An exploration of early childhood theories, philosophical perspectives, effective practices, curriculum and assessment and an overall understanding of what it means to effectively support and nurture early learners. The vital role of a well prepared early learning educator and the importance of learning through play, emergent curriculum and authentic assessment methods will be thoroughly examined.

These initial field experiences provide students with meaningful educational experiences in schools and classrooms. Students relate their studies in the university classroom to school settings. Throughout the course and school visits, students become more confident in being in the classroom, interacting with students and teachers, and in carrying out activities that prepare them for more advanced practica. Pre-service teachers are involved in 25 hours of classroom experience, normally 3-4 hours a week for 8 weeks in a K-12 school.

These initial field experiences provide students with meaningful educational experiences in schools and classrooms. Students relate their studies in the university classroom to school settings. Throughout the course and school visits, students become more confident in being in the classroom, interacting with students and teachers, and in carrying out activities that prepare them for more advanced practica. Pre-service teachers are involved in 25 hours of classroom experience, normally 3-4 hours a week for 8 weeks in a K-12 school.

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, including faith informed perspectives; linking assessment to 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.

An overview of educational media and technologies in the classroom. Students will engage this course as collaborators, content creators, and tinkerers, working together for a discerning praxis of educational media and technologies.

This course is an introduction to the sociology of education as an analysis of the role of education in society. In particular, the course will explore societal trends affecting the institutions and practices of education; interpretative paradigms and related research studies; group dynamics in education; religious, social, and economic factors and issues in Canadian education.

For students in the School of Education, this Teaching English as an additional language (TEAL) course focuses on methods of K-12 English Language Learner (ELL) instruction with specific attention to the interdisciplinary and intersectional nature of ELL teaching. The course includes frameworks and techniques derived from psychology, sociology and performance disciplines, including art, music and human kinetics.

This introductory environmental education course explores environmental learning approaches to be used in schools and field-based/outdoor educational settings. Using environmental learning approaches in class and in the field, students will develop reflexive and inquisitive thinking along with problem-solving approaches, develop communication, team-building and collaborative working skills, and develop skills and knowledge of forest, flora, and fauna.

Teaching methodology and curriculum for physical education instruction. An introduction to lesson planning, active living, movement skills, and safety, fair play and leadership as it applies to students in a school physical education program.

An introduction to gender and education as a method of inquiry into the role of education in society. In particular, the course explores the relationship of gender and education in the context of formalized schooling, both in Canada and around the world. By focusing on gender, this course considers the experiences of people in their roles of students, classmates, teachers, and in positions of leadership. For people of faith, students will become familiar with gender as a sociological variable (i.e.