Thinking Maps - Educational Theory and Thinking Maps

Educational Theory and Thinking Maps

In his text Curriculum as Conversation, Applebee (1996) states that a “curriculum provides domains for conversation, and the conversations that take place within those domains are the primary means for teaching and learning. Through such conversations, students will be helped to enter into culturally significant traditions of knowledge-in-action” (p. 37). When looking at Applebee’s (1996) ideas of “knowledge-in-action” and social learning, a connection with Hyerle’s Thinking Maps is apparent. When students produce Thinking Maps, conversations among the students and their Maps occur, which is where the real learning takes place. Students are able to “illustrate” and explain their thought processes through Maps, while other students listen, ask questions, agree and/or disagree. Social learning starts when the teacher realizes that his or her classroom needs to be based on a learning community of able and willing learners, where each student has a vital role in the everyday learning by participating and adding to the conversation, which is where Thinking Maps can aid, scaffold, and support.

Moffitt’s theory of integrated language arts is widely seen through the use of Thinking Maps. Thinking Maps are products of reading, writing, listening, and speaking, and the aspects of listening and speaking are parts of the thinking processes that students use to explain themselves. Although the same eight Thinking Maps are used across grade levels, the Maps are developmentally appropriate for each age and coincide with Moffitt’s developmental principle. In second grade, a teacher may use the Flow Map to sequence the stages and life cycle of a butterfly, while a high school chemistry teacher may use the same map to sequence the changing of an element from the periodic table. One teacher uses the map to illustrate a concrete idea, while another teacher uses the map to illustrate an abstract idea.

When looking at the overarching theories of education, Thinking Maps fall into the Postmodern Constructivism theory. In the Postmodern Constructivism theory of education, learners often use their prior experiences, and when using one of the eight fundamental thought processes and Thinking Maps, learners often do use their background knowledge to continue constructing new meaning and knowledge (Sherman, 2000). Students are also encouraged to create and form their own opinions after self-reflection and creating Thinking Maps, as well as to engage and discuss their individual maps with their peers, even if their ideas differ. Another aspect of the Postmodern Constructivism theory of education that is seen by the use of Thinking Maps is that they promote critical thinking and problem solving (Sherman, 2011).