Stepping out of the classroom with thinking books
As a development from the ideas explored in the St Fergus case study, it was decided to take the project to St Mary’s Primary School in Lochee, Dundee.
The books were developed as a thinking tool from the start rather than responding to organised art or storytelling inputs. This phase of the project involved children from Primary 6.
Overall aims of the project were to:
introduce, and firmly establish, the practice of working in the books across the curriculum; to create a ‘thinking book habit’
boost confidence and self-esteem among the pupils by listening to their ideas and preferences
encourage pupils to be inventive and creative in their problem solving; to think of alternative solutions rather than settle for the first idea they come up with
create a uniquely personal ‘database’ for each pupil to enrich traditional learning
develop reflective and evaluative skills, both of their own ideas and those of others.
Introducing the children to thinking books
Examples of thinking books were shown to the children, with discussions on the range of people and professions who used some form of thinking book to plan and develop their ideas.
When introducing thinking books it can be emphasised to children that they are for discovering things about yourself and the world around you, and for developing these ideas any way you like.
Explain that they are really useful for artists, writers and musicians, who are in the business of thinking up totally new ways of expressing themselves, but they are also useful for scientists and mathematicians who use them to work through problems and think about things in new ways. People such as joiners and builders also use thinking books to work out solutions for buildings or pieces of furniture. At school the books can provide a place where you can experiment with what you are learning.
Alison Mountain, who was instumental in the the thinking books project at St Fergus, left the children with this important quote:
'Remember, these books are for you and about you.'
After chatting with the children about the books they had seen, and their contents, Alison asked them to say a little bit about the idea of a thinking book through the following questions:
Have you ever heard of a ‘thinking book’ before?
What exactly do you think one is for and how do you think you would use it?
Can you think of anything else that you use already that might be similar?
Where do you think you might be when you use a ‘thinking book’?
Do you think your book will look like everyone else’s?
Who do you think will decide what you put in your book?
Do you think they sound interesting?
These questions are good way to familiarise children by underlining that they control the book's contents.
