How does the Thinking Maps model offer a synthesis of brain research and cognitive science... based on the research of Art Costa, Pat Wolfe, Howard Gardner, and Daniel Goldman?
Click here (pdf file) to read excerpts from Chapter 2: A Field Guide to Using Visual Tools, (ASCD, 2000), by David Hyerle, Ed.D.
What are Thinking
Maps
What are Thinking Maps
Thinking Maps®, developed by Dr. David Hyerle, are visual teaching tools that foster and encourage lifelong learning. They're based on a simple yet profound insight: The one common instructional thread that binds together all teachers, from pre-kindergarten through postgraduate, is that they all teach the same thought processes.
In kindergarten, for example, we may call one of these processes grouping or sorting. Later, we refer to it as categorizing: main idea, supporting ideas and details. But whatever the label, it is the thought process of classification - one of eight distinct Thinking Map processes.
The similarities and differences between Thinking Maps® and task-specific graphic organizers can be seen in the double bubble map below. While Thinking Maps® and task-specific graphic organizers share many of the same qualities, the differences are what make Thinking Maps® an ideal common visual language in classrooms and whole schools.
If every teacher within a school utilized consistent visual tools across all grade levels and content disciplines, students could learn more effectively and more efficiently. Objectives could be covered in less time with greater retention. Cause and effect reasoning in one class would be represented in a similar manner throughout the curricula, as would every other thought process!
This common visual language would become such a familiar part of students' education that it would remain an effective learning tool throughout their academic careers - and beyond.
How Thinking Maps® Work
Based on thorough and well-accepted academic study and brain research, the eight Thinking Maps® correspond to eight fundamental thinking processes. More than simple graphic organizers, they can be utilized individually or in various combinations to form a common visual language for students and teachers at all grade levels, in all subjects.
By giving students tools that they will use throughout their school careers - tools that can be applied in increasingly sophisticated ways as the students mature - schools promote continuous cognitive development. By providing tools that can be used consistently across disciplines, schools also promote integrated thinking and interdisciplinary learning. Thinking Maps® are also ideal tools for conducting pre- and post-lesson assessments. By taking advantage of Thinking Maps® portfolios, teachers can easily gauge student knowledge prior to a specific lesson, the effectiveness of lessons as they happen, and what the students ultimately learned from the lesson. Utilizing consistent visual tools, individual student performance can be tracked accurately over time, from week to week or even from year to year.
Implementation
Implementation of Thinking Maps® is performed on a whole school or district-wide level only. For implementation, a Thinking Maps®: Tools for Learning manual must be purchased for every teacher. The Thinking Maps® Professional Development Plan, when applied to a single whole school faculty, consists of one full day of staff development and two or more follow-up days throughout the school year. The follow-up days, unlike the introductory workshop, can be held while the students are in school, limiting "pull-out" days to only one during the whole school training process. This ensures that every teacher has a high level of comfort and familiarity with all of the thinking processes and the accompanying maps, and that students are highly proficient in their recognition and use.
Our Training of Trainers model enables the theory and practice of Thinking Maps® to be quickly and effectively spread throughout an entire school system. Through a regional, district-wide, or feeder-pattern implementation, teachers, administrators or other carefully selected educators can be trained to effectively present Thinking Maps® to peers or other adult learners, and to provide appropriate follow-up activities.
Materials
Thinking Maps®: Tools for Learning
This is the Thinking Maps® training / resource manual for all teachers in grades K-12. It includes classroom posters, black line masters and a specific methodology for introducing, teaching, transferring, integrating and assessing the impact of the Thinking Maps® common visual language.
Thinking Maps®
Draw/Show/Map Your Thinking
Draw Your Thinking (Pre K-K);
Show Your Thinking (grades 1 & 2);
Map Your Thinking (grades 3-5)
These special resource manuals offer additional ideas, detailed lessons, strategies and examples for using Thinking Maps® in grades pre K-5.
Cooperative Thinking Maps® Workspace (set of 8)
Heavy-duty laminated desk maps show all eight Thinking Maps® with a large brainstorming area on one side and a specific starter pattern on the other. Ideal for cooperative learning groups, presentations and small group projects.
Thinking Maps®: Training of Trainers Manual
This is a special resource manual for those interested in becoming trainers of the Thinking Maps® common visual language. This manual, in conjunction with the extensive Training of Trainers professional development plan, prepares skilled educators to enhance the learning process of others within their own region, district, or school, through the unique language of Thinking Maps®.
A Graphic Description of the Eight Thinking Maps®
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Circle Map - (with frame of reference) for defining context. |
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Tree Map - for classifying/grouping. |
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 Bubble Map - for describing with adjectives Flow Map - for sequencing and ordering. |
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 Double Bubble Map - for comparing and contrasting Multi-Flow Map - for analyzing causes and effects. |
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Brace Map - for identifying part/whole relationships |
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Bridge Map - for seeing analogies. |
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