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Thinking Maps Examples For the Teachers of SK Paya Pulai Shared by Richard Coe and Teresa Williams (UK)


Day Four Examples • Specifically Primary School Examples • Some of the best examples for really innovative uses of the maps


Day 1 Examples • Organised by individual maps • Examples of BOTH secondary and Primary Schools • Some examples are more innovative than others but this gives a good spread of ideas


“A Common Visual Language for Thinking”


What are…

®


Based on intelligence research, Thinking Maps速 combine the cognitive thought processes of learning with the visual representation of information found in graphic organizers


When implemented on a whole school basis, Thinking Maps速 provide a consistent and brain compatible way for teachers to present information, and for students to learn and retain it.


Thinking Maps速 is not a curriculum, but rather, a set of tools to allow teachers to present their existing curriculum in a more meaningful way.


Thinking Maps速 is a language of eight visual patterns each based on a fundamental thinking process.


90% of all information that comes into our brain is visual

40% of all nerve fibres connected to the brain are linked to the retina

36,000 visual messages per hour may be registered by the eyes.


Dual coding theory Knowledge is stored in two forms: linguistically and non-linguistically. Research proves that the more we use both systems of representation, the better we are able to think and recall knowledge Robert Marzano – Classroom Instruction that Works


Brainstorm “Webs”

Task-Specific Graphic Organizers

Mind Mapping

Life Cycles; Science

Webbing

Timelines; History

Clustering

Thinking Maps® Defining in Context Describing Compare & Contrast Classifying

Venn Diagrams: Maths

Concept Mapping

Part-Whole Sequencing Cause & Effect Seeing Analogies

For personal knowledge

For isolated tasks

A Common Visual Language for classrooms & whole schools


Time to move!

For the next part of the training, you need to sit with people who are in same department, or faculty – or who teach the same subject(s) that you do


“A Common Visual Language for Thinking”


For defining in context


Notemaking Guide for Learning Thinking Maps Circle Map LOOKS LIKE:

Can be used for:

NOTES: Topic

•Brainstorming

Everything I know How or where did I learn this? THINKING PROCESS:

Defining in Context or Brainstorming

My frame of reference

•Diagnosing prior knowledge •Closure/review

Circle to Tree for Writing

Language for Learning pages 24-29


Science kit

Internet

Circle Map Help plants

By Alex and Michel

Lives in soil Tube shaped body Enemies are birds

slimy Need moisture

earthworms

No feet have hair Books

2,700 kind

Lay eggs Vibrations

Nocturnal

Teacher


Mathematics


happy Good at sports generally friendly loud musical

Not really religious competitiv e

Like reading I can be cheeky to some teachers

Bharti

Going out with my mates

Can be argumentative to my parents

Sympathetic to my friends A good listener Academically bright Fun to be with


Our classroom chair table

whiteboard

door

floor

Table leg Our bags Height of coat hook

What can We Measure?

pencils

feet

arms radiator

ourselves

head

books desk


Who measures things?

School keeper

chair table

Mum and dad

whiteboard

door

floor

Table leg Our bags Height of coat hook

What can We Measure?

pencils

feet

arms radiator workman

ourselves

head

books desk

teacher


For describing things


Notemaking Guide for Learning Thinking Maps Bubble Map LOOKS LIKE:

NOTES: Adjective, phrase, character trait

Attributes: Maths Properties: Science

Thing you are describing THINKING PROCESS:

Describing (adjectives or adj. phrases only)

Adjectives Only!

Language for Learning pages 30-35


How might you apply the Bubble Map? Think/pair/share


Yates Mills Elementary School Raleigh, NC


Science


How would my mother see me? tempestuous

untidy

lazy Bharti

loud

reliable caring

loving


How would my History teacher see me? irritating

Under achieving

disinterested

noisy

Bharti

chatty

lazy


Ralph pragmatic

logical

tremulous

insensitive Ralph dismissive

leader insightful


For comparing & contrasting


Notemaking Guide for Learning Thinking Maps Double Bubble Map LOOKS LIKE:

NOTES:

Differences

Unique: Common Alike: Different Related to the Venn Diagram

THINKING PROCESS:

Compare/contrast, similar /different

Similarities

Colour Code

Language for Learning pages 36-41


How might you apply the Double Bubble Map?

Think/pair/share


Mice

Step daughter

goose Step Daughter Younger

Mean Step sisters

Step Daughters Older

Cinderella Fairy God Mother

Prince has party

Mei Ping and The Silver Shoe

Lost shoe Magic Wand

Prince Went house to house

Old lady

Magic Goose Feathers

Married prince

Shoe In hut

By Marisa


Biology


Wood Working Class East Cary Middle School


Loud

Lazy at times

charming

A good daughter

Can be threatening at times

competitive

A good listener

popular

cliquey

Bharti by self

sporty

clever

friendly

Bharti by others

Cheeky to some teachers Has to be centre of attention

Loyal to her special group of friends


Compare and contrast

Yellow Pencil 15 cm

Pencil Case 18 cm

Rubber 4cmx2cm Bag 30cmx25cm Trainers Size 3 Reading Book 20x22cm

Rubber 6cmx1.5cm

Ruler 30 cm

Sunil’s bag

Note Book 13cmx15cm Lunch box 15x18x9cm Coloured pencils case 17x15cm

Yellow pencil 12 cm

Jordan’s bag

Bag 35cmx30cm Trainers size2 Reading book 29.5x20.5cm


Belief in rules Innate belief in the responsibility of leadership pragmatic

Dismissive of those who are less able than themselves

competitive

He has an ease of privilege Belief in the Englishness of justice Is disgusted by what they have become

Needs the tools of leadership To fulfil his role Uses violence to assert his authority

sarcastic

Ralph

Needs to be a leader for his self esteem

Jack

Physically powerful Exudes authority

Both use other people To support their aims

Full of bravado Acts for short gain


Calvin & Hobbes

by: Bill Watterson


For classifying things


Notemaking Guide for Learning Thinking Maps Tree Map LOOKS LIKE:

NOTES: Title, topic or category Categories or groups

THINKING PROCESS:

Details, examples

Classify/Group/Sort

Language for Learning pages 42-47

Types of... Kinds of... Inductive/ Deductive


• Task ~ classify musical instruments into different categories.


How might you apply the Tree Map?

Think/pair/share


Classification of objects in our classroom Length

Longer than 1 metre

Between 1 metre and ½ metre

Less than ½ metre


NARRATIVE WRITING SCORING CRITERIA Main Idea The writer must clearly establish a focus as it fulfills the assignment of the prompt.

He/She must stick to the subject matter presented in the prompt in order to strengthen the main idea.

Supporting Details

Organisation

Coherence

The writer provides sufficient elaboration to present events clearly.

A clear sequence of events is essential for a successful narrative.

The sentences are logically connected.

Details must be related to the subject matter and what happens in the narrative. The effective use of concrete, specific details strengthens the power of the response.

The narrative must advance step by step through time. The writer establishes a sense of beginning, development, and ending in the composition.

The writer establishes relationships between and among the ideas, causes, and/or statements in the composition. The writer may use common devices to achieve coherence: pronouns, synonyms, connectives, transitional words.


Perceptions important in

Employment

Social

Job interview

Queuing

Following instructions from boss

Meeting new people

Attitude to work Promotion prospects Trustworthiness The way you speak to employees

Relationships Putting over your views Sharing

Choosing clothes

Dominating

Language used

Trustworthiness

Body language

Loyalty

Making an impression on a sports coach

Betrayal


Questions for leadership candidates

Personal qualities What are the essential qualities that a leader needs to have? What qualities do you have which would make you a good leader? What qualities would you need to develop?

Experience

Self knowledge

Please give some examples of leadership roles you have had

How do you know that you would make a good leader?

What have you learnt about the role of a leader from these experiences?

What have people said to you in times of emergency or stress which supports your application ?


A good story

Language Adjectives Verbs

Characters

Characters need to have ‘conflict’

Direct speech

Some characters will be more important than others

Language which describes a specific character

Characters can think differently from what they say

Adverbs

Characters have different personalities

Sequencing The beginning makes you want to hear or read more It is not confusing We don’t always know what is coming next The ending is surprising


Words in the story that make it interesting Describing: Adjectives Windy Wind tossed Huge Fat Smart Fair Golden Handsome melted

Action: Verbs

Phrases/ short sentences

Flew

Look out!

Blew

Trouble

Swim

Oh no!

Rescue

Kiss the frog

Cried

Laughed til she split her trousers

Laughed Changed Turned Sighed Opened yelled

Stop that Whoosh Changed back


For seeing parts of a whole


Notemaking Guide for Learning Thinking Maps Brace Map LOOKS LIKE:

NOTES:

Parts of‌

Whole Sub-parts Parts THINKING PROCESS:

Part/whole relationships, structure

Language for Learning pages 48-53

Physical, tangible objects


• Task ~ develop a Brace Map of a pen – what are the constituent parts? Do any of the parts break down into sub-parts?


How might you apply the Brace Map?

Think/pair/share


By Brett

skull

skeleton

torso

lower body

Cranium Facial bones Back bone ribs Hip bone femur tibia

fibula


Science


Technology


eyes face

ears

nose lips mouth

tongue teeth


For seeing events in sequence


Notemaking Guide for Learning Thinking Maps Flow Map LOOKS LIKE:

NOTES: Major Stage

Plots, Processes, Chronology

Substages

Can go in any direction

THINKING PROCESS:

Sequence, Order, Cycles, etc.

Language for Learning pages 54-59


• Task ~ use a Flow Map to sequence your ‘Dream Day’


How might you apply the Flow Map?

Think/pair/share


Yates Mills Elementary School Raleigh, NC


Flow Chart My mum asked me To wash up because we were going to visit my gran.

I refused because it wasn’t my turn.

I said she always gave in to my brother

My brother made a sexist remark

I flew into a temper and stormed out

My mum came after me

My mum accused me of being selfish

My mum didn’t criticise him

I got grounded for a week


Using a flow chart to help you • Make a box out of card that will be big enough to hold your trainers • Think of all the things you will need to do and put them in a sequence that you can follow • Discuss the process in pairs and make the flow chart together


Make a tape measure out of paper

Measure the width of my shoe

Check it is accurate

Record it

Take a piece of card Using the straight edge to help me A pair of scissors Measure the height sticky tape Plus one centimetre

Join the lines and cut out my base

Measure the length of my shoe

Measure the height of my shoe

Draw a line to mark it on the paper

Record it

Record it

Measure the width plus one cm


For understanding cause & effect


Notemaking Guide for Learning Thinking Maps Multi-Flow Map LOOKS LIKE:

NOTES: Causes Event

THINKING PROCESS:

Cause & Effect Reasoning, Prediction

Causal Explanation Projecting Consequences Analyzing Effects “if-then” “when… then”

Effects, Outcome

Can be one-sided

Language for Learning pages 60-65


How might you apply the Multi Flow Map?

Think/pair/share


Behaviour Reflections Reasons for my behaviour

Name ________ Date _________

Consequences of my behaviour

Description of my behaviour

Plan for improvement ___________________________ ___________________________ ___________________________

Pupil _________________ Teacher ______________ Parent _______________


Conflict Resolution


World History


Mum forgot who had washed up last

Both very angry

Mum feels she is always in middle and always seen as wrong

Girl flew off handle

Mum tried to assert her authority

Argument between mum and girl

Girl is grounded

Mum didn’t bring brother in to discussion

Bad blood between brother and sister

Neither mum nor girl listened to each other

Girl feels let down


I put too much water in

I did not measure my flour accurately My cake sunk in the middle I opened the oven door too soon


I was upset

I put too much water in

Mum made another cake

I did not measure my flour accurately My cake sunk in the middle I opened the oven door too soon

It cost more money


Cause

Event

Effect

Simon’s death

The precedent was set for Wilfred’s beating and Piggy’s murder


For seeing analogies


Notemaking Guide for Learning Thinking Maps Bridge Map LOOKS LIKE:

NOTES: Similar relationships

RF: __________

Relating or Common Factor

THINKING PROCESS:

Seeing Analogies, Transferring Similar Relationships

Language for Learning pages 66-71

How are they related?


How might you apply the Bridge Map?

Think/pair/share


Chemistry


Analogies

Eyes

head

toes

foot

Relating factor: is/are a smaller part of the

Fingers

hand

knee

?


Relating Factor

Thinking Learning

as

as

as


Examples of i-THINK map in M'sia  

Gives examples of i-THINK maps used by students in M'sia. Variety of maps used.

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