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    Drawing Out Learning with Thinking Maps®
    A Guide for Teaching and Assessment in Pre-K–2

    Shelly L. Counsell (Author), David Hyerle (Author), Yvette Jackson (Foreword by)

    9780807767764

    Paperback / softback, published 23 June 2023

    128 pages
    26.9 x 22.3 x 1.2 cm, 0.144 kg

    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® 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.

    • 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

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