PowerPoint Presentation

THINKING MAPS:Tools forCognitive Development

KEMENTERIAN PENDIDIKAN MALAYSIAThinking Maps: PURPOSECommon visual language in your learning community for:

Transferring thinking processes;

Integrating learning; and

Continuously assessing student progressKEMENTERIAN PENDIDIKAN MALAYSIAThinking MapsDefinition and Types of Maps

Using Thinking Maps to Build Student Comprehension

Guided PracticeKEMENTERIAN PENDIDIKAN MALAYSIATHINKING MAPS: DEFINITIONThinking Maps are eight visual-verbal learning tools, each based on a fundamental thinking process and used together as a set of tools for showing relationships.KEMENTERIAN PENDIDIKAN MALAYSIATHINKING MAPSFor Meaningful, Integrated Learning

Thinking Maps give all students and teachers a common language for meaningful learning. The consistency and flexibility of each of the Thinking Maps promotes student-centered and cooperative learning, concept development, reflective thinking, creativity, clarity of communication, and continuous cognitive development.KEMENTERIAN PENDIDIKAN MALAYSIAEffective and Efficient Use ofTHINKING MAPS

Thinking Maps are most effective when used together as tools in response to the purpose of the learning objective, outcome, or performance task. This supports learners as they interactively and efficiently construct knowledge, much like carpenters working together using a common set of tools to build a new structure.KEMENTERIAN PENDIDIKAN MALAYSIAFive Key Characteristics aboutThinking Maps as a Language for LearningConsistent GraphicsA specific map for each cognitive skillConsistency facilitates cognitive development for an individual over their lifetimeFlexibility of FormsTeachers and students have control over constructing different configurations using each graphic organizerDevelopmental UseBecause the Maps are based on fundamental, human, cognitive processes, these tools may be used by pre-K students through adults for life-long learning KEMENTERIAN PENDIDIKAN MALAYSIAFive Key Characteristics aboutThinking Maps as a Language for LearningIntegrated and Interdisciplinary UseThinking Maps enable students to transfer (apply) thinking skills within and across disciplinesReflectiveness, Metacognition, AssessmentMaps constructed by learners provide an in-the-moment display of evolving understandingMultiple Maps constructed by learners facilitate self-assessment of retention of information and conceptual understandingThe frame is a meta-tool, a conscious cue for learners as they focus on how they have constructed knowledgeKEMENTERIAN PENDIDIKAN MALAYSIACIRCLE MAP for Defining in Context

Adapted from Thinking Maps - Tools for Learning 1995Main TopicConcepts youknow about itBoundaries to thebrainstorming processReading Skills: Context clues; identifying biasKEMENTERIAN PENDIDIKAN MALAYSIACircle maps are used for defining in contextIf you want to find out what kids know about cells put cells in the inner circle.Putting a box around the circle focuses the thinking e.g. the box says eukaryote so the thinking about cells is limited to eukaryotes. Replaces KWL charts9BUBBLE MAP for describing, using adjectivesAdapted from Thinking Maps - Tools for Learning 1995MainConceptAdjective1Adjective4Adjective2Adjective3Adjective5Adjective6Reading Skills: Vocabulary growth; identifying propertiesKEMENTERIAN PENDIDIKAN MALAYSIABubble maps build the adjective associated with somethingThe circles are NOT supposed to be characteristics rather, they should be the adjectives that would help students write about the subject in the middle circle.The number of circles varies with the topic.10DOUBLE BUBBLE MAP for Comparing & ContrastingAdapted from Thinking Maps - Tools for Learning 1995Concept 1Concept 2CompareContrastCompareContrastContrastContrastContrastContrastCompareReading Skills: comparing critical properties & emphasisKEMENTERIAN PENDIDIKAN MALAYSIADouble bubble synonymous to a Venn diagram

11TREE MAPFor Classifying and GroupingAdapted from Thinking Maps - Tools for Learning 1995Reading Skills: Main Ideas & Details; TaxonomyThe FishesAgnathaChondrichthyesOsteichthyesEXTINCTLampreysHagfishElasmobranchsChimerasOstracodermsAgnathiansSharksRaysCoelocanthsLung FishTeleostsGars, BowfinsRay-finnedLobe-finnedShort-nose RatfishLong-nose RatfishKEMENTERIAN PENDIDIKAN MALAYSIATree Map for classifying 12BRACE MAPFor Analyzing Objects and PartsAdapted from Thinking Maps - Tools for Learning 1995Reading Skills: Spatial Descriptions & AnatomyGalaxiesCometsSolar SystemsM types: Red GiantsA type: White DwarfsG type: Yellow starsStarsSunsPlanetsMoonsKEMENTERIAN PENDIDIKAN MALAYSIABrace Map 0 a tree map on its side that is used for going from macro tro micro, or micro to macro / parts to whole or whole to parts13FLOW MAPFor Sequencing & OrderingAdapted from Thinking Maps - Tools for Learning 1995Step 1Step 2Step 3Step 1aStep 1bStep 2aStep 2bStep 3aStep 3bReading Skills: Descriptions of Order & PhysiologyKEMENTERIAN PENDIDIKAN MALAYSIAFlow maps are for sequencing Good for proceduresThe 1a & 1b are called sub-flow maps. e.g. If you ask students to sequence out the steps of a lab.If step 1 says pour 25 ml into a beaker Step 1 a would say get a source of waterStep 1 b get a graduated cylinder etcThis allows for differentiation and more details14MULTI-FLOW MAPFor Causes and EffectsAdapted from Thinking Maps - Tools for Learning 1995ProblemCause 2Cause 1Effect 1Effect 2Reading Skills: Reason/Consequence & PredictionKEMENTERIAN PENDIDIKAN MALAYSIAMulti-flow cause ad effect OR stimulus response mechanisms 15BRIDGE MAPFor Seeing AnalogiesAdapted from Thinking Maps - Tools for Learning 1995Reading Skills: Vocabulary & Analogical developmentaselectricitysunlightmachinechloroplastKEMENTERIAN PENDIDIKAN MALAYSIABridge map analogies / metaphors probably the most difficult Electricity is to a machine as sunlight is to chloroplastInvolves higher order thinkingVery useful for explaining complex concepts16GUIDED PRACTICE

KEMENTERIAN PENDIDIKAN MALAYSIAGet butcher paper, and fold it into e boxesStart from left to right to create maps as you present themWorking in groups . . 17GUIDED PRACTICECircle MapBiologyWhat do you know about eucaryotic cells?ChemistryWhat do you know about kinetic molecular theory?PhysicsWhat do you know about Newtons Laws of Motion?EarthWhat do you know about the formation of metamorphic rocks?KEMENTERIAN PENDIDIKAN MALAYSIACreate a sample for each 18GUIDED PRACTICEBubble MapBiologyPick a particular protist and describe it.ChemistryDescribe an exothermic reaction.PhysicsDescribe a car as it relates to Newtons First Law.EarthDescribe Mars.

KEMENTERIAN PENDIDIKAN MALAYSIAGUIDED PRACTICEDouble Bubble MapBiologyWhat are the similarities and differences between eucaryotic and procaryotic cells?ChemistryWhat are the similarities and differences between exothermic and endothermic reactions?PhysicsWhat are the similarities and differences between refraction and diffraction of light?EarthWhat are the similarities and differences between the inner and outer planets?KEMENTERIAN PENDIDIKAN MALAYSIAGUIDED PRACTICETree MapBiologyClassify the two main categories of cells: eucaryotic and procaryotic.ChemistryClassify the three (four) states of matter.PhysicsClassify the different forms of energy.EarthClassify the 3 different types of rocks based on how they are formed.KEMENTERIAN PENDIDIKAN MALAYSIAGUIDED PRACTICEBrace MapBiologyPick a particular body system and define the elements composing that system, from organ to cellular components.ChemistryDefine the building blocks and elements composing each of the four organic macromolecules composing a cell (carbohydrates, proteins, fats, nucleic acids)PhysicsDefine the component parts of an electric circuit.EarthDefine the life cycle of a star.KEMENTERIAN PENDIDIKAN MALAYSIAGUIDED PRACTICEFlow MapBiologyDevelop a food chain that includes decomposers, producers and consumers.ChemistrySequence the steps in the conversion of reactants to products for the following chemical reaction: 2H20--> 2H2 + O2PhysicsDevelop a Rube Goldberg Model showing at least four different energy transformations.EarthSequence the steps in the carbon cycle.KEMENTERIAN PENDIDIKAN MALAYSIAGUIDED PRACTICEMulti-Flow MapBiologyGiven a particular species of mammal, what will happen to the mammal population when: (a)prey becomes a primary limiting factor? AND (b)the reproductive rate of this mammalian species increases significantly?ChemistryGiven a specific concentration of reactant A and B, what will happen to the product formation when: (a)there is an increase in the activation energy AND (b)there is a catalyst added to the system?PhysicsGiven a moving object, what will happen to that object when an equal and opposite force is applied to that object?EarthGiven a glacier, what would happen over the next 50 years if the average temperature increases over 15C?KEMENTERIAN PENDIDIKAN MALAYSIAGUIDED PRACTICEBridge MapBiology,Chemistry, Physics, EarthUsing ENERGY as the relating factor, develop an analogy between a cell and a machine.KEMENTERIAN PENDIDIKAN MALAYSIAQuestions

KEMENTERIAN PENDIDIKAN MALAYSIADeveloped byDean GilbertScience Consultant, LACOEAnne MabenScience CoachUCLA, Center XKEMENTERIAN PENDIDIKAN MALAYSIA