In 2002, Learning Prep School began implementing a system of visual tools into grades 2-12 curriculum. These tools, called "Thinking Maps", are an exciting way to teach students to think on their own and process information independently. They were developed by Dr. David Hyerle in 1988 and are based on our fundamental thinking processes. Every person analyzes information in eight different ways: define, describe, compare/contrast, classify, break down into parts, sequence, cause/effect, and establish relationships between things. Thinking Maps (which are implemented in over 6,000 school districts worldwide) are visual tools that assist with understanding these eight thinking processes in a way that is clearly defined and common to teachers and students alike.

By implementing this program school-wide across the curricula, students can learn more effectively and efficiently, thus enabling learning objectives to be covered in less time and with greater retention. In addition to promoting integrated thinking and interdisciplinary learning, Thinking Maps are being utilized by teachers to assess student progress, gauge student knowledge, track student performance, and even assess their own lessons as they discover what students have learned from class.

One of Learning Prep School's goals is to increase cognitive development; as our students become fluent in Thinking Maps, they are able to apply multiple thinking skills to problem-solve and develop higher level, inferential thinking. Some students actually progress independently to the next level of map usage, multiple mapping. After demonstrating competency with all eight maps, teachers and students are trained in multi-mapping, or using two or more kinds of maps together to organize information. This strategy is particularly effective at facilitating higher level thinking skills. Because the maps draw on the integration and application of multiple thinking processes, the concepts presented are elevated from the concrete level to abstract and inferential patterns of thinking, thus developing higher level cognitive skills.

Thinking Maps comprise a visual language that works in every grade, in every subject, and at any level of academic activity. Students are able to organize and see their own thinking; teachers can then use the completed maps to observe the students' thinking processes. Thinking Maps software has also been distributed to students, allowing them to customize the maps to their lesson requirements. The software, which can be used on both PC and MAC platforms, has proven to be a particularly effective accommodation for dysgraphic students who have difficulty constructing the maps independently. Students are able to utilize the software for map completion in most classes, in the computer lab, and at home.

Learning Prep School is a nationally recognized, award-winning educational leader in the integration and application of Thinking Maps in the classroom, home environment, and in the work community:

• In 2006, the Thinking Foundation awarded Learning Prep School the Dr. Albert Upton Award for our "groundbreaking, foundational work on the facilitation of thinking through the use of Thinking Maps". We were recognized for our "dedication to the explicit and continuous cognitive development of its students through Thinking Maps." The Thinking Foundation also wrote about Learning Prep that "the work of you and your faculty is extraordinary in the field of education." Learning Prep is proud to be the first recipient of this award, selected from "a field of thousands of schools that use Thinking Maps."

• Cynthia Manning was a presenter at the 2004 Thinking Maps International Conference in San Antonio, Texas; she spoke about the development of metacognition and metalinguistics through the use of multi-mapping at Learning Prep School.

• Cynthia was invited back to share her research at the 2007 Thinking Maps International Conference in Grapevine, Texas. She demonstrated how Thinking Maps can be used to increase metacognition in students with language-based learning disabilities, spotlighting the program's holistic approach at Learning Prep School.

• In 2008, Cynthia was a contributing author for Dr. Hyerle's most recent book, Visual Tools for Transforming Information into Knowledge. The purpose, scope and sequence of Thinking Maps' implementation at Learning Prep School is explained in the capstone chapter of this book, demonstrating what can happen when Thinking Maps become a foundation as well as a transformational tool for learning among students with learning disabilities.

Thinking Maps have been used at Learning Prep consistently since their introduction, and the results have been impressive. Since the introduction of Thinking Maps at LPS, MCAS test scores have risen overall (in conjunction with the use of allowable accommodations); most notable are the increase in "advanced" and "proficient" ratings over the "needs improvement" rankings typically scored by our population. Thinking Maps likewise have a strong track record of increasing reading comprehension; our students' improved MCAS open response scores further verify this point. Many of our students now earn scores of "2, "3", and "4" on open response questions (with "0" being no score earned and "4" being the highest ranking possible), as contrasted with previously earned "0" and "1" scores. Thinking Maps are one major difference that account for the increase; results at Learning Prep parallel the national average after the maps are introduced. When Thinking Maps are integrated school-wide throughout the curricula, as they have been at our school, test scores demonstrate considerable gains (usually a 30% increase, according to Thinking Maps, Inc.).

Other benefits have become apparent throughout our school:

• Students and teachers share a common language that improves communication and facilitates the learning process.

• Students are developing a higher level of thinking (application and evaluation) while working on recall and comprehension skills.

• Many students' attitudes have become more positive toward learning.

• Most students have demonstrated improvement in their ability to organize thoughts.

• The quality of learning has been taken to a higher level, as activities have become more meaningful and relevant.

• Many students demonstrate a greater retention of knowledge.

• Improved quality and increased quantity of writing has been observed by teachers.

• Teachers who have used Thinking Maps to plan lessons and develop curriculum have noted improved organization and focus.

Thinking Maps are implemented school-wide at the start of every academic year. In September, we present the maps in a set schedule, introducing one map per week. The purpose of this strategy is to re-familiarize the returning students who may have forgotten some of the maps' structures or concepts, but also to teach the maps to our many new students, most of whom were introduced briefly to Thinking Maps at orientation sessions in August. The Reading and Literature teachers teach one featured map per week, every Monday and Tuesday, until all eight maps have been covered. On Wednesday, Thursday, and Friday of the first eight weeks, all other teachers work with the featured map during class. This "rollout" will enable students to practice using the maps one at a time and not become overwhelmed. Prior to the introduction of each new map, a memo is distributed to all staff summarizing usage of the featured map within the curriculum.

In addition to the introductory rollout, all students throughout the school are required to set up a section of their binder devoted to strategies and reference sheets. In the elementary and middle schools, this section is called the "Tool Box"; the eighth grade and high school refer to it as the "Reference Section" of the notebook. Thinking Maps reference sheets are included, in addition to other kinds of information such as grammar rules, common adjective endings, writing/editing checklists, or anything else that the student needs to refer to when completing an assignment.
All staff are required to display Thinking Maps posters in their classroom or therapy areas. We also utilize laminated "Desk Maps" that are an effective strategy for teaching cognitive functions along with social pragmatics in the classroom. Teachers collect student samples of Thinking Maps completed throughout the year, which are filed in our "Thinking Maps Library" along with videotaped sample lessons and training presentations. Staff are observed and evaluated on their use of Thinking Maps each year as well.

Another direction staff have taken is the development and reinforcement of social skills using cooperative learning strategies to teach Thinking Map lessons. Interactive activities and group work augment cognitive skill acquisition using methods that facilitate social skills development. Learning how to work with others is a life skill that is equally important as mastering curriculum, and cooperative learning in the context of Thinking Maps is an effective way for students to learn turn-taking, role-playing, self-control, cooperation, responsibility, and problem-solving skills.

Click to learn how LPS teachers are using Thinking Maps.

To facilitate the continued integration of these tools within our curriculum, Learning Prep offers the following Thinking Maps training:

• A full day of instructional training and orientation for all new teaching staff

• A refresher training session for all returning reaching staff

• Eight weeks of refresher training sessions and reinforcement exercises for all students at the beginning of the school year

• Follow-up meetings on curriculum development for all teaching staff held during the year

• Training sessions for parents during the year to reinforce the maps within the home environment

• Software training sessions for students, staff, and parents

• "Thinking Maps Orientation" - summer training day introducing new students to the Thinking Maps curriculum

Training sessions and meetings are conducted by Cynthia Manning, 8th Grade/High School Principal and Coordinator/Supervisor of Thinking Maps, who is a certified Thinking Maps Trainer.

As Learning Prep's students continue to internalize the thinking processes taught within the context of the maps, additional benefits will become increasingly evident. We greatly anticipate watching our students grow as they become more fluent with these effective visual tools. Learning Prep School is pleased to be on the forefront of this innovative educational trend.

For information on the Thinking Maps program at Learning Prep, contact:
Cynthia M. Manning, 8th Grade/High School Principal and Certified Thinking Maps Trainer, (617) 965-0764, extension 300

Learning Prep School's Thinking Maps curriculum program is featured in the following book, available on www.amazon.com:
- Visual Tools for Transforming Information into Knowledge by David Hyerle (the capstone chapter is written by Cynthia Manning and features Learning Prep School).

For more information on Thinking Maps in general: www.mapthemind.com and www.thinkingmaps.com