Ms. Jones started the meeting and then handed things over to Ms. Schooler who introduced some SDAIE connections. Today we are focusing on Thinking Maps.She passed out a handout and went over objectives. We are looking at Thinking Maps both in departments and across the curriculum.
Connections refer to how our instruction helps students access prior knowledge. Connections can be made in terms of CONTENT, EXPERIENCES AND SKILLS/PROCESSES.
Once we reviewed the three ways students can make connections, we looked at how Thinking Maps can provide common experiences and process.
We then broke into groups and discussed how different Thinking Maps can be used in our specific subject area. In my group, we all have used these graphic organizers (although some more than other.) Mr. Perez plans to use the Double Bubble to examine the Aztec and Mayan civilizations. Mr. Peralta discussed how he will use the Flow Map for storyboarding and the Bubble Map for brainstorming events for student autobiographies. I (Ms. Nakada) plan to use the Flow Map for students to sequence the steps in the research process.
The fire alarm went off. Then it stopped.
Ms. Parker mentioned the value of additional graphic organizers and Ms. Marcial noted that you can still use other organizers but these Thinking Maps are emphasized in elementary and these provide common experiences.
Ms. Schooler encouraged us to use a Thinking Maps for our next CFA and to leave comments on the blog. Woo hoo!!!
Mr. Watson welcomed everyone back and wished everyone a happy New Year. He reminded us that the CFA work is reflective of what was discussed before the break.
We then moved into departments to continue Thinking Map and CFA discussions. In English we talked about Flow Map working to summarize the research process and then using the tree map for response to literature essays.
After department meetings, we came back to check in with Mr. Watson and were done for the day.
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