1. Welcome
SNHS
Work Session
October 28, 2014
Facilitators:
6-12 C&I Team®

2. What are Thinking Maps & why do they work?
TODAY’S AGENDA
What are Thinking Maps & why do they work?
Overview of the Eight Maps
How do you currently use Thinking Maps?
FOCUS: Flow Map and Multi-Flow Map
Strategies for incorporating Thinking Maps?
Resources

3. What are Thinking Maps? Use the circle maps to define. Activity:
Participants will take notes on a circle map.
Take out a piece of paper. Draw a circle map. Thinking maps is the topic. Draw a circle around it. Draw a bigger circle around this.
First they are visual patterns. Second they are based on 8 cognitive skills. Third, they are applied in all content areas and may be used by all teachers. To promote depth and complexity, they can be used in combinations.

4. Why do Thinking Maps work?
Connected to Brain Research
Brain processes incoming information about the world around us through the use of patterns
80% of all information that comes into our brain is VISUAL
-Eric Jensen, Brain Based Learning

5. Eight Different Maps 1 2 3 4
Identify the Maps and the Cognitive Skill associated with each Map. 5 6 7 8

6. How do you use Thinking Maps?
Share Out
Bell Ringer, Review, Warm Up What about for planning?
During Direct Instruction
Teacher-directed whole group
Student processing
Small groups
Projects/Reports
Assessment

7. Flow Maps
Flow Map
Multi-Flow Map

8. Flow Map Sequencing Sequencing the stages and sub- stages of an event
Identifying the steps in a process
Ordering Information

9. Flow Map Key Words Sequence Put in Order Retell/Recount Cycles
Patterns
Show the Process
Solve Multi-Step Problems

10. Thought process: Sequencing
When do you use sequencing in:
READING?
WRITING?
SCIENCE?
MATH?
SOCIAL STUDIES?
THE ARTS?
In every instance, you could use a
FLOW MAP

11. Multi-Flow Map Analyzing Cause & Effect
Identifying the causes and effects of an event

12. Multi-Flow Map Key Words
Causes and Effects
Discuss the Consequences
What would happen if?
If…Then..

13. Multi-Flow Map Key Words
Predict
Describe the Change
Identify the Motivation Behind
Identify the Results of
What happened because of?

14. Thought process: Cause & Effect
When do you analyze cause and effect in:
READING?
WRITING?
SCIENCE?
MATH?
SOCIAL STUDIES?
THE ARTS?

15. Group 1: Bill of Rights Learning Experience
Explain The Bill of Rights and create a visual pattern to show the order of importance of the Amendments to you.
Frame your map.
Group 2: Analyze the causes and effects of the American Revolution or World War II

16. PROCESSING Place the Bill of Rights in The Order of Importance to you.
Now lets make connections:
Put in order of importance to me. Frame: why – support for the order.

17. EFFECTS CAUSES American Revolution WWII or
Place an important event in the center rectangle. List causes and effects of the event.
Follow up with a writing assignment.

18. What If Predict the effects American Revolution WWII or
Place an important event in the center rectangle. List causes and effects of the event. To increase thinking skills, add “What if” and ask students to make predictions of consequences.
Follow up with a writing assignment. Taxation w/o Representation was a non-issue or
What if Poland had not been invaded

19. EXTENSION
This extension draws on prior learning requires deeper and more complex thinking.

20. Using Thinking Maps for Effective Instruction
Curriculum Planning
Lesson Planning
Instructional Strategies
This extension draws on prior learning requires deeper and more complex thinking.

21. Thinking Maps – Tools for Assessment
Before Instruction
During Instruction
As Final Products
As Preparation for State & National Assessments

22. Thinking Maps – Before Instruction
Diagnosing Prior Knowledge or Readiness for the Lesson (Allows for differentiation)
Introducing new concepts or vocabulary

23. Thinking Maps – During Instruction
Taking notes in a map
Collaborative group work to create a map
Pre-writing strategy- organize thoughts and content
Seeing student thinking during the lesson provides instant Feedback for Formative Assessment

24. Thinking Maps – As a Final Product
Put a Thinking Map on a test- can be used to assess content knowledge, not writing (Maps are easier to grade)- Great way to differentiate
Thinking Map as a Final Product- must have a rubric to share expectations

25. Thinking Maps – Preparing for State Tests
Constructed-Response Items on NC Final Exam
AP Exam require students to write an essay in a short period of time.
TM can help students deconstruct the prompt.
Students know the content but need the tools to organize the information.

26. AP test require students to write an essay in a short period of time
AP test require students to write an essay in a short period of time. He taught them to how to deconstruct the prompt. Explain the prompt and the maps used. This prompt has a very specific frame. Students know the content but need the tools to organize the information.

27. Useful Websites
Presentation created and modified using the following resources.
Examples of each map grades K-6
Newsletters devoted to each Thinking Map
Chippewa Valley ELA Website
ThinkingMaps A Language for Learning by Dr. David Hyerle and Chris Yeager

28. Exit Ticket Thank you for actively participating in the work session.
Please complete the Exit Ticket 3X3 (Identify 3 takeaways and share with 3 colleagues before leaving)
Next session-bring student work samples