1. Graphic Intelligence: Playing with Possibilities

2. Objective for this session… Extend our understanding of and ability to apply graphic organizers: Ranking Ladders, Venn Diagrams, Fish Bone Diagrams, Mind Mapping and Concept Mapping. In addition, to sense how to integrate multiple graphic organizers

6. Agenda Sequence Instructional Intelligence Thinking Concept Formation Questioning – a practice Graphic Organizers

7. Overview of Instructional Intelligence Instructional intelligence involves:Instructional intelligence involves: –Knowledge of the learner –Knowledge of curriculum –Knowledge of assessment –Knowledge of instruction –Knowledge of change –Knowledge of systemic change

8. Instruction Classified Instructional Concepts (can’t do, guide decisions) Instructional Skills (simplest, least powerful) Instructional Tactics (mid power) Instructional Strategies (most powerful) Instructional Organizers (can’t do – guide thinking)

9. Instructional Concepts (only) Safety Interest Novelty Challenging Accountability Variety Success Authentic

10. Instructional Skills – Minimum Power Sharing the Objective and Purpose Framing Questions Wait Time Suspending Judgment Probing for Clarification Attentive Listening

11. Instructional Tactics – Medium Power Venn Diagram Think Pair Share Place Mat Word Web Ranking Ladders Flow Charts Four Corners PMI

12. Instructional Strategies – Maximum Power Mind Map Jigsaw Concept Attainment Academic Controversy Concept Maps Teams Games Tournaments PWIM

13. Instructional Organizers Multiple Intelligence Learning Styles Gender Autism Brain Research Child Development Emotional Intelligence

14. Graphic Organizers Classified Instructional Tactics Venn Diagrams, Flow Charts, Word Webs, Fish Bone Diagrams, Ranking Ladder Instructional Strategies Mind Maps, Concept Maps Key here is to integrate/layer them.

18. Control Group Mean

19. Prerequisite A deep understanding of all aspects of thinking.

20. This includes Understanding LEVELS of thinking Understanding TYPES of thinking Understanding Inductive/Deductive thinking Understanding Inference and Prediction

21. You need to understand ‘types’ of thinking and ‘levels’ of thinking Types of ThinkingTypes of Thinking –Inductive –Deductive –Ranking –Predicting –Sequence –Inquiry –Prioritizing –Identify Levels of ThinkingLevels of Thinking –Synthesis –Evaluation –Analysis –Application –Comprehension Recall

22. Levels of Thinking – Bloom’s Synthesis Evaluation Analysis Application Comprehension Recall

23. Inductive & Deductive Thinking Inductive Putting clothes away Putting dishes away Your closet Periodic Table Mind Mapping Venn Diagram Concept Mapping Fish Bone Diagrams Deductive Who took the cookie when you asked them not to touch them CSI Forensic Science Science Experiments I am thinking of something that is white.

24. Graphic Organizers that are Inductive Venn Diagrams Fish Bone Diagrams Cluster Maps Thematic Maps Mind Maps Concept Maps

25. Concept Attainment Prediction/Inference Elementary School

26. Directions Focus on a type of thinking; the EVEN numbered examples represent one type of thinking; the ODD numbers represent another type of thinking. Don’t focus on the topic or the answer, that is not important.

27. Data Set 1.The snow is melting so kids will be jumping in puddles at recess. 2.Those people must be poor because their house is so run-down. 3.I did not finish my work so I think the teacher will make me finish it at recess. 4.My friend has an IPOD and an I Phone so her family must be rich.

28. Data Set 5.He stayed up all night studying for a test so he must be tired right now. 6.It’s been raining all weekend. I bet I will have to wear boots to school on Monday. 7.He hides his glasses before every Math class so he does not have to do the math test. I think he does not like math. 8.It will probably rain today because there are a lot of dark clouds.

29. Testers A.John runs 3 kilometres every day; he must really like running. B. Our volleyball team won the last 5 games, they must be pretty good volleyball players. C. I never finished my reading. I’ll probably have to stay after school. D. Maria studies hard for spelling tests; I bet she gets 100 percent again on the next text.

30. So in terms of Curriculum the teacher must… Understand objectives Understand what level of thinking is explicit - the level the student will be assessed at Understand what level of thinking is implicit - the level you have to teach at Understand what type of thinking is required Match that knowledge to instructional methods Assess meaningfully

31. One component of “Knowledge of Instruction” is … Graphic Organizers

32. What do you already know? With a partner, take about two minutes and identify all the graphic organizers you have seen and hopefully experienced.

33. Compare your list with this list - and there are many more. Fish Bone, Concept Map, Mind Map, Flow Chart, Time Line, Word Web, Venn Diagram, Ranking Ladder etc.

34. LET’S PLAY WITH ONE

35. Ranking Ladder identify your top 3 places to visit rank them from first to last to visit identify what is missing from your ranking ladder how do you get students to develop the skills to identify criteria for ranking?

36. RANKING LADDER

37. PMI What are the PLUSES, MINUSES and IMPORTANT things to consider about Supply Teaching. How does PMI assist students to more precisely/thoughtfully rank ideas.

38. Ranking Graphic Organizers According to their Complexity Please rank the graphic organizers below using a Ranking Ladder. Fish Bone, Concept Map, Mind Map, Flow Chart, Time Line, Word Web, Venn Diagram, Ranking Ladder

39. RANKING LADDER

40. One Perspective Concept Map Mind Map Fish Bone Venn Diagram Ranking Ladder Time Line Flow Chart Word Web

41. What type of thinking and level of thinking do Mind Maps and Concept Maps Invoke?

42. ‘TYPES’ of thinking and ‘LEVELS’ of thinking Types of Thinking –Inductive –Deductive –Ranking –Predicting –Sequence –Inquiry –Prioritizing Levels of Thinking Synthesis –Evaluation –Analysis –Application –Comprehension –Recall

43. GIVEN Concept Maps and Mind Maps (if done properly) ask students to first identify what they know and then classify that knowledge into categories -- therefore -- it must be analysis re levels of thinking and inductive thinking regarding types of thinking.

44. So what is the Type and Level of Thinking? Venn Diagram Fish Bone Diagram Ranking Ladder

45. Mind Map/Concept Maps DIRECTIONS: Clear off tables Analyze Mind Maps or Concept Maps Identify the critical attributes of MM or CM Create Venn Diagram Compare with another table Share with larger group Listen to mini-lecture/group discussion

46. Venn Diagram Mind MapConcept Map

47. 2 Dimensional and 3 Dimensional Shapes: What do they have in common? 2 Dimensional3 Dimensional

48. Venn Diagram Mind MapConcept Map Start in centre Radiate out Colour Pictures Start at top Linking words on line Hierarchical Cross Links

49. Mind Maps and Concept Maps

50. Mind Maps Concept Maps Mind Maps Start in the centre Radiate out hierarchically Key words (concepts) Images Colour Cross Links (no words on any lines that show relationships) Concept Maps Usually start at the top Radiates down/out hierarchically Key words (concepts) Linking words Cross links with words that show relationships (usually a verb or verb phrase)

51. How are the linking words on the left different from those on the right? has contains includes such as for example may have found in are part ofare transforms enhances destroys digests activates needs controls magnifies increases transports reflects breaks down made up of TESTERS

52. Linking Words … how are the blue linking words different from the red? Trees need Roots Mirrorsreflect Light Forks and Spoons Protagonist however Did Not Muscles act like Levers Triangles have 3 angles Rocks in the Soil Bearsas well asRaccoons

53. Linking Word Testers Blue or Red? plantsrequirewater magnetsattract most metals planets including the moon cars have engines poetry such as haiku verbs can be conjugated explorers are courageous frictioncausesheat foodon thetable

54. Linking Word Testers Blue or Red? plantsrequirewater magnetsattract most metals planets including the moon cars have engines poetry such as haiku verbs can be conjugated explorers are courageous frictioncausesheat foodon thetable

55. Two Types of Linking Words Descriptive or Passive: they illustrate the students ability to recall and comprehend relationships between two concepts Cause and Effect or Dynamic: they illustrate the students ability to analyze, synthesize or evaluate relationships between two concepts

56. Assessment For learning (formative) Of learning (summative) Matching our instruction with our assessment Applying instruction in assessment –Where do graphic organizers fit?

57. a sample provincial outcome By the end of grade six students will demonstrate their understanding of the four types of motion: oscillating, linear, reciprocating, and rotational. This has explicit and implicit implications.

58. Explicit Level of Thinking re assessment This outcome tells kids they will be assessed at the comprehension level of Bloom’s Taxonomy -- they will have to explain each in their own words and be able to generate examples of each type of motion

59. Implicit level at which the teacher will have to teach This outcome also informs teachers that they will most likely have to teach it at the analysis level of thinking re Bloom’s Taxonomy as the students will have to understand the similarities and differences between the four types of motion. SO…

60. What type of thinking does this outcome encourage? Inductive thinking -- the students will have to classify the different types of motion -- so, give them some pictures, say 4 or 5 of each, put the pictures in an envelop, have the students work in pairs to classify them -- then do a Jigsaw on each of the four -- then do a Venn Diagram or Fish Bone or Mind Map on the 4 types of motion

61. What instructional methods do you have that push analysis? Venn Diagrams Fish Bone Diagrams Mind Maps Concept Maps Concept Attainment Concept Formation

62. Unconscious Seamless

63. Intentional Conscious

65. CBAM (Concerns Based Adoption Model) Levels of Use Non-User Orientation Preparation Mechanical Routine Refined Integrative Refocusing Levels of Concern No Concerns Awareness Information Personal Impact on Students Collaborative