Introduces and reviews the concepts of worldviews, curriculum orientations, values, and educational ideals. It reviews the questions that worldviews typically answer and the central principles and beliefs of Christian worldviews. It attends to the values of western, liberal democracies, noting especially the concerns for diversity, equity, and social justice as expressed in documents from a variety of jurisdictions, including Ontario. It builds critical conversation between these democratic values and religious worldviews, asking specifically about the ideals that classroom teachers will attempt to realize in their day-to-day practice in curriculum, instruction and assessment.

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.

Supports teacher candidates in developing the knowledge, skills and pedagogical practices that allow each student to feel respected, confident and safe so that they can learn to their highest potential. They will be introduced to a variety of research-based practices, equitable and inclusive policies, and effective strategies for establishing safe, engaging and inclusive learning environments in their classrooms and school communities. They will develop professional judgment regarding proactive and responsive approaches to understand how to support positive environments so that all students feel welcome in the environment in which they are learning.

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.

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.

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.

Designed to equip teacher candidates with the understanding and skills necessary to utilize educational technology and cloud-based computing for teaching and learning activities. The instructional activities and tasks focus on: communication with students, parents and colleagues; differentiating content, process and product; providing accessibility to learning materials for learners of different abilities; creating and providing descriptive feedback; integrating various digital tools into lessons; and developing ongoing organizational strategies. Understanding and skills will be developed through critical reflection on the value of digital technology, the creation of digital products, and development of a Professional Teaching e-Portfolio.

Facilitates teacher candidates’ understanding of and ability to program for the diversity of learners in Ontario classrooms. Teacher candidates will undertake a critical examination of diversity and be exposed to members of diverse communities. They will be introduced to differentiated instruction as a model through which the unique identities of students (i.e., race, ethnicity, culture, gender, sexual orientation, social class, religion, ability, and language) are welcomed and the unique learning needs of students are addressed.

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

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.

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.

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.

Prepares teacher candidates to work with students in Grades 4 to 10 in ways that enable and encourage them to develop the commitment and capacity to lead healthy, active lives, including participation in, and appreciation of, Health and Physical Education. Teacher candidates will be provided with the knowledge and skills they need to deliver meaningful, effective and balanced programs to diverse learners.

Designed to prepare teacher candidates to teach the four strands of the Ontario Arts curriculum— Music, Drama, Dance and Visual Arts – to students in the junior and intermediate divisions. Teacher candidates will learn to facilitate the creative process that enables diverse students to develop lifelong enjoyment of the Arts.

Designed to introduce teacher candidates to foundational knowledge and skills in the six language arts (speaking, listening, reading, writing, viewing, and visually representing). Teacher candidates will explore these areas as outlined in the Ministry’s language and literacy expectations for Grades 4 to 10. Making use of the curriculum document, relevant policy documents, and current research, teacher candidates will begin to build their skills of lesson planning and assessment.

Builds upon the language and literacy knowledge and skill base acquired in EDUI 521 for teaching the six language arts. Teacher candidates will continue to use the Ministry’s curriculum and policy documents, in light of relevant research, to guide the design of language units, lessons, activities, and a variety of assessment strategies applicable to a diverse range of learners in Grades 4 to 10. Prerequisite: EDUI 521

Provides JI teacher candidates with current and relevant instructional methodologies and pedagogical strategies that are foundational to the effective teaching and learning of mathematics in the Junior and Intermediate Grades. Teacher candidates will be given many opportunities to deepen and enrich their knowledge and conceptual understanding of mathematics pedagogy, and the six strands of the Ontario Mathematics Curriculum. The components of the course sessions will help teacher candidates engage with effective teaching methods and tools that function to foster confidence and a growth mindset among their learners in the Junior and Intermediate grades.

Provides JI teacher candidates with current and relevant instructional methodologies and pedagogical strategies that are foundational to the effective teaching and learning of mathematics in the Junior and Intermediate Grades. Teacher candidates will be given many opportunities to deepen and enrich their knowledge of assessment, the 7 mathematical processes, and T.A.C.K. - as it pertains to mathematics instruction. Significant emphasis is placed on building a ‘Thinking Classroom’ (Peter Lildejahl), centered on effective questioning techniques. The components of the course sessions will help teacher candidates engage with effective teaching methods and tools that function to foster confidence and a growth mindset among their learners in the Junior and Intermediate grades. Prerequisite: EDUI 523

Invites teacher candidates to grow deeper roots and taller branches, as we follow the narrative of transformation: construction (inherited worldview and identity) – deconstruction (critical analysis) – reconstruction (vision of a new world). We will answer the questions,“What is your relationship to the environment?” “What is the optimal environment for learning and growth for teachers and students?” and “What positive local and global impact do I have/can I make?” Educators will carefully consider key principles, biases and issues surrounding our planet, our relationship to it, and the culture of environmental sustainability and citizenship we want to cultivate in our classrooms, to impact current and future generations.

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.

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.

Prepares teacher candidates to work with students in Kindergarten to Grade 6 in ways that enable and encourage them to develop the commitment and capacity to lead healthy, active lives, including participation in, and appreciation of, Health and Physical Education. Teacher candidates will be provided with the knowledge and skills they need to deliver meaningful, effective and balanced programs to diverse learners.

Designed to prepare teacher candidates to teach the four strands of the Ontario Arts curriculum— Music, Drama, Dance and Visual Arts – to students in the kindergarten program and the primary and junior divisions. Teacher candidates will learn to facilitate the creative process that enables diverse students to develop lifelong enjoyment of the Arts.

Builds teacher candidates’ knowledge of The Kindergarten Program (2016) as outlined by the Ontario Ministry of Education. The course will focus on planning instruction that embraces the growth of the whole child, including physical, emotional, social, spiritual, and academic growth. A focus on the foundational skills in both language and math, along with appropriate instructional and assessment methods, will be included. Teacher candidates will learn how to use pedagogical documentation to assess student learning and plan in a responsive manner. They will gain an understanding of the importance of, and strategies for implementing an active play- and inquiry- based approach to learning that enables young children to build their critical and creative thinking skills while meeting the needs of a wide range of diverse learners.