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OverviewDavid Hyerle is widely known for his visual tools known as Thinking Maps. They are now more timely than ever. From literacy, English language learner and cooperative learning applications to differentiated assessments and use by brain compatible learning proponents, visual organizers and processes that make thinking and learning visible are being touted for their power to propel learning. Part of their attraction and efficacy is that they reflect what we know of how the brain processes, stores, links and builds new learning. Full Product DetailsAuthor: David N. HyerlePublisher: SAGE Publications Inc Imprint: Corwin Press Inc Dimensions: Width: 21.50cm , Height: 2.10cm , Length: 27.90cm Weight: 0.880kg ISBN: 9781412904735ISBN 10: 1412904730 Pages: 232 Publication Date: 20 July 2004 Audience: Professional and scholarly , Professional & Vocational Format: Hardback Publisher's Status: Out of Print Availability: Out of stock  Table of ContentsForeword - Pat Wolfe Foreword - Marti Richardson About the Editors Chapter 1 Thinking Maps as a Transformational Language for Learning - David Hyerle, Ed.D. Section 1: Linking Thinking, Language and Learning - search to Best Practices Chapter 2 Linking Brain Research to Best Practices - Chris Yeager, M.Ed. Chapter 3 Leveling The Playing Field for All Students - Bonnie Singer, Ph.D. Chapter 4 Tools for Integrating Theories and Differentiating Practice - Alan Cooper, B.Ed. Chapter 5 Closing the Gap By Connecting Culture, Language, and Cognition - Yvette Jackson, Ph.D. Section 2: Integrating Content and Process Chapter 6 Maps for the Road to Reading Comprehension: Bridging Reading Text Structures to Writing Prompts - Thomasina DePinto Piercy, Ph. D. and David Hyerle, Ed.D. Chapter 7 Empowering Students From Thinking to Writing - Jane Buckner, Ed.S. Chapter 8 Meeting the Challenge of High Stakes Testing in Middle School Mathematics - Janie MacIntyre, M. Ed. Chapter 9 Thinking Technology - Daniel Cherry, M.Ed. Section 3: Uniting Whole Learning Communities Chapter 10 A First Language for Thinking in a Multilingual School - Stefanie R. Holzman, Ed.D. Chapter 11 Feeder Patterns and Feeding the Flame at Blalack Middle School - Edward V. Chevalleir, Ed.D. Chapter 12 Embracing Change: The Evolution of Thinking in a K-12 School - Gill Hubble, M.A. Chapter 13 The Mississippi Story - Marjann Kalehoff Ball, Ph.D. Chapter 14 The Singapore Experience: Student Centered Fluency - Ho Po Chun, M.Ed. Section 4: Transforming Professional Development Chapter 15 Inviting Explicit Thinking - Sarah Curtis, M. Ed. Chapter 16 Mentoring Mathematics Teaching and Learning - Kathy Ernst, M.S. Chapter 17 Thinking Maps: A Language for Leading and Learning - Larry Alper, M.S. References by Chapter About the Contributors IndexReviewsFollowing a presentation of the what, why, and how of Thinking Maps(r), the reader is treated to a panoramic view into schools that have successfully used this unique tool kit to bridge the gap from research to practice. All are worthy models to examine-and follow-as schools focus on continuous growth for all through both individual and school improvement. The book is a must read! -- Marti Richardson, Past President David Hyerle proposes a common visual language for teaching and learning...the best of all possible worlds, where diverse communities of teachers, learners, and school administrators use maps as a way to level the playng field in a collaborative sharing of ideas and monitoring and assessment of student work. -- Contemporary Psychology APA Review of Books 20050713 David Hyerle proposes a common visual language for teaching and learning...the best of all possible worlds, where diverse communities of teachers, learners, and school administrators use maps as a way to level the playng field in a collaborative sharing of ideas and monitoring and assessment of student work. -- Contemporary Psychology APA Review of Books Following a presentation of the what, why, and how of Thinking Maps (R), the reader is treated to a panoramic view into schools that have successfully used this unique tool kit to bridge the gap from research to practice. All are worthy models to examine-and follow-as schools focus on continuous growth for all through both individual and school improvement. The book is a must read! -- Marti Richardson, Past President Author InformationDavid Hyerle is an independent researcher, author, and consultant focused on literacy, thinking-process instruction, and whole-school change. He is the developer of the Thinking Maps language and is presently codirector of Designs for Thinking, a consulting and research group based in New England. Tab Content 6Author Website:Countries AvailableAll regions |
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