1. What does THINKING look like?

2. Thinking Skills and VCAL Students Cam Woolcock

3. How do you know what your student is thinking?

5. Goal To spark an interest in Thinking Skills How do you know what your student is thinking?

6. 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?

7. 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?

8. 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?

9. 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?

10. 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?

11. 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?

12. 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?

13. What does thinking look like?

14. 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?”

15. Dispositional thinking and your classrooms Maps to  LITERACY SKILLS ORAL COMMUNICATION  1 Oracy for Knowledge  2 Oracy for Practical Purposes  3 Oracy for Exploring Issues and Problem Solving Learning to learn Risk taking (having a go) Learning from mistakes Reviewing and reflecting Asking for and accepting help/advice/feedback Linking new information to existing knowledge Giving voice to experiences and responding to the diverse experiences of others Developing skills for independent learning such as classifying, ordering and summarising information clearly

16. Dispositional thinking and your classrooms Maps to INTERMEDIATE UNIT 2 LEARNING OUTCOME 1 Identify planning and organisation skills relevant for the management of health or community service activities. LEARNING OUTCOME 2 Demonstrate skills relevant to complex problem solving. LEARNING OUTCOME 3 Demonstrate knowledge and skills related to a hobby, study or interest. LEARNING OUTCOME 4 Utilise research and development skills to present information to an audience. LEARNING OUTCOME 5 Use spoken language INTERMEDIATE UNIT 1 LEARNING OUTCOME 1 Plan and organise a complex activity. LEARNING OUTCOME 2 Demonstrate self- management skills for goal achievement. LEARNING OUTCOME 3 Demonstrate knowledge, skills and abilities in the context of an activity or project. LEARNING OUTCOME 4 Describe leadership skills and responsibilities LEARNING OUTCOME 5 Utilise interpersonal skills to communicate ideas and information PERSONAL DEVELOPMENT STRAND

17. Dispositional thinking and your classrooms Maps to INTERMEDIATE UNIT 2 LEARNING OUTCOME 1 Learn to analyse and organise information for a work related goal. LEARNING OUTCOME 2 Communicate information and ideas for a work related goal. LEARNING OUTCOME 3 Plan, organise and manage activities for a work related goal. LEARNING OUTCOME 4 Identify and solve problems for a work related purpose. LEARNING OUTCOME 5 Work with others and in teams to achieve a work INTERMEDIATE UNIT 1 LEARNING OUTCOME 3 Develop knowledge and understanding of OH&S in a work related context. LEARNING OUTCOME 4 Identify problems or safety hazards that can affect the safety of the work environment. LEARNING OUTCOME 5 Contribute to team objectives to achieve safe work procedures. LEARNING OUTCOME 6 Use information and communications technology in relation to a work related activity. WORK RELATED SKILLS

18. Dispositional thinking and your classrooms Maps to  VELS  Thinking  Civics and citizenship  Others?

19. 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”

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