Where are we on our Thinking Maps journey? 0. I have no knowledge about this.

Thinking Maps are different from Graphic Organizers. Thinking Maps are thinking patterns. 2

BRAIN COMPATIBLE TEACHING “The overwhelming need for learners is for meaningfulness… we do not come to understand a subject or master a skill by learning isolated bits of information. Understanding a subject results from perceiving relationships, or patterns. The brain is designed as a pattern detector. Our function as educators is to provide our students with the sorts of experiences that enable them to perceive patterns that connect.” - Making Connections: Teaching and the Human Brain (1994), Caine&Caine 3

The brain processes visual information 60,000 faster than text. 40% of all nerve fibers connected to the brain are linked to the retina Visual aids in the classroom improve learning by up to 400 percent. -Eric Jensen, Brain Based Learning 4

Thinking Maps give students a concrete visual pattern for abstract cognitive skills. 5

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Sequencing Language Arts Science  7

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The one common instructional thread that binds together all teachers, from pre-kindergarten through postgraduate, is that they all teach the same thought processes. 9

2nd grade adjectives lesson 10

Fifth Grade Social Studies 11

An Overview of all 8 Thinking Maps

Let’s cool down with a PROCESSING ACTIVITY USE ALL EIGHT MAPS THE HOLIDAYS SPORTS MUSIC 13

An Overview of all 8 Thinking Maps The Tree Map Classifying 14

How to draw the Tree Map and label its parts. NOTE MAKING GUIDE How to draw the Tree Map and label its parts. Guiding Questions: How would you group this information? What are the ideas and details that support your main idea? 15

KEY INFORMATION The Tree Map helps classify information based on similar qualities, attributes, or details. They can be developed inductively or deductively. Tree maps are great for assessment! 16

Tree Maps & TD Resources Turn & Talk! Share Out … William & Mary Literature Web Novel’s Main Character (Thoughts, Actions, Beliefs) Problem Solving Strategies (Problem Solvers)

An Overview of all 8 Thinking Maps The Circle Map Defining in Context 21

KEY INFORMATION The Circle Map is used to define a concept, word or idea. Great for diagnosing prior knowledge, brainstorm before writing, or as a lesson closure. 22

TROUBLESHOOTING Incorrect information in the “prior knowledge” Circle. Limited brainstorming 23

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algebra “x” can represent the unknown number. Finding an unknown number is like solving a math mystery! “x” can represent the unknown number. Unknown numbers can also be represented by symbols or other letters. We can use our Hands On Equations kit OR pictorial notation to represent equations. Both sides of an equation must be EQUAL! If you remove an ‘x’ from one side of the equation, you must remove an ‘x’ from the other. You can subtract the same amount from each side of an equation to simplify it.

Cadillac May still be alive ? Elvis scarves sideburns 26

Circle Maps & TD Resources Review of a Jacob’s Ladder selection Hands On Equations (add/color code after each lesson) building background for a novel (ex. Invisible Thread, Number the Stars) Turn & Talk! Share Out …

An Overview of all 8 Thinking Maps The Bubble Map Describing 28

KEY INFORMATION Adjectives and adjective phrases only. Great for vocabulary development (vivid word choice) and inferential thinking. Descriptors can be sensory, comparative, emotional or aesthetic. Focus on adjectives. One strategy is to keep a “Circle on the Side.”

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MULTIPLE PERSPECTIVES  32

Bubble Maps & TD Resources Turn & Talk! Share Out … Ugly Duckling inferring practice (William & Mary) - Vocabulary Web extension character analysis from another character’s point of view (ex. Map of Kenny from By’s point of view in Watson’s Go To Birmingham)

Comparing and Contrasting An Overview of all 8 Thinking Maps The Double Bubble Map Comparing and Contrasting 34

How to draw the Double Bubble Map NOTE MAKING GUIDE Guiding Questions How to draw the Double Bubble Map and label its parts. How are these two things similar and different? Why are these similarities and differences important? What have you learned by constructing this map? 35

KEY INFORMATION Helps students compare and contrast any ideas, people, cultures, concepts, things they are studying. Because of the depth of thought, students may need to create two Circle Maps, two Bubble Maps, etc before making the Double Bubble Map. The Double Bubble Map can be used in place of the Venn Diagram, especially when focusing on the differences between two things. The Venn Diagram should continue to be used in math for set theory. 36

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Double Bubble Maps & TD Resources Turn & Talk! Share Out … Compare / Contrast Math In The Garden to Math To Munch On Compare / Contrast two Problem Solver Strategies Compare / Contrast with a partner (insect, character, etc.)

An Overview of all 8 Thinking Maps The Brace Map Whole to Parts 41

Draw the Brace Map and label its parts. NOTE MAKING GUIDE KEY QUESTIONS: Draw the Brace Map and label its parts. What is the name of the whole object? What are the major physical parts of the object? What sources did you use to identify the whole and its parts? 42

KEY INFORMATION The Brace Map is for the structural analysis of a concrete object. These maps almost always use nouns to name the parts of an object. The Brace Map is often confused with a Tree Map. Remember that the Brace Map identifies “parts of” something, while the Tree Map identifies “kinds of” things. 43

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We need to know how to convert % to decimals. We could use 10%. Lunch cost $44 20% tip Find the total We have to know that this is a two step problem. We need some prior knowledge about what a “tip” is.

Brace Maps & TD Resources Turn & Talk! Share Out … Parts of abook Parts of a Math Unitin M2 or M3 Introduce cognates

An Overview of all 8 Thinking Maps The Flow Map Sequencing 48

How to draw the Flow Map and label its parts. NOTE MAKING GUIDE Guiding Questions: How to draw the Flow Map and label its parts. What is the name of the event or sequence? What are the stages of each event? What prior knowledge and/or experiences influence your understanding about this processes or series of events? 49

KEY INFORMATION A Flow Map can be used to show sequences, steps, comparisons or degrees. The Flow Map can be drawn from left to right, in a cycle, or in a rising and falling action form as long as each box is connected to another using an arrow. The sub-stages in the Flow Map must also be in a sequence, not just a list of details. 50

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Flow Maps & TD Resources Sequencingchapters in a novel Ranking vocabulary words (paint color swatches!) Reflection on how student solved a multi- step word problem Turn & Talk! Share Out …

An Overview of all 8 Thinking Maps The Multi-Flow Map Cause and Effect 55

Draw the Multi-Flow Map and label its parts. NOTE MAKING GUIDE Draw the Multi-Flow Map and label its parts. Guiding Questions: What are the causes and effects of this event? Where did you get your information? Did a specific time period influence the causes and/or effects? 56

KEY INFORMATION 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 causes and effects do not have to balance. Students may also construct a one-sided Multi-Flow. The event is the key to this map. It must be a “happening.” The event should be “the flooding of the Nile” instead of just “the Nile.” 57

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Multi-Flow Maps & TD Resources Turn & Talk! Share Out … William and Mary text events Test Grade Reflection Picture book event (Angel for Solomon Singer, Brining the Rain to Kapiti Plain)

An Overview of all 8 Thinking Maps The Bridge Map Seeing Analogies 62

How to draw the map and label its parts NOTE MAKING GUIDE How to draw the map and label its parts Guiding Questions: What is the similar relationship between these two things? What other pairs of things have the same relationship? 63

KEY INFORMATION The Bridge Map helps students identify the relationships between words. As long as the relationship remains the same, the Bridge Map can be extended beyond 2 pairs of words. This will help students move to a more analogous thinking. An apple is a type of fruit as a carrot is a type of vegetable. 64

THE “FAT” BRIDGE A C Comes before Comes before B D 65

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Head Body Numerator Fraction AS Is the top part of a ... Relating Factor: _________________ 68

Bridge Maps & TD Resources Turn & Talk! Share Out … Word Masters (Vocabulary Analogies) Junior Great Book Connections Author Study

Adding a Frame of Reference to each Thinking Map 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? Who could use this information? Why is this information important? 70

We need to know how to convert % to decimals. We could use 10%. We have to know that this is a two step problem. We need some prior knowledge about what a “tip” is.

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Why Should We Infuse Thinking Maps Into Our Existing TD Resources?

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Two or More Thinking Tools = Equation of knowing Two or More Thinking Tools = Changes the intellectual demand Two or More Thinking Tools = The intellectual work is rigorous Two or More Thinking Tools = Strengthens critical thinking skills 76

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Metacognition Maps Allow for choice … Circle Map Tree Map Flow Map Reflection: How well did you complete this week’s tasks? O Rate yourself on a scale of 1-10 and explain your rating. O How can you improve your performance next time?  Metacognition Mania … I would change … I enjoyed … I still want to know .. Allow for choice … Circle Map Tree Map Flow Map Multi-Flow

CONTRACT: One Topic All 8 Maps

PRODUCT: One Topic All 8 Maps 87

Can You Create Each of the Eight Thinking Maps for The Watsons Go to Birmingham - 1963

Gma Sands Kenny Goes In The Lake Flint Birmingham

E S O L V Draw a picture! Verify your plan. Show all of your work! Study the problem. What are you trying to find out? O Organize the facts. What parts of the story problem will help you answer the question? L Line up a plan. Which strategy will you use? V Verify your plan. Show all of your work! E Evaluate your work! Does your answer seem reasonable?

Strategies for Successful Classroom Introduction 1. Essential First Step: Introduce the Thinking Maps to your students over a period of 8-10 weeks. 2. Display the posters in the front of your room, either one at a time or all at once depending on your students. 3. Emphasize the thought process of each Thinking Map in your guiding questions. 4. Provide a variety of ways for students to share their maps in order to “take the information off the map.” 5. Encourage students to go beyond the basic format of each map as they construct their thinking in a variety of content areas. 93

THANK YOU for coming to a Thinking Maps® (mini) Training “Fresh paint, computers, supplies are all good to have, but if we want our kids to learn more, nothing counts as much as inspired and inspiring teachers.” - Rita Kramer, Author of Ed School Follies From Education Week, June 14, 1995 94

Thinking Map Recap! 1. Choose a sticky note color which represents your level of knowledge now that we completed our session today. 2. Write at least one new idea, strategy or thought you have about Thinking Maps as it relates to teaching gifted learners. 3. Post your sticky note on the door on your way out! 95