Title: Thinking Maps - Wikipedia
Headings: Thinking Maps
Thinking Maps
Tree Map
Double Bubble Map
Multi-flow map
Bridge map
Contents
General information
History
Educational theory
Research and rationales
See also
References

Content: Thinking Maps are products of reading, writing, listening, and speaking, and the aspects of listening and speaking are parts of the thinking processes that students use to explain themselves. Although the same eight Thinking Maps are used across grade levels, the Maps are developmentally appropriate for each age and coincide with Moffitt's developmental principle. In second grade, a teacher may use the Flow Map to sequence the stages and life cycle of a butterfly, while a high school chemistry teacher may use the same map to sequence the changing of an element from the periodic table. One teacher uses the map to illustrate a concrete idea, while another teacher uses the map to illustrate an abstract idea. When looking at the overarching theories of education, Thinking Maps fall into the Postmodern Constructivism theory. In the Postmodern Constructivism theory of education, learners often use their prior experiences, and when using one of the eight fundamental thought processes and Thinking Maps, learners often do use their background knowledge to continue constructing new meaning and knowledge (Sherman, 2000). Students are also encouraged to create and form their own opinions after self-reflection and creating Thinking Maps, as well as to engage and discuss their individual maps with their peers, even if their ideas differ. Another aspect of the Postmodern Constructivism theory of education that is seen by the use of Thinking Maps is that they promote critical thinking and problem solving (Sherman, 2011). Research and rationales
In his book Student Successes With Thinking Maps, Dr. David Hyerle (2011) provides a plethora of reasons and research as to why Thinking Maps are beneficial tools for the classroom. Hyerle states that using the eight Thinking Maps promote metacognition and continuous cognitive development for students across their academic careers, as well as adds an artistic and kinesthetic component for students who learn effectively with that specific multiple intelligence (Hyerle, 2011).