An activity-based introduction to outdoor education, this course involves undertaking a variety of challenges in a various all-weather, outdoor settings. Activities, adjusted to suit all readiness levels, occur in various outdoor locations in the Kingston area. Shows how educational experiences in the outdoors integrate learning, increase environmental sensitivity, and enhance relationships between teachers and students. Candidates may organize a weekend outing. Food and transportation $120.

Guides candidates in exploring teacher roles that are shaped by assessment activities: teacher as mentor, guide, accountant and reporter. Develops expertise in planning and constructing assessments inherent in at least one of these roles and challenges candidates to integrate newer learner-centred and growth-oriented approaches to assessment into their thinking and practice. Specifically, attention is paid to the use of observations, discussions, portfolios, journals, tables of specifications, teacher-made tests, standardized tests, Ministry rubrics, and growth-oriented rubrics, as well as peer assessment, self assessment, and student-led conferencing.

Guides candidates in exploring teacher roles that are shaped by assessment activities: teacher as mentor, guide, accountant and reporter. Develops expertise in planning and constructing assessments inherent in at least one of these roles and challenges candidates to integrate newer learner-centred and growth-oriented approaches to assessment into their thinking and practice. Specifically, attention is paid to the use of observations, discussions, portfolios, journals, tables of specifications, teacher-made tests, standardized tests, Ministry rubrics, and growth-oriented rubrics, as well as peer assessment, self assessment, and student-led conferencing.

(Outdoor Education program track candidates only)This two-part course is available only to teacher candidates registered in the OEE Program Track. Part 1 is a four-day field trip orienting candidates to methods and principles of adventure activities, environmental education and skill acquisition. Solos in wilderness settings may be included in Part 1. Part 2 is a three-week Practitioner's Workshop (two-week experiential internship and one-week intensive follow-up.) Participation in a traditional winter camping practicum as part of this workshop is possible for OEE candidates. Parts of both components occur in outdoor and off-campus settings. Food and transportation $250.

(Artist in Community program track candidates only) Intended to provide students in the Artist in Community Education track with experiences relevant to the professional practices of artists. Special attention is paid to the practical role that professional artists play in society including the management of their own professional affairs. Stresses broadening student experiences in the arts through exposure to a variety of visiting professionals.

Opportunities to examine reader-response theories and to discuss the influence of these theories on instructional practices. Examination and reading of various genres of literature, awareness of issues involved in selecting literature, and exploration of how literature can be used in all curricular areas. Opportunities to acquire a repertoire of activities to facilitate and encourage oral, written, visual and dramatic responses to literature, and to explore various classroom organizational structures.

Designed to present Intermediate/Senior (and Technological Education) candidates with an introduction to methodologies, techniques and practices in teaching English as a second language (ESL) or a foreign language (EFL, i.e. teaching English overseas). Candidates will become familiar with the current Ontario curricula and resources for teaching ESL/ELD (English Literacy Development) in secondary schools (Grades 7 - 12), and their relevance to second language instruction at all skill levels - listening, speaking, reading and writing - in the regular classroom that contains both native and/or non-native English-speaking students. Candidates are expected to spend about eight hours working with ESL students outside of class time during the course.

(Outdoor Education Program Track candidates only) A study of the theories of experience-based education as derived from the literature and tested analyses of experiential practices and programs. A pedagogical understanding of both the theory and practice of designing innovative outdoor programs is explored through project work involving the ideas of ecological literacy. Emphasis is placed upon integrated subject matter. Also considered are the development, organization, operation and evaluation skills required to lead experiential-based programs in school systems. Sessions vary in length to provide for a mix of activities within the normal duration of a half course.

Examines literacy instruction at the Intermediate and Senior levels. Addresses the issue of how to integrate literacy instruction across the curriculum. The following topics are examined from a theoretical and an applied perspective: processes of reading, struggling learners, comprehension, vocabulary, instructional strategies, writing processes, young adult literature in the classroom.

The use of computers in teaching and learning. Painting and drawing programs, spreadsheets, databases, desk-top publishing, e-mail, the World Wide Web, computer conference systems, videodisks, CD-ROM-based resources, and computer simulation.

Introductory course for candidates wishing to develop a basic understanding and appreciation of Aboriginal education, which is a unique and evolving field of study bring together different disciplines and perspectives of knowledge grounded in the world view of North American Aboriginal cultures. Acknowledges the legitimacy of Aboriginal perspectives and fosters a sensitivity to traditional values of Aboriginal peoples. Emphasis on understanding the historical development of Aboriginal peoples as they see it, learning the nature of Aboriginal cultures from their teachings, and linking anthropological and sociological frames of reference for teachers choosing to further Aboriginal education. Provides an introduction to issues in Aboriginal education and an enrichment experience in the area of curriculum planning. Some topics are human needs as the basis for curriculum; public, personal and inter-personal meaning in curriculum in the context of Aboriginal education; examples of instrumental and experiential approaches to teaching and learning; aspects of curriculum logistics as applied to northern classroom; and material appropriate for use in teaching about Aboriginal peoples.

Introduction to the central concepts which make up the Religious Education curriculum currently in use in the Catholic Schools of Ontario. Candidates who plan to teach in the Roman Catholic Separate Schools will find this course helpful as a basic orientation in regard to the theological content and pedagogical principles in contemporary Catechetics. Conducted by the Religious Education Consultants of the local Separate School Boards. Candidates intending to teach in Ontario Roman Catholic schools should note that this course is required by some Catholic boards, and recommended by others.

An overview of exceptional children and adolescents in the regular classroom, including their identification, inclusion and teaching. Candidates consider how students learn, how teachers can help exceptional students to learn in the classroom, and how teachers can collaborate with parents and other professionals to enhance learning. A range of exceptionalities are considered including students with giftedness, mental handicaps, learning disabilities, and behaviour exceptionalities. Learning materials $15.

Explores the nature of spirituality. Without attachment to any of the world's religions, perspectives on a spirituality that is communal, historical, theological and committed to justice are explored. There is also an examination of how the spiritual dimension can be acknowledged and nurtured in classrooms. Experiences in the arts, earth education, Waldorf education and spiritual practice will be included in this context of enquiry.