英语论文网

Chapter 1: Introduction and Background
 
Nature of the Problem
 
Teaching students how to think is critical to their success in school and their future value as human capital capable of functioning productively in the workplace (Brooks, 2004). This process of teaching students how to think is not one that is familiar to many teachers, who have for years relied on memorization (Marshall, 2006).
 
The Thinking Maps program consists of eight visual tools that students use to develop higher-order thinking skills. The maps give students ways to organize their thoughts, structure their thinking, and see their thinking. They provide students with a common visual language and allow them to be active participants in their learning (Hyerle, 2004; Holzman, 2005).
 
Teachers receive training in how to introduce and teach Thinking Maps to their students. This training is in the form of professional development conducted either by an external trainer or an internal trainer. The expectation is that teachers will then implement the program in their classroom following the procedures and using the strategies they have learned in their training (Hyerle, 2004).
 
The reality is that very little of the training received during professional development sessions is ever implemented in the classroom (Everett, Tichenor & Heins, 2003; Taylor, 2003), and this is true at the site school concerning the Thinking Maps program. Teachers may come back from their training session excited and eager to implement the new strategies believing that they have just found the magic tool to revolutionize their teaching.
 
They begin using the strategies only to find they have questions about specific situations and how to solve problems that develop as they try to effectively implement the program. At this point it is easy to abandon the effort if they do not have the on-going support they need to work around the natural stumbling blocks that occur in developing and using new skills (Slavin & Madden, 2001).
 
Problem Statement
 
The problem at this elementary school is that implementation of the Thinking Maps program is not consistent and pervasive. Thinking Maps training was initially conducted in February 2002 for the whole teaching staff at the target site school by an external trainer. Thinking Maps are visual tools designed to aid students in seeing their thinking leading to higher order thinking skills and are a research-based program proven to improve student learning (Hyerle, 2004). A follow-up session was conducted several months later.
 
However, only 48% of the current staff was employed at the school and attended that original training. No further training was conducted and implementation of the Thinking Maps program is now inconsistent across grade levels. Teachers attend one-size-fits-all professional development sessions continuously and most of what they learn never gets implemented in the classroom (Taylor, 2003).
 
These sessions ignore basic andragological theory about adult learning such as self-concept, readiness and orientation to learn, past experiences, and an understanding of learners’ need to know what is being presented (Knowles, Holton & Swanson, 2005). The time, effort, and money invested in that training is wasted. In addition, the b本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。