The whole premise around
Thinking Maps is that we learn based on what we see. The Thinking Maps resource is a way for our students to connect a picture to the work that is being done in class. We have been asked to post the 8 Thinking Maps in our classrooms and to introduce them to our students within our activities. If you did not receive the Thinking Maps binder AND you signed up for the summer training at Callaway, come by and see me. The second tier of recipients who did not sign up will be core classes. The third and final tier will be the CTAE, Fine Arts, PE, and JROTC teachers who did not sign up for training.
I also have the Thinking Maps software disk that was given to us during our
in-house summer training, which can be used to reproduce materials for your classes. Let me know if you have any questions or concerns about this implementation.
The following is a review of the 8 maps and what they are used for in learning:
3 comments:
I have been able to easily incorporate thinking maps into my existing curriculum. I previously used concept maps/webs and venn diagrams for various topics. Now I have transitioned to the updated thinking maps. The students have not found the transition difficult.
We can control how we want the students to think about the material by changing which thinking map they complete. That's powerful! We just need to remember to "take it off the map." The thinking map should not be the final product but a means to the end. We will do the students a disservice if we stop at the map.
Since I have used graphic organizers, it has been easy to incorporate thinking maps into my lessons. The students are responding to them, but we still need to work on them relizing that the map is as big as what they know and not something that is given by me.
My students like doing the thinking maps. They actually remember more from doing a map then just to write it down.
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