Metacognition and the Learner Strategies for better academic - - PowerPoint PPT Presentation

Metacognition and the Learner

Strategies for better academic functioning, thinking & learning

Presented by

B.OT; M.OT; PDME

12 March 2016

 Occupational therapist for 36 years  Mainstream high school in Durbanville since 1998  Private Practice in afternoons  Explicit cognitive education for past 22 years  Metacognitive therapeutic intervention process  Part of IACESA for 19 years  Consultant &Trainer in thinking /learning skills since 1998  Immediate Past President of IACESA (Feb 2013 – Feb 2015)

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Overv rview

Lessons from Functional Medicine – What? Why? Referrals & problems of learners Connection to Executive Functions (EF’s) Defining metacognition Bridging the gap between weak EF’s and academic/learning demands by using a mediated learning process and metacognitive strategies & tools Using a self-regulated learning process and Thinking Maps when the academic demands increase

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Functional Medicine (FM)

My journey is one of thousands Reasons for interest in FM Common truths that we ignore

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Functional Medicine

Addresses underlying causes of disease Uses a systems-

• rientated

approach Uses a patient centred approach Engages both patient and practitioner in therapeutic relationship Addresses whole person and not isolated set of symptoms

General l le lessons fr from Functional l Medic icine

 Addresses underlying causes

• f diseases

 Uses a systems orientated approach  Engages patient and practitioner in therapeutic relationship  Uses a patient centred approach  Addresses whole person and not an isolated set of symptoms

 We must search for the real causes of ineffective thinking and poor academic functioning?  We must understand how all the systems are connected, e.g. mind-body connection?  We must have relationships with

• ur clients/learners?

 We must promote health beyond the absence of disease & problems.  We must understand the role of environmental and lifestyle factors that can influence long- term health and chronic disease.

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Functional Medicine involves understanding the origins, prevention and treatment of complex chronic disease.

Onli line summits and webin inars

 Oral Health Summit – July 2015  Truth about Cancer – October 2015  State of your Health – December 2015  Fat Summit – February 2016  Metabolism Summit – February 2016  Tapping Summit – February 2016  Microbiome Medicine Summit – February/March 2016  Urban Monk  Etc…

Critical thinking demonstrated explicitly

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Sp Specif ific ic les lessons fr from Functio ional l Medici icine Su Summit its

 Do not just believe doctors – look for the cause of problems/disease  Let food be your medicine  Eat whole, unprocessed, unrefined foods (as God created it) and all colours of the rainbow (super foods). Make 75 percent of your plate vegetables and plant- based foods (fibre-rich foods)  Eat organic foods and free range products if possible  Eat good fats like omega 3 fats and mono-unsaturated fats, such as extra-virgin

• live oil or coconut oil

 Reduce/eliminate the toxic load (pesticides, hormones, sugar, sodas, refined foods, processed foods, ‘bad’ health foods, gluten, etc.)  Add fermented foods e.g. Sauerkraut that contains good amounts of probiotics  Read labels – avoid preservatives, additives, parabens, etc  Balance energy and eliminate/manage chronic stress  Learn to relax, give the body what it needs to be immune or heal itself  Exercise, get in the sun, do what our ancestors did  Supplement smartly

WHY IS THIS IMPORTANT?

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Healt lth foods you should ld never eat! t!

 Fruit juice  Soy protein  Farmed fish  Microwaved popcorn  Conventional meat  Margarine  Vegetable oils/Canola oil  Table salt  Artificial sweeteners  Conventional milk WHY IS THIS IMPORTANT?

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Mark Hyman on Gut Health

 Optimal gut health has become a prominent focus in 21st century health. Gut health has been linked to numerous problems – including autism, obesity, diabetes, allergies, autoimmunity, depression, cancer, heart disease, fibromyalgia, eczema, and asthma. The links between chronic illness and an imbalanced microbiome (or gut bacteria) keep growing every day.  Many scientists have begun to refer to the gut as our second brain, an idea that is reflected in amazing books like The Good Gut, Brainmaker, The Microbiome Solution, and The Gut Balance Revolution.

 You can begin to understand the importance of gut health when you consider there are 500 species and three pounds of bacteria in your gut. There are trillions of bacteria in your gut, and they collectively contain at least 100 times as many genes as you do. The bacterial DNA in your gut outnumbers your own DNA by 100 times. You have about 20,000 genes, but there are 2,000,000 (or more) bacterial genes.

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My referrals

Majority are from

 Parents of children with ADD/ADHD that struggle with organization, planning, self-regulation, learning, etc  Parents of children not coping academically that have ‘hidden learning needs’  Parents that lack skills to help own child

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Good day Estelle, As discussed – I got your number from H at Kenridge. I would like to send my son for some help on study methods – he says that he doesn’t know how to study. He is in grade 6. He is unfortunately only free on Mondays from 14:30 and Fridays from 14:00, Saturday afternoons after 14:30 and Sundays (any time). Please could you let me know when it would be possible to see him – thanks. PROBLEMS OF LEARNERS

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Goeie dag My dogter is in Bastion in Graad 4 hierdie jaar maar kan nog glad nie

• p haar eie leer nie.

Ek moet basies vir haar voorlees en vrae

• vra. Sy is egter baie oplettend in die

klas en vaar akademies baie goed – het ‘n gemiddelde punt van 88.9% gehad vir die jaar so ver. Ek wil haar egter begin speen so dat sy op haar eie kan leer. Maar

• mdat sy die werk uiters vervelig

vind, word haar aandag gou

• afgetrek. Bied jy dalk iets aan wat

haar sal help om opsommings te maak? PROBLEMS OF LEARNERS

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Goeie dag Estelle Ek woon in Namibia en kom Kaap toe om my jongste seun na L te bring. Ek wil graag my 2 ouer seuns na jou bring sodat jy ons asb kan help verstaan hoe hulle moet leer. My oudste seun leer baie moeilik en vaar nie te goed met die skool nie en ek wil weet hoe ek hom kan help om reg te leer. Hy is tans in Gr.4 en die ander een is in Gr.2. PROBLEMS OF LEARNERS

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PROBLEMS OF LEARNERS

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Many learners struggle with ‘Clogged Funnel Syndrome?’ (Meltzer, 2007)

“Clogged Funnel”

Academic tasks that involve written output, summarizing, taking notes,

• r reading

complex text for meaning may be challenging for students…. These learners

• ften exhibit

symptoms that than can be compared to a “clogged funnel”

(Meltzer 2007)

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‘Cognitive Bandwidth’ (working memory) difficulties

(Kaufman, 2010)

A B

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How can we cla lassify fy these kin inds of problems?

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CORE STRANDS OF EXECUTIVE FUNCTIONS (KAUFMAN, 2010)

EF SKILLS

Those elements of cognition that allow for the self- regulation and self-direction of day-to-day and longer term functioning; when you purposefully manage your thinking or behaviour to achieve an outcome

METACOGNITIVE STRAND SOCIAL / EMOTIONAL STRAND

CORE STRANDS OF EXECUTIVE FUNCTIONS (KAUFMAN, 2010)

METACOGNITIVE STRAND

• Goal Setting
• Planning/strategizing
• Sequencing
• Organization of

materials

• Time management
• Task initiation
• Goal-directed attention
• Task persistence
• Self-monitoring
• Working memory
• Set shifting/cognitive

flexibility SOCIAL/EMOTIONAL STRAND

• Response inhibition

(impulse control)

• Emotional control
• Adaptability

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EXECUTIVE FUNCTION LOCATION IN THE BRAIN

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Pre-frontal Cortex

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DEVELOPMENT OF EF

First 18-24 months

Pre- school years

Primary School 9-12 years

High School Years

More public self- directed talk Inner self- directed talk develops Self- directed talk – work in progress

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WHAT are core Executive Function processes that require support ? (Meltzer, 2007)

Goal setting & Planning Organizing & Prioritizing

Remembering & Accessing Working Memory

Cognitive Flexibility

Self- Monitoring

& Checking

Metacognition

 It is the self-monitoring that puts the meta in metacognition (Kaufman, 2010).  Metacognition is used to describe the skills and strategies involved in selecting, applying and monitoring one’s own cognitive skills in relation to a specific task or problem  Metacognition includes self-appraisal (learning to stop, think and reflect on the quality of ones’ thinking) and self-management (monitoring

• nes’

thinking and making choices about the appropriateness of specific strategies for specific tasks)  A person that is metacognitively aware can evaluate how he is thinking and what he is thinking (Moonsamy in Green, 2014)

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Metacognition

 Metacognition is the ability to stand back and take a bird’s- eye view of yourself in a situation and observe how you solve a problem, e.g. ‘How am I doing?’ or ‘How did I do?’ (Dawson and Guarre, 2004)  Metacognitive skills/strategies indicate reflection on thinking through monitoring, planning and evaluating the outcomes of a task and can take place before, during and after any cognitive activity (Moonsamy in Green 2014)  It is a broad executive skill and important for all types of cognitive activity (Flavell et al, 1993). It is an essential thinking activity for all individuals to achieve optimal learning outcomes  Metacognition is not automatic for all people and must be mediated explicitly  Cognitive education (and metacognitive support) provide cognitive and metacognitive instruction (Moonsamy in Green 2014)

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What is our role?

LEARNERS

“with hidden learning needs”

With diagnosed problems Without diagnosed problems

More extra lessons & tutors? More Medication? AND/OR MORE METACOGNITIVE SUPPORT? More therapies & interventions? More study method courses? (AND MORE ATTENTION TO HOLISTIC HEALTH)

?!

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WHY?

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WHY More Metacognitive Support?

 There are a growing number of learners that struggle academically

• r lack effective skills to cope with ongoing academic demands

 Many learners (even top students) receive extra lessons, go for therapies, have tutors, see psychologists, take medication, etc…  Parents spend large sums of money on “extra help” BUT many parents can not afford to do this  Learners often depend on extra lessons/tutors and became passive learners instead of developing independent learning skills, better thinking skills and strategies  Teachers do not always have “growth mindsets”, they do not always believe that they can make a difference or do not equip learners with better skills  There are many hidden context, curriculum/task and learning material barriers that block thinking and learning  Many teachers, tutors, parents and therapists lack understanding, knowledge and skills re the ‘hidden needs of learning’ and how to support learners re these needs  Limited, if any, attention is given to the development of processes & strategies for effective learning/thinking to occur

Curriculum & Bloom’s Taxonomy

Critical and developmental

• utcomes are full of

‘thinking verbs’ Learners are assessed according to different levels of Bloom’s Taxonomy Thinking is expected but not really taught

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WHO must give More Metacognitive Support? WHERE? WHEN?

Teachers Parents Tutors Therapists Psychologists Etc…

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In the Zone of Proximal Development (ZPD) when a learner can go no further without the assistance of a more knowledgeable person

SCHOOL & OTHER REPORTS *Marks of previous terms *Problem areas PASS REQUIREMENTS VS PERSONAL GOALS * Long term goal for end of year WHAT WILL PROMOTE/HAMPER ACHIEVEMENT OF GOAL *Metacognitive awareness *Strengths & challenges *Other factors PLAN OF ACTION * Realistic short term goals *Action plans to achieve goals IMPLEMENTING PLAN *Developing self- understanding, strategies and skills to think & learn better REFLECTING ABOUT PLAN *Staying on track and self-monitoring *Being the CEO

• f own brain

HOW? Metacognitive Support Process

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Mediational Process

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Bridge of Learning

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IF a learner is using metacognition and if a learner is being the CEO of his/her own brain, THEN he/she will…

 STOP AND THINK  Know/find out what to do to get marks  Know/find out when to do the work  Know/find out how to do the work  Monitor him/herself to stay on track

BUT

Many learners might require intervention and metacognitive support

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Metacognitive Support

Learners must be assisted to discover a common language for thinking and to develop metacognitive strategies and skills with the assistance of a more skilled or knowledgeable person/learner (mediator)

HOW? Mediated Learning Experience (MLE)

• Learners are assisted to discover a common language about

thinking and to develop meta-strategic knowledge with the assistance

• f

a more skilled

• r

knowledgeable person/learner

• MLE is what occurs in a child’s learning zone - this is based
• n Vygotsky’s notion of the “Zone of Proximal Development”

(ZPD)

• The essence of MLE is that the child is assisted to discover

and develop their own understanding and is not explicitly given information

• The most frequently used mediational technique is “deep

level questioning”

• The intent of MLE is to assist learners to become both

independent and interdependent or collaborative learners

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ABC’s of Mediation

• 1. Reciprocity

– responsive connection & working relationship, creating an openness to learning (“Dance” between mediator & learner)

• 2. Intent – explicit direction/goal that evolves between

mediator and learner (Why am I doing/learning this? How can this help me?)

• 3. Meaning – personal relevance of the learning experience

(AHA! Now I understand!)

• 4. Transcendence – expansion of understanding beyond

what learner is learning in a specific activity (Where/when/how can I use this knowledge/skill or strategy again?)

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Metacognitive Support

Learners must be assisted to discover a common language for thinking and to develop metacognitive strategies and skills with the assistance of a more skilled or knowledgeable person/learner (mediator)

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The Cognitive Enrichment Advantage (CEA)

developed by Prof Katherine Greenberg

can be used to teach a common language for thinking

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Self Regulation Strategy

Use self-talk to monitor what you are thinking and what you are doing. This helps you to know when you need to use a different learning strategy. When you self regulate, you are able to keep track

• f your own learning and know when and how to ask for help.

Using Self Regulation motivates you to become an independent learner. Self awareness and self talk

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Being the CEO of my Own Brain = Using Metacognition

 Being the CEO of my Own Brain during academic or other tasks can help me to be a more effective thinker and learner. Just as a CEO of a company’s job is to manage a company, a thinker’s job is to manage his/her brain and thinking.  Self-talk is needed to get myself to think about my thinking and to monitor and regulate my thinking and behaviour.  Cleaning my Working Memory before doing any task, especially challenging tasks ensures that there is space in my working memory and that I can use my memory processes effectively.  Problem Identification helps me to identify any problems that I might have with the task I need to do. I must become aware of that feeling of imbalance that will give me a clue when something interferes with successful understanding and learning.

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 Getting the Main Ideas of a task before I start and while I am busy, helps to give me the big picture of a task and helps with

• understanding. The main ideas hold together all other related

ideas.  A Systematic Approach-To-Task means I must do step-by-step exploration of what I need to do or learn, then I must do step- by-step planning and then I must do/say/write step-by-step and very carefully.  Precision and Accuracy with words and concepts is very

• important. I must make sure I understand difficult words and

never write a word if I do not understand it.  Selective Attention helps me to choose between relevant and irrelevant information and to focus on the relevant information that I need in the learning experience.  Space and Time Concepts are important in almost all learning and must be understood and used correctly.

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 Making Comparisons is easy, but needed all the time while I am busy with tasks or learning to identify when I make mistakes and to see what is the same and what is different among some parts of the learning experience.  Making Connections can help me find relationships among past, present and future learning experiences automatically or easier and helps with understanding.  Thought Integration means I must think about different thoughts at the same time. I must combine pieces of information into complete thoughts and hold onto them while needed.

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 Self Talk and Being the CEO of my Own Brain is also very important to feel good and motivated in learning experiences.  Finding Inner Meaning means I seek deep, personal value in a learning experience to find something that can energize my thinking and behaviour and that can lead to greater commitment and success.  A Feeling of Challenge can be used to give me energy in a new

• r complex learning experience by focussing on the learning

process rather on the fear and anxiety that I might have.  A Feeling of Competence also helps to energize my feelings, thoughts and behaviours. I must develop beliefs about being capable of learning and doing something effectively.  Awareness of Self-Change means that I can recognize and understand feelings related to personal growth and that I can feel good about change and development.

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 Self-Development helps me to improve myself, but it also helps me to appreciate special qualities in everyone.  Goal Orientation means that I set myself goals and work out specific action plans to achieve my goals.  Sharing Behaviour is important to improve learning for everyone by sharing thoughts and actions through effective interdependent learning skills.  A Feeling of Belonging to someone or somewhere is a positive feeling that can improve thinking and learning.  Resilience means that I can “bounce back” if I experience problems or setbacks. I can pull myself together and try again.

Adapted from the Cognitive Enrichment Advantage (CEA) that is a comprehensive (evidence-based) approach to assist learners to become independent thinkers, developed by Prof Katherine Greenberg (University of Tennessee, Knoxville, USA)

If…then statements (Self Talk)

If I use a Systematic Approach to Task then I will read the instructions of the task carefully If I use Selective Attention then I will be able to see what information is more important If I find Inner Meaning in what I do then I will be more motivated to do something and concentrate better If I Set Goals for myself then I will know what to do and be more focussed

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Use metacognitive prompts for teaching all strategies

(www.researchild.org)

What is the strategy/definition of the strategy? When is the strategy most helpful? How should the strategy be used?

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Examples of Strategies for Toolbox

• r “Apps that run your brain”

Strategies must be based on science of how the brain works Know why strategies work and how

Strategies for…

Emotional and behavioral control Self-regulation Goal setting and planning Organization & prioritizing Time management Thinking flexibly Accessing working memory Self-monitoring Reading comprehension Writing Thinking Learning – note-taking, summarizing & studying Test taking and exams Projects Math problem solving, etc.

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Control Car

Based on Control Theory by William Glasser

Control Theory by William Glasser

 The only person whose behaviour we can control is our

• wn

 What happened in the past has everything to do with what we are today, but we can only satisfy our basic needs right now and plan to continue satisfying them in the future  We can only satisfy our needs by satisfying the pictures in

• ur picture album – you put them in, you can change them

 All behaviour is total behaviour and is made up of four components: acting, thinking, feeling and physiology  All total behaviour is chosen, but we only have direct control over the acting and thinking components  We can control our feelings and physiology indirectly through how we choose to act and think

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EMOTIONAL GUIDANCE SCALE

1. JOY/KNOWLEDGE/EMPOWERMENT/FREEDOM/LOVE/APPRECIATION 2. PASSION 3. ENTHUSIASM/EAGERNESS/HAPPINESS 4. POSITIVE EXPECTATION/BELIEF 5. OPTIMISM 6. HOPEFULNESS 7. CONTENTMENT 8. BOREDOM 9. PESSIMISM

• 10. FRUSTRATION/IRRITATION/IMPATIENCE
• 11. ‘OVERWHELMENT’
• 12. DISAPPOINTMENT
• 13. DOUBT
• 14. WORRY
• 15. BLAME
• 16. DISCOURAGEMENT
• 17. ANGER
• 18. REVENGE
• 19. HATRED/RAGE
• 20. JEALOUSY
• 21. INSECURITY/GUILT/UNWORTHINESS
• 22. FEAR /GRIEF/DEPRESSION/DESPAIR/POWERLESSNESS

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Find the emotional tone you are in, then work yourself up each tone until you reach where you want to be. Talk to yourself, for example, if you are in fear, then ask yourself what is the insecurity or guilt? What can I be jealous of? Where is my anger? Keep working yourself up the scale to feel better. (Hicks, 2004)

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The RAS – “Gatekeeper”

We want to enter!

I am sorry, you are all bad thoughts!

To the Brain

The Reticular Activating System

 The RAS has its origins in the brainstem  It acts as a filter (gatekeeper) against all ‘data’ that is around us, e.g. sounds, tastes, colours, images, etc  There are thousands of bits of data at a time but the brain can only process a certain amount of info at a time  The RAS only lets things through that it thinks is important BUT how does it know what is important?  The RAS knows what is important by what you focus on most and what you identify with most  The messages you give yourself are very important  If you say: “ I cannot do this”, then your RAS will show you things to prove that this is true  The more proof you see, the stronger your belief will become, so be careful what you say and focus on!

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The Reticular Activating System

The RAS systematically activates specific cortical sections under the direction of the PFC. The RAS serves as the neurological flashlight (filter/gatekeeper), illuminating cortical storage sections as needed, while the PFC plays the role of the hand guiding the beam. Goldberg (2001) in Kaufman (2010)

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Tame you Lizard Brain (Amygdala)

Some ways to tame your Lizard Brain

• 1. Name it to tame it
• 2. Notice habits of your lizard
• 3. Understand your lizard
• 4. Stop and breathe deeply

when the lizard pops out

• 5. Switch on your thinking brain

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Amygdala Hijack

Fight or Flight Response

http://www.courtroomsciences.com/News/Articles/c802a93c-668f-4e1f- aee4-768815caa673

Emotional Freedom Technique - Tapping

Even if I feel stressed, I love an accept myself (x5) Even if I feel scared, I love and accept myself (x5)

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Goal Setting – What to focus on

• What is my long-term goal for the end of the year?
• What is my main goal for the term?
• What are my short-term goals that will help me to

achieve my main goal?

• What action plans & strategies will help me to achieve

my short-term goals?

• Goals must be SMART! (Specific, Measurable,

Achievable, Realistic and with Time frame).

• See next slide for goal setting template.

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Goal Setting Strategy for Short Term Goals and Action Plans

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• 1. What is goal
• f lesson? What

must I learn today?

• 2. Ask questions –

softly and aloud.

• 3. Listen actively

with eyes, ears, body and hands.

• 4. Make own

notes.

• 5. Revise the

day’s work at home.

GOOD LISTENING HELPS WITH UNDERSTANDING AND LEARNING

Listening Strategy

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Comprehension Strategy

“RAPP” WHAT I READ

• Read
• Ask thinking questions
• What, where, who,

why, when & how

• Put in my own words
• Picture what I read

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STEP-BY-STEP APPROACH TO TASK AND SELF-REGULATION

STOP READ, LISTEN AND THINK PLAN PLAN PLAN DO MONITOR AND CHECK EVALUATE

Clean my working memory. Relax. Give myself positive messages. Read very carefully. Listen carefully to all instructions. THINK… What is my goal? What must I do? What is the problem? Wat will stop me to achieve my goal? What? When? Where? Who? Why? How? Decide on a strategy/plan. Decide where to start. Work precisely and accurately. Remember all rules. Follow strategy/plan. Deal with problems. Stay calm. Focus. Am I following my plan? Am I following the steps? Am I talking to myself to stay on track? Should I ask for help? Did I achieve my goal? Is the problem solved? How did I do? What must I remember next time?

STEP-BY-STEP EXPLORATION STEP-BY-STEP PLANNING STEP-BY-STEP DOING STEP-BY-STEP SELF-REGULATION

E.Brettenny, Revised 2016

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Self monitoring strategy for writing

STOPS S - Sentence structure T - Tenses O - Organization P - Punctuation S - Spelling

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Learning Strategy: Real Learning Process

Really be ready for learning Really get the information Really understand Really revise and remember Really test myself – use & apply info Really reflect & monitor myself

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SELF-REGULATED (REAL) LEARNING PROCESS & THINKING MAPS

REALLY BE READY FOR LEARNING REALLY GET THE INFORMATION REALLY UNDERSTAND THE INFORMATION REALLY REMEMBER THE INFORMATION REALLY TEST MYSELF - USE AND APPY INFO REALLY REFLECT AND MONITOR MYSELF

What is my goal? What will help me to achieve my goal? What will prevent me from achieving my goal: My emotions? My motivation? My self-beliefs? My concentration? My organization? My time management? My reading skills? My thinking? My learning? My self-regulation?

Remember: I am the CEO

• f my own

brain. I must use self-talk to keep myself on track.

During listening What Thinking Map could I possibly use? During skim reading What thinking process is required? What Thinking Map would be suitable? Does this heading make sense? What questions could be asked? Have I done something like this before? During careful reading What Thinking Map/s will definitely help me to organize and understand the work? Did I read carefully enough? Did I select the right Thinking Map/s? Organize work for visual clarity and better understanding Use selected Thinking Map/s to

• rganize and

summarize work. Where must I start? What must I do next? Is this working? Am I using the Thinking Map correctly? Can I combine different Thinking Maps? Did I read carefully enough? Did I ask myself thinking questions? Did I select enough info to achieve my goal or to answer possible questions? What have I done in the past that can help me now? Revise thinking maps and memorize key facts to unlock the rest Does my Thinking Maps make sense? Can I remember the info? What can I add to prevent myself from getting stuck in a test or exam? Test myself in different ways Do I know what to expect in the assessments? Can I reproduce my Thinking Maps from memory? How effective are my Thinking Maps to help me to answer questions or

• ld exam papers?

Can I find the information in my long term memory? Can I answer questions on different levels of thinking including higher order thinking questions? Reflecting about my learning during and after learning During Do I understand and know the work? What else should I do? After learning What went well? What could have gone better? What must I do next time? Do I contribute success/failure to factors that are within my control? Do I have a ‘Growth Mind-Set” ? Various sources are available re Thinking Maps, e.g. Student Successes with Thinking Maps (Hyerle and Alper 2011)

Please note: “Thinking Map/s” can be replaced by “strategies”

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WHY USE THINKING MAPS? Can be applied in all content areas Can be used by anyone Based

• n 8

inter- dependent cognitive processes (Piaget) They are visual patterns & brain is dominantly visual and pattern seeker

Based on Hyerle’s Cognitive Research

(Hyerle 2009 & 2011)

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Leads to independent and Life Long Learners Compatible with Brain Research

(Jensen, Hattie & Marzano in Hyerle 2009)

Leads to increased achievement

Can be used in combinations for depth & complexity

WHY THINKING MAPS?

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Five critical attributes of Thinking Maps

Thinking Maps as a language Reflective Consistent Flexible Develop- mental Integrative

Circle Map for Defining in Context Bubble Map for Describing using Adjectives Flow Map for Sequencing Brace Map for Whole to Part Relation- ships Bridge Map for Seeing Analogies Multi-Flow Map for Cause & Effect Relationships Double Bubble Map for Comparing & Contrasting Tree Map for Classifying

THINKING MAPS

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CIRCLE MAP

 Context  List  Define  Tell me everything you know  Brainstorm  Identify  Relate prior knowledge  Explore the meaning  Associate  Generate

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Tell me everything you know about the topic Topic

BUBBLE MAP

 Describe using adjectives/adverbs  Use vivid language  Use your five senses  Qualities  Attributes  Characteristics  Features  Properties

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Descriptive qualities using adjectives/adverbs/phrases Topic

DOUBLE BUBBLE MAP

 Compare  Contrast  Similarities  Differences  Distinguish between  Differentiate

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Ideas that are unique

• r different

Ideas that are the same

TREE MAP

 Classify  Sort  Group  Categorize  Identify Main Idea and Supporting Ideas  Give sufficient and related details  Kinds of  Taxonomy

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Category name Sub- Categories Members or Details

BRACE MAP

 Parts of  Show the structure  Take apart  Identify the structure  Physical Components  Anatomy  Elements

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Whole Object Major Parts Subparts

FLOW MAP

 Sequence  Put in order  Retell/Recount  Cycles  Patterns  Show the process  Solve Multi-Step Problems

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Sub-Stages Event Major Stages

MULTI-FLOW MAP

 Causes and Effects  Discuss the Consequences  What would happen if?  If…. Then  Predict  Describe the Change  Identify the Motivation behind  Identify the Results

• f

 What happened because of?

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Causes Event Effects

BRIDGE MAP

 Identify the Relationship  Guess the Rule  Symbolism  Metaphor  Allegory  Analogy  Simile

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Relating Factor: How are the pairs related?

First Pair Second Pair

THINKING MAPS CIRCLE MAP Defining concepts, e.g. Energy; Ecology; Revolution, etc Facts about…Energy; The Earth; The Sun, etc BUBBLE MAP Describing something, e.g. Matter; a metal; the cell; characters in a book; etc DOUBLE BUBBLE MAP Comparing two things, e.g. primary & secondary sources; homonyms & homophones; plant cell & animal cell; metals & non-metals; two characters; etc TREE MAP Classifying information in groups, e.g. Parts of Speech; Types

• f Soil; Types of Energy; Types of Vegetation; etc

BRACE MAP Breaking something into parts/components, e.g. Structures

• f the cell; parts of the plant; parts of organ in the body; etc

FLOW MAP Steps and processes, e.g. Photosynthesis; respiration; reproduction; technological process; etc MULTI FLOW MAP Showing causes/reasons and effects/results, e.g. Causes and effects of pollution; causes and effects of Industrial Rev BRIDGE MAP Making relationships and analogies and showing how one thing is like another, e.g. synonyms/antonyms; intensive forms; etc

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EXAMPLES OF THINKING MAPS

Plant Cells In plants and animals Building blocks of all living things

Circle Map to Define Cells

Very small

Cells

Microscopic Animal Cells

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DOUBLE BUBBLE MAP TO FIND HCF OF 12 & 30

12

4

30

6 3 2 1 15 5 12 30 10

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Flow Map for Simplifying Exponents with fractions

Example:

9𝑦+7. 4𝑦+5 3𝑦+1. 2𝑦−2

Solution and steps

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9𝑦+7. 4𝑦+5 3𝑦+1. 2𝑦−2 22𝑦+10−𝑦+2. 32𝑦+14−𝑦−1 2𝑦+12. 3𝑦+13 (32)𝑦+7. (22)𝑦+5 3𝑦+1. 2𝑦−2

Change all bases to prime numbers – keep in a bracket

32𝑦+14. 22𝑦+10 3𝑦+1. 2𝑦−2

Get rid of brackets – multiply powers

22𝑦+10−(𝑦−2). 32𝑦+14−(𝑦+1)

Bases are the same – apply exponent laws

U S E & M A N I P U L A T E DESIGN ELEMENTS Line Shape Form Tone Texture Colour (see separate Thinking Map)

BALANCE ASYMMETRICAL SYMMETRICAL RADIAL Elements are Identical on Heaviest balanced but not either side of weight in Identical axis centre CONTRAST Created by black/white; big/small; tall/short; etc

FLOW MAP ABOUT ELEMENTS & PRINCIPLES OF DESIGN

A C H I E V E D E S I G N P R I N C I P L E S

MOVEMENT/RHYTHM Created by using design elements, e.g. line, shape Often goes with a pattern PROPORTION/SCALE Focuses on different sizes of objects and spaces If all objects/spaces are the same = boring Bigger things = more important, etc FOCUS /EMPHASIS The area that the designer deems important Focal point COMPOSITION/LAYOUT How /where design elements are placed in a design – determined by design principles VARIETY & UNITY Variety - When things are different Unity - When things are the same

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WHY COULD GREEN REVOLUTION FARMERS PRODUCE SO MUCH

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MULTI FLOW MAP: WHY COULD THE GREEN REVOLUTION FARMERS PRODUCE SO MUCH?

Petrochemical fertilizers Pesticides Controlled irrigation Mechanisation High-yielding varieties Double-cropping Management skills Contains nutrients that help plants grow better, e.g. nitrogen Control and eradicate pests, e.g. rodents, weeds, insects & fungi Ensures correct delivery of water to crops via dams, canals & sprinklers Helps minimize manual labour and increase output via tractors, harvesters, trucks Gives better & more varieties, e.g. bigger fruit, more seeds Gives more & diff crops in a season, e.g. onions + tomatoes Better management to get highest production

BRIDGE MAPS FOR MEASUREMENT FORMULAS

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2l + 2b L x B AS

Perimeter Area

Is the formula for

AS

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BRIDGE MAPS FOR PREFIXES

For not respect For not agree AS Disrespect Disagree

We use the prefix and word

AS

We use the prefix and word

AS AS For not moving Immobile For not polite Impolite

BRIDGE MAPS FOOD CONCEPTS CONSUMERS GR 10

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MOROGO AMASI AS Green, leafy vegetable Fermented milk; tastes like plain yogurt

MEANS

AS

MEANS

AS AS FAST Not eating food HALAAL

Permitted/lawful; Prepared as prescribed by Muslim law

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Something about teaching and assessment & essential links

SELF-REGULATED (REAL) TEACHING PROCESS

REALLY BE READY FOR TEACHING REALLY GIVE THE BIG PICTURE & THE RIGHT INFORMATION TO ENGAGE LEARNERS REALLY PLAN ‘WHAT TO TEACH AND HOW TO TEACH NOW’ REALLY STUCTURE REVISION AND CONSOLIDATION TO ENHANCE LEARNING REALLY DO ASSESSMENTS OF LEARNING & ASSESSEMENT FOR LEARNING REALLY REFLECT ABOUT ASSESSMENTS & FUTURE TEACHING What is my goal/outcome for the lesson/topic? What will help me to achieve my

• utcome/s?

What will prevent me from achieving my

• utcome/s:

My self-knowledge? My self-belief about making a difference? My flexibility? My organization? My planning and time management? My craftsmanship and skills? My consciousness and self-regulation? My interdependence? Etc…

Remember: I must model how to be a CEO of my

• wn brain.

Did I prioritize what goes into my lesson? Did I make thoughtful judgments of what is most important? Am I teaching transferrable concepts and skills too or just specific information? Do I plan and present whole-to-part learning (primary concept or big idea)

• r part-to-whole

learning? Do I sort ‘teachable concepts’ from ‘topics to teach’? Do I frame/mediate the primary concepts in deliberately provocative ways? Do I use skillfully crafted questions at different levels of thinking? Do I introduce/use relevant Thinking Maps? Etc… Did I identify the desired outcomes? Did I plan how to determine acceptable evidence of student learning (i.e. assessment evidence)? How do I activate students’ prior knowledge about the content? What do I want my students to know and understand? What do I want my students to be able to do? Do I use learning activities that will help me to achieve my learning

• utcome/s?

Do I use relevant Thinking Maps as part

• f my lesson?

What special populations and learning needs do I have in my class? How will I synthesize and bring closure to the lesson? In what way will I return to the essential question/primary concepts or enduring understanding? What activities/homework will I assign that will help students to consolidate and apply what they have learned? Can I use Thinking Maps as part of the consolidation process and how? Etc… Did I include questions on different levels of Bloom’s Taxonomy? Do I strive to bring students ‘inside the black box’ of the assessment process? Do I use assessments to determine student progress and status

• f learning

(summative)? Do I use assessments as an essential component of the learning process in

• rder to promote and

enhance further learning (formative)? Is the type of assessment appropriate for the targeted learning

• utcome?

Is the design of the assessment valid? How will the assessment results be communicated? Etc.. Did my teaching and assessment help students to answer the following basic questions about their learning: Where am I going? Where am I now? How can I close the gap? How did the lesson go? What are some ideas that I want to take away from this learning experience? How will I apply these new ideas? Etc…

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10 Researched Based Principles

• f Assessment for Learning

Assessment for Learning: 1. Is part of effective instructional planning. 2. Focuses on how students learn (not just ‘what’ they learn). 3. Is central to classroom practice. 4. Is a key professional skill. 5. Is sensitive and constructive. 6. Fosters motivation. 7. Promotes understanding of goals and criteria. 8. Helps learners know how to improve. 9. Develops the capacity for self-assessment.

• 10. Recognizes all educational achievement.

(from Powell.W & Powell. O. 2011)

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RESOURCES

• Barringer, M. 2010. Schools for All Kinds of Minds. Jossey-Bass.
• Brettenny, E. 2010. The Power of One Piece of Paper.
• Dawson, P. & Guare, R. 2004. Executive Skills in Children and Adolescents.

Guilford Press, New York.

• Glasser, W. Control Theory. 1984. A new explanation of How we Control
• ur Lives. Harper and Row Publishers.
• Green, L. 2014. Schools as Thinking Communities. Van Schaik Publishers.
• Hyerle, D. 2009. Visual Tools for Transforming Information into Knowledge.

Corwin Press.

• Hyerle, D. 2011. Student Successes with Thinking Maps. Corwin Press.
• Kaufman,C. 2010. Executive Function in the Classroom. Paul. H. Brooks

Publishing Co.

• Levine, M. 2004. The Myth of Laziness. Simon & Schuster UK Ltd.
• Levine, M. 2003. A Mind at a Time. Simon & Schuster UK Ltd.
• Powell. W & Powell. O. 2011. How to Teach Now. ASCD.
• Meltzer, L. 2007. Executive Function in Education. Guilford Press, New York.

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TH THANK YOU

estelle@brettenny.co.z .za (0 (021) 976 7042 082 430 7956