WELCOME!
Dec 17, 2015
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:
Website of all items:
Link here Andrew