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Adapting Instruction Using Thinking Maps

How to use Thinking Maps to help students with special needs be successful at school, home, and the community.
by

Alecia Giles

on 6 November 2012

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Transcript of Adapting Instruction Using Thinking Maps

High Level
Support Mid-Level
Support Low Level Support No
Support The information on this
Circle Map was dictated to
a teacher by a student. This Double Bubble Map
allowed students to place
pre-printed information in
the correct spaces to compare
and contrast fables and folktales. Using Thinking Maps to adapt instruction
helps students to visualize concepts and
information in a familiar way. Students
with special learning needs often require
different levels of support when learning
new material. http://www.do2learn.org/picturecards/DailyLivingSkills/index.htm
This site has free printables for picture
schedules that can be put into a Flow Map
template. Adapting Instruction Using Thinking Maps This Brace Map
helps students label the parts
of a plant. A student can fill in missing parts. Support that includes complete dictation, copying, and arranging pre-printed content with a template provided. Students are given a template and assistance. Teachers may also use sentence starters to help students. Students are given support as needed, but complete most of the map on their own. Students are able to work independently after the teacher shows them what is expected. This Brace Map uses sentence starters to help students write complete sentences as they label a snowman. This student is using sentence starters
to complete a Tree Map. The student also dictated part of the information. This student is copying a Flow Map using Post-It
Notes. The information on the Post-It notes was dictated to the teacher. He arranged the notes in order on a pre-drawn Flow Map template. Students compare and
contrast restaurants to help
them decide where to eat. Teacher began Bubble Map with a main topic.
Student completed the rest independently. Using Thinking Maps at Home... Pictures can be presented in a Flow Map to show a sequence for daily living skills or personal schedules. Can you think of another way to use Thinking Maps to support the students you encounter? ? Can you think
of another way
you could use
Thinking Maps to
support a student? Resource Websites http://www.thinkingfoundation.org/research/special_ed/special_ed.html http://thinkingmaps.com/why_thinking_maps/
For an overview of and general information about Thinking Maps, see this site. This student was able
to complete a simple
description of a story.
This helped her to be able
to retell the story in her
own words.
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