Thinking Maps

 

Watch the video below on Thinking Maps and brain research with Pat Wolfe known for her work with the translation of brain research to classroom practice. For information on Thinking Maps® implementation please contact: Elizabeth R. Dellamora • phone: 917.690.4111 • email: elizabeth@thebalancebetween.com 

Thinking Maps, developed by Dr. David Hyerle, are visual teaching tools that foster and encourage lifelong learning. They are 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.

Based on thorough and well-accepted academic study and brain research, the eight Thinking Map tools correspond with eight fundamental thinking processes. More than simple task-specific graphic organizers, our tools 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.

Thinking Maps® Professional Development
Designs for Thinking is a consulting group based in the Northeast USA representing Thinking Maps, Inc. Authors and national consultants Larry Alper, M.S. and David Hyerle, Ed.D. are co-directors of the group along with Lisa Dellamora, Ph.D. who is the Director of Consulting. Below are summaries of our implementation options. Thinking Maps implementation for students, teachers, and leadership is a comprehensive, whole school process for improving the teaching, leading and learning of all participants in a school and school system. This implementation page includes details and examples of the following:

  • Thinking Maps for Whole School Professional Development
  • Thinking Maps for School Wide Leadership
  • Thinking Maps Software for Students, Teachers and Leadership
  • Write From the Beginning and Beyond (Elementary: K-8) & Write for the Future (Secondary: Middle and High School)
  • Thinking Maps for English Language Learners: Thinking Maps: Path to Proficiency for English Language Learners

Scroll down through this webpage to learn more about the above implementation options listed above.

Thinking Maps for Whole School Professional Development
1 Day Training plus 4-6 Days Follow-up with school in session
This proven model of whole school implementation of Thinking Maps ensures that students and teachers fluently apply Thinking Maps to learning and teaching on a daily basis. With the entire faculty focusing together on improving all students’ thinking and performance, Thinking Maps becomes a common visual language for vertical and horizontal development of content learning, concept development, reading, writing, and thinking skills.

Required Resources:

  • Thinking Maps: A Language for Learning manual

Recommended Technology Option:

  • Thinking Maps Software simultaneously

Thinking Maps : A Language 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.

This guide is the primary resource for leadership teams in your school. Each guide also includes, in poster form, the Thinking Maps Implementation Rubric.
Click here to see examples of inside the manual (pdf file)

Go to Thinking Maps Inc. website for additional information

Thinking Maps Training of Trainers
6 Day Training (4 Days with a 2 Day Follow-up)
A selective group of professional developers, teachers, and/or curriculum specialists from a school system or region learn how to conduct Thinking Maps trainings and systematically lead classroom follow-up activities in whole schools.  Through this process of training and feedback, participants are certified by Thinking Maps, Inc. to conduct Thinking Maps Professional Development training in schools.  This six day training is not a turn-key training.  Participants must have Thinking Maps experience and show proficiency in presenting workshops and facilitating adult learning through modeling for and coaching of colleagues. This process focuses on the theory, practice, implementation, and assessment of Thinking Maps® and Software in order to ensure long term implementation and success in schools.  Once participants have gained certification, they are required to follow implementation guidelines established by Thinking Maps, Inc.

Participants receive additional resource materials, including access to extensive documents showing teacher and student examples of content applications.  These documents are included on Powerpoint files and in video clips in the form of iMovies and DVD productions.

Required Resources:

  • Thinking Maps : A Language for Learning Trainer’s Guide
  • Thinking Maps: A Language for Learning manual
  • Thinking Maps Software
  • Cooperative Learning Desk Maps
  • Student Successes with Thinking Maps” (Corwin Press, 2004)

Thinking Maps : A Language for Learning Trainer’s Guide
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. An individual license of the Thinking Maps Software is included with the manual.
Click here to see examples of inside the manual (pdf file)

Thinking Maps: A Language for Leadership
Instructional Leadership for Principals and Teams
Thinking Maps: A Language for Leadership professional development is designed to meet the needs of multiple audiences. It can be used by leaders and leadership teams who want to strengthen and deepen their current Thinking Maps implementation, and assist those who want to expand their use of these tools into leadership practices. This guide and associated professional development can also serve as an entry point for schools to begin the process of implementing Thinking Maps. Benefits include:

  • Strengthens and deepens Thinking Maps implementation by leaders and leadership teams
  • Expands the use of Thinking Maps into leadership practices
  • Serves as an entry point for schools to begin the process of implementing Thinking Maps
  • Helps schools apply and improve thinking processes and student achievement and performance
  • Improves schools’ communication of ideas and points of view
  • Helps schools generate sustainable solutions
  • Provides tools for schools to assess progress over time
  • Helps leaders build personal and professional fluency with thinking processes
  • Helps leaders facilitate organizational change processes and student achievement
  • Helps leaders facilitate communication, problem solving, and decision-making
  • Helps leaders implement Thinking Maps school-wide and increase student achievement

2 Day Training (follow-up coaching optional)
Leadership teams, central office leaders and whole schools can learn how to seamlessly integrate Thinking Maps and Software into the full range of school leadership responsibilities: including daily communication in emails and even newletters home to parents, facilitation of school-wide, grade level and content area meetings, data and site-based decision making, and supervision/coaching across whole schools.

Required Resources:

  • Thinking Maps: A Language for Leadership Manual
  • Developing Connective Leadership (Solution Tree, 2011)

CLICK TO SEE INSIDE GUIDE

Content Specific Workshops
1 Day Workshops (follow-up curriculum design optional)
A whole school, or content specific teams from across schools, learn how to support students in meeting content and process standards through the explicit application of Thinking Maps.  Workshops are designed in response to the specific content areas and grade levels, but each workshop focuses on content standards, writing, mathematics and reading comprehension.

Prerequisite:

  • Implementation of Thinking Maps

Required Resources:

  • Thinking Maps: A Language for Learning manual

Thinking Maps Advanced Software Workshop
1 Day Workshops (follow-up curriculum design optional)

Thinking Maps Software is user friendly for students, teachers, and administrators and is easy to learn during the process of implementation.  The Software Workshop is focused on more advanced and creative applications for individuals, classrooms, whole schools, and system wide network use. The workshop may also be geared directly toward content standards, specific subject areas and/or grade levels.  This is an ideal training for technology specialists and school wide computer lab teachers. Thinking Maps software is on both Macintosh and Windows operating systems.

Prerequisite:

  • Implementation of Thinking Maps and Software

Required Resources:

  • Thinking Maps: A Language for Learning manual and Thinking Maps Software

Thinking Maps: Technology for Learning
Students (and teachers) can use the computer to hone their Thinking Maps skills! Technology for Learning offers over 80 tutorials and exercises, designed to give students extra practice in the proper use of Thinking Maps. The software builds maps from scratch allowing students to customize them to their lesson requirements.
Try it with a download of a demo copy on the Thinking Maps®, Inc. website.


Thinking Maps Writing K-8
Write from the Beginning…and Beyond
Jane C. Buckner, Ed. S.

Write from the Beginning…and Beyond is a writing program that can be used as a core writing program or in combination with other writing programs that a school or district is using. For example, those that use the traits of effective writing will immediately see how these traits can be taught using the mini-lesson component of Write from the Beginning…and Beyond, as well as how they can also be assessed using the analytic improvement rubrics that are provided.

Benefits:
By implementing Write from the Beginning…and Beyond your school will be able to:

  • Establish a common focus and shared accountability for school-wide writing performance
  • Have a plan for providing continuous writing instruction for students
  • Instruct students according to their individual levels of writing achievement
  • Identify areas of strengths and areas needing improvement by grade level
  • Commit to continuous progress in writing proficiency with the goal of excellence for ALL STUDENTS

Implementation:
The Write from the Beginning…and Beyond professional development model varies depending upon the needs of your school or district. Training in the Thinking Maps Common Visual Language is required prior to implementation of Write from the Beginning…and Beyond.

Materials:
Materials for Write from the Beginning…and Beyond are provided by the mode of writing desired. Future modes to be released include Expository, Argumentative, and Summary writing.

Setting the Stage
This manual is the introductory piece for all modes of writing. Along with an explanation of the components of Write from the Beginning…and Beyond, Setting the Stage includes grade specific characteristics and goals, the essential components of effective writing (explanations, guiding questions, and student samples) mini-lessons, thinking journals, observation tools for administrators, and other resources to guide teachers as they prepare to teach the various modes of writing to their students.
Setting the Stage Trainers Guide
This spiral-bound manual is written for those interested in becoming trainers of the Write from the Beginning…and Beyond program. This manual, in conjunction with the intensive Training of Trainers professional development plan, prepares educators in the skills necessary to train others within their own region, district, or school. A CD containing PowerPoint presentations for trainers is included with this manual.

Narrative
From personal experience narrative (chronological, thematic, and autobiographical incident) to imaginative/fictional narrative (problem-solution and intriguing adventure), this spiral-bound manual provides teachers with the information and tools they need to successfully teach narrative writing to their students using the Thinking Maps common visual language.
Click here to see examples of the inside the manual (pdf file)

Narrative Trainers Guide
This spiral-bound manual is written for those interested in becoming trainers of the Write from the Beginning…and Beyond program. This manual, in conjunction with the intensive Training of Trainers professional development plan, prepares educators in the skills necessary to train others within their own region, district, or school. A CD containing PowerPoint presentations for trainers is included with this manual.

Response to Literature
This spiral-bound manual explains the background information necessary for responding to literature (eg, stages of understanding, types of oral and open-ended written responses, and various types of prompts). It is designed to help teachers guide students through the process of explaining and supporting their thinking about a particular piece of discourse.

Response to Literature Trainers Guide
This spiral-bound manual is written for those interested in becoming trainers of the Write from the Beginning…and Beyond program. This manual, in conjunction with the intensive Training of Trainers professional development plan, prepares educators in the skills necessary to train others within their own region, district, or school. A CD containing PowerPoint presentations for trainers is included with this manual.

Thinking Maps for English Language Learners
Thinking Maps: Path to Proficiency for English Language Learners
Path to Proficiency is designed to provide adaptations and extensions in the use of Thinking Maps to assist teachers in building bridges to academic excellence and success for English Language Learners. The overall goal of the manual is to help teachers provide quality, challenging, and focused instruction to transition students from immersion in their native language to acquiring proficiency in English.

Benefits:

  • Provides practical applications to English Language Learner Theory
  • Provides information and resources for a 1-3 year English Language Learner staff development plan for school sites
  • Provides examples of extensions and adaptations for each Thinking Map to meet the language needs of all levels of language proficiency
  • Connects Thinking Maps applications to research based strategies
  • Connects the functions, forms, and fluency of language development to Thinking Maps applications
  • Provides direction and examples for teaching the specific text structures of English using Thinking Maps
  • Provides directions, examples, and opportunities to develop differentiated lesson plans for all levels of language proficiency using Thinking Maps
Implementation:The Thinking Maps: Path to Proficiency for English Language Learners professional development model varies depending upon the needs of your school or district.
Thinking Maps: Path to Proficiency for English Language Learners Manual
This manual is the essential resource for teachers wishing to extend Thinking Maps for the greatest benefits with their ELL students. Constructed in a graduated format, Path to Proficiency is divided into eight sections, arranged from simple to more complex applications. The format of each section includes background information, opportunities for the teachers to apply the information, and an opportunity to develop classroom applications.
Click here to see examples inside the guide (pdf file)
Thinking Maps®: Path to Proficiency for English Language Learners Facilitator’s Guide
This resource is used to prepare on-site facilitators to guide teachers through the Path to Proficiency manual. Complete with PowerPoint presentations and a DVD hosted by Jane Buckner, the Facilitator’s Guide provides facilitators with the materials necessary to lead teachers through as many as 13 staff development sessions with the Path to Proficiencymanual.
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