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Qualitative and quantitative test results from researchers, curriculum authors, teachers, and administrators demonstrate why Thinking Maps® have increased student performance and teacher effectiveness.
- Sales Rank: #2154242 in Books
- Brand: Brand: Corwin
- Published on: 2004-05-27
- Original language: English
- Number of items: 1
- Dimensions: .57" h x 8.60" w x 10.94" l, 1.47 pounds
- Binding: Paperback
- 232 pages
- Used Book in Good Condition
Review
"Following a presentation of the what, why, and how of Thinking Maps®, the reader is treated to a panoramic view into schools that have successfully used this unique tool kit to bridge the gap from research to practice. All are worthy models to examine―and follow―as schools focus on continuous growth for all through both individual and school improvement. The book is a must read!" (Marti Richardson, Past President)
"David Hyerle proposes a common visual language for teaching and learning...the best of all possible worlds, where diverse communities of teachers, learners, and school administrators use maps as a way to level the playng field in a collaborative sharing of ideas and monitoring and assessment of student work." (Contemporary Psychology APA Review of Books 2005-07-13)
About the Author
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.
Most helpful customer reviews
30 of 31 people found the following review helpful.
Regrettably, the author's 'Thinking Maps' technology is not available to private individuals!,
By Lee Say Keng
Student Successes With Thinking Maps(R): School-Based Research, Results, and Models for Achievement Using Visual Tools
by David Hyerle
According to my personal assessment, this book is the third in a trilogy of research-based books written by David Hyerle, an educational researcher & founder of Innovative Sciences in the 70's/80's.
The earlier two research-based books are:
- Visual Tools for Constructing Knowledge;
- Field Guide to Using Visual Tools;
The author is very smart to use these three research-based books as a self-promotional vehicle to market his core learning technology, embedded in what they call the 'Thinking Maps'.
In a nut shell, 'Thinking Maps' integrate thinking skills & mapping techniques. They are based on our fundamental thinking processes: We analyzes information in more or less eight different ways: define, describe, compare/contrast, classify, break down into parts, sequence,
cause/effect, establish relationships between things.
Application-wise, they comprise eight specific types of graphic organisers (the author prefers to use the term, visual tools) to help students & teachers in constructing knowledge, organising information, solving problems & communicating with others.
The eight tools are:
- Brace Map;
- Bridge Map;
- Bubble map;
- Circle map;
- Double Bubble Map;
- Flow Map;
- Multi-Flow Map;
- Tree Map;
Additionally, the core technology also includes a proprietary software, plus videos & other training manuals.
I can sense that their 'Thinking Maps' technology has been influenced somewhat by the Whimbey method, developed by Dr Arthur Whimbey. He wrote two great classics, 'Analytical Reading & Reasoning' & 'Mastering Reading Through Reasoning'.
There is only one singular snobbish aspect of 'Thinking Maps' products: They are only restricted to schools for system-wide implementation. Hence, the technology is, regrettably, not available to private individuals. They don't even bother to entertain enquires from solos.
In my earlier review of 'Visual Tools for Constructing Knowledge', I had mentioned that "This book is more suitable for teachers and students, and not so suitable for business readers...it cannot be used to cover all kinds of reading materials in schools. For examples, a story grid - which is not covered in the book - would be more appropriate to shape understanding of literature texts; a time line or time series - also not overed - would be more appropriate to track chronological events in history textbooks."
I added further that "For the businessman, this book can be somewhat boring, although one or two of the tools e.g. cluster and fishbone diagrams, can be used to organise visually one's thoughts or ideas while reading business books."
I have concluded in my review as follows: "Nevertheless, this book is still worth reading, especially if you want a deep understanding of why we are 'visual'. Also, David Hyerle's tools and ideas are still useful for the business reader, especially if one is pursuing business management studies e.g. MBA, in the evenings. The visual tools can be useful in that respect, particularly for probing understanding through the text, and taking/making personal notes."
Coming back to this book, which gives a panoramic view into schools (sometimes, their promotional literature mentions 3,000 schools, others mention 2,000 schools, so I don't know which one is true & correct?) that have successfully used their core technology on a school-wide basis, there is even one case study from Singapore.
In this book as well as in the earlier two books, the author shares many stories from teachers, principals, & trainers who have adopted their 'Thinking Maps' to increase student achievement & revitalize learning communities.
In retrospect, the first book gives quite a good introduction to graphic organisers &/or visual tools, in addition to their own 'Thinking Maps' technology. Tactically, it explains in quite elaborate details WHAT visual tools are, WHY we should use them, and HOW to get the most out of these tools.
The second book follows up with more quantified evidence to support their core technology in addition to more practical applications as part of the educational curriculum.
I reckon, for a first timer/beginner into visual thinking, especially one looking for applications within an eduational setting, the three books are definitely worth exploring.
Readers should also read Nancy Margulies' Mapping Innerspace, which adopts a spontaneous, free-form approach to using visual tools.
1 of 3 people found the following review helpful.
Visual thinking and learning
By mstraff
Very good research and analisys on the learning process. Deep thought on applying visual organizers into the education process. It goes beyong the basic mind mapping concepts. [...]
15 of 17 people found the following review helpful.
Best book to discuss research on Thinking Maps
By Fun Life
First - buy directly from the publisher / author for about half the price. I am not sure why Amazon has it priced wrong.
This is the best book available to actually present research, sometimes soft and sometimes poorly documented (but the best out there on any type of mapping program), on what a set of eight visual primitives can do to improve student performance by using the primitives in Thinking Maps.
No book on the market can compare with the qualify of the material in this book. I highly recommend it to anyone who is wondering how student achievement can be improved across all grades and across all subjects.
This book is especially recommended for parents of home based / homeschool students. By using Thinking Maps students of all types can improve their performance in any area. I am using information in this book as I develop a course in "Creating Intelligence".
Of greatest interest to me is that this book shows how Thinking Maps has been successful with preschool children all the way through to a community college's nursing program.
This is not a "how to" book but a book on showing that the system works. To get the "how to" you have to look to other resources.
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