Thinking Maps at Atlanta Area School for the Deaf

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1 Thinking Maps at Atlanta Area School for the Deaf We are in it to Win it! Helen E. Malone and Frances Willis

2 Who are we?

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4 Mission Statement: The Atlanta Area School for the Deaf meets the individual needs of deaf and hard-ofhearing students by empowering them to achieve their highest potential.

5 We Believe A language-rich environment is essential for learning. School, family, and community collaboration promote student achievement. Life-long learning for all students and staff. Students are contributing members of a global society.

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8 Why were Thinking Maps implemented?

9 How did we get where we are?

10 Our Enduring Understanding: The Thinking Maps give students a concrete visual pattern for an abstract cognitive skill.

11 What are Thinking Maps?

12 80% of all information that comes into our brain is VISUAL 40% of all nerve fibers connected to the brain are linked to the retina -Eric Jensen, Brain Based Learning 36,000 visual messages per hour may be registered by the eyes.

13 How are Thinking Maps different from graphic organizers?

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16 An Overview of the 8 Thinking Maps The Circle Map Thought Process: Defining in Context

17 An Overview of the 8 Thinking Maps The Bubble Map Thought Process: Describing

18 An Overview of the 8 Thinking Maps The Double Bubble Map Thought Process: Comparing and Contrasting

19 An Overview of the 8 Thinking Maps The Tree Map Thought Process: Classifying

20 An Overview of the 8 Thinking Maps The Brace Map Thought Process: Whole to Parts

21 An Overview of the 8 Thinking Maps The Flow Map Thought Process: Sequencing

22 An Overview of the 8 Thinking Maps The Multi-Flow Map Thought Process: Cause and Effect

23 An Overview of the 8 Thinking Maps The Bridge Map Thought Process: Seeing Analogies

24 An Overview of the 8 Thinking Maps 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?

25 Adding a Frame of Reference How do you know what you know?

26 Source: Where did you get your information? Source: Have you studied this information in school before?

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29 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

30 WHICH MAP WOULD YOU USE? Math Explain the relationship among fractions, decimals, and percents; translate among various representations of equal numbers The Bridge Map

31 WHICH MAP WOULD YOU USE? Science Investigate, compare, and contrast the different life cycles of different living things. The Double Bubble Map

32 WHICH MAP WOULD YOU USE? Social Studies List the qualities of a leader The Bubble Map

33 WHICH MAP WOULD YOU USE? Reading Identify and explain story elements, including plot summary. Retell a story. The Flow Map

34 Circle Map

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44 Defining a Word using Context Clues: (Language for Learning page 137) Students write the sentence in the frame of reference. Inside the Circle Map, they begin on the right side of the circle to identify a context clue and what they think it means. There can be as many clues as the students want to use that helps them THINK ABOUT the definition of the word. Finally they end up defining the word in their own terms in the left area of the Circle.

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46 Bubble Map

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49 Students identify the qualities of the character then had to cite where in the book or story that was found. This involves justifying why the students selected the particular adjective. The purple and red colors represent two different students who worked on this activity. (Example taken from the Thinking Maps training CD.)

50 Students can use Bubble Maps to show point of view. Select a character or person or event and try to imagine the perspective the person or people may have held or how others may have felt about the event.

51 For students who have a difficult time with descriptive words, use symbols to help them. These can be constructed as any other communication board or into categories. Utilizing the five senses is very beneficial for the students at the start, then expand the vocabulary using pictures, photos, symbols, or a combination.

52 For some students it helps when completing a Bubble Map to have something that can be handled, something hands-on. It becomes easier to describe when the object is right in front of them. When describing people or events from a story refer back to the text to confirm the correct answer or clarify any misunderstandings.

53 Many of our students get stuck on using the same set of vocabulary. Lists such as this, found from the book, The Teacher s Book of Lists.

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56 Double Bubble

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66 Tree Map

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78 Brace Map

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80 To illustrate my strategy for adding Break down numbers to simplify additions To show my thinking about groups of 10 Expanded notation helps with computation

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84 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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86 Flow Map

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94 Multi-Flow Map

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102 Bridge Map

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112 Multiple maps used in combination for depth and complexity

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128 What have we seen as a result?