What and how young children are thinking are typically expressed and shared at home and school through verbal and written modes of communication. As a visual language framework conceived and developed by David Hyerle, Thinking Maps (R) offers an additional way for learners to represent their ideas by visually mapping their fundamental patterns of thinking. The authors offer a wide range of materials, strategies, and evidence-based practices for implementing Thinking Maps (and the metacognitive framing strategy that each map promotes) in ways that are developmentally appropriate, culturally responsive, and more inclusive with the full range of pre-K to 2nd-grade children. Since 1990, Thinking Maps have been implemented by teachers in over 15,000 schools across the United States and around the world, including countrywide implementation in Malaysia. This guide provides a whole-child approach with practical ideas and best applications for working with emergent readers and writers across developmental domains, curricula, and executive function. Book Features: Promotes systematic support of every students' cognitive development in whole schools (pre-K-2). Demonstrates how to use visual, auditory, tactile, and kinesthetic activities and materials to increase student engagement. Recommends Universally Designed Learning strategies to ensure full access and inclusion with diverse learners and children with disabilities. Includes graphically designed examples of Thinking Maps across content areas. Provides examples of student work, lesson planning ideas, and curriculum design based on cognitive education. Links language and thinking in everyday classroom learning for individual and cooperative learning.
Shelly L. Counsell is a retired associate professor of early childhood education, an early childhood consultant, and an Early Years Columnist with NSTA's Science & Children. David Hyerle is a bestselling author, developer of the Thinking Maps (R) model, and president of Thinking Schools International.
Contents List of Figures ?vii List of Tables ?xi Foreword Yvette Jackson ?xiii Acknowledgments ?xv Introduction: Can I Use Thinking Maps With Young Children? Yes, You Can! ?1 Thinking Maps: Integrating Three Types of Visual Tools ?2 Why Early Childhood? ?3 Thinking Maps as a Learning, Teaching, and Assessment Framework ?4 1. ?Bringing Thinking Maps to Life ?9 Learning Trajectories and Developmental Progressions ?9 The Five Critical Attributes of Thinking Maps ?12 TMaps Tap Into Prior Knowledge and Experience ?14 Thinking Maps Exemplifies Universally Designed Learning (UDL) ?15 Conclusion ?21 2. ?Thinking Maps Across Developmental Domains ?22 Developmentally Appropriate Practice ?22 Domain 1-Cognitive Development ?24 Domain 2-Socioemotional Development ?28 Domain 3-Physical and Healthy ?29 Domain 4-General Learning Competencies ?29 Conclusion ?30 3. ?Thinking Maps Across Academic Content Areas ?31 Thinking Maps Inspire Talking, Reading, and Writing ?32 Thinking Maps Support Logical-Mathematical Reasoning ?42 Thinking Maps Promote Scientific Thinking, Reasoning, and Inquiry ?44 Engineering Design and Technology With Thinking Maps ?54 Social Studies Instruction and Thinking Maps ?55 Related Early Childhood Approaches and Curricula ?57 Conclusion ?59 4. ?Thinking Maps Promote Democratic Learning Communities With Full Community Membership ?60 Thinking Maps Promote Responsive, Democratic Learning ?60 Conclusion ?71 5. ?Thinking Maps Provide Authentic Formative Assessment and Documentation ?72 A Brief Historical Perspective of Standardized Testing ?72 Classroom Assessments ?74 Conclusion ?80 6. ?The Science Underlying Thinking Maps With Young Children ?81 Research and Theoretical Foundation for Thinking Maps ?81 Executive Function ?81 Self-Regulation ?84 Habits of Mind ?85 Alignment With Standards ?87 Conclusion ?89 Appendix: Glossary ?91 References ?93 Index ?105 About the Authors ?111
