Learning and Teaching Thinking

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EDPE6013
Learning and Teaching Thinking Skills
Unit of Study Outline
Session 2, 2017
Last revised: Tue, 04 Jul 2017 13:09:55 +1000
MEd – Educational Psychology University of Sydney
Learning and Teaching Thinking
Skills
1 2017 2 EDPE6013
Unit of Study Details
Credits: 6
Prerequisites: None
Preparation: Weekly Readings
Teaching Staff Details
Unit of study coordinator: Dr. Annishka Oksa
Room and building: 501 A35
Phone number: 9351 2625
Email: annishka.oksa@sydney.edu.au
Arrangements for student consultation:
Please email to arrange an appointment.
What is the unit about
Rationale
Constant changes in contemporary educational and workplace environments require
individuals who can solve problems by thinking critically and creatively. The teaching of
thinking skills aims to enhance these processes. This course examines different approaches
to the learning and teaching of thinking skills. An overview of some cognitive and self
regulatory processes as directly relevant to arguments of teaching domain dependent and
domain independent thinking skills are addressed and the designs of different thinking
programs are critically evaluated according to cognitive learning theories.
Australian Teaching Standards
1. Know students and how they learn
This unit will outline the role and function of human cognitive architecture to identify
basic processes involved in information processing and how students learn. Individual and
cultural differences will also be taken into account by reviewing research and practices that
differentiate teaching approaches.
2. Know the content and how to teach it
Teaching thinking skills is a broad area with many different approaches, some of these
approaches advocate teaching thinking alongside content, some suggest skills acquisition
independent of content. Best practices are addressed in light of research.
3. Plan for and implement effective teaching and learning
Many different learning programs and perspectives of teaching thinking are considered with
efficient learning being evaluated according to how it is best minimises unnecessary cognitive
load.
4. Create and maintain supportive and safe learning environments
Creative thinking is a desirable skill that flourishes in a supportive learning environment
that encourages risk taking and the generation of novel ideas. This is modelled through open
sharing of perspectives within seminars and is advocated as good practice for the classroom.
MEd – Educational Psychology University of Sydney
Learning and Teaching Thinking
Skills
2 2017 2 EDPE6013
Priority Areas
2. Classroom management
Developing higher order thinking skills is highly dependent on a well managed classroom.
This unit proposes that when students are challenged to think critically and creatively their
motivation for learning increases.
Desired outcomes
As a result of successfully completing this unit of study students should be able to:
1. Demonstrate an understanding of some of the theories surrounding the learning and
teaching of thinking skills
2. Align theories of learning and thinking skills with teaching, learning and assessment
practices
3. Reflect on the different approaches that can be used to optimise learning
4. Demonstrate an ability to understand and integrate related topics in this unit
5. Derive educational implications and applications from the theory and research presented
in this unit
6. Demonstrate competence in oral and written communication skills
Topics
Initial seminars in this unit will outline major concepts and frameworks for thinking skills.
Topics relating to thought processes, cultural differences in thinking, domain dependent
and independent thinking, higher order thinking, experts and novices, problem solving, self
reflection, critical thinking, and creativity will be considered in this unit. Later seminars will
focus on specific thinking skills programs.
Timetable and Teaching Mode
The Sydney School of Education and Social Work requires attendance of at least 90 per
cent of all seminars, workshops or lectures. Where a student is unable to attend at the
required rate evidence of illness or misadventure may be required and the student may
be required to undertake extra work. Students should discuss the circumstances of their
absence(s) with the co-ordinator of the unit of study. Further details are provided in the
Little Blue Book.
This unit is comprised of a two hour seminar, once a week, for twelve weeks in Session
2. Seminars will take place Wednesday evenings 5-7pm in room 436, Teachers Colllge.
Seminars from weeks 1 – 7 will consist of discussions by the lecturer relating to relevant
theories, research and the suggested readings. Seminar from weeks 7 -11 will be centred
around student discussions of a seminar paper. Course conclusion will be in week 12.
Schedule
Week Content Readings
1 (2/8/17) Introduction to course:
What is thinking?
Do we really need to teach
thinking?
Nickerson, R. S. (1988-1989). On improving thinking
through instruction. In E. Z. Rotherkopf (Ed.), Review
of Research in Education, 15 (pp. 3-57). Washington,
DC: American Educational Research Association.
MEd – Educational Psychology University of Sydney
Learning and Teaching Thinking
Skills
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Week Content Readings
Foundational cognitive processes
of thought.
Levels of thought – higher order
thinking.
Introducing cognitive load
theory and effective instructional
formats that can assist learning
and thinking.
Kalyuga, S. (2015). Instructional guidance: a cognitive
load perspective. Information Age Publishing,
Charlotte, NC, USA.
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Intrinsic
and extraneous cognitive load. In Cognitive load theory
(pp 57-68). Springer, New York.
Optional Readings:
Sweller, J. (2010). Element Interactivity and Intrinsic,
Extraneous,and Germane Cognitive Load. Educational
Psychology Review. 22,123–138.
Sweller, J., & Chandler, P. (1994) Why some material is
difficult to learn. Cognition & Instruction, 12, 185-233.
2 (9/8/17) Is all thinking the same
everywhere? Cognitive cultural
differences in thought.
Discussion of general cognitive
differences in Eastern and
Western thinking.
The impacts on the learner and
the teacher.
Frequently asked question time –
about unit outline, expectations,
assessments, planning.
(Allocation of Student
Discussion Topics)
Biggs, J.B. (1994). Asian learners through western eyes:
an astigmatic paradox. Australian and New Zealand
Journal of Vocational Education Research, 2 (2), 40-63.
Egege, S. & Kutieleh, S. (2004). Critical thinking:
teaching foreign notions to foreign students.
International Education Journal, 4 (4), 75-85.
Nisbett, R. E., Peng, K., Choi, I., & Norenzayan, A.
(2001). Culture and systems of thought: Holistic vs.
analytic cognition. Psychological Review, 108(2),
291-310.
3
(16/8/17)
The problem of teaching problem
solving:
General strategies verses the
interelation between problem
solving and experience.
Higher order thinking and
domain knowledge.
Aguments for and against
cognitive load and direct
instruction.
(Allocation of Student
Discussion Dates)
Carson, J. (2007). A problem with problem solving:
Teaching thinking without teaching knowledge. The
Mathematics Educator, 17(2), 7-14.
Jonassen, D.H. (2000). Toward a design theory of
problem solving. Educational Technology: Research &
Development, 48(4), 63-85
Sweller, J. (1990). On the limited evidence for
the effectiveness of teaching general problemsolving
strategies. Journal for Research in Mathematics
Education, 21(5), 411-415.
OPTIONAL READING
Kapur, M. (2015). Learning from productive failure.
Learning: Research and Practice, 1(1), 51-65.
Kalyuga, S., Singh AM. (2015). ‘Rethinking the
Boundaries of Cognitive Load Theory in Complex
Learning. Educational Psychology Review, pp. 1 – 22.
4
(23/8/17)
Defining creativity and its
processes.
Can creativity be taught?
Runco, M. A. & Chand, I. (1995). Cognition and
creativity. Educational Psychology Review, 7(3),
243-267.
MEd – Educational Psychology University of Sydney
Learning and Teaching Thinking
Skills
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Week Content Readings
Testing for creativity.
Benefits and obstacles of domain
knowldge
Hayes, J. (1990). Cognitive Processes in Creativity
(Occasional Paper No. 18). Pittsburgh, Carnegie Mellon
University.
Nickerson, R. S. (1999). “Enhancing creativity”. In
R. J. Sternberg. Handbook of Creativity. Cambridge
University Press. 392-430. [Required reading pages
407-421].
Di Mascio, R., Kalyuga, S., & Sweller J. (2016). The
Effect of Wording and Placement of Task Instructions
on Problem-Solving Creativity. Journal of Creative
Behavior, 1-19.
Optional Reading:
Sweller, J. (2009). Cognitive bases of human creativity.
Educational Psychology Review 21, 11-19.
Baer, J. (2012). Domain specificity and the limits of
creativity theory. The Journal of Creative Behaviour. 46
(1), 16-29.
5
(30/8/17)
Critical thinking: Approaches,
methods, strategies to enhancing
the quality of thinking including
and introductory overview of
popular thinking programs verses
empirical studies.
(All Student Discussion
Assessment Papers Due)
Abrami, P.C., Bernard, R.M., Borokhovski, E., Wade,
A., Surkes, M., Tamim, R., & Zhang, D. A. (2008).
Instructional interventions affecting critical thinking
skills and dispositions: A stage one meta-analysis.
Review of Educational Research, 78(4), 1102-1134.
Ennis, R. H. (1993). Critical thinking assessment.
Theory into Practice, 32 (3), 179-186.
Mason, M. (2007). Critical Thinking and Learning.
Educational Philosophy and Theory, 39(4), 339-349.
6 (6/9/17) ONLINE:
Personal reflection
task: Metacognitive Awareness
Inventory.
You will receive details of this
task via email.
Young, A., & Fry, J. (2008). Metacognitive awareness
and academic achievement in college students. Journal
of the Scholarship of Teaching and Learning, 8(2) 1-10.
Ku, K. Y., & Ho, I, T. (2010). Metacognitive strategies
that enhance critical thinking. Metacognition Learning,
5(7) 13-17.
Magno, C. (2010). The role of metacognitive skills in
developing critical thinking. Metacognition Learning, 5,
137-156
7
(13/9/17)
Follow up group discussion of
online individual MAI task.
The impact of metacognition on
all areas of thinking.
How reflection, evaluation
and feedback enhance critical
thinking.
(Return of all marked student
Seminar Papers)
Students’ written papers will be emailed to the class
a minimum of one week prior to each student lead
discussion.
Presenting students are also invited to attach one key
journal article as a reading to accompany their written
work.
MEd – Educational Psychology University of Sydney
Learning and Teaching Thinking
Skills
5 2017 2 EDPE6013
Week Content Readings
Start of Student Seminar
Discussion sessions – based
on topics provided under the
assessment description.
8
(20/9/17)
Student Seminar Discussion
sessions continued…
Readings will be emailed.
UNI
HOLIDAY
(25/9/17 –
29/9/17)
No class during holiday break.
9
(4/19/17)
Student Seminar Discussion
sessions continued…
Readings will be emailed.
10
(11/10/17)
Student Seminar Discussion
sessions continued…
(REMINDER: All final Essay
and Annotated Bibliography
assessment papers are due)
Readings will be emailed.
11
(12/10/16)
Student Seminar Discussion
sessions continued…
Readings will be emailed.
12
(18/10/17)
Return of marked student
papers and assessments. Course
conclusion.
Assessment
Assessment policies
All assessment in this Unit of Study occurs in conformity with the policies of the Sydney
School of Education and Social Work as outlined on the Sydney School web-site. Please refer
to this on such matters as:
• Marking and grading
• Questioning a mark
• Submitting an assignment
• Exams
• Seeking an extension
• Penalties for late submission of work
• Plagiarism and academic honesty
• Seeking special consideration
• Seeking leave of absence
• Student appeals process
All students enrolled in this Unit of Study are expected, without exception, to familiarise
themselves with these policies. They are available at the following web-site:
http://sydney.edu.au/education_social_work/current_students/assistance_forms/policies.shtml
MEd – Educational Psychology University of Sydney
Learning and Teaching Thinking
Skills
6 2017 2 EDPE6013
All assignments must be submitted with the School cover-sheet attached and completed.
This is available from the Sydney School of Education and Social Work web-site (http://
sydney.edu.au/education_social_work/current_students/assistance_forms/resources/
assignment_coversheet.pdf).
The University of Sydney has adopted severe but fair procedures for dealing with plagiarism.
It is imperative that students understand what constitutes plagiarism. The threat of being
accused of plagiarism is generally relieved by expert referencing of your assignments. If you
are not sure how to reference well, please refer to the publications of the School mentioned
above, and in particular the following web-site:
http://sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2012/254&RendNum=0
Unless otherwise stated in the unit of study outline, word-limit penalties may be applied.
These penalties relate to all undergraduate, graded units of study where a word limit for an
assignment has been specified. Further details are provided in the Little Blue Book.
Unless otherwise advised by the course or unit of study coordinator/outline, the Sydney
School of Education and Social Work requires the style guide of the American Psychological
Association (APA) to be used for citation and referencing purposes. The library’s Complete
Guide to APA 6th style is a comprehensive, self-contained document that should be
consulted. Incorrect use of the required style, or the use of another style unless specifically
allowed, is likely to result in diminished assessment grades. Further details are also provided
in the Little Blue Book.
Assessment tasks in this unit of study
1.
Task Seminar Discussion Paper – 1500 words (30%)
Assessment Type Submitted work – Assignment
Individual/Group Work Individual
Weight 30%
Word Count/Duration 1500
Due week/date Week: 5
Exam/Quiz Type
Outcomes 1.1.1; 1.1.2;6.1.5; 6.1.7
Australian Teaching
Standards
ACECQA Curriculum
Specifications
2.
Task Seminar Discussion – 13 minutes (20%)
Assessment Type In-class assessments – Presentation
Individual/Group Work Individual
Weight 20%
Word Count/Duration STRICT TIME LIMIT (500 word equivalent of discussion plan, notes or questions)
Due week/date Weeks: 7, 8, 9, 10 and 11
Exam/Quiz Type
Outcomes 1.1.1; 1.1.2; 3.1.3; 3.1.7; 4.1.3; 4.1.4; 4.1.5; 5.1.4; 6.1.5; 6.1.6
MEd – Educational Psychology University of Sydney
Learning and Teaching Thinking
Skills
7 2017 2 EDPE6013
Australian Teaching
Standards
ACECQA Curriculum
Specifications
3.
Task Essay and Annotated Bibliography – 3500 words (50%)
Assessment Type Submitted work – Assignment
Individual/Group Work Individual
Weight 50%
Word Count/Duration 3500
Due week/date Week: 10
Exam/Quiz Type
Outcomes 1.1.1; 1.1.2; 6.1.5; 6.1.7
Australian Teaching
Standards
ACECQA Curriculum
Specifications
1. Seminar Discussion Paper – 1500 words (30%)
Due date for completion: Week: 5. .
Submission instructions:
You are required to submit BOTH an a) electronic copy & b) hard copy of your paper.
Your paper page header must include:
Your full student enrolment name (preferred nickname in brackets),
Student ID, Topic addressed, Week of Discussion, Page Numbers.
Example of page header:
EDPE6013 Mae-Yi Chui (Emily) #3604555 Cognitive Considerations of Teaching
Creativity: Week 8 page.1
A) Electronic Copy: must be submitted to Blackboard Turnitin by 5pm Wednesday 30/8/17.
One week prior to your discussion date your paper will be emailed to your class peers as part
of their weekly reading in preparation for their weekly seminar.
Late submission papers not received by the 5pm cut off time will be subject to late penalty.
Papers not recieved by the due date may miss out on being distributed to the class for reading.
B) Hard Copy of your paper must be handed to your lecturer in class on Wednesday 30/8/17.
MEd – Educational Psychology University of Sydney
Learning and Teaching Thinking
Skills
8 2017 2 EDPE6013
All hard copies of assessments must be accompanied by a signed faculty cover sheet:
http://www.edsw.usyd.edu.au/current_students/assistance_forms/resources/
assignment_coversheet.pdf
ALL papers will be marked and returned to students by Week 7.
This will ensure you have ample time to consider feedback prior to submitting your next
written assessment.
Additionally, feedback provided on your seminar paper may also help you refine your choice
of discussion questions for the class.
Detail:
Paper 1: Cognitive Processes/ Cognitive Load and Teaching Thinking Skills
You will provide a cognitive processing/ cognitive load appraisal of an approach/ method/ or
program centered on teaching thinking skills.
Prescribed topic areas for you to select from are outlined below:
– Teaching domain independent thinking
– Infusion of thinking skills in a domain
– Immersion of thinking skills in a domain
– Thinking skills program: CoRT (De Bono)
– Thinking skills program: Instrumental Enrichment (Feuerstein)
– Thinking skills program: Philosophy for Children (Lipman)
– Teaching thinking skills according to stages of development
– Thinking skills program: HOTS (Pogrow)
– Future Problem Solving (FPS) program
– Problem solving, creative thinking program: Tournament of Minds
– Teaching creativity (for primary or/ secondary/ tertiary)
– Different ways of thinking: Multiple intelligences (Gardner)
– Using questions to enhance critical thinking
– Enhancing motivation to think critically
– Assessing critical thinking/ Blooms taxonomy
– Cultural differences in the cognitive development of thinking
– Is critical thinking culturally dependent
– Enhancing critical thinking through self reflection/ evaluation
– Cognitive strategies for effective thinking/ problem solving
– 8 ways of Aboriginal learning
– TASC Problem Solving
– Accelerated Learning
MEd – Educational Psychology University of Sydney
Learning and Teaching Thinking
Skills
9 2017 2 EDPE6013
– Structured Problem Solving
Topic choice and allocation will occur in class in Seminar 2.
To optimise class learning you are requested not to duplicate the same topic as anyone else in
class.
Your work will require you to discuss BOTH theoretical perspectives and empirical research
findings related to your chosen topic and its relevance to the teaching of thinking skills, how
efficiently it assists cognitive processing, and what sort of cognitive load concerns need to be
considered?
From the topic areas listed you will note that varied thinking skills programs have proven to
be very popular in educational and corporate settings. However despite their widespread use,
not all thinking programs are supported by research. Therefore it is imperative to apply your
own critical thinking skills and foundational knowledge about basic cognitive processes and
cognitive load effects to review and evaluate such programs according to existing literature
and research on learning, cognition, problem solving, creativity and critical thinking studies.
As part of formulating a critical evaluation you will consider both the advantages and
potential problems in the practical applicability of your topic, giving examples of how it is, or
can be implemented in specific educational/ training contexts. You should refer to published
books and peer-reviewed journal articles.
Your paper will form the basis of your oral presentation task.
(NB: It is not acceptable to hand in assessment papers written for other subjects.)
OPTIONAL TOPIC VARIATION*:
Each year students in this unit communicate a desire to share the many parallels they draw
between topics discussed in class and their own professional experiences. This results in a
rich learning experience for the class.
Therefore, if you are currently a practicing professional, there is flexibility for you to devise
your own topic that is directly in keeping with the context of this unit and related to your
specific area of work or teaching. Previous student-devised topics have been centred on the
learning and teaching of thinking skills (using topics from the list above as a foundation) in
relation to the presenter’s areas of professional practice or expertise in educational/workplace
settings.
Students who devise their own topic will demonstrate how readings about cognitive processes
and research into cognitive load have added to their professional reflections about their own
practice. Overall the class will benefit from devised topics by developing insight into actual
accounts of practical experience and the broad applicability of the concepts of this course.
*(Please do not attempt to devise your own topic if you have not had direct practical
experience in the area you are aiming to discuss).
Some examples of student-devised topics have included:
– A cognitive load appraisal of teaching creative curriculum in high school drama;
– Appraising critical thinking programs in the corporate workplace according to cognitive load
theory;
– Cognitive processing, critical and cultural thinking in African schools;
MEd – Educational Psychology University of Sydney
Learning and Teaching Thinking
Skills
10 2017 2 EDPE6013
– Students’ cognitive processes and my experiences of teaching ‘Tournament of Minds’ to my
year 6 class;
– Cognitive processing and critical thinking for students with ADHD in your classroom
– Developing metacognition as a means of cognitive load management in teaching tertiary
ESL;
– Cognitive processing capabilities of experts in problem solving tasks for pilot training and
education.
– Avoiding cognitive load in driver training instruction and courses
Assessment criteria:
Please see attachment.
Additional notes:
Advice on how to do this assessment well:
Atkinson, C., & Mayer, R.E. (2004). Five ways to reduce PowerPoint overload.
Retrieved 29 January 2009 from http://www.sociablemedia.com/PDF/
atkinson_mayer_powerpoint_4_23_04.pdf
2. Seminar Discussion – 13 minutes (20%)
Due date for completion: Weeks: 7, 8, 9, 10 and 11. .
Submission instructions:
You will guide a class discussion once in class during an allocated time between weeks 7 –
11.
Detail:
Scheduling of your chosen discussion topic will take place in class in Seminar 3. (To allow
for fair choice please do not lodge a request to have your session during any set specific week
prior to this date).
In your allocated time slot you are required to guide the class in a discussion about your
chosen topic with your written paper informing the basis of the discussion. It is expected that
everyone in class will have read your paper and prepared questions about your topic prior to
your discussion as a mandatory part of their weekly readings.
You will prepare questions to pose to the class to stimulate critical thinking about both
theory and practice. Through your questions or questions posed by the class, you will guide
the student discussion in consideration of some of the main theory and research concepts
relevant to your chosen area as addressed by your written paper. (For topic areas and thinking
programs where there is a limited amount of empirical data available you are equally expected
to consider a critical analysis by appraising/ or inferring the effectiveness and validity of such
programs according to existing research in related areas such as human cognition, cognitive
load, problem solving, etc.). You will encourage the class to consider practical applications or
even adaptations of theory or programs across different relevant areas of education, workplace
or training settings.
During your discussion session you are also asked to consider ‘how are you facilitating
thinking skills?’ You are asked to do your best to engage the class. Try to show evidence
of some adaptation of the practical implications of cognitive theory, critical thinking, or
MEd – Educational Psychology University of Sydney
Learning and Teaching Thinking
Skills
11 2017 2 EDPE6013
creativity in your presentation approach. For example, if your topic is about a novel program
that others may not be familiar with, you might consider a very brief example, demonstration
or re-enactment to stimulate the discussion.
NB: There is a set limited time allocated for each facilitator – no exceptions. You must be
mindful of your timing – if you incorporate activities or demonstrations these must minimal
and not encroach on student discussion time. The set up of power point slides and activities
always take longer than you might expect. It is advisable that you do not use PowerPoint at
all. It is also advisable that you bring your own timing device. If you do use a very short video
or a graph- please ensure links and graphics work prior to your session. For best results please
find a time to rehearse or test your materials using the equipment in the room after class.
Assessment criteria:
Content:
– Prepares questions for discussion
– Relates to practical applications of given theory/ or program
– Directs critical evaluation of topic with reference to empirical research studies/ or relevant
theory
Communication skills:
– Ability to engage and interest class
– Ability to listen and respond
– Ability to guide discussion
– Timing, pace of session
3. Essay and Annotated Bibliography – 3500 words (50%)
Due date for completion: Week: 10. .
Submission instructions:
You are required to submit BOTH an a) electronic copy & b) hard copy of your paper.
Your paper page header must include:
your full student enrolment name (preferred nickname in brackets),
Student ID, Essay Title, Page Numbers.
Example of page header:
EDPE6013 Mae-Yi Chui (Emily) #3604555 Critical Thinking in Primary Schools
page.1
A) Electronic Copy: must be submitted to Blackboard Turnitin by 5pm Wednesday 11
October 2017
B) Hard Copy of your paper must be handed to your lecturer in class Wednesday 11 October
2017
MEd – Educational Psychology University of Sydney
Learning and Teaching Thinking
Skills
12 2017 2 EDPE6013
All hard copies of assessments must be accompanied by a signed faculty cover sheet:
http://www.edsw.usyd.edu.au/current_students/assistance_forms/resources/
assignment_coversheet.pdf
Detail:
Paper 2: Teaching and Learning Critical Thinking Skills
Critical thinking is crucial across a range of disciplines and it is in part tied to a number of
other thinking skills.
Part A
You are required to create your own essay topic by critically evaluating the learning and
teaching of critical thinking skills in reference to one specific area of your own choosing from
the list of assessment topics (as provided for Assessment 1).
(Your topic area must be different from your presentation topic).
You will need to demonstrate an understanding of theoretical perspectives and relevant
empirical research findings in support of your discussion.
Part B
As part of this assignment you are required to compile an annotated bibliography of sources
relevant to your essay topic.
The structure of your essay reference list and the annotated bibliography will be integrated.
Please follow standard APA guidelines for formulating a general reference list for your
work – then add annotations into the reference list only for key references that you find most
interesting, informative and useful (therefore not all of your references will have annotations).
Assessment criteria:
Essay – Please see attachment.
Annotated bibliography – should adhere to the following format:
(1) CITATION followed by
ANNOTATION containing:
(2) Introduction
(3) Aims & Research methods
(4) Scope
(5) Usefulness (to your research/ to a particular topic)
(6) Limitations
(7) Conclusions
Additional notes:
For a useful scaffold on writing an annotated bibilography please see:
http://www.lc.unsw.edu.au/onlib/annotated_bib.html
Statement of Academic Integrity
The University has authorised and mandated the use of a text-based similarity detecting
software (currently Turn-it-In) for all text-based written assignments. Therefore, all textMEd
– Educational Psychology University of Sydney
Learning and Teaching Thinking
Skills
13 2017 2 EDPE6013
based written assignments must be submitted electronically and checked with the designated
similarity detecting software (currently Turn-it-In). A copy of the assignment may be retained
by the University’s database and used to make comparisons with other assignments in the
future. If there is any exception to this requirement you will be advised by the Unit of Study
Co-ordinator.
Students should also read and familiarise themselves with the university’s Statement on
Academic Honesty and Use of Similarity Detection Software which can be downloaded by
clicking on the link below.
https://sydney.edu.au/education_social_work/current_students/assistance_forms/resources/
statement-on-academic-honesty-and-use-of-similarity-detection-software.pdf
Important notice for students going on professional or field experience or
internship
If you are undertaking professional experience/field education placement as part of your
enrolment in this unit of study, please assess your specific needs and requirements for the
safe and successful completion of an external placement within a host organization. You
will be given the opportunity to disclose any health issues that have a work health and safety
significance before arranging a placement so that your safety, and the safety of others, can
be properly assessed. The Professional Experience Coordinator/Field Education Manager
will work to ensure that the workplace assignment to you is appropriate for your needs
and requirements. If you are experiencing disability, and require reasonable adjustments
to be arranged, please contact Disability Services as early as possible prior to commencing
the internship. Please note, in all cases, and for the purpose of organizing reasonable
adjustments, only the impact and not the nature, of your disability will be disclosed to the host
organization.
Student evaluation
We welcome feedback on this Unit of Study. Please take the time to offer constructive
written feedback at the end of the semester. The teaching team is committed to the
participation of learners in the process of planning and evaluation of courses.
References and readings
There are other attachments which must be downloaded separately from the web version of
this page