A language for learning (thinking maps)
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This document provides an overview and agenda for a leadership summit on Thinking Maps presented by Ms. M. Ramirez. The summit introduces Thinking Maps and how they can be used to develop literacy skills and make connections across content areas. It explains how Thinking Maps activate different areas of the brain and support best instructional practices. Examples are provided of how Thinking Maps can be applied in reading, writing, math, science and social studies. Participants engage in hands-on activities to learn how to construct and use Thinking Maps. The summit promotes using Thinking Maps as visual tools to help students organize and apply knowledge.
A language for learning (thinking maps)
- 1. Leadership Summit Laredo ISD 2012 Prepared by Ms. M. Ramirez
- 2. Welcome to Leadership Summit Laredo ISD 2012 Prepared by Ms. M. Ramirez
- 3. 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? TODAY’S AGENDA
- 4. Chapter 1: INTRODUCTION Chapter 2: TEACHING Chapter 3: LITERACY LINKS Chapter 4: CONTENT CONNECTIONS Chapter 5: INSTRUCTIONAL STRATEGIES Chapter 6: ASSESSMENT TABLE OF CONTENTS Sample Lesson Plans & Black Line Masters Academic Vocabulary, Reading, Writing Literary Analysis, Mathematics, Science, Social Studies Curriculum and Lesson Planning, Cooperative Learning, Differentiation Theory and Thinking Maps Introduced Student Assessment and Self- Assessment Quizzes
- 5. children or Pets Ms. M. Ramirez Background Army Brat Always on a diet ____ wife Love movies, books, jokes “the brain lady” Thinking Maps Pat Wolfe People who influenced Church Elem. Princ. C&I Director Teacher
- 6. Putting Theory into Practice Write your first name in the center of the page Draw a circle around your name Draw a larger circle outside of the inner circle with your name…almost the size of the page Fill in the outer circle with information about yourself
- 7. Add a Frame of Reference Draw a rectangle around the edge of the page In each corner write the names of key people who have influenced you or brief statements of experiences that influenced you. Pass your circle map to the right and let that person read it and circle two things they want to know more about Discuss the two things that were circled with them in more detail
- 8. Things that tell something about you Things/people that have influenced you TEACHING THE CIRCLE MAP Your Name
- 9. Circle Map Defining in Context Used to define a thing or idea Defines in context Thing or idea is in the center Supporting information is in outer circle
- 10. You Have Applied Thinking Maps to Literacy Skills Your students are beginning to use Thinking Maps to deepen their understanding of academic vocabulary. You have modeled the use of Thinking Maps for writing across the curriculum. You have integrated the use of Thinking Maps with your students’ note taking strategies. Your students are beginning to use Thinking Maps as strategies to improve their reading comprehension. CHAPTER 3 LITERACY LINKS Chapter 3 LITERACY LINKS
- 11. Chapter 3
- 12. You Have Applied Thinking Maps to A Variety of Content Areas Your students are beginning to use Thinking Maps to deepen their understanding of academic vocabulary. You have integrated the use of Thinking Maps with your students’ note taking strategies. Your students are beginning to use Thinking Maps in their understanding of Literature, Science, Social Studies, and Mathematics Chapter 4 CONTENT CONNECTIONS
- 13. Chapter 4
- 14. You Have Integrated Thinking Maps for Effective Instructional Strategies You can use Thinking Maps for Curriculum and Lesson Planning. You use Thinking Maps independently across disciplines to encourage student meta-cognition, self-reflection, and assessment. You and your students construct Thinking Maps for a variety of applications in order to explain, revise, and synthesize ideas. You have embedded Thinking Maps in other instructional strategies. Your students use multiple Thinking Maps in collaborative team work. Page 233 Chapter 5 INSTRUCTIONAL STRATEGIES
- 15. Chapter 5
- 16. You Have Integrated Thinking Maps for Effective Instructional Strategies You can use Thinking Maps for Curriculum and Lesson Planning. You use Thinking Maps independently across disciplines to encourage student meta-cognition, self-reflection, and assessment. You and your students construct Thinking Maps for a variety of applications in order to explain, revise, and synthesize ideas. You have embedded Thinking Maps in other instructional strategies. Your students use multiple Thinking Maps in collaborative team work. Page 233 Chapter 6 ASSESSMENT
- 17. What are Thinking Maps and how are they different from Graphic Organizers? Use a Circle Map to define Thinking Maps.
- 18. 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 36,000 visual messages per hour may be registered by the eyes. -Eric Jensen, Brain Based Learning
- 19. Long Beach Unified School District, California Stefanie R. Holzman, Principal K-5 Urban, Inner-City School 1200 minority students 85% enter school with Spanish as their primary language Was expected to achieve 11 point increase in growth Achieved 184 point growth increase over a 4 year period after implementing Thinking Maps. ROOSEVELT ELEMENTARY SCHOOL
- 20. Nine Essential Practices That Are Supported by Educational Research RESEARCH CONNECTIONS
- 21. CATEGORY ES PERCENTILE GAIN Identifying similarities and differences 1.61 45 Summarizing and note taking 1.00 34 Reinforcing effort and providing recognition .80 29 Homework and practice .77 28 Nonlinguistic representations .75 27 Cooperative learning .73 27 Setting goals and providing feedback .61 23 Generating and testing hypothesis .61 23 Activating prior knowledge .59 22 Nine Instructional Strategies •Comparing and Contrasting •Classifying •Seeing Analogies
- 22. Knowledge is stored in two forms: Research proves that the more we use both systems of representation, the better we are able to think and recall knowledge. DUAL CODING THEORY Linguistic Form Nonlinguistic Form
- 23. “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) BRAIN RESEARCH CONNECTION
- 25. Page 5
- 27. The Thinking Maps give students a concrete visual pattern for an abstract cognitive skill.
- 28. 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.”
- 29. “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 BRAIN COMPATIBLE TEACHING
- 30. “Thinking Maps store information the way the brain does.” Pat Wolfe
- 32. NEURONS THAT FIRE TOGETHER GET WIRED TOGETHER. THAT IS WHAT A PATTERN IS!
- 34. Thought process: Sequencing When do you use sequencing in: READING? SOCIAL STUDIES? SCIENCE? MATH? In every instance, you could use a WRITING? FLOW MAP THE ARTS?
- 35. Reading Identify and explain story elements, including plot summary. Retell a story. WHICH MAP WOULD YOU USE? The Flow Map
- 36. Science Investigate, compare, and contrast the different life cycles of different living things. WHICH MAP WOULD YOU USE? The Double Bubble Map
- 37. Social Studies List the qualities of a leader WHICH MAP WOULD YOU USE? The Bubble Map
- 38. Math Explain the relationship among fractions, decimals, and percents; translate among various representations of equal numbers WHICH MAP WOULD YOU USE? The Bridge Map
- 41. TEACHER / STUDENT INPUT
- 42. PROCESSING
- 43. EXTENSION
- 44. So how are Thinking Maps different from graphic organizers?
- 45. Hearing Words Seeing Words Speaking Words Generating Words
- 46. 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.
- 47. Thought Process Drawing Guiding Questions Key Information Classroom Ideas Cautions INFORMATION FOR EACH THINKING MAP
- 48. 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 NOTE TAKING GUIDE
- 49. GUIDING QUESTIONS Guiding Questions for Constructing a Circle Map: What are the context clues that help define this word, topic or idea? What do you already know about this word, topic or idea? Guiding Questions for Adding a Frame of Reference: How do you know what you know? Where are you getting your information?
- 51. Closure Take some time to meet by grade level or department in order to plan how you will use Thinking Maps to differentiate the content, process or product of your curriculum.
- 52. I ALSO HAVE A GAME FOR THE CLOSURE AND THE NOTEBOOK FOR YOU . YOU MIGHT WANT TO PRINT PARTS OF THE BOOK FOE THE AUDIENCE. THERE IS MORE INFORMATION AND LOTS OF EXAMPLES THAT I WILL SHARE WITH YOU. HAVE A GREAT WEEKEND… ACTIVITY 1 – THE CIRCLE MAP ACTIVITY 2 – THE MATCHING GAME ACTIVITY 3 – THE WINDOW PANE GROUPS OF EIGHT
Editor's Notes
- #10: The first map is the circle map and is used for defining in context. Each of you have a blackline master and will use it to define what makes you unique…