Welcome to Thinking Maps®

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What are Thinking Maps & why do they work?

What is the purpose of each map?

What is the Memorial High School Thinking Maps plan?

How will I use the Thinking Maps?

What support will I get throughout the year to help me learn Thinking Maps?

TODAY’S AGENDA

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Initial Training

First Day BackFaculty Meetings

Time LineAdvisory Class

WebsiteParent Letter

Second Follow Up9th Week

Student Product DisplaysTeacher Survey

Second Eight Weeks8 Weeks Thinking Maps with

Frame of Reference and ColorDepartment Student Product Display

Introductory Period8 Weeks

Introduction of each map in advisoriesStudent Product Displays

CWTsWeekly Bulletin

Emails

First Follow Up9th Week

Student Products Displays

Faculty Meetings

School Wide ClosureTeacher SurveysStudent Surveys

End Products

Third Follow UpStudent ProductsFaculty MeetingsRTI Connection

Third Eight Weeks8 Weeks

Thinking Map Extensions“Off the Map”

Student Product DisplaysCWTs

Jump Start Second YearIdeas for Year 2

Results of Assessmentsfor Year 2 Guide

To use Thinking Maps as a “common visual language” in your

learning community for transferring thinking

processes, integrating learning, and for

continuously assessing progress.4

What are Thinking Maps?

•Developed in 1988 by Dr. David Hyerle

•Each map is based on a cognitive skill such as comparing and contrasting, sequencing, classifying, and cause-effect reasoning

•Can be utilized individually or in various combinations to form a common visual language for students and teachers at all grade levels, in all subjects

•Used to improve the basics of reading, writing, and mathematics as well as for problem solving and the development of higher order thinking skills

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What is the Difference?

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Eight Different Maps

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What are Thinking Maps and how are they different from Graphic Organizers?

Use a Circle Map to define Thinking Maps.

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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

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The Thinking Maps give a concrete visual pattern for an

abstract cognitive skill.

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“Thinking Maps store

information the way the brain

does.”

Pat Wolfe

July 2005

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Lost

Lost

LongTermMemory

BuildingNetworks

Networks Extended

How the Brain Processes Information

Senses Register

Information

Areas in the Brain Filter Information

Emotion Meaning

Networks Strengthened

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Dendrites

Cell Body

Axon

Synapse

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NEURONS THAT FIRE TOGETHER

GET WIRED TOGETHER.

THAT IS WHAT A PATTERN IS!

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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?

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Middle School Social

Studies

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High School English

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TEACHER / STUDENT INPUT

SET

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PROCESSING

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EXTENSION

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CLOSURE

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First Thinking Map

The Circle Map

Circle Map

Thinking Process: Defining in Context

Key Question: How are you defining this thing or idea?

Key Words and Phrases: List, define, tell everything you know, brainstorm, identify, relate prior knowledge, describe, explore the meaning

Design: the topic is in the middle, smaller circle. Everything you know about the topic is in the larger circle. A box, that may be included, around the entire map is a “Frame of Reference” that is used to answer the question “How did I learn this?” (The frame of reference can be used around any of the maps

Common Uses: Brainstorm for writing, used as a starting point during the prewriting stage, defining words, identifying audience and author’s point of view

Writing Mode: Point of View Essay

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The Circle Map

Defining in Context34

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?sideburns

scarves

Cadillac

May still be

alive

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AbolitionistPhysical Change

Definition (in own words) Characteristics

Examples

A change in size, shape, or state of

matter

New materials are NOT formed

Ice meltingBreaking a glass

Cutting hair

Same matter present before and after change

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Definition Visual Representation

Personal Association or Characteristic

A trianglewith one

right angle

Trianglewith a 90

degree angle

RightTriangle

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Second Thinking Map

The Bubble Map

Bubble Map

Thinking Process: Describing Qualities; Characterization

Key Question: How are you describing this thing? What adjectives best describe it?

Key Words and Phrases: Describe, use vivid language, describe feelings, observe using the five senses

Design: The topic being described is in the center bubble. The outer bubbles contain adjectives and adjective phrases describing the topic.

Common Uses: Describing things, identifying qualities, character traits, attributes and/or properties of things. The Bubble Map is a tool for enriching students’ abilities to identify qualities and use descriptive words.

Writing Mode: Descriptive Writing

The Bubble Map

Describing44

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Science

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Second Thinking Map

The Double Bubble Map

Double Bubble

Thinking Process: Comparing and Contrasting

Key Question: What are the similar and different qualities of these things?

Key Words and Phrases: Compare/contrast, discuss similarities and differences, prioritize essential characteristics, distinguish between, differentiate

Design: In the center circles are the words for the two things being compared and contrasted. In the middle bubbles, use terms to show similarities. In the outside bubbles, describe the differences. If there are too many similarities or differences, students should prioritize and keep only the most important.

Common Uses: A tool for comparing and contrasting two things.

Writing Mode: Comparison Essay

The Double Bubble Map

Comparing and Contrasting52

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The square root function

A parabola

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Useful Websites

Presentation created and modified using the following resources.

Examples of each map grades K-6

http://fdlrs.brevard.k12.fl.us/ThinkingMaps/default.html

Newsletters devoted to each Thinking Map

http://www.kcclc.org/thinkingmaps2?print-friendly=true

Chippewa Valley ELA Website

http://chippewavalleyela.pbworks.com