1. Explore the Future: Think Like a Disciplinarian Using Thinking Maps to Differentiate Your Curriculum Desiree Olivas, M.Ed, PhD SAUSD

2. Visual Tools for Transforming Information Into Knowledge David Hyerle, Author Arthur L. Costa, Prologue Robert J. Marzano, Foreward Corwin Press, 2009, Second Edition, 167 pages David Hyerle David Hyerle

3. Visual Tools for Transforming Information Into Knowledge David Hyerle, Author Arthur L. Costa, Prologue Robert J. Marzano, Foreward Corwin Press, 2009, Second Edition, 167 pages David Hyerle David Hyerle

4. Think Like a Disciplinarian Novelty : provides students with a disciplinarian perspective in the study of the core curriculum. Problem Solving Primary purpose: ◦ introduce students to the disciplinarians and the language tools, and skills they use to develop expertise. ◦ acquaint students with the fields of the study within a discipline ◦ broaden students’ awareness of the discipline by incorporating into the basic curriculum the perceptions of the discipline. Kaplan, Frames, p.11

5. Integrate the icons into pathways, intersections and content imperatives:

8. What does it mean to think like a disciplinarian? Think Like a Philosopher

9. Think Like a Products /Outcom es Purpos e Methods/Skill s

10. What does it mean to think like a disciplinarian?

11. Analogies and relationships plus thinking like a discipinarian: AS Relating factor:

12. Students used their understanding of a discipline in thinking about content curriculum and the universal theme. Think like a Lawyer and The Three Branches of Government

13. Students used their understanding of a discipline in thinking about content curriculum and the universal theme. The Three Branches of Government and Think Like a Philosopher

14. TRENDS FOR FLOW MAPS: HOW WOULD A _(TLAD) PROBLEM SOLVE FOR ________? In order to compare one discipline’s process or thinking to another discipline’s process of thinking….. Problem Solution

15. TRENDS FOR FLOW MAPS: HOW WOULD A _(TLAD) PROBLEM SOLVE FOR ________? …then compare the similarities and differences…..

16. From the perspective of a ___ what rules have changed over time and why? What difference does this make?

17. WHAT PATTERNS ARE/WERE VIEWED FROM DIFFERENT PERSPECTIVES (TLAD)? In order to analyze one discipline’s process or thinking to another discipline’s process of thinking…..in a parallel sequence map: Pattern Conclusion

18. desiree.olivas@sausd.us Garfield Elementary