Descripciones mejoradas de Syndetics:

Foreword by Pat Wolfe

`Following a presentation of the what, why, and how of Thinking Maps, the reader is treated to a panoramic view into schools that have successfully used this unique tool kit to bridge the gap from research to practice. All are worthy models to examine-and follow-as schools focus on continuous growth for all through both individual and school improvement. The book is a "must read!"′ - Marti Richardson, President, National Staff Development Council

How do we support all learners to use thinking skills across disciplines?

Visual organizers reflect what we know of how the brain processes, stores, links, and builds new learning. In this new resource David Hyerle, the originator of Thinking Maps, shares stories from teachers, principals, and trainers who have adopted the maps to increase student achievement and revitalize learning communities.

Among the specific successes here, teachers and leaders will find ways to use Thinking Maps as a visual language and a frame of reference to:

- Help all students access difficult content areas

- Provide a bridge to overcome cultural disconnects between teachers and learners

- Spur higher-order thinking and discussion even in young children

- Offer a tool to assess content understanding in students with limited English

- Provide a means for students to think and talk more deeply about mathematics

- Provide prompts and organizers for more effective writing

- Offer new learning supports for students with differences

- Provide a common learning community toolbox for teachers, students, and parents

- Integrate learning across grades and subjects and from prior knowledge to new learning

Students, teachers, and administrators, have proven that thinking maps are a key to improving performance by students across cultures and languages, raising the quality of instruction and offering new pathways to sustain constructive conversations within schools.

Tabla de contenidos provista por Syndetics

• Foreword
• Foreword
• About the Editors
• Chapter 1 Thinking Maps as a Transformational Language for Learning
• Section 1 Linking Thinking, Language and Learning - search to Best Practices
• Chapter 2 Linking Brain Research to Best Practices
• Chapter 3 Leveling The Playing Field for All Students
• Chapter 4 Tools for Integrating Theories and Differentiating Practice
• Chapter 5 Closing the Gap By Connecting Culture, Language, and Cognition
• Section 2 Integrating Content and Process
• Chapter 6 Maps for the Road to Reading Comprehension: Bridging Reading Text Structures to Writing Prompts
• Chapter 7 Empowering Students From Thinking to Writing
• Chapter 8 Meeting the Challenge of High Stakes Testing in Middle School Mathematics
• Chapter 9 Thinking Technology
• Section 3 Uniting Whole Learning Communities
• Chapter 10 A First Language for Thinking in a Multilingual School
• Chapter 11 Feeder Patterns and Feeding the Flame at Blalack Middle School
• Chapter 12 Embracing Change: The Evolution of Thinking in a K-12 School
• Chapter 13 The Mississippi Story
• Chapter 14 The Singapore Experience: Student Centered Fluency
• Section 4 Transforming Professional Development
• Chapter 15 Inviting Explicit Thinking
• Chapter 16 Mentoring Mathematics Teaching and Learning
• Chapter 17 Thinking Maps: A Language for Leading and Learning
• References by Chapter
• About the Contributors
• Index

Notas de autor provistas por Syndetics

David Hyerleis 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.