1. Thinking Maps: How to and Why
English 5-6
Mrs. Walden
2nd Quarter

2. Who: students What Where When Why How
- English 5-6, SMHS, PUHSD and beyond
What
thinking about thinking with Thinking maps
Where
in and out of the classroom
When
during class, for homework
Why
to make learning more meaningful
How
see following presentation

3. More on the “what” and “why”…
Thinking maps are a better version of graphic organizers, which are what we used to use to show our thoughts.
Why would you want to show your thoughts? In what situations would this be useful?

4. did you come up with … Pre-writing for essays
Review concepts for tests
Demonstrate understanding of concepts learned in class
access prior knowledge for new concepts
__________________________
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5. There are 8 Thinking Maps.
Which ones have you used?
There are 8 Thinking Maps.

6. Thinking Maps always have a frame of Reference (in COLOR!)
A square around the map is the map’s “frame of reference”
Use green to write information about the source of your map in the bottom right corner
How do you know what you know?
What is the specific source?
Use MLA format when possible!
Use blue to write information about the point of view of the source in the top right corner
Use red to write information about the map’s relevance in the top left corner
Who could use this information?
What class is this for?
Why is this important?

7. for Defining in Context
CIRCLE MAP
for Defining in Context
Boundaries to the
brainstorming process
Concepts you know
about the topic
Main Topic
Circle maps are used for defining in context
If you want to find out what kids know about cells – put cells in the inner circle.
Putting a box around the circle focuses the thinking – e.g. the box says eukaryote so the thinking about cells is limited to eukaryotes.
Replaces KWL charts
Reading Skills: Context clues; identifying bias
Adapted from “Thinking Maps® - Tools for Learning” © 1995

8. 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 authors point of view
Writing Mode: Point of View Essay

9. Circle Map Frame of Reference
Green, bottom right
How do you know this definition?
Where are you getting your information?
What sources did you reference to gather your information?
Blue, top right
Is there a specific point of view that is influencing your definition or ideas?
What in your background experiences is influencing your ideas?
Red, top left
Why is this information important?
What have you learned from this defining or brainstorming process?

10. The Circle Map
Defining in Context

11. Middle School. To differentiate you need to know about the child.

14. Started with the frame from their world

15. Guiding Questions for Constructing a Circle Map
What are the context clues that help define this word, topic or idea?
What do you know (would you like to know) about this word, topic, or idea?
How would you define this idea?
What information would you include in your brainstorming or defining of this word, topic or idea?
What do you think this word, topic, idea means?
key words:
context
list
define
tell everything you know
brainstorm
identify
relate prior knowledge
explore the meaning
associate
generate

16. GUIDED PRACTICE: Circle Map
What do you know about Puritans?
What do you know about 5-paragraph essays?
What do you know about yourself?
What do you know about post-secondary education?
Create your own
What are the context clues that help define this word, topic or idea?
What do you know (would you like to know) about this word, topic, or idea?
How would you define this idea?
What information would you include in your brainstorming or defining of this word, topic or idea?
What do you think this word, topic, idea means?
key words:
context
list
define
tell everything you know
brainstorm
identify
relate prior knowledge
explore the meaning
associate
generate
Green, bottom right
How do you know this definition?
Where are you getting your information?
What sources did you reference to gather your information?
Blue, top right
Is there a specific point of view that is influencing your definition or ideas?
What in your background experiences is influencing your ideas?
Red, top left
Why is this information important?
What have you learned from this defining or brainstorming process?
Create a sample for each

17. for describing (using adjectives)
BUBBLE MAP
for describing (using adjectives)
Adjective 2
Adjective 3
Main
Concept
Adjective 1
Adjective 4
Bubble maps build the adjective associated with something
The circles are NOT supposed to be characteristics – rather, they should be the adjectives that would help students write about the subject in the middle circle.
The number of circles varies with the topic.
Adjective 6
Adjective 5
Reading Skills: Vocabulary growth; identifying characteristics and attributes
Adapted from “Thinking Maps® - Tools for Learning” © 1995

18. 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

19. Guiding Questions for Constructing a Bubble Map
How would you describe this [noun] person, place, thing, idea, concept, picture, feeling, etc.?
What characteristics can be used to describe this noun?
What are the attributes of this concept?
What qualities are important in this concept?
key words:
describe
use vivid language
use your five senses
qualities
attributes
characteristics
properties

20. Bubble Map Frame of Reference
Green, bottom right
What evidence can you give to support your descriptor? Is the adjective stated in the text or have you inferred it? If you have inferred the descriptor, what evidence can you provide to support your inference?
Which of your senses are you using to support your observations?
Blue, top right
Is there a specific point of view that is influencing your choice of adjectives?
Red, top left
Why is this information important?
What have you learned from this description?

21. The Bubble Map Describing21

26. Science

27. GUIDED PRACTICE: Bubble Map
Pick a character from The Crucible and describe him or her.
Describe a 5-paragraph essay.
Describe yourself.
Describe post-secondary education.
Create your own
key words:
describe
use vivid language
use your five senses
qualities
attributes
characteristics
properties
How would you describe this [noun] person, place, thing, idea, concept, picture, feeling, etc.?
What characteristics can be used to describe this noun?
What are the attributes of this concept?
What qualities are important in this concept?
Green, bottom right
What evidence can you give to support your descriptor? Is the adjective stated in the text or have you inferred it? If you have inferred the descriptor, what evidence can you provide to support your inference/
Which of your senses are you using to support your observations?
Blue, top right
Is there a specific point of view that is influencing your choice of adjectives?
Red, top left
Why is this information important?
What have you learned from this description?

28. for Comparing & Contrasting
DOUBLE BUBBLE MAP
for Comparing & Contrasting
Contrast
Contrast
Compare
Concept 2
Concept 1
Compare
Contrast
Contrast
Double bubble – synonymous to a Venn diagram
Contrast
Contrast
Compare
Reading Skills: comparing critical properties & emphasis
Adapted from “Thinking Maps® - Tools for Learning” © 1995

29. 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

30. Guiding Questions for Constructing a Double Bubble Map
What are the similarities and differences between these two things?
How are these two things alike and different?
Which similarities do you think are the most important?
Are there any details that are unique to one thing and not the other?
key words:
compare
contrast
similarities
differences
distinguish between
differentiate

31. Double Bubble Map Frame of Reference
Green, bottom right
How do you know these similarities and differences?
What source are you using to make these comparisons?
Blue, top right
Is there a specific point of view that is influencing the information you have included in this Double Bubble Map?
Red, top left
Why are these similarities and differences important?
What have you learned by constructing this map?

32. Comparing and Contrasting
The Double Bubble Map
Comparing and Contrasting

37. GUIDED PRACTICE: Double Bubble Map
What are the similarities and differences between Elizabeth Proctor and Abigail Williams?
What are the similarities and differences between a good 5-paragraph essay and a bad 5-paragraph essay?
What are the similarities and differences between you in 2001 and you in 2013?
What are the similarities and differences between a college-educated person’s life and a high school dropout’s life?
Create your own
key words:
compare
contrast
similarities
differences
distinguish between
differentiate
What are the similarities and differences between these two things?
How are these two things alike and different?
Which similarities do you think are the most important?
Are there any details that are unique to one thing and not the other?
Green, bottom right
How do you know these similarities and differences?
What source are you using to make these comparisons?
Blue, top right
Is there a specific point of view that is influencing the information you have included in this Double Bubble Map?
Red, top left
Why are these similarities and differences important?
What have you learned by constructing this map?

38. For Classifying and Grouping
TREE MAP
For Classifying and Grouping
Post-Secondary Schools in the United States
4-year Colleges & Universities
2-year schools
Military Training
Private Schools
Public Schools
Trade Schools
Junior Colleges
Religious Affiliation
Tree Map – for classifying
Reading Skills: Main Ideas & Details
Adapted from “Thinking Maps® - Tools for Learning” © 1995

39. Guiding Questions for Constructing a Tree Map
How would you group this information?
Can you sort these objects into groups?
What are the ideas and details that support your main idea?
What are the members of this category?
Do some of the items fit into more than one category?
Is there another way to categorize these things (according to a different frame of reference)?
key words:
classify
sort
group
categorize
identify main idea and supporting idea
give sufficient and related details
kinds of…

40. Tree Map Frame of Reference
Green, bottom right
How do you know what you know about these categories?
What sources did you use to gather the main idea and supporting details about this topic?
Blue, top right
Does a certain point of view that influences how you have classified this information?
Is one source better than another for this information?
Red, top left
Why is this information important?
What have you learned from this classifying process?

41. For Analyzing Objects and Parts
BRACE MAP
For Analyzing Objects and Parts
“Hook”
Introduction
Thesis Statement
Essay
Conclusion
Topic Sentence
3 Body Paragraphs
Brace Map 0 a tree map on it’s side that is used for going from macro tro micro, or micro to macro / parts to whole or whole to parts
Major Details
Minor Details
Reading Skills: Spatial Descriptions
Adapted from “Thinking Maps® - Tools for Learning” © 1995

42. Guiding Questions for Constructing a Brace Map
What is the name of the whole object?
What are the major physical parts of the object?
What are the subparts of each major part?
What is this object a part of?
What parts, if any, are missing?
key words:
parts of
show the structure
take apart
identify the structure
physical components

43. Brace Map Frame of Reference
Green, bottom right
How do you know what you know about identifying the parts?
What prior knowledge and/or experiences influence your understanding about this object?
What source(s) did you use to identify the whole and its parts?
Blue, top right
Is there a specific point of view that is influencing the information you have included in this Brace Map?
Is one source better than another for this information?
Red, top left
Why is this information important?
What have you learned by constructing this map?

44. For Sequencing & Ordering
FLOW MAP
For Sequencing & Ordering
Step 1
Step 2
Step 3
Step 1a
Step 1b
Step 2a
Step 2b
Step 3a
Step 3b
Flow maps are for sequencing Good for procedures
The 1a & 1b are called sub-flow maps. e.g. If you ask students to sequence out the steps of a lab.
If step 1 says pour 25 ml into a beaker –
Step 1 a would say get a source of water
Step 1 b – get a graduated cylinder etc
This allows for differentiation and more details
Reading Skills: Descriptions of Order
Adapted from “Thinking Maps® - Tools for Learning” © 1995

45. Guiding Questions for Constructing a Flow Map
What is the name of the event or sequence?
What are the stages of each event?
Are there any sub-stages of the event?
What larger events might come before or after the event you are sequencing?
What happened next?
In what order should you sequence these things?
key words:
sequence
put in order
retell/recount
cycles
patterns
show the process
solve multi-step problems

46. Flow Map Frame of Reference
Green, bottom right
How do you know what you know about this sequence?
Where did you get your information?
What source(s) did you use to identify the stages and sub-stages?
Blue, top right
Is there a specific point of view that is influencing the information you have included in this Flow Map?
What prior knowledge and/or experiences influence your understanding about this process or series of events?
Is one source better than another for this information?
Red, top left
Why is this information important?
What have you learned by constructing this map?

47. GUIDED PRACTICE: Flow Map
Develop a “story flow map” for The Crucible with at least ten boxes.
Develop a flow map that answers the following question: What are the steps to writing a 5-paragraph essay?
Develop a “life flow map” that shows the sequence of events in your life.
Develop a flow map that answers the following question: What are the steps to getting a Bachelor’s (four-year) degree?
Create your own
key words:
sequence
put in order
retell/recount
cycles
patterns
show the process
solve multi-step problems
Green, bottom right
How do you know what you know about this sequence?
Where did you get your information?
What source(s) did you use to identify the stages and sub-stages?
Blue, top right
Is there a specific point of view that is influencing the information you have included in this Flow Map?
What prior knowledge and/or experiences influence your understanding about this process or series of events?
Is one source better than another for this information?
Red, top left
Why is this information important?
What have you learned by constructing this map?
What is the name of the event or sequence?
What are the stages of each event?
Are there any sub-stages of the event?
What larger events might come before or after the event you are sequencing?
What happened next?
In what order should you sequence these things?

48. MULTI-FLOW MAP For Causes and Effects
Problem/
situation
Cause 2
Effect 2
Multi-flow cause ad effect OR stimulus response mechanisms
Reading Skills: Reason/Consequence & Prediction
Adapted from “Thinking Maps® - Tools for Learning” © 1995

49. Guiding Questions for Constructing a Multi-Flow Map
What are the causes and effects of this event?
Why did this event take place?
What happened because of this event?
What are the effects of this event?
What was the motivation behind this event?
What will be the results of this event?
key words:
causes and effects
discuss the consequences
what would happen if…?
if…then…
predict
describe the change
identify the motivation behind
identify the results of
what happened because of…

50. Multi-Flow Map Frame of Reference
Green, bottom right
How do you know what you know about these causes and effects?
Where did you get your information?
What source(s) did you use to identify the causes and effects?
Blue, top right
Is there a specific point of view or time period that is influencing the information you have included in this Multi-Flow Map?
What prior knowledge and/or experiences influence your understanding about these causes and effects?
Is one source better than another for this information?
Red, top left
Why is this information important?
What have you learned by constructing this map?

51. GUIDED PRACTICE: Multi-Flow [Cause + Effect] Map
key words:
causes and effects
discuss the consequences
what would happen if…?
if…then…
predict
describe the change
identify the motivation behind
identify the results of
what happened because of…
Create a map for the causes and effects of this event: Elizabeth lies to the court.
Create a map for the causes of your personality (why are you the way you are?)
Develop a flow map that answers the following question: What are the reasons that students are accepted to college?
Create your own
Green, bottom right
How do you know what you know about these causes and effects?
Where did you get your information?
What source(s) did you use to identify the causes and effects?
Blue, top right
Is there a specific point of view or time period that is influencing the information you have included in this Multi-Flow Map?
What prior knowledge and/or experiences influence your understanding about these causes and effects?
Is one source better than another for this information?
Red, top left
Why is this information important?
What have you learned by constructing this map?
What are the causes and effects of this event?
Why did this event take place?
What happened because of this event?
What are the effects of this event?
What was the motivation behind this event?
What will be the results of this event?

52. as BRIDGE MAP For Seeing Analogies Relating factor: is the villain
Jafar
Scar as
in Aladdin
in The Lion King
Bridge map analogies / metaphors probably the most difficult
Electricity is to a machine as sunlight is to chloroplast
Involves higher order thinking
Very useful for explaining complex concepts
Reading Skills: Vocabulary & Analogical development
Adapted from “Thinking Maps® - Tools for Learning” © 1995