1. WELCOME BACK!

2. TODAY’S AGENDA What are the needs of your students? What are your school’s improvement plans? RIGOROUS COLLEGE AND CAREER READINESS STANDARDS 21 ST CENTURY SKILLS

3. Bridge Map How are _______ and ______ related? Connection to Standards: Analyze the relationship between a primary and secondary source Page 66

4. Drawing the Map THE BRIDGE MAP Page 66

5. Identify the THOUGHT PROCESS SEEING ANALOGIES KEY WORDS Identify the Relationship, Guess the Rule, Symbolism, Metaphor, Allegory, Analogy, Simile KEY WORDS Identify the Relationship, Guess the Rule, Symbolism, Metaphor, Allegory, Analogy, Simile Note Taking Guide Page 66-67

6. 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. Page 68 An apple is a type of fruit as a carrot is a type of vegetable.

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

8. CLASSROOM APPLICATIONS The next few slides show examples of Bridge Maps created by teachers and students from across the country. Record your notes on page 71.

9. Great lessons don’t happen by accident any more than gardens flourish without care.

12. RF: is a way of

14. People do their work in lots of places.

17. Recreate this Bridge Map – love the idea

19. SOURCE

20. Vocabulary Development mitochondria

21. Domain-specific Vocabulary Tier 3

24. RF: is represented by

26. Major events in history are often have “trigger” causes. www.behindthesceneshistory.com

29. PROCESSING ACTIVITIES Please clear off your desks.

30. Use the cards on your table to “build” a group Tree Map. First line up the guiding questions, then classify the rest of the cards under the correct category.

31. Now that you have reviewed the language of Thinking Maps, let’s look at how you can use that language. Add a final set of cards to the correct categories.

32. Page 77 KEY WORDS FOR THINKING

33. What steps are necessary to empower students to become independent thinkers?

34. You have implemented a plan for teaching Thinking Maps to your students. Your students understand the fundamental reasons for using Thinking Maps ®. Your students have begun to understand the purpose for each TM and can recognize them when applied in content areas. You can match the cognitive vocabulary that corresponds to each TM. You have modeled the use of Thinking Maps ® in a variety of curriculum areas. Your students can draw each of the Thinking Maps ®. Page 81 Chapter 2

35. Empowering students to be more skillful thinkers, to have the tools to be more critical in their thinking, is a major goal of Thinking Maps, Inc.

36. To help students become independent thinkers they need patterns for thinking.

37. Teaching Schedule for Elementary Week 1 Circle Map Week 2 Bubble Map Week 3 Double Bubble Map Week 4 Tree Map Week 5 Brace Map Week 6 Flow Map Week 7 Multi-Flow Map Week 8 Bridge Map Week 9 All 8 Maps Pages 84 - 87

38. Gradual Release of Responsibility The purpose of the 8 week introduction process is to help students develop a level of independence with the language of the maps.

39. MONDAY: Introducing the Circle Map Create a Circle Map to help us all know important things about you. In the Frame of Reference, include key people and things that influence who you are. Pair with one other person and share your information

40. TUESDAY: I DO Teacher: What do you know about a coordinate plane? No response from students. Teacher: What if I told you some of the real-life uses of coordinate planes. I will write these in the Frame of Reference. (Teacher adds examples to the Frame.) Teacher: Now let’s try to define the coordinate plane based on these examples. Teacher: Turn to your neighbor and tell him/her two of the defining characteristics of a coordinate plane

41. WEDNESDAY: WE DO Teacher: Before we start our lesson on geological formations, work with a partner to brainstorm everything you already know about the topic Geological formations are… Add a Frame of Reference and write a brief definition based on the information in your Circle Map. Be prepared to share your ideas with the whole group.

42. THURSDAY: YOU DO Assignment: Research a famous American or American symbol. Take notes on the information and then choose key details to create a “Who Am I?” Circle Map.

43. FRIDAY: Independent Choice Use a Circle Map to summarize anything that you have learned this week.

44. STRATEGIES FOR SUCCESS During the introductory period, be sure to: Focus on the academic vocabulary (pg. 77) Go beyond the basic structure of each map Use multiple maps Cause, effect, impact, benefits, motives, if…then, etc.

45. DIRECTIONS 1.Turn to pages 299 – 300. 2.Use these two pages to plan content connections for the first 8 weeks of your TM’s implementation. 3.Insert these completed pages next to page 84, 88 or 91. CONTENT CONNECTIONS Map ________________________ Thought Process ____________ Curriculum Connections: _____________________________ _____________________________ _____________________________ Draw the Map:

46. Page 82 84-87 88-90 91-93

47. Partner Activity – Teaching the Bubble Map to your students

48. Page 122 SUMMARY PAGE

49. How can Thinking Maps be applied to College and Career Readiness standards?

50. Binders Look through these chapters to find ideas for what you will be teaching next year! Chapter 3: Literacy Links Chapter 4: Content Connections Chapter 5: Instructional Strategies

51. Discussion around Standards Which Thinking Map would help you teach this particular standard to your students?

52. Anchor Standard Reading #2 Key Ideas and Details Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

53. Science The Nature of Science and Engineering 5.1.3.4.1 Use appropriate tools and techniques in gathering, analyzing and interpreting data. For example: Spring scale, metric measurements, tables, mean/median/range, spreadsheets, and appropriate graphs.

54. Social Studies Substrand 1: Geospatial Skills Standard 2 Geographic inquiry is a process in which people ask geographic questions and gather, organize and analyze information to solve problems and plan for the future.

55. Mathematics Geometry and Measurement 2.3.1.1 Describe, compare, and classify two- and three-dimensional figures according to number and shape of faces, and the number of sides, edges and vertices (corners).

56. Time to work!! 1.Work within your standards on something you will teach next fall (computers available). 2.Make 3 thinking maps around one concept within the standard. 3.When finishes with maps, answer “So What & So Why within the frame of reference. 4.Write a Summary

57. MAP #1 MAP #3 MAP #2 SUMMARY So what? So why? One sentence per map = Body Sentences So what? = Topic Sentence So why? = Closing Sentence

60. https://www.surveymonkey.com/r/ NQX5P7Q Planning to meet your needs - Session 2

61. Closing -Today’s Timecard (1 day = $130) -Fall Dates (afterschool $21.66) - Coaching Support Sessions (2 or more = year…more information at session 2) -Next Session: August 20 th 8:30am-3:30pm