Oleh:

Pn Halimatussaadiah binti
Salleh
BISA IPG KPM
21 Jun 2012

AGENSI
INOVASI
MALAYSIA

(aim act

2010)

STRATEGI
INOVASI
KEBANGSAAN

(NOV

2011)

BUILDING FUTURE SKILLS

TODAY
(PEMBINAAN KEMAHIRAN MASA HADAPAN HARI INI)

OBJEKTIF
PROGRAM

Mempertingka
t dan
membudayak
an kemahiran
berfikir dalam
kalangan guru
dan murid

Menghasilk
an murid
berfikiran
kritis dan
kreatif

Melalui
modul yang
dibangunka
n oleh AIM

TAHAP

TAHUN

AKTIVITI

FASA 1

2012

Rintis di 10 buah sekolah iaitu 4 buah sekolah

menengah dan 6 buah sekolah rendah

FASA 2

2012

Pelaksanaan di 280 buah sekolah dan 3 buah

IPGK ( 1 sekolah menengah dan 1 sekolah
rendah) di setiap PPD dan 1 IPGK di zon
sabah sarawak, 1 IPG di zon utara dan 1 IPG
di zon selatan)

FASA 3

2013

Pelaksanaan di 1000 Buah sekolah

FASA 4

2014

Pelaksanaan di ?... Buah sekolah

FASA 5

2015

Di semua sekolah

SEKOLAH
DI MALAYSIA
BIL

NEGERI

SEKOLAH RENDAH

MELAKA

SJKC WEN HUA BT

BERENDAM

I-THINK PILOT PROJECT

JOHOR

SEKOLAH
MENENGAH

SMK CONVENT MUAR

N SEMBILAN

SJKT PORT DICKSON

WILAYAH
PERSEKUTUAN

SK KIARA MAS

PAHANG

SK PAYA PULAI

KELANTAN

TERENGGANU

PULAU PINANG

SMK TUN HUSSEIN

ONN

SABAH

SMK KOTA MARUDU

10

SERAWAK

SMK GAAL
SK PUSAT BKT BESAR

SK TAN SRI HJ MOHAMMED

What
are

Thinking Maps is a language

of eight visual patterns each
based on a fundamental
thinking process.

When implemented on a whole

school basis, Thinking Maps
provide a consistent and brain
compatible way for teachers
to present information, and
for students to learn and
retain it.

What is the Difference?

Critical Thinking
How can you get your
students
to THINK about their
THINKING?

Got Metacognition?

Frame of
The Frame of Reference will be present
Reference
on ALL Thinking Maps.

The Frame of Reference (F.O.R.) asks the

students to Think about their

THINKING.
It encourages Reflective/Critical Thinking

and Metacognition.

Frame of
Reference

Why is this information important?

Where did you find this information?
What is influencing the information on the

map?
How do you know what you know?
How does this information relate to the
standard or help us meet our objective?
How does this information relate to the
previous lesson?
What is the most relevant and irrelevant
information on your map?
Would the information change if told from a
different perspective?
How will you use this information to further
your knowledge of the content?

For defining in
context

Notemaking Guide for Learning Thinking Maps

Circle Map
LOOKS LIKE:

NOTES:
Topic
Everything
I know
How or where did
I learn this?

THINKING PROCESS:

Defining in Context
or Brainstorming

My frame of
reference

Language for Learning

pages 24-29

Can be used for:

Brainstorming
Diagnosing prior
knowledge
Closure/review

Science kit

Internet

Circle Map
Help plants

By Alex and
Michel

Lives in soil
Tube shaped body
Enemies
are birds

slimy
Need
moisture

earthworms

No feet
have hair
Books

2,700 kind

Lay eggs
Vibrations

Nocturnal

Teacher

Mathematics

happy
Good at sports
generally
friendly
loud
musical

Not really
religious
competitiv
e

Like reading
I can be
cheeky to
some
teachers

Bharti

Going out with my

mates

Can be
argumentative to
my parents

Sympathetic to my
friends
A good listener
Academically bright
Fun to be with

Who measures things?

School keeper

chair
table

Mum and dad

whiteboard

door

floor

Table leg
Our bags
Height of coat
hook

What can
We
Measure?

pencils

feet

arms
radiator
workman

ourselves

head

books
desk

teacher

For describing
things

Notemaking Guide for Learning Thinking Maps

Bubble Map
LOOKS LIKE:

NOTES:
Adjective, phrase,
character trait

Attributes: Maths
Properties: Science

Thing you are

describing
THINKING PROCESS:

Describing (adjectives
or adj. phrases only)

Adjectives Only!

Language for Learning

pages 30-35

Science

tempestuous

untidy

lazy
Bharti

loud

reliable
caring

loving

Ralph
pragmatic

logical

tremulous

insensitive
Ralph
dismissive

leader
insightful

For comparing &

contrasting

Notemaking Guide for Learning Thinking Maps

Double Bubble Map
LOOKS LIKE:

NOTES:

Differences

Unique: Common
Alike: Different
Related to the
Venn Diagram

THINKING PROCESS:

Compare/contrast,
similar /different

Similarities

Colour Code

Language for Learning

pages 36-41

Mice

Step
daughter

goose
Step
Daughter
Younger

Mean
Step
sisters

Step
Daughters
Older

Cinderella
Fairy
God
Mother

Prince
has
party

Mei Ping and

The Silver
Shoe

Lost
shoe
Magic
Wand

Prince
Went
house
to house

Old
lady

Magic
Goose
Feathers

Married
prince

Shoe In
hut

By Marisa

Biology

For classifying
things

Notemaking Guide for Learning Thinking Maps

Tree Map
LOOKS LIKE:

NOTES:
Title, topic or category
Categories or
groups

THINKING PROCESS:

Details, examples

Classify/Group/Sort

Language for Learning

pages 42-47

Types of...
Kinds of...
Inductive/
Deductive

Length

Longer than 1 metre

Between 1 metre
and metre

Less than metre

NARRATIVE WRITING
SCORING CRITERIA
Main Idea
The writer must
clearly establish a
focus as it fulfills
the assignment of
the prompt.

He/She must stick

to the subject matter
presented in the
prompt in order to
strengthen the main
idea.

Supporting
Details
The writer provides
sufficient
elaboration to
present events
clearly.
Details must be
related to the
subject matter and
what happens in the
narrative.
The effective use of
concrete, specific
details strengthens
the power of the
response.

Organisation
A clear sequence of
events is essential
for a successful
narrative.
The narrative must
advance step by
step through time.
The writer
establishes a sense
of beginning,
development, and
ending in the
composition.

Coherence
The sentences are
logically connected.
The writer
establishes
relationships
between and among
the ideas, causes,
and/or statements in
the composition.
The writer may use
common devices to
achieve coherence:
pronouns,
synonyms,
connectives,
transitional words.

A good story

Language
Adjectives
Verbs

Characters

Characters need to
have conflict

Direct speech

Some characters will

be more important
than others

Language which
describes a
specific character

Characters can think

differently from what
they say

Adverbs

Characters have
different personalities

Sequencing
The beginning makes
you want to hear or
read more
It is not confusing
We dont always
know what is coming
next
The ending is
surprising

Words in the story that make it interesting

Describing:
Adjectives
Windy
Wind tossed
Huge
Fat
Smart
Fair
Golden
Handsome
melted

Action:
Verbs

Phrases/
short sentences

Flew

Look out!

Blew

Trouble

Swim

Oh no!

Rescue

Kiss the frog

Cried

Laughed til she

split her trousers

Laughed
Changed
Turned
Sighed
Opened
yelled

Stop that
Whoosh
Changed back

For seeing parts of a

whole

Notemaking Guide for Learning Thinking Maps

Brace Map
LOOKS LIKE:

NOTES:

Parts of

Whole
Sub-parts
Parts
THINKING PROCESS:

Part/whole
relationships, structure

Language for Learning

pages 48-53

Physical,
tangible
objects

By Brett

skull

skeleton

torso

lower body

Cranium
Facial bones
Back bone
ribs
Hip bone
femur
tibia

fibula

Science

Technology

For seeing events in

sequence

Notemaking Guide for Learning Thinking Maps

Flow Map
LOOKS LIKE:

NOTES:
Major Stage

Plots,
Processes,
Chronology

Substages

Can go in any
direction

THINKING PROCESS:

Sequence, Order,
Cycles, etc.

Language for Learning

pages 54-59

Yates Mills Elementary School

Raleigh, NC

My mum asked me
To wash up because
we were going to
visit my gran.

I said she always

gave in to my brother

I flew into a temper

and stormed out

I refused because
it wasnt my turn.

My brother made
a sexist remark

My mum came
after me

My mum accused
me of being selfish

My mum didnt
criticise him

I got grounded
for a week

For understanding
cause & effect

Notemaking Guide for Learning Thinking Maps

Multi-Flow Map
LOOKS LIKE:

NOTES:
Causes
Event

THINKING PROCESS:

Cause & Effect

Reasoning, Prediction

Effects,
Outcome

Causal Explanation
Projecting
Consequences
Analyzing Effects
if-then
when then

Can be one-sided

Language for Learning

pages 60-65

Behaviour Reflections
Reasons for my
behaviour

Name ________
Date _________

Consequences of
my behaviour

Description of
my behaviour

Plan for improvement

___________________________
___________________________
___________________________

Pupil _________________
Teacher ______________
Parent _______________

Mum forgot who

had washed up last

Both very angry

Mum feels she is

always in middle
and always seen
as wrong

Girl flew off handle

Mum tried to assert

her authority

Mum didnt bring

brother in to discussion

Neither mum nor

girl listened to
each other

Argument between
mum and girl

Girl is grounded

Bad blood between

brother and sister

Girl feels let down

I put too much

water in

I did not measure

my flour accurately
My cake sunk
in the middle
I opened the oven
door too soon

I was upset

I put too much

water in

Mum made
another cake

I did not measure

my flour accurately
My cake sunk
in the middle
I opened the oven
door too soon

It cost
more money

For seeing analogies

Notemaking Guide for Learning Thinking Maps

Bridge Map
LOOKS LIKE:

NOTES:
Similar relationships

RF: __________

Relating or Common
Factor

THINKING PROCESS:

Seeing Analogies,
Transferring Similar
Relationships

Language for Learning

pages 66-71

How are they

related?

Analogies

Eyes

head

toes

foot

Relating factor: is/are a smaller part of the

Fingers

hand

knee