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Student Successes With Thinking Maps®
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Student Successes With Thinking Maps®
School-Based Research, Results, and Models for Achievement Using Visual Tools

Second Edition
Edited by:

Foreword by Patricia Wolfe

248 pages | Corwin
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Neuroscientists tell us that the brain organizes information in networks and maps. What better way to teach students to express their ideas than with the same method used by the brain? Student Successes With Thinking Maps presents eight powerful visual models that boost all learners' metacognitive and critical thinking skills. Enriched with new research, a wealth of examples, and cross-content applications, the book also shows how Thinking Maps serve as valuable assessment tools. This novel and effective model helps students:

- Organize thoughts

- Examine relationships

- Enhance reasoning skills

- Create connections between subjects

- Engage with content

The visual nature of Thinking Maps helps level the playing field and is ideal for inclusive settings. Additionally, educators have found that using Thinking Maps for professional development can improve teacher performance, build leadership skills, and raise students' scores on high-stakes tests. If your goal is to transform your school's culture, Thinking Maps will put you on the road to success.

 
List of Figures and Tables
 
Foreword by Patricia Wolfe
 
Preface by David Hyerle, Ed.D.
 
Appreciations
 
About the Editors
 
About the Contributors
 
1. Thinking Maps as a Transformational Language for Learning by David Hyerle, Ed.D.
 
Section 1: Linking Thinking, Language, and Learning
 
2. Why and How Thinking Maps Work: A Language of Brain and Mind by Kimberly M. Williams, Ph.D.
 
3. Leveling the Playing Field for All Students by Bonnie Singer, Ph.D.
 
4. Tools for Integrating Theories and Differentiating Practice by Alan Cooper, B.Ed.
 
5. Closing the "Gap" by Connecting Culture, Language, and Cognition by Yvette Jackson, Ed.D.
 
Section 2: Integrating Content and Process
 
6. Maps for the Road to Reading Comprehension: Bridging Reading Text Structures to Writing Prompts by Thomasina DePinto Piercy, Ph.D., and David Hyerle, Ed.D.
 
7. Empowering Students From Thinking to Writing by Jane Buckner, Ed.S.
 
8. The Challenge of High-Stakes Testing in Middle School Mathematics by Janie B. MacIntyre, M.Ed.
 
9. Thinking Like a Scientist by Lou-Anne Conroy, M.A., and David Hyerle, Ed.D
 
10. Thinking Technology by Daniel Cherry, M.Ed.
 
Section 3: Uniting Whole Learning Communities
 
11. A First Language for Thinking in a Multilingual School by Stefanie R. Holzman, Ed.D.
 
12. Feeder Patterns and Feeding the Flame at Blalack Middle School by Edward V. Chevallier, M.Ed.
 
13. Becoming a Thinking School by Gill Hubble, M.A.
 
14. Stories From Mississippi: Results From College to Kindergarten by Marjann Kalehoff Ball, Ed.D.
 
15. The Singapore Experience: Student-Centered Fluency by Ho Po Chun, M.Ed.
 
Section 4: Transforming Professional Development
 
16. Inviting Explicit Thinking by Sarah Curtis, M.Ed.
 
17. Coaching and Supervising Reflective Practice by Kathy Ernst, M.S.Ed.
 
18. Thinking Maps: A Language for Leading and Learning by Larry Alper, M.S.Ed.
 
19. Bifocal Assessment in the Cognitive Age: Thinking Maps for Assessing Content Learning and Cognitive Processes by David Hyerle, Ed.D., and Kimberly M. Williams, Ph.D.
 
Index

"The work with Thinking Maps certainly reinforce one of the Habits of Mind—communicating with clarity and precision! I have used the first book with many study groups. Students of all ages and stages of development can profit from the clarity that these visual tools provide."

Bena Kallick, Co-Director
Institute for Habits of Mind, Westport, CT

"This is one of the rare books that links research and practice and shows the true impact of a specific instructional approach on student learning. The research, experiences from the field, vignettes, and work samples provide the reader with more than sufficient resources to understand the value of thinking maps."

Giselle O. Martin-Kniep, President
Learner-Centered Initiatives, Ltd., Floral Park, NY

addresses relevant curriculum outcomes - teaching for learning! students find examples helpful

Dr Joslen Letscher
CLG OF LIBERAL ARTS/EDUCATION, University of Detroit Mercy - Mcnicols
September 17, 2012
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David N. Hyerle

David Hyerle is an independent researcher, author, and consultant focused on literacy, thinking-process instruction, and whole-school change. He is the developer of the Thinking Maps language and is presently codirector of Designs for Thinking, a consulting and research group based in New England. More About Author

Lawrence S. Alper