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    EDUCATION 384-4: TEACHING FOR THINKING 1 ?
    Kamloops, Fall 1989
    Instructor: ?
    Pat Holborn ?
    Telephone: ?
    291-4770 (S.F.U.)
    3421 Bedwell Bay Road
    ?
    291-3395 (messages)
    Belcarra, B. C. V3H 4S2 ?
    931-7282 (home)
    COURSE OVERVIEW
    PURPOSES
    This course will introduce you to the theory, principles and classroom practices of teaching for thinking.
    The goals of teaching for thinking are:
    o to develop students' higher-level thinking skills across all curriculum areas;
    o to increase students' competence and confidence as self-directed learners;
    o to improve students' abilities to solve problems and make decisions effectively;
    o to decrease behaviours which are counterproductive to learning (e.g., overdependence,
    impulsiveness, rigidity, dogmatism, faulty reasoning).
    OBJECTIVES
    This course will help you:
    o become familiar with the theory and principles of teaching for thinking;
    o examine the implications of teaching for thinking for the role of the teacher, the teaching-learning
    context, the curriculum, instructional strategies and evaluation;
    o understand the role of cooperative learning strategies and "play-debrief-replay" activities in teaching
    for thinking;
    o design classroom activities which teach important curriculum concepts using the thinking operations,
    cooperative learning, and play-debrief-replay sequences;
    o develop classroom interactions (questioning and responding) which sustain and extend students'
    thinking.
    COURSE DATES AND TIMES
    Class sessions have been planned for the following Saturdays:
    September 23; October 7; October 28; November 18; November 25; December 2.
    The first class will begin at 9:00 a.m. Specific times for following sessions will be discussed at the first
    class.
    COURSE ACTIVITIES
    This course demands a high level of participation from each student. Many of the activities involve
    discussion and cooperative learning. During each class session, some of the time will be spent working
    on individual and small-group tasks, and the rest in large-group seminar activities. You will be expected to
    pace yourself during the semester so that you complete the tasks in time to get feedback from the
    instructor before the end of the course.
    READINGS
    By the end of the course, you should complete the reading of:
    Glasser, W. (1986).
    Control Theory in the Classroom.
    New York: Harper & Row.
    . ?
    S
    Johnson, D. W., Johnson, R. T., & Holubec, E.J. (1986).
    Circles of Learning.
    Edina, Minnesota:
    Interaction Book Company.
    Raths, L. E., Wassermann, S., Jonas, A., and Rothstein, A. (1986).
    Teaching for Thinking: Theory,
    Strategies, and Activities for the Classroom.
    New York: Teachers College Press.
    Wassermann, S.
    Put Some Thinking in your Classroom.
    Reprinted at S.F.U. (for elementary teachers
    only).
    Wassermann, S. (Ed.), (1988). Teaching for Thinking: Handbook of Selected Readings.
    Duplicated
    materials.
    Other readings may be recommended by the instructor during the course.
    COURSE REQUIREMENTS
    You will be expected to:
    o attend and participate in all class activities;
    o complete all required readings;
    o maintain a reflective journal throughout the course; complete a journal summary at the end of the
    course documenting growth in your understandings and skills;
    o complete course assignments and give them to the instructor for feedback on a regular basis;
    o complete a final self-evaluation and hand in to the instructor at the end of the course.
    EVALUATION
    If you participate fully in this course, your growth should be cumulative. That is, the readings,
    assignments, journal writing and class activities will each contribute something to your overall
    development in teaching for thinking. Assignments will not be graded individually, but written feedback
    will be provided in the form of comments, questions and suggestions to help you extend your
    understanding and skills. Final grades will be determined by your overall growth and performance in the
    course. You will be evaluated on each of the following areas:
    o growth in understanding of the theory and principles of teaching for thinking and their application in
    classroom practice, as demonstrated through course activities and written assignments;
    o thoughtful examination of professional issues arising from required readings and course activities, as
    demonstrated through the journal;
    o commitment to the professional growth of self and others, as demonstrated through participation in
    class activities and interactions.
    GUIDELINES FOR GRADING
    A
    = excellence demonstrated in completion of all course requirements.
    B = satisfactory completion of all basic course requirements, demonstrating understanding of the theory
    and principles of teaching for thinking and commitment to professional growth.
    C = completion of less than all basic course requirements, and /or less than adequate understanding of
    theory and principles of teaching for thinking or commitment to professional growth.

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