1. Thinking
Maps
Thinking Maps Training
April 14, 2010

2. Name the thought process:
The Multi-Flow Map
CAUSE AND EFFECT
Name the thought process: 2

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4. We watched a video.

5. The Multi-Flow Map causes and effects of an event.
The Multi-Flow Map helps students identify the
causes and effects of an event.
When constructing the map, always focus first on
the event.
The event is the key to this map. It must be a
“happening.” The event should be “the flooding
of the Nile” instead of just “the Nile.”
A one-word event is possible – “Hurricane”
Event may also be a statement with a verb –
“I went on a trip to Mexico.” 5

6. The Multi-Flow Map
The causes and effects do not have to balance.
Begin by identifying all the causes first and then the effects.
Students may also construct a one-sided Multi-Flow.

7. Effects
Causes
Healthy Teeth 7

8. Key Words and Phrases 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 …?

9. Guiding Questions for the 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?

10. Frame of Reference for Multi-Flow Map
How do you know what you know about the causes and effects of this event?
What could be influencing how you are thinking about these causes and effects?
Where did you get your information?
What source(s) did you use to identify the causes and effects?
Did a specific time period influence the causes and/or effects?

11. The Multi-Flow Map
Useful
With
Real Life
Experiences

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20. What if the turtle didn’t have a shell on its back. . .
Adding
Academic Rigor
Then …
What if the leopard had short little legs. . .
Then …

21. Your Turn Get in groups of 2 - 4.
Assign roles – materials, recorder, reporter, task master
Assignment:
Materials person gets an egg
Group reads task and completes
Materials person returns egg and gets a different egg
Group reads new task and completes
Repeat again if time permits with a third egg

22. The Multi-Flow Map
Event/ Language
Correlation

23. The Multi-Flow Map Can Be “Read” With Varied Forms of Language
The fire bell rang. We went outside.
The fire bell rang so we went outside.
The fire bell rang so we went outside and waited.
The fire bell rang so we went outside, waited, and did not talk.
The fire bell rang; therefore, we went outside

24. The Multi-Flow Map
Can Be
One-Sided
depending on
the Focus

25. The Multi-Flow Map Can Be adjusted to Reflect the causal
thinking in Text
Almost everyone has heard the sound of a dog barking. Have you ever wondered why a dog barks? Sometimes dogs bark to greet their owners when they come home from work or school. They want the owner to know they are glad to see them at the end of the day. Many dogs also want to protect their owners so they might bark to tell the owner that a stranger is nearby. A dog’s bark can also be a warning to the stranger to go away. While a barking dog can be annoying at times, it can also be a help to the owner and his family.

26. The Multi-Flow Map
Summarizing
and
Synthesizing
Information
Big Idea

27. The Multi-Flow Map
Predicting

28. PREDICTING BEFORE READING
PREVIEWING THE TEXT
PREDICTING BEFORE READING
A Volcano Erupts
A Volcano Erupts

29. The author uses bold print
TEXT FEATURES
The author uses bold print
Why did the author use this text feature?
To extend their thinking, students can construct a Multi-Flow Map to discuss the effects the author hoped to achieve by using specific text features.

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31. Classroom Applications Using the Multi-Flow Map
Summarizing and
Synthesizing
Information
Can Be Adjusted
To Reflect the
Causal
Thinking in Text
Can Be
One-Sided
Depending on
the Focus
Predicting
Can Be “Read”
With Varied Forms
of Language
Useful With Real
Life Experiences
Event/ Language
Correlation

32. Assignment
Introduce multi-flow maps in classroom instruction and bring at least one student sample of multi-flow maps used to:
identify causes and effects of an event
predict causes and/or effects of an event
Identify “what if … then” relationships
Add a frame of reference
How did you know what you know about the causes and effects of the event?
Where did you get your information?
What influenced the information in your map?
What sources did you use to identify the causes and effects?