This seminar proposes to study, from a range of perspectives, Francophone minorities within local, national and international spaces. It will discuss the processes of minoritization and exclusion existing within and towards francophone minorities. The study of issues structuring the French-speaking space is an opportunity to bring to light the transformative processes that have taken shape, have been contested, and which have succeeded each other as debates have evolved over time and to identify the actors involved, their motivations, the context of their actions and the categories of classification that emerged from these debates. Similarly, the study of linguistic minorities has led to the exploration of a large number of theoretical concepts and advances stemming from various disciplines and traditions. This seminar will thus serve as a forum for examining how to achieve a better understanding of the issues facing linguistic minorities and to formulate new research questions by using various theoretical orientations and putting them to work.

This is the core required course for all students enrolled in the Collaborative Specialization: Education, Francophonies and Diversity.

This is a required course for master's students (and doctoral students who did not take it in their masters programs). The aim of this course is to apply theory and research to the study of curriculum and teaching. The course (a) provides a language for conceptualizing educational questions; (b) reviews the major themes in the literature; c) provides a framework for thinking about curriculum changes and change; and (d) assists students in developing critical and analytical skills appropriate to the scholarly discussion of curriculum and teaching problems.

In this course we will identify ways that systems of oppression and oppressive educational practices manifest themselves in school settings - for example, within interactions between teachers and students; administrators and students; students and students; students and the curriculum; teachers and the curriculum; administrators and teachers; teachers and parents; parents and administrators - and we will discuss how we can use these spaces or locate new ones to do anti-oppressive educational work in school settings. Emphasis in the course will be placed on integrating anti-oppressive educational theory with anti-oppressive educational practice. We will attempt to link our discussions of practice to theory and our discussions of theory to practice.

This course provides for practical experience of as well as understanding of innovative practices in cooperative learning (CL). We explore rationales for and current developments (synergy, shared leadership). Topics include: What is CL (principles, attributes); how to organize CL (structures and strategies); how does CL work (basic elements, types of groups); teacher and student roles; benefits (positive interdependence, individual accountability, social skills, cohesion); evaluation (forms and criteria); obstacles and problems; starting and applying CL in your classroom (teachers' practical knowledge; collegiality; parental involvement); independent learning and collaborative inquiry; Ministry and Board requirements; and resources and materials Group (response trios) projects and joint seminars.

Experiential learning for students new to qualitative inquiry is provided through a broad introduction to qualitative approaches from beginning to end. A range of approaches relating to students' theoretical frameworks are explored. Thesis students are encouraged to pilot their thesis research.

This course will examine the foundations of educational thought from the perspectives of Jacques Derrida, Jean-Francois Lyotard, Luce Irigaray, Hélène Cixous, Michel Foucault, Roland Barthes, Gilles Deleuze, Julia Kristeva, Emmanuel Levinas, and Jean Baudrillard. Educational implications and applications of poststructural philosophy will be stressed in relation to the discursive and non-discursive limits of the scene of teaching.

A critical review of current approaches to analysing teaching and an examination of theoretical literature on the concept of teaching. The course involves reflection on one's own teaching. Students should be currently teaching or have access to a teaching situation. This course is most suitable for primary and secondary teachers.

Reflective practice is one means through which practitioners make site-based decisions and through which they continue to learn in their professions. This course will critically examine the research and professional literature concerning the meaning of and the processes involved in reflective practice. Additionally, as professional development is often associated with reflective practice, the course will also identify and examine professional development strategies which could facilitate reflective professional development. Students will critique these models by utilizing the concepts from the reflective practice literature.

The literary text is used as a vehicle for reflection on issues of language and ethnic identity maintenance and for allowing students an opportunity to live vicariously in other ethnocultural worlds. The focus is on autobiographical narrative within diversity as a means to our understanding of the ''self'' in relation to the ''other''. The course examines the complex implications of understanding teacher development as autobiographical/biographical text. We then extend this epistemological investigation into more broadly conceived notions of meaning-making that incorporate aesthetic and moral dimensions within the multicultural/anti-racist/anti-bias teacher educational enterprise.

This course will focus on the dynamics of multiculturalism within the individual classroom and their implications for teacher development. It is intended to examine how teachers can prepare themselves in a more fundamental way to reflect on their underlying personal attitudes toward the multicultural micro-society of their classrooms. Discussions will be concerned with the interaction between personal life histories and the shaping of assumptions about the teaching-learning experience, especially in the multicultural context. The course will have a ''hands-on'' component, where students (whether practising teachers or teacher/researchers) will have the opportunity to become participant-observers and reflect upon issues of cultural and linguistic diversity within the classroom.

In this course we explore differences in the ways ''Knowledge'', ''Teaching'', and ''Learning'' are constructed and understood in different cultures, and how these affect how teachers learn and promote learning, with particular emphasis on multicultural settings. An underlying theme is how one can best bring together a) narrative, and b) comparative/structural ways of knowing in order to better understand teacher development in varying cultural/national contexts. The choice of particular nations/regions/cultures on which to focus in the course responds to the experience and interest of the students and the availability of useful literature regarding a particular geo-cultural area with respect to the basic themes of the course.

This course is organized around the various components of program planning and evaluation for education and the social and health sciences; needs, evaluability, process, implementation, outcome, impact, and efficiency assessments. Data collection methods such as the survey, focus group interview and observation are introduced.

Basic concepts, methods, and problems in educational research are considered: discovering the periodicals in one's field, steps in the research process, developing research questions, design of instruments, methods of data collection and analysis, interpreting results, and writing research reports.

This course studies methods of evaluating training. Topics covered by the course include training models, practice analysis, Kirkpatrick's 4 level training outcome evaluation model and its variants, Return on Investment (ROI) analysis, and measurement and design issues in training evaluation.

This course examines the concept of self-assessment and its relationship to learning and other psychological constructs, construction and validation of self-assessment measures, psychometric properties of self-assessment, how learners assess their learning, and how teachers and professionals in social and health services assess the quality and effects of their practices. The course emphasizes practice as well as theory and research. Some of the topics include methods of self-assessment; cognitive processes; psychometric issues and sources of bias in self-assessment; correlates of self-assessment; learner self-assessment and teacher or professional self-assessment.

Working within a broad discussion of methodology and the problems of theory and praxis particular to a 'global', postmodern, and neoliberal era, this course invites students to work through methodological dilemmas, choices and experiments within the context of their own research projects and in conversation with a variety of qualitative methodologists. Readings will propose critical, creative, and collaborative solutions to a range of contemporary qualitative methodology concerns in the field of education today. In particular, the problematics of gender and race, the impact of neoliberal politics on workers and learners, the tensions of local and global, the competing epistemologies of art and science, structural and post-structural, the ethical relations between researchers and research participants, the challenges of 'representation', the struggles over claims to truth are some of the subjects to be addressed in the discussion of research design and methodology.

This course explores inquiry as a methodological stance on practice, a framework for investigating and addressing critical issues in school, classroom, and community-based research. What Cochran-Smith and Lytle (2001; 2009) have theorized as an inquiry stance invites educators to regard educational projects as sites of knowledge generation, occurring within social, historical, cultural, and political contexts. With its emphasis on the intimate relationship between knowledge and practice, this concept foregrounds the role that practitioners can play—individually and collectively—in generating understandings, rich conceptualizations, in the service of enacting new educational possibilities. Taking an inquiry stance involves constructively problematizing conventional educational arrangements, interrogating how knowledge is constructed, evaluated and used in various settings, and re-imagining the roles practitioners might play in actualizing change in their work contexts.

Drawing on this notion of inquiry as stance, this course will explore what it means to be a practitioner researcher in educational institutions and community-based organizations. This course is intended for MA and PhD students interested in exploring the possibilities and the potential of developing new understandings and research within actual educational contexts that they shape daily. This may include a range of initiatives, from developing small-scale studies to inform ongoing practice to developing larger research projects, including practitioner inquiry dissertations. The course will pay particular attention to the conceptual and experiential frameworks that practitioners bring to site-based educational research. We will consider critical practitioner research in relation to other methodological approaches as well as educational conversations about the nature of research, with special consideration of how research might shape practice and inform policy and the potential contributions practitioners can make.

This course examines the linkages between education, both formal and non-formal, and the social development of nations, with particular focus on the process of educational policy formation for both developing nations and developing sub-areas within richer nations. The course aims to acquaint students with the main competing ''theories'' or conceptualizations of the development process and, through examination of a representative set of recent empirical studies and ''state of the art'' papers, to develop an understanding of the relationships between educational activities and programs and various aspects of social development, with an overall focus on problems of social inequality. The overarching objective is to help develop a better understanding of how, in confronting a particular educational policy problem, one's own theoretical preconceptions, data about the particular jurisdiction, and comparative data about the problem at hand interact to produce a policy judgment.

This course will provide students with an opportunity to learn about the arts-based research methods of performed ethnography and research-informed theatre. Performed ethnography, also known as performance ethnography and ethnodrama, involves turning the findings of ethnographic research into a play script that can be read aloud by a group of participants or performed before audiences. Performed ethnography can be seen as one kind of research-informed theatre. Other examples of research-informed theatre we will look at in this course include autobiographical theatre, community theatre, verbatim theatre, documentary theatre, tribunal theatre and history theatre.

Taking as a starting point a conception of pedagogy that centres relational encounters, this course seeks to consider the question of how to enter into relationships with others that seek to transform the very terms that define such relationships. The course explores how the concept of solidarity has been used to both explain the nature of social relationships between groups and individuals, as well as how it has been mobilized as a strategy for political work. In both counts, solidarity plays a key pedagogical role because it seeks to either sustain or challenge particular social arrangements. The course takes education and educational experience as a particular site for thinking through solidarity as both explanation and strategy, and considers a range of educational situations, including the classroom, to consider the complexities of solidarity as ethical encounters in pedagogical relations.

This course will examine the research of, and different approaches to, applied and socially engaged theatre. Practitioners engaged in forms of applied theatre, such as drama in education, theatre for development, Verbatim theatre, participatory theatre etc. often believe creating and witnessing theatrical events can make a difference to the way people interact with one another and with the world at large. The 'social turn' in theatre is understood politically, artistically, and educationally to be in the service of social change, although there is certainly no single nor consistent ideological position that supports the expansive use of theatre in classrooms and communities. Theatre has been consistently used in formal and informal educational settings as a way to galvanize participation and make learning more relational, or more a student/participant-centred rather than teacher/facilitator- centred proposition. In addition to exploring the educational value of applied theatre in a range of contexts and through a variety of interventions and intentions, the course will also contemplate the ethics and poetics of representation in performance and in research.

This course will focus on matters of equity, inclusion, and school reform as these pertain to differences of sexual orientation and gender identity among students in elementary and secondary schools. Course content and instruction will focus on understanding and addressing educational and schooling issues confronting lesbian, gay, bisexual, transgendered, and queer (LGBTQ) students. It will also explore strategies and resources for challenging homophobia, heterosexism, and transphobia in classrooms and schools. We will examine the ways homophobia, heterosexism, and transphobia intersect with multiple identities, other forms of oppression and our history of white settler colonialism. We will also examine curriculum materials and community support services that promote sensitivity, visibility and social justice.

This course examines how creative practices can be employed to generate innovative research in the humanities and social sciences. Course participants will analyze current debates on representation, rationale, and ethics, and in particular they will examine how arts-based practices/processes can move educational research towards more critical, democratic, and participatory forms of research by attending to issues of social justice and equity.

This course explores different approaches to the arts in urban schools, with a focus on how the arts might play a role in teaching for equity and social justice. Using a critical lens, students will explore the role that the arts might play pedagogically and in the curriculum in urban schools. Among other themes, students will explore how to incorporate the arts for teaching in non-arts classrooms, critical issues in curriculum and instruction in various arts disciplines, as well as non-curricular and community-based approaches to the arts in school related contexts. Students will have an opportunity to explore different artistic disciplines and consider how they might incorporate the arts as a strategy in teaching for social change.

The examination of current topics or problems in play, drama, and arts education as related to curriculum studies. Issues will be identified from all age levels of education as well as from dramatic play, each of the arts disciplines, and aesthetic education as a whole. Students will address one specific topic through self-directed learning and present the results in an appropriate form. Topics vary from year to year depending upon interests of course members.

This course examines the nature of spirituality. After exploring various conceptions of spirituality the course then examines how it can be part of the school curriculum in a non threatening manner. More specifically, the course explores the nature of the soul and how the soul can be nourished in the classroom through approaches such as imagery, dreams, journal writing, and forms of contemplation. The arts and earth education are also examined in this context. Finally the role of the teacher will be explored.

This course will focus on curriculum that facilitates personal growth and social change. Various programs and techniques that reflect a holistic orientation will be analysed: for example, Waldorf education, social action programs, and transpersonal techniques such as visualization and the use of imagery in the classroom. The philosophical, psychological, and social context of the holistic curriculum will also be examined.

It has been well documented that many adults experience mathematics anxiety, possibly due to the traditional way they have been taught math in their own schooling. This course utilizes a holistic approach in helping elementary teachers to reconstruct their foundational math knowledge and overcome their anxieties. Utilizing reform-based approaches, participants will work in small groups on selected mathematics problems and hands-on explorations at an appropriate level of difficulty. Journal writing, group reflection and guided visualization activities will be used to help participants become aware of, and start dealing with their emotional and cognitive blocks in relation to mathematics. Such work opens the door to accessing one's mathematical intuition and creativity. A discussion of how the strategies used in the course, or reported in the literature, can be adapted for mathematics-anxious students will also be included.

During this highly interactive course, graduate students will investigate in depth, current research on effective teaching strategies in elementary mathematics focusing on student communication and its implications for classroom practice. This course will also provide opportunities for graduate students to deepen their understanding of the research literature through hands-on activities, student work samples, and classroom-researched videos. We will examine the research related to student discourse and communication in order to explore not only students' understanding of mathematical concepts, but also the use of mathematical language and the social interactions that take place between students. No experience in teaching mathematics or previous coursework related to mathematics is required.

This course will focus on the holistic nature of wellness, through a phenomenology of practice. Phenomenology of practice is an approach that concentrates on the study of consciousness and the objects of direct experience and relates to the meaning and practice of phenomenology in professional contexts, as well as the practice of phenomenological methods in the context of everyday living. In this course, phenomenological reflection, using aspects of multimedia, will be employed in a concentrated effort to engage with the complexity of the topic of wellness. The course begins with questions relating to the meaning of “wellness,” by exploring philosophical and historical orientations towards wellness. Seminars will survey concepts, issues and approaches associated with wellness and educative practice. Theoretical and practical problems will be examined through themes such as sources of self, reality constructions, human agency and awareness.

This course explores the theory and practice (praxis) of Environmental and Sustainability Education (ESE) in school and community settings. Students will investigate the historical roots, theoretical foundations and pedagogical traditions of ESE from personal and organizational perspectives, contextualizing these in recent developments in research, policy, and practice in Canada and internationally. The praxis of ESE will be situated in relation to equity, social justice, Indigenous ways of knowing, health and wellbeing, and transformative learning. Students will use this as a starting point to explore and develop practices in ESE in classrooms and community settings as a means to better position and integrate ESE in their own work as educators and researchers.

This course examines what mathematics should be taught, how to define and increase students' understanding of mathematics, classroom discourse and student engagement in elementary mathematics. The intent of the course is to provide a grounding in mathematics education.

This course involves a study of theories of learning in the context of science education, a survey of research relating to children's understanding of concepts in science, and an exploration of strategies for more effective science teaching.

A detailed study of issues in the history, philosophy, and sociology of science that have significance for science education, an examination of the philosophy underpinning the STS movement, and a consideration of some of the theoretical and practical problems surrounding the implementation of science curricula intended to focus on environmental, socioeconomic, cultural, and moral-ethical issues.

The course focuses on the design of effective strategies for exploring students' personal frameworks of meaning in science and addresses issues of contemporary international debate about science and technology education, including the ''Science for All'' movement, the ''new'' psychology of learning, the language of science and technology education, politicization of science and technology education, the role of laboratory work, computers in science education, and issues in environmental and health education.

This course will address some key issues in the philosophy and the sociology of science and their implications for science education at the elementary and secondary levels. Attention will also be directed towards (i) a critical appraisal of the role of the history of science in science education , and (ii) a consideration of pseudosciences and their role, and the distortion and misuse of science for sociopolitical goals. Course members will have the opportunity to explore ways in which lab work, computer-mediated learning, language activities and historical case studies can be used to present a more authentic view of science, scientific development and scientific practice.

This course deals with issues of gender bias, Eurocentrism and other forms of bias and distortion in science and science-technology education. It seeks a generalized approach to equity issues and examines ways in which border crossings into the subcultures of science and science education can be eased for all those who currently experience difficulties.

This course will focus on theoretical and practical perspectives and current research on teaching and learning science and technology in school and non-school settings. Consideration will be given to classroom environments, as well as science centres, zoos, aquaria, museums, out-door centres, botanical gardens, science fairs, science hobby clubs, and media experiences. In particular, the course will focus on the nature of teaching and learning in these diverse settings, representations of science and technology, scientific and technological literacy, and socio-cultural interpretations of science and technology.

This course focuses on curriculum issues associated with integrating school science, mathematics and technology. Participants will examine the contemporary literature on curriculum integration. Topics include the history of curriculum integration and school subjects, theoretical and practical models for integration, strategies for teaching in an integrated fashion, student learning in integrated school settings, models for school organization, and curriculum implementation issues. During the course, participants will be required to interview a colleague, and to arrange access to a classroom or instructional setting to conduct some action research on their own integrated teaching practices.

This course explores the fundamentally cultural nature of all learning, but specifically learning of mathematics, science, and technology disciplines. The course is roughly split into three major sections. We begin with a brief overview of cultural-historical approaches to understanding learning and cognition. These theoretical frameworks begin with the assumption that cognition is fundamentally social and cultural, always grounded in activity, practices and communities. Secondly, we will focus on empirical research on mathematical, scientific and technological thinking in various contexts, ranging from elementary school mathematics classes to grocery shopping to carpet laying to theoretical physics. Finally, using the theoretical and empirical work as a foundation, we will study approaches to instruction based on the assumption that all learning is cultural.

Various approaches to making mathematics meaningful for, and accessible to intermediate and senior level students will be examined in the light of recent developments in the field and the Ontario mathematics curriculum guidelines. Throughout the course, we will focus on the question 'making mathematics meaningful for whom,' so an equity focus will pervade each week's readings and discussions. Topics may include: Streaming and school structures, the use of open-ended problems, identity issues, building on community knowledge, classroom discourse, and assessment.

This course is an introduction to sociocultural theories of learning, including both historical and contemporary views on how culture, society and history influence the nature of learning. We will begin with Vygotsky and activity theory, and then consider a broad spectrum of current views that draw on this work.

The role of science education in positively impacting life conditions globally is perhaps the most intriguing and urgent problem for science education. In this regard, a recurring theme in local and international deliberations on science education is the role of school science in social, economic, and cultural conditions, that is, in everyday life. This course will facilitate a systematic analysis of the role of school science in everyday life along five themes: The context for the issues that pertain to science education and social economic development; Emergent constructs for school science; How people learn and knowledge transfer; The realities of science teaching and learning; The notion of knowledge, school science, other sciences, and social economic development; and, Historical reflections and critique of the science education endeavor.

In this course we will explore teaching and learning about environmental education (EE) through science, mathematics and technology education. Environmental education is a particularly timely topic given the recent changes to Ontario curriculum and the renewed interest in environmental issues nationally and internationally. Central to this course is a commitment to a teaching and learning continuum that includes the use of schools, school grounds, the local and broader community, and outdoor education centres. All of these 'places' become contexts in which educators can explore environmental education. In this course, we will attempt to link our discussions to the theory and practice of EE education. Specifically, we will examine the notion of environmental literacy and citizenship, current changes in Ontario curriculum and policy, the relationship between EE and nature, sustainable development and social justice, place-based education, outdoor education, and EE and Indigenous knowledges. The course also examines the philosophical and ideological orientations and competing frameworks that underpin the EE movement in Canada and elsewhere, and identifies some of the theoretical and practical problems surrounding its implementation.

This course, open to Masters and Doctoral students in education, addresses theory and practice regarding relationships among various powerful individuals and groups in societies (e.g., corporations, transnational organizations, banks, financiers, politicians, think tanks, technologies, advertisements) and fields of professional science and technology regarding the extent to which they may contribute to the wellbeing of individuals, societies and environments. Attention also is paid to citizens' roles in conducting research and using findings to inform socio-political actions to influence powerful people/groups and fields of science and technology promoting a better world.

This course aims to illuminate contemporary Canadian and international debate in science education by providing insights into the nature of curriculum change through a critical analysis of episodes in science curriculum history. Students will have an opportunity to explore K-12 school science curricula at global, national, provincial, and classroom levels. The course has a metacognitive focus where students are encouraged to reflect on their own learning processes as well as those of science learners in other contexts. The course is framed by the question: How can an examination of the ways that science education has developed and been mobilised in different classroom contexts inform our focus for the future of science education?

In mathematics education today, policymakers, teachers, and researchers all agree that it is critical to link research to teaching practices in our schools. This means conducting research that is directly relevant to the everyday dilemmas of mathematics teachers and supporting teachers to adopt practices that research has shown to be effective. In this course, we draw from a recent publication by the National Council of Teachers of Mathematics, that outlines ten key questions that teachers put forward to guide researchers in their work. Topics include: assessment, curriculum, culturally relevant mathematics pedagogy, student thinking, effective algebra teaching, teacher professional development, influence of technology on mathematical learning, effective teaching with technology, interventions for struggling students, and helping students engage in ‘productive struggle.’ We will also investigate various theoretical and conceptual frameworks for mathematics education.

The study and concept of ''culture'' has emerged from a number of different disciplines over the past century. ''Cultural studies'' is a recent synthesis and critical re-evaluation of some of these approaches, one with important implications for educators in the area of the humanities. Through a discussion of key texts and issues generated within this tradition, the course examines struc- turalist, ethnographic, feminist, and postmodern versions of cultural studies in order to understand how these approaches reformulate an educational practice concerned with contemporary culture.

The course is designed to introduce students to qualitative methods of research in education. The intention is to examine the nature of qualitative research and its relationship to theory. Students will look at different ways of approaching qualitative research, and special attention will be paid to the concept of critical ethnography. Students will also study five specific research techniques: observation, interview, content analysis, life history, and action research.

The course is designed to examine the contradictory role of the school as an agent of linguistic and social reproduction in a school system where students are from diverse linguistic and cultural origins. In this context, the majority-minorities dichotomy will be critically examined. The course will focus particularly on how school contributes to the students' identity construction process. In this critical examination, identity will be understood as a socially constructed notion. Key-concepts such as identity, ethnicity, minority, race, culture and language will be first analyzed. The process of identity construction will then be examined within the educational context of Ontario.

What social identities and roles are included in the ‘citizenships’ to be taught in various political and social contexts, and why?  How might democratic citizenship be taught and learned?  This course examines contrasting approaches to political (governance), social and cultural (identity and justice), local and transnational education for democracy (democratization), in light of comparative international and Canadian scholarship.  The course addresses implicit and explicit citizenship curriculum/ teaching, primarily in relation to youth and state-funded formal (school) education.  Themes include:  agency in relation to social structures; participation in social institutions and collective decisions; territory and environment; social conflict, dissent and peacebuilding; diversely-positioned identities (gender, culture, nation…), values and motivations, rights, relationships, community and justice.  Participants will learn to analyze and assess educational proposals and experiences in relation to theory, research, and their own democratic education goals.  This course serves as a core course for the Institute's graduate studies specialization in comparative, international, and development education.

This course is designed for practising educators to develop and enhance their knowledge of how gender is produced in our educational system. It examines the different stages of the educational system: elementary, secondary, community college and university. The classroom is the focus because it is the central work setting of educational institutions. What happens in the classroom is not simply the result of what a teacher does but involves interactions between and among students and between teachers and students. The classroom has its own dynamic and is also interconnected to outside relationships with parents, friends, educational officials etc. The course has as its main objectives to examine the dynamics of inequality in the classroom and to discuss and develop strategies for change. While the primary focus is on gender inequality, course readings also draw on resources that make visible the intersections of gender with other inequalities based on race, class and sexual orientation.

This seminar examines how young people may be taught (and given opportunities), implicitly or explicitly, to handle interpersonal and social conflict. The course examines the ways conflict may be confronted, silenced, transformed, or resolved in school knowledge, pedagogy, hidden curriculum, peacemaking and peacebuilding programs, governance, discipline, restorative justice, and social relations, from Canadian and international/ comparative perspectives. The focus is to become aware of a range of choices and to analyze how various practices and lessons about conflict fit in (and challenge) the regular activities and assumptions of curriculum and schooling, and their implications for democracy, justice, and social exclusion/ inclusion. Participants will become skilled in analyzing the conflict and relational learning opportunities and dilemmas embedded in various institutional patterns or initiatives to teach or facilitate conflict resolution and transformation and to prevent violence.

This course presents and examines various international and comparative perspectives on religious education within and across Buddhist, Christian, Hindu, Islamic, and Jewish faith communities. We will critically and comparatively engage in the policies, practices, and research on religious education in public and faith-based schools Canada and internationally. No previous knowledge or coursework on religious education is necessary.

This course is designed as an introductory course for both Aboriginal (FNMI) and non-Aboriginal educators and professional practitioners focusing on issues related to teaching and learning in Aboriginal contexts in both urban and rural communities in Canada and more generally across Turtle Island (North America). We will be examining Indigenous ways of knowing and consider the ways this knowledge may inform teaching and professional practices for the benefit of all. Historical, social, and political issues as well as cultural, spiritual and philosophical themes will be examined in relation to developing culturally relevant and responsive curricula, pedagogies and practices. There is a particular emphasis placed on understandings of land and culture as it relates to constructions of the self in relation to education. The course is constructed around three modules. The first module focuses on exploring historical, social and political contexts, background and related factors that have and continue to influence current realities of FNMI students in Canada. The second module of the course focuses on examining where we are now – here in this time – particularly with regard to educational considerations which includes constructions of the self and community engagement. The third module explores some of the ways we might all move forward together in respectful relationships.

This course is designed for both Aboriginal and non-Aboriginal educators and professional practitioners and examines Aboriginal (FNMI) perspectives on language, culture, and identity while looking at how this knowledge can inform teacher and professional practices to the benefit of all learners. In relation to developing culturally relevant and responsive curriculum, pedagogies and professional practices we will explore some of the tangled historical, socio-cultural and - political issues. We will also develop an understanding of FNMI peoples as a complete civilization (a complete way of being in the world) that includes the complex interplay of various aspects of civilization such as culture, literacies, language, arts, architecture, spiritual practices, and philosophical themes. Educators and professional practitioners will come away with enhanced critical thinking skills and active engagement with the issues through discussions and hands-on learning opportunities in order to move forward and be able to create more inclusive, fulfilling learning environments in both urban and rural contexts.

This course is designed for both Aboriginal and non-Aboriginal educators and professional practitioners and examines Aboriginal (FNMI) perspectives on literacies grounded in understandings of Land (capital "L") while looking at how these literacies can inform teacher and professional practices to the benefit of all learners. In relation to developing culturally relevant and responsive curriculum, pedagogies and professional practices we will explore some of the various literacies and ways to support literacy success in classrooms. We will explore culturally aligned texts, stories, and oral narratives together with symbolically rich themes that support literacies of land as living and emergent. Educators and professional practitioners will come away with enhanced critical thinking skills and active engagement with the issues concerning literacies through discussions and hands-on learning opportunities in order to move forward and be able to create more inclusive, fulfilling learning environments in both urban and rural contexts.

This course is designed to explore and analyze evolving and contrasting characterizations of citizenship education in school communities, primarily in Canada. Particular attention is given to the ways in which teachers translate varying theoretical perspectives and curricular intentions into pedagogical practice as they address such themes as informed citizenship, civic identity, civic literacy, controversial public issues, and community engagement and activism. Instruction for this course includes a mixture of directed and interactive presentations, discussion, and inquiry modes. In doing so, candidates are provided with opportunities to deepen their language of conceptualization, their skills of analysis and critique, and their research abilities. Candidates will also be encouraged to take a personal stance on curricular and pedagogical perspectives in relation to citizenship education.

This course examines education's role in exacerbating, mitigating, or transforming direct and indirect (systemic) violence, and in building sustainable democratic justice and peace, in different kinds of conflict zones around the world (such as divided and post-colonial societies, post-war reconstruction, refugee education, and societies suffering escalated gang criminality). We address conflict, justice, relational and peace-building learning opportunities and dilemmas embedded in various curricula and local/international initiatives. Themes include: education in 'emergency' and 'fragile state' contexts; securitization and colonization vs. humanization and restorative/transformative justice in education; history education for violence or peace; education for human rights and social cohesion; inter-group contact and integrated schooling; conflict resolution capability development; and teacher development for democratic peacebuilding. Participants will gain competence and confidence in conflict (transformation) analysis and in applying contrasting theories to contrasting examples of practice.

Indigenous research is a dynamic, collaborative and rapidly expanding field of study and practice. This course invites students to explore and apply their growing understandings of the relationship between Indigenous research and community engagement through an in-depth review of relevant literature, independent study and group work, critical engagement, and experiential learning. This course a theoretical, conceptual and applied exploration of Indigenous approaches to conducting research and engages in topics dealing with ideological, socio-cultural -political, and ethical issues that inform Indigenous Land-centered (capital “L”) research and community engagement across various landscapes, community, and educational contexts including but not limited to philosophies, frameworks, protocols, and practices. This course also examines specific topics such as research ownership, process and outcomes framed around the 5 R’s (relationship, respect, relevance, reciprocity and responsibility) in relation to Indigenous research from Land-centred and place-specific philosophical contexts. The course also includes an exploration of the governance by Indigenous communities of their own research and ethical review processes. In relation to developing culturally relevant, responsive and emergent research processes we will explore some of the various ways to do research and engage respectfully and meaningful with Indigenous communities. Educators, researchers, and professional practitioners will come away with enhanced critical thinking skills and active engagement with the issues concerning emergent, responsive, and respectful Indigenous research and community engagement through discussions and hands-on learning opportunities in both urban and rural contexts. There is a particular emphasis placed on philosophical nature of Land in relation to Indigenous research and community engagement together with constructions of the self in relationship to diverse research contexts. This course uses relevant research articles, activities, and various forms of media to foster an understanding of the pertinent literature and to assist students in engaging with some of the realities that face both Indigenous and non-Indigenous people across Turtle Island as they endeavour to engage in respectful and meaningful research. The course brings together a variety of decolonizing and anti-oppressive approaches to understanding the contexts of doing research so that educators, researchers and professional practitioners will come away with a better understanding of Indigenous research and the issues affecting insider/outsider researchers, as well as some better tools that can help develop and implement more inclusive, meaningful, fulfilling, and culturally relevant research in both urban and rural contexts and places both within Turtle Island and across the great waters. The course will explore understandings of what it means to conduct research with Indigenous peoples on the issues of pressing concern to communities across diverse contexts and asks what it means to decolonize research. It will also apply socio-cultural and socio-political frameworks to both theoretical and applied issues.

The purpose of this course is to introduce concepts and ideas related to processes of colonization and struggles for decolonization. The course seeks to engage in a reflection process of what it means to decolonize and to teach for decolonization, particularly when doing educational work within a settler colonial context. The course will focus on introducing selected foundational texts from decolonial thinkers and considering specific decolonization movements from different parts of the world. The course will gravitate around what Edward Said might call a “contrapuntal” reading of key texts from scholars of color about the topic of colonization and decolonization, which will weave around a process of reflection on how we are all impacted in and affected by ongoing colonization. This will involve a consideration of what we mean by colonization, and what are different colonial modes to impose particular knowledge frameworks in order to secure control over land as well as human and natural resources. The aim of the course is to begin to develop an initial understanding of what education for decolonization might mean by engaging “classic” texts while reflecting on how we are implicated in and/or impacted by colonization.

The course allows students to learn about schools, pedagogy and education through the lens of settler colonial studies. Settler colonialism is the process by which colonial nations and populations seek to displace Indigenous people from the Land in order to establish, and maintain, modern nations such as Canada. The course takes a critical approach to ways that settler colonialism persists through a matrix of oppressive pedagogies of knowledge, subjectivity, state and land theft/occupation. The course offers pathways for both Indigenous and non-Indigenous students to deepen their understandings, to challenge and to delink from pedagogies and practices that support settler colonialism. Indigenous knowledge and scholarship will guide how we approach un/learning settler colonialism in ways that are accountable to Indigenous resurgence. Topics covered include Land theft/occupation (privatization, containment, dispossession); knowledge (reason, positivism, Western Enlightenment); schooling (residential schools, school to prison pipeline, multiculturalism); school subjects (social studies, physical education, environmental education, peace education); subjectivity (racism, gendered violence, heteropatriarchy, homonationalism); and public pedagogies (sport, popular culture, media). Students will be encouraged to make connections between local, everyday practices and wider historical contexts and critically analyze settler colonialism across Turtle Island (Canada/US) and other settler colonial contexts, such as Aotearoa/New Zealand, Palestine/Israel, South Americas and South Africa.

In today's heterogeneous classrooms, teachers diversify their techniques of teaching, the content of lessons and their systems for evaluating student progress. The greater pupil diversity, the more teachers must adapt instruction. In this course, we will examine adaptive instruction at a macro(teaching methods) and micro-level (student-teacher interaction). Questions to be examined: What are the teacher's responsibilities for adapting instruction? What is an adapted or modified program? Is differential instruction of students discriminatory or essential? How might modified outcomes be evaluated and reported.

Why is the North American school system as it is? What were the options for change and what are the options for change? Drawing chiefly on North American scholarly literature, this course explores the origins of the state mandated educational systems in the context of traditional patterns of socialization and formal schooling, and changing social, political, and economic conditions.

This course is directed at those students interested in exploring the deep connections between education and social change in Canadian history. Before 1941, the majority of Canadian families lived outside of cities. This course will examine institutional structures, popular responses, and community involvement, and the ways that these factors interacted as state-run compulsory schooling was slowly accepted. It invites students to explore the vital, but relatively unknown, relationship that existed between education, social protest, and the search for reform in rural Canada in the nineteenth and twentieth centuries. Readings in this course will allow students to explore the ways that various people, kinds of people, and organizations, both rural and urban – First Peoples; recent British, African, and eastern European immigrants; educational bureaucrats and revolutionaries; social reformers; settled farm families and itinerant miners – used various kinds of education to encourage, resist and direct social reform in rural Canada.

This course provides an examination of how faith groups, often at odds with one another or the state, have shaped and continue to shape the Canadian school system, its organization, curriculum, and culture.

This course explores the changing dimensions of gender relations in Canada from the late 18th to the 20th century. It will examine selected social, cultural, economic, and political developments, shifting meanings of femininity and masculinity in these developments, and their effect on formal and informal forms of education.

This course will examine historical literature that looks at the different ways in which historical commemorations and historical memory have been forged, the hegemonic meanings of the past created by elites, and the contestation of those meanings by those often formally excluded from these processes: women, members of ethnic and racialized groups, and the working classes. We will look at areas such as state commemorations and the creation of 'tradition', the development of museums, historical tourism, and the designation of monuments and battlefields as sites of national memory. The course will conclude with an exploration of current debates over the place of 'history' in the schools and universities.

This course explores how immigration and immigration policy have shaped and continue to shape the Canadian social, economic, political, and linguistic reality with special reference to education. As schools are a primary place of encounter between immigrants and the Canadian receiving society, the class will examine the often-differing agenda of immigrants and educators hoping to meet the needs of immigrants and their children.

This course explores issues of ethnic and racial identity as factors influencing Canadian civic culture and the educational system in particular. Special attention will be paid to the changing nature of ethnicity in Canada and the social, linguistic, economic and political challenges ethnic and racial identity represent to keepers of the Canadian gate and educators in particular.

This course explores the ways in which gender relations have been an integral part of colonial and imperial expansion and national identities, from the mid-18th to the mid-20th centuries. We examine both how gender relations helped structure these historical developments and how gender relations were subject to change in various colonial contexts (including 'settler societies' such as Canada). The course readings explore the uneven and historically contingent ways in which processes of colonial and national expansion created new forms of gender asymmetry in both colony and metropole.

This course examines a range of themes in the history of education and popular culture, drawn primarily from nineteenth and twentieth-century Canadian history. Topics that will be covered include the impact of popular forms of amusement and education: theatre, tourism, public parades and festivals, and commercial exhibitions and museums. We also will explore the relationship of various levels of the state and of capitalism to popular culture and the relation of "high" culture to mass culture. This course will pay attention to the influences of gender, race and ethnicity, class, and sexuality in shaping and, at times, challenging, particular forms of popular culture.

Canadians, like other peoples around the world, have witnessed a breakdown in consensus about what history should be taught in schools, and a heightened awareness of the political nature of deciding whose history is, or should be, taught. Debates about what to teach, and how, are appearing as strands within larger discussions about the social and political meaning and purposes of history, and 'historical consciousness' is emerging in a wide range of cultural activities, from visiting museums to watching the History Channel. Adults and children alike seem to be seeking answers to questions of identity, meaning, community and nation in their study of the past. Students in this course will explore through readings and seminar discussions some of the complex meanings that our society gives to historical knowledge, with particular emphasis on the current debates about history teaching in Canadian schools, and the political and ethical issues involved. This course was previously listed under TPS1461 - "Special Topics in History: History Wars: Issues in Canadian History Education".

An overview of the uses of computers in education and consideration of critical issues of those uses; recommended as a first course in this area. Current practice and research in the use of computers to guide instruction are examined. Includes aspects of computer-aided learning: computers in the schools, computer-managed instruction, computer assisted instruction, internet resources, computer mediated communication, virtual reality, and artificial intelligence applications. Specific topics change each year. It is strongly recommended that this course be taken early in the student's program.

This course examines the role that knowledge building can play in school and work settings. We will review the distinction between knowledge building and learning, analyze recent knowledge building literature, and discuss socio-cultural, logistical and design considerations when constructing an online Knowledge Building community. Students will visit and study existing Knowledge Building communities as one of the course assignments.

This course deals with the use of computers in schools as tools for students in curricula other than computer studies. The role that technology can play in school restructuring is examined. Also included is a discussion of issues related to teacher training and classroom implementation, and the ways in which technology applications can influence the curriculum content and process. The major emphasis is on determining the specific educational needs (of students, teachers, etc.) that computers can meet.

This course will examine the theory and research that underlies constructivist learning and its historical and philosophical roots. The educational applications that have developed out of these ideas, like problem based learning, collaborative learning and knowledge building will be explored in regards to how such concepts can inform and enhance the design of online environments and methods of teaching. We will look at different learning environments, both research projects and applications current in the field that instantiate various elements of these ideas.

A survey of the use of computers for human communication for educational purposes. Applications and issues of teaching and learning in the online environment, related to all levels of education, are examined. The course is conducted via OISE's computer conferencing system.

While many recognize that forms of artificial intelligence (AI) technology is increasingly infused in our everyday lives, AI’s role in education (K-12, higher education and corporate) is less clear. Some are predicting that AI will enhance teaching and learning by complimenting instructional and assessment practices through big data collection, machine learning and sophisticated prediction. Some see the promise of AI through the fulfillment of support roles such as through the use of chat-bots and intelligent tutors. Others are concerned about the impact of AI on educators and learners, particularly related to security/privacy and data collection, ambiguous decision making/inherent bias, job loss and loss of control. AI is showing promise in the area of research tools, too. In this course, we explore the implications of AI in education (AEID).

Included in the course is a discussion of related terminology and core concepts, the history and current state of AIED, practical considerations, current applications and future predictions about the impact of AI on the educational field.

The readings will focus on a variety of theoretical concepts and will explore the integration of and implications of AIED.

The key, overarching questions we’ll be considering in this course are: What definitions, terminology and core concepts of AI are important to understand as they relate to education? How do we stay current with AI developments in education? What are the implications of AI integration in education today and in the future?

This course examines current issues and applications of blended learning, where some learning is facilitated in a face-to-face environment and some is facilitated within a digital environment. Purposeful and pedagogically sound methods of digital teaching and learning in a blended learning environment are explored. This course examines applications and issues related to blended learning at all levels of education. Underlying this examination are the theoretical frameworks of constructivist learning and TPACK, and the issue of technology transience as it affects the design and incorporation of a digital learning environment. The digital tools available to facilitate blended learning are explored from the perspective of how such applications can support, inform and enhance the design of digital learning environments and methods of teaching. Included in the course is a discussion of related terminology, the current state and trends of blended learning, and future predictions about teaching in digital environments that facilitate blended learning. Assessment, competencies, Universal Design for Learning and inclusion in blended learning are also examined. The readings will focus on the theoretical ideas themselves, along with the integration of digital tools and instructional methods to support student learning in a blended learning environment. The key, overarching question we’ll be considering in this course is: In times of technology transience, how can we best support student learning in blended learning environments? In other words, how do we design blended learning opportunities in ways that reflect what we know about how people communicate and learn through digital interactions?

This course explores issues related to the use of social media in education contexts. There will be a particular focus on K-12 schools but the course will also examine the use of social media in higher education. Some of the topics that will be discussed include: popular social media tools and their application to teaching and learning, policies and practices related to integrating social media into classrooms, student safety in online environments, cyber bullying, elements of digital citizenship, e-professionalism and teachers as models of digital citizenship.

The course format will include a combination of whole class instruction, small group activities, and independent work.

This course examines the theoretical foundations of teaching and learning, and how that theory informs the design and delivery of online instruction. The course utilizes a textbook that is entitled, “How Learning Happens: Seminal Works in Educational Psychology and What They Mean in Practice” by Paul A. Kirschner and Carl Hendrick (2020). Kirschner and Hendrick’s book is organized around a set of 28 significant studies in educational psychology that illuminate different aspects of how learning takes place. Each week, students in this course will read one or two of these seminal articles and discuss its implications for online education.

This course involves a combination of theory and project design. Students will be introduced to key educational theories that inform how we design instructional media: cognitive load theory, dual coding theory, and Mayer’s Cognitive Theory of Multimedia Learning. Using the ADDIE model as an overarching framework, this course will focus on techniques for designing and developing educational media, including how to make effective use of colour, text, audio, video and different interface elements (menus, buttons, icons, etc.). The course will also examine principles of accessibility and the University Design for Learning (UDL) standards, which students will incorporate in their final projects.

Formative and summative assessment are critical components of teaching and learning. This course introduces you to the theory and practice of assessing students online. Key topics include: a) the goals of assessment; b) systematic practices for the development of assessment instruments; c) the strengths and weaknesses of different online assessment instruments and their suitability for different instructional goals; d) how to effectively communicate online assessment criteria and procedures; and e) how to design online assessments to be fair, culturally-sensitive, equitable and effective. During the course, you will use an assortment of free web-based tools to develop, test, and refine assessment instruments of your own design. This course will explore assessment strategies both for use in elementary and / or secondary contexts and in adult education contexts.

This course deals with the appropriate use of immersive technology (virtual reality, augmented reality, 360° video, 3D learning environments) as it pertains to curricula and education. This course examines the novel role of immersive technology as tools for educators and students to engage, enhance, and extend curricula beyond conventional methods. Also included is a discussion of issues related to educational trends and initiatives, theoretical frameworks, as well as subject and classroom integration. The major emphasis is on assessing the specific academic context (of students, the teacher, the learning environment, and curriculum objectives) that immersive technology can address in an educational and safe manner. This course will consist of twelve (12) lessons which will offer a variety of study methodologies, approaches, and activities: online videoconferencing with lectures, small-group student discussions, and student-led tech insights. Student reflection exercises will be conducted via online peer feedback forms, academic readings, online discussion forums, and exploration of digital resources.

Instructional design is important aspect of education. Today, we see many job postings for instructional designers in both the education and the corporate sectors. This course aims to equip students with both the foundational knowledge and skills necessary to become a successful instructional designer in the 21st century. The course will provide students with a comprehensive understanding of instructional design using technology in flex-mode, and fully online delivery modes. Students will have the opportunity to apply their understanding of instructional design principles through the assessed learning experiences. Online discussions will explore current issues in instructional design, and assessed learning experiences will provide students with individual and collaborative opportunities to develop their instructional design skill set.

A visionary document put out by UNESCO stated ‘Nobody should be excluded from knowledge societies, where knowledge is a public good, available to each and every individual.’ Standing in the way of that vision is education’s failure to democratize knowledge. The rich-get-richer story of modern times is as true for education as for the economy; those who enter with more knowledge leave with disproportionately more. In the meantime, a free, plentiful and equalizing resource—students’ capacity to work creatively with ideas—remains underdeveloped. Taking advantage of this resource requires that education adopt cultural norms that are prevalent in innovative, knowledge-creating organizations of all sorts: collective responsibility for community, not simply personal knowledge; sustained idea improvement; a “surpassing ourselves” mindset; and students taking charge at levels customarily reserved for teachers, curriculum, and technology designers. This class will function as a workshop to advance innovative knowledge practices and digital media attuned to UNESCO’s vision of an inclusive knowledge society.

Supervised experience in an area of fieldwork, under the direction of faculty and field personnel.

Specialized, individual study, under the direction of a member of the teaching staff, focusing upon topics of particular interest to the student. Although credit is not given for a thesis investigation proper, the study may be closely related to a thesis topic. A student wishing to enrol in CTL1798 is required to complete, in typewritten form, an Individual Reading and Research Course form, including an appropriate bibliography, describing the rationale and plan of study for the course. This course proposal must be signed by the student's faculty advisor and the instructor with whom the course will be taken, and then submitted for approval to the department's academic programs standing committee.

A course designed to permit the study of a specific area of curriculum or instruction not already covered in the courses listed for the current year. (This course does not fulfil the purpose of CTL1798, which in the Department of Curriculum, Teaching and Learning is normally conducted on a tutorial basis.)

This course critically explores innovations in teacher education associated with promoting coherence, maintaining relevance, addressing complexity, and serving increasingly diverse communities. Program content, designs, practices, pedagogies, partnerships and policies developed in response to enduring challenges and competing conceptions of 'learning to teach' will be examined. Students will be encouraged to consider and develop potential innovations to initial and ongoing teacher learning that are supported by evidence and research.

This course focuses on supporting graduate students at both the Master's and Doctoral levels who are preparing research proposals, theses, dissertations, and for the comprehensive exam. The course aims to advance the research, writing, and exam preparations for its members and at the same time create an academic community. It examines students' ''works-in-progress'' with the goal of improving and advancing their research. Course topics will include: defining the research question; framing the study; choosing an appropriate research methodology; gathering the data; analyzing the data; and writing the thesis. Through examination of various studies, students will deepen their understanding of the process of conducting research. One emphasis of the course will be research on teaching and teacher education. Each week, students will spend part of the class working in small groups with others who are at the same stage of the doctoral/master's journey. The course will include: feedback on their work, time to discuss aspects of the research process, and an opportunity to present their work in a friendly, supportive environment.

Current educational literature reflects increasing attention to the practical and philosophical significance of ethical decision-making as a central aspect of the professionalism and accountability of teachers in their role as moral agents. This course will examine, through in part the use of case studies, some of the ethical complexities, dilemmas, and controversial issues that arise within the overall context of the school. It will raise questions about ethical concerns that occur as a result of teachers' daily work with students, colleagues, administrators, and parents. The course will consider the nature of professional ethics in education and associated concepts of the moral climate of schools. It will explore theoretical and empirical knowledge in the field of applied educational ethics and the moral/ethical dimensions of teaching and schooling.

This course examines various issues of teacher education, including the longstanding criticisms (e.g. program is disjointed) while others are more recent concerns (e.g. defining a knowledge base for teachers). Specific topics will be examined in light of the current context of education with an effort to understand the complexity of becoming a teacher. This course will systematically examine the current research on teacher education. We will consider teacher education both within Canada and internationally. We will systematically work through various topics by reading widely, discussing issues, and trying to determine ways to reform and renew teacher education.

In this class students will survey a range of issues related to the arts in education, including philosophical and theoretical issues, justifications and approaches to the arts in schools, the role of the arts in communities, as well as contemporary media and popular culture. The course will have a broad and interdisciplinary focus and will introduce students to relevant frameworks for conceptualizing a wide range of artistic practices in various educational contexts both within and beyond schools. From a consideration of various rationales for the inclusion of the arts in general education to the educational experiences of artists themselves, the course will seek to bridge the distance between contemporary arts and cultural theory and the integration of the arts in education through curriculum implementation and research.

In this course, we examine multiple and multicultural books. We examine the multicultural literature (what we read) as well as critically analyzing (how we read) these texts. Critical (indications of class, race and gender relations); multicultural (acknowledges the diversity in cultural experiences) analysis and social action/justice (what and how we act on these analyses) will guide our work together. The new knowledge constructed will inform how we create and develop critical perspectives and practices with students in the schools.

This course will examine conceptual, theoretical, and methodological considerations of urban school research. The arts generally- and theatre/drama in particular- will be used as a conceptual and methodological lens that informs questions of curriculum, subjectivity, space, diversity, policy, and youth culture in the study of urban schools. Studies of children/youth and youth culture and conceptions of arts/theatre practices and pedagogies in schools will be examined. Discussions of research problems in school-based research, and methodological and design choices in the development of school-based research projects will be a particular focus. Two of the primary goals of the course are: to expand students' qualitative research interpretation skills by examining the work of other school-based researchers and to help students formulate and articulate their research designs and methods for their own projects.

This course examines the role contemplation can play in teaching. Specifically, the concept of contemplation is explored in relation to reflection, personal narrative, and personal mythology. Students will also examine the thought and biographies of various contemplatives (e.g., Emerson, Huxley, Merton, and Steiner). The course provides opportunities to explore various modes of contemplation. Finally, contemplation will be linked with teaching and how it can allow teaching to become a more fully conscious act.

A critical examination of current theoretical perspectives and research methods in science, mathematics and technology education. The course is designed for those contemplating a thesis in this area. Participants will have the opportunity to present seminars on their research interests.

A seminar dealing with theories and practical constraints in the implementation of evaluation strategies in field settings.

The proseminar half-course will be organized into three-hour sessions. These sessions will often involve two parts, which may be organized in any order from week to week. First, some classes will feature a member of the Curriculum and Pedagogy (C&P) faculty who will be asked to introduce her or his research to the students and to speak to the question of how her or his work is situated within curriculum studies. Invited faculty will be able to choose one or two readings for that week, in order to give students an introduction to their work prior to the class. Second, each class session will focus on a topic of interest to doctoral students related to academic work in general and doctoral work in particular. The course will introduce students to the details of being a PhD student in C&P and will provide a forum for exchanging resources and ideas among students. In tandem, the proseminar will provide students with an introduction to academic life in general, including issues such as conferences, publications, teaching experience, academic job markets, etc.

Course description same as CTL1798.

A course designed to permit the study (in a formal class setting) of a specific area of curriculum or instruction not already covered in the courses listed for the current year. (This course does not fulfil the purpose of CTL1998, which in the Department of Curriculum, Teaching and Learning is normally conducted on a tutorial basis.)

Foundation course for the Language and Literacies Education Program, also open to students from other programs. The course is offered for students particularly concerned with issues of second language instruction, education for minority populations, and pluralism in education, defined in terms of language, culture (including religion), or ethno-racial origin. The emphasis is on study of major foundational writings that have shaped current thinking about these topics and on deriving implications for reflective teaching practice. Registration preference given to LLE students.

This course focuses on the range of research under way or recently done by professors in or affiliated with the LLE program as well as some recent graduates or visiting scholars. Topics, research projects, and presenters vary each year. Participants analyze examples of diverse research methods and topics, critique theses previously completed in the program, and undertake a systematic synthesis of prior research related to their prospective thesis on language and/or literacies learning, teaching, curriculum, or policy. The course is required of students in the MA and PhD and may also be taken by students in the MEd. This colloquium provides opportunities to become familiar with ongoing research, research methodologies, and curriculum activities in second-language learning and teaching.

This course offers a historical survey of second language teaching methodologies and provides students with theoretical knowledge of innovative current practices, including the movement to a post-method era, new ways of teaching traditional second language skills, and other key issues current in the field. All learner groups are considered in minority and majority settings in Canada and internationally, though English and French are emphasized.

This course deals with current theory and practice in the development of the second language curriculum -- the planning, needs analysis, objectives, content, structure, and evaluation of second language programs for preschoolers to adults. The course is not an introduction to language teaching methods, but rather assumes that participants have taken such a course previously and/or have significant language teaching experience, which they now wish to consolidate -- by studying fundamental issues, current theory and research, recent publications and curriculum initiatives -- to develop their professional knowledge and capacities in this area.

This seminar focuses on discourse and discourse analysis, and their application to the field of second language education. We will review various approaches to discourse analysis, such as pragmatics, ethnomethodology, conversation analysis, interactional analysis, critical discourse analysis. We will consider language and discourse from the perspective of political economy and the construction of identities. Attention will also be paid to gender, gender performance and sexuality as identity constructs, as these are interrelated with language use and language acquisition.

Linguistic and cultural diversity have always characterized human societies and have usually played a central role in mediating power relations between dominant and subordinate groups. In recent years, theorists working within the framework of Critical Pedagogy have begun to describe how societal power relations are manifested in schools both through interpersonal interactions and the hidden curriculum. In particular, theory has focused on how language use and language learning interact with dimensions such as class, race, ethnicity, and gender in mediating power relations within the educational system. The course will focus on this body of theory and research and explore its applications to current educational issues related to minority students in both Canadian and international contexts.

This course examines theory and research in second language (L2) acquisition, including cognitive, linguistic, social, biological and affective variables that account for relative success in L2 learning. The role of instruction in L2 learning is also discussed.

This course examines bilingual education in its many forms. Particular emphasis will be placed on research questions and findings related to bilingual education in Canada - for English Canadians, French Canadians, immigrant populations, and Native peoples. Issues such as the effects of bilingualism on cognitive functioning, psycholinguistic abilities, and personality will also be explored.

This course provides an overview of current practices and problematic issues in language assessment. Topics include approaches commonly taken to developing and using language assessment instruments and procedures, their evaluation, and their applications in specific educational contexts.

A seminar to examine research on literacy education in second, foreign, or minority languages in subject or medium of instruction programs. Psychological and social perspectives are explored in relation to commonalities among and differences between second-language teaching in various kinds of world contexts.

The study of language politics, language planning and policy-making focuses on how social groups, governments, and other bodies, are involved in language issues, such as language teaching. There are few countries in the world today where language does not give rise to political debates. The state is frequently involved in the way decisions are taken about the languages to be used and promoted in various domains of public life (e.g. education, justice, the media) and even about what ''counts'' as a language. This course aims at providing some understanding of works conducted in this field, the way in which they are developing and the problems they face. There will be an emphasis on practical examples of language planning and policy issues drawn from Canada and other countries, and there will be scope for students to nominate examples, topics or case studies for class consideration. The course is suitable for students interested in the wider policy contexts in Canada and overseas of language education and language issues.

This course focuses on second-language writing, with special attention to relations between research, theory, and practice. Topics include text, psychological and social models of second-language writing instruction and learning, ways of responding to student writing, and techniques for evaluating writing.

In this course the many dimensions of second and foreign language teacher education will be explored. The course will focus on four main areas including 1) the foundations of second language teacher education, 2) initial teacher preparation, 3) in-service education and on-going professional development as well as 4) activities and procedures for second language teacher education. Consideration will be given to the specific needs of different types of second language teachers working in either traditional or non-traditional learning environments with learners of different ages. The implications of responding to these diverse needs for second language teacher education will also be explored.

This course addresses the influences of community, home, school, and cultural heritage on (second) language acquisition and language use. Social and educational implications of language variation are addressed, particularly as they relate to language policy and social and linguistic change. Factors such as gender, ethnicity, race, and socioeconomic background are studied as they relate to language use and perception. The current status of different language minority groups is considered, and related cultural and pedagogical issues are raised. Students will acquire an understanding of basic concepts, findings, issues, and research methods in sociolinguistics as they relate to second and foreign language learning, teaching, and use. They will develop a sociolinguistic perspective for the teaching and learning of second and foreign languages and obtain experience in the use of sociolinguistic techniques for the description of language in society as it pertains to second language learning, teaching, and use.

This course examines theories, research methods, and substantive findings about second language speakers' and learners' pragmatic style and development. Themes to be explored include the relationship between pragmatic and grammatical development, the role of different learning environments (such as study abroad, EFL vs. ESL), options and effects of instruction, individual differences, institutional discourse, cross-cultural politeness studies, electronic communication, and the interrelation of social context, identity, and L2 pragmatic learning. Through the class, students will understand basic concepts, findings, issues, and research methods in interlanguage and cross-cultural pragmatics; develop perspectives on the teaching and learning of second and foreign languages as pertains to the acquisition of pragmatic competence; and investigate in detail a topic related to the field of interlanguage pragmatics.

An analysis of the components of literacy programs in the early years. The course will focus on reading and writing elementary education, and will use a wide range of methods and materials of instruction. Topics include: child- and teacher-centred philosophies, content area literacy, use of digital technology, and assessing growth in reading and writing.

An examination of the nature and function of the study of literature. Children's Literature as a Foundation of Literate and culture in elementary schools. This course is designed for experienced teachers who will develop programs, select texts, explore interpretations, and consider implications and applications for schools.

This course examines a number of theoretical perspectives on literacy exploring their implications for work with Theory and Practice in Elementary literacy, learning and instruction. Topics such as literacy across the curriculum, reading comprehension, beginning writing instruction, use of media and technology in writing, and sociocultural influences on literacy learning, will be explored in terms of various theoretical approaches.

This course explores ways to bring children, cultural diversity and literature together in an interactive manner. Stories - whether traditional folktales or contemporary multicultural works - not only help define a child's identity and understanding of self, but also allow others to look into, appreciate, and embrace another culture. Class discussions revolve around an annotated bibliography of articles and books concerned with multicultural children's literature prepared specifically for the course and designed primarily for teachers in mainstream as well as ESL (English as a Second Language) and heritage language classes. The practical aim is for teachers to learn how to take advantage of the cultural diversity and interests that children of varied backgrounds bring to the classroom and to explore themes in folklore in order to open up the world of literature to all their students. The focus is to develop strategies for engaging students in classrooms in meaningful dialogue about diversity using the medium of personal interaction with the multicultural text. Throughout the course, we focus on how to encourage students to share their own cultural stories and ''border cross'' from one world to another. Particular emphasis is placed on the relevance of multicultural children's literature to minority students' self-esteem and literacy formation and to the school's relationship to minority and majority communities in addition to its relevance in confronting issues of human rights and social justice.

This course addresses theories of writing instruction and assessment that influence current classroom practice. Connections between theory and practice will be explored in terms of what it means to be a writer and a teacher of writing. Issues such as the teaching of writing conventions, writing assessment, sociocultural influences on students' writing, and the teacher's role in guiding student writing will be examined.

An exploration of the relationships between theory, research findings, course members' teaching experiences. Course members contribute their teaching experience as a context in which the group discusses ideas drawn as far as possible from original sources read and reported on. The topic, language and learning, cuts across various areas commonly taught in the school curriculum and embraces original work in a number of disciplines (e.g., philosophy, linguistics, psychology, sociology, literary criticism).

"New Literacies: Making Multiple Meanings" is a graduate seminar for masters and doctoral students interested in exploring issues and research literature in the field of literacy. This course takes up the notion that literacy is not singular, but multiple and ideological: diverse social practices that are embedded in local contexts. The course is designed as a collaborative inquiry into uses and associations that "literacy" has in particular educational projects and contexts. Using a seminar format, we will look at theoretical and empirical literature as well as examples from practice to explore the social functions of literacy in work, home, and school settings, with an eye toward how these conversations and ideas can be useful for researching, theorizing, and teaching in our own areas of interest. We examine new and historical developments in New Literacy Studies, multiliteracies, multimodality, critical literacy, as well as practitioner and activist traditions, and other work that considers literacy in relation to critical, social, political, technological, and educational factors.

Note: CTL3034H-New Literacies: Making Multiple Meanings, is cross-listed between LLE and C&P and therefore also counts towards C&P program requirements.

This course focuses on critical literacy and the theories that underpin it. Throughout the course participants are asked to explore issues raised by critical literacy in relation to their own circumstances, particularly as these pertain to educational issues within society. This course challenges participants to develop critical questions with application to personal/professional contexts. Video clips of interviews with renowned scholars in literacy studies form the basis of this interactive course. Major questions discussed throughout the course are: What is literacy? What is critical literacy? What is the history of critical literacy? - What is so critical about critical literacy? What are the theoretical underpinnings of critical literacy? How do critical literacies converge and diverge with multiliteracies? What does critical literacy look like in practice? Graduate students will be asked to generate additional critical questions that contribute to individual or collective critical inquiry projects such as a critical literature review, a thesis research project or a curriculum analysis that investigates burning questions about critical literacies.

This course focuses on the pragmatics of expressive writing in a range of pedagogical settings. Students will experience the ways in which a range of styles and modes of expressive writing operate in various prose forms including personal narratives, arguments, evaluations, interviews, and reports. Students will consider the implications of this expressivist pedagogy for educational practice from elementary to post-secondary learning. Students will work both independently and collaboratively. Assessment will be portfolio-based.

This course, focusing on (auto)biography, provides graduate students the opportunity to critically analyze biographical contexts of influential educational researchers and scholars such as Henry Giroux, Maxine Greene, and William Pinar, amongst others. Using relevant theoretical frameworks, course participants will engage with the biographies of numerous scholars and will critically discuss the important contributions they have made to the educational field. Students will also have the opportunity to explore and reflect on their own lived experiences and circumstances, particularly in relation to educational issues within society. Video clips of interviews with renowned scholars form the basis of this interactive course.

This course brings together research and practice in primary classrooms, introducing sociolinguistic and sociocultural perspectives on young children’s oral language and literacy (with a focus on writing and other symbolic representation), and play-based pedagogy supporting literacy. In addition to contributing to ongoing online conversations about readings, students will learn a story well enough to tell it to an audience and discuss the play-based pedagogical possibilities of the story. Students will also develop a creative collaborative curriculum activity intended to support young children’s oral language and literacy.

This course is designed primarily for graduate students whose first language or dominant language is not Standard English. In this course students will use an action research approach to analyze their own progress in actively acquiring Academic English proficiency. They will learn about the research, theories, and practices which inform our understanding of academic language skills necessary for success in graduate studies, and how they are acquired by learners of English as a Second Language. This will be achieved through a combination of critically reviewing scholarly articles/lectures on the acquisition of academic English proficiency and the sub-skills this comprises, applying second language acquisition research methods in a self-study project, and engaging in collaborative learning to develop graduate level academic language and literacies. Learning outcomes are assessed on the basis of students’ progress, self-evaluations, peer-to-peer feedback, and language acquisition; as such, grades for the class are credit/no credit only.

This course is offered for graduate students particularly concerned with issues related to student mobility in education, promising education pathways for students of refugee background and programs for language, literacy and numeracy instruction for these students. In this course, students will learn about research, theory, policy and practice as these inform our understanding of the education of students of refugee background. It is intended to provide practitioners and researchers with a critical overview of theoretical and practical perspectives, concepts, strategies, and issues relevant to the education of refugee and asylum seekers. There will be opportunities to review scholarly articles, language policies, curriculum and program documents as well as to explore teaching strategies and tools that promote inclusive education. This course is designed around theory, policy, curriculum and pedagogy to support reflective practice and research related to the students of refugee background.

The primary aim of this course is to enable students to develop a framework for describing the field of Vocabulary Acquisition and Teaching. To do so, (1) students will learn key theoretical concepts in the field of vocabulary teaching and learning (2), present and discuss the most relevant research methodologies in the field and (3) reflect on the effectiveness of didactic materials through language textbook analysis.

A huge proportion of workers in Canada utilize at least one language which is not their mother tongue in order to carry out their work. In this course, we will investigate a wide variety of questions and topics related to second language speakers and learners in the workplace. What is workplace communication? Who does it? Why? What impact do factors have on the conversations that occur in the workplace, including:
- second language ability
- sociolinguistic competence
- intercultural communication
- one's institutional role (e.g., employee, employer, supervisor, entry-level worker)
- type of workplace (e.g., medical, legal, university, warehouse, construction, etc.
- types of speech events that occur (e.g., meetings, interviews, email memos, internet chatrooms, lectures, workplace ESL classes, etc.)

We will use sociolinguistic tools to understand workplace settings and to investigate what makes for successful multicultural/intercultural workplace interactions. We will analyze authentic examples of written and spoken language in a variety of workplace settings.

This courses explores the nature of language: its rule-governed structure, its variety and its universal characteristics, the way it is acquired by native speakers and additional language learners, its role in society, its role in creating, sustaining, and enhancing power, and its role in informal and institutional education. The aim of the course is to consider (i) language awareness and use in first, second, and foreign language education; (ii) the special need for language awareness in L2 contexts; and (iii) the role of language awareness in teacher development and program administration. Students will relate course concepts to their own language learning and teaching experiences, and will carry out observational/empirical tasks to apply their learning to the real world.

Ce cours a pour but d'explorer une conception élargie du langage et de la communication basée sur le discours et l'analyse du discours. Les interactions humaines et sociales se construisent en grande partie au moyen du discours, à travers sa production, sa circulation, sa diffusion, sa légitimation, sa valorisation, sa consignation, sa mise en archives. Dans les sciences humaines et sociales, le discours constitue à la fois un mode d'accès à la connaissance et un contenu à étudier. En guise d'illustration, nous examinerons diverses applications de l'analyse de discours, en particulier lorsqu'il s'agit de comprendre la production discursive dans l'exercice d'activités de travail ou dans la construction de l'identité collective en contexte pluraliste.

Ce cours a pour but de familiariser les étudiants avec les théories sur le bilinguisme et avec les méthodes de recherche qui ont été développées pour en traiter, de façon à pouvoir prendre en compte ces connaissances dans la recherche, l'enseignement ou le développement de matériel pédagogique, que ce soit en milieu bilingue ou plurilingue, ou en rapport avec l'enseignement des langues. Il porte plus particulièrement sur l'individu faisant l'acquisition ou ayant recours à deux ou plusieurs langues. Il aborde également la question du bilinguisme sur le plan des interactions langagières au sein de communautés linguistiques, comme la famille, la ville, ou le monde du travail.

Ce cours a pour objectif de mieux comprendre de quelle façon les interventions humaines sont réalisées sur les dynamiques linguistiques. Nous examinerons en particulier sur quelles bases idéologiques et politiques on en vient à élaborer des politiques linguistiques, quelles en sont les composantes et les principales étapes, et de quelle façon les politiques linguistiques se répercutent dans les pratiques langagières des acteurs sociaux. Idéalement, la politique linguistique devrait permettre à l'école une meilleure prise en compte du contexte qui lui est propre, de façon àharmoniser les rapports entre, d'une part, les langues de l'école, à savoir la langue d'enseignement et les langues secondes ou étrangères à enseigner (ou en d'autres termes la langue en tant que médium d'instruction et en tant que matière enseignée), et d'autre part, la réalité linguistique des élèves, incluant en premier lieu leur langue première pouvant correspondre aussi bien à la langue dominante, à une langue minoritaire, à une langue d'origine ou à une langue autochtone, et, en second lieu, leurs pratiques langagières axées autour du bilinguisme, de la dominance linguistique, de l'alternance et du mixage de codes.

Ce cours, donné en français, traite des diverses formes d’approches pédagogiques où la diversité linguistique et culturelle est utilisée comme soutien à l’apprentissage d’une ou plusieurs langues à l’école. Les enjeux de la diversité linguistique et culturelle dans le système éducatif canadien seront discutés. Les fondements de ces approches pédagogiques novatrices et des recherches empiriques seront présentés afin de voir sous un jour plus inclusif l’école du 21e siècle.

The course will be built around a series of six two week class units. In the first class of each unit students will view a film after which, with the film still fresh in mind, they will have a first discussion of the film and issues it raises. For the next class students will watch a second film on the same topic from a short list supplied, read contemporary reviews for both films, read assigned monographs or articles related to the historical period or subject matter of the films and prepare a short critique based on the films and readings. The second class in each unit will then review the critiques and discuss the films in light of insight afforded by historians or other scholars. Students will also prepare a course paper.

This course considers how viewers "read" historical cinema. Its focus is on the divergent demands of the production of historical films and the ways in which those demands distort (or just change) historical events in order to produce a consumer product. Each class has an introduction by the professor, viewing the film, and a discussion period. Students write weekly reports and a term paper.

William Shakespeare is the most famous person in the English-language tradition. This course has three main themes: "Historical Shakespeare", "Re-Created Shakespeare" and "Shakespeare and Popular Culture". Its primary concern is not literary but, rather, the social and historical evolution of Shakespeare's iconic status.

This course is concerned with the ways in which historical films treat the subject of identity. In this regard, it has four sub-sections: power/gender, class struggle, inter- and intra-cultural connections, and appearances and reality. Each class has an introduction by the professor, viewing the film, and a discussion period. Students write weekly reports and a term paper.

This course is a survey of the struggle between literacy-as-social-control and literacy-as-enlightenment. Using a variety of texts, this theme is followed from the ancient world through to the onset of modern, compulsory schooling. Each class has an introduction by the professor, viewing the film, and a discussion period. Students write weekly reports and a term paper.

This course has two organizing themes: first, representative educational thinkers writings on literacy and schooling (e.g., Plato, Augustine, Erasmus, Luther, Locke, Rousseau, and Malthus); and, second, secondary scholarly readings chosen to enable the students to consider these thinkers' ideas in their historical context. Each class has an introduction by the professor, viewing the film, and a discussion period. Students write weekly reports and a term paper.

An individualized course linking research and theory in Language and Literacies Education (LLE) with practical fieldwork supervised by a professor. Credit is not given for the fieldwork per se, but rather for the academic work related to it. Academic assignments related to the field work are established collaboratively between the student and professor supervising the course, and evaluated accordingly, in a manner similar to an individual reading and research course (e.g., CTL 3998H). A student wishing to propose a Practicum course must prepare a rationale, syllabus, and bibliography for the course, and obtain the written approval of a supervising professor and of the graduate coordinator in LLE one month prior to the start of the academic term in which the course is to begin.

Specialized study, under the direction of a staff member, focusing on topics of particular interest to the student. While course credit is not given for a thesis investigation proper, the study may be closely related to a thesis topic. A student wishing to propose an Individual Reading and Research course must prepare a rationale, syllabus, and bibliography for the course, and obtain the written approval of a supervising professor and of the graduate coordinator in LLE one month prior to the start of the academic term in which the course is to begin.

A course designed to permit the study (in a formal class setting) of specific areas of language and literacies education not already covered in the courses listed for the current year. (This course does not fulfil the purpose of CTL3798, which is normally conducted on a tutorial basis.)

This course will examine several forms of linguistic diversity at the individual and community level as well as their impact on language and identity construction. Through the class, students will discuss and understand the emerging notion of plurilingualism as distinct from multilingualism and analyze it from three different scientific points of view: cognitive, sociological/sociocultural and pedagogical. The course will adopt a global perspective in investigating language diversity and its implications in different geographical areas and historical times. The course is at doctoral level but it is open to Master's students (with permission of the instructor).

This course will examine aspects of second language learning (SLL) from the perspective of a sociocultural theory of mind. Key concepts from sociocultural theory, for example zone of proximal development (ZPD), scaffolding, private speech, and mediation will be considered as they relate to SLL. Relevant writings of Vygotsky, Leont'ev, Cole, Donato, Lantolf, van Lier, Wertsch and others will be read in depth.

For thesis students (MA, PhD, or EdD) preparing to do empirical research on second language learning, instruction, and/or curriculum, this course reviews and provides experience with relevant techniques for data collection (e.g. focus groups, interviewing, verbal reports, observation, discourse analysis, questionnaires, tests); data analyses (e.g., coding, profiling, summarizing, reliability and verification checks, validation), and addressing ethical issues in research with humans.

This course examines theory and research on the role of instruction in second language acquisition. The central issues to be addressed are the extent to which different types of instructional input and corrective feedback contribute to second language acquisition (SLA). The extent to which different language features and proficiency levels interact with instructional input is also examined alongside other learner and teacher variables.

The purpose of this course is to provide students with a foundation in the breadth of possibilities for researching the second language classroom. The course is structured to capture this breadth methodologically (primarily quantitative and qualitative social science approaches, but also research informed by humanities approaches); theoretically (cognitivist, socio-cultural, and critical approaches); contextually in terms of program models (both across bilingual, foreign, heritage, Indigenous, and multilingual mainstream contexts, but also in terms of K-12 and adult settings); and in terms of domain (e.g., research with varying foci on language itself, the teacher, learners, curriculum, policy, home-school connections, etc.). As much as possible, the course pairs "how-to" readings with exemplars of second language classroom research. The course also includes structured activities to support students in gaining direct experience with typical methods for doing research in and about language classrooms. Based on the interests of students enrolled in the course, we can agree to adapt the syllabus at the beginning of the semester to narrow or shift our focus. By the end of this course, participants are expected to: 1) Articulate the relationship between theoretical perspective, research design, and methods in the study of second language classrooms; 2) Use course and other readings to critique an exemplar of second language classroom research; 3) Formulate a research(-able) question of interest to the participant; 4) Use small-scale data collection techniques and reflect on their experience with them; 5) Use course and other readings to develop a research proposal.

This course is designed to engage cutting-edge scholarship from applied linguistics, sociolinguistics, linguistic anthropology, sociology of language, language policy, and history that interrogates the relationship between language, racism, and settler-colonialism. Besides engaging closely with this scholarship, the goal of this course is to deepen our understanding of critical social theory as it applies to language and language education in multiple contexts.

The objectives of this professional seminar course are 1) to support students in developing the skills needed to complete the work associated with their MA or PhD program in Language and Literacies Education and 2) to introduce them to the work that is integral to a life as an academic in the field of education such as presenting at conferences, preparing publications, and teaching. Over the course of the semester there will be opportunities to exchange with some LLE professors, current and former LLE students, as well as librarians and other University of Toronto staff who can assist on the journey. The course is required for PhD students (both full-time and flex-time) and recommended for MA students.

Specialized study, under the direction of a staff member, focusing on topics of particular interest to the student. While course credit is not given for a thesis investigation proper, the study may be closely related to a thesis topic. A student wishing to propose an Individual Reading and Research course must prepare a rationale, syllabus, and bibliography for the course, and obtain the written approval of a supervising professor and of the graduate coordinator in LLE one month prior to the start of the academic term in which the course is to begin.

A course designed to permit the study (in a formal class setting) of specific areas of second language education not already covered in the courses listed for the current year. (This course does not fulfil the purpose of CTL3998, which is normally conducted on a tutorial basis.)

A course designed to permit the study of a specific area of curriculum or instruction not already covered in the courses listed for the current year. (This course does not fulfil the purpose of CTL1798-Individual Reading and Research in Curriculum: Master's Level, which in the Department of Curriculum, Teaching and Learning is normally conducted on a tutorial basis.)

A course designed to permit the study (in a formal class setting) of specific areas of language and literacies education not already covered in the courses listed for the current year. (This course does not fulfil the purpose of CTL3798-Individual Reading and Research in Language and Literacies Education: Master's Level, which is normally conducted on a tutorial basis.)

A course designed to permit the study of a specific area of teaching not already covered in the courses listed for the current year.

A course designed to permit the study (in a formal class setting) of a specific area of curriculum or instruction not already covered in the courses listed for the current year. (This course does not fulfil the purpose of CTL1998-Individual Reading and Research in Curriculum: Doctoral Level, which in the Department of Curriculum, Teaching and Learning is normally conducted on a tutorial basis.)

A course designed to permit the study (in a formal class setting) of specific areas of second language education not already covered in the courses listed for the current year. (This course does not fulfil the purpose of CTL3998-Individual Reading and Research in Language and Literacies Education: Doctoral Level, which is normally conducted on a tutorial basis.)

This course is an introduction to education approaches and the role of the teacher in using research, theory, literature and multi-modal texts to teach and assess literacy and to support students' literacy across the curriculum in K-10 classrooms. This course is normally open only to students in the Teaching program.

This course will enable teacher candidates to analyze the interrelated legal and ethical conditions that shape the classroom context specifically and educational change generally. The Ontario College of Teachers regulations and professional misconduct policies and procedures will be studied. Topics include leadership theories, the legal context of education, parental participation, and the influence of collegial relationships with students, parents, community, government and social business agencies upon the classroom and the school. This course is normally open only to students in the Teaching program.

An introduction to education techniques and the role of the teacher in implementing, evaluating and designing mathematics curricula for students in grades K to 10. Additionally, the course explores methods for curriculum planning and development including practical assessment strategies. This course is normally open only to students in the Teaching program.

This first year course provides supervised experience in an area of fieldwork, under the direction of faculty and field personnel. Teacher candidates are placed in partnership schools in public and separate school systems and in other settings that use the Ontario curriculum. Teacher Candidates are under the joint supervision of a field teacher on site and an academic staff member at OISE. The teacher candidates will have one placement in each of their divisions. This course is normally open only to students in the Teaching program.

In this second year course, teacher candidates are placed in partnership schools in public and separate school systems and in other settings that use the Ontario curriculum. Teacher candidates are under the joint supervision of field teachers on site and an academic staff member at OISE. Teacher candidates may have experience in one or both of their divisions. They may be placed in special education, library or specialist classrooms in their last placement. This course is normally open only to students in the Teaching program.

Educational Research 1 is a graduate seminar designed to foster MT candidates’ research literacy and deepen their understanding of the role that research plays in the field of education. Candidates learn how to access, interpret, synthesize, and critically evaluate research literature. This course is designed to develop candidates’ identities as teacher-researchers who engage in critical inquiry as a key component of their professional practice. Research for educational equity and social justice is integral to the course. The course facilitates examination of the politics of knowledge production and use, as well as citation practices. Candidates learn how to examine power dynamics between researcher and researched, and are guided toward deepening their understanding of researcher subjectivities and research as relational. Candidates are provided with opportunities to critically reflect on how their positionality shapes their identities and practices as teacher-researchers. Throughout the course, candidates review the research literature in an area of education that interests them. The culminating assignment of the course is a 3750-5000-word research paper. Educational Research 1 (CTL7006H) is a prerequisite for Educational Research 2 (CTL7015H). 

This course presents an overview of the basic concepts, practices, and current research associated with effective assessment and evaluation in Ontario classrooms. Teacher candidates will develop an understanding of Ontario curriculum and policy documents as relevant to the professional obligations of student assessment and evaluation, grading and reporting. Examination of effective strategies of assessment for, as, and of learning is at the core of this course. Drawing on current research, attention may be given to topics such as validity and reliability, assessment tool design, success criteria, quality feedback, performance assessment, authentic assessment, portfolios, self-evaluation, data gathering and management, standardized testing in provincial or large-scale assessments, as well as assessment related beliefs, attitudes, and issues of psychological well-being. Related issues of equity and a critical stance are infused and discussed throughout the course.

This course is normally open only to students in the MT program. Students may not take CTL 1019.

In this course, teacher candidates are introduced to topics/core content related to both Special Education and Mental Health and Well-Being. Teacher candidates will consider Special Education from the perspective of the general classroom teacher. From this perspective, special education is not "special" but is effective teaching that benefits all students in the class. Teacher candidates will consider Mental Health as pertaining to students' resilience, social/emotional well-being and mental wellness.

This course is designed to promote critical and reflective thinking and learning about topics related to supporting a diverse range of learners, including students identified as requiring special education support. Specifically, this course will support teacher candidates to: (1) examine their own beliefs and practices related to supporting student learning, (2) understand and utilize a strength-based approach and teaching strategies for differentiation, accommodation, and modification to plan for and assess learning needs, (3) understand the relationship among mental health, well-being and achievement and view student well-being as inclusive of physical, cognitive/mental, social and emotional well-being, (4) identify ways to support students' mental health and well-being and identify students who require more intensive intervention (4) develop the capacities to work with families and other professionals in support of students, (5) demonstrate the knowledge, skills, attitudes, and confidence necessary to effectively promote success for students with a broad range of experiences, needs and abilities, including students with exceptionalities, (6) develop the knowledge and skills pertaining to First Nation, Métis, and Inuit ways of thinking about the kinds of differences associated with special education needs. This course will pay particular attention to current research in planning for inclusion through Universal Design for Learning (UDL), differentiated instruction (DI), and response to intervention (RTI) and how these can inform teachers' responses to students; various ways of being, learning, and showing understanding in the classroom.

This course inquires into a range of equity issues including: teacher candidates' (TC) own biases, dispositions, ideas and positionality; relationships between and among students, teachers, community, administrators and families; the ways in which systemic oppressions operate within K-12 schooling in Ontario and beyond; and the interlocking social, economic and political (re)production of inequalities (including but not limited to race, indigeneity, class, gender, sexuality, ability, language, age and religion). The course develops TC capacity to interrogate and challenge multiple forms of discriminatory practices within education, seeking to develop TC's understandings of theories and practices of pedagogies of liberation within daily life in schools. This course is normally open only to students in the Teaching program.

In this course, Primary/Junior teacher candidates will explore theoretical and current issues in numeracy and literacy spanning kindergarten through grade eight. Integration with other subject areas and course work will be addressed. The experiences in this course are intended to help teacher candidates bridge theory and practice, and articulate personal beliefs and experiences related to literacy and numeracy. This course is normally open only to students in the Teaching program.

Teacher candidates in the Junior/Intermediate division will explore a variety of both theoretical and current issues related to junior and intermediate schooling. The importance of content area curriculum, including the drama and dance curriculum; integration of curriculum across subject areas, community in classrooms and schools; culturally responsive teaching; and out of school experiences will be addressed. In the literacy portion of this course, there will be an emphasis on critical literacy, drama curriculum and dance curriculum specific and overall expectations. The course is intended to help student teachers understand the complexity of the junior/intermediate panel and particular issues regarding working with adolescents. Student teachers will be encouraged to articulate personal beliefs as they relate to teaching of drama, dance, critical literacy, and mathematics, as well as working with students, and the role of the teacher.

This course addresses issues and developmental changes in children and the factors involved in child development. Infancy, the preschool period, early school years, intermediate years, and adolescence are covered. This course is normally open only to students in the Teaching program.

There are both professional and academic rationales underpinning this course. Teachers and high schools are governed by a range of shifting and variably interpreted legal, policy and ethical mandates which have been produced in a range of historical, political and institutional contexts. One key aim of this course is to assure that teacher candidates are aware of their professional and legal rights and responsibilities, as defined by national and provincial legislation, local school board policy, and professional advisories. Another aim of the course is to explore ethical nuances and challenges in teaching while aiming to interpret and respond to relevant legislation that helps to define the teacher's professional role. Using academic research literature, policy documents, and case studies, the course blends theory with the consideration of practical in-school situations in order to enable teacher candidates to analyse policy, ethical and legal tensions in teaching. The course thus aims to rigorously explore teachers' professional contexts so as to inform their daily practice through thoughtful ethical reflection in light of legal and policy considerations.

An introduction to research-informed teaching and professional learning in Music Education, Visual Arts Education, and Health and Physical Education for students in grades 4 to 10. For each of these disciplines, the course explores Ministry curriculum, lesson design and planning, pedagogy, assessment and evaluation, and research in light of contemporary educational theory and practice. This course is normally open only to students in the Teaching Program.

This course will explore the complexity of schools and place of the school in the community. Practical issues around lesson planning, unit planning, classroom management, and the class as a community are addressed. This course provides a practical and conceptual introduction to the teaching of students and will introduce student teachers to many of the philosophies, methods, and materials relevant to teaching. It provides opportunities to develop an understanding of the process of becoming a teacher, insight into the role of ethics in research, and to acquire the skills and attitudes to be a thoughtful and reflective practitioner. In these respects, this course enables the student teacher to build a foundation for continuing professional growth as an individual and as a member of the teaching community. This course is normally open only to students in the Teaching program.

In Educational Research 2 candidates draw on the research literacy they developed in CTL 7006 to learn some of the foundational skills of doing research. They conduct a small-scale qualitative research study using either semi-structured interviews or document analysis methods. Special attention is given to the topics of research design, data collection, data analysis, and mobilizing knowledge in one’s own practice and beyond. Students deepen their understanding of how their own positionalities and experiences affect their identities as teacher-researchers. The course format includes a combination of whole class instruction, research methods workshops, and independent work periods. The culminating assignments of the course include a 3750-5000-word research paper and a presentation at the annual MT Research Conference. 

This course deals with the use of computer technology in schools as tools for students in curricula other than computer studies. The role that technology can play in school restructuring is examined. Also included is a discussion of issues related to responsible use, teacher training, and classroom implementation, and the ways in which technology applications can influence the curriculum content and process. The major emphasis is on determining the specific education need (of students, teacher, curriculum objectives or subject area) that computer technology can meet. This course is normally open only to students in the Teaching program.

An introduction to research-informed teaching and professional learning in Music, Dance and Drama Education for students in grades K to 6. For each of these disciplines, the course explores Ministry curriculum, lesson design and planning, pedagogy, assessment and evaluation, and research in light of contemporary educational theory and practice. This course is normally open only to students in the Teaching Program.

This course provides a practical and conceptual introduction to the teaching of Science Education and Environmental Education in PJ and JI. This course consists of lectures, discussions, learning activities and workshops designed to emphasize the expectations, pedagogy, methodology and content of Science and Technology, and Environmental Education across the curriculum in the primary, junior and intermediate (PJ, JI) grades, based on the Ministry of Education curriculum found in The Ontario Curriculum, Grades 1-8, Science and Technology (2007), The Ontario Curriculum, Grades 9 & 10, Science (2008) and Ministry policy, Acting Today, Shaping Tomorrow (2009). As an overview, it will introduce theory and practices from a range of related fields, including Science and Technology Education, Environmental Education (EE), Outdoor Education, and Ecojustice Education, drawing on concepts such as Inquiry-based Learning, Sustainability, Systems-Thinking, Equity, Interdisciplinary Design, and Integration. The course provides opportunities to develop a practical understanding of instructional methods and skills through unit and lesson planning, effective use of teaching resources, digital technology, assessment/evaluation strategies, and an exploration of related educational research literature.

This course focuses on the inclusion of English Language Learners (ELLs) across the school curriculum. It is intended to support teacher candidates' development of a pedagogical approach and a repertoire of instructional and assessment strategies to engage ELLs in developing language and content knowledge simultaneously. Using an asset-based perspective to language diversity, the course is structured around the broad domains of (1) theories of language learning and teaching, (2) language awareness, analysis, and assessment, (3) ESL strategies in the content areas, and (4) family, school, community, and policy contexts. Upon successful completion of this course, candidates should be able to identify and use ELLs' individual strengths and interests to promote their learning and development, to work with families and other professionals to support ELLs, and to understand their roles and responsibilities as teachers with respect to ELLs and their academic, social, and personal success.

This course will introduce candidates to the methodologies and issues relevant to teaching English in Ontario in the Intermediate and Senior divisions (Grades 7-12). Written, visual and virtual texts such as literature, media and technology define the content. Topics include teaching textual forms, writing processes, classroom language and media/technology. Teacher candidates will read, write, view, talk and represent their understanding of text to reflect on English/Language Arts practices and theories, as preparation for informed curriculum planning and implementation. The content, methodologies, evaluation and skill requirements in English/Language Arts will be linked to Ontario Ministry of Education guidelines. This course is normally open only to students in the Master of Teaching program.

This course will introduce candidates to the methodologies and issues relevant to teaching History in Ontario in the Intermediate and Senior divisions (Grades 7-12). A variety of teaching/learning strategies, assessment techniques and approaches to curriculum design will be explored. Adapting the history program to meet the needs of a diverse student body will be highlighted. Course methods include demonstrations, interactive sessions, small group activities and field studies. Assignments will require candidates to develop practical applications and to link theory and practice. This course is normally open only to students in the Master of Teaching program.

This course will introduce candidates to the methodologies and issues relevant to teaching Mathematics in Ontario in the Intermediate and Senior divisions (Grades 7-12). A variety of teaching/learning strategies, assessment techniques and approaches to curriculum design will be explored. Course methods include discussion of objectives, teaching methods, instructional materials, testing and evaluation, and selected topics from the Ontario Ministry of Education Guidelines. This course is normally open only to students in the Master of Teaching program.

This course will introduce candidates to the methodologies and issues relevant to teaching Biology in Ontario in the Intermediate and Senior divisions (Grades 7-12). The course provides opportunities to develop a practical understanding of instructional methods and skills through unit and lesson planning in a variety of classroom contexts. Furthermore, candidates will be introduced to safe laboratory work, the effective selection and use of resources, the integration of technology into teaching, a variety of assessment/evaluation strategies, and to creating an inclusive and motivating learning environment. Throughout the program, efforts are made to integrate theoretical ideas and perspectives from the educational research literature with teaching and learning practices in schools. This course is normally open only to students in the Master of Teaching program.

The I/S Science-Chemistry course provides a practical and conceptual introduction to the teaching of Intermediate Science (Grades 7 to 10 Science) and Senior Chemistry (Grades 11 and 12 Chemistry). This course consists of a series of lectures, seminars and laboratory workshops designed to emphasize the research in teaching and learning of chemistry The course expectations, pedagogy, methodology and content of science in the intermediate and senior grades are guided by the Ministry of Education curriculum policy documents: The Ontario Curriculum, Grades 1-8, Science and Technology (2007), The Ontario Curriculum, Grades 9 & 10, Science (2008) and The Ontario Curriculum Grades 11 & 12 Science(2008). The course provides opportunities to develop a practical understanding of instructional methods and skills through unit and lesson planning in a variety of classroom contexts. Furthermore, candidates will be introduced to safe laboratory work, the effective selection and use of resources, the integration of technology into teaching, a variety of assessment/evaluation strategies, and candidates will be encouraged to integrate theoretical ideas and perspectives from the educational research literature with teaching and learning practices in schools.

Designed to prepare teachers of Science in the Intermediate and Senior Divisions (Grades 7-10 Science and Grades 11-12 Physics), this course deals with the Overall and Specific Expectations of the Ontario Science Curriculum. The course provides opportunities to develop a practical understanding of instructional methods and skills through unit and lesson planning in a variety of classroom contexts. Furthermore, candidates will be introduced to safe laboratory work, the effective selection and use of resources, the integration of technology into teaching, a variety of assessment/evaluation strategies, and to creating an inclusive and motivating learning environment. Throughout the program, efforts are made to integrate theoretical ideas and perspectives from the educational research literature with teaching and learning practices in schools.

This course provides a practical and conceptual introduction to the teaching of Intermediate and senior Science. It consists of a series of lectures, seminars, and laboratory workshops designed to emphasize the expectations, pedagogy, methodology, and content of science. The course is designed to assist students to explore: the teaching and learning process, the pedagogical considerations in teaching science; and the challenges of teaching science as a curriculum subject in schools with a diverse student population and research in science education. It is also designed to help develop the knowledge and skills of curriculum development within the context of curriculum theory and to support personal reflection within the context of contemporary classrooms or other education settings.

This course is designed to prepare teacher candidates to teach students Social Science at the Grade 7-10 level in a thoughtful and interactive way. It focuses on Social Science at the Intermediate level. Teacher candidates will explore a variety of teaching techniques, which are useful in teaching and assessing today's students as they experience the current Social Science curriculum.

Teacher candidates will also have an opportunity to engage in inquiry and examine unique ways for presenting Social Science content. Examining classroom practice and methods, curriculum and program materials are an important component of the process. As well, the interdependence of these components, their link with theory and contemporary issues will be considered.

Techniques such as discussion, presentations, inquiry, and active participation that incorporate individual and group learning will be employed. Opportunities for sharing of ideas and experiences from field placements will be provided in the context of the classroom setting.

Two important ideas that will be emphasized throughout the program are: how to make Social Science meaningful for children, and how to promote positive attitudes.

In this course, you will acquire the knowledge, skills/techniques, attitudes and methodologies necessary to be effective teachers of geography at the Intermediate/Senior level. You will study the Ontario geography curriculum, learn how to prepare effective geography lessons, develop a repertoire of different pedagogical strategies, examine a variety of assessment techniques, and extend your knowledge of practical and theoretical issues related to the teaching of geography in Ontario's schools. As you engage with the material in this course, you will be expected to take an active and reflective stance toward your growth as a geography teacher.

This course investigates approaches to music learning, teaching, and assessment through instrumental performance, composition, conducting, listening, analysis and creative problem solving. Candidates will develop a repertoire of diverse teaching and assessment strategies appropriate for Ontario students in grades 7-12. A range of music education philosophic orientations, Ministry of Education policies, music technologies, research-informed pedagogies, and those emerging the field are considered while learning to design of curriculum lessons and units. Recent research questioning the music education paradigm of the past 25 years is examined. A practitioner research stance is the basis for all assignments, which curriculum development, and practical learning in Japanese lesson study format as well as philosophic writing.

This course investigates approaches to music learning, teaching, and assessment through vocal performance, composition, conducting, listening, analysis and creative problem solving. Candidates will develop a repertoire of diverse teaching and assessment strategies appropriate for Ontario students in grades 7-12. A range of music education philosophic orientations, Ministry of Education policies, music technologies, research-informed pedagogies, and those emerging the field are considered while learning to design of curriculum lessons and units. Recent research questioning the music education paradigm of the past 25 years is examined. A practitioner research stance is the basis for all assignments, which curriculum development, and practical learning in Japanese lesson study format as well as philosophic writing.

This course examines the underlying principles of teaching Health and Physical Education in the Intermediate/ Senior division for the 21st century learner by drawing on current research, current philosophies and the overarching goals of Health and Physical Education. This course of study prepares future teachers to enable their students to acquire the knowledge, skills and attitudes necessary to become both physically and health literate in order to lead healthy active lives and promote healthy active living for others. Attention will be paid to the importance of supporting students in making positive personal health choices, enhancing their personal fitness and further developing movement skills, strategies and tactics to promote their participation in a wide variety of physical activities. Effective teaching strategies and practices in Health and Physical Education will be addressed. The importance of quality instruction as it fits into a comprehensive school health model will also be explored.

The focus of this course is on preparing to be a teacher of visual arts at the Intermediate/Senior level. You will learn about the Ontario visual arts curriculum, lesson design, and instructional approaches as they relate to secondary school studio work and the critical analysis of art work. As a developing visual arts instructor, you will learn how to teach students about the elements and principles of design, and how to encourage your class to apply these techniques creatively and expressively to communicate emotions, or comment on contemporary issues. Different forms of media, alternative media, and the use of technologies will also be examined, for both two-dimensional and three-dimensional art works.

This course prepares teacher candidates to be effective instructors of dramatic arts the Intermediate/Secondary level. During this course, you will learn about the Ontario dramatic arts curriculum, lesson planning, assessment, and techniques for preparing learning experiences that foster creativity and nurture artistic growth. You will also study pedagogical practices related to each of the three inter-related strands of the Intermediate/Secondary drama curriculum: 1. Creating and Presenting; 2. Reflecting, Responding, and Analyzing; and 3. Foundations. The impact of different dramatic styles and traditions, drawn from different social and cultural contexts, will also be examined.

This course will help teacher candidates develop the skills, knowledge, and professionalism expected of beginning core French teachers at the Intermediate and Senior levels. We will focus on:

1. methods and techniques to facilitate the teaching/learning of listening, speaking, reading and writing as interrelated processes
2. integrating grammar, vocabulary, pronunciation, culture, language awareness, learning strategies, media, technology, literature, and a variety of assessment strategies into lesson plans and long-term teaching units which reflect current Ministry of Education guidelines;
3. electronic conferencing to support a collegial learning environment;
4. the creation of a professional electronic portfolio.

Candidates will be involved in reflective and active learning. This course is offered in French.

This course engages students in the practices, resources and theories of English/Language Arts to prepare them for teaching in the intermediate grades (Grades 7-10). Explorations of written, visual and virtual texts such as literature, media, and technology define the content. Since language is fundamental to thinking and learning, students engage in reading, writing, viewing, talking and representing strategies as the practical grounding for understanding and reflecting on English/Language Arts practices, and for creating sound language curricula. The content, methodologies, evaluation and skill requirements of the course will be linked to Ontario Ministry of Education and Training guidelines.

This course will help teacher candidates develop the skills, knowledge, and professionalism expected of beginning core French teachers at the junior/ intermediate levels. We will focus on:

1. Methods and techniques to facilitate the teaching/ learning of listening, speaking, reading and writing as interrelated processes.
2. Integrating grammar, vocabulary, pronunciation, culture, language awareness, learning strategies, media, technology, literature, and a variety of assessment strategies into lesson plans and long-term teaching units which reflect current Ministry of Education guidelines.

Candidates will be involved in reflective and active learning. This course is offered in French.

The purpose of this course is to introduce teacher candidates to basic knowledge, skills/techniques, attitudes and methodologies applicable in the successful teaching of geography and social studies at the J/I level. The course will, therefore, deal with both the practical and theoretical issues related to the teaching of geography and environmental education in Ontario's schools.

The course is an enabling process to help you develop your own teaching and learning beliefs through experiencing and experimenting with the ways geography's concepts and skills can help students learn. It stresses that reflection and analysis about their own teaching are critical elements in the life-long developmental process of being teacher first, geographer second.

Geography is not a collection of arcane information. Rather, it is the study of spatial aspects of human existence. People everywhere need to know about the nature of their world and their place in it. Geography has more to do with asking questions and solving problems than it does with memorization of isolated facts.

So what exactly is Geography? It is an integrative discipline that brings together the physical and human dimensions of the world in the study of people, places, and environments. Its subject matter is Earth's surface and the processes that shape it, the relationships between people and environments, and the connections between people and places.

The world facing students on graduating will be more crowded, the physical environment more threatened, and the global economy more competitive and interconnected. Understanding that world, that environment, and that economy will require high levels of competency in Geography, because Geography means a sensitivity to location, to scale, to movement, to patterns, to resources and conflicts, to maps and geographics.

This course of study prepares future teachers to design and deliver contemporary Intermediate level (grades 7-10) Health and Physical Education programs. It is consistent with the national and provincial trend towards de-emphasizing competitive team sports and focuses on wellness and the process of guiding youngsters to develop the knowledge, skills and attitudes that lead one to become physically active for a lifetime. Participants relate social, cultural, economic and political factors to teaching and student learning and their ability to work collaboratively within the school setting, systems and the community. One of the aims of the course is to introduce new ways of thinking about Health and Physical Education and its role in schools, thereby supporting beginning teachers as they construct their vision for teaching Health and Physical Education. The importance of quality instruction as it fits into a comprehensive school health model will also be explored.

The purpose of this course is to introduce teacher candidates to basic knowledge, skills/techniques, attitudes and methodologies applicable in the successful teaching of History. The course will, therefore, deal with both the practical and theoretical issues related to the teaching of History in Ontario's schools.

The course is an enabling process to help you develop your own teaching and learning beliefs through experiencing and experimenting with the ways history's concepts and skills can help students learn. It stresses that reflection and analysis about their own teaching are critical elements in the life-long developmental process of being teacher first, historian second.

History is not a collection of arcane information. People everywhere need to know about the nature of their world and their place in it. History has more to do with asking questions and solving problems than it does with memorization of isolated facts. A primary objective of the course is to equip you with practical, innovative strategies around which to build an effective history program. As well, you will be exposed to a wide variety of learning resources that can be used to enhance classroom learning. In the end you will leave the course well prepared to deliver an exciting and success-based history curriculum to a diversity of learners.

Guiding Focus: To explore the meanings of history and teaching history, and to develop innovative curriculum and pedagogical strategies to meet the needs of a diversity of learners.

This course is designed to prepare teacher candidates to teach students mathematics at the Grade 7-10 level in a thoughtful and interactive way. It focuses on mathematics at the Intermediate level. Teacher candidates will explore a variety of teaching techniques, which are useful in teaching and assessing today's students as they experience the current mathematics curriculum.

Teacher candidates will also have an opportunity to engage in inquiry and examine unique ways for presenting mathematics content. Examining classroom practice and methods, curriculum and program materials are an important component of the process. As well, the interdependence of these components, their link with theory and contemporary issues will be considered.

Techniques such as discussion, presentations, inquiry, and active participation that incorporate individual and group learning will be employed. Opportunities for sharing of ideas and experiences from field placements will be provided in the context of the classroom setting.

Two important ideas that will be emphasized throughout the program are: how to make mathematics meaningful for children, and how to promote positive attitudes.

These courses investigate approaches to music learning, teaching, and assessment through instrumental performance, conducting, listening, analysis and creative problem solving; and personal experience with music and technology (MIDI) and media arts. Candidates will develop a repertoire of diverse teaching and assessment strategies appropriate for Ontario students in grades 7-10. Current music education philosophies, Ministry of Education and Training policy and best practices from the field will be the basis for the designing of curriculum lessons and units. Assignments involve practical applications of methodology and frequent personal reflections on music teaching.

These courses investigate approaches to music learning, teaching, and assessment through vocal and instrumental performance, conducting, listening, analysis and creative problem solving; and personal experience with music and technology (MIDI) and media arts. Candidates will develop a repertoire of diverse teaching and assessment strategies appropriate for Ontario students in grades 7-10. Current music education philosophies, Ministry of Education and Training policy and best practices from the field will be the basis for the designing of curriculum lessons and units. Assignments involve practical applications of methodology and frequent personal reflections on music teaching.

This course is designed to prepare teachers of science in the intermediate division (Grades 7-10). It explores the teaching of selected units in all four strands from the Ontario Science and Technology Curriculum guideline. Attention is paid to the skills of lesson planning, laboratory techniques, teaching strategies, and assessment and resources, through workshops, lectures and lab activities.

This course will consider important contexts as they relate to science and technology in education as outlined in:

• Acting Today, Shaping Tomorrow - A Policy Framework for Environmental Education in Ontario Schools (a policy document on Environmental Education and ways to infuse Environment and Sustainability education into our classrooms)

• Equity and Inclusive Education in Ontario Schools, 2009: (guidelines for school boards- Equity and inclusive education aims to understand, identify, address, and eliminate the biases, barriers, and power dynamics that limit students' prospects for learning, growing and fully contributing to society)

• Growing Success, 2010; Explore the seven fundamental principles and what they mean for instructional decisions

• Connecting the Dots, Key Learning Strategies for Environmental Education, Citizenship and Sustainability. These learning strategies involve students as engaged learners, learning within the context of their communities and addressing relevant, local issues

The focus of the course is on becoming visual arts teachers in the intermediate grades. The course is structured to intersect theory, practice, and studio work in order to explore a) contemporary art and elementary education; b) contemporary issues in pedagogy; c) lesson planning at the elementary level d) the above in relation to Ministry guidelines, assessment, and curriculum development.

This course of study prepares future teachers to design and deliver contemporary dramatic arts instruction for Intermediate level (grades 7-10) learners. Teacher candidates will examine both the research on adolescent development and strategies for effective dramatic arts pedagogies. The course will also explore how teachers can promote student engagement and how to foster a positive, supportive classroom culture. Special attention will be given to such topics as role playing, improvisation, techniques for infusing drama in other disciplines, and the special role that the dramatic arts can play in examining issues of equity, inclusivity and diversity.

The Sustainability course is designed to assist candidates in the Master of Teaching Program in implementing the Ontario curriculum for Environmental Education (MOE 2017) within their subject specializations, and, heeding the United Nations' repeated calls for action on sustainable development, to promote both critical and caring perspectives on the serious ecological and humanitarian challenges we face globally and locally. 

The course will survey various aspects of the broad topic space: environmental sustainability education, place-based education, sustainable development goals, global citizenship education, and eco-justice. The course builds upon and compliments learning in the other foundations courses without repeating the content: CTL7074H-Issues in Educational Law, Policy and Ethics; CTL7073H-Indigenous Experiences of Racism and Settler Colonialism in Canada: An Introduction; and, CTL7009H-Anti-Discriminatory Education.  

As a part of the Curriculum & Instruction course, this module is designed to introduce you to strategies and approaches for teaching Visual Arts Education and Health & Physical Education (HPE) to Primary and/or Junior learners. This course is designed to help OISE MT students (re)discover the theory and practice of Art Education and HPE, as well as understand and apply the knowledge, skills and attitudes necessary for effective teaching and learning that meets the diverse needs of students. Over the course you will become more competent and confident in working with learning tools and resources in each of these areas of the curriculum; developing lesson themes and ideas; and devising questions and learning activities for students. You will become familiar with the Ontario Ministry of Education curriculum policy documents: The Arts (2009), and Health & Physical Education (2010), core concepts and teaching techniques, methods for integrating Art Education and HPE with other disciplines, including social justice, environmental education and indigenous approaches to knowing. Current ways of thinking about and teaching Art Education and HPE may differ significantly from when beginning teachers were students; therefore one of the aims of the course is to introduce new ways of thinking about these disciplines and their role in contemporary approaches to teaching and learning.

The Curriculum and Instruction in Social Studies and Aboriginal Education course explores the shared histories of Indigenous and settler relationships across Turtle Island and, while recognizing the US/Canadian divisions as colonial constructs, will focus more specifically on the Canadian context. This course provides a practical and conceptual introduction to the teaching of Social Studies (Grades 4-6), History and Geography (7-10) within the context of Aboriginal (First Nations, Métis and Inuit) understandings. This course consists of a series of seminars and workshops designed to emphasize the expectations, pedagogy, methodology and content integrating both Social studies and Aboriginal Studies in the junior/intermediate grades.

The course provides opportunities to develop practical understandings relating to instructional methods and skills through unit and lesson planning, including practical assessment strategies, in a variety of classroom contexts as well as the incorporation of Indigenous and Western knowledges and understandings. It seeks answers to questions of identity, meaning-making, complex issues concerning community and nation, past and present. It looks to bring local histories and traditional ecological knowledges- and to provide a template for understanding the complex interplay relating to constructions of identity (personal, local, and national) and sovereignty.

With a focus on teacher preparation, this course seeks to understand the experiences of Indigenous people in Canada with regard to racism and settler colonialism, focusing on implications for classroom-based, programmatic, and pedagogical practice and reform. Because schooling has a historical and contemporary role in facilitating racism and settler colonialism, especially through the creation of residential schools, this course encourages teachers to become familiar with the consequences of this ongoing history, and to learn strategies to rethink relationships between schools and Indigenous learners and communities.

As a required course in a professional program, there are both professional and academic rationales underpinning this course. Teachers and high schools are governed by a range of shifting and variably interpreted legal, policy and ethical mandates which have been produced in a range of historical, political and institutional contexts. One key aim of this course is to assure that teacher candidates are aware of their professional and legal rights and responsibilities, as defined by national and provincial legislation, local school board policy, and professional advisories. Another aim of the course is to explore ethical nuances and challenges in teaching while aiming to interpret and respond to relevant legislation that helps to define the teacher's professional role. Using academic research literature, policy documents, and case studies, the course blends theory with the consideration of practical in-school situations in order to enable teacher candidates to analyse policy, ethical and legal tensions in teaching. The course thus aims to rigorously explore teachers' professional contexts so as to inform their daily practice through thoughtful ethical reflection in light of legal and policy considerations.

This first year course provides supervised experience in an area of fieldwork, under the direction of faculty and field personnel. Teacher candidates are placed in partnership schools in public and separate school systems and in other settings that use the Ontario curriculum. Teacher Candidates are under the joint supervision of a field teacher on site and an academic staff member at OISE. The teacher candidates will have one placement in each of their divisions. This course is normally open only to students in the Teaching program.

This first year course provides supervised experience in an area of fieldwork, under the direction of faculty and field personnel. Teacher candidates are placed in partnership schools in public and separate school systems and in other settings that use the Ontario curriculum. Teacher Candidates are under the joint supervision of a field teacher on site and an academic staff member at OISE. The teacher candidates will have one placement in each of their divisions. This course is normally open only to students in the Teaching program.

This second year course provides supervised experience in an area of fieldwork, under the direction of faculty and field personnel. Teacher candidates are placed in partnership schools in public and separate school systems and in other settings that use the Ontario curriculum. Teacher Candidates are under the joint supervision of a field teacher on site and an academic staff member at OISE. The teacher candidates will have one placement in each of their divisions. This course is normally open only to students in the Teaching program.

This second year course provides supervised experience in an area of fieldwork, under the direction of faculty and field personnel. Teacher candidates are placed in partnership schools in public and separate school systems and in other settings that use the Ontario curriculum. Teacher Candidates are under the joint supervision of a field teacher on site and an academic staff member at OISE. The teacher candidates will have one placement in each of their divisions. This course is normally open only to students in the Teaching program.

In this course, current issues related to mathematics instruction and their theoretical underpinnings will be explored. We will examine research related to this issues and how the impact they can have on classroom programming. Candidates will have an opportunity to discuss their personal beliefs and views about mathematics education as they bridge theory with practice. Instruction in this course will include lecture, written response, group activities, and group investigations.

In this course, current issues related to literacy instruction and their theoretical underpinnings will be explored. We will examine research related to this issues and how the impact they can have on classroom programming. Candidates will have an opportunity to discuss their personal beliefs and views about literacy education as they bridge theory with practice. Instruction in this course will include lecture, written response, group activities, and group investigations.

This course develops an awareness of and practice in the arts as a means of personal development and as a learning technique. The philosophy and practice of Music and Dance in education will be explored. The possibilities of conceptual development and expansion of THE CREATIVE PROCESS through the art of Music and Dance with a particular focus on the cognitive, social, and artistic development of the child.

This course is designed to assist teachers in the Primary/Junior Division in the development, implementation and assessment/evaluation of Music and Dance focused learning experiences.

Candidates will explore music through singing, movement, musical games, playing instruments (recorder, percussion, djembes and boomwhackers) and developing their listening skills while at the same time creating, composing and improvising.

Current theories of arts in education will be incorporated as participants plan lessons, consider expectation(s) and implement assessment strategies as outlined in the Ministry documents. The use of Music and Dance as art as well as an INTEGRATIVE methodology for learning across the curriculum will provide a framework for the course.

This course develops an awareness of and practice in the arts as a means of personal development and as a learning technique. The philosophy and practice of Dance and Drama in education will be explored. The possibilities of conceptual development and expansion of THE CREATIVE PROCESS through the art of Dance and Drama with a particular focus on the cognitive, social, and artistic development of the child.

This course is designed to assist teachers in the Primary/Junior Division in the development, implementation and assessment/evaluation of Dance and Drama focused learning experiences. Candidates will participate in work that involves games, movement, tableau, role-playing, storytelling, playmaking, writing in role, improvisation, interpretation and presentation. They will learn to explore the elements of dance through creative movement that may be inspired by picture books, visual images, and artworks and music. Candidates will also explore various forms of global dance and genres.

Current theories of arts in education will be incorporated as participants plan drama lessons, consider expectation(s) and implement assessment strategies as outlined in the Ministry documents. The use of Dance, Drama and Music as art forms as well as an INTEGRATIVE methodology for learning across the curriculum will provide a framework for the course.

As a part of the Curriculum & Instruction course, this module is designed to introduce you to strategies and approaches for teaching Visual Arts Education to Primary and/or Junior learners. This course is designed to help OISE MT students (re)discover the theory and practice of Art Education, as well as understand and apply the knowledge, skills and attitudes necessary for effective teaching and learning that meets the diverse needs of students. Over the course you will become more competent and confident in working with learning tools and resources in each of these areas of the curriculum; developing lesson themes and ideas; and devising questions and learning activities for students. You will become familiar with the Ontario Ministry of Education curriculum policy documents: The Arts (2009), core concepts and teaching techniques, methods for integrating Art Education with other disciplines, including social justice, environmental education and indigenous approaches to knowing. Current ways of thinking about and teaching Art Education may differ significantly from when beginning teachers were students; therefore one of the aims of the course is to introduce new ways of thinking about these disciplines and their role in contemporary approaches to teaching and learning methodology for learning across the curriculum will provide a framework for the course.

As a part of the Curriculum & Instruction course, this module is designed to introduce you to strategies and approaches for teaching Health & Physical Education (HPE) to Primary and/or Junior learners. This course is designed to help OISE MT students (re)discover the theory and practice of HPE, as well as understand and apply the knowledge, skills and attitudes necessary for effective teaching and learning that meets the diverse needs of students. Over the course you will become more competent and confident in working with learning tools and resources in each of these areas of the curriculum; developing lesson themes and ideas; and devising questions and learning activities for students. You will become familiar with the Ontario Ministry of Education curriculum policy documents: The Health & Physical Education (2010), core concepts and teaching techniques, methods for integrating HPE with other disciplines, including social justice, environmental education and indigenous approaches to knowing. Current ways of thinking about and teaching HPE may differ significantly from when beginning teachers were students; therefore one of the aims of the course is to introduce new ways of thinking about these disciplines and their role in contemporary approaches to teaching and learning.

The Master of Teaching Research Project is designed to provide a deeper exploration of the interrelationships between educational theory, research, and practice. The overarching goal of this project is to engage students in an in-depth analysis of issues related to curriculum, teaching, and learning through systematic research. The MTRP has value both for students who are intending to pursue a career in classroom teaching, and for students who are planning to pursue doctoral studies. The Project involves the identification of a research problem, a literature review, data collection, data analysis, the construction of a formal report, which is published in a public online repository, and a formal presentation. As part of this process, students develop a variety of research-related skills, including the ability to formulate effective research questions, conduct interviews, review the academic and professional literatures, analyze data, and present research findings.

This course equips students with the math knowledge and skills needed by Primary/Junior and Junior/Intermediate teachers. A strong foundation in math content knowledge is necessary for teachers to build pedagogical content knowledge capacities. Students will develop an understanding of numeracy concepts in: quantity relationships, operational sense and proportional reasoning. The course will build on problem solving content skills in multiplication, division, order of operations, fractions, decimals, percentages, ratios, integers, exponents, manipulating expressions and solving algebraic equations. Students will be immersed in meta-cognition as math learners and will reflect on their own math strengths, needs and learning styles. The course will offer various math pedagogies, such as math games and hands-on activities suitable for elementary classes. At the beginning of the course, teacher candidates may opt into taking a math proficiency test geared at the grade 8 and 9 level. Students who earn a minimum achievement of 90% on the test will earn an immediate CR grade for CTL 7100H and will be excused from the remainder of the course. This test is most appropriate for teacher candidates who have a major or minor in math for their undergraduate degree.