ALAT VISUAL PETA PEMIKIRAN

(THINKING MAPS)
What are…

®
For defining in context
How do you know what you know?

Everything you know

about thinking skills

Thinking
skills
Notemaking Guide for Learning Thinking Maps

Circle Map
LOOKS LIKE: NOTES: Can be used for:
Topic
Everything •Brainstorming
I know
•Diagnosing prior
How or where did knowledge
I learn this?
My frame of
•Closure/review
THINKING PROCESS:
reference
Defining in Context
or Brainstorming
Circle to Tree for Writing

Language for Learning

pages 24-29
 Internet
Science kit Circle Map
Help plants
By Alex and
Michel
Lives in soil

Tube shaped body

Enemies
slimy are birds
earthworms
Need 2,700 kind
moisture
Lay eggs
No feet
have hair Vibrations

Nocturnal
Books Teacher
Mathematics
 happy

Good at sports
generally Not really
religious
friendly Like reading competitiv
e
loud I can be Can be
cheeky to argumentative to
musical some
Bharti my parents
teachers

Going out with my

Sympathetic to my
mates
friends
A good listener Academically bright

Fun to be with
 Our classroom

chair
whiteboard
table door
floor
Table leg
Our bags

Height of coat
hook What can
ourselves
We
pencils Measure?
feet
arms

books head
radiator

desk
For describing things
Notemaking Guide for Learning Thinking Maps

Bubble Map
LOOKS LIKE: NOTES:

Adjective, phrase, Attributes: Maths

character trait
Properties: Science
Thing you are
describing
THINKING PROCESS:
Describing (adjectives Adjectives Only!
or adj. phrases only)

Language for Learning

pages 30-35
Yates Mills
Elementary School
Raleigh, NC
Science
How would my mother see me?

tempestuous
untidy

lazy

Bharti loud

reliable
loving
caring
How would my History teacher see
me?
irritating
disinterested

Under achieving Bharti noisy

chatty lazy
For comparing & contrasting
Notemaking Guide for Learning Thinking Maps

Double Bubble Map

LOOKS LIKE: NOTES:
Unique: Common
Differences Alike: Different

Related to the
Venn Diagram
THINKING PROCESS:
Similarities
Compare/contrast,
similar /different Colour Code

Language for Learning

pages 36-41
 Step
daughter
Mice goose

Step
Step Mean Daughter
Daughters Step Younger
sisters
Older

Cinderella Prince
Mei Ping and Old
has The Silver lady
Fairy party Shoe
God
Mother
Lost Magic
Goose
shoe Feathers

Magic Prince
Wand Went
Married
house Shoe In
prince
to house
hut
By Marisa
Biology
 Loud
Lazy at times cliquey

Can be
competitive
A good listener threatening
at times

Cheeky to
sporty some
popular Bharti Bharti teachers
by self by others
Has to be
centre of
charming clever attention

Loyal to her
A good special group
friendly
daughter of friends
 Needs to be a leader
Belief in rules Dismissive of those for his self esteem
who are less able
than themselves Needs the tools
Innate belief of leadership
in the responsibility To fulfil his role
of leadership

competitive Uses violence to

pragmatic assert his authority

sarcastic
Physically
Ralph Jack powerful
He has an ease
of privilege
Exudes authority

Belief in the Both use other people

Englishness of justice To support their aims Full of bravado

Is disgusted by
what they have Acts for
become short gain
For classifying things
Notemaking Guide for Learning Thinking Maps

Tree Map
LOOKS LIKE: NOTES:
Title, topic or category
Types of...

Categories or Kinds of...

groups

THINKING PROCESS: Details, examples Inductive/

Classify/Group/Sort Deductive

Language for Learning

pages 42-47
 Classification of objects in our
classroom
Length

Longer than 1 metre Between 1 metre Less than ½ metre

and ½ metre
 NARRATIVE WRITING
SCORING CRITERIA

Main Idea Supporting Organisation Coherence

Details
The writer must
clearly establish a The writer provides A clear sequence of The sentences are
focus as it fulfills sufficient events is essential logically connected.
the assignment of elaboration to for a successful The writer
the prompt. present events narrative. establishes
clearly. relationships
The narrative must
Details must be advance step by between and among
He/She must stick the ideas, causes,
related to the step through time.
to the subject and/or statements in
subject matter and
matter presented in The writer the composition.
what happens in the
the prompt in order establishes a sense
narrative. The writer may use
to strengthen the of beginning,
main idea. The effective use of development, and common devices to
concrete, specific ending in the achieve coherence:
details strengthens composition. pronouns,
the power of the synonyms,
response. connectives,
transitional words.
 Questions for leadership candidates

Personal qualities Experience Self knowledge

Please give
What are the essential some examples How do you know
qualities that a leader of leadership that you would
needs to have? roles you have make a good
had leader?
What qualities do you
have which would make What have you What have people
you a good leader? learnt about said to you in
the role of a times of
What qualities would
leader from emergency or
you need to develop?
these stress which
experiences? supports your
application ?
 A good story

Language Characters Sequencing

Adjectives Characters need to The beginning makes

have ‘conflict’ you want to hear or
Verbs read more
Some characters will
Adverbs It is not confusing
be more important
Direct speech than others We don’t always
Language which Characters can think know what is coming
describes a differently from what next
specific character they say The ending is
Characters have surprising
different personalities
 Words in the story that make it interesting

Describing: Action: Phrases/

Adjectives Verbs short sentences

Flew Look out!

Windy
Blew Trouble
Wind tossed
Swim Oh no!
Huge
Rescue Kiss the frog
Fat
Cried Laughed til she
Smart
split her trousers
Laughed
Fair
Stop that
Changed
Golden
Whoosh
Turned
Handsome
Changed back
Sighed
melted
Opened
yelled
For seeing parts of a whole
Notemaking Guide for Learning Thinking Maps

Brace Map
LOOKS LIKE: NOTES:
Whole Parts of…

Sub-parts Physical,
tangible
Parts objects
THINKING PROCESS:
Part/whole
relationships, structure

Language for Learning

pages 48-53
By Brett

Cranium
skull
Facial bones

Back bone
skeleton torso ribs
Hip bone

femur
lower body tibia
fibula
Science
Technology
For understanding cause &
effect
Notemaking Guide for Learning Thinking Maps

Multi-Flow Map
LOOKS LIKE: NOTES: Causal Explanation
Causes Projecting
Event Consequences
Analyzing Effects
“if-then”
THINKING PROCESS:
Effects, “when… then”
Outcome
Cause & Effect
Reasoning, Prediction Can be one-sided

Language for Learning

pages 60-65
 Behaviour Reflections
Reasons for my Name ________
Consequences of
behaviour Date _________ 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

Girl flew off handle always in middle
and always seen
as wrong

Mum tried to assert

her authority Argument between Girl is grounded
mum and girl

Mum didn’t bring Bad blood between

brother in to discussion brother and sister

Neither mum nor

girl listened to Girl feels let down
each other