thinking maps ipgkpm

Oleh:Pn Halimatussaadiah binti Salleh

BISA IPG KPM21 Jun 2012

AGENSI INOVASI

MALAYSIA (aim

act 2010)STRATEGI INOVASI

KEBANGSAAN (NOV 2011)

BUILDING FUTURE SKILLS TODAY

(PEMBINAAN KEMAHIRAN MASA HADAPAN HARI INI)

OBJEKTIF PROGRAM

Mempertingkat dan

membudayakan kemahiran berfikir dalam

kalangan guru dan

murid

Menghasilkan murid berfikiran kritis dan

kreatif

Melalui modul yang dibangunkan oleh AIM

TAHAP TAHUN AKTIVITI

FASA 1 2012 Rintis di 10 buah sekolah iaitu 4 buah sekolah menengah dan 6 buah sekolah rendah

FASA 2 2012 Pelaksanaan di 280 buah sekolah dan 3 buah IPGK ( 1 sekolah menengah dan 1 sekolah rendah) di setiap PPD dan 1 IPGK di zon sabah sarawak, 1 IPG di zon utara dan 1 IPG di zon selatan)

FASA 3 2013 Pelaksanaan di 1000 Buah sekolah

FASA 4 2014 Pelaksanaan di ……?... Buah sekolah

FASA 5 2015 Di semua sekolah

PROJEK RINTIS PROGRAM I-THINK DI SEKOLAH-SEKOLAH DI MALAYSIA

I-THINK PILOT PROJECT

BIL

NEGERI SEKOLAH RENDAH SEKOLAH MENENGAH

1 MELAKA SJKC WEN HUA BT BERENDAM

2 JOHOR SMK CONVENT MUAR

3 N SEMBILAN SJKT PORT DICKSON

4 WILAYAH PERSEKUTUAN

SK KIARA MAS

5 PAHANG SK PAYA PULAI

6 KELANTAN SMK GAAL

7 TERENGGANU SK PUSAT BKT BESAR

8 PULAU PINANG SMK TUN HUSSEIN ONN

9 SABAH SMK KOTA MARUDU

10 SERAWAK SK TAN SRI HJ MOHAMMED

What are…

®

Thinking Maps® is a language of eight visual patterns each based on a fundamental thinking process.

When implemented on a whole school basis, Thinking Maps® provide a consistent and brain compatible way for teachers to present information, and for students to learn and retain it.

What is the Difference?

Critical Thinking

How can you get your students to THINK about their THINKING?

Got Metacognition?

Frame of ReferenceThe Frame of Reference will be present

on ALL Thinking Maps.

The Frame of Reference (F.O.R.) asks the students to “Think about their THINKING”.

It encourages Reflective/Critical Thinking and Metacognition.

Frame of ReferenceWhy is this information important?Where did you find this information?What is influencing the information on the

map?How do you know what you know?How does this information relate to the

standard or help us meet our objective?How does this information relate to the

previous lesson?What is the most relevant and irrelevant

information on your map?Would the information change if told from

a different perspective?How will you use this information to

further your knowledge of the content?

For defining in context

Notemaking Guide for Learning Thinking Maps

Circle MapLOOKS LIKE:

THINKING PROCESS:

NOTES:

Defining in Context or Brainstorming

Topic

Everything I know

How or where did I learn this?

My frame of reference

Can be used for:

•Brainstorming

•Diagnosing prior knowledge

•Closure/review

Language for Learning pages 24-29

Circle Map

earthworms

Help plants

Lives in soil

slimy

Enemiesare birds

2,700 kind

Lay eggs

Vibrations

Nocturnal

No feethave hair

Need moisture

Tube shaped body

Science kit Internet

TeacherBooks

By Alex andMichel

Mathematics

Bharti

happy

Not really religious

Good at sports generally

friendly competitive

loudCan be argumentative to my parents

Like reading

musical

Going out with my mates Sympathetic to my

friendsA good listener

Fun to be with

Academically bright

I can be cheeky to some teachers

What can WeMeasure?

table

chairwhiteboard

floordoor

Table leg

Height of coat hook

Our bags

ourselves

pencils

feetarms

headradiator

desk

books

Who measures things?School keeper Mum and dad

workmanteacher

For describing things

Notemaking Guide for Learning Thinking Maps

Bubble MapLOOKS LIKE:

THINKING PROCESS:

NOTES:

Describing (adjectives or adj. phrases only)

Attributes: Maths

Properties: Science

Adjective, phrase, character trait

Thing you are describing

Adjectives Only!

Language for Learning pages 30-35

Science

Bharti

untidy

loud

lovingcaring

reliable

lazy

tempestuous

Ralph

Ralph

pragmatic

insensitive

dismissive

insightful

leader

tremulous

logical

For comparing & contrasting

Notemaking Guide for Learning Thinking Maps

Double Bubble MapLOOKS LIKE:

THINKING PROCESS:

NOTES:

Compare/contrast, similar /different

Unique: Common

Related to the Venn Diagram

Alike: Different

Similarities

Differences

Colour Code

Language for Learning pages 36-41

Cinderella Mei Ping andThe SilverShoe

Stepdaughter

MeanStepsisters

Princehasparty

Lostshoe

Marriedprince

goose

FairyGod Mother

Oldlady

MagicGooseFeathers

Shoe Inhut

StepDaughtersOlder

StepDaughterYounger

Magic Wand

Mice

PrinceWenthouseto house

By Marisa

Biology

For classifying things

Notemaking Guide for Learning Thinking Maps

Tree MapLOOKS LIKE:

THINKING PROCESS:

NOTES:

Classify/Group/Sort

Types of...

Kinds of...

Title, topic or category

Categories or groups

Details, examples Inductive/Deductive

Language for Learning pages 42-47

Length

Longer than 1 metre Less than ½ metreBetween 1 metre and ½ metre

NARRATIVE WRITING

SCORING CRITERIA

Main Idea Supporting Details

Organisation Coherence

The writer must clearly establish a focus as it fulfills the assignment of the prompt.

He/She must stick to the subject matter presented in the prompt in order to strengthen the main idea.

The writer provides sufficient elaboration to present events clearly.

Details must be related to the subject matter and what happens in the narrative.

The effective use of concrete, specific details strengthens the power of the response.

A clear sequence of events is essential for a successful narrative.

The narrative must advance step by step through time.

The writer establishes a sense of beginning, development, and ending in the composition.

The sentences are logically connected.

The writer establishes relationships between and among the ideas, causes, and/or statements in the composition.

The writer may use common devices to achieve coherence: pronouns, synonyms, connectives, transitional words.

A good story

Language Characters Sequencing

Adjectives

Verbs

Adverbs

Direct speech

Language which describes a specific character

Characters need to have ‘conflict’

Some characters will be more important than others

Characters can think differently from what they say

Characters have different personalities

The beginning makes you want to hear or read more

It is not confusing

We don’t always know what is coming next

The ending is surprising

Words in the story that make it interesting

Windy

Wind tossed

Huge

Fat

Smart

Fair

Golden

Handsome

melted

Action:Verbs

Look out!

Trouble

Oh no!

Kiss the frog

Laughed til she split her trousers

Stop that

Whoosh

Changed back

Describing:Adjectives

Phrases/ short sentences

Flew

Blew

Swim

Rescue

Cried

Laughed

Changed

Turned

Sighed

Opened

yelled

For seeing parts of a whole

Notemaking Guide for Learning Thinking Maps

Brace MapLOOKS LIKE:

THINKING PROCESS:

NOTES:

Part/whole relationships, structure

Parts of…

Physical, tangible objects

Whole

Parts

Sub-parts

Language for Learning pages 48-53

skeleton

skull

torso

lower body

Cranium

Facial bones

Back boneribs

Hip bone

femurtibia

fibula

By Brett

Science

Technology

For seeing events in sequence

Notemaking Guide for Learning Thinking Maps

Flow MapLOOKS LIKE:

THINKING PROCESS:

NOTES:

Sequence, Order, Cycles, etc.

Plots, Processes, Chronology

Major Stage

Substages

Can go in any direction

Language for Learning pages 54-59

Yates Mills Elementary School Raleigh, NC

My mum asked me To wash up because we were going to visit my gran.

I refused because it wasn’t my turn.

My mum accused me of being selfish

I said she always gave in to my brother

My brother made a sexist remark

My mum didn’tcriticise him

I flew into a temper and stormed out

My mum came after me

I got grounded for a week

For understanding cause & effect

Notemaking Guide for Learning Thinking Maps

Multi-Flow MapLOOKS LIKE:

THINKING PROCESS:

NOTES:

Cause & Effect Reasoning, Prediction

Causal ExplanationCauses

Event

Effects, Outcome

Projecting ConsequencesAnalyzing Effects

“if-then”“when… then”

Can be one-sided

Language for Learning pages 60-65

Behaviour ReflectionsName ________Date _________

Reasons for my behaviour

Consequences of my behaviour

Description of my behaviour

Plan for improvement

_________________________________________________________________________________

Pupil _________________Teacher ______________Parent _______________

Argument between mum and girl

Both very angry

Girl is grounded

Bad blood between brother and sister

Girl feels let down

Mum feels she is always in middle and always seen as wrong

Mum forgot who had washed up last

Girl flew off handle

Mum tried to assert her authority

Mum didn’t bring brother in to discussion

Neither mum nor girl listened to each other

I put too much water in

I did not measure my flour accurately

I opened the oven door too soon

My cake sunk in the middle

I put too much water in

I did not measure my flour accurately

I opened the oven door too soon

My cake sunk in the middle

I was upset

Mum made another cake

It cost more money

For seeing analogies

Notemaking Guide for Learning Thinking Maps

Bridge MapLOOKS LIKE:

THINKING PROCESS:

NOTES:

Seeing Analogies, Transferring Similar Relationships

How are they related?RF: __________

Similar relationships

Relating or Common Factor

Language for Learning pages 66-71

Analogies

Eyes

head foot

toesFingers

hand

knee

?

Relating factor: is/are a smaller part of the