WELCOME TO THINKING MAPS TRAINING

Transcription

1 WELCOME TO THINKING MAPS TRAINING

2 RIGOROUS COLLEGE AND CAREER READINESS STANDARDS TRAINING AGENDA 21 ST CENTURY SKILLS What are the needs of your students? A Language for Learning TMLC

3 Pre-assessment Activity

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5 The content(s) you teach The grade level(s) you teach

6 The Table of Contents Page iv

7 Instructional Shifts for College and Career Readiness Building knowledge through contentrich informational sources Reading and writing grounded in evidence from text Regular practice with complex text and its academic vocabulary

8 What are the defining characteristics of Thinking Maps?

9 Visual Patterns Used in combination for depth and complexity Used by all teachers Thinking Maps Based on 8 Cognitive Skills Applied in all content areas What are Thinking Maps?

10 What is the source? 75% 25% How does this information impact teacher instruction and student learning?

12 DRAW AN ILLUSTRATION OF A PATTERN? PATTERNS HELP WITH PREDICTION.

13 Graphic organizers do not provide students with predictable patterns for thinking.

14 This confusing variety of graphic organizers makes it impossible for students to own these tools.

15 SCAFFOLDING SECURITY AND ACCESS What is important is to allow all students to interact with challenging text on their own as frequently and independently as possible.

17 Page 8 Dendrites Cell Body Axon Synapse

18 NEURONS THAT FIRE TOGETHER GET WIRED TOGETHER. THAT IS WHAT A PATTERN IS!

19 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

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22 Thought process: Sequencing Page 10 When do you use sequencing in: READING? WRITING? SCIENCE? MATH? SOCIAL STUDIES? THE ARTS? In every instance, you could use a FLOW MAP

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31 Page 11 4 TH Grade Special Education Class

32 Middle School Social Studies

33 High School English Page 11

35 Integration of Knowledge and Ideas Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

36 Developing Conceptual Understanding So what do you now understand about place value? So why is place value important?

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47 Processing Activity 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 about how Thinking Maps are different from graphic organizers.

48 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. The maps should become STUDENT TOOLS FOR INDEPENDENT THINKING AND COLLABORATION.

49 Calvin & Hobbes by: Bill Watterson

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51 What is the purpose of each map and how do these visual patterns support critical and creative thinking? Learning the Maps

52 Guiding Questions How do you know what you know about this topic? The Frame of Reference Page 20 Did your information come from a specific source? Is this information being influenced by a specific point of view or perspective? So what do you now understand about the information in your map? Why is this information important?

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54 Pp Circle Map What is the definition of? Defining and Brainstorming

55 KEY INFORMATION Page 26 The Circle Map is used to define a concept, word or idea. It is a great map to use to diagnose prior knowledge, brainstorm before writing, or use as a lesson closure.

56 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.

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61 Cadillac scarves May still be alive sideburns

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63 JIGSAW ACTIVITY Page Group A 1 Create HOME Groups 1 2 Group B Group C 5 6

64 INFORMATION FOR EACH THINKING MAP Page 23 Thought Process Drawing Guiding Questions Key Information Classroom Ideas Cautions

65 Expert Group Assignment Page 21 1 s: Bubble Map, pages s: Double Bubble Map, pages s: Tree Map, pages s: Brace Map, pages s: Flow Map, pages s: Multi-Flow Map, pages 60-65

66 Before going to your Expert Group: 1. Read the pages in Chapter One - Introduction that correspond with the map you have been assigned. 2. Highlight key information, take notes on your Note Making Guide page (last page of each section), and be prepared to share your ideas in your Expert Group.

67 JIGSAW ACTIVITY Page 22 A B C B A C A 3 3 B C 3 A A 5 5 B 5 C 2 2 C 2 B A 4 4 B 4 C

68 Directions for Your Expert Group You have 15 minutes to complete this task. Make sure your trainer checks your original example and everyone needs to draw the map.

69 Process for Teaching the Maps 3 Developing a beginning understanding of all 8 Thinking Maps.

70 Pp Bubble Map Which word best describes? What are the qualities of? Describing

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75 Source: What evidence is there to support your inferences?

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78 Lab Observations Tier 2 Observations using our 5 senses

79 Pp Double Bubble Map How are and alike? What is the most important difference in? Comparing and Contrasting

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86 Pp Tree Map Which of the following is a detail about? A is a member of which of following categories? Main Idea and Details Classifying

87 My face shows my feelings. My friends have feelings too. I can be happy and sad in the same day.

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94 Great for Assessment!

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98 Break 10 minutes

99 Pp Brace Map What are the parts of? Part to Whole Relationships

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105 Jerome, a student at Eddy Middle School, is on the honor roll. I can use an appositive to combine sentences. Having a variety of sentences in my paragraph makes my writing more interesting.

106 Add the meaning of each part in parentheses.

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109 We need to know how to convert % to decimals. We could use 10%. We have to know that this is a two step problem. We need some prior knowledge about what a tip is.

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113 Pp Flow Map Which of these steps comes first? What are the stages of? Sequencing

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121 What are the stages of mitosis?

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124 Pp Multi-Flow Map Why did? What are the benefits of? Cause and Effect

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141 Page 66 Bridge Map How are and related? Seeing Analogies Relationships

142 Page 66 Drawing the Map THE BRIDGE MAP

143 Note Taking Guide Page Identify the THOUGHT PROCESS SEEING ANALOGIES KEY WORDS Identify the Relationship, Guess the Rule, Symbolism, Metaphor, Allegory, Analogy, Simile

144 KEY INFORMATION Page 68 The Bridge Map helps students identify the relationships between words. As long as the relationship remains the same, the Bridge Map can be extended beyond 2 pairs of words. An apple is a type of fruit as a carrot is a type of vegetable.

145 Head Body AS Numerator Fraction Relating Factor: Is the top part of...

146 CLASSROOM APPLICATIONS The next few slides show examples of Bridge Maps created by teachers and students from across the country. Record your notes on page 71.

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153 SOURCE

154 Vocabulary Development mitochondria

155 Domain-specific Vocabulary Tier 3

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157 RF: is represented by

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159 Major events in history often have trigger causes.

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162 Processing Activity Practice what you ve learned. You will be making all 8 Thinking Maps and sharing at least one with the group. Your topic is, CALIFORNIA

163 Gradual Release of Responsibility The purpose of the 8 week introduction process is to help students develop a level of independence with the language of the maps.

164 MONDAY: Introducing the Circle Map Create a Circle Map to help us all know important things about you. In the Frame of Reference, include key people and things that influence who you are. Pair with one other person and share your information

165 TUESDAY: I DO Teacher: What do you know about a coordinate plane? No response from students. Teacher: What if I told you some of the real-life uses of coordinate planes. I will write these in the Frame of Reference. (Teacher adds examples to the Frame.) Teacher: Now let s try to define the coordinate plane based on these examples. Teacher: Turn to your neighbor and tell him/her two of the defining characteristics of a coordinate plane

166 WEDNESDAY: WE DO Teacher: Before we start our lesson on geological formations, work with a partner to brainstorm everything you already know about the topic Add a Frame of Reference and write a brief definition based on the information in your Circle Map. Geological formations are Be prepared to share your ideas with the whole group.

167 THURSDAY: YOU DO Assignment: Research a famous American or American symbol. Take notes on the information and then choose key details to create a Who Am I? Circle Map.

168 FRIDAY: Independent Choice Use a Circle Map to summarize anything that you have learned this week.

169 EXTRA SLIDES Use as needed

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172 High school students, more than anyone, need a common language as they navigate the waters of each discipline.

173 Process for Taking Cornell Notes Following these steps will enhance my understanding of the subject / topic I am taking notes on.

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175 What is the definition of --? What is the role of mitosis in --? Key Ideas and Details Ask and answer questions to demonstrate understanding How do some animals reproduce asexually? How do plants reproduce asexually? Remember the question you choose will determine the map that you use!

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177 What are the advantages and disadvantages of asexual reproduction? What are the effects of the disadvantages?

178 What are the parts of a cell?

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180 Basic Translation?? Differentiation

181 Academic Rigor

182 Academic Rigor

183 Academic Rigor The turtle is slow. The leopard is fast.

184 What if the turtle didn t have a shell on its back... Academic Rigor What if the leopard had short little legs...

185 Great lessons don t happen by accident any more than gardens flourish without care.

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