Thinking Maps
This summer we trained 5 Burlington staff members as trainers for Thinking Maps. We are now beginning to offer workshops throughout the school year for interested staff members.
What are Thinking Maps?
Thinking Maps are tools that provide a common instructional language (PreK-12) to support students’ development of cognitive processes. Each Map is based on one of the 8 fundamental thinking processes:
Defining in context
Comparing/contrasting
Describing
Making analogies
Classifying
Sequencing
Whole/part relationships
Cause/effect
These eight visual teaching/learning tools help students organize their reading and thinking across the curricular areas. This allows greater access to content and provides students with a framework for organizing thinking, information, and writing. By using these tools, students can learn more effectively, more efficiently, and with greater retention.
The goal is for students to internalize the Maps and to use them independently rather than relying on others to provide a graphic organizer for them. Once internalized, students will be able to determine which Map matches their thinking process and the specific assignment at hand. Because these tools can be used across disciplines, they promote integrated thinking and interdisciplinary learning. An added benefit is that they can also be used by teachers to assess student’s understanding and growth.
How are they different from typical graphic organizers?
Typical Graphic Organizers |
Thinking Maps |
Based on isolated tasks |
Based on fundamental thinking skills |
Often static |
Highly flexible |
Inconsistent implementation across classrooms |
Consistent language and implementation across classrooms |
Difficult to transfer across disciplines |
Easily transferred across disciplines |
Teacher oriented |
Student centered |
See link at http://www.thinkingmaps.com
Fundations
This year, starting in Kindergarten, we have begun the adoption of Fundations. This is a phonological/phonemic awareness and phonics program, K-3, that incorporates both spelling and handwriting. This program not only meshes well with our Fountas and Pinnell Balanced Literacy approach, but also provides a preventative, Response to Intervention model to reduce reading and spelling difficulties and insure a strong literacy foundation. Fundations is researched based and consistent with the Orton Gillingham and Wilson programs used by special educators in our district. This link between regular education and special education provides yet another layer of consistency for children. This consistency of program delivery and instruction will insure the development of a strong foundation for literacy, handwriting, spelling, and writing for all of our students.
Over the next three years, we will introduce Fundations in grades one through three. Professional development is ongoing throughout the year to support staff at the grade level of implementation.
Please view the power point link for the adoption process and rationale, as well as the Wilson website for the Fundations program.
See link at http://www.fundations.com
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