logging in or signing up thinking maps mcintire789 Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINT lite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 192 Category: Education License: All Rights Reserved Like it (0) Dislike it (0) Added: October 28, 2010 This Presentation is Public Favorites: 0 Presentation Description No description available. Comments Posting comment... By: mslorax (19 month(s) ago) I hadn't thought of using bubble maps for math concepts. That is a great idea! Numbers can be very confusing and this gives a simple strategy for organization. I have always liked using brainstorming for writing and I believe that it remains a great tool for all students, vey versatile. I notice that your strategy includes peer input and group work. I really like that for my students because it helps them feel less overwhelmed with an assignment. Saving..... Post Reply Close Saving..... Edit Comment Close Premium member Presentation Transcript Thinking Maps: A Strategy Based Visual Organizational System : Thinking Maps: A Strategy Based Visual Organizational System Bryan McIntire Azusa Pacific University : According to Brooks (2004), “Generating visual maps helps learners understand the concepts of similarities and differences, cause and effect, part as apposed to whole, and analogical sets. Understanding these types of relationships is an essential component of conceptual change and cognitive growth” (p. 10). Tools for Learning Why are thinking maps effective? : Why are thinking maps effective? Combine the flexibility of brain storming webs and the structure of task- specific graphic organizers with visual patterns for depth and complexity of critical thinking Provide a common visual language in classrooms Enable easy transfer and continuous development of thinking processes across disciplines and grade levels Math Standardwith FPI : Math Standardwith FPI NUMBER SENSE Standard 2.2.2 - Find the sum or difference of two whole numbers up to 3 digits long. Alternate Achievement Standard 2.2.2A - Find the sum of two whole numbers (limited to single digit numbers and sums up to five) FPI M2N2.2.2A1 - Will add single digit numbers presented horizontally with sums up to five FPI M2N2.2.2A2 - Will add single digit numbers presented vertically with sums up to five Functionality : Functionality Circle Map Middle of the circle contains key ideas. Outside circle contains everything known about key ideas. It is like a basket that collects ideas, and those ideas are not always connected. Teaching Procedures : Teaching Procedures Tell students they will be learning how to visually represent the thought process of whole number addition Step One: Distribute Circle Map and have students write the number 5 in the center circle Step Two: In the outside bubble, students will add single digit numbers presented horizontally with sums up to five. Step Three: Students draw a frame of reference to indicate sources, supporting details about the topic. Teaching Procedures : Teaching Procedures Step Four: Provide an opportunity for students to share their maps, in small groups or in pairs. Teaching procedures are duplicated for Bubble Map, however single digit numbers are presented vertically. Slide 8: FPI M2N2.2.2A1 - Will add single digit numbers presented horizontallywith sums up to five My textbook Mr. McIntire My teacher Slide 9: 5+0 1+4 FPI M2N2.2.2A1 - Will add single digit numbers presented vertically with sums up to five Slide 10: 5 4+1 1+ 4 3+2 2+3 FPI M2N2.2.2A1 - Will add single digit numbers presented vertically with sums up to five 5+0 0+5 ELA Standard with FPI : ELA Standard with FPI Reading Standard 1.1.17 - Vocabulary and Concept Development: Classify grade-appropriate categories of words (e.g.,concrete collections of animals, foods, toys). Alternate Achievement Standard 1.1.17A - Identify object by function FPI E1R1.1.17A1 - Will identify object by function Alternate Achievement Standard 1.1.17B - Sort objects by function/use FPI E1R1.1.17B1 - Will sort objects by category FPI E1R1.1.17B2 - Will sort items/objects by function/use Functionality : Functionality Tree Map The underlying thinking process for a tree map is classification and organization. A tree map is literally the whole subject, main idea, and the details. Helps students look at text and understand text structures. Students take information from the book and organize it. Teaching Procedures : Teaching Procedures Tell students they will be learning how to visual represent the thought process of classifying Step One: Before distributing the maps, ask students: “What are your favorite things?” Allow time for discussion. Distribute the tree maps and ask the class to write “My Favorite Things” on the top line. Teaching Procedures : Teaching Procedures Step Two: Ask students to think of 3 categories to classify their favorite things (food, activities, and clothes). Have them write the name of these categories on the next lines. Step Three: Under each category, have them list examples of each favorite thing within that group. Teaching Procedures : Teaching Procedures Step Four: Have students draw a frame of reference around their Tree Map. Inside the frame they should include the names of specific places where they can find these items. Step Five: Allow time for students to share their maps with each other. Teaching Procedures : Teaching Procedures Teachers agree they provide a universal design for learning. : Teachers agree they provide a universal design for learning. References : References Brooks, J. G. (2004). To see Beyond the Lesson.Educational Leadership, 62, 8-13 Price, R. (Producer). (2004, May 6). Roosevelt Elementary School. Teacher Leadership team. Pod cast retrieved from http://www.thinkingfoundation.org/research/case_studies/roose velt/roosevelt_video_cs.html Special Education Administrators of County Offices (SEACO), (2008). English-Language Arts Content Standards- CAPA Level l. Retrieved from http://www.ccsesa.org. Special Education Administrators of County Offices (SEACO), (2008). Math Content Standards- CAPA Level l. Retrieved from http://www.ccsesa.org. 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thinking maps mcintire789 Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINT lite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 192 Category: Education License: All Rights Reserved Like it (0) Dislike it (0) Added: October 28, 2010 This Presentation is Public Favorites: 0 Presentation Description No description available. Comments Posting comment... By: mslorax (19 month(s) ago) I hadn't thought of using bubble maps for math concepts. That is a great idea! Numbers can be very confusing and this gives a simple strategy for organization. I have always liked using brainstorming for writing and I believe that it remains a great tool for all students, vey versatile. I notice that your strategy includes peer input and group work. I really like that for my students because it helps them feel less overwhelmed with an assignment. Saving..... Post Reply Close Saving..... Edit Comment Close Premium member Presentation Transcript Thinking Maps: A Strategy Based Visual Organizational System : Thinking Maps: A Strategy Based Visual Organizational System Bryan McIntire Azusa Pacific University : According to Brooks (2004), “Generating visual maps helps learners understand the concepts of similarities and differences, cause and effect, part as apposed to whole, and analogical sets. Understanding these types of relationships is an essential component of conceptual change and cognitive growth” (p. 10). Tools for Learning Why are thinking maps effective? : Why are thinking maps effective? Combine the flexibility of brain storming webs and the structure of task- specific graphic organizers with visual patterns for depth and complexity of critical thinking Provide a common visual language in classrooms Enable easy transfer and continuous development of thinking processes across disciplines and grade levels Math Standardwith FPI : Math Standardwith FPI NUMBER SENSE Standard 2.2.2 - Find the sum or difference of two whole numbers up to 3 digits long. Alternate Achievement Standard 2.2.2A - Find the sum of two whole numbers (limited to single digit numbers and sums up to five) FPI M2N2.2.2A1 - Will add single digit numbers presented horizontally with sums up to five FPI M2N2.2.2A2 - Will add single digit numbers presented vertically with sums up to five Functionality : Functionality Circle Map Middle of the circle contains key ideas. Outside circle contains everything known about key ideas. It is like a basket that collects ideas, and those ideas are not always connected. Teaching Procedures : Teaching Procedures Tell students they will be learning how to visually represent the thought process of whole number addition Step One: Distribute Circle Map and have students write the number 5 in the center circle Step Two: In the outside bubble, students will add single digit numbers presented horizontally with sums up to five. Step Three: Students draw a frame of reference to indicate sources, supporting details about the topic. Teaching Procedures : Teaching Procedures Step Four: Provide an opportunity for students to share their maps, in small groups or in pairs. Teaching procedures are duplicated for Bubble Map, however single digit numbers are presented vertically. Slide 8: FPI M2N2.2.2A1 - Will add single digit numbers presented horizontallywith sums up to five My textbook Mr. McIntire My teacher Slide 9: 5+0 1+4 FPI M2N2.2.2A1 - Will add single digit numbers presented vertically with sums up to five Slide 10: 5 4+1 1+ 4 3+2 2+3 FPI M2N2.2.2A1 - Will add single digit numbers presented vertically with sums up to five 5+0 0+5 ELA Standard with FPI : ELA Standard with FPI Reading Standard 1.1.17 - Vocabulary and Concept Development: Classify grade-appropriate categories of words (e.g.,concrete collections of animals, foods, toys). Alternate Achievement Standard 1.1.17A - Identify object by function FPI E1R1.1.17A1 - Will identify object by function Alternate Achievement Standard 1.1.17B - Sort objects by function/use FPI E1R1.1.17B1 - Will sort objects by category FPI E1R1.1.17B2 - Will sort items/objects by function/use Functionality : Functionality Tree Map The underlying thinking process for a tree map is classification and organization. A tree map is literally the whole subject, main idea, and the details. Helps students look at text and understand text structures. Students take information from the book and organize it. Teaching Procedures : Teaching Procedures Tell students they will be learning how to visual represent the thought process of classifying Step One: Before distributing the maps, ask students: “What are your favorite things?” Allow time for discussion. Distribute the tree maps and ask the class to write “My Favorite Things” on the top line. Teaching Procedures : Teaching Procedures Step Two: Ask students to think of 3 categories to classify their favorite things (food, activities, and clothes). Have them write the name of these categories on the next lines. Step Three: Under each category, have them list examples of each favorite thing within that group. Teaching Procedures : Teaching Procedures Step Four: Have students draw a frame of reference around their Tree Map. Inside the frame they should include the names of specific places where they can find these items. Step Five: Allow time for students to share their maps with each other. Teaching Procedures : Teaching Procedures Teachers agree they provide a universal design for learning. : Teachers agree they provide a universal design for learning. References : References Brooks, J. G. (2004). To see Beyond the Lesson.Educational Leadership, 62, 8-13 Price, R. (Producer). (2004, May 6). Roosevelt Elementary School. Teacher Leadership team. Pod cast retrieved from http://www.thinkingfoundation.org/research/case_studies/roose velt/roosevelt_video_cs.html Special Education Administrators of County Offices (SEACO), (2008). English-Language Arts Content Standards- CAPA Level l. Retrieved from http://www.ccsesa.org. Special Education Administrators of County Offices (SEACO), (2008). Math Content Standards- CAPA Level l. Retrieved from http://www.ccsesa.org.