Reflection: Developing a Conceptual Understanding Introduction to the Tree Map - Section 1: Teacher Background Knowledge and Preparation


There have been great advancements in educational and brain research in the last 30 years or so.  I think it's important that we take advantage of what these researchers are telling us and implement them in our daily practices.

I was always a good student - not the best, but I was good. Looking back on my own education, I wish someone would have taught me metacognitive strategies - how to think about my own thinking.  I wish I had strategies that I could go to, so when I did see a difficult problem I would know how to break the problem down and "attack it" in order to be successful.

This is why I teach Thinking Maps in my class.  I want students to be very aware of their own thinking.  I want them to say to themselves "What is this problem asking me to do?  How can I solve or attack this problem?" The maps are a research-driven tool to help them solve those problems because they help students organize their thoughts and work through their thinking before they put their answers to paper.

  Using Brain Research In Your Practice
  Developing a Conceptual Understanding: Using Brain Research In Your Practice
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Introduction to the Tree Map

Unit 9: Introducing Thinking Maps
Lesson 4 of 8

Objective: SWBAT use a tree map to categorize pictures with different short vowel sounds.

Big Idea: This lesson will help to teach your students how to use a tree map. Once they learn this map they will be able to categorize and use this map in many subject areas.

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9 teachers like this lesson
English / Language Arts, Writing, Reading, Thinking Maps, categorize, short vowels, tree map
  41 minutes
tree map vowel
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