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Oleh: Pn Halimatussaadiah binti Salleh BISA IPG KPM 21 Jun 2012

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  • 1. Oleh:Pn Halimatussaadiah binti SallehBISA IPG KPM21 Jun 2012

2. AGENSI INOVASIMALAYSIA (aim act 2010)STRATEGI INOVASIKEBANGSAAN (NOV 2011)BUILDING FUTURE SKILLS TODAY(PEMBINAAN KEMAHIRAN MASA HADAPAN HARI INI) 3. MempertingkatdanOBJEKTIF membudayakanMenghasilkanPROGRAMkemahiranmurid berfikir dalam berfikiran kalangan gurukritis dan dan murid kreatifMelaluimodul yang dibangunkan oleh AIM 4. TAHAPTAHUNAKTIVITIFASA 12012 Rintis di 10 buah sekolah iaitu 4 buah sekolah menengah dan 6 buah sekolah rendahFASA 22012 Pelaksanaan di 280 buah sekolah dan 3 buah IPGK ( 1 sekolah menengah dan 1 sekolah rendah) di setiap PPD dan 1 IPGK di zon sabah sarawak, 1 IPG di zon utara dan 1 IPG di zon selatan)FASA 32013 Pelaksanaan di 1000 Buah sekolahFASA 42014 Pelaksanaan di ?... Buah sekolahFASA 52015 Di semua sekolah 5. PROJEK RINTIS PROGRAM I-THINK DI SEKOLAH-SEKOLAHDI MALAYSIABILNEGERI SEKOLAH RENDAH SEKOLAH MENENGAH1MELAKASJKC WEN HUA BTBERENDAM2 I-THINK PILOT PROJECT JOHOR SMK CONVENT MUAR3 N SEMBILANSJKT PORT DICKSON4WILAYAH SK KIARA MAS PERSEKUTUAN5PAHANGSK PAYA PULAI6 KELANTANSMK GAAL7TERENGGANU SK PUSAT BKT BESAR8PULAU PINANGSMK TUN HUSSEIN ONN9 SABAH SMK KOTA MARUDU10 SERAWAKSK TAN SRI HJ MOHAMMED 6. What are 7. Thinking Maps is a languageof eight visual patterns eachbased on a fundamentalthinking process. 8. When implemented on a wholeschool basis, Thinking Mapsprovide a consistent and braincompatible way for teachersto present information, andfor students to learn andretain it. 9. What is the Difference? 10. Critical ThinkingHow can you get your studentsto THINK about their THINKING? Got Metacognition? 11. Frame of ReferenceThe Frame of Reference will be present on ALL Thinking Maps.The Frame of Reference (F.O.R.) asks the students to Think about their THINKING.It encourages Reflective/Critical Thinking and Metacognition. 12. Frame of Reference Why is this information important? Where did you find this information? What is influencing the information on the map? How do you know what you know? How does this information relate to the standardor help us meet our objective? How does this information relate to the previouslesson? What is the most relevant and irrelevantinformation on your map? Would the information change if told from adifferent perspective? How will you use this information to further yourknowledge of the content? 13. For defining in context 14. Notemaking Guide for Learning Thinking MapsCircle MapLOOKS LIKE:NOTES: Can be used for:Topic EverythingBrainstorming I knowDiagnosing prior How or where did knowledge I learn this? My frame ofClosure/reviewTHINKING PROCESS:Defining in Contextreferenceor BrainstormingLanguage for Learningpages 24-29 15. Science kitInternetCircle MapHelp plantsBy Alex andMichelLives in soilTube shaped bodyEnemiesslimy are birdsearthworms Need2,700 kind moistureLay eggsNo feethave hair VibrationsNocturnalBooksTeacher 16. Mathematics 17. happyGood at sportsgenerally Not reallyreligious friendly Like reading competitiv eloudI can be Can becheeky toargumentative tomusical some Bhartimy parentsteachersGoing out with my Sympathetic to mymates friends A good listenerAcademically bright Fun to be with 18. Who measures things? School keeperMum and dadchair whiteboard tabledoor floor Table legOur bagsHeight of coathookWhat can ourselvesWe pencilsMeasure?feet armsbooks headradiatordeskworkmanteacher 19. For describing things 20. Notemaking Guide for Learning Thinking MapsBubble MapLOOKS LIKE: NOTES: Adjective, phrase, Attributes: Maths character trait Properties: Science Thing you are describingTHINKING PROCESS:Describing (adjectives Adjectives Only!or adj. phrases only) Language for Learning pages 30-35 21. Science 22. tempestuous untidy lazyBhartiloudreliable loving caring 23. Ralphlogicalpragmatic insensitivetremulousRalphdismissive leaderinsightful 24. For comparing & contrasting 25. Notemaking Guide for Learning Thinking MapsDouble Bubble MapLOOKS LIKE:NOTES: Unique: Common Differences Alike: Different Related to the Venn DiagramTHINKING PROCESS: SimilaritiesCompare/contrast,similar /different Colour Code Language for Learning pages 36-41 26. StepdaughtergooseMiceStepStepMeanDaughterDaughters StepYoungersistersOlder CinderellaPrince Mei Ping andOld has The Silverlady Fairy party Shoe God MotherLost Magic Gooseshoe FeathersMagicPrinceWand WentMarried houseprince Shoe In to house hutBy Marisa 27. Biology 28. For classifying things 29. Notemaking Guide for Learning Thinking MapsTree Map LOOKS LIKE:NOTES: Title, topic or category Types of... Categories or groupsKinds of... THINKING PROCESS: Details, examplesInductive/Classify/Group/Sort DeductiveLanguage for Learningpages 42-47 30. LengthLonger than 1 metre Between 1 metre Less than metreand metre 31. NARRATIVE WRITINGSCORING CRITERIAMain Idea Supporting Organisation CoherenceDetailsThe writer mustclearly establish a The writer provides A clear sequence of The sentences arefocus as it fulfillssufficientevents is essential logically connected.the assignment of elaboration tofor a successfulthe prompt. present eventsnarrative.The writerclearly.establishesThe narrative mustDetails must be advance step by relationshipsHe/She must stick between and amongrelated to thestep through the subject matter the ideas, causes,subject matter andpresented in theThe writerand/or statements inwhat happens in theprompt in order toestablishes a sense the composition.narrative.strengthen the main of beginning,idea. The effective use ofdevelopment, andThe writer may useconcrete, specificending in the common devices todetails strengthens composition.achieve coherence:the power of thepronouns,response. synonyms,connectives,transitional words. 32. A good storyLanguage CharactersSequencingAdjectives Characters need toThe beginning makes have conflict you want to hear orVerbsread more Some characters willAdverbsIt is not confusing be more importantDirect speechthan others We dont alwaysLanguage which Characters can thinkknow what is comingdescribes adifferently from what nextspecific character they sayThe ending is Characters have surprising different personalities 33. Words in the story that make it interestingDescribing: Action:Phrases/AdjectivesVerbsshort sentences FlewLook out!Windy BlewTroubleWind tossed SwimOh no!Huge RescueKiss the frogFat Cried Laughed til sheSmart split her trousers LaughedFair Stop that ChangedGolden Whoosh TurnedHandsome Changed back Sighedmelted Opened yelled 34. For seeing parts of a whole 35. Notemaking Guide for Learning Thinking MapsBrace Map LOOKS LIKE:NOTES:Whole Parts ofSub-parts Physical,tangibleParts objects THINKING PROCESS:Part/wholerelationships, structure Language for Learning pages 48-53 36. By BrettCranium skullFacial bonesBack boneskeletontorso ribsHip bonefemur lower body tibia fibula 37. Science 38. Technology 39. For seeing events in sequence 40. Notemaking Guide for Learning Thinking MapsFlow MapLOOKS LIKE: NOTES: Plots, Major Stage Processes, ChronologySubstagesTHINKING PROCESS:Can go in anySequence, Order,Cycles, etc.directionLanguage for Learningpages 54-59 41. Yates Mills Elementary SchoolRaleigh, NC 42. My mum asked meTo wash up because I refused because My mum accusedwe were going toit wasnt my turn. me of being selfishvisit my gran. I said she always My brother made My mum didnt gave in to my brother a sexist remark criticise him My mum cameI got grounded I flew into a temper after mefor a weekand stormed out 43. For understanding cause &effect 44. Notemaking Guide for Learning Thinking MapsMulti-Flow MapCausal ExplanationLOOKS LIKE: NOTES: Causes ProjectingEvent ConsequencesAnalyzing Effects if-then Effects,THINKING PROCESS:Outcomewhen thenCause & EffectReasoning, PredictionCan be one-sidedLanguage for Learningpages 60-65 45. Behaviour ReflectionsName ________Reasons for my Consequences ofbehaviourDate _________my behaviour Description of my behaviourPlan for improvement___________________________ Pupil ____________________________________________ Teacher _________________________________________ Parent _______________ 46. Mum forgot whohad washed up lastBoth very angryMum feels she isGirl flew off handle always in middle and always seenas wrongMum tried to asserther authorityArgument between Girl is grounded mum and girlMum didnt bringBad blood betweenbrother in to discussionbrother and sisterNeither mum nor girl listened to Girl feels let downeach other 47. I put too much water inI did not measuremy flour accuratelyMy cake sunkin the middleI opened the ovendoor too soon 48. I was upsetI put too much water inI did not measure Mum mademy flour accurately another cakeMy cake sunkin the middleI opened the oven It costdoor too soon more money 49. For seeing analogies 50. Notemaking Guide for Learning Thinking MapsBridge Map LOOKS LIKE:NOTES: Similar relationships How are they RF:Relating or Common related? __________ Factor THINKING PROCESS:Seeing Analogies,Transferring SimilarRelationships Language for Learning pages 66-71 51. AnalogiesEyesFingers knee toes head foothand?Relating factor: is/are a smaller part of the