Current Thinking About Thinking

This subject has the following teaching availabilities in 2008:

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

This subject is not available as a breadth subject.

• demonstrate an understanding of the issues involved in, and reasons for, implementing a range of 'thinking' programs into their everyday teaching;
• critically review local and international literature that describes ways of improving understanding of students' cognitive, metacognitive and affective skills; and
• identify ways that these programs and associated teaching strategies, relevant for many requisite curriculum outcomes, cater for a range of students.

Generic Skills:

On completion of this subject students should be able to:

• critically review the work of 'thinking' theorists in relation to sound work practice;
• use current literature to aid their planning of environments that foster higher order thinking; and
• apply their knowledge of the programs and resources that promote higher cognitive levels to their educational setting.