Of all the slides we have shared with educators during our trainings over the past decade and a half, the Behavior Reflections slide has been by far the most popular! Every time this slide has been displayed on the screen during training sessions, most participants have excitedly voiced their appreciation of this Multi-Flow Map example and nearly everyone has asked for a copy.
As I have visited schools throughout the country, I have seen stacks of copies of this slide on teachers’ desks and in administrative offices. More numerous stories than I can remember have been reported to me about how educators have enjoyed the benefits of using this Map. I often wondered what it was about this particular Map example that resonated so deeply with training attendees. Perhaps this Map example triggered an epiphany in these thousands of educators because it provided for them such a clear example of how Thinking Maps can effectively enhance students’ social development as well as their intellectual development.
As an assistant principal for several years (before I knew about Thinking Maps), I addressed hundreds of instances of student misbehavior. When students are sent to the administrative office they may be inclined to focus on rationalizing their poor choice or seek to blame other individuals or situations. I often found students beginning the conversation by explaining WHY they did WHAT they did. Instead, I had to redirect them and ask them to begin by telling me WHAT THEY did. Once students accepted responsibility for their actions, I would then give them the opportunity to offer explanation. After listening, I generally responded by telling them their reasoning served as an EXPLANATION, not as an EXCUSE for their behavior.
After acknowledging their inappropriate choice, we discussed more appropriate responses to the types of experiences that tended to trigger their poor choices. In essence, I was working with them to teach and build new behavioral habits and patterns of response. Of course, had I known then about the Behavior Reflections piece, I would have used it to make their thinking more concrete. Additionally, I would have encouraged students to keep the visual reminder of the Multi-Flow Map and any other Maps they created to plan for more appropriate responses in the future.
When students visited the office due to misbehavior, I often felt as if there was an expectation of taking punitive measures designed to extinguish the misbehavior that caused them to be sent to me in the first place. Of course I always followed the Student Code of Conduct and administered the identified consequence for the misbehavior in which the student engaged. Still, I intuitively realized that while such consequences may influence future choices, in order to really change behavior, students needed to be taught more appropriate behavioral responses. Interestingly, the form that accompanied students to the office was called a Discipline Record. One day, after receiving a Discipline Record for the same student several times that week, I decided to look up the word discipline in the dictionary. I discovered that the root word for discipline is disciple and to disciple means to instruct or teach. From that moment forward I worked with my teachers to develop systems and strategies for modeling and teaching desired behaviors.
I guess then, it is no wonder that the Behavior Reflections slide has resounded so deeply with so many educators. Dedicated educators recognize the importance of addressing the needs of the whole child. Thinking Maps provide the patterns and strategies needed to effectively do so! Please take some time to share how you are using Thinking Maps for behavior management and to address the social/emotional development of the students you serve.
Before I even begin this blog I need to make sure you understand that I am NOT a math teacher. I taught high school English for 20 years. As a student, I took all of the high level math courses and did just fine in them, but I think that had more to do with knowing how to be a student than truly understanding math.
It has only been in the last 4 or 5 years that I have even dared to think of trying to understand what it means to Think Like a Mathematician, and I really took this on so that I could do a better job of making the connection between math standards and specific Thinking Maps. Carol Lloyd, consultant and writer for Thinking Maps and consultant for Art Costa’s Habits of Mind, is the person who challenged me to believe that even I could, and indeed should, focus on learning how to think mathematically.
She issued this challenge by calling me on the carpet to stand in front of teachers and say, “I don’t really understand math, but here is an example.” Teachers would almost always laugh with me as we all acknowledged our lack of math skills. Carol later asked me, “What if you had said I can’t really read… Would teachers laugh with you and acknowledge their lack of reading skills?” Should it be acceptable to empathize and support our inability to think mathematically while it’s unacceptable for reading? She is often the voice in my head and one of my go-to resources as I work to apply Thinking Maps to specific math standards and math practices.
With the rise of rigorous college and career readiness standards, there is a renewed emphasis on teaching students to not just to follow a set of steps to solve a problem but to focus on thinking about the problem before rushing to solve it. Sounds like a life lesson, doesn’t it?
Regardless of the standards that these eight math practices come from, at their foundation they are all about meta-cognition; with the exception of “modeling with mathematics,” they are math practices that can be applied to all content areas, making them critical thinking practices.
I’ve taken those math practices and I have started to align them with the Guiding Questions in the Frame of Reference for problem solving. Here is my thinking so far and I would love to get some input from you about these new ideas and applications:
Guiding Question #1: How do you know what you know?
In reading applications, students identify their sources and evidence from a text to justify or support the information in their maps. For math, students should explain what math skills, vocabulary and concepts they brought to this problem. In other words, students would say “I need to know or use my understanding of ——- in order to solve this problem.” This guiding question (what we call a Green question) addresses almost all of the eight math standards.
Guiding Question #2: What is influencing your thinking?
Again, in reading applications this question asks students to analyze perspective or point of view. In math, students should reflect on what strategies they used to solve a problem. They might say, “To solve this problem, I _______.” This reflection helps students understand that there are lots of ways to approach a problem and their way is valuable. Giving all students the same problem and then having them share all of the different ways they approached the problem is what will truly help them Think Like Mathematicians, not just follow a set number of steps. This guiding question (what we call a Blue question) addresses the third math practice.
Guiding Question #3: So what do you now understand? And so why is this concept or practice important?
Students construct “so what” statements in reading to summarize a main idea. They then write “so why” statements to help them connect this new knowledge to their own world. In math, students should develop two “so what” statements: So what do I understand about this math standard and so what do I understand about the math practice I used. ”So why” statements (heard when students so often ask ‘so why do I need to know this?’) really should ask students to connect the math standard and math practice to real life situations.
I’m going to present these ideas in my upcoming training and will let you know what teachers think. I would love to hear from you as I continue my journey to Think Like a Mathematician.
As a neophyte Consultant for Thinking Maps in 2004, I had the privilege of shadowing Chris Yeager, our Director of Consulting, for a four-day Thinking Maps TOT. At the end of the second day, Chris was approached by an 8th grade social studies teacher who needed inspiration for his opening the unit on the Constitution. He explained that he wanted to focus on the first ten Amendments by engaging students in both critical and creative thinking. Chris not only agreed to help, but she actually taught the lesson to his students! The students were at the edge of their seats actively thinking for the entire 60 minute presentation. I want to share this lesson with you.
First Chris began with a (1) Circle Map to determine what prior knowledge the students had about the Constitution: “Tell me all the things you know about the Constitution, and in your Frame of Reference tell me where you learned that from, whether it was from your personal experience, from your mom, or dad, or school.”
Next, students used the (2) Brace Map to identify the parts of the Constitution.
She then had students transfer the information from the Brace to the (3) Bridge Map. Students pulled information from their resources to identify the function of each part of the Constitution while also including the page numbers within their Frame. Citing your sources is a key habit to build in all students, especially in this digital age where we can easily borrow ideas from each other.
Using a (4) Tree Map, a copy of the Constitution, a US History textbook, and reliable websites, the students were placed in heterogeneous cooperative learning groups and assigned an Amendment. They were instructed to define their Amendment using their resources and include an illustration. As each group completed their assignment, they presented their Amendment to the entire class and posted their work on the large Tree Map.
This first part of the lesson is all critical thinking: Defining a concept with a Circle Map, dissecting the parts of a whole with a Brace, using resources to bridge the relationship between the parts, and classifying the Amendments with a Tree Map employs multiple levels of understanding and analytical skills, especially as you move from one thinking exercise to another. The second part of the lesson transitions students from thinking critically about related concepts to thinking creatively by connecting those concepts to their own value systems.
Chris asked students to work individually to reorganize the Amendments in order of importance from their point of view by using a (5) Flow Map.
Then she asked students to make predictions with a one-sided (6) Multi-Flow Map.
I always like to have students take their thinking “off the Map” so I conclude the lesson with this last step in both critical and creative thinking: I ask students to present an argument in an essay format for why the Amendments are an important part of the Constitution. Students used the (7) So What/ So Why Frame of Reference questions for their opening and closing and the information from the Maps to provide the supporting details for their argument.
These rights, as defined by the various Map activities, are guaranteed to all citizens of the United States.I will leave you with this one sentence, which for me captures the essence of the amendments also known as The Bill of Rights:
Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof’; or abridging the freedom of speech, or of the press, or the right of the people peacefully to assemble, and to petition the Government for a redress of grievances.”
Do you love or hate technology? Most of the time the answer to this question is complicated. Other times, it’s easy to say “I love it” or “I hate it.” On one end, technology can enable students to access a depth and breadth of knowledge at the touch of a button. On the other end, it can also distract them while driving and eat away at their grammar. At the end of the day the most important thing to remember is that technology is a tool. It’s an extension of the human body that you can manipulate and hold. How you choose to use it is what makes it good or evil.
As you read the following collection, consider whether the critique is of the practice or of the technology itself.
Give students a thought and they’ll learn for a day. Teach students to think and they’ll learn for a lifetime.
Teaching is one of the most important professions of all time. As it changes to reflect what students need in the 21st century, we stick to our foundations: equipping learning communities with the tools for critical and creative thinking. With that frame of reference in mind, here are seven lessons by Chris Yeager on the practice of teaching critical thinking.
Chris Yeager is the Director of Consulting for Thinking Maps, Inc, and co-author of Thinking Maps®: A Language for Learning and Thinking Maps®: A Language for Leadership, 2nd Ed. She joined the company in 1995, following 20 years of work as a high school English teacher, Instructional Curriculum Facilitator, and assistant principal with Cumberland County Schools in North Carolina. She blends her training in critical thinking, mastery learning, cooperative learning, elements of instruction, and cognitive coaching with her work in Thinking Maps. Chris sees Thinking Maps as a realistic way to apply the principles of brain research in the everyday process of teaching and learning.
The activity I am sharing with you is one I conducted with my staff when I first served a principal. I hope you find it to be useful.
As you prepare to begin a new school year, there are certain to be memories of previously-faced challenges that are threatening to cloud your sunny view of the coming year. I encourage you to begin by acknowledging them by creating a Circle Map to brainstorm and record these challenges.
When you have noted the challenges you previously faced, select the one about which you would most like to consider the resulting lessons learned. Now, create a one-sided MultiFlow Map to identify as many positive outcomes of this challenge as possible.
Once you have identified them, take some time to reflect on these lessons learned and select the one that has been most valuable for you.
Following this selection, please tear a strip of aluminum foil and write this valuable lesson learned on the aluminum foil strip using a permanent black marker. Place this strip in a prominent place in your classroom or office as a shiny, tangible reminder of the silver linings that result from even our most difficult challenges. This silver lining should serve to foster a growth mindset and inspire hope throughout the coming school year.
The first day of a new school year always left me sleepless the night before. Regardless of how much time I had spent in preparing my classroom, writing great lesson plans and triple thinking processes that I would implement still sleep would elude me.
As educators begin to return to their classrooms in the coming weeks, I am thinking about all of them and especially our brand new teachers. This week I have the honor to speak to several new teacher orientation groups here in Florida and am challenged to think of the best advice to offer for a successful start and completion to their first year.
Here are four key actions, in my opinion, that I am going to share.
1. Befriend your school’s support staff (custodial, cafeteria and secretarial). It is a given that we should develop strong relationship with our students and collaborate well with our fellow educators but the support staff plays a very viable, often overlooked, roll in the smooth operation of a school. Once a quarter our grade level would provide and have lunch with our custodial staff to thank them for all of their hard work. This paid huge dividends on so many different occasions. The cafeteria staff kept me well fed in that first year and even taught me how to properly carve a whole turkey (helpful skills when trying to impress the family). Of course, the school’s secretary became my immediate hero when helping me navigate the wonderful world of Human Resources. Perhaps this piece of advice may appear self-serving but in the long run I truly made some great friendships.
2. Steer clear of spending time in the Teacher’s Lounge was the advice given to me by my college mentor, Dr. Dona Thornton. Unfortunately, this room can be a breeding-ground for negativity. I would, instead, eat lunch with my students more often than not and if a break was needed, I would just take a walk or eat in my classroom.
3. You will more than likely be assigned a mentor teacher at your school site but make it your priority to build your own Professional/Personal Learning Network (#PLN). There are many ways to do this and with the power of social media the options are limited. Twitter is one of my favorite new places to connect with other education professionals and I am now looking forward to the collaboration that will happen in our new Thinking Maps Learning Community. Your PLN will be a great resource for you as you navigate new standards, new strategies, new teacher evaluation systems and reflecting on your practice.
4. Take at least one personal day each year for your own personal development. Each year I would take a personal day usually around January and visit another educator’s classroom in a different school that had been recommended to me. It served two purposes: 1. To allow me to see how others approached the craft of teaching and therefore hone my own and 2. To expose me to different grade levels and their developmental needs. I would always let my administrators know what I was doing, reasons for doing this and come back and reflect with them on the day. This day was a great way for me to recharge for the year as well.
I am certain that with all of the collective experiences out there we can build an extensive library of great advice. Join me in the conversation and share your best advice for a brand new educator or perhaps just great advice to start/complete the school year.
One of the benefits of using Thinking Maps results from the chunking of information prior to placing it into the eight visual patterns. This process of synthesizing the information requires learners to engage in a heightened level of critical thinking. The result is increased comprehension, retention, and application of information learned.
While David Hyerle was creating this transformational common visual language for learning his doctoral studies at UC Berkley in northern California, the famed basketball coach, John Wooden was busy leading his UCLA teams to a record setting number of NCAA national championships.
In his book, WOODEN: A Lifetime of Observations and Reflections On and Off the Court, Coach Wooden records his observation that, “People learn more effectively if information is given to us in bite – sized amounts, rather than everything all at once.” (154) His experience as a coach taught him that it was not only important to break the information down for his players into smaller chunks, but he had to thoughtfully consider what pieces of information to provide to whom and at what time. It seems Coach Wooden recognized the significance of appropriately differentiating the learning based on the unique contexts and readiness levels of his players.
The chunked information he provided addressed every aspect of the game from individual/team goals, various basketball skills/strategies, attitude, conduct, and responsibilities. According to Wooden, “Breaking it down into small, easily consumed parts insured it would be read, learned, and used most efficiently and effectively.” (155)
Wooden concluded his section entitled, A Key to Learning, by offering his supposition that this coaching strategy would be equally beneficial for leaders and teachers. I would have to agree. Still, as successful as his teams were, I can’t help but think the effectiveness of his strategy may have been enhanced had he and his players been introduced to Thinking Maps.
The 1939 MGM adaptation of L. Frank Baum’s book turns 75 this year. The Wizard of Oz tells the story of Dorothy, an innocent farm girl whisked out of the safety of her comfortable existence by a twister and into a land one could only imagine. Dorothy’s journey in Oz will take her down a yellow brick road with her little dog and some unusual but earnest friends. Multiple generations of baby boomers (including me) know not only the story, but can repeat selected dialogue as well. “ToTo, I have a feeling we are not in Kansas anymore.” As I thought about Dorothy’s statement of bewilderment, I began to realize that many educators may be feeling these same emotions. College and Career Readiness Standards, 21st – Century Skills, as well as initiatives such as Common Core State Standards (CCSS) have not been present in our educational landscape for a number of years. As a result, writing is now treated as an equal partner with reading and has become the channel that will improve not only composition skills but critical reading skills as well. What can Thinking Maps offer administrators and teachers as they are confronted with these new rigorous curriculum standards?
We believe, with respect to writing, the answer lies in Write from the Beginning and Beyond (WFBB). WFBB is a K-8 comprehensive, systemically structured, writing curriculum designed to assist educators and students develop the knowledge and skills necessary for age-appropriate and domain-specific writing achievement. Each of the domains of writing utilizes a combination of modeling, analytic rubrics, and mini-lessons that focus on the essential elements of effective writing. With our curriculum model, students have consistently demonstrated the ability to produce writing that is more authentic, more engaging, and better organized, while never being flat or monotonous. For me, WFBB is the “Yellow Brick Road” that leads educators on the path to successful writing achievement for our students throughout and beyond the school years.
Most teachers are comfortable assisting their students write a simple personal Narrative that is organized in a chronological sequence of events. They can then take this basic structure into the more erudite narrative organized categorically, often referred to as memoir or thematic writing. WFBB extends this basic model to include the autobiographical incident. Included in this domain will be strategies to elevate students’ ability to think and write more rigorously. Because the narrative domain of writing is what teachers and students are most familiar with, it is a good place to start.
Expository / Informative
It might be helpful to take a moment to reflect on the types of writing that most of us encounter in our daily lives. When we read a newspaper or magazine, study a map or brochure, or even peruse a menu, the authors use expository writing to inform the reader about the topic. In the work place, expository writing is utilized when prospective employees define their skills and abilities as they complete applications. Technical writers employ how to methods to demonstrate the steps involved to accomplish specific tasks, as well as explain why a specific occurrence or change is taking place. While research confirms expository writing is the most natural for students, it often receives minimal attention in the lower grades. When we empower our students to embrace expository writing, we also are developing competent readers of expository text, a skill that will encourage a lifetime of learning.
Argumentative writing is a connected chain of declarations or reasons that support one side of a particular issue about which rational people disagree. When students have mastered Expository to Explain Why, they are ready to begin Argumentative. Under the Argumentative umbrella, each WFBB mode is delivered in order of complexity, sophistication, and critical thinking. Teachers and students then progress to persuasive, problem/solution writing, the evaluative argument, and the formal logical argument. With WFBB, instruction is layered to insure that the students have the opportunity to internalize and build on the information as it is being presented. Each teacher, then, delivers instruction according to the students’ level of writing proficiency within the Argumentative continuum.
We at Thinking Maps firmly believe that all students have the ability to write effectively. The Tin man, the Scarecrow and the Lion needed a bit of “magic” provided by the Wizard of Oz to help them discover their hidden talents. WFBB, in the hands of a skilled educator, can provide the “magic” that will unlock the writing abilities of students and set them on the “Yellow Brick Road” to successful writing. We invite you to come home with WFBB which can be your standalone writing curriculum or can also be used to supplement the strategies you are currently using in your classroom.
So tap those Ruby Red Slippers, and let’s get started, because as Dorothy says, “There’s no place like home!”
Summer is our busiest time of the year — and our favorite! We dedicate our time to strengthening your understanding of Thinking Maps through our Training of Trainers (TOTs) and conferences. Every summer, we are infused with the energy and enthusiasm that connected educators bring to the table, especially when we talk about improving schools and student achievement.
Last week’s TOT was just like the rest. It was amazing! What made it special was receiving heartwarming feedback from our Thinking Maps community. Kristen Valenzuela at De Anza Elementary School reached out to Chris Yeager and shared with us her Thinking Maps AH-HA moment. Below you will find the letter that Kristen sent to Chris.
First of all, thank you Kristen for letting us share your AH-HA moment with our Thinking Maps community. It means so much to all of us to see our Thinking Maps community grow! Secondly, if you have experienced the same AH-HA moment, please share it with us! You can reach us at firstname.lastname@example.org or leave a comment at the end of the post.
We look forward to hearing from you.
I have to say that I thoroughly enjoyed the 3-day training I finished today. It was simply MIND-BLOWING! I am seeing everything around me in MAPS! (I haven’t figured out if this is a good or bad thing yet. I think it’s going to make my family crazy) What I wanted to share with you was an AH-HA moment I just had. I am currently taking online course towards my Master’s Degree in Curriculum and Instruction in Elementary Reading through Grand Canyon University. Tonight’s NEW discussion question was this :
Compare and contrast two assessment tools and explain when each would be most effective in evaluating a particular learning objective in a curriculum. Explain how you would adjust your teaching based on the results.
I instantly grabbed a piece of paper out of my printer and drew a DOUBLE BUBBLE map (and I can hear you saying it with your melodic southern drawl). Talk about answering the question, “How and when am I ever going to use this stuff?”! I used it IMMEDIATELY.
To add to that, the other question I had to answer had to do with assessment tools. Guess where my mind went to? I instantly thought of Thinking Maps, formative assessment and authentic evidence. My entire response was based on today’s topic of how do I use THINKING MAPS in the classroom. Without giving away any “Trade Secrets” from Thinking Maps, Inc, I described the idea of 8 essential questions (8 cognitive patterns) and how they apply to CCSS.
So, not only did you teach me how to be a more effective teacher, you also taught me how to be an effective student. As soon as I finish emailing you I am taking my Double Bubble Map and writing a structured response to the question.