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Thinking Maps for ESL. 2009-10 Session 1. Setting the Stage - Objectives. TLW develop a set of group norms and roles for quality meetings I will create a tree map of problematic attributes of meetings and discuss conversion to positive attributes of meetings to create group norms.

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Thinking maps for esl

Thinking Maps for ESL

2009-10

Session 1


Setting the stage objectives
Setting the Stage - Objectives

  • TLW develop a set of group norms and roles for quality meetings

  • I will create a tree map of problematic attributes of meetings and discuss conversion to positive attributes of meetings to create group norms


Setting the stage
Setting the Stage

  • Using the post it notes at your table, write 3 things that you personally dislike about ESL meetings and put them on the wall

  • Create a tree map from the combination of all notes from your table

  • From the tree map create 3 or 4 suggested group norms for meetings (State in positive terms) and write on large sheet of paper


Building consensus
Building Consensus

  • Report the norms suggested by the group

  • Create a common set of norms for meetings

  • Review norms and use of parking lot for questions

  • Review use of red/yellow cards to avoid loss of time


Participant roles for meetings
Participant Roles for Meetings

  • Facilitator – Marion or Ana

  • Recorder – Powerpoint as record(?)

  • Gatekeeper – Keeps people on task and on subject; reminds of norms, parking lot, use of red/yellow cards

  • Timekeeper – Warns when down to last minutes; stops speaker when time is up

  • Roles 3 and 4 will rotate among participants as year goes along


Thinking maps research
Thinking Maps - Research

  • TLW understand the research and theory related to Thinking Maps

  • I will create a circle map defining Thinking Maps and why they work


Page 2

What are Thinking Maps and how are they different from Graphic Organizers?

Use a Circle Map to define Thinking Maps.


80% of all information that comes into our brain is VISUAL

Page 3

40% of all nerve fibers connected to the brain are linked to the retina

36,000 visual messages per hour may be registered by the eyes.

-Eric Jensen, Brain Based Learning


Page 3

DUAL CODING THEORY

Knowledge is stored in two forms:

Linguistic Form

Nonlinguistic Form

Research proves that the more we use

both systems of representation,

the better we are able to

think and recall knowledge.


BRAIN RESEARCH

CONNECTION

“It has been shown that

explicitly engaging students in the creation of nonlinguistic representations

stimulates and increases activity in the brain.” (see Gerlic & Jausovec, 1999)


BRAIN COMPATIBLE TEACHING

Page 8

“The overwhelming need for learners is for meaningfulness… we do not come to understand a subject or master a skill by sticking bits of information to each other.

Understanding a subject results from perceiving relationships. The brain is designed as a pattern detector.

Our function as educators is to provide our students with the sorts of experiences that enable them to perceive patterns that connect.”

Making Connections: Teaching and the Human Brain (1994), Caine & Caine


Dendrites

Cell Body

Axon

Synapse

Page 8



NEURONS THAT FIRE TOGETHER

GET WIRED TOGETHER.

THAT IS WHAT A PATTERN IS!


Page 17

Processing Activity

  • Put away your notes. Then work with your group to define Thinking Maps.

  • Use a Circle Map to collect your ideas.

  • Include any notes that you remember about what they are and why they work as tools for thinking.

  • Also include information about how Thinking Maps are different from graphic organizers.


Better learning will come not so much from finding better ways for the teacher to

INSTRUCT...

...but from giving the learner better ways to

CONSTRUCT MEANING.

Seymore Papert, 1990

THE MAPS SHOULD BECOME

STUDENT TOOLS FOR THINKING.


Calvin & Hobbes ways for the teacher to by: Bill Watterson


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