460-207 School Experience and Practice Teaching 3 (Strand 1)

Credit Points:

Coordinator:

Prerequisite/s:

Corequisite/s:

Timetable:

Contact:

Objectives:

On completion of this subject students should be able to:

• demonstrate a clear understanding of the Curriculum Standards Frameworks and/or the VCE curricula as appropriate to the teaching area;

• implement these curricula within their specified areas of teaching;

• demonstrate development in the ability to plan, in consultation with the supervising teacher, extended units of work and to implement them using a variety of teaching strategies;

• identify and provide for individual differences among students under their guidance;

• facilitate student participation in collaborative approaches to learning as well as fostering independent learning;

• demonstrate effective classroom management strategies; and

• demonstrate the skills of critical reflection on educational theory in practice in a specific school setting.

Content:

This intensive teaching experience will allow student teachers to take on greater responsibility for the learning and development of the school students through carefully planned and guided educational experiences. It is expected that planning will include identification and analysis of the community contexts of the education program of the school.

Students will spend a block of 30 days in one Secondary school teaching under supervision in their preferred teaching areas and will be expected to plan and implement extended units of work as part of the intensive teaching experience. They must monitor the progress of students under their guidance and evaluate the effectiveness of their units. Students must have experience in each teaching area and be responsible for a full teaching program for at least two groups throughout the placement.

Student teachers will continue to maintain a School Experience file.

Assessment:

Prescribed Texts:

• Balson M, Understanding Classroom Behaviour, (3rd ed, ACER) Hawthorn 1992.
• Collis M and Dalton J, Becoming Responsible Learners: Strategies for Positive Classroom Management, Tasmanian Early Childhood Senior Staff Association Launceston Tasmania 1989.
• Dalton Joan, Adventures in Thinking: Creative Thinking and Cooperative Talk in Small Groups, Nelson Melbourne 1985.
• Heywood J, Pitfalls and planning in Student Teaching, Kogan Page London 1982.