WELCOME!. Common Core & Thinking Maps Presenter: Vidal Valdez.

WELCOME!

Common Core&

Thinking Maps

Presenter: Vidal Valdez

What are thinking maps?

Defining characteristics

of Thinking Maps?

Teach each map

(1 min limit)

Questions

Learn the Frame of Reference

(Essential Questions)

Activity: TM’s and Common

Core standards

TODAY’S AGENDA

Developing a beginning understanding of all 8 Thinking

Maps.

RIGOROUS COLLEGE AND CAREER READINESS STANDARDS

21ST CENTURY SKILLS

How do I use Thinking maps with Common Core Standards?

What is a rigorous map?

4

To grasp the meaning of a thing, an event, or a situation is to see it in its relations to other things: to see how it operates or functions, what consequences follow from it, what causes it, what uses it can be put to.

In contrast, what we have called the brute thing, the thing without meaning to us, is something whose relations are not grasped. . . . The relation of means-consequence is the center and heart of all understanding- John Dewey (pp. 137, 146)

WHAT ARE THINKING MAPS? (2 MINS)

THINKINGMAPS

What are Thinking

Maps?

Visual Patterns

Based on 8 Cognitive

Skills

Applied in all content

areas

Used by all teachers

Used in combination for depth and

complexity ThinkingMaps®

• Thinking Maps are tools• Instructional Visual Tools

– Thinking Maps provide a common visual language in our learning community for transferring thinking processes, integrating learning and for continuously assessing progress.

• Thinking Maps & Common Core• Rigor ( Maps in Combination)• Frame of Reference & Essential Questions• Metacognition

How do Thinking Maps fit into a unit of study?

Common Core: Unit of Study Enduring

Understanding

“BIG IDEA”

Conceptual Understand

ing

Standards

“Compare &

Contrast”

Essential Questions

Performance Task

Assessments

Plan Learning

Experiences

Instruction

Thinking Maps

Reading, Writing, Listening and Oral Learning

Experiences

A mental construct or

category represented word

or phrase..

Overarching understanding

are derived from Concepts

DEPTH OF KNOWLEDGE - DOK

LEVELSQUESTIONING

INSTRUCTIONAL SHIFTS

MATH ELA (VOCABULARY)Technology

MORE…

RIGORCOLLEGE AND CAREER READINESSTECHNOLOGYSMARTER BALANCEELD STANDARDSACADEMIC VOCABULARY

What are Thinking Maps?•Developed in 1988 by Dr. David Hyerle

•8 Maps that are used by teachers and students for reading comprehension, writing process, problem solving and thinking skills

•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

•Used across the United States as well as Canada, the United Kingdom, Australia, New Zealand, Brazil, Egypt, Ethiopia and other countries•Supported by several published articles and brain research

What is the Difference?Flexibility and form is in my opinion the

biggest difference. (Worksheet

formatVs.

Blank page.

David Hyerle and Chris Yeager’s Thinking Maps

Hyerle and Yeager identify eight fundamental thinking skills. Each of eight maps is connected to a specific thought process.

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

The Circle Map

Defining in Context

Your Turn!

Things that tell something about you

Things/people that have influenced you

TEACHING THE CIRCLE MAP

Your Name

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

Describing

Describe FractionsWhat are fractions?

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 Contrasting

Your Turn!

Essential Question: _______________?

Trapezoid

Similarity

Similarity

Difference

Difference

Difference

Difference

Difference

DifferenceSimilarity

COMPARE AND CONTRAST ( A square and a Trapezoid )

Square

Double Bubble(4.8) C – Use essential attributes to define two- and three-dimensional geometric figures.

Tree Map

Thinking Process: Classifying

Key Question: What are the main ideas, supporting ideas, and details in information?

Key Words and Phrases: Classify, sort, group, categorize, give sufficient and related details

Design: The category name is on the top line, subcategories on the second level, details under each subcategory

Writing Mode: Persuasive Essay

Classifying

The Tree Map

Wildfires are

frightening.

(662)

Plants and animals

have adjusted to wildfires.

(664)

Humans have little

control over

nature’s power.

(670)

Wildfires are good for bugs

and animals.

(672)

Wildfires don’t hurt

every animal and

actually help some.

(674)

The natural cycle of fire will likely never go

away.(676)

Fires can be used to

prevent future fires.

(678)

Living trees burn as fast as

cardboard.

Flames can move faster

than a running person.

Wildfires can destroy homes and kill people.

Many trees need cycles of

fire to grow.

Other trees grow back

quickly.

Most animals escape from

fires.

Plants that grow quickly give animals

food.

Firefighters’ efforts seemed

hopeless.

Fire burned for several weeks and destroyed 800,000 acres.

Only rain, snow, and

winds could stop the

destruction of that fire.

Fire beetles lay eggs on

charred logs.

Hawks and owls hunt in

the open spaces.

Dead trees make good

nesting sites.

New grasses and flowers

attract animals.

Nests are not usually

threatened because fires don’t start in

the wet season.

Mature birds fly away.

Small animals run away or

hide.

Scavengers feed on the animals that

are killed.

Tall tree block the sunlight to

smaller bushes, slowly

killing them.

When the new pine trees

begin to block the sunlight, the forest will

become mostly trees.

Then the fires are likely to

return.

If fires are put out quickly, more trees

and plants are left behind, causing the

next fire maybe to get out of control.

Without regular fires in

the Everglades,

the grass would rot and

fill up the swamps.

Tree MapCategorize

Your Turn!

ANGLES

Acute Angle Obtuse Angle Right Angle

Essential Question:_____________?

Standard:

ANGLES

Acute Angle Obtuse Angle Right Angle

Measures less than 90 degrees

Measures exactly 90 degrees

Measures more than 90 degrees

Fits inside a right angle

Fits between a right angle and a straight line Forms square

corners

Essential Question:_____________?

Standard:

Brace Map

Thinking Process: Part to whole relationship

Key Question: What are the parts and subparts of this whole physical object?

Key Words and Phrases: Part of, take apart, show structure

Design: On the line to the left, the name of the whole object is written. On the lines within the first brace, list the major parts. The subparts are listed in the next set of braces.

Common Uses: Used to analyze physical objects. Can be used with anatomy, boundaries in geography, parts of tangible objects. It is for parts only, for “types” of things, a Tree Map should be used.

Writing Mode: Technical Writing

Whole to Parts

The Brace Map

Flow Map

Thinking Process: Sequencing

Key Question: What happened? What is the sequence of events? What are the sub-stages?

Key Words and Phrases: Sequence, put in order, order, recount, retell, what happens next, cycles, patterns, describe processes, describe change, solve multi-step problems

Design: Each stage of the event is in the larger rectangles. The sub-stages are in smaller rectangles below the larger ones. Not all Flow Maps will have sub-stages.

Common Uses: Can be used to plot a story, show historical events in sequence, sequence paragraphs for writing, steps in problem solving in math, identifying stage of a life

Writing Mode: Narrative Writing

Sequencing

The Flow Map

Page 59NOTE MAKING GUIDE

SEQUENCING

Multi Flow Map

Thinking Process: Cause and Effect; Problem-Solution

Key Question: What are the causes and effects of this event? What might happen next?

Key Words and Phrases: Causes and effects, discuss consequences, what would happen if, predict, describe change, identify motives, discuss strategies

Design: The event is in the center rectangle. On the left side, causes of the event. On the right side, effects of the event.

Common Uses: Used to show and analyze cause and effect relationships. It can also be used with only part of the map showing, such as predicting outcomes.

Writing Mode: Prediction; Cause and Effect Essay

The Multi-Flow Map

Cause and Effect

Your Turn!

Healthy Teeth

Causes EffectsHow causes

heatlhy teeth?

What are the effects of healty

teeth?

Bridge map

Thinking Process: Seeing Analogies

Key Question: What is the analogy being used?

Key Words and Phrases: Identify the relationship, guess the rule, interpret symbols

Design: On the far left line, write the relating factor. On the top and bottom of the bridge, write in the first pair of things that have this relationship. On the right side of the bridge, write the second pair with the same relationship. The line of the bridge represents the relating factor between the pair of things.

Common Uses: Identifies similarities between relationships. The relating factor answers “How are they related?” The Bridge Map should be able to be read as a complete sentence.

Writing Mode: Reasoning by Analogy

Seeing Analogies

The Bridge Map

People do their work in lots of places.

Frame of Reference ( Essential Questions)What is the Frame of Reference?The Frame of Reference can be used with any of the eight maps. It provides an area for students to synthesize information, think more deeply (DOK), and support their reasoning.

What goes into the Frame of Reference? •How do you know what you know?•Elaborate with Extras (E’s) ~or~ Interpret the Information (I’s)

DON’T LET THE FRAME OF REFERENCE SCARE

YOU!

WHEN DO YOU ADD A FRAME OF

REFERENCE?

the beginning of ideas, of

connections.

How we know something

usually “springs” from

our prior knowledge,

experience or a specific source.

a depth of thought.

Analyzing what influences our

thinking requires

thinking “below the surface.”

a signal to stop and reflect.

Summarizing our thinking

and the use of that knowledge

in the “real world” requires

reflective thinking.

THE USE OF COLOR IN THE FRAME OF REFERENCE

The Frame of Reference

• How do you know what you know about this topic?

• Did your information come from a specific source?

• Is this information being influenced

by a specific point of view?

• So what do you now understand about the

information in your map ?

• Why is this information important?

EXAMPLES

The Circle Map

What are some of the

key characteristics of food?

Defining in Context

Food provide

s energy

What my

family eats

I’m trying to eat more

healthy

The Bubble Map

What adjectives would you

use to describe oranges?

Describing

We have an orange tree in our back

yard.

I tasted them.

The Double Bubble MapWhat are

the similarities

and differences

between apples and oranges?

Compare and

Contrast

Apples and oranges are

both nutritious colorful fruits.

What are some of the key details about

nutritional guidelines

for the food

pyramid?

Classifying

The Tree Map

www.foodpyramid.com

U.S. Department of Health

The Brace Map

What are the

component parts of an

apple?

Whole to Parts

We cut an apple into its parts.

Every part of an apple

has a specific

function.

Sequencing

The Flow Map

What steps would you follow to make a salad?

These are the steps my mom always follows when she makes a salad.

The Multi-Flow Map

What are the causes and effects of creating a healthy meal?

Cause and Effect

Point of View of a Nutritionist

Seeing Analogies

The Bridge Map

What is the relationship between foods and their nutritional value?

Knowing the nutritional value of the foods you eat is

important to a balanced and healthy diet.

Why is this important?

Frame of Reference Elaborating with the Extras (The E’s)

Interpreting Information (The I’s)

Include your own personal experiences. What is the importance of this information?

Use supporting examples from the text. What inferences can be made?

Incorporate evidence from text/world. What influences affect this information?

What historical/literary events support your ideas?

Include further explanation on the subject.

Elaborate on your thinking and reasoning.

What expert “opinions” can you find as support?

Include excitement or personal feelings about the topic.

What is a rigorous Map?

A map is Rigorous

Maps in

Combination

Always Add : So What or So Why?

Essential questions!

Academic

Vocabulary : Tier 1,2,3

• Evidence from the Text

• Framed based upon a specific point of views

Correct Linguistic Patterns based on Thought processes

OverviewThinking Process

Common Core/State Standards

Thinking Maps as Tools

Determine the meaning of domain-specific and general academic vocabulary.

Brainstorming or Defining in Context

Circle Map

Use relevant descriptive details and sensory language in reading and writing.

Describing Bubble Map

Compare and contrast important points in two texts or points of view; draw informal comparative inferences about two populations.

Comparing and Contrasting

Double Bubble Map

Determine main idea of text, recount the key supporting details in complex texts.

Classifying Tree Map

OverviewThinking Process

Common Core /State Standards

Thinking Maps as Tools

Decode words with common affixes; find all factor pairs for a whole number.

Whole-PartBrace Map

Sequencing Flow Map

Understand solving an equation or inequality as a process of answering questions.

Evaluate the argument and specific claims in a text; determine the impact of author’s purpose and point of view have on a text.

Cause and Effect

Multi-Flow Map

Seeing Relationships

Bridge Map

Analyze the relationship between a primary and secondary sources; analyze patterns and relationships.

You have been

introduced to Thinking

Maps®

You can name the 5 key points defining Thinking

Maps®

You can identify the thought process behind each Thinking Map and the Frame of Reference

You can draw and define each map

You have a beginning understanding of how to use the maps in a variety

of curriculum areas

You can explain the similarities and differences

between Graphic Organizers and Thinking

Maps®

Page 1

SCAFFOLDING

SECURITY AND ACCESS

“What is important is to allow all students to interact with challenging text on their own as frequently and independently as possible.”

Common Core StandardsAppendix A

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.

The maps should become

STUDENT TOOLS FOR

INDEPENDENT THINKING AND COLLABORATION.

Developing Conceptual Understanding

Creating a Lesson Activity

1. Read “Red Alert” (information text)

2. Choose 1 out of the Thinking Maps to create a Group Activity using the article “Red Alert”

- reading, writing, academic vocabulary ,ect…

3. Add the Frame of Reference: A question.

4. Add colors

5. Share out….

86

The secret of success in teaching is pace… Get your knowledge quickly and then use it. If you can use it you will retain it.

- John Dewey

Thank you !

Presenter info:

Vidal.Valdez@leusd.k12.ca.us

Website of all items:

Link here Andrew