Courses

Bachelor of Education Program

The Ontario Ministry of Education and the Ontario College of Teachers requires a four-term (60 credit) Bachelor of Education degree program.

Program Options

You may choose to train to teach in two different divisions. For the Primary/Junior Level (kindergarten through grade 6) you are not required to have a teaching subject. If you plan to teach at the Junior/Intermediate Level (grades 4 through 10), you are required to have a minor (at least 6 term courses, 18 university credits) in one of the subjects below:

*The Science – General teaching subject must include courses from three separate science disciplines (biology, chemistry, environmental science, physics, etc.)

Regardless of which track you choose, the completion of the program leads to the Bachelor of Education degree (B.Ed.).

Primary/Junior Program

Foundation requirements (25.5 credits):

Curriculum studies requirements (16.5 credits):

Curriculum studies electives (6 credits) from:

Practicum and field experience requirements (12 credits):

Note:

Junior/Intermediate Program

Foundation requirements (25.5 credits):

Curriculum studies requirements (16.5 credits):

Curriculum studies electives (6 credits) from:

Practicum and field experience requirements (12 credits):

Teaching Subject Requirements:

Note:

It is strongly recommended that those who plan to take a 400-level practicum in a Catholic school take EDU-310 in advance of their placement. Similarly, it is strongly recommended that those who plan to take a 400-level field experience in an independent Christian school take EDU-307 in advance of their placement.

Course Details

EDU-222
Teaching Music (JI)

This course provides teacher candidates who have identified music as their intermediate division teaching subject with a sustained focus on music curriculum and pedagogy. Building on the foundation established in EDU-333, this course will provide depth and breadth for the effective teaching of music in the intermediate grades. (1.5 credits)


EDU-251
An Introduction to Children’s Literature (PJI)

A survey of standards, classic and contemporary books for children, with special consideration of literature’s capacity to delight, to instruct and shape the values and convictions of young readers.


EDU-301
Development and Learning

The purpose of this course is to extend the knowledge of psychology as it applies to teaching and learning, while introducing students to theories and techniques of pedagogy. The teacher assisting experience (see EDU-303) is to provide a bridge between theory and practice and to serve as part of an apprenticeship experience.


Corequisites:
EDU-301 and 303 are delivered as a package, where learning from the courses are
entwined with 100 hours of classroom observation and assistance in schools, leading to
application of learning concepts.

EDU-303
Social Foundations and Introduction to Teaching

In this course, students participate as teacher assistants in local elementary schools for an equivalent of two full mornings a week (100 hours spread over the semester). In addition to assisting a teacher in various classroom duties, the practicum demands intensive observation, active teaching, and thoughtful reflection. This practicum is required and integral to the course of study for EDU-301/303.


EDU-306
History and Philosophy of Education

This course reviews the history and philosophy of education. It seeks to help students understand how worldview and philosophy come to expression in schools. Its review of schooling and educational philosophy is focused on helping one understand present educational patterns in Canada and develop one’s own philosophy of education. A Western tradition is not the only important tradition in Canada today and discussions on pluralism and structural pluralism will seek to relate the history and philosophy studied to concerns for equity, multiculturalism, and equal opportunity.

Prerequisites:
EDU-306 serves as the Capstone Course for the B.Ed. degree.

EDU-307
Teaching Religion Studies (PJI)

This is a basic course in the purpose, curriculum and methods of dealing with religious studies in schools. It will include a study of the Ontario curriculum and guidelines for religious education in public schools, separate schools, and independent schools. It will stress the importance of respecting beliefs of all children and their families. It is strongly recommended that those who plan to take a 400-level field experience in an independent Christian school take this course in advance of their placement. (1.5 credits)


EDU-310
Religious Education in Catholic Schools (PJI)

This course is designed to prepare candidates to teach in Catholic schools. It fosters professional knowledge in the field of Religious Education, assists in the acquisition of the theological background and pedagogical skills necessary for the implementation of Religious Education curriculum, develops skills that enhance the integration of Gospel values across the curriculum, and promotes an understanding of teaching as a vocation rooted in the call to Christian ministry. This course is required for those in the junior/intermediate division who wish to claim Religious Education in Catholic Schools as a teaching subject. It is strongly recommended that those who plan to take a 400-level practicum in a Catholic school take this course in advance of their placement.


EDU-321
Teaching Visual Art (JI)

This course provides teacher candidates who have identified visual art as their intermediate division teaching subject with a sustained focus on art curriculum and pedagogy. Building on the foundation established in EDU-333, this course will provide depth and breadth for the effective teaching of art in the intermediate grades. (1.5 credits)


EDU-322
Multiliteracies in Education (PJI)

This course is designed as an introduction to the practice of multiliteracies in P/J/I classrooms across the curriculum. Reflecting today’s social and cultural diversities, multiliteracies practices allow for flexibility in supporting linguistic, cultural, and multimodal forms of communication. Understanding how to utilize multimodal forms of communication in classrooms to support collaborative learning, inquiry, and differentiated learning styles helps support a social community of practice which is foundational to developing a pedagogy of multiliteracies. Teacher candidates will learn about how multiliteracies can inspire creativity, is inclusive for all student abilities, and can be both local and global while supporting the Ontario curriculum. Students will work with a variety of multiliteracies resources, expand their understandings of multiliteracies pedagogy, and develop appropriate assessment practices across grade levels and curricula. Purposeful reflection and integration of a Christian worldview will shape our understandings of how Christ is reflected in all things for his purposes. (1.5 credits).


EDU-323
Multicultural Education in Global Context (PJI)

This course explores how Canadian schools and teachers intersect with what is currently being termed as diverse “glocal” communities. We explore how educational systems respond to and interact with different multicultural groups within Canada (including immigrants, resident Canadians and global refugees), in multicultural and global educational contexts. The impact of various educational and cultural patterns upon community relations and the formulation of policy for multicultural education will be critiqued. Central to this discussion is an examination of the formation of identity within children and their educators, and our response as global citizens to be hospitable and loving to the cultural “others” in our midst from a Christian worldview. This course examines relevant current curriculum documents to best prepare candidates for teaching in an increasingly multicultural and global world. By the end of the course, students will understand different educational systems around the developing world and how they fit within the framework for the UN’s Millennium Development Goals. (1.5 credits)


EDU-325
Collaborative Workspaces and Restorative Practices (PJI)

This course is designed to give students a Christian perspective to establish authentic practices for engaging in collaborative learning. In doing so, it provides an experiential landscape for collaborative success in the structure and use of small group learning in the classroom. Problems arising within a community of learners will be discussed
and activities will be designed to engage restorative practices which are consistent with educational goals for equipping long term learning strategies, providing leadership and establishing strong community ethics. (1.5 credits)


EDU-326
Environmental Education (PJI)

The purpose of this course is to facilitate teacher candidates’ building of theoretical knowledge and pedagogical skills in Environmental Education. Within the course opportunities will be provided for participants to explore fundamental concepts of EE along with various curricular approaches to the subject and how these can inform teachers’ pedagogical practice in classrooms. Specifically, the course shall interrogate the terms environment, education, care, justice, and action as understood from Christian and other perspectives. Opportunities will be provided for participants to evaluate some of the tensions and practical problems surrounding the implementation of EE in schools. (1.5 credits)


EDU-327
Indigenous Education (PJI)

This course addresses the histories, cultures, contributions, and perspectives of First Nations, Metis, and Inuit peoples with specific attention paid to education and pedagogy. Candidates will be enabled to recognize their responsibility to engage all learners in their classes to ensure that students of aboriginal background will be able to see their cultures, histories, and perspectives reflected in the curriculum, pedagogy, school and community. This responsibility applies whether or not a student in the class self-identifies as part of the aboriginal community or whether or not there is a person of aboriginal background in the class. This course will help candidates consider the role of schools in the lives of Aboriginal students and the powerful role teachers can play in seeking justice in society. (1.5 credits)


EDU-329
Teaching French as a Second Language (JI)

This course is intended to enhance professional practice and extend knowledge and skills in the delivery of French as a Second Language. It also explores the theoretical foundations, the development of learners, program planning and implementation, assessment, the learning environment and ethical considerations related to teaching and learning across the divisions. In addition, this course will discuss particular topics and issues that are relevant to a vareity of school systems. Note: this course may be considered an equivalent prerequisite for FSL Part II AQ course for qualified teachers in the junior/intermediate division with a French teaching subject; however, the course is not equivalent to the FSL Part I AQ course and will not be noted on the Certification of Qualification by the OCT.

Prerequisites:
Persons wishing to take French as a teaching subject are advised that there is a GAT: Grammar Accuracy Test (or FRE-312 with 70+%) and an OPT: Oral Proficiency Test to be passed (70% minimum) in order to be accepted into EDU-329. These tests should be done as soon as possible after applying to the program.

EDU-331
Digital Technology for Learning (PJI)

This course is designed to introduce educators to technology use in a classroom setting. This is a practical, hands-on course in which students will investigate and discover techniques and strategies related to the use of technology in the classroom. Students will find and share resources related to daily classroom activities for both the educator and the student. Through discussion, issues and concerns about technology in the classroom will also be examined. (1.5 credits)


EDU-332
Teaching the Arts: Drama, Music, and Visual Art (PJ)

This course will be divided into three segments: drama, music, and visual art: the first will address theory and practical applications in the teaching of dramatic forms, improvisation, and theatre arts; the second is an introduction to the materials and instructional techniques grounded in an understanding of basic musical concepts and contemporary theories of music teaching and learning; and the third will emphasize pedagogical strategies and resources as well as the critical and reflective phases of the art-making process to develop
visual expression, perception, and appreciation. The philosophies, methods, curriculum, and techniques of art instruction for students in the P/J divisions in drama, music, and visual art will be studied. Topics include: Christian perspectives on art education; philosophy; implementing the Ontario curriculum; instructional methods and strategies; authentic assessment and practical evaluation strategies; artistic growth and adolescent development; design concepts; lesson and unit planning; health and safety practices; use of community resources; and the teacher’s personal artistic development. The concepts of imagination, creativity, aesthetics, and community with specific references to a Christian education will be explored.


EDU-333
Teaching the Arts: Visual Art, Drama, and Music (JI)

This course will be divided into three modules: visual art, drama, and music. All three modules will address pedagogical content knowledge, practical applications of specialized concepts, and applications to the Ontario curriculum expectations and assessment practices. The visual arts emphasize an introductory understanding to the materials and instructional techniques of artistic processes while developing visual expression, appreciation, and reflection. Drama will address the theoretical and practical teaching of dramatic forms while the Music module will encourage theoretical and practical applications of instructional techniques and musical concepts. Topics relevant for the J/I division include instructional method and strategies, authentic assessment practices, artistic growth and creatively, lesson planning, resource development, Christian perspective, and personal artistic growth.


EDU-334
Play-based Learning and Teaching in the JK-SK Program

This course will support teaching and learning in the full day Kindergarten Program in Ontario schools. In this course students will grow in their understanding of play based learning and learn ho to organize learning around the Four Frames of the Kindergrarten Program: belonging and contributing, self-regulation and well-being, demonstrating literacy and mathematics behaviours, and problem-solving and innovating. Students wishing to be in a kindergarten practicum must take this course.


EDU-335
Early Elementary Reading Practices (PJ)

This course presents a cognitive framework for understanding reading development and for diagnosing and remediating the reading difficulties encountered by some students. After review of reading theory and current methods of teaching reading, there is an examination of some informal methods of assessing students’ reading difficulties and ways of remediating these problems. This course includes working with an at-risk reader. It is strongly recommended that students interested in Special Education or working with struggling readers at the JK-Grade 3 level take this course.


EDU-337
Teaching Social Studies (PJ)

An examination of curriculum design, topics, methods, resources, and practical application for teaching social studies in the primary and junior grades with special reference to the Ontario curriculum. (1.5 credits)


EDU-338
Teaching Social Studies: History and Geography (JI)

An examination of curriculum design, topics, methods, resources, and practical application for teaching social studies in the junior grades and history and geography in the intermediate grades with special reference to the Ontario curriculum. (1.5 credits)


EDU-340
Teaching Health, Dance, and Physical Education (PJ)

This course provides introductory skills and information necessary to planning and teaching an effective health and physical education program in the primary and junior divisions.


EDU-341
Teaching Health, Dance, and Physical Education (JI)

This course provides introductory skills and information necessary to planning and teaching an effective health and physical education program in the junior and intermediate divisions.


EDU-404
Project Based Learning

This course provides an overview of project-based learning as a pedagogical choice, a framework to construct projects, and it will use practices (protocols, technology, assessment) for implementation and execution of effective projects. The focus will be on the creation and presentation of a project that can be used in the context of the Ontario curriculum. (1.5 credits)


EDU-407
Systems of Education in Ontario

This course explores the foundations of educational institutions in Canada and especially the province of Ontario. The origin and development of public, separate, and private schools will be studied. The main requirements of the Ontario Education Act, key Regulations, and the Foundations of Professional Practice will be reviewed to prepare education students to understand the legal and professional context for teaching in Ontario.


EDU-414
Curriculum Foundations

This course is a survey of the orientations, themes, and concepts of curriculum theory and practice. The focus will be on program choices and instructional decisions that must be made in the context of a comprehensive vision for schooling in relation to the Ontario curriculum.


EDU-415
Teaching Practice: Classroom Management

This course covers theories and practices of classroom management in light of recent educational research, professional standards for teaching in Ontario, and the mission of the teacher education program of Redeemer University with an emphasis on effective teaching and service to students in Ontario schools. It is a corequisite of the second semester practicum placement. (1.5 credits)


EDU-417
Inclusive Teaching Practice: Special Education and English Language Learning

This course covers theories and practices of special education and English language learning in light of recent educational research, professional standards for teaching in Ontario, and the mission of the teacher education program of Redeemer University with an emphasis on effective teaching and service to students in Ontario schools. An introduction to the theories, practices, and issues related to educating the exceptional student in our schools is provided. This course is designed to encourage that the needs of all students be met within an inclusive learning environment. The focus will be to equip teachers with an ability to better understand the learning needs of all students and teaching strategies that will help meet these needs. (1.5 credits)


EDU-421
Engaging Literacy in the Primary Grades (PJ)

The goal of this course is to develop an understanding of emergent literacy in the classroom. Teacher candidates will be enabled to articulate the meaning and implications for a Christian who is teaching within a variety of school systems. This course will focus on the emergent and early learner while exploring aspects of personal classroom practices, required skill sets, child-led and centre-based learning, and theoretical practices underlying current literacy teaching. Prospective teachers will be introduced to Ministry of Education documents and provincial
expectations for literacy learning. Aspects of theory as leading to meaningful practice will be explored. Learning opportunities are provided through interactive dialogic discussion, assigned readings and critique, modeled reading/writing activities, teaching practice activities, and imaginative literacy opportunities to integrate literacy for K learners into all elements of the classroom. This course will enable new teachers to make informed choices in developing effective, creative language arts practices for emerging and early literacy learners. (1.5 credits)


EDU-422
Engaging Literacy in the Junior Grades (PJ)

In building upon the learning in EDU-421, the course will continue to explore the research and theory that act as foundational thinking for teaching language arts in the junior classroom. The goal of this course is to assist the P/J teacher candidate to scaffold learners from emergent into developing literacy skills. Learning opportunities include practice teaching activities, interactive dialogic readings and critique, introduction to newer literacy interventions, and planning for language arts in order to meet provincial requirements for formal schooling. This course will equip teachers to be able to design and implement a successful P/J literacy program. (1.5 credits)


EDU-423
Engaging Literacy in the Junior Grades (JI)

For teacher candidates in the J/I stream, this course provides an introduction to the theory, research and practice essential for developing student learning in literacy. This course provides instruction for teaching grades 4-6 which will then serve to scaffold further teaching of students (especially those who may struggle) in grades 7-10. Teacher candidates will be enabled to articulate the meaning and implications for a Christian who is teaching within a variety of school systems. Prospective teachers will be introduced to provincial Ministry of Education documents and expectations for learning. Aspects of theory and practice underlying current literary acquisition will be explored. Learning opportunities are provided through interactive dialogic discussion, assigned readings and critique, teaching practice activities, and imaginative literacy opportunities. This course will enable new teachers to make informed choices in developing effective, creative language arts practices for junior literacy learners. (1.5 credits)


EDU-424
Engaging Literacy in the Intermediate Grades (JI)

In building upon the learning of EDU-423, the course will continue to explore the essentials needed for meaningful literacy practices in the adolescent classroom. The goal of this course is to enable the intermediate teacher candidate to equip learners into senior literacy skills (7-10). Learning opportunities include practice teaching activities, introduction to a variety of literacy genres, interactive dialogic readings and critique, introduction to 2.0 literacies, media and literature circles, and planning for language arts that meet the provincial requirements for formal schooling. This course will equip teachers to be able to design and implement a successful intermediate program across a range of diverse and differentiated learning orientations. (1.5 credits)


EDU-432
Differentiated Instruction (PJI)

This course is designed to encourage in-service teachers to develop confidence in their abilities to better meet the needs of all students within an inclusive learning environment through differentiated instruction. The focus will be to equip teachers with an ability to better understand the learning needs of their students and teaching strategies that will help meet these needs. Class sessions will consist of group work, discussion, presentations, lectures, and readings (1.5 credits).


EDU-437
Teaching Geography (JI)

This course provides teacher candidates who have identified geography as their intermediate division teaching subject with a sustained focus on geography curriculum and pedagogy. Building on the foundation established in EDU-338, this course will provide depth and breadth for the effective teaching of geography in the intermediate grades. (1.5 credits)


EDU-438
Teaching History (JI)

This course provides teacher candidates who have identified history as their intermediate division teaching subject with a sustained focus on history curriculum and pedagogy. Building on the foundation established in EDU-338, this course will provide depth and breadth for the effective teaching of history in the intermediate grades. (1.5 credits)


EDU-440
Teaching Mathematics in the Primary Grades (PJ)

The underlying purpose of the course is to develop candidates’ awareness and understanding of theories, research, and methodologies that can be applied to the teaching of mathematics in the primary grades (1-3). While the course focuses on the content and expectations of the Ontario curriculum, its overall purpose is to expose teacher candidates to important topics in math education that are of concern to math teachers nationally and internationally such as: nature of math; mathematical literacy; teaching mathematics to all students; constructivist approaches; developmental aspects; and the use of technology in teaching math. The course will also nurture an appreciation for the order revealed by mathematical relationships within the structures of creation and imbue candidates with a sense of intrigue and excitement about teaching and learning mathematics.


EDU-441
Teaching Mathematics in the Junior Grades (PJ)

This course follows the general framework described in EDU-440, except that the focus has shifted to the junior grades, 4-6. (1.5 credits)


EDU-442
Teaching Mathematics in the Junior Grades (JI)

The underlying purpose of the course is to develop teacher candidates’ awareness and understanding of theories, research, and methodologies that can be applied to the teaching of mathematics in the junior grades (4-6). While the course focuses on the content and expectations of the Ontario curriculum, its overall purpose is to expose teacher candidates to important topics in math education that are of concern to math teachers nationally and internationally such as: nature of math; mathematical literacy; teaching mathematics to all students; constructivist approaches; developmental aspects; and the use of technology in teaching math. The course will also nurture an appreciation for the order revealed by mathematical relationships within the structures of creation and imbue candidates with a sense of intrigue and excitement about teaching and learning mathematics.


EDU-443
Teaching Mathematics in the Intermediate Grades (JI)

This course follows the general framework described in EDU-442, except that the focus has shifted to the intermediate grades, 7-10. (1.5 credits)


EDU-446
Teaching Science (PJ)

This course introduces teacher candidates to theories, research, and methodologies for teaching science and technology in the primary and junior grades. While the course focuses on the content and expectations  of the Ontario curriculum, its overall purpose is to expose teacher candidates to current topics in science education that are of concern to science teachers nationally and internationally such as: scientific literacy, science for all, scientific inquiry, the nature of science, and teaching science beyond its traditional content. The course will provide teacher candidates with opportunities for planning units, lessons and activities for teaching basic science concepts for a diversity of Grade 1-6 students. (1.5 credits)


EDU-447
Teaching Science (JI)

This course introduces teacher candidates to theories, research, and methodologies for teaching science and technology in the junior and intermediate grades. While the course focuses on the content and expectations of the Ontario curriculum, its overall purpose is to expose teacher candidates to current topics in science education that are of concern to science teachers nationally and internationally such as: scientific literacy, science for all, scientific inquiry, the nature of science, and teaching science beyond its traditional content. The course will provide teacher candidates with opportunities for planning units, lessons and activities for teaching basic science concepts for a diversity of Grade 4-10 students. (1.5 credits)


EDU-449
Teaching Science (JI)

This course provides teacher candidates who have identified science as their intermediate division teaching subject with a sustained focus on science curriculum and pedagogy. Building on the foundation established in EDU-447, this course will provide depth and breadth for the effective teaching of science in the intermediate grades. (1.5 credits)


EDU-478
Practicum I, Primary/Junior

Practical classroom experience.


EDU-479
Practicum I, Junior/Intermediate

Practical classroom experience.


EDU-488
Professional Teaching Seminar and Reflective Practice

Before, during, and after the two six-week sessions of practicum teaching in the final year, this seminar will be required for discussion and reflection on the practicum teaching experience. This course will consist of approximately ten days of seminar time, scheduled before, during, and after the teaching practicums. It will include written assignments, communal reflection and self-assessment on the practicum experience, and a variety of guest speakers from the profession.


EDU-490
Practicum II, Primary/Junior

Practical classroom experience.


EDU-491
Practicum II, Junior/Intermediate

Practical classroom experience.


EDU-492
Practicum III, Primary/Junior

Practical classroom experience.


EDU-493
Practicum III, Junior/Intermediate

Practical classroom experience.


EDU-494
Practicum IV, Primary/Junior

Practical classroom experience.


EDU-495
Practicum IV, Junior/Intermediate

Practical classroom experience.


EDU-496
Field Experience I, Primary/Junior

Practical classroom experience.


EDU-497
Field Experience I, Junior/Intermediate

Practical classroom experience.


EDU-498
Field Experience II, Primary/Junior

Practical classroom experience.


EDU-499
Field Experience II, Junior/Intermediate

Practical classroom experience.


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