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Education Teacher Education Course Descriptions (BEd/DipEd) Educational Studies (EDST)
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Educational Studies (EDST)
Educational Studies courses are intended to develop professional knowledge and skill in specialized areas at the operational level. Those courses indicating PJIS are for all students, PJ for Primary-Junior students only, and IS for Intermediate-Senior and Technological Education students only. Some courses are designated only for students in particular program tracks. A selection of our EDST courses is offered each year.  Only courses offered in 2014-15 are listed below.
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EDST 410/3.0 Classroom Assessment Practices for Elementary & Secondary Teacher Candidates (PJIS)
Assessment is a central component of teaching and learning within elementary and secondary classrooms. Current mandates now require teachers to integrate assessment throughout their instruction to support, monitor, and communicate student learning. In this course, you will learn how to develop and use assessment to promote student learning within a positive classroom culture. Specifically, you will learn about Ministry policies, rubrics, feedback mechanisms, observations, portfolios, testing (i.e., teacher-made and EQAO) as well as peer-, self-, and collaborative-assessment. Throughout the course, you will link assessment practices to learning theories and to your evolving pedagogical approach. By the end of the course, you should be able to engage in professional discussions and decision-making related to assessment and student learning. This course will fundamentally strengthen your approach to teaching by connecting together educational and assessment theory, philosophy, and practice.
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EDST 417AB/3.0 Educational Uses of the Environment     (OEE PJIS)
(Outdoor and Experiential Education candidates only)
This two-part course is available only to teacher candidates registered in the OEE program track. Part 1 is a five-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.
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EDST 425AB/3.0 The Artist in Society (ACE PJIS)
(Artist in Community Education 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.
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EDST 427/3.0 Learning with Literature in the Elementary School (PJ)
Introductory course to children's literature designed for teacher candidates without an undergraduate course in children's literature. The class will read and discuss the major genres of literature used in elementary schools, reading a minimum of 35 children's books. The class will explore instructional strategies that use children's literature to enhance learning in a variety of curricular areas.
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EDST 429/3.0 Teaching English as a Second Language (IS)
Designed to present Intermediate-Senior and Technological Education candidates with an introduction to the theories,  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 English Language Learners (ELLs) in intermediate and secondary schools (Grades 7-12), and their relevance to second language instruction in all skills - listening, speaking, reading and writing - in the regular classroom. Candidates are encouraged to work with ELLs during the course.
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EDST 442AB/3.0 Principles and Programs in Experiential Education (OEE PJIS)
(Outdoor and Experiential Education 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.
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EDST 444/0.5 Adolescent Literacy (IS)
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.
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EDST 445/3.0 Using Information and Communication Technology (ICT) in K-12 Education (PJIS)
Examines the use of computers and related technology in K-12 classrooms.  A range of software applications and their uses will be addressed.  Data management programs (e.g. spreadsheets and databases), creativity software (e.g. idea mapping, painting, drawing and multimedia authoring software), Internet-related applications (e.g. World Wide Web search engines, website development software, computer simulations, and computer conferencing systems), adaptive technology, and basic programming software.  Students will develop a critical perspective on the use of computers and related technology in teaching and learning.
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EDST 450/3.0 Introduction to Aboriginal Education      (PJIS)
This course is intended for candidates who are not in the Aboriginal Teacher Education Program (ATEP) track. 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.
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EDST 456/3.0 A Study of the Religious Education Program in the Roman Catholic Schools of Ontario (PJIS)
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 Roman Catholic Schools will find this course helpful as a basic orientation in regard to the theological content and pedagogical principles in contemporary Catechetics. Conducted by staff from both the local Roman Catholic Archdiocese and the local Catholic District School Board. Candidates intending to teach in Ontario Roman Catholic schools should note that a course related to education in Catholic schools is required by most Ontario Catholic boards, and strongly recommended by others. This course is recommended for those who have little to no background in religious studies or theology and are hoping to teach JK-Grade 12.
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EDST 476/3.0 Exceptional Children and Adolescents     (PJIS)
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, intellectual disabilities, learning disabilities, and behaviour exceptionalities.
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Education Teacher Education Course Descriptions (BEd/DipEd) Educational Studies (EDST)
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