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6. an understanding of classroom conflicts arising from the adolescent's demand for autonomy and his conflicting demand for support
7. an increased fluency in the spontaneous creation and expression of ideas
8. an increased facility in decision making.
During the first term, the seminars will concentrate on Interpersonal Communication using the work of various creative drama and human rela- tions theorists as a basis.
For the remainder of the year, elective units will be offered in each of the following problem areas of teacher-pupil communication and personal development:
1. self directed learning and creative behaviour in the open classroom;
2. the counter culture movement in Education;
3. speech development;
4. communication problems in classroom management;
5. creative drama, role playing and movement.
Further details including prescribed books and reading guides are avail- able from the secretary of the Department of Creative Arts, 117 Bouverie Street, Carlton.
CURRICULUM STUDIES
A course of two hours per week, supplemented by excursions to schools.
SYLLABUS
This course involves a critical examination of the general methods, organi- zation and curriculum and testing practices of the secondary school, with particular reference to recent developments in Victorian schools.
BOOKS
Detailed guides to books and periodical articles will be issued during the year.
ASSESSMENT
Satisfactory performance in class-work and assignments during the year.
EDUCATION FOR PHYSICAL EDUCATION STUDENTS Three one-hour lecture-discussion sessions per week throughout the year.
SYLLABUS
This course aims to give the student a knowledge of curriculum structure and to provide a basis for critical analysis and evaluation of both existing curricula and the new curricular revisions in the secondary schools.
There are four units in the course.
1. Classroom Procedures and Management.
This is an introductory unit which has as its major purpose the prepara- tion of students for classroom teaching in humanities and science subject matter areas prior to the first teaching practice round, and involves lecture- discussion sessions on unit and lesson planning, questioning and class discussion, classroom management and discipline.
2. The Secondary School Curriculum.
This unit examines the school as a social institution committed to the transmission of culture. Three major aspects will be considered:
(a) What elements of culture should constitute curricula?
(b) How should curricula be organized?
(c) Recent experiments in curriculum re-organization with special reference to some Victorian secondary schools.
3. Social factors in Education.
(a) Social factors and school performance.
(b) The school as a social institution.
(c) The teaching profession.
4. Measurement and evaluation.
A practical consideration of current ideas and practices.
BOOKS
Prescribed Books
GRONLUND, N. E. — Constructing Achievement Tests (Prentice- Hall, 1968)
MUSGRAVE, P. W. — The Sociology of Education (Methuen, 1965)
References
Detailed reading guides will be issued throughout the course. Students should consult the reference lists of the education subjects/Curriculum Studies and Educational Sociology detailed elsewhere in this handbook.
EXAMINATION
Assessment will be based on assignment work, unit tests, and seminar participation.
EDUCATIONAL PSYCHOLOGY
A maximum of three hours per week for lectures and seminars.
There are no academic pre-requisites, but this subject must be taken concurrently with Practice Teaching.
SYLLABUS
The object of this course is to assist students to become acquainted with psychological concepts and procedures relevant to the theory and practice of secondary education.
Topics to be covered may include: motivation; classroom management;
cognitive, emotional, and social development; adolescence; the nature of the learning process; individual differences; intelligence and creativity; group dynamics and interpersonal relationships in the classroom; the principles and techniques of pupil evaluation; the teacher as a person.
BOOKS
To be nominated at the commencement of lectures.
ASSESSMENT
Assessment will be based on work during the year, and may include a number of assignments and unit tests, seminar papers, an individual project, and a final examination of one 3-hour paper.
BOOKS
Preliminary Reading McGREGOR, C.
BERGER, P.
LNKELES, A.
Prescribed KATZ, F. M. and
BROWNE, R. K. (eds.) MUSGRAVE, P.
MORRISON, A. and McINTYRE, D.
FITZGERALD, R.
SHIPJLkN, M. D.
COTC:ROVE, S.
Students who reach a sufficiently high standard in work submitted throughout the year may be exempted from the final examination.
EDUCATIONAL SOCIOLOGY
Educational Sociology involves three one-hour lecture discussion seminars per week. The course is divided into three major sections.
The School System as a Social Institution: This section examines the school system as a social institution, and the relationship of the school system to other social systems such as the familial, political and economic systems.
The School System in Australia, with Particular Emphasis on Victoria:
The following are the major aspects considered:
(a) Demographic trends relevant to State systems, the Independent sys- tem, and Catholic system;
(b) Organization of primary, secondary and tertiary education, and some current problems.
(c) Administration and finance of education.
Social Factors and School Performance: Lectures examine:—
(a) The relationship between socio-cultural environment and personality development.
(b) Research findings on the relationship between school achievement and factors such as sex, social class, religion, geographical location.
(c) The implications of this research for the schools.
WORSLEY, P.
Students should not purchase by their lecturer.
— Profile of Australia (Penguin, 1968)
— An Invitation to Sociology (Pelican)
— What is Sociology? (Prentice-Hall)
— Sociology of Education (Macmillan, 1970)
— The Sociology of Education (Methuen, 1965)
— Schools and Socialization (Penguin, 1970)
— The Secondary School at Sixes and Sevens, A.C.E.R. 1970.
— The Sociology of the School (Longmans, 1968)
— The Science of Society (Allen &
Unwin)
— Introducing Sociology (Penguin, 1970) any of the prescribed texts until advised
ASSESSMENT
Assessment will be based on assignment work, unit tests, and seminar participation.
EDUCATIONAL TECHNOLOGY
The study of how to improve the teaching-learning process by a more effective use of the resources—human, material, environmental, mechanical, and systematic—currently available to the teacher.
Two hours per week.
SYLLABUS
Each student will pursue an individual study program selected from the following units of work:
(a) Closed circuit television, cine photography, communication and language, computers and education, educational broadcasting, educa- tional resource centres, efficient reading, ergonomics, graphics, indi- vidualized instruction, Marshall McLuhan, programmed learning, reprography, still photography, visual communication.
(b) The systematic design, production and operation of learning experi- ences involving an integration of media, techniques and resources.
(c) The development of skills in the use of various media through a self instructional carrel system. Knowledge of the appropriate ways of using these media in education.
(d) An investigation or research into an aspect of educational technology.
BOOKS
A detailed list will be issued at the commencement of the year.
ASSESSMENT
The method of assessment will be available at the commencement of the year.
METHOD OF COMMERCIAL SUBJECTS A lecture-discussion course of two class hours per week.
SYLLABUS
The course consists of two major units:
Unit 1. The teaching of Commerce: The development of commercial education as vocational preparation; commerce and general edu- cation in the modern secondary school. Subjects and courses in the secondary school. The teaching of accounting, consumer education, general business education, and commercial and legal studies.
Unit 2A. The teaching of Typewriting: Typewriting and the develop- ment of psychomotor skills. Keyboard introduction: the learning process, the development of technique. Production typewriting, typewriting and communication skills, personal typewriting.
Unit 2B. The teaching of Shorthand: The teaching of shorthand as a language skill. Alternative approaches to the teaching of short- hand in the secondary school. The speed class in shorthand.
The teaching of stenography.
BOOKS
Recommended for Preliminary Reading
BEA — Typewriting Methods in the Seventies (28th Year Book, New York, 1971)