Thinking Maps Objective: Saddleback staff will learn basic concepts about Thinking Maps.
-
Upload
jacob-flood -
Category
Documents
-
view
221 -
download
1
Transcript of Thinking Maps Objective: Saddleback staff will learn basic concepts about Thinking Maps.
Thinking Maps
Objective: Saddlebackstaff will learn basic concepts about ThinkingMaps
Thinking Maps
Visual teaching toolsthat foster and encouragelifelong learning
Tools correspond witheight fundamental thinkingprocesses
What are Thinking Maps?
• VisualPatterns
• 8 cognitiveskills
BrainResearch
Marzano
Hyerle’sCognitive Research
MultipleIntelligenceTheory
Why Thinking Maps?
• Researchers at Mid-continent Research for Education and Learning (McREL) have identified nine instructional strategies that are most likely to improve student achievement across all content areas and across all grade levels.
Classroom Instruction That Works, by Robert Marzano, Debra Pickering, and Jane Pollock.
Nine Instructional Strategies
•Comparing and Contrasting
•Classifying
•Seeing Analogies
Brain and Culture
"...Individuals seek out stimulation that is consistent with their established internal structures, and ignore, forget, or attempt to actively discredit information that is consistent with these structures.”
Brain and Culture: Neurobiology, Ideology, and Social Change, by Bruce Wexler
Multiple Intelligence Theory (Howard Gardner)
• Intrapersonal Intelligence“…involving the capacity to understand oneself, to havean effective model of oneself, including desires, fears, andcapacities - and to use such information effectively in regulating one’s own life.”
"Frames of Mind: The Theory of Multiple Intelligences”, by Howard Gardner
Multiple Intelligences (Howard Gardner)
• Interpersonal Intelligence“To understand the intentions, motivations, and desires of otherpeople and, consequently, to work effectively with others.”
"Frames of Mind: The Theory of Multiple Intelligences”, by Howard Gardner
Thinking Foundation• research on cognitive and critical thinking skills development at the pre-school, K-12 and college levels
• supporting research that investigates and facilitates change in public schools with great academic need. • research that looks at the interdependency and interplay of culture, language, and cognition.
http://www.thinkingfoundation.org/
Overview of Thinking Maps
The Circle Map
Defining in Context
Respected among students
Steve
High School Teacher
Mentor
Army Reserve
Disciplinarian
Loves motorcycles
Saddleback & Lathrop
Teachers
Saddleback Students
Friendship
GovernmentEconomi
cs
Adding a Frame of Reference
•How do you know what you know about this topic?
•Did your information come from a specific source?
•Is this information being influenced by a specific point of view?
•Who could use this information?
•Why is this information important?
QuickTime™ and a decompressor
are needed to see this picture.
The Bubble Map
Describing
The Double Bubble Map
Comparing and Contrasting
Classifying
The Tree Map
Whole to Parts
The Brace Map
Sequencing
The Flow Map
The Multi-Flow Map
Cause and Effect
Seeing Analogies
The Bridge Map
Graphic Organizers vs. Thinking Maps
BrainResearch
Marzano
Hyerle’sCognitive Research
MultipleIntelligenceTheory
Benefits• Students learn more effectively and more efficiently• Objectives are covered in less time with greater retention• Thought processes are represented similarly throughout
the curricula• Schools promote integrated thinking and
interdisciplinary learning• Teachers can use TM as one more strategy to gauge
student knowledge prior to a specific lesson• Students gain effective tools to use across their academic
careers