Newly Admitted Teacher Candidates

RELATED STUDIES COURSE INFORMATION

In This Section:

Overview

Related Studies courses allow teacher candidates to pursue individual interests and deepen or broaden their knowledge and skills. As part of the program you must complete one of these courses.

Indicate your choices, in order of preference, on the Course Selection and Candidate Information webpage via the Checklist 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.

These courses will be will be offered either in the Fall or Winter Session. Course numbers starting with EDU55** will be scheduled on Wednesday mornings from 8:30 – 12:30.

Course numbers starting with EDU51** are offered in the evenings (unless otherwise indicated), and continue to run during the practicum periods. Course changes may be requested the first week of classes each term.

Related Studies Courses Proposed for the 2012/2013 Academic Year

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EDU5127H Indigenous healing in counseling and psychoeducation
This course seeks to define, redefine and locate Indigenous healing in the context of
Euro‐North American counselling psychology and school‐based education. Explorations
of the currents issues and debates concern with the contemporary practices of
Indigenous healing will be a key features of the course, for example, cultural respect
and appropriation, colonial histories, Indigenous pedagogies, and cognitive
imperialism. Through an in‐depth analysis of international Indigenous helping, healing,
and educational practices, with particular focus on Canadian Indigenous perspectives,
the course will undertake to raise questions regarding the theory, practice, and
research of Indigenous mental health and healing in psychology and education,
especially teacher education. As part of the exploration of Indigenous pedagogies and
healing, the course will also focus on how peoples from non‐dominant cultures
construct illness and pedagogical perceptions and the kinds of treatments and practices they expect to use to solve mental health and educational problems, and how mental health and education are inextricably linked for Indigenous peoples. Enrollment in this course will consist of both graduate students and teacher candidates. The course will be scheduled in the evening and classes will continue to meet during the Orientation/Practicum.

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EDU5169H Identity Construction and Education of Minority
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. Enrollment in this course will consist of both graduate students and teacher candidates. The course will be scheduled in the evening and classes will continue to meet during the Orientation/Practicum.

EDU5174H Integrating Science, Mathematics and Technology Curricula
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. The course is online and classes will continue during the Orientation/Practicum.

EDU5179H Language, Culture & Identity: Using the Literary Text for Teacher Development
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.
Enrollment in this course will consist of both Graduate and B. Ed./Dipl. Tech. Ed. Students. The course is online and classes will continue during the Orientation/Practicum.

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EDU5502H Actively Educating for Social and Economic Justice: Theory, Practice and Action
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.

EDU5503H Adapting and Differentiating Instruction for Students Experiencing Learning Difficulties in Inclusive Classrooms
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.

EDU5506H Addressing Alcohol and Illicit Drug Use in Schools
Alcohol and illicit drug use have the potential to impact students in many ways and teachers are often in a unique position to identify and prevent substance use among children and youth. This course will provide teacher candidates with foundational knowledge concerning alcohol and illicit drug use among children, youth and families and will provide a broader understanding of the many contexts in which substance use impacts student development. Topics will include recognition of alcohol and illicit drug use issues among children and youth, risk and resilience in the development of alcohol and illicit drug use concerns, and current best practices in alcohol and illicit drug abuse prevention programming. Teacher candidates will develop a greater understanding of the many ways substance use impacts the school environment and will develop practical skills in substance abuse problem recognition and prevention programming.

EDU5508H Exploring Environmental and Sustainability Education
This course explores cross-curricular approaches to environmental and sustainability education (ESE) at the elementary and secondary levels. Teacher candidates will investigate the historical roots of environmental learning from personal and organizational perspectives, and consider these in light of recent developments in ESE in Canada and around the world. The role of ESE in social justice initiatives will be discussed, as will ESE’s theoretical foundations and recent research developments. Teacher candidates will use this background as a starting point to explore current practices in ESE in classrooms and the community as a means to better integrate ESE into their own work as educators in future.

EDU5509H Equitable Math Education
In this course, we focus on six principles for teaching mathematics for social justice: enable significant work within communities of learners; build on what students bring to school with them; teach skills and bridge gaps; work with (not against) individuals, families and communities; diversify forms of assessment; and make inequity, power and activism explicit parts of the curriculum. We will investigate how each principle plays out for mathematics teaching in Ontario’s K-12 schools. This course complements and extends the discussion of equity beyond that addressed in the Math Curriculum and Instruction Courses, and does not overlap with the Curriculum & Instruction material.

EDU5511H A Survey of Children’s Literature
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.

EDU5513H An Introduction to Second Language Acquisition Processes
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.

EDU5517H Science and Technology in Context
Fields of professional science and technology are powerful personal and social enterprises that can greatly affect and be greatly affected by individuals, societies and environments — in positive and in negative ways. For example, there are significant interests in and concerns about relationships among financiers/businesses and scientists and engineers. Disagreements about such relationships often relate to so-called ‘socio-scientific’ issues — or, as in the Ontario curriculum, ‘STSE’ (Science, Technology, Society & Environment) issues, such as those relating to the relative merits of manufactured foods. Because of concerns about such issues, many scholars and others are calling for promotion of more proactive citizen engagement in them. This course is intended to help prospective teachers of science — mainly for, but not limited to, grades 7-12 — to develop expertise and confidence for helping students to contribute to such citizenship goals. Special emphasis is placed on encouraging and enabling students to conduct self-directed research-informed actions to address personal, social and environmental issues associated with fields of science and technology.

EDU5519H Drama Strategies for Effective and Affective Teaching
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.

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EDU5524H ESL Across the Curriculum
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.

EDU5528H Aboriginal Perspectives and Practices for All
Designed for both Aboriginal and non Aboriginal teachers, this course will examine indigenous ways of knowing and how this knowledge can inform teacher practice to the benefit of all students. Historical, social, and political issues and cultural, spiritual and philosophical themes will be examined in relation to developing culturally relevant and responsive curriculum, pedagogy and practice. Teacher candidates will come away with the tools they need to create a more inclusive, fulfilling classroom environment in both urban and rural contexts.

EDU5532H Gender Equity in Schools and Classrooms
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 organised 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.

EDU5533H Perspectives on Muslim Education
This course examines the interplay between theoretical principles of education in Islam, namely, tarbiyah (nurturing wholeness), ta’dib (instilling ethics), and ta’lim (instruction) with practical implementations though varied forms of schoolings. Tracing the historical growth of educational methods in Islam from the 6th century to the height of Islamic thought in the 12 century in Arabia, North Africa and Persia will provide a foundation for understanding the historical learning from and contribution of Muslims to Western and non-Western educational initiatives. The reformation of Islamic educational theory and practice within the colonial period and reactions to it will then be addressed through brief case studies of Algeria, Pakistan, and Malaysia. The final part of the course will be reserved for discussions of the varied forms of Islamic schooling in North America since the 1980s as well as Muslim students’ experiences in secular and other faith based schools. From Sunday schools, to evening Qur’an schools, traditional madrassas, full-time schools (secular and religious) and now home schools, a critical understanding of the construction and contestation of Muslim identity and community, as well as the curricula and pedagogy in the religiously plural landscape of North America will be explored. Issues of gender, ethnicity, and identity will be examined for their interaction with education of Muslim students in different contexts.

EDU5537H The Adolescent Brain: Implications for Instruction
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.

EDU5538H Managing Conflict in Classrooms and the School Workplace
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.

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EDU5542H Models of Teaching: Enhancing Classroom Practice
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.

EDU5552H Teaching in French Immersion
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.

Successful completion of a French Language Proficiency test is required for entry into this course. Those intending to take this course must register for and pass the proficiency test. Test offering and registration info for April and June is posted to http://conted.oise.utoronto.ca/OPTFIL.html
There may be a special test offering date of September 7th to be made available for those who are unable to write the test in April or June, it will however be based on space available in the course; details on how to register/pay for this special test date will be emailed to those who have selected EDU5552H as a top choice.

Please do not register for the September 13th 2012.

EDU5556H Youth Popular Culture and Schooling
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.

EDU5572H Emotional and Behavioural Problems in the Classroom
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.

Special note for 2012-2013: This year, faculty at OISE are doing research on how effective we are at preparing teacher candidates to successfully manage child emotional and behavioural problems in the classroom. All teacher candidates who select EDU5572 as their first or second choice for related studies will be invited to participate in this research. Consenting teacher candidates will complete self-report questionnaires, teach in simulated classrooms, and be observed in their classroom teaching during their IT placement and their first year of teaching.

Does participating in this research guarantee that I will get into EDU5572?
EDU5572 is one of the most popular courses in OISE’s related studies program and unfortunately there are never enough spaces. This year, selection of teacher candidates for EDU5572 will be done by lottery. Some teacher candidates will win a spot in EDU5572. Teacher candidates who are not selected for EDU5572 by this lottery process will be placed in one of their other ranked choices following normal procedures.

Teacher candidates who are not selected in the lottery will still be contacted for research and follow-up. We want to compare the experience these teacher candidates have in other courses to the experience of teacher candidates who PARTICIPATED IN THIS COURSE WHICH FOCUSES UPON managing emotional and behavioural difficulties in the classroom.

EDU5574H Technology , Curriculum and Instruction
In this course candidates will have a very practical hands-on opportunity to explore the technology they (and their students) will encounter in the classroom. While doing so candidates will examine many of the underlying issues involved in using and managing these technologies. Together we will explore the use of desktop computers, school networks, educational software, the Internet, and multimedia production. We will also take a number of field trips to actual schools to work with in-service teachers who use technology in their own teaching. Some of the issues we will discuss include the development of critical analysis skills and resource evaluation skills (for both the teacher and the student). The immediate goal of the course will be to make the candidate feel more comfortable incorporating technology into their unit planning and classroom management activities during their program of study.

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EDU5576H Sexualities in schooling: Approaches to anti-homophobia education
This course will focus on matters of equity, inclusion, and school reform as these pertain to differences of sexual orientation and gender identity among students. Course content and instruction will focus on understanding and addressing those educational issues confronting lesbian, gay, bisexual, transgendered, and queer (lgbtq) students. It will also explore strategies and resources for challenging homophobia and heterosexism intersect with multiple identities and other forms of oppression, We will also examine curriculum materials and community support services that promote sensitivity and visibility.

EDU5590H Multicultural and Diversity Counselling in Schools
This course will introduce students to counseling in school, in a multicultural and diversity context. Through a critical examination of race, gender, class, sexual orientations and disabilities, teacher candidates will gain insight, skills and competencies into counseling school students who are experiencing ‘subjective distress’.

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EDU5591H Educating for Citizenship: Perspectives and Practices
Interest in citizenship education has escalated worldwide in recent years. This dimension of education has been viewed by some as an opportunity to begin preparing young people for their understanding of, and involvement in, the civic life of their community(ies), from the local to the global. For others, it has been viewed as a way of responding to a range of existing social concerns including a lack of civic literacy among youth, emerging forms of interpersonal and social conflict, and low levels of participation in both elections and in civil society organizations among youth. There has been a proliferation of research studies and curriculum initiatives throughout the world as teachers, policy-makers, and researchers attempt to understand the complex issues related to, and processes by which, youth learn about democratic citizenship. This course explores contrasting characterizations of citizenship education in Canada and elsewhere. Perspectives and pedagogical practices communicated and exhibited in school and non-school curricula are explored and analyzed. Particular attention is given to the ways in which teachers translate varying theoretical perspectives into practice as they address such themes as informed citizenship, civic identity, civic literacy, controversial public issues, and community involvement.

EDU5592H History is a Verb: Using Primary Documents in the History Classroom
Research in the field of history education demonstrates that students are more engaged, do better work, and learn more history when they use original historical documents to learn about the past. Many teachers have little experience finding or using such educational tools. This course provides an overview of the research, and goes on to explore how to use primary documents in a series of intensive workshops.

EDU5595H Holistic Teaching & Learning
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.

Course Change Information

Course change request forms are available in the Registrar's Office. Should you wish to request a change of Related Studies course the course change period is as follows:

To request a change into a Fall Related Studies Course
From Registration Day to September 16th
To request a change into a Spring Related Studies Course
From Registration Day to September 14th
and from January 9th to January 11th

If you have any questions, please contact:
OISE Registrar's Office, Initial Teacher Education, Admitted Students Unit
Telephone: 416-978-4300 | Email: admitted@oise.utoronto.ca

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Quick Access

Teacher Candidates
admitted@oise.utoronto.ca
Tel 416.978.4300