K I 2 3 4 5 6 7 8 9 10 11 12

K 1 2 3 4 5 6 7 8 9 10 11 12

Thinking Maps

www.thinkingmaps.com

Evidence of Effectiveness:

Friendship Valley Elementary, Maryland

The Maryland School Performance and Assessment Program (MSPAP) tests students in six categories...reading, writing, math, science, social studies, and language. At Friendship Valley School, the Thinking Maps program was introduced in 1995 and was fully implemented in 1996. Review of results from the MSPAP indicates substantial gain across all subject areas, with the largest gain in writing (+27.3%).

Subject	1995	1996	95-96 Gain
Reading	51.4%	57.5%	6.1%
Writing	43.6%	70.9%	27.3%
Language	49.1%	69.2%	20.1%
Math	59.1%	70.0%	10.9%
Science	58.2%	76.4%	18.2%
Social Studies	57.3%	71.8%	14.5%

Margaret Fain Elementary School - Atlanta, Georgia

The first Thinking Maps school in inner-city Atlanta was Margaret Fain Elementary, a Title I school-wide school with over 70% free or reduced lunch population. The school was placed into Title school-wide improvement in 1994 due to low scores on the Georgia State Test of Basic Skills in reading and math. The Thinking Maps program was fully implemented during 1995. The following charts show dramatic improvement in test scores following implementation of the Thinking Maps program:

Thinking Maps Test Score Summary from Across the Country

NOTE: All of the teachers in each of these schools and systems received comprehensive, cross-discipline training and classroom follow-up coaching for a minimum of one school year. Administrators representing the schools or school systems in which the Thinking Maps program was implemented reported the analysis and presentation of the test score results shown below. In all cases, the administrators have evidence that the results are directly related to the use of Thinking Maps by students. The scores are comparisons of results using state tests from year to year.

School/Description

Location

Test Instrument

Results

Carl Waitz Elementary - 100% Title I

Mission, Texas

Texas State: TAAS

· Reading: Increase from 62.7% to 88.2%

· Math: Increase from 41.2% to 76.5%

Claremont Elementary

Catawba Co., NC

NC State End-of-Year Tests

Writing: From 1994 to 1996, scores rose from 33% to 46% to 63% at the 4^th grade.

Tuttle Middle School

Catawba Co., NC

NC State End-of-Year Tests

Writing: From 1994 to 1996, scores rose from 44% to 68% to 73% at the 8^th grade.

Chadbourn Elementary - Title I

Columbus Co., NC

NC State End-of-Year Tests

Writing: From 1993 to 1995, scores rose from 35% to 51% to 61%.

A.T. Allen Elementary

Cabarrus Co., NC

NC State End-of-Year Tests

· Reading: Increase from 77% to 89% in 1998

· Writing: Increase from 29% to 77% in 1998

· Math: 80% to 91% in 1998

Program Description:

Thinking Maps, developed by Dr. David Hyerle, are visual teaching tools that foster and encourage life-long learning. Isolated applications of semantic maps and graphic organizers have been used for years by teachers for presenting content information. Students have begun to use a few graphic organizers for reading comprehension, organizing ideas for different types of writing, for mathematics problem-solving, and for test-taking. The Thinking Maps approach for school-wide participation is unique and successful because the Thinking Maps language for learning takes an important step beyond the sporadic, isolated uses of graphic organizers. The eight Thinking Maps are an organized set of graphic organizers based on fundamental thinking processes. This flexible array of maps is introduced directly to students so that they will independently transfer thinking skills to content learning across disciplines, and to life-long learning. The outcome is that a school utilizes a core set of graphic tools for cognitive development, instruction, and assessment.

Research shows that long lasting, meaningful school change does not occur without a consistent, in-depth, long-term vision in whole schools. Working with isolated teachers and pull-out programs for students does not support the ongoing transformation of a school community. The Thinking Maps implementation design consists of four areas:

1. Intensive, interactive, and motivational staff development sessions for introducing Thinking Maps to all staff members; an Implementation and Assessment Guide details specific steps for creating school-wide success.

2. Resource materials for teachers to effectively and efficiently introduce students to each Thinking Map and to cross content learning.

3. Ongoing follow-up classroom visitations (co-teaching); meetings with teachers in grade level and/or subject area clusters to share content applications and student outcomes.

4. Student portfolios developed based on the use of Thinking Maps as midrange tools for reading, writing, mathematics and for assessment of students' thinking about content across disciplines over time.

The materials for the program provide each teacher with basic and essential support at each grade level for introducing the Thinking Maps to students and into the classroom environment.

Correlation to Nevada State Standards

Currently being completed.

Teacher Support:

Teachers receive a resource manual that explains the understanding behind the methodology with examples and ideas for making cross-content connections. Special sections detailing Conflict Resolution, Substance Abuse Prevention, and Curriculum Unit Design provide teachers with specific mapping designs for all grade levels. A set of 8 Thinking Maps posters is also included in each manual.

Staff Development

Three days of school-wide staff development include workshops on model teaching, co-teaching and coaching, and grade-level meetings. There is a focus on improving teacher questioning techniques using Thinking Maps, as well as a focus on improving student reading, writing and math skills for state and local tests.

The Innovative Learning Group will provide guidance to teachers in maintaining portfolios for each student on reading, writing, and mathematics problem-solving throughout the year.

Equipment Requirements:

No special equipment requirements.

Costs:

Materials

K-12 Thinking Maps: Tools for Learning $95.00

K Draw Your Thinking $100.00

1-2 Show Your Thinking $100.00

3-4 Map Your Thinking $100.00

K-12 Cooperative Desk Maps $89.00

There is a 6% Shipping/Handling Charge for all orders

Staff Development - $3,750*

The basic design for bringing Thinking Maps into an elementary or secondary school includes a one-day initial staff development workshop, two to four days of follow-up visitations, ongoing technical assistance for assessment purposes and curriculum development support, and material resources for students and teachers.

· Interactive Introductory Workshop: One Day $1,250

· Follow-up Visitation: Two Days $2,500

*Does not include per diem for vendor out-of-state travel.

For Information Contact:

John Suddreth, General Manager or

Tom Hutton, Sales Representative

Innovative Learning Group

1011 Schaub Drive, Suite 200

Raleigh, NC 27606

Phone: (919) 233-7188

(800) 243-9169

Current Location in Nevada:

Clark County School District

Craig Elementary Cortez Elementary

2637 East Gowan Rd. 4245 E. Tonopah Ave.

North Las Vegas, NV 89030 Las Vegas, NV 89115

Contact: Gloria Brooks Contact: Betty Roqueni

Phone: (702) 799-799-4910 Phone: (702) 799-2180

Herron Elementary Martin Middle School

2421 N. Kenneth Rd. 2800 E. Stewart Ave.

Las Vegas, NV 89030 Las Vegas, NV 89101

Contact: Anne Grisham Contact: Rogelio Gonzalez

Phone: (702) 799-7123 Phone: (702) 799-7922

McCall Elementary Moore Elementary

800 East Carey Avenue 491 N. Lamb Blvd.

North Las Vegas, NV 89030 Las Vegas, NV 89110

Contact: Mary Manchego Contact: Beatrice Soares

Phone: (702) 799-7043 Phone: (702) 799-3270

Rundle Elementary Thomas Elementary

425 Christy Lane 1560 E. Cheroke

Las Vegas, NV 89110 Las Vegas, NV 89109

Contact: Clarence Ehler Contact: Demerise Hunter

Phone: (702) 799-7380 Phone: (702) 799-5550