TEACHING STUDENTS THINKING MAP NOTES

TEACHING STUDENTS THINKING MAP NOTES 1

Teaching Students Thinking Map Notes

By Susan Bearden

Submitted in Partial Fulfillment of the

Requirements for the

Master of Arts Degree

in

Education

California State University San Marcos

November 2017


Abstract

A plethora of curricula are available to teach note taking, but teachers and students are in need of

a predictable, consistent, and flexible system of concept representations that can convey content

and stimulate thinking at a higher level without adding to workload. The purpose of this project

was to develop a handbook entitled Map This: Let’s Talk About Notes! for secondary teachers

that includes lessons designed specifically for students to learn to use Thinking Maps to take

notes and represent content and the relationships among content for their informational texts. The

unit is a handbook entitled Map This: Let’s Talk About Notes! This project was designed as a

set of lessons to introduce students to each of the eight basic Thinking Maps, Circle Map and

Tree Map Notes.

Keywords: informational text, note taking, Thinking Maps


Table of Contents

Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Chapter One: Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Setting the Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Thinking Maps for Improved Accessibility and Comprehension . . . . . . . . . . . . . . . . . . . .6

Purpose and Significance of the Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Chapter Two: Literature Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Theoretical Foundations for Thinking Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Universal Design for Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Ways in Which Thinking Maps Can Increase Access to the Content, Product, and Process

of Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Research-Based Strategies for Increasing Student Achievement that Support Thinking

Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Chapter Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

Chapter Three: Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Audience and Setting(s) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Materials Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

Procedures for Developing the Lessons of the Project. . . . . . . . . . . . . . . . . . . . . . . . . . .32

Chapter Four: Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Chapter Five: Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Limitations of the Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36


Next Steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

Lessons Learned. . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Appendix A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44


Chapter One

Introduction

Setting the Context

Moving Forward, a pseudonym for the author’s school, is a public charter high school run

by a southern California county office of education in which this teacher researcher currently is

employed. It is a dropout recovery program that serves students throughout the county ages 16

to 23, offering them the opportunity to earn a traditional high school diploma free of cost.

Because it is a dropout recovery program, most of the students are at-risk for academic failure

and have not experienced academic success. According to the School Accountability Report

Card for 2015/2016 (http://www.rcoe.us/student-program-

services/files/2012/09/2016_SARC_Come_Back_Kids_Charter.pdf) only 18% of students met or

exceeded English Language Arts standards on the California Assessment of Student Performance

and Progress (CAASPP).

Consider my personal experience in a previous employment setting as an educator in this

context that drew me to learn more about graphic organizers, in general, and thinking maps, in

particular.

Two new students were reading five or more years below grade-level in an

independent study setting where they receive one hour per week of direct

instruction. The administrator's response to a request for an intervention

curriculum was “Teach to the standards with the same curriculum every

student uses. We’re a small school. We don’t have the resources to purchase

an intervention curriculum, just make it work!” Current resources included

high school textbooks, minimal training in Thinking Maps, and two

http://www.rcoe.us/student-program-services/files/2012/09/2016_SARC_Come_Back_Kids_Charter.pdf

http://www.rcoe.us/student-program-services/files/2012/09/2016_SARC_Come_Back_Kids_Charter.pdf


reluctant students. This educator needed a crash course in how to teach

these girls to make meaning of what they were reading and fast.

It has been this teacher researcher’s experience that many students are under-educated in

the use of tools and strategies such as note taking for accessing and representing what they are

learning. Many of my secondary-aged students also seem to lack an understanding of the basic

structures of informational text, impeding their ability to learn from traditional textbook-based

formats and perhaps contributing to dropout rates. Further, what may appear to be reluctance to

take notes may actually be or represent a lack of understanding of the purposes and benefits of

note taking. Students may not understand why note taking and representing their thinking and

learning in graphic representations such as graphic organizers might be important. Consider this

recent exchange with some of my students.

Reviewing the course syllabus, one of my 18 – 21 year old adult students turned

to his teacher and asked, “Do I have to take notes or can I just copy the

vocabulary words?” When asked why he didn’t want to take notes, he (and

most other students) stated that they really didn’t know what to put in the notes

other than vocabulary words.

Thinking Maps for Improved Accessibility and Comprehension

The use of graphic organizers is one of nine research-based instructional strategies for

increasing student performance (Marzano, Pickering, & Pollock). Students taught to use graphic

organizers such as Thinking Maps concept maps are better able to comprehend informational

texts and retain the relevant concepts (O’Donnell, Dansereau, Hall, 2002). Thinking Maps are

particularly salient note taking strategies because they have the unique advantage of teaching

content, cognition, and structure simultaneously, which research has shown improves retention


(Ponce, & Mayer, 2014). For novice readers, using Thinking Maps allows them to identify their

thought process and understand the structure of the expository text. For students at risk of

dropping out of school and those performing significantly below grade level, direct instruction

and guided practice in the use of concept mapping graphic organizers can play a vital role in

academic success and school completion. Therefore, it is this author’s thesis that instructional

time must build into the instructional day, week, and year to develop students’ skills in and

understanding of the usefulness of concept maps in their learning. Students can come to embrace

using a strategy such as concept mapping once they experience and see it has a direct benefit to

their present success.

Purpose and Significance of the Project

The purpose of this project is to develop an instructional unit for secondary teachers that

includes lessons designed specifically for students working below their full potential and at risk

of dropping out of school to learn to use thinking maps to take notes and represent content and

the relationships among content in informational text. The curriculum that is the product of this

project is significant in that it enables teachers to provide students with strategies to select among

and use Mind Map graphic organizers to summarize main concepts of texts (and other learning

experiences) and draw connections with prior knowledge, other content areas, and life

experiences. Application of the lessons included in the unit can have a long-term impact.

Namely, students are prepared to enter current and future learning and work situations with

enhanced skills for analyzing information, which, in turn, can facilitate making more informed

decisions, overall.


Definition of Terms

Key educational terms used in the chapters that follow and in the handbook that is the

product of this project are the following.

Bloom’s Taxonomy

Bloom’s taxonomy is a hierarchical organization of metacognitive skills from low to

high. It is often used to determine the cognitive demands of a task (Bloom, 1976).

Frame of Reference

The frame of reference is a “metacognitive frame” that gives students a means to examine

their learning and think about their thinking. This is where skilled mappers draw connections

between disciplines and to life experience or prior knowledge (Hyerle & Yeager, 2007).

Interdisciplinary Connections

Interdisciplinary connections occur when students forge links between traditionally

discrete disciplines such as mathematics, the sciences, social studies or history, and English

language arts (Interdisciplinary Teaching 2017).

Mind Map

“Mind maps are diagrams used to represent words, ideas, and other concepts arranged

around a central word or idea” (Wheeldon, p. 510, 2011).

Thinking Map

“Thinking Maps is a language of eight visual patterns each based on a fundamental

thinking process. These patterns are used individually and in combination across every grade

level and curriculum area as an integrated set of tools for life-long learning (Hyerle & Yeager, p.

2, 2007.)”


Universal Design for Learning

Universal design for learning (UDL) “involves constructing curriculum, instruction, and

assessments that anticipate the preferences and needs of learners” (Thousand, Villa, Nevin, p. 12,

2015). UDL strives to provide access to learning for all students by providing students with

multiple ways of representing and accessing content (i.e., the content and objectives of learning),

multiple ways for showing what they know (i.e., the product), and multiple ways for students to

interact with content, one another, and their instructors (i.e., the process of learning).

The Eight Thinking Maps

Integral to this project are the Thinking Maps that form its foundation. The following is

an example and brief explanation of each map.

Circle Map

A Circle Map defines in context. After putting the target term in the center one then jots

down everything known about the topic. This takes a traditional brainstorm to a deeper level

when we add the Frame of Reference in which we explain where we learned the information and

how it connects to something we already know. Skilled mappers may embed a critical thinking

question into the Frame of Reference. See Figure 1 for a sample Circle Map.

Bubble Map

Bubble Maps describe a term, person, or idea. Descriptions include ONLY adjectives

and adjective phrases. Skilled mappers might include a Frame of Reference that gives examples,

evidence, or citations for each descriptor. This map is ideal for character development. See

Figure 3 for a sample Bubble Map.


Figure 1. A blackline master for a Circle Map

Figure 2. A Circle Map defining measures

of Multiple Intelligence with a Frame of Reference explaining why there are controversies about

the different measures

Figure 3. A Bubble Map blackline master


Figure 4. A Bubble Map describing an individual who meets the school-wide learning outcomes

with explanations for each description and a simple Frame of Reference

Double Bubble Map

Figure 5. A blackline master for a Double Bubble Map


Figure 4. A Double Bubble Map comparing Central America and the Caribbean

Double Bubble Maps compare two things, people, or ideas. Similar to a Venn Diagram,

a Double Bubble Map more closely demonstrates the relationship of each item to the target

terms. Target terms are placed in large circles placed on opposite sides of the field. Similarities

are listed between the circles and connected to both. Differences go along the outside connected

to the circle to which they refer. Skilled mappers may use a Frame of Reference to explain how

perspective influenced their information. See Figure 3 for an example of a Double Bubble Map.

Sequence/Flow Map

A Sequence/Flow Map is used to sequence steps in a process, story, set of directions

etcetera. This map is wonderful when examining cycles. Each step is placed in a box with an

arrow connecting it to the next step. Sub steps appear beneath a box and connected to the step to

which they belong. A skilled mapper might include a Frame of Reference that explains how we

know what we do about the topic and makes a connection to something else we already know or

answers a critical thinking question. See Figure 4 for an example of a Sequence/Flow Map.


Figure 5. A blackline master of a Flow Map

Figure 6. A Sequence/Flow Map sequencing the steps of coal formation

Tree Map

Tree Maps classify or categorize information. The topic is written across the top and

each “branch” of the tree is a category beneath which details are listed. A skilled mapper may

include a Frame of Reference to explain the origin of the information on the map and discuss the


impact of perspective or answer a critical thinking question. See Figure 5 for an example of a

Tree Map.

Figure 7. A blackline master of a Tree Map

Figure 8. A Tree Map classifying the levels of the earth’s exterior


Multi-Flow Map

Multi-Flow Maps elucidate cause and effect. The target term is written in a box in the

center. Causes are listed to the left and effects to the right. Frequently, this map will be used

with either cause or effect in isolation. A skilled mapper may include a Frame of Reference that

explores the influence of perspective or answers a critical thinking interdisciplinary connection

question. See Figure 6 for an example of a Multi-Flow Map.

Brace Map

A Brace Map scrutinizes part to whole relationships. The item examined is listed outside

the bracket and the components and subcomponents inside the bracket. Skillful mappers might

choose to create a Frame of reference to discuss interdisciplinary connections and how they

know the information. See Figure 7 for an example of a Brace Map.

Figure 9. A blackline master of a Multi Flow Map


Figure 10. A Multi-Flow Map depicting a student’s best and worst actions

Figure 11. Blackline master of a Brace Map


Figure 12. A Brace Map describing a student’s favorite band

Bridge Map

Bridge Maps represent analogies. They have a relating factor that explains how the terms

are related. Pairs of target terms are written above and below a line and connected with a bridge

to string together multiple analogies. These maps are more abstract than most and so are a true

graphic representation of the student’s thought process. A skilled mapper might include a Frame

of Reference explaining how they know the information and drawing an interdisciplinary

connection or answering a critical thinking question. See Figure 8 for an example of a Bridge

Map.

Figure 13. Blackline master of a Bridge Map


Figure 14. A Bridge Map relating factors responsible for and Frame of Reference connecting the

topic to experience


Chapter Two

Literature Review

In my search for best practices in both facilitating reading comprehension and note taking

strategies for the students that I currently serve (i.e., alternative education high school students), I

examined literature that offered both theoretical foundations and research-based support for

using and developing the lessons for teaching Thinking Maps that are the product of this project.

What follows are literatures reviews on the following topics: (a) theoretical foundations for

Thinking Maps (b) Universal Design for Learning, (c) Thinking Maps as visual scaffolds, and

(d) research-based strategies for increasing student achievement that supports Thinking Maps.

Theoretical Foundations for Thinking Maps

Any discussion or analysis of higher-order thinking must include Benjamin Bloom’s

Taxonomy of Thinking (Bloom, 1976). Benjamin Bloom and his associates conceptualized a

classification system comprised of six categories of metacognitive skills separated into higher-

and lower-order thinking skills. Lower-order skills include knowledge, comprehension, and

application while higher-order thinking skills involve analysis, synthesis, and evaluation

(Himmele, & Himmele, 2017). Educators have long strained to encourage and nurture students’

higher-order thinking skills.

Standing on the shoulders of Bloom’s Taxonomy is the work of Norman Webb (1997).

He shifted the focus of his model from cognition to curricular depth in his creation of the Depth

of Knowledge (DOK), which has enjoyed widespread popularity since its inception in 1997.

This model has four levels (i.e., recall, application of skills and concepts, strategic thinking, and

extended thinking) that are more cyclical than hierarchical. Tasks at any level may involve


several or all of the skills from Bloom’s Taxonomy. DOK’s purpose is to describe and examine

the context of students’ skills and understandings (Himmele, & Himmele, 2017).

Both DOK and Bloom’s Taxonomy are theoretical foundations for the application of

Thinking Maps with students in that both frameworks not only describe but encourage educators

to develop students’ higher-order thinking skills. As described on the Thinking Maps home

website, “Thinking Maps are consistent visual patterns linked directly to eight specific thought

processes. By visualizing our thinking, we create concrete images of abstract thoughts. These

patterns help student reach higher levels of critical and creative thinking – essential components

of 21st Century education” (https://www.thinkingmaps.com/why-thinking-maps-2/). As students

take ownership of Thinking Maps they cultivate higher-order thinking skills and require fewer

scaffolds until, eventually, they can posit and answer their own critical thinking questions. Each

of eight Thinking Maps offers students formats for them to cogitate and record connections to

other content areas, prior knowledge, and the context in which they learned the latest

information. All of this generates a schema for the student to connect this current information

with old and reinforce new memory patterns. Highly skilled educators cement the process by

embedding critical thinking questions to guide students in making the desired connections. In

this way Thinking Maps become a launch pad for student ownership of cognition and analysis

skills.

Universal Design for Learning

Commenting on the principles of universal design and its application in education,

McGuide, Scott, and Shaw pose the question, “Who would argue against an approach that

anticipates diversity and proactively builds in features to accommodate the range of human

diversity, whether it be in diverse needs for accessing physical space or in diverse needs relating

https://www.thinkingmaps.com/why-thinking-maps-2/


to learning and instruction?” (2006, p. 173). Grounded in a search for ways to improve

instructional strategies, the pedagogy of Universal Design for Learning (UDL) is imminently

appealing as a vehicle for the creation of an equitable environment for all students. UDL

involves the intentional creation of curricula and lessons that are accessible to all students in the

classroom without adaptation or modification. This reduces teacher workload and increases the

amount of time available to work directly with students in ways that are more conducive to each

student’s individual learning style. Three access points allow for planning a Universal Design

lesson. Teachers first identify the content the student expects to learn, then discern the process

the student will follow to make meaning of that content and finally examine the product by

which the student will demonstrate their understanding (Thousand, Villa, & Nevin, 2015).

Ways in Which Thinking Maps Can Increase Access to the

Content, Product, and Process of Instruction

Application of the UDL process allows teachers to inform instruction in such a way that

all students obtain equitable access to a rigorous curriculum. Thinking Maps offer access to

students who are reading below grade-level, English learners, and students with other disabilities

that impact their ability to access grade level text. Using and choosing among Thinking Maps to

take notes from a text allows students to determine which thought process best connects to the

current content and to make connections both with prior knowledge and knowledge in other

content areas. A Thinking Map is a scaffold that affords students access to the rigorous content

of a text and lesson, which is then gradually removed as students’ skills develop.

An advantage of using Thinking Maps in the UDL model is the adaptability of the maps

at all three of the UDL access points. For example, in a jigsaw activity on force and momentum,

students might use a Circle Map to explain initial force (content) to classmates who then create a

Double Bubble Map comparing force and momentum (process). Groups of students then could


present their findings to the class (product) using the information on the Double Bubble Map.

Thinking Maps also can be used to record information over the course of a project and serve as

formative assessments. For example, students learning the vocabulary of a new unit with Circle

Maps might use those same maps to demonstrate their mastery of the content. The inherent

flexibility of Thinking Maps makes them an everyday UDL tool that does not grow stale with

extended use.

Thinking Maps and the Connecting of Concepts

Thinking Maps call upon students to make broad connections between concepts, prior

knowledge and life experience; students trained in the use of maps are more likely to make broad

connections between ideas and experiences (Wheeldon, 2011). Nesbit and Adesope (2006)

report that students who make maps are better at making internal connections with texts,

allowing them to comprehend more of what they read as well. Training in the use of concept

maps such as Thinking Maps also increases cognition and knowledge transfer (O’Donnell,

Dansereau, & Hall, 2002). Tseng, Chang, Lou, Tan, and Chiu (2012) also found that perception

facilitated by concept mapping allows for greater transfer of knowledge from one content area to

another. Kimberly Williams explained that, “By using the Frame of Reference, we are giving

students a visual tool that engages them in transferring the new knowledge into their own world

of experiences and perceptions” (p. 30, 2011).

Thinking Maps as Visual Scaffolds

Having a reliable note taking system increases student motivation and understanding

(Eades, & Moore, 2007). Thinking Maps provide students with reliable note taking systems

while offering visual access to content for learners who have low verbal ability (O’Donnell,

Dansereau, & Hall 2002).


Thinking Maps also have the potential for increasing students’ literacy skills. Namely,

graphic organizers such as Thinking Maps have been shown to be useful intervention strategies

for improving reading comprehension (Oliver, 2009) especially when scaffolding language tasks

for students who are English learners (Baker, 2015). Chang, Sung, and Chen (2002) also have

documented the positive effect of concept mapping on enhancing students’ comprehension and

summarization.

Additionally, Thinking Maps have the potential to increase students’ understanding of the

underlying structures of expository texts, and understanding the underlying structures of

expository text can significantly improves a student’s ability to comprehend material. Teaching

text structures in isolation does not help students understand how each text structure relates to a

different type of thought process. This is where Thinking Maps shine as literacy scaffold. Each

map’s structure visually represents a different thought process (Hyerle, & Yeager, 2007).

Teaching students to recognize text structures through the use of parallel Thinking Maps can

enable students to make the connection that text structures represent different thought patterns

and eventually understand how people write to convey information, which, in turn, can broaden

their own writing skills as well as their ability to comprehend and take notes from grade-level

texts.

Research-Based Strategies for Increasing Student

Achievement that Support Thinking Maps

In the seminal work, Classroom Instruction That Works: Research-Based Strategies for

Increasing Student Achievement Marzano, Pickering, and Pollock (2001) discussed nine sets of

research-based strategies for improving student achievement. Referred to by novice and veteran

educators alike, this book details not only effective teaching strategies, but an aggregate of

educational research supporting each strategy. In the following section of the literature review,


the author first describes eight of the nine sets of research-based strategies and then describes

how one or more of the eight Thinking Maps connect with and/or facilitates the implementation

of the best practice.

Identifying Similarities and Differences

Presenting students with, asking them to identify, and use graphic or symbolic

representations of similarities and differences is a cognitively rigorous process that enhances

students’ understanding of and ability to use knowledge. This skill encompasses the ability to

compare, classify, and create metaphors and analogies (Marzano et al., 2001). Thinking Maps

are a potent instrument for utilizing each of eight different thought processes. Each map is a

visual representation that succinctly defines the thought process. A student well versed in

Thinking Maps will see a question asking her/him to compare the experiences of Native

Americans on the Trail of Tears with those of Japanese Americans sent to internment camps

during World War II and automatically create a Double Bubble Map to help them visualize and

express those similarities and differences. The same student will use a Bridge Map when asked

to draw an analogy between the parabolas in Algebra and the plot structure of the assigned novel

in English.

Summarizing and Note Taking

To accurately summarize material students must first understand it on a deep level and

then they must selectively delete, substitute, and keep some information (Marzano et al., 2001).

An awareness of the explicit structure of informational text aids in its summary. Synchronous

use of Circle and Tree Map Notes does exactly this for students. Circle Map Notes allow

students to activate prior knowledge and examine the structure of a text prior to reading,

providing better access to the meaning of the curriculum. Following this with Tree Map Notes


grants students the liberty of more deeply examining the inherent structure of the text to

determine the branches of their Tree Map. Repeated exposure to this strategy along with gentle

guidance from the teacher prompts the student to discern the structures of informational text and

apply them to note taking. A deeper grasp of a writings’ structure can open students’ minds to a

richer contextual cognizance.

Reinforcing Effort and Providing Recognition

Students who believe that effort - rather than ability, other people, or luck - yields success

are more likely to work to achieve success. Similarly, positive recognition contingent upon

achieving a clearly defined standard (e.g., rubric) also fosters successful performance. Research

tells us that while rewards contingent on attainment of a goal do not have a deleterious effect on

intrinsic motivation, abstract symbolic recognition may be more effective than tangible rewards

(Marzano et al., 2001). Thinking Maps are not a reward; however, when used with a rubric, they

reinforce the concept that increased effort leads to improved comprehension and performance.

The use of the one-point rubric that is imbedded in the lessons that the author created for this

project is an example of a helpful “benchmark” for letting students know how they are doing

with their use of a Thinking Map and advancing students’ Thinking Maps expertise. Using a

rubric to structure dialogue with students, teachers can facilitates students’ examination of their

current proficiency as they strive to meet or exceed the standard. Rubrics afford teachers a

platform for constructive criticism and specific praise. Of course, the intangible recognition of

having a student’s masterful Thinking Map on display in the classroom or school hall is another

valuable way to reinforce the fruits of effort.


Homework and Practice

Homework and practice should have a clearly articulated purpose and offer students an

opportunity to adapt and shape their learning (Marzano et al., 2001). Thinking Maps and

Thinking Map Notes provide a vehicle for practice that requires students to create a context for

their learning. For example, a class might examine the School-wide Learning Outcomes (SLOs)

first by defining the terms on circle maps, then by describing someone they know who is an

exemplar of those outcomes in a Bubble map. Students could then use a Double Bubble Map to

compare a SLOs exemplar with a non-exemplar. Then the students could use a Sequence Map to

elucidate the steps to becoming an exemplar for a selected SLOs category. A Tree Map allows

students to list examples of each component of the SLOs. The Multi-Flow Map could list effects

of implementing the SLOs in a student’s personal life. A Brace Map of the subcomponents of

each element of the SLOs allows students the opportunity to delve further into the meaning of

each term. The final map, a Bridge Map giving examples of each element of the SLOs, would

complete the process. After examining this topic through eight different lenses, the students are

ready to take it off the map and claim ownership of this information. The applications for

Thinking Maps in homework and practice are limited only by the mapper’s imagination!

Nonlinguistic Representations

Nonlinguistic representations include graphic organizers, physical models, mental

pictures, pictures and graphs, as well as kinesthetic activity. These representations should

always elaborate on knowledge (Marzano et al., 2001). Thinking Maps go beyond the research

here to create a systematic method of visualization for each of the eight thought processes. This

provides students a common visual language. The advantage is that students are not learning

both content and a new graphic organizational pattern every time they see a graphic organizer.

Reducing cognitive load allows students to focus their efforts on the desired learning target.


In Thinking Maps, a Frame of Reference is a literal frame around the Map in which

students record the context for their new learning. They might answer the questions: Where have

I heard this before? How did I know this information? How is this connected to something I

already know? The purpose of a Frame of Reference (FOR) is to add to a student’s knowledge.

A FOR provides context, prior knowledge and connections to other content areas. A FOR allows

skilled Thinking Map users to answer critical thinking or essential questions that focus their

studies. The FOR allows students to take their knowledge “off the map” and apply what they

have learned to real-life situations, making the use of Thinking Maps a truly dynamic experience.

No two students will utilize the FOR in the same way, but both will examine their new

understanding for connections to prior learnings and knowledge and to other subject matter.

Cooperative Learning

Cooperative group learning is a grouping strategy where small, heterogeneous groups of

students support one another in their learning in ways that communicate that they are to (a) be

positively interdependent (i.e., sink or swim together), (b) help one another and applaud

teammates’ effort and success, (c) practice small group interpersonal skills, and (d) reflect upon

and process their effectiveness in functioning as a team (Johnson, & Johnson, 1999). While using

cooperative learning, we need to be mindful that we keep our groups small and limit our use of

ability grouping (Marzano, Pickering, & Pollock, 2001). Thinking Maps are a useful strategy for

students to use when engaged in cooperative group learning structures. Students can work on a

Thinking Map collaboratively and use the final version as a presentation piece of their collective

effort. In collaborative projects, Thinking Maps provide a scaffold to writing tasks for struggling

students and a collaborative tool for those working on social skills. The inherent flexibility of

Thinking Maps offers adaptability to the purposes of any group project. Used in cooperative


groups, Thinking Maps focus how students demonstrate interpersonal collaboration skills as well

as stand as a formative assessment.

Setting Objectives and Providing Feedback

Setting clear objectives and providing feedback to students is a critical part of the

educational process. It is essential that students understand what the expected response is and

why a response is correct or incorrect. Feedback needs to arrive in a timely manner and be

specific to criterion. Further, students should have the opportunity to participate in providing

their own feedback (Marzano et al., 2001). The simplicity of the eight Thinking Map design

permits teachers to quickly ascertain whether students grasp the pertinent information so that

they can provide timely and specific feedback. The one-point rubric included in the lessons that

are the product of this project set the objective and the standard for the use of a Thinking Map,

enabling the students to focus efforts on achieving specific standard-based criteria for each map.

The rubric also is a launch for opening a reflective dialogue between teacher and student, for the

teacher to offer feedback and a student to offer their own feedback. Students familiar with the

Thinking Maps system are better able to evaluate their facility with new information and can use

the one-point rubric as a reflective “journal” to note improvements and areas in need of greater

effort.

Generating and Testing Hypotheses

Students blend inductive and deductive reasoning when generating and testing a

hypothesis. Equally important as generating and testing a hypothesis is the ability to succinctly

explain it and the conclusions reached (Marzano et al., 2001). The Multi-Flow Map is a map that

helps students to make predictions and consider possible outcomes. The emphasis of this

Thinking Map is considering and evaluating all possible outcomes and their repercussions,


causing students to use the higher-level thinking skill of evaluation and focus upon synthesizing

and explaining their ideas concisely. The Multi-Flow Map offers students a visual framework as

a launch pad for the creation of their unique question or solution.

Cues, Questions, and Advance Organizers

“Cues and questions are ways that a classroom teacher helps student use what they

already know about a topic” (Marzano et al., 2001, p. 112). Advanced organizers are

introductory material introduced prior to learning that provide “ideational scaffolding for the

stable incorporation and retention of the more detailed and differentiated materials that follow”

(Marzano et al., 2001, p. 117). All three supports should concern important rather than unusual

information. Cues and questions and organizers that prompt higher-order thinking will yield

deeper learning than lower-level cues, questions, or advance organizers. Different types of

organizers produce different results (Marzano et al., 2001), so teachers must thoughtfully plan

precisely what they want students to learn and how students are to demonstrate that learning.

While it is true that each Thinking Map represents a different thought process, each can be used

to prompt, cue and advance organize a students’ focus in the upcoming work. For example, a

high school chemistry teacher might show students a brace map of the molecular components of

a simple compound before a lesson on using equations to explain chemical reactions.

Chapter Summary

Firmly grounded in the educational research of Marzano’s nine strategies for increasing

student achievement, Thinking Maps have the potential to provide students with diverse needs

equitable access to a rigorous curriculum in alignment with the principles and practices of

Universal Design for Learning. While no one instructional methodology, tool, or scaffold can

hope to address the needs of all learners in every situation, Thinking Maps appear to be


foundational tools to enable students to access content, recognize text structures, activate prior

knowledge, and contextualize knowledge. This concrete visual system of thought process

representation can inspire students to think deeply and build connections that broaden their

understanding of curriculum.


Chapter Three

Methodology

A plethora of curricula are available to teach note taking, but teachers and students are in

need of a predictable, consistent, and flexible system of concept representations that can convey

content and stimulate thinking at a higher level. A consistent system would provide a tool

applicable in a broad range of situations thus decreasing teacher and student workload. The

purpose of this project was to develop an instructional unit for secondary teachers that includes

lessons designed specifically for the use of Thinking Maps to take notes and represent content

and the relationships among content for their informational texts. This project was designed as a

set of lessons to introduce students to each of the eight basic Thinking Maps, Circle Map and

Tree Map Notes. A primary motivation for creating the lessons was to empower my students and

facilitate their success. The lessons are, at one level, intended to instruct the high school students

in the independent studies setting who are taking one or two subjects at a time and who may

struggle to see how Thinking Maps pertain to their Integrated Math class. A second motivation

was to empower teachers. This unit of study was designed to provide a set of lesson plans to

introduce each Thinking Map or Thinking Map Note and provide a multitude of practice

opportunities for students across the curriculum in a way that teachers can easily use the lessons

and adapt them to their content area or grade level. Each lesson has examples and applications in

at least three different subject areas. A final motivation was that I wanted to put into the hands of

any teacher a unit of lessons that could facilitate teachers’ use of Thinking Maps that allow

research-based strategies to easily be integrated into school practice and culture.


Audience and Setting(s)

Resources for independent study high schools are limited in comparison to other high

schools, so the unit that is the product of this project was tailored specifically to the needs to that

school and the population it serves. Many of the students in this school read and write two or

more years below grade level, so the strategies taught in the lessons of this unit of study were

designed to help improve student access to a rigorous curriculum and grade-level texts that do

not have built-in accommodations or modifications. Due to the nature of independent study

learning and instruction, lessons must be chunked into small, easily comprehensible bits of

information that students can build upon in their studies at home. To that end, each lesson

includes multiple activities so that the teacher has opportunities to reteach if necessary.

Beyond the audience of the students receiving the lessons and the teachers who might be

teaching in an independent study high school or other alternative secondary education setting,

these lessons have as a secondary audience any teacher who or a school that might want to use

Thinking Maps as an integral part of their effort to make the content, product, and process of

instruction accessible to students. Thinking Maps are appropriate for most grade levels and ages,

so the lessons developed for this project are appropriate for and can benefit teachers across grade

levels, curriculum domains, and student characteristics (e.g., English learners, students eligible

for special education, students identified as gifted and talented, students in general education

classes).

Materials Design

Due to the current organizational emphasis in this teacher researcher’s school district on

project-based learning and the 5E inquiry model, the format for the lessons developed for the

unit emulates the lesson plan structure currently employed in the district to facilitate the project-

based learning and the 5E inquiry model. Units of study in the 5E model consist of five parts


engage, explore, explain, elaborate, and evaluate. In the Engage phase students observe an

intriguing phenomenon that engages the students’ attention. As students Explore the

phenomenon, the teacher guides and clarifies misconceptions while providing opportunities to

put new ideas to use. The Explain phase is where students use models, writing, and verbal

expression to explain their new understanding of the phenomenon. Elaborating offers students

an opportunity to transfer knowledge to a new situation. The Evaluate phase provides students

and educators a platform to analyze and assess levels of student knowledge acquisition (Bybee,

2014). Following this model, each of the “lessons” presented in the handbook that is the product

of this project represent a full unit of study rather than an individual lesson plan.

Because the school and school district has placed increased emphasis upon student

understanding and modeling of the School-Wide Learning Outcomes, relevant outcomes were

incorporated into each lesson in the unit. This facilitates the practice of continual evaluation of

instructional and school program effectiveness.

Procedures for Developing the Lessons of the Project

The impetus for this project came when I was teaching for a previous employer. Prior to

the first week of school the staff received three hours of training in which we were introduced to

each of the eight basic Thinking Maps. Several weeks later, when confronted with the

staggering needs of numerous students reading more than three years below grade-level in an

independent studies program I was out of ideas. My administrator denied my request for an

intervention curriculum and told me to differentiate my instruction using the grade-level texts we

had. Desperately floundering for ideas, I noticed the Thinking Maps notebook from training

collecting dust on my shelf and began poring through it for inspiration. I began to teach my

students one map per week. After we had gained some facility with each map we looked


together over the weekly assignments to decide how to incorporate Thinking Maps. From this

evolved a Seminar class in which I taught the Thinking Maps. Over a few years I began to

modify the Thinking Maps to help my students skim selections before reading or organize the

topics in a reading.

Instrumental in the development of this project was the role of the inquiry model

currently implemented in the core curriculum at this teacher researcher’s school. Drawing upon

that and the lesson plan structures and model used to design our independent study units, I

decided to use the same model for the lessons in this unit of study. The next step was to refine

my understanding of the purpose of the Frame of Reference (FOR) for each Thinking Map by

reviewing the training materials developed by Hyerlie and Yeager (2007). A Frame of

Reference is a literal frame around the Map in which students record the context for their new

learning. Here they might answer questions such as, where did I learn this? How is this

connected to something I already know?

I also reflected upon my current teaching practice and student population by reviewing

student work samples and introductory videos I used to present materials in my “flipped”

independent studies class. By flipped classroom, I mean that I presented new instruction in the

form of videos I created and posted online for students to view at home. This provided my

students on-demand access to instruction that could be paused and replayed outside of class time

freed up more time for my students and I to focus on questions specific to skill development.

Having reflected upon current and past practices and chosen a lesson plan format, I

embarked upon to plan the lessons when I realized it was not enough just to teach the use of a

Thinking Map out of context from the current curriculum. To create a context for the use of each

map lesson, I searched for and pulled concepts from each of the school’s core classes into every


lesson. Not satisfied, I determined to also connect the School-Wide Learning Outcomes with

each lesson, so that students would be more familiar with their expected learning outcomes. I

also wanted the students to see that each Thinking Map can be used to examine a concept with a

different purpose in mind.

Chapter Four

Results

The purpose of this project was to create a handbook of lesson plans entitled Map This:

Let’s Talk About Notes! to teach secondary students how to use Thinking Maps as a note taking

and organizational strategy. Appendix A presents the handbook. The sections of the handbook,

in sequence, are as follows.

Introduction

Circle Map Lesson Plan

Circle Map Rubric

Presentation Rubric

Bubble Map Lesson Plan

Bubble Map Rubric

Double Bubble Map Lesson Plan

Double Bubble Map Rubric

Sequence Map Lesson Plan

Sequence Map Rubric

Tree Map Lesson Plan

Tree Map Rubric

Multi-Flow Map Lesson Plan


Multi-Flow Map Rubric

Brace Map Lesson Plan

Brace Map Rubric

Bridge Map Lesson Plan

Bridge Map Rubric

Circle Map Notes Lesson Plan

Circle Map Notes Rubric

Tree Map Notes Lesson Plan

Tree Map Notes Rubric

References


Chapter Five

Discussion

Often students who have dropped out of high school and return to finish high school

arrive without having learned processes for note taking or an appreciation of note taking as an

effective learning strategy. This deficiency combined with below grade level literacy skills can

impede a students’ access to core curriculum. A challenge for teachers responsible for educating

these students is to empower them by instructing them in strategies that will allow them to

deconstruct and understand expository texts, make meaning of challenging content, spark cross-

curricular connections, and construct meaningful notes that add to learning.

I began this project with an examination of conceptualizations regarding thought such as

Bloom’s Taxonomy and Webb’s Depth of Knowledge, the concept of Universal Design for

Learning, and the findings regarding research-based strategies for increasing student

achievement. I then proposed Thinking Maps as an effective reading comprehension and note-

taking strategy for allowing any student to experience deeper knowledge and thinking, access to

the curriculum and higher levels of achievement. The product of this project is a set of lessons to

introduce educators to the use of eight basic Thinking Maps and two sets of Thinking Map

Notes. The lessons are grounded in the inquiry model and foster critical thinking and

interdisciplinary connections.

Limitations of the Project

One limitation of this project is that the Map This: Let’s Talk About Notes handbook has

not been vetted by educators who are more expert than myself in the instruction of Thinking

Maps. A second limitation is that the lessons have not been fully implemented with students, so

that I might evaluate their effectiveness and solicit feedback from students.


Next Steps

This project is the culmination of six years of experience teaching with Thinking Maps

and my reflections on the results of their use with my students. By no means, am I at the end my

journey with Thinking Maps. This year I finally will have the opportunity to attend the five-day

Thinking Maps Trainer of Trainers professional development seminar, where I am certain to gain

deeper insights into the implementation of Thinking Maps and additional learning strategies to

better equip me to use Thinking Maps to reach my students and share my knowledge with

colleagues.

I eagerly anticipate the application of the lessons developed through this project with

students in the class I will be founding in the semester following the completion of this project.

Current discussions with administrators in my school district include planning for a distance

learning seminar that will grant me the opportunity to share Thinking Maps and Thinking Map

Notes with students across the county. We plan to implement a new seminar class at my school

site that students at other locations can join electronically. This will provide much needed

intervention support for many students while building collaborative learning into the independent

study program in which I work.

I also will provide training in the use of Thinking Maps and Thinking Map Notes to

fellow educators throughout the county. It is my hope that through instruction, modeling, and

guided practice, colleagues across the county will see the benefits of Thinking Maps and use

them in their own classrooms.

Lessons Learned

This project empowered me to view myself as an educational researcher. It never

occurred to me that by exploring strategies and practices that are effective for my students that I

was acting as a researcher. But research is precisely what all educators do. I began this project


years before becoming a graduate student. I saw my students’ needs and searched for a way to

help them. At the time, Thinking Maps were just an available resource. As I became more

proficient with Thinking Maps and my students became more proficient, I started to note a direct

relationship between the use of Thinking Maps and increases in the metacognition, reading

comprehension, and interdisciplinary connections my students made. This project allowed me to

examine the research supporting Thinking Maps and learn why students who use them

experience growth in reading comprehension, critical thinking, and interdisciplinary connections.

Conclusion

In my professional experience and opinion, for many alternative education high school

students, Thinking Maps may be the difference between finishing a high school diploma and

giving up on school. Thinking Maps provide students a visual language to represent thought

processes, allow students greater access to the curriculum, and help build context and

interdisciplinary connections that make learning meaningful and memorable. Thinking Map

Notes help students to activate prior knowledge, summarize, and add to learning. Students who

use Thinking Maps learn to take notes independently and come to understand the basic structures

of informational text, which significantly improves their ability to make meaning of assigned

textbook readings. My hope is that this project puts Thinking Maps and Thinking Maps Notes in

the hands of many more educators and students!


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Appendix A

Thinking Maps Lesson Plan Handbook -

Map This: Let’s Talk About Notes!


Map This: Let’s Talk About Notes!

Thinking Maps as a note-taking strategy for Independent Studies high school students.


Table of Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Circle Map Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Circle Map Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Presentation Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Bubble Map Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Bubble Map Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Double Bubble Map Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Double Bubble Map Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Sequence Map Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Sequence Map Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Tree Map Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Tree Map Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23

Multi-Flow Map Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Multi-Flow Map Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Brace Map Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Brace Map Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

Bridge Map Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Bridge Map Rubric . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Circle Map Notes Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Circle Map Notes Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Tree Map Notes Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..39

Tree Map Notes Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42


References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Introduction

Welcome to an exciting journey to improved reading comprehension! This handbook

will help you to introduce your students to eight basic Thinking Maps as vehicles to improve

note taking skills and reading comprehension. Many students are under-educated in the use of

tools and strategies such as note taking for accessing and representing what they are learning.

The secondary-aged students I have had the privilege to teach also seem to lack an understanding

of the basic structures of informational text, impeding their ability to learn from traditional

textbook-based formats and perhaps contributing to dropout rates. What may appear to be

reluctance to take notes may actually a lack of understanding of the purposes and benefits of note

taking. Students may not understand why note taking and representing their thinking and

learning in graphic representations such as graphic organizers might be important.

The use of graphic organizers is one of nine research-based instructional strategies for

increasing student performance (Marzano, Pickering, & Pollock). Students taught to use graphic

organizers such as Thinking Maps concept maps are better able to comprehend informational

texts and retain the relevant concepts (O’Donnell, Dansereau, Hall, 2002). Thinking Maps are

particularly salient note taking strategies because they have the unique advantage of teaching

content, cognition, and structure simultaneously, which research has shown improves retention

(Ponce & Mayer, 2014). For novice readers, using Thinking Maps allows them to identify their

thought process and understand the structure of the expository text. For students at risk of

dropping out of school and those performing significantly below grade level, direct instruction

and guided practice in the use of concept mapping graphic organizers can play a vital role in

academic success and school completion. Therefore, instructional time must build into the


instructional day, week, and year to develop students’ skills in and understanding of the

usefulness of using concept maps in their learning. Students can come to embrace using a

strategy such as concept mapping once they experience and see it has a direct benefit to their

present success.

This guide presents lessons and rubrics for each of the basic maps for implementation in

your classroom individually or in a small group setting. Students will need multiple

opportunities to practice each map in their daily work at home so please incorporate them into

your independent studies assignments. Each lesson is presented using the “5E” model that our

school district has incorporated into our science, mathematics, and English curricula, so that we

can continue that method of inquiry as we move forward with our students. “5E” lessons include

engaging phenomenon to spark inquiry, exploration of new ideas, explanations of knowledge

gained, extension of target concepts to new contexts and evaluation sections to ensure deeper

understanding.

A one-point rubric is included for each map as a launching point for a continuing

dialogue between educator and student. This is an intentional tool targeted at improving the

skills of our independent studies students through a series of purposeful conversations guiding

the feedback and revision process. Also included is a one-point presentation rubric for use in

conjunction with the Thinking Map rubric when students present their ideas either whole- or

small-group. The presentation rubric focuses on opening a dialogue between teacher and student

discussing progress toward reaching the standards for an oral presentation.


Circle Map Introduction: Lesson Plan

Engage

PURPOSE:

• to convey the context of the lesson(s)/unit by conveying an important Key Question

• to engage students in investigations that reveal their thinking to themselves and the

teacher

• to record the initial ideas of students

• to engage their interest

What is the teacher doing? What are the students doing?

1. The teacher shows the following video:

https://www.youtube.com/watch?v=brPD58Pm6gE or

https://www.youtube.com/watch?v=XXo3H42K5zY

2. The teacher asks students what they know about Circle Maps. In the discussion, the

teacher should ensure students understand that Circle Maps define words/concepts in

context.

3. The teacher asks students how they could use Circle Maps in their Science, Math,

English, or History classes. The teacher records student responses on a Circle Map

displayed in the classroom.

4. The teacher models how to create a Frame of Reference for the Circle Map and

helps the students to add context for their information. The teacher ensures students

understand this is where they will document sources of information when they

complete maps independently in the future.

5. Explain that a Circle Map, like our learning, is dynamic. It is a wonderful tool if we

revisit it to add to our thinking after reviewing new material.

Explore

PURPOSE:

• to test ideas and develop knowledge using explorations, investigations, experiments

• to modify and record ideas as they change due to activities

• to develop new questions and testable hypotheses

Activities (list)

1. Students work independently or in small groups to complete Circle Maps for the

following:

• Me, a friend, a character from a novel or story, define a core subject the

student is studying (English, Math, Science, History)

2. Students will confer with the teacher to ensure they are properly documenting

information sources in the Frame of Reference. The teacher needs to establish

the desired format (APA, MLA, etc.) and provide students with models or

examples.

Driving Question: How can Circle Maps deepen our understanding of concepts?

Student Communication Product: (written report, oral presentation, poster, etc.)

(consider showing “Models” of student products to help students identify characteristics of

quality)

Students should have four Circle Maps (including words, pictures, colors, and drawings)

with a Frame of Reference documenting the context and source of the students’ information.

This is key in helping students draw connections between concepts and content areas.

https://www.youtube.com/watch?v=brPD58Pm6gE



Explain

PURPOSE:

• to answer the Key Question through student explanations

• to provide students with relevant vocabulary, formal definitions and explanations of

concepts

Content Media: (written material, video, teacher lecture, technology)

Review the School-Wide Learning Outcomes with the student.

Growth Minded

Resourceful

Actively Engaged

Determined

Socially Responsible

Student Communication Product: (assessment, unit test, written report, oral presentation,

poster, etc.)

Students complete a Circle Map for each of the terms in the School-Wide Learning

Outcomes. The maps need to include personal examples of each term and a Frame of

Reference with at least three sources. Students present their maps to a small group and

explain their personal understanding of the School-Wide Learning Outcomes as a whole.

The class can then create a single Circle Map explaining the School-Wide Learning

Outcomes with a Frame of Reference listing all members of the class.

Elaborate

PURPOSE:

• to extend students' conceptual understanding through application or practice in new

settings

Activities:

Each student selects five unfamiliar words from current assignments for which to create a

Circle Map. The words may be from different subjects. Students will develop a thorough

Circle Map for each word that includes at least three sources as well as text, images, and

color to build the student’s understanding of the target term.


Students may gather information from the textbook, scholarly websites, dictionary, primary

sources, teacher lecture, etc.

Extending/Application Questions for Whole/Small Group Discourse:

Do you find Circle Maps a useful tool? Why or why not? What would you change or

improve?

Why do we include the Frame of Reference? How is it helpful?

Student Communication Product (assessment): (unit test, written report, oral

presentation, poster, etc.)

The results of this discussion can be recorded on a Circle Map to be referred to later as

students gain more experience.

Evaluate

PURPOSE:

To establish that the student can competently use the Circle Map including the Frame of

Reference to define a term in the context of its use.

Skill/Reasoning Learning Objectives


Students will be able to define terms in context and make connections between prior

knowledge and new material. Students will also be able to connect concepts from different

content areas.

Assessment Instrument

Student created Circle Map for student selected term in current unit of study.

Knowledge Learning Objectives

Students will have a broad understanding of the target term in its current context and be able

to explain that understanding.


Student created Circle Map and student explanation of the map/term to the teacher or peer.


Circle Map Rubric

Concerns

Areas of Growth

Criteria

Standards for a Circle Map

Advanced

Evidence of Exceeding the

Standard

The target term is clear and

legible in the central circle.

__/25 points

Three or more explanations,

synonyms, pictures, or

diagrams are present in the

outer circle. __/25 points

The Frame of Reference

contains at least three sources

in APA/MLA format when

appropriate. __/25 points

All sources in the Frame of

Reference are directly related

to the information in the outer

circle. __/25 points

___/100 points


Presentation Rubric

Concerns

Areas of Growth

Criteria

Standards for a Presentation

Advanced


Standard

Purpose/Organization

• Clear and unique perspective

• Clear progression of

reasoning

• Varied transitions link ideas

• Compelling and effective

introduction and conclusion

with a timely pace and length

__/25 points

Evidence/Elaboration

•Abundant descriptions, facts,

details and examples

• Include compelling counter-

claims

__/25 points

Eyes and Body

•Continuously scan audience,

using eye contact the entire

time; only glancing at notes or

slides

• Projects voice and use

confident gestures,

movements, and look poised

__/25 points

__/75 points


Bubble Map Introduction: Lesson Plan

Engage

PURPOSE:



teacher



What is the teacher doing? What are the students doing? 1. The teacher shows the following video:

https://www.youtube.com/watch?v=P56Ct_I7c2A 2. Create a Bubble Map whole group that describes a person known to all members (the

principal, librarian, lunch lady, art teacher, a character from a story the class is reading, a historical figure the class is studying). Coach and remind the students to only use adjectives.

3. Teacher, remember to create a Frame of Reference and model for students. This is

where we document evidence to support the characteristics in our bubbles! (Ex: in A

Christmas Carol we know Scrooge is stingy because he refuses to give his

employees a living wage or raise.)

Explore

PURPOSE:




Activities (list)

Students working individually or in small groups to create a Bubble Map describing their

best friend. They must include evidence for their description in their Frame of Reference.

Driving Question

How can Bubble Maps help you to better understand a concept?


(consider showing “Models” of student products to help student identify characteristics of

quality)

The teacher should model creating a Bubble Map to describe her/his best friend and

providing evidence to support the descriptions in the Frame of Reference. Student examples

may be displayed throughout the classroom if available. Teacher also models how to

present the map to the class using eye contact, enunciation, pacing, and other strategies of

an effective communicator. Explain attached presentation and Bubble Map rubric to

students.

Students present their finished Bubble Map to the whole group, a peer, or the teacher

depending on the setting and needs of the student. The goal is for the student to verbally

communicate their description and the evidence they found to support their opinions.

Explain

PURPOSE:



concepts

https://www.youtube.com/watch?v=P56Ct_I7c2A



Students will need access to assigned novels or textbooks.


poster, etc.)

Students will create a Bubble Map describing the main character from their assigned novel

or historical figure from their Science or History text. They will include at least one image

of the character and five or more descriptors with evidence for each descriptor in their

Frame of Reference.

Students will explain, in a paragraph, how the Bubble Map broadened their understanding

of the character they described. If desired, this paragraph can then be shared out to the class

as a presentation.

Elaborate

PURPOSE:


settings

Activities:

Students will choose an individual they know who meets the description of the School-Wide

Expected Learning Outcomes (Growth minded, Resourceful, Actively engaged,

Determined, and Socially Responsible) and complete a Bubble Map describing that person

with evidence supporting each descriptor in their Frame of Reference.


Students may use scholarly websites and personal experience.


How did the Bubble Map broaden you thinking about the person you described?

What might you change next time you create a Bubble Map?



The student’s Bubble Map is their assessment. It should be a clear, concise summary of the

student’s thoughts and ideas with supporting evidence.

Evaluate

PURPOSE:

The student demonstrates her/his ability to create a Bubble Map with a Frame of Reference

to provide supporting evidence for all claims.


Documenting evidence to support a claim.


The Frame of Reference on the student’s Bubble Map.


Citing evidence to support claims deepens one’s understanding of the topic.


Student paragraph explaining how Bubble Maps broaden one’s understanding of the topic.


Bubble Map Rubric

Concerns

Areas of Growth

Criteria

Standards for a Bubble Map

Advanced


Standard

The target term is clear and

legible in the central

circle. __/25 points

Five or more synonyms or

synonym phrases are present

in the outer circles. __/25

points


contains at least one quote in

APA/MLA format when

appropriate with source

citation for each synonym or

synonym phrase. __/25

points

All quotes/sources in the

Frame of Reference are

directly related to the

information in the outer

circles. __/25 points

___/100 points


Double Bubble Map Introduction: Lesson Plan

Engage

PURPOSE:



teacher




https://www.youtube.com/watch?v=-wZweCFXEf8 2. Create a Double Bubble Map whole group comparing and contrasting winter with

summer. Teacher, remember to create a Frame of Reference and model for students. This is where we document point of view, experience, or where we learned the information. To generate deeper understanding the teacher might ask a critical thinking question here that helps students connect critical concepts. The Frame of Reference is an opportunity to teach metacognition, take advantage!

• How might geography influence what you put on this map?

• Might the time of year affect your perspective? How?

• What situations in your life could affect how you describe the seasons? (the

A/C is out on a 110˚F day)

Explore

PURPOSE:




Activities (list)

1. Students working individually or in small groups to create a Double Bubble Map comparing iPhone and Android phones. If a student does not have experience with both types of devices they could compare any two electronic devices of their choice. They must include a Frame of Reference that explains factors affecting their point of view.

• What economic factors might come into play in this topic?

• Why do people have such strong opinions?

Could geography or social background influence a person’s opinion of this topic?

Driving Question

How can Double Bubble Maps help you to better understand a concept?



quality)

The teacher should model creating a Double Bubble Map comparing the school year with

summer vacation and discussing factors affecting the point of view or the personal

experiences coloring the information in the Frame of Reference. Student examples may be

displayed throughout the classroom if available. Teacher also models how to present the

map to the class using eye contact, enunciation, pacing, and other strategies of an effective

communicator. Explain attached presentation and Double Bubble Map rubric to students.

https://www.youtube.com/watch?v=-wZweCFXEf8


Students present their finished Double Bubble Map to the whole group, a peer, or the

teacher depending on the setting and needs of the student. The goal is for the student to

verbally communicate their description and the evidence they found to support their

opinions.

Explain

PURPOSE:



concepts




poster, etc.)

Students will create a Double Bubble Map comparing two characters from their assigned

novel or historical figures from their Science or History text. They will include at least one

image of the characters, three or more similarities, and at least four different characteristics

for each character. In their Frame of Reference students will answer a critical thinking

question such as the Unit Inquiry (Ex: English 9 Unit 1: What is the meaning of personal

freedom and what responsibilities do we have in order to keep it?). The Frame of Reference

is an opportunity to teach students about metacognition and the importance of making those

connections between disciplines.

Differentiation: Some students may find it helpful to begin with a Bubble Map for each

character and then combine the two maps onto a Double Bubble Map. This will give them

an opportunity to practice searching for similarities and differences in a more controlled

manner.

Students will explain, in a paragraph, how the Double Bubble Map broadened their

understanding of the characters they compared.

Elaborate

PURPOSE:


settings

Activities:

Students will compare an individual they know who meets the description of the School-

Wide Learning Outcomes (Growth minded, Resourceful, Actively engaged, Determined,

and Socially Responsible) with one who does not and complete a Double Bubble Map with

evidence explaining their point of view in the Frame of Reference.




• How did the Double Bubble Map broaden you thinking about the School-Wide

Learning Outcomes?

• What might you change next time you create a Double Bubble Map?




The student’s Double Bubble Map is their assessment. It should be a clear, concise

summary of the student’s thoughts and ideas with supporting evidence.

Evaluate

PURPOSE:

The student demonstrates her/his ability to create a Double Bubble Map with a Frame of

Reference to analyze possible influences on their perspective.


Analyzing influences on perspective.


The Frame of Reference on the student’s Double Bubble Map.


Comparing disparate and similar items deepens one’s understanding of the topic.


Student paragraph explaining how Double Bubble Maps broaden one’s understanding of the

topic.


Double Bubble Map Rubric

Concerns

Areas of Growth

Criteria

Standards for a Double

Bubble Map

Advanced


Standard

The target terms are clear and

legible in the central circles.

__/25 points

Five or more differences

around the outer circles and

three or more similarities

adjoining both central

circles.

__/25 points


contains an explanation of

how your perspective affects

your information.

__/25 points



directly related to the

information in the outer or

inner circles.

__/25 points

___/100 points


Sequence/Flow Map Introduction: Lesson Plan

Engage

PURPOSE:



teacher




https://www.youtube.com/watch?v=3NXYHfcOcXo 2. Create a Sequence/Flow Map whole group titled My First Year. Elicit student

responses about what milestones are accomplished in the first year of life. (A circle map may be helpful just to brainstorm ideas out of sequence.)

3. Teacher, remember to create a Frame of Reference and model for students. This is where we discuss how we know what we know about the topic and cite any sources used if necessary in the proper format (APA/MLA).

4. To generate deeper understanding the teacher might ask a critical thinking question

here that helps students connect critical concepts. The Frame of Reference is an

opportunity to teach metacognition, take advantage!

• What prior knowledge did I have about this?

• What class may have given me information about this topic? Why?

Explore

PURPOSE:




Activities (list)

1.Students working individually or in small groups create a Sequence/Flow Map about

the life cycle of a butterfly. 2. They must include a Frame of Reference that documents their sources in the

appropriate format (APA/MLA).

• What prior knowledge did I have about butterflies?

• What class(es) taught me about this in the past?

• How does a life cycle apply to humans? To owls?

Driving Question

How can Sequence/Flow Maps help you to better understand a concept?



quality)

The teacher should model creating a Sequence/Flow Map for the steps to solve an algebraic

equation.

2+8=6+x


Be sure to include a frame of reference that explains how you solved the problem. Ask a

critical thinking question such as: Why must I do the same things to both sides of the

equation?

Student examples may be displayed throughout the classroom if available. Teacher also

models how to present the map to the class using eye contact, enunciation, pacing, and other

strategies of an effective communicator. Explain attached presentation and Sequence/Flow

Map rubric to students.

Students present their finished Sequence/Flow Map to the whole group, a peer, or the

teacher depending on the setting and needs of the student. The goal is for the student to

verbally communicate their description and the evidence they found to support their

opinions.

Explain

PURPOSE:



concepts


Students will need pencils, markers, or crayons, paper, and their brains.


poster, etc.)

Students will create a Sequence/Flow Map titled How to Take a Selfie. Proper citations for

each reference must be listed in the correct format (APA/MLA) in the Frame of Reference.

The Frame of Reference is an opportunity to teach students about metacognition and the

importance of making those connections between disciplines. Ask a higher order thinking

question such as: What other ways could you use a Sequence Map? How can you check to

see if you forgot a step in your directions?

Differentiation: Some students may find it helpful to begin with a set of images to order and

label while others may need less scaffolding.

Students will explain, in a paragraph, how the Sequence/Flow Map broadened their

understanding of the topic.

Students may present their maps to the class, to small groups or individually to the teacher

as a means of assessment and practicing presentation skills.

Elaborate

PURPOSE:


settings.

Activities:

Students will select one component of the School-Wide Learning Outcomes (Growth

minded, Resourceful, Actively engaged, Determined, and Socially Responsible) and explain

how to become or improve at their selection. In their Frame of Reference students will

explain any personal experience contributing to their answer and cite sources in the correct

format (APA/MLA) when appropriate. They will also answer the following question in the

Frame of Reference: How can I claim ownership of the School-Wide Learning Outcomes?


Students may use textbooks, scholarly websites, and personal experience.



• How did the Sequence/Flow Map broaden you thinking about the School-Wide

Learning Outcomes?

• What might you change next time you create a Sequence/Flow Map?



The student’s Sequence/Flow Map is their assessment. It should be a clear, concise

summary of the student’s thoughts and ideas with supporting evidence.

Students can present their maps to the class, to small groups, or individually to the teacher

as an opportunity to practice public speaking skills.

Evaluate

PURPOSE:

The student demonstrates her/his ability to create a Sequence/Flow Map with a Frame of

Reference to document their sources in the proper format (APA/MLA).


Explaining the steps of a process or sequence of events.


Student paragraph explaining how Sequence/Flow Maps broaden one’s understanding of the

topic.


Identify the uses of a Sequence/Flow Map.


The Frame of Reference on the student’s Sequence/Flow Map.


Sequence/Flow Map Rubric

Concerns

Areas of Growth

Criteria

Standards for a

Sequenc/Flow Map

Advanced


Standard

The topic and steps are

clearly and legibly labeled.

__/25 points

Three or more steps or

substeps are present.

__/25 points


contains an explanation of the

assigned critical thinking

questions with clear

connections to the material on

the Sequence/Flow Map.

__/25 points



correctly cited in the proper

format (APA/MLA).

__/25 points

___/100 points


Tree Map Introduction: Lesson Plan

Engage

PURPOSE:



teacher




https://www.youtube.com/watch?v=KQGex94ZMz0 2. Create a Tree Map whole group classifying favorites. For branches you might use

music, food, colors, books, school subjects, math formulas, social movements, monarchies, etc. Students can then list examples for each of the categories.


where we document where the details in the Tree Map’s branches can be found.

This will be important in the future as it is where students will document source

citations.




• How might culture affect the things one likes?

• Why do you like the things you chose?

• How do our choices connect to the theme of freedom and responsibility?

• Do our choices reflect social responsibility? How or why?

Explore

PURPOSE:




Activities (list)

1. Students working individually or in small groups to create a Tree Map classifying animals with the branches insects, fish, reptiles, amphibians, birds and mammals.

2. They must include a Frame of Reference that explains where the animals in each

branch may be found.

• How is this related to biomes and habitats? Pollution? Human Impact on the

Environment?

Cite any webpages used with correct APA format.

Driving Question

How can Tree Maps help you to better understand a concept?



quality)

The teacher should model creating a Tree Map on the topic Author’s Purpose and branches

inform, persuade, and entertain. List examples of each type of writing with which the

students may be familiar. For entertain, perhaps the students have read Divergent.

https://www.youtube.com/watch?v=KQGex94ZMz0


Hopefully all the students have read their Math and Science textbooks for inform. Be sure

to include a frame of reference that cites each of the listed sources in the proper format

(APA/MLA). Ask a critical thinking question such as: How can you tell in which category

a writing selection belongs?



strategies of an effective communicator. Explain attached presentation and Tree Map rubric

to students.

Students present their finished Tree Map to the whole group, a peer, or the teacher



Explain

PURPOSE:



concepts




poster, etc.)

Students will create a Tree Map titled The Constitution with the branches Legislative,

Judicial, and Executive. They may include information and details about each branch from

their Government or History books or from the internet. Proper citations for each reference

must be listed in the correct format (APA/MLA) in the Frame of Reference.



question such as: What does this have to do with your Economics or History class?

Differentiation: Some students may find it helpful to begin with a set of page numbers in the

textbook or specific webpage to which they can refer and others may need less direction to

find the necessary information.

Students will explain, in a paragraph, how the Tree Map broadened their understanding of

the characters they compared.



Elaborate

PURPOSE:


settings

Activities:

Students will list the components of the School-Wide Learning Outcomes (Growth minded,

Resourceful, Actively engaged, Determined, and Socially Responsible) and provide

examples of each. In their Frame of Reference students will explain from where they found

their examples. This can include life experiences and people of their acquaintance. They

will also answer the following question in the Frame of Reference:

In what way do I exemplify one or more of the School-Wide Learning Outcomes? Include

an explanation or example.





• How did the Tree Map broaden you thinking about the School-Wide Learning

Outcomes?

• What might you change next time you create a Tree Map?



The student’s Tree Map is their assessment. It should be a clear, concise summary of the




Evaluate

PURPOSE:

The student demonstrates her/his ability to create a Tree Map with a Frame of Reference to

document their sources in the proper format (APA/MLA).


Properly documenting sources.


The Frame of Reference on the student’s Tree Map.


Classifying items deepens one’s understanding of the topic.


Student paragraph explaining how Tree Maps broaden one’s understanding of the topic.


Tree Map Rubric

Concerns

Areas of Growth

Criteria

Standards for a Tree Map

Advanced


Standard

The subject and branches are


__/25 points

Three or more details are

present for each branch.

__/25 points


contains an explanation to the




the tree map.

__/25 points




format (APA/MLA).

__/25 points

___/100 points


Multi-Flow Map Introduction: Lesson Plan

Engage

PURPOSE:



teacher




https://www.youtube.com/watch?v=KT2uxOE2aD4 2. Create a Multi-Flow Map whole group titled Graduating High School. Generate reasons

with the students and record them on the left side of the map. Be careful to validate students who risk sharing personal information. Record results of high school graduation on the right side of the map.


where we discuss how we know what we know about the topic and cite any sources

used if necessary in the proper format (APA/MLA). For this map, you might

mention if a specific time period influences the causes and effects. (Ex: There is an

age limit to earning a high school diploma!)




• What social reasons might influence a student’s decision to finish his/her

diploma?

• Why are students who are parents more likely to value education?

• What is the purpose of a high school education/diploma?

Explore

PURPOSE:




Activities (list)

1.Students working individually or in small groups create a Multi-Flow Map about

pollution.

1. They must include a Frame of Reference that documents their sources in the

appropriate format (APA/MLA).

• How is pollution related to social policy?

• Describe a historical event caused or contributed to by pollution.

How can pollution connect Science, History, and Civics?

Driving Question

How can Multi-Flow Maps help you to better understand a concept?



quality)

The teacher should model creating a Multi-Flow Map to solve a simple equation.

https://www.youtube.com/watch?v=KT2uxOE2aD4


Be sure to include a frame of reference that explains how you solved the problem. Ask a

critical thinking question such as: What are the domain and range of the function?



strategies of an effective communicator. Explain attached presentation and Multi-Flow Map

rubric to students.

Students present their finished Multi-Flow Map to the whole group, a peer, or the teacher



Explain

PURPOSE:



concept


Students will need access to their World or US History textbooks or internet.


poster, etc.)

Students will create a Multi-Flow Map titled Immigration. They may select a specific era

they wish to discuss using information from their History books or from the internet.

Proper citations for each reference must be listed in the correct format (APA/MLA) in the

Frame of Reference.



question such as: What socioeconomic forces push and pull immigrants to a country? How

might an economic policy impact immigration? How could we visually represent data

showing changes in immigration to the United States over time?




Students will explain, in a paragraph, how the Multi-Flow Map broadened their

understanding of the topic.



Elaborate

PURPOSE:



settings

Activities:

Students will create a Multi-Flow Map for causes and effects of implementing the School-

Wide Learning Outcomes (Growth minded, Resourceful, Actively engaged, Determined,

and Socially Responsible). In their Frame of Reference students will the context of their

causes and effects citing sources in the correct format (APA/MLA) when appropriate. This

can include life experiences, textbook, and internet sources. They will also answer the

following question in the Frame of Reference:

How could my life be impacted by School-Wide Learning Outcomes?




• How did the Multi-Flow Map broaden you thinking about the School-Wide Learning

Outcomes?

• What might you change next time you create a Multi-Flow Map?



The student’s Multi-Flow Map is their assessment. It should be a clear, concise summary of

the student’s thoughts and ideas with supporting evidence.



Evaluate

PURPOSE:

The student demonstrates her/his ability to create a Multi-Flow Map with a Frame of

Reference to document their sources in the proper format (APA/MLA).


Analyzing cause and effect.


The student’s Multi-Flow Map.


Identify causes and effects of an event.


Student paragraph explaining how Multi-Flow Maps broaden one’s understanding of the

topic.


Multi-Flow Map Rubric

Concerns

Areas of Growth

Criteria

Standards for a Multi-Flow

Map

Advanced


Standard

The topicis clearly and

legibly labeled.

__/5 points

Three or more causes are

present.

__/25 points

Three or more effects are

present.

__/25 points






the Multi-Flow Map.

__/25 points




format (APA/MLA).

__/20 points

___/100 points


Brace Map Introduction: Lesson Plan

Engage

PURPOSE:



teacher




https://www.youtube.com/watch?v=Epq3-9bi0rc 2. Create a Brace Map whole group titled My Favorite Band. Choose a band the students

are likely to know and about which they may have strong opinions. Be sure to list all the band members.



used if necessary in the proper format (APA/MLA).




• How did you know about the different band members?

• How might your feelings influence your research if this was a band with

which you were previously unfamiliar?

• What musical movements or styles influence the songs of this band?

Explore

PURPOSE:




Activities (list)

1. Students working individually or in small groups create a Brace Map about the solar system.

2. They must include a Frame of Reference that documents their sources in the appropriate format (APA/MLA).

• How is the solar system similar to a food chain?

What would happen if the Earth was closer to the Sun? Farther from the Sun?

Driving Question

How can Brace Maps help you to better understand a concept?



quality)

The teacher should model creating a Brace Map to solve a word problem.

Destiny earns $48 per hour babysitting and $15 for each lawn she mows. Write an

expression to show the amount of money she earns by babysitting h hours and

mowing m lawns. How much money does she earn if she mows 3 lawns and

babysits for 4 hours?


Be sure to include a frame of reference that explains how you solved the problem. Ask

a critical thinking question such as: How would we change our expression if Destiny

had a third job where she earned $3 for each magazine subscription she sold?



strategies of an effective communicator. Explain attached presentation and Brace rubric to

students.

Students present their finished Brace Map to the whole group, a peer, or the teacher



Explain

PURPOSE:



concepts


Students will need access to their Earth or Physical Science textbooks or internet.


poster, etc.)

Students will create a Brace Map titled The Earth. They may decide what parts of the Earth

they wish to discuss using information from their Science books or from the internet.

Proper citations for each reference must be listed in the correct format (APA/MLA) in the

Frame of Reference.



question such as: How do the Earth parts or systems you chose work together? What

connection exists between the systems you discussed and those of the human body? What

did youlearn about the way we organize and classify information in the study of science?




Students will explain, in a paragraph, how the Brace Map broadened their understanding of

the topic.



Elaborate

PURPOSE:


settings

Activities:

Students will dissect the School-Wide Learning Outcomes (Growth minded, Resourceful,

Actively engaged, Determined, and Socially Responsible) and provide components of each.

In their Frame of Reference students will explain from where they found their components

citing sources in the correct format (APA/MLA) when appropriate. This can include life

experiences, textbook, and internet sources. They will also answer the following question in

the Frame of Reference:


How is the school represented by our School-Wide Learning Outcomes?




• How did the Brace Map broaden you thinking about the School-Wide Learning

Outcomes?

• What might you change next time you create a Brace Map?



The student’s Brace Map is their assessment. It should be a clear, concise summary of the




Evaluate

PURPOSE:

The student demonstrates her/his ability to create a Brace Map with a Frame of Reference to



Analyzing the impact of the part to whole relationship on the assigned topic.


The Frame of Reference on the student’s Brace Map.


Identify the components and subcomponents of the topic deepens one’s understanding.


Student paragraph explaining how Brace Maps broaden one’s understanding of the topic.


Brace Map Rubric

Concerns

Areas of Growth

Criteria

Standards for a Brace Map

Advanced


Standard

The topic, its components,

and subcomponents are


__/25 points

Three or more components or

subcomponents are present.

__/25 points






the Brace Map.

__/25 points




format (APA/MLA).

__/25 points

___/100 points


Bridge Map Introduction: Lesson Plan

Engage

PURPOSE:



teacher




https://www.youtube.com/watch?v=Oz-OgAyk2cE 2. Create a Bridge Map whole group with the relating factor is responsible for. Generate

ideas with the students and record them on the map. Examples: teacher, assigning work; student grading work; parent, care for child; child, obey parent.



used if necessary in the proper format (APA/MLA). For this map, you want to

explain why we need to know this information.




• Is responsibility reciprocal?

• Could perspective alter your concept of responsibility?

Explore

PURPOSE:




Activities (list)

1. Students working individually or in small groups create a Bridge Map with the relating factor is a character from (Ex: John Snow, Game of Thrones; Wilbur; Charlotte’s Web).

2. They must include a Frame of Reference that documents their sources in the appropriate format (APA/MLA).

• Why are these characters appealing to you?

• Why might it be important to know characters from different shows, books,

plays, etc.?

What makes a good literary character?

Driving Question

How can Bridge Maps help you to better understand a concept?



quality)

The teacher should model creating a Bridge Map to explain word form and expanded form.

https://www.youtube.com/watch?v=Oz-OgAyk2cE


Be sure to include a frame of reference. Ask a critical thinking question such as: Why do you

need to know place value to succeed in your Algebra class?



strategies of an effective communicator. Explain attached presentation and Bridge rubric to

students.

Students present their finished Bridge Map to the whole group, a peer, or the teacher


communicate their description and the answer to the critical thinking question in their Frame

of Reference. It is important for students to learn to connect the across the disciplines.

Explain

PURPOSE:



concepts


Students will need access to peers and possibly the internet.


poster, etc.)

Students will create a Bridge Map with Relating Factor Powers A. Encourage students to

think of examples across the disciplines (electricity: circuit; imagination: writing; hunger;

rebellion). Proper citations for each reference must be listed in the correct format

(APA/MLA) in the Frame of Reference.



question such as: Why are analogies powerful tools for writers? Did you choose more

examples of literal or figurative power? Why?




Students will explain, in a paragraph, how the Bridge Map broadened their understanding of

the topic.

Students may present their maps to the class, to small groups or individually to the teacher as

a means of assessment and practicing presentation skills.

Elaborate

a. 7.8 5.132

Word Form Is Word Form Is Word Form Is

two and forty-seven seven and eight five and one hundred

hundredths tenths thirty-two thousandths

2+0.10+0.14 7+0.8 5+0.1+0.03+0.002

Expanded Form Is Expanded Form Is Expanded Form Is


PURPOSE:


settings

Activities:

Students will create a Bridge Map for the School-Wide Learning Outcomes (Growth minded,

Resourceful, Actively engaged, Determined, and Socially Responsible) with the Relating

Factor Is an Example Of an list each word in the acronym. In their Frame of Reference

students will the context of their causes and effects citing sources in the correct format

(APA/MLA) when appropriate. This can include life experiences, textbook, and internet

sources. They will also answer the following question in the Frame of Reference:

How do I exemplify the School-Wide Learning Outcomes?




• How did the Bridge Map broaden you thinking about the School-Wide Learning

Outcomes?

• What might you change next time you create a Bridge Map?

Student Communication Product (assessment): (unit test, written report, oral presentation,

poster, etc.)

The student’s Bridge Map is their assessment. It should be a clear, concise summary of the


Students can present their maps to the class, to small groups, or individually to the teacher as

an opportunity to practice public speaking skills.

Evaluate

PURPOSE:

The student demonstrates her/his ability to create a Bridge Map with a Frame of Reference to



Using analogies.


The student’s Bridge Map.


Understand the School-Wide Learning Outcomes and how they can be applied on a personal

level.


The student explanation of how they can exemplify the SLOs in the Frame of Reference.


Bridge Map Rubric

Concerns

Areas of Growth

Criteria

Standards for a Bridge Map

Advanced


Standard

The Relating Factor is clearly

and legibly labeled.

__/5 points

Three or more analogies are

present.

__/25 points

There is a clear connection

between the Relating Factor

and each set of terms.

__/25 points






the Bridge Map.

__/25 points




format (APA/MLA).

__/20 points

___/100 points


Circle Map Notes Building Background Before Reading: Lesson Plan

Engage

PURPOSE:



teacher



What is the teacher doing? What are the students doing? 1. The teacher writes the following question on the board and facilitates a class

discussion recorded on a circle map if desired:

• How do you know what a chapter in a textbook is about before you read it? 2. Show the video Circle Map Notes.

• https://crazyforeducation.elibrary.link/Lesson/show/1587

• Username: CBK Password: GRAD

3. Teacher, students need to know that the Frame of Reference (FOR) on Circle Map

Notes is where we create a context for this new information. Remember that we

learn best when connecting new information to old, so help students find these

connections across the disciplines.

Explore

PURPOSE:




Activities (list)

1. Students work independently or in small groups to complete Circle Maps notes for one lesson from a chapter in a textbook they are currently using.

Students will confer with the teacher to ensure they are creating context for the new

information in the Frame of Reference. Make connections across the content areas

whenever possible. This can be done whole group, as a jigsaw, or in small groups with the

teacher checking in. Think about the needs and abilities of individual students.

Driving Question

How can Circle Map Notes activate our prior knowledge before reading new information?


(consider showing “Models” of student products to help students identify characteristics of

quality)

Students will model the process of taking Circle Map Notes in dyads. Each partner will

explain the steps in the process using a textbook in which they are currently or soon will be

working.

Explain

PURPOSE:



concepts


Textbook in which the student is or soon will be working.

https://crazyforeducation.elibrary.link/Lesson/show/1587



poster, etc.)

Students will use the Circle Map Notes Rubric to provide each other with constructive

feedback on their Circle Map Notes. Teachers need to show an example of the Rubric with

feedback so that students can refer to the model.

Elaborate

PURPOSE:


settings

Activities:

Students will work independently to take a set of Circle Map Notes on a teacher selected

chapter of a textbook. Task students to draw at least three connections to prior knowledge

in their Frame of Reference.


Students may gather information from the textbook.


Do you find Circle Map Notes a useful tool? Why or why not? What would you change or

improve?

Why do we include the Frame of Reference? How is it helpful?



The results of this discussion, recorded on a Circle Map, become a classroom reference for

students.

Evaluate

PURPOSE:

To establish that the student can competently use the Circle Map Notes including the

Frame of Reference to activate prior knowledge and create context for new information.


Students will be able to make connections between prior knowledge and new material.

Students will also be able to connect concepts from different content areas.


Frame of Reference for student created Circle Map Notes.


Students will value skimming as a pre-reading strategy.


Student created Circle Map Notes and student explanation of the strategies to the teacher or

peer.


Circle Map Notes Rubric

Concerns

Areas of Growth

Criteria

Standards for Circle Map

Notes

Advanced


Standard

The lesson title is clear and

legible in the central circle.

__/25 points

All headings and subheadings

are present in the outer circle.

__/25 points

All vocabulary/bold terms

defined or explained.

___/25 points


contains at least three sources

connections to prior

knowledge.

__/25 points

___/100 points


Tree Map Notes: Lesson Plan

Engage

PURPOSE:


• to engage students in investigations that reveal their thinking to themselves and the teacher




https://crazyforeducation.elibrary.link/Lesson/show/1588 Username: CBK Password: GRAD

2. Create a set of Tree Map Notes whole group from Biology p. 244-247 (McGraw Hill, 2017). The title is in red at the top of the lesson: Cellular Growth. Teal subheadings denote the branches: Cell Size Limitations and The Cell Cycle. It is important that students learn how to distinguish the text structures to determine what the branches of the map should be. You will need to Think Aloud to explain this to the students. They have to be able to identify headings and subheadings. Explain the color coding system in this textbook and that color coding is common in textbooks.

3. Teacher, remember to create a Frame of Reference and model for students. When taking

notes, the Frame of Reference is where we build context and connect to other disciplines.

You will need to model this for students and explain your thinking aloud more than once.

(Ex: Cell size limitation is like population limitation in a region, there are only enough

resources to support so many. The cell cycle may remind students of the life cycle.)

4. To generate deeper understanding the teacher might ask a critical thinking question here

that helps students connect critical concepts. The Frame of Reference is an opportunity

to teach metacognition, take advantage!

• What type of Thinking Map might we use to show the cell cycle explained in this

lesson? (Sequence maps are ideal for cycles!)

• Hypothesize what might happen if a large cell did manage to divide despite

growing beyond optimum size? Why would this be bad?

• How do you think the discovery of the cell cycle changed medicine?

Explore

PURPOSE:




Activities (list)

1. Students working individually or in small groups create a set of Tree Map Notes for an assigned reading of their choice.

2. They must include a Frame of Reference that includes at least three connections to prior knowledge.

• Which other Thinking Map could also convey this information? How did you

know which map to use?

Students who need an extension could complete the second proposed Thinking Map and discuss

how this second perspective deepened their understanding of the topic.

Driving Question

https://crazyforeducation.elibrary.link/Lesson/show/1588


How can Tree Map Notes improve reading comprehension?



quality)

The teacher should model creating a Tree Map Notes from Integrated Math 1 p. P23-P24 (Carter

et al, 2012). Each example should be the title of a separate branch. Ask a critical thinking

question such as: What is an example of perimeter in your life? How is perimeter related to the

speed at which a vehicle travels?

Student examples may be displayed throughout the classroom if available. Teacher also models

how to present the map to the class using eye contact, enunciation, pacing, and other strategies of

an effective communicator. Explain attached presentation and Tree Map Notes rubric to

students.

Students present their finished Tree Map Notes to the whole group, a peer, or the teacher



Explain

PURPOSE:


• to provide students with relevant vocabulary, formal definitions and explanations of concepts


Students will need access to assigned textbooks.


poster, etc.)

Students will work in small groups to create Tree Map Notes for an entire chapter. Each student

will complete one lesson and present it to the other members of the group. In the Frame of

Reference, the student will make at least three prior knowledge or cross-curricular connections

and propose a second Thinking Map to convey the same information. Students will also choose

and answer one Critical Thinking question from the lesson.

Differentiation: Some students may find it helpful to begin work with a partner as they become

accustomed to the use of this strategy.

Students will explain, in a paragraph, how the Tree Map Notes improved their comprehension of

the informational text.

Students will present their maps to their small group to teach the information and practice

presentation skills.

Perimeter

Rectangles and Squares Parallelograms & Triangles Circumference

(Carter et al., pp. P23-P24, 2012)


Elaborate

PURPOSE:

• to extend students' conceptual understanding through application or practice in new settings

Activities:

Students will complete five to eight sets of Tree Map notes as part of their weekly independent

work at home and review at their next appointment.


Students may use textbooks, scholarly websites and personal experience.


• How did the Tree Map Notes improve your comprehension of informational text?

• What might you change next time you create Tree Map Notes?

Student Communication Product (assessment): (unit test, written report, oral presentation,

poster, etc.)

The student’s Tree Map Notes are their assessment. They should be a concise summary of the

thoughts and ideas with prior knowledge connections and a critical thinking question.

Students can present their maps to the class, to small groups, or individually to the teacher as an

opportunity to practice public speaking skills.

Evaluate

PURPOSE:

The student demonstrates her/his ability to create Tree Map Notes with a Frame of Reference

with prior knowledge connections and a critical thinking question.


Activating prior knowledge and making cross-curricular connections.


The Frame of Reference on the student’s Tree Map Notes.


Using the structure of informational text to deepen reading comprehension.


Student paragraph explaining how Tree Map Notes improve reading comprehension.


Tree Map Notes Rubric

Concerns

Areas of Growth

Criteria

Standards for Tree Map

Notes

Advanced


Standard

The subject and branches are


__/25 points

Three or more details are

present for each branch.

__/25 points

Three or more connections to

other content areas or prior

knowledge are present.

__/25 points


contains an explanation to the




the tree map.

__/25 points

___/100 points


References

Carter, J., Cuevas, G., Day, R., Malloy, C., Holliday, B., Luchin, B., Cummins, J., Casey, R.,

Hovesplan, V., Zike, D., (2012). Chapter 0. In Integrated Math 1 (pp. 23-24). Columbus,


Foong, P. (2017). Creative circle map. Retrieved from

https://www.youtube.com/watch?v=brPD58Pm6gE

Marzano, Pickering, & Pollock. (2001). Classroom instruction that works: Research based

strategies for increasing student achievement. Alexandria, VA: Association for

Supervision and Curriculum Development.

McGrath, J. (2015) How do you use a brace map? Retrieved from

https://www.youtube.com/watch?v=Epq3-9bi0rc

McGrath, J. (2015). How do you use a bridge map? Retrieved from

https://www.youtube.com/watch?v=Oz-OgAyk2cE

McGrath, J. (2015). How do you use a bubble map? Retrieved from

https://www.youtube.com/watch?v=P56Ct_I7c2A

McGrath, J. (2015). How do you use a circle map? Retrieved from


McGrath, J. (2015). How do you use a flow map? Retrieved from

https://www.youtube.com/watch?v=3NXYHfcOcXo

McGrath, J. (2015). How do you use a multi flow map? Retrieved from

https://www.youtube.com/watch?v=KT2uxOE2aD4

McGraw-Hill Education, (2017). Cellular reproduction. In Biology (pp. 242-247). Columbus,



O’Donnell, A., Dansereau, D., & Hall, R. (2002). Knowledge maps as scaffolds for cognitive

processing. Educational Psychology Review, 14(1), 71-86.

Ponce, H. R., & Mayer, R. E. (2014). An eye movement analysis of highlighting and graphic

organizer study aids for learning from expository text. Computers In Human Behavior,

4121-32. doi:10.1016/j.chb.2014.09.010

Remien, R. (2010). Tree Map Infommercial.mov. Retrieved from

https://www.youtube.com/watch?v=KQGex94ZMz0

Westminster Public Schools. Retrieved September 22, 2017 from the Westminster Public

Schools Wiki. Retrieved from

http://wiki.westminsterpublicschools.org/mediawiki/images/2/21/Multi_flow_function.jpg

TEACHING STUDENTS THINKING MAP NOTES

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