Education Theory and Practice

3 credits · Undergraduate

In this course, students extend their understanding of contemporary educational issues. The course introduces theoretical models of curriculum and instruction, as well as provincial curricular guidelines. Students reflect on practical aspects of teaching and learning, and they identify their own beliefs and aims with respect to teaching. This course builds on and complements the topics addressed in EDUC 101-3. Prerequisite(s): EDUC 101-3 Note: This course is a general introductory course and not part of the BEd program or Post-Degree Bachelor of Education Program. EDUC 336-(3, 4)Inclusion and Exceptionalities This course focuses on understanding the exceptionalities of individual learners and inclusive education in K-12 settings. Course content includes the identification and assessment process of individuals with neurodevelopmental and physical exceptionalities based on current policy and practice. There is an examination of evidence-based inclusive pedagogy, including universal design for learning and multi-tiered systems for support. Case studies are used to explore integrating these supports into inclusive lesson planning and individual education plans. Graded on a PASS/ FAIL basis. EDUC 346-(2, 3) Aboriginal and Indigenous Education This course provides teacher candidates with an opportunity to develop a deep understanding of the Truth and Reconciliation Commission (TRC) Calls to Action. Teacher candidates build their knowledge by embedding cultural and Indigenous and Aboriginal perspectives, and develop an understanding of oral history and the Indigenous perspectives on historical and current issues. They explore, design and examine pedagogical strategies to support learners in the classroom. Graded on a PASS/FAIL basis. EDUC 351-(2, 3) Curriculum and Instruction: Second Language This course provides Elementary teacher candidates with curricular, instructional and assessment methods for teaching a second language. The second language offered may be French, or another provincially approved second language, such as a local Indigenous language. Teacher candidates are provided with an opportunity to develop a deep understanding of second language acquisition and development; research-informed pedagogical content knowledge; and ways to personalize classroom learning. Graded on a PASS/FAIL basis.