Trinity Western University

Course Descriptions

Education

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    1. Preference for entry into 200 level Education courses is given to declared Education Program students, concentrations, and minors. Preference for entry into 300 and 400 level Education courses is given to students who have been officially accepted into the Education Program.
    2. To take a 300 or 400 level Education course, students must have a minimum cumulative GPA of 2.5.

  • EDUC 200 Principles of Teaching and Learning (3 sem. hrs.)

    The principles of teaching and learning in a classroom setting, including consideration of research results. The nature and purpose of schooling; models of teaching and learning; an introduction to pedagogy and learning styles; classroom planning; classroom management; student evaluation; ethical and legal issues in teaching, and current educational issues. Structured classroom observation is an integral part of this course.

    Prerequisite(s) or Co-requisites: EDUC 211; second year standing. (0-0; 3-0)


  • EDUC 203 Foundations of Education (3 sem. hrs.)

    A critical consideration of selected educational thinkers and the establishment and development of public schooling in British Columbia. An evaluation of prominent theoretical approaches to education and how they are rooted in certain worldview perspectives. An analysis of concepts such as teaching, training, indoctrination, tolerance, pluralism, multiculturalism, and relevance. An examination of important issues in education such as the nature and aims of schooling, views of knowledge and the curriculum, and moral and values education. The development of a personal theory of education.

    Prerequisite(s): Second year standing. (3-0; 0-0)


  • EDUC 211 Psychological Foundations of Teaching and Learning (3 sem. hrs.)

    An evaluation of psychological theories and research relating to learning and teaching, with a focus on developmental stages, learning theories, motivation, classroom management, evaluation, individual differences, and needs of exceptional children.

    Cross-listed: PSYC 214

    Prerequisite(s): Student must have completed at least one semester. (3-0; 0-0).


  • EDUC 268 Introduction to Teaching English as a Second Language (3 sem. hrs.)

    The aims and purposes of ESL education. Biblical view of the person, knowledge, teaching, learning and evaluation and their application to the ESL classroom. The major schools of psychology as they relate to ESL education and as they compare with a biblical view of the person.

    Cross-listed: LING 268.

    Prerequisite(s): None. (3-0 or 3-0)


  • EDUC 302, 303 Initial Classroom Experience (1, 1 sem. hr.)

    These initial classroom experience practica provide students with meaningful educational experiences in schools and classrooms. Students relate their studies in the university classroom to school settings. They become more confident in being in the classroom and interacting with students and teachers, and carry out activities that prepare them for more advanced practica. The minimum time commitment for each course is ten 2.5-hour sessions in a classroom, and attendance at four related seminars.

    NB: Pass/Fail courses.

    Prerequisite(s): EDUC 200 for EDUC 302; EDUC 302 for EDUC 303.


  • EDUC 310 The Exceptional Child in the Regular Classroom (3 sem. hrs.)

    The identification, etiology, diagnosis, and prognosis of various exceptionalities such as learning and physical disabilities, visual and auditory impairments, behaviour disorders, mental handicaps, and giftedness.

    Cross-listed: PSYC 310.

    Prerequisite(s): EDUC 211 or PSYC 214; third year standing. (3-0 or 3-0)


  • EDUC 321 Curriculum Planning for the Classroom (3 sem. hrs.)

    The theory and process of curriculum development, with diverse applications of classroom curriculum planning: definitions and aims of the curriculum; justifying the curriculum; current approaches to curriculum development; knowledge and curriculum content; curriculum integration; planning, constructing and implementing classroom units; evaluating and using curriculum resources; curriculum planning, implementation and evaluation beyond the classroom level.

    NB: Formerly EDUC 421.

    Prerequisite(s): EDUC 200 and third year standing. (0-0; 3-0)


  • EDUC 350 Elementary School Human Kinetics (3 sem. hrs.)

    Teaching methodology and curriculum materials in elementary physical education. Introduction to the areas of games, gymnastics, and rhythmic movement with school children.

    Cross-listed: HKIN 350.

    Prerequisite(s): Second year standing. (3-0 or 3-0)


  • EDUC 365 Social Issues in Education (3 sem. hrs.)

    An analysis of the role of the school in culture; societal trends affecting the institutions and practices of education; interpretive paradigms and related research studies; group dynamics in education; religious, social, and economic factors and issues in Canadian education.

    Cross-listed: SOCI 365.

    Prerequisite(s): EDUC 200 or SOCI 101; third year standing. (3-0 or 3-0)


  • EDUC 400 Classroom Leadership and Management (3 sem. hrs.)

    A study of theories and practices of classroom leadership and management as related to views of the learner and of teaching: physical setting, daily routines, planning, grouping for instruction, cooperative learning, preventive and corrective discipline, relating to students and parents.

    Prerequisite(s): EDUC 200 and fourth year standing. (3-0 or 3-0)


  • EDUC 401 Assessment and Evaluation for Learning (3 sem. hr.)

    A consideration of models of student assessment that contribute to effective and meaningful student learning. Assessment of learning, for learning, and as learning. Topics include underlying perspectives on student assessment, linking assessment, technology and assessment, curriculum and learning, grading practices and guidelines, sampling student performance, keeping records, communicating the results of assessment, interpreting and using the results of large-scale testing.

    NB: Pass/Fail course.

    Prerequisite(s) or Corequisite: EDUC 321 and fourth year standing. (3-0; 0-0)


  • EDUC 402, 403 Initial Classroom Experience (1, 1 sem. hr.)

    These classroom experience practica provide students with meaningful educational experiences in schools and classrooms. Students relate their studies in the university classroom to school settings. They become more confident in being in the classroom and interacting with students and teachers, and carry out activities that prepare them for more advanced practica. The minimum time commitment for each course is ten 2.5-hour sessions in a classroom, and attendance at four related seminars.

    NB: Pass/Fail courses.

    Prerequisite(s): EDUC 303 for EDUC 402; EDUC 402 for EDUC 403.


  • EDUC 412 Strategies for the Exceptional Child (3 sem. hrs.)

    Strategies for integrating exceptional students, particularly within the regular school system. Diagnosis and assessment of students with special needs. Identification of the variety of support services and personnel available to exceptional students. Enrolment in this class must be concurrent with a practicum course.

    NB: Not offered every year. See Dean of Education.

    Cross-listed: PSYC 412.

    Prerequisite(s): EDUC 310 or PSYC 310. (0-0; 3-0)


  • EDUC 430 Foundations and Principles of Music Education (3 sem. hrs.)

    An introduction to the historical, philosophical, sociological, and psychological foundations of music education. Topics covered include program development, teaching methods, administration, supervision, and evaluation.

    NB: Not offered every year. See Music Department chair.

    Cross-listed: MUSI 430.

    Prerequisite(s): MUSI 131, 132; 225, 226; third or fourth year standing. (3-0 or 3-0)


  • EDUC 451, 452 Classroom Teaching: Theory and Practice (7 plus 8 sem. hrs.)

    This integrated semester (7 sem. hrs. theory; 8 sem. hrs. practica) helps prospective teachers reflect on factors that make classrooms and schools effective communities for learning. They recognize, develop, and practice the relevant strategies and skills required for effective teaching and learning, and reflect on their teaching and its effects on student growth and learning. Eight weeks of the semester consist of classroom practica. The on-campus time during this 14-week fall semester focuses on a process of deliberation and reflective action that interrelates theory and practice.

    NB: Students may not take other courses when taking EDUC 451, 452 except required curriculum and pedagogy courses. Pass/Fail courses.

    Prerequisite(s): Acceptance into the Professional Year of the Teacher Education Program.


  • EDUC 453 Extended Practicum (15 sem. hrs.)

    A 14-week practicum semester that includes three to four weeks of partial immersion, eight weeks of full immersion, and two weeks of related seminars. Pre-service teachers learn to relate principles and theories from conceptual frameworks to actual practice in classrooms and schools. School placement is normally appropriate to the grade levels and subject specialties which the student expects to teach after the program's completion.

    NB: Students may not take other courses when taking EDUC 453 except required curriculum and pedagogy courses. Pass/Fail course.

    Prerequisite(s): EDUC 451 and 452.


  • EDUC 455 Curriculum and Pedagogy: K–8 Language Arts (3 sem. hrs.)

    An overview of the development of language and literacy in children and the teaching of language arts in the elementary school: research in language arts education; the nature of the reading and writing process; components and organization of effective reading and writing programs. Diagnosing individual strengths and weaknesses in language development. Planning and implementing appropriate programs. Teaching strategies and learning activities in elementary language arts.

    Prerequisite(s) or Co-requisites: EDUC 321; fourth year standing. (3-0 or 3-0)


  • EDUC 456 Curriculum and Pedagogy: K–8 Mathematics (2 sem. hrs.)

    The components of an effective elementary school mathematics program: goals of mathematics teaching and learning, recent curriculum trends, function and use of instructional materials, teaching strategies and learning activities, problem solving strategies and skills, and evaluation procedures.

    NB: Taught in September.

    Corequisite(s): EDUC 451 and 452.


  • EDUC 457 Curriculum and Pedagogy: K–8 Social Studies (2 sem. hrs.)

    A survey and evaluation of recent trends, teaching strategies, learning approaches, and resources in elementary social studies. Planning a social studies program in terms of the central concepts and themes of social studies as well as recent curriculum initiatives.

    NB: Taught in May.

    Prerequisite(s): EDUC 451 and 452.


  • EDUC 458 Curriculum and Pedagogy: K–7 Science (1 sem. hrs.)

    This course will review the goals of science education and current curricula; introduce different models of instruction; provide a framework to develop a biblical worldview for an elementary science year plan, overview, and unit plan; provide some hands-on learning activities that can be adapted in the classroom. You will submit a final project that incorporates these elements.

    NB: Taught in January .

    Prerequisite(s): EDUC 451 and 452.


  • EDUC 459 Curriculum and Pedagogy: Strategies for Teaching Reading and Writing at the Primary Level (1 sem. hr.)

    An extension of EDUC 455 as applied to the primary grades, especially with respect to developing reading and writing proficiency. Theories and models of reading and writing processes. Diagnosing individual strengths and weaknesses in reading and writing development. Planning, organizing, implementing, and assessing a balanced literacy program. Evaluating and choosing resources. Developing learning activities.

    NB: Taught in December.

    Prerequisite(s): EDUC 451 and 452


  • EDUC 460 Curriculum and Pedagogy: Strategies for Teaching Reading and Writing at the Intermediate Level (1 sem. hr.)

    An extension of EDUC 455 as applied to the intermediate and middle grades, especially with respect to developing reading and writing proficiency and the study of literature. Models and practices of reading and writing instruction. The role of text structure and grammar. Selecting and teaching a range of genres, especially works written for older children. Planning, organizing, implementing, and assessing a balanced language arts program.

    NB: Taught in December.

    Prerequisite(s): EDUC 451 and 452.


  • EDUC 465 Teaching and Learning in the Middle and Senior Years (3 sem. hrs.)

    The nature of learning and appropriate teaching strategies for students in the middle and senior years. Current trends and recent research as a basis for learning and teaching strategies, for organizing and planning curriculum, and for structuring classrooms and schools. Specific topics include characteristics of 10 to 18-year-olds and the implications for learning; curriculum integration; building student-teacher, teacher-parent, and student-student partnerships; evaluation and assessment in the middle and senior years; personal and career planning; and the role of "exploratories."

    Prerequisite(s) or Co-requisite: EDUC 321. (3-0; 3-0).


  • EDUC 468 Curriculum and Pedagogy: Teaching French as a Second Language (2 sem. hrs.)

    This course facilitates teachers and pre-service teachers to teach French as an additional language. It is designed to integrate theory and application in order to enhance successful additional language learning. Special attention is given to teaching French in grades K–7, but higher class levels are also addressed.

    NB: Offered in May on Saturdays so that it is available to practicing teachers.

    Prerequisite(s): Teacher Certification or EDUC 321.


  • EDUC 471 Curriculum & Pedagogy: An Introduction to Teaching the Humanities Grades 8–12 (2 sem. hrs.)

    Curriculum organization and principles of teaching and learning in social studies and English. All Professional Year secondary students are required to take EDUC 471.

    NB: Taught in January.

    Prerequisite(s): EDUC 451, 452


  • EDUC 472 Curriculum & Pedagogy: An Introduction to Teaching the Natural and Mathematical Sciences Grades 8–12 (2 sem. hrs.)

    Curriculum organization and principles of teaching the natural and mathematical sciences; developing a basic understanding of the aims, content and pedagogy in secondary math and science; evaluation of selected science and math resources; developing curriculum, instruction and assessment for a unit plan; promotion of science literacy and numeracy (math literacy); teaching strategies for diverse learners; teaching for inquiry, critical thinking and responsible citizenship. All Professional Year secondary students are required to take EDUC 472.

    NB: Taught in December.

    Prerequisite(s): EDUC 451,452


  • EDUC 475 Advanced Teaching and Learning Praxis In Major Teachable Subject Grades 8–12 (3 sem. hrs.)

    A mentorship by master teachers in the field in a students' main area of secondary subject specialization. Students use a guide and assignment rubrics to research effective teaching and learning strategies in their main subject area. They discuss their findings with the subject mentor and, possibly, other teachers in the school. Students also attend seminars with the course coordinator, and present an overview and evaluation of their findings in a culminating session.

    NB: Offered in May.

    Prerequisite(s): EDUC 451 and 452.


  • EDUC 490 Special Topics and Issues in Education (3 sem. hrs.)

    An examination of special topics or issues in education that are not considered in depth in other education courses.

    NB: Not offered every year. See the Dean of Education.

    Prerequisite(s): 12 sem. hrs. of education courses or consent of the instructor. Specific prerequisites may be required for certain topics or issues. (3-0 or 3-0)


  • EDUC 495 Critical Issues in Education and Culture (3 sem. hrs.)

    A consideration and analysis of selected critical concerns in education that link and interact with broad issues in culture and society. The course emphasizes how worldview thinking across various disciplines affects societal approaches to questions such as religion and ethics in the schools, the influence of technology and media on education, and plurality and choice in schooling.

    NB: Approved alternative to IDIS 400 and required for all Education students.

    Cross-listed: IDIS 495.

    Prerequisite(s): EDUC 203; fourth year standing; minimum cumulative GPA of 2.5. (3-0; 0-0)

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This page contains official TWU academic program information.