What does thinking look like?

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					 What does
THINKING
 look like?
Thinking Skills and
 VCAL Students
     Cam Woolcock
How do you know what your
   student is thinking?
         Goal
To spark an interest in
    Thinking Skills




                   How do you know
                   what your student
                     is thinking?
                Outline
 Why dispositional thinking may work for
  VCAL students
 How it is used in the context of the
  Hospitality subject at The Island
 How it may be used in your classroom



                               How do you know
                               what your student
                                 is thinking?
            Intro to thinking
Three requests
   Apprentice cooks share similarities VCAL
    students
   I’m not an expert
   Thinking skills are part of a bigger picture at
    The Island



                                       How do you know
                                       what your student
                                         is thinking?
Why dispositional thinking may
  work for VCAL students
Approaches:
 Skill of thinking
      Efficiency, IQ, Quick decisions
 Understanding approach
      Understanding approach = skill of thinking
       approach + dispositions approach
 Dispositional approach
      Motivation
                                         How do you know
                                         what your student
                                           is thinking?
  Dispositional commonalities
 Creative thinking
      Open-minded
      Curious
 Reflective thinking
      Meta-cognitive
 Critical thinking
      Seeking truth and understanding
      Strategic
      Skeptical                         How do you know
                                         what your student
                                           is thinking?
         Comparison of the
         three approaches
 Subject knowledge
     Neutral
 Meta-cognition
     Can be achieved if you are motivated to
 Thinking and intelligence
     Not limited by intelligence or IQ
     Can be achieved if you are motivated to think

                                         How do you know
                                         what your student
                                           is thinking?
Dispositional thinking in context
  of Hospitality at The Island
• Safe
     • Class discussions
     • Chocolate
     • OK to pass
• Time
     • To reflect
     • To think of answers to questions
     • To make mistakes
                                          How do you know
                                          what your student
                                            is thinking?
    Mapping Dispositional
Commonalities to student learning
  Creative thinking
       Open-minded
       Curious
  Reflective thinking
       Meta-cognitive
  Critical thinking
       Seeking truth and understanding
       Strategic
       Skeptical                         How do you know
                                          what your student
                                            is thinking?
What does thinking look like?
      Dispositional thinking
      and your classrooms
• What does thinking look like?
• How do you know what your students are
  thinking?
• You ask them “what are you thinking?”
      Dispositional thinking
      and your classrooms
Maps to                                      • Learning
                                              to learn
 LITERACY SKILLS ORAL            • Risk taking (having a
                                  go)
  COMMUNICATION                   • Learning from
                                  mistakes

  1 Oracy for Knowledge          • Reviewing and
                                  reflecting

  2 Oracy for Practical          • Asking for and
                                  accepting

   Purposes                       help/advice/feedback
                                  • Linking new
                                  information to
  3 Oracy for Exploring Issues   existing knowledge

   and Problem Solving            • Giving voice to
                                  experiences and
                                  responding to the
                                  diverse experiences
                                  of others
                                  • Developing skills for
                                  independent learning
                Dispositional thinking
                and your classrooms
Maps to
                                       PERSONAL DEVELOPMENT STRAND
INTERMEDIATE UNIT 1                                 INTERMEDIATE UNIT 2
LEARNING OUTCOME 1 Plan and organise a              LEARNING OUTCOME 1 Identify planning and
complex activity.                                   organisation skills relevant for the
LEARNING OUTCOME 2 Demonstrate self-                management of health or community service
management skills for goal achievement.             activities.
LEARNING OUTCOME 3 Demonstrate                      LEARNING OUTCOME 2 Demonstrate skills
knowledge, skills and abilities in the context of   relevant to complex problem solving.
an activity or project.                             LEARNING OUTCOME 3 Demonstrate
LEARNING OUTCOME 4 Describe leadership              knowledge and skills related to a hobby, study
skills and responsibilities                         or interest.
LEARNING OUTCOME 5 Utilise interpersonal            LEARNING OUTCOME 4 Utilise research and
skills to communicate ideas and information         development skills to present information to an
                                                    audience.
                                                    LEARNING OUTCOME 5 Use spoken language
            Dispositional thinking
            and your classrooms
 Maps to
                            WORK RELATED SKILLS
INTERMEDIATE UNIT 1                    INTERMEDIATE UNIT 2
LEARNING OUTCOME 3 Develop             LEARNING OUTCOME 1 Learn to analyse
knowledge and understanding of OH&S    and organise information for a work
in a work related context.             related goal.
LEARNING OUTCOME 4 Identify            LEARNING OUTCOME 2 Communicate
problems or safety hazards that can    information and ideas for a work related
affect the safety of the work          goal.
environment.                           LEARNING OUTCOME 3 Plan, organise
LEARNING OUTCOME 5 Contribute to       and manage activities for a work related
team objectives to achieve safe work   goal.
procedures.                            LEARNING OUTCOME 4 Identify and
LEARNING OUTCOME 6 Use information     solve problems for a work related
and communications technology in       purpose.
relation to a work related activity.   LEARNING OUTCOME 5 Work with
                                       others and in teams to achieve a work
     Dispositional thinking
     and your classrooms
Maps to
    VELS
      Thinking
      Civics and citizenship
      Others?
      Dispositional thinking
      and your classrooms
Maps to
    INDUSTRY SPECIFIC STRAND
    May be mapped onto specific VET
     modules, such as Hospitality’s
       “Work with colleagues and customers”
       “Communicate in the workplace”
                 Contacts

  Cam Woolcock
Hospitality Instructor
     The Island
Woolcock.cameron.h@
 edumail.vic.gov.au

				
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posted:10/2/2012
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