1. WELCOME BACK!

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

3. PROCESSING ACTIVITIES Please clear off your desks.

4. “The Thought-Filled Curriculum”
Arthur L. Costa
February 2008
“Although thinking is innate and spontaneous, skillful thinking must be cultivated.” 4

5. FOCUSING ON COGNITIVE VOCABULARY (ACADEMIC LANGUAGE)
Write Academic Language at the top of your chart paper.
Write the names of the maps at the top of each column.
Write the question each map answers under the name of the map.

7. FOCUSING ON COGNITIVE VOCABULARY (ACADEMIC LANGUAGE)
Think about the general academic language you should be using with each map.
Match the words on the labels to the correct Thinking Map.

9. Page 77 Language for Learning
So what do you now understand about the key words?
Page 77 Language for Learning
So why are they important?

10. 10

11. 11

12. 12

13. 13

14. MAKING CONTENT CONNECTIONS
DIRECTIONS:
Brainstorm one topic that can be illustrated by all 8 maps. Does not need to be content specific.
Work in your group to complete this task.
During the Gallery Walk, teachers could take notes about possible application ideas on their Introductory Schedules or their notes.

15. Describe character in a story.
APPLICATIONS
Describe character in a story.

16. MAKING CONTENT CONNECTIONS
DIRECTIONS:
Brainstorm one or two content connections for each Thinking Map. List these ideas under the academic vocabulary labels.
Work in pairs to construct one application idea on a sheet of newsprint. Do NOT do the Circle Map.
Present your map to your small group and then POST.
During the Gallery Walk, teachers could take notes about possible application ideas on their Introductory Schedules or their notes.

17. EMPOWERING STUDENTS = INDEPENDENCE

18. What steps are necessary to empower students to become independent thinkers?
Emphasize that teachers will also begin to develop independence during the 8 weeks.

19. Your students understand the fundamental reasons for using Thinking Maps®.
Page 81
Chapter 2
Your students can draw each of the Thinking Maps®.
You have implemented a plan for teaching Thinking Maps to your students.
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.
It is important to remind teachers that along with their students, they also will be deepening their understanding of the maps during these 8 weeks. The Day One does not allow enough time for them to develop fluency in the maps. This should happen for them and their students during the introductory weeks.

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

21. Teaching Schedule for Middle School
Pages
Week 1
Circle Map
Week 3
Double Bubble Map
Week 2
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

22. Gradual Release of Responsibility

23. Teacher: A Double Bubble Map is for comparing and contrasting.
Teacher: “Which map should we use to compare and contrast two things?”
Teacher: “Use either a Double Bubble Map or a Tree Map to take notes…show your thinking.”
Teacher: “Which map or maps do you think would best represent the key information about…. Or would best represent your thinking about…?”

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

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

26. Using the Resource Pages Page 83
The resources provided in this text should only be used when introducing the maps to students.
Student should begin immediately to draw the maps on their own.
Even when you use the masters during the initial teaching, students should be encouraged to go beyond the basic visual.

27. 27

28. 28

29. Emphasize the importance of having students construct their maps on blank sheets of paper. If this child had been given a black line master, do you think she would have generated this many adjectives? 29

30. Notice that this student was given a black line master
Notice that this student was given a black line master. Why do you think he only have two things listed under each category? 30

31. Use this Elementary example as a model of what they should be doing as they construct the map with a partner.

32. Use this secondary example as a model of what they should be doing as they construct the map with a partner.

33. 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.

34. STRATEGIES FOR SUCCESS
During the introductory period, be sure to:
Emphasize the importance of collaboration as students construct their maps.
Remember that the maps are “mid-range” tools, not the final product.
Have student take the information “off the map” in a variety of ways. (pgs )

35. Page 94
TAKING IT OFF THE MAP
Whole group – If students share with the whole group, they should choose one or two ideas to share, not their entire map.

36. Page 94
TAKING IT OFF THE MAP
Groups of 4 – Students can pass their maps and read or take turns presenting their maps to each other. The Cooperative Desk maps are a great resource that facilitates sharing.

37. Page 94
TAKING IT OFF THE MAP
Pairs – Students can be “mixed up” in a class to create pairs for sharing. Pairs can read each other’s maps or take turns sharing their own map.

38. Presentation of Knowledge / Ideas
“Report on a topic or text, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.”

42. Page 122
SUMMARY PAGE

43. FORMATIVE ASSESSMENT

44. Now, let’s take the Self-Assessment Quiz found on page 294.
You can name the key points defining Thinking Maps®
Page 80
You can explain the similarities and differences between Graphic Organizers and Thinking Maps®
You have been introduced to Thinking Maps®
You can identify the thought process behind each Thinking Map and the Frame of Reference
You can draw and define each map
You have a beginning understanding of how to use the maps in a variety of curriculum areas

45. Introduction: Self-Assessment #2
Page 294
Introduction: Self-Assessment #2
1._____ Circle Map
2._____ Bubble Map
3._____ Double Bubble Map
4._____ Tree Map
5._____ Brace Map
6._____ Flow Map
7._____ Multi-Flow Map
8._____ Bridge Map E
structural analysis, whole to part.
components
b. cause and effect, impact, outcomes
c. see relationships, analogies
compare and contrast, similarities and
differences, uniqueness
e. define in context, brainstorm
f. sequence, order, steps in a process
g. describe, name the qualities
h. classify or sort, main idea and supporting details G D H A F B C

48. LITERACY LINKS Making Connections

49. Thinking Maps as Conceptual Nets for Comprehending Complex Texts
Page 123
Thinking Maps as Conceptual Nets for Comprehending Complex Texts
“Text structure provides a conceptual net for keeping information in mind.”
“Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution, etc.) of events, ideas, concepts or information in a text.”

50. Classification = Tree Map
Page 123
Sequence = Flow Map
Life Cycle
A plant’s life cycle describes how long a plant lives or how long it takes to grow, flower, and set seed. Plants can be either an annual, perennial, or biennial.
Annual
A plant that completes its life cycle in one growing season. It will grow, flower, set seed, and die.
Perennial
A plant that lives for 3 or more years. It can grow, flower, and set seed for many years. Underground parts may regrow new stems as in the case of herbaceous plants, or the stems may live for many years like woody plants (trees).
Classification = Tree Map
Details for Tree Map or Stages for Flow Map

51. Page 123
“In order to remember, the mind must sort through information and store what is important and discard what is not important.
In order to remember the important parts of text, the mind needs to sort against the structure of the text.”
“Building Learning Structures Inside the Head” Ruby Payne, Ph.D.

52. Comprehension and Collaboration
“Engage effectively in a range of collaborative discussions with diverse partners…building on others’ ideas and expressing their own clearly.”

53. Now You Try BUBBLE MAP FLOW MAP MULTI-FLOW MAP DOUBLE BUBBLE MAP
BRACE MAP

54. Which ?’s How would you describe a volcano?
When did the eruptions happen?
What were the causes and effects of the volcano?
How are these two volcanoes alike and different?
What are the parts of a volcano?

55. CLOSURE and Next Steps

57. Visit www.thinkingmaps.com

58. Join the conversation, share ideas, and collaborate. https://www

59. High above the hushed crowd, Rex tried to remain focused
High above the hushed crowd, Rex tried to remain focused. Still, he couldn’t shake one nagging thought: He was an old dog and this was a new trick.