The Shaping of Thought: A Teacher's Guide to Metacognitive Mapping and Critical Thinking in Response to Literature

The Shaping of Thought: A Teacher’s Guide to Metacognitive Mapping and CriticalThinking in Response to Literature provides a strategic and structured approach to the use of cognitive mapping in response to literature. The allied metacognitive strategy of ThinkTrix, incorporating seven basic thinking types, or mind actions, has emerged from elementary student-created cognitive maps known as ThinkLinks, a student friendly term. Students had labeled their thinking on the ThinkLinks and from the hundreds of work samples, the seven types of thinking were identified. Placed in a matrix with focal points, the thinking types became the ThinkTrix. Originally thought to be cues for teacher questioning, students soon took on the mind actions for their own questioning, responding, and mapping. The book offers a procedural and exemplified guide to metacognitive mapping and is built upon the central purpose of student-generated connections between life and literature. Once teachers and students have adopted or adapted the suggested framework and strategies in The Shaping of Thought, they will always have visual andaware representation of thinking as a learning tool. Problem solving, decision making, inquiring, and creating will have joined with an indispensible means to lifetime learning and to the goal of constructing what Jerome Bruner called “structures of knowledge”. Along with a teaching strategy, the book includes strong philosophical underpinnings with “The Kaleidoscope of Learning”, teacher/student tools, numerous activities, and samples of student work. Taken seriously, the Guide will deepen the understanding of literature and life in the direction of the “Big Ideas”, as envisioned by McTighe and Wiggins and by so many teachers.

Table of Contents:
Dedication Foreword—Jay McTighe Preface Acknowledgements Thinklink Prototype Shapes Introduction THE THINKLINK CLASSROOM THINKTRIX: ONE-SIDED THINKTRIX DISCUSSION BOARD: TWO-SIDED MATRIX TYPES OF THINKING: THINKTRIX QUESTION EXAMPLES AND STARTERS A THINKLINK PRIMARY CLASSROOM SCENARIO THINKTRIX QUESTION GENERATOR: PRIMARY A THINKLINK INTERMEDIATE CLASSROOM SCENARIO THINKTRIX QUESTION GENERATOR: INTERMEDIATE/SECONDARY CHAPTER I: THE CHARACTER THINK LINK The Character Web Definition, Prototypes, and Samples Instruction Demonstration and Guided Practice Stage Independent Production Stage The Character Comparison ThinkLink Definition and Prototypes Instruction Demonstration and Guided Practice Stage Independent Production Stage SUMMARY CHAPTER II: THE EVENT THINKLINK THE EVENT-IDEA THINKLINK Definition and Prototypes Instruction THE EVENT-CAUSEÖEFFECT THINKLINK Definition and Prototypes Instruction Demonstration and Guided Practice Stage Independent Production Stage THE EVENT-ANALOGY THINKLINK Definition and Prototypes Instruction SUMMARY CHAPTER III: THE THEME THINKLINK THE THEME-EXAMPLE THINKLINK Definition and Prototypes Instruction THE THEME CAUSEÖEFFECT THINKLINK Definition and Prototypes Instruction Demonstration and Guided Practice Stage Independent Production Stage SUMMARY CHAPTER IV: THE STORY THINKLINK THE STORY-EXAMPLE-IDEA THINKLINK Definition and PrototypesInstruction THE STORY-ANALOGY THINKLINK Definition and Prototypes Instruction SUMMARY Conclusion The Kaleidoscope of Learning APPENDIX Tools & Cues List of Familiar Stories List of Character Traits & Feelings List of Themes and Ideas Using Theme CauseÖEffect Questions to Understand Literature and Life ThinkTrix Icons on Pinch Cards and Wheels Question Generator The ThinkLink Classroom: Response to Literature ACTIVITES Cause/Effect Essay Model Cause/Effect Essay Sample: Why Do People Fake Response to Literature Activities Glossary of Terms Bibliography About the Authors

About the Author :
Frank, Lyman, Jr. PhD, is a teacher educator and educational consultant. He is along with Arlene Mindus the originator of Think- Pair- Share, arguably the most used every- student- response, cooperative discussion design at all educational levels in the US and abroad. He was the first American elementary teacher to make comprehensive use of cognitive mapping with students in 1965. His innovation of the ThinkTrix as a student- owned thinking typology promises to place the thinking/questioning initiative with students, and usher “metacognitive mapping” into classrooms. Charlene López is a former elementary school teacher who provided the structure for the ThinkLink strategy, focusing on student understanding of literary characters through analysis of their traits and feelings, thus leading students to a deeper under-standing of literature and of themselves. Toward these purposes, she developed with students an Idea Book to help them make a personal connection with the characters, stressing universal themes and creating in her classes a community of learners and a unity of ideas. Arlene Mindus is a former teacher, university supervisor, elementary school principal, and a pioneer in cooperative learning. She was co-inventor with Frank Lyman of Think-Pair-Share and helped to develop ThinkLinks and ThinkTrix.

Review :
How does a teacher create the itch that makes students want to scratch into the knowledge of the universe? This magnificent book helps to demystify the process of learning. Through the use of ThinkLinks, students learn how to make connections between what they are reading, other pieces of literature, and their own lives. They learn to think in entirely different ways…begin to be in control of their thinking and thus…of their own learning. Students begin to realize that all thought has shape. What a marvelous concept! This book, The Shaping of Thought, provides a powerful strategy for developing metacognition. By making their thinking visible, students can become more aware of their mental strategies; they learn to monitor and evaluate their own thinking…The authors are among a growing alliance of global mind workers who are endeavoring to make the world a more compassionate, cooperative and thought-full place. This book provides a compelling invitation to join this crusade. The solidly research-based, classroom tested methods in the book have universal effectiveness and appeal to students of all ages and ability levels. Having used these methods in my own classrooms, I can attest to the fact that they allow teachers to maximize the functional abilities of students with special needs as well as enriching the curriculum [for] students in the gifted and talented range.