Thinking Maps: A Common Language for Learning

Give students a thought and they'll learn for a day.
Teach them to think, and they'll learn for a lifetime.
Motto from Thinking Maps, Inc.

Thinking Maps provide a common language for teachers and students to use to discuss metacognition--thinking about your thinking. When students create a Thinking Map, other students and the teacher can clearly and explicity see what was going on in the student's brain.

Regarding research behind the maps, Thinking Maps, Inc., explains why the maps work on their website. Here's a summary from their website:


"Thinking Maps® have assisted many educators and students with the learning process. By linking a visual pattern to specific thought processes, Thinking Maps® enable students to develop neural networks for thinking that the brain recognizes and builds on continuously. Thinking Maps® enhance the student's ability to independently transfer thinking skills to content learning across disciplines and to lifelong learning. Through repetition, consistency and extension, the use of Thinking Maps® strengthens networks for thinking which in turn enhance the brain's natural ability as a pattern detector."


Thinking Map, Inc.'s website also includes data from schools across the country who have improved standardized test scores since implementing Thinking Maps.

David Hyerle developed Thinking Maps using the brain research of Art Costa, Al Upton and Robert Marzano. Hyerle summarizes research into the successes of Thinking Maps that is found in his book Student Successes with Thinking Maps. For more information explore Hyerle's website, mapthemind.com.

Even more research on student successes with Thinking Maps can be found at Thinking Foundation's website.


One question that students always ask is: Do bubble, double bubble, and circle maps really need to be circles?


The answer is YES. Since the Thinking Maps are a common language and since the brain is a pattern detector, students and teachers need to keep seeing the same shapes and format for the maps. Some students may believe that strict adherence to these shapes and forms is ridiculous and make circle and bubble maps with squares. However, to use the maps to their optimum benefit, the brain needs to detect these common language patterns. Consistency is the key!