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Thinking Maps

Thinking Maps. Thinking Maps Training April 14, 2010. The Multi-Flow Map. CAUSE AND EFFECT. Name the thought process:. We watched a video. The Multi-Flow Map. The Multi-Flow Map helps students identify the causes and effects of an event.

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Thinking Maps

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  1. Thinking Maps Thinking Maps Training April 14, 2010

  2. The Multi-Flow Map CAUSE AND EFFECT Name the thought process:

  3. We watched a video.

  4. The Multi-Flow Map • The Multi-Flow Map helps students identify the causes and effects of an event. • When constructing the map, always focus first on the event. • The event is the key to this map. It must be a “happening.” The event should be “the flooding of the Nile” instead of just “the Nile.” • A one-word event is possible – “Hurricane” • Event may also be a statement with a verb – “I went on a trip to Mexico.”

  5. The Multi-Flow Map • The causes and effects do not have to balance. • Begin by identifying all the causes first and then the effects. • Students may also construct a one-sided Multi-Flow.

  6. Effects Causes Healthy Teeth

  7. Key Words and Phrases • Causes and effects • Discuss the consequences • What would happen if …? • If … then • Predict • Describe the change • Identify the motivation behind … • Identify the results of … • What happened because of …?

  8. Guiding Questions for the Multi-Flow Map • What are the causes and effects of this event? • Why did this event take place? • What happened because of this event? • What are the effects of this event? • What was the motivation behind this event? • What will be the results of this event?

  9. Frame of Reference for Multi-Flow Map • How do you know what you know about the causes and effects of this event? • What could be influencing how you are thinking about these causes and effects? • Where did you get your information? • What source(s) did you use to identify the causes and effects? • Did a specific time period influence the causes and/or effects?

  10. The Multi-Flow Map Useful With Real Life Experiences

  11. What if the turtle didn’t have a shell on its back.. . Adding Academic Rigor Then … What if the leopard had short little legs. . . Then …

  12. Your Turn • Get in groups of 2 - 4. • Assign roles – materials, recorder, reporter, task master • Assignment: • Materials person gets an egg • Group reads task and completes • Materials person returns egg and gets a different egg • Group reads new task and completes • Repeat again if time permits with a third egg

  13. The Multi-Flow Map Event/ Language Correlation

  14. The Multi-Flow Map Can Be “Read” With Varied Forms of Language The fire bell rang. We went outside. The fire bell rang so we went outside. The fire bell rang so we went outside and waited. The fire bell rang so we went outside, waited, and did not talk. The fire bell rang; therefore, we went outside

  15. The Multi-Flow Map Can Be One-Sided depending on the Focus

  16. The Multi-Flow Map Can Be adjusted to Reflect the causal thinking in Text Almost everyone has heard the sound of a dog barking. Have you ever wondered why a dog barks? Sometimes dogs bark to greet their owners when they come home from work or school. They want the owner to know they are glad to see them at the end of the day. Many dogs also want to protect their owners so they might bark to tell the owner that a stranger is nearby. A dog’s bark can also be a warning to the stranger to go away. While a barking dog can be annoying at times, it can also be a help to the owner and his family.

  17. The Multi-Flow Map Summarizing and Synthesizing Information Big Idea

  18. The Multi-Flow Map Predicting

  19. A Volcano Erupts PREVIEWING THE TEXT PREDICTING BEFORE READING A Volcano Erupts

  20. Why did the author use this text feature? The author uses bold print TEXT FEATURES To extend their thinking, students can construct a Multi-Flow Map to discuss the effects the author hoped to achieve by using specific text features.

  21. Classroom Applications Using the Multi-Flow Map Summarizing and Synthesizing Information Can Be Adjusted To Reflect the Causal Thinking in Text Can Be One-Sided Depending on the Focus Predicting Can Be “Read” With Varied Forms of Language Useful With Real Life Experiences Event/ Language Correlation

  22. Assignment • Introduce multi-flow maps in classroom instruction and bring at least one student sample of multi-flow maps used to: • identify causes and effects of an event • predict causes and/or effects of an event • Identify “what if … then” relationships • Add a frame of reference • How did you know what you know about the causes and effects of the event? • Where did you get your information? • What influenced the information in your map? • What sources did you use to identify the causes and effects?

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