content, Product, and Process of Instruction
Application of the UDL process allows teachers to inform instruction in such a way that
all students obtain equitable access to a rigorous curriculum. Thinking Maps offer access to
students who are reading below grade-level, English learners, and students with other disabilities
that impact their ability to access grade level text. Using and choosing among Thinking Maps to
take notes from a text allows students to determine which thought process best connects to the
current content and to make connections both with prior knowledge and knowledge in other
content areas. A Thinking Map is a scaffold that affords students access to the rigorous content
of a text and lesson, which is then gradually removed as students’ skills develop.
An advantage of using Thinking Maps in the UDL model is the adaptability of the maps
at all three of the UDL access points. For example, in a jigsaw activity on force and momentum,
students might use a Circle Map to explain initial force (content) to classmates who then create a
Double Bubble Map comparing force and momentum (process). Groups of students then could
TEACHING STUDENTS THINKING MAP NOTES 22
present their findings to the class (product) using the information on the Double Bubble Map.
Thinking Maps also can be used to record information over the course of a project and serve as
formative assessments. For example, students learning the vocabulary of a new unit with Circle
Maps might use those same maps to demonstrate their mastery of the content. The inherent
flexibility of Thinking Maps makes them an everyday UDL tool that does not grow stale with
extended use.
Thinking Maps and the Connecting of Concepts
Thinking Maps call upon students to make broad connections between concepts, prior
knowledge and life experience; students trained in the use of maps are more likely to make broad
connections between ideas and experiences (Wheeldon, 2011). Nesbit and Adesope (2006)
report that students who make maps are better at making internal connections with texts,
allowing them to comprehend more of what they read as well. Training in the use of concept
maps such as Thinking Maps also increases cognition and knowledge transfer (O’Donnell,
Dansereau, & Hall, 2002). Tseng, Chang, Lou, Tan, and Chiu (2012) also found that perception
facilitated by concept mapping allows for greater transfer of knowledge from one content area to
another. Kimberly Williams explained that, “By using the Frame of Reference, we are giving
students a visual tool that engages them in transferring the new knowledge into their own world
of experiences and perceptions” (p. 30, 2011).
Thinking Maps as Visual Scaffolds
Having a reliable note taking system increases student motivation and understanding
(Eades, & Moore, 2007). Thinking Maps provide students with reliable note taking systems
while offering visual access to content for learners who have low verbal ability (O’Donnell,
Dansereau, & Hall 2002).
TEACHING STUDENTS THINKING MAP NOTES 23
Thinking Maps also have the potential for increasing students’ literacy skills. Namely,
graphic organizers such as Thinking Maps have been shown to be useful intervention strategies
for improving reading comprehension (Oliver, 2009) especially when scaffolding language tasks
for students who are English learners (Baker, 2015). Chang, Sung, and Chen (2002) also have
documented the positive effect of concept mapping on enhancing students’ comprehension and
summarization.
Additionally, Thinking Maps have the potential to increase students’ understanding of the
underlying structures of expository texts, and understanding the underlying structures of
expository text can significantly improves a student’s ability to comprehend material. Teaching
text structures in isolation does not help students understand how each text structure relates to a
different type of thought process. This is where Thinking Maps shine as literacy scaffold. Each
map’s structure visually represents a different thought process (Hyerle, & Yeager, 2007).
Teaching students to recognize text structures through the use of parallel Thinking Maps can
enable students to make the connection that text structures represent different thought patterns
and eventually understand how people write to convey information, which, in turn, can broaden
their own writing skills as well as their ability to comprehend and take notes from grade-level
texts.
Research-Based Strategies for Increasing Student
Achievement that Support Thinking Maps
In the seminal work, Classroom Instruction That Works: Research-Based Strategies for
Increasing Student Achievement Marzano, Pickering, and Pollock (2001) discussed nine sets of
research-based strategies for improving student achievement. Referred to by novice and veteran
educators alike, this book details not only effective teaching strategies, but an aggregate of
educational research supporting each strategy. In the following section of the literature review,
TEACHING STUDENTS THINKING MAP NOTES 24
the author first describes eight of the nine sets of research-based strategies and then describes
how one or more of the eight Thinking Maps connect with and/or facilitates the implementation
of the best practice.
Identifying Similarities and Differences
Presenting students with, asking them to identify, and use graphic or symbolic
representations of similarities and differences is a cognitively rigorous process that enhances
students’ understanding of and ability to use knowledge. This skill encompasses the ability to
compare, classify, and create metaphors and analogies (Marzano et al., 2001). Thinking Maps
are a potent instrument for utilizing each of eight different thought processes. Each map is a
visual representation that succinctly defines the thought process. A student well versed in
Thinking Maps will see a question asking her/him to compare the experiences of Native
Americans on the Trail of Tears with those of Japanese Americans sent to internment camps
during World War II and automatically create a Double Bubble Map to help them visualize and
express those similarities and differences. The same student will use a Bridge Map when asked
to draw an analogy between the parabolas in Algebra and the plot structure of the assigned novel
in English.
Summarizing and Note Taking
To accurately summarize material students must first understand it on a deep level and
then they must selectively delete, substitute, and keep some information (Marzano et al., 2001).
An awareness of the explicit structure of informational text aids in its summary. Synchronous
use of Circle and Tree Map Notes does exactly this for students. Circle Map Notes allow
students to activate prior knowledge and examine the structure of a text prior to reading,
providing better access to the meaning of the curriculum. Following this with Tree Map Notes
TEACHING STUDENTS THINKING MAP NOTES 25
grants students the liberty of more deeply examining the inherent structure of the text to
determine the branches of their Tree Map. Repeated exposure to this strategy along with gentle
guidance from the teacher prompts the student to discern the structures of informational text and
apply them to note taking. A deeper grasp of a writings’ structure can open students’ minds to a
richer contextual cognizance.
Reinforcing Effort and Providing Recognition
Students who believe that effort - rather than ability, other people, or luck - yields success
are more likely to work to achieve success. Similarly, positive recognition contingent upon
achieving a clearly defined standard (e.g., rubric) also fosters successful performance. Research
tells us that while rewards contingent on attainment of a goal do not have a deleterious effect on
intrinsic motivation, abstract symbolic recognition may be more effective than tangible rewards
(Marzano et al., 2001). Thinking Maps are not a reward; however, when used with a rubric, they
reinforce the concept that increased effort leads to improved comprehension and performance.
The use of the one-point rubric that is imbedded in the lessons that the author created for this
project is an example of a helpful “benchmark” for letting students know how they are doing
with their use of a Thinking Map and advancing students’ Thinking Maps expertise. Using a
rubric to structure dialogue with students, teachers can facilitates students’ examination of their
current proficiency as they strive to meet or exceed the standard. Rubrics afford teachers a
platform for constructive criticism and specific praise. Of course, the intangible recognition of
having a student’s masterful Thinking Map on display in the classroom or school hall is another
valuable way to reinforce the fruits of effort.
TEACHING STUDENTS THINKING MAP NOTES 26
Homework and Practice
Homework and practice should have a clearly articulated purpose and offer students an
opportunity to adapt and shape their learning (Marzano et al., 2001). Thinking Maps and
Thinking Map Notes provide a vehicle for practice that requires students to create a context for
their learning. For example, a class might examine the School-wide Learning Outcomes (SLOs)
first by defining the terms on circle maps, then by describing someone they know who is an
exemplar of those outcomes in a Bubble map. Students could then use a Double Bubble Map to
compare a SLOs exemplar with a non-exemplar. Then the students could use a Sequence Map to
elucidate the steps to becoming an exemplar for a selected SLOs category. A Tree Map allows
students to list examples of each component of the SLOs. The Multi-Flow Map could list effects
of implementing the SLOs in a student’s personal life. A Brace Map of the subcomponents of
each element of the SLOs allows students the opportunity to delve further into the meaning of
each term. The final map, a Bridge Map giving examples of each element of the SLOs, would
complete the process. After examining this topic through eight different lenses, the students are
ready to take it off the map and claim ownership of this information. The applications for
Thinking Maps in homework and practice are limited only by the mapper’s imagination!
Nonlinguistic Representations
Nonlinguistic representations include graphic organizers, physical models, mental
pictures, pictures and graphs, as well as kinesthetic activity. These representations should
always elaborate on knowledge (Marzano et al., 2001). Thinking Maps go beyond the research
here to create a systematic method of visualization for each of the eight thought processes. This
provides students a common visual language. The advantage is that students are not learning
both content and a new graphic organizational pattern every time they see a graphic organizer.
Reducing cognitive load allows students to focus their efforts on the desired learning target.
TEACHING STUDENTS THINKING MAP NOTES 27
In Thinking Maps, a Frame of Reference is a literal frame around the Map in which
students record the context for their new learning. They might answer the questions: Where have
I heard this before? How did I know this information? How is this connected to something I
already know? The purpose of a Frame of Reference (FOR) is to add to a student’s knowledge.
A FOR provides context, prior knowledge and connections to other content areas. A FOR allows
skilled Thinking Map users to answer critical thinking or essential questions that focus their
studies. The FOR allows students to take their knowledge “off the map” and apply what they
have learned to real-life situations, making the use of Thinking Maps a truly dynamic experience.
No two students will utilize the FOR in the same way, but both will examine their new
understanding for connections to prior learnings and knowledge and to other subject matter.
Cooperative Learning
Cooperative group learning is a grouping strategy where small, heterogeneous groups of
students support one another in their learning in ways that communicate that they are to (a) be
positively interdependent (i.e., sink or swim together), (b) help one another and applaud
teammates’ effort and success, (c) practice small group interpersonal skills, and (d) reflect upon
and process their effectiveness in functioning as a team (Johnson, & Johnson, 1999). While using
cooperative learning, we need to be mindful that we keep our groups small and limit our use of
ability grouping (Marzano, Pickering, & Pollock, 2001). Thinking Maps are a useful strategy for
students to use when engaged in cooperative group learning structures. Students can work on a
Thinking Map collaboratively and use the final version as a presentation piece of their collective
effort. In collaborative projects, Thinking Maps provide a scaffold to writing tasks for struggling
students and a collaborative tool for those working on social skills. The inherent flexibility of
Thinking Maps offers adaptability to the purposes of any group project. Used in cooperative
TEACHING STUDENTS THINKING MAP NOTES 28
groups, Thinking Maps focus how students demonstrate interpersonal collaboration skills as well
as stand as a formative assessment.
Setting Objectives and Providing Feedback
Setting clear objectives and providing feedback to students is a critical part of the
educational process. It is essential that students understand what the expected response is and
why a response is correct or incorrect. Feedback needs to arrive in a timely manner and be
specific to criterion. Further, students should have the opportunity to participate in providing
their own feedback (Marzano et al., 2001). The simplicity of the eight Thinking Map design
permits teachers to quickly ascertain whether students grasp the pertinent information so that
they can provide timely and specific feedback. The one-point rubric included in the lessons that
are the product of this project set the objective and the standard for the use of a Thinking Map,
enabling the students to focus efforts on achieving specific standard-based criteria for each map.
The rubric also is a launch for opening a reflective dialogue between teacher and student, for the
teacher to offer feedback and a student to offer their own feedback. Students familiar with the
Thinking Maps system are better able to evaluate their facility with new information and can use
the one-point rubric as a reflective “journal” to note improvements and areas in need of greater
effort.
Generating and Testing Hypotheses
Students blend inductive and deductive reasoning when generating and testing a
hypothesis. Equally important as generating and testing a hypothesis is the ability to succinctly
explain it and the conclusions reached (Marzano et al., 2001). The Multi-Flow Map is a map that
helps students to make predictions and consider possible outcomes. The emphasis of this
Thinking Map is considering and evaluating all possible outcomes and their repercussions,
TEACHING STUDENTS THINKING MAP NOTES 29
causing students to use the higher-level thinking skill of evaluation and focus upon synthesizing
and explaining their ideas concisely. The Multi-Flow Map offers students a visual framework as
a launch pad for the creation of their unique question or solution.
Cues, Questions, and Advance Organizers
“Cues and questions are ways that a classroom teacher helps student use what they
already know about a topic” (Marzano et al., 2001, p. 112). Advanced organizers are
introductory material introduced prior to learning that provide “ideational scaffolding for the
stable incorporation and retention of the more detailed and differentiated materials that follow”
(Marzano et al., 2001, p. 117). All three supports should concern important rather than unusual
information. Cues and questions and organizers that prompt higher-order thinking will yield
deeper learning than lower-level cues, questions, or advance organizers. Different types of
organizers produce different results (Marzano et al., 2001), so teachers must thoughtfully plan
precisely what they want students to learn and how students are to demonstrate that learning.
While it is true that each Thinking Map represents a different thought process, each can be used
to prompt, cue and advance organize a students’ focus in the upcoming work. For example, a
high school chemistry teacher might show students a brace map of the molecular components of
a simple compound before a lesson on using equations to explain chemical reactions.
Chapter Summary
Firmly grounded in the educational research of Marzano’s nine strategies for increasing
student achievement, Thinking Maps have the potential to provide students with diverse needs
equitable access to a rigorous curriculum in alignment with the principles and practices of
Universal Design for Learning. While no one instructional methodology, tool, or scaffold can
hope to address the needs of all learners in every situation, Thinking Maps appear to be
TEACHING STUDENTS THINKING MAP NOTES 30
foundational tools to enable students to access content, recognize text structures, activate prior
knowledge, and contextualize knowledge. This concrete visual system of thought process
representation can inspire students to think deeply and build connections that broaden their
understanding of curriculum.
TEACHING STUDENTS THINKING MAP NOTES 31
Chapter Three
Methodology
A plethora of curricula are available to teach note taking, but teachers and students are in
need of a predictable, consistent, and flexible system of concept representations that can convey
content and stimulate thinking at a higher level. A consistent system would provide a tool
applicable in a broad range of situations thus decreasing teacher and student workload. The
purpose of this project was to develop an instructional unit for secondary teachers that includes
lessons designed specifically for the use of Thinking Maps to take notes and represent content
and the relationships among content for their informational texts. This project was designed as a
set of lessons to introduce students to each of the eight basic Thinking Maps, Circle Map and
Tree Map Notes. A primary motivation for creating the lessons was to empower my students and
facilitate their success. The lessons are, at one level, intended to instruct the high school students
in the independent studies setting who are taking one or two subjects at a time and who may
struggle to see how Thinking Maps pertain to their Integrated Math class. A second motivation
was to empower teachers. This unit of study was designed to provide a set of lesson plans to
introduce each Thinking Map or Thinking Map Note and provide a multitude of practice
opportunities for students across the curriculum in a way that teachers can easily use the lessons
and adapt them to their content area or grade level. Each lesson has examples and applications in
at least three different subject areas. A final motivation was that I wanted to put into the hands of
any teacher a unit of lessons that could facilitate teachers’ use of Thinking Maps that allow
research-based strategies to easily be integrated into school practice and culture.
TEACHING STUDENTS THINKING MAP NOTES 32
Audience and Setting(s)
Resources for independent study high schools are limited in comparison to other high
schools, so the unit that is the product of this project was tailored specifically to the needs to that
school and the population it serves. Many of the students in this school read and write two or
more years below grade level, so the strategies taught in the lessons of this unit of study were
designed to help improve student access to a rigorous curriculum and grade-level texts that do
not have built-in accommodations or modifications. Due to the nature of independent study
learning and instruction, lessons must be chunked into small, easily comprehensible bits of
information that students can build upon in their studies at home. To that end, each lesson
includes multiple activities so that the teacher has opportunities to reteach if necessary.
Beyond the audience of the students receiving the lessons and the teachers who might be
teaching in an independent study high school or other alternative secondary education setting,
these lessons have as a secondary audience any teacher who or a school that might want to use
Thinking Maps as an integral part of their effort to make the content, product, and process of
instruction accessible to students. Thinking Maps are appropriate for most grade levels and ages,
so the lessons developed for this project are appropriate for and can benefit teachers across grade
levels, curriculum domains, and student characteristics (e.g., English learners, students eligible
for special education, students identified as gifted and talented, students in general education
classes).
Materials Design
Due to the current organizational emphasis in this teacher researcher’s school district on
project-based learning and the 5E inquiry model, the format for the lessons developed for the
unit emulates the lesson plan structure currently employed in the district to facilitate the project-
based learning and the 5E inquiry model. Units of study in the 5E model consist of five parts
TEACHING STUDENTS THINKING MAP NOTES 33
engage, explore, explain, elaborate, and evaluate. In the Engage phase students observe an
intriguing phenomenon that engages the students’ attention. As students Explore the
phenomenon, the teacher guides and clarifies misconceptions while providing opportunities to
put new ideas to use. The Explain phase is where students use models, writing, and verbal
expression to explain their new understanding of the phenomenon. Elaborating offers students
an opportunity to transfer knowledge to a new situation. The Evaluate phase provides students
and educators a platform to analyze and assess levels of student knowledge acquisition (Bybee,
2014). Following this model, each of the “lessons” presented in the handbook that is the product
of this project represent a full unit of study rather than an individual lesson plan.
Because the school and school district has placed increased emphasis upon student
understanding and modeling of the School-Wide Learning Outcomes, relevant outcomes were
incorporated into each lesson in the unit. This facilitates the practice of continual evaluation of
instructional and school program effectiveness.
Procedures for Developing the Lessons of the Project
The impetus for this project came when I was teaching for a previous employer. Prior to
the first week of school the staff received three hours of training in which we were introduced to
each of the eight basic Thinking Maps. Several weeks later, when confronted with the
staggering needs of numerous students reading more than three years below grade-level in an
independent studies program I was out of ideas. My administrator denied my request for an
intervention curriculum and told me to differentiate my instruction using the grade-level texts we
had. Desperately floundering for ideas, I noticed the Thinking Maps notebook from training
collecting dust on my shelf and began poring through it for inspiration. I began to teach my
students one map per week. After we had gained some facility with each map we looked
TEACHING STUDENTS THINKING MAP NOTES 34
together over the weekly assignments to decide how to incorporate Thinking Maps. From this
evolved a Seminar class in which I taught the Thinking Maps. Over a few years I began to
modify the Thinking Maps to help my students skim selections before reading or organize the
topics in a reading.
Instrumental in the development of this project was the role of the inquiry model
currently implemented in the core curriculum at this teacher researcher’s school. Drawing upon
that and the lesson plan structures and model used to design our independent study units, I
decided to use the same model for the lessons in this unit of study. The next step was to refine
my understanding of the purpose of the Frame of Reference (FOR) for each Thinking Map by
reviewing the training materials developed by Hyerlie and Yeager (2007). A Frame of
Reference is a literal frame around the Map in which students record the context for their new
learning. Here they might answer questions such as, where did I learn this? How is this
connected to something I already know?
I also reflected upon my current teaching practice and student population by reviewing
student work samples and introductory videos I used to present materials in my “flipped”
independent studies class. By flipped classroom, I mean that I presented new instruction in the
form of videos I created and posted online for students to view at home. This provided my
students on-demand access to instruction that could be paused and replayed outside of class time
freed up more time for my students and I to focus on questions specific to skill development.
Having reflected upon current and past practices and chosen a lesson plan format, I
embarked upon to plan the lessons when I realized it was not enough just to teach the use of a
Thinking Map out of context from the current curriculum. To create a context for the use of each
map lesson, I searched for and pulled concepts from each of the school’s core classes into every
TEACHING STUDENTS THINKING MAP NOTES 35
lesson. Not satisfied, I determined to also connect the School-Wide Learning Outcomes with
each lesson, so that students would be more familiar with their expected learning outcomes. I
also wanted the students to see that each Thinking Map can be used to examine a concept with a
different purpose in mind.
Chapter Four
Results
The purpose of this project was to create a handbook of lesson plans entitled Map This:
Let’s Talk About Notes! to teach secondary students how to use Thinking Maps as a note taking
and organizational strategy. Appendix A presents the handbook. The sections of the handbook,
in sequence, are as follows.
Introduction
Circle Map Lesson Plan
Circle Map Rubric
Presentation Rubric
Bubble Map Lesson Plan
Bubble Map Rubric
Double Bubble Map Lesson Plan
Double Bubble Map Rubric
Sequence Map Lesson Plan
Sequence Map Rubric
Tree Map Lesson Plan
Tree Map Rubric
Multi-Flow Map Lesson Plan
TEACHING STUDENTS THINKING MAP NOTES 36
Multi-Flow Map Rubric
Brace Map Lesson Plan
Brace Map Rubric
Bridge Map Lesson Plan
Bridge Map Rubric
Circle Map Notes Lesson Plan
Circle Map Notes Rubric
Tree Map Notes Lesson Plan
Tree Map Notes Rubric
References
TEACHING STUDENTS THINKING MAP NOTES 37
Chapter Five
Discussion
Often students who have dropped out of high school and return to finish high school
arrive without having learned processes for note taking or an appreciation of note taking as an
effective learning strategy. This deficiency combined with below grade level literacy skills can
impede a students’ access to core curriculum. A challenge for teachers responsible for educating
these students is to empower them by instructing them in strategies that will allow them to
deconstruct and understand expository texts, make meaning of challenging content, spark cross-
curricular connections, and construct meaningful notes that add to learning.
I began this project with an examination of conceptualizations regarding thought such as
Bloom’s Taxonomy and Webb’s Depth of Knowledge, the concept of Universal Design for
Learning, and the findings regarding research-based strategies for increasing student
achievement. I then proposed Thinking Maps as an effective reading comprehension and note-
taking strategy for allowing any student to experience deeper knowledge and thinking, access to
the curriculum and higher levels of achievement. The product of this project is a set of lessons to
introduce educators to the use of eight basic Thinking Maps and two sets of Thinking Map
Notes. The lessons are grounded in the inquiry model and foster critical thinking and
interdisciplinary connections.
Limitations of the Project
One limitation of this project is that the Map This: Let’s Talk About Notes handbook has
not been vetted by educators who are more expert than myself in the instruction of Thinking
Maps. A second limitation is that the lessons have not been fully implemented with students, so
that I might evaluate their effectiveness and solicit feedback from students.
TEACHING STUDENTS THINKING MAP NOTES 38
Next Steps
This project is the culmination of six years of experience teaching with Thinking Maps
and my reflections on the results of their use with my students. By no means, am I at the end my
journey with Thinking Maps. This year I finally will have the opportunity to attend the five-day
Thinking Maps Trainer of Trainers professional development seminar, where I am certain to gain
deeper insights into the implementation of Thinking Maps and additional learning strategies to
better equip me to use Thinking Maps to reach my students and share my knowledge with
colleagues.
I eagerly anticipate the application of the lessons developed through this project with
students in the class I will be founding in the semester following the completion of this project.
Current discussions with administrators in my school district include planning for a distance
learning seminar that will grant me the opportunity to share Thinking Maps and Thinking Map
Notes with students across the county. We plan to implement a new seminar class at my school
site that students at other locations can join electronically. This will provide much needed
intervention support for many students while building collaborative learning into the independent
study program in which I work.
I also will provide training in the use of Thinking Maps and Thinking Map Notes to
fellow educators throughout the county. It is my hope that through instruction, modeling, and
guided practice, colleagues across the county will see the benefits of Thinking Maps and use
them in their own classrooms.
Lessons Learned
This project empowered me to view myself as an educational researcher. It never
occurred to me that by exploring strategies and practices that are effective for my students that I
was acting as a researcher. But research is precisely what all educators do. I began this project
TEACHING STUDENTS THINKING MAP NOTES 39
years before becoming a graduate student. I saw my students’ needs and searched for a way to
help them. At the time, Thinking Maps were just an available resource. As I became more
proficient with Thinking Maps and my students became more proficient, I started to note a direct
relationship between the use of Thinking Maps and increases in the metacognition, reading
comprehension, and interdisciplinary connections my students made. This project allowed me to
examine the research supporting Thinking Maps and learn why students who use them
experience growth in reading comprehension, critical thinking, and interdisciplinary connections.
Conclusion
In my professional experience and opinion, for many alternative education high school
students, Thinking Maps may be the difference between finishing a high school diploma and
giving up on school. Thinking Maps provide students a visual language to represent thought
processes, allow students greater access to the curriculum, and help build context and
interdisciplinary connections that make learning meaningful and memorable. Thinking Map
Notes help students to activate prior knowledge, summarize, and add to learning. Students who
use Thinking Maps learn to take notes independently and come to understand the basic structures
of informational text, which significantly improves their ability to make meaning of assigned
textbook readings. My hope is that this project puts Thinking Maps and Thinking Maps Notes in
the hands of many more educators and students!
TEACHING STUDENTS THINKING MAP NOTES 40
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Appendix A
Thinking Maps Lesson Plan Handbook -
Map This: Let’s Talk About Notes!
TEACHING STUDENTS THINKING MAP NOTES 0
Map This: Let’s Talk About Notes!
Thinking Maps as a note-taking strategy for Independent Studies high school students.
TEACHING STUDENTS THINKING MAP NOTES 1
Table of Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Circle Map Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Circle Map Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Presentation Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Bubble Map Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Bubble Map Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Double Bubble Map Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Double Bubble Map Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Sequence Map Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Sequence Map Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
Tree Map Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Tree Map Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
Multi-Flow Map Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Multi-Flow Map Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Brace Map Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Brace Map Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
Bridge Map Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Bridge Map Rubric . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Circle Map Notes Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Circle Map Notes Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Tree Map Notes Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..39
Tree Map Notes Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
TEACHING STUDENTS THINKING MAP NOTES 2
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Introduction
Welcome to an exciting journey to improved reading comprehension! This handbook
will help you to introduce your students to eight basic Thinking Maps as vehicles to improve
note taking skills and reading comprehension. Many students are under-educated in the use of
tools and strategies such as note taking for accessing and representing what they are learning.
The secondary-aged students I have had the privilege to teach also seem to lack an understanding
of the basic structures of informational text, impeding their ability to learn from traditional
textbook-based formats and perhaps contributing to dropout rates. What may appear to be
reluctance to take notes may actually a lack of understanding of the purposes and benefits of note
taking. Students may not understand why note taking and representing their thinking and
learning in graphic representations such as graphic organizers might be important.
The use of graphic organizers is one of nine research-based instructional strategies for
increasing student performance (Marzano, Pickering, & Pollock). Students taught to use graphic
organizers such as Thinking Maps concept maps are better able to comprehend informational
texts and retain the relevant concepts (O’Donnell, Dansereau, Hall, 2002). Thinking Maps are
particularly salient note taking strategies because they have the unique advantage of teaching
content, cognition, and structure simultaneously, which research has shown improves retention
(Ponce & Mayer, 2014). For novice readers, using Thinking Maps allows them to identify their
thought process and understand the structure of the expository text. For students at risk of
dropping out of school and those performing significantly below grade level, direct instruction
and guided practice in the use of concept mapping graphic organizers can play a vital role in
academic success and school completion. Therefore, instructional time must build into the
TEACHING STUDENTS THINKING MAP NOTES 3
instructional day, week, and year to develop students’ skills in and understanding of the
usefulness of using concept maps in their learning. Students can come to embrace using a
strategy such as concept mapping once they experience and see it has a direct benefit to their
present success.
This guide presents lessons and rubrics for each of the basic maps for implementation in
your classroom individually or in a small group setting. Students will need multiple
opportunities to practice each map in their daily work at home so please incorporate them into
your independent studies assignments. Each lesson is presented using the “5E” model that our
school district has incorporated into our science, mathematics, and English curricula, so that we
can continue that method of inquiry as we move forward with our students. “5E” lessons include
engaging phenomenon to spark inquiry, exploration of new ideas, explanations of knowledge
gained, extension of target concepts to new contexts and evaluation sections to ensure deeper
understanding.
A one-point rubric is included for each map as a launching point for a continuing
dialogue between educator and student. This is an intentional tool targeted at improving the
skills of our independent studies students through a series of purposeful conversations guiding
the feedback and revision process. Also included is a one-point presentation rubric for use in
conjunction with the Thinking Map rubric when students present their ideas either whole- or
small-group. The presentation rubric focuses on opening a dialogue between teacher and student
discussing progress toward reaching the standards for an oral presentation.
TEACHING STUDENTS THINKING MAP NOTES 4
Circle Map Introduction: Lesson Plan
Engage
PURPOSE:
• to convey the context of the lesson(s)/unit by conveying an important Key Question
• to engage students in investigations that reveal their thinking to themselves and the
teacher
• to record the initial ideas of students
• to engage their interest
What is the teacher doing? What are the students doing?
1. The teacher shows the following video:
https://www.youtube.com/watch?v=brPD58Pm6gE or
https://www.youtube.com/watch?v=XXo3H42K5zY
2. The teacher asks students what they know about Circle Maps. In the discussion, the
teacher should ensure students understand that Circle Maps define words/concepts in
context.
3. The teacher asks students how they could use Circle Maps in their Science, Math,
English, or History classes. The teacher records student responses on a Circle Map
displayed in the classroom.
4. The teacher models how to create a Frame of Reference for the Circle Map and
helps the students to add context for their information. The teacher ensures students
understand this is where they will document sources of information when they
complete maps independently in the future.
5. Explain that a Circle Map, like our learning, is dynamic. It is a wonderful tool if we
revisit it to add to our thinking after reviewing new material.
Explore
PURPOSE:
• to test ideas and develop knowledge using explorations, investigations, experiments
• to modify and record ideas as they change due to activities
• to develop new questions and testable hypotheses
Activities (list)
1. Students work independently or in small groups to complete Circle Maps for the
following:
• Me, a friend, a character from a novel or story, define a core subject the
student is studying (English, Math, Science, History)
2. Students will confer with the teacher to ensure they are properly documenting
information sources in the Frame of Reference. The teacher needs to establish
the desired format (APA, MLA, etc.) and provide students with models or
examples.
Driving Question: How can Circle Maps deepen our understanding of concepts?
Student Communication Product: (written report, oral presentation, poster, etc.)
(consider showing “Models” of student products to help students identify characteristics of
quality)
Students should have four Circle Maps (including words, pictures, colors, and drawings)
with a Frame of Reference documenting the context and source of the students’ information.
This is key in helping students draw connections between concepts and content areas.
TEACHING STUDENTS THINKING MAP NOTES 5
Explain
PURPOSE:
• to answer the Key Question through student explanations
• to provide students with relevant vocabulary, formal definitions and explanations of
concepts
Content Media: (written material, video, teacher lecture, technology)
Review the School-Wide Learning Outcomes with the student.
Growth Minded
Resourceful
Actively Engaged
Determined
Socially Responsible
Student Communication Product: (assessment, unit test, written report, oral presentation,
poster, etc.)
Students complete a Circle Map for each of the terms in the School-Wide Learning
Outcomes. The maps need to include personal examples of each term and a Frame of
Reference with at least three sources. Students present their maps to a small group and
explain their personal understanding of the School-Wide Learning Outcomes as a whole.
The class can then create a single Circle Map explaining the School-Wide Learning
Outcomes with a Frame of Reference listing all members of the class.
Elaborate
PURPOSE:
• to extend students' conceptual understanding through application or practice in new
settings
Activities:
Each student selects five unfamiliar words from current assignments for which to create a
Circle Map. The words may be from different subjects. Students will develop a thorough
Circle Map for each word that includes at least three sources as well as text, images, and
color to build the student’s understanding of the target term.
Content Media: (written material, video, teacher lecture, technology)
Students may gather information from the textbook, scholarly websites, dictionary, primary
sources, teacher lecture, etc.
Extending/Application Questions for Whole/Small Group Discourse:
Do you find Circle Maps a useful tool? Why or why not? What would you change or
improve?
Why do we include the Frame of Reference? How is it helpful?
Student Communication Product (assessment): (unit test, written report, oral
presentation, poster, etc.)
The results of this discussion can be recorded on a Circle Map to be referred to later as
students gain more experience.
Evaluate
PURPOSE:
To establish that the student can competently use the Circle Map including the Frame of
Reference to define a term in the context of its use.
Skill/Reasoning Learning Objectives
TEACHING STUDENTS THINKING MAP NOTES 6
Students will be able to define terms in context and make connections between prior
knowledge and new material. Students will also be able to connect concepts from different
content areas.
Assessment Instrument
Student created Circle Map for student selected term in current unit of study.
Knowledge Learning Objectives
Students will have a broad understanding of the target term in its current context and be able
to explain that understanding.
Assessment Instrument
Student created Circle Map and student explanation of the map/term to the teacher or peer.
TEACHING STUDENTS THINKING MAP NOTES 7
Circle Map Rubric
Concerns
Areas of Growth
Criteria
Standards for a Circle Map
Advanced
Evidence of Exceeding the
Standard
The target term is clear and
legible in the central circle.
__/25 points
Three or more explanations,
synonyms, pictures, or
diagrams are present in the
outer circle. __/25 points
The Frame of Reference
contains at least three sources
in APA/MLA format when
appropriate. __/25 points
All sources in the Frame of
Reference are directly related
to the information in the outer
circle. __/25 points
___/100 points
TEACHING STUDENTS THINKING MAP NOTES 8
Presentation Rubric
Concerns
Areas of Growth
Criteria
Standards for a Presentation
Advanced
Evidence of Exceeding the
Standard
Purpose/Organization
• Clear and unique perspective
• Clear progression of
reasoning
• Varied transitions link ideas
• Compelling and effective
introduction and conclusion
with a timely pace and length
__/25 points
Evidence/Elaboration
•Abundant descriptions, facts,
details and examples
• Include compelling counter-
claims
__/25 points
Eyes and Body
•Continuously scan audience,
using eye contact the entire
time; only glancing at notes or
slides
• Projects voice and use
confident gestures,
movements, and look poised
__/25 points
__/75 points
TEACHING STUDENTS THINKING MAP NOTES 9
Bubble Map Introduction: Lesson Plan
Engage
PURPOSE:
• to convey the context of the lesson(s)/unit by conveying an important Key Question
• to engage students in investigations that reveal their thinking to themselves and the
teacher
• to record the initial ideas of students
• to engage their interest
What is the teacher doing? What are the students doing? 1. The teacher shows the following video:
https://www.youtube.com/watch?v=P56Ct_I7c2A 2. Create a Bubble Map whole group that describes a person known to all members (the
principal, librarian, lunch lady, art teacher, a character from a story the class is reading, a historical figure the class is studying). Coach and remind the students to only use adjectives.
3. Teacher, remember to create a Frame of Reference and model for students. This is
where we document evidence to support the characteristics in our bubbles! (Ex: in A
Christmas Carol we know Scrooge is stingy because he refuses to give his
employees a living wage or raise.)
Explore
PURPOSE:
• to test ideas and develop knowledge using explorations, investigations, experiments
• to modify and record ideas as they change due to activities
• to develop new questions and testable hypotheses
Activities (list)
Students working individually or in small groups to create a Bubble Map describing their
best friend. They must include evidence for their description in their Frame of Reference.
Driving Question
How can Bubble Maps help you to better understand a concept?
Student Communication Product: (written report, oral presentation, poster, etc.)
(consider showing “Models” of student products to help student identify characteristics of
quality)
The teacher should model creating a Bubble Map to describe her/his best friend and
providing evidence to support the descriptions in the Frame of Reference. Student examples
may be displayed throughout the classroom if available. Teacher also models how to
present the map to the class using eye contact, enunciation, pacing, and other strategies of
an effective communicator. Explain attached presentation and Bubble Map rubric to
students.
Students present their finished Bubble Map to the whole group, a peer, or the teacher
depending on the setting and needs of the student. The goal is for the student to verbally
communicate their description and the evidence they found to support their opinions.
Explain
PURPOSE:
• to answer the Key Question through student explanations
• to provide students with relevant vocabulary, formal definitions and explanations of
concepts
TEACHING STUDENTS THINKING MAP NOTES 10
Content Media: (written material, video, teacher lecture, technology)
Students will need access to assigned novels or textbooks.
Student Communication Product: (assessment, unit test, written report, oral presentation,
poster, etc.)
Students will create a Bubble Map describing the main character from their assigned novel
or historical figure from their Science or History text. They will include at least one image
of the character and five or more descriptors with evidence for each descriptor in their
Frame of Reference.
Students will explain, in a paragraph, how the Bubble Map broadened their understanding
of the character they described. If desired, this paragraph can then be shared out to the class
as a presentation.
Elaborate
PURPOSE:
• to extend students' conceptual understanding through application or practice in new
settings
Activities:
Students will choose an individual they know who meets the description of the School-Wide
Expected Learning Outcomes (Growth minded, Resourceful, Actively engaged,
Determined, and Socially Responsible) and complete a Bubble Map describing that person
with evidence supporting each descriptor in their Frame of Reference.
Content Media: (written material, video, teacher lecture, technology)
Students may use scholarly websites and personal experience.
Extending/Application Questions for Whole/Small Group Discourse:
How did the Bubble Map broaden you thinking about the person you described?
What might you change next time you create a Bubble Map?
Student Communication Product (assessment): (unit test, written report, oral
presentation, poster, etc.)
The student’s Bubble Map is their assessment. It should be a clear, concise summary of the
student’s thoughts and ideas with supporting evidence.
Evaluate
PURPOSE:
The student demonstrates her/his ability to create a Bubble Map with a Frame of Reference
to provide supporting evidence for all claims.
Skill/Reasoning Learning Objectives
Documenting evidence to support a claim.
Assessment Instrument
The Frame of Reference on the student’s Bubble Map.
Knowledge Learning Objectives
Citing evidence to support claims deepens one’s understanding of the topic.
Assessment Instrument
Student paragraph explaining how Bubble Maps broaden one’s understanding of the topic.
TEACHING STUDENTS THINKING MAP NOTES 11
Bubble Map Rubric
Concerns
Areas of Growth
Criteria
Standards for a Bubble Map
Advanced
Evidence of Exceeding the
Standard
The target term is clear and
legible in the central
circle. __/25 points
Five or more synonyms or
synonym phrases are present
in the outer circles. __/25
points
The Frame of Reference
contains at least one quote in
APA/MLA format when
appropriate with source
citation for each synonym or
synonym phrase. __/25
points
All quotes/sources in the
Frame of Reference are
directly related to the
information in the outer
circles. __/25 points
___/100 points
TEACHING STUDENTS THINKING MAP NOTES 12
Double Bubble Map Introduction: Lesson Plan
Engage
PURPOSE:
• to convey the context of the lesson(s)/unit by conveying an important Key Question
• to engage students in investigations that reveal their thinking to themselves and the
teacher
• to record the initial ideas of students
• to engage their interest
What is the teacher doing? What are the students doing? 1. The teacher shows the following video:
https://www.youtube.com/watch?v=-wZweCFXEf8 2. Create a Double Bubble Map whole group comparing and contrasting winter with
summer. Teacher, remember to create a Frame of Reference and model for students. This is where we document point of view, experience, or where we learned the information. To generate deeper understanding the teacher might ask a critical thinking question here that helps students connect critical concepts. The Frame of Reference is an opportunity to teach metacognition, take advantage!
• How might geography influence what you put on this map?
• Might the time of year affect your perspective? How?
• What situations in your life could affect how you describe the seasons? (the
A/C is out on a 110˚F day)
Explore
PURPOSE:
• to test ideas and develop knowledge using explorations, investigations, experiments
• to modify and record ideas as they change due to activities
• to develop new questions and testable hypotheses
Activities (list)
1. Students working individually or in small groups to create a Double Bubble Map comparing iPhone and Android phones. If a student does not have experience with both types of devices they could compare any two electronic devices of their choice. They must include a Frame of Reference that explains factors affecting their point of view.
• What economic factors might come into play in this topic?
• Why do people have such strong opinions?
Could geography or social background influence a person’s opinion of this topic?
Driving Question
How can Double Bubble Maps help you to better understand a concept?
Student Communication Product: (written report, oral presentation, poster, etc.)
(consider showing “Models” of student products to help student identify characteristics of
quality)
The teacher should model creating a Double Bubble Map comparing the school year with
summer vacation and discussing factors affecting the point of view or the personal
experiences coloring the information in the Frame of Reference. Student examples may be
displayed throughout the classroom if available. Teacher also models how to present the
map to the class using eye contact, enunciation, pacing, and other strategies of an effective
communicator. Explain attached presentation and Double Bubble Map rubric to students.
TEACHING STUDENTS THINKING MAP NOTES 13
Students present their finished Double Bubble Map to the whole group, a peer, or the
teacher depending on the setting and needs of the student. The goal is for the student to
verbally communicate their description and the evidence they found to support their
opinions.
Explain
PURPOSE:
• to answer the Key Question through student explanations
• to provide students with relevant vocabulary, formal definitions and explanations of
concepts
Content Media: (written material, video, teacher lecture, technology)
Students will need access to assigned novels or textbooks.
Student Communication Product: (assessment, unit test, written report, oral presentation,
poster, etc.)
Students will create a Double Bubble Map comparing two characters from their assigned
novel or historical figures from their Science or History text. They will include at least one
image of the characters, three or more similarities, and at least four different characteristics
for each character. In their Frame of Reference students will answer a critical thinking
question such as the Unit Inquiry (Ex: English 9 Unit 1: What is the meaning of personal
freedom and what responsibilities do we have in order to keep it?). The Frame of Reference
is an opportunity to teach students about metacognition and the importance of making those
connections between disciplines.
Differentiation: Some students may find it helpful to begin with a Bubble Map for each
character and then combine the two maps onto a Double Bubble Map. This will give them
an opportunity to practice searching for similarities and differences in a more controlled
manner.
Students will explain, in a paragraph, how the Double Bubble Map broadened their
understanding of the characters they compared.
Elaborate
PURPOSE:
• to extend students' conceptual understanding through application or practice in new
settings
Activities:
Students will compare an individual they know who meets the description of the School-
Wide Learning Outcomes (Growth minded, Resourceful, Actively engaged, Determined,
and Socially Responsible) with one who does not and complete a Double Bubble Map with
evidence explaining their point of view in the Frame of Reference.
Content Media: (written material, video, teacher lecture, technology)
Students may use scholarly websites and personal experience.
Extending/Application Questions for Whole/Small Group Discourse:
• How did the Double Bubble Map broaden you thinking about the School-Wide
Learning Outcomes?
• What might you change next time you create a Double Bubble Map?
Student Communication Product (assessment): (unit test, written report, oral
presentation, poster, etc.)
TEACHING STUDENTS THINKING MAP NOTES 14
The student’s Double Bubble Map is their assessment. It should be a clear, concise
summary of the student’s thoughts and ideas with supporting evidence.
Evaluate
PURPOSE:
The student demonstrates her/his ability to create a Double Bubble Map with a Frame of
Reference to analyze possible influences on their perspective.
Skill/Reasoning Learning Objectives
Analyzing influences on perspective.
Assessment Instrument
The Frame of Reference on the student’s Double Bubble Map.
Knowledge Learning Objectives
Comparing disparate and similar items deepens one’s understanding of the topic.
Assessment Instrument
Student paragraph explaining how Double Bubble Maps broaden one’s understanding of the
topic.
TEACHING STUDENTS THINKING MAP NOTES 15
Double Bubble Map Rubric
Concerns
Areas of Growth
Criteria
Standards for a Double
Bubble Map
Advanced
Evidence of Exceeding the
Standard
The target terms are clear and
legible in the central circles.
__/25 points
Five or more differences
around the outer circles and
three or more similarities
adjoining both central
circles.
__/25 points
The Frame of Reference
contains an explanation of
how your perspective affects
your information.
__/25 points
All quotes/sources in the
Frame of Reference are
directly related to the
information in the outer or
inner circles.
__/25 points
___/100 points
TEACHING STUDENTS THINKING MAP NOTES 16
Sequence/Flow Map Introduction: Lesson Plan
Engage
PURPOSE:
• to convey the context of the lesson(s)/unit by conveying an important Key Question
• to engage students in investigations that reveal their thinking to themselves and the
teacher
• to record the initial ideas of students
• to engage their interest
What is the teacher doing? What are the students doing? 1. The teacher shows the following video:
https://www.youtube.com/watch?v=3NXYHfcOcXo 2. Create a Sequence/Flow Map whole group titled My First Year. Elicit student
responses about what milestones are accomplished in the first year of life. (A circle map may be helpful just to brainstorm ideas out of sequence.)
3. Teacher, remember to create a Frame of Reference and model for students. This is where we discuss how we know what we know about the topic and cite any sources used if necessary in the proper format (APA/MLA).
4. To generate deeper understanding the teacher might ask a critical thinking question
here that helps students connect critical concepts. The Frame of Reference is an
opportunity to teach metacognition, take advantage!
• What prior knowledge did I have about this?
• What class may have given me information about this topic? Why?
Explore
PURPOSE:
• to test ideas and develop knowledge using explorations, investigations, experiments
• to modify and record ideas as they change due to activities
• to develop new questions and testable hypotheses
Activities (list)
1.Students working individually or in small groups create a Sequence/Flow Map about
the life cycle of a butterfly. 2. They must include a Frame of Reference that documents their sources in the
appropriate format (APA/MLA).
• What prior knowledge did I have about butterflies?
• What class(es) taught me about this in the past?
• How does a life cycle apply to humans? To owls?
Driving Question
How can Sequence/Flow Maps help you to better understand a concept?
Student Communication Product: (written report, oral presentation, poster, etc.)
(consider showing “Models” of student products to help student identify characteristics of
quality)
The teacher should model creating a Sequence/Flow Map for the steps to solve an algebraic
equation.
2+8=6+x
TEACHING STUDENTS THINKING MAP NOTES 17
Be sure to include a frame of reference that explains how you solved the problem. Ask a
critical thinking question such as: Why must I do the same things to both sides of the
equation?
Student examples may be displayed throughout the classroom if available. Teacher also
models how to present the map to the class using eye contact, enunciation, pacing, and other
strategies of an effective communicator. Explain attached presentation and Sequence/Flow
Map rubric to students.
Students present their finished Sequence/Flow Map to the whole group, a peer, or the
teacher depending on the setting and needs of the student. The goal is for the student to
verbally communicate their description and the evidence they found to support their
opinions.
Explain
PURPOSE:
• to answer the Key Question through student explanations
• to provide students with relevant vocabulary, formal definitions and explanations of
concepts
Content Media: (written material, video, teacher lecture, technology)
Students will need pencils, markers, or crayons, paper, and their brains.
Student Communication Product: (assessment, unit test, written report, oral presentation,
poster, etc.)
Students will create a Sequence/Flow Map titled How to Take a Selfie. Proper citations for
each reference must be listed in the correct format (APA/MLA) in the Frame of Reference.
The Frame of Reference is an opportunity to teach students about metacognition and the
importance of making those connections between disciplines. Ask a higher order thinking
question such as: What other ways could you use a Sequence Map? How can you check to
see if you forgot a step in your directions?
Differentiation: Some students may find it helpful to begin with a set of images to order and
label while others may need less scaffolding.
Students will explain, in a paragraph, how the Sequence/Flow Map broadened their
understanding of the topic.
Students may present their maps to the class, to small groups or individually to the teacher
as a means of assessment and practicing presentation skills.
Elaborate
PURPOSE:
• to extend students' conceptual understanding through application or practice in new
settings.
Activities:
Students will select one component of the School-Wide Learning Outcomes (Growth
minded, Resourceful, Actively engaged, Determined, and Socially Responsible) and explain
how to become or improve at their selection. In their Frame of Reference students will
explain any personal experience contributing to their answer and cite sources in the correct
format (APA/MLA) when appropriate. They will also answer the following question in the
Frame of Reference: How can I claim ownership of the School-Wide Learning Outcomes?
Content Media: (written material, video, teacher lecture, technology)
Students may use textbooks, scholarly websites, and personal experience.
Extending/Application Questions for Whole/Small Group Discourse:
TEACHING STUDENTS THINKING MAP NOTES 18
• How did the Sequence/Flow Map broaden you thinking about the School-Wide
Learning Outcomes?
• What might you change next time you create a Sequence/Flow Map?
Student Communication Product (assessment): (unit test, written report, oral
presentation, poster, etc.)
The student’s Sequence/Flow Map is their assessment. It should be a clear, concise
summary of the student’s thoughts and ideas with supporting evidence.
Students can present their maps to the class, to small groups, or individually to the teacher
as an opportunity to practice public speaking skills.
Evaluate
PURPOSE:
The student demonstrates her/his ability to create a Sequence/Flow Map with a Frame of
Reference to document their sources in the proper format (APA/MLA).
Skill/Reasoning Learning Objectives
Explaining the steps of a process or sequence of events.
Assessment Instrument
Student paragraph explaining how Sequence/Flow Maps broaden one’s understanding of the
topic.
Knowledge Learning Objectives
Identify the uses of a Sequence/Flow Map.
Assessment Instrument
The Frame of Reference on the student’s Sequence/Flow Map.
TEACHING STUDENTS THINKING MAP NOTES 19
Sequence/Flow Map Rubric
Concerns
Areas of Growth
Criteria
Standards for a
Sequenc/Flow Map
Advanced
Evidence of Exceeding the
Standard
The topic and steps are
clearly and legibly labeled.
__/25 points
Three or more steps or
substeps are present.
__/25 points
The Frame of Reference
contains an explanation of the
assigned critical thinking
questions with clear
connections to the material on
the Sequence/Flow Map.
__/25 points
All quotes/sources in the
Frame of Reference are
correctly cited in the proper
format (APA/MLA).
__/25 points
___/100 points
TEACHING STUDENTS THINKING MAP NOTES 20
Tree Map Introduction: Lesson Plan
Engage
PURPOSE:
• to convey the context of the lesson(s)/unit by conveying an important Key Question
• to engage students in investigations that reveal their thinking to themselves and the
teacher
• to record the initial ideas of students
• to engage their interest
What is the teacher doing? What are the students doing? 1. The teacher shows the following video:
https://www.youtube.com/watch?v=KQGex94ZMz0 2. Create a Tree Map whole group classifying favorites. For branches you might use
music, food, colors, books, school subjects, math formulas, social movements, monarchies, etc. Students can then list examples for each of the categories.
3. Teacher, remember to create a Frame of Reference and model for students. This is
where we document where the details in the Tree Map’s branches can be found.
This will be important in the future as it is where students will document source
citations.
4. To generate deeper understanding the teacher might ask a critical thinking question
here that helps students connect critical concepts. The Frame of Reference is an
opportunity to teach metacognition, take advantage!
• How might culture affect the things one likes?
• Why do you like the things you chose?
• How do our choices connect to the theme of freedom and responsibility?
• Do our choices reflect social responsibility? How or why?
Explore
PURPOSE:
• to test ideas and develop knowledge using explorations, investigations, experiments
• to modify and record ideas as they change due to activities
• to develop new questions and testable hypotheses
Activities (list)
1. Students working individually or in small groups to create a Tree Map classifying animals with the branches insects, fish, reptiles, amphibians, birds and mammals.
2. They must include a Frame of Reference that explains where the animals in each
branch may be found.
• How is this related to biomes and habitats? Pollution? Human Impact on the
Environment?
Cite any webpages used with correct APA format.
Driving Question
How can Tree Maps help you to better understand a concept?
Student Communication Product: (written report, oral presentation, poster, etc.)
(consider showing “Models” of student products to help student identify characteristics of
quality)
The teacher should model creating a Tree Map on the topic Author’s Purpose and branches
inform, persuade, and entertain. List examples of each type of writing with which the
students may be familiar. For entertain, perhaps the students have read Divergent.
TEACHING STUDENTS THINKING MAP NOTES 21
Hopefully all the students have read their Math and Science textbooks for inform. Be sure
to include a frame of reference that cites each of the listed sources in the proper format
(APA/MLA). Ask a critical thinking question such as: How can you tell in which category
a writing selection belongs?
Student examples may be displayed throughout the classroom if available. Teacher also
models how to present the map to the class using eye contact, enunciation, pacing, and other
strategies of an effective communicator. Explain attached presentation and Tree Map rubric
to students.
Students present their finished Tree Map to the whole group, a peer, or the teacher
depending on the setting and needs of the student. The goal is for the student to verbally
communicate their description and the evidence they found to support their opinions.
Explain
PURPOSE:
• to answer the Key Question through student explanations
• to provide students with relevant vocabulary, formal definitions and explanations of
concepts
Content Media: (written material, video, teacher lecture, technology)
Students will need access to assigned novels or textbooks.
Student Communication Product: (assessment, unit test, written report, oral presentation,
poster, etc.)
Students will create a Tree Map titled The Constitution with the branches Legislative,
Judicial, and Executive. They may include information and details about each branch from
their Government or History books or from the internet. Proper citations for each reference
must be listed in the correct format (APA/MLA) in the Frame of Reference.
The Frame of Reference is an opportunity to teach students about metacognition and the
importance of making those connections between disciplines. Ask a higher order thinking
question such as: What does this have to do with your Economics or History class?
Differentiation: Some students may find it helpful to begin with a set of page numbers in the
textbook or specific webpage to which they can refer and others may need less direction to
find the necessary information.
Students will explain, in a paragraph, how the Tree Map broadened their understanding of
the characters they compared.
Students may present their maps to the class, to small groups or individually to the teacher
as a means of assessment and practicing presentation skills.
Elaborate
PURPOSE:
• to extend students' conceptual understanding through application or practice in new
settings
Activities:
Students will list the components of the School-Wide Learning Outcomes (Growth minded,
Resourceful, Actively engaged, Determined, and Socially Responsible) and provide
examples of each. In their Frame of Reference students will explain from where they found
their examples. This can include life experiences and people of their acquaintance. They
will also answer the following question in the Frame of Reference:
In what way do I exemplify one or more of the School-Wide Learning Outcomes? Include
an explanation or example.
TEACHING STUDENTS THINKING MAP NOTES 22
Content Media: (written material, video, teacher lecture, technology)
Students may use scholarly websites and personal experience.
Extending/Application Questions for Whole/Small Group Discourse:
• How did the Tree Map broaden you thinking about the School-Wide Learning
Outcomes?
• What might you change next time you create a Tree Map?
Student Communication Product (assessment): (unit test, written report, oral
presentation, poster, etc.)
The student’s Tree Map is their assessment. It should be a clear, concise summary of the
student’s thoughts and ideas with supporting evidence.
Students can present their maps to the class, to small groups, or individually to the teacher
as an opportunity to practice public speaking skills.
Evaluate
PURPOSE:
The student demonstrates her/his ability to create a Tree Map with a Frame of Reference to
document their sources in the proper format (APA/MLA).
Skill/Reasoning Learning Objectives
Properly documenting sources.
Assessment Instrument
The Frame of Reference on the student’s Tree Map.
Knowledge Learning Objectives
Classifying items deepens one’s understanding of the topic.
Assessment Instrument
Student paragraph explaining how Tree Maps broaden one’s understanding of the topic.
TEACHING STUDENTS THINKING MAP NOTES 23
Tree Map Rubric
Concerns
Areas of Growth
Criteria
Standards for a Tree Map
Advanced
Evidence of Exceeding the
Standard
The subject and branches are
clearly and legibly labeled.
__/25 points
Three or more details are
present for each branch.
__/25 points
The Frame of Reference
contains an explanation to the
assigned critical thinking
questions with clear
connections to the material on
the tree map.
__/25 points
All quotes/sources in the
Frame of Reference are
correctly cited in the proper
format (APA/MLA).
__/25 points
___/100 points
TEACHING STUDENTS THINKING MAP NOTES 24
Multi-Flow Map Introduction: Lesson Plan
Engage
PURPOSE:
• to convey the context of the lesson(s)/unit by conveying an important Key Question
• to engage students in investigations that reveal their thinking to themselves and the
teacher
• to record the initial ideas of students
• to engage their interest
What is the teacher doing? What are the students doing? 1. The teacher shows the following video:
https://www.youtube.com/watch?v=KT2uxOE2aD4 2. Create a Multi-Flow Map whole group titled Graduating High School. Generate reasons
with the students and record them on the left side of the map. Be careful to validate students who risk sharing personal information. Record results of high school graduation on the right side of the map.
3. Teacher, remember to create a Frame of Reference and model for students. This is
where we discuss how we know what we know about the topic and cite any sources
used if necessary in the proper format (APA/MLA). For this map, you might
mention if a specific time period influences the causes and effects. (Ex: There is an
age limit to earning a high school diploma!)
4. To generate deeper understanding the teacher might ask a critical thinking question
here that helps students connect critical concepts. The Frame of Reference is an
opportunity to teach metacognition, take advantage!
• What social reasons might influence a student’s decision to finish his/her
diploma?
• Why are students who are parents more likely to value education?
• What is the purpose of a high school education/diploma?
Explore
PURPOSE:
• to test ideas and develop knowledge using explorations, investigations, experiments
• to modify and record ideas as they change due to activities
• to develop new questions and testable hypotheses
Activities (list)
1.Students working individually or in small groups create a Multi-Flow Map about
pollution.
1. They must include a Frame of Reference that documents their sources in the
appropriate format (APA/MLA).
• How is pollution related to social policy?
• Describe a historical event caused or contributed to by pollution.
How can pollution connect Science, History, and Civics?
Driving Question
How can Multi-Flow Maps help you to better understand a concept?
Student Communication Product: (written report, oral presentation, poster, etc.)
(consider showing “Models” of student products to help student identify characteristics of
quality)
The teacher should model creating a Multi-Flow Map to solve a simple equation.
TEACHING STUDENTS THINKING MAP NOTES 25
Be sure to include a frame of reference that explains how you solved the problem. Ask a
critical thinking question such as: What are the domain and range of the function?
Student examples may be displayed throughout the classroom if available. Teacher also
models how to present the map to the class using eye contact, enunciation, pacing, and other
strategies of an effective communicator. Explain attached presentation and Multi-Flow Map
rubric to students.
Students present their finished Multi-Flow Map to the whole group, a peer, or the teacher
depending on the setting and needs of the student. The goal is for the student to verbally
communicate their description and the evidence they found to support their opinions.
Explain
PURPOSE:
• to answer the Key Question through student explanations
• to provide students with relevant vocabulary, formal definitions and explanations of
concept
Content Media: (written material, video, teacher lecture, technology)
Students will need access to their World or US History textbooks or internet.
Student Communication Product: (assessment, unit test, written report, oral presentation,
poster, etc.)
Students will create a Multi-Flow Map titled Immigration. They may select a specific era
they wish to discuss using information from their History books or from the internet.
Proper citations for each reference must be listed in the correct format (APA/MLA) in the
Frame of Reference.
The Frame of Reference is an opportunity to teach students about metacognition and the
importance of making those connections between disciplines. Ask a higher order thinking
question such as: What socioeconomic forces push and pull immigrants to a country? How
might an economic policy impact immigration? How could we visually represent data
showing changes in immigration to the United States over time?
Differentiation: Some students may find it helpful to begin with a set of page numbers in the
textbook or specific webpage to which they can refer and others may need less direction to
find the necessary information.
Students will explain, in a paragraph, how the Multi-Flow Map broadened their
understanding of the topic.
Students may present their maps to the class, to small groups or individually to the teacher
as a means of assessment and practicing presentation skills.
Elaborate
PURPOSE:
TEACHING STUDENTS THINKING MAP NOTES 26
• to extend students' conceptual understanding through application or practice in new
settings
Activities:
Students will create a Multi-Flow Map for causes and effects of implementing the School-
Wide Learning Outcomes (Growth minded, Resourceful, Actively engaged, Determined,
and Socially Responsible). In their Frame of Reference students will the context of their
causes and effects citing sources in the correct format (APA/MLA) when appropriate. This
can include life experiences, textbook, and internet sources. They will also answer the
following question in the Frame of Reference:
How could my life be impacted by School-Wide Learning Outcomes?
Content Media: (written material, video, teacher lecture, technology)
Students may use textbooks, scholarly websites, and personal experience.
Extending/Application Questions for Whole/Small Group Discourse:
• How did the Multi-Flow Map broaden you thinking about the School-Wide Learning
Outcomes?
• What might you change next time you create a Multi-Flow Map?
Student Communication Product (assessment): (unit test, written report, oral
presentation, poster, etc.)
The student’s Multi-Flow Map is their assessment. It should be a clear, concise summary of
the student’s thoughts and ideas with supporting evidence.
Students can present their maps to the class, to small groups, or individually to the teacher
as an opportunity to practice public speaking skills.
Evaluate
PURPOSE:
The student demonstrates her/his ability to create a Multi-Flow Map with a Frame of
Reference to document their sources in the proper format (APA/MLA).
Skill/Reasoning Learning Objectives
Analyzing cause and effect.
Assessment Instrument
The student’s Multi-Flow Map.
Knowledge Learning Objectives
Identify causes and effects of an event.
Assessment Instrument
Student paragraph explaining how Multi-Flow Maps broaden one’s understanding of the
topic.
TEACHING STUDENTS THINKING MAP NOTES 27
Multi-Flow Map Rubric
Concerns
Areas of Growth
Criteria
Standards for a Multi-Flow
Map
Advanced
Evidence of Exceeding the
Standard
The topicis clearly and
legibly labeled.
__/5 points
Three or more causes are
present.
__/25 points
Three or more effects are
present.
__/25 points
The Frame of Reference
contains an explanation of the
assigned critical thinking
questions with clear
connections to the material on
the Multi-Flow Map.
__/25 points
All quotes/sources in the
Frame of Reference are
correctly cited in the proper
format (APA/MLA).
__/20 points
___/100 points
TEACHING STUDENTS THINKING MAP NOTES 28
Brace Map Introduction: Lesson Plan
Engage
PURPOSE:
• to convey the context of the lesson(s)/unit by conveying an important Key Question
• to engage students in investigations that reveal their thinking to themselves and the
teacher
• to record the initial ideas of students
• to engage their interest
What is the teacher doing? What are the students doing? 1. The teacher shows the following video:
https://www.youtube.com/watch?v=Epq3-9bi0rc 2. Create a Brace Map whole group titled My Favorite Band. Choose a band the students
are likely to know and about which they may have strong opinions. Be sure to list all the band members.
3. Teacher, remember to create a Frame of Reference and model for students. This is
where we discuss how we know what we know about the topic and cite any sources
used if necessary in the proper format (APA/MLA).
4. To generate deeper understanding the teacher might ask a critical thinking question
here that helps students connect critical concepts. The Frame of Reference is an
opportunity to teach metacognition, take advantage!
• How did you know about the different band members?
• How might your feelings influence your research if this was a band with
which you were previously unfamiliar?
• What musical movements or styles influence the songs of this band?
Explore
PURPOSE:
• to test ideas and develop knowledge using explorations, investigations, experiments
• to modify and record ideas as they change due to activities
• to develop new questions and testable hypotheses
Activities (list)
1. Students working individually or in small groups create a Brace Map about the solar system.
2. They must include a Frame of Reference that documents their sources in the appropriate format (APA/MLA).
• How is the solar system similar to a food chain?
What would happen if the Earth was closer to the Sun? Farther from the Sun?
Driving Question
How can Brace Maps help you to better understand a concept?
Student Communication Product: (written report, oral presentation, poster, etc.)
(consider showing “Models” of student products to help student identify characteristics of
quality)
The teacher should model creating a Brace Map to solve a word problem.
Destiny earns $48 per hour babysitting and $15 for each lawn she mows. Write an
expression to show the amount of money she earns by babysitting h hours and
mowing m lawns. How much money does she earn if she mows 3 lawns and
babysits for 4 hours?
TEACHING STUDENTS THINKING MAP NOTES 29
Be sure to include a frame of reference that explains how you solved the problem. Ask
a critical thinking question such as: How would we change our expression if Destiny
had a third job where she earned $3 for each magazine subscription she sold?
Student examples may be displayed throughout the classroom if available. Teacher also
models how to present the map to the class using eye contact, enunciation, pacing, and other
strategies of an effective communicator. Explain attached presentation and Brace rubric to
students.
Students present their finished Brace Map to the whole group, a peer, or the teacher
depending on the setting and needs of the student. The goal is for the student to verbally
communicate their description and the evidence they found to support their opinions.
Explain
PURPOSE:
• to answer the Key Question through student explanations
• to provide students with relevant vocabulary, formal definitions and explanations of
concepts
Content Media: (written material, video, teacher lecture, technology)
Students will need access to their Earth or Physical Science textbooks or internet.
Student Communication Product: (assessment, unit test, written report, oral presentation,
poster, etc.)
Students will create a Brace Map titled The Earth. They may decide what parts of the Earth
they wish to discuss using information from their Science books or from the internet.
Proper citations for each reference must be listed in the correct format (APA/MLA) in the
Frame of Reference.
The Frame of Reference is an opportunity to teach students about metacognition and the
importance of making those connections between disciplines. Ask a higher order thinking
question such as: How do the Earth parts or systems you chose work together? What
connection exists between the systems you discussed and those of the human body? What
did youlearn about the way we organize and classify information in the study of science?
Differentiation: Some students may find it helpful to begin with a set of page numbers in the
textbook or specific webpage to which they can refer and others may need less direction to
find the necessary information.
Students will explain, in a paragraph, how the Brace Map broadened their understanding of
the topic.
Students may present their maps to the class, to small groups or individually to the teacher
as a means of assessment and practicing presentation skills.
Elaborate
PURPOSE:
• to extend students' conceptual understanding through application or practice in new
settings
Activities:
Students will dissect the School-Wide Learning Outcomes (Growth minded, Resourceful,
Actively engaged, Determined, and Socially Responsible) and provide components of each.
In their Frame of Reference students will explain from where they found their components
citing sources in the correct format (APA/MLA) when appropriate. This can include life
experiences, textbook, and internet sources. They will also answer the following question in
the Frame of Reference:
TEACHING STUDENTS THINKING MAP NOTES 30
How is the school represented by our School-Wide Learning Outcomes?
Content Media: (written material, video, teacher lecture, technology)
Students may use textbooks, scholarly websites, and personal experience.
Extending/Application Questions for Whole/Small Group Discourse:
• How did the Brace Map broaden you thinking about the School-Wide Learning
Outcomes?
• What might you change next time you create a Brace Map?
Student Communication Product (assessment): (unit test, written report, oral
presentation, poster, etc.)
The student’s Brace Map is their assessment. It should be a clear, concise summary of the
student’s thoughts and ideas with supporting evidence.
Students can present their maps to the class, to small groups, or individually to the teacher
as an opportunity to practice public speaking skills.
Evaluate
PURPOSE:
The student demonstrates her/his ability to create a Brace Map with a Frame of Reference to
document their sources in the proper format (APA/MLA).
Skill/Reasoning Learning Objectives
Analyzing the impact of the part to whole relationship on the assigned topic.
Assessment Instrument
The Frame of Reference on the student’s Brace Map.
Knowledge Learning Objectives
Identify the components and subcomponents of the topic deepens one’s understanding.
Assessment Instrument
Student paragraph explaining how Brace Maps broaden one’s understanding of the topic.
TEACHING STUDENTS THINKING MAP NOTES 31
Brace Map Rubric
Concerns
Areas of Growth
Criteria
Standards for a Brace Map
Advanced
Evidence of Exceeding the
Standard
The topic, its components,
and subcomponents are
clearly and legibly labeled.
__/25 points
Three or more components or
subcomponents are present.
__/25 points
The Frame of Reference
contains an explanation of the
assigned critical thinking
questions with clear
connections to the material on
the Brace Map.
__/25 points
All quotes/sources in the
Frame of Reference are
correctly cited in the proper
format (APA/MLA).
__/25 points
___/100 points
TEACHING STUDENTS THINKING MAP NOTES 32
Bridge Map Introduction: Lesson Plan
Engage
PURPOSE:
• to convey the context of the lesson(s)/unit by conveying an important Key Question
• to engage students in investigations that reveal their thinking to themselves and the
teacher
• to record the initial ideas of students
• to engage their interest
What is the teacher doing? What are the students doing? 1. The teacher shows the following video:
https://www.youtube.com/watch?v=Oz-OgAyk2cE 2. Create a Bridge Map whole group with the relating factor is responsible for. Generate
ideas with the students and record them on the map. Examples: teacher, assigning work; student grading work; parent, care for child; child, obey parent.
3. Teacher, remember to create a Frame of Reference and model for students. This is
where we discuss how we know what we know about the topic and cite any sources
used if necessary in the proper format (APA/MLA). For this map, you want to
explain why we need to know this information.
4. To generate deeper understanding the teacher might ask a critical thinking question
here that helps students connect critical concepts. The Frame of Reference is an
opportunity to teach metacognition, take advantage!
• Is responsibility reciprocal?
• Could perspective alter your concept of responsibility?
Explore
PURPOSE:
• to test ideas and develop knowledge using explorations, investigations, experiments
• to modify and record ideas as they change due to activities
• to develop new questions and testable hypotheses
Activities (list)
1. Students working individually or in small groups create a Bridge Map with the relating factor is a character from (Ex: John Snow, Game of Thrones; Wilbur; Charlotte’s Web).
2. They must include a Frame of Reference that documents their sources in the appropriate format (APA/MLA).
• Why are these characters appealing to you?
• Why might it be important to know characters from different shows, books,
plays, etc.?
What makes a good literary character?
Driving Question
How can Bridge Maps help you to better understand a concept?
Student Communication Product: (written report, oral presentation, poster, etc.)
(consider showing “Models” of student products to help student identify characteristics of
quality)
The teacher should model creating a Bridge Map to explain word form and expanded form.
TEACHING STUDENTS THINKING MAP NOTES 33
Be sure to include a frame of reference. Ask a critical thinking question such as: Why do you
need to know place value to succeed in your Algebra class?
Student examples may be displayed throughout the classroom if available. Teacher also
models how to present the map to the class using eye contact, enunciation, pacing, and other
strategies of an effective communicator. Explain attached presentation and Bridge rubric to
students.
Students present their finished Bridge Map to the whole group, a peer, or the teacher
depending on the setting and needs of the student. The goal is for the student to verbally
communicate their description and the answer to the critical thinking question in their Frame
of Reference. It is important for students to learn to connect the across the disciplines.
Explain
PURPOSE:
• to answer the Key Question through student explanations
• to provide students with relevant vocabulary, formal definitions and explanations of
concepts
Content Media: (written material, video, teacher lecture, technology)
Students will need access to peers and possibly the internet.
Student Communication Product: (assessment, unit test, written report, oral presentation,
poster, etc.)
Students will create a Bridge Map with Relating Factor Powers A. Encourage students to
think of examples across the disciplines (electricity: circuit; imagination: writing; hunger;
rebellion). Proper citations for each reference must be listed in the correct format
(APA/MLA) in the Frame of Reference.
The Frame of Reference is an opportunity to teach students about metacognition and the
importance of making those connections between disciplines. Ask a higher order thinking
question such as: Why are analogies powerful tools for writers? Did you choose more
examples of literal or figurative power? Why?
Differentiation: Some students may find it helpful to begin with a set of page numbers in the
textbook or specific webpage to which they can refer and others may need less direction to
find the necessary information.
Students will explain, in a paragraph, how the Bridge Map broadened their understanding of
the topic.
Students may present their maps to the class, to small groups or individually to the teacher as
a means of assessment and practicing presentation skills.
Elaborate
a. 7.8 5.132
Word Form Is Word Form Is Word Form Is
two and forty-seven seven and eight five and one hundred
hundredths tenths thirty-two thousandths
2+0.10+0.14 7+0.8 5+0.1+0.03+0.002
Expanded Form Is Expanded Form Is Expanded Form Is
TEACHING STUDENTS THINKING MAP NOTES 34
PURPOSE:
• to extend students' conceptual understanding through application or practice in new
settings
Activities:
Students will create a Bridge Map for the School-Wide Learning Outcomes (Growth minded,
Resourceful, Actively engaged, Determined, and Socially Responsible) with the Relating
Factor Is an Example Of an list each word in the acronym. In their Frame of Reference
students will the context of their causes and effects citing sources in the correct format
(APA/MLA) when appropriate. This can include life experiences, textbook, and internet
sources. They will also answer the following question in the Frame of Reference:
How do I exemplify the School-Wide Learning Outcomes?
Content Media: (written material, video, teacher lecture, technology)
Students may use textbooks, scholarly websites, and personal experience.
Extending/Application Questions for Whole/Small Group Discourse:
• How did the Bridge Map broaden you thinking about the School-Wide Learning
Outcomes?
• What might you change next time you create a Bridge Map?
Student Communication Product (assessment): (unit test, written report, oral presentation,
poster, etc.)
The student’s Bridge Map is their assessment. It should be a clear, concise summary of the
student’s thoughts and ideas with supporting evidence.
Students can present their maps to the class, to small groups, or individually to the teacher as
an opportunity to practice public speaking skills.
Evaluate
PURPOSE:
The student demonstrates her/his ability to create a Bridge Map with a Frame of Reference to
document their sources in the proper format (APA/MLA).
Skill/Reasoning Learning Objectives
Using analogies.
Assessment Instrument
The student’s Bridge Map.
Knowledge Learning Objectives
Understand the School-Wide Learning Outcomes and how they can be applied on a personal
level.
Assessment Instrument
The student explanation of how they can exemplify the SLOs in the Frame of Reference.
TEACHING STUDENTS THINKING MAP NOTES 35
Bridge Map Rubric
Concerns
Areas of Growth
Criteria
Standards for a Bridge Map
Advanced
Evidence of Exceeding the
Standard
The Relating Factor is clearly
and legibly labeled.
__/5 points
Three or more analogies are
present.
__/25 points
There is a clear connection
between the Relating Factor
and each set of terms.
__/25 points
The Frame of Reference
contains an explanation of the
assigned critical thinking
questions with clear
connections to the material on
the Bridge Map.
__/25 points
All quotes/sources in the
Frame of Reference are
correctly cited in the proper
format (APA/MLA).
__/20 points
___/100 points
TEACHING STUDENTS THINKING MAP NOTES 36
Circle Map Notes Building Background Before Reading: Lesson Plan
Engage
PURPOSE:
• to convey the context of the lesson(s)/unit by conveying an important Key Question
• to engage students in investigations that reveal their thinking to themselves and the
teacher
• to record the initial ideas of students
• to engage their interest
What is the teacher doing? What are the students doing? 1. The teacher writes the following question on the board and facilitates a class
discussion recorded on a circle map if desired:
• How do you know what a chapter in a textbook is about before you read it? 2. Show the video Circle Map Notes.
• https://crazyforeducation.elibrary.link/Lesson/show/1587
• Username: CBK Password: GRAD
3. Teacher, students need to know that the Frame of Reference (FOR) on Circle Map
Notes is where we create a context for this new information. Remember that we
learn best when connecting new information to old, so help students find these
connections across the disciplines.
Explore
PURPOSE:
• to test ideas and develop knowledge using explorations, investigations, experiments
• to modify and record ideas as they change due to activities
• to develop new questions and testable hypotheses
Activities (list)
1. Students work independently or in small groups to complete Circle Maps notes for one lesson from a chapter in a textbook they are currently using.
Students will confer with the teacher to ensure they are creating context for the new
information in the Frame of Reference. Make connections across the content areas
whenever possible. This can be done whole group, as a jigsaw, or in small groups with the
teacher checking in. Think about the needs and abilities of individual students.
Driving Question
How can Circle Map Notes activate our prior knowledge before reading new information?
Student Communication Product: (written report, oral presentation, poster, etc.)
(consider showing “Models” of student products to help students identify characteristics of
quality)
Students will model the process of taking Circle Map Notes in dyads. Each partner will
explain the steps in the process using a textbook in which they are currently or soon will be
working.
Explain
PURPOSE:
• to answer the Key Question through student explanations
• to provide students with relevant vocabulary, formal definitions and explanations of
concepts
Content Media: (written material, video, teacher lecture, technology)
Textbook in which the student is or soon will be working.
TEACHING STUDENTS THINKING MAP NOTES 37
Student Communication Product: (assessment, unit test, written report, oral presentation,
poster, etc.)
Students will use the Circle Map Notes Rubric to provide each other with constructive
feedback on their Circle Map Notes. Teachers need to show an example of the Rubric with
feedback so that students can refer to the model.
Elaborate
PURPOSE:
• to extend students' conceptual understanding through application or practice in new
settings
Activities:
Students will work independently to take a set of Circle Map Notes on a teacher selected
chapter of a textbook. Task students to draw at least three connections to prior knowledge
in their Frame of Reference.
Content Media: (written material, video, teacher lecture, technology)
Students may gather information from the textbook.
Extending/Application Questions for Whole/Small Group Discourse:
Do you find Circle Map Notes a useful tool? Why or why not? What would you change or
improve?
Why do we include the Frame of Reference? How is it helpful?
Student Communication Product (assessment): (unit test, written report, oral
presentation, poster, etc.)
The results of this discussion, recorded on a Circle Map, become a classroom reference for
students.
Evaluate
PURPOSE:
To establish that the student can competently use the Circle Map Notes including the
Frame of Reference to activate prior knowledge and create context for new information.
Skill/Reasoning Learning Objectives
Students will be able to make connections between prior knowledge and new material.
Students will also be able to connect concepts from different content areas.
Assessment Instrument
Frame of Reference for student created Circle Map Notes.
Knowledge Learning Objectives
Students will value skimming as a pre-reading strategy.
Assessment Instrument
Student created Circle Map Notes and student explanation of the strategies to the teacher or
peer.
TEACHING STUDENTS THINKING MAP NOTES 38
Circle Map Notes Rubric
Concerns
Areas of Growth
Criteria
Standards for Circle Map
Notes
Advanced
Evidence of Exceeding the
Standard
The lesson title is clear and
legible in the central circle.
__/25 points
All headings and subheadings
are present in the outer circle.
__/25 points
All vocabulary/bold terms
defined or explained.
___/25 points
The Frame of Reference
contains at least three sources
connections to prior
knowledge.
__/25 points
___/100 points
TEACHING STUDENTS THINKING MAP NOTES 39
Tree Map Notes: Lesson Plan
Engage
PURPOSE:
• to convey the context of the lesson(s)/unit by conveying an important Key Question
• to engage students in investigations that reveal their thinking to themselves and the teacher
• to record the initial ideas of students
• to engage their interest
What is the teacher doing? What are the students doing? 1. The teacher shows the following video:
https://crazyforeducation.elibrary.link/Lesson/show/1588 Username: CBK Password: GRAD
2. Create a set of Tree Map Notes whole group from Biology p. 244-247 (McGraw Hill, 2017). The title is in red at the top of the lesson: Cellular Growth. Teal subheadings denote the branches: Cell Size Limitations and The Cell Cycle. It is important that students learn how to distinguish the text structures to determine what the branches of the map should be. You will need to Think Aloud to explain this to the students. They have to be able to identify headings and subheadings. Explain the color coding system in this textbook and that color coding is common in textbooks.
3. Teacher, remember to create a Frame of Reference and model for students. When taking
notes, the Frame of Reference is where we build context and connect to other disciplines.
You will need to model this for students and explain your thinking aloud more than once.
(Ex: Cell size limitation is like population limitation in a region, there are only enough
resources to support so many. The cell cycle may remind students of the life cycle.)
4. To generate deeper understanding the teacher might ask a critical thinking question here
that helps students connect critical concepts. The Frame of Reference is an opportunity
to teach metacognition, take advantage!
• What type of Thinking Map might we use to show the cell cycle explained in this
lesson? (Sequence maps are ideal for cycles!)
• Hypothesize what might happen if a large cell did manage to divide despite
growing beyond optimum size? Why would this be bad?
• How do you think the discovery of the cell cycle changed medicine?
Explore
PURPOSE:
• to test ideas and develop knowledge using explorations, investigations, experiments
• to modify and record ideas as they change due to activities
• to develop new questions and testable hypotheses
Activities (list)
1. Students working individually or in small groups create a set of Tree Map Notes for an assigned reading of their choice.
2. They must include a Frame of Reference that includes at least three connections to prior knowledge.
• Which other Thinking Map could also convey this information? How did you
know which map to use?
Students who need an extension could complete the second proposed Thinking Map and discuss
how this second perspective deepened their understanding of the topic.
Driving Question
TEACHING STUDENTS THINKING MAP NOTES 40
How can Tree Map Notes improve reading comprehension?
Student Communication Product: (written report, oral presentation, poster, etc.)
(consider showing “Models” of student products to help student identify characteristics of
quality)
The teacher should model creating a Tree Map Notes from Integrated Math 1 p. P23-P24 (Carter
et al, 2012). Each example should be the title of a separate branch. Ask a critical thinking
question such as: What is an example of perimeter in your life? How is perimeter related to the
speed at which a vehicle travels?
Student examples may be displayed throughout the classroom if available. Teacher also models
how to present the map to the class using eye contact, enunciation, pacing, and other strategies of
an effective communicator. Explain attached presentation and Tree Map Notes rubric to
students.
Students present their finished Tree Map Notes to the whole group, a peer, or the teacher
depending on the setting and needs of the student. The goal is for the student to verbally
communicate their description and the evidence they found to support their opinions.
Explain
PURPOSE:
• to answer the Key Question through student explanations
• to provide students with relevant vocabulary, formal definitions and explanations of concepts
Content Media: (written material, video, teacher lecture, technology)
Students will need access to assigned textbooks.
Student Communication Product: (assessment, unit test, written report, oral presentation,
poster, etc.)
Students will work in small groups to create Tree Map Notes for an entire chapter. Each student
will complete one lesson and present it to the other members of the group. In the Frame of
Reference, the student will make at least three prior knowledge or cross-curricular connections
and propose a second Thinking Map to convey the same information. Students will also choose
and answer one Critical Thinking question from the lesson.
Differentiation: Some students may find it helpful to begin work with a partner as they become
accustomed to the use of this strategy.
Students will explain, in a paragraph, how the Tree Map Notes improved their comprehension of
the informational text.
Students will present their maps to their small group to teach the information and practice
presentation skills.
Perimeter
Rectangles and Squares Parallelograms & Triangles Circumference
(Carter et al., pp. P23-P24, 2012)
TEACHING STUDENTS THINKING MAP NOTES 41
Elaborate
PURPOSE:
• to extend students' conceptual understanding through application or practice in new settings
Activities:
Students will complete five to eight sets of Tree Map notes as part of their weekly independent
work at home and review at their next appointment.
Content Media: (written material, video, teacher lecture, technology)
Students may use textbooks, scholarly websites and personal experience.
Extending/Application Questions for Whole/Small Group Discourse:
• How did the Tree Map Notes improve your comprehension of informational text?
• What might you change next time you create Tree Map Notes?
Student Communication Product (assessment): (unit test, written report, oral presentation,
poster, etc.)
The student’s Tree Map Notes are their assessment. They should be a concise summary of the
thoughts and ideas with prior knowledge connections and a critical thinking question.
Students can present their maps to the class, to small groups, or individually to the teacher as an
opportunity to practice public speaking skills.
Evaluate
PURPOSE:
The student demonstrates her/his ability to create Tree Map Notes with a Frame of Reference
with prior knowledge connections and a critical thinking question.
Skill/Reasoning Learning Objectives
Activating prior knowledge and making cross-curricular connections.
Assessment Instrument
The Frame of Reference on the student’s Tree Map Notes.
Knowledge Learning Objectives
Using the structure of informational text to deepen reading comprehension.
Assessment Instrument
Student paragraph explaining how Tree Map Notes improve reading comprehension.
TEACHING STUDENTS THINKING MAP NOTES 42
Tree Map Notes Rubric
Concerns
Areas of Growth
Criteria
Standards for Tree Map
Notes
Advanced
Evidence of Exceeding the
Standard
The subject and branches are
clearly and legibly labeled.
__/25 points
Three or more details are
present for each branch.
__/25 points
Three or more connections to
other content areas or prior
knowledge are present.
__/25 points
The Frame of Reference
contains an explanation to the
assigned critical thinking
questions with clear
connections to the material on
the tree map.
__/25 points
___/100 points
TEACHING STUDENTS THINKING MAP NOTES 43
TEACHING STUDENTS THINKING MAP NOTES 44
References
Carter, J., Cuevas, G., Day, R., Malloy, C., Holliday, B., Luchin, B., Cummins, J., Casey, R.,
Hovesplan, V., Zike, D., (2012). Chapter 0. In Integrated Math 1 (pp. 23-24). Columbus,
OH: McGraw-Hill Education.
Foong, P. (2017). Creative circle map. Retrieved from
https://www.youtube.com/watch?v=brPD58Pm6gE
Marzano, Pickering, & Pollock. (2001). Classroom instruction that works: Research based
strategies for increasing student achievement. Alexandria, VA: Association for
Supervision and Curriculum Development.
McGrath, J. (2015) How do you use a brace map? Retrieved from
https://www.youtube.com/watch?v=Epq3-9bi0rc
McGrath, J. (2015). How do you use a bridge map? Retrieved from
https://www.youtube.com/watch?v=Oz-OgAyk2cE
McGrath, J. (2015). How do you use a bubble map? Retrieved from
https://www.youtube.com/watch?v=P56Ct_I7c2A
McGrath, J. (2015). How do you use a circle map? Retrieved from
https://www.youtube.com/watch?v=XXo3H42K5zY
McGrath, J. (2015). How do you use a flow map? Retrieved from
https://www.youtube.com/watch?v=3NXYHfcOcXo
McGrath, J. (2015). How do you use a multi flow map? Retrieved from
https://www.youtube.com/watch?v=KT2uxOE2aD4
McGraw-Hill Education, (2017). Cellular reproduction. In Biology (pp. 242-247). Columbus,
OH: McGraw-Hill Education.
TEACHING STUDENTS THINKING MAP NOTES 45
O’Donnell, A., Dansereau, D., & Hall, R. (2002). Knowledge maps as scaffolds for cognitive
processing. Educational Psychology Review, 14(1), 71-86.
Ponce, H. R., & Mayer, R. E. (2014). An eye movement analysis of highlighting and graphic
organizer study aids for learning from expository text. Computers In Human Behavior,
4121-32. doi:10.1016/j.chb.2014.09.010
Remien, R. (2010). Tree Map Infommercial.mov. Retrieved from
https://www.youtube.com/watch?v=KQGex94ZMz0
Westminster Public Schools. Retrieved September 22, 2017 from the Westminster Public
Schools Wiki. Retrieved from
http://wiki.westminsterpublicschools.org/mediawiki/images/2/21/Multi_flow_function.jpg
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