Arts JI
EDUI 507 3 credit hours
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.
Arts PJ
EDUP 507 3 credit hours
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.
Creating Brave, Engaging and Inclusive Learning Environments
EDUC 506 3 credit hours
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.
Democratic Values, Christian Perspectives and Education
EDUC 501 3 credit hours
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.
Differentiated Instruction for Diverse Learners
EDUC 521 3 credit hours
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.
Early Years PJ
EDUP 508 3 credit hours
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.
Educational Technology
EDUC 512 3 credit hours
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.
English I
EDIT 504 3 credit hours
Designed to prepare future teachers in developing an informed and reflective practice while working with intermediate students in a diverse society. It provides teacher candidates with an increased knowledge of the intermediate learner, the learning environment, the English curriculum (Grades 7 to 10), the challenges adolescents face as they transition from elementary to secondary school and the foundational knowledge, skills and technology necessary for the planning and implementation of an effective and motivating language arts program. Prerequisite: A minimum of 12 university credit hours in English
Environmental Education PJ
EDUP 502 3 credit hours
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.
French as a Second Language I
EDIT 505 3 credit hours
Provides teacher candidates with a knowledge, understanding and practice of teaching French to intermediate level students whose first language is not French, in Core, Extended and Immersion classes. Teacher candidates will learn about their role in supporting the diverse learning needs of students who are coming to French as language learners. Prerequisite: Demonstration of proficiency based on the French Language Proficiency Assessment and a minimum of 12 university credit hours in French
French as a Second Language PJ: Part 1
EDUP 509 3 credit hours
Provides teacher candidates with the knowledge, understanding and practice of teaching students French in Kindergarten, Primary and Junior levels whose first language is not French, in Core, Extended and Immersion programs. Teacher candidates will consider how additional languages are learned, will develop an understanding of current pedagogy and assessment practices, and will learn about their role in supporting the diverse learning needs of students, including those in early years, who are coming to French as language learners. Offers in-depth knowledge and experience of culturally inclusive pedagogies, connections with students’ authentic experiences, action-oriented learning situations, curricular integration, program design, use of technological communication resources, collaboration with parents/guardians and the community, differentiated instruction as well as assessment and evaluation strategies and tools linked to student interests. Prerequisite: Demonstration of proficiency based on the French Language Proficiency Assessment
French as a Second Language PJ: Part 2
EDUP 510 3 credit hours
After the successful completion of EDUP 5093, teacher candidates will develop competency in planning and delivering both Play-Based and Project-Based Learning opportunities for students in Kindergarten, Primary and Junior grade levels whose first language is not French in Core, Extended and Immersion programs. Teacher candidates will build a detailed FSL unit plan for each of the three programs. Prerequisites: Demonstration of proficiency based on the French Language Proficiency Assessment and EDUP 509
Geography I
EDIT 511 3 credit hours
Designed for those teacher candidates who wish to acquire a subject specialty in Geography at the Intermediate Division (Grades 7 to 10). Teacher candidates will investigate geographic issues in Canada and build their awareness of connections between Canada and the world. Teacher candidates will have opportunities to analyze, interpret and implement the Ontario Ministry intermediate Geography curriculum and resource documents and become familiar with theoretical understandings, curriculum applications, basic principles, concepts, skills, strategies, values and attitudes that are necessary in order to design, implement and assess intermediate geography programs. Prerequisite: A minimum of 12 university credit hours in Geography
Health and Physical Education JI
EDUI 506 3 credit hours
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.
Health and Physical Education PJ
EDUP 506 3 credit hours
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.
History I
EDIT 512 3 credit hours
Builds on EDUI 5053 and focuses on the design and implementation of the Intermediate History and Civics programs for Grades 7 to 10 based on the overall and specific expectations outlined in the Ontario Ministry curriculum documents. Through an understanding of the four concepts of historical thinking in an inquiry-based approach to learning, teacher candidates will be able to support students in understanding history as an interpretive discipline where students can rethink assumptions and consider the validity and credibility of evidence in order to construct/ re-construct new perspectives. Prerequisite: A minimum of 12 university credit hours in History
Language and Literacy JI: Part I
EDUI 521 3 credit hours
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.
Language and Literacy JI: Part II
EDUI 522 3 credit hours
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
Language and Literacy PJ: Part I
EDUP 521 3 credit hours
Designed to introduce teacher candidates to foundational knowledge and skills in the six language arts (speaking, listening, reading, writing, viewing, and visually representing). The foundations of language will be introduced. Teacher candidates will explore these areas as outlined in the Ministry’s language and literacy expectations for students in Kindergarten to Grade 6. 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.
Language and Literacy PJ: Part II
EDUP 522 3 credit hours
Builds upon the language and literacy knowledge and skill base acquired in EDUP 521. 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 Kindergarten to Grade 6. Prerequisite: EDUP 521
Mathematics I
EDIT 507 3 credit hours
Builds on EDUI 5233 and EDUI 5243. It provides teacher candidates with the theory, methodology, assessment strategies, knowledge and conceptual understanding of content to help them facilitate the teaching of mathematics to intermediate students. The components of the course will help teacher candidates to develop the confidence, resources and necessary background knowledge that will enable them to meaningfully engage all adolescent learners. Prerequisite: A minimum of 12 credit hours of Mathematics
Mathematics JI: Part I
EDUI 523 3 credit hours
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.
Mathematics JI: Part II
EDUI 524 3 credit hours
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
Mathematics PJ: Part I
EDUP 523 3 credit hours
Provides PJ teacher candidates with current and relevant instructional methodologies and pedagogical strategies that are foundational to the effective teaching and learning of mathematics in the Primary and Junior 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 Primary and Junior grades.
Mathematics PJ: Part II
EDUP 524 3 credit hours
Provides PJ teacher candidates with current and relevant instructional methodologies and pedagogical strategies that are foundational to the effective teaching and learning of mathematics in the Primary and Junior 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 Primary and Junior grades. Prerequisite: EDUP 523
Music – Instrumental I
EDIT 502 3 credit hours
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
Practicum I (Literacy and Numeracy)
EDPR 531 2 credit hours
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.
Practicum II
EDPR 532 2 credit hours
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
Practicum III
EDPR 533 2 credit hours
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
Principles of Literacy
EDUC 551 3 credit hours
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.
Professional Seminar
EDPR 534 3 credit hours
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.
Reflective Practice
EDUC 511 3 credit hours
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.
Religious Education: Democratic Values, Catholic Perspectives and Education
EDUC 510 3 credit hours
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.
Science and Technology JI
EDUI 503 3 credit hours
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.
Science and Technology PJ
EDUP 503 3 credit hours
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 – General I
EDIT 509 3 credit hours
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
Social Studies J and History/ Geography I
EDUI 505 3 credit hours
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.
Social Studies PJ
EDUP 505 3 credit hours
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.
Teaching and Learning in Diverse & Equitable Classrooms
EDUC 522 3 credit hours
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
The Developing Learner
EDUC 503 3 credit hours
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.
The Education Act and Ethical Standards for the Teaching Profession
EDUC 508 3 credit hours
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.
