{"id":939,"date":"2012-03-19T15:57:07","date_gmt":"2012-03-19T15:57:07","guid":{"rendered":"http:\/\/blog.thinkingschoolsethiopia.com\/?page_id=939"},"modified":"2012-03-20T15:14:19","modified_gmt":"2012-03-20T15:14:19","slug":"thinking-maps","status":"publish","type":"page","link":"https:\/\/blog.thinkingschoolsethiopia.com\/?page_id=939","title":{"rendered":"Thinking Maps"},"content":{"rendered":"

\"\"<\/a>Thinking Maps, developed by Dr. David Hyerle, are visual teaching tools\u00a0that foster and encourage lifelong learning. They are based on a simple\u00a0yet profound insight: The one common instructional thread that binds\u00a0together all teachers, from pre-kindergarten through postgraduate, is\u00a0that they all teach the same thought processes.<\/p>\n

Based on thorough and well-accepted academic study and brain research,\u00a0the eight Thinking Map tools correspond with eight fundamental thinking\u00a0processes.<\/p>\n

Thinking Maps, Inc. is committed to improving the quality of teaching and learning through the effective implementation of Thinking Maps in schools and school districts around the world. Through quality training, materials and support services, we will equip learning communities with the tools necessary to become successful thinkers, problem solvers, decision makers, and ultimately, lifelong learners.<\/p>\n

Thank you Geoffrey Suddreth, General Manager of Thinking Maps\u00ae, Inc.; Chris Yeager, Consultant\u00a0Director for Thinking Maps\u00ae, Inc.; and David Hyerle, creator of Thinking Maps\u00ae and founder\u00a0of Thinking Foundation for providing use of Thinking Maps\u00ae with professional development by\u00a0Thinking Schools Ethiopia (Part of Eminence Social Entrepreneurs, Ethiopia) for school leaders,\u00a0NGO leaders and educators in Ethiopia. Thank you to Corwin Press and the author David Hyerle\u00a0for permission for reprinting excerpts from Visual Tools for Transforming Information into\u00a0Knowledge (second edition).<\/p>\n

The information below of the Thinking Maps and Frame of Reference for each of the maps \u00a0provides an overview. To deeply understand and implement Thinking Maps as a visual language in the classroom and whole school setting, please contact Thinking Schools Ethiopia for professional development training in Ethiopia.<\/p>\n

Circle Map<\/strong><\/p>\n

\"\"<\/a>\"\"<\/a><\/p>\n

Thinking Process<\/em>
\nDefining in Context<\/em>
\nDefining in Context is the process of becoming aware of and defining some “thing” in\u00a0context by representing it using signs, symbols or drawings.<\/p>\n

Thinking Map – Circle Map<\/em>
\nThe Circle Map is used for brainstorming ideas and for showing prior knowledge\u00a0about a topic by providing context information. In the center circle use words, numbers,\u00a0pictures or any other sign or symbol to represent the object, person or idea you are\u00a0trying to understand and define. In the outside circle write or draw any information that\u00a0puts this thing in context.<\/p>\n

Flow Map<\/strong>
\n\"\"<\/a>\"\"<\/a>Thinking Process
\nSequencing<\/em>
\nSequencing is the process of identifying the relationships between stages and substages\u00a0of an event (or order of numbers, operations, steps, etc.).<\/p>\n

Thinking Map – Flow Map<\/em>
\nThe Flow Map is used for sequencing and ordering information. In the outside rectangle\u00a0write the name for the event, or sequence. In the larger rectangles-flowing from\u00a0left to right-write in the major stages of the event. In the smaller rectangles below,\u00a0write in the substages of each major stage.<\/p>\n

Multi-Flow Map<\/strong>
\n\"\"<\/a>\"\"<\/a>Thinking Process
\nCause and Effect<\/em>
\nThe process of sequencing is extended by identifying the interrelated causes and effects\u00a0of events.<\/p>\n

Thinking Map – Multi-Flow Map<\/em>
\nThe Multi-Flow Map is used for showing and analyzing cause and effect relationships.\u00a0In the center rectangle, write in an important event that occurred. On the left\u00a0side of the event, write in the causes of the event, and on the right side, write in the effects\u00a0of the event. As you identify more causes and effects, add them to the Map. If\u00a0you are studying a system, you will find that there are effects in the system that, in\u00a0turn, influence initial causes. This circular cause and effect relationship is called a\u00a0feedback loop.<\/p>\n

Tree Map<\/strong>
\n\"\"<\/a>\"\"<\/a>Thinking Process<\/em>
\nClassifying<\/em>
\nClassifying is the process of sorting things into categories\u00a0or groups and creating new categories, often according to\u00a0common qualities.<\/p>\n

Thinking Map – Tree Map<\/em>
\nThe Tree Map is used for classifying things and ideas. On the top line\u00a0write the category name, on the second level of lines write the subcategories,\u00a0and below each subcategory write the specific members.<\/p>\n

Bridge Map<\/strong>
\n\"\"<\/a>\"\"<\/a>Thinking Process
\nAnalogies<\/em>
\nSeeing analogies is the process of identifying similarities between relationships.<\/p>\n

Thinking Map – Bridge Map<\/em>
\nThe Bridge Map gives people a tool for applying the process of seeing analogies. On\u00a0the line to the far left, write in the relating factor. The relating factor is the similar\u00a0phrase that fits both sides of an analogy. On the top and bottom of the left side of the\u00a0bridge, write in the first pair of things that have this relationship. On the right side of the\u00a0bridge, write in the second pair of things that have the same relationship. The line of\u00a0the bridge represents the relating factor that is “bridged over” from one side of the\u00a0analogy to the other. As a check for understanding, write the analogy as a complete\u00a0sentence.<\/p>\n

Bubble Map<\/strong><\/p>\n

\"\"<\/a>\"\"<\/a>Thinking Process<\/em>
\nDescribing<\/em>
\nThe process of describing is based on the use of words that identify qualities: character\u00a0traits, emotional responses and other descriptors that reveal a more distinct representation\u00a0of a problem, idea or person.<\/p>\n

Thinking Map – Bubble Map<\/em>
\nThe Bubble Map is used for describing through the use of adjectives and adjective\u00a0phrases. Unlike the Circle Map that is used for brainstorming, the Bubble Map is a tool\u00a0for specifically identifying qualities and characteristics and for refining the use of descriptive\u00a0words. In the center circle, write the word or thing being “described.” In the\u00a0outside ububbles,” write in adjectives and\/or adjective phrases to describe something.<\/p>\n

Double Bubble Map<\/strong><\/p>\n

\"\"<\/a>\"\"<\/a>Thinking Process <\/em>
\nCompare and Contrast<\/em>
\nAn extension of “describing” one thing is the process of comparing and contrasting\u00a0things according to similar and different qualities.<\/p>\n

Thinking Map – Double Bubble Map<\/em>
\nThe Double Bubble Map is a tool for comparing and contrasting things. In the large circles,\u00a0write the words for the two things being investigated. In the middle “bubbles,” use\u00a0words and phrases that show similarity between the two things. In the outside bubbles,\u00a0as connected respectively to the two things, write the words that identify their different\u00a0qualities.<\/p>\n

Brace Map<\/strong>
\n\"\"<\/a>\"\"<\/a>Thinking Process
\n<\/em>Whole \/ Part Reasoning
\n<\/em>The common terms used to define spatial relationships are “whole to part” and\/or “part whole”\u00a0reasoning. Whole- to-part reasoning is the process of identifying the relationship\u00a0between a whole physical object and its parts.<\/p>\n

Thinking Map – Brace Map<\/em>
\nThe Brace Map is used to analyze physical objects. On the line to the left, write the\u00a0name of the whole object. On the lines within the first brace to the right, write the major\u00a0parts of the object, then follow within the next set of braces with the subparts of\u00a0each major part.<\/p>\n

Frame for Frame of Reference<\/strong>
\n\"\"<\/a>Thinking is influenced by .. frames … Frames are our overlapping\u00a0personal and cultural experiences, values and belief systems.\u00a0These multiple background frames give reference to and\u00a0guide thinking, emotions and judgments. Surfacing our\u00a0“frames” or mental models (Senge) enables us to begin to see\u00a0what influences the evolving patterns of thinking developed in\u00a0the maps. We more fully appreciate the human dimension of\u00a0ideas and the diversity within the organization. Each of the\u00a0maps is a view of one’s cognitive pattern. The Frame represents\u00a0one’s metacognition, or reflection on this pattern.<\/p>\n

The Frame<\/em>
\nThe Frame is used around any of the eight Maps. After creating\u00a0a Thinking Map, draw a square “frame” around the map\u00a0you are using. Within the frame, identify information that shows\u00a0the influence of background values, experiences and belief\u00a0systems that influence the map you have created. Sharing this\u00a0Frame with others offen enables conversations to evolve from\u00a0positional to collaborative. Seeing from another person’s Frame\u00a0is much like stepping into their shoes and seeing their thinking\u00a0from their point of view.<\/p>\n

<\/div>\n

Watch the video below on Thinking Maps and brain research with\u00a0Pat Wolf<\/a>\u00a0known for her work with the translation of brain research to classroom practice.<\/em>
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