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OBJEKTIF PROGRAM
Mempertingkat dan membudayakan kemahiran berfikir dalam kalangan guru dan murid
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PULAU PINANG
SABAH 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.
Critical Thinking
How can you get your students to THINK about their THINKING?
Got Metacognition?
Frame of Reference
The Frame of Reference will be present on ALL
Thinking Maps.
The Frame of Reference (F.O.R.) asks the students
Metacognition.
Frame of Reference
Why 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?
Science kit
Circle Map
Help plants Lives in soil Tube shaped body
slimy
Need moisture
earthworms
2,700 kind
Lay eggs
Vibrations Teacher
Nocturnal
Books
THINKING PROCESS:
My frame of reference
Mathematics
Like reading
I can be cheeky to some teachers
loud musical
Bharti
Fun to be with
School keeper
whiteboard
floor
Table leg
pencils
arms radiator workman
books
desk
teacher
Adjectives Only!
Science
lazy
Bharti loud
Ralph
logical pragmatic
NOTES:
Unique: Common
Alike: Different
Differences
Similarities
Colour Code
Mice
Step daughter
goose
Step Daughter Younger
Cinderella
Fairy God Mother
Old lady
Married prince
Shoe In hut
By Marisa
Biology
THINKING PROCESS:
Classify/Group/Sort
NARRATIVE WRITING
SCORING CRITERIA
Main Idea
The writer must clearly establish a focus as it fulfills the assignment of the prompt.
Supporting Details
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.
Organisation
A clear sequence of events is essential for a successful narrative.
Coherence
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.
He/She must stick to the subject matter presented in the prompt in order to strengthen the main idea.
A good story
Language
Adjectives Verbs Adverbs
Characters
Sequencing
The beginning makes you want to hear or read more
It is not confusing We dont always know what is coming next The ending is surprising
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
Direct speech
Language which describes a specific character
Huge
Fat Smart Fair Golden Handsome melted
Stop that
Whoosh Changed back
THINKING PROCESS:
By Brett
Cranium
skull Facial bones Back bone ribs Hip bone femur lower body
tibia
skeleton
torso
fibula
Science
Technology
Substages
THINKING PROCESS:
Flow Chart
My mum asked me To wash up because we were going to visit my gran. I refused because it wasnt my turn. My mum accused me of being selfish
THINKING PROCESS:
Effects, Outcome
Can be one-sided
Behaviour Reflections
Reasons for my behaviour
Consequences of my behaviour
Description of my behaviour
Girl is grounded
I did not measure my flour accurately My cake sunk in the middle I opened the oven door too soon
I was upset
I did not measure my flour accurately My cake sunk in the middle I opened the oven door too soon
NOTES:
Similar relationships
RF: __________
Seeing Analogies, Transferring Similar Relationships
THINKING PROCESS:
Analogies
Eyes
toes
Fingers
knee
head
foot
hand