‘Thinking’ – Doesn’t everyone do that anyway?
Written by: Hanna Miller
6 min read
When embarking on a new stage of schooling, each student brings with them a different experience of what learning looks like and feels like, often reinforced by their experiences - good or bad. Hyerle and Alper (Hyerle and Alper, 2011) state that, ‘Thinking Maps serve as a device for mediating thinking, listening, speaking, reading, writing, problem solving, and acquiring new knowledge’ and for our Trust schools these visual representations provide a ‘portal’ into the thinking that is taking place in the heads of our students and a language to communicate it. The infusion of Hyerle’s Thinking Maps across the whole curriculum has provided our students with a method to sort and present information, providing a rich vocabulary to express and discuss their ideas in relation to the content they are studying and their underlying thinking.
Table 1: The Thinking Maps as designed by Dr David Hyerle
Thinking Map
Thinking Process
Bubble Map
Describing
Double Bubble
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This article was published in February 2018 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.
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