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Consecutive Bachelor of Education & Technological Education Teacher Candidates

Newly Admitted Teacher Candidates
 

Overview

Related Studies Courses Proposed for the 2013/2014 Academic Year

• Aboriginal Perspectives and Practices for All EDU5528H (on-line) (Winter Term)
• Adapting and Differentiating Instruction for Students Experiencing Learning Difficulties in Inclusive Classrooms EDU5503H  (Winter Term)
• Anti-Racist Education Studies EDU5510H  (Fall Term)
• An Introduction to Second Language Acquisition Processes EDU5513H  (Fall Term)
• Arts in Urban Schools EDU5597H (Winter Term)
• Big Questions: Philosophic Inquiry Across the Curriculum EDU5541 (Winter Term)
• Emotional and Behavioural Problems in the Classroom EDU5572H  (Fall and Winter Terms)
• Science and Technology in Context EDU5517H (on-line) (Fall Term)
• Sexualities in schooling: Approaches to anti-homophobia education EDU5576H (Fall Term)
• Teaching in French Immersion EDU5552H Test Required  (Fall Term)
• Technology, Curriculum and Instruction EDU5574H  (Winter Term)

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.

EDU5510H Anti-Racist Education Studies
This course will focus on understanding what integrative anti-racism means for teacher education. It seeks to combine theory with educational and political practice. The intent is to develop and understand the philosophical basis for anti-racism practice by reviewing educational initiatives in this area. The course will provide student teachers with an understanding of race and difference as providing the contexts for power and domination in society. Among issues covered are the place of race and identity in schooling and how teachers can deal with racism using the principles/ideas of anti-racism practice.

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 (on-line course)
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.

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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.
 

 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.

NOTE: 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
If due to your schedule you can only take the test on September 14th please note that if you are unsuccessfull you will be required to switch into an open Related studies course offered in the Janaury term only.

Test results are valid for three years, if you have successfully completed the OPTFIL test within the past three years please notify our office.  admitted@oise.utoronto.ca

EDU5541 Big Questions: Philosophic Inquiry Across the Curriculum
This Related Studies offering introduces students to ways in which they can enrich student learning by incorporating philosophical methods of inquiry to a range of ages and in a variety of contexts and curricular areas. One course aim is to allow students to tie philosophical thought more directly to teaching and learning in schools in a way that
allows them to improve both student learning and their own teaching. Literature from the Philosophy for Children (P4C) will be engaged and compared with strategies for
teaching the learners of all ages. Candidates will also have an opportunity to explore topics and issues of particular relevance to their own educational aims and interests.
Course methods will include lectures, discussions, debates, small group activities, a library session, presentations on specific thinkers and foundational/reoccurring
philosophical concepts and debates, and guest speakers from key areas of philosophical specialization. Important critiques of the philosophical canon from postmodernism,
feminism, and postcolonialism will be raised throughout. A secondary aim of the course will be to allow teacher candidates to connect philosophy with their own approach
to education and cultivate a philosophy of education that will increase student engagement and learning, conflict resolution, problem solving, and equitable participation in decision-making.

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.

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.

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.

EDU5597H Arts in Urban Schools
This course explores different approaches to the arts in urban schools, with a focus on how the arts might play a role in teaching for equity and social justice. Using a critical lens, students will explore the role that the arts might play pedagogically and in the curriculum in urban schools. Among other themes, students will explore how to incorporate the arts for teaching in non-arts classrooms, critical issues in curriculum and instruction in various arts disciplines, as well as non-curricular and community-based
approaches to the arts in school related contexts. Students will have an opportunity to explore different artistic disciplines and consider how they might incorporate the
arts as a strategy in teaching for social change.

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
  Deadline to September 13th
   
• To request a change into a Spring Related Studies Course
  From Registration Day to September 13th
  and from January 6th to January 10th

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