Free Delivery Over $100
|
|
|||
|
||||
OverviewWhat and how young children are thinking are typically expressed and shared at home and school through verbal and written modes of communication. As a visual language framework conceived and developed by David Hyerle, Thinking Maps® offers an additional way for learners to represent their ideas by visually mapping their fundamental patterns of thinking. The authors offer a wide range of materials, strategies, and evidence-based practices for implementing Thinking Maps (and the metacognitive framing strategy that each map promotes) in ways that are developmentally appropriate, culturally responsive, and more inclusive with the full range of pre-K to 2nd-grade children. Since 1990, Thinking Maps have been implemented by teachers in over 15,000 schools across the United States and around the world, including countrywide implementation in Malaysia. This guide provides a whole-child approach with practical ideas and best applications for working with emergent readers and writers across developmental domains, curricula, and executive function.Book Features: Promotes systematic support of every students' cognitive development in whole schools (pre-K–2). Demonstrates how to use visual, auditory, tactile, and kinesthetic activities and materials to increase student engagement. Recommends Universally Designed Learning strategies to ensure full access and inclusion with diverse learners and children with disabilities. Includes graphically designed examples of Thinking Maps across content areas. Provides examples of student work, lesson planning ideas, and curriculum design based on cognitive education. Links language and thinking in everyday classroom learning for individual and cooperative learning. Full Product DetailsAuthor: Shelly L. Counsell , David Hyerle , Yvette JacksonPublisher: Teachers' College Press Imprint: Teachers' College Press Weight: 0.144kg ISBN: 9780807767764ISBN 10: 080776776 Pages: 128 Publication Date: 30 June 2023 Audience: Professional and scholarly , Professional & Vocational Format: Paperback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsContents List of Figures vii List of Tables xi Foreword Yvette Jackson xiii Acknowledgments xv Introduction: Can I Use Thinking Maps With Young Children? Yes, You Can! 1 Thinking Maps: Integrating Three Types of Visual Tools 2 Why Early Childhood? 3 Thinking Maps as a Learning, Teaching, and Assessment Framework 4 1. Bringing Thinking Maps to Life 9 Learning Trajectories and Developmental Progressions 9 The Five Critical Attributes of Thinking Maps 12 TMaps Tap Into Prior Knowledge and Experience 14 Thinking Maps Exemplifies Universally Designed Learning (UDL) 15 Conclusion 21 2. Thinking Maps Across Developmental Domains 22 Developmentally Appropriate Practice 22 Domain 1—Cognitive Development 24 Domain 2—Socioemotional Development 28 Domain 3—Physical and Healthy 29 Domain 4—General Learning Competencies 29 Conclusion 30 3. Thinking Maps Across Academic Content Areas 31 Thinking Maps Inspire Talking, Reading, and Writing 32 Thinking Maps Support Logical-Mathematical Reasoning 42 Thinking Maps Promote Scientific Thinking, Reasoning, and Inquiry 44 Engineering Design and Technology With Thinking Maps 54 Social Studies Instruction and Thinking Maps 55 Related Early Childhood Approaches and Curricula 57 Conclusion 59 4. Thinking Maps Promote Democratic Learning Communities With Full Community Membership 60 Thinking Maps Promote Responsive, Democratic Learning 60 Conclusion 71 5. Thinking Maps Provide Authentic Formative Assessment and Documentation 72 A Brief Historical Perspective of Standardized Testing 72 Classroom Assessments 74 Conclusion 80 6. The Science Underlying Thinking Maps With Young Children 81 Research and Theoretical Foundation for Thinking Maps 81 Executive Function 81 Self-Regulation 84 Habits of Mind 85 Alignment With Standards 87 Conclusion 89 Appendix: Glossary 91 References 93 Index 105 About the Authors 111ReviewsAuthor InformationShelly L. Counsell is a retired associate professor of early childhood education, an early childhood consultant, and an Early Years Columnist with NSTA's Science & Children. David Hyerle is a bestselling author, developer of the Thinking Maps® model, and president of Thinking Schools International. Tab Content 6Author Website:Countries AvailableAll regions |
||||
