1) This presentation introduces Thinking Maps as a tool to help students organize their thinking. It provides an overview of the different types of Thinking Maps and how they can be used in the classroom. 2) Key points from brain research are presented, such as the fact that vision is the dominant sense and that the brain pays attention to patterns. These brain rules help explain why Thinking Maps are an effective learning tool. 3) The presentation models how to teach Thinking Maps to students through a jigsaw activity where teachers learn about different maps and then teach their peers. Authentic texts are suggested to provide practice applying the maps.

1. Presentation created by Nicole M. Williams
(Power Up Learning!)

2. friends and family
International
travel
Director of Curriculum and Instruction/
Assistant Principal @ Nelson
Pe t:
rite ys I
Favo onke
M -
Sea d at 12 Trained Thinking Maps
e
rais rs-old Trainer
yea Ms.
ms
Loves to Travel Willia
Self-proclaimed Tech Diva
Thinks I was a Rio-born
Brazilian in a former life
Second year as a part of the
UNO Charter Network Team Ida B. Wells-
Barnett
Student Council/
JROTC/LUBSU

3. Using my Circle Map as a model, create a circle map that tells your
story! Don’t forget your frame of reference!
d you
influence
that have
Thing s/People
Things that
tell somethin
g about
Your
Name

4. One hundred NOLA freshman

5. By Eleventh Grade

6. By the end of twelfth grade

7. Actually enter college

8. Earn a four-year college degree

9. There are a number of
obstacles that influence
teaching & learning.
High poverty
Lack of resources
Disengaged students
High-stakes testing
Limited time to address
curriculum

10. an h e lp
c

11. The only tool you’ll
use in the class...

12. Tree Map Bubble Map
Classification Describing Double
Circle Map
Defining in Bubble Map
Context Comparing and
Constrasting
Flow Map Brace Map
Sequencing Seeing Analogies
Multi-Flow Brace Map
Map Part-Whole
Cause and Effect Relationships

13. “If you wanted to create an education
environment that was directly opposed to
what the brain was good at doing, you
would probablydesign something like a
classroom.”
Brain Rules, Page 5

17. ok at
’ll lo ur
we e, fo
es on
r ul ten
a nd

18. brain rule 1

19. rule one
Exercise boosts
brain power!

21. classroom
lectur e hall

22. according to Dr. Medina

24. “Exercise acts directly on the
molecular machinery of the brain
itself. It increases neurons creation,
survival and resistance to damage and
stress.”
Dr. John Medina

26. brain rule 4

27. rule four
We don’t pay
attention to boring
things.

28. “The brain pays attention to patterns.
Remembers something we’ve seen
before, like quicksand, is an
evolutionary trait.”
Dr. John Medina

29. Dendrites gather Cell body converts Synapse sends
Axon transports
chemicals in brain chemicals to chemical back into
electrical charge
fluid electrical charge brain fluid

30. the brain game
Neurons that fire together get wired together.
That is what a pattern is!

31. IRSYMCAWTFIBMLOLFBI

32. IRSYMCAWTFIBMLOLFBI

33. brain rule 10

34. rule ten
Vision trumps all
other senses.

35. we are incredible at remembering pictures

36. 80% of all information that
Eric Jensen
comes into our brain is visual.

37. Various studies show that recognition doubles
for a picture as compared to a piece of text.
pictures
only
text only
0 22.5 45 67.5 90

39. knowledge is stored in two forms
linguistic form non-linguistic form

41. When you think of
Thinking Maps,
think of me...

42. Let my big eyes remind you that vision is
the dominant sense of humans.
Let my silky green
skin remind you
that the human
brain is wired to
notice differences
and patterns.
Let my cuteness
remind you that
humans hate boring!

45. on Mea
Em oti ning

49. Tree Map Bubble Map
Classification Describing Double
Circle Map
Defining in Bubble Map
Context Comparing and
Constrasting
WE’LL
DIVE DEEP
INTO THE
MAPS!
Flow Map Brace Map
Sequencing Seeing Analogies
Multi-Flow Brace Map
Map Part-Whole
Cause and Effect Relationships

50. Defining in Context

52. Definition Visual Representation
A triangle
with one
right angle
Triangle
with a 90 Right
degree angle Triangle
Personal Association or Characteristic

55. Describing Qualities
`

58. Comparing and Constrasting

61. The square
root function A parabola

62. Classifying

66. Part-Whole Relationships

70. Seeing Analogies
as
relating factor

73. Mak
sure e
to p
for d ush
thin eepe
king r
whe
usin n
g

74. Sequencing

79. Cause and Effect

91. How do you know that you know?

92. Create Home Groups!
HOME
HOME
2 3 2 3
1 4 1 4
HOME HOME
2 3 2 3
1 4 1 4

93. Expert Groups Assignments for Jigsaw!
Pages 30-35 Pages 42-47
Pages 36-41 Pages 54-59

94. Now let’s Jigsaw our way through ‘em!
Double-
Bubble
1 1 2 2
1 1 2 2
Tree Flow
3 3 4 4
3 3 4 4

95. Directions for your Expert Groups
Have a general discussion about the Thinking Map you will be
1 teaching. Discuss the ways you might be able to use this map
with the grade level and/or content you teach.
Make sure everyone in your group can draw the Map and name the
2 thought process the map represents.
3 As a group, decide on the 4 or 5 details you need to include when
you teach your Home Group this map.
Finally to make sure that you understand your Thinking Map,
create an original application that you can use as an example
4 when you teach your Home Group. Everyone in your Expert
Group should draw and use the same map idea as an example.

96. GET TO WORK, EXPERTS!
You have ten minutes!

97. 5 MINUTES LEFT!
Make sure that you understand
your Thinking Map and that you
create one original application
that you can use as an example!

98. TIME’S UP!
TEACH LIKE YOUR HAIR’S ON FIRE!
Return to Assign a Take Notes!
Teach the Maps
“Home” groups timekeeper
5 min ea.

100. Let’s use
authentic texts
to help us
practice our
map skills!

101. Use your Expert Group Roles to complete a task
Create a Who Am I mystery game using three Create a story map using
characters from The Korean Cinderella The Korean Cinderella
Compare The Korean Cinderella to Create a story map sequencing the events
Disney’s Cinderella. of The Korean Cinderella

103. Use your Resources to Enhance Teacher Practice
handout to further you knowledge and view more
samples of Thinking Maps.

104. Image Credits!
Thinking Maps Logo
http://www.thinkingmaps.com/imgFiles/imLogoHome.png
Brace
(pg. ) http://www.clker.com/cliparts/2/1/3/a/11949844971635588593large_braces.svg_amos_01.svg.med.png
Neuron
(pg. ) http://ny-image0.etsy.com/il_fullxfull.79750388.jpg
Brain Rules
(pg. )http://t2.gstatic.com/images?q=tbn:ANd9GcT6-IDmW9FFmcKMJRXzyeCCrHAMH_wzyf5et01NLpzDjf6S9foK_A
Brain Firing
(pg. )http://media.personalmba.com/post-images/brain-rules.jpg
ShamWow Cartoon
(pg. http://media.moddb.com/images/members/1/382/381761/shamwow_3.jpg
Tired Teacher
(pg. http://d3b9cwalzc5eko.cloudfront.net/exhausted-teacher-laying-on-desk-in-school-classroom.jpg
Facilitating Teacher
(pg. http://www.atlantapublicschools.us/1861101118113928800/lib/1861101118113928800/TM-2.jpg
Students Working Together
(pg.http://t0.gstatic.com/images?q=tbn:ANd9GcSkkU9Mfg6CwwZU2Njl34nkJWrKl1h7HNP3YrWAPn_VtI8Zal43ZA
Electro-Brain Presentation created by Nicole M. Williams
(pg.http://www.6seconds.org/blog/wp-content/uploads/2008/10/brain_682x400_447748a.jpg (Power Up Learning!)
Man Jumping Rope
(pg. http://www.stepfast.org/images/exercise.jpg
The Korean Cinderella
(pg.http://www.sunprairiepubliclibrary.org/images/KoreanCinderella.jpg
Traditional Classroom Setup - Antibrain
http://www.rtohq.org/galleryimages/54_Classroom_at_Trey_Whitfield_School.jpg
Lecture Hall - AntiBrain
http://www.augustana.edu/images/LectureHall.jpg
Garr Reynolds’ presentation, Brain Rules for Presenters, were also used
throughout the beginning of this presentation. You can find his work at
http://www.slideshare.net/garr/brain-rules-for-presenters