2021 Treaure Map Guide Book

THE INTERACTIVE TREASURE MAP GUIDES’ GUIDEBOOK

Link for Interactive Treasure Map https://bit.ly/31O9HZ4

CREATED BY
CHRISTINE BOYKO-HEAD PH.D

Mohawk College
COLLABORATOR
GLENYS MCQUEEN-FUENTES
Brock University (retired)
Special thanks to: Tia Ernst

2020©

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Kaleidoscope Learning Solutions has been in air since Glenys and I began our almost daily
conversations about teaching and learning. Then, 2020 made new educators and learners of
us all.
Covid-19 stimulated us to share our energetic conversations, activities, lessons and ideas with
those who might find them useful during difficult times.
Now, others like Andrew and Nana, have joined in the discussion and we invite you to do the
same.
If you have any questions, comments, or ideas, please send us an email.
Also, visit us at our website: Kaleidoscope-ls.com
We would be happy to hear from you.
[email protected]
[email protected]

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SYMBOLS USED IN THE MAP

MAP OVERVIEW LEARNING STEPS

3D-BRIEFING MODEL HOME BASE & TOOL SHED
NEW PERSPECTIVES DETOUR
CHECK POINTS INFORMATION BOOTHS

LOG BOOK FIRST AID STATION

LINK FOR INTERACTIVE TREASURE MAP https://bit.ly/31O9HZ4
LINK FOR INTERACTIVE 3D-BRIEFING TREE https://bit.ly/3e6nxen

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An Overview

Not so long ago, stories and legends guided adults and children through difficult times and
imagined lands. The Treasure Map for Learning draws on this metaphor

Imagine seeing each assignment as a treasure map, where:
 all educators guide
 all ages of learners as they travel through
 all kinds of assignments with an
 all encompassing process called 3D-Briefing.

This Guidebook is designed for all those who have taken on the role of educator, whether it is
their vocational choice, or not. The information aims to help you, the Learning Guide,
navigate the ups and downs of the new educational terrain due to Covid-19.

The interactive treasure map is designed to assist learners travel through their educational
journey across the curriculum. Not specific to any subject, the interactive treasure map
highlights learning through questioning. As the Guide, you ask the questions, while the
travelers find the answers.

Every new journey involves a map and new discoveries at the end of the journey. At the
beginning, no one may know much about the terrain, including you, the Guide. But, that’s
okay! You are not expected to know what is behind every rock and tree. Even if you do, it’s
the explorers who need to ask questions, discover the answers, and gain from the
experience.

As Guide, your role is to ensure the travelers have an exciting, engaged journey.
With your support, the travelers will:

 discover many treasures
 gain confidence in their ideas
 build trust in their choices
 grow in their abilities
 practice an adaptable thinking model.

There will be prickly points, check points, first aid stations and detours. Be aware of how your
travelers work and adjust your style to serve their needs, rhythms and abilities. Realize some
travelers need to move, fidget, doodle, hum, tap in order to focus. Arrange to accommodate
that.

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As Guide, you need to be ready to make quick decisions and necessary adjustments for the
journey. Know when your travelers need a rest, re-tooling, re-fueling. Know when they need
to get extra help, additional information, or when games and alternative strategies will help
keep them engaged, interested, and ‘on track’.

Your most important task is to ASK QUESTIONS, and take the time to wait for and listen to
the answers. There’s usually no such thing as a ‘wrong answer’, but as Guide, be prepared for
your travelers to give some surprising answers that may unexpectedly make the trip more
interesting for everyone.

This journey suggests you use the 3D-Briefing model with travelers.
WHAT?
SO WHAT?
NOW WHAT?
These questions are easy to remember and effective in building meaning from identification,
to interpretation/analysis, to evaluation, reflection and new creation.

The interactive map guides travelers along their learning journey. It also guides you through
your key responsibilities of checking in, re-fueling, re-tooling, and keeping your traveller
moving forward.

Click the link to get your learning travelers on their way: https://bit.ly/31O9HZ4

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3D-Briefing Model for Learning

Every educational assignment and action is a problem to solve.
Solving problems is easy if you have a reliable process to apply to those problems.
3D-Briefing steps learners through a clear, coherent thinking process suitable for all ages and
learners.

It is based on three questions that ladder learners through the thinking process.

These three questions are easy to remember and apply to assignments, activities, events,
discussions, stories, films—anything, really, that we want learners to experience in a full way.
As guide, you don't have to know the answers. All you have to know are the questions.
WHAT is the story about? WHAT did we do? WHAT are the facts?
SO WHAT is the significance? SO WHAT is the importance? SO WHAT is the meaning?
SO WHAT is the value to you, others, your community, the world?
NOW WHAT action steps can you suggest? NOW WHAT might we do to improve the situation?
NOW WHAT did you learn for next time?
Click the link to go the interactive 3D-Briefing Tree: https://bit.ly/3e6nxen
Then, put WHAT, SO WHAT, NOW WHAT into your back pack.

LOG BOOK

Every journey is memorable. But, memories sometimes fade unless we record them. It is
important to encourage travelers to record the journey. You may also want to keep a log of

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what worked well, what was challenging and what you learned about yourself and your
travelers.

Recording experiences can take many different forms. Let travelers choose their favourite
method of recording their learning experiences. While writing is the most familiar method,
there are other ways to record and share information - especially if dealing with young
travelers.

Ask your travelers to draw, doodle, cartoon, sculpt, collage, or take a photograph.
Invite them to sing, dance, hum, play music, or perform a scene about their experiences.
They may want to tell a story, or make a poem, rap song, or commercial.
If they enjoy technology, travelers can create a music video, a short film, a blog, web page,
animoto, digital poster, power point, piktochart, prezi, or any other digital representation of
their learning journey.

Home base

Before, the travelers embark on their journey, it is important for them and you to have an
awareness of how they learn best.

Home base invites travelers to complete their MI Kite. Pronounced “my kite”, this activity
highlights the different ways learners learn and will help guides find the appropriate approach
to take when travelers journey trough an assignment and when they need to re-focus, re-visit
and re-fuel. They may not be working in a way they most enjoy and knowing this will help find
pathways to better learning.

Each of us is smart in many different ways. Travelers are invited to take the MI (Multiple
Intelligence) quiz. All they have to do is colour each triangle and put the number of yes answers
in the space. The numbers will show how much they enjoy each different type of smartness. No
one will get a bad score because everyone can perform each of the smart styles of thinking with
practice.

To learn more about Multiple Intelligence Theory click here: https://youtu.be/uUOxUeCdVV

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Tool Shed

Before starting the journey, travelers need to collect the right tools and supplies.
Things that might be needed are:
• Crayons, coloured pencils, chalk, pencils, pens
• Different sizes and kinds of paper
• Glue sticks, tape, scissors
• Clay, blocks, yarn, pipe cleaners, balloons, skipping ropes, balls, ‘clean junk’ like egg

cartons, cereal boxes, food containers, popsicle sticks, cardboard, ribbons, bows, etc.
• Magazines, books, posters, newspapers, flyers
• Items from nature like pine cones, wild flowers, leaves, twigs, feathers, rocks

Think about the assignment and list what is needed for the journey.

INFORMATION BOOTH

Finding information is a valuable skill to learn and can take many forms. Traditional sources of
information include: books, magazines, newspapers, television, and the internet.

Other sources of information may include documentaries, movies, music, poetry, photographs,
objects from their house, street or backyard.
Another fun source of information can come in the form of listening to others tell their stories.
Have travelers interview someone in their circle of care, like a grandparent, elder, sibling, or
friend.

When they find new information the travelers need to make some decisions.
Use 3D-Briefing questions to help them identify the value of the information and what to carry
with them and what they need to leave for another day.
Here is an example of how to use 3D-Briefing with your travelers:
WHAT is the information about?
SO WHAT is its importance to the end destination?
NOW WHAT might you do with that information and its meaning?

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Prickly Patches

As Guide, watch when your travelers step into prickly patches. These trouble spots come in all
shapes and sizes. Sometimes they appear when and where you least expect them.
Signs of travelers being in a prickly patch are irritation, frustration, confusion, anxiety,
tiredness, anger, procrastination, distractions, crying.
Remedies can be as simple as taking a break, looking at the issue from a different angle,
changing locations, doing a stretch, going for a walk, taking a musical interlude, calling a friend.

EMPATHY

It is easy to confuse sympathy and empathy. Help travelers understand the difference and why
empathy is important in our society.
Click the following link https://www.solutionsiq.com/resource/blog-post/what-is-an-
empathy-map/

Re-visiting the 3D-Briefing Model

Once travelers have identified what information is valuable for their task, they are ready to go
to the next step of thinking.
The SO WHAT questioning level asks travelers to explore and interpret the facts they collected
in the WHAT level. At this point, you are asking travelers WHY they think the way they do.
Essentially, the SO WHAT/WHY level is based on the traveler's own values, beliefs, view points,
opinions, experiences, assumptions, and biases.
You might have to ask them SO WHAT or WHY a few times before they can fully explain their
reasons or explanations. That's OK. It's part of making the thinking deeper and relevant to the
traveler.

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FIRST AID STATION

Change of routine can be stressful for travelers and guides.
Check the well being of yourself and your traveler. Is everyone OK? Do they need to alter their
travel habits?

Especially if you have more than one traveler, set up alternative ways of traveling. Even if your
traveler started the journey using one way, it is always a good idea to change things up a little.
This keeps the energy and excitement flowing. Alternatives you may want to try with the
traveler may include:

 Using headphones -- should one traveller require quiet while others tolerate noise
 Changing the space -- try and accommodate explorers’ preferences—chairs & desks, or

floppy chairs, or on the floor or bed
 Using Tool Shed materials for breaks that include doing a favourite activity or hobby
 Having snacks and water at hand
 Doing stretches, meditation, naps, time to chill, a walk in nature

CHECK POINT

Sometimes it is easy to get lost in a desert of information.
Check that the traveler is on the right path to answering the assignment.
WHAT are they being asked to do?
SO WHAT tools or resources do they need?
NOW WHAT steps do they need to take to continue on your journey?

CHECK POINT

Take a look at the ground you have just traveled.
Now check where you have yet to go.
WHAT was the easiest part of the journey?
SO WHAT might be the importance of that?
NOW WHAT have you learned about yourself and/or others?

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Ask the same questions about any uncertain or confusing parts of the journey.
NOW WHAT might you do to prepare yourself for the next part of the journey?

CHECK POINT

As an adventurous traveler, you have collected some priceless gems.
You may have also collected some rocks.
Although you may want to take everything you have discovered with you, your back pack can
only carry those pieces that are valuable to the task.

You need to place a value on the information you have collected.
Create a scale that will weigh the importance of your points.
What information/gems most interest you?
What information/gems will be important to others?
What information/gems offer an innovative idea?
What information answers the assignment best?

Take your top three gems with you.
Leave the rest in a safe place for another journey.

DETOURS

As Guide, you will need to make sure that there are occasional detours during the journey.
These are important for allowing your travellers to ‘shake off the cobwebs’ and ‘refuel’ the
mind and re-energize the body.

 Remember that the body (and especially the eyes) need a break every 20-30 minutes.
 Activities can be small or large, but make sure explorers’ whole bodies move, change

positions, areas, and spend a short time seemingly ‘off the track’.
 On returning to the treasure hunt, ask travellers if they encountered any ideas or things

that might be useful for the treasure hunt when they were off-roading.

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EMPATHY MAP

An empathy map invites travelers to view the topic through a different lens.
See the topic through the eyes of a unique person.
WHAT do they see regarding the issue?
What do they hear about the issue?
What do they think and feel about the issue? What do they say and do about the issue? Most
importantly, what pain do they experience because of the issue?

SO WHAT is the importance of this issue to them?
So what are their gains and losses regarding the issue?

Remember, this is their view of the topic, not yours. NOW WHAT are the differences between
their point of view and yours? NOW WHAT are the similarities?
NOW WHAT steps can both view points bring to help the situation?

For more information on empathy click here: https://www.solutionsiq.com/resource/blog-
post/what-is-an-empathy-map/

CHECK POINT

Make sure your traveler has arrived at the right destination.
Use 3D-Briefing to check that the task is complete:
WHAT was the assignment?
SO WHAT was created?
NOW WHAT if anything, is missing?

If the journey is complete ask your traveler one final important question:
NOW WHAT did you learn by taking this journey that you will never forget?

To see the complete journey, we have
included the traveler’s points here, as well.

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STEP 1: BEGINNING

WHAT is the assignment asking you to do?
Read the directions and identify key words. Put those words in your back pack.

SO WHAT is the importance of this task to you?
Think of your values, beliefs, experiences, biases, goals. Put those ideas in your back pack.

NOW WHAT do you need to accomplish and by when?
Ask your Guide to help you create an action plan for your journey. Put realistic dates beside
each step. Keep your plan in hand.

STEP 2: DIVING IN

This is where you dive into finding information treasures for your assignment.
Let the 3D-Briefing questions help you bring valuable information to the surface.
WHAT do I know about this topic?

List everything you know.
SO WHAT do I need to know about this topic?

List everything you don't know about the topic and what is important to find out.
NOW WHAT places can I go to find this information? List all the places you can gather

information about the topic. This list may include people to interview, books to get from
the library, or images to find on the internet.

STEP 3: VALUE OF INFORMATION

Good job collecting all those treasures from the deep!
Your next step is to think about SO WHAT those points mean and which are the most important
for you to carry with you to complete the assignment.
Take each point you have collected and ask:
SO WHAT does the information mean to you?
SO WHAT is the information's importance to answering the task?

If all is well, proceed to the the Red #4. If not, take a Detour or go to a First Aid Station.

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STEP 4: THE VIEW FROM ANYWHERE

The Grand Canyon is a huge gap in the earth. If you look carefully you can see many hidden
treasures.
Think about your topic from the view point of someone in the canyon looking up.

WHAT do they see?
SO WHAT is the importance of that perspective?
NOW WHAT new thinking, ideas or actions do you have by considering that unique
point of view?
Think about your topic from five different points of view: those that have power, those without
power, the young, the old, those we know, those we don't know.
Think of your topic from the view point of an animal, insect, plant, tree, fish, etc.
Think of your topic from the view point of someone not from earth.
How might these different points of view impact your thinking and make you see your topic
through different lenses?

To help explore different views, go to the Yellow Camera. After that, proceed to the Red #5.

STEP 5: THE GROUND COVERED

Your journey began with an exciting challenge. You are now nearing the end of that journey.
Check the action plan.
WHAT did you set out to do in Step 1?
SO WHAT did you accomplish to this point?
NOW WHAT is left for you to do before arriving at your destination?

Have you done everything to make this journey a valuable experience?
Have you accomplished what you set out to do?
If yes, go to Step 6. If no, return to the steps you need to retrace in order to get the most out of
your adventure.
Ask your Guide to help you check everything off your list.

THE END IS JUST THE BEGINNING

Now that you and the travelers have reached the end of this journey, it is clear that learning
never ends. It is exciting, invigorating and everlasting. We hope that our simple treasure map
has given you some tools to use for future journeys.