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Methodsof
TeachingGraduate Diploma in Education
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Methods of Teaching — History, Politics and Social Studies (MOT 18/31/37)
Methods of teaching in the areas of history, politics and social studies (and associated integrated programs) are available as either a single or a double method. A single method constitutes the equivalent of two contact hours per week: a double method, four contact hours per week.
Single methods available:
Method of Teaching - History (MOT18) Method of Teaching - Politics (MOT31) Method of Teaching - Social Studies (MOT37) Double methods available:
Method of Teaching - History and Politics (M0T18/31) Method of Teaching - History and Social Studies (MOT18/37) Method of Teaching - Politics and Social Studies (MOT31/37) Prerequisites
Single methods:
History - sub-major in History or approved equivalent.
Politics - sub-major in Politics or approved equivalent.
Social Studies - sub-major in anthropology, criminology, economics, geography, history, philosophy, politics, psychology or sociology, or approved equivalent.
Double methods:
Students must meet the relevant prerequisites for each component area of the double method.
Structure
Each method program is organised as a core unit and a specialised unit.
Core units should be seen as a preparation for the teaching of history, social studies and associated subjects - which may also draw upon political concepts - in secondary and technical schools, with particular reference to the first four years of the school curriculum. Specialised units focus more directly upon a preparation for the teaching of history, politics and social studies in Years 11 and 12 in secondary and technical schools.
Method of Teaching History (MOT18)
Two class hours a week Syllabus
An investigation into the methods of teaching history and social studies in years 7 to 10 of secondary school and of teaching history in Years 11 and 12, including:
(a) aims and objectives lb) evaluation of objectives
(c) selection and organisation of appropriate subject matter (d) selection and organisation of appropriate learning activities (e) thinking and valuing skills
(f) evaluation techniques (g) planning
Texts
Dickinson. A K 8 Lee. P J History Teaching and Historical Understanding London: Heinemann 1978 Fraenkel. J R Helping Students Think and Value 2nd edn Englewood Cliffs: Prentice Hall 1980 Additional sources will be suggested during the year.
Assessment
Based on attendance and participation in seminars and the submission of set assignments.
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Methods of TeachingMethod of Teaching — Social Studies (MOT31)
Two class hours a week Syllabus
An investigation into the teaching of social studies and integrated programs in the secondary school, including:
(a) rationales for teaching about society (b) aims and objectives
(c) resources and methodologies
(d) selection and organisation of appropriate subject matter (e) selection and organisation of appropriate learning activities (f) thinking and valuing skills
(g) evaluation techniques (h) planning
Texts
Bontwell, C E Getting It All Together in the New Social Studies San Raphael: Leswing Press 1972 Fraenkel, J R Helping Students Think and Value 2nd edn Englewood Cliffs: Prentice Hall 1980 Additional sources will be suggested during the year.
Assessment
Based on attendance and participation in seminars and the submission of set assignments.
Method of Teaching — Politics (MOT37)
Two class hours a week Syllabus
An investigation into the methods of teaching social studies and integrated programs in Years 7 to 10 of the secondary school, and of teaching politics in Years 11 and 12, including:
(a) aims and objectives
(b) relationships between political theory and political education (c) selection and organisation of appropriate subject matter (d) selection and organisation of appropriate learning activities (e) managing senior politics
(f) evaluation techniques (g) planning
Texts
Crick, B & Porter, A (eds) Political Education and Political Literacy London: Longman 1978 Fraenkel, J R Helping Students Think and Value 2nd edn Englewood Cliffs: Prentice Hall 1980 Additional sources will be suggested during the year.
Assessment
Based on attendance and participation in seminars and the submission of set assignments.
Method of Teaching — Librarianship (MOT20)
Prerequisite: A Degree or three-year Diploma of Librarianship, or a Degree as well as substantial progress towards a librarianship qualification, e.g. five subjects of the Registration Examination of the Library Association of Australia
Syllabus
The development of skills to enable students to work effectively with pupils, teachers and library staff in the educational program of a school and to evaluate the effectiveness of the library program in the school. Case studies and seminar discussions drawn from films, texts and the local experience of students, staff and practising teacher-librarians form the basis of this study. Issues to be considered include: resource centres in the previous decade; the roles of the teacher-librarian; implications of different teaching and learning styles for the teacher-librarian and the resource centre; communication, display and the resource centre.
Graduate Diploma in Education
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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.