Becoming a Golden Hawk means more than just cheering on our (really good) varsity teams – it means being a student who cares about your community, who works hard in the classroom, and who takes advantage of all the learning opportunities that can happen outside the classroom, too.
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Teacher Candidates meet to share questions and reflections emerging from their professional practice, to engage in collaborative inquiry and problem solving, and to construct professional knowledge as a community of learners. Professional Learning Seminar II, which occurs in second year of the BEd program, places a greater focus on “transition to practice” (e.g. resume-writing, interview skills, supply teaching, etc.).
This course provides an examination of historical and contemporary contexts of education including various philosophical perspectives, and political, social and legal aspects of the Ontario education system. Central to the course is developing an understanding of the ethical and professional standards that govern teachers' professional work.
This course provides Teacher Candidates with a foundation in theories of learning, development and classroom management which will guide teaching practice. Throughout the course, current theoretical approaches and key concepts in learning, child development and classroom management are considered in the context of relevant classroom applications. Depending on the division of Teacher Candidates' enrolment, the course will emphasize issues and examples related to the very young, middle-childhood and/or adolescent students.
Teacher Candidates will examine curriculum, pedagogy, assessment and evaluation supported by relevant Ministry curriculum and policy documents. Teacher Candidates will have opportunities to consider and apply methods for the design, planning, implementation and continuous improvement of instruction, assessment and evaluation across the curriculum.
Sample Elective Courses
Unless otherwise noted, course content for Teacher Candidates with the corresponding teachables will include an emphasis on leadership and higher levels of curriculum interpretation and implementation and an enhanced emphasis on intermediate curriculum and instruction up to and including grade Teacher Candidates are also required to take one 0.25 course in teaching methods relating to their subject area speciality.
This course examines current theory and practice related to social studies education, including planning and implementing curriculum and effective teaching and assessment strategies at the Primary/Junior or Junior/Intermediate level, depending on Teacher Candidates' divisional enrolment.
Emphasis in this course is placed upon strategies for interpreting the curriculum and engaging students in meaningful activities that employ the skills of science and technology, explore the nature and relevance of science and technology and build students’ understanding of their environment. Teacher Candidates will gain confidence in their ability to teach science and technology regardless of their background in these subjects.
These courses examine current theory and practice related to mathematics education, including planning and implementing curriculum and effective teaching and assessment strategies at the primary/junior level (including kindergarten to grade six) and junior/intermediate (grades four to ten), depending on Teacher Candidates’ divisional enrollment. Strategies for using observation, inquiry, problem solving, and hands-on exploration to support effective teaching and learning of mathematics are highlighted. The course content will include an emphasis on both mathematical content and pedagogical knowledge.
This course examines current theory and practice for planning, instruction and assessment in the arts at the primary/junior or junior/intermediate level, depending on Teacher Candidates' divisional enrolment. It emphasizes the uniqueness of each art and natural intersections among the arts disciplines as well as the essential contribution that the arts make to students’ overall development. Course content for teacher candidates with subject teaching specialization in Music will include an enhanced emphasis on intermediate curriculum and instruction up to and including grade ten.
This course examines current theory related to health and physical education and explores a range of strategies for effective planning, instruction and assessment at the primary/junior or junior/intermediate level, depending on Teacher Candidates' divisional enrolment. Student safety and the development of associated classroom management techniques are highlighted. Course content for Teacher Candidates with subject teaching specialization in Health and Physical Education will include an emphasis on leadership and organization of healthy active living in the class, school and community levels and on intermediate curriculum and instruction up to and including grade ten.
These courses investigate current theory and practice related to English language and literacy development, including effective planning, instruction, assessment, and implementation of the Ontario language curriculum at the primary/junior level (kindergarten to grade six) and junior/intermediate (grades four to ten) depending on Teacher Candidates’ divisional enrollment. The courses will focus on the development of requisite knowledge and skills to establish a repertoire of research and evidence-based instructional strategies to support students’ literacy development.
An in-depth examination of Kindergarten, focusing on developing knowledge and skills for creating an effective teaching and learning environment for students in the early years. Specific issues related to teaching in Kindergarten will be explored: blended two-year kindergarten programs, full-day early-learning kindergartens (FDEL-K), home-school communication.
This course provides an introduction to curriculum integration as an approach to designing relevant and meaningful instruction to support student learning and engagement at the Primary/Junior or Junior/Intermediate level, depending on their divisional specializations. Considering a variety of design models, Teacher Candidates will investigate an integrated learning cycle from its planning stages through to the final assessments.
This second-level course provides an opportunity for Teacher Candidates to engage in in-depth exploration of curriculum integration as an approach to designing instruction at the Primary/Junior or Junior/Intermediate level, depending on their divisional specializations. Teacher Candidates will apply knowledge of planning, instruction and assessment to develop an integrated unit of study.
Teacher Candidates will learn about current understandings of best practices in classroom assessment and evaluation based on recent research and theory, relevant Ministry curriculum, as well as policy and support documents. Here Teacher Candidates will have the opportunity to build an initial repertoire of assessment methods, tools, practices and procedures.
This course considers the learner with exceptionalities in the educational context. Legislation, policies and procedures related to special education are examined, including the Individual Education Plan and the identification and placement process. The course content will vary in its focus on curriculum expectations, learning and teaching at the different grade levels, depending on divisional enrolment of Teacher Candidates.
This second-level course considers how we view ability and disability in educational contexts, challenging Teacher Candidates to consider how children are differently-abled. A strengths-based perspective is foundational to this course, helping Teacher Candidates develop teaching practices that support all students. An overview of historical and social movements which have led to current inclusive practice is provided. The course content will vary in its focus on curriculum expectations, learning and teaching at the different grade levels, depending on divisional enrolment of Teacher Candidates.
This course provides Teacher Candidates with an understanding of the linguistic and socio-emotional needs of students who dominant language is not English. Teacher Candidates will develop foundational knowledge of the language continuum to support effective instruction and assessment. This course uses Ontario curriculum documents and the Ontario College of Teachers’ Standards of Practice to prepare Teacher Candidates to create learning environments and use instruction and assessment practices that reflect linguistic and academic needs of their students.
This course addresses selected theories and their related educational practices that contribute to the creation and maintenance of an equitable and inclusive school climate, one that respects and affirms the diversity and interdependence of the world’s people and cultures as well as the history, cultural heritage and pluralism of Canadian society.
This course is designed to help Teacher Candidates learn how to effectively meet the needs of First Nations, Métis and Inuit (FNMI) learners, and connect non-FNMI learners to Canada’s Indigenous heritage through relevant and meaningful academic programming and co-curricular activities. Specific topics that are addressed within this course include topics related to sovereignty, identity, land treaty, language, environment sustainability as well as historical and contemporary issues impacting FNMI vitality on the socio-cultural, socio-economic, and political Canadian landscape.
In addition to the EU493 course, Laurier has made a commitment to infuse Indigenous issues in education into each course within the Bachelor of Education program.
This course provides Teacher Candidates with a general understanding of mental health issues affecting children and youth in the classroom. Issues include an overview of the most common mental health issues in today’s classroom, especially as these issues interfere with learning opportunities, as well as the roles of different professionals within a multi-disciplinary model, resources available to teachers and ways in which teachers can promote good mental health in the classroom as part of their everyday practice.
This course examines classroom practices that help all students develop cognitive, metacognitive, and motivational skills and behaviours that will enable them to succeed as self-aware 21st-century learners who are “engaged, thinking, proactive, responsive and reflective” (SRL Canada). Teacher Candidates will learn practices that promote personalization of the curriculum by increasing student choice and voice, differentiating instruction, and enhancing learners’ capacity for self-determination.
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