Mathematics, Business, Physical Education
A few such examples in which Thinking Maps have been used are described below by teachers of kindergarten through twelfth grade:
· Michelle Soileau, Sue Monier, Jackie Vidrine, Kindergarten – Mathematics: The children have studied the calendar by sorting the months of the year into a Tree Map by the number of days in any given month; children have also constructed individual Bridge Maps for display which use the 'relating factors' of adding 1, adding 2, and adding 0 to various given numbers; this same procedure was used in subtraction; the number line combined with the Thinking Maps cement and clarify these concepts for Kindergarteners; children have also converted a 100 number chart into a Flow Map by cutting out each row of tens adding arrows and gluing them to sentence strips to display their understanding in a linear fashion.
· Kathy Fontenot, Therese Phillips, Cheryl Lafleur, Grade 1 – Mathematics: First graders have used varied Thinking Maps to display their understanding of mathematical concepts. Examples include: Flow Maps to order coins by value from greatest to least amount; Brace maps to show 'part to whole' relationships by taking a given amount (21 cents) and identifying the coin combination that equals that amount of money; Brace Maps have also helped to clarify 'place value' of a given number in that students can take a number such as '123 ' and show that this number has 1 hundred, 2 tens, and 3 ones or 100 + 20 + 3; the Double Bubble Map was constructed to compare and contrast the mathematical operations of addition and subtraction; a divided Circle Map provided children a way to model the action of +1, -1, +10, -10 to any given number with the corresponding results.
· Julie Firmin, Jackie Fontenot, Kathy Boudreaux, Grade 2 – Mathematics: Thinking Maps were used consistently to consistently teach math concepts. Examples include: Tree Maps were used to review addition and subtraction vocabulary and to classify addition and subtraction "names" for given numbers; the divided Circle Map was constructed to state addition and subtraction facts for specified numbers; Brace Maps were used to display 'parts of' an addition and/or subtractions problems and to review place value of numbers; Flow Maps ordered numbers in 'skip' counting by 2s, 5s, and 10s and were also used in small groups for the ordering of numbers to 99 whereby each group was given a 'chunk' of numbers to order and share with the class.
· Lisa Saucier, Grade 3, Mathematics – Thinking Maps were used in third grade to introduce and/or reinforce skills taught. Circle Maps were used to define mathematical vocabulary and to name numbers in different ways; Flow Maps were constructed to drill multiplication facts; Maps were also used as a way to check for understanding.
· Heather Dupre, Kim Pucheu, and Amy Dupre, Grades 4, 5, 6, 7, & 8 – Mathematics: Thinking Maps were utilized in Math lessons at all grade levels listed. Examples: Flow Map – Ordering/Sequencing – Steps in division, regrouping fractions, adding and subtracting integers; Circle Maps – Constructed to introduce skills, define terms, define numbers by days of school; Bridge Map – Display analogies of relationships of decimals, fractions and percents; proportions; and money; Double Bubble Maps – Created to compare and contrast equations and mathematical expressions, types of polygons, integers and whole number; Tree Maps – Constructed in the study of place value, classification of triangles, and the interest formula; Brace Maps – Created to show 'parts of' a whole as in place value and prime factorization. The use of the Thinking Maps provided a strategy to meaningfully engage students and to have productive review sessions when preparing for assessments.
· Danny Lemoine, High School Algebra, Algebra (Parts I & II) – Thinking Maps have been introduced to all mathematics High School students. In teaching Math Flow Maps were very useful in students learning the sequence of actions within a mathematical process. They could visualize each step needed in order to simplify or solve equations and expressions (Order of Operations); Circle Maps provided a means to display different ways of working problems or solving quadratic equations. The purpose of the Maps is to provide students with a strategy for learning and retaining math concepts as they progress through the mathematics curriculum.
· Dana Broussard, High School Algebra I & II, Advanced Math I & II – In my mathematics classes we used Flow Maps to sequence steps in solving problems; Algebra I & II students made Flow Maps explaining the steps of the 'FOIL' Method to multiply binomials; Advance Math II students constructed Flow Maps to explain the steps of 'implicit differentiation'. Tree Maps were constructed to classify types of methods used in solving equations. Maps provide a support to learning mathematical concepts for many students.
· Beth Morien, High School Geometry – Thinking Maps added depth to student understanding of operations, students could compare and contrast the input and out of two operations as well as compare the operations themselves within a Double Bubble. Bubble and Circle maps enhanced student mathematical vocabulary as they learned new descriptors for geometrical images and formulas. Another Map strategy utilized by students to assist them in making "if-then" decisions is to identify the causes for a particular process with the process becoming the named event in a one-sided Multi-Flow Map.
· Lisa Deen, High School – Introduction to Business Computer Applications, Business Computer Applications, Desktop Publishing, and Accounting I – Thinking Maps are ideal thinking tools for use in business courses. They help a teacher find out what students know before a topic (lesson) is presented and after when checking for understanding. The Circle Map is used to brainstorm what students know about the new topic (lesson) that I introduce and to review a lesson before a test. The Double Bubble Map is often constructed to compare and contrast the differences and similarities of various business documents that are keyed in IBCA and BCA. I have also used a Flow Map to show the sequence of steps in writing a check or placing information in the general journal in Accounting I. In the spring semester Thinking Maps were included on class assessments.
· Stephanie Fontenot, High School, Art I & II – Thinking Maps are being used in Art I and Art II to assist students organize, compare and contrast, and/or classify information about artist from the past and present time periods. Students use Tree Maps to classify information about an artist's life and art work; Circle Maps are used to define techniques used by artists to paint or create their specific type of art; Double Bubble and Triple Bubble Maps are constructed to compare and contrast artists from the same time period or movement. Maps are used in instruction, student work, and assessments.
· Robert Soileau, High School, Physical Education I through IV – Circle Maps are constructed in physical education to define rules and regulations for the following sports: badminton, volleyball, flag football, dodge ball, and basketball.. The content of the maps are discussed verbally in class.