Thinking Maps

Contents

1. Thinking Maps Overview: A Guide to Effective Learning

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 3,000 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.

As our students develop fluency with Thinking Maps, they are able to apply multiple thinking skills to problem-solve and develop higher level, abstract thinking. 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.

These amazing tools 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 has proven to be a particularly effective accommodation for dysgraphic students who have difficulty constructing the maps independently.

Thinking Maps have been used at Learning Prep consistently since their introduction, and the results have been impressive. 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. Thinking Maps likewise have a strong track record of increasing reading comprehension; our students’ records of “advanced” and “proficient” MCAS ratings further verify this point. 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 July and 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 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.

All students throughout the school 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 collaborative learning activities. 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.

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
• Two half-days of instructional training for all new students
• 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” – two half-day sessions held each July and August introducing new students to the Thinking Maps curriculum

Training sessions and meetings are conducted by Cynthia Manning, Coordinator/Supervisor of Thinking Maps, who is a certified Thinking Maps Trainer.

As our 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.

2. Frequently Asked Questions

Contents – Questions and Answers:

• Homework Completion: Study Habits
• Completing Chores
• Homework Completion: Working Independently
• Using Thinking Maps at Home
• Using Thinking Maps over the Summer

QUESTION: My son, who is in the high school, is having difficulty with homework completion; the quality of his assignments is inconsistent. I would like to work with him to map the contributing factors for difficulties he’s having. How do I use Thinking Maps to accomplish this? - A Metro-west parent

ANSWER: I would begin your discussion with a Circle Map to brainstorm the difficulties he has with homework. Some suggestions you could discuss with him are the content, process, task initiation, task completion, motivation, frustration tolerance level, and fatigue. Are the inconsistencies in one subject only, or are they in every class? If one course is particularly difficult, the student can speak to the teacher for specific strategies or to ensure the course is appropriate. Other students have executive function issues (how to plan, sequence, and initiate tasks as well as sustain goal-oriented behavior). Sometimes other activities – playing sports or videogames, watching television, talking on the phone, or going on-line – takes precedence over completing homework. For other students, their work may be inconsistent because they are up late at night; their performance level can depend on how much rest they are getting. Once you determine why your son is having difficulty with homework, you can draw a flow map that sequences the order of homework completion, making the process more manageable, and that addresses particular problems you both discussed. Breaking down the steps can help a student work independently. If the problem is due to poor study routines, you can draw a Double Bubble Map comparing and contrasting good versus bad study habits (see below for a sample map).

Some other steps you can take to help make your son’s homework more consistent include establishing a homework schedule, including beginning and ending times. Make sure that your child is doing his homework after he gets home from school, when assignments are still fresh in his mind; however, some kids need a break before they can start working. If homework is started before bedtime, he may be too tired to do a good job on the assignments. He also should work in a quiet room with no distractions so he can maintain concentration; some children, though, find classical music beneficial. Sitting at a table rather than stretching out on a couch or bed can help increase productivity and quality of work completed; simply having a structured time and specific place for homework can set a routine that leads to success. Finally, if your child is amenable, check over the assignment to ensure it is complete, but please do not correct any errors! Seeing what the child does not understand is helpful to a teacher. After reviewing the homework, use specific, descriptive praise (e.g., “You did a great job staying focused” or “You wrote excellent sentences for your vocabulary words”) to build self-esteem and encourage him to keep up the good work.

Students oftentimes need to be taught explicitly how to do homework, just as they need to be taught how to solve an equation or write an essay. By helping your child develop good study habits, you are able to reinforce classroom lessons and facilitate the learning process.

Sample Double Bubble Map: Good Study Habits vs. Bad Study Habits

QUESTION: My daughter is having difficulty completing her chores at home; sometimes she forgets to do part of a task. Is there a Thinking Map that can help us, and how do we use it?  - A North Shore parent

ANSWER: There isn’t anything that can’t be mapped! Whether it be an academic subject, a task from a shop, a therapy solution, or something from home or the community, there is a Thinking Map solution for every problem. The maps can organize and process information, break material down so that it is more manageable, and help solve problems, while developing cognitive skills and increasing comprehension.

With regards to your specific question, I would recommend a Flow Map. This visual tool sequences the steps of an event or activity. To help your child feel as though she is part of the process so she is more invested in the activity (rather than simply being told what to do), sit down with her and plan together how the chore should be done. Using the Flow Map format, write down the steps on an index card in clear, plain language so that she easily understands the different parts of the chore. When you are done, laminate the card and give it to her with an erasable marker. She can carry the card with her, refer to it as needed during the chore, and check off the steps as she completes them to make sure that no part of the job has been forgotten. When her task is completed, she can wipe off her marks and use it again whenever she does that chore. By using this strategy, your daughter will develop independence and be more responsible.

Sample Flow Map: Cleaning up after a meal

QUESTION: My daughter is having a difficult time with completing her high school homework independently; she also loses it or misplaces it in the wrong section of her notebook. The material isn’t too challenging for her; rather, she forgets the steps involved and doesn’t know where to start. Can Thinking Maps help her?  - A Metro West parent

ANSWER: Once students see how Thinking Maps can make learning easier, they oftentimes will use them at home to sequence the steps of a chore, compare and contrast favorite singers or tv shows, and other creative ways that are relevant to their life. Encourage your daughter to do the same, but there are also ways in which the maps can be applied that relate to increasing responsibility and independence within the home environment. A laminated flow map like the one below is particularly well-suited for helping your daughter work on homework with little or no support; she can check off the steps as she completes them:

Sample Flow Map: Completing Homework Independently

QUESTION: I would like to use Thinking Maps at home with my son, but I don’t know where to start. He is in elementary school. Do you have any ideas? - A South Shore parent

ANSWER: Maps can be utilized to increase a child’s responsibility and independence within the home environment. Some suggestions for implementing Thinking Maps at home include:

§       Social skills development

Ø     Circle Map to brainstorm activities with family and friends

Ø     Tree Map to categorize conversation topics

Ø     Bubble Map to describe feelings about an upcoming event, funeral, family situation, etc.

Ø     Flow Map to sequence the steps for making friends (school, neighborhood, family connections)

§       Task completion

Ø     One sided Multi-flow Map to describe the effects of getting a new family pet

Ø     Flow Map to sequence the steps of a chore

Ø     Flow Map to sequence how to prepare an after-school snack or recipe

Ø     Flow Map to sequence how to answer phone calls and take messages

§       Planning schedules and trips

Ø     Double Bubble Map to compare and contrast vacation locations or holiday ideas

Ø     Circle Map to brainstorm possible after-school jobs

Ø     Tree Map to classify favorite meal ideas

Ø     Flow Map to sequence the parts of a schedule, itinerary, or vacation

Ø     Double Bubble Map to compare and contrast modes of transportation

§       Time management

Ø     Tree Map to categorize activities

Ø     Flow Map to sequence steps of homework or chores

Ø     One sided Multi-flow Map to explain the causes of a chore and why it needs to be completed

If you would like to have any maps drawn for you that you could use with your child, please contact me. After February vacation, I will be having a training workshop for parents that will teach you how to draw and use the maps within your home environment; the date will be announced in the next newsletter and on-line. Hopefully we will know at that time when the updated Thinking Maps software will be released as well.

As you can see, Thinking Maps can organize and process information, break material down so that it is more manageable, and help solve problems, while developing cognitive skills and increasing comprehension. Whether it is an academic subject, a task from a shop, a therapy solution, or something from home or the community, there is a Thinking Map solution for every problem.

QUESTION: This has been my son’s first year at Learning Prep, and he understands Thinking Maps well and enjoys using them in school. I’m concerned that he will not remember how to use them next September. How can we utilize them at home over the summer so he doesn’t forget everything he’s learned this past year?  - A Metro West parent

ANSWER: Once students see how Thinking Maps can make learning easier, they oftentimes will use them at home to categorize their collections of CDs or videogames, compare and contrast friends at school versus friends in their hometown, and other creative ways that are relevant to their life. Encourage your son to do the same, but there are also ways in which the maps can be applied that relate to increasing responsibility and independence within the home environment. Six of the eight maps are particularly well-suited for this task:

• Use a Circle Map to brainstorm chores/summer jobs, activities, foods that can be grilled or that are good for a picnic, and places to go.

ü     Example: Think of all the family members and friends we need to visit this summer and write them down in a Circle Map.

• A Bubble Map describes an upcoming vacation or event, a chore, or a place.

ü     Example: Pick out your favorite beach/restaurant/sports activity and describe it in a Bubble Map.

• To compare and contrast something, use a Double Bubble Map for destinations or places, chores, vacations, or activities.

ü     Example: To help us decide what we will do next weekend, draw a double bubble map to compare and contrast camping in New Hampshire versus going to the Cape, or bowling versus miniature golfing.

• A Tree Map categorizes household chores, kinds of summer jobs, summer activities, menus for different kinds of meals, and things your child should accomplish over the summer.

ü     Example: List all of the things to do this summer and divide them into categories. Sample categories could be: books I will read, places I want to visit, friends I’d like to see, chores I need to do, and ways I can earn spending money.

• Use a Flow Map to sequence the parts or steps of a day, task, event, vacation, or chore.

ü     Example: Draw a Flow Map to show how to make s’mores for a cookout, or how to answer the phone when your parents aren’t home.

• To look at the causes and/or effects of something, use a Multi-flow Map. Children could see how an event or situation happened, and what its effects will be on the child as an individual or on the family as a whole. This map is effective for helping a child process or understand a sad event or occurrence (such as the death of a sick family member or pet), any loss, or an unfortunate situation (a move to a different town). More positive events, such as understanding how getting a part-time job is beneficial, can also be examined.

ü     Example: Draw a multi-flow map to help your child understand the effects – and additional responsibilities – of getting a new pet (see below sample).

Sample One Sided Multi-flow Map: Getting a Puppy

QUESTION: My daughter is currently a middler student in the high school and will be entering the work/study program next year. She could be the “poster child” for social communication difficulties; an on-going challenge is impulsive comments that are untimely or inappropriate. I am concerned about her ability to filter remarks that may be suitable for a friend but not for her boss or a fellow co-worker. Could I use a circle map with concentric circles for this activity?  - A Boston parent

ANSWER: You have a few options, depending on way you phrase the question to your daughter. Circle Maps are good for brainstorming information for one topic (example: “appropriate comments for a work environment”). If you are comparing and contrasting two different things, a double bubble is more effective (example: “suitable comments for friends vs. people at work”, or “appropriate comments in the workplace vs. inappropriate comments in the workplace”). It sounds as though you are interested in reviewing suitable remarks in several situations, based on your suggestion of using concentric circles. Because you would be listing different kinds of remarks in various categories, I would suggest a Tree Map (see example below). This visual tool classifies things into different categories.

Sit down with your daughter and explain what you will be doing in this activity and why you are mapping her responses. Children who have social skills challenges require explicit, advance information prior to a task or event. Keep your language simple and straightforward: “At your job last summer, you made some inappropriate comments about boys to your boss. You can’t say things like that to your boss because he is not your friend. You can only say appropriate remarks to him. We are going to use a Tree Map to categorize the things you say in different places.” Have your daughter draw the map as you both talk about what comments are appropriate for different situations, for example: 

3. LPS Parent Page (Restricted Access)

Contents:

• Thinking Maps Software Manual (Complete Edition)
• Thinking Maps Software Guide (help sheets that LPS students can use independently to complete basic Thinking Maps)
• Software Information

Access to the Thinking Maps Manuals are restricted to Learning Prep Parents Only.
click here to register for Restricted Access
          OR
click here to log into the Restricted Area

Thinking Maps Software

In March 2007, Thinking Maps software CDs were sent to all Learning Prep families and staff. Students at all levels who use the software can better organize their thoughts and ideas. Research has demonstrated that, when the software program is utilized to draw Thinking Maps, students communicate information more effectively; student responses are improved in quantity as well as quality.

The software is compatible with both PCs and Macs. By registering your software with www.thinkingmaps.com, you will be eligible to receive complimentary technical support. Computer teachers will be available to help students with software questions and instruction; high school computer classes will be using the software to complete class projects. The software also will be installed on all computers in classrooms and will be available for student use. Students will not be required to utilize the software to complete maps; its usage is entirely optional.

One “bug” has been noted so far. Students have observed that the maps, when printed, sometimes have a very small font that is difficult to read and apparently cannot be adjusted in size. A possible remedy is as follows:

§       First, go to “Tools”, then “Options”, then “Print”

§       Under “Print Selection”, select “Directions”, “All Maps”, and “All Writing”

§       Under “Print Strategy”, select “One Item Per Page”

§       Click “OK”

After trying these steps, if you still experience problems with printing “micro” maps, please contact Thinking Maps, Inc., directly at www.thinkingmaps.com.

Thinking Maps software is just one part of Learning Prep’s overall implementation of these visual tools. The teaching and use of Thinking Maps are based on a school-wide approach. Every teacher in the school is considered a primary source for the students’ learning of the maps and their applications. The goal of the integrated implementation is for students and teachers to be fluent in their use of the maps, with or without technology. 

Thinking Maps can be employed to make students’ thinking “visible” so students can clarify, organize, and expand th