Thinking Maps for ESL
2009-10
Session 1
Setting the Stage - Objectives
TLW
develop a set of group norms and
roles for quality meetings
I
will create a tree map of problematic
attributes of meetings and discuss
conversion to positive attributes of
meetings to create group norms
Setting the Stage
Using
the post it notes at your table, write
3 things that you personally dislike about
ESL meetings and put them on the wall
Create a tree map from the combination of
all notes from your table
From the tree map create 3 or 4
suggested group norms for meetings
(State in positive terms) and write on large
sheet of paper
Building Consensus
Report
the norms suggested by the group
Create a common set of norms for
meetings
Review norms and use of parking lot for
questions
Review use of red/yellow cards to avoid
loss of time
Participant Roles for Meetings
– Marion or Ana
Recorder – Powerpoint as record(?)
Gatekeeper – Keeps people on task and
on subject; reminds of norms, parking lot,
use of red/yellow cards
Timekeeper – Warns when down to last
minutes; stops speaker when time is up
Roles 3 and 4 will rotate among
participants as year goes along
Facilitator
Thinking Maps - Research
TLW
understand the research and theory
related to Thinking Maps
I
will create a circle map defining Thinking
Maps and why they work
Page 2
What are
Thinking
Maps and
how are they
different from
Graphic
Organizers?
Use a Circle
Map to define
Thinking
Maps.
80% of all information that
comes into our brain is
VISUAL
Page 3
40% of all nerve fibers
connected to the brain are
linked to the retina
-Eric Jensen,
Brain Based
Learning
36,000 visual messages per hour
may be registered by the eyes.
Page 3
DUAL CODING THEORY
Knowledge is stored in two forms:
Linguistic Form
Nonlinguistic Form
Research proves that the more we use
both systems of representation,
the better we are able to
think and recall knowledge.
BRAIN RESEARCH
CONNECTION
“It has been shown that
explicitly engaging students in the
creation of nonlinguistic
representations
stimulates and increases activity in the
brain.” (see Gerlic & Jausovec, 1999)
BRAIN COMPATIBLE TEACHING
Page 8
“The overwhelming need for learners is for
meaningfulness… we do not come to understand a
subject or master a skill by sticking bits of information
to each other.
Understanding a subject results from perceiving
relationships. The brain is designed as a pattern
detector.
Our function as educators is to provide our students
with the sorts of experiences that enable them to
perceive patterns that connect.”
Making Connections: Teaching and the Human Brain (1994), Caine & Caine
Page 8
Dendrites
Cell Body
Axon
Synapse
Directions for the Neuron Bump
NEURONS THAT FIRE TOGETHER
GET WIRED TOGETHER.
THAT IS WHAT A PATTERN IS!
Processing Activity
Page 17
1. Put away your notes. Then work with your
group to define Thinking Maps.
2. Use a Circle Map to collect your ideas.
3. Include any notes that you remember about
what they are and why they work as tools for
thinking.
4. Also include information about how Thinking
Maps are different from graphic organizers.
Better learning will come
not so much from finding
better ways for the
teacher to
INSTRUCT...
...but from giving the learner better ways to
CONSTRUCT MEANING.
Seymore Papert, 1990
THE MAPS SHOULD BECOME
STUDENT TOOLS FOR THINKING.
Calvin & Hobbes
by: Bill Watterson
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