2. 11/15/2011
How do you know what you know?
Everything you know
about thinking skills
Thinking
skills
• In a recent lesson, are there times when
using the Circle Map might have helped?
• In a lesson that you are going to deliver
quite soon, is there an occasion when you
might use the Circle Map?
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3. 11/15/2011
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.
Seymore Papert, 1990
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4. 11/15/2011
• “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
PEANUTS
BY: SCHULZ
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5. 11/15/2011
The Neo~Cortex:
This is where the higher order
thinking skills such as problem
solving take place. Here the brain
works out patterns and meaning.
The Limbic System:
This is the seat of emotions and
long term memory. We remember
best when our learning has emotion
and meaning.
The Reptilian Brain:
This part of the brain looks after
basic survival. Under stress the
Reptilian
Brain
blocks
the
Neo~Cortex and the Limbic System
from thinking and remembering ~
learning is
slowed down or
prevented.
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6. 11/15/2011
You have a million, million brain
cells, 167 times the number of
people on the planet!
Each brain cell is more powerful
than a standard personal
computer.
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7. 11/15/2011
How the Brain Processes Information
Senses
Register
Information
Lost
Areas in the Brain
Filter Information
Emotion
Long
Meaning
Term
Memory
Building
Networks
Lost
Networks
Strengthened
Networks
Extended
“A Common Visual Language
for Thinking”
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8. 11/15/2011
What are…
®
Based on intelligence
research, Thinking Maps®
combine the cognitive
thought processes of
learning with the visual
representation of
information found in graphic
organizers
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9. 11/15/2011
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.
Thinking Maps® is not a
curriculum, but rather, a set
of tools to allow teachers to
present their existing
curriculum in a more
meaningful way.
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10. 11/15/2011
Thinking Maps® is a language
of eight visual patterns each
based on a fundamental
thinking process.
90% of all
information
that comes
into our brain
is visual
40% of all
nerve fibres
connected to
the brain are
linked to the
retina
36,000 visual messages
per hour may be
registered by the eyes.
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11. 11/15/2011
Dual coding theory
Knowledge is stored in two forms:
linguistically and non-linguistically.
Research proves that the more we
use both systems of
representation, the better we are
able to think and recall knowledge
Robert Marzano – Classroom Instruction that Works
Brainstorm “Webs”
Task-Specific Graphic
Organizers
Mind Mapping
Life Cycles; Science
Webbing
Timelines; History
Clustering
Thinking Maps®
Defining in Context
Describing
Compare & Contrast
Classifying
Venn Diagrams: Maths
Concept Mapping
Part-Whole
Sequencing
Cause & Effect
Seeing Analogies
For personal
knowledge
For isolated tasks
A Common Visual
Language for
classrooms &
whole schools
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13. 11/15/2011
Notemaking Guide for Learning Thinking Maps
Circle Map
Can be used for:
NOTES:
Topic
LOOKS LIKE:
•Brainstorming
Everything
I know
•Diagnosing prior
knowledge
How or where did
I learn this?
THINKING PROCESS:
Defining in Context
or Brainstorming
•Closure/review
My frame of
reference
Circle to Tree for Writing
Language for Learning
pages 24-29
Science kit
Internet
Circle Map
Help plants
By Alex and
Michel
Lives in soil
Tube shaped body
Enemies
are birds
slimy
Need
moisture
earthworms
No feet
have hair
Books
2,700 kind
Lay eggs
Vibrations
Nocturnal
Teacher
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15. 11/15/2011
happy
Good at sports
generally
friendly
loud
musical
Not really
religious
competitiv
e
Like reading
I can be
cheeky to
some
teachers
Bharti
Can be
argumentative to
my parents
Going out with my
mates
Sympathetic to my
friends
A good listener
Academically bright
Fun to be with
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18. 11/15/2011
Who measures things?
School keeper
chair
table
Mum and dad
whiteboard
door
floor
Table leg
Our bags
Height of coat
hook
What can
We
Measure?
pencils
feet
arms
radiator
workman
ourselves
head
books
desk
teacher
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21. 11/15/2011
Notemaking Guide for Learning Thinking Maps
Bubble Map
LOOKS LIKE:
NOTES:
Adjective, phrase,
character trait
Attributes: Maths
Properties: Science
Thing you are
describing
THINKING PROCESS:
Describing (adjectives
or adj. phrases only)
Adjectives Only!
Language for Learning
pages 30-35
• Task ~ using a Bubble Map, describe
Cinderella
• The frame of reference is “Through the
eyes of the ugly sisters”
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22. 11/15/2011
How might you apply the Bubble Map?
Think/pair/share
Yates Mills
Elementary School
Raleigh, NC
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29. 11/15/2011
For comparing & contrasting
Notemaking Guide for Learning Thinking Maps
Double Bubble Map
LOOKS LIKE:
NOTES:
Differences
Unique: Common
Alike: Different
Related to the
Venn Diagram
THINKING PROCESS:
Compare/contrast,
similar /different
Similarities
Colour Code
Language for Learning
pages 36-41
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30. 11/15/2011
How might you apply the Double Bubble
Map?
Think/pair/share
Mice
goose
Step
Daughter
Younger
Mean
Step
sisters
Step
Daughters
Older
Cinderella
Fairy
God
Mother
Magic
Wand
Step
daughter
Prince
has
party
Old
Mei Ping and
The Silver
Shoe
lady
Magic
Goose
Lost
shoe
Prince
Went
house
to house
Feathers
Married
prince
Shoe In
By Marisa
hut
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33. 11/15/2011
Loud
Lazy at times
charming
A good
daughter
Can be
threatening
at times
competitive
A good listener
popular
cliquey
Bharti
by self
sporty
clever
friendly
Bharti
by others
Cheeky to
some
teachers
Has to be
centre of
attention
Loyal to her
special group
of friends
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34. 11/15/2011
Compare and contrast
Yellow
Pencil
15 cm
Pencil
Case
18 cm
Rubber
4cmx2cm
Bag
30cmx25cm
Trainers
Size 3
Reading
Book
20x22cm
Rubber
6cmx1.5cm
Ruler
30 cm
Sunil’s
bag
Note
Book
13cmx15cm
Lunch box
15x18x9cm
Coloured
pencils case
17x15cm
Yellow
pencil
12 cm
Jordan’s
bag
Bag
35cmx30cm
Trainers
size2
Reading
book
29.5x20.5cm
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35. 11/15/2011
Belief in rules
Innate belief
in the responsibility
of leadership
pragmatic
Dismissive of those
who are less able
than themselves
competitive
He has an ease
of privilege
Belief in the
Englishness of justice
Needs the tools
of leadership
To fulfil his role
Uses violence to
assert his authority
sarcastic
Ralph
Needs to be a leader
for his self esteem
Jack
Physically
powerful
Exudes authority
Both use other people
To support their aims
Is disgusted by
what they have
become
Calvin & Hobbes
Full of bravado
Acts for
short gain
by: Bill Watterson
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40. 11/15/2011
NARRATIVE WRITING
SCORING CRITERIA
Main Idea
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.
Supporting
Details
Organisation
Coherence
The writer provides
sufficient
elaboration to
present events
clearly.
A clear sequence of
events is essential
for a successful
narrative.
The sentences are
logically connected.
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.
The narrative must
advance step by
step through time.
The writer
establishes a sense
of beginning,
development, and
ending in the
composition.
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.
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41. 11/15/2011
Perceptions important in
Social
Employment
Job interview
Queuing
Following
instructions from
boss
Meeting new
people
Relationships
Putting over your
views
Sharing
Choosing clothes
The way you speak
to employees
Loyalty
Making an
impression on a
sports coach
Trustworthiness
Trustworthiness
Body language
Promotion
prospects
Dominating
Language used
Attitude to work
Betrayal
Questions for leadership candidates
Personal qualities
What are the essential
qualities that a leader
needs to have?
What qualities do you
have which would make
you a good leader?
What qualities would
you need to develop?
Experience
Self knowledge
Please give
some examples
of leadership
roles you have
had
How do you know
that you would
make a good
leader?
What have you
learnt about
the role of a
leader from
these
experiences?
What have people
said to you in
times of
emergency or
stress which
supports your
application ?
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42. 11/15/2011
A good story
Characters
Language
Adjectives
Characters need to
have ‘conflict’
Verbs
Direct speech
Some characters will
be more important
than others
Language which
describes a
specific character
Characters can think
differently from what
they say
Adverbs
Characters have
different personalities
Sequencing
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
Describing:
Adjectives
Windy
Wind tossed
Huge
Fat
Smart
Fair
Golden
Handsome
melted
Action:
Verbs
Phrases/
short sentences
Flew
Look out!
Blew
Trouble
Swim
Oh no!
Rescue
Kiss the frog
Cried
Laughed til she
split her trousers
Laughed
Changed
Turned
Sighed
Stop that
Whoosh
Changed back
Opened
yelled
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44. 11/15/2011
Notemaking Guide for Learning Thinking Maps
Brace Map
LOOKS LIKE:
NOTES:
Parts of…
Whole
Sub-parts
Parts
Physical,
tangible
objects
THINKING PROCESS:
Part/whole
relationships, structure
Language for Learning
pages 48-53
• Task ~ develop a Brace Map of a pen –
what are the constituent parts? Do any of
the parts break down into sub-parts?
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45. 11/15/2011
How might you apply the Brace Map?
Think/pair/share
By Brett
skull
skeleton
torso
lower body
Cranium
Facial bones
Back bone
ribs
Hip bone
femur
tibia
fibula
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49. 11/15/2011
Notemaking Guide for Learning Thinking Maps
Flow Map
LOOKS LIKE:
NOTES:
Major Stage
Plots,
Processes,
Chronology
Substages
Can go in any
direction
THINKING PROCESS:
Sequence, Order,
Cycles, etc.
Language for Learning
pages 54-59
• Task ~ use a Flow Map to sequence your
‘Dream Day’
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52. 11/15/2011
Flow Chart
My mum asked me
To wash up because
we were going to
visit my gran.
I refused because
it wasn’t my turn.
I said she always
gave in to my brother
My brother made
a sexist remark
I flew into a temper
and stormed out
My mum came
after me
My mum accused
me of being selfish
My mum didn’t
criticise him
I got grounded
for a week
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53. 11/15/2011
Using a flow chart to help you
• Make a box out of card that will be big
enough to hold your trainers
• Think of all the things you will need to
do and put them in a sequence that you
can follow
• Discuss the process in pairs and make
the flow chart together
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54. 11/15/2011
Make a tape
measure out
of paper
Measure the width
of my shoe
Check it is accurate
Record it
Take a piece of card Using the straight
edge to help me
A pair of scissors
Measure the height
sticky tape
Plus one centimetre
Measure the length
of my shoe
Record it
Measure the height
of my shoe
Record it
Draw a line
to mark it
on the paper
Measure the
width plus
one cm
Join the lines and
cut out my base
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58. 11/15/2011
Behaviour Reflections
Reasons for my
behaviour
Name ________
Date _________
Consequences of
my behaviour
Description of
my behaviour
Plan for improvement
___________________________
___________________________
___________________________
Pupil _________________
Teacher ______________
Parent _______________
Conflict Resolution
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60. 11/15/2011
Mum forgot who
had washed up last
Both very angry
Mum feels she is
always in middle
and always seen
as wrong
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
Argument between
mum and girl
Girl is grounded
Bad blood between
brother and sister
Girl feels let down
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62. 11/15/2011
I put too much
water in
I did not measure
my flour accurately
My cake sunk
in the middle
I opened the oven
door too soon
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63. 11/15/2011
I was upset
I put too much
water in
Mum made
another cake
I did not measure
my flour accurately
My cake sunk
in the middle
It cost
more money
I opened the oven
door too soon
Cause
Event
Effect
Simon’s death
The precedent
was set for Wilfred’s
beating and Piggy’s
murder
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64. 11/15/2011
For seeing analogies
Notemaking Guide for Learning Thinking Maps
Bridge Map
LOOKS LIKE:
NOTES:
Similar relationships
RF: __________
Relating or Common
Factor
How are they
related?
THINKING PROCESS:
Seeing Analogies,
Transferring Similar
Relationships
Language for Learning
pages 66-71
64