1. Welcome to Thinking Maps®

2. What are Thinking Maps & why do they work?
TODAY’S AGENDA
What are Thinking Maps & why do they work?
What is the purpose of each map?
What is the Memorial High School Thinking Maps plan?
How will I use the Thinking Maps?
What support will I get throughout the year to help me learn Thinking Maps?

3. Initial Training
First Day Back
Introductory Period
8 Weeks
Introduction of each map in advisories
Student Displays
First Follow Up
Student Products
Third Phase
8 Weeks
“Off the Map”
Second Phase
8 Weeks Thinking Maps with
Frame of Reference and Color
Second Follow Up
Third Follow Up
School Wide Closure
Jump Start Second Year

4. Purpose:
To use Thinking Maps as a “common visual language” in your learning community for transferring thinking processes, integrating learning, and for continuously assessing progress.

5. What are Thinking Maps? Developed in 1988 by Dr. David Hyerle
Each map is based on a cognitive skill such as comparing and contrasting, sequencing, classifying, and cause-effect reasoning
Can be utilized individually or in various combinations to form a common visual language for students and teachers at all grade levels, in all subjects
Used to improve the basics of reading, writing, and mathematics as well as for problem solving and the development of higher order thinking skills

6. What is the Difference?

7. Eight Different Maps

8. Use a Circle Map to define Thinking Maps.
What are Thinking Maps and how are they different from Graphic Organizers?
Use a Circle Map to define 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

9. 80% of all information that comes into our brain is VISUAL
40% of all nerve fibers connected to the brain are linked to the retina
On Page 3. Posters should stay up two weeks. And the eyes don’t pay attention to it but
36,000 visual messages per hour may be registered by the eyes.
-Eric Jensen, Brain Based Learning

12. Teacher did the brainstorming. Nothing was done with them.
Content Specific Graphics: There was no transfer between concepts or content. Done in isolation.
Dr. Hyerle hooked it to a map and hooked a thought process to it. These maps are not content specific, language specific or grade level specific.

13. OVERVIEW

14. Add it to your map red circle
Add it to your map red circle. The maps are more about thinking than the picture
Ulysses Close your eyes and comes into your mind when I say vacations spot, no stress, relaxation, peace and quiet. How many of you saw a paragraph linguistic representation so while you are teaching social studies.
The Thinking Maps give a concrete visual pattern for an abstract cognitive skill.

15. “Thinking Maps store information the way the brain does.”
Pat Wolfe
July 2005

16. Networks Strengthened
How the Brain Processes Information
Lost
Senses Register Information
Areas in the Brain
Filter Information
Long
Term
Memory
Emotion
Meaning
Building
Networks
Networks Strengthened
Networks Extended
Lost
Page 242

17. Scan of kid playing Tetrus
Scan of kid playing Tetrus. First scan shows his brain when he learned to play. His brain was using a lot of energy to learn the new skill. The second scan shows his brain 3 weeks later when he had learned to play so much better. His average score was much higher but the scan shows that it took less brain energy. Relate this to adults who are learning something new. When they first learn to use the maps it takes a lot of energy to do a very basic map. After some practice, their applications are better with less effort.

18. Dendrites Cell Body Axon Synapse Activity: Nueron Bump Groups of four
(Synapse is a gap)
Dendrites - slurp up the chemicals. (Slurping sound)
Bump and send them on .
Cell body - makes an electrical charge (bacon sizzle)
Axon - hold on tight (Cross arms and bacon sizzle) The axon is where most of the information is lost.
Synapse – sends it off (Whoosh)
This is called firing. Dendrites fire 60 miles per second. Need to go faster.
One dendrite never fires alone. That’s what thinking looks like. If we do it over and over, then all dendrites will fire simultaneously. This is the reason you know everything about the call you are just receiving. Nuerons that fire together get wired together. Go write that down.
Synapse

19. NEURONS THAT FIRE TOGETHER THAT IS WHAT A PATTERN IS!
GET WIRED TOGETHER.
THAT IS WHAT A PATTERN IS!

20. Use the states standards

21. 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

23. That’s why this works and have K-12

24. Middle School Social Studies
Social Studies Middle School
Middle School Social Studies

25. AP English
High School English

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. You never use GO in combination. Rarely do you use one map alone
You never use GO in combination. Rarely do you use one map alone. Model with an 8th grade social studies class the constitution
Asked the class to take a look at the textbook.
The Preamble has parts: Draw a brace map – Asked students to go look for them.
Students came back found the parts that the preamble has.
Look at what was framing their thinking – One person too much power, articles of confederation had just failed. Rule w/o representation
Function: Next slide

28. TEACHER / STUDENT INPUT
SET
TEACHER / STUDENT INPUT
Add pages
Bridge Map: Just read it
Tree map: Student were working in groups to analyze each amendment with the 3. Frame text book and real life experience. This is just information but at this point students have not done anything with it so next slide

29. PROCESSING Add pages from the binder: Now lets make connections:
Put in order of importance to me. Frame: why – support for the order.

30. EXTENSION
Add pages
Now let shift our pt of view to someone who has been accused wrongly.

31. CLOSURE
Add pages:
Then this is what they took home to do for homework. Explain

32. Tomorrow, students will be introduced to the Circle Map.

33. Useful Websites Examples of each map grades K-6
Newsletters devoted to each Thinking Map
Chippewa Valley ELA Website