Program Focus courses offer an alternative format for candidates and faculty to explore areas of mutual interest. The focus experience is grounded in practice and is closely tied to experience in schools and other settings. The candidate's alternative practicum should be related to the Program Focus course, and offers a view of schools and education that is different from that achieved during the regular practicum. Courses indicating PJIS are for all students, PJ for Primary-Junior students only, and IS for Intermediate-Senior students only. Some FOCI courses are required in special program tracks as indicated; these courses may be taken only by students in these program tracks. A selection of our FOCI courses is offered each year. Only courses offered in 2008-09 are listed below.
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FOCI 201/0.5 |
Aboriginal Teacher Education |
(PJIS) |
(Aboriginal Teacher Education candidates only) 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.
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FOCI 202/0.5 |
Global Education Through International Collaboration |
(PJIS) |
Candidates will work directly with experienced educators in international collaboration among classrooms and school communities to cultivate mutual understanding and respect, peaceful living, and social justice. Candidates will conduct critical case studies of global education curriculum in a broad range of school subjects. Candidates will study the merits of direct school-to-school collaboration and working through international educational partnership organizations (NGO's). Candidates will learn how to support collaboration using email, blogs and wikis, audio and video conferencing, social networking, and other internet tools. Candidates may arrange Canadian or international practicum placements for their Alternative Practicum.
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FOCI 212/0.12 |
Broad-Based Technological Education, Part 1 |
(Tech) |
(Technological Education Internship candidates only) 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. Workshops, placements, upgrading courses and other such venues can also be negotiated with the course instructor. An introduction to (a) the Technology Skills Profile used to track the range and level of skills and (b) individual requirements/program for completion of the Technology Skills Profile. Project costs are the responsibility of the teacher candidate, and typically range from $30 to $300. Course expectations reflect the Standards of Practice for the teaching profession described by the Ontario College of Teachers.
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FOCI 213/0.5 |
Broad-Based Technological Education |
(Tech) |
(Technological Education candidates only) 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. Project costs are the responsibility of the teacher candidate, and typically range from $30 to $300.
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FOCI 214/0.38 |
Broad-Based Technological Education, Part 2 |
(Tech) |
(Technological Education Internship candidates only) 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". Completion of (a) the Technology Skills Profile and (b) individual requirements/program for completion of the Technology Skills Profile negotiated and approved in FOCI 21x (Summer 1). In Part 2, this typically represents giving and attending workshops, and the completion of the approved project(s). Course expectations reflect the Standards of Practice for the teaching profession described by the Ontario College of Teachers.
Prerequisite: FOCI 212
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FOCI 215/0.5 |
Arts-Based Education in the Elementary School |
(PJ) |
Designed to present a view of elementary schools where arts-based activities and environments form the focus for learning not only in the arts, but in other academic subjects as well. Topics include arts and cognition; how math, science, technology, personal and social studies, and language can be authentically incorporated in arts-based learning; how arts programs can induce change in schools; and the role of social learning and community knowledge. Course materials $5.
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FOCI 222/0.5 |
Artist in Community Education |
(PJIS) |
(Artist in Community Education candidates only) 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. Activity fee to cover costs associated with visiting artists and special class events $300.
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FOCI 230/0.5 |
Drama in Education |
(PJIS) |
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 February practicum 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. Learning materials: $15
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FOCI 238/0.5 |
Early Primary Education |
(PJ) |
Building on their prior knowledge and understandings, teacher candidates study the learning of early primary students (junior kindergarten to grade one), who are making the transition from pre-school to early primary classes. Professional readings, research and workshops are related to practicum experiences in a primary classroom (Fall term) and in a school or an alternative setting (Winter term).
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FOCI 240/0.5 |
Environmental Education |
(PJIS) |
Focuses on enhancing candidate's understanding and appreciation of the natural environment as a classroom, increasing their knowledge of ecological issues and problems, and investigating ways to approach environmental studies both in and outside the regular classroom. Themes may include habitat investigations, conservation, and schoolyard naturalization. Exploration of existing environmental programs and resources using hands-on approaches will be included. This course includes a field camp (attendance required) September 6 to 7, 2008. Course fee $150 (covers camp and resources).
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FOCI 255/0.5 |
Educators Abroad |
(PJIS) |
This program focus supports candidates’ scholarly and personal development as they prepare for professional practice in (a) international schools, and (b) other English speaking countries. This course is also appropriate for those 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 of this program focus. Candidates are required to link their alternative practicum to their Educators Abroad independent study. Regardless of career path, this course will help candidates address the complexities of teaching and learning in ESL, multicultural, and diverse contexts in Canada or abroad. Course materials fee $10.
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FOCI 260/0.5 |
Outdoor and Experiential Education |
(PJIS) |
(Outdoor and Experiential Education candidates only) 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. Food and transportation $150.
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FOCI 265/0.5 |
Out-of-Classroom Learning |
(PJIS) |
Teacher candidates share interests in learning outside the classroom. Emphasizes field experiences and the exploration of programs developed by various institutions (galleries, museums, and many others) for school use. Focuses on the human-made or built environment and institutions, rather than on the natural environment. Explores ways of using out-of-classroom experiences to enhance classroom learning from Primary to Senior grades; establishes principles of effective field experiences; and discovers potential opportunities for non-school employment as, for example, curriculum developers and implementers in such settings as museums or galleries.
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FOCI 275/0.5 |
School Leadership |
(PJIS) |
Intended for candidates interested in working toward positions of added responsibility, such as team leader, department head, assistant principal, principal, consultant, coordinator and supervisory officer. Candidates build awareness of their own leadership skills and styles and explore the ways in which leadership and organizational concepts apply to schools.
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FOCI 290/0.5 |
Teaching At-Risk Adolescents and Young Adults |
(IS) |
Examination of various categories of at-risk students and assessment of strategies for working with them, both in schools and community agencies. Learning is primarily through on-site observation and experience, complemented by readings in relevant psychology and sociology literature. Self-directed collaborative groups pursue shared interests and means for disseminating their work with the education community.
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FOCI 291/0.5 |
Teaching and Learning Online |
(IS) |
Candidates explore the organization of curriculum and course content for online presentation, construction of learning objects, leading and moderating online discussions, and the development of course websites. Course sessions involve classroom meetings and synchronous and asynchronous online interaction. During alternative practicum placements, candidates work with teachers designing and leading online courses or with classroom teachers building learning objects and course websites.
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FOCI 293/0.5 |
Understanding International Baccalaureate and Advanced Placement Teaching |
(IS) |
The International Baccalaureate (IB) and Advanced Placement (AP) are internationally recognized and externally assessed programs offered in many international schools and independent (private) schools across Canada, as well as increasing numbers of publicly funded secondary schools in Ontario and other jurisdictions across Canada. This course provided teacher candidates with an introduction to both of these program. There is an opportunity for course participants to explore specific IB and/or AP courses in relation to their respective subject/discipline areas of interest. This course endeavours to match candidates with an IB or AP placement for their alternative practicum. The expectation is that candidates will, through this course, have an opportunity to be introduced to IB and AP programs, and then to become immersed in one of these programs in their alternate practicum experience.
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FOCI 295/0.5 |
Teaching Exceptional Children and Adolescents |
(PJIS) |
Addresses exceptional children and adolescents, including those who are gifted, those with learning disabilities, chronic health conditions, developmental delays, and behaviour and emotional difficulties. Opportunities to learn from experience, workshops, reading, peers and mentor, as well as opportunities to develop competence and confidence in teaching exceptional learners and to provide leadership in this area. The organization is highly experiential, self-directed and collaborative, within a group who share an interest in working with exceptional learners. Learning materials $15.
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FOCI 296/0.5 |
Teaching for Social Justice |
(PJIS) |
Focuses on social justice and inclusionary education in schooling contexts of excellence, learning outcomes and preparation for participation in the global economy. Candidates draw on the understandings of practising teachers who have developed the mutual trust and confidence that allow a questioning of schooling/teaching practices and agendas, and of the larger issues that configure social relations (e.g. racist, sexism, homophobia, able-ism, classism, ethnocentrism, ageism and intellectualism). At the centre is the concrete link between theory and practice-what we do and what we think are not separate.
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FOCI 299/0.5 |
Teaching the Gifted |
(PJIS) |
A broad consideration of the concept of giftedness and the personal,
social and educational issues related to it. Much of the course is
taken up with a consideration of how educators attempt to meet the
needs of high ability learners in settings ranging from standard
classrooms to specialized programs. Candidates are encouraged to work
with able learners and to use this experience as the basis for further
reflection and research.
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