B.Ed./Dipl. Tech. Ed. - Initial Teacher Education

2008/2009 - Related Studies Courses

Below are descriptions of Related Studies Courses proposed for the 2008/2009 academic year. Related Studies courses allow students to pursue individual interests and deepen or broaden their knowledge and skills. You must complete one of these courses. Please ensure that you have reviewed the important information on the Initial Teacher Education Incoming Student Information webpage. The link is:

http://ro.oise.utoronto.ca/teachered0809.html

You must indicate your choices, in order of preference, on the Course Selection and Candidate Information webpage by the expiry date of your Offer of Admission. We will then enroll you into a Related Studies Course based on the offerings, availability and your individual timetable requirements. Courses whose numbers start with EDU55** will be offered either in the Fall Session or the Winter Session with the majority scheduled on Wednesday mornings from 8:30 – 12:30. If you have any questions please contact us:

OISE Initial Teacher Education Registrar's Office: 416-978-4300 or admitted@oise.utoronto.ca

Course Name	Course No.
A Survey of Children’s Literature	EDU5511
Actively Educating for Social & Economic Justice: Theory, Practice & Action	EDU5502
Adapting and Differentiating Instruction for Students Experiencing Learning Difficulties in Inclusive Classrooms	EDU5503
An Introduction to Second Language Acquisition Processes	EDU5513
Anti-Racist Education Studies	EDU5510
Appraising Empirical Evidence in Educational Research	EDU5504
Arts in Urban Schools	EDU5597
Comparative and International Education: Issues for Teachers	EDU5594
Critical Literacies: Language Practices for Social Justice	EDU5598
Curriculum Theory and Practice for Kindergarten	EDU5566
Design Thinking and Problem-Solving in the Classroom	EDU5575
Drama Strategies for Effective and Affective Teaching	EDU5519
Emotional and Behavioural Problems in the Classroom	EDU5572
ESL Across the Curriculum	EDU5524
Foundations in Aboriginal Education	EDU5528
French Grammar and Syntax for the French as a Second Language Classroom (offered in French)	EDU5505
Gender Equity in Schools and Classrooms	EDU5532
Holistic Teaching and Learning	EDU5595
Indigenous Peoples and Medias	EDU5516
Inqueeries About Education	EDU5576
Issues in International & Global Education	EDU5536
Managing Conflict in Classrooms and the School Workplace	EDU5538
Models of Teaching: Enhancing Classroom Practice	EDU5542
Preventing School Violence and Bullying: Theory, Practice, Evaluation & Implementation	EDU5596
Science and Technology in Context	EDU5517
Silver Screen Teachers	EDU5535
Stress and Burnout: Teacher and Student Applications	EDU5593
Supporting Gifted and High-Level Development	EDU5529
Teaching in French Immersion – (Proficiency Test Required)	EDU5552
Technology, Curriculum & Instruction	EDU5574
The Adolescent Brain: Implications for Instruction	EDU5537
Youth Popular Culture and Schooling	EDU5556
The following courses are crosslisted with OISE/UT graduate courses. Enrollment will consist of a combination of Graduate and Initial Teacher Education students. These courses will be scheduled in the evenings and will continue during the Practicum.
Name	Course No
Aboriginal Knowledge: Implications for Education	EDU5178
Aboriginal World Views	EDU5171
Children’s Literature Within a Multicultural Context	EDU5172
Eco-Sociology	EDU5164
Education and Work	EDU5118
Evaluating Provincial Testing	EDU5180
Foundations of Bilingual and Multicultural Education	EDU5173
Gaining Confidence in Mathematics: A Holistic Approach to Overcoming Math Anxiety	EDU5146
History and Educational Research	EDU5144
Identity Construction and Education of Minority	EDU5169
Immigration and the History of Canadian Education	EDU5128
Integrating Science, Mathematics and Technology Curricula (on-line)	EDU5174
Language, Culture & Identity: Using the Literary Text for Teacher Development	EDU5179
Self-Assessment	EDU5176
The Origins of Modern Schooling II: Problems in 19^th and 20^th Century Educational History	EDU5134

A Survey of Children’s Literature

EDU5511

This course is designed to acquaint students with a wide variety of significant children’s literature and with the authors and illustrators who create them. It will also assist students in developing the ability to make informed choices, taking into account the age, ability and interests of the children, and to enhance students’ knowledge of theoretical approaches and instructional strategies for using literature throughout the elementary school curriculum in ways that enable children to: (a) realize the pure joy a fine literary work brings; (b) become increasingly sensitive to and appreciative of good literature – poetry, prose and informational material; (c) develop an understanding of human behaviour, ideals and values; and (d) become increasingly literate in their own use of oral and written language.

Aboriginal Knowledge: Implications for Education

EDU5178

This course will explore indigenous ways of knowing and knowledge systems and how this knowledge might inform the work of teaching, learning and research. Course content may include indigenous research protocols, decolonizing methodologies, ethics and politics of researching and teaching in aboriginal communities, indigenous knowledge in the academy, intellectual property rights, curriculum development and innovations in Aboriginal education. Traditional teachings from Elders may be incorporated into learning.

For students with a research focus, this course enables inquiry into the production of knowledge, from both western and indigenous perspectives which should improve their research work regardless of who they intend to do research with, but with specific relevance in working with Aboriginal populations. For students interested in education implications, the course provides a footing in the workings and characteristics of indigenous knowing which will aid their pedagogical practices in Aboriginal and non-Aboriginal contexts.

Enrollment in this course will consist of both Graduate and B. Ed./Dipl. Tech. Ed. students. The course will be scheduled in the evening and classes will continue to meet during the Orientation/Practicum.

Aboriginal World Views: Implications for Education

EDU5171

In this course students will study philosophical views shared in Aboriginal thought that honours diversity of identities, culture and language, and geographic locations. Recent literature which highlights culturally appropriate and culturally based Aboriginal education grounded in Aboriginal philosophies and the goal of self-determination will be explored. Central to understanding Aboriginal world views is the importance of drawing on and working with traditional wisdom related to the oral traditions, elders' knowledge, and cultural symbols that speaks to the ‘teaching’ (philosophies). Likewise, students will learn that critical to this process is placing this understanding in the context of Aboriginal Peoples’ experiences with colonialism and oppression, and struggles for self-determination yesterday and today. This course will promote an understanding and appreciation of Aboriginal perspectives and explore strategies for integrating this knowledge into the work of educators. Students will be able to apply perspectives to their own research.

Actively Educating for Social and Economic Justice: Theory, Practice and Action

EDU5502

This course is designed to encourage teacher candidates to develop their understandings of what it means to teach to promote social justice with an activist orientation, while it highlights anti-classism and the political and economic dimensions of equity education.

Social and economic issues are explored within a framework that recognizes the vital importance of the relationship between class and other social identities, such as race, ethnicity, gender, sexuality, and ability.

Course content emphasizes an investigation of those educational issues (e.g., class bias in the curriculum; streaming; the impact of broader political dynamics of globalization on education; the relationship between poverty, schooling, and teaching) that impact on all students, with particular attention to low income and socio-economically marginalized students.

Lastly, candidates critically examine contrasting theoretical perspectives, practices, and examples of teacher action and educational activism. These investigations will assist teacher candidates deepen their understandings and hone their practical abilities to respond to social and economic injustices in their classrooms, schools, local communities, nation, and world.

Adapting and Differentiating Instruction for Students Experiencing Learning Difficulties in Inclusive Classrooms

EDU5503

The overall aim of this course is to enhance teacher candidates’ understanding of the needs of students with learning difficulties, and to provide them with practical skills for differentiating and adapting instruction for these students. Teacher candidates will be introduced to the types of learning difficulties they are likely to frequently encounter in the classroom (e.g., learning disabilities, ADHD, mild intellectual disabilities), and taught how to assess the nature of students’ strengths and difficulties using classroom observation and informal, curriculum-based assessment techniques. Teacher candidates will be taught a variety of approaches for adapting and differentiating instruction to meet the needs of these students in the areas of reading, writing, mathematics, social sciences and science including evidence-based remedial approaches, and accommodations best practices (adaptive technology, learning strategies). Applications of these approaches in the inclusive classroom will be emphasized. We will also discuss the emotional and social implications of learning difficulties for students and preventive strategies for addressing these challenges. The intended outcomes for this course include developing informal classroom based observation and assessment skills, increasing teacher candidates’ repertoire of evidenced based strategies, acquiring the skills needed to develop lesson plans that include differentiation and adaptation of instruction and to develop and implement an effective Intervention plan.

An Introduction to Second Language Acquisition Processes

EDU5513

This course will allow teacher candidates at the primary, junior, intermediate and senior levels to understand second language acquisition processes. We will focus on 1) individual differences in second language learning; 2) theories of language learning; 3) learner language in second language acquisition; and 4) comprehension and interaction in second language teaching. Candidates will be involved in reflective and active learning. This course will respond to the needs of all teacher candidates, either because they are preparing to teach French or international languages OR because they will teach students from diverse cultural and linguistic backgrounds.

Anti-Racist Education Studies

EDU5510

This course will focus on understanding what integrative anti-racism means for teacher education. It seeks to combine theory with educational and political practice. The intent is to develop and understand the philosophical basis for anti-racism practice by reviewing educational initiatives in this area. The course will provide student teachers with an understanding of race and difference as providing the contexts for power and domination in society. Among issues covered are the place of race and identity in schooling and how teachers can deal with racism using the principles/ideas of anti-racism practice.

Appraising Empirical Evidence in Educational Research

EDU5504

The goal of this course is to prepare students to become critical-minded informed users of educational research. Students will learn how to locate, understand, and critique the results of research on effective teaching. We will progress through topics including how to access the literature in education, what are the basic principles of research, what are the strengths and limitations of various research methods, how to interpret the research results, and what are the criteria for evaluating the credibility of the empirical evidence. Students will develop skills through examining representative studies on important issues such as grade retention, ability grouping, and comprehensive school reform. Students are expected to complete the required reading prior to the class session and to actively participate in class discussions.

Arts in Urban Schools

EDU5597

This course explores different approaches to the arts in urban schools, with a focus on how the arts might play a role in teaching for equity and social justice. Using a critical lens, students will explore the role that the arts might play pedagogically and in the curriculum in urban schools. Among other themes, students will explore how to incorporate the arts for teaching in non-arts classrooms, critical issues in curriculum and instruction in various arts disciplines, as well as non-curricular and community-based approaches to the arts in school related contexts. Students will have an opportunity to explore different artistic disciplines and consider how they might incorporate the arts as a strategy in teaching for social change.

Children's Literature Within a Multicultural Context

EDU5172

This course explores ways in which to bring children, cultural diversity and literature together in an interactive manner. The aim is to learn how to take advantage of the cultural backgrounds and interests that children of diverse backgrounds bring to the classroom and to use folklore to understand literature more deeply. Stories – whether traditional folktales or contemporary multicultural works – not only help define a child’s identity and understanding of self, but they also allow others to look into, appreciate, and embrace another culture. The practical aim is for teachers to learn how to take advantage of the cultural diversity and interests that children of varied backgrounds bring to the classroom and to explore themes in folklore in order to open up the world of literature to all their students. This is a very “hands-on” course and the focus is to develop strategies for engaging students within the classroom in meaningful dialogue about diversity using the medium of personal interaction with the multicultural text. We discuss how to encourage students to share their own cultural stories and “border cross” from one world to another. Particular emphasis is placed on the relevance of multicultural children’s literature to minority students’ self-esteem and literacy formation and to the school’s relationship to the cultural communities it serves, and its relevance in confronting issues of human rights and social justice.

Comparative and International Education: Issues for Teachers

EDU5594

Comparative and international education is an interdisciplinary field that looks at "big-picture" issues such as the relationship between education and political, economic, and social change in different countries and regions of the world. Research and study in this field often guides the improvement of education, and helps educators become more reflective about their own schools and education systems from the perspective of others. This course will encourage students to look at the Canadian education system from a comparative perspective. The goal of the course is to increase students’ understanding of the field of comparative and international education as it relates to their roles as teachers, their understanding of learning processes and their interest in educational policy.

Critical Literacies: Language Practices for Social Justice

EDU5598

In this course, teacher candidates will explore the possibilities and practices of critical literacies in multilingual and multicultural classrooms that lead to social change. The course begins with taking stock of our reading/writing/viewing practices and understandings to situate them within new conceptions of literacies. We will analyze school (e.g., picture books, fiction, and nonfiction) and out-of-school (e.g., newspapers, TV commercials, and computer games) texts to become familiar with how the textual features shape stories or messages and how they shape expectations of our reading/viewing. As well, through ‘textual’ practices (writing) in constructing texts, teacher candidates will learn to declare their knowledge, contest existing knowledge, and cultivate a critical consciousness of language as a tool for social transformation. Engaging in and developing competence in critical literacy practices will be fundamental to making the transition from teacher candidates to classroom teachers as they use their knowledge to construct pedagogies that support and advance student understanding (Alverman, 2001) and develop their abilities to use critical literacies to take action for social change.

Curriculum Theory and Practice for Kindergarten

EDU5566

The context of the kindergarten classroom is unique. This course explores learning theories, current research, policy changes and curriculum designs for the kindergarten. Teacher candidates will explore the ways in which parents, the community, and early childhood professionals interact during the educative process. Aims and objectives, essential elements and content for kindergarten programs, will be examined.

Design Thinking and Problem Solving in the Classroom

EDU5575

In this course the spectrum of problem solving strategies will be studied and experienced, with an emphasis on those familiar to designers where a multitude of solutions are acceptable. Problem solving is a core component of the Ontario curriculum and is a prime motivational approach for learning activities. This course provides a practical teaching framework that acts as both a strategy of presentation to students, and a tool for the development of their classroom activities. The emerging world of online techniques for teaching and learning will be included.

Drama Strategies for Effective and Affective Teaching

EDU5519

This course is designed for teacher candidates interested in integrating the approaches used in drama education with their classroom practice in order to foster spontaneity, feeling, and intelligence in learning. Since classrooms are places of inquiry, we need to communicate effectively and create positive learning environments for our students. By using drama strategies across the areas of the curriculum, we can explore the 'arts of education', identifying effective teaching skills and investigating some of the ways we can engage the interests of our students in their own intellectual and emotional development. No prior experience in drama is required.

Eco-sociology

EDU5164

This course looks at the state of the environment, and how we deal (and refuse to deal) with it in the social sciences, as well as in life in general. The theoretical starting point is the assumption that environmental issues and social equity issues are necessarily and inextricably intertwined.

Education and Work

EDU5118

An introduction to critical contemporary studies of relations between the realms of learning and work. Formal, nonformal and informal learning practices will be examined, as will paid employment, household labour and community service work. Special attention will be devoted to the connection between underemployment and lifelong learning. Classes continue to meet during the Orientation/Practicum.

Emotional and Behavioural Problems in the Classroom

EDU5572

This course explores innovative, practical and proactive strategies teachers can employ to manage child behaviour in the classroom. Problems such as aggression, shyness, depression, attention problems and over-activity will be covered. Teacher candidates will learn how to conduct informal assessments of child difficulties and how to modify the classroom environment to ensure optimal student performance and behaviour. Teacher candidates will consider how to work with parents and children concerning classroom-based problems.

ESL Across the Curriculum

EDU5524

This course will help teacher candidates at the primary, junior, intermediate and senior levels develop the skills, knowledge and dispositions to meet the needs of English second language learners in mainstream classes. We will focus on 1) methods and techniques for adapting content-based teaching for ESL students; 2) integrating the formal aspects of English (grammar, vocabulary, pronunciation) into content-based teaching; 3) integrating strategy training and language awareness into mainstream programs; and 4) developing sensitivity to cultural and linguistic diversity. Candidates will be involved in reflective and active learning.

Evaluating Provincial Testing

EDU5180

Examination of the principles of measurement and achievement assessment: validity (are we really testing the right content?), reliability (how accurate are the results?), comparability (can the results be compared, especially across time?), and fairness (is the test or the testing method biased against certain students or groups?). Consideration of the purposes, advantages, limitations, and dangers of standardized student testing. Examination of the recent history of provincial testing policies and implementations. Review of the practical methods of test preparation, validation, administration, scoring, analysis, and reporting. Survey of the interpretation and use of assessment results by students, teachers, educational administrators, and the public. Study of the consequences of the interpretation and use of test scores. The course will focus on the provincial testing programs of the Educational Quality and Accountability Office of Ontario, EQAO, with some extension to local testing and to national and international projects. The goal is to build knowledge and expertise so that educators, including front-line teachers and administrators, can be judicious consumers of provincial assessment results and leaders in affecting assessment policies and practices.

Enrollment in this course will consist of both Graduate and B. Ed./Dipl. Tech. Ed. students. The course will be online with one in- class session Jan. 5/09 – 5:30-8:30.

Foundations of Bilingual and Multicultural Education

EDU5173

Linguistic and cultural diversity have always been characteristic of human societies. However, at no time in human history has there been so much mobility of human populations as in the past 40 years. As a result of the increase in population mobility and cross-cultural contact, English is spreading rapidly as an international language and issues related to second and third language acquisition are being actively debated in countries around the world. The course will focus on the educational implications and consequences of these global changes. How do power relations, both domestically and internationally, affect what kinds of educational program are implemented for linguistic and cultural minority groups? What do teachers need to know to teach effectively in contexts where diversity is the norm and second language learners are the mainstream? To what extent are Faculties of Education preparing teachers to teach the student population that actually exists in the schools as opposed to preparing teachers to teach the "generic" student who is still implicitly viewed as white, middle-class, monolingual, and monocultural? What forms of bilingual and immersion programs are feasible to implement in different contexts? What role, if any, should bilingual students’ L1 play in their educational development?

Enrollment in this course will consist of both Graduate and B. Ed./Dipl. Tech. Ed. students. The course will be scheduled in the evening and classes will continue to meet during the Orientation/Practicum.

Foundations in Aboriginal Education

EDU5528

Students will become familiar with the importance of teachers (both Aboriginal and non-Aboriginal) to acquire a sound knowledge base of current issues, trends, perspectives, and models of Aboriginal education. Historical, social, and political issues, and cultural, spiritual, and philosophical themes will be explored. Understanding how to draw on these perspectives in various educational settings will be explored.

French Grammar and Syntax for the French as a Second Language Classroom

EDU5505 (this course offered in French)

This course, offered in French, provides teacher candidates interested in teaching French with an opportunity to deepen their understanding of the French language system (i.e. spelling, grammar, syntax, morphology, punctuation and etymology) and to explore how these aspects of language are dealt with in commonly-used FSL classroom resources.

Questions such as the following will be explored: What errors in grammar, syntax, vocabulary and pronunciation are commonly made by French language learners? Why are these errors made? How can students be encouraged to recognize these and to actively correct them? How can we most effectively explain grammatical concepts to FSL learners, all the while maximising the use of the target language?

It is not necessary to complete the French Proficiency Test in order to enroll in this course. However, as the course is offered in French and the assignments are to be completed in French, a high intermediate to advanced level of proficiency is recommended. As this course does not focus on second language teaching methods, it will not prepare you for a practicum in French nor will it certify you to teach French.

Gaining Confidence in Mathematics: A Holistic Approach to Overcoming Mathematics Anxiety

EDU5146

It has been well documented that many adults experience math anxiety, possibly due to the traditional way they have been taught math in their own schooling. This course offers a multifaceted approach for dealing with elementary teachers’ math anxiety, based on holistic education principles. It will include math work for improving competence, utilizing reform-based approaches, as well as strategies for dealing with the anxious feelings, changing one’s beliefs about math and gaining confidence as a math learner and teacher. Guided by the instructor and possibly also by one or more ‘coaches’, participants will work in small groups on selected math problems and activities at an appropriate level of difficulty. Various journal writing, group reflection, relaxation and guided visualization activities will be used in helping participants become aware of, and start dealing with their emotional and cognitive blocks in relation to math. Such work should allow participants to improve their attitudes toward math and open the door to accessing their mathematical intuition and creativity. A discussion of how the strategies used in the course, or reported in the literature, can be adapted for math-anxious students will also be included. This course is open to Primary/Junior candidates only.

Enrollment in this course will consist of both Graduate and B. Ed./Dipl. Tech. Ed. Students. The course will be scheduled in the evening and classes will continue to meet during the Orientation/Practicum.

Gender Equity in Schools and Classrooms

EDU5532

This course encourages prospective teachers to think about aspects of their work that have implications for gender equity. Examples of topics include: gender and our own school memories; access, participation and achievement; how schools are organized around gender; classroom treatment of girls and boys; coeducation vs. single-sex education; notions of masculinity and femininity; sexual harassment in schools; teachers’ career paths; women’s studies and feminist pedagogy. Issues are placed within a framework that considers gender roles and social change, feminist theories and questions about “equality” and “difference”, and how gender operates together with other social divisions and designations such as race, class and sexual orientation.

History and Educational Research

EDU5144

A seminar course required of all M.Ed. students in History of Education, normally taken at or near the end of each student’s program. The course will both explore selected topics in educational history with special reference to historical research methods in use in the history of education and assist students in undertaking their major research paper. This course is intended for those planning to teach in the secondary schools.

Enrollment in this course will consist of both Graduate and B. Ed./Dipl. Tech. Ed. Students. The course will be scheduled in the evening and classes will continue to meet during the Orientation/Practicum.

Holistic Teaching and Learning

EDU5595

This course will explore holistic teaching and learning strategies such as visualization, use of the metaphor, cooperative learning, and environmental education strategies. Basic principles of holistic education such as balance, inclusion, and connectedness will be examined. Finally, the role of the teacher in holistic teaching will be explored.

Identity Construction and Education of Minority

EDU5169

This course is designed to examine the contradictory role of the school as an agent of linguistic and social reproduction in a school system where students are from diverse linguistic and cultural origins. In this context, the majority-minorities dichotomy will be critically examined. The course will focus particularly on how school contributes to the students’ identity construction process. In this critical examination, identity will be understood as a socially constructed notion. Key concepts such as identity, ethnicity, minority, race, culture and language will first be analyzed. The process of identity construction will then be examined within the educational context of Ontario.

This course will consist of both graduate and B. Ed./Dipl. Tech Ed. Students. It will be scheduled in the evening and classes will continue to meet during the Orientation/Practicum.

Immigration and the History of Canadian Education

EDU5128

This course studies both the historical impact of immigrants and immigration on the Canadian school system and the equally important question of the school’s role in guiding immigrant students to assimilation/integration into the mainstream Canadian community. The course is organized around a chronological frame beginning with pre-Confederation and working through today. Given the tremendous impact of immigration in the Greater Toronto Area since World War II, the course gives this era special weight. The course also balances discussion of two different and often historically opposing frames of reference: the agenda of the state and its constituent parts (especially the educational system) with regard to immigrants and immigration vs. the agenda of immigrants and their individual and collective understanding of the immigration and settlement process.

Indigenous Peoples and Medias

EDU5516

Cultural productions in which Indigenous peoples engage to tell stories include media, film, photography, newspapers and written texts. This course will endeavour to understand Indigenous texts through examining media, film, and multimedia sources written and produced by Indigenous peoples (including experimental and independent productions). The course will engage students in the Imaginative film festival, viewing films from Indigenous filmmakers globally. Students in this course will engage in discussion of literature/productions from Indigenous authors, storytellers, filmmakers, photographers and activists whose compelling stories and productions engage in decolonizing, cultural vitalization and self-determination. The course will assist students in considering how to incorporate Indigenous literatures and productions into their pedagogic thinking and in their teaching.

Inqueeries About Education

EDU5576

This course will focus on matters of equity, inclusion, and school reform as these pertain to differences of sexual orientation among students. Course content and instruction will focus on understanding and addressing those educational issues confronting lesbian, gay, bisexual, transgendered, and queer students; strategies and resources for challenging homophobia and heterosexism; and approaches which seek to normalize homosexual identities and promote healthy development by reducing self-hatred and confusion. Parallel identifiers of race, ethnicity, gender, and beliefs will also be explored, along with curriculum materials and community support services that promote sensitivity and visibility. Dialogue will reveal questions of significance for lesbian, gay or bisexual educators, and how a queer identity can inform one’s professional life.

Integrating Science, Mathematics and Technology Curricula (on-line)

EDU5174

This online course focuses on the practical curriculum issues associated with integrating school science, mathematics and technology in particular. Topics include the history of curriculum integration and school subjects, practical models for integration, strategies for teaching in an integrated fashion, ways of integrating these subjects with others in the context of the Ontario curriculum, student learning in integrated school settings, and curriculum implementation issues. Students will examine the contemporary literature on curriculum integration and report and reflect on their own teaching practices.

Enrollment in this course will consist of both Graduate and B. Ed./Dipl. Tech. Ed. Students. This course is on-line and continues during the Orientation/Practicum.

Issues in International and Global Education

EDU5536

This course investigates contrasting perspectives of international and global education and their representation in elementary and secondary school curriculum in Canada and other parts of the world. Inquiries into and critical analyses of various teaching and learning strategies, curriculum resources, and school-based initiatives used to nurture global and international understanding will be addressed. Participants will have opportunities to integrate global and international themes such as human rights, social justice, cultural diversity, citizenship, economic globalization, technology, and environmental sustainability into their curriculum design work and teaching practice.

Language, Culture and Identity: Using the Literary Text for Teacher Development

EDU5179

A major objective of this course is to explore the delicate balancing act of language and ethnic identity maintenance and its implications for teacher development. This course will explore literature (both fiction and non-fiction) that focuses on the experiences of those who live within and between various cultural worlds, struggling to find voice, meaning and balance in their lives. The focus will be on autobiographical narrative within a multicultural context both locally and internationally and on the power of narrative as a means to our understanding of the self in relation to the other. We will use the literary text as a vehicle for reflection on issues of language and ethnic identity maintenance, which will allow us to live vicariously in other ethnocultural worlds, with a view to the construction and reconstruction of meaning of teaching in a changing linguistic and cultural educational landscape. We will have the opportunity of exploring the immigrant experience in the pluralistic classroom through the eyes of those who necessarily live between two (or more) worlds and have articulated the experience for others to understand. These new insights will be used to examine the personal, social and academic adjustments that minority group children and parents face in the school system and in their new society in general.

Managing Conflict in Classrooms and the School Workplace

EDU5538

This course is an in-depth examination of concepts and strategies for facilitating the constructive management of conflict in classrooms and schools. First, participants will learn and develop a range of approaches to helping students improve their capacities for communication, conflict resolution, problem solving, equitable participation in decision-making, and autonomous self-discipline. Second, participants will strengthen their capacities for understanding and handling conflict with other adults in the school workplace, such as diverse colleagues and parents. Activities and discussions will be built around two central ideas: conflict (its value for learning and its management or resolution at the classroom, school, and board levels) and democracy (facilitating the development of diverse ‘students’ and effective ‘citizens’). The course uses a workshop/seminar format. Each participant will build their capacity to evaluate their own skills and to plan educational and communicative strategies in relationship to their own long-range goals, values, and skills as developing teachers. Attention will be given to diverse school contexts at the primary, junior, intermediate, and secondary levels.

Models of Teaching: Enhancing Classroom Practice

EDU5542

How do teachers improve their teaching in order to improve student learning? There are many powerful models of teaching – also known as instructional strategies – which promote and enhance particular kinds of learning. This course complements the basic teaching techniques introduced in Curriculum and Instruction courses by broadening and deepening a teacher candidate's repertoire of instructional strategies. Specific strategies/models addressed include: direct instruction, concept attainment, cooperative learning, inquiry and role-playing. Theory, design and practice will be combined to learn how to apply these and other models in elementary and secondary classes for all subjects.

Preventing School Violence and Bullying: Theory, Practice, Evaluation and Implementation

EDU5596

The goal of this course is to help teachers to identify bullies and learn techniques to prevent bullying behavior from developing or recurring in their school environment. This will be accomplished through an examination of related research incorporating a systems approach to the reduction of violence in schools. Experiential exercises simulating experiences of discrimination and bullying including writing and enacting plays, lived experience of discrimination and violence, and direct experience with victims of bullying will be used to heighten awareness of the problem. Emphasis will be placed on the instruction and implementation of bully reduction programs currently in use. Students will be encouraged to be involved with the implementation and evaluation of existing bullying prevention programs in schools to provide real-world experience in conducting and evaluating a violence reduction program. Instruction in program evaluation and critical appraisals of existing violence reduction programs will be integrated throughout the course. Students will emerge from the course with an increased awareness of the extent and impact of bullying and violence in schools, an understanding of the range and limitations of existing bully and violence prevention programs, and the ability and motivation to implement selected bullying and violence prevention programs in their future schools.

Science and Technology in Context

EDU5517

Science and technology are powerful personal and social enterprises that can greatly affect and can be greatly affected by individuals, societies and environments. As processes, they are highly idiosyncratic and situational, dependent on myriad, often unpredictable, contextual variables. These perspectives about science and technology often contrast sharply with their portrayal in schools, which — for various complex reasons — tend to present students with more systematic, compartmentalized, idealized and unproblematic images of and experiences with these fields. Through this course, teacher candidates will have opportunities to develop expertise for providing elementary and secondary school students with realistic contexts relating to knowledge building in science and technology. The course addresses (and transcends) expectations within the Skills of Inquiry, Design & Communication and Relationships (Relating Science to Technology, Society, and the Environment [secondary] and Relating Science and Technology to the World Outside the School [elementary]) learning domains in Ontario curricula.

Self-Assessment

EDU5176

This course focuses on theory, research and practices in self-assessment as a form of self-reporting used by teachers, educators and health professionals to examine their own practices and effects, and by students or learners to examine both process and product of learning. Some of the topics include types of self-assessment, self-assessment methods, cognitive processes, psychometric issues and sources of bias in self-assessment, current policies regarding teachers’ and health professionals’ self-assessment practices for self-directed learning and quality assurance, self-assessment and classroom action research, self-assessment and the use of portfolios, and effects of self-assessment.

Silver Screen Teachers

EDU5535

Teachers and teaching are often portrayed in movies and television. Often teachers are stereotypes or metaphors for the profession, with stories and characters cast (and actors directed) by those with varying degrees of insight into the realities, complexities, intricacies, and demands of the profession. Silver screen teachers are either saviours of particularly recalcitrant students or scapegoats for (or recipients of) the misbehaviours and misdemeanors of mischievous youngsters. Popular depictions of teachers often contribute to unrealistic conceptions of the role. Teachers' lives and careers, not to mention their pedagogical orientations and practices, are complex and the film and digital media portrayals (along with readings) in this course are vehicles for critical, reflexive examinations of the teaching act. The purpose of the course is to critique the representation of teachers and their practices for the purposes of:

• understanding the realities and complexities of teaching and the role of teacher

• clarifying notions of pedagogy and instruction

• expanding conceptions of classroom teaching and the contexts of schools

• challenging simplistic notions of classroom management and student relationships

• developing sound images of future practice

Preservice teachers will develop their conceptions of teaching, and being a teacher, focusing on the first year of teaching.

Stress and Burnout: Teacher and Student Applications

EDU5593

The course is divided into 3 sections, with an overarching focus on the negative impact of stress on teachers and students. Section 1 includes a general overview of stress and its effects on health, mental health, and cognitive functioning. Section 2 focuses on the particular impact of stress on teachers (burnout) and students (stress-related problems). We will discuss evidence of high rates of burnout among teachers; theories that attempt to explain why it occurs, and case presentations of common burnout subtypes or scenarios. We will also discuss evidence of increasing stress among children and young adults, and the consequences of this trend. Finally, Section 3 involves practical steps for recognizing student and teacher stress, and discussion of effective ways of both preventing stress-related problems before they occur and treating them once they do.

Supporting Gifted and High-Level Development

EDU5529

This course will encourage participants to: 1) deepen their understandings of giftedness and high-level development, 2) acquire a good working knowledge of theory-based, evidence-based, and empirically-validated ways to adapt classroom instruction to meet the needs of advanced learners, and 3) encourage gifted-level development in diverse learners. Many issues will be addressed, with particular attention paid to the practical implications of DEFINITION: (What is giftedness? What is creativity? How are they connected?) IDENTIFICATION: (Who is gifted?) and PROGRAMMING: (What curriculum adaptations and support mechanisms are required, and when?). Theories and research will be reviewed from various disciplines including cognitive science, developmental psychology, educational psychology, and special education. Applications to inclusive classroom settings, congregated gifted programs, and home and school linkages will be considered.

Teaching in French Immersion

EDU5552

This course will help teacher candidates develop the skills, knowledge and dispositions expected of beginning French immersion teachers at the primary, junior, intermediate and senior levels. We will focus on 1) methods and techniques for content-based teaching in immersion; 2) integrating the formal aspects of French language teaching (grammar, vocabulary, pronunciation) into content-based, immersion teaching; and 3) integrating culture, strategy training, language awareness into immersion curricula. Candidates will be involved in reflective and active learning. This course is offered in French.

Prerequisites: Demonstrated proficiency in all aspects of communicative competence in French by successfully completing the French Language Proficiency Test. Selecting this course on the course selection website will prompt registration for the test.

An extended stay in a francophone milieu is highly recommended for non-native speakers of French.

Note: This course does not lead to teaching certification for FSL.

Technology Curriculum & Instruction

EDU5574

How can teachers bring technology into their classrooms in such a way that students learn more deeply and teachers teach more effectively? This class will help you consider some effective ways of adding technology to your curriculum. We will read papers from the research literature concerned with how technology can help promote deeper understanding, new opportunities for peer exchange, and for deeper interactions between students and teacher. We will explore some of the latest and greatest technologies for math, science, language, arts and humanities instruction. Each week, students will take turns presenting and interesting technology to their peers, including hands-on activities. The course will meet in a computer lab, where students will work in pairs to design a technology enhanced lesson that could help their own students understand curriculum topics more deeply, and promote rich interactions within their classroom. We will also address the issues of how technology can help respond to the diversity within our classrooms, promoting equity and fostering a dynamic classroom community.

The Adolescent Brain: Implications for Instruction

EDU5537

Cognitive neuroscience is making rapid strides in areas highly relevant to education. However, there is a gulf between current science and direct classroom applications. This course will examine new findings from neuroscience on adolescent brain development and how these findings can inform instruction. Teacher candidates will gain an understanding of how to optimize the brain’s ability to benefit from teaching and how good instructional practice can be undermined by brain-based factors such as learning anxiety, attention deficits and poor recognition of social cues.

Research findings on cognitive development will include profiles of the average learner, the gifted learner and the student with special needs. The use of scaffolding, adaptive technology and assessment to support adolescent learners will also be discussed.

There will be a focus on metacognitive strategies as well as differentiated instruction and universal design which can be used to meet the needs of diverse learners in general education classrooms. Current research on frontal lobe development will be investigated in relation to social and emotional development in adolescence and the implications of this research for classroom management and peer relationships.

The Origins of Modern Schooling II: Problems in 19th and 20th Century Education

History

EDU5134

This course traces the historical emergence, development and coming of age of a modern schooling system in North America. Recognizing that the unfolding of a universal, compulsory and publicly funded system of schools in North America did not take place in a vacuum, the course is careful to place the evolution of schools and schooling into the context of the major social, economic and political forces which shaped and are continuing to reshape our modern era. In addition to exploring how schools and the school support structure evolved through the 19th and 20th centuries, this course will also discuss how and if the schools reflect and serve the societies of which they were and are a part.

Youth Popular Culture and Schooling

EDU5556

This course attempts to characterize the complex world of social problems in which teachers and students learn. We will explore the experiences of youth sub-cultures drawing from raves, house, and heavy metal parties; the use of techno, rap, hip-hop and reggae music sub-cultures; drugs, fashion and its relationship to anorexia; and the relationship between youth in shopping malls and school hallways. Also to be explored is the role of the media; how it has imagined or constructed youth as a particular community with shared interests, and how young people resist these stereotypes in school, families, and communities creating independent representations of their own lives.

B.Ed./Dipl. Tech. Ed. - Initial Teacher Education

Course No.

Name

Evaluating Provincial Testing

Foundations in Aboriginal Education

EDU5169