Thinking Maps: An Academic Strategy for Prioritizing Learning over Content

In the last Finita Teachers Blog, we recognized that content overload is an issue for teachers and students alike. This is because the brain is lazy and works better when we connect to prior knowledge. Yet, prior knowledge is often mistaken for what one knows about the content and does not necessarily take into account the skills needed to understand the new content.  The “science of reading” is the buzzword right now and mostly focuses on the content of reading. Most programs for multilingual learners focus on the content of language such as grammar. How do teachers learn how to improve student outcomes without focusing on how the brain works, and how the brain thinks? I mean… would you let a cardiologist work on your heart without an MRI or echocardiogram? No, the heart is the organ they need to work with or improve. So if the brain is the organ used for learning, why is the brain left out of learning leaving teachers to become linguistics to be able to teach reading or English? This is outdated research from the 60s before we had access to how the brain works. In the past 10 years, we have learned so much about how the brain works, and guess what? You can teach reading and language effectively without being a linguist.

But here's the kicker: How do teachers enhance student outcomes if they're not taught how the brain works and thinks? Imagine a cardiologist working on your heart without an MRI or echocardiogram—it's the organ they need to focus on to make improvements. Similarly, if the brain is the learning organ, why are we leaving it out of the teaching equation? It's like relying on linguistic skills alone to teach reading or English, based on outdated research from the '60s that didn't factor in our modern understanding of the brain.

In the last decade, our insights into how the brain operates have leaped forward, dispelling the myth that effective teaching demands us to delve into linguistics. One tool that boosts confidence for teachers and drives student success is Thinking Maps. These maps aren't just visual aids; they're keys to unlocking better teaching and learning by aligning with how our brains grasp and process information.

Now, let's take a closer look at how Thinking Maps operate as cognitive strategies, a scaffold for teaching approaches and student involvement by aligning with the brain's learning mechanisms. These maps aren't merely tools; they're the academic frameworks that connect instruction to learning. 

Prioritizing Learning: Moving Beyond Memorization

When we put learning first, we foster skills that extend far beyond rote memorization—skills like critical thinking and problem-solving that last a lifetime. Take, for instance, how Thinking Maps go beyond memorization. Instead of just memorizing historical dates or events, students can use a Bridge Map to connect different events and analyze their interconnections. This approach prompts critical thinking by encouraging students to understand the relationships between events, rather than merely recalling isolated facts. It's this deeper understanding that paves the way for lifelong learning, empowering students to navigate complexities with insightful comprehension rather than relying solely on memorized information.

Thinking Maps: Accessing Cognitive Strategies

Thinking Maps aren't just tools; they're like mental gymnastics that empower students to construct patterns of analysis to make sense of new content. Let's consider the Brace Map—a Thinking Map that helps students analyze parts of a whole. Imagine students studying the solar system; by using a Brace Map, they dissect the system into planets, moons, and other celestial bodies, comprehending how each component contributes to the entire system. This pattern of analysis encourages students to delve deeper, facilitating a comprehensive understanding of complex concepts by breaking them down into digestible parts. Through this methodical approach, students not only grasp the specifics but also form connections between individual elements, fostering a holistic understanding of the subject matter.

Scaffolding for Efficient Learning and Planning

These Thinking Maps are a toolkit for teachers, particularly beneficial for non-certified educators or those working with multilingual learners. Let's take the Tree Map, for example—a map that categorizes information. Suppose a teacher is planning a lesson on animals; using the Tree Map, they can systematically organize the characteristics of different animals. This structured approach not only helps in curriculum alignment but also aids in accommodating various learning styles, making it accessible for multilingual learners to comprehend and engage with the content. By providing this clear framework, Thinking Maps alleviates the cognitive burden on teachers, guiding them to seamlessly intertwine curriculum, teaching methods, and the unique needs of their students. This approach not only simplifies lesson planning but also ensures consistency in teaching, enhancing the overall learning experience for all students.

Alignment with Priority Standards

Let's consider the priority standard, Reading Informational Text Standard 3, which involves analyzing how individuals, events, or ideas develop and interact over the course of a text. Now, imagine a non-certified teacher or an educator working with multilingual learners aiming to assess student comprehension aligned with this standard.

Enter the Multi-Flow Map—a scaffold that aids in understanding processes and relationships. Suppose students are analyzing a historical text about the American Civil Rights Movement. Using the Multi-Flow Map, students can map out the sequence of events, key figures, and their interactions throughout the movement. For instance, they could examine how Rosa Parks's actions led to the Montgomery Bus Boycott and its subsequent impact on civil rights.

This map allows teachers to assess students' understanding of the text's development and interactions, aligning perfectly with Reading Informational Text Standard 3. Moreover, its adaptability across grade levels ensures that whether students are in elementary, middle, or high school, the Multi-Flow Map can be utilized to delve into various texts, supporting students as they progress through their educational journey. It provides a consistent framework for both educators and learners, facilitating a deeper comprehension of complex texts while effectively addressing standard requirements across different grade levels.

Understanding How Thinking Maps Work as Cognitive Strategies

Teachers, integrating cognitive strategies like Thinking Maps into lessons isn't just about adding visual aids; it's about aligning with how students' brains naturally process and understand new content. These strategies transcend mere visuals; they serve as powerful tools adaptable across subjects, grade levels, and even non-academic areas. For instance, using Circle Maps to define abstract concepts or Bridge Maps to explore connections between topics mirrors the brain's inclination to create patterns and relationships for deeper understanding. By embracing these cognitive strategies, teachers empower students to leverage their brain's natural pathways, fostering critical thinking, metacognition, and structured learning, thereby enhancing comprehension and engagement across various learning contexts.

Empowering Effective Teaching and Autonomous Learning

Thinking Maps serve as vital scaffolds for teachers to craft consistently effective lessons while gradually transferring responsibility to students, fostering their journey toward autonomy. These maps provide a structured framework that guides educators in meticulously planning lessons, initially leading the way and gradually allowing students to take the reins. This gradual release of responsibility not only empowers students to become independent learners but also alleviates the pressure on teachers to solely shoulder the workload. As students grow accustomed to using these maps, they develop the skills to navigate complex subjects with confidence, encouraging partnerships in learning where students actively engage, collaborate, and explore independently. This balanced approach ensures that lessons are thoughtfully designed, gradually transitioning from teacher-led to student-driven, cultivating an environment where both educators and learners thrive in a shared pursuit of knowledge.

Ready to feel more confident in your teaching and help your students grasp grade-level learning effortlessly? Come join the Finita Teachers Group! We're all about using Thinking Maps to work smarter, not harder. At Finita, we believe in breaking boundaries and expanding possibilities. Join our group to access resources, share ideas, and learn how to make the most of Thinking Maps in your classroom. Let's work together to create a learning environment where clarity and confidence reign.