Examines the theory and practice of a highly popular educational approach to understanding the different ways of learning and knowing. The multiple intelligences (MI) perspective offers an optimistic view of human capability that is applicable to every student. Candidates are expected to become firmly grounded in MI theory and to develop units of study in their own areas of teaching competence.

Examines the cognitive processes facilitating mathematics knowledge and provides a rich basis for understanding mathematics instruction and individual children's learning. A major goal is to provide an introduction to current theories and research in order to serve as a foundation for lifelong learning in this field and to provide a research base for decision-making in mathematics teaching and learning. Topics include the concept of number, the basic math calculations and the students' corresponding errors, as well as the treatment of verbal-type problems related to math logic. In addition the roles of both representations and metacognitive factors in learning math are examined.

Identifies current issues in Canadian education within their immediate settings and discusses them in terms of a range of relevant international and historical comparisons. These issues typically involve interaction between schooling and various social, economic, political and personal factors, and have important implications for the organization, content and process of education. The comparative approach of the course is designed to promote a sophisticated awareness of the global and local expressions of this interaction and of its varying effects on the role of the teacher as social agent and as personal model.

Designed to introduce teacher candidates to the Catholic education tradition in Ontario. Topics include the history of Catholic education in Ontario, the philosophical underpinnings of a Catholic school system, the critical assessment of values embedded in the curriculum including development of a curricular philosophy which reflects the particular requirements of the Catholic education system, and the support systems presently available for Catholic teachers in the schools of Ontario.

This course is intended as an introduction to the philosophy of teaching children. Topics will include the nature and aims of education, the activities of teachng and learning, and the structure of the curriculum.

Policies and practices associated with grading and evaluation play a very important but highly controversial and problematic role in today's schools. Candidates are encouraged to examine and critically assess a variety of contemporary policies and practices as well as proposals for reform, including the purposes and functions of grading and evaluation, the nature and role of standards, subjectivity in evaluation, alternative systems of assessment, portfolio assessments, and other approaches to documenting student accomplishment, as well as report cards and parent teacher conferences. Insights from the literature and candidates' practicum experiences are applied to problems facing classroom teachers. Candidates are encouraged to develop applications relevant to their own concerns with teaching and learning.

There are a number of accounts of the nature of scientific inquiry. Each offers a different view of the origins of scientific knowledge and how it changes over time. Using a hands-on investigative approach, this course explores these views and their implications for the teaching and learning of science. Topics include the nature and role of basic concepts (such as force, heat and light) in the historical development of scientific thinking and in children's learning of science, the relationship between scientific and non-scientific explanations of natural phenomena, and the role of observation and theory in scientific inquiry. Candidates are encouraged to develop and adapt investigative activities and materials for the classroom using the insights drawn from this course. Lab materials $5.

Examines a number of problems that are of particular concern to teachers of the arts. Tries to discover the sources of our appreciation of works of art so that we may be in a better position to bring others - most notably our students - to share in that appreciation.

Keyed to the Standards of Practice of the Ontario College of Teachers, this course provides philosophical perspectives on professional knowledge, teaching practice, leadership, and community. The course aims to develop criteria for critiquing educational activities that can also function as the basis for a genuinely professional approach to ongoing professional learning, and community involvement.

Provides an opportunity to explore the philosophical and epistemological ideas underlying the present mathematics education reform program. Candidates examine their personal philosophies of mathematics while studying those provided by Platonism, Formalism, Instrumentalism, and Constructivism. Changes in mathematics curriculum and instructional methods suggested by teachers' professional organizations and Ontario K to 12 curriculum documents are examined in light of new conceptions of the nature of mathematics and new understandings of what it means to develop knowledge in the discipline.

The situated, cultural aspects of human learning and development in relation to formal education. Learning contexts are studied at ecological, social and psychological levels. Language processes are emphasized, including bi/multicultural issues. By considering the mutual making of community and self through ethnic, linguistic, institutional, recreational, family and other cultures, candidates are encouraged to expand their teaching repertoires.

An overview of learning and development from infancy to pre-adolescence. Topics such as cognitive processes, individual differences, motivation, classroom learning and socio-cultural contexts are considered in relation to modern schooling.

An overview of learning and development in adolescence with emphasis on classroom applications from Grade 7 to 12. Topics such as communication, management, development, learning, and exceptionalities are presented in the context of modern schooling.

Designed to develop an understanding of reading and writing processes. Emphasis on how pedagogical and curriculum decisions are affected by theoretical views of these processes. Prime focus is to demonstrate the developmental nature of language.

The goal is to develop a critical understanding of the implications for children's educational experiences of the effects of social class background, sex/gender differences and racial background by focusing on three questions: How is school experience affected by the cultural context of children's lives? How do schools respond to real or imagined differences among students? How does the culture of the school, the attitudes and expectations of teachers, the concepts conveyed by the "hidden" curriculum contribute to the way children experience school? A critical perspective is developed which teachers might use to better respond to the diversity of student needs.