St Robert of Newminster Catholic Schooland Sixth Form College
United Kingdom
Thinking Maps and School Effectiveness
A Study of a UK Comprehensive School
Teacher Methodologies
Following every lesson observation, staff were asked to compare and contrast their previous and current teaching methodologies since the implementation of Thinking Maps®. As demonstrated by the double-bubble map below, the analysis of these evaluations highlighted some generic similarities and differences.
Previous methods suggested an emphasis upon teacher-led activities, with much time devoted to note-taking in linear prose. Reassuringly, discussion, assessment for learning and a variety of thinking activities remained integral to the lesson. Since the implementation of Thinking Maps® teachers have planned opportunities for pupils to visualise and share their thinking at the higher levels and they are beginning to develop a common thinking language.
The Case Study sections are accessible in the links below and in the upper left column menu on each page of the St Robert Case Study.
- Project Overview
- Teacher Instructional and Higher Order Thinking Levels
- Teacher Methodologies
- Consistency and Frequency of Use
- Teacher Perceptions of Thinking Maps®
- Analysis of Pupils' Perceptions of Themselves as Learners
- Teacher Collaboration, Communication and Problem Solving
- Impact of Thinking Maps®
- Conclusion
- Video Clips
- Download Acrobat PDF copy of St. Robert Case Study