Learning & Leading With Habits of Mind

• Constructingabstract concepts and practical products of thinking.


• Fa c i l i t a t i n gthe full range of Habits of Mind within and across
  disciplines.

As shown in Figure 9.2, in isolation each of the eight Thinking Maps
is grounded in a specific, fundamental cognitive process. When used
together as a dynamic, interdependent visual language, these tools con-
cretely support interactive teaching and learning, higher-order thinking
and metacognition, and Habits of Mind across linear and nonlinear pat-
terns of thinking. How is this different from most classroom practice? In
a nutshell, most classroom practice impliescognitive skills instruction
through “content” instruction, whereas use of Thinking Maps explicitly
defines and animatessuch skills for students, so they become aware, cog-
nitive actors in the classroom of learning.

152 Learning and Leading with Habits of Mind

FIGURE 9.2

Thinking Maps: A Common Visual Language

Source: Reprinted by permission of the publisher from Thinking Maps®Training of Trainers Resource Manual
by David Hyerle, © 2000 Thinking Maps, Inc.

Context/Frame

of reference

Thinking

Maps®

Analogies

Sequencing Classi!cation

Whole/Part

Describing qualities

Cause and effect Compare and contrast