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Thinking Maps for ESL
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  1. Thinking Maps for ESL 2009-10 Session 1

  2. 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

  3. 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

  4. 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

  5. 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

  6. 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

  7. Page 2 What are Thinking Maps and how are they different from Graphic Organizers? Use a Circle Map to define Thinking Maps.

  8. 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

  9. 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.

  10. 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)

  11. 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

  12. Dendrites Cell Body Axon Synapse Page 8

  13. Directions for the Neuron Bump

  14. NEURONS THAT FIRE TOGETHER GET WIRED TOGETHER. THAT IS WHAT A PATTERN IS!

  15. 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.

  16. 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.

  17. Calvin & Hobbes by: Bill Watterson