Table of Contents

Foreword by Robert J. Marzano
Prologue by Arthur L. Costa
Acknowledgments
About the Author
Summary Definition of Visual Tools
Introduction:Transforming Static Information Into Active Knowledge
Blind Insights
Right Now: Jumping the Achievement Gap for All Children
Overview of the Book
1. The Mapping Metaphor
Cognitive Dissonance in Representation Systems
The Elephant in the Room
The Mapping Metaphor: Terra Incognita
Mapping the Brain
Visual Tools for Mapmaking
The Foundation of the Mapping Metaphor: Seeing
2. Facilitating the Networking Brain and the Patterning Mind
Nonlinguistic and Linguistic Representations
Research Studies on Graphic Organizers
Reading Comprehension and Reading First Research
Mapping Living Systems
The Brain Is a Pattern Detector
The Visual Brain
The Mind Organizes Into Schematic Patterns
Multiple Intelligences as Active Patterns
Habits of Mind
3. Using Visual Tools
Clarifying a Confusion of Terms and Tools
Content-Specific Visual Tools
Defining Visual Tools
Theory-Embedded Tools
Types of Visual Tools
Reviewing Your Toolkit
Choosing Appropriate Visual Tools
The Importance of Student Ownership of Visual Tools
Saving Time
Constructing Knowledge in Cooperative Groups
Beyond Blueprints, Templates, and Blackline Masters
4. Brainstorming Webs for Facilitating the Creative Mind
Flow of Information and Knowledge
Thinking in Pictures
The Brain and Brainstorming
The Misconceptions About Brainstorming Webs
Webs for Facilitating Habits of Mind
Software for Brainstorming Webs
Brainstorming Webs for Collaborative Reflection, by David Schumaker
Mind Mapping
Viewing Book Reviews
Mindscapes From Metaphors
Seeking Personal Growth
5. Graphic Organizers for Analytical Tasks
An Overview of Graphic Organizers, by Greg Freeman
Comparing Graphic Organizers and Brainstorming Webs
Organizers for Habits of Mind
Chunking, Memory, and the Organizing Brain
Content-Specific Graphics as an Advanced Organizer
Process-Specific Maps
The Big-Picture Organizers
Mapping Lesson Plans
Design and Understanding
6. Conceptual Mapping for Integrating Creative and Analytical Thinking
Thinking About the Box
Habits of Mind and Conceptual Maps
When Thinking Became Popular
Novak and Gowin′s Concept Mapping Techniques
The Inductive Tower
Argument Maps and Rationale, by Tim Van Gelder
Feedbacks and Flows in the System
Connection Circles, by Rob Quaden and Alan Ticotsky
Systems Thinking
Leaving Tracks
An Integration of Visual Representations: Teaching With Unit Visual Frameworks
7. Thinking Maps: A Synthesis Language of Visual Tools
A Short History of Thinking Maps
Defining Thinking Maps as a Language
Five Levels of Thinking Maps Implementation
Differentiated Thinking Patterns for English-Language Learners, by Stefanie Holzman
Essential Cognitive Questions Based in Standards
Using Thinking Maps Software to Map the Standards, by Sarah Curtis
From Students and Teachers to Leadership Development and Whole-Schools Transformations
The Role of Thinking Maps in the Process of Becoming a Professional learning Community, by Larry Alper
Whole System Change
8. Thinking Maps for Special Needs, by Cynthia Manning
Thinking Maps Give Me a Chance to Learn: Learning Prep Student
Background on Learning Prep School
Developing the Fundamental Psychological Processes Through Thinking Maps
Thinking Maps and High-Stakes Testing
Teachers and Students See the Success
Thinking Maps and "the Real World"
In Conclusion
References and Further Reading
Index

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.

Reviews

“Helps teachers think about what they are doing in the classroom with graphic organizers and how they can use them more effectively.”
*Mark Johnson, Principal*

"With an emphasis on transforming information into knowledge, everyone who considers themselves a learner or a facilitator of someone else’s learning would benefit from the author’s message and ideas. I appreciate the voices of learners of all ages that the author sprinkles throughout the work! These bits bring the ideas to life."
*Judith A. Rogers, Professional Learning Specialist*