Arahan Peta Pemikiran A

8/13/2019 Arahan Peta Pemikiran A

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Peta Pemikiran Hari 1

Pengenalan

Dokumen ini mengandungi satu set arahan untuk kegunaan bersama penyampaian PetaPemikiran 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 tertinggalarahan 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 yangditerima semasa kursus.

Anda perlu membiasakan diri secara menyeluruh dengan semua penyampaian dantugasan yang disediakan supaya anda lebih yakin untuk mengetuai sesi latihan ini.

Biasakan diri anda dengan bilik latihan di mana kursus akan dijalankan. Pastikan mejadisusun dengan baik agar peserta dapat berkongsi dan bertukar pendapat denganselesa. Susun peserta dalam kumpulan maksimum 8 orang.

Pastikan latihan dirancang agar interaktif peserta perlu belajar sambil melakukantugasan. Semasa penyampaian, pastikan peserta dapat mengaitkan danmenggunakan strategi pembelajaran ini di dalam bilik darjah mereka.


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Slidenumber

Slide image Instructions

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3This slide refers to the six starting points to be considered whendeveloping a thinking school. If this has not already been covered(see the presentation Thinking Schools setting the context) thenhide this slide.There is an emphasis on Visual Mapping but Thinking Maps relateto and reinforce all of the other starting points

4Emphasise we need tools and strategies to help us process theinformation we receive.

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7This will be a handout with the Thinking Language (next slide) as well.Allow some time for delegates to have a look and discuss.

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9Tell delegates that by the end of this training they will be wellequipped to do these three effects and identify this slide as half aMulti-Flow Map the thinking process for this Map is cause andeffect thinking.

10A series of slides, all of which are from Malaysia, (either I-Thinktraining 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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15This is a sequence of cooking a fish

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17Causes and effects of smoking

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20Introduce yourself using the Circle Map. This animated slide wasused by Nick Symes and provides an example. The trainer must buildone of their own, putting their name in the middle and then,between the inner and outer circle, giving a few pieces of informationabout 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

21Emphasise this is the way they will introduce the Circle Map to theirstudents or as they train others. Notice the order in which sectionsof the Map appears:

1. The thinking process2. The name of the Map3. The focus Your name4. 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

22Examples of student responses to this exercise. A younger agestudent followed by an older age student

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24An alternative approach putting in some information and gettingpeople to guess the character and in case you are struggling, it isElvis!!

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Using the Circle Map to assess prior knowledge. Focus on:

1. The thinking process2. The use of the question in the Frame of Reference

Delegates to start this exercise on their own then to share with aneighbour. As they do so, add to their circle maps. Then pairs toform larger groups etcPlenary during which ask the question what happened to yourknowledge and understanding of thinking skills as you began to sharewith others. Emphasise the importance of collaborative learning.We always continue to learn from other people, from other sourcesetc

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Whilst using the term Circle Map, focus on the thinking process.

When was the thinking process of defining in context used in a recentlesson.Stress how good this Map is as an opener for a module of work fortesting 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 iswhere we got to.Question what might be different between to two Maps i.e. thebeginning and end usage not just the aspects that have beendefined between the inner and outer circles but also the referencesin the frame of reference.

27The 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 studentsto 2construct their own learning, as opposed to spoon feeding themall the time (instructing)

28The word Common needs emphasising a visual language that willbe evidenced right across a school. Everybody uses it and is familiarwith it.

29The following slides are contained within Thinking Maps Dayhandout slides

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32Point to stressExactly what the slide states!! All teachers (wherever they are) getworried about taking on additional work. Thinking Maps is not anadd on they sit comfortably within all lesson schemes and shouldbe used to appropriately in order to reach the required learning

outcomes.

33See the next slide for an answer to the question in the slide

34The question often asked What makes Thinking Maps different toother graphic organisers? This slide demonstrates the answer using the thinking process of categorisation a Tree Map. Thegraphic organisers that appear in first two branches are very usefulbut are limited in scope. Thinking Maps attach to the 8 fundamentalcognitive (thinking) processes

35This slide stresses the importance of visual cues

36Highlight and emphasize meaningfulness, pattern detector andpatterns that connect. Note at this point that the Thinking Maps area set of 8 visual patterns that work together to connect thoughtprocesses for deeper understanding.

37Thinking Maps support and enable dual coding theory theycombine visual (non-linguistic) with text/spoken word etc (linguistic)

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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 waywe teach and interact with students facilitate conceptualisation?

39Explain 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 giventime to think

AND1. Thinking aloud being able to share thoughts with others

we develop, clarify and deepen our thinking when we have

opportunities to do this

40The example given is cause and effect thinking accessed throughthe Multi-Flow Map

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


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43 Look at the next few slides as an example of multiple usage ofThinking Maps

44 NB Look carefully at the annotations in this and the following notesections they add to the story of these slides

Tell delegates that helping students move from a Circle Map to a TreeMap is a critical writing skill. This student from Cumberland County,NC (USA) used a Circle Map to gather information from severalsources about Dolphins. He then organised the information in a TreeMap before writing his report.

45His name was written in one colour and what he already knew aboutDolphins written in that colour. Then each other source was writtenin a corresponding colour. He then grouped his ideas into separatecategories in the next Tree Map.

46 The ideas were grouped together and then named. Once this taskwas accomplished, the student has all the material he needs to

complete a final piece of writing (next 2 slides). The student then justtook the information and wrote one paragraph for each branch of theTree Map.

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49 Ask delegates What is the thinking process in this slide?

50 Work in the pairs established when using the Circle Maps delegatesdeveloped earlier.

1. One person puts his/her name in bubble marked 1, the otherin 2

2. Using the information from their Circle Maps (plus anyadditional information they may wish to add), identify anysimilarities putting these in the centre circles

3. Then any differences4. Discuss the outcomes

51 Whilst using the term Double Bubble Map, focus on the thinkingprocess. When was the thinking process of comparing andcontrasting used in a recent lesson.


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presentation and only the ones that have additional notes have been included in this document55 1. Ask delegates to consider the question when was this Map

completed? At the beginning of a sequence of lessons or atthe end? (Answer = at the end. Look at some of theinformation between the inner and outer circle and the

references used within the Frame of Reference2. 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 theMap. In this example, the student might say But I used theedge of the piece of paper as the Frame! No not goodenough!! Always draw in the Frame. When this carefullyplanned approach is used across a school, the result is aconsistent visual image, one with which the students canconnect with and link to the relevant thinking process

60 Three different Circle Maps, each one defining a fraction

61 When this Map was completed, Bharti was a 13 year old femalestudent in the UK. This Map is Bharti defining herself. Therefore itcould have a Frame of Reference Me, through my own eyes.

62 Look at the Frame of Reference

64 Classroom display work. This may raise a question about the neatnessof 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 pieceof work then no. It is not the neatness of the Map but the thinkingthat is important. But if the Map is to be presented as a final responsethen as with a piece of written work neatness might become moreimportant.

65 This Map is being used to develop vocabulary. Define as many wordsas you can that u se the long a sound.

66 Students were asked to define as many things as they could that couldbe measured. But a context was given in our classroom. Therefore,

we would need to see the Frame drawn in

67 This is the same as last slide, but the Frame of Reference question hasbeen changed. You can keep changing the question in the Frame inorder to expand and deepen thinking.

68 Another Map to extend vocabulary words that have the sh soundin them


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69 Words that have the th sound in th em

70 A group of primary school pupils were taken on a trip to an art galleryin London The Tate Modern. They were asked to define what theysaw.

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73 As for the notemaking guide for the Circle Map (slide 54), but askdelegates to complete it on their own, putting in as much detail asthey can. Then check through the results.

74 Optional task if time

75 For individual and group reflection and discussion

76 Creative classroom display!

77 Look at the way the Bubble Map then leads to the short piece ofwritten work very effective. This is called double processing dosomething using one approach (in this case the Bubble Map) thenagain but using a different approach, in this case a piece of writtenwork. It reinforces the learning.This may raise the question Do all Thinking Maps then have to lead onthe a piece of written work? Answer = no!

78 This is another creative and thoughtful usage of a Bubble Map.Students were asked to describe Harry Potter. They were then askedto 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 examplefrom the book that demonstrates that Harry is daring. This could beprecise as a page number.

79 More creative usage. It may raise the question Can we alter theshapes used in the Maps? Answer = keep to the shapes, especially asstudents are learning about the Maps and are becoming moreproficient. This provide a visual consistency, an important elementwhen students are moving from classroom to classroom, or teacher toteacher the Maps are always presented in the same way.

80 Notice the double processing


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83 Get the delegates to spot the mistakes e.g frame of reference ismissing

84 Bharti and her history teacher appear not to get on very well!!So where is the frame of reference?

88 Ralph is one of the central characters in William Goldings book Lord ofthe Flies

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90 As for the notemaking guide for the Circle Map, but ask delegates tocomplete it on their own, putting in as much detail as they can. Thencheck through the results.

94 Comparing and contrasting two numbers. They are both divisible by 3,6 and 2. Then look at the differences.

95-6 Two slides taken from an I-Think training session where delegateswere asked to compare and contrast a typical Malaysian student witha thinking student.

98 Look at the next slide, how this Map was double processed. Thespelling may be interesting but the thinking and the ideas are set outvery clearly

104 Cartoon that illustrates why the learner has to be doing the work.School should not be a place where young people go to watch oldpeople work. If t heir dendrites are to grow and if they are to makemeaning, then they have to do the work.

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108 In this task, the delegates can choose how they want to categorise.However, in order to support the required learning outcome of alesson, the teacher might set the categories e.g. categorise musicalinstruments by orchestral family e.g. woodwind, brass, percussion,strings. See the next slide as an example

118 An example taken from an I-Think training session

122 The students chose how they wanted to categorise musicalinstruments


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124 As for the notemaking guide for the Circle Map, but ask delegates tocomplete it on their own, putting in as much detail as they can. Thencheck through the results.Emphasise physical tangible objects. Parts of.

125 Task

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135 As for the notemaking guide for the Circle Map, but ask delegates tocomplete it on their own, putting in as much detail as they can. Thencheck through the results.Additional reminders

1. The most important graphic is the arrow. This signifies timemoving.

2. Substages these are smaller events that might happen withina major event but they must be set out chronologically (insequence) using the arrow to link one to the next within theconfines of the major stage (i.e. you do not join the sub-stageof one major stage to a sub-stage contained within the nextmajor stage. If delegates get confused about when to use sub-stages, just tell them to do everything as major stages!

3. On the slide it states Can go in any direction. This means youmight ask What happened next? But you could also workbackwards What happened before?

136 Task try to use humour!

138 Notice the links between the stages should be arrows.

139 The art teacher had students create weather art and by adding thearrows, created a map.

140 What is missing? Arrow at the end of the first line joining to thebeginning of the second. The arrow is the prime graphic it indicatestime moving, one step to the next etc

141 This sequence template (first, next, after that, finally) was given to thestudents by the teacher, with the students then adding detail.Reminder you do not have to start all Thinking Maps with a blankpiece of paper. The teacher can use can partially completed examples.


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143 Notice the sub-stages should be joined using arrows

148 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 shouldbe the direction of the flow.

149 Pose a question What would a Thinking Maps school look like?.Encourage use of Thinking Maps as display work around the school

150 Good example using a card sort, the students had to first put thecards into the correct order (sequence), then add written details beloweach stage.

151 From a Malaysian I-Think training session making an omlette. The

group made cut out cards which could used by students to arrange onthe Map in the correct order.

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As with the Flow Map (sequencing), the important graphic is thearrow. The causes lead into the event, and leading out of the eventare the effects.On the slide it state Can be one -sided. This means you could justanalyse the causes, or just the outcomes/effects

156 An interesting example. This has been used quite extensively in someUK schools where a student persistently exhibits a particular kind ofchallenging behaviour so the event in the middle might be I lose mytemper too easily. The student is then asked to consider what causesthe loss of temper then consider the outcomes. Then a plan forimprovement was considered and signed by student, teacher andparent.The message here is thinking is not just something that happens inlessons! It happens all the time and therefore the Maps might beuseful.

158 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 missing160 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 slide169

170 Central to the Bridge Map is the relating factor, often seen as RF. It isthis element that transfers the relationship between one pair (top andbottom words) to another.When the Bridge Map is complete, it should be read out i.e. the RFallows full sentences to be used. The word under the inverted V shapeis AS and is short for in the same way as> See the next slide as an example.

171 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 173 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 forand then it works!

179 Interesting use of the Map. Being used to extend descriptive writingskills. So not just red is the colour of a strawberry but red is thecolour of a strawberry in a big strawberry patch.

180 Ask delegates to consider what the relating factor might be betweenthinking and learning. Then, using that relating factor, extend theMap.

181 Question why should Thinking Maps be implemented on a wholeschool basis discuss.Recap on the session

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