thinking maps ipgkpm
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Oleh:Pn Halimatussaadiah binti Salleh
BISA IPG KPM21 Jun 2012
AGENSI INOVASI
MALAYSIA (aim
act 2010)STRATEGI INOVASI
KEBANGSAAN (NOV 2011)
BUILDING FUTURE SKILLS TODAY
(PEMBINAAN KEMAHIRAN MASA HADAPAN HARI INI)
OBJEKTIF PROGRAM
Mempertingkat dan
membudayakan kemahiran berfikir dalam
kalangan guru dan
murid
Menghasilkan murid berfikiran kritis dan
kreatif
Melalui modul yang dibangunkan oleh AIM
TAHAP TAHUN AKTIVITI
FASA 1 2012 Rintis di 10 buah sekolah iaitu 4 buah sekolah menengah dan 6 buah sekolah rendah
FASA 2 2012 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 3 2013 Pelaksanaan di 1000 Buah sekolah
FASA 4 2014 Pelaksanaan di ……?... Buah sekolah
FASA 5 2015 Di semua sekolah
PROJEK RINTIS PROGRAM I-THINK DI SEKOLAH-SEKOLAH DI MALAYSIA
I-THINK PILOT PROJECT
BIL
NEGERI SEKOLAH RENDAH SEKOLAH MENENGAH
1 MELAKA SJKC WEN HUA BT BERENDAM
2 JOHOR SMK CONVENT MUAR
3 N SEMBILAN SJKT PORT DICKSON
4 WILAYAH PERSEKUTUAN
SK KIARA MAS
5 PAHANG SK PAYA PULAI
6 KELANTAN SMK GAAL
7 TERENGGANU SK PUSAT BKT BESAR
8 PULAU PINANG SMK TUN HUSSEIN ONN
9 SABAH SMK KOTA MARUDU
10 SERAWAK SK TAN SRI HJ MOHAMMED
What are…
®
Thinking Maps® is a language of eight visual patterns each based on a fundamental thinking process.
When implemented on a whole school basis, Thinking Maps® provide a consistent and brain compatible way for teachers to present information, and for students to learn and retain it.
What is the Difference?
Critical Thinking
How can you get your students to THINK about their THINKING?
Got Metacognition?
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.
Frame of ReferenceWhy 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
standard or help us meet our objective?How does this information relate to the
previous lesson?What is the most relevant and irrelevant
information on your map?Would the information change if told from
a different perspective?How will you use this information to
further your knowledge of the content?
For defining in context
Notemaking Guide for Learning Thinking Maps
Circle MapLOOKS LIKE:
THINKING PROCESS:
NOTES:
Defining in Context or Brainstorming
Topic
Everything I know
How or where did I learn this?
My frame of reference
Can be used for:
•Brainstorming
•Diagnosing prior knowledge
•Closure/review
Language for Learning pages 24-29
Circle Map
earthworms
Help plants
Lives in soil
slimy
Enemiesare birds
2,700 kind
Lay eggs
Vibrations
Nocturnal
No feethave hair
Need moisture
Tube shaped body
Science kit Internet
TeacherBooks
By Alex andMichel
Mathematics
Bharti
happy
Not really religious
Good at sports generally
friendly competitive
loudCan be argumentative to my parents
Like reading
musical
Going out with my mates Sympathetic to my
friendsA good listener
Fun to be with
Academically bright
I can be cheeky to some teachers
What can WeMeasure?
table
chairwhiteboard
floordoor
Table leg
Height of coat hook
Our bags
ourselves
pencils
feetarms
headradiator
desk
books
Who measures things?School keeper Mum and dad
workmanteacher
For describing things
Notemaking Guide for Learning Thinking Maps
Bubble MapLOOKS LIKE:
THINKING PROCESS:
NOTES:
Describing (adjectives or adj. phrases only)
Attributes: Maths
Properties: Science
Adjective, phrase, character trait
Thing you are describing
Adjectives Only!
Language for Learning pages 30-35
Science
Bharti
untidy
loud
lovingcaring
reliable
lazy
tempestuous
Ralph
Ralph
pragmatic
insensitive
dismissive
insightful
leader
tremulous
logical
For comparing & contrasting
Notemaking Guide for Learning Thinking Maps
Double Bubble MapLOOKS LIKE:
THINKING PROCESS:
NOTES:
Compare/contrast, similar /different
Unique: Common
Related to the Venn Diagram
Alike: Different
Similarities
Differences
Colour Code
Language for Learning pages 36-41
Cinderella Mei Ping andThe SilverShoe
Stepdaughter
MeanStepsisters
Princehasparty
Lostshoe
Marriedprince
goose
FairyGod Mother
Oldlady
MagicGooseFeathers
Shoe Inhut
StepDaughtersOlder
StepDaughterYounger
Magic Wand
Mice
PrinceWenthouseto house
By Marisa
Biology
For classifying things
Notemaking Guide for Learning Thinking Maps
Tree MapLOOKS LIKE:
THINKING PROCESS:
NOTES:
Classify/Group/Sort
Types of...
Kinds of...
Title, topic or category
Categories or groups
Details, examples Inductive/Deductive
Language for Learning pages 42-47
Length
Longer than 1 metre Less than ½ metreBetween 1 metre and ½ metre
NARRATIVE WRITING
SCORING CRITERIA
Main Idea Supporting Details
Organisation Coherence
The writer must clearly establish a focus as it fulfills the assignment of the prompt.
He/She must stick to the subject matter presented in the prompt in order to strengthen the main idea.
The writer provides sufficient elaboration to present events clearly.
Details must be related to the subject matter and what happens in the narrative.
The effective use of concrete, specific details strengthens the power of the response.
A clear sequence of events is essential for a successful narrative.
The narrative must advance step by step through time.
The writer establishes a sense of beginning, development, and ending in the composition.
The sentences are logically connected.
The writer establishes relationships between and among the ideas, causes, and/or statements in the composition.
The writer may use common devices to achieve coherence: pronouns, synonyms, connectives, transitional words.
A good story
Language Characters Sequencing
Adjectives
Verbs
Adverbs
Direct speech
Language which describes a specific character
Characters need to have ‘conflict’
Some characters will be more important than others
Characters can think differently from what they say
Characters have different personalities
The beginning makes you want to hear or read more
It is not confusing
We don’t always know what is coming next
The ending is surprising
Words in the story that make it interesting
Windy
Wind tossed
Huge
Fat
Smart
Fair
Golden
Handsome
melted
Action:Verbs
Look out!
Trouble
Oh no!
Kiss the frog
Laughed til she split her trousers
Stop that
Whoosh
Changed back
Describing:Adjectives
Phrases/ short sentences
Flew
Blew
Swim
Rescue
Cried
Laughed
Changed
Turned
Sighed
Opened
yelled
For seeing parts of a whole
Notemaking Guide for Learning Thinking Maps
Brace MapLOOKS LIKE:
THINKING PROCESS:
NOTES:
Part/whole relationships, structure
Parts of…
Physical, tangible objects
Whole
Parts
Sub-parts
Language for Learning pages 48-53
skeleton
skull
torso
lower body
Cranium
Facial bones
Back boneribs
Hip bone
femurtibia
fibula
By Brett
Science
Technology
For seeing events in sequence
Notemaking Guide for Learning Thinking Maps
Flow MapLOOKS LIKE:
THINKING PROCESS:
NOTES:
Sequence, Order, Cycles, etc.
Plots, Processes, Chronology
Major Stage
Substages
Can go in any direction
Language for Learning pages 54-59
Yates Mills Elementary School Raleigh, NC
My mum asked me To wash up because we were going to visit my gran.
I refused because it wasn’t my turn.
My mum accused me of being selfish
I said she always gave in to my brother
My brother made a sexist remark
My mum didn’tcriticise him
I flew into a temper and stormed out
My mum came after me
I got grounded for a week
For understanding cause & effect
Notemaking Guide for Learning Thinking Maps
Multi-Flow MapLOOKS LIKE:
THINKING PROCESS:
NOTES:
Cause & Effect Reasoning, Prediction
Causal ExplanationCauses
Event
Effects, Outcome
Projecting ConsequencesAnalyzing Effects
“if-then”“when… then”
Can be one-sided
Language for Learning pages 60-65
Behaviour ReflectionsName ________Date _________
Reasons for my behaviour
Consequences of my behaviour
Description of my behaviour
Plan for improvement
_________________________________________________________________________________
Pupil _________________Teacher ______________Parent _______________
Argument between mum and girl
Both very angry
Girl is grounded
Bad blood between brother and sister
Girl feels let down
Mum feels she is always in middle and always seen as wrong
Mum forgot who had washed up last
Girl flew off handle
Mum tried to assert her authority
Mum didn’t bring brother in to discussion
Neither mum nor girl listened to each other
I put too much water in
I did not measure my flour accurately
I opened the oven door too soon
My cake sunk in the middle
I put too much water in
I did not measure my flour accurately
I opened the oven door too soon
My cake sunk in the middle
I was upset
Mum made another cake
It cost more money
For seeing analogies
Notemaking Guide for Learning Thinking Maps
Bridge MapLOOKS LIKE:
THINKING PROCESS:
NOTES:
Seeing Analogies, Transferring Similar Relationships
How are they related?RF: __________
Similar relationships
Relating or Common Factor
Language for Learning pages 66-71
Analogies
Eyes
head foot
toesFingers
hand
knee
?
Relating factor: is/are a smaller part of the