Thinking Maps

Contents

6. Student Work Samples

Contents – Thinking Maps:

• Circle Maps
• Bubble Maps
• Double Bubble Maps
• Tree Maps
• Brace Maps
• Flow Maps
• Multi-flow Maps
• Bridge Maps
• Multi-maps

To purchase the following books about Thinking Maps, contact Thinking Maps, Inc. at (800) 243-9169 or visit www.amazon.com:

§       A Field Guide to Using Visual Tools by David Hyerle

Three types of visual tools can help K-12 students and teachers construct knowledge, organize information, and communicate their learning with others: brainstorming webs, task-specific organizers, and thinking-process maps. This books explains what visual tools are, why we should use them, and how to get the most out of these tools. David Hyerle provides sample lessons, assessments, and portraits of visual tools in action. He emphasizes interdisciplinary and collaborative uses of such graphic organizers, as well as technological approaches that facilitate the creation of visual tools and construction of learning projects. He discusses the use of visual tools such as Thinking Maps within the framework of constructivism as a paradigm for learning; cooperative learning; and the integration of teaching, learning, and assessing using visual tools. The book discusses “concept mapping” and the “feedback loops” of systems thinking, and shows how schools can foster lifelong learning among students and teachers.

§       Student Successes with Thinking Maps: School-based Research, Results, and Models for Achievement using Visual Tools by David Hyerle

Visual organizers reflect what we know of how the brain processes, stores, links, and builds new learning. In this new resource David Hyerle, the originator of Thinking Maps, shares stories from teachers, principals, and trainers who have adopted the maps to increase student achievement and revitalize learning communities. Among the specific successes here, teachers and leaders will find ways to use Thinking Maps as a visual language and a frame of reference to:

ú        Help all students access difficult content areas

ú        Provide a bridge to overcome cultural disconnects between teachers and learners

ú        Spur higher-order thinking and discussion even in young children

ú        Offer a tool to assess content understanding in students with limited English

ú        Provide a means for students to think and talk more deeply about mathematics

ú        Provide prompts and organizers for more effective writing

ú        Offer new learning supports for students with differences

ú        Provide a common learning community toolbox for teachers, students, and parents

ú        Integrate learning across grades and subjects and from prior knowledge to new learning

§       Thinking Maps: Tools for Learning by David Hyerle

§       Visual Tools: From Graphic Organizers to Thinking Maps by David Hyerle

§       Visual Tools for Constructing Knowledge by David Hyerle

8. Contact Information

For information on the Thinking Maps program at Learning Prep, contact:

§       Cynthia M. Manning

Vice Principal and Certified Thinking Maps Trainer

Learning Prep School

1507 Washington Street

West Newton, MA  02465

(617) 965-0764, extension 122

cynmanning@learningprep.org

For more information on Thinking Maps in general:

• www.mapthemind.com
• www.thinkingmaps.com
• www.google.com  (keyword search of “Thinking Maps” to see personal and school webpages)
• Thinking Maps, Inc.

(formerly Innovative Learning Group)

1011 Schaub Drive, Suite 200

Raleigh, NC  27606

(800) 243-9169