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Education Teacher Education Course Descriptions (BEd/DipEd) Program Focus (FOCI)
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Program Focus (FOCI)
Program Focus courses offer an alternative format for candidates and faculty to explore areas of mutual interest. The focus experience is grounded in practice and is closely tied to experience in schools and other settings. The candidate's alternative practicum should be related to the Program Focus course, and offers a view of schools and education that is different from that achieved during the regular practicum. Courses indicating PJIS are for all students, PJ for Primary-Junior students only, and IS for Intermediate-Senior students only. Some FOCI courses are required in special program tracks as indicated; these courses may be taken only by students in these program tracks. A selection of our FOCI courses is offered each year.  Only courses offered in 2012-13 are listed below.
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FOCI AB 000/0 (P00) Guidance for the Alternative Practicum (PJ Consecutive)
Primary-Junior Consecutive candidates who do not choose a FOCI course for their elective must register in FOCI P00. The topic of exploration for the Alternative Practicum should be consistent with the EDST course or FOUN course, or a topic addressed in PROF 190 or PROF 150. The FOCI P00 advisor needs to approve the topic of exploration and must confirm the intended location of the Alternative Practicum. Candidates in FOCI P00 will be assigned time for either in-class discussions of the Alternative Practicum or for office hours with the FOCI P00 advisor.
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FOCI 201AB/3.0 Aboriginal Teacher Education         (ATE PJIS)
(Aboriginal Teacher Education candidates only)
Prepares Aboriginal Teacher Education candidates to include Aboriginal curriculum as part of their classroom teaching. Explores Aboriginal community-based curriculum development; a review of current Aboriginal curriculum packages and other resources; curriculum planning and evaluation. An experiential learning approach with aspects of the course applied during the candidates' practice teaching rounds. Practicum experiences are explored during class sessions with such reflections providing the basis for further learning in the areas of curriculum planning and evaluation.
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FOCI 203AB/3.0 Reading K-6 (PJ)
Focusing on reading development, both learning to read (K-3) and reading to learn (4-6), and the instruction to support it. Professional readings, research and workshops are related to practicum experiences. Enables students to integrate a deep knowledge of reading development with research-based instruction to support typically-developing and at-risk readers.
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FOCI 209AB/3.0 Mathematics (Junior-Intermediate) (PJIS)
The purpose of this course is to begin an inquiry into mathematics teaching and learning that will guide you in your first teaching experiences and give you tools that will enable you to continue to inquire and learn as part of your work as a teacher. Traditionally, an intermediate mathematics curriculum course would have been designed to teach pre-service teachers how to teach the content of the mathematics lessons they experienced as middle-school students. But current national reforms in mathematics education are recommending that middle school teachers think in new ways about the content of their instruction (what to teach) and pedagogy (how to teach). This course is intended to launch you as a learner and teacher of mathematics in ways that correlate with new directions in mathematics curriculum. The purpose of this course is to help you learn to think of the mathematics you will teach from the perspective of the student who is learning. You will have the opportunity to explore the teaching of mathematics through investigating how students learn mathematics in the areas of whole numbers, rational numbers, measurement, geometry, probability, and algebra. The goal is to begin to help you develop ways of thinking about mathematics, about students, and about the teaching and learning of mathematics in each of these areas.
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FOCI 212/0.72 Broad-Based Technological Education, Part 1 (Tech)
(Technological Education Internship candidates only)
The Ontario College of Teachers requires that teachers gaining certification in technological education demonstrate "proof of... competence in the area... of technological studies selected as an option in the program of professional education". Technological competence is demonstrated by completing an individualized program, typically in the form of projects, which permits each candidate to broaden and deepen their range of skills. Workshops, placements, upgrading courses and other such venues can also be negotiated with the course instructor. An introduction to (a) the Technology Skills Profile used to track the range and level of skills and (b) individual requirements/program for completion of the Technology Skills Profile. Course expectations reflect the Standards of Practice for the teaching profession described by the Ontario College of Teachers.  
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FOCI 213AB/3.0 Broad-Based Technological Education (Tech)
(Technological Education candidates only)
The Ontario College of Teachers requires that teachers gaining certification in technological education demonstrate "proof of... competence in the area... of technological studies selected as an option in the program of professional education." Technological competence is demonstrated by completing an individualized program, typically in the form of projects, which permits each candidate to broaden and deepen their range of skills. A Technical Skills profile is used to track the range and level of skills.
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FOCI 214/2.28 Broad-Based Technological Education, Part 2 (Tech)
(Technological Education Internship candidates only)
The Ontario College of Teachers requires that teachers gaining certification in technological education demonstrate "proof of... competence in the area... of technological studies selected as an option in the program of professional education". Completion of (a) the Technology Skills Profile and (b) individual requirements/program for completion of the Technology Skills Profile negotiated and approved in FOCI 212 (Summer 1). In Part 2, this typically represents giving and attending workshops, and the completion of the approved project(s). Course expectations reflect the Standards of Practice for the teaching profession described by the Ontario College of Teachers. 
Prerequisite: FOCI 212
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FOCI 215AB/3.0 Arts-Based Education in the Elementary School (PJ)
Designed to present a view of elementary schools where arts-based activities and environments form the focus for learning not only in the arts, but in other academic subjects as well. Topics include arts and cognition; how math, science, technology, personal and social studies, and language can be authentically incorporated in arts-based learning; how arts programs can induce change in schools; and the role of social learning and community knowledge.
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FOCI 218AB/3.0 Learning Educational Technology by Design (PJIS)
This course explores the use of educational technology in educational settings. Emphasis is on the creative repurposing of educational technology to address substantive field-based teaching and learning problems. Issues associated with using educational technology are addressed through face-to-face seminars, workshops and group design projects. Prototyped designs are piloted during alternative practicum placements.
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FOCI 222AB/3.0 Artist in Community Education        (ACE PJIS)
(Artist in Community Education candidates only)
Candidates explore the interface between the artist and education. Issues associated with professional practice and the world of education in visual art, creative writing, drama and music are addressed. Investigations will be sufficiently flexible to meet the needs and interests of students in each of their specific disciplines.
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FOCI 243AB/3.0 Environmental Education (PJIS)
Focuses on enhancing candidate's understanding and appreciation of the natural environment as a classroom, increasing their knowledge of ecological issues and problems, and investigating ways to approach environmental studies both in and outside the regular classroom. Themes may include habitat investigations, conservation, and schoolyard naturalization. Exploration of existing environmental programs and resources using hands-on approaches will be included. This course includes a field camp 6-7 September 2014 (attendance required).
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FOCI 255AB/3.0 Educators Abroad (PJIS)
This program focus supports candidates’ scholarly and personal development as they prepare for professional practice in (a) international schools, and (b) other English speaking countries. This course is also appropriate for those considering international teaching after gaining full time teaching experience in Canada. Learning in this course occurs through a combination of structured classes, contact with professors, a self-directed independent study, and an alternative practicum. While an international alternative practicum placement is supported, it is not a requirement of this program focus. Candidates are required to link their alternative practicum to their Educators Abroad independent study. Regardless of career path, this course will help candidates address the complexities of teaching and learning in ESL, multicultural, and diverse contexts in Canada or abroad.
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FOCI 260AB/3.0 Outdoor and Experiential Education    (OEE PJIS)
(Outdoor and Experiential Education candidates only)
Prepares candidates for leading dynamic school and community based outdoor education as found in a variety of environmental contexts in all teaching subjects. Also considered are alternative experiential settings including museums, adventure programming, integrated learning, rehabilitation for special populations, expeditionary learning, alternative education, local project-based learning, and environmental education.
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FOCI 275AB/3.0 School Leadership     (PJIS)
Intended for candidates interested in working toward positions of added responsibility, such as team leader, department head, assistant principal, principal, consultant, coordinator and supervisory officer. Candidates build awareness of their own leadership skills and styles and explore the ways in which leadership and organizational concepts apply to schools.
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FOCI 285AB/3.0 Teaching in Business and Industry (PJIS)
Intended for candidates interested in exploring career possibilities in workplace training of employees in business, industry, government, the armed forces, and non-profit organizations. Such careers might include offering workplace-training courses, managing and evaluating training programs, and training teachers.
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FOCI 290AB/3.0 Teaching At-Risk Adolescents and Young Adults (PJIS)
Examination of various categories of at-risk students and assessment of strategies for working with them, both in schools and community agencies. Learning is primarily through on-site observation and experience, complemented by readings in relevant psychology and sociology literature. Self-directed collaborative groups pursue shared interests and means for disseminating their work with the education community.
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FOCI 295AB/3.0 Teaching Exceptional Children and Adolescents (PJIS)
Addresses exceptional children and adolescents, including those who are gifted, those with learning disabilities, chronic health conditions, developmental delays, and behaviour and emotional difficulties. Opportunities to learn from experience, workshops, reading, peers and mentor, as well as opportunities to develop competence and confidence in teaching exceptional learners and to provide leadership in this area. The organization is highly experiential, self-directed and collaborative, within a group who share an interest in working with exceptional learners.
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FOCI 296AB/3.0 Teaching for Social Justice (PJIS)
Focuses on social justice and inclusionary education in schooling contexts of excellence, learning outcomes and preparation for participation in the global economy. Candidates draw on the understandings of practising teachers who have developed the mutual trust and confidence that allow a questioning of schooling/teaching practices and agendas, and of the larger issues that configure social relations (e.g. racist, sexism, homophobia, able-ism, classism, ethnocentrism, ageism and intellectualism). At the centre is the concrete link between theory and practice-what we do and what we think are not separate.
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Education Teacher Education Course Descriptions (BEd/DipEd) Program Focus (FOCI)
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