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Visual Tools for Transforming Information Into Knowledge
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Visual Tools for Transforming Information Into Knowledge

Second Edition

Prologue by Arthur L. Costa, Foreword by Robert J. Marzano



September 2008 | 192 pages | Corwin

"Helps teachers think about what they are doing in the classroom with graphic organizers and how they can use them more effectively."
—Mark Johnson, Principal
Glenwood Elementary School, Kearney, NE

"With an emphasis on transforming information into knowledge, everyone who considers themselves a learner or a facilitator of someone else's learning would benefit from the author's message and ideas."
—Judith A. Rogers, Professional Learning Specialist
Tucson Unified School District, AZ

Develop students' thinking, note-taking, and study skills with powerful visual tools!

Visual tools have the unique capacity to communicate rich patterns of thinking and help students take control of their own learning. This second edition of A Field Guide to Using Visual Tools shows teachers of all grades and disciplines how to use these tools to improve instruction and generate significant positive changes in students' cognitive development and classroom performance.

Expert David Hyerle describes three basic types of visual tools: brainstorming webs that nurture creativity, graphic organizers that build analytical skills and help process specific content, and concept maps that promote cognitive development and critical thinking. Updated with new research and applications for three kinds of Thinking Maps®, this essential resource:

  • Expands teacher skills with practical guides for using each type of tool
  • Presents recent research on effective instructional strategies, reading comprehension, and how the brain works
  • Includes templates, examples, and more than 70 figures that show classroom applications

By utilizing these powerful, brain-compatible learning aids, teachers can help students strengthen higher-order thinking skills, master content and conceptual knowledge, and become independent learners!

 
Foreword by Robert J. Marzano
 
Prologue by Arthur L. Costa
 
Acknowledgments
 
About the Author
 
Summary Definition of Visual Tools
 
Introduction:Transforming Static Information Into Active Knowledge
Blind Insights  
Right Now: Jumping the Achievement Gap for All Children  
Overview of the Book  
 
1. The Mapping Metaphor
Cognitive Dissonance in Representation Systems  
The Elephant in the Room  
The Mapping Metaphor: Terra Incognita  
Mapping the Brain  
Visual Tools for Mapmaking  
The Foundation of the Mapping Metaphor: Seeing  
 
2. Facilitating the Networking Brain and the Patterning Mind
Nonlinguistic and Linguistic Representations  
Research Studies on Graphic Organizers  
Reading Comprehension and Reading First Research  
Mapping Living Systems  
The Brain Is a Pattern Detector  
The Visual Brain  
The Mind Organizes Into Schematic Patterns  
Multiple Intelligences as Active Patterns  
Habits of Mind  
 
3. Using Visual Tools
Clarifying a Confusion of Terms and Tools  
Content-Specific Visual Tools  
Defining Visual Tools  
Theory-Embedded Tools  
Types of Visual Tools  
Reviewing Your Toolkit  
Choosing Appropriate Visual Tools  
The Importance of Student Ownership of Visual Tools  
Saving Time  
Constructing Knowledge in Cooperative Groups  
Beyond Blueprints, Templates, and Blackline Masters  
 
4. Brainstorming Webs for Facilitating the Creative Mind
Flow of Information and Knowledge  
Thinking in Pictures  
The Brain and Brainstorming  
The Misconceptions About Brainstorming Webs  
Webs for Facilitating Habits of Mind  
Software for Brainstorming Webs  
Brainstorming Webs for Collaborative Reflection, by David Schumaker  
Mind Mapping  
Viewing Book Reviews  
Mindscapes From Metaphors  
Seeking Personal Growth  
 
5. Graphic Organizers for Analytical Tasks
An Overview of Graphic Organizers, by Greg Freeman  
Comparing Graphic Organizers and Brainstorming Webs  
Organizers for Habits of Mind  
Chunking, Memory, and the Organizing Brain  
Content-Specific Graphics as an Advanced Organizer  
Process-Specific Maps  
The Big-Picture Organizers  
Mapping Lesson Plans  
Design and Understanding  
 
6. Conceptual Mapping for Integrating Creative and Analytical Thinking
Thinking About the Box  
Habits of Mind and Conceptual Maps  
When Thinking Became Popular  
Novak and Gowin's Concept Mapping Techniques  
The Inductive Tower  
Argument Maps and Rationale, by Tim Van Gelder  
Feedbacks and Flows in the System  
Connection Circles, by Rob Quaden and Alan Ticotsky  
Systems Thinking  
Leaving Tracks  
An Integration of Visual Representations: Teaching With Unit Visual Frameworks  
 
7. Thinking Maps: A Synthesis Language of Visual Tools
A Short History of Thinking Maps  
Defining Thinking Maps as a Language  
Five Levels of Thinking Maps Implementation  
Differentiated Thinking Patterns for English-Language Learners, by Stefanie Holzman  
Essential Cognitive Questions Based in Standards  
Using Thinking Maps Software to Map the Standards, by Sarah Curtis  
From Students and Teachers to Leadership Development and Whole-Schools Transformations  
The Role of Thinking Maps in the Process of Becoming a Professional learning Community, by Larry Alper  
Whole System Change  
 
8. Thinking Maps for Special Needs, by Cynthia Manning
Thinking Maps Give Me a Chance to Learn: Learning Prep Student  
Background on Learning Prep School  
Developing the Fundamental Psychological Processes Through Thinking Maps  
Thinking Maps and High-Stakes Testing  
Teachers and Students See the Success  
Thinking Maps and "the Real World"  
In Conclusion  
 
References and Further Reading
 
Index

“Helps teachers think about what they are doing in the classroom with graphic organizers and how they can use them more effectively.”

Mark Johnson, Principal
Glenwood Elementary School, Kearney, NE

"With an emphasis on transforming information into knowledge, everyone who considers themselves a learner or a facilitator of someone else’s learning would benefit from the author’s message and ideas. I appreciate the voices of learners of all ages that the author sprinkles throughout the work! These bits bring the ideas to life."

Judith A. Rogers, Professional Learning Specialist
Tucson Unified School District, AZ

did not seem in depth enough

Dr Gayle Mindes
School Of Education, Depaul University - Lincoln Park
April 22, 2013

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