Designed to facilitate deeper study for teacher candidates wishing to teach music at the Intermediate level in Ontario schools. Teacher candidates will have the opportunity to explore a variety of resources (texts, instruments, media and human) and approaches to the delivery of music education to diverse learners. They will practice their teaching of the music strand of the Arts curriculum through developing expertise in vocal and instrumental program delivery and consider the opportunity that music offers to adolescents as they transition from elementary to secondary school. Prerequisite: A minimum of 12 university credit hours in Music.

For 30 to 35 days, teacher candidates will be learning from and collaborating with an OCT certified associate teacher in a school setting that teaches the Ontario curriculum. The Practicum has an Observation/Participation Phase and a Practice Teaching Phase. Using a gradual release of responsibility structure, teacher candidates move from Observation and Participation to a co-planning and teaching partnership with the Associate Teacher in the areas of language and math. Teacher candidates may also assume responsibility for teaching other curricular areas.

For 40 to 45 days, teacher candidates will be learning from and collaborating with an OCT certified associate teacher in a school setting that teaches the Ontario curriculum. The Practicum has an Observation/Participation Phase and a Practice Teaching Phase. Using a gradual release of responsibility structure, teacher candidates move from Observation and Participation to assuming the full responsibilities of their Associate Teacher by the end of the Practice teaching Phase. Prerequisite: EDPR 531.

For 35 to 40 days, teacher candidates will be learning from and collaborating with an OCT certified associate teacher in as school setting that teaches the Ontario curriculum. The Practicum has an Observation/Participation Phase and a Practice Teaching Phase. Using a gradual release of responsibility structure, teacher candidates move from Observation and Participation to assuming the full responsibilities of their Associate Teacher by the approximately the midpoint of the Practice Teaching Phase. Prerequisite: EDPR 532.

Covers methods used in the introduction of literacy to ethno-linguistic minority groups. It includes orthography design, consideration of socio-historical issues, strategies for literacy programs, stimulation of local authorship, reading theory, and instructional methodologies.

Supports teacher candidates in the practicum components of the program. The classes are distributed throughout the duration of the program to coincide with the three practicum placements. The seminar and the practica work together to provide an overview of key issues and skills related to curriculum, teaching, and learning and to provide the opportunity to integrate theory and practice. The course includes scheduled classes before and after each practicum which incorporate opportunities to meet with faculty advisors. Teacher candidates are encouraged to think of the Professional Seminar as an apprenticeship in professional knowledge and practice development.

Intended to help teacher candidates develop an educational foundation and an inquiry stance towards their on-going teaching identity through developing a critical, ethical, informed and reflective habit of mind; one that considers the perspectives of various educational philosophers, theorists, researchers and practitioners on the journey to teaching excellence. Using a case study approach, teacher candidates will consider authentic school-based dilemmas through a variety of lenses: Personal, Philosophical, Professional, Pedagogical, Parental and Political.

Helps teacher candidates prepare to teach in Ontario Catholic schools. It is recommended for teacher candidates with a demonstrated commitment to the Catholic faith who are planning to apply for employment with Catholic school boards. Teacher candidates will explore the Catholic worldview using official curriculum documents for Religious and Family Life Education as well other foundational pedagogical documents in the Ontario Catholic educational community.

Introduces teacher candidates to science and technology in the Junior and Intermediate divisions, including Grades 9 and 10 science. The course examines the Ontario learning expectations of the science and technology program, strategies for implementing the expectations in a diverse classroom, and methods of assessment and evaluation.

Introduces teacher candidates to science and technology in the Primary and Junior divisions, including the Kindergarten program. The course examines the Ontario learning expectations of the science and technology program, strategies for implementing the expectations in a diverse classroom, and methods of assessment and evaluation.

Science Intermediate builds on EDUI 5033, exposing teacher candidates to more in-depth issues related to the teaching of science in Grades 7 to 10. Concept development, assessment, evaluation, and hands-on activities, together with detailed safety procedures, will be emphasized. Detailed lesson and unit planning will be a key part of this course with consideration given to First Nation, Métis and Inuit perspectives, environmental stewardship, integration of literacy and numeracy and the transition into science specialties. Prerequisite: A minimum of 12 university credit hours in Science.

Focuses on the design and implementation of Junior Social Studies, Intermediate History, and Geography programs based on the overall and specific expectations outlined in the Ontario Ministry curriculum documents. Teacher candidates will acquire knowledge and understanding of the Six Concepts of Social Studies/Historical Thinking. These conceptual understandings frame and inform key pedagogies that undergird an inquiry-based approach to the social studies/history/geography program.

Provides teacher candidates with an understanding of the Ontario Social Studies Curriculum Grades 1 to 6, The Kindergarten Program, and other policy documents. Teacher candidates will explore ways to help students understand and reflect upon their world, the people they encounter, and the human interactions that have occurred in the past, that are occurring in the present, and which are likely to occur in the future. Teacher candidates will delve deeply into the Six Concepts of Social Studies Thinking, which are to frame and inform all aspects of their instruction.

Facilitates teacher candidates’ understanding that diversity within a learning community is a rich resource, and one that requires commitment to policies and practices that ensure equitable opportunities for academic success and well- being. Teacher candidates will explore how the intersectionalities of gender, socio-economic status, race, language, faith, culture, sexual orientation, and ability position students differently with respect to power and privilege. Examination of ministry publications and culturally responsive teaching strategies for using students’ prior linguistic and cultural knowledge, as well as other aspects of their identities will scaffold the learning of new concepts and skills. Specific emphasis on learners with exceptionalities and multilingual language learners will be explored. Prerequisite: EDUC 521.

Teacher candidates will come to understand how a child and adolescent’s transition through developmental stages affects their learning. They will learn how to support students as they transition through these stages. A thorough understanding of the development of the learners’ cognitive, emotional, physical, and social characteristics from infancy through adolescence will be explored. An understanding of typical development will help teachers detect, address, and foster the development of their students.

Designed to provide teacher candidates with knowledge of the structure and function of publicly funded elementary and high school education, and of the regulation of private schools in the Province of Ontario. It will provide relevant legal information in regard to teachers and the teaching profession, including the role of the College of Teachers, and to the operation of classrooms, schools and Boards of Education. The Ontario College of Teachers’ document entitled Foundations of Professional Practice and The Education Act will provide the framework for case study learning.

Facilitates teacher candidates’ understanding of and ability to program for the diversity of learners in Ontario classrooms. Teacher candidates will consider the nature of diversity (i.e., race, ethnicity, culture, gender, sexual orientation, social class, religion, ability, and language), and the related impacts on student learning. They will explore and apply Universal Design for Learning (UDL) and Differentiated Instruction (DI) frameworks for addressing learner variability, creating an atmosphere of welcome, and meeting the diverse needs of students.