Educating for Thinking

This subject has the following teaching availabilities in 2016:

170 hours

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 examines the role of thinking in teaching and learning. The aim is for students to gain both a theoretical understanding of the methods and strategies, as well as the practical ability to apply them. The background of a variety of educational approaches will be explored to clarify what teaching and learning thinking might mean. The approaches examined will be applicable across the disciplines and in different educational contexts. Beginning with the view that we teach thinking by teaching the skills and tools from various thinking skills programs the exploration moves on to more sophisticated and complex theories and approaches. Students will have the opportunity to participate in lessons based on these approaches and to apply them to individual educational contexts and interests. Students will leave with a deeper understanding of thinking, teaching and the education of thinking.

On completion of this subject students should be able to:

• Understand what it means to educate for thinking;
• Understand and critically evaluate a range of approaches to educating for thinking;
• Critically review local and international literature on educating for thinking;
• Apply their theoretical understanding of educating for thinking to their own educational context and interests.

• Report on a reading or practical task, 1,000 words, due mid-semester, 20% of final grade.
• Essay on self-designed question, 4,000 words, due end of semester, 80% of final grade. Class time will be devoted to this assignment and students will be required to submit their questions, an abstract and a partial draft for feedback during the semester.

This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.

There is no prescribed text for this subject. Readings will be identified.

This subject is not available as a breadth subject.

On completion of this subject students should:

• Have in-depth knowledge of educational practice and theory;
• Be critical and creative thinkers, with an aptitude for continued self-directed learning;
• Examine critically, synthesise and evaluate knowledge across a broad range of disciplines;
• Expand their analytical and cognitive skills through diverse learning experiences;
• Have the capacity to participate fully in collaborative learning and to confront unfamiliar problems;
• Have a set of flexible and transferable skills for different types of educational practice;
• Be a thoughtful writer about educational practice and theory.