Contact: 30 contact hours or equivalent in open learning modes. (First or second semester.)
Objectives: On completion of this subject students should be able to:
• perceive communication as a process whereby meanings are shared and active pa rt icipation and expressions are encouraged;
• express the importance of communication in fostering and facilitating change and innovation;
■ identify basic features of their own approach to designing learning experiences;
• state objectives for learning experiences, after considering types of learning outcomes which are appropriate;
■ select subject content appropriate to learning outcomes;
• determine the most appropriate and efficient combination of teaching methods, after identifying the features and uses of a range of teaching methods;
• determine the most effective use of media for their teaching;
■ select assessment techniques most appropriate for their students and subjects; and
• evaluate progressively their performance as teachers.
Content: The communication process; approaches to designing learning experiences; selecting and organising teaching materials, models of curriculum; identifying and catering for individual needs; processes for creating learning environments; evaluation and assessment; an introduction to the practicum.
Assessment: An assignment of 3500 words (100 per cent).
772-169 PSYCHOLOGICAL PRINCIPLES AND PROCESSES IN ADULT LEARNING
Credit points: 16.7
Prerequisites: Completion of or concurrent enrolment in Introduction to Learning and Instructional Processes and Design, Management and Evaluation of Learning 1.
Contact: 36-hours of class contact or equivalent in open learning modes. (Second semester.)
Objectives: On completion of this subject students should be able to:
■ demonstrate a critical understanding of themselves and others, as practitioners, communicators and learners;
• assist students to become critically reflective practitioners, able to understand their own thinking, feeling and action and that of others;
■ identify different communication styles and practices in teachingand describe the implications for student- teacher relationships;
■ describe selected learning theories applicable to students' contexts, which elucidate how learning may be enhanced and difficulties in learning overcome;
■ describe selected developmental theories, which provide insight into the actions of adults and adolescents in learning environments;
• describe selected individual differences in learning, thinking and aspects of personality, which influence both teaching and learning behaviour and need to be addressed in devising learning experiences for students;
■ describe selected theoretical models of group functioning; and
• describe sources and symptoms of stress in teachers and learners and ways of managing it appropriately- Content: Communication styles, their origins and consequences in working with students; communication skills and practices which facilitate groups and enable productive relationships to be developed between students and teachers; behaviouristic, cognitive, humanistic and critical models of learning, with particular reference to experiential and reflective modes relevant to student's own learning; characteristics of adult and adolescent learners, including selected cognitive, emotional-social developmental perspectives and models of identity change and res istanee to change; individual differences which affect ways in which people perceive and process the information with Which to make decisions and solve problems; socio-dynamic and leadership theories of group functioning; sources and symptoms of stress, particularly as they apply in teaching, and a range of stress management strategies; ways of identifying stress and other psychological barriers to learning in students and methods of assistance.
Assessment: An essay of 3000 words (60 per cent) and a
case-study, or studies, of 2000 words; or a journal or learning log of 2000 words (40 per cent).
772-170 DESIGN MANAGEMENT AND EVALUATION OF LEARNING 2
Credit points: 16.7
Prerequisites: Successful completion of Design, Management and Evaluation of Learning 1.
Contact 36 contact hours or equivalent in open learning modes. (First or second semester.)
Objectives: On completion of this subject students should be able to:
• identify key facets of the role of teacher;
• describe ways to serve as a professional role model for students:
• understand curriculum development and evaluation processes relevant to their teaching context; and
• describe a process of accreditation of courses.
Content: The professional role; curriculum and course design; curriculum and course evaluation.
Assessment: Two assignments of 2500 words (50 per cent each).
772-171 CONTEXTUAL STUDIES IN ADULT AND VOCATIONAL EDUCATION
Credit points: 16.7
Contact: 36 contact hours. If insufficient demand these subjects will be offered one semester only. (First or second semester depending on demand.)
Objectives: On completion of this subject students should be able to:
• demonstrate understanding of various perspectives on society. technology, work and change;
■ make use of recent historical events and trends for social, industrial and cultural change in their personal perspectives on adult and vocational education;
■ demonstrate a critical understanding of future socio- industrial scenarios and their likely impact upon their particular work context;
■ describe the implications for both vocational educational and their teaching context of various approaches to industrial organisation; and
• demonstrate an awareness of current policy issues in their particular organisational and system context.
Content: Interpretive frameworks to analyse social and industrial change; the historical relationship between culture, society and industry; alternative future scenarios and the implications for work and preparation for work;
comparative forms of production organisation and the associated vocational educational orientations; cultural perspectives on work; current issues in the field.
Assessment: An essay of 2000 words (40 per cent); and
an essay of 3000 words (60 per cent); or an essay of 3000 words (60 per cent).
772-172 INVESTIGATIVE PROJECT Credit points: 16.7
Prerequisites: Completion of or concurrent enrolment in Design, Management and Evaluation of Learning I and Teaching Practicum.
Contact: 36 contact hours or equivalent in open learning modes. (All year.)
Objectives: On completion of this subject students should be able to:
• be capable of defining an area of investigation in terms of personal and professional relevance, intentions, scope, practicality and likely outcomes;
• be capable of developing an overview of the current state of knowledge in selected areas of investigation;
• understand various investigative strategies and methods;
• be able to gather relevant appropriate information, possibilities here range from formal research data collection to pa rticipation in structured or unstructured individual or group learning activities; and
• be able to draw conclusions relevant to the data and produce a report of an investigation.
Content: Overview of investigative methods; sources of information; obtaining and analysing data; project reporting.
Assessment: A minor assignment of 1500 words (30 per cent); and a major assignment of 3500 words or equivalent in the form of a report on the investigation (70 per cent).
772-173 PRACTICUM (TECHNICAL AND FURTHER EDUCATION)
Note: Students must be working in an appropriate teaching or training situation.
Credit points: 16.7
Prerequisites: Completion of or current enrolment in Introduction to Learning and Instructional Processes and Design, Management and Evaluation of Learning 1.
Contact: Students are required to undertake a minimum of 45 days of supervised teaching or equivalent, with contracted levels of student/class contact according to the context. (All year.)
Objectives: On completion of this subject students should be able to:
• demonstrate competence in their specialist teaching context;
• apply the outcomes from their studies; and
• develop into autonomous teachers or trainers who take responsibility for extending and evaluating their own professional activities.
Content: The content of the practicum is clearly defined
within an individualised, formal Learning Agreement which is prepared, negotiated and developed by a 'triad' consisting of the student, a field supervisor/mentor and a Hawthorn Institute of Education manager. Each Learning Agreement includes the competencies related to the functions of planning, implementing and evaluating teaching/learning experiences within the student's specialist field. It may also include other developmental activities which are identified as important elements of the teaching role, especially as these relate to the particular professional, institutional and system context.
Assessment: The Practicum Agreement will be graded. The Graded Assessment is equivalent to approximately 5000 words. Graded assessment will be derived from performance in the teaching context (80%) and assignment work (20%).
Further details of assessment tasks and grading are specified in the Practicum Handbook.
772-174 PRACTICUM (TERTIARY TEACHING)
Note: Students must be working in an appropriate teaching or training situation.
Credit points: 16.7
Prerequisites: Completion of or current enrolment in Introduction to Learning and Instructional Processes and Design, Management and Evaluation of Learning 1.
Contact: Students are required to undertake a minimum of 45 days of supervised teaching or equivalent, with contracted levels of student/class contact according to the context. (All year.)
Objectives: On completion of this subject students should be able to:
• demonstrate competence in their specialist instructional context;
• apply the outcomes from their studies with assistance from their field supervisor/mentor and Hawthorn Institute of Education staff; and
■ develop into autonomous educators who take responsibility for extending and evaluating their own professional activities.
Content: The content of the practicum is clearly defined within an individualised, formal Learning Agreement which is prepared, negotiated and developed by a triad consisting of the student, a field supervisor/mentor and a Hawthorn Institute of Education manager. Each Learning Agreement includes the competencies related to the functions of planning, implementing and evaluating teaching/learning experiences within the student's specialist field. It may also include other developmental activities which are identified as important elements of the teaching role, especially as these relate to the particular professional, institutional and system context.
Assessment: The grading will be a result of three contributions:
1. The mentor's judgement of the level of expertise that they have experienced in their relationship with the candidate in the course of the practicum.
2. The submission of a po rtfolio of reflection by the candidate.
3. The professional judgement of the Hawthorn Manager based on the mentor's report and the candidate's portfolio.
Details of assessment tasks and grading are specified in the Practicum Handbook.
772-175 PRACTICUM (CLINICAL INSTRUCTION)
Credit points: 16.7
Prerequisites: Location in an approved teaching or training context and completion or current enrolment in Introduction to Learning and Instructional Processes and Design, Management and Evaluation of Learning 1.
Contact: Students are required to undertake a minimum of 45 days of supervised teaching or equivalent, with contracted levels of student/class contact according to the context. (All year).
Objectives: On completion of this subject students should be able to:
• demonstrate competence in their specialist instructional context;
■ apply the outcomes from their studies with assistance from their field supervisor\mentor and Hawthorn Institute of Education staff; and
• develop into autonomous instructors who take responsibility for extending and evaluating their own professional activities.
Content: The content of the practicum is clearly defined within an individualised, formal Learning Agreement which is prepared, negotiated and developed by a triad consisting of the student, a field supervisor/mentor and a Hawthorn Institute of Education manager. Each Learning Agreement includes the competencies related to the functions of planning, implementing and evaluating teaching/learning experiences within the student's specialist field. It may also include other developmental activities which are identified as important elements of the teaching role, especially as these relate to the particular professional, institutional and system context.
Assessment: The grading will be a result of three contributions:
1. The mentor's judgement of the level of expertise that they have experienced in their relationship with the candidate in the course of the practicum.
2. The submission of a po rtfolio of reflection by the candidate.
3. The professional judgement of the Hawthorn Manager based on the mentor's report and the candidate's portfolio.
Details of assessment tasks and grading are specified in the Practicum Handbook.
Program Two Full-time Secondary