[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-605400-105":59,"doc-detail-605400-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","a-common-visual-language-for-learning-thinking-maps-overview-key-concepts","A Common Visual Language for Learning - Thinking Maps Overview - Key Concepts","","A Common Visual Language for Learning explains Thinking Maps as a set of eight graphically consistent and flexible thinking process maps. The overview describes how students expand maps to match learning patterns, apply multiple maps to construct related learning patterns, and use tools to develop definitions, solve complex problems, and transfer thinking skills across disciplines. It includes background, content/frame of reference guidance, and examples such as Double Bubble Map comparisons, plus references to sources and guide materials.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":30,"@type":76,"position":81},"https://docshare.wps.com/document/technology/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-common-visual-language-for-learning-thinking-maps-overview-key-concepts/605400/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-common-visual-language-for-learning-thinking-maps-overview-key-concepts/605400.png","ImageObject",300,407,{"name":92,"@type":93},"Aurelia","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-16",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are Thinking Maps and what makes them consistent?","Question",{"text":112,"@type":113},"Thinking Maps are a language of eight thinking process maps. Each map is graphically consistent and flexible, allowing students to expand it to reflect the learning content pattern.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do students use multiple Thinking Maps together?",{"text":117,"@type":113},"Students use multiple maps to construct related patterns of learning. The material also emphasizes using a frame of reference to connect ideas across contexts.",{"name":119,"@type":110,"acceptedAnswer":120},"How are Thinking Maps different from traditional graphic organizers?",{"text":121,"@type":113},"The document states that the most important difference is that each Thinking Map is based on a fundamental thinking skill, supporting outcomes such as clear definitions, multi-step problem solving, and transfer across disciplines.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},605400,1792395942,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":29,"category_name":30,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},1099514068365,"https://ap-avatar.wpscdn.com/avatar/10000253d8d9f28188e?_k=1776742907772140068","A Common Visual Language for Learning  \nThinking Maps is a language of eight thinking process maps. Each map is graphically consistent and flexible so that students may easily expand the map to reflect the content pattern being learned.  \nEducational Impact • [www.educationalimpact.com](www.educationalimpact.com)[ ](www.educationalimpact.com)Designs for Thinking • [www.mapthemind.com](www.mapthemind.com)  \nThinking Maps Overview  \n\n|  | BACKGROUND: Thinking Maps is a language, or tool-kit, or eight thinking process maps, developed by David Hyerle. Each map is graphically consistent and flexible so that students may easily expand the map to reflect the content pattern being learned. Thinking Maps are introduced to students as tools for reading and writing, content-specific learning, and for interdisciplinary investigations. Over time, students learn to use multiple maps together and become fluent in choosing which maps fit the immediate context of learning. Thinking Maps and Thinking Maps Software are used in whole schools through faculty training and follow-up. |\n| --- | --- |\n\nContent / frame of reference   \nAnalogies  \nDescribing Qualities  \nBASIC TECHNIQUES  \n?Begin with an application of each of the maps to a concrete object in order to understand the relationship between thinking processes and Thinking Maps?Expand each map to show big picture and then prioritize information by deleting ideas from maps for reading comprehension and writing.  \n?Use multiple maps together to construct related patterns of learning, and use \"frame\"to identify frames of reference.  \nSource: Hyerle, D. (1999b) . Visual tools video and guide (p. 15) . Lyme, NH: Designs for Thinking. Copyright © 1999 by David Hyerle  \nComparing Visual Tools  \nBelow is a Double Bubble Map showing the similarities and differences between graphic organizers and Thinking Maps.  \nThe most important difference between Thinking Maps and graphic organizers is that each Thinking Map is based on a fundamental thinking skill.  \nThis thinking skills foundation supports three intellectual outcomes:  \n• First, students learn clearly stated definitions for eight fundamental thinking skills.  \n• Second, students are applying multiple thinking skills (as Maps) to complex, multi-step problems; and,  \n• Third, students are empowered to use these visual tools for transferring thinking skills across disciplines.  \nSee TOOLS P.1-5  \nHow the Use of Thinking Maps Evolved at Hanover Street School  \nTeacher Directed  \nMiami FL  \nJoe Hall Elementary  \nDraw Your Thinking Kindergarten Student","cbCailnNiLp0SrpW","https://ap.wps.com/l/cbCailnNiLp0SrpW","pdf",8596352,28,"English","# Thinking Maps Overview\n## Background\n## Content / Frame of Reference\n## Analogies and Describing Qualities\n## Basic Techniques\n## Comparing Visual Tools\n## Evolution of Use at Hanover Street School","[{\"question\":\"What are Thinking Maps and what makes them consistent?\",\"answer\":\"Thinking Maps are a language of eight thinking process maps. Each map is graphically consistent and flexible, allowing students to expand it to reflect the learning content pattern.\"},{\"question\":\"How do students use multiple Thinking Maps together?\",\"answer\":\"Students use multiple maps to construct related patterns of learning. The material also emphasizes using a frame of reference to connect ideas across contexts.\"},{\"question\":\"How are Thinking Maps different from traditional graphic organizers?\",\"answer\":\"The document states that the most important difference is that each Thinking Map is based on a fundamental thinking skill, supporting outcomes such as clear definitions, multi-step problem solving, and transfer across disciplines.\"}]","A Common Visual Language for Learning - Thinking Maps Overview - Key Concepts | PDF",1792132232,71]