Faculty of Education

Queen's University
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FACULTY OF

Education

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Course Descriptions

The course weight in units follows the course number preceded by an oblique. For example, CURR 303/3.0 is a half course; PROF 410AB/1.5 is a quarter course. Courses that continue through the Fall/Winter are referred to as multi-term courses. These courses are identified with an "A" and "B" in the course codes; "A" indicating the first term (Fall), and "B" indicating the second term (Winter).

Concentration Definition

Concentrations provide pathways for teacher candidates to develop their professional interests. With choices across a wide spectrum of educational topics, the concentrations allow for in-depth, rigorous, and critical examination of a particular field of study. As a result, a candidate will be well-prepared to be a leader in the area and to work within a collaborative teaching team.

A concentration comprises two complementary courses: an Educational Studies (EDST) course and a Focus (FOCI) course. As well, the 3-week alternative practicum is an experience that is directly related to the area, and is approved by the FOCI instructor.

The EDST course will address the breadth of the area while also facilitating a deeper understanding of the relevant issues through discussions, readings, and assignments. Professional knowledge and skills in a specialized area will be developed. This course will have a more theoretical and conceptual orientation than the complementary FOCI course, and will also connect theory to practice through relevant literature, case studies, and implications for practice.

The FOCI course will operationalize the theoretical orientation of the EDST course through the practical application of theory, knowledge, and skills. This understanding will be enhanced through such avenues as discussions, activities, projects, field trips, and interactions with practitioners. It will connect teacher candidates directly to the field through an Alternative Practicum which will involve hands-on, immersive experiences. The FOCI instructor will play a critical role in supporting teacher candidates in identifying and securing appropriate alternative practicum placements.

In addition to the descriptions above, concentrations also share other common features.

  • The concentration is open to PJ and IS teacher candidates. Division-exclusive concentrations are created when it can be argued that the two contexts are markedly different.
  • Alternative practicum experiences can occur locally, provincially, nationally, or internationally.
  • Alternative practicum placements have multiple appropriate locations.
  • If an alternative practicum occurs in a school setting, it must be in a specialized setting (e.g., resource room, international school, hospital school, unique programs)
Concentrations (EDST, FOCI)

Not all concentrations may be offered every year.

 

Arts in Education (PJ & IS)

EDST 215/3.0 Museum Education

Introduction to the principles and practices of museum education. In cooperation with our partner institution, the Agnes Etherington Art Centre, teacher candidates will explore guided viewing strategies for art, historical artifacts, and natural specimens. Design of studio/lab-based application activities, and curriculum planning relevant to a variety of institutional settings are emphasized.

FOCI 215/3.0 Arts in Education K to 12

This course is designed to present a view of schools where artifacts, art activities and art environments form the focus for learning across all academic subjects. Topics include arts and cognition; how arts programs can induce change in schools; the role of social learning and community knowledge; and arts-centred curriculum planning.

 

Assessment and Evaluation (PJ & IS)

EDST 210/3.0 Understanding Classroom Assessment and Evaluation

With the current accountability framework of K-12 education, teachers are required to use assessments to monitor and inform student learning, guide their instruction, and communicate student achievement. This course explores the complexities of enacting assessment policies and theories within contemporary teaching contexts. Varying philosophies and approaches to classroom assessment are explored with consideration for their pedagogical value. In addition, systemic assessment structures are examined to understand the impact and function of regional and provincial evaluation systems on teaching, learning, and policy decision-making. This course will provide teacher candidates with theoretical and philosophical positions from which to enact sound – reliable, valid, and fair – assessment practices.

FOCI 210/3.0 Assessment and Evaluation Practices in the Classroom

Assessment is a central component of teaching and learning within elementary and secondary classrooms. Current mandates require teachers to integrate assessment throughout their instruction to support, monitor, and communicate student learning. In this course, teacher candidates will learn how to develop and use assessment to promote student learning within a positive classroom culture. Specifically, candidates will learn about Ministry policies, rubrics, feedback mechanisms, observations, portfolios, testing (i.e., teacher-made and EQAO) as well as peer-, self-, and collaborative-assessment. Throughout the course, candidates will link assessment practices to learning theories and to their evolving pedagogical approach. By the end of the course, candidates should be able to engage in professional discussions and decision-making related to assessment and student learning. This course will fundamentally strengthen the candidates’ approach to teaching by connecting together educational and assessment theory, philosophy, and practice.

 

At-Risk Adolescents and Young Adults (IS)

EDST 291/3.0 Understanding At-Risk Adolescents and Young Adults

This course provides a foundational understanding of the social and psychological basis to the notion of “at risk” and explores various approaches to effect change in adolescents and young adults including cognitive behavioural theory, motivational interviewing, collaborative problem solving, and restorative practice. The impact of socioeconomic status, family dynamics, social factors, and biological markers will be examined.

FOCI 291/3.0 Teaching At-risk Adolescents and Young Adults

Teacher candidates will develop efficacy in applying the theoretical principles taught in EDST 291 to increase their students’ success academically, behaviourally, and socially. A wide range of situations that place students at risk including mental health issues, substance use and addictions, LGBT issues, and family dynamics will be explored, along with evidence-based strategies proven to facilitate self-control, motivation, and improved classroom management. Learning will occur through a variety of readings matched with guest presentations from professionals and those with lived experience.

 

At-Risk Children (PJ)

EDST 290/3.0 Understanding At-Risk Children

This course provides a foundational understanding of the social and psychological basis to the notion of “at risk” and explores various approaches to effect change in children including cognitive behavioural theory, motivational interviewing, collaborative problem solving, and restorative practice. The impact of socioeconomic status, family dynamics, social factors, and biological markers will be examined.

FOCI 290/3.0 Teaching At-Risk Children

Teacher candidates will develop efficacy in applying the theoretical principles taught in EDST 290 to increase their students’ success academically, behaviourally, and socially. A wide range of situations that place students at risk including mental health issues, substance use and addictions, LGBT issues, and family dynamics will be explored, along with evidence-based strategies proven to facilitate self-control, motivation, and improved classroom management. Learning will occur through a variety of readings matched with guest presentations from professionals and those with lived experience.

 

Drama in Society(PJ & IS)

EDST 230/3.0 Understanding Drama in Society

In this course teacher candidates will study the history and practices related to drama in Society. This course will introduce students to relevant literature, experiences and resources to better comprehend the connection between drama and education. Conceptual knowledge will be explored through references to specific dramatic texts and theorists. Students will gain a comprehensive understanding of drama methodologies, drama-based pedagogies and creative experiential learning practices.

FOCI 230/3.0 Drama in Society

The Drama in Society Focus is an exploration of the exciting possibilities for incorporating dramatic experiences into the school curriculum, including the teaching of drama as an art form, the integration of drama into other aspects of the curriculum, and the performing of original works of theatre for young audiences. The PRAC 450/451 placement may be in a regular classroom, a specialized drama education program, or an alternative setting such as museum or theatre outreach program. It is also possible for several members of this focus to work together during the alternative practicum, presenting workshops or performances in schools.

 

Early Primary Education (PJ)

EDST 238/3.0 Understanding Early Primary Education

Teacher candidates will study the learning and development of early primary students (Junior Kindergarten to Grade 2). Various aspects of development will be explored, including the social, emotional, and cognitive areas. The course will provide the theoretical foundations of early primary education and introduce candidates to key readings and ideas in the area.

FOCI 238/3.0 Early Primary Education

Teacher candidates will examine the practice of early primary education. They will use their emerging theoretical understanding to practice observation and assessment and evaluation of children in the early years. They will learn how to design developmentally appropriate programs that reflect the needs of younger learners.

 

Educational Leadership (PJ & IS)

EDST 275/3.0 Understanding Leadership in School Organizations

Intended to provide candidates with a comprehensive understanding of leadership concepts by integrating theory, research, philosophy, and practice in school organizational and social structures. Candidates will explore the roles that organizations play in society; critically analyze traditional and contemporary models of organizations; develop an understanding of organizational structures and leadership; examine the nature and effects of group behaviour and dynamics on individuals in organizations; and, consider some common relational problems that members of organizations experience and how they should be addressed.

FOCI 275/3.0 Leadership in Schools

Intended for teacher candidates interested in working toward positions of added responsibility, such as team leader, department head, vice principal, principal, consultant, coordinator and supervisory officer. The course will prepare candidates for working in diverse organizational environments through an evidence-based approach to examining trends and issues regarding organizational development and transformation. Candidates will discuss the practical ways in which leadership concepts apply to schools; examine the tasks, contexts, attributes, and powers associated with leadership in school organizations; explore the related roles of professionals and individuals assuming leadership responsibilities in school organizations; and, build awareness of their own leadership skills and styles.

 

Educational Technology (PJ & IS)

EDST 218/3.0 Understanding Educational Technology

This course examines issues related to the augmentative and transformational uses of educational technology in K-12 classrooms. The goal of the course will be for teacher candidates to build an intelligent and thoughtful disposition towards the use of educational technology in K-12 classrooms. Focus will be placed on the current array of educational technologies and how these should be used by teachers to support student learning. Through engagement in demonstrations and the development of curricular projects candidates will develop a deeper understanding of how educational technology can improve and potentially transform education for students. Candidates will develop a critical perspective on the use of computers and related educational technologies that are intended to address issues of teaching and learning.

FOCI 218/3.0 Educational Technology by Design

This course engages teacher candidates in designing ways of using educational technology that address authentic teaching and learning problems. Emphasis is on the creative repurposing of educational technology to respond to substantive teaching and learning problems derived from sources in the field. Issues associated with using educational technology will be addressed through face-to-face seminars, workshops and group design projects. The goal of this course will be for candidates to develop a deep appreciation for the complexity of designing viable solutions to educational problems that utilize educational technology. Prototyped designs will be piloted in practice-based settings and final reports will be shared with educators via webpages and during an end of year Educational Technology Showcase that will be open to local teachers.

 

Environmental Education (PJ & IS)

EDST 243/3.0 Understanding Environmental Education

The term 'environmental education' means many things to many people. In this course teacher candidates will have the opportunity to explore various issues and practices related to environmental education. This course will be one of questions: What is the historical context of our relationship with the environment and hence the need for environmental education? What is, and what shapes the social and /or political views our society has about the environment? What is the role of education in the context of knowing about and solving environmental issues?

FOCI 243/3.0 Environmental Education

This course focuses on enhancing teacher candidate’s understanding and appreciation of the natural environment as a classroom, increasing their knowledge of environmental issues, and learning how to teach about them. Ways to integrate environmental studies across the curriculum both inside and outside the classroom will be investigated, and environmental programs and resources will be explored using hands on approaches.

 

Exceptional Learners (PS & IS)

EDST 295/3.0 Understanding Exceptional Learners

This course addresses understanding research, resources, and practices relevant to teaching exceptional children and adolescents in the regular classroom. A range of exceptionalities are considered including students with learning disabilities, chronic health conditions, Autism Spectrum Disorders (ASD), mental health concerns, developmental delays, giftedness, and behaviour and emotional difficulties. Teacher candidates consider how students learn, how to help exceptional students achieve success, and how to collaborate with parents and other professionals. The course emphasizes creating a classroom context where each student is valued.

FOCI 295/3.0 Teaching Exceptional Learners

This course addresses teaching exceptional children and adolescents in an inclusive classroom. Exceptional learners include, among others, those with learning disabilities, chronic health conditions, Autism Spectrum Disorders (ASD), mental health concerns, developmental delays, giftedness, and behaviour and emotional difficulties. The course offers opportunities to learn from: experience, workshops, reading, and peers; to differentiate instruction to meet the needs of all learners; to develop competence and confidence in teaching exceptional learners; and to provide leadership in this area. The organization is experiential, self-directed, and collaborative, within a group that shares an interest in working with exceptional learners.

 

French Methodology (PJ & IS)

EDST 245/3.0 Understanding the theoretical background in French Methodology

In this course students will explore instructional strategies to enhance learning in various subject contents in French, in order to increase the quality of the learning experience. An important theme across the course will be the integration of subject matter and language use supported by the use of authentic documents. Teacher Candidates will read about and discuss French across the curriculum as well as cultural aspects and how to improve fluency.

FOCI 245AB/3.0 French Methodology at the Elementary Level

At the elementary level a variety of programs are offered along the language learning continuum. French language teaching is examined in the light of social context, educational context, pupils' needs and teachers' expertise. Teaching immersion, bilingual, or core programs requires different approaches to tasks and to collaboration. These are the focus in a self-directed teaching process. Assessment is based on designing a series of evaluation tasks to show the understanding of tasks for language use, including the evaluation of motivation.

Prerequisite: Fluency in the French language.

 

International Education (PJ & IS)

EDST 255/3.0 Understanding Teaching and Learning Abroad

This course supports scholarly and personal understanding of teaching and learning abroad as teacher candidates prepare for professional practice in international settings. The focus will be on theories that support teachers in their understanding of the complexities associated with teaching in cross-cultural contexts, such as cultural variables, “third culture kids”, service learning, professional development and diversity consciousness. These will be discussed by drawing on current literature in the field of overseas teaching and cross-cultural teaching and learning. Candidates will learn through structured classes, group discussions, guest speakers and personal research of topics specifically applicable to individual interests. This course helps candidates understand teaching and learning in ELL, multicultural, and diverse contexts in Canada or abroad.

FOCI 255/3.0 Educators Abroad

This program focus supports teacher candidates’ scholarly and personal development as they prepare for professional practice in international schools, including candidates considering international teaching after gaining full-time teaching experience in Canada. Learning in this course occurs through a combination of structured classes, contact with professors, a self-directed independent study, and an alternative practicum. While an international alternative practicum placement is supported, it is not a requirement. Candidates are required to link their alternative practicum to their Educators Abroad independent study. This course helps candidates address the complexities of teaching and learning in ELL, multicultural and diverse contexts in Canada or abroad.

 

Literacy in the Elementary School (PJ)

EDST 227/3.0 Understanding Literacy in the Elementary School

This course will examine how literacy learning is supported by the use of traditional and multimodal texts with children. It will explore the integration of children’s literature across curricular areas for all students. Teacher candidates will read and discuss the major genres of literature used in elementary schools and develop criteria for judging the quality of children’s literature.

FOCI 227/3.0 Literacy in the Elementary School

This course will explore instructional strategies that use children's literature to enhance learning in a variety of curricular areas for all students. Teacher candidates will work with a variety of genres to develop instructional resources to encourage and extend children’s response to literature. The alternative practicum will allow candidates to experience early childhood settings where they will be able to develop literacy skills through children’s literature.

 

Literacy in the Secondary School (IS)

EDST 244/3.0 Understanding Literacy in the Secondary School

This course will address the integration of literacy instruction across the curriculum. The following topics will be examined from theoretical and applied perspectives: processes of reading, struggling learners, fluency, comprehension, vocabulary, instructional strategies, writing processes, information, digital and graphic literacy and using young adult literature in the classroom.

FOCI 244/3.0 Literacy in the Secondary School

This course will focus on instructional approaches and materials that develop literacy skills at the secondary level. The role of the Student Success teacher in supporting adolescents’ learning will be examined. Teacher candidates will work with traditional and multimodal resources to develop instructional applications that support adolescents. The alternative practicum will allow candidates to experience working with a Student Success teacher in supporting the literacy development of students or with community organizations that foster literacy initiatives.

 

Mathematics in the Elementary School (PJ)

EDST 209/3.0 Children’s Mathematical Thinking

This course will use the circles of caring framework to examine mathematics through the lens of children’s mathematical development. The focus of the course will be on the ways in which children’s thinking about mathematics is varied and complex and will be based on the principle that elementary mathematics is not elementary. Video clips, cases and artifacts that show concrete examples of the ways children struggle to make sense of mathematics will be used to demonstrate how children can learn mathematical procedures without learning the underlying mathematical concepts. Research about children’s mathematics development will be used as the basis of discussion about why deep conceptual understanding is generative and enables children to extend and apply their thinking in new situations.

FOCI 209/3.0 Infusing Mathematics Across The Curriculum

The purpose of this course is to examine the use of the creative aspects of mathematics to study ways in which mathematics can be integrated into art, music, biology, architecture, literature, history, agriculture, technology, and engineering. Educational research tells us that students learn best and make better sense of what they're learning when they can make connections with previous learning or with different areas of learning. Integrated curricula are intended to help students make connections across fields and deepen both their understanding and skills and appreciation for mathematics. Teacher candidates will assess practical examples of integration in formal and informal curriculum settings, informed by research about integrative mathematics pathways and their impact on teaching and achievement.

 

Social Justice (PJ & IS)

EDST 296/3.0 Understanding Social Justice Issues in Schools

In this course, teacher candidates will develop a critical perspective towards issues of social justice that will enable them to help students prepare to be global citizens and to respond more effectively to a diverse student population. Among the larger issues that configure social relations are: racism, sexism, homophobia, able-ism, classism, ethnocentrism, ageism and intellectualism. Additional issues for examination include the impact of students’ cultural context on their school experiences, the impact of the school culture, including teachers’ attitudes and expectations, and impact of the hidden curriculum.

FOCI 296/3.0 Teaching for Social Justice

This course focuses on social justice and inclusionary education and explores what it means to teach for social justice. Teacher candidates will draw on the understandings of practicing teachers who have developed the confidence to question schooling/teaching practices and agendas from a social justice perspective. Additional issues to be considered include: the effects of social class, gender, and race on students’ educational experiences. At the centre of this course is the link between theory and practice, what we do and what we think are not separate.

 

Teaching and Learning Outside of Schools (PJ & IS)

EDST 285/3.0 Understanding Teaching and Learning Outside of Schools

This course explores theoretical and conceptual frameworks for school programs such as Open Minds, Beyond Classrooms Kingston, and School in the Park. Around the globe, students and teachers are moving outside the school walls into a variety of real-world settings: natural wetlands, City Hall, an art gallery, a community museum. Teacher candidates examine curricula, programs and educational thinking that challenge students and teachers to engage in authentic inquiry, problem-solving, reflection and community engagement – outside the classroom.

FOCI 285/3.0 Teaching and Learning Outside of Schools

Teacher candidates will draw on the understandings of practicing teachers who have developed the confidence to question schooling/teaching practices and agendas from a social justice perspective. Additional issues to be considered include: the effects of social class, gender, and race on students’ educational experiences. At the centre of this course is the link between theory and practice, what we do and what we think are not separate.

 

Teaching English as a Second Language (PJ & IS)

EDST 229/3.0 Understanding Teaching English as a Second Language

This course is designed to present Primary-Junior, Intermediate-Senior and Technological Education teacher candidates with an introduction to a range of theories, which are connected to particular teaching methods and techniques for second language teaching and learning. Candidates will understand various theories, approaches and issues that characterize the classroom context of teaching English as a Second Language (ESL) or a Foreign Language (EFL, i.e. teaching English overseas). Candidates will become familiar with various theories and their relevance to second language instruction in all skills - listening, speaking, reading and writing.

FOCI 229/3.0 Teaching English as a Second Language

This course builds upon the theories, approaches and issues that characterize second language teaching and learning that teacher candidates have learned from EDST 229. Candidates will explore and apply the theories, methodologies, techniques, and practices including the conceptualizations of language, learning and the learner, and their applications and implications in second language teaching and learning in various classroom contexts. Candidates are encouraged to work with second language learners during the course.

 

Technological Education (For candidates enrolled in the Technological Education program)

EDST 476/3.0 Exceptional Children and Adolescents

An overview of exceptional children and adolescents in the regular classroom, including their identification, inclusion and teaching. Candidates consider how students learn, how teachers can help exceptional students to learn in the classroom, and how teachers can collaborate with parents and other professionals to enhance learning. A range of exceptionalities are considered including students with giftedness, intellectual disabilities, learning disabilities, and behaviour exceptionalities.

FOCI 213/3.0 Broad-Based Technological Education

The Ontario College of Teachers requires that teachers gaining certification in technological education demonstrate "proof of... competence in the area... of technological studies selected as an option in the program of professional education." Technological competence is demonstrated by completing an individualized program, typically in the form of projects, which permits each candidate to broaden and deepen their range of skills. A Technical Skills profile is used to track the range and level of skills.

 

The Grade 7 & 8 Experience (PJ & IS)

EDST 204/3.0 Understanding Teaching and Learning in Grades 7 & 8

This course explores the unique characteristics of the adolescent learner. Grades 7 and 8 offer a unique and rich opportunity for younger adolescents’ learning. A professional learning community model will be used to explore the diversity of adolescents’ cognitive, emotional, and social development, culture, sense of belonging, and learning needs. School and home connections and relationships are examined from the teachers’, administrators’, and parents’ perspectives. The aim of this course is to help teacher candidates critically analyze pedagogical decisions.

FOCI 204/3.0 Engaging Grade 7 & 8 Learners

This course explores the unique characteristics of the adolescent learner. Grades 7 and 8 offer a unique and rich opportunity for younger adolescents’ learning. A professional learning community model will be used to explore the diversity of adolescents’ cognitive, emotional, and social development, culture, sense of belonging, and learning needs. School and home connections and relationships are examined from the teachers’, administrators’, and parents’ perspectives. The aim of this course is to help teacher candidates critically analyze pedagogical decisions.

Curriculum, Primary-Junior (CURR)

CURR 355AB/3.0 Language and Literacy: Development and Practice (PJ)
Teacher candidates will be introduced to instructional practice in the language arts. The course will examine instructional principles for the teaching of the following components of literacy: phonemic awareness, phonics, fluency, vocabulary and reading comprehension, the writing process, the use of informational and narrative texts from JK to grade 8. Teacher candidates will be introduced to the Ontario literacy documents and Language curriculum.

CURR 359/3.0 The Arts (PJ)
The Arts present unique and powerful ways of learning, knowing, creating and expressing.  As such, they have a critical role to play in education.  This course prepares teacher candidates to include drama, dance, music and visual art in the curriculum.  Candidates have the opportunity to enhance their appreciation of the Arts.

CURR 383AB/3.0 Elementary Mathematics (PJ)
Designed to help beginning teachers to (i) examine how children learn mathematics; (ii) develop a positive attitude toward and an interest in mathematics; (iii) teach mathematics with problem solving as the primary focus; (iv) understand the elements of planning and assessing a comprehensive mathematics curriculum; and (v) establish a classroom environment that supports children's learning of mathematics. Models experiences that help teacher candidates to construct personal knowledge of mathematical techniques, skills and processes through meaningful opportunities to learn (including the application of information technology).

CURR 384/3.0 Literacy and Numeracy
Provides opportunities for teacher candidates to explore some of the topics briefly introduced in CURR 355 and CURR 383, but in much more detail. Topics include theoretical and practical issues regarding: i. literacy and numeracy teaching and learning in Kindergarten classrooms; ii. adolescent literacy and numeracy; iii. supporting students who struggle with literacy and numeracy competency and iv. literacy/numeracy connections that support learning.

CURR 385/1.5 Social Studies (PJ)
Provides teacher candidates with the opportunity to enhance skills, attitudes and understandings to enable them to teach, learn and function as informed citizens in a culturally diverse society and world. Candidates explore ways to study communities, heritage, history, and geography, using the Ontario curriculum documents and a variety of strategies and resources.

CURR 387AB/3.0 Science and Technology (PJ)
Learning to teach elementary science and technology and developing a positive attitude toward these subject areas are explored through a variety of approaches including student-centred learning, problem-based learning, hands-on activities, and integrated learning experiences. Teacher candidates begin to become familiar with the science and technology curriculum mandated by the Ontario Ministry of Education through the exploration of content, skills and strategies for effective teaching, and through reflective practice.

CURR 389/1.5 Art (PJ)
An introduction to visual art in the elementary grades. Participants come to understand that visual art is a form of personal expression and that it can be employed to increase visual perception and awareness. Through experimentation with the foundation materials of visual art, and by utilizing their various environments as sources of inspiration, participants will gain confidence in their ability to make artistic choices and to provide meaningful art experiences for their students. Topics include the elements and principles of design, colour theory, drawing, and assessment and evaluation of art.

CURR 390/1.5 Dance
This course introduces teacher candidates to dance education. Teacher candidates will engage in dance activities and will explore strategies for structuring and engaging learners in dance experiences using the elements and the choreographic forms of the discipline. They will develop an understanding and appreciation of dance.

CURR 391/1.5 Drama (PJ)
Introduces drama in the elementary grades, and encourages teachers to apply dramatic and performance skills and techniques to the presentational aspects of their teaching practice. Through a lens of story-telling, various experiential exercises help students acquire basic dramatic skills and techniques to develop strategies and approaches to foster dramatic activity and presentation in their future classrooms. Topics include drama games, story-telling and story-building, character, staging, acting, and thematic and cross-curricular integration. Work in movement, voice and creative play enhance confidence and ability to incorporate dramatic form for the classroom.

CURR 393/1.5 Music (PJ)
An introduction to music in the elementary grades. Focuses on the integrative aspects of music in the classroom and in the curriculum, and introduces effective strategies and materials. Through experiential learning, participants develop their own musical skills and confidence. Various topics relating to arts advocacy, technology and music, music in the early and middle years, instrumental and vocal music, and composition and notation will be addressed.

CURR 395/1.5 Health and Physical Education (PJ)
Provides teacher candidates with the opportunity to develop understandings, skills and attitudes to effectively teach physical and health education and to help children develop active healthy lifestyles. Candidates become familiar with Ministry of Education curriculum documents and a variety of teaching/learning strategies and resources.

Curriculum, Intermediate-Senior (CURR)

Most curriculum courses are split into two sequential half-courses, with an odd number for the fall term course and an even number for the winter term course, with the exception of CURR 370AB Mathematics, which is a multi-term (fall/winter) course. Each subject's fall term course is a prerequisite for the winter term course. The calendar wording for each of the CURR courses (below) indicates that, together, the fall and winter courses complete the content and objectives for each of the teaching subjects, as agreed to by the Ontario College of Teachers.

Teaching Subject

Fall Course

Winter Course

Science-Biology

CURR 303

CURR 304

Science-Chemistry

CURR 305

CURR 306

Computer Studies

CURR 309

CURR 310

Dramatic Arts

CURR 311

CURR 312

English

CURR 317

CURR 318

Français langue seconde

CURR 321

CURR 322

Geography

CURR 323

CURR 324

History

CURR 335

CURR 336

Mathematics

CURR 370A

CURR 370B

Music-Vocal

CURR 345

CURR 346

First Nations, Métis and Inuit Studies (Native Studies)

CURR 341

CURR 342

Science-Physics

CURR 351

CURR 352

Music-Instrumental

CURR 365

CURR 366

Visual Arts

CURR 379

CURR 380

CURR 303/3.0 Introduction to Biology Teaching (IS)
This course provides an introduction to science teaching with a biology focus at the Intermediate-Senior levels. Teacher candidates plan science lessons using a variety of meaningful and relevant learning activities designed to support critical thinking about science and how it is connected to technology, society and the environment. The effectiveness of these lessons will be explored within the context of teacher candidates' practica experiences.

CURR 304/3.0 Biology Teaching in Theory and Practice
Teacher candidates will connect their practical knowledge and skills to education research to allow them to progress from a concern about teaching to a concern about supporting and judging the quality of student learning. This course provides opportunities for self-directed learning about the nature of science and the preparation of teaching and learning resources.
PREREQUISITE: CURR 303

CURR 305/3.0 Science - Chemistry (IS)
Provides an introduction from a chemistry focus to the theoretical concepts and practical skills necessary for successful and effective teaching of Intermediate-Senior science. Course includes an examination of science content and teaching strategies (including laboratory work and demonstrations).

CURR 306/3.0 Science - Chemistry (IS)
Utilizing a curriculum framework to explore the nature of science, science teaching and learning, Emphasis is placed upon lesson planning, meta-cognition, evaluation and the interrelationships between science, technology, society and the environment.
PREREQUISITE: CURR 305

CURR 309/3.0 Introduction to Teaching Computer Studies (IS)
Prepares candidates to obtain a Computer Studies qualification and to teach the corresponding courses. Topics: Ministry expectations; College of Teachers standards of practice; developing an approach to teaching; assessment of learning; finding, adapting, and developing teaching and learning resources; teaching problem-solving and programming.

CURR 310/3.0 Theories of Teaching and Learning in Computer Studies (IS)
Continuation of CURR309 with additional emphasis on developing a philosophy of teaching computer studies; project work and knowledge building; organizing computing facilities; current developments in information technology; and ongoing professional development.
PREREQUISITE: CURR 309

CURR 311/3.0 Dramatic Arts (IS)
An introduction to the theory and practice of dramatic arts in Intermediate-Senior education. Candidates will explore the elements of dramatic expression and develop an understanding of the intrinsic and extrinsic value of drama/theatre in education. Consideration will be given to the Ontario Curriculum in Dramatic Arts, lesson planning, the assessment of student achievement in dramatic activities, and issues related to the practicum experience.

CURR 312/3.0 Dramatic Arts (IS)
Continued study of the theory and practice of dramatic arts education. Candidates will continue to explore the educational value of dramatic expression with a particular focus on long term planning. Consideration will be given to aspects of curriculum design, unit planning and the assessment of student achievement in a unit, topics in drama for unit development, and issues related to the experience of a novice educator.
PREREQUISITE: CURR 311.

CURR 317/3.0 Introduction to Teaching English (IS)
Provides an orientation to the profession of English teaching and develops familiarity with curriculum documents, curriculum development and course planning. Teacher candidates will explore the pragmatic issues of teaching English and learn a variety of teaching approaches. The course emphasizes practice informed by theoretical perspectives.

CURR 318/3.0 Theories of Teaching and Learning in English (IS)
Provides opportunities to develop awareness of theoretical perspectives underpinning practice and explores a variety of teaching methodologies. Teacher candidates will learn about theories of curriculum, learning, and English education. The course emphasizes the movement from experiencing learning events as a student to interpreting those events from the perspective of a teacher.
PREREQUISITE: CURR 317

CURR 321/3.0 Français langue seconde (IS)
Dans ce cours on se penche sur les notions pédagogiques en mettant l'accent sur l'enseignement aux niveaux intermédiaire et terminal. On vise à faire un tour d'horizon complet des connaissances et des applications pratiques dans le but d'amener tous les apprenants à développer leur style d'enseignement propre en adéquation avec la situation actuelle dans le domaine des langues. Une connaissance supérieure du français est nécessaire. Toutefois il y a lieu de parfaire ses connaissances durant l'année pour des corrections d'ordre minimal. Un séjour immersif d'une durée de six mois est recommandé. Les sujets abordés se rapportent aux approches, aux démarches, aux directives du ministère (immersion, approche communicative..., restructuration, intégration, interdisciplinaire...), à la gestion du temps (objectifs, progression, planification, les savoirs, la culture et la littérature, le contrôle des connaissances), à la psychopédagogie (rôles, groupements, procédés et moyens, collaboration), et à la psycholinguistique. De nombreuses applications pratiques individuelles et en groupes sont intégrées au programme.

CURR 322/3.0 Français langue seconde (IS)
Continuation of CURR 321.
PREREQUISITE: CURR 321

CURR 323/3.0 Geography (IS)
Using a Geography context, the program provides instruction in basic lesson planning, short term & long term planning, assessment and evaluation as well as essential classroom management. Participants become familiar with the various Ministry of Education curriculum documents and resources related to teaching IS Geography. In addition, there is a strong focus on exploring supplementary resources related to teaching contemporary Geography.

CURR 324/3.0 Geography (IS)
This course builds upon the foundation established in CURR323 as well as the experience candidates gained in the fall practicum. Emphasis here is placed on a wide range of support resources and teaching methodologies which are explored using a variety of specialized guest speakers. There is a strong emphasis on the cooperative development and sharing of curriculum ideas and resources within the class. During this part of the course, there is usually an opportunity for candidates to sign up for an “optional” supplementary lab component providing hands-on experience in the use of GIS/GPS software and applications appropriate to grades 7-12. The final section of the course consolidates and synthesizes the combined dimensions and experiences of CURR323 and CURR324.
PREREQUISITE: CURR 323

CURR 335/3.0 Introduction to Teaching History (IS)
Provides an initial orientation to teaching History through exposure to a variety of teaching approaches, questioning techniques, lesson design and curriculum documents. The course explores engaging methodologies in the art of teaching History and citizenship in national and global contexts.

CURR 336/3.0 History Teaching in Theory and Practice (IS)
Provides candidates with opportunities to deepen their commitment to helping young people appreciate and understand the tragedies and triumphs of the human experience. Recent social and cultural developments in the discipline of History are addressed: the nature of the social sciences, historical and critical thinking, teaching for understanding. Curriculum study is advanced through unit design and subject integration. Print and recent electronic resources are explored.
PREREQUISITE: CURR 335

CURR 341/3.0 First Nations, Métis and Inuit Studies (Native Studies) (IS)
For candidates planning to teach First Nations, Métis and Inuit Studies (Native Studies) at the Intermediate and Senior levels. Integrated with the Ontario Ministry of Education and Training document, "People of Native Ancestry: Curriculum Guideline for the Senior Division", and the sections of the First Nations, Métis and Inuit Studies (Native Studies) Intermediate Curriculum Guideline 1991 focusing specifically on the Ministry credit courses for Grades 9 and 10, "Native Peoples of Canada: Present Realities and Future Directions", and "Native Perspectives on the Changing Global Community". Theories pertaining to curriculum development are examined in conjunction with curriculum models developed and implemented in Aboriginal schools. Reviews and evaluates First Nations, Métis and Inuit Studies (Native Studies) curriculum development for non-Aboriginal and integrated schools and First Nations, Métis and Inuit Studies (Native Studies) curricula developed under Aboriginal control. Provides the candidate with skills to evaluate teaching materials and assess curriculum models, to evaluate theories of curriculum development and to design teaching units based on those theories. Allows both Aboriginal and non-Aboriginal candidates to learn about materials and other resources that are available, and also familiarizes candidates with a variety of approaches for teaching First Nations, Métis and Inuit Studies (Native Studies) in the Intermediate and Senior divisions.

CURR 342/3.0 First Nations, Métis and Inuit Studies (Native Studies) (IS)
Continuation of CURR 341.
PREREQUISITE: CURR 341

CURR 345/365 3.0 Introduction to Teaching lnstrumental and Choral Music (IS)
(CURR 345 Music-Vocal candidates only, CURR 365 Music-Instrumental candidates only; both are combined in one class.)
Provides an initial orientation to music teaching at the secondary level with emphasis on both choral and instrumental music. Lesson and unit planning are practiced in the context of exploring teaching and authentic assessment strategies that meet Ontario curriculum requirements.

CURR 346/366 3.0 Music Teaching in Theory and Practice (IS)
(CURR 346 Music-Vocal candidates only, CURR 366 Music-Instrumental candidates only; both are combined in one class.)
Provides opportunities to explore theoretical and practical aspects of teaching and assessing creativity, performance, music theory and analysis. The course includes a focus on developing instrumental and choral music programs, on the development of a career as a music teacher, and on judging the quality of student's learning. The course also provides an opportunity for self-directed learning in the preparation of a teaching resource.
PREREQUISITE: CURR 345/365

CURR 351/3.0 Introduction to Teaching Physics (IS)
Provides an initial orientation to science teaching at the secondary level, with particular attention to the teaching of physics. Lesson and unit planning are practiced in the context of exploring teaching procedures that engage students in activities that provide an experiential basis for their learning.

CURR 352/3.0 Physics Teaching in Theory and Practice (IS)
Provides opportunities to consider the theoretical bases of engaging teaching practices and the practical implications of research on the teaching of physics. The course includes a focus on planning for the first days of teaching, for the development of a career as a science teacher, and for judging the quality of students' learning. The course also provides an opportunity for self-directed learning in the preparation of a teaching resource.
PREREQUISITE: CURR 351

CURR 365/3.0 Introduction to Teaching instrumental and Choral Music (IS)
(Music-Instrumental candidates only)
See course description for CURR 345. CURR 345 and CURR 365 are combined in one class.

CURR 366/3.0 Music Teaching in Theory and Practice (IS)
(Music-Instrumental candidates only)
See course description for CURR 346. CURR 346 and CURR 366 are combined in one class.
PREREQUISITE: CURR 365.

CURR 370/6.0 Mathematics Teaching and Learning: Curriculum and Practice (IS)
This course explores the relationship between theory and practice of teaching mathematics in the Intermediate and Senior levels. Integrating relevant ideas and content from psychology, sociology and mathematics education, the course provides teacher candidates with the opportunities to develop a critical appraisal of curriculum documents and associated professional resources. Teacher candidates will engage in collaborative activities that give them opportunities to move from a concern about teaching into a concern about the impact on students’ learning. An integrated approach to the teaching and learning of mathematics considers technology, diverse teaching and learning strategies, the nature of assessment and evaluation of student mathematics achievement, and current trends in classroom practice.

CURR 379/3.0 Visual Arts (IS)
Concerned with the theory and practice of art in education. Candidates explore the discipline and philosophy related to visual education as well as teaching strategies, curriculum planning, classroom management, studio processes and leadership in the visual arts. Candidates have the opportunity to acquire professional skills needed to teach art in traditional schools as well as alternate educational settings. Practical work sessions, in a variety of media, allow the candidates to further experiment with skills methods and materials involved in studio practice.

CURR 380/3.0 Visual Arts (IS)
Continuation of CURR 379.
PREREQUISITE: CURR 379.

Curriculum, Technological Education (CURR)

All teacher candidates in the Technological Education program option MUST successfully complete each prerequisite Curriculum (CURR) course in Teaching Technological Education and Curriculum Development in Technological Education. Fall-winter Curriculum courses are split into two sequential half-courses, with an odd number for the fall term course and an even number for the winter term course. Each subject's fall term course is a prerequisite to attend the winter term course. Each CURR course is a prerequisite to attend the next course.  The calendar wording for each of the CURR courses (below) indicates that, together, the courses complete the content and objectives for the teaching subjects, as agreed to by the Ontario College of Teachers.

CURR 360/3.0 Teaching Technological Education, Part 1
Teaching Technological Education provides an introduction to teaching and learning in contemporary technological education. Teacher candidates examine and practice strategies for teaching and learning that enable students to develop capability in the different broad-based technologies that comprise technological education in Ontario.  Lesson planning, teaching strategies, workshop and classroom organization, questioning techniques, and responses to student behaviour will be discussed, and also examined in the context of the practicum.

CURR 361/3.0 Teaching Technological Education, Part 2
Provides an introduction to the theoretical underpinnings of teaching and learning in technological education. Using creative activity to promote high school students’ intellectual growth is a particular focus of readings and discussions. Course activities provide opportunities to combine knowledge from educational research with experience in order to promote, and assess, quality student learning and to develop an informed approach to professional practice.
PREREQUISITE: CURR 360

CURR 368/3.0 Curriculum Development in Technological Education, Part 1
The ability to teach effectively depends to a large extent on a teacher's ability to act as a curriculum planner for both long and short term planning. Readings, discussions, and activities are used to combine research and teacher candidates' experience in order to become curriculum planners in broad-based technology. Introduction to concepts, practices, and processes of the curriculum field. Teacher candidates use this knowledge, and their professional and school experiences to articulate models of curriculum, assessment, and evaluation that will guide their practice as curriculum planners. CURR 368 gives candidates the opportunity to understand curriculum guidelines and how they are translated into curricular possibilities for Grades 9 to 12. Candidates complete a project and project report for Grade 9, discuss possible curricular approaches for Grade 10, and articulate a proposal for a Grade 11 or 12 community-based project.

CURR 369/3.0 Curriculum Development in Technological Education, Part 2
Teacher candidates further investigate theory, concepts, practices, and processes of the curriculum field to link the community to school technological education programs. Teacher candidates use this knowledge, and their professional and school experiences to an application of the community-based project curriculum model. Using this curriculum model, teacher candidates plan and write a Grade 11 or 12 course profile.
PREREQUISITE: CURR 368

Educational Studies (EDST)

EDST 456AB/3.0 A Study of the Religious Education Program in the Roman Catholic Schools of Ontario (PJIS)
Introduction to the central concepts which make up the Religious Education curriculum currently in use in the Catholic schools of Ontario. Candidates who plan to teach in Roman Catholic Schools will find this course helpful as a basic orientation in regard to the theological content and pedagogical principles in contemporary Catechetics. Conducted by staff from both the local Roman Catholic Archdiocese and the local Catholic District School Board. Candidates intending to teach in Ontario Roman Catholic schools should note that a course related to education in Catholic schools is required by most Ontario Catholic boards, and strongly recommended by others. This course is recommended for those who have little to no background in religious studies or theology and are hoping to teach JK-Grade 12.

Foundational Studies (FOUN)

FOUN 100/1.0 Psychological Foundations of Education
This course introduces teacher candidates to the psychological foundations of education. It involves readings, lectures, group activities and presentations. Topics covered will include theories that relate to classroom teaching and an exploration of mental health issues as well as the role of educators in supporting student’s mental health. Resources for the course are available in Desire to Learn (D2L).

FOUN 101/1.0 Foundations of Assessment
This course introduces teacher candidates to the foundations of classroom assessment and evaluation. Students will engage in examining assessment theory, policy, and practice in relation to the current context of contemporary schooling. Emphasis will be placed on the intersection of assessment practices and principles of teaching and learning. Specifically, topics related to assessment for learning and assessment of learning will be covered in addition to assessment design and principles for fair student assessment.

FOUN 102/1.0 Historical and Philosophical Foundations of Education
This course introduces teacher candidates to the study of history and philosophy of education. Students will have opportunities to interrogate contemporary educational structures and challenges in light of philosophical worldviews and positions, as well as historical continuities and changes. The course offers teacher candidates a space to consider how philosophy is a practical means of informing and guiding educational practice, and how the history of education serves to contextualize and problematize pedagogical practice.

Practicum (PRAC)

 

Concurrent Education Practicum (Years 1-3)

PRAC 110AB/1.5 Experiences in Schools I (Concurrent Year 1) (PJIS)
The equivalent of two full weeks in an elementary (K-8) setting (minimum 60 hours), including contact with a special needs student. The format is to be very flexible, but pre-planned. For example, candidates may choose to do a series of half-days, or two full-time weeks, or a combination of half-days, full-days and/or full weeks. Full-time weeks may be done during the fall or winter reading weeks, or (if necessary) at the end of the term in May, or a reasonable combination of these options. The placement must be completed in the same academic year.

PRAC 210AB/1.5 Experiences in Schools II (Concurrent Year 2) (PJ)
The equivalent of three full weeks in an elementary (K-8) setting (minimum 90 hours) including contact with a special needs student. Candidates observe three students and prepare a sample simplified Individual Education Plan on one of the observed students, as well as plan and teach three lessons in a traditional classroom setting, or complete the equivalent planning and implementation in an alternative setting such as a school library or resource room. The format is to be very flexible but pre-planned. For example, candidates may choose to do a series of half days, or three full-time weeks, or a combination. Full-time weeks may be done during the fall or winter reading weeks, or at the end of the term in May, or a reasonable combination of any of these options. The placement must be completed in the same academic year.
PREREQUISITE: PRAC 110AB

PRAC 211AB/1.5 Experiences in Schools II (Concurrent Year 2) (IS)
The equivalent of three full weeks in a grade 7–12 setting (minimum 90 hours) preferably, with at least one class in a non-academic stream. Candidates observe three students and prepare an Individual Education Plan on one of the observed students, as well as plan and teach three lessons in a traditional classroom setting, or complete the equivalent planning and implementation in an alternative setting such as a school library or resource room. The format is to be very flexible but pre-planned. For example, candidates may choose to do a series of half days, or three full-time weeks, or a combination. Full-time weeks may be done during the fall or winter reading weeks, or at the end of the term in May, or a reasonable combination of any of these options. The placement must be completed in the same academic year.
PREREQUISITE: PRAC 110AB

PRAC 310AB/1.5 Experiences in Schools III (Concurrent Year 3) (PJ)
The equivalent of three full weeks in an elementary (K-8) setting (minimum 90 hours), including contact with a special needs student. Candidates will plan and teach five lessons in a traditional classroom setting or complete the equivalent planning and preparation in an alternative setting such as a school library or resource room. Candidates incorporate strategies for accommodating students with special needs within their instructional plans and make reflections and suggested changes on their plans after instruction occurs. The format is to be very flexible but pre-planned. For example, candidates may choose to do a series of half-days, or three full-time weeks, or a combination of half-days, full-days and/or full weeks. Full-time weeks may be done during the fall or winter reading weeks, or (if necessary) at the end of the term in May, or a reasonable combination of these options. The placement must be completed in the same academic year.
PREREQUISITE: PRAC 210AB

PRAC 311AB/1.5 Experiences in Schools III (Concurrent Year 3) (IS)
The equivalent of three full weeks in a grade 7-12 setting (minimum 90 hours), including a special needs component. Candidates will plan and teach five lessons in a traditional classroom setting or complete the equivalent planning and preparation in an alternative setting such as a school library or resource room. Candidates incorporate strategies for accommodating students with special needs within their instructional plans and make reflections and suggested changes on their plans after instruction occurs. The format is to be very flexible but pre-planned. For example, candidates may choose to do a series of half-days, or three full-time weeks, or a combination of half-days, full-days and/or full weeks. Full-time weeks may be done during the fall or winter reading weeks, or (if necessary) at the end of the term in May, or a reasonable combination of these options. The placement must be completed in the same academic year.
PREREQUISITE: PRAC 211AB

 

B.Ed./Dip.Ed. Year Practicum

The practicum is an integral part of the teacher education program, involving practical experiences in observing and teaching in schools.  The duration of practice teaching in schools meets the minimum requirements set by the Ontario College of Teachers.  For practicum format and details, please see educ.queensu.ca/practicum.

Primary-Junior Intermediate-Senior
PRAC 410/2.0 Practicum (PJ, Summer 1) PRAC 411/2.0 Practicum (IS, Summer 1)
PRAC 420/1.75 Practicum (PJ, Fall 1) PRAC 421/1.75 Practicum (IS, Fall 1)
PRAC 430/1.75 Practicum (PJ, Fall 2) PRAC 431/1.75 Practicum (IS, Fall 2)
PRAC 440/2.5 Practicum (PJ, Winter) PRAC 441/2.5 Practicum (IS, Winter)
PRAC 450/0 Alternative Practicum (PJ) PRAC 451/0 Alternative Practicum (IS)
PRAC 460/2.5 Practicum (PJ, Summer) PRAC 461/2.5 Practicum (IS, Summer)
Professional Studies (PROF)

PROF 105/1.5 Critical Issues and Policies in First Nations Classrooms
(Aboriginal Teacher Education Community-Based students only)
This course is an introduction to issues and policies that are critical for beginning and experienced teachers in Aboriginal education. It invites candidates to build on their experiences in classrooms and associates schools, to learn about their legal rights and responsibilities as First Nations teachers, to learn about adapting instruction for exceptional Aboriginal learners, and to learn about equity issues they will face in Provincial and First Nations schools.

PROF 110/3.0 Self as Teacher
Introduction to schools, teaching, and curriculum in their historical, political, social and philosophical context. Exploration of policy, practice and professional portfolios, with an emphasis on reflective and critical thinking.

PROF 170AB/3.0 School and Classroom Leadership: In Pursuit of School Effectiveness (Consecutive)
The purpose of the School and Classroom Leadership course is to provide a platform to examine current initiatives to support the learning and achievement of all students.

PROF 171AB/0 School and Classroom Leadership: In Pursuit of School Effectiveness (Concurrent)
The purpose of the School and Classroom Leadership course is to provide a platform to examine current initiatives to support the learning and achievement of all students.

PROF 180/1.5 School Law and Policy (Consecutive)
This course, obligatory for all candidates seeking an Ontario Teacher’s Certificate, provides an overview of the legal aspects of teaching in Ontario. Attention is focused on the Education Act, R.S.O. 1990 and the Teaching Profession Act, R.S.O. 1990, and selected regulations supporting these statutes. Teacher candidates receive basic information about the legal duties of education personnel; the teacher’s contract of employment and related job security procedures; and the purposes, structure and practices of the teacher associations in Ontario.

PROF 181/0 School Law and Policy (Concurrent)
This course, obligatory for all candidates seeking an Ontario Teacher’s Certificate, provides an overview of the legal aspects of teaching in Ontario. Attention is focused on the Education Act, R.S.O. 1990 and the Teaching Profession Act, R.S.O. 1990, and selected regulations supporting these statutes. Teacher candidates receive basic information about the legal duties of education personnel; the teacher’s contract of employment and related job security procedures; and the purposes, structure and practices of the teacher associations in Ontario.

PROF 210/3.0 Self as Learner
An introduction to planning for learning for Primary-Junior, Intermediate-Senior, and Technological Education candidates.  This course explores universal design for learning, literacy, and diversity, with an emphasis on the use of assessment and evaluation as supports for learning.  The learning needs of exceptional learners and the use of equitable instruction will be highlighted.  The portfolio will be used as an individual documentation of learning.
PREREQUISITE: PROF 110

PROF 310/3.0 Self as Professional
Introduction to professional judgement and decision making as it relates to the beginning teacher in the Primary-Junior and Intermediate-Senior divisions. Exploration of legal rights and responsibilities as professionals and reflection on and thinking critically about experiences in classrooms and host schools, adapting practices for exceptional learners and addressing equity issues faced in schools.
PREREQUISITE: PROF 210

PROF 410AB/1.5 Theory and Professional Practice (PJ)
Focuses on connecting practicum experiences with on-campus learning and introduces the process of constructing and documenting professional knowledge. This course emphasizes understanding and improving teaching and learning and associated classroom practices.

PROF 411AB/1.5 Theory and Professional Practice (IS)
Focuses on connecting practicum experiences with on-campus learning and introduces the process of constructing and documenting professional knowledge. This course emphasizes understanding and improving teaching and learning and associated classroom practices.

PROF 500/1.0 Supporting Learning Skills (PJ & IS)
Introduction to learning skills and the supports teachers can use to advance, sustain and remediate skills such as those identified on the Ontario Provincial Report Cards. Responsibility, independent work, initiative, organization, collaboration, and self-regulation in current teaching and learning strategies are considered along with assessment and evaluation techniques.

PROF 501/1.5 Building a Professional Career as a Teacher (PJ & IS)
During the final term of the 4-term preservice program, this course identifies the major features and issues of a teacher's professional career. Students will review their development as a teacher through the program and consolidate personal strategies for their on-going professional development. Topics will include teacher-student relationships, pedagogical principles, curriculum change, professional identity, professional collaboration, and school culture and community.

PROF 502/1.0 Introduction to Aboriginal Studies for Teachers (PJ & IS)
This course will examine the history, culture, and diversity of Aboriginal Canadians. It will also introduce teacher candidates to the concept of culture-based education, and will aid them in finding ways to integrate Aboriginal perspectives into their classrooms. Finally, it will discuss the realities of life in Northern Canada.

PROF 503/1.0 Integrating Environmental Education in the Classroom (PJ & IS)
Teacher candidates will explore how to integrate environmental education into all subject areas using two approaches: (a) personal awareness of natural history and natural systems and (b) critical analysis of the ways personal perceptions intersect with philosophical and theoretical frameworks of environmental education.

PROF 504/1.5 Educational Technology as a Teaching and Learning Tool (PJ & IS)
This course will explore the integration of educational technology as a tool to support teaching and learning in K-12 classrooms. The range of topics will include Internet literacy and technologies that support student learning in various domains, group collaboration and personal expression. Particular attention will be paid to assistive technology and its use with special needs students. In small groups, participants will design technology-involved solutions to specific teaching and learning problems. Participants' technology-related presentation skills will be expanded through the creation of rich-media presentations of their design solutions.

PROF 505/1.5 Meeting the Needs of Learners (PJ & IS)
This course brings together concepts, ideas and understandings introduced in practicum and on-campus learning, as well as thinking and practices initiated through such Ministry of Education documents as Learning for All; the School Effectiveness Framework; Growing Success; the First Nation, Metis and Inuit Education Policy Framework, and others. Candidates will deepen their understanding of Universal Design for Learning and Differentiated Instruction, as well as other practices, and improve their ability to plan and implement these kinds of approaches in order to respond to all their students and tailor their instruction appropriately.

PROF 506/3.0 English Language Learners (IS)
The diversity in Ontario's classrooms requires every teacher to know the policy and program implementation in supporting a fast growing student population of English Language Learners - both Canadian-born and newcomers from other countries including international students. This course is designed to explore the relationships between the learning of the English language and the learning of school contents through English in order to maximize learning in the classroom.

PROF 507/1.5 Transitions (IS)
The transition from elementary to secondary school is an important and normative life event that affects different students in different ways. This course examines the many influences on a young person as they shift between elementary and secondary schools and the factors that facilitate or hinder successful transitions. Teacher candidates will explore the diverse that can be bridged by students, educators, parents, and communities to provide optimal opportunities for student success.

PROF 508/1.5 Teaching Grades 7 and 8 (IS)
As teachers of Grades 7 and 8, you will be working with students who are going through a period of profound physical, social and intellectual change. The unique context of the Grade 7/8 classroom and the unique characteristics of the adolescent learner require that as a teacher of these grades, you apply specialized instructional content, and, pedagogical and dispositional strategies to achieve success with students. The purpose of the course is to help you to respond to the characteristics of the adolescent learner and provide you with strategies and resources to motivate and actively engage them in learning.

Program Tracks (EDST, FOCI)

Aboriginal Teacher Education

EDST 201/3.0 Theory of Aboriginal Education

This course provides a background into the history and theory of Aboriginal Education. It will commence with a discussion of Aboriginal identities and approaches to education from the pre-contact era into the present, as well as Western approaches to education through the lens of Critical Race Theory. The course will then move to Aboriginal educational theory, including such topics as Aboriginal concepts of the person and the learner; teaching as ceremony; Aboriginal differentiated instruction; holistic learning; global Aboriginal identities; language and education; and education for decolonization.

FOCI 201/3.0 Aboriginal Teacher Education

Prepares Aboriginal Teacher Education candidates to include Aboriginal curriculum as part of their classroom teaching. Explores Aboriginal community-based curriculum development; a review of current Aboriginal curriculum packages and other resources; curriculum planning and evaluation. An experiential learning approach with aspects of the course applied during the candidates' practice teaching rounds. Practicum experiences are explored during class sessions with such reflections providing the basis for further learning in the areas of curriculum planning and evaluation.

 

Artist in Community Education

EDST 222/3.0 The Artist in Society

Intended to provide students in the Artist in Community Education track with experiences relevant to the professional practices of artists. Special attention is paid to the practical role that professional artists play in society including the management of their own professional affairs. Stresses broadening student experiences in the arts through exposure to a variety of visiting professionals.

FOCI 222/3.0 Artist in Community Education

Candidates explore the interface between the artist and education. Issues associated with professional practice and the world of education in visual art, creative writing, drama and music are addressed. Investigations will be sufficiently flexible to meet the needs and interests of students in each of their specific disciplines.

 

Outdoor and Experiential Education

EDST 260/3.0 Understanding the Principles and Programs in Outdoor and Experiential Education

A study of the theories of experience-based education as derived from the literature and tested analyses of experiential practices and programs. A   pedagogical understanding of both the theory and practice of designing innovative outdoor programs is explored through field work involving the ideas of ecological literacy. Emphasis is placed upon integrated subject matter. Also considered are the development, organization, operation and evaluation skills required to lead experiential-based programs in school systems.

FOCI 260/3.0 Outdoor and Experiential Education

Prepares candidates for leading dynamic school and community based outdoor education as found in a variety of environmental contexts in all teaching subjects. Also considered are alternative experiential settings including museums, adventure programming, integrated learning, rehabilitation for special populations, expeditionary learning, alternative education, local project-based learning, and environmental education.