Thinking Maps

Tools for Learning

Presentation by Beth Waters

For McMurray Middle School
October 2008

What Are Thinking Maps?

Thinking Maps are 8 visual-verbal learning
tools, each based on a fundamental
thinking process, and used together as a
set of tools for showing relationships.
Each Thinking Map has a basic visual
starting point.

Why Use Thinking Maps?

Thinking Maps give all students and
teachers a common language for
meaningful learning.
The consistency and flexibility of each
Thinking Map promotes student-centered
and cooperative learning, concept
development, reflective thinking, creativity,
clarity of communication, and continuous
cognitive development.

Purpose of Thinking Maps

THINKING MAPS
are a common visual tool
in your learning community
for transferring thinking processes,
integrating learning, and
continuously assessing progress.

Thinking Maps are Research Based

In the 1960s, Dr. Albert Upton saw significant
changes in the scores of his college freshmen
with the implementation of visual tools for basic
thinking processes.
In 1982, Dr. Antoinette Worsham published
results of increases in SAT scores of students
using Dr. Uptons tools.
From 1993-1995, there was a significant
increase in reading and writing scores of
elementary and secondary students using
Thinking Maps based on the doctoral
dissertation of Dr. David Hyerle.

The 8 Thinking Maps

Circle Map Define a concept in context

Bubble Map Describing Qualities
Double Bubble Map Compare and Contrast
Tree Map Classifying
Brace Map Part to Whole
Flow Map Sequencing
Multi-Flow Map Cause and Effect
Bridge Map Seeing Analogies

Circle Map
Circle maps are for the thinking process of
defining in context.
May be used for:

brainstorming ideas

showing prior knowledge

recording information to put an
idea/thing in context

Circle Map

Frame of
Reference

Thing or Idea

Context

Circle Map
Read about it
in a book

Mummies
It is in Africa.
Cleopatra
EGYPT

Have a
friend
from there

A Country

Has the Nile River

Has Pyramids

Saw it on
TV

Bubble Map
Bubble maps are for the thinking process
of describing things.
May be used for:

describing things/ideas using adjectives or
adjective phrases

enriching students ability to identify
qualities

enriching students ability to use adjectives

Bubble Map
Adjective or
Adjective
Phrase
Adjective or
Adjective
Phrase

Adjective or
Adjective
Phrase
Thing to
Describe

Adjective or
Adjective
Phrase

Adjective or
Adjective
Phrase

Bubble Map
Unpredictable

Dangerous

Life
Threatening

Extreme
Weather

Disastrous

Damaging

Double Bubble Map

Double Bubble maps are for the thinking
process of comparing and contrasting.
May be used for:

identifying and describing similarities

identifying and describing differences

comparing shared qualities

contrasting differences

Double Bubble Map

Quality
Of
Thing # 1

Quality
Of
Thing # 1

Thing # 1

Quality
Of
Thing # 1

Shared
Quality

Shared
Quality

Shared
Quality

Quality
Of
Thing # 2

Thing # 2

Quality
Of
Thing # 2

Quality
Of
Thing # 2

Double Bubble Map

Shallow

Misunderstood

Intelligent

Popular
Glinda

Beautiful

Caring
Frightened

Elphaba

Unpopular

Brave

Tree Map
Tree maps are for the thinking
process of classifying.
May be used for:

sorting things into categories or groups

identifying common qualities and subgroups

representing hierarchical classification

grouping of themes, concepts, and ideas

Tree Map
Category
Sub-Category

Sub-Category Sub-Category

Detail

Detail

Detail

Detail

Detail

Detail

Detail

Detail

Detail

Tree Map
The Three Bears
Poppa Bear

Momma Bear

Baby Bear

Hot Porridge

Cold Porridge

Just Right Porridge

Hard Bed

Soft Bed

Just Right Bed

Hard Chair

Soft Chair

Just Right Chair

Brace Map
Brace maps are for the
thinking process of part to
whole.
May be used for:

identifying concrete part to whole
relationships

identifying abstract categories or
groups of things

identifying the anatomy of any
object

Brace Map
Major Part

Subpart
Subpart

Whole

Major Part

Object

Subpart
Subpart
Subpart

Major Part
Subpart

Brace Map
Trumpet
Brass
Tuba
Snare Drum

Band

Percussion
Bass Drum
Clarinet
Woodwinds
Saxophone

Flow Map
Flow maps are for the thinking
process of sequencing.
May be used for:

identifying relationships between stages
and substages of an event

sequencing and ordering information

Flow Map
Beginning

Second Event

Supporting
Details

Fourth Event

Supporting Supporting
Details
Details

Supporting
Details

Ending

Third Event

Supporting Supporting
Details
Details

Flow Map
Introductory
Paragraph

What
Happened
Supporting
Details

How I Felt
Supporting Supporting
Details
Details

Supporting
Details

Conclusion
Paragraph

Where I Went

Supporting Supporting
Details
Details

Multi-Flow Map
Multi-Flow maps are for the
thinking process of cause
and effect.
May be used for:

showing and analyzing cause and effect
relationships

extending sequence by identifying
interrelated events

Multi-Flow Map
Effect

Cause
Cause
Cause

Event

Effect

Effect

Multi-Flow Map
Storms threaten
to destroy oil
drills.
People get
scared and make
a run for a gas
station.
Media reports
possible gas
shortages.

Prices
increase.

Shortage
Of Gas
in Nashville

Gas stations
run out of
gasoline.

We wait for
hours in line
for gas.

Bridge Map
Bridge maps are for the thinking
process of seeing analogies.
May be used for:

identifying similarities between relationships

applying the process of seeing relationships

analyzing relationships to identify the relating
factor

Bridge Map
First Pair

Second Pair

as

Bridge Map

Women
Venus

Men
as

Mars

Teaching Thinking Maps

Introduce each Thinking Map and the
thinking process that it addresses.
Permanently display the Thinking Map
poster in the classroom.
Conduct an interactive lesson for each
Thinking Map
It is recommended that one week is spent
focusing on each individual Thinking Map.

Thinking Maps
Common teaching/assessment tool that
can be used in every classroom.
Each Thinking Map addresses a unique
thinking process.
They are researched based with proven
positive effects on learning.
They are consistent, yet flexible to meet
the needs of any topic, lesson, or learner.
They provide students with a tool to reflect
and clearly communicate their thinking.