Thinking Maps
Used to build critical thinking, problem-solving, comprehension, and communication skills necessary for academic success in every domain.
Mapping has an effect size of .64!
What is the Difference Between Thinking Maps and Graphic Organizers?
Thinking Maps are a set of eight visual patterns or icons that each represent a specific cognitive process. Unlike graphic organizers, which are highly varied and inconsistent, the eight Thinking Maps are used consistently across all grades and content areas.
Hyerle, David and Yeager, Chris
Eight Thinking Maps
Tree Map for classifying and grouping main idea, supporting ideas, and details
Multi-Flow map for Causes and Effects
Flow Map for Sequencing Stages and Substages of Events
Double Bubble Map for Comparing (similarities) and Contrasting (differences)
Circle Map for Defining in Context – Frame for Frame of Reference
Bubble Map for Describing Using Adjectives and Adjective Phrases
Bridge Map for Seeing Analogies (similar relationships between ideas)
Brace Map for Physical Analysis of Whole, Parts, and Subparts of Objects
Click on the button below to see how teachers have used thinking maps across all grade levels and content areas.
Here are some examples that show how teachers incorporated several thinking maps into their lessons!
Source: Equity and Professional Learning
Science
In this example, students use multiple maps to understand the digestive process. The Flow Map helps students think about the sequence and what happens at each phase. Next, the Circle Map allows students to brainstorm and list everything they know about each of the steps in the process. Later, students consider the body parts that are functioning during each phase. Finally, students sequence each of the three processes in the larger digestive process. By using multiple maps, students will develop a much deeper understanding of this complicated process that affects each one of us.
History/
Social Studies
In this example, students read about Spanish explorers and their arrival in Florida. First, students listed facts from the text to define Ponce de Leon on a Circle Map. Then, students determined the reasons why each of the explorers sailed to Florida on two separate one-sided Multi-Flow Maps. Afterwards, students compared the reasons why the two explorers came to Florida on a Double Bubble Map to determine key similarities and differences among each explorer’s purpose. Finally, students took the information off all the maps by writing short constructed responses to the teacher’s research question.
Math
In this example, students use the Bridge Map to develop understanding of key vocabulary related to the content with the Relating Factor being “represents”. Then, students consider the effects of a hypothetical scenario on the mean, mode, and median using the one-sided Multi-Flow Map. Students go beyond rote calculation and can demonstrate a deeper level of conceptual understanding when they are presented with a novel situation in the familiar format of the one-sided Multi-Flow Map.