Transcript Day One Training Intro - TPS

Welcome to
Thinking
Maps
PEANUTS
BY: SCHULZ
TODAY’S AGENDA
What are Thinking Maps & why do they work?
What is the purpose of each map?
How do I teach the maps to my students?
How do I use the maps to help students develop literacy
skills?
What resources and support will I get throughout the year?
TABLE OF CONTENTS
Chapter 1: INTRODUCTION
Page iv
Theory and Thinking Maps Introduced
Chapter 2: TEACHING
Sample Lesson Plans & Black Line Masters
Chapter 3: LITERACY LINKS
Academic Vocabulary, Reading, Writing
Chapter 4: CONTENT
CONNECTIONS
Literary Analysis, Mathematics, Science,
Social Studies
Chapter 5: INSTRUCTIONAL
STRATEGIES
Chapter 6: ASSESSMENT
Curriculum and Lesson Planning,
Cooperative Learning, Differentiation
Student Assessment and SelfAssessment Quizzes
Rod &
Elisha
Mom and Dad
Junior
Volunteer
League
Sunday
School
Mom x 2
Wife
District
Coordinator
Robbie
City View
ISD
G/T
Play bridge
Always on a diet
Love books
Church
“Gi Gi”
Terry
Ty, Kirsten,
Taylor & Logan
TEACHING THE CIRCLE MAP
Things/people that have influenced you
Things that tell
something about you
Your
Name
Page 1
Chapter 1
You have
been
introduced to
Thinking
Maps®
You can name the key points
defining Thinking Maps®
You can explain the
similarities and differences
between Graphic Organizers
and Thinking Maps®
You can identify the thought
process behind each
Thinking Map and the Frame
of Reference
You can draw and define
each map
You have a beginning
understanding of how to use
the maps in a variety of
curriculum areas
Visual Tools
What are
Thinking
Maps and
how are they
different from
Graphic
Organizers?
Use a Circle
Map to define
Thinking
Maps.
PAGE 2
What is the source?
75%
25%
How does this
information impact
teacher instruction and
student learning?
80% of all information that
comes into our brain is
VISUAL
Page 3
40% of all nerve fibers
connected to the brain are
linked to the retina
-Eric Jensen,
Brain Based
Learning
36,000 visual messages per hour
may be registered by the eyes.
Page 3
“We believe that probably the best
strategies for teaching text
structures are visual/spatial
strategies.”
Peregoy and Boyle.
Reading, Writing, and Learning in ESL
RESEARCH CONNECTIONS
Nine Essential Practices
That Are Supported by
Educational Research
Nine Instructional Strategies
CATEGORY
ES
Identifying similarities and differences
1.61
Summarizing and note taking
1.00
Reinforcing effort and providing recognition
.80
Homework and practice
.77
Nonlinguistic representations
.75
•Comparing and
Cooperative learning
Contrasting
.73
Setting goals and providing feedback
•Classifying
.61
•Seeing Generating
Analogies
and testing hypothesis
.61
Activating prior knowledge
.59
Page 3
DUAL CODING THEORY
Knowledge is stored in two forms:
Linguistic Form
Nonlinguistic Form
Research proves that the more we use
both systems of representation,
the better we are able to
think and recall knowledge.
SCAFFOLDING
BRAIN RESEARCH
CONNECTION
“It has been shown that
explicitly engaging students in the
creation of nonlinguistic
representations
stimulates and increases activity in the
brain.” (see Gerlic & Jausovec, 1999)
Page 4
Page 5
Page 6
Visual Tools
Based on 8 basic
cognitive skills
PAGE 7
Page 7
The Thinking Maps give students a concrete
visual pattern for an abstract cognitive skill.
From
Page 7
A Framework for Understanding Poverty
Ruby K. Payne, Ph.D.
Chapter Eight: Instruction and Improving Achievement
“The true discrimination that comes out of
poverty is the lack of cognitive strategies.
The lack of these unseen attributes
handicaps, in every aspect of life, the
individual who does not have them.”
BRAIN COMPATIBLE TEACHING
Page 8
“The overwhelming need for learners is for
meaningfulness… we do not come to understand a
subject or master a skill by sticking bits of information
to each other.
Understanding a subject results from perceiving
relationships. The brain is designed as a pattern
detector.
Our function as educators is to provide our students
with the sorts of experiences that enable them to
perceive patterns that connect.”
Making Connections: Teaching and the Human Brain (1994), Caine & Caine
WHY ? ? ?
…can you remember exactly where you were & what you
were doing on September 11th?
…can you recognize a person’s face, but not remember
his/her name?
…can you hear an “oldie” and remember every word in the song, even
though you haven’t sung that song in years?
…do you buy a new car, then constantly see it everywhere
you go?
…can you drive a familiar route and when you arrive, you
can’t really remember how you got there?
The Brain is a Pattern Seeker
Word Association:
If I say HOT, you say _____?
If I say STOP, you say _____?
If I say BLACK, you say _____?
What color is this box?
What do cows drink?
31
BRAIN TEASERS
• Draw a straight line. Write your first and
last name on the line.
• Draw a straight line. Cross right leg over
left leg. Turn the crossed leg counter
clockwise. Now, write your name on the
line.
• Discuss the results with a partner.
32
How the Brain Processes Information
Lost
Senses
Register
Information
Areas in the Brain
Long
Filter Information
Term
Emotion
Building
Networks
Lost
Meaning
Networks
Strengthened
Networks
Extended
{Pages 20-23}
Memory
Page 8
Dendrites
Cell Body
Axon
Synapse
NEURONS THAT FIRE TOGETHER
GET WIRED TOGETHER.
THAT IS WHAT A PATTERN IS!
Visual Tools
Based on 8 basic
cognitive skills
Used in all
content areas
PAGE 10
Thought process: Sequencing
When do you use sequencing in:
READING?
WRITING?
SCIENCE?
MATH?
SOCIAL STUDIES?
THE ARTS?
In every instance, you could use a
FLOW MAP
Page 10
Chapter 16 Bacteria
.Describe the characteristics
C
of bacteria.
.Name and describe the
structures of the bacterial cell.
.Explain how bacteria are
classified.
.Distinguish between
heterotrophic and autotrophic
bacteria.
O
D
E
.Describe the various types of
bacterial respiration.
Bacteria are everywhere. They are found in
air, water, soil, your food, and in the bodies
of all living things. They can live in places
where no other living thing survives. They
have been found in the icy regions of the
Arctic and Antarctic, and in the near-boiling
waters of hot springs. They live on
mountaintops and ocean bottoms. A drop of
pond water may contain over 50 million
bacteria.
.Discuss the role of bacteria
W
in nature.
.List several ways to limit
O
bacterial growth.
.Describe the ways in which
R
bacteria may gain new genes.
.Discuss the steps involved in
D
genetic engineering.
S
Visual Tools
Based on 8 basic
cognitive skills
Used by all
teachers
Used in all
content areas
PAGE 11
Page 11
4TH Grade
Special
Education
Class
Middle
School
Social
Studies
Page 11
High
School
English
Visual Tools
Depth and
Complexity
Based on 8 basic
cognitive skills
Used by all
teachers
Used in all
content areas
PAGE 11
SET
TEACHER / STUDENT INPUT
Page 13
Page 14
PROCESSING
Page 14
EXTENSION
Page 15
CLOSURE
Page 15
*
Processing Activity
Page 17
1. Put away your notes. Then work with your
group to define Thinking Maps.
2. Use a Circle Map to collect your ideas.
3. Include any notes that you remember about
what they are and why they work as tools for
thinking.
4. Also, include information on how Thinking
Maps are different from graphic organizers.
Hearing Words
Seeing Words
Speaking Words
Generating Words
Better learning will come
not so much from finding
better ways for the
teacher to
INSTRUCT...
...but from giving the learner better ways to
CONSTRUCT MEANING.
Seymore Papert, 1990
THE MAPS SHOULD BECOME
STUDENT TOOLS FOR THINKING.
Calvin & Hobbes
by: Bill Watterson
An Overview of all 8 Thinking Maps
The Circle Map
Defining in Context
Page 18
An Overview of all 8 Thinking Maps
The Bubble Map
Describing
Page 18
An Overview of all 8 Thinking Maps
The Double Bubble Map
Comparing and Contrasting
Page 18
An Overview of all 8 Thinking Maps
The Tree Map
Classifying
Page 18
An Overview of all 8 Thinking Maps
The Brace Map
Whole to Parts
Page 19
An Overview of all 8 Thinking Maps
The Flow Map
Sequencing
Page 19
An Overview of all 8 Thinking Maps
The Multi-Flow Map
Cause and Effect
Page 19
An Overview of all 8 Thinking Maps
The Bridge Map
Seeing Analogies
Page 19
An Overview of all 8 Thinking Maps
Page 20
Adding a Frame
of Reference
•How do you know what you know about this topic?
•Did your information come from a specific source?
•Is this information being influenced by a specific point of view?
•Who could use this information?
•Why is this information important?
Adding a Frame of Reference
Page 20
Adding a Frame of Reference
Page 20
Page 21
JIGSAW ACTIVITY
2
3
Create
“HOME”
Groups
1
1
5
3
6
2
1
Group C
3
Group B
Group A
4
2
4
6
5
6
4
5
INFORMATION FOR EACH
THINKING MAP
Thought Process
Drawing
Guiding
Questions
Key
Information
Classroom
Ideas
Cautions
Page 23
Page 24
DRAWING THE MAP
NOTE TAKING GUIDE
Identify the THOUGHT PROCESS
DEFINING IN CONTEXT
KEY WORDS
Context, List, Define, Tell everything you know,
Brainstorm, Identify, Relate prior knowledge, Explore
the meaning, Associate, Generate
Page 24-25
KEY
WORDS
FOR
THINKING
Page 77
KEY INFORMATION
• Define a concept, word or idea
• Diagnose prior knowledge
• Brainstorm before writing
• Use as a lesson closure
Page 26
Troubleshooting
the Circle Map
Page 28
Limited
brainstorming
strawberries
Incorrect information in the “prior
knowledge” Circle.
CLASSROOM APPLICATIONS
The next few slides show
examples of Circle Maps created
by teachers and students from
across the country.
Record your notes on page 29.
Cadillac
scarves
?
sideburns
May
still
be
alive
Characteristics
Definition (in own words)
New
materials
are NOT
formed
A change in
Same
size, shape,
matter
or state of
present
matter
before and
Physical
Abolitionist
after
Change
change
Ice melting
Breaking
a glass
Cutting hair
Examples
Definition
Visual Representation
A triangle
with one
right angle
Triangle
with a 90
degree angle
Right
Triangle
Personal Association or Characteristic
Now it is your turn!
This is what you will do when you
become an expert with one
particular map.
You will fill out your page just like
we filled out the circle map page.
Page 21
2
3
Create
“HOME”
Groups
1
1
5
3
6
2
1
Group C
3
Group B
Group A
4
2
4
6
5
6
4
5
Page 21
Expert Group Assignment
1’s – Bubble pages 30-35
2’s - Double Bubble pages 36-41
3’s – Tree pages 42-47
4’s – Brace pages 48-53
5’s – Flow pages 54-59
6’s - Multi-Flow pages 60-65
I will pull it all together by teaching the Bridge and re-emphasizing the frame at
the end of this activity.
Before going to your Expert Group:
1. Read the pages in Chapter One – Introduction
that corresponds with the Map you have been
assigned.
2. Highlight key information, take notes, and be
prepared to share your ideas in your Expert Group.
Page 22
JIGSAW ACTIVITY
A
1
B
A 6
C
1
1
B
6
A
6 C
C
3
3
3 B
A
2
5 B
A 5
5
2 B
2
C
C
B
A
4
4
4 C
Page 22
AGENDA FOR YOUR EXPERT GROUPS
Meet with
your group
Discuss
Create an
original
application
that you can
use to teach
the map
Make sure
everyone in
your group
can draw the
map and
name thought
process
Decide on 4
or 5 details
you need to
include
Check with
Robbie to
make sure
your original
example is
correct
Return to
your
home
group
AGENDA FOR YOUR HOME TEAM PRESENTATIONS
Return to
“Home”
Groups
Assign a
timekeeper
Teach each
map
(4 min limit)
Take Notes
Learn
Bridge and
Frame
Review
all maps
NOTE MAKING GUIDE
Page 35
Draw the Bubble Map and label its parts.
Name the thought
process:
DESCRIBING
Science