As a staff we decided to look at thinking skills through a story that children of all ages would enj

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What we did

• As a staff we decided to look at thinking skills
  through a story that children of all ages would
  enjoy and relate to. We chose the story Where The
  Wild Things Are By Maurice Sendak.
• All year groups studied the story for a week and
  lessons were connected to it in some way.
• We created a bank of ideas that each class
  teacher could implement, linking to Creative
  Thinking and Problem Solving.
• We recorded our ideas on a concept map and
  planned lessons from these initial ideas.

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• Nursery/Reception
• Sorting (objects and pictures)
• Enquiry Questioning
• Role play the story Photostory and Video Clips

• LRB
• Problem Solving through Creative Thinking
  making a boat for Max to travel on.

• Year 3/4
• Still pictures
• Fortune line graphs
• Place mats
• Concept maps
• Video Clips

Where The Wild Things Are By Maurice Sendak

• Year 1/2
• Loci method taking children to different
  locations around the school.
• Photostory

• Year 5/6
• Maps Maxs journey
• Poems How Max is feeling?
• Digital Photographs.

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Nursery / Reception

• ContextNursery/Reception class 37 pupils.
  Mixed ability class
• Strategy
• Enquiry Questions show children pictures from
  the story before reading it. What questions would
  they pose? What would they think the story was
  going to be about?
• Sorting - children to sort jungle pictures and
  bedroom pictures. Discuss with the children the
  differences between the two places. Reception
  children to draw the pictures they have sorted
  into two categories i.e. jungle and bedroom.
• Role Play after reading the story the children
  to role play the two scenes from the story i.e.
  Maxs bedroom and the jungle. The role play area
  in class will turn into Maxs bedroom and the
  jungle will be created in the school woodland.
• Implementation and Outcomes
• Enquiry Questions The children posed interesting
  questions about the pictures that were shown
  before the story was read. After they had
  listened to the story their views about Max and
  what a wild thing was had totally changed.
• Sorting the children were able to sort the
  objects after they had visited the role play
  areas and had first hand experiences of each
  place.
• Role Play The role play sessions were taken
  inside and outside of the classroom. This gave
  the children first hand experience of the places
  that the story was set in. The children pretended
  to be Wild Things and made masks to help them be
  engrossed in the characters.
• Thinking Skills
• Sorting Analysing Reasoning - Discussing

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Sorting
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Reception Sorting
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LRB Little Acorns

• Context
• Learning Resource Base age 3-7
• Story book Where The Wild Things Are
• Strategy
• Thinking skills and Creative Problem Solving
  through experiential learning and play.
• Implementation
• After telling the story discuss the feelings of
  the Wild Things and how they could go and see
  Max. Discuss the need to travel over an ocean.
  Brainstorm ways to travel using Smartbaord.
  Discuss how to make the vehicle. Provide the
  materials to build vehicle. Include characters
  from the story. Use water tray to role play/test
  the vehicle.
• Outcomes
• Pupils decided to make a speed boat. Some pupils
  displayed creativity and led the groups ideas.
  Vocabulary was developed by all children as they
  were able to describe parts of the boat i.e.
  motor, propeller etc. The activity raised certain
  childrens self-esteem and allowed them to use
  and trust his own thinking skills and use them
  independently. Pupils investigated different
  materials to keep the boat together. They found
  out that glue was to slippery and dissolved in
  water, therefore they had to think again about
  what materials to use. All pupils completed a
  boat and were able to stay on task for
  approximately 30 minutes.
• Thinking Skills
• Creative
• Problem Solving
• Decision Making

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Year 1-2

• Context
• Year 1/2
• 28 children
• Mixed Ability
• Strategy
• Thinking skills Memory and recall through the
  Loci Method.
• Implementation
• Aim To observe how well the children learn to
  sequence a new story using the loci method.
• Location Inside school and around the school
  grounds.
• Outcomes
• The children were told a new story (Where The
  Wild Things Are). None of the illustrations were
  shown to the children initially to trigger their
  imagination.
• The children heard the story in different
  locations around the school which helped them to
  sequence the events in the story.
• We took photographs of the children at each
  location and later encouraged them to sequence
  them, retelling the story as they so.
• Using the school grounds not only promoted
  interest and excitement but enhanced imagination
  and the ability to sequence the events of the
  story.
• Thinking Skills

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ContextYear 3/4 class 24 pupilsMixed ability
classStrategy- All activities to be based
around the story Where The Wild Things Are By
Maurice Sendak.- Still pictures use a picture
from the story as a starting point for
discussion. Children pose to show the picture
they are representing then step out of the
picture to think about what the characters are
thinking/saying. Implementation and
OutcomesPupils had previously listened to story
and thought about questions literal,
inferential and evaluative. Children were then
given a picture in small groups (4/5 children per
group) and were asked to discuss what each
character was thinking. In character children
stood still as in the picture then stepped out
and voiced their thoughts. Thinking Skills- Go
beyond the literal- Analysing- Reasoning-
Flexibility- Originality- Elaboration
Year 3-4
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Video Clip Sorry, but the video is not
currently available
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Year 5/6

• Context
• Year 5/6 class 25 pupils
• Mixed ability class
• Strategy
• Creative Thinking using a story book.
• Implementation and Outcomes
• An illustration from the story was shown to the
  class. In pairs the pupils thought of questions
  to ask about the story.
• The questions were analysed as open or closed.
  Pupils were read the story.
• A discussion ensued as to the meaning of the
  story and what else did Max imagine.
• The children were challenged to become Max and
  imagine what he would have seen on his journey.
• In pairs they thought of ten things he may have
  seen and ten things he would not have seen.
• They drew and illustrated a map of Maxs journey,
  using mapping skills such as using a key and
  scale.
• Using a given structure they wrote a poem to
  describe what Max would have missed while in his
  temper and how the island would open his eyes.
• Pupils analysed Maxs mood during the journey on
  a fortune line graph.
• Pupils presented their work to the rest of the
  class and the children analysed their findings.
• Thinking Skills
• - Generating ideas - - Making Decisions - -
  Analysis - - Reasoning - - Evaluating

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Maxs Journey Max was so engrossed in his
rage He didn't see a hungry shark fishing, He
didn't hear the lightning crack, He didnt smell
the smoke rise from the volcano on Lilkiliki
Island, Or feel the waves splash him as he lazed
in the sun Max was so absorbed in his
imagination He didnt touch the emergency supply
kit of crisps and chocolate, He didnt notice the
wind howling in front of him like a coyote He
didnt appreciate the mermaid blowing him sun
shine kisses Or miss his mother one bit. But
when he got to the island He did see the wild
things roll their terrible eyes He did hear them
roar as loud as they could He did smell their
horrible breath And Max was very, very
lonely. By Dafydd
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Max's Journey
Max was so engrossed in his rage His eyes didnt
see the rain coming down like a curtain His ears
didn't hear the thunder dangling like drums He
didn't smell the fresh air of the sea-weed Or
feel the warmth on his toes from the newly risen
sun .   Max was so exhausted in his boat He
didnt touch the softness of his wolf suit He
didnt notice the school of sharks Gnashing
their teeth together He didnt appreciate the
birds singing sweetly Or miss the dolphins
amazing jump over the ocean waves   But when Max
got to the island His eyes did see familiar
creatures standing on the golden sand His ears
did hear music on the strange island He did
smell the beautiful sea-weed fresh air And Max
was really, really happy with it all.   by
Kayley  
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Max was so engrossed in his rage His eyes
didn't see a grand volcano spitting hot lava His
ears didn't hear the vicious waves crashing
against the rocks He didn't smell the fresh
coconuts lying peacefully on a tropical island
Or feel the wistful wind carry him over a
tsunami Max was so absorbed in his tantrum He
didn't touch the slimy green vines of seaweed He
didn't notice the immense shark swim past his
boat hungry to feast on a little boy. He didn't
appreciate the silence of the sea Or miss the
sound of his mothers strict voice But when Max
got to the island His eyes did see the monsters
gnash their teeth at him His ears did hear their
endless roar He did smell all the monsters
grotesque breath And Max was amazed. By Sophie
and Kane
Maxs Journey
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Enjoyment factor.
Tool for assessment of learning.
Develop collaboration.
Opportunity for all children to succeed.
Consolidation of learning.
Evaluation of outcomes
Rehearsing, refining and practising skills.
Enhanced imagination and creativity.
Independent learners.
Development of literacy skills especially Oracy.
Different perspective on teaching.
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Any Questions?