Thinking Maps comprise a visual language representing eight critical thought processes. Created by Dr. David Hyerle, Thinking Maps support the brain’s natural tendency to detect patterns, thereby enabling all students, Pre K -12, to organize and process information, develop cognitive skills, and integrate knowledge. Currently, we have 335 active trainers across 74 campuses.

Thinking Maps supports all leaders and learners in thinking about reading, writing, viewing, and visually representing content with these resources:

• Thinking Maps: A Language for Leadership  - Empower leaders to use the common visual language of Thinking Maps to make their own thought processes and work processes visible.
• Thinking Maps:  A Language for Learning - Provide consistency across grade levels and content areas to a support learners.
• Thinking Maps: Path to Proficiency for English Language Learners - Build bridges to academic excellence and success by adapting and extending the common visual language of Thinking Maps.
• Thinking Maps: Write...from the Beginning - Support the youngest learners in the thought , talk, and organization necessary to creating whole meaningful texts.
• Thinking Maps:  Write...for the Future - Support more advanced learners in the thought, talk, and organization inherent in creating diverse texts.

Thinking Maps provides further support for leaders and learners through these links:

• www.thinkingmaps.com  - Discover  the history behind Thinking Maps, explore products, and more!
• www.thinkingfoundation.org - Apply for action research grants and read case studies of current research projects. 
• www.mapthemind.com - Find more research and resources at Dr. David Hyerle's site.

 The Process of Creating Thinking Maps with Students:

• stimulates the brain's natural tendency to detect patterns
• establishes a common visual language that crosses all content areas
• enables students to hook new information to their individual experiences and understandings
• requires interaction and movement, accessing students' semantic and episodic memories to strengthen connections
• supports students of all  learning styles and language proficiencies as they construct meaning
• provides informal assessment data so teachers can plan for differentiated instruction to reach common goals
• improves upon the practice of utilizing graphic organizers, placing the emphasis on thinking
• supports students in critical thinking, a life-long skill!

 

 

 

 

David Hyerle's Thinking Maps were influenced by the work of Albert Upton and Richard Samson.  Read about Dr. Hyerle's influences and colleagues:  http://www.thinkingfoundation.org/resources/people/people.html.

Zemelman, Daniels, and Hyde's research synthesis suggests thirteen principles for Best Practices in Education.  Implementing Thinking Maps is supported by these principles: http://www.criticallinks.org/launch/pdf/1R.5.pdf.

Robert Marzano's scientifically researched "High Yield Strategies" work in tandem with Thinking Maps to impact student achievement.  See Marzano's strategies at http://www.oswego.org/files/7770/MarzanoHighYieldStategies%5B1%5D.doc, then see how Thinking Maps correlate at http://www.mapthemind.com/research/pdf/marzano9.pdf.

Teachers are documenting Thinking Maps' effectiveness through action research.  To see results and recommendations, visit:

• http://www.thinkingfoundation.org/research/graduate_studies/pdf/blount-masters.pdf - Effects of Thinking Maps on Reading Retention
• http://www.thinkingfoundation.org/research/graduate_studies/pdf/cynthia-manning-thesis-sum.pdf - Improving Reading Comprehension through Visual Tools
• http://www.thinkingfoundation.org/research/graduate_studies/pdf/HickieK_study.pdf - An Evaluation of Student Performance after Two Years with Thinking Maps
• http://www.thinkingfoundation.org/egypt/ - Effects of Thinking Maps in Science and Problem Solving.

For current studies and the latest data, see www.thinkingfoundation.org.