Oleh: Pn Halimatussaadiah binti Salleh BISA IPG KPM 21 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

STRATEGI PELAKSANAAN PROGRAM I-THINK DI SEKOLAH-SEKOLAH DI MALAYSIA
TAHAP FASA 1 FASA 2 TAHUN 2012 2012 AKTIVITI Rintis di 10 buah sekolah iaitu 4 buah sekolah menengah dan 6 buah sekolah rendah 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) Pelaksanaan di 1000 Buah sekolah Pelaksanaan di ……?... Buah sekolah Di semua sekolah

FASA 3 FASA 4 FASA 5

2013 2014 2015

PROJEK RINTIS PROGRAM I-THINK DI SEKOLAH-SEKOLAH DI MALAYSIA
BIL 1 2 NEGERI MELAKA SEKOLAH RENDAH SJKC WEN HUA BT BERENDAM SMK CONVENT MUAR SEKOLAH MENENGAH

 I-THINK PILOT PROJECT JOHOR
N SEMBILAN
WILAYAH PERSEKUTUAN PAHANG KELANTAN TERENGGANU

3
4 5 6 7

SJKT PORT DICKSON
SK KIARA MAS SK PAYA PULAI SMK GAAL SK PUSAT BKT BESAR

8
9 10

PULAU PINANG
SABAH SERAWAK SK TAN SRI HJ MOHAMMED

SMK TUN HUSSEIN ONN
SMK KOTA MARUDU

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 Reference
 The 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 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?

For defining in context

Science kit

Circle Map
Help plants Lives in soil Tube shaped body

Internet By Alex and Michel

slimy
Need moisture

Enemies are birds

earthworms

2,700 kind

No feet have hair

Lay eggs
Vibrations Teacher

Nocturnal

Books

Notemaking Guide for Learning Thinking Maps
Circle Map
LOOKS LIKE:

NOTES: Topic Everything I know How or where did I learn this?

Can be used for:
•Brainstorming •Diagnosing prior knowledge •Closure/review

THINKING PROCESS:

Defining in Context or Brainstorming

My frame of reference

Language for Learning pages 24-29

Mathematics

happy Good at sports generally friendly Not really religious competitiv e

Like reading
I can be cheeky to some teachers

loud musical

Bharti

Can be argumentative to my parents

Going out with my mates

Sympathetic to my friends A good listener Academically bright

Fun to be with

School keeper

Who measures things? chair table door Our bags

Mum and dad

whiteboard
floor

Table leg

Height of coat hook

pencils
arms radiator workman

What can We Measure?

ourselves feet 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

Science

How would my mother see me?
tempestuous untidy

lazy
Bharti loud

reliable caring loving

Ralph
logical pragmatic

insensitive tremulous Ralph dismissive leader insightful

For comparing & contrasting

Notemaking Guide for Learning Thinking Maps
Double Bubble Map
LOOKS LIKE:

NOTES:

Unique: Common
Alike: Different

Differences

Related to the Venn Diagram
THINKING PROCESS:

Compare/contrast, similar /different

Similarities

Colour Code

Language for Learning pages 36-41

Mice

Step daughter

goose
Step Daughter Younger

Step Daughters Older

Mean Step sisters

Cinderella
Fairy God Mother

Prince has party

Mei Ping and The Silver Shoe

Old lady

Lost shoe Magic Wand
Prince Went house to house

Magic Goose Feathers

Married prince

Shoe In hut

By Marisa

Biology

For classifying things

Notemaking Guide for Learning Thinking Maps
Tree Map
LOOKS LIKE:

NOTES: Title, topic or category Categories or groups Details, examples

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

THINKING PROCESS:

Classify/Group/Sort

Language for Learning pages 42-47

Classification of objects in our classroom Length
Longer than 1 metre

Between 1 metre and ½ metre

Less than ½ metre

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.

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

A good story

Language
Adjectives Verbs Adverbs

Characters

Sequencing
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

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

Words in the story that make it interesting
Action: Verbs Flew Blew Swim Rescue Cried Laughed Changed Turned Sighed Opened yelled Phrases/ short sentences Look out! Trouble Oh no! Kiss the frog Laughed til she split her trousers

Describing: Adjectives Windy Wind tossed

Huge
Fat Smart Fair Golden Handsome melted

Stop that
Whoosh Changed back

For seeing parts of a whole

Notemaking Guide for Learning Thinking Maps
Brace Map
LOOKS LIKE:

NOTES: Whole Sub-parts Parts

Parts of… Physical, tangible objects

THINKING PROCESS:

Part/whole relationships, structure

Language for Learning pages 48-53

By Brett

Cranium
skull Facial bones Back bone ribs Hip bone femur lower body
tibia

skeleton

torso

fibula

Science

Technology

For seeing events in sequence

Notemaking Guide for Learning Thinking Maps
Flow Map
LOOKS LIKE:

NOTES: Major Stage

Plots, Processes, Chronology Can go in any direction

Substages
THINKING PROCESS:

Sequence, Order, Cycles, etc.

Language for Learning pages 54-59

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 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’t criticise 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 Map
LOOKS LIKE:

NOTES: Causes Event

Causal Explanation Projecting Consequences Analyzing Effects
“if-then” “when… then”

THINKING PROCESS:

Effects, Outcome

Cause & Effect Reasoning, Prediction

Can be one-sided

Language for Learning pages 60-65

Behaviour Reflections
Reasons for my behaviour

Name ________ Date _________

Consequences of my behaviour

Description of my behaviour

Plan for improvement ___________________________ ___________________________ ___________________________
Pupil _________________ Teacher ______________ Parent _______________

Mum forgot who had washed up last

Both very angry

Girl flew off handle

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

Mum tried to assert her authority

Argument between mum and girl

Girl is grounded

Mum didn’t 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 put too much water in

I was upset

I did not measure my flour accurately My cake sunk in the middle I opened the oven door too soon

Mum made another cake

It cost more money

For seeing analogies

Notemaking Guide for Learning Thinking Maps
Bridge Map
LOOKS LIKE:

NOTES:
Similar relationships

RF: __________
Seeing Analogies, Transferring Similar Relationships
THINKING PROCESS:

Relating or Common Factor

How are they related?

Language for Learning pages 66-71

Analogies

Eyes

toes

Fingers

knee

head

foot

hand

?

Relating factor: is/are a smaller part of the

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