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Explore the Future: Think Like a Disciplinarian
Using Thinking Maps to Differentiate Your CurriculumDesiree Olivas, M.Ed, PhD
SAUSD
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Visual Tools for Transforming Information Into KnowledgeDavid Hyerle, AuthorArthur L. Costa, PrologueRobert J. Marzano, ForewardCorwin Press, 2009, Second Edition, 167 pages
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Visual Tools for Transforming Information Into KnowledgeDavid Hyerle, AuthorArthur L. Costa, PrologueRobert J. Marzano, ForewardCorwin Press, 2009, Second Edition, 167 pages
![Page 4: Explore the Future: Think Like a Disciplinarian Using Thinking Maps to Differentiate Your Curriculum Desiree Olivas, M.Ed, PhD SAUSD](https://reader036.vdocuments.us/reader036/viewer/2022062515/56649cad5503460f9496f32b/html5/thumbnails/4.jpg)
Think Like a DisciplinarianNovelty : provides students with a
disciplinarian perspective in the study of the core curriculum.
Problem SolvingPrimary purpose:
◦ introduce students to the disciplinarians and the language tools, and skills they use to develop expertise.
◦ acquaint students with the fields of the study within a discipline
◦ broaden students’ awareness of the discipline by incorporating into the basic curriculum the perceptions of the discipline.
Kaplan, Frames, p.11
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Integrate the icons into pathways, intersections and content imperatives:
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Integrate the icons into pathways, intersections and content imperatives:
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What does it mean to think like a disciplinarian?
Think Like a Philosopher
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Think Like a
Products/Outcomes
Purpose Methods/
Skills
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What does it mean to think like a disciplinarian?
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Analogies and relationships plus thinking like a discipinarian:
ASRelating factor:
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Students used their understanding of a discipline in thinking about content curriculum and the universal theme.
Think like a Lawyer and The Three Branches of Government
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Students used their understanding of a discipline in thinking about content curriculum and the universal theme.
The Three Branches of Government and Think Like a Philosopher
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TRENDS FOR FLOW MAPS:HOW WOULD A _(TLAD) PROBLEM SOLVE FOR ________?In order to compare one discipline’s process or thinking to another discipline’s process of thinking…..
Problem Solution
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TRENDS FOR FLOW MAPS:HOW WOULD A _(TLAD) PROBLEM SOLVE FOR ________?…then compare the similarities and differences…..
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From the perspective of a ___ what rules have changed over time and why?
What difference does this make?
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WHAT PATTERNS ARE/WERE VIEWED FROM DIFFERENT PERSPECTIVES (TLAD)?
In order to analyze one discipline’s process or thinking to another discipline’s process of thinking…..in a parallel sequence map:
Pattern Conclusion
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[email protected] Elementary
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