Thinking maps for ELLs.pptx

THINKING MAPS

Path to Proficiency for English Language Learners
Presented by: Bobby Pinter & Claudia Galvan

Today’s Agenda

■ 8:30-11:30 Overview of Thinking Maps
■ 11:30-12:30 Lunch
■ 12:30-3:30 Thinking Maps for ELLs

Meeting Norms

■ Begin and End on time
■ Refrain from sidebar conversations
■ Actively listen and contribute
■ Silence cell phones
■ Be fully present

Today's Objectives

■ Identify 5 key points that define thinking maps
■ Explain the similarities and differences between graphic organizers

and thinking maps
■ Identify the thought process behind each thinking map and the

frame of reference
■ Draw and define each map
■ Have a beginning understanding of how to use the maps in a

variety of curriculum areas.
■ Differentiate and Adapt Thinking Maps for ELLs

Ice Breaker Baseball ● Bilingual Teacher Terri,
teammat ● Sul Ross State University Robert,
1. Create a circle map about es/ Angel,
yourself Coach (Grad. fall ‘99) Josh,
● have taught: 1st, 2nd, Alina
2. In the frame of reference
include influences in your life. 3rd, 5th, 7th grades

3. Be prepared to share with a ● League
partner.
● High School

17 years (Varsity 4 ● spending
family time
of years) Bobby
experie ● College (2 Pinter ● sports
nce (playing
conference and
rings coaching)

● multiple ● watching
movies
success with
● eating
my kids

Dallas ISD ● Fun 5 brothers,
Duncanville ● Sarcastic El Paso,
ISD ● Social Dallas/Teach
er, MY MOM

Ice Breaker continued

1. Find someone who was born in
the same month as you.

2. Sit with this person and share the
information on your circle map
aloud.

3. Each partner will then choose a
different color expo marker and
create a double bubble map on
the group mats to map out the
similarities and differences
between them.

Research and Theory: The “Why”

Eric Jensen’s Research on the way the brain processes information.
■ 84% of all information that comes to the brain is visual.
■ 40% of all nerve fibers connected to the brain are linked to the retina.
■ 36,000 visual messages per hour may be registered by the eyes.

-Eric Jensen, Teaching with the brain in mind

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.

Types of Visual Patterns

Visual tools can be classified into
two major categories.
(Brainstorming webs, clusters &
Content Specific Graphics)

David Hyerle’s research adds a third
category to these visual tools.
Thinking maps combine the
flexibility of brainstorming webs
and the structure of task-specific
graphic organizers with visual
patterns for the depth and
complexity of critical thinking.

Thinking maps also provides a
common visual language in
classrooms and whole schools.

Comparing thinking maps and Graphic
organizers

■ Simply handing students a ready made
graphic organizer to fill in does not
encourage them to become
independent thinkers. Teachers often
have their favorite graphics, but
because the visual changes from
teacher to teacher, textbook to
textbook, and year to year, students
rarely own the organizers.

■ When all teachers and students use the
same thinking maps in all content areas
and at all grade levels they have a
consistent set of tools for learning.

8 Cognitive Skills

Thinking maps are based on 8 visual patterns. Thinking maps can provide a
support system for students while they construct their learning about a
specific subject.
■ Defining
■ Describing
■ Comparing and Contrasting
■ Classifying
■ Part-Whole
■ Sequencing
■ Cause and Effect
■ Seeing Analogies

Overview

Questions from Texts, Thinking Process Thinking Maps as
Teachers and Tests Brainstorming or Tools
Defining in Context
How are you defining this thing Circle
or idea? What is the context? Describing Map
What is your frame of
reference? Comparing and Bubble
Contrasting Map
How are you describing this
thing? Which adjectives would Double
best describe this thing? Bubble Map

What are the similarities and Tree Map
differences of these two things?
Which qualities do you value
most? Why?

What are the main idea, Classifying
supporting ideas and details in
this information?

Overview

Questions from Texts, Thinking Processes Thinking Maps as
Teachers and Tests Tools

What are the parts of this thing? Part-Whole Brace Map
What is the anatomy of this
whole physical object?

What happened? What is the Sequencing Flow Map
sequence of events? What are
the sub stages? Cause and Multi-Flow
Effect Map
What are the causes and
effects of this event? What
might happen next?

How are these things related? Seeing Analogies Bridge
What is analogy being used? Map
What is the guiding metaphor?

What is the purpose of
each map and how do
these visual patterns
support critical thinking?

An Overview of All 8
Maps

Jigsaw Activity

Table Thinking
Map
1
2 Circle Map
3
Bubble Map
4
5 Double
6 Bubble Map
7
Tree Map
8
Brace Map

Flow Map

Multi-Flow
Map

Bridge Map

Pg. 141

THE FRAME OF REFERENCE

•Can be used with ANY map.

•Gives students an opportunity to THINK
ABOUT THEIR THINKING.

•Encourages greater REFLECTIVE
THINKING.

THE FRAME OF REFERENCE

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?
•Who could use this information?
•Why is this information important?

Your Turn!

1. Go back to the thinking
map that you created
with your table group add
the frame of reference.

2. Think about your
thinking!

3. Include all three types of
thinking and add them to
your map using a green,
blue, and red marker.

CIRCLE MAP EXAMPLES

Define in Context

Thinking maps used in all content areas

■ Thinking maps are most effective when used together as
tools in response to the purpose of the learning objective,
outcome, or performance task.

■ All content areas require thinking: so, when students move
from subject to subject or class to class, they can apply the
same set of thinking maps for cognition in all areas





BUBBLE MAP EXAMPLES

Describe (Using Adjectives only)



Lab Observations

Observations
using our 5 senses

Tier 2

DOUBLE BUBBLE MAP EXAMPLES

Comparing and Contrasting





TREE MAP EXAMPLES

Classifying or Grouping







My face shows my feelings. I can be happy and
My friends have feelings too. sad in the same day.

BRACE MAP EXAMPLES

Part/whole relationship







FLOW MAP EXAMPLES

Sequencing & Order









MULTI FLOW MAP EXAMPLES

Cause and Effect







BRIDGE MAP EXAMPLES

Analogies