At Adams Elementary, classrooms hum with quiet purpose. Students lean over their Thinking Maps—visual tools like circles, bubbles, and trees—as they work independently or with peers to discuss ideas, organize information, and make sense of complex concepts. Rather than staring at blank pages, students have a starting point and a clear structure, helping them approach learning with confidence.

Principal Dr. Joe Erven says the decision to focus on Thinking Maps came from a desire to improve writing and critical thinking. “Writing was an area of need, and we knew that Thinking Maps could change things,” he said. “They give students the structure they need to succeed. It’s not just about completing an assignment—it’s about thinking clearly and communicating effectively,” said Dr. Erven.

Teachers at Adams have embraced the strategy schoolwide, collaborating across grade levels to review student work and calibrate instruction. First-grade teacher Regina Herrera described the impact: “Thinking Maps let students see their own thinking in action. They start to take ownership of their ideas and learn how to organize them in ways that make sense. Watching that moment when a student realizes, ‘I can do this,’ is energizing—it keeps me motivated to push the learning forward.”

Students notice the difference, too. Fifth grader Jordan said, “I like the tree map best because it helps me organize my thoughts for essays. The bubble map is great when we’re learning about people or places—it makes it easier to understand and explain what we read.” 

Across grades, students use maps to brainstorm, describe, classify, compare, and sequence information, building skills that carry into writing, reading, and even math.

Teachers like Mrs. Dorain note that the maps also help with test preparation. When students take the Smarter Balanced Assessment Consortium (SBAC)—which assesses critical thinking, problem-solving, and analytical skills rather than just rote memorization—they don’t just “start writing,” she explains. “They brainstorm, organize with a FLEE map—a hybrid graphic organizer that combines a Flow Map (for sequencing) and a Tree Map (for classifying ideas) to help structure an essay—and then write. It removes the fear of a blank page because they already know how to structure their ideas.” 

The collaboration extends beyond the classroom. Weekly newsletters invite parents to use Thinking Maps at home to reinforce skills and to help children, at every level, develop and practice critical thinking skills. By using these visual tools together, families can support their child’s learning style, whether their student is an emerging reader organizing simple ideas or an advanced learner structuring complex concepts. Parents have shared that this partnership makes learning more engaging, strengthens problem-solving and communication skills, and deepens the connection between home and school.

The results are clear. Adams has seen double-digit increases in language arts and math. More than scores, Dr. Erven points to the growth in student independence, clarity of thought, and confidence. “Thinking Maps are giving students a foundation for learning that goes beyond one assignment or one grade,” he said. “We’re equipping them to think, organize, and communicate—skills that will support them for years to come.” Students no longer see writing and problem-solving as intimidating tasks, but as opportunities to share their ideas with confidence. With Thinking Maps as their guide, they are discovering the power of organized thinking—and the joy that comes with knowing, “I can do this.”