This course explores key elements of effective teaching in TESOL contexts. Topics include lesson planning, classroom interaction, task design, and strategic use of texts along with types of feedback and error correction. The course also includes attention to external standards such as the Common European Framework (CEFR) and Canadian Language Benchmarks (CLB). Students will interact with varied teaching and learning materials, develop classroom management skills, and consider the implication of worldview perspectives for classroom practices.

This course is designed to equip participants with an understanding of foundational aspects of Teaching English to Speakers of Other Languages (TESOL), including key areas of linguistics, second language acquisition, and learner differences, as well as a consideration of worldview assumptions implied by various theoretical frameworks.

A study of Indigenous culture and worldview, the history of Indigenous education in Canada, current social, economic, political, and ethical issues affecting Indigenous education, and the current structure and status of Indigenous education in British Columbia, with an emphasis on indigenous language preservation and education.

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 Christian conceptions of justice, leadership and discipline affect approaches to educational issues, including controversial issues, the implications of legal decisions, classroom organization and technology in the classroom. This course examines leadership approaches and models appropriate to the K-12 classroom. A range of discipline approaches and models are introduced, discussed and critiqued.

An examination of special topics or issues in education that are not considered in depth in other education courses. Requests are processed through the Dean's office.

A mentorship by master teachers in the field in a student's 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 their 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. This course is part of the PYP (Professional Year Program)

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, problem-based learning, critical thinking and responsible citizenship. All Professional Year secondary students are required to take EDUC 472.

An overview of curriculum organization and principles of teaching and learning in Social Studies and English at the secondary level. The connection with the Humanities is understood as a key ingredient in Education, but so is the integration of the Humanities in all other subjects in the curriculum. The course is guided by the view that the areas of the Humanities and faith intersect in powerful and personal ways. All Professional Year secondary students are required to take EDUC 471. This course is part of the PYP (Professional Year Program)

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.

The nature of learning and appropriate teaching strategies for students in high schools. 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 14- to 18-year-olds and the implications for learning; curriculum integration; building student-teacher, teacher-parent, and student-student partnerships; evaluation and assessment; personal and career planning; and evidence-informed practice in the senior years.