Topics: Thinking Maps, Flow map, Graphic organizer Pages: 7 (1393 words) Published: March 10, 2013
Program i-Think g
Thinking Maps

Bila dan Siapa yang Terlibat
Fasa 1 2012 (Jan-Mac) 2012 2013 2014 2015 Rintis di 10 buah sekolah (4 SM + 6 SR)

Fasa 2 Fasa 3 Fasa 4 Fasa 5

280 buah sekolah + 3 IPGK 1000 buah sekolah ? buah sekolah Semua sekolah

• Semua murid kecuali tingkatan 5 • Semua guru sekolah

Circle Map
Thinking Process: Defining in Context Key Question: How are you defining this thing or idea? Key Words and Phrases: List, define, tell everything you know, brainstorm, identify, brainstorm identify relate prior knowledge describe explore the knowledge, describe, meaning Design: the topic is in the middle, smaller circle. Everything you know about th t i i i th l b t the topic is in the larger circle. A b i l box, th t may b i l d d that be included, around the entire map is a “Frame of Reference” that is used to answer the question “How did I learn this?” (The frame of reference can be used around any of the maps y p Common Uses: Brainstorm for writing, used as a starting point during the prewriting stage, defining words, identifying audience and author’s point of view Writing Mode: Point of View Essay

Science kit

Circle Map
Help plants Lives in soil Tube shaped body


slimy li
Need moisture

Enemies are birds


2,700 kind

No feet have hair Books

Lay eggs Vibrations Teacher


School keeper

Who measures things? chair table Table l T bl leg Our bags door whiteboard floor

Mum and Dad

Height of coat hook pencils arms radiator Workman W km

What can We Measure?

ourselves feet head

books b k desk


Frame of Reference
What is the Frame of Reference? The Frame of Reference can be used with any of the eight maps. It provides an area for students to synthesis information, think more deeply, and support th i reasoning. d t their i What goes into the Frame of Reference? •How do you know what y know? y you •Elaborate with Extras (E’s) ~or~ Interpret the Information (I’s)

Frame of Reference
Elaborating with the Extras (The E’s) Interpreting Information (The I’s) Include your own personal experiences What is the importance of this experiences. information? Use supporting examples from the text. What inferences can be made? Incorporate evidence from text/world. What historical/literary events support your ideas? Include further explanation on the subject. Elaborate on your thinking and reasoning. What expert “opinions” can you find as support? t? Include excitement or personal feelings about the topic. What influences affect this information?



Thinking schools schools….. Setting the context The
st 21


Group 1 From the point of view of a parent What are the skills that are needed? A 21st Century learner

Group 2 From the point of view of the school What are the skills that are needed? A 21st Century learner

Group 3 From the point of view of an employer What are the skills that are needed? A 21st Century learner

Group 4
From the point of view of Malaysia, the country

What are the skills that are needed? A 21st Century learner

Bubble Map
Thinking Process: Describing Qualities; Characterization Key Question: How are you describing this thing? What adjectives best describe it? Key Words and Phrases: Describe, use vivid language, describe feelings, observe using the five senses Design: The topic being described is in the center bubble. The outer bubbles contain adjectives and adjective phrases describing the topic. Common Uses: Describing things, identifying qualities, character traits, attributes and/or properties of things. The Bubble Map is a tool for enriching students’ abilities to identify qualities and use descriptive words. Writing Mode: Descriptive Writing

How would my History teacher see me? ?
irritating g disinterested di i t t d

under achieving





Double Bubble Map p
Thinking Process: Comparing and...
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