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The Programs offered by Education Faculty are conducted in teams of staff and students. The number of teams in each Program and their size and intake is determined each year by Education Faculty. The team approach is adopted as R is believed that this facilitates more effective communication between the staff and students involved. and that a learning environment suited to the final year of pre-service teacher education, and better adapted to the needs and interests of the individual student, will be established in this way.

Note More detailed information is available in the Graduate Diploma in Education 'Programs in Education' booklet published by the Education Faculty in September of each year.

Methods of Teaching

Studies in Methods of Teaching are taken in each program.

Methods of Teaching make a direct contribution to the strengthening of professional competence. The objectives of each Method study include the following:

(a) to acquaint students with a wide range of teaching materials, strategies and curricular ideas so that they in turn can select those which are consistent with their own developing educational philosophies, their own capacities, and the schools within which they teach;

(b) to indicate both the unique and interdisciplinary nature of various curricular areas;

(c) to suggest the practical ramifications of educational theory;

(d) to develop enthusiasm for, and competence in, the teaching/learning process;

(e) to indicate recent developments in the practice of teaching;

(f) to encourage students to evaluate critically their assumptions about methods of teaching.

Each Method study is divided into six main categories which, to a certain extent, overlap.

These categories are:

(a) philosophical and psychological issues;

(b) teaching approaches and techniques;

(c) teacher-pupil interaction:

(d) language, literacy and the learner;

(e) cumculum issues:

(f) resources for learning.

School Experience provides students with the opportunity to implement and evaluate Method work developed in College sessions. Consequently, Methods of Teaching and School Experience are closely related components of a student's course. Each student takes four class hours a week of Method of Teaching studies for the duration of the teaching year, except during block teaching rounds.

Methods of Teaching Available

Method of Teaching Enrolment Code

Art and Craft (Double Method) MOT02

MO703

Counselling + MOT08

Economics and Commerce

Accountancy MOT01

Commerce by Contract MOT38

Middle-school Commerce MOT07

Economics MOT 10

Legal Studies MOT19

Secretarial Studies MOT36

Methodology of Economics and Commerce MOT 11

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Methods of Teaching

Method of Teaching Enrolment Code

English MOT12

English as a Second Language MOT13

Geography MOT16

Geography (Environmental Science)' MOT17

History. Politics and Social Studies

History MOT18

Politics MOT31

Social Studies MOT37

Librarianship MOT20

Modern Languages MOT25

Modern Languages (Double Method) MOT25

MOT26

Music: Classroom MOT27

Music: Classroom (Double Method) MOT27

MOT28

Music: Instrumental MOT29

Psychology MOT32

Science and Mathematics

Junior Science A MOT34

Junior Mathematics A MOT22

Biology* MOTO4

Chemistry' M0T05

Environmental Science' MOT14

Physics' MOT30

Senior Mathematics' MOT24

Computer Studies' MOTO6

Junior Science B' MOT35

Further Studies in School Science' MOT33

Junior Mathematics B' MOT23

Further Studies in School Mathematics' MOT21

• Half Method + Not offered 1984

Method of Teaching — Art and Craft (MOT02/03)

Special Requirement

Method of Teaching — Art and Craft is taken as a double method Prerequisite: An approved Diploma of Art or equivalent Syllabus

This study helps to prepare those interested in teaching and learning processes which occur in art and craft in schools. Topics incorporated in the year's activities include art appreciation, teaching strategies, art for the creative child, integrated art programs, art in secondary and primary schools, assessment, art room organisation, art-process or product, and philosophy of art.

Books

Arnheim, R Visual Thinking London: Faber 1970

Eisner, E W & Ecker, D W (eds) Readings in Art Education New York: Blaisdell 1966 Lowenfeld, V The Nature of Creative Activity London: Routledge & Kegan Paul Read, H Education Through Art London: Faber 1958

Assessment

Based on assignment work, seminars and participation, including a major research project, two minor assignments and a seminar presentation.

Method of Teaching — Counselling (MOT08)

This method will not be offered in 1984.

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Method of Teaching — Economics and Commerce

This Method is divided into the following units:

Method of Teaching — Accountancy (Senior Secondary Teaching Area);

Method of Teaching — Middle-school Commerce (Middle Secondary Teaching Area);

Method of Teaching — Economics (Senior Secondary Teaching Area);

Method of Teaching — Legal Studies (Senior Secondary Teaching Area);

Method of Teaching — Secretarial Studies (Middle and Senior Secondary Teaching Area);

Method of Teaching — Methodology of Economics and Commerce (Middle and Senior Secondary Teaching Areas);

Method of Teaching – Commerce by Contract (Middle and Senior Secondary Teaching Areas).

For a single method a student selects the unit of Commerce by Contract plus any two of the other six units available.

For a double method a student selects the unit of Commerce by Contract plus any four of the other six units available.

Each unit excluding Commerce by Contract occupies the equivalent of one hour a week throughout the year except dunng block periods of school experience. (In total, class contact for a single method is equivalent to 44 hours.)

Method of Teaching — Accountancy (MOT01)

Prerequisite: Two years of approved study of Accountancy at the tertiary level or equivalent Syllabus

Topics include: objectives in accounting courses at Year 11 and HSC (recommended and alternative), strategies for the introduction of accounting concepts, methods of teaching and their applicability to accounting, analysis and interpretation — the continued emphasis. evaluation of commercially available materials, availability and use of community resources, and the evaluation of objectives.

References

Popham, E A Teaching-Learning System for Business Education New York: McGraw-Hill 1975 Tonne, H A et al Methods of Teaching Business Subjects 3rd edn New York: McGraw-Hill 1965 VISE Course Description for Group 1 Accounting Melbourne 1982

VISE Teacher's Notes on Assessment of Group 1 Accounting Melbourne 1981 Assessment

Based on the year's work, with participation in class constituting 50 per cent. Assignments, exercises, and completion of materials also constitute 50 per cent These may include critical analyses of selected articles, seminar papers, production of teaching/learning materials, and preparation of a learning unit.

Method of Teaching — Middle-school Commerce (MOT07)

Syllabus

Topics include: development of consumer education, and middle-school commerce, content and aims of recommended and alternative courses (Education for Living compared with Education for Employment), strategies involving structured pupil-centred learning, methods of teaching and their applicability to middle-school commerce, the pupil as a key resource, evaluation of commercially available materials, availability of community resources and their value in learning, and evaluation of objectives in middle-school commerce.

References

Christopher, S Middle-school Commerce Fitzroy (Vic): VCTA 1982 Davison, A et al Strategies and Methods Fitzroy (Vic): VCTA 1982

Jones, D Cornucopia of Resource Materials for Consumer Education Canton (Vic): Education Department of Victoria 1980

National Committee of Social Science Teaching Evaluation in the Social Sciences for Secondary Schools Canberra: AGPS 1977

A collection of community resources is housed in a file at the College and is available to students.

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Methods of Teaching

Assessment

Based on the year's, work with participation in class constituting 50 percent, and assignments, exercises and completion of materials constituting 50 per cent. These include critical evaluation of commercially and publicly available materials, seminar papers, production of teaching/learning materials and preparation of a teaming unit.

Method of Teaching — Economics (MOT10)

This unit is co-ordinated closely with the unit Method of Teaching— Middle-school Commerce, therefore providing a range of learning experience and activities.

Prerequisite: Two years of approved study in Economics at the tertiary level or equivalent Syllabus

Topics include: the development and place of economics in the secondary school curriculum; economics courses of study for junior, middle and senior levels; syllabus planning, topic and lesson planning;

methods of teaching and their applicablity to economics; availability of resources and aids for teaching economics; text and resource evaluation; evaluation and assessment in economics and Economic Education Movement — future developments including APEL and the Radical Critique.

References

Burkardt, G A Teaching Economics in the Secondary School Sydney: McGraw-Hill 1976 Lee, N (ed) Teaching Economics 2nd edn London: Economics Assoc 1975

VISE Course Description for Group 1 Economics Melbourne 1982 Whitehead, D J Handbook for Economic Teachers London: Heinemann 1979 Assessment

Based on the year's work, with participation in class constituting 50 per cent and assignments constituting 50 per cent. These include a critical examination of the place of Economics in secondary schools, design of materials for use in an Economics classroom, and the development of a teaching/

learning unit on a specified topic.

Method of Teaching — Legal Studies (MOT19)

Prerequisite: Two years of approved study in Legal Studies at the tertiary level or equivalent Syllabus

Topics include: review of school-based experiences and observations; critical review of content of Year 11 and HSC courses of study; adoption and expression of objectives in legal studies; critical assessment of resources in legal studies; assessment items in legal studies; strategies in presenting material such as 'chalk and talk', lecture, student papers, 'the debate', the 'mock trial', excursions, games, and role- playing.

References

VISE Course Description for Group 1 Legal Studies Melbourne 1981 Year 12 Legal Studies: A Teacher's Guide to VISE Group 1 Legal Studies Assessment

Based on the year's work, with participation in class constituting 50 per cent and assignments constituting 50 per cent. These include assignments on use of resources, use of mock trial, test design, and a learning package.

Method of Teaching — Secretarial Studies (MOT36)

Prerequisite: Two years of approved study in Secretarial Studies at the tertiary level or equivalent Syllabus

This unit enables students to plan and conduct classes in personal typewriting, shorthand/typewriting, secretarial practice, and typewriting and communication at all levels in secondary schools.

Topics include: course organisation — examination and evaluation of secretarial and related courses in schools, course and lesson planning, facilities and equipment, resources and services; skill learning and development — keyboard introduction, development of typewriting technique, speed, accuracy, production skills, audio-typing and listening skills; communication courses, language development

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programs, personal and vocational approaches; shorthand introduction, development of note-taking and transcription, speed and accuracy, dictation procedure; integrating skills — office style assignments, simulated office experience, work experience and word processing, career prospects; evaluation of performance, catering for individual differences and learning difficulties.

Texts

Holden. A (ed) Readings in Method of Teaching Typewriting Melbourne: VCTA 1976 Moore, G Courses of Study in Shorthand and Typewriting Melbourne: VCTA 1977

Russon, A & Wanous, S Philosophy and Psychology of Teaching Typewriting Cincinatti: South-Western 1973

VISE Course Description for Group 1 and Group 2 Secretarial Subjects Melbourne 1981 Assessment

Based on the year's work, with participation in class constituting 50 per cent and assignments constituting 50 per cent These may include lesson plans, course of study, planning for individual differences and preparation of units of work with appropriate teaching material and aids.

Method of Teaching — Methodology of Economics and Commerce (MOT11)

Special Requirement

This unit is not available to those students who are able to meet the prerequisites for any four of the other Method units excluding Commerce by Contract.

Prerequisite: Enrolment in three of the above five Method units excluding Commerce by Contract Syllabus

Topics include: the development of the teaching skills involved in introducing a lesson, question and answer, and maintaining pupil interest; rationale and past development of business subjects in pre- tertiary education; future developments of business studies in pre-tertiary education; role of a co- ordinator in economics and commerce; and the inter-disciplinary nature of commerce within its subjects and within the total school curriculum.

Assessment

Based on the year's work, with participation in class constituting 50 per cent and assignments constituting 50 per cent. Other than completion of materials for seminar use, one major assignment is involved.

Method of Teaching — Commerce by Contract (MOT38)

The approach taken to this Method will be subject to negotiation. Specific class sessions may be held by arrangement

Syllabus

This will be negotiated between the lecturer-in-charge and the Individual student after consideration of other method units selected.

Assessment

The method of assessment is subject to negotiation.

Method of Teaching — English (MOT12)

Prerequisite: Normally, any person undertaking this Method study should have completed two years of study in English at the tertiary level.

Syllabus

Traditional topics incorporated in activities during the year include: approaches to reading, writing, listening and speaking as part of secondary schooling; and approaches to the teaching of literature, including poetry, the novel, drama, and other literary forms. These are investigated in such a way as to indicate that the relevant skills and approaches depend on the persons involved, especially the adolescent with whom the teacher deals, and on the context within which learning takes place. Activities include investigation of important pedagogical ideas and procedures, with particular reference to the role of language in learning, as these affect the English class room, the teacher, and the learner. Much of the inquiry centres on the pragmatic context of class room teaching and learning, and students will be asked to relate their insights and questions to the school situation.

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