What should students know and be
able to do as a result of this course?
• Take the learning and use all teaching tools
shared in this class to empower your
classroom students to become successful
thinkers, problem solvers, decision makers,
and ultimately, lifelong learners. Using
knowledge of balanced literacy (reading
comprehension, and writing), in all content
areas.
How?
Discuss
• What is the relationship between thinking and
learning? How have/do teachers teach
thinking in your observations of classroom
experiences?
• Examples, what does that thinking look like in
classrooms?
My thinking
• So my goal for you as students and future
educators…is that you will empower your
students to become critical thinkers, and problem
solvers bold enough to ask questions and find the
answers.
• This course should build your toolbox….giving
new tools or new ways to use those old tools
…ultimately empowering your students to
share/tell their thinking with themselves and
others……… becoming life long learners.
Thinking Maps - A Language for
Learning
• Thinking Maps® were developed as a language
for learning in 1988 by Dr. David Hyerle. There
are eight maps; maps can be used by teachers
and students (K-12; pre-K; adult education,
university and business) for reading
comprehension, writing process problem
solving, and thinking skills improvement.
One School-Thinking Maps
http://www.mindsofmississippi.com/
Why Thinking Maps?
• Thinking Maps unite students across all grade
levels and in all content areas through the use
of a common visual language for thinking.
Thinking Maps are not content- or grade-level
specific. They are specifically designed to
promote and strengthen the skillful use of
fundamental cognitive processes for all
learning.
When using Thinking Maps…
• You use an inquiry approach to learning;
asking questions and visually representing
ideas.
• Thinking Maps strengthen the use of inquirybased processes and support student’s
participation and engagement.
Thinking Maps first grade
• http://www.thinkingfoundation.org/video/clip
s/mtairy-1st-org-thinking.html
8 Maps
• Thinking Maps are based on fundamental
cognitive skills such as comparing and
contrasting, sequencing, classifying, and causeeffect reasoning. Much like carpenters using a set
of tools, multiple Thinking Maps are used as an
eight maps icon toolkit by students for
constructing knowledge: for improving the basics
of reading, writing, and mathematics as well as
for problem-solving and the development of
higher-order thinking abilities.
8 maps
Teacher Interview
• http://www.thinkingfoundation.org/video/clip
s/norman-howard-mr-k.html
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 also promote integrated thinking and
interdisciplinary learning
• Teachers can easily gauge student knowledge prior to a
specific lesson
• Student performance can be tracked accurately over
time
• Students gain effective tools to use across their academic
and working careers
• Lifelong thinking tools
Youtube thinking maps
• http://youtu.be/JYqpf0x4RlA
Robert Marzano, Ph.D……Where have
we heard this name?
• "Knowledge is stored in two forms: linguistic
and nonlinguistically. Research proves that the
more we use both systems of representation
the better we are able to think and recall
knowledge.“
Circle Map
• The Circle Map is used for brainstorming ideas
and for showing prior knowledge about a
topic by providing context information.
• “Tell me everything you know about pollution
and how you know these things. What
experiences have you had that taught you
about pollution?”
Circle Map
Bubble Map
• The Bubble Map is used for describing using
adjectives (and adjective phrases). Unlike the
Circle Map which is used for brainstorming, The
Bubble Map is a tool for enriching students'
abilities to identify qualities and use descriptive
words.
• “Use vivid language to describe the characters in
the story. Be sure to include not only words the
author uses but descriptors you can infer from
the story as well.”
Bubble Map
Flow Map
• The Flow Map is used by students for
sequencing and ordering information.
• “Explain in writing the steps you followed to
solve this problem.”
Flow Map
Brace Map
• The Brace Map is used by students to analyze
physical objects. On the line to the left is the
name or image of the whole object. On the
lines within the first brace to the right are the
major parts.
• “Analyze the structure of the computer to
determine its parts and subparts.”
Brace Map
Tree Map
• The Tree Map is used by students for
classifying things and ideas.
• “Take a position on a topic and classify your
main reasons for that position. Be sure to
include specific details and examples to
support each of your reasons.”
Tree Map
Double Bubble Map
• The Double Bubble Map is a tool for
comparing and contrasting things.
• “Examine the similarities and differences
between these two geometric figures.”
Double Bubble
Multi-Flow Map
• The Multi-Flow Map is used by students for
showing and analyzing cause and effect
relationships. In the center rectangle is an
important event. On the left side of the event is
the causes, and on the right side of the event the
effects.
• “Discuss what might cause tooth decay and tell
some of the effects of poor dental hygiene.”
Multi-Flow
Bridge Map
• The Bridge Map gives students a tool for
applying the process of seeing analogies.
• “Choose two historical leaders and show their
relationship to important movements or
conflicts. Remember to state your relating
factor.”
Bridge Map
Making a Difference as a Teacher
• http://www.youtube.com/watch?v=XzE7wCxR
a5Q&feature=related