Thinking Foundation - Grants

Thinking Foundation 2008 Grant Awards
Including Research Summaries

St Robert of Newminster School Research Summary
Washington, Tyne & Wear, England
Contact: Kevin Steel, Assistant Headteacher
kevin.steel@schools.sunderland.gov.uk
We will examine the role of Thinking Maps in developing leadership and learning within a large English comprehensive school. In particular we will: A) Investigate the influence of Thinking Maps on collaboration, communication and problem solving within Teacher Professional Development programmes and processes. B) Investigate how the introduction of Thinking Maps as a visual tool may influence teacher instructional strategies and hence teacher effectiveness C) Investigate the impact of Thinking Maps as a learning tool on pupil performance.
read the complete one page research summary proposal

Rose Korst and Mary Norris Classroom Research Summary
St. Louis Park Senior High School, St. Louis Park, Minnesota
Contact: Rose Korst, High School Teacher
korst.rose@slpschools.org
Educational researcher Dr. Stanley Pogrow asserts that students, especially those he terms school dependent students, come to a point in their learning journey where they hit the “cognitive wall” (that is, to have extreme difficulty understanding) inhibiting their grasp of the more complicated learning processes demanded in the classroom, particularly upper level classes (Pogrow). Pogrow maintains these students “do not understand understanding” and while they possess academic aptitude, they cannot negotiate the cognitive skills necessary for higher level classes. This “cognitive wall” also impedes student achievement on tests requiring higher level thinking skill use. We believe this wall can be breached through intentional instruction of and coaching in Thinking Mapsã and cognitive processes required across the curriculum, e.g. reading, writing, and math. We will develop, write and implement a class to accelerate the learning of students overrepresented in the achievement gap.
read the complete one page research summary proposal

Blackham School Research Summary
Bridgeport, Connecticut
Contact: Anne Engelson, Principal
aengelson@bridgeportedu.net
An unexpected and insightful “How come?” question raised by a visiting educator propelled the Blackham School to ask an honest and intriguing “What if?” question. The visiting educator noticed that classrooms and professional development sessions involved the use of many visible strategies, including Thinking Maps. “How come,” the educator asked, “the Vertical Data Team does not use the Maps during their meetings?” This led the school to wonder what would happen if Thinking Maps were used as a common visual language in the service of the work of the Vertical Data Team, work that was critical to turning around an NCLB “failing” school. The focus of this proposal, then, is to explore this “What if” question in the form of action research designed to document and analyze the effects of using Thinking Maps as a leadership tool in a school committed to supporting distributive leadership and effective communication in the service of improving student outcomes.
read the complete one page research summary proposal

Mckinley Elementary School Research Summary
San Jose, California
Contact: Joy Wenke, Facilitator/Teacher
joywenke@sbcglobal.net
The questions and results arising from the Action Research done at McKinley last year have led the research team to propose another action research in the following areas:

How does School Leadership identify and differentiate staff development needs in order to influence teacher and student fluency in Thinking Maps^®?
Analyze the effects of the differentiation of staff development in teacher fluency with Thinking Maps^® across content areas
Did teacher competency in Thinking Maps^® reflect in improved student fluency of the eight thought processes?

read the complete one page research summary proposal

Yates Mill Elementary School Research Summary
Raleigh, North Carolina
Contact: Lynn Williams, Principal
lcwilliams@wcpss.net
It is the intent of this study to look at the use of Thinking Maps in a professional learning community as a tool that can simplify the understanding of abstract concepts.

Thinking Maps enable PLC Staff teams to look at data in an objective manner, removing inferencing and the emotional storytelling that can block progression towards academic improvement. We believe:
Thinking Maps support a more objective analysis of data, a more hospitable team environment, and clearer communication among PLC teams. Thinking Maps clarify the emotional thinking that can be created in dialogue, turning it into an objective visual reality.
Using Thinking Maps in PLC discussions will provide opportunities for personal and organizational transformation.
Thinking Maps allow a person to get out of the emotion and remain in a factual, data based discussion, encouraging data driven decision making.
One implication is that Thinking Maps provide tools to help support an effective look at the truth about data. Organizations only improve “where the truth is told and the brutal facts confronted.” Jim Collins, Good to Great

read the complete one page research summary proposal

Pat Edward’s Doctoral Dissertation Study Summary
Detroit, Michigan
Contact: Pat Edwards
patedw1@aol.com
The purpose of this study is to explore if any association exists between implementation and use of the Thinking Maps program and reading comprehension. To date over four hundred general education teachers, special education teachers, and administrators have been trained to implement Thinking Maps from elementary through high school. The study will determine how Thinking Maps is being utilized in some elementary and special education classrooms. It will explore if there is any significant difference in comprehension test scores when students were instructed with and without Thinking Maps. This study will examine the effects of using Thinking Maps to improve reading comprehension when used to enhance the understanding of African American children’s literature as compared to the core basal text. Gender and achievement levels will be factored in with boys who receive Thinking Maps instruction as compared to boys who are in classrooms where only traditional comprehension strategies are being utilized.
read the complete one page research summary proposal

For further information contact David Hyerle Ed.D. at davidhyerle@thinkingfoundation.org.




		Grants Grants Funded Thinking Foundation 2008 Grant Awards Including Research Summaries St Robert of Newminster School Research Summary Washington, Tyne & Wear, England Contact: Kevin Steel, Assistant Headteacher kevin.steel@schools.sunderland.gov.uk We will examine the role of Thinking Maps in developing leadership and learning within a large English comprehensive school. In particular we will: A) Investigate the influence of Thinking Maps on collaboration, communication and problem solving within Teacher Professional Development programmes and processes. B) Investigate how the introduction of Thinking Maps as a visual tool may influence teacher instructional strategies and hence teacher effectiveness C) Investigate the impact of Thinking Maps as a learning tool on pupil performance. read the complete one page research summary proposal Rose Korst and Mary Norris Classroom Research Summary St. Louis Park Senior High School, St. Louis Park, Minnesota Contact: Rose Korst, High School Teacher korst.rose@slpschools.org Educational researcher Dr. Stanley Pogrow asserts that students, especially those he terms school dependent students, come to a point in their learning journey where they hit the “cognitive wall” (that is, to have extreme difficulty understanding) inhibiting their grasp of the more complicated learning processes demanded in the classroom, particularly upper level classes (Pogrow). Pogrow maintains these students “do not understand understanding” and while they possess academic aptitude, they cannot negotiate the cognitive skills necessary for higher level classes. This “cognitive wall” also impedes student achievement on tests requiring higher level thinking skill use. We believe this wall can be breached through intentional instruction of and coaching in Thinking Mapsã and cognitive processes required across the curriculum, e.g. reading, writing, and math. We will develop, write and implement a class to accelerate the learning of students overrepresented in the achievement gap. read the complete one page research summary proposal Blackham School Research Summary Bridgeport, Connecticut Contact: Anne Engelson, Principal aengelson@bridgeportedu.net An unexpected and insightful “How come?” question raised by a visiting educator propelled the Blackham School to ask an honest and intriguing “What if?” question. The visiting educator noticed that classrooms and professional development sessions involved the use of many visible strategies, including Thinking Maps. “How come,” the educator asked, “the Vertical Data Team does not use the Maps during their meetings?” This led the school to wonder what would happen if Thinking Maps were used as a common visual language in the service of the work of the Vertical Data Team, work that was critical to turning around an NCLB “failing” school. The focus of this proposal, then, is to explore this “What if” question in the form of action research designed to document and analyze the effects of using Thinking Maps as a leadership tool in a school committed to supporting distributive leadership and effective communication in the service of improving student outcomes. read the complete one page research summary proposal Mckinley Elementary School Research Summary San Jose, California Contact: Joy Wenke, Facilitator/Teacher joywenke@sbcglobal.net The questions and results arising from the Action Research done at McKinley last year have led the research team to propose another action research in the following areas: How does School Leadership identify and differentiate staff development needs in order to influence teacher and student fluency in Thinking Maps^®? Analyze the effects of the differentiation of staff development in teacher fluency with Thinking Maps^® across content areas Did teacher competency in Thinking Maps^® reflect in improved student fluency of the eight thought processes? read the complete one page research summary proposal Yates Mill Elementary School Research Summary Raleigh, North Carolina Contact: Lynn Williams, Principal lcwilliams@wcpss.net It is the intent of this study to look at the use of Thinking Maps in a professional learning community as a tool that can simplify the understanding of abstract concepts. Thinking Maps enable PLC Staff teams to look at data in an objective manner, removing inferencing and the emotional storytelling that can block progression towards academic improvement. We believe: Thinking Maps support a more objective analysis of data, a more hospitable team environment, and clearer communication among PLC teams. Thinking Maps clarify the emotional thinking that can be created in dialogue, turning it into an objective visual reality. Using Thinking Maps in PLC discussions will provide opportunities for personal and organizational transformation. Thinking Maps allow a person to get out of the emotion and remain in a factual, data based discussion, encouraging data driven decision making. One implication is that Thinking Maps provide tools to help support an effective look at the truth about data. Organizations only improve “where the truth is told and the brutal facts confronted.” Jim Collins, Good to Great read the complete one page research summary proposal Pat Edward’s Doctoral Dissertation Study Summary Detroit, Michigan Contact: Pat Edwards patedw1@aol.com The purpose of this study is to explore if any association exists between implementation and use of the Thinking Maps program and reading comprehension. To date over four hundred general education teachers, special education teachers, and administrators have been trained to implement Thinking Maps from elementary through high school. The study will determine how Thinking Maps is being utilized in some elementary and special education classrooms. It will explore if there is any significant difference in comprehension test scores when students were instructed with and without Thinking Maps. This study will examine the effects of using Thinking Maps to improve reading comprehension when used to enhance the understanding of African American children’s literature as compared to the core basal text. Gender and achievement levels will be factored in with boys who receive Thinking Maps instruction as compared to boys who are in classrooms where only traditional comprehension strategies are being utilized. read the complete one page research summary proposal For further information contact David Hyerle Ed.D. at davidhyerle@thinkingfoundation.org.