Familiarizes candidates with science subject matter taught at the Intermediate-Senior levels in science and biology. Provides candidates with theoretical and practical aspects of implementing current curriculum guidelines, including exploration of a variety of teaching strategies along with laboratory-based learning. Candidates are expected to exhibit a degree of self-directed learning. Learning and lab materials $20.

Provides an introduction from a chemistry focus to the theoretical concepts and practical skills necessary for successful and effective teaching of Intermediate-Senior science. Utilizing a curriculum framework to explore the nature of science, science teaching, and learning, course includes an examination of science content, teaching strategies (including laboratory work and demonstrations), and ways of enhancing students' understanding. In addition, emphasis is placed upon lesson planning, meta-cognition, evaluation, and the interrelationships between science, technology, and society. Learning and lab materials $20.

Prepares candidates to obtain a Computer Science qualification and to teach courses in computer and information science and computer engineering technology. Topics: Ministry expectations; College of Teachers standards of practice; philosophy of teaching computer studies; teaching strategies; assessment of learning; finding, adapting and developing teaching and learning resources; teaching problem-solving and programming; project work; organizing computing facilities; current developments in information technology; ongoing professional development.

Concerned with the theory and practice of drama in education. Candidates explore the use of personal resources in dramatic expression and develop an understanding of the nature of dramatic experience and its place in education. Consideration given to the particular demands placed on a teacher of Dramatic Arts and a variety of teaching techniques, which can be applied in this context. Aimed at preparing candidates to teach a first course in Dramatic Arts and to structure advanced-level courses according to subject-knowledge strengths. Learning materials: $15

Provides an opportunity for teacher candidates to explore current trends and issues in English education and to extend their knowledge of theory and practice in teaching English at the secondary level. Intended to move between experiencing various learning events in English as a student to interpreting those events from the perspective of a teacher. A fee of $10 may be charged for learning materials.

Dans ce cours on se penche sur les notions pédagogiques en mettant l'accent sur l'enseignement aux niveaux intermédiaire et terminal. On vise à faire un tour d'horizon complet des connaissances et des applications pratiques dans le but d'amener tous les apprenants à développer leur style d'enseignement propre en adéquation avec la situation actuelle dans le domaine des langues. Une connaissance supérieure du français est nécessaire. Toutefois il y a lieu de parfaire ses connaissances durant l'année pour des corrections d'ordre minimal. Un séjour immersif d'une durée de six mois est recommandé. Les sujets abordés se rapportent aux approches, aux démarches, aux directives du ministère (immersion, approche communicative..., restructuration, intégration, interdisciplinaire...), à la gestion du temps (objectifs, progression, planification, les savoirs, la culture et la littérature, le contrôle des connaissances), à la psychopédagogie (rôles, groupements, procédés et moyens, collaboration), et à la psycholinguistique. De nombreuses applications pratiques individuelles et en groupes sont integrées au programme. Ce cours donne l'équivalence au niveau 1 des trois niveaux exigés par le Ministère pour être specialiste de français. Les étudiants devront contribuer $5 pour couvrir les frais de photocopies.

Designed to prepare candidates to teach geography at the Intermediate-Senior level (grades 7-12). Using a geography context the program provides instruction in basic lesson planning, questioning techniques, field work methods, unit and course planning, evaluation as well as essential classroom management. Participants have an opportunity to develop and utilize a wide range of instructional materials plus interact with resource people who provide input and strategies related to specialized areas of the geography program. Familiarizes candidates with the current Ontario Ministry of Education guidelines in geography. Includes a component dealing with the integration of subject areas. A strong emphasis on the co-operative development and sharing of curriculum ideas and resources by candidates. Includes optional supplementary lab components to provide additional hands-on experience in the use and application of computers and GIS software packages appropriate for grades 7-12. Fee for optional labs $20-40; learning materials $10.

Intended to prepare candidates to teach history and social science programs in Ontario schools. Candidates design, develop and implement history curricula and related integrated programs at both the Intermediate and Senior levels, in keeping with current Ontario guidelines for these levels. In addition to the acquisition of the necessary pedagogical skills and strategies, this course is founded on the belief that the development of a sense of history is a necessary ingredient in the pursuit of a happy and productive human life. It is the history program in any school that is central to the acquisition of a deeper understanding of, and commitment to, the uniquely Canadian experiment in dynamic plural democracy and egalitarianism. This also includes the development of the skills and attitudes of critical thinking, in knowing who we are and where we came from, in an understanding of human nature, in the appreciation of the infinite richness and unity of the human spirit, and in the empathetic recognition of both the astounding and appalling variations in the human condition on our own small planet. This course is collaborative and both respects and draws from the life experience of each candidate. Candidates in this program deepen their commitment to the study of history as an essential prerequisite to helping young people appreciate and understand the tragedies, triumphs and synergy of human experience. Although history can never replicate itself, it remains an essential source of wisdom for the collective stewardship of our present and future worlds. Learning materials $15.

For candidates planning to teach Native Studies at the Intermediate and Senior levels. Integrated with the Ontario Ministry of Education and Training document, "People of Native Ancestry: Curriculum Guideline for the Senior Division", and the sections of the Native Studies Intermediate Curriculum Guideline 1991 focusing specifically on the Ministry credit courses for Grades 9 and 10, "Native Peoples of Canada: Present Realities and Future Directions", and "Native Perspectives on the Changing Global Community". Theories pertaining to curriculum development are examined in conjunction with curriculum models developed and implemented in Aboriginal schools. Reviews and evaluates Native Studies curriculum development for non-Aboriginal and integrated schools and Native Studies curricula developed under Aboriginal control. Provides the candidate with skills to evaluate teaching materials and assess curriculum models, to evaluate theories of curriculum development and to design teaching units based on those theories. Allows both Aboriginal and non-Aboriginal candidates to learn about materials and other resources that are available, and also familiarizes candidates with a variety of approaches for teaching Native Studies in the Intermediate and Senior divisions.

Intended to prepare candidates to teach mathematics in the Intermediate and Senior divisions. Candidates become familiar with the content of the mathematics taught in these divisions through an examination of a variety of teaching philosophies and instructional techniques appropriate to mathematics. Consists of lectures, discussions, student presentations, activity approaches and a component related to achieving integration of subjects within the Intermediate division. Also provides an opportunity to examine those Ministry guidelines and policies relating to the teaching of mathematics at the Intermediate and Senior levels. Present trends in mathematics education in Ontario and other jurisdictions are examined. The acquisition of a positive attitude towards mathematics and its teaching is a high priority of the course. Candidates may be required to demonstrate to the satisfaction of the instructor competence in the mathematical content that they could reasonably be expected to teach. Learning materials $20.

Designed to prepare candidates to teach vocal music in the Intermediate and Senior grades. Music at this level is most effectively taught by specialist teachers with considerable musical background, ability and performance experience. Reflects the concern for balance of performance skills with musical understanding, listening, creativity and aesthetic response to music as stated in the Ontario Ministry of Education guidelines for music. 

Intended to explore health content, philosophy and methodologies from Grade 7 to 12. The major method of delivery is participatory - lecture, demonstrations, student presentations, and projects which are skill-oriented and practical. Some of the health topics in the Ontario Curriculum Guidelines are discussed. Compulsory and important health topics are fully developed and demonstrated. The impact of current health issues in the classroom is also reviewed. The physical education portion includes laboratory sessions in many sports including basketball, dance, volleyball, soccer, fitness, games of low organization, outdoor recreation and leisure time sports activities. These lab sessions demonstrate lesson sequences, class organization, use of materials and visual aids, safety considerations, and use of a variety of teaching styles. Included are methods of evaluation of students and programs, extensive lesson planning, curriculum development, and maintaining a balanced program of curricular, inter-school and intramural activities. Learning materials $15.

The Intermediate-Senior Physics course gives particular attention to materials and strategies for the teaching of physics in Grade 11 and 12. Begins with special attention to lesson planning, demonstrations and laboratory activities, and assessment of student work across a range of units in science and physics. Later emphases include the analysis of classroom events and taking charge of one's own professional development as a teacher of physics. The nature of science and technology and their interaction with social issues is a continuing theme. Computer skills are essential. Learning and lab materials $20.

Effective teachers are able to encourage students' learning by using teaching methods and activities that inspire interest and facilitate intellectual growth. Readings, discussions and activities give the candidate an opportunity to combine knowledge of educational research with experience in order to understand and practise effective classroom teaching. Provides an introduction to lesson planning, teaching strategies, workshop and classroom organization, questioning techniques, and responses to student behaviour. Emphasis on candidate's role as an active, reflective learner, with the nature of technological education as a continuing theme. Course expectations reflect the Standards of Practice for the teaching profession described by the Ontario College of Teachers. Learning materials $10.

Effective teachers understand and use a range of teaching methods to shape instruction so that it helps students who learn in a variety of ways. Through readings, discussions and activities the candidate engages in further study of the following topics: lesson planning, cooperative learning, classroom and workshop organization, models of teaching, questioning techniques, motivation, responses to student behaviour, learning theory, and learning styles. The course requires teacher candidates to reflect on their practice and experiences. Course expectations reflect the Standards of Practice for the teaching profession described by the Ontario College of Teachers.

Designed to prepare candidates to teach instrumental music in the Intermediate and Senior grades. Music at this level is most effectively taught by specialist teachers with considerable musical background, ability and performance experience. Reflects the concern for balance of performance skills with musical understanding, listening, creativity and aesthetic response to music as stated in the Ontario Ministry of Education guidelines.

Effective teachers are able to encourage students' learning by using teaching methods and activities that inspire interest and facilitate intellectual growth. Readings, discussions and activities provide opportunity to combine knowledge of educational research with experience in order to understand and practise effective classroom teaching. An introduction to lesson planning, teaching strategies, workshop and classroom organization, questioning techniques, responses to student behaviour and cooperative learning. Emphasis on candidate's role as active, reflective learner, with the nature of technological education as a continuing theme. Course expectations reflect the Standards of Practice for the teaching profession described by the Ontario College of Teachers. Learning materials $10.

The ability to teach effectively depends to a large extent on a teacher's ability to act as a curriculum planner for both long and short term planning. Readings, discussions, and activities are used to combine research and teacher candidates’ experience in order to become curriculum planners in broad-based technology. Introduction to concepts, practices, and processes of the curriculum field. Teacher candidates use this knowledge and their school experiences to articulate a model of curriculum that will guide their practice as curriculum planners. CURR 368 gives candidates the opportunity to develop: projects and project reports for Grades 9, 10, and community-based projects for Grade 11 or 12; part of a course profile; and an assessment package. Course expectations reflect the Standards of Practice for the teaching profession described by the Ontario College of Teachers. Learning materials $10.

Concerned with the theory and practice of art in education. Candidates explore the discipline and philosophy related to visual education as well as teaching strategies, curriculum planning, classroom management, studio processes and leadership in the visual arts. Candidates have the opportunity to acquire professional skills needed to teach art in traditional schools as well as alternate educational settings. Practical work sessions, in a variety of media, allow the candidates to further experiment with skills methods and materials involved in studio practice. Learning materials $15.

The ability to teach effectively depends to a large extent on a teacher's ability to act as a curriculum planner for both long and short term planning. Readings, discussions, and activities are used to combine research and teacher candidates’ experience in order to become curriculum planners in broad-based technology. Introduction to concepts, practices, and processes of the curriculum field. Teacher candidates use this knowledge and their school experiences to articulate a model of curriculum that will guide their practice as curriculum planners. CURR 398 gives candidates the opportunity to develop: projects and project reports for Grades 9 and 10, and an assessment package. Course expectations reflect the Standards of Practice for the teaching profession described by the Ontario College of Teachers. Learning materials $10.

Teacher candidates extend their experiences from Part 1 to further investigate concepts, practices, and processes of the curriculum field, and to link the community to school technological education programs. Teacher candidates use this knowledge and their school experiences to articulate a model of curriculum that will guide their practice as curriculum planners. CURR 399 gives candidates the opportunity to develop: a Grade 11 or 12 community-based project, project report, and part of a course profile. Course expectations reflect the Standards of Practice for the teaching profession described by the Ontario College of Teachers.