RIGOROUS COLLEGE AND
CAREER READINESS
STANDARDS
What are thinking maps?
21 ST CENTURY
SKILLS
Defining characteristics of Thinking
Maps?
Teach each map
(1 min limit)
Learn the Frame of Reference
Activity: TM’s and Common
Core standards
Questions
(Essential
Questions)
Developing a beginning understanding of all 8 Thinking Maps.
What is a rigorous map?
How do I use Thinking maps with Common Core Standards?

To grasp the meaning of a thing, an event, or a situation is to see it in its relations to other things: to see how it operates or functions, what consequences follow from it, what causes it, what uses it can be put to.
In contrast, what we have called the brute thing, the thing without meaning to us, is something whose relations are not grasped. . . .
The relation of means-consequence is the center and heart of all understanding
- John Dewey (pp. 137, 146)
4

WHAT ARE THINKING MAPS? (2 MINS)
THINKING
MAPS

Visual
Patterns
Used in combination for depth and complexity
Thinking
Maps
®
Used by all teachers
Based on
8 Cognitive
Skills
Applied in all content areas

• Thinking Maps are tools
• Instructional Visual Tools
– Thinking Maps provide a common visual language in our learning community for transferring thinking processes, integrating learning and for continuously assessing progress.
• Thinking Maps & Common Core
• Rigor ( Maps in Combination)
• Frame of Reference & Essential Questions
• Metacognition

Enduring
Understanding
Standards
“BIG IDEA”
Conceptual
Understanding
“Compare &
Contrast”
Essential
Questions
Performance
Task
Plan
Learning
Experiences
Assessments
Instruction
Thinking
Maps
Reading,
Writing,
Listening and Oral
Learning
Experiences
A mental construct or category represented word or phrase..
Overarching understanding are derived from
Concepts
DEPTH OF KNOWLEDGE - DOK
INSTRUCTIONAL SHIFTS
LEVELS
MORE…
QUESTIONING MATH
ELA (VOCABULARY)
Technology
RIGOR
COLLEGE AND CAREER
READINESS
TECHNOLOGY
SMARTER BALANCE
ELD STANDARDS
ACADEMIC VOCABULARY

•
Developed in 1988 by Dr. David Hyerle
•
8 Maps that are used by teachers and students for reading comprehension, writing process, problem solving and thinking skills
• Each map is based on a cognitive skill such as comparing and contrasting, sequencing, classifying, and cause-effect reasoning
• Can be utilized individually or in various combinations to form a common visual language for students and teachers at all grade levels, in all subjects
•
Used to improve the basics of reading, writing, and mathematics as well as for problem solving and the development of higher order thinking skills
•
Used across the United States as well as Canada, the United Kingdom, Australia, New
Zealand, Brazil, Egypt, Ethiopia and other countries
•
Supported by several published articles and brain research

Flexibility and form is in my opinion the biggest difference.
(Worksheet format
Vs.
Blank page.

Hyerle and Yeager identify eight fundamental thinking skills. Each of eight maps is connected to a specific thought process.

Thinking Process : Defining in Context
Key Question : How are you defining this thing or idea?
Key Words and Phrases : List, define, tell everything you know, brainstorm, identify, relate prior knowledge, describe, explore the meaning
Design : the topic is in the middle, smaller circle. Everything you know about the topic is in the larger circle. A box, that may be included, around the entire map is a
“Frame of Reference” that is used to answer the question “How did I learn this?”
(The frame of reference can be used around any of the maps).
Common Uses : Brainstorm for writing, used as a starting point during the prewriting stage, defining words, identifying audience and author’s point of view
Writing Mode : Point of View Essay

Your Turn!

Things/people that have influenced you
Things that tell something about you

Thinking Process: Describing Qualities; Characterization
Key Question : How are you describing this thing? What adjectives best describe it?
Key Words and Phrases : Describe, use vivid language, describe feelings, observe using the five senses
Design : The topic being described is in the center bubble. The outer bubbles contain adjectives and adjective phrases describing the topic.
Common Uses : Describing things, identifying qualities, character traits, attributes and/or properties of things. The Bubble Map is a tool for enriching students’ abilities to identify qualities and use descriptive words.
Writing Mode : Descriptive Writing

Thinking Process: Comparing and Contrasting
Key Question: What are the similar and different qualities of these things?
Key Words and Phrases: Compare/contrast, discuss similarities and differences, prioritize essential characteristics, distinguish between, differentiate
Design: In the center circles are the words for the two things being compared and contrasted. In the middle bubbles, use terms to show similarities. In the outside bubbles, describe the differences. If there are too many similarities or differences, students should prioritize and keep only the most important.
Common Uses: A tool for comparing and contrasting two things.
Writing Mode : Comparison Essay

Your Turn!

COMPARE AND CONTRAST
( A square and a Trapezoid )
Difference
Difference
Similarity
Square
Difference Similarity
Trapezoid
Difference
Similarity
Difference Difference

Double Bubble
(4.8) C – Use essential attributes to define two- and three-dimensional geometric figures.

Thinking Process : Classifying
Key Question : What are the main ideas, supporting ideas, and details in information?
Key Words and Phrases : Classify, sort, group, categorize, give sufficient and related details
Design : The category name is on the top line, subcategories on the second level, details under each subcategory
Writing Mode : Persuasive Essay

Wildfires are frightening.
(662)
Living trees burn as fast as cardboard.
Flames can move faster than a running person.
Wildfires can destroy homes and kill people.
Plants and animals have adjusted to wildfires.
(664)
Many trees need cycles of fire to grow.
Humans have little control over nature’s power.
Wildfires are good for bugs and animals.
(672)
(670)
Firefighters’ efforts seemed hopeless.
Fire beetles lay eggs on charred logs.
Other trees grow back quickly.
Most animals escape from fires.
Plants that grow quickly give animals food.
Fire burned for several weeks and destroyed
800,000 acres.
Only rain, snow, and winds could stop the destruction of that fire.
Hawks and owls hunt in the open spaces.
Dead trees make good nesting sites.
New grasses and flowers attract animals.
Wildfires don’t hurt every animal and actually help some.
(674)
Nests are not usually threatened because fires don’t start in the wet season.
Mature birds fly away.
Small animals run away or hide.
Scavengers feed on the animals that are killed.
The natural cycle of fire will likely never go away.
(676)
Fires can be used to prevent future fires.
(678)
Tall tree block the sunlight to smaller bushes, slowly killing them.
When the new pine trees begin to block the sunlight, the forest will become mostly trees.
Then the fires are likely to return.
If fires are put out quickly, more trees and plants are left behind, causing the next fire maybe to get out of control.
Without regular fires in the
Everglades, the grass would rot and fill up the swamps.

Your Turn!

Essential
Question:_____________?
ANGLES
Standard:
Acute Angle Obtuse Angle Right Angle

Essential
Question:_____________?
ANGLES
Standard:
Acute Angle
Measures less than 90 degrees
Fits inside a right angle
Obtuse Angle
Measures more than 90 degrees
Fits between a right angle and a straight line
Right Angle
Measures exactly 90 degrees
Forms square corners

Thinking Process: Part to whole relationship
Key Question: What are the parts and subparts of this whole physical object?
Key Words and Phrases: Part of, take apart, show structure
Design: On the line to the left, the name of the whole object is written. On the lines within the first brace, list the major parts. The subparts are listed in the next set of braces.
Common Uses: Used to analyze physical objects. Can be used with anatomy, boundaries in geography, parts of tangible objects. It is for parts only, for “types” of things, a Tree Map should be used.
Writing Mode: Technical Writing

Thinking Process : Sequencing
Key Question : What happened? What is the sequence of events? What are the substages?
Key Words and Phrases : Sequence, put in order, order, recount, retell, what happens next, cycles, patterns, describe processes, describe change, solve multistep problems
Design : Each stage of the event is in the larger rectangles. The sub-stages are in smaller rectangles below the larger ones. Not all Flow Maps will have sub-stages.
Common Uses : Can be used to plot a story, show historical events in sequence, sequence paragraphs for writing, steps in problem solving in math, identifying stage of a life
Writing Mode : Narrative Writing

NOTE MAKING GUIDE
Page 59
SEQUENCING

Thinking Process: Cause and Effect; Problem-Solution
Key Question: What are the causes and effects of this event? What might happen next?
Key Words and Phrases : Causes and effects, discuss consequences, what would happen if, predict, describe change, identify motives, discuss strategies
Design : The event is in the center rectangle. On the left side, causes of the event.
On the right side, effects of the event.
Common Uses : Used to show and analyze cause and effect relationships. It can also be used with only part of the map showing, such as predicting outcomes.
Writing Mode : Prediction; Cause and Effect Essay

Your Turn!

Causes
How causes heatlhy teeth?
What are the effects of healty teeth?
Effects

Thinking Process : Seeing Analogies
Key Question : What is the analogy being used?
Key Words and Phrases : Identify the relationship, guess the rule, interpret symbols
Design : On the far left line, write the relating factor. On the top and bottom of the bridge, write in the first pair of things that have this relationship. On the right side of the bridge, write the second pair with the same relationship. The line of the bridge represents the relating factor between the pair of things.
Common Uses : Identifies similarities between relationships. The relating factor answers “How are they related?” The Bridge Map should be able to be read as a complete sentence.
Writing Mode : Reasoning by Analogy

People do their work in lots of places.

What is the Frame of Reference?
The Frame of Reference can be used with any of the eight maps. It provides an area for students to synthesize information, think more deeply (DOK), and support their reasoning.
What goes into the Frame of Reference?
•
How do you know what you know?
• Elaborate with Extras (E’s) ~or~ Interpret the Information (I’s)

THE USE OF COLOR IN THE FRAME OF REFERENCE the beginning of ideas, of connections.
a depth of thought.
a signa l to stop and reflect.
How we know something usually
“ springs ” from our prior knowledge, experience or a specific source .
Analyzing what influences our thinking requires thinking “below the surface.”
Summarizing our thinking and the use of that knowledge in the “real world” requires reflective thinking.

The Frame of Reference
•
How do you know what you know about this topic?
•
Did your information come from a specific source?
• Is this information being influenced by a specific point of view?
•
So what do you now understand about the information in your map ?
•
Why is this information important?
EXAMPLES 

What are some of the key characteristics of food?
Food provides energy
Defining in
Context
I ’ m trying to eat more healthy
What my family eats

What adjectives would you use to describe oranges?
We have an orange tree in our back yard.
I tasted them.

What are the similarities and differences between apples and oranges?
Apples and oranges are both nutritious colorful fruits.

What are some of the key details about nutritional guidelines for the food pyramid?
www.foodpyramid.com
Classifying
U.S. Department of
Health

What are the component parts of an apple?
Whole to
Parts
We cut an apple into its parts.
Every part of an apple has a specific function.

The Flow Map
What steps would you follow to make a salad?
These are the steps my mom always follows when she makes a salad.
Sequencing

The Multi-Flow Map
What are the causes and effects of creating a healthy meal?
Point of View of a
Nutritionist
Cause and Effect

The Bridge Map
What is the relationship between foods and their nutritional value?
Knowing the nutritional value of the foods you eat is important to a balanced and healthy diet.
Seeing Analogies

Why is this important?

Elaborating with the Extras (The E’s) Interpreting Information (The I’s)
Include your own personal experiences.
What is the importance of this information?
Use supporting examples from the text.
What inferences can be made?
Incorporate evidence from text/world.
What historical/literary events support your ideas?
Include further explanation on the subject.
Elaborate on your thinking and reasoning.
What expert “opinions” can you find as support?
Include excitement or personal feelings about the topic.
What influences affect this information?

A map is
Rigorous
Maps in
Combination
Correct Linguistic
Patterns based on
Thought processes
Always Add :
So What or So Why?
Essential questions!
Academic
Vocabulary : Tier 1,2,3
• Evidence from the Text
• Framed based upon a specific point of views

Common Core/State
Standards
Determine the meaning of domain-specific and general academic vocabulary.
Thinking Process
Brainstorming or
Defining in Context
Use relevant descriptive details and sensory language in reading and writing.
Describing
Compare and contrast important points in two texts or points of view; draw informal comparative inferences about two populations.
Determine main idea of text, recount the key supporting details in complex texts.
Comparing and
Contrasting
Classifying
Thinking Maps as
Tools
Circle
Map
Bubble
Map
Double
Bubble
Map
Tree
Map

Common Core /State
Standards
Decode words with common affixes; find all factor pairs for a whole number.
Thinking Process
Whole-Part
Understand solving an equation or inequality as a process of answering questions.
Sequencing
Evaluate the argument and specific claims in a text; determine the impact of author ’ s purpose and point of view have on a text.
Cause and
Effect
Thinking Maps as
Brace
Map
Flow
Map
Multi-Flow
Map
Tools
Analyze the relationship between a primary and secondary sources; analyze patterns and relationships.
Seeing
Relationships
Bridge
Map

Page 1
You have been introduced to
Thinking
Maps
®
You can name the 5 key points defining Thinking
Maps
®
You can explain the similarities and differences between Graphic Organizers and Thinking Maps
®
You can identify the thought process behind each
Thinking Map and the Frame of Reference
You can draw and define each map
You have a beginning understanding of how to use the maps in a variety of curriculum areas

SECURITY AND
ACCESS
“ What is important is to allow all students to interact with challenging text on their own as frequently and independently as possible.
”
Common Core Standards
Appendix A

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 .
The maps should become
STUDENT TOOLS FOR
INDEPENDENT THINKING AND COLLABORATION.

Developing Conceptual Understanding

Creating a Lesson Activity
1.
Read “Red Alert”
(information text)
2. Choose 1 out of the
Thinking Maps to create a
Group Activity using the article “Red Alert”
- reading, writing, academic vocabulary ,ect …
1. Add the Frame of
Reference: A question.
2. Add colors
3.
Share out….

86

Thank you !
Presenter info:
Vidal.Valdez@leusd.k12.ca.us
Website of all items:
Link here Andrew