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Preliminary Reading
Focus on People: selected papers (ASLA 3rd Conference, Brisbane 1972) Carlton: ASLA 1973 McNally. P T Non-Book Materials: a guide for teachers and librarians Melbourne: Sun 1973
Roe. E Teachers. Librarians and Children: a study of libraries in education revised edn Melbourne:
Cheshire 1972
The Role of Libraries in Secondary Education Canberra: AGPS 1971' Assessment
Based on participation in seminars, preparation of practical exercises, presentation of seminar papers and submission of written exercises. The total written work for assessment will be 3,000-4,000 words.
Method of Teaching — Modern Languages (MOT25/26)
This study is available as either a single or double Method study.The double Method may be undertaken by two groups of students: (a) those who have successfully completed two languages for three years at tertiary level: (b) students who are fluent native speakers of common Mediterranean languages.
Students who are in group (a) above follow the single Method study program, but are required to undertake one extra compulsory assignment. Students who are in group (b) above undertake Mother Tongue Pedagogy as a component of the double Method.
Prerequisite: Three years tertiary study of a foreign language. Students, especially native speakers of a foreign language, whose language studies do not meet this requirement and who nevertheless would like to undertake this Method study, are invited to apply to the lecturer-in-charge of the subject.
Syllabus
A study of principles and practice in modem language teaching, with emphasis on the teaching of the language skills by means of audio-oral techniques, materials, and equipment. The three methods thoroughly discussed are Modified Direct, Audio-Lingual and Audio-Visual.
Such topics as listening comprehension, conversation, reading comprehension, vocabulary, grammar, pattern practice, composition, and testing are treated in context. Text books and other materials available are critically examined. Other topics include group work and individualisation, singing and games, the use of the felt-board, and ABC radio and television language programs. The program includes a consideration of the aims and objectives of modern language teaching, the choice of modern languages to be taught in Australian schools, and the place of cultural studies and activities.
The Mother Tongue Pedagogy program is designed to develop the skills necessary for teachers involved in bilingual programs. Topics include:
(a) linguistic description of selected aspects of the relevant mother tongue;
(b) teaching methods relevant to speaking and listening skills (i.e. with oral language);
(c) teaching methods relevant to reading and writing skills (i.e. with written language);
(d) the development of Australian-oriented curricula and materials;
(e) the expansion of the student's vocabulary and concepts across the curriculum and in educational areas in general.
Reference
Hawkins, E Modem Languages in the Curriculum CUP 1981 Assessment
Single Method: based on two assignments, each of 1,500-2,000 words, and on the student's personal record of lessons taught.
Double Method — Two Languages: the same as for a single Method, as well as satisfactory completion of one extra assignment of 1,500-2,000 words.
Double Method — Mother Tongue Pedagogy: the same as for a single Method, as well as a satisfactory completion of three assignments and the compilation of a folder of curricular materials for use in bilingual programs.
Method of Teaching — Music: Classroom and Music:
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Methods of TeachingPrerequisite: For Method of Teaching, Classroom Music (single Method), a sub-major study taken in music. Students must have some vocal or instrumental performing competence.
For Method of Teaching — Classroom Music (double Method), a minimum of a double major in music.
For Method of Teaching — Instrumental Music, competence on one orchestral instrument and experience on a second instrument. (Where inadequate experience on a second instrument exists, students may be admitted to instrumental music if they are prepared to attend class instruction in a second orchestral instrument concurrently.)
Syllabus
The Method study deals with the methods and materials of music education in relation to the needs of students in modern secondary education. World trends in music education are examined and related to the situation in Victoria. The approach to sessions is through tutorial/discussion and workshop activities.
References
D'Ombrain, G R Music Now Sydney: Cassell 1969 Paynter, J & Aston, P Sound and Silence London: OUP 1970 Schafer, M Ear Cleaning revised edn London: Universal Education 1972 Self, G New Sounds in Class London: Universal Education 1961 Assessment
Based on participation in classes together with the completion of assignments and other set tasks arising from the studies.
Method of Teaching — Psychology (MOT32)
Prerequisite: An approved major study in psychology Syllabus
The study seeks to acquaint beginning teachers with a range of strategies, approaches and resources in the area of psychology and to encourage them to examine critically their own attitudes and assumptions about the teaching of psychology. Issues to be considered include approaches to secondary school psychology and their associated objectives and course structures; the teaching-learning process and the range of modes of teaching; learning activities and content; strategies for selection from these according to the objectives, the students, the teacher and the nature of the subject of psychology; the planning of curriculum units; laboratory work and practical investigations; the teaching of statistics; resources;
evaluation and assessment; ethics and other issues concerning the psychology teacher.
References
Fisher, H (ed) Developments in high school psychology New York: Behavioral Publications 1974 Mosher, R Adolescents' development and education Berkley: McCutchan 1979
Radford, J & Rose, 0 (eds) The teaching of psychology: Method, content and context Chichester: Wiley 1980
Articles from the journals Psychology Today and Teaching of Psychology Assessment
Based on participation in class sessions, three short exercises and one major assignment of approximately 3,000 words.
Method of Teaching — Science and Mathematics
Methods of Teaching in the sciences and in mathematics for intending secondary teachers are organised in three groups. The following Methods of Teaching are offered:
Group 1 Group 2 Group 3
Junior Science A Biology Junior Science B
Chemistry Further Studies in School Science - Environmental Science
Physics
Junior Mathematics A Senior Mathematics Junior Mathematics B
Computer Studies Further Studies in School Mathematics Group 1 Methods occupy two class hours a week throughout the year. Methods in Groups 2 and 3 occupy one class hour a week throughout the year.
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Students with the necessary prerequisites may take either two hours a week or four hours a week of the above Method studies. There are several conditions on choices within this grouping. These are:
— Students taking four hours a week must select at least one Method from Group 1.
— Junior Science may not be taken in Group 1 and Group 3.
— Junior Mathematics may not be taken in Group 1 and Group 3.
— Senior Mathematics or Computer Studies may not be taken without either Junior Mathematics A or B.
— Biology, Chemistry. Physics or Environmental Science may not be taken without either Junior Science AorB.
The groupings and related conditions make it possible for students to take Method studies in both science and mathematics, or to concentrate in either the sciences or in mathematics. It is also possible to take either science or mathematics Methods in conjunction with a Method study from outside this grouping-
Method of Teaching — Junior Science A (Group 1) (MOT34)
This Method is designed to prepare students for teaching general science and integrated science in secondary schools.
Prerequisite: Two approved first-year and one approved second-year tertiary-level science subjects, or an approved equivalent. Three approved first-year tertiary science subjects may be acceptable.
Syllabus
Classroom Practice: This includes discussion of motivation, questioning and discipline, as well as the organisation of curricular materials and equipment within a laboratory. The development of efficient and safe waking habits is considered. The identification of, and response to, individual differences within the class a stressed.
Educational Theory: The place of science in a general education is considered. Students are expected to determine the effects of educational theory on classroom practice, especially as it relates to the 'content' and 'processes' of science.
Curriculum: Representative and commonly used science curricular materials are examined and evaluated. The rationales of some different science courses are considered, as well as ways by which the teacher might evaluate curricula and assess student progress.
Other Areas Relevant to the Teaching of Science: the philosophy of science, the conduct of excursions, the use of audio-visual aids, and experience of unfamiliar areas of science.
Texts
Australian Science Education Project A Guide to ASEP Victorian Govt Printer 1974
Education Department of South Australia The Do It Yourself Curriculum Guide Adelaide: Government Printer 1977
Oates, C et al Science Education : Australian Practices and Perspectives Canberra ACT Curriculum Development Centre 1980
Science Teacher Education Project Theory Into Practice London: McGraw-Hill 1974
Science Teacher Education Project Readings in Science Education London: McGraw-Hill 1974 In addition, students will be expected to purchase 'The Junior Science Method Manual'.
Assessment
Based on participation in sessions during the year and on the submission of two assignments totalling 4,000 words.
Method of Teaching — Junior Mathematics A (Group 1) (MOT22)
Prerequisite: A pass in tertiary Mathematics, equivalent to at least half of one year of an undergraduate course
Syllabus
This Method is intended for those who wish to focus on issues in mathematics teaching, especially in junior and middle school courses. A strong emphasis is placed on the problems associated with the transition of pupils from the primary to the secondary school. A detailed analysis of the methods of presenting important concepts in the classroom is emphasised by referring to the use of concrete and visual aids. Current trends in curriculum design are investigated.