Student Successes With Thinking Maps(R): School-Based Research, Results, and Models for Achievement Using Visual Tools Review

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Student Successes With Thinking Maps(R): School-Based Research, Results, and Models for Achievement Using Visual Tools ReviewStudent Successes With Thinking Maps(R): School-Based Research, Results, and Models for Achievement Using Visual Tools
by David Hyerle
According to my personal assessment, this book is the third in a trilogy of research-based books written by David Hyerle, an educational researcher & founder of Innovative Sciences in the 70's/80's.
The earlier two research-based books are:
- Visual Tools for Constructing Knowledge;
- Field Guide to Using Visual Tools;
The author is very smart to use these three research-based books as a self-promotional vehicle to market his core learning technology, embedded in what they call the 'Thinking Maps'.
In a nut shell, 'Thinking Maps' integrate thinking skills & mapping techniques. They are based on our fundamental thinking processes: We analyzes information in more or less eight different ways: define, describe, compare/contrast, classify, break down into parts, sequence,
cause/effect, establish relationships between things.
Application-wise, they comprise eight specific types of graphic organisers (the author prefers to use the term, visual tools) to help students & teachers in constructing knowledge, organising information, solving problems & communicating with others.
The eight tools are:
- Brace Map;
- Bridge Map;
- Bubble map;
- Circle map;
- Double Bubble Map;
- Flow Map;
- Multi-Flow Map;
- Tree Map;
Additionally, the core technology also includes a proprietary software, plus videos & other training manuals.
I can sense that their 'Thinking Maps' technology has been influenced somewhat by the Whimbey method, developed by Dr Arthur Whimbey. He wrote two great classics, 'Analytical Reading & Reasoning' & 'Mastering Reading Through Reasoning'.
There is only one singular snobbish aspect of 'Thinking Maps' products: They are only restricted to schools for system-wide implementation. Hence, the technology is, regrettably, not available to private individuals. They don't even bother to entertain enquires from solos.
In my earlier review of 'Visual Tools for Constructing Knowledge', I had mentioned that "This book is more suitable for teachers and students, and not so suitable for business readers...it cannot be used to cover all kinds of reading materials in schools. For examples, a story grid - which is not covered in the book - would be more appropriate to shape understanding of literature texts; a time line or time series - also not overed - would be more appropriate to track chronological events in history textbooks."
I added further that "For the businessman, this book can be somewhat boring, although one or two of the tools e.g. cluster and fishbone diagrams, can be used to organise visually one's thoughts or ideas while reading business books."
I have concluded in my review as follows: "Nevertheless, this book is still worth reading, especially if you want a deep understanding of why we are 'visual'. Also, David Hyerle's tools and ideas are still useful for the business reader, especially if one is pursuing business management studies e.g. MBA, in the evenings. The visual tools can be useful in that respect, particularly for probing understanding through the text, and taking/making personal notes."
Coming back to this book, which gives a panoramic view into schools (sometimes, their promotional literature mentions 3,000 schools, others mention 2,000 schools, so I don't know which one is true & correct?) that have successfully used their core technology on a school-wide basis, there is even one case study from Singapore.
In this book as well as in the earlier two books, the author shares many stories from teachers, principals, & trainers who have adopted their 'Thinking Maps' to increase student achievement & revitalize learning communities.
In retrospect, the first book gives quite a good introduction to graphic organisers &/or visual tools, in addition to their own 'Thinking Maps' technology. Tactically, it explains in quite elaborate details WHAT visual tools are, WHY we should use them, and HOW to get the most out of these tools.
The second book follows up with more quantified evidence to support their core technology in addition to more practical applications as part of the educational curriculum.
I reckon, for a first timer/beginner into visual thinking, especially one looking for applications within an eduational setting, the three books are definitely worth exploring.
Readers should also read Nancy Margulies' Mapping Innerspace, which adopts a spontaneous, free-form approach to using visual tools.
Student Successes With Thinking Maps(R): School-Based Research, Results, and Models for Achievement Using Visual Tools OverviewQualitative and quantitative test results from researchers, curriculum authors, teachers, and administrators demonstrate why Thinking Maps® have increased student performance and teacher effectiveness.

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