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Written Assignment Method Teaching ISED II

Thinking maps are a visual tool to help students develop different thinking skills. There are 8 types of thinking maps - circle, bubble, double bubble, tree, brace, flow, multi-flow, and bridge maps - that each correlate to a specific thinking process and can help improve different levels of thinking. The maps help students organize information, compare and contrast ideas, classify concepts, analyze relationships, and see analogies. When used in teaching, thinking maps create a student-centered approach that encourages collaboration and critical thinking.

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83 views4 pages

Written Assignment Method Teaching ISED II

Thinking maps are a visual tool to help students develop different thinking skills. There are 8 types of thinking maps - circle, bubble, double bubble, tree, brace, flow, multi-flow, and bridge maps - that each correlate to a specific thinking process and can help improve different levels of thinking. The maps help students organize information, compare and contrast ideas, classify concepts, analyze relationships, and see analogies. When used in teaching, thinking maps create a student-centered approach that encourages collaboration and critical thinking.

Uploaded by

afifah nasir
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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2.4 APPLICATION OF I-THINK/ MIND MAPPING IN TEACHING 

2.4.1 Thinking maps

Nowadays, 21st century learning skills become more crucial and the knowledge also
becomes more developed and rapidly growing. Based on the Pelan Pendidikan Pembangunan
Pendidikan Malaysia (PPPM) 2013-2025) the government insists that the foundation of
education is one of the important things  to form a developed country. Therefore, the
Education system Education system needs to be emphasised by improving high-level
thinking skills that can help students to be creative and versatile in learning. Teachers play an
important role in creating effective teaching and learning by creating various techniques, one
of which is applying i-thinking/mind maps. The technique of teaching using the i-think
thought map is one of the efforts in strengthening teacher pedagogy to help teachers change
old mentality and practices. This technique can create a teaching atmosphere that is fun for
students, easy, informative and time and materials are also saved. According to Hyerle and
Yeager (2007), thought maps facilitate students in understanding a concept in learning,
analysing and solving problems. Through emphasising the thought map, student-centred
activities can be implemented and encourage collaboration among students other than the
teacher who tends to be a facilitator in the classroom, able to create a close relationship
between teachers and students.

2.4.2 Concept of thinking maps

Hyerle (2009) stated that Thinking Maps is a language of eight graphic patterns in
which every pattern is related through a fundamental thinking process. Through the i-Think
Program, Mind Maps have been introduced. i-Think is short for innovative Thinking
(Innovative Thinking). Thinking maps also include Benjamin Bloom's Taxonomy thinking.
Benjamin Bloom and his associates theorised a number system containing six types of
metacognitive skills which are abstracted into higher and lower order thinking skills. Lower-
order skills include knowledge, comprehension, and application while higher order thinking
skills involve analysis, synthesis, and evaluation (Himmele, & Himmele, 2017).

Based on studies conducted by a few researchers, the cognitive learning process and
presentation of information in visual or graphic form can be combined through
Thinking/Mind Maps. Omar & Albakri (2016) in their case study also conducted research in
a secondary school which was believed by the Ministry of Education to employ the thinking
maps in the teaching and learning of English language. They used observations, interviews,
and field notes to collect the data. The findings exposed that students' critical thinking skill
fostered using thinking maps in literature subjects Hyerle (2011) proposed eight types of
Thinking Maps which each type has its own function. They are circle, bubble, double bubble,
tree, brace, flow, multi-flow, and bridge. These maps show specifically the enhancement in
different levels of thinking. Each of them will be explained in the table below.

2.4.3 Types of Thinking Maps

Types of Thinking Maps Graphics

1. The circle maps

How do you know


This map helps the students to generate about this?

definition
relevant information about the topic which
is represented in the centre of the circle.
Main Idea idea
There are two circles: the inside one and
the larger one. The inside circle is the main
topic or thoughts, while the larger circle example
surrounded usually responds with
connections and definitions to the main
topic.
2. The bubble maps

The bubble map is used for describing


things using adjectives. It is also useful for
students to describe a situation or character
from a fictional book in the classroom. It
helps the students to develop their ability to
identify qualities and use descriptive
words.

3. The double bubble maps

This map is designed to compare two


different things.  The combined shadows
are the similarities, while the differences
are in each left part of the circles. Students
can use this kind of map when they want to
examine similar and different qualities

4. The tree maps

This map helps the students to do both


inductive and deductive classification.
Usually, it can be used to classify things
and ideas. Students will learn to create
general concept or main ideas at the top of
the tree and the specific details or
supporting ideas in the branches below

5. The brace maps

This is designed to analyse the physical


objects. It aims to the relationship between
the parts and the whole subject. Compared
to the tree map, the brace map tends to
organize and conceptualize the components
of the whole topic.

6. The flow maps

This type of map is used to show order,


sequences, cycles, timeline, actions, steps,
stages, and directions.

7. the multi-flow maps

This map is used to show the cause-and-


effect relationship. The centre is an
important event. On the left side of the
event is the cause while on the right side is
the effects.

8. The Bridge Map

This map is used for creating, seeing and


interpreting analogies. The bridge map
helps users to find the similarities and
connections between objects by
86 86 86
comparison. It is natural for people to learn
new things by connecting to prior
knowledge. In this situation, analogy skills
are very important

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