You are on page 1of 16

Focusing on Instructional Strategies

THINKING MAPS
AND
DIFFERENTIATION

Chapter 5
Pages 278 - 281
Focusing on Instructional Strategies
Objective:
•To use Thinking Maps for a variety of learning styles and modalities.

Defining Model
Welcome
Differentiation Thinking Maps
and
and Thinking and
Agenda
Maps Manipulatives

Planning Closure and A Language for


time for expectations Learning
classroom for sharing
applications. student work Chapter 5
Pages 278 - 281
DIFFERENTIATION WITH THINKING MAPS
DIFFERENTIATING THE CONTENT

(the What – the Thinking Map – the Academic


Language)

The entire class can be assigned the same map,


but the structure of the map itself can be
differentiated for different levels of learners.

An explanation of this differentiation is included


in the examples for a Tree Map in the next few
slides.
DIFFERENTIATING THE CONTENT

For one group of


students, the Tree Map is
designed with 3 categories
and the names of each
category are given to the
students.

The students then look


for the details or members
for each category.
DIFFERENTIATING THE CONTENT

For another group,


students should be told that
the Tree Map should have 3
categories, but they are not
told the headings for those
categories. They name the
categories and include the
details or members for each.

For another group, students are told to create a Tree Map but
are not told how many categories or what the headings for
those categories should be. They classify the information
themselves.
DIFFERENTIATING THE PROCESS

(the How – Learning Styles – How students


make the maps)

Students should be given several learning styles


options for creating their maps:

Making the map alone, in pairs, small groups


Using manipulatives with the maps
Body maps: Walking the Flow Map, cutting up the
Brace Map
Colors and a variety of markers
Page 278

DIFFERENTIATING THE PROCESS


Page 281

DIFFERENTIATING THE PROCESS

A
REFRIGERATOR
A CAR

ELECTRICITY
GAS

RF: is powered by
DIFFERENTIATING THE PROCESS

3 x 5 or 5 X 7 cards
Post-it Notes

_______________________ Page 280-281


_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
DIFFERENTIATING THE PRODUCT

(the Why – Taking it off the map)

Learning products are the outcomes that communicate


what has been learned. Remember that the maps are
mid-range tools. To differentiate the product students
should be given a variety of ways to “take the
information off the map.”

Writing Presented to the whole class

Discussed in pairs or small groups Developed


into a poster

Presented in a PowerPoint Acted out


DIFFERENTIATING THE PRODUCT Page 279
This student says the
This student
descriptor.
cites the
evidence from
the text to
support the
descriptor.
DIFFERENTIATING THE PRODUCT
DIFFERENTIATING THE PRODUCT
DIFFERENTIATING THE PRODUCT
CLOSURE
Take some time to meet by grade level or
department in order to plan how you might
use Thinking Maps to differentiate the
content, process or product of your
curriculum.

Save your students’ work and be prepared to


share their examples at our next follow-up
session.