thinking maps
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Thinking Maps. Thinking Maps Training April 14, 2010. The Multi-Flow Map. CAUSE AND EFFECT. Name the thought process:. We watched a video. The Multi-Flow Map. The Multi-Flow Map helps students identify the causes and effects of an event. - PowerPoint PPT PresentationTRANSCRIPT
Thinking Maps Training
April 14, 2010
The Multi-Flow Map
CAUSE AND EFFECTName the thought process:
We watched a video.
The Multi-Flow Map
The Multi-Flow Map helps students identify the causes and effects of an event.
When constructing the map, always focus first on
the event.
The event is the key to this map. It must be a “happening.” The event should be “the floodingof the Nile” instead of just “the Nile.”
A one-word event is possible – “Hurricane”
Event may also be a statement with a verb –
“I went on a trip to Mexico.”
The Multi-Flow Map
• The causes and effects do not have to balance.
• Begin by identifying all the causes first and then the effects.
• Students may also construct a one-sided Multi-Flow.
Healthy Teeth
Causes Effects
Key Words and Phrases• Causes and effects• Discuss the consequences• What would happen if …?• If … then• Predict • Describe the change• Identify the motivation behind …• Identify the results of …• What happened because of …?
Guiding Questions for the Multi-Flow Map
• What are the causes and effects of this event?
• Why did this event take place?
• What happened because of this event?
• What are the effects of this event?
• What was the motivation behind this event?
• What will be the results of this event?
Frame of Reference for Multi-Flow Map
• How do you know what you know about the causes and effects of this event?
• What could be influencing how you are thinking about these causes and effects?
• Where did you get your information? • What source(s) did you use to identify the
causes and effects?• Did a specific time period influence the
causes and/or effects?
The Multi-Flow Map
Thefire bell
rang
we wentoutside
we got ina line
we didnot talk
When using the Multi-Flow Map with students it is beneficial tobegin with events that are in their immediate experience. The
teacher should take the opportunity to use this Map with eventssuch as a school fire/tornado/earthquake drill. All students will be able to understand, draw, and relate to the “effects” of the
drill; however, only those at a higher level of ELD will be able to complete the “causes”.
so
Useful With
Real Life Experiences
Adding
Academic Rigor
What if the turtle didn’t have a shell
on its back. . .
What if the leopard had short
little legs. . . Then …
Then …
Your Turn• Get in groups of 2 - 4.
• Assign roles – materials, recorder, reporter, task master
• Assignment:– Materials person gets an egg– Group reads task and completes – Materials person returns egg and gets a
different egg– Group reads new task and completes– Repeat again if time permits with a third egg
The Multi-Flow Map
Autumnarrived
pumpkins areturning orange
people are raking leaves
people arewatching football
so
so
so
Theweatherman
said,“Autumn
is inthe air.”
pumpkins areturning orange
people are raking leaves
people arewatching football
Because
Because
Because
The event for a Multi-Flow Map will depend on the focus thatthe teacher chooses, as well as, the language that needs tobe articulated for the students. In each example above thefocus is on the same topic but one Map addresses “effects”using a simpler sentence structure, while the other focuseson the “causes” using a more complex sentence structure.
Note the cause/effect language that is included on the Map.
Event/ LanguageCorrelation
The Multi-Flow Map
Can Be “Read”With Varied Forms
of LanguageThe
fire bellrang
we wentoutside
we got ina line
we didnot talk
When using the Multi-Flow Map with students it is beneficial tobegin with events that are in their immediate experience. The
teacher should take the opportunity to use this Map with eventssuch as a school fire/tornado/earthquake drill. All students will be able to understand, draw, and relate to the “effects” of the
drill; however, only those at a higher level of ELD will be able to complete the “causes”.
so
The fire bell rang. We went outside.The fire bell rang so we went outside.
The fire bell rang so we went outside and waited.The fire bell rang so we went outside, waited, and did not talk.
The fire bell rang; therefore, we went outside
The Multi-Flow Map
PrincessDianadied
Multi-Flow Maps are not required to have both the “causes” andthe “effects” represented for every event. Whether or not to
include both depends on the focus of the instruction as well asthe importance or significance of each side of the Map.
MotherTeresa
died
Can BeOne-Sided
depending onthe Focus
The Multi-Flow MapCan Be adjusted
to Reflect the causal
thinking in Text
Almost everyone has heard the sound of a dog barking. Have you ever wondered why a dog barks? Sometimes dogs bark to greet their owners when they come home from work or school. They want the owner to know they are glad to see them at the end of the day. Many dogs also want to protect their owners so they might bark to tell the owner that a stranger is nearby. A dog’s bark can also be a warning to the stranger to go away. While a barking dog can be annoying at times, it can also be a help to the owner and his family.
Arf! Arf!
it barksThe dog wants togreet its owner
The dog wants to scare strangers
(so) (;therefore)
because
When using the Multi-Flow Map with English Learners, it isimportant to write complete phrases as well as “causal” words so that the student can see the language while reading it. The
language used will depend on the ELD level of the student.
The dog wants to greet itsowner so it barks.
The dog wants to scarestrangers; therefore,it barks.
Upper levels of ELD can experimentwith the Map and language: It barksbecause a dog wants to scare strangers.
The Multi-Flow Map
Summarizing and
SynthesizingInformation
TheCivilWar was
fought
TheRevolutionary
War was
fought
WorldWar Iwas
fought
WorldWar II
wasfought
AWar
Occurs
Using the Multi-Flow Map can help the students to synthesizeinformation and to determine the “big ideas”. For example, afterstudying different wars and completing Multi-Flow Maps for each,
the teacher would ask the students to look at the informationand to determine what might be causes/effects of any war.
Big Idea
The Multi-Flow Map
Predicting
Multi-Flow Maps are useful tools for predicting while reading astory with students. During the reading the teacher would stop,record the event that has just occurred, and ask the studentsto predict what they think the effects of that event will be. To
designate that it is a prediction rather than a fact, the teacher can draw thought bubbles beside each prediction.
The wolfknocks on
the 1st
littlepig’s door
The pig will notopen the door
The pig will tell thewolf to go away
The pig will openthe door
Ari thinks
LaToya thinks
Ivan thinks
PREVIEWING THE TEXT
PREDICTING BEFORE READING
A Volcano Erupts
A Volcano Erupts
TEXT FEATURES
To extend their thinking, students can construct a Multi-Flow Map to discuss the effects the author hoped to achieve by using specific text features.
The author
uses bold print
Why did the author use this text feature?
Classroom Applications Using the Multi-Flow Map
Predicting
Summarizing andSynthesizingInformation
Can Be AdjustedTo Reflect the
CausalThinking in Text
Can BeOne-Sided
Depending onthe Focus
Can Be “Read”With Varied Forms
of Language
Useful With RealLife Experiences
Event/ LanguageCorrelation
Assignment• Introduce multi-flow maps in classroom instruction
and bring at least one student sample of multi-flow maps used to:– identify causes and effects of an event– predict causes and/or effects of an event– Identify “what if … then” relationships
• Add a frame of reference– How did you know what you know about the causes and
effects of the event?– Where did you get your information?– What influenced the information in your map?– What sources did you use to identify the causes and
effects?