Welcome SNHS Work Session October 28, 2014 Facilitators: 6-12 C&I Team®

What are Thinking Maps & why do they work? TODAY’S AGENDA What are Thinking Maps & why do they work? Overview of the Eight Maps How do you currently use Thinking Maps? FOCUS: Flow Map and Multi-Flow Map Strategies for incorporating Thinking Maps? Resources

What are Thinking Maps? Use the circle maps to define. Activity: Participants will take notes on a circle map. Take out a piece of paper. Draw a circle map. Thinking maps is the topic. Draw a circle around it. Draw a bigger circle around this. First they are visual patterns. Second they are based on 8 cognitive skills. Third, they are applied in all content areas and may be used by all teachers. To promote depth and complexity, they can be used in combinations.

Why do Thinking Maps work? Connected to Brain Research Brain processes incoming information about the world around us through the use of patterns 80% of all information that comes into our brain is VISUAL -Eric Jensen, Brain Based Learning

Eight Different Maps 1 2 3 4 Identify the Maps and the Cognitive Skill associated with each Map. 5 6 7 8

How do you use Thinking Maps? Share Out Bell Ringer, Review, Warm Up What about for planning? During Direct Instruction Teacher-directed whole group Student processing Small groups Projects/Reports Assessment

Flow Maps Flow Map Multi-Flow Map

Flow Map Sequencing Sequencing the stages and sub- stages of an event Identifying the steps in a process Ordering Information

Flow Map Key Words Sequence Put in Order Retell/Recount Cycles Patterns Show the Process Solve Multi-Step Problems

Thought process: Sequencing When do you use sequencing in: READING? WRITING? SCIENCE? MATH? SOCIAL STUDIES? THE ARTS? In every instance, you could use a FLOW MAP

Multi-Flow Map Analyzing Cause & Effect Identifying the causes and effects of an event

Multi-Flow Map Key Words Causes and Effects Discuss the Consequences What would happen if? If…Then..

Multi-Flow Map Key Words Predict Describe the Change Identify the Motivation Behind Identify the Results of What happened because of?

Thought process: Cause & Effect When do you analyze cause and effect in: READING? WRITING? SCIENCE? MATH? SOCIAL STUDIES? THE ARTS?

Group 1: Bill of Rights Learning Experience Explain The Bill of Rights and create a visual pattern to show the order of importance of the Amendments to you. Frame your map. Group 2: Analyze the causes and effects of the American Revolution or World War II

PROCESSING Place the Bill of Rights in The Order of Importance to you. Now lets make connections: Put in order of importance to me. Frame: why – support for the order.

EFFECTS CAUSES American Revolution WWII or Place an important event in the center rectangle. List causes and effects of the event. Follow up with a writing assignment.

What If Predict the effects American Revolution WWII or Place an important event in the center rectangle. List causes and effects of the event. To increase thinking skills, add “What if” and ask students to make predictions of consequences. Follow up with a writing assignment. Taxation w/o Representation was a non-issue or What if Poland had not been invaded

EXTENSION This extension draws on prior learning requires deeper and more complex thinking.

Using Thinking Maps for Effective Instruction Curriculum Planning Lesson Planning Instructional Strategies This extension draws on prior learning requires deeper and more complex thinking.

Thinking Maps – Tools for Assessment Before Instruction During Instruction As Final Products As Preparation for State & National Assessments

Thinking Maps – Before Instruction Diagnosing Prior Knowledge or Readiness for the Lesson (Allows for differentiation) Introducing new concepts or vocabulary

Thinking Maps – During Instruction Taking notes in a map Collaborative group work to create a map Pre-writing strategy- organize thoughts and content Seeing student thinking during the lesson provides instant Feedback for Formative Assessment

Thinking Maps – As a Final Product Put a Thinking Map on a test- can be used to assess content knowledge, not writing (Maps are easier to grade)- Great way to differentiate Thinking Map as a Final Product- must have a rubric to share expectations

Thinking Maps – Preparing for State Tests Constructed-Response Items on NC Final Exam AP Exam require students to write an essay in a short period of time. TM can help students deconstruct the prompt. Students know the content but need the tools to organize the information.

AP test require students to write an essay in a short period of time AP test require students to write an essay in a short period of time. He taught them to how to deconstruct the prompt. Explain the prompt and the maps used. This prompt has a very specific frame. Students know the content but need the tools to organize the information.

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 ThinkingMaps A Language for Learning by Dr. David Hyerle and Chris Yeager

Exit Ticket Thank you for actively participating in the work session. Please complete the Exit Ticket 3X3 (Identify 3 takeaways and share with 3 colleagues before leaving) Next session-bring student work samples