Suite de CURR321. If you continue to use this site we will assume that you are happy with it. Click on any header in the table to re-sort the data alphanumerically. Models experiences that help teacher candidates to construct personal knowledge of mathematical techniques, skills and processes through meaningful opportunities to learn (including the application of information technology). The GSLIS Master of Library Science program has been continuously accredited by the American Library Association since 1970. If you continue to use this site we will assume that you are happy with it. Recent social and cultural developments in the discipline of History are addressed: the nature of the social sciences, historical and critical thinking, teaching for understanding. Focuses upon developing pedagogical content knowledge, instructional strategies, and professional judgement for teaching First Nations, Mtis and Inuit Studies within the context of the relevant Ontario Ministry of Education curriculum and policy documents. https://apps.qc.cuny.edu/courseevaluation/, New questionnaire: The survey currently in use at Queens College consists of 10 general questions about the course and the instructor, 4 questions related to writing (for courses designated as Writing Intensive only), and 3 open-ended questions for prose comments. Candidates incorporate strategies for accommodating students with special needs within their instructional plans and make reflections and suggested changes on their plans after instruction occurs. This course addresses teaching exceptional children and adolescents in an inclusive classroom. Candidates intending to teach in Ontario Roman Catholic schools should note that a course related to education in Catholic schools is required by most Ontario Catholic boards, and strongly recommended by others. Find an undergraduate or postgraduate course at Queen's, a Russell Group university. Click the Show the Questionnaire button to display the complete text of the questionnaire, including the text for the scales (provided in parentheses). Please explain why you would or would not recommend this instructor to a friend. Specific topics include; lesson and unit planning, assessment, safety, and online resources. The diversity in Ontario's classrooms requires every teacher to know the policy and program implementation in supporting a fast growing student population of English Language Learners - both Canadian-born and newcomers from other countries including international students. Teacher candidates will learn about theories of curriculum, learning, and English education. Issues associated with using educational technology will be addressed through face-to-face seminars, workshops and group design projects. In addition, systemic assessment structures are examined to understand the impact and function of regional and provincial evaluation systems on teaching, learning, and policy decision-making. literacy connections that support learning. Each subject's fall term course is a prerequisite for the winter term course. Participants come to understand that visual art is a form of personal expression and that it can be employed to increase visual perception and awareness. Division-exclusive concentrations are created when it can be argued that the two contexts are markedly different. Hover over any of the bars to see the text of the question. Candidates will also review, apply, and evaluate approaches to implementing the First Nations, Mtis and Inuit curriculum in different educational settings, including for non - Indigenous and integrated schools, and schools under Indigenous control. The placement must be completed in the same academic year. Provides an initial orientation to science teaching at the secondary level, with particular attention to the teaching of physics. A vital part of student well-being is related to developing learning skills. In this course teacher candidates will have the opportunity to explore various issues and practices related to environmental education. a 600-level graduate course, or the equivalent. numeracy connections that support learning. Ce cours est offert aux tudiant.e.s qui ont lintention denseigner le franais dans les cours de base, enrichis ou en immersion franaise. Exploration of legal rights and responsibilities as professionals and reflection on and thinking critically about experiences in classrooms and host schools, adapting practices for exceptional learners and addressing equity issues faced in schools. Teacher candidates receive basic information about the legal duties of education personnel; the teacher's contract of employment and related job security procedures; and the purposes, structure and practices of the teacher associations in Ontario. For example, candidates may choose to do a series of half-days, or three full-time weeks, or a combination of half-days, full-days and/or full weeks. The course includes a focus on planning for the first days of teaching, for the development of a career as a science teacher, and for judging the quality of students' learning. The learning needs of exceptional learners and the use of equitable instruction will be highlighted. Provides the candidate with skills to evaluate teaching materials and assess curriculum models, to evaluate theories of curriculum development and to design teaching units based on those theories. Compared to the amount of formal writing you did in this course, how much informal writing (journals, blogs, free-writing, etc.) The placement must be completed in the same academic year. Candidates complete a project and project report for Grade 9, discuss possible curricular approaches for Grade 10, and articulate a proposal for a Grade 11 or 12 community-based project. Explores Indigenous community based curriculum development; a review of current Indigenous curriculum packages and other resources; curriculum planning and evaluation. adolescent numeracy; iii. This course introduces teacher candidates to dance education. Un sjour immersif d'une dure de six mois est recommand. Please pardon our progress as our websites move. The FOCI instructor will play a critical role in supporting teacher candidates in identifying and securing appropriate alternative practicum placements. As well, the 3-week alternative practicum is an experience that is directly related to the area, and is approved by the FOCI instructor. Topics include drama games, story-telling and story-building, character, staging, acting, and thematic and cross-curricular integration. We use cookies to ensure that we give you the best experience on our website. The placement must be completed in the same academic year.. Provides an initial orientation to music teaching at the secondary level with emphasis on both choral and instrumental music. This course will explore the integration of educational technology as a tool to support teaching and learning in K-12 classrooms. If an alternative practicum occurs in a school setting, it must be in a specialized setting (e.g., resource room, international school, hospital school, unique programs). It will explore the integration of children's literature across curricular areas for all students. This course answers the question, What do I need to know to begin teaching in Ontario Catholic Schools? Consequently, this course: promotes an understanding of teaching as a vocation rooted in the call to Christian ministry. power bi lock file. This program displays summary data for the general questions, and provides downloadable spreadsheets with summaries of all quantitative data (. This course focuses on enhancing teacher candidates understanding and appreciation of the natural environment as a classroom, increasing their knowledge of environmental issues, and learning how to teach about them. You may reach The Registrar's Office by calling the office at 704-337-2242, by emailing registrar@queens.edu or by visiting the campus office in Jernigan Hall 101. Introduction to arts based education (including all arts disciplines). This course introduces teacher candidates to the study of history and philosophy of education. (CURR345 Music-Vocal candidates only, CURR365 Music-Instrumental candadates only; both arecombined in one class.) Students may apply after completing four core courses ECON101 Microeconomics, ECON102 Macroeconomics, ACCT101 ACCOUNTING and ACCT102 ACCOUNTING. Theories pertaining to curriculum development are examined in conjunction with curriculum models developed and implemented in Aboriginal schools. This course focuses on social justice and inclusionary education and explores what it means to teach for social justice. Courses that continue through the Fall/Winter are referred to as multi-term courses. Queens University is situated on traditional Anishinaabe and Haudenosaunee Territory. This course helps candidates address the complexities of teaching and learning in ELL, multicultural and diverse contexts in Canada or abroad. In addition, there is a strong focus on exploring supplementary resources related to teaching contemporary Geography. Teacher candidates consider how students learn, how to help exceptional students achieve success, and how to collaborate with parents and other professionals. Teacher candidates will connect their practical knowledge and skills to education research to allow them to progress from a concern about teaching to a concern about supporting and judging the quality of student learning. Alternative practicum experiences can occur locally, provincially, nationally, or internationally. Grounded in the belief that the quality of secondary school education depends first and foremost on the competence of teachers, this course offers an examination of how effective teachers support student learning through the use of teaching methods and activities that inspire interest and facilitate intellectual growth. Specifically, canidates will learn about Ministry policies, rubrics, feedback mechanisms, observations, portfolios, testing (i.e., teacher-made and EQAO) as well as peer-, self-, and collaborative-assessment. Varying philosophies and approaches to classroom assessment are explored with consideration for their pedagogical value. Teacher candidates use this knowledge, and their professional and school experiences to articulate models of curriculum, assessment, and evaluation that will guide their practice as curriculum planners. Failure to read the catalog does not excuse the student from the academic and financial responsibilities defined in this document. Il sagit de se familiariser avec les approches lenseignement/apprentissage du franais, passes et de pointe, le matriel couramment utilis et les techniques pour enseigner et contrler les connaissances dans des situations varies. Jump Start Your Graduate Education While Still an Undergraduate at Queens College Apply now if you have 45-75 credits and a 3.0 GPA. These will be discussed by drawing on current literature in the field of overseas teaching and cross-cultural teaching and learning. Arlene Laverde, Coordinator of the Dual Degree in Library Science and History (MLS/MA)Dr. Johnathan Thayer, Coordinator of the Certificate in Archives and Preservation of Cultural MaterialsProf. Teacher candidates will draw on the understandings of practicing teachers who have developed the confidence to question schooling/teaching practices and agendas from a social justice perspective. traditional Anishinaabe and Haudenosaunee Territory. They will learn how to design developmentally appropriate programs that reflect the needs of younger learners. Provides an introduction to science teaching with a biology focus at the Intermediate-Senior levels that will allow teacher candidates to explore and experience active, student-centred learning. Home. ; 3 cr. Flexible Core - Individual and Society. Provides an introduction to the theoretical underpinnings of teaching and learning in technological education. This understanding will be enhanced through such avenues as discussions, activities, projects, field trips, and interactions with practitioners. In this course, teacher candidates will learn how to develop and use assessment to promote student learning within a positive classroom culture. Students are responsible for reviewing the information and knowing the rules and regulations presented in the catalog. The equivalent of three full weeks in an elementary (K-8) setting (minimum 90 hours), including contact with a special needs student. Click on any course program acronym and number (the column titled Course (hr, crd)) to go to the corresponding evaluations data for that course. Critical to the implementation of this course is the modeling of a positive learning environment that reflects care, professional knowledge, ethical practice, leadership, and ongoing learning. Learning in this course occurs through a combination of structured classes, contact with professors, a self-directed independent study, and an alternative practicum. ACCT 261. Business Law I. They will use their emerging theoretical understanding to practice observation and assessment and evaluation of children in the early years. For practicum format and details, please see educ.queensu.ca/practicum. Teacher candidates will develop efficacy in applying the theoretical principles taught in EDST290 to increase their students' success academically, behaviourally, and socially. Through engagement in demonstrations and the development of curricular projects candidates will develop a deeper understanding of how educational technology can improve and potentially transform education for students. Student evaluations of faculty and courses are mandated by the CUNY Board of Trustees (Manual of General Policy, Article V, Policy 5.21, "Student participation in decision-making processes"), as necessary sources of evidence in reappointment, tenure, or promotion recommendations. Full-time weeks may be done during the fall or winter reading weeks, or (if necessary) at the end of the term in May, or a reasonable combination of these options. View Department Website. . supporting students who struggle with literacy competency and iv. Select an Instructor (by typing in a name or selecting from the lists provided) or select a Course (within a given Program, by clicking on the corresponding course number), choose a semester from the pull-down menu (the default is the most recent semester for which there are data available), and select one or more courses. Plaza College Catalog Plaza College Catalog Addendum Information Packet for Admissions Applicants - Dental Hygiene A.A.S Degree This course is an introduction to issues and policies that are critical for beginning and experienced teachers in Aboriginal education. Design of studio/lab-based application activities, and curriculum planning relevant to a variety of institutional settings are emphasized. Average responses for questionnaire questions (new questionnaire: columns F-S; old questionnaire: columns F-W), Number of respondents contributing to the average (new questionnaire: column T; old questionnaire: column X), Number of students enrolled (new questionnaire: column U; old questionnaire: column Y). The course offers opportunities to learn from: experience, workshops, reading, and peers; to differentiate instruction to meet the needs of all learners; to develop competence and confidence in teaching exceptional learners; and to provide leadership in this area. The instructor provided opportunity for the revision of writing assignments. This program focus supports teacher candidates' scholarly and personal development as they prepare for professional practice in international schools, including candidates considering international teaching after gaining full-time teaching experience in Canada. 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