DOI: 10.1002/tesj.

360

FEATURE ARTICLE

How effective is Thinking Mapsâ instruction in

improving Jordanian EFL learners’ creative
reading skills?

Ruba Fahmi Bataineh | Alaeddin Khalid Alqatnani

Yarmouk University
This study examines the potential effect of a Thinking
Mapsâ–based treatment on the creative reading skills
(viz., fluency, flexibility, originality, and elaboration) of
Jordanian learners of English as a foreign language. The
researchers drew a purposeful sample of two intact 10th-
grade sections (N = 57) from a public school in Zarqa,
Jordan. The two sections were randomly assigned into an
experimental group of 28 students taught through Think-
ing Mapsâ and a control group of 29 students taught per
the guidelines of the prescribed teacher’s book. Following
the 8-week treatment, the researchers collected data by
means of a creative reading skills test and an interview.
The findings reveal not only significant differences (at a
= 0.05) in the students’ creative reading skills in favor of
the experimental group, but also general favorable opin-
ions about the effectiveness of the treatment.

1 | INTRODUCTION
Reading is a catalyst for learning in general and language learning in particular (Bright & McGre-
gor, 1970; Collins & Collins, 2002; Nurhana, 2014; Nuttall, 1996). It is instrumental for building
learners’ vocabulary, improving language learning skills, fostering thinking abilities, and facilitat-
ing lifelong learning (Carrel, Gajdusek, & Wise, 1998; McShane, 2005; Mikulecky & Jeffries,
1996). According to Bright and McGregor (1970, p. 52), “where there is little reading there will
be little language learning” because prospective foreign language learners need reading in that lan-
guage unless they move to a country where it is spoken natively.
Even though reading is a key skill in English as a foreign language (EFL) curricula, Jordanian stu-
dents, like others around the world (Pressley & Allington, 2006; Rapp, Van den Broek, McMaster,

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https://doi.org/10.1002/tesj.360 Association
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| BATAINEH AND ALQATNANI

Kendeou, & Espin, 2007), struggle not only with reading (Al-Damiree & Bataineh, 2016; Al Odwan,
2012; Amer & Khouzam, 1993; Bataineh & Al-Barakat, 2009) but also with other language skills
(Al-Rabadi & Bataineh, 2015; Bataineh, 2005; Bataineh & Zghoul, 2006). Hence, the past few years
have witnessed increased interest in seeking alternative instructional practices to develop learners’
reading comprehension in particular and language skills in general. Most recently, Al-Damiree and
Bataineh (2016) reported positive effects of vocabulary knowledge and syntactic awareness on read-
ing comprehension, as have a plethora of studies on the other language skills (e.g., Al-Rabadi &
Bataineh, 2015; Bani Younis & Bataineh, 2016; Bataineh, Al-Rabadi, & Smadi, 2013; Bataineh &
Bani Younis, 2016; Bataineh & Obeiah, 2016; Obeiah & Bataineh, 2015).
Because reading is key to language teaching and learning, much research has been conducted to
delineate it. David H. Russell (1961) maintains that reading is done at four overlapping levels: word
identification, which entails pronouncing or calling the words with minimal attention to meaning of
the words or recall of ideas; casual skimming, in which the reader quickly overviews the text to deter-
mine if detailed reading is needed; reading for literal comprehension, which involves recalling the
ideas as stated by the author; and creative reading, which is the focus of the current research.
Three major paradigms inform this research: a product-oriented approach that places meaning
in the text itself, a process-oriented approach that attributes meaning to the interaction between the
reader and the text, and a combination of the two. Whereas the first views texts as self-contained
entities whose meaning is recovered by the reader, the second views reading as a selective process
involving the use of language cues, per the reader’s knowledge of vocabulary, syntax, and the real
world, to make tentative decisions to be confirmed, refined, or rejected as reading progresses
(Goodman, 1970; Mackay & Mountford, 1979). In the combined view, the text has a potential for
meaning rather than meaning itself, which is created through the interaction between the text and
the reader, who draws on both his or her linguistic and schematic knowledge and the input from
the text (Wallace, 1992).
Research suggests that Jordanian EFL teachers, as others in similar contexts, teach reading as
silent reading and reading aloud (e.g., Kailani, 1998). These teachers may be driven by research
findings that highlight the merits of either or both modalities (e.g., Fisher, Flood, Lapp, & Frey,
2004; Gabrielatos, 2002; Jacobs, Morrison, & Swinyard, 2000; Miller & Smith, 1985; Teng,
2009). More specifically, research seems to suggest that poor readers comprehend better when
reading aloud, average readers comprehend better when reading silently, and good readers compre-
hend proficiently in both reading aloud and silent reading (e.g., Miller & Smith, 1985).
This almost exclusive concern with reading aloud and silent reading has led to marginalizing
other significant reading skills, such as critical and creative reading. A significant body of research
shows that EFL learners’ creative reading skills are essentially nonexistent despite a near consensus
that reading itself is a creative process in which different people read differently depending on
what they bring with them to the reading task, culminating in a dialogue between reader and writer
(e.g., Gabb, 2000; Rababah, Mohamed, Jdaitawi, & Melhem, 2013).
Reading has been defined as a deliberate creative process in which readers actively explore the
world. This definition essentially shatters the myth that reading is a solitary passive pursuit (Adler
& Van Doren, 1940; Holden, 2004), because the reader engages in an interactive dialogue with the
text to which the reader brings his or her own expectations, experiences, and viewpoints to estab-
lish relationships and seek alternatives (Martin & Cramond, 1983). Holden (2004, p. 23) delineates
the creative nature of reading, as readers “make words real, . . . put themselves in the places and
situations . . . described in the text, [and] play with meanings and act out scenes in their heads.”
Critical reading goes beyond literal comprehension, because the reader is required to read for
implied and inferred meanings, appreciative reactions, and critical evaluation to produce original
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ideas not explicitly stated in the text (Adams, 1968). Creative reading skills—fluency, flexibility,
originality, and elaboration/expansion (e.g., Barrett, 2001; Flynn, 1997; Plakans, 2009), “coupled
with an ability to navigate information sources and to synthesize experience into learning”—are
rudimentary for young readers “to get the most out of their lives” (Holden, 2004, p. 19). A cre-
ative learner can delve into the reading text to grasp relations, generate ideas, make realistic infer-
ences, and solve potential problems through connecting recalled information with his or her
imaginative abilities (Kabilan, 2000; Rababah et al., 2013; Schnur & Marmor, 2009).
Alternative strategies have long been sought to teach reading for better comprehension. Think-
ing Mapsâ, a specific set of graphic organizers or visual teaching tools for “helping younger stu-
dents with the process of building conceptual understanding of content and promoting
achievement” (Abi-El-Mona & Adb-Khalick, 2008, p. 298), has been reported to positively affect
students’ achievement (e.g., Holzman, 2004; Leary, 1999; Lopez, 2011). Thinking Mapsâ has also
been found to foster lifelong learning; provide learners with the skills to be “successful thinkers,
problem solvers, [and] decision makers” (Hyerle, 2004, p. 2); and help them improve through
interaction with other learners (Hyerle, 1993; Oakley, 2004).
Each Thinking Mapâ corresponds to a single thinking process and has a specific purpose to ful-
fill, but they all support the learner’s recall of information through visualization (Alikhan, 2014;
Hickie, 2006; Holzman, 2004; Hyerle, 1996; Hyerle & Yeager, 2000; Long & Carlson, 2011; Mur-
biyan, 2015; Reubell, 1999; Weis, 2011). For instance, the circle map is used for brainstorming,
the bubble map for description, the double bubble map for comparing and contrasting, the brace
map for whole/part relationships, the flow map for sequencing events, the multi-flow for determin-
ing cause and effect, and the bridge map for comparing the ideas of the text.
Research reports positive student attitudes toward, and perceptions of, the usability and useful-
ness of Thinking Mapsâ (e.g., Madiri, 2008).

1.1 | Problem, Purpose, and Questions of the Study

Education around the globe has witnessed a trend to abandon rote memorizing of facts to thinking
in general and to critical and creative thinking in particular (Cotton, 1991; El-Maleh, 2006; Min-
istry of Education, 2006; Pacific Policy Research Center, 2010). Even though English has been
taught (as a school subject) throughout Grades 1 through 12 since 2000 (formerly starting at Grade
5), Jordanian students are weak in reading comprehension in general and critical and creative read-
ing in particular, which is consistent with earlier reports about EFL learners in Jordan and beyond
(e.g., El-Maleh, 2006; Rababah et al., 2013).
In this study, Thinking Mapsâ instruction is examined as a potential catalyst for improving crit-
ical reading skills. More specifically, this study seeks answers for the following questions:

1. Are there any statistically significant differences (at a = 0.05) in the respondents’ mean scores
on the creative reading test, which can be attributed to the type of instruction (conventional
teaching vs. Thinking Mapsâ)?
2. What are the students’ views about the effectiveness of Thinking Mapsâ instruction in develop-
ing their creative reading skills?

1.2 | Significance of the Study

The significance of this study lies in its novelty, scope, and potential contribution. Even though a
relationship has been reported between the use of reading strategies and reading comprehension,
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| BATAINEH AND ALQATNANI

little research has examined the effect of Thinking Mapsâ instruction on reading comprehension.
However, to our best knowledge, none examines the potential effect of Thinking Mapsâ on cre-
ative reading skills. The current findings may offer insights, however preliminary, about the utility
of Thinking Mapsâ in creative reading instruction in Jordan and beyond.

2 | RELATED LITERATURE
We could not locate any research on the potential relationship between Thinking Mapsâ and cre-
ative reading. Thus, this review is limited to research on the effect of Thinking Mapsâ on reading
comprehension, achievement, and retention.
Blount (1998) studied the effect of Thinking Mapsâ on 17 fourth-grade students’ reading reten-
tion and narrative writing skills along the aspects of main idea, details, sequencing, inferences, and
vocabulary, using a multiple-choice test and student essays. The findings revealed an improvement
in the participants’ performance in both reading retention and narrative writing, especially in
sequencing and details from the reading texts, due to using Thinking Mapsâ.
Ball (1998) investigated the effect of Thinking Mapsâ on 92 community college students’ read-
ing achievement. Using a performance test and a questionnaire, the findings revealed statistically
significant differences in the students’ reading performance in reading in favor of the Thinking
Mapsâ strategy.
Leary (1999) examined the effect of Thinking Mapsâ on 78 fourth-grade students’ achievement
in reading, mathematics, and language. The Stanford Achievement Test and an interview were
used to collect the data. He reported no statistically significant effect for Thinking Mapsâ in read-
ing, mathematics, and language.
Hickie (2006) studied the relationship between Thinking Mapsâ instruction and 70 third-grade
students’ achievement in reading/language and mathematics. The findings revealed that a 2-year
Thinking Mapsâ implementation made a significant difference in the participants’ achievement in
reading/language but not in mathematics.
Diaz (2010) investigated the effect of Thinking Mapsâ on 300 schoolchildren’s achievement in
reading and mathematics using the Florida Comprehensive Assessment Test. The findings revealed
no significant difference in the participants’ achievement in either reading or mathematics.
A. Russell (2010) examined the effect of Thinking Mapsâ on eight elementary schoolchildren’s
reading comprehension. Using surveys and Texas Growth Index scores, the findings revealed no
significant differences in reading comprehension. Other research reports positive student attitudes
toward, and perceptions of, the usability and usefulness of Thinking Mapsâ (e.g., Edwards, 2010;
Madiri, 2008; Strachan, 2014). Madiri (2008) examined teacher and student attitudes toward and
perceptions of the usefulness, usability, and usage of Thinking Mapsâ. Using survey question-
naires and an interview, the findings revealed that both teachers and students found Thinking
Mapsâ useful and easy to use. However, despite the positive views of Thinking Mapsâ, Madiri
reports inconsistencies in the breadth and depth of usage of Thinking Mapsâ across the curricu-
lum, which she attributes to the lack of Thinking Mapsâ–related expertise among teachers and stu-
dents and the potential lack of support after the initial training. She recommends that efforts be
expended to embed Thinking Mapsâ in the curriculum.
Edwards (2010) examined the effect of Thinking Mapsâ on 30 male second- and fourth-grade
students’ comprehension and attitudes toward reading. Using a survey, interviews, and the Elemen-
tary Reading Attitude Survey, Edwards reported that Thinking Mapsâ were beneficial both for
accessing and activating prior knowledge and for facilitating comprehension skills. The participants
BATAINEH AND ALQATNANI | 5 of 14

also exhibited positive attitudes toward reading; Thinking Mapsâ were found to help students take
ownership of their learning and become independent thinkers.

3 | SAMPLING, INSTRUMENTATION, DATA COLLECTION,

AND DATA ANALYSIS

To achieve the purpose of the research, a sample of two intact 10th-grade sections was purpose-
fully drawn from Jabal Tareq Basic School for boys, in Zarqa, Jordan. Using a coin toss, the two
sections were randomly assigned into an experimental group taught through a Thinking Mapsâ–
based treatment and a control group taught per the guidelines of the teacher book prescribed by
the Ministry of Education.
The two groups were pre- and posttested on creative reading skills (viz., fluency, flexibility,
originality, and elaboration, as detailed in Appendix A). Between the pre- and posttests, the treat-
ment, which comprises two reading passages and several Thinking Mapsâ–based activities, was
administered to the experimental group over an 8-week period, with three 45-minute sessions a
week. Meanwhile, the control group was taught the same content per the guidelines of the teacher
book.
To answer the research question, means, standard deviations, adjusted means, and analysis of
covariance (ANCOVA) were used to determine any potentially significant differences in the partic-
ipants’ creative reading skills that could be attributed to the treatment. The test comprised two
reading passages with 16 open-ended questions to measure the students’ creative reading skills.
The pretest was administered to the experimental and control groups prior to the treatment to deter-
mine potentially significant differences among them. The posttest was administered at the conclu-
sion of the treatment.
To probe further into the effectiveness of the treatment and potential areas of improvement, we
designed a four-question semistructured interview schedule to interview 15 students from the
experimental group. We held individual 10-minute meetings with the participants at the school
immediately after the treatment. Whereas some students preferred to respond in English, others felt
more comfortable responding in Arabic. The interviews were recorded, and the responses were
transcribed and subsequently analyzed. We translated the Arabic responses into English for the dis-
cussion.
To establish the validity of the instructional content, the tests, and the interview schedule, they
were checked by a jury of six university professors, two English and Arabic supervisors, and two
teachers. The jury made a number of suggestions (e.g., extending the duration of the program, allo-
cating marks for each question), which were all taken into account in the preparation of the final
versions of the instruments.
To establish the reliability of the creative reading test, it was administered twice to a sample of
15 students who were excluded from the main sample of the study, with a 2-week time lapse.
Pearson correlation coefficients between the first and the second application were 0.84.

4 | FINDINGS AND DISCUSSION

To answer the first research question, which addressed the potential effect of Thinking Mapsâ on
creative reading, means and standard deviations of the students’ pre- and posttest scores were cal-
culated, as shown in Table 1. Table 1 reveals that there are observed differences between the
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| BATAINEH AND ALQATNANI

T A B L E 1 Means and Standard Deviations of the Students’ Scores on the Pre/Posttest

Creative reading skills pretest (covariate) Creative reading skills
Teaching method n Mean SD Mean SD
Conventional 29 9.66 4.91 11.21 4.33
Thinking Maps 28 11.64 3.57 18.54 2.12

means of the students’ performance in creative reading skills on the posttest, in favor of the stu-
dents in the experimental group.
To determine the potential statistical significance of these differences (at a = 0.05), ANCOVA
was used to compare the participants’ performance, as shown in Table 2. Table 2 shows statisti-
cally significant differences (at a = 0.05) in the students’ performance in the posttest, which may
be attributed to the treatment.
To determine which group was more affected by the program, adjusted means and standard
errors of the students’ performance on the posttest were calculated, as shown in Table 3. Table 3
shows that the treatment made a significant difference in the students’ creative reading skills. The
effect size of the treatment, noted in Table 2, is 57.71%, which indicates a fairly high effect of the
treatment on the students’ creative reading skills.
The results show statistically significant differences (at a = 0.05) in the students’ creative read-
ing performance, as evident in their posttest scores, in favor of the experimental group. It seems
that Thinking Mapsâ instruction contributed to the experimental group students’ superior perfor-
mance on the posttest.
One probable explanation for the experimental group students’ superior performance to those of
the control group may be the type of activities included in the treatment. These activities seem to
have encouraged the participants’ active engagement in the creative reading process. The novelty
of the treatment may also have sparked the participants’ interest in generating new ideas and add-
ing more bubbles to the maps, which, in turn, fostered their motivation and involvement in the
activities (see Appendix B for samples of students’ Thinking Mapsâ).
The collaborative, learner-centered nature of the activities may have been another catalyst for
the experimental group’s superior performance. Aided by the visual capabilities of Thinking

T A B L E 2 Analysis of Covariation of the Students’ Performance in the Posttest

Source of variance Sum of squares df Mean square F Sig. Partial g2
Creative reading skills pretest (covariate) 368.65 1 368.65 75.31 0.00* 47.57%
Teaching method 554.31 2 277.16 56.62 0.00* 57.71%
Error 406.27 83 4.89
Total 1,603.26 86

*Significant at a = 0.05.

T A B L E 3 Adjusted Means of the Students’ Performance on the Posttest

Teaching method Mean Standard error
Conventional 11.96 0.42
Thinking Maps 18.24 0.42
BATAINEH AND ALQATNANI | 7 of 14

Mapsâ, the students worked collaboratively to generate new ideas and suggest solutions, which
may have fostered their collective comprehension of the reading texts.
To answer the second research question, which addresses the respondents’ views about the
effectiveness of the treatment and their suggestions for improvement, the findings reveal essentially
positive opinions. The respondents reported positively on the utility of the treatment, which they
considered both meaningful and beneficial.
The participants’ responses to the second research question culminated in four themes: the nov-
elty, ease, enjoyability, and potential of Thinking Mapsâ instruction, which are all indicative of
favorable attitudes toward Thinking Mapsâ and the treatment itself.
The respondents were all enthusiastic about their progress and impressed with the effectiveness
of the treatment in developing their creative reading ability, as evident in the following excerpts:

Although I’ve not heard of Thinking Mapsâ before, I found it very useful for my read-
ing. I enjoyed drawing the maps and finding the main and supporting ideas to place
them on the map.
I did not use to enjoy reading texts to find answers, but now I love to draw the maps
and look for the answers.

The respondents reported liking some Thinking Mapsâ more than others, but that does not
detract from the effectiveness of the treatment, which encompassed a variety of Thinking Mapsâ
to cater for the respondents’ diverse needs and preferences. Consider the following excerpts:

I like the tree map which helps me organize my ideas into main and supporting ideas.
Bubble map is my favorite. I started to use it all the time to generate more ideas.

Furthermore, we witnessed the respondents’ positive attitudes toward the treatment. They were
enthusiastic and cooperative throughout, which is evident in the following excerpts:

Thinking Mapsâ has opened my eyes to learn English differently and interestingly.
Thinking Mapsâ should be taught to us before tenth grade because it helps me to
learn and enjoy myself by doing various activities with my friends.

When asked for suggestions for improving the treatment, most respondents called for expanding
Thinking Mapsâ to encompass not only English but other subject matters, as evident in the follow-
ing excerpts:

Thinking Mapsâ is not only useful for English subjects. I started to use it for other
subjects as well. It is very helpful in visualizing the ideas and organizing them.
Thinking Mapsâ must be incorporated in every reading text in the curriculum.

The students’ responses attest to the effectiveness of the treatment in improving their creative
reading skills. Their positive views about Thinking Mapsâ are consistent with those of Edwards
(2010), Madiri (2008), and Strachan (2014), who also reported positive attitudes toward Thinking
Mapsâ instruction. This is hardly surprising, given that accommodating learners’ needs is essen-
tially a catalyst for success in the teaching/learning process.
To summarize, Thinking Mapsâ not only allowed the participants to read creatively but
improved their attitudes toward the treatment and reading in particular. As they engaged in
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| BATAINEH AND ALQATNANI

suggesting alternative titles; endings; synonyms and antonyms for the words; and details, hypothe-
ses, and solutions to problems in the texts in a highly motivating, collaborative learning atmo-
sphere, the respondents seem to have experienced firsthand the utility of Thinking Mapsâ in
creative reading instruction.

5 | CONCLUSIONS AND RECOMMENDATIONS

The findings suggest that Thinking Mapsâ instruction significantly affects students’ creative read-
ing skills. Furthermore, the respondents reported positive views about the utility of Thinking
Mapsâ in creative reading instruction.
In designing instruction, one should always start from the learners’ needs to guarantee its effec-
tiveness and sustainability. Creative reading is rudimentary for student success in English and other
subject matters, and Thinking Mapsâ seems to lend itself readily to better reading instruction.
However, both are neglected in teacher training programs across Jordan and, most probably, in
other similar contexts.
We call for the integration of creative reading and Thinking Mapsâ not only in preservice
teacher training but also in in-service teacher training. It would be a bit unfair to blame teachers
for not making use of these instructional practices without at least providing them with basic train-
ing that may spark their interest to pursue further professional development.
The findings of the current research are preliminary at best, and further research is needed
before definitive conclusions can be drawn as to the effectiveness of Thinking Mapsâ in creative
reading instruction. Given the novelty of Thinking Mapsâ instruction in the Jordanian context, lim-
ited research has been located. However, the current research establishes an understanding, albeit
tentative, of the effectiveness and the students’ perceptions of Thinking Mapsâ as a tool for teach-
ing creative reading. Further research is recommended not only to introduce Thinking Mapsâ as a
viable alternative in the foreign language classroom, but also to follow up with explorations con-
cerning the obstacles teachers face and the resources they need for effective implementation. The
methodological limitations of the current study constitute opportunities for future researchers to
examine the effectiveness and student and teachers’ perceptions of Thinking Mapsâ at a larger
scale, using a larger sample and involving variables such as age, gender, subject matter, and curric-
ular constraints. Further research is recommended not only to corroborate the current findings but
also to expand their scope to encompass the potential utility of Thinking Mapsâ in creative, criti-
cal, and other types of reading in EFL and other subject areas.

6 | THE AUTHORS
Ruba Fahmi Bataineh is a professor of TESOL in the Department of Curriculum and Instruction at
Yarmouk University, in Jordan. She has published extensively on pedagogical innovations, prag-
matics, literacy, computer-assisted language learning, and teacher education. In recognition of her
research acumen, Professor Bataineh was awarded the prestigious Best Researcher Award in 2010
by Prince Sultan University, Riyadh, Saudi Arabia.
Alaeddin Khalid Alqatnani, a PhD candidate in TEFL at the Department of Curriculum and
Instruction at Yarmouk University, in Jordan, is currently a teacher at the Ministry of Education
and Higher Education in Qatar. His research interests are English language teaching and strategic
teaching.
BATAINEH AND ALQATNANI | 9 of 14

ACKNOWLEDGMENTS
This article is an extension of the second author’s doctoral dissertation per the regulations in force
at Yarmouk University, in Irbid, Jordan.

ORCID
Ruba Fahmi Bataineh http://orcid.org/0000-0002-5454-2206

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How to cite this article: Bataineh RF, Alqatnani AK. How effective is Thinking Mapsâ
instruction in improving Jordanian EFL learners’ creative reading skills? TESOL Journal.
2017;e00360. https://doi.org/10.1002/tesj.360

APPENDIX A
CREATIVE READING SKILLS

Core
competency/
Example (from the data) Performance indicators skill
Synonyms of finally: end, finish, complete Give several synonyms for the Fluency
Antonyms of hate: love, like, not hate words in the text in the allocated
In response to Why did the judge laugh? the judge believes time.
in dreams, because the man came to the city because of Give several antonyms for the words
the dream, happy in the text in the allocated time.
Generate several ideas in the
allocated time.
Suggest a suitable title for the text: inventions, old and Suggest innovative and diverse Flexibility
new, future, inventions nowadays titles.
Suggest different endings to the story: the poor man Suggest endings to the topics.
achieved his dream by finding a big treasure, the poor Suggest alternatives and solutions
man went to the twisted tree and found the treasure, the for the ideas in the text.
poor man stayed in prison.
What can the man do to become rich? work to be rich,
work hard, stay in his village
How do inventions help people? inventions give people Generate unpopular ideas for the Originality
spare time, do their job, life easy situations in text.
Describe the man and judge: Predict unpopular ideas.
the man: stupid, optimistic, poor Provide new solutions for a problem
the judge: wise, polite in the text.
What would you like to invent? no signals, radars, no cars
only buses
What didn’t our grandparents have 50 years ago? time Add new details to the text. Elaboration
machine, Iron Man, flying car Provide hypotheses to the text.
If I were the man in the story, I would: work hard, work to Add new ideas to the text.
be rich rather than just follow the dream, find the map
In your opinion, who can help the poor man? owner of the
house, no one, friends
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APPENDIX B

SAMPLE STUDENTS’ THINKING MAPS â

F I G U R E 1 Multi-flow map: Trip to Antarctica (approximation of handwritten original)

F I G U R E 2 Circle map: The longest swim (approximation of handwritten original)

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F I G U R E 3 Double bubble map: One world, many climates (approximation of handwritten original)

F I G U R E 4 Tree map: Trip to Antarctica (approximation of handwritten original)