PROCESSING ACTIVITY. Please clear off your desks.

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1 WELCOME BACK!

2 PROCESSING ACTIVITY Please clear off your desks.

3 Use the cards on your table to build a group Tree Map. First line up the guiding questions, then classify the rest of the cards under the correct category.? visual thought process name appl.

4 What steps are necessary to empower students to become independent thinkers?

5 Empowering students to be more skillful thinkers, to have the tools to be more critical in their thinking, is a major goal of Thinking Maps, Inc.

6 To help students become independent thinkers they need patterns for thinking.

7 Successful Implementation of Thinking Maps with Your Students

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12 Gradual Release of Responsibility The purpose of the 8 week introduction process is to help students develop a level of independence with the language of the maps.

13 MONDAY: Introducing the Circle Map Create a Circle Map to help us all know important things about you. In the Frame of Reference, include key people and things that influence who you are. Pair with one other person and share your information

14 TUESDAY: I DO Teacher: What do you know about a coordinate plane? No response from students. Teacher: What if I told you some of the real-life uses of coordinate planes. I will write these in the Frame of Reference. (Teacher adds examples to the Frame.) Teacher: Now let s try to define the coordinate plane based on these examples. Teacher: Turn to your neighbor and tell him/her two of the defining characteristics of a coordinate plane

15 WEDNESDAY: WE DO Teacher: Before we start our lesson on geological formations, work with a partner to brainstorm everything you already know about the topic Add a Frame of Reference and write a brief definition based on the information in your Circle Map. Geological formations are Be prepared to share your ideas with the whole group.

16 THURSDAY: YOU DO Assignment: Research a famous American or American symbol. Take notes on the information and then choose key details to create a Who Am I? Circle Map.

17 FRIDAY: Independent Choice Use a Circle Map to summarize anything that you have learned this week.

18 STRATEGIES FOR SUCCESS During the introductory period, be sure to: Focus on the academic vocabulary Use maps in combination, multiple maps Use maps during different times in a lesson (i.e., diagnose prior knowledge, direct instruction, student processing, assessment) Use maps for a variety of purposes (i.e., note taking, group assignments, closure, etc.) Cause, effect, impact, benefits, motives, if then, etc.

19 KEY WORDS FOR THINKING Page 77

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21 Enhancing Thinking Maps with Color

22 DEVELOPING MAP EXPERTISE See pages in your Thinking Maps binder

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26 NATIVE AMERICAN TRIBES

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34 USE COLOR TO SHOW RELATIONSHIPS WITHIN THE CHUNKS

35 Adding Fractions

36 STEPS IN DESIGNING AN EXPERIMENT

37 STEPS IN DESIGNING AN EXPERIMENT

38 STEPS IN DESIGNING AN EXPERIMENT

39 RF: is a way of

40 People do their work in lots of places.

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45 Now it is your turn!

46 Break 10 minutes

47 FRAME OF REFERENCE

48 ADDING THE FRAME OF REFERENCE Can be used with ANY map Gives students an opportunity to THINK ABOUT THEIR THINKING. Encourages greater REFLECTIVE THINKING Increases the RIGOR of any map

49 WHEN DO YOU ADD A FRAME OF REFERENCE?

50 MAP QUESTIONS VS. FRAME QUESTIONS Frame Questions: How do you know these are the characteristics of Manganese 25? Does a specific point of view influence the descriptors that you used? What conclusions can you draw about these properties? Why would it be important to know about the properties of Manganese 25?

51 ENHANCING YOUR MAPS WITH COLOR???

52 THE USE OF COLOR IN THE FRAME OF REFERENCE the beginning of ideas, of connections How we know something usually springs from our prior knowledge, experience or a specific source. a depth of thought Analyzing what influences our thinking requires thinking below the surface. a signal to stop and reflect Summarizing our thinking and the use of that knowledge in the real world requires reflective thinking.

53 Frame of Reference Color Chart Personal or prior background knowledge A specific source Point of View that influences the information Historical or social issues that influences the information A concluding sentence that summarizes the content or idea A sentence that explains the relevance or importance of the information

54 LET S EXAMINE EACH FRAME QUESTION WHAT CONCLUSIONS CAN YOU DRAW FROM THE INFORMATION IN YOUR MAP?

55 WHERE DID YOU GET THE INFORMATION IN YOUR MAP? IS THE INFORMATION BASED ON YOUR PRIOR KNOWLEDGE? DID THE INFORMATION COME FROM A SPECIFIC SOURCE?

56 COLLEGE AND CAREER READINESS STANDARDS CONNECTIONS Recall information from experiences or gather information from print and digital sources.

57 Playing in the snow is fun. I love the cold weather. I live in VA and we have a long winter.

58 What entry points are important for you to bring to this problem? I have to know how to do unit conversion by substituting equal quantities or by multiplying or dividing both the numerator and denominator by the same number. I have to know equal unit measurements for the time and distance

59 COLLEGE AND CAREER READINESS STANDARDS CONNECTIONS: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Determine a central idea or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. Assess the credibility of each source.

60 Health Department Guest Speaker

61 What evidence from the text supports your descriptors?

62 Discovery Video: How Plants Grow I found out from my observations in the lab.

63 ? Now it is your turn! Using a GREEN marker, identify your prior knowledge or personal experience with the content OR Identify a specific source for the content of your map.

64 WHAT IS INFLUENCING THE INFORMATION IN YOUR MAP? IS A SPECIFIC POINT OF VIEW INFLUENCING THE INFORMATION IN YOUR MAP? ARE THERE ANY HISTORIC OR SOCIAL ISSUES INFLUENCING THE INFORMATION IN YOUR MAP?

65 COLLEGE AND CAREER READINESS STANDARDS CONNECTIONS: Distinguish their own point of view from that of the author of a text. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

66 SOURCE

67 COLLEGE AND CAREER READINESS STANDARDS CONNECTIONS: Compare and contrast the treatment of similar themes and topics in stories, myths, and traditional literature from different cultures.

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69 ? Now it is your turn! Using a BLUE marker, identify any Point of View, Historic or Social Issue that might be influencing the information in your map.

70 WHAT CONCLUSIONS CAN YOU DRAW FROM THE INFORMATION IN YOUR MAP? SO WHAT IS THE MAIN IDEA FOR THE INFORMATION IN YOUR MAP? SO WHY IS THE INFORMATION IN YOUR MAP IMPORTANT?

71 COLLEGE AND CAREER READINESS STANDARDS CONNECTIONS: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

72 COLLEGE AND CAREER READINESS STANDARDS CONNECTIONS: Write a variety of text types for different purposes to examine a topic and convey ideas and information clearly with: Sense of closure Concluding statement, Logical conclusion

73 Foods provide our bodies with specific kinds of nutrition. Knowing the nutritional value of the foods you eat is important to a balanced and healthy diet.

74 The question should be addressed in the conclusion. The hypothesis should be checked against the results. I need to know that scientists think logically when they solve a problem.

75 This shows the different combinations of fractions that can be used to create a whole. -lots of different parts! - helps with adding and subtracting fractions I can see the combinations and can make them with the manipulatives.

76 ? Now it is your turn! Using a RED marker, write a concluding sentence that summarizes the content or idea and a sentence that explains the relevance or importance of the information in your map.

77 TAKING INFORMATION OFF THE MAP

78 Steps for Taking Information Off the Map Following each step helps each map become a rough draft for writing summaries in all content areas. Every map can enhance crosscurricular literacy strategies.

79 Activity Literacy Strategy 1. Highlight the general or domain-specific vocabulary words in your map(s).

80 2. Add post-it notes with the cognitive vocabulary

81 3. Add post-it notes with the code / signal words. Both

82 Make sure your map has a red frame statements. Earth and Venus have a lot of similarities but one very important difference. Both Understanding about other planets helps us know more about our own.

83 4. Talk and then write a summary paragraph. Earth and Venus have a lot of similarities but one very important difference. Earth and Venus have a lot of similarities but one very important difference. Both planets have volcanoes. Another similarity they have is that they are about the same size. The major Both difference between the two planets is their atmospheres. While Earth has oxygen, Venus has poisonous gases. Understanding about other planets helps us know more about our Understanding about other planets helps us know more about own. our own.

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85 CONTENT CONNECTIONS

86 Gallery Walk