TAKING RESPONSIBLE RISKS

Being adventurous.
Moving outside your
comfort zone.
Venture out!

Taking responsible risks

Only those who will risk going too far can
possibly find out how far one can go.
T.S. Elliot

Taking responsible risks

The only way to succeed is to be brave
enough to risk failure.
Bobby Jindal

The ground rules for the week!

Thinking out of the box

Being prepared to accept new ideas
Being prepared to take a few risks
Being prepared to get some things wrong!
Not allowing your thinking to be too
constrained by your current experience
and practice

Thinking Maps
Day 1

Nick Symes

Nicks CV
Teacher of Music
and English

Deputy
Headteacher
10 years

Working with
Kestrel

Head of
Department

Freelance
consultant

Registered trainer
& consultant

Head of
Expressive Arts
faculty

Set up a business

How do you know what you know?

Anything/everything you
know about Thinking Skills

Thinking
Skills

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.
Seymore Papert, 1990

 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

PEANUTS
SCHULZ

BY:

The Neo~Cortex:
This is where the higher order
thinking skills such as problem solving
take place. Here the brain works out
patterns and meaning.
The Limbic System:
This is the seat of emotions and long
term memory. We remember best
when our learning has emotion and
meaning.
The Reptilian Brain:
This part of the brain looks after
basic survival. Under stress the
Reptilian
Brain
blocks
the
Neo~Cortex and the Limbic System
from thinking and remembering ~
learning is slowed down or prevented.

You have a million, million brain

cells, 167 times the number of
people on the planet!
Each brain cell is more powerful
than a standard personal
computer.

How the Brain Processes Information

Senses
Register
Information

Areas in the Brain

Filter Information

Emotion

Long
Meaning

Building
Networks

Lost

Lost

Networks
Strengthened

Networks
Extended

Term
Memory

A Common Visual Language

for Thinking

What
are

Based on intelligence
research, Thinking Maps
combine the cognitive
thought processes of
learning with the visual
representation of
information found in graphic
organizers

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.

Thinking Maps is not a

curriculum, but rather, a set
of tools to allow teachers to
present their existing
curriculum in a more
meaningful way.

Thinking Maps is a language

of eight visual patterns each
based on a fundamental
thinking process.

90% of all
information
that comes
into our brain
is visual

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

36,000 visual messages

per hour may be
registered by the eyes.

Dual coding theory

Knowledge is stored in two forms:
linguistically and non-linguistically.
Research proves that the more we
use both systems of representation,
the better we are able to think and
recall knowledge
Robert Marzano Classroom Instruction that Works

Brainstorm Webs

Task-Specific Graphic
Organizers

Mind Mapping

Life Cycles; Science

Webbing

Timelines; History

Clustering

Thinking Maps
Defining in Context
Describing
Compare & Contrast
Classifying

Venn Diagrams: Maths

Concept Mapping

Part-Whole
Sequencing
Cause & Effect
Seeing Analogies

For personal
knowledge

For isolated tasks

A Common Visual
Language for
classrooms &
whole schools

A Common Visual Language

for Thinking

For defining in
context

Notemaking Guide for Learning Thinking Maps

Circle Map
LOOKS LIKE:

Can be used for:

NOTES:
Topic

Brainstorming

Everything
I know
How or where did
I learn this?
THINKING PROCESS:

Defining in Context
or Brainstorming

My frame of
reference

Diagnosing prior
knowledge
Closure/review

Circle to Tree for Writing

Language for Learning

pages 24-29

Science kit

Internet

Circle Map
Help plants

By Alex and
Michel

Lives in soil
Tube shaped body
Enemies
are birds

slimy
Need
moisture

earthworms

No feet
have hair
Books

2,700 kind

Lay eggs
Vibrations

Nocturnal

Teacher

Mathematics

happy
Good at sports
generally
friendly
loud
musical

Not really
religious
competitiv
e

Like reading
I can be
cheeky to
some
teachers

Bharti

Going out with my

mates

Can be
argumentative to
my parents

Sympathetic to my
friends
A good listener
Academically bright
Fun to be with

Our classroom
chair
table

whiteboard

door

floor

Table leg
Our bags
Height of coat
hook

What can
We
Measure?

pencils

feet

arms
radiator

ourselves

head

books
desk

Who measures things?

School keeper

chair
table

Mum and dad

whiteboard

door

floor

Table leg
Our bags
Height of coat
hook

What can
We
Measure?

pencils

feet

arms
radiator
workman

ourselves

head

books
desk

teacher

For describing
things

Notemaking Guide for Learning Thinking Maps

Bubble Map
LOOKS LIKE:

NOTES:
Adjective, phrase,
character trait

Attributes: Maths
Properties: Science

Thing you are

describing
THINKING PROCESS:

Describing (adjectives
or adj. phrases only)

Adjectives Only!

Language for Learning

pages 30-35

 Task ~ using a Bubble Map, describe

Cinderella
The frame of reference is Through the
eyes of the ugly sisters

How might you apply the Bubble Map?

Think/pair/share

Yates Mills
Elementary School
Raleigh, NC

Science

How would my mother see me?

tempestuous

untidy

lazy
Bharti

loud

reliable
caring

loving

How would my History teacher

see me?
irritating

Under achieving

disinterested

noisy

Bharti

chatty

lazy

Ralph
pragmatic

logical

tremulous

insensitive
Ralph
dismissive

leader
insightful

For comparing &

contrasting

Notemaking Guide for Learning Thinking Maps

Double Bubble Map
LOOKS LIKE:

NOTES:

Differences

Unique: Common
Alike: Different
Related to the
Venn Diagram

THINKING PROCESS:

Compare/contrast,
similar /different

Similarities

Colour Code

Language for Learning

pages 36-41

How might you apply the Double Bubble

Map?

Think/pair/share

Mice

Step
daughter

goose
Step
Daughter
Younger

Mean
Step
sisters

Step
Daughters
Older

Cinderella
Fairy
God
Mother

Prince
has
party

Mei Ping and

The Silver
Shoe

Lost
shoe
Magic
Wand

Prince
Went
house
to house

Old
lady

Magic
Goose
Feathers

Married
prince

Shoe In
hut

By Marisa

Biology

Wood Working Class

East Cary Middle School

Loud

Lazy at times

charming

A good
daughter

Can be
threatening
at times

competitive

A good listener

popular

cliquey

Bharti
by self

sporty

clever

friendly

Bharti
by others

Cheeky to
some
teachers
Has to be
centre of
attention

Loyal to her
special group
of friends

Compare and contrast

Yellow
Pencil
15 cm

Pencil
Case
18 cm

Rubber
4cmx2cm
Bag
30cmx25cm
Trainers
Size 3
Reading
Book
20x22cm

Rubber
6cmx1.5cm

Ruler
30 cm

Sunils
bag

Note
Book
13cmx15cm
Lunch box
15x18x9cm
Coloured
pencils case
17x15cm

Yellow
pencil
12 cm

Jordans
bag

Bag
35cmx30cm
Trainers
size2
Reading
book
29.5x20.5cm

Belief in rules
Innate belief
in the responsibility
of leadership
pragmatic

Dismissive of those
who are less able
than themselves

competitive

He has an ease
of privilege
Belief in the
Englishness of justice
Is disgusted by
what they have
become

Needs the tools

of leadership
To fulfil his role
Uses violence to
assert his authority

sarcastic

Ralph

Needs to be a leader
for his self esteem

Jack

Physically
powerful
Exudes authority

Both use other people

To support their aims

Full of bravado
Acts for
short gain

Calvin & Hobbes

by: Bill Watterson

For classifying
things

Notemaking Guide for Learning Thinking Maps

Tree Map
LOOKS LIKE:

NOTES:
Title, topic or category
Categories or
groups

THINKING PROCESS:

Details, examples

Classify/Group/Sort

Language for Learning

pages 42-47

Types of...
Kinds of...
Inductive/
Deductive

 Task ~ classify musical instruments into

different categories.

How might you apply the Tree Map?

Think/pair/share

Classification of objects in our

classroom
Length

Longer than 1 metre

Between 1 metre
and metre

Less than metre

NARRATIVE WRITING
SCORING CRITERIA
Main Idea
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.

Supporting
Details

Organisation

Coherence

The writer provides

sufficient
elaboration to
present events
clearly.

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

The sentences are

logically connected.

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.

The narrative must

advance step by
step through time.
The writer
establishes a sense
of beginning,
development, and
ending in the
composition.

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.

Perceptions important in

Employment

Social

Job interview

Queuing

Following
instructions from
boss

Meeting new
people

Attitude to work
Promotion
prospects
Trustworthiness
The way you speak
to employees

Relationships
Putting over your
views
Sharing

Choosing clothes

Dominating

Language used

Trustworthiness

Body language

Loyalty

Making an
impression on a
sports coach

Betrayal

Questions for leadership candidates

Personal qualities
What are the essential
qualities that a leader
needs to have?
What qualities do you
have which would make
you a good leader?
What qualities would
you need to develop?

Experience

Self knowledge

Please give
some examples
of leadership
roles you have
had

How do you know

that you would
make a good
leader?

What have you

learnt about
the role of a
leader from
these
experiences?

What have people

said to you in
times of
emergency or
stress which
supports your
application ?

A good story

Language
Adjectives
Verbs

Characters

Characters need to
have conflict

Direct speech

Some characters will

be more important
than others

Language which
describes a
specific character

Characters can think

differently from what
they say

Adverbs

Characters have
different personalities

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

Words in the story that make it interesting

Describing:
Adjectives
Windy
Wind tossed
Huge
Fat
Smart
Fair
Golden
Handsome
melted

Action:
Verbs

Phrases/
short sentences

Flew

Look out!

Blew

Trouble

Swim

Oh no!

Rescue

Kiss the frog

Cried

Laughed til she

split her trousers

Laughed
Changed
Turned
Sighed
Opened
yelled

Stop that
Whoosh
Changed back

For seeing parts of a

whole

Notemaking Guide for Learning Thinking Maps

Brace Map
LOOKS LIKE:

NOTES:

Parts of

Whole
Sub-parts
Parts
THINKING PROCESS:

Part/whole
relationships, structure

Language for Learning

pages 48-53

Physical,
tangible
objects

 Task ~ develop a Brace Map of a pen

what are the constituent parts? Do any of
the parts break down into sub-parts?

How might you apply the Brace Map?

Think/pair/share

By Brett

skull

skeleton

torso

lower body

Cranium
Facial bones
Back bone
ribs
Hip bone
femur
tibia

fibula

Science

Technology

eyes
face

ears

nose
lips
mouth

tongue
teeth

For seeing events in

sequence

Notemaking Guide for Learning Thinking Maps

Flow Map
LOOKS LIKE:

NOTES:
Major Stage

Plots,
Processes,
Chronology

Substages

Can go in any
direction

THINKING PROCESS:

Sequence, Order,
Cycles, etc.

Language for Learning

pages 54-59

 Task ~ use a Flow Map to sequence your

Dream Day

How might you apply the Flow Map?

Think/pair/share

Yates Mills Elementary School

Raleigh, NC

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

I refused because
it wasnt my turn.

I said she always

gave in to my brother

My brother made
a sexist remark

I flew into a temper

and stormed out

My mum came
after me

My mum accused
me of being selfish

My mum didnt
criticise him

I got grounded
for a week

Using a flow chart to

help you
Make a box out of card that will
be big enough to hold your
trainers
Think of all the things you will
need to do and put them in a
sequence that you can follow
Discuss the process in pairs and
make the flow chart together

Make a tape
measure out
of paper

Measure the width

of my shoe

Check it is accurate

Record it

Take a piece of card Using the straight

edge to help me
A pair of scissors
Measure the height
sticky tape
Plus one centimetre

Join the lines and

cut out my base

Measure the length

of my shoe

Measure the height

of my shoe

Draw a line
to mark it
on the paper

Record it

Record it

Measure the
width plus
one cm

For understanding
cause & effect

Notemaking Guide for Learning Thinking Maps

Multi-Flow Map
LOOKS LIKE:

NOTES:
Causes
Event

THINKING PROCESS:

Cause & Effect

Reasoning, Prediction

Causal Explanation
Projecting
Consequences
Analyzing Effects
if-then
when then

Effects,
Outcome

Can be one-sided

Language for Learning

pages 60-65

How might you apply the Multi Flow Map?

Think/pair/share

Behaviour Reflections
Reasons for my
behaviour

Name ________
Date _________

Consequences of
my behaviour

Description of
my behaviour

Plan for improvement

___________________________
___________________________
___________________________

Pupil _________________
Teacher ______________
Parent _______________

Conflict Resolution

World
History

Mum forgot who

had washed up last

Both very angry

Mum feels she is

always in middle
and always seen
as wrong

Girl flew off handle

Mum tried to assert

her authority

Argument between
mum and girl

Girl is grounded

Mum didnt bring

brother in to discussion

Bad blood between

brother and sister

Neither mum nor

girl listened to
each other

Girl feels let down

I put too much

water in

I did not measure

my flour accurately
My cake sunk
in the middle
I opened the oven
door too soon

I was upset

I put too much

water in

Mum made
another cake

I did not measure

my flour accurately
My cake sunk
in the middle
I opened the oven
door too soon

It cost
more money

Cause

Event

Effect

Simons death

The precedent
was set for Wilfreds
beating and Piggys
murder

For seeing analogies

Notemaking Guide for Learning Thinking Maps

Bridge Map
LOOKS LIKE:

NOTES:
Similar relationships

RF: __________

Relating or Common
Factor

THINKING PROCESS:

Seeing Analogies,
Transferring Similar
Relationships

Language for Learning

pages 66-71

How are they

related?

How might you apply the Bridge Map?

Think/pair/share

Chemistry

Analogies

Eyes

head

toes

foot

Relating factor: is/are a smaller part of the

Fingers

hand

knee

Relating Factor

Thinking
Learning

as

as

as

Must be implemented on
a whole school basis.
Implementation consists
of staff development
and training materials
for each teacher.