Teacher BPS Curriculum
Course outline for Teacher Education BPS Program at Niagara University in Ontario.
Course outline for Teacher Education BPS Program at Niagara University in Ontario.
The Bachelor of Professional Studies in Education program is structured as full-time study, with 60 undergraduate credit hours required for graduation and for conferral of the degree. The program is completed over four full-time semesters of study spread over two academic years (Fall – Winter -Fall-Winter).
The course is designed to introduce the students to basic research principles. Students will analyze the literature in their area of study and synthesize the results into material that can be applied in a diverse school setting. Three Credit Hours.
This course is designed to help prospective teachers develop the knowledge and skills to deliver literacy instruction effectively. Students will learn how to: (a) create a literate environment that wraps literacy around all areas of the curriculum, (b) implement the Ontario Expectations following principles of effective instruction, (c) incorporate technology into instruction, (d) use a wide range of literature, including multicultural literature, across the curriculum, (e) cultivate partnerships with parents to encourage and enhance literacy development, and (f) use literacy assessments to make decisions about instruction for diverse learners. Candidates will be required to participate in a preservice practicum placement. Failure to complete 75 hours of pre-service practicum placement will result in a failing grade for the course. Three Credit Hours.
This course examines the legislation, regulations and policies which govern the teaching profession in Ontario. It examines how the Ontario College of Teachers licenses, governs and regulates the teaching profession. Teacher candidates develop an understanding of their professional role, duties and legal obligations in promoting safe school environments and student success. Three (3) Credit Hours.
This course provides teacher candidates with the knowledge and skills required to plan for personalized, precise assessment and instructional practices to meet the needs and abilities of a diverse population of students. Within the framework of Universal Design for Learning, candidates explore the strategies for differentiated instruction, accommodation and modification when planning to support student learning and achievement. Three (3) Credit Hours.
This course provides teacher candidates with the knowledge and skills to deliver literacy instruction across the curriculum in Grades K-6. Candidates learn to: create a literate environment that wraps literacy around all areas of the curriculum; implement the Ontario expectations following principles of effective instruction; incorporate technology into instruction; use a wide range of literature, including multicultural literature, across the curriculum; and use literacy assessments to make decisions about instruction for diverse learners. Three (3) Credit Hours.
This course serves as an introduction to the basic principles of measurement and evaluation (diagnostic, formative and summative), with emphasis upon test construction in accord with instructional objectives, more specifically the overall and specific expectations described in the Ontario curriculum. A study of procedures of evaluation will be made including numerical, alphabetical, and narrative forms. Consideration is given to the
statistical principles of validity and reliability, and the variety, selection and use of standardized achievement and aptitude tests (e.g., provincial grades 3 and 6 literacy and math, grade 9 math and grade 10 literacy). Treatment is also given to the evaluation of procedures, products, and typical behaviours, including the problems and cautions in the use and interpretation of test results. The method of assigning marks and grades to primary/junior and intermediate/senior grades will be examined in accord with the provincial achievement charts, and the Program Planning and Assessment Guide. Candidates will be required to participate in a preservice practicum placement. Failure to complete 75 hours of preservice practicum placement will result in a failing grade for the course. Three (3) Credit Hours.
This course is designed to offer teachers and administrators the opportunity to use and to implement the many forms of technology in delivering curriculum and instructional content to their students. Three Credit Hours.
This course is designed to examine theories, resources and design principles for creating programming to facilitate children’s development and early learning. Program and activity planning to promote physical, cognitive, social, and emotional development through the observation and assessment of children’s development, interests and family and cultural context will be examined. Three Credit Hours.
This course is designed to provide teacher candidates with the knowledge, skills, and affective dispositions necessary to plan, deliver and assess effective standards-based learning experiences for students in grades K-6. The goal is to prepare candidates for careers as successful teachers in the changing world of school that is now marking the Western pluralist democratic societies’ attempts to educate all of its children to never before realized levels of cognitive development. Candidates will examine their own preset notions of what teachers do and what for them meant effective teaching. Against their metacognitive framework based upon their own previous 15 plus years as students observing teachers, candidates will begin to formulate their own new idea of how to be an effective teacher. Candidates will do this by viewing student learning within a constructivist framework emphasizing the knowledge and experience that they bring to the classroom and how to build on that knowledge. Candidates will learn how to implement the Ontario expectations, assess student learning, and understand how technology enhances the development of student knowledge. Candidates will learn how to develop lesson plans across the curriculum that will engage learners of diverse backgrounds and needs. Portfolio entries will continue to evolve as candidates evidence their growth in developing lesson plans. During the second semester of study, candidates will be required to complete two 9-day placements in the schools for field experiences. Failure to complete the two preservice practicum placements will result in the candidate receiving a failing grade for the course. Three Credit Hours.
This course defines the scope and sequence of the Ontario primary/junior curriculum in the core areas of mathematics, science, and the developmental learning of students in grades K-6. Prospective teachers will view student learning within a constructivist framework emphasizing the knowledge and experience that they bring to the classroom and how to build on that knowledge. Prospective teachers will learn how to implement the math, science and technology curriculum as delineated in the Ontario Expectations, assess student learning, and understand how technology enhances the development of student knowledge in the area of math and science. Candidates will also develop lesson plans across the curriculum that will engage
learners of diverse backgrounds and needs. Candidates will be required to participate in a teaching assistantship practicum. Failure to complete 75 hours of teaching assistantship practicum will result in a failing grade for the course. Three Credit Hours.
This course defines the scope and sequence of the Ontario primary/junior curriculum in the core areas of health/P.E. and the arts and the developmental learning of students in grades K- 6. Prospective teachers will view student learning within a constructivist framework emphasizing the knowledge and experience that they bring to the classroom and how to build on that knowledge. Prospective teachers will learn how to implement the health/ P.E. and the arts curricula as delineated in the Ontario Expectations, assess student learning, and understand how technology enhances the development of student knowledge in the area of health/P.E. and the arts. Prospective teachers will also develop lesson plans across the curriculum that will engage learners of diverse backgrounds and needs. Candidates will be required to participate in a teacher assistantship practicum placement. Failure to complete 75 hours of teacher assistantship practicum will result in a failing grade for the course. Three Credit Hours.
This course defines the scope and sequence of the Ontario primary/junior curriculum in the core areas of language arts and social studies and the developmental learning of students in grades K-6. Prospective teachers will view student learning within a constructivist framework emphasizing
the knowledge and experience that they bring to the classroom and how to build on that knowledge. Prospective teachers will learn how to implement the language arts and social studies curricula as delineated in the Ontario Expectations, assess student learning, and understand how technology
enhances the development of student knowledge in these core areas. Candidates will also develop lesson plans across the curriculum that will engage learners of diverse backgrounds and needs. Candidates will be required to participate in a teaching assistantship practicum. Failure to complete 75 hours of teaching assistantship practicum will result in a failing grade for the course. Three Credit Hours.
This course is designed to prepare prospective teachers for teaching the language arts (reading, writing, listening, speaking, viewing, and visually
representing) in the primary/elementary classroom using an integrated approach. Prospective teachers will learn how to guide students through each stage of the reading and writing processes and how to incorporate technology into each process. They will also learn how to utilize effective practices and strategies that enable elementary students at all levels of literacy development to read, write, listen, and speak for information and understanding; for literary response and expression; for critical analysis and evaluation; and for social interaction. Emphasis is placed on making meaningful connections for students, building strong home-school connections, and using ongoing assessment of student progress to guide instruction. Three Credit Hours.
This seminar is designed to provide the primary junior teacher candidate with knowledge and understanding of those competencies that are essential to successful teaching and student learning. The course will address aspects of knowledge and skills which link both course work and the practicum.Three Credit Hours.
This course is designed to examine theories, resources and design principles for creating programming to facilitate children’s development and early learning. Program and activity planning to promote physical, cognitive, social, and emotional development through the observation and assessment of children’s development, interests and family and cultural context will be examined.
This field experience is designed to enable teacher candidates to develop competence in teaching primary junior school age students in the diverse elementary classroom. Teacher candidates will be assessed in accordance with the Ontario College of Teachers core competencies. Six Credit Hours.
This field experience is designed to enable teacher candidates to develop competence 30 in teaching primary junior school age students in the diverse elementary classroom. Teacher candidates will be assessed in accordance with the Ontario College of Teachers core competencies. Three Credit Hours.
This course is designed to provide the teacher candidate with knowledge and under-standing of those competencies that are essential to successful teaching. The seminar focuses upon the student teacher’s professional role as a classroom practitioner. In addition, responsibilities for classroom organization and management and the development of multiculturally sensitive and gender equitable classrooms; attitudes toward teaching, learning, and assessment; knowledge of ethics and a basic understanding of school systems and community characteristics are considered. Three Credit Hours.
This course is designed to provide the prospective teacher with a comprehensive study of middle childhood educational philosophy, curriculum, and programming. Exemplary middle school education models will be examined, including the practices of teaming, cooperative learning, and integrated curricula. The teaching assistantship field experience during this course will take place in a middle childhood educational setting. Three Credit Hours.
This course is to be taken concurrently with EDU 460 providing the prospective teacher with experiences that combine general teaching strategies with teaching visual arts. Candidates enrolled in this course will study methods of teaching visual arts and engage in field experiences relevant to the teaching of visual arts. This course deals with issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments as outlined by the Ontario Ministry of Education relevant to the teaching in this content area. Candidates’ portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to this content area. Candidates will be required to participate in 75 hours of teaching assistantship and teach a minimum of two lessons. Failure to complete the 75 hours of teaching assistantship will result in a failing grade for the course. Three Credit Hours.
This course is to be taken concurrently with EDU 460 providing the prospective teacher with experiences that combine general teaching strategies with teaching drama. Candidates enrolled in this course will study methods of teaching drama and engage in field experiences relevant to the teaching of drama. This course deals with issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments as outlined by the Ontario Ministry of Education relevant to the teaching in this content area.
Candidates’ portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to this content area. Candidates will be required to participate in 75 hours of teaching assistantship and teach a minimum of two lessons. Failure to complete the 75 hours of teaching assistantship will result in a failing grade for the course. THREE CREDIT HOURS.
This course is designed to provide teacher candidates with the knowledge, skills, dispositions and experiences necessary to plan, deliver and assess effective standards-based learning experiences for diverse adolescents in the intermediate division. The goal is to prepare candidates for careers as successful teachers in the changing world of school that is now marking the Western pluralist democratic societies’ attempts to educate all of its teenagers to never before realized levels of cognitive development. Candidates will be required to participate in two preservice practicum placements. Failure to complete these preservice practicum placements will result in a failing grade for the course. Work in this course is directly aligned with the Expectations of the Ontario Curriculum. Three Credit Hours.
This course is to be taken concurrently with EDU 460 providing the prospective teacher with experiences that combine general teaching strategies with teaching the English language arts. Candidates enrolled in this course will study methods of teaching English language arts and engage in field experiences relevant to the teaching of the visual arts language. This course deals with issues of technology, grade-level curricular specificity,classroom management, multicultural content and the construction of tests and other assessments as outlined by the Ontario Ministry of Education relevant to the teaching in this content area. Candidates’ portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to this content area. Candidates will be required to participate in 75 hours of teaching assistantship and teach a minimum of two lessons. Failure to complete the 75 hours of teaching assistantship will result in a failing grade for the course. Three Credit Hours.
This course is to be taken concurrently with EDU 460 providing the prospective teacher with experiences that combine general teaching strategies with teaching the French language. Candidates enrolled in this course will study methods of teaching relevant to the teaching of the French language. This course deals with issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments as outlined by the Ontario Ministry of Education relevant to the teaching in this content area. Candidates’ portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to this content area. Candidates will be required to participate in 75 hours of teaching assistantship and teach a minimum of two lessons. Failure to complete the 75 hours of teaching assistantship will result in a failing grade for the course. Three Credit Hours.
This course is to be taken concurrently with EDU 460 providing the prospective teacher with experiences that combine general teaching strategies with teaching the Spanish language. Candidates enrolled in this course will study methods of teaching Spanish and engage in field experiences relevant to the teaching of the Spanish language. This course deals with issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments as outlined by the Ontario Ministry of Education relevant to the teaching in this content area. Candidates’ portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to this content area. Candidates will be required to participate in 75 hours of teaching assistantship and teach a minimum of two lessons. Failure to complete the 75 hours of teaching assistantship will result in a failing grade for the course. Three Credit Hours.
This course is to be taken concurrently with EDU 460 providing the prospective teacher with experiences that combine general teaching strategies with teaching the Italian language. Candidates enrolled in this course will study methods of teaching Italian and engage in field experiences relevant to the teaching of the Italian language. This course deals with issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments as outlined by the Ontario Ministry of Education relevant to the teaching in this content area. Candidates’ portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to this content area. Candidates will be required to participate in 75 hours of teaching assistantship and teach a minimum of two lessons. Failure to complete the 75 hours of teaching assistantship will result in a failing grade for the course. Three Credit Hours.
This course is to be taken concurrently with EDU 460 providing the prospective teacher with experiences that combine general teaching strategies with teaching mathematics. Candidates enrolled in this course will study methods of teaching mathematics and engage in field experiences relevant to the teaching of mathematics. This course deals with issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments as outlined by the Ontario Ministry of Education relevant to the teaching in this content area. Candidates’ portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to this content area. Candidates will be required to participate in 75 hours of teaching assistantship and teach a minimum of two lessons. Failure to complete the 75 hours of teaching assistantship will result in a failing grade for the course. Three Credit Hours.
This course is to be taken concurrently with EDU 460 providing the prospective teacher with experiences that combine general teaching strategies with teaching computer studies. Candidates enrolled in this course will study methods of teaching computer studies and engage in field experiences relevant to the teaching of computer studies. This course deals with issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments as outlined by the Ontario Ministry of Education relevant to the teaching in this content area. Candidates’ portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to this content area. Candidates will be required to participate in 75 hours of teaching assistantship and teach a minimum of two lessons. Failure to complete the 75 hours of teaching assistantship will result in a failing grade for the course. Three Credit Hours.
This course is to be taken concurrently with EDU 460 providing the prospective teacher with experiences that combine general teaching strategies with teaching biology. Candidates enrolled in this course will study methods of teaching biology and engage in field experiences relevant to the teaching of biology. This course deals with issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments as outlined by the Ontario Ministry of Education relevant to the teaching in this content area. Candidates’ portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to this content area. Candidates will be required to participate in 75 hours of teaching assistantship and teach a minimum of two lessons. Failure to complete the 75 hours of teaching assistantship will result in a failing grade for the course. Three Credit Hours.
This course is to be taken concurrently with EDU 460 providing the prospective teacher with experiences that combine general teaching strategies with teaching chemistry. Candidates enrolled in this course will study methods of teaching chemistry and engage in field experiences relevant to the teaching of chemistry. This course deals with issues of technology, grade level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments as outlined by the Ontario Ministry of Education relevant to the teaching in this content area. Candidates’ portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to this content area. Candidates will be required to participate in 75 hours of teaching assistantship and teach a minimum of two lessons. Failure to
complete the 75 hours of teaching assistantship will result in a failing grade for the course. Three Credit Hours.
This course is to be taken concurrently with EDU 460 providing the prospective teacher with experiences that combine general teaching strategies with teaching general science. Candidates enrolled in this course will study methods of teaching general science and engage in field experiences relevant to the teaching of general science. This course deals with issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments as outlined by the Ontario Ministry of Education relevant to the teaching in this content area. Candidates’ portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to this content area. Candidates will be required to participate in 75 hours of teaching assistantship and teach a minimum of two lessons. Failure to complete the 75 hours of teaching assistantship will result in a failing grade for the course. Three Credit Hours.
This course is to be taken concurrently with EDU 460 providing the prospective teacher with experiences that combine general teaching strategies with teaching physics. Candidates enrolled in this course will study methods of teaching physics and engage in field experiences relevant to the teaching of physics. This course deals with issues of technology, grade-level curricular, specificity, classroom management, multi-cultural content and the construction of tests and other assessments as outlined by the Ontario Ministry of Education relevant to the teaching in this content area. Candidates’ portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to this content area. Candidates will be required to participate in 75 hours of teaching assistantship and teach a minimum of two lessons. Failure to complete the 75 hours of teaching assistantship will result in a failing grade for the course. Three Credit Hours.
This course is to be taken concurrently with EDU 460 providing the prospective teacher with experiences that combine general teaching strategies with teaching history. Candidates enrolled in this course will study methods of teaching history and engage in field experiences relevant to the teaching of history. This course deals with issues of technology, grades level curricular specificity, classroom management, multi-cultural content and the construction of tests and other assessments as outlined by the Ontario Ministry of Education relevant to the teaching in this content area. Candidates’ portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to this content area. Candidates will be required to participate in 75 hours of teaching assistantship and teach a minimum of two lessons. Failure to complete the 75 hours of teaching assistantship will result in a failing grade for the course. Three Credit Hours.
This course is to be taken concurrently with EDU 460 providing the prospective teacher with experiences that combine general teaching strategies with teaching social sciences – general. Candidates enrolled in this course will study methods of teaching social sciences (general) and engage in field experiences relevant to the teaching of social sciences (general). This course deals with issues of technology, grade-level curricular specificity, classroom management, multi-cultural content and the construction of tests and other assessments as outlined by the Ontario Ministry of Education relevant to the teaching in this content area. Candidates’ portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to this content area. Candidates will be required to participate in 75 hours of teaching assistantship and teach a minimum of two lessons. Failure to complete the 75 hours of teaching assistantship will result in a failing grade for the course. Three Credit Hours.
This course is to be taken concurrently with EDU 460 providing the prospective teacher with experiences that combine general teaching strategies with teaching religious education. Candidates enrolled in this course will study methods of teaching religious education and engage in field experiences relevant to the teaching of religious education. This course deals with issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments as outlined by the Ontario Ministry of Education relevant to the teaching in this content area. Candidates’ portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to this content area. Candidates will be required to participate in 75 hours of teaching assistantship and teach a minimum of two lessons. Failure to complete the 75 hours of teaching assistantship will result in a failing grade for the course. Three Credit Hours.
This course is to be taken concurrently with EDU 460 providing the prospective teacher with experiences that combine general teaching strategies with teaching politics. Candidates enrolled in this course will study methods of teaching politics and engage in field experiences relevant to the teaching of politics. This course deals with issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments as outlined by the Ontario Ministry of Education relevant to the teaching in this content area.
Candidates’ portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to this content area. Candidates will be required to participate in 75 hours of teaching assistantship and teach a minimum of two lessons. Failure to complete the 75 hours of teaching assistantship will result in a failing grade for the course. Three Credit Hours.
This course is to be taken concurrently with EDU 460 providing the prospective teacher with experiences that combine general teaching strategies with teaching geography. Candidates enrolled in this course will study methods of teaching geography and engage in field experiences relevant to the teaching of geography. This course deals with issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments as outlined by the Ontario Ministry of Education relevant to the teaching in this content area. Candidates’ portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to this content area. Candidates will be required to assistantship and teach a minimum of two lessons. Failure to complete the 75 hours of teaching assistant-ship will result in a failing grade for the course. Three Credit Hours.
This course is to be taken concurrently with EDU 460 providing the prospective teacher with experiences that combine general teaching strategies with teaching accounting. Candidates enrolled in this course will study methods of teaching accounting and engage in field experiences relevant to the teaching of accounting. This course deals with issues of technology, grade-level curricular specificity, classroom management, multi-cultural content and the construction of tests and other assessments as outlined by the Ontario Ministry of Education relevant to the teaching in this content area. Candidates’ portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to this content area. Candidates will be required to participate in 75 hours of teaching assistantship and teach a minimum of two lessons. Failure to complete the 75 hours of teaching assistant-ship will result in a failing grade for the course. Three Credit Hours.
This course is to be taken concurrently with EDU 460 providing the prospective teacher with experiences that combine general teaching strategies with teaching economics. Candidates enrolled in this course will study methods of teaching economics and engage in field experiences relevant to the teaching of economics. This course deals with issues of technology, grade-level curricular specificity, classroom management, multi-cultural content and the construction of tests and other assessments as outlined by the Ontario Ministry of Education relevant to the teaching in this content area. Candidates’ portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to this content area. Candidates will be required to participate in 75 hours of teaching assistantship and teach a minimum of two lessons. Failure to complete the 75 hours of teaching assistantship will result in a failing grade for the course. Three Credit Hours.
This course is to be taken concurrently with EDU 460 providing the prospective teacher with experiences that combine general teaching strategies with teaching entrepreneurship. Candidates enrolled in this course will study methods of teaching entrepreneurship and engage in field experiences relevant to the teaching of entrepreneurship. This course deals with issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments as outlined by the Ontario Ministry of Education relevant to the teaching in this content area. Candidates’ portfolio entries will evidence their growth in developing lesson plans
with a variety of teaching strategies specific to this content area. Candidates will be required to participate in 75 hours of teaching assistantship and teach a minimum of two lessons. Failure to complete the 75 hours of teaching assistantship will result in a failing grade for the course.
Three Credit Hours.
This course is to be taken concurrently with EDU 460 providing the prospective teacher with experiences that combine general teaching strategies with teaching business (general). Candidates enrolled in this course will study methods of teaching business (general) and engage in field experiences relevant to the teaching of business (general). This course deals with issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments as outlined by the Ontario Ministry of Education relevant to the teaching in this content area. Candidates’ portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to this content area. Candidates will be required to participate in 75 hours of teaching assistantship and teach a minimum of two lessons. Failure to complete the 75 hours of teaching assistantship will result in a failing grade for the course. Three Credit Hours.
This course is to be taken concurrently with EDU 460 providing the prospective teacher with experiences that combine general teaching strategies with teaching information and communication technology. Candidates enrolled in this course will study methods of teaching information and communication technology and engage in field experiences relevant to the teaching of information and communication technology. This course deals with issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments as outlined by the Ontario Ministry of Education relevant to the teaching in this content area. Candidates’ portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to this content area. Candidates will be
required to participate in 75 hours of teaching assistantship and teach a minimum of two lessons. Failure to complete the 75 hours of teaching assistantship will result in a failing grade for the course. Three Credit Hours.
This course provides prospective intermediate/senior teachers with strategies for integrating the language arts (listening, speaking, reading, writing, viewing visual works and constructing visual works) into specific content-area instruction. Topics include techniques for teaching technical vocabulary; locating and selecting relevant sources; note taking from oral, print and electronic sources; organizing, writing, editing and revising papers; conforming to conventions of source citation and conventions of standard written English; writing of standard written English; writing informational and other types of essays; using content area learning logs; viewing graphics and art, and creating graphics and art related to content area concepts. Three Credit Hours.
This course is designed to provide the teacher candidate with knowledge and understanding of those competencies that are essential to successful teaching. The seminar focuses upon the student teacher’s professional role as a classroom practitioner. In addition, responsibilities for classroom organization and management and the development of multiculturally sensitive and gender equitable classrooms; attitudes toward teaching, learning, and assessment; knowledge of ethics and a basic understanding of school systems and community characteristics are considered. Three Credit Hours.
This field experience is designed to enable teacher candidates to develop competence in teaching adolescents in the intermediate/ senior classrooms. Teacher candidates are expected to demonstrate attitudes, know-ledge and skills essential to effective teaching consistent with Ontario curriculum expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Teacher candidates are supervised by an experienced associate teacher and the university supervisor. Six Credit Hours.
This seminar is designed to provide the intermediate senior teacher candidate with knowledge and understanding of those competencies that are essential to successful teaching and student learning. The course will address aspects of knowledge and skills which link both course work and the practicum. Three Credit Hours.
This course examines the theories and practices of multicultural education which are presented as central to teaching and learning, not as marginal or added on to the “regular” curriculum. Study of multi-cultural concepts (e.g., inclusion, accurate representation, multiple perspectives, indigenous scholarship) will reveal how diverse knowledge bases have been historically muted in educational and other discourses. In order to avoid replicating this exclusionary practice, prospective teachers will explore ways in which students’ (and their own) multiple identities are embedded in teaching and learning that accurately represents diverse knowledge bases. Such an approach is multicultural and therefore emancipatory because it encourages students to become thinkers and producers of knowledge-practices that increase students’ opportunities and life chances. Three Credit Hours.
This course examines the theories and practices of equity and inclusive education which are presented as central to teaching and learning, and not
marginal or added on to the ‘regular’ curriculum. Three Credit Hours.
This course is designed to provide the prospective teacher with a comprehensive study of early childhood educational philosophy, curriculum, and programming. Exemplary early childhood education models will be examined, including the practices of multiage teaching, Montessori Schooling, and integrated curricula. The teaching assistantship field experience during this course will take place in a middle childhood educational setting. Three Credit Hours.
The intent of this course is to provide teacher candidates with knowledge of various assessment practices, skills in the assessment of learners with disabilities, and an understanding of the legal, moral and social issues associated with assessment in special education. The course will focus on the assessment of the following four areas: intelligence, achievement, behaviour, and social-emotional well-being. Teacher candidates will work in teams to prepare an Individualized Education Plan for a student for whom all four types of assessments have been performed. Three Credit Hours.
The course is designed to enhance the professional knowledge, skills, and dispositions of candidates preparing to teach in Catholic schools in Ontario. To that end, this course will begin by introducing teacher candidates to the Catholic educational tradition in Ontario discussing such topics as the: history of Catholic education in Ontario, the philosophical underpinnings of a Catholic school system, the critical assessment of values embedded in the curriculum and the support system presently available to Ontario Catholic teachers. The course will also include the principles of moral and faith development, an introduction to the Hebrew and Christian scriptures, the content and rationale of religious education curriculum, and the Church and sacramental life. Three Credit Hours.