1. EIGHT VISUAL PATTERNS THINKING MAPS

2. WHY VISUAL? 80% of all information that comes into our brain is visual. 36,000 visual messages per hour may be registered by the eyes. –Eric Jensen, Brain-based Learning The brain is designed as a pattern-detector. –Caine & Caine, Making Connections: Teaching and the Human Brain Knowledge is stored in two forms, linguistically and non-linguistically. Research proves that the more we use both systems of representation, the better we are able to think about and recall knowledge. – Robert Marzano, Classroom Instruction That Works

3. THINKING MAPS ARE VISUAL PATTERNS Visualizing our thinking allows us to have a concrete image of our abstract thoughts. Reuven Feuerstein, researcher of the mind, the way people think (b. 1921 – d. 2014) Eight visual patterns that reflect cognitive process David Hyerle, researcher and entrepreneur – Thinking Maps, Inc. Applied in all content areas, all grade levels

4. PRACTICING THE MAPS As we go through and create each of these maps, consider each of the expectations in your unit. Think about the verb, the type and amount of information being learned, and the level of thinking. Can the information within that expectation be represented on one of these maps? It’s time to begin thinking outside the publisher- manufactured ‘worksheet’ and/or questions at the end of the chapter. Get your students thinking visually!! BTW, there is a group on the GV campus who is working with visual thinking. See Laninga or Navarro for information.

5. CIRCLE MAP CIRCLE MAP THINKING SKILL: DEFINING IN CONTEXT & BRAINSTORMING

6. Main Idea or Concept Ideas, examples, definition How do you know this?

7. CIRCLE MAP: DEFINING IN CONTEXT Collect defining information about any one person, group, culture, event, concept. How are you defining this thing or idea? Let’s create a Circle Map. Define “Components of culture.” (2-G4.0.3) What is your frame of reference? How do you know what you know? You can add the ‘frame of reference’ to any map.

8. BUBBLE MAP BUBBLE MAP THINKING SKILL: DESCRIBING

9. Describing word or phrase (adjective) Main Idea or Concept

10. BUBBLE MAP: DESCRIBING QUALITIES AND CHARACTERISTICS Use a Bubble Map to describe the qualities of a person, group, concept; the characteristics of a place; (adjectives, behaviors). Let’s create a Bubble Map. What are the qualities/characteristics of a ‘good’ citizen? (1-C5.0.2)

11. DOUBLE- BUBBLE MAP Thinking Skill: Compare/Contrast

12. DOUBLE- BUBBLE MAP Thinking Skill: Compare/Contrast Idea #1Idea #2 Similarity Unique Attribute of Idea #1 Unique Attribute of Idea #2

13. DOUBLE-BUBBLE MAP: COMPARE AND CONTRAST Let’s investigate 2-G2.0.1, page 20. Let’s create a double-bubble map about this. So, let’s choose two communities we know. What might be some physical characteristics unique to each community? What might be some human characteristics unique to each community? What might be some characteristics they have in common?

14. TREE MAP TREE MAP THINKING SKILL: CLASSIFY/CATEGORIZE

15. TREE MAP: SPECIFIC CATEGORIES WITHIN A LARGER CONTEXT We did a Tree Map about the Five Themes of Geography, so we won’t do another today. For that one, you needed five ‘roots’.

16. TREE MAP TREE MAP THINKING SKILL: CLASSIFY/CATEGORIZE Title Category Member

17. TREE MAP: SPECIFIC CATEGORIES WITHIN A LARGER CONTEXT Start on page 22 of the GLCE document. What are the questions historians ask? (4-H3.0.1) Go to page 23. What are the questions of a geographer? (4-G1.0.1) On page 24, what are the questions asked by a political scientist? (4-C1.0.1) Finally, what questions do economists ask? (4-E1.0.1) Do you see how these four GLCEs could actually be a unit onto themselves, teaching the students how to thinking historically, geographically, politically, economically? What time of the year would this be best taught?

18. TREE MAP (CONTINUED) Try 5-U3.1.6. How many ‘roots’ will be needed? 5-U3.2.2. Think about Economics at the lower levels. A Tree Map can be used to differentiate between goods and services, needs and wants, consumers and producers. At these lower grades, both words and pictures can be used. Anytime two or more things need to be delineated, described, or explained, a Tree Map makes a good visual tool.

19. FLOW MAP FLOW MAP THINKING SKILL: SEQUENCING Event Title

20. FLOW MAP FLOW MAP THINKING SKILL: SEQUENCING 1 st thing that happened Event Title 2 nd thing that happened 3 rd thing that happened 4 th thing that happened 5 th thing that happened 6 th thing that happened

21. FLOW MAP This map shows the sequence of events, as well as includes key information about each event. The Flow Map may also indicate movement, such as how people, things, and ideas are moved from one place to another. It can be the foundation of an annotated time line. Let’s create a Flow Map, using events from the American Revolution, 5-U3.1.2, page 40: Stamp Act (1765), Townshend Revenue Act (1767),, Boston Massacre (1770), Tea Act (leading to the Boston Tea Party)[1773], Intolerable Acts (1774) Each box can contain information about each event or step in a process, making it annotated.

22. MULTI-FLOW MAP MULTI-FLOW MAP THINKING SKILL: CAUSE/EFFECT

23. MULTI-FLOW MAP MULTI-FLOW MAP THINKING SKILL: COMPARING/CONTRASTING Event Cause Effect

24. MULTI-FLOW MAP This map takes the Flow Map to another level. On this map, we can show cause and effect relationship.

25. MULTI-FLOW MAP (CONTINUED) We could take one of the events from the Flow Map and analyze the sequence of events leading up to it. Eventually, your students will be able to differentiate between ‘contributing’ causes and a ‘trigger’ cause for the event. Let’s take a GLCE from third grade: 3-G4.0.2… Push/pull factors impacting Immigration Add a Frame of Reference to take into consideration both the colonists and the British points of view.

26. BRACE MAP BRACE MAP THINKING SKILL: WHOLE TO PART REASONING

27. Whole Object Major Part Sub- Parts

28. BRACE MAP: WHOLE TO PARTS Let’s do a map about the rights and responsibilities of citizenship, 4-C5.0.1, page 24 of the GLCEs.

29. BRACE MAP (CONTINUED) You could turn a Brace Map on its head and start with the smaller pieces, allowing students to put those pieces together into the categories from which they come. For example, you could give them the names of all of the colonies, allow the students to group them by looking at a map, then name the larger categories as New England, Middle, and Southern. How about symbols of the United States? (1-C2.0.2)

30. BRIDGE MAP BRIDGE MAP THINKING SKILL: ANALOGIES as Relating Factor: ________________ Relating Factor:__________________ as

31. BRIDGE MAP BRIDGE MAP THINKING SKILL: ANALOGIES EXAMPLE #1: House Home Airplane Jet Car Automobile as Relating Factor: synonyms “The word “house” is a synonym for “home” AS the word “car is a synonym for “automobile” AS “airplane” is a synonym for “jet. EXAMPLE #2: Red Rose Green Grass Yellow Sun Relating Factor: is the color of... “Red is the color of a rose AS yellow is the color of the sun AS green is the color of grass. as

32. BRIDGE MAP This map is a visual of an analogous relationship. It helps students connect what they already know to what they are learning. All analogies will have a relating factor. In the one we do as a first example, there is a relating factor: “leads”. A principal leads a school as a governor leads a state. “Developing lessons in a unit plan is like finding the best route to travel to get to your destination.” OR a KUD is to Unit Development as a road map is to a road trip.

33. COMBINING MAPS Sometimes you can use (and should use) multiple maps to get the whole point across and collect all of the information. Try 5-U2.3: Life in Colonial America. Step one: Do a brace map for 5-U2.3.1. Each piece of the colonial map is cut out and placed on the brace map. Each set of colonies is broken down into the names of the colonies. Then, the characteristics of each colony is listed, giving further information.

34. COMBINING MAPS (CONTINUED) Step two: See 5-U2.3.2. Each of those sets of colonies is described by the daily life of the people living there. This can be done on a Tree map. You can also do a Tree map for 5-U2.3.3.

35. COMBINING MAPS (PART 3) Step three: 5-U2.3.4 can be a multi-flow, where each of the groups is explained in terms of its cause and effect. All of these can lead to the generalizations called for in 5-U2.3.5 (Higher Level Thinking, remember?).

36. CIRCLE MAP SONG “Row, Row, Row your boat tune”: Circle, circle maps – they are the best form To define in context And also to brainstorm. BUBBLE MAP SONG Bu, bu, bu bu bubble maps Bu, bu, bu, bu bubble maps Bubble maps teach us how to describe things Adjectives are the words we use Bubble maps teach us how to describe things Bubble maps are for me and you! DOUBLE BUBBLE MAP SONG (tune of polley wolley doodle all the day) To find what’s alike on the center ledge It is Double bubble mapping all the way And the differences on the outer edge It is Double Bubble mapping all the way Fare thee well, fare the well Fare the well on this school day For I’m doin’ all the thinkin’ and my grades they won’t be stinkin’ Doing Double Bubble mapping all the way!

37. BRACE MAP SONG Zip-a-dee-do-da, Zip-a-dee-yay BRACE MAPS help us have a wonderful day Big parts and sub-parts are headin your way To make a complete whole the Thinking Maps way! FLOW MAP SONG (tune of do your ears hang low) Does your brain hang low, does it wobble to and fro Do you need a thinking map to help you stay in the know When you need to find the order or the sequence of events Choose a map called FLOW. MULTI-FLOW MAP SONG (tune of Beverly Hillbillies) I can name an event and tell you all the cause I can figure effects without even a pause I can make map... Multi-flow the name Cause and Effect is it’s number one game. Multi-flow: find the cause – seek effects

38. TREE MAP SONG (To Brady Bunch Song) Here’s the story of a thinking Tree Map It begins with a title if you please Then it breaks things down - into subparts We call them categories It’s the story of a thinking Tree Map And those categories don’t stand on their own Underneath we list all of their members So they are not alone. BRIDGE MAP SONG (tune of I’ve been workin on the Railroad) I’ve been working on a Bridge Map All the live long day Relating factors they all differ On the map you choose to make. Don’t you fear – just plug the words in Relationships are the key Pairs of words must always have The same Analogy

39. UNIT APPLICATION: CONNECTION TO THE WORLD BEYOND THIS SST 309 CLASSROOM! Take a look at the GLCEs in your own Unit. Talk to your table-mates about which of your GLCEs can be taught using one of these maps. (Substantive Conversation) Use this idea as you develop your lessons. (Higher Level thinking) Make a model and scan it to include in your unit plan. (Transfer of learning to build Deep Knowledge)

40. 3-2-1 EXIT STRATEGY Three (3) things that made sense to you today. Two (2) things you are excited about and want to tell others or try in your unit plan. One (1) question you still have…