Drawing out Learning with Thinking Maps®: A Guide for Teaching and Assessment in Pre-K-2

Autor/inn/en	Counsell, Shelly L.; Hyerle, David
Titel	Drawing out Learning with Thinking Maps®: A Guide for Teaching and Assessment in Pre-K-2
Quelle	(2023), (128 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-8077-6777-1
Schlagwörter	Leitfaden; Unterricht; Lehrer; Thinking Skills; Cognitive Processes; Evidence Based Practice; Metacognition; Maps; Developmentally Appropriate Practices; Culturally Relevant Education; Early Childhood Education; Cognitive Development; Learning Activities; Learning Modalities; Inclusion; Students with Disabilities; Student Diversity; Lesson Plans; Curriculum Design; Cooperative Learning; Emergent Literacy; Teaching Methods; Student Evaluation + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Denkfähigkeit; Cognitive process; Kognitiver Prozess; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Map; Karte; Entwicklungsbezogene Bildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kognitive Entwicklung; Lernaktivität; Lernumgebung; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lesson planning; Unterrichtsplanung; Lehrplangestaltung; Kooperatives Lernen; Frühleseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung
Abstract	"What" 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. This book: (1) Promotes systematic support of every students' cognitive development in whole schools (pre-K-2); (2) Demonstrates how to use visual, auditory, tactile, and kinesthetic activities and materials to increase student engagement; (3) Recommends Universally Designed Learning strategies to ensure full access and inclusion with diverse learners and children with disabilities; (4) Includes graphically designed examples of Thinking Maps across content areas; and (5) Provides examples of student work, lesson planning ideas, and curriculum design based on cognitive education; and (6) Links language and thinking in everyday classroom learning for individual and cooperative learning. [Foreword written by Yvette Jackson.] (As Provided).
Anmerkungen	Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01