Peta Pemikiran Hari 1

Pengenalan Dokumen ini mengandungi satu set arahan untuk kegunaan bersama penyampaian Peta Pemikiran Hari 1. Penyampaian ini adalah untuk kegunaan mereka yang telah mengikuti sesi latihan i-THINK. Jadual arahan di bawah adalah merujuk kepada: Nombor slaid penyampaian. Dalam keadaan tertentu, ada slaid yang tertinggal arahan kerana disembunyikan atau tidak diperlukan. Imej pada slaid. Arahan, maklumat tambahan pada setiap slaid. Semua arahan terdapat di bahagian nota slaid dalam penyampaian power point Peta Pemikiran Hari 1.

Berapa lamakah tempoh latihan ini? Latihan ini adalah untuk tempoh 8 jam.

Apakah bahan yang diperlukan? Kertas secukupnya untuk peserta kursus. Edaran untuk program latihan ini. Satu salinan power point Peta Pemikiran Hari 1. Projektor digital dan skrin.

Apakah persediaan yang diperlukan? Ingat semula kursus i-THINK yang telah diikuti. Baca semula edaran dan nota yang diterima semasa kursus. Anda perlu membiasakan diri secara menyeluruh dengan semua penyampaian dan tugasan yang disediakan supaya anda lebih yakin untuk mengetuai sesi latihan ini. Biasakan diri anda dengan bilik latihan di mana kursus akan dijalankan. Pastikan meja disusun dengan baik agar peserta dapat berkongsi dan bertukar pendapat dengan selesa. Susun peserta dalam kumpulan maksimum 8 orang. Pastikan latihan dirancang agar interaktif peserta perlu belajar sambil melakukan tugasan. Semasa penyampaian, pastikan peserta dapat mengaitkan dan menggunakan strategi pembelajaran ini di dalam bilik darjah mereka.
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2 This slide refers to the six starting points to be considered when developing a thinking school. If this has not already been covered (see the presentation Thinking Schools setting the context) then hide this slide. There is an emphasis on Visual Mapping but Thinking Maps relate to and reinforce all of the other starting points Emphasise we need tools and strategies to help us process the information we receive.

6 This will be a handout with the Thinking Language (next slide) as well. Allow some time for delegates to have a look and discuss.

8 Tell delegates that by the end of this training they will be well equipped to do these three effects and identify this slide as half a Multi-Flow Map the thinking process for this Map is cause and effect thinking. A series of slides, all of which are from Malaysia, (either I-Think training or student work from the pilot schools) As delegates look at each example, ask the following questions; What is happening in each? What is the learning outcome? What is the thinking process? Which Thinking Map is being used?

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14 This is a sequence of cooking a fish 15

16 Causes and effects of smoking 17 18

19 Introduce yourself using the Circle Map. This animated slide was used by Nick Symes and provides an example. The trainer must build one of their own, putting their name in the middle and then, between the inner and outer circle, giving a few pieces of information about themselves. Then add the Frame of Reference Things/people that have influenced me. In this example, the last items to appear are the thinking process Defining in context then the name of the Map, Circle Map. Emphasise the thinking process Emphasise this is the way they will introduce the Circle Map to their students or as they train others. Notice the order in which sections of the Map appears: 1. The thinking process 2. The name of the Map 3. The focus Your name 4. Etc 5. Delegates to work on their own and complete their Map. 6. Then to work in pairs to introduce themselves to each other using their Map Examples of student responses to this exercise. A younger age student followed by an older age student

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An alternative approach putting in some information and getting people to guess the character and in case you are struggling, it is Elvis!! Using the Circle Map to assess prior knowledge. Focus on: 1. The thinking process 2. The use of the question in the Frame of Reference Delegates to start this exercise on their own then to share with a neighbour. As they do so, add to their circle maps. Then pairs to form larger groups etc Plenary during which ask the question what happened to your knowledge and understanding of thinking skills as you began to share with others. Emphasise the importance of collaborative learning. We always continue to learn from other people, from other sources etc Whilst using the term Circle Map, focus on the thinking process. When was the thinking process of defining in context used in a recent lesson. Stress how good this Map is as an opener for a module of work for testing prior knowledge. But also very useful as a plenary at the end. With the Map completed at the beginning and the one at the end, you have a visual learning journey this is where we started, this is where we got to. Question what might be different between to two Maps i.e. the beginning and end usage not just the aspects that have been defined between the inner and outer circles but also the references in the frame of reference. The next 23 slides a section of slides giving a context for the Maps. This slide is vital a very important element within a Thinking School. The opportunity to develop learning approaches that allow students to 2construct their own learning, as opposed to spoon feeding them all the time (instructing) The word Common needs emphasising a visual language that will be evidenced right across a school. Everybody uses it and is familiar with it. The following slides are contained within Thinking Maps Day handout slides

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Point to stress Exactly what the slide states!! All teachers (wherever they are) get worried about taking on additional work. Thinking Maps is not an add on they sit comfortably within all lesson schemes and should be used to appropriately in order to reach the required learning outcomes. See the next slide for an answer to the question in the slide The question often asked What makes Thinking Maps different to other graphic organisers? This slide demonstrates the answer using the thinking process of categorisation a Tree Map. The graphic organisers that appear in first two branches are very useful but are limited in scope. Thinking Maps attach to the 8 fundamental cognitive (thinking) processes This slide stresses the importance of visual cues

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35 Highlight and emphasize meaningfulness, pattern detector and patterns that connect. Note at this point that the Thinking Maps are a set of 8 visual patterns that work together to connect thought processes for deeper understanding. Thinking Maps support and enable dual coding theory they combine visual (non-linguistic) with text/spoken word etc (linguistic) On the surface, this and next slide are amusing. But delve a bit deeper. The process of conceptualising what does this require? And do we allow time for students to conceptualise? Does the way we teach and interact with students facilitate conceptualisation? Explain the term conceptualising. Ask the question do we allow think time? Introduce the following 2 phrases: 1. Thinking allowed you are allowed to think you are given time to think AND 1. Thinking aloud being able to share thoughts with others we develop, clarify and deepen our thinking when we have opportunities to do this The example given is cause and effect thinking accessed through the Multi-Flow Map

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41 42 To add to this used by all teachers, in all content areas, to all ages of students of all abilities

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Look at the next few slides as an example of multiple usage of Thinking Maps NB Look carefully at the annotations in this and the following note sections they add to the story of these slides Tell delegates that helping students move from a Circle Map to a Tree Map is a critical writing skill. This student from Cumberland County, NC (USA) used a Circle Map to gather information from several sources about Dolphins. He then organised the information in a Tree Map before writing his report. His name was written in one colour and what he already knew about Dolphins written in that colour. Then each other source was written in a corresponding colour. He then grouped his ideas into separate categories in the next Tree Map. The ideas were grouped together and then named. Once this task was accomplished, the student has all the material he needs to complete a final piece of writing (next 2 slides). The student then just took the information and wrote one paragraph for each branch of the Tree Map.

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Ask delegates What is the thinking process in this slide?

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Work in the pairs established when using the Circle Maps delegates developed earlier. 1. One person puts his/her name in bubble marked 1, the other in 2 2. Using the information from their Circle Maps (plus any additional information they may wish to add), identify any similarities putting these in the centre circles 3. Then any differences 4. Discuss the outcomes Whilst using the term Double Bubble Map, focus on the thinking process. When was the thinking process of comparing and contrasting used in a recent lesson.

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Delegates should (ideally) be sat in home groups of 8. For this exercise you will need the Jigsaw instruction handout sheets 1. Number each member of the home group 1-8 2. All the 1s create an expert group and teach themselves (using the Jigsaw resources provided) one of the Maps e.g. the Circle Map 3. The 2s create an expert group and teach themselves another one of the Maps e.g the Bubble etc. 4. And so on until all 8 Maps are allocated. Time needed 30 mins? 5. Then members of the expert groups prepare to return to the home group and teach them their map 6. Home groups re-form and each expert member teaches the their map. When teaching their Map, they should make the approach interactive i.e. give the home group a task that will require them to respond using the Map (rather than just showing them how the Map works) Time needed 45 minutes (at least?) This section of slides is a revision exercise. Delegates will have used the Jigsaw activity but it is now important to check that what has been taught by the expert groups to the home groups is accurate! It is also a chance for delegates to ask clarifying or follow up questions. Delegates will need the Thinking Map blank handouts The purpose of this session is as a revision exercise to ensure that the thinking processes, the component parts of each map and the applications are understood. 1. In the presentation the slide is animated to build up, adding in Thinking Process, then Topic, then Everything I know, then Frame of Reference 2. Work with the delegates for this Map showing Thinking Process, how the Map is constructed, what it can be used for etc. Delegates are free to add further information if they wish, reminders etc that might help them when they come to use the Maps or train others 3. After each Map is revised, there will be a number of examples. Ask delegates to look closely at each sometimes there are mistakes in the way the Map is presented!

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Some slides have been deliberately missed out from here there are many examples in the 7

presentation and only the ones that have additional notes have been included in this document 55 1. Ask delegates to consider the question when was this Map completed? At the beginning of a sequence of lessons or at the end? (Answer = at the end. Look at some of the information between the inner and outer circle and the references used within the Frame of Reference 2. What is wrong with this Map? (Answer = there is no Frame of Reference drawn. Ensure that the Frame is always drawn in it is a kinaesthetic reinforcement to the visual element of the Map. In this example, the student might say But I used the edge of the piece of paper as the Frame! No not good enough!! Always draw in the Frame. When this carefully planned approach is used across a school, the result is a consistent visual image, one with which the students can connect with and link to the relevant thinking process 60 Three different Circle Maps, each one defining a fraction

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When this Map was completed, Bharti was a 13 year old female student in the UK. This Map is Bharti defining herself. Therefore it could have a Frame of Reference Me, through my own eyes. Look at the Frame of Reference

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Classroom display work. This may raise a question about the neatness of a Thinking Map. Does it have to be neat and tidy? If the Map is being used to sketch out a students thinking and is not a final piece of work then no. It is not the neatness of the Map but the thinking that is important. But if the Map is to be presented as a final response then as with a piece of written work neatness might become more important. This Map is being used to develop vocabulary. Define as many words as you can that use the long a sound.

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Students were asked to define as many things as they could that could be measured. But a context was given in our classroom. Therefore, we would need to see the Frame drawn in This is the same as last slide, but the Frame of Reference question has been changed. You can keep changing the question in the Frame in order to expand and deepen thinking. Another Map to extend vocabulary words that have the sh sound in them

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Words that have the th sound in them

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A group of primary school pupils were taken on a trip to an art gallery in London The Tate Modern. They were asked to define what they saw.

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As for the notemaking guide for the Circle Map (slide 54), but ask delegates to complete it on their own, putting in as much detail as they can. Then check through the results. Optional task if time

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For individual and group reflection and discussion

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Creative classroom display!

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Look at the way the Bubble Map then leads to the short piece of written work very effective. This is called double processing do something using one approach (in this case the Bubble Map) then again but using a different approach, in this case a piece of written work. It reinforces the learning. This may raise the question Do all Thinking Maps then have to lead on the a piece of written work? Answer = no! This is another creative and thoughtful usage of a Bubble Map. Students were asked to describe Harry Potter. They were then asked to provide evidence to support their responses. So, as an example, they have described him as daring. If you were to lift the flap which has the word daring on it, you would find a reference to an example from the book that demonstrates that Harry is daring. This could be precise as a page number. More creative usage. It may raise the question Can we alter the shapes used in the Maps? Answer = keep to the shapes, especially as students are learning about the Maps and are becoming more proficient. This provide a visual consistency, an important element when students are moving from classroom to classroom, or teacher to teacher the Maps are always presented in the same way. Notice the double processing

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Get the delegates to spot the mistakes e.g frame of reference is missing

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Bharti and her history teacher appear not to get on very well!! So where is the frame of reference? Ralph is one of the central characters in William Goldings book Lord of the Flies

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89 90 As for the notemaking guide for the Circle Map, but ask delegates to complete it on their own, putting in as much detail as they can. Then check through the results. Comparing and contrasting two numbers. They are both divisible by 3, 6 and 2. Then look at the differences. Two slides taken from an I-Think training session where delegates were asked to compare and contrast a typical Malaysian student with a thinking student. Look at the next slide, how this Map was double processed. The spelling may be interesting but the thinking and the ideas are set out very clearly Cartoon that illustrates why the learner has to be doing the work. School should not be a place where young people go to watch old people work. If their dendrites are to grow and if they are to make meaning, then they have to do the work.

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As for the notemaking guide for the Circle Map, but ask delegates to complete it on their own, putting in as much detail as they can. Then check through the results. In this task, the delegates can choose how they want to categorise. However, in order to support the required learning outcome of a lesson, the teacher might set the categories e.g. categorise musical instruments by orchestral family e.g. woodwind, brass, percussion, strings. See the next slide as an example An example taken from an I-Think training session

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The students chose how they wanted to categorise musical instruments

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As for the notemaking guide for the Circle Map, but ask delegates to complete it on their own, putting in as much detail as they can. Then check through the results. Emphasise physical tangible objects. Parts of. Task

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As for the notemaking guide for the Circle Map, but ask delegates to complete it on their own, putting in as much detail as they can. Then check through the results. Additional reminders 1. The most important graphic is the arrow. This signifies time moving. 2. Substages these are smaller events that might happen within a major event but they must be set out chronologically (in sequence) using the arrow to link one to the next within the confines of the major stage (i.e. you do not join the sub-stage of one major stage to a sub-stage contained within the next major stage. If delegates get confused about when to use substages, just tell them to do everything as major stages! 3. On the slide it states Can go in any direction. This means you might ask What happened next? But you could also work backwards What happened before? Task try to use humour!

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Notice the links between the stages should be arrows.

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The art teacher had students create weather art and by adding the arrows, created a map. What is missing? Arrow at the end of the first line joining to the beginning of the second. The arrow is the prime graphic it indicates time moving, one step to the next etc This sequence template (first, next, after that, finally) was given to the students by the teacher, with the students then adding detail. Reminder you do not have to start all Thinking Maps with a blank piece of paper. The teacher can use can partially completed examples.

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Notice the sub-stages should be joined using arrows

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This example appears to go the wrong way! Why? Answer because text from the language being used is read from right to left. Therefore that is the way the flow would go in this language. However, where the language text goes from right to left, that should be the direction of the flow. Pose a question What would a Thinking Maps school look like?. Encourage use of Thinking Maps as display work around the school Good example using a card sort, the students had to first put the cards into the correct order (sequence), then add written details below each stage. From a Malaysian I-Think training session making an omlette. The group made cut out cards which could used by students to arrange on the Map in the correct order.

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As for the notemaking guide for the Circle Map, but ask delegates to complete it on their own, putting in as much detail as they can. Then check through the results. As with the Flow Map (sequencing), the important graphic is the arrow. The causes lead into the event, and leading out of the event are the effects. On the slide it state Can be one-sided. This means you could just analyse the causes, or just the outcomes/effects

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An interesting example. This has been used quite extensively in some UK schools where a student persistently exhibits a particular kind of challenging behaviour so the event in the middle might be I lose my temper too easily. The student is then asked to consider what causes the loss of temper then consider the outcomes. Then a plan for improvement was considered and signed by student, teacher and parent. The message here is thinking is not just something that happens in lessons! It happens all the time and therefore the Maps might be useful. An example of how an effect can become the cause of another event. The outcome of World War 1 were direct causes of World War 2. Notice arrows missing Can be one-sided i.e. just analyse causes, or just effects. Notice arrows should be used.

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NB This applies to a number of the examples that follow this slide 169

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Central to the Bridge Map is the relating factor, often seen as RF. It is this element that transfers the relationship between one pair (top and bottom words) to another. When the Bridge Map is complete, it should be read out i.e. the RF allows full sentences to be used. The word under the inverted V shape is AS and is short for in the same way as> See the next slide as an example. A cow. is the mother of a calf In the same way asa henis the mother of a .chick In the same way asa kangaroois the mother of a joey In the same way asa eweis the mother of a lamb Ask delegates to read out the response in this Bridge Map. Does it make full sentences? Answer = no! Alter the RF to is the symbol for and then it works! Interesting use of the Map. Being used to extend descriptive writing skills. So not just red is the colour of a strawberry but red is the colour of a strawberry in a big strawberry patch. Ask delegates to consider what the relating factor might be between thinking and learning. Then, using that relating factor, extend the Map. Question why should Thinking Maps be implemented on a whole school basis discuss. Recap on the session

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