Welcome to a Thinking Maps®
(mini) Training
With Emily K. Foley
Give students a
thought and they'll
learn for a day.
Teach them to think
and they'll learn for
a lifetime.
Where are we on our
Thinking Maps journey?
Thinking Maps?
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0. I have no knowledge about this.
Let’s Move Into
Mixed Ability
Groups!
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TODAY’S AGENDA
What are Thinking Maps & why do they work?
What is the purpose of each map?
How can I apply TMs to TD resources?
What questions and/or ideas do we have?
Thinking Maps
are different
from Graphic
Organizers.
Thinking Maps
are thinking
patterns.
BRAIN COMPATIBLE TEACHING
“The overwhelming need for learners is for meaningfulness…
we do not come to understand a subject or master a skill
by learning isolated bits of information.
Understanding a subject results from
perceiving relationships, or patterns.
The brain is designed as a
pattern detector.
Our function as educators is to provide our students
with the sorts of experiences
that enable them to perceive patterns that connect.”
- Making Connections: Teaching and the
Human Brain (1994), Caine&Caine
The brain processes visual
information 60,000 faster
than text.
40% of all nerve fibers
connected to the brain are
linked to the retina
Visual aids in the classroom
improve learning by up to
400 percent.
-Eric Jensen,
Brain Based Learning
Thinking Maps give
students a concrete
visual pattern for
abstract cognitive
skills.
Sequencing
Language Arts
Science 
The one common instructional thread
that binds together all teachers,
from pre-kindergarten through postgraduate,
is that they all teach the same
thought processes.
2nd grade
adjectives
lesson
Fifth
Grade
Social
Studies
An Overview of all
8 Thinking Maps
Let’s cool down with a
PROCESSING ACTIVITY
USE ALL EIGHT MAPS
YOUR STATE
THE HOLIDAYS
ENTERTAINMENT
SPORTS
MUSIC
MEN OR WOMEN
An Overview of all 8 Thinking Maps
The Circle Map
Defining in Context
KEY INFORMATION
• The Circle Map is used to
define a concept, word or idea.
• Great for diagnosing prior knowledge,
brainstorm before writing, or as a lesson
closure.
TROUBLESHOOTING
Incorrect information in the
“prior knowledge” Circle.
Limited brainstorming
algebra
Cadillac
scarves
?
Elvis
sideburns
May
still
be
alive
Circle Maps
& TD Resources
-Review of a
Jacob’s Ladder
selection
-Hands On Equations
(add/color code after
each lesson)
- building background
for a novel
(ex. Invisible Thread,
Number the Stars)
 Turn & Talk!
 Share Out …
An Overview of all 8 Thinking Maps
The Bubble Map
Describing
KEY INFORMATION
•Adjectives and adjective phrases
only.
•Great for vocabulary development
(vivid word choice) and inferential
thinking.
•Descriptors can be sensory,
comparative, emotional or
aesthetic.
•Focus on adjectives.
One strategy is to keep a “Circle
on the Side.”
MULTIPLE
PERSPECTIVES 
Bubble Maps
& TD Resources
-Ugly Duckling inferring practice
(William & Mary)
- Vocabulary Web extension
- character analysis from another
character’s point of view
(ex. Map of Kenny from By’s point
of view in Watson’s Go To
Birmingham)
 Turn & Talk!
 Share Out …
An Overview of all 8 Thinking Maps
The Double Bubble Map
Comparing and Contrasting
NOTE MAKING GUIDE
Guiding Questions
• How are these two
things similar and
different?
• Why are these
similarities and
differences important?
• What have you learned
by constructing this
map?
How to draw the
Double Bubble Map
and label its parts.
KEY INFORMATION
• Helps students compare and contrast
any ideas, people, cultures, concepts,
things they are studying.
• Because of the depth of thought,
students may need to create two Circle
Maps, two Bubble Maps, etc before
making the Double Bubble Map.
• The Double Bubble Map can be used in
place of the Venn Diagram, especially
when focusing on the differences between
two things.
• The Venn Diagram should continue
to be used in math for set theory.
Double Bubble Maps
& TD Resources
- Compare / Contrast
Math In The Garden
to
Math To Munch On
- Compare / Contrast two
Problem Solver Strategies
- Compare / Contrast
with a partner (insect,
character, etc.)
 Turn & Talk!
 Share Out …
An Overview of all 8 Thinking Maps
The Tree Map
Classifying
NOTE MAKING GUIDE
Guiding Questions:
•How would you
group this
information?
•What are the
ideas and
details that
support your
main idea?
How to draw the Tree Map
and label its parts.
KEY INFORMATION
• The Tree Map helps students classify
information based on similar qualities,
attributes, or details.
• They can be developed inductively or
deductively.
• Tree maps are great for assessment!
Tree Maps
& TD Resources
- William & Mary
Literature Web
- Novel’s Main Character
(Thoughts, Actions,
Beliefs)
- Problem Solving
Strategies
(Problem Solvers)
 Turn & Talk!
 Share Out …
An Overview of all 8 Thinking Maps
The Brace Map
Whole to Parts
NOTE MAKING GUIDE
KEY QUESTIONS:
•What is the name of
the whole object?
•What are the major
physical parts of the
object?
•What sources did you
use to identify the
whole and its parts?
Draw the Brace Map
and label its parts.
KEY INFORMATION
• The Brace Map is for the structural
analysis of a concrete object. These maps
almost always use nouns to name the parts
of an object.
• The Brace Map is often confused
with a Tree Map.
• Remember that the Brace Map identifies
“parts of” something, while the Tree Map
identifies “kinds of” things.
We need to know how to
convert % to decimals.
We could use 10%.
Lunch
cost $44
20% tip
Find the
total
We have to know that this
is a two step problem.
We need some prior knowledge
about what a “tip” is.
Brace Maps
& TD Resources
- Parts of abook
- Parts of a
Math Unitin
M2 or M3
- Introduce
cognates
 Turn & Talk!
 Share Out …
An Overview of all 8 Thinking Maps
The Flow Map
Sequencing
NOTE MAKING GUIDE
Guiding Questions:
•What is the name of the
event or sequence?
•What are the stages of
each event?
•What prior knowledge
and/or experiences
influence your
understanding about this
processes or series of
events?
How to draw the Flow Map
and label its parts.
KEY INFORMATION
• A Flow Map can be used to show sequences,
steps, comparisons or degrees.
• The Flow Map can be drawn from left to
right, in a cycle, or in a rising and falling
action form as long as each box is connected to
another using an arrow.
• The sub-stages in the Flow Map must also be
in a sequence, not just a list of details.
Flow Maps
& TD Resources
- Sequencingchapters
in a novel
- Ranking vocabulary
words (paint color
swatches!)
- Reflection on how
student solved a multistep word problem
 Turn & Talk!
 Share Out …
An Overview of all 8 Thinking Maps
The Multi-Flow Map
Cause and Effect
NOTE MAKING GUIDE
Guiding Questions:
What are the causes
and effects of this
event?
Where did you get your
information?
Did a specific time
period influence the
causes and/or effects?
Draw the Multi-Flow Map
and label its parts.
KEY INFORMATION
• The Multi-Flow Map helps students identify
the causes and effects of an event.
• When constructing the map, always focus
first on the event. The causes and effects do
not have to balance.
• Students may also construct a one-sided
Multi-Flow.
• The event is the key to this map. It must be
a “happening.” The event should be “the
flooding of the Nile” instead of just “the
Nile.”
Multi-Flow Maps
& TD Resources
- William and Mary
text events
- Test Grade Reflection
-Picture book event
(Angel for Solomon
Singer, Brining the Rain
to Kapiti Plain)
 Turn & Talk!
 Share Out …
An Overview of all 8 Thinking Maps
The Bridge Map
Seeing Analogies
NOTE MAKING GUIDE
How to draw the map and label its parts
Guiding Questions:
•What is the similar relationship between these
two things?
•What other pairs of things have the same
relationship?
KEY INFORMATION
• The Bridge Map helps students identify the
relationships between words.
• As long as the relationship remains the same, the
Bridge Map can be extended beyond 2 pairs of
words. This will help students move to a more
analogous thinking.
•
THE “FAT” BRIDGE
A
C
Comes
before
Comes
before
B
D
Head
Body
AS
Numerator
Fraction
Is the top part of a ...
Relating Factor: _________________
Bridge Maps
& TD Resources
- Word Masters
(Vocabulary
Analogies)
- Junior Great Book
Connections
- Author Study
 Turn & Talk!
 Share Out …
Adding a Frame of Reference
to each Thinking Map
•How do you know what you know
about this topic?
•Did your information come from a
specific source?
•Is this information being influenced
by a specific point of view?
•Who could use this information?
•Why is this information important?
We need to know how to
convert % to decimals.
We have to know that this
is a two step problem.
We could use 10%.
We need some prior knowledge
about what a “tip” is.
Why Should We Infuse Thinking
Maps Into Our Existing TD
Resources?
Two or More Thinking Tools =
Equation of knowing
Two or More Thinking Tools =
Changes the intellectual
demand
Two or More Thinking Tools =
The intellectual work is
rigorous
Two or More Thinking Tools =
Strengthens critical thinking
skills
Metacognition Maps
Reflection:
How well did you complete this week’s tasks?
O Rate yourself on a scale of 1-10 and explain your rating.
O How can you improve your performance next time? 
Metacognition Mania …
I would change …
I enjoyed …
I still want to know ..
Allow for
choice …
Flow Map
Multi-Flow
for
The Watsons
Go to Birmingham - 1963
Gma
Sands
Kenny
Goes
In The
Lake
Flint
Birmingham
Draw a
picture
!
O
S
L
Organize the facts.
oWhat parts of the
story problem will help
you answer the
question?
Study the problem.
oWhat are you trying to
find out?
V
Verify your plan.
oShow all of your
work!
Line up a plan.
oWhich strategy will
you use?
E
Evaluate your work!
oDoes your answer
seem reasonable?
Strategies for Successful
Classroom Introduction
1. Essential First Step: Introduce the Thinking Maps to your students over
a period of 8-10 weeks.
2. Display the posters in the front of your room, either one at a time
or all at once depending on your students.
3. Emphasize the thought process of each Thinking Map in your guiding
questions.
4. Provide a variety of ways for students to share their maps in order
to “take the information off the map.”
5. Encourage students to go beyond the basic format of each map as
they construct their thinking in a variety of content areas.
THANK YOU for coming to
a Thinking Maps® (mini) Training
“Fresh paint, computers, supplies
are all good to have,
but if we want our kids to learn more,
nothing counts as much as
inspired and
inspiring teachers.”
- Rita Kramer, Author of Ed School Follies
From Education Week, June 14, 1995
Thinking Map Recap!
1. Choose a sticky note color which represents your level of knowledge
now that we completed our session today.
2. Write at least one new idea, strategy or thought you have about
Thinking Maps as it relates to teaching gifted learners.
3. Post your sticky note on the door on your way out!