CLICK. Click to see how a teacher used Thinking Maps to help a student overcome writer s block. Course 102. A Language for Learning

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1 Course 102. A Language for Learning Click to see how a teacher used Thinking Maps to help a student overcome writer s block. CLICK

2 Course 102. A Language for Learning At the rate I m going, I ll never finish this paper. I can t get all of my thoughts together.

3 Course 102. A Language for Learning

4 Course 102. A Language for Learning My Paper

5 Course 102. A Language for Learning You ll need your textbook. Language for Learning This module should take:

6 Course 102. A Language for Learning You are here. In the introduction, we list the instructional objectives and set expectations for the structure and navigation of the module.

7 Course 102. A Language for Learning Explore the Content Double Bubble Circle Map Bubble Map Map Tree Map Definition Definition Definition Definition You need to view at least 2 items under each map before continuing on. Cognitive Vocabulary Example Video Cognitive Vocabulary Example Video Cognitive Vocabulary Example Video Cognitive Vocabulary Example Video Definition Student Examples Student Examples Student Examples Student Examples Cognitive Vocabulary Create a Map Create a Map Create a Map Create a Map

8 Circle Maps Circle Map Definition Key Words in the Cognitive Process: Discuss Tell everything that you know Explore the meaning of Language for Learning More information in Chapter 1 Identify Define Brainstorm Back to main map

9 Circle Maps Guiding Questions for Defining or Brainstorming:? Circle Maps: Cognitive Vocabulary Brainstorm everything you know about seeds. What do you know about this topic, word or idea? How would you define this topic, word or idea? Back to main map (Previous circle map will fade into student example) Language for Learning

10 Circle Maps Example Video for Circle Maps Video plays here. Back to main map

11 Circle Maps Circle Maps Student Examples Click the map below to view student examples. Back to main map

12 Circle Maps Guiding Questions: Create a Circle Map What kind of thinking are we doing? Discuss Tell everything that you know Explore the meaning of Clear Identify Define Print Brainstorm Save as PDF Back to main map

13 Bubble Maps Bubble Maps Definition Key Words in the Cognitive Process: Qualities Describe Use vivid language Language for Learning More information in Chapter 1 Observe using the 5 senses Characteristics Describe your feelings Back to main map

14 Bubble Maps Guiding Questions:? Bubble Maps Cognitive Vocabulary How would you describe this noun or pronoun? How would you describe second graders? What qualities does this person or concept have? How does this noun or pronoun look, taste, feel, and sound? What are the properties of this thing? (Previous map will fade into student example) Back to main map This second grade example clearly shows how the guiding question led the thinking for this map development. The adjectives could have come from the teacher (as a rubric of sorts) or from individual responses in a whole group setting. You can even have your students complete the sentence 2nd graders at our school are. Guiding student responses with this sentence frame often helps them use adjectives in their responses. The stars with student names that have been added to the frame of reference are a great application idea. The teacher may have asked the students Who helped us understand what being helpful means? or Which second graders have been very respectful today? Language for Learning

15 Bubble Maps Example Video for Bubble Maps Video plays here. Back to main map

16 Bubble Maps Bubble Maps Student Examples Click the map below to view student examples. Back to main map

17 Bubble Maps Guiding Questions: Create a Bubble Map What kind of thinking are we doing? Qualities Describe Use vivid language Clear Observe using the 5 senses Print Characteristics Describe your feelings Save as PDF Back to main map

18 Double Bubble Maps Double Bubble Maps Definition Key Words in the Cognitive Process: Differentiate/Distinguish between Compare and Contrast Tell how something is alike and different Discuss similarities and differences Language for Learning More information in Chapter 1 Back to main map

19 Double Bubble Maps Guiding Questions:? What are the similarities and differences between these two things? Double Bubble Maps Cognitive Vocabulary How are a linear pair and vertical angles alike and different? How are these 2 things alike and different? (Previous map will fade into student example) Back to main map ge gua Lan for g rnin Lea

20 Double Bubble Maps Example Video for Double Bubble Maps Video plays here. Back to main map

21 Double Bubble Maps Double Bubble Maps Student Examples Click the map below to view student examples. Back to main map

22 Double Bubble Maps Guiding Questions: Create a Double Bubble Map What kind of thinking are we doing? Clear Print Save as PDF Back to main map Differentiate/Distinguish between Tell how something is alike and different Compare and Contrast Discuss similarities and differences

23 Tree Maps Tree Maps Definition Language for Learning More information in Chapter 1 Key Words in the Cognitive Process: Back to main map Type of Group List and Elaborate Categorize Kinds of Sort

24 Tree Maps Guiding Questions:? Tree Maps Cognitive Vocabulary How would you classify, group or sort these items? What kinds of or types of are there? How could you categorize this information? What are the ideas and details that support your main idea? (Previous map will fade into student example) What are some details about different kinds of weather? Back to main map Language for Learning

25 Tree Maps Example Video for Tree Maps Video plays here. Back to main map

26 Tree Maps Tree Maps Student Examples Click the map below to view student examples. Back to main map

27 Tree Maps Guiding Questions: Create a Tree Map What kind of thinking are we doing? Type of Group Clear List and Elaborate Print Categorize Kinds of Save as PDF Sort Back to main map

28 Course 102. A Language for Learning

29 Check Your Understanding Match the academic vocabulary and sample guiding questions to the appropriate Thinking Map. Click and drag the words and questions to the corresponding map. Try to complete this self-assessment without looking at your notes. Good luck. Word Bank Drag and Drop: Academic Vocabulary Compare and contrast Group and sort Describe Tell everything you know Circle Map Bubble Map Double Bubble Map Tree Map Classify How would you define this concept? See similarities and differences How are these two things alike and different? Define How would you categorize these terms? Use vivid language Identify the qualities of this person or thing. CHECK

30 Apply/Analyze/Assess See if you can help Ms. Lewis determine which Thinking Map to use for each of her lessons. Click the play button to begin.

31 Apply/Analyze/Assess Hi. Maybe you can help me? I m teaching a unit on Abraham Lincoln, using a variety of informational texts. I thought I d start the unit by asking the students to tell me everything they know about the President before reading anything. Later I will have them check their prior knowledge against the information they learned from their reading. Which map would be best to have them think about what they already know? Circle Map Bubble Map Double Bubble Map Tree Map SUBMIT

32 Course 102. A Language for Learning

33 Hybrid Model MOD #1 (4 WEEK CYCLE) ALONE - Take complete MOD #1 with reflections/notes, questions - take to PLC IN PLC - Discuss notes and questions from online course IN PLC - Develop lesson applications of module concept ALONE IN CR WITH COACHING SUPPORT - Implement Thinking Maps applications with students IN PLC s - Examine student work and assess impact of module concept MOD #2 MOD #3 This entire process should take about 4 weeks and should be constantly supported by key information from the course, text references found in the Language for Learning textbook and coaching from a Thinking Maps trained trainer on your campus.

34 Next Steps Please take the following to your next PLC (or small group) meeting: 1. Any notes or questions you have written down during this course 2. Your application ideas 3. Answers to the Reflection Questions 4. Curriculum materials you will need to apply this course information to upcoming lessons So that you will be able to: 1. Discuss new understandings. 2. Discuss ways to model the use of the correct cognitive vocabulary during the development of these maps with your students. 3. Create lesson plans applying the cognitive vocabulary to your Thinking Map uses. 4. Assess student use and understanding of the cognitive vocabulary

35 Reflect Complete this map and take it with you to your PLC or small group meeting. Based on the information you learned in this course and on the information referenced in your textbook A Language for Learning (your Frame of Reference) and By identifying the influences of your grade level and/or content area (your Frame of Reference), Identify what actions you can take in the classroom that will cause to you emphasize or improve your focus on the critical thinking and cognitive vocabulary as you and your students construct the Circle, Bubble, Double Bubble and Tree Maps. Then identify the anticipated effects of this new emphasis on the language of critical thinking with these maps. Possible Causes Identify the grade level and/or content you teach. Possible Causes Enter your own text Possible Effects You emphasize or improve your focus on the critical thinking and cognitive vocabulary of the Circle, Bubble, Double Bubble and Tree Maps. Enter your own text Enter your own text and drag to the right Course 102 A Language for Learning pages... Possible Effects Enter your own text and drag to the right Save as PDF Print

36 Reflect Possible Causes Student work is displayed in the classroom and the thinking process is identified and listed. You post examples of the cognitive vocabulary under the map posters. Possible Effects You teach students the cognitive vocabulary for each map. You ask students questions like: Which map would you use if you wanted to classify your ideas? You say Let s think about all of the similarities and differences between these two things as we make the Double Bubble Map. You emphasize or improve your focus on the critical thinking and cognitive vocabulary of the Circle, Bubble, Double Bubble and Tree Maps. Students understand that the maps are about critical thinking, not just making a map. Students develop independence with the maps. Critical thinking becomes more concrete for all learners.

37 Course 102. A Language for Learning Empowering students to be more skillful thinkers, to have the tools to be more critical in their thinking is a major goal of Thinking Maps, Inc. Equipping students with the language of thinking is essential to their effective communication and collaboration and to them becoming successful and productive 21st Century citizens. My Paper You may now exit the module or continue reviewing.