丁香园AV

Focuses on teaching elementary school mathematics. Students explore mathematical learning, their own mathematical thinking, and curriculum; and plan mathematical instruction within a consistent framework using appropriate instructional materials and methods. Prerequisite: EDUC 401/402 or corequisite EDUC 403. Students with credit for EDUC 475 prior to 2001-2 term cannot take this course for further credit. Quantitative.

An introduction to Aboriginal education in Canada and BC. There will be a critical examination of historical and contemporary issues in education and an exploration of culturally based Aboriginal education grounded in Aboriginal philosophies. Prerequisite: 60 units. Breadth-Humanities.

A survey of assessment methods that contribute to improving teaching and learning, and for making judgments and decisions about qualities of teaching, the classroom environment, and student achievement and growth. Topics include: goal and task analysis, validity and reliability, observing and assessing classroom processes and environments, self-report methods, assessing student achievement, published tests of achievement and aptitude, marking and reporting. Prerequisite: EDUC 220.

An examination of contemporary approaches to classroom management and discipline, including a consideration of legal, organizational and administrative issues. The major goal of the course is to enable students to comprehend the basic principles and tenets of a number of management approaches and to translate these principles into specific teaching strategies and skills. Prerequisite: One of EDUC 100, 220, 230, or 240; or EDUC 401/402, or corequisite EDUC 403.

Literacy has a far-reaching impact on the creation of knowledge, the organization of society, and the formation of institutions. This course explores leading policies, practices and ideologies guiding literacy education for adults, youth, and children in formal and informal education settings, in which traditional print literacy and digital literacy cultures intersect. This course is required for the certificate in literacy instruction. Prerequisite: 60 units including three in EDUC courses. Breadth-Humanities.

Explores health concepts, health behaviors, and health concerns of school-aged children and youth. Focuses on comprehensive and co-ordinated school health programs, innovative instructional strategies, and health-promotion initiatives to create healthy school communities. Prerequisite: 60 units; or permission of instructor. Students with credit for EDUC 371 may not take this course for further credit. Writing.

A study of conceptual and historic foundations of learning disabilities and an introduction to the methodologies of diagnosis and of learning disabilities. Prerequisite: PSYC 250 or corequisite of EDUC 315 or 473. Students must successfully complete a Criminal Record Check.

An introduction to the field of special education including studies of the definitional criteria and characteristics of major categories of special need, and the distinctive instructional challenges associated with these categories. The course focuses on the special learning needs of school age students, both elementary and secondary school levels, and emphasizes both the analysis of issues and treatment needs across the array of special needs. Prerequisite: Students may be required to successfully complete a Criminal Record Check. 60 units including EDUC 220 or PSYC 250, or EDUC 401/402. or. Corequisite: EDUC 403.

Concepts and practices related to the nature and nurture of the potential for giftedness in educational settings will be introduced. Theoretical and historical foundations of common practices in gifted education will be covered. Grading will be on a pass/fail basis. Prerequisite: EDUC 401/402 and one of EDUC 220 or PSYC 250 or PSYC 302. Students must successfully complete a Criminal Records Check.

An examination of the rationale for and concepts of global education including its content, methods and skills objectives, and its place in existing provincial curricula. Prerequisite: 60 units, including three of which must be in Education.

Focuses on developing approaches for multicultural and anti-racist teaching. Topics include: diversity of race, language and culture among learners; identifying the operation of racism, prejudice and discrimination in classrooms and schools; becoming familiar with a variety of approaches such as: co-operative learning, culturally appropriate assessment, and community involvement to counteract and prevent negative classroom and school dynamics; identifying bias in curriculum resources; and locating entry points in selected curriculum areas (e.g. language arts, social studies, art, music, etc.) for integrating approaches which employ a range of multicultural/anti-racist curriculum resources. Prerequisite: EDUC 401/402 or corequisite EDUC 403. Students with credit for EDUC 382: Diversity in Education: Theories, Policies, Practices may not take this course for further credit.

Current trends, issues and research relating to the education of young children. Prerequisite: EDUC 401/402 or PSYC 250 or corequisite EDUC 403.

Designed for prospective and beginning teachers to learn more about theory, research, and practice in teaching English as an additional language (EAL) in today's multilingual classrooms. Exploring an integrated approach working with learners to develop language skills through designing and delivering curriculum, instruction and assessment. Prerequisite: 60 units plus one of the following: six units of lower division EDUC course work; or completion of EDUC 401/402; or admission to the Certificate in Teaching ESL program.

Students will develop a critical understanding of information technologies in education and learn how to integrate these technologies into classroom settings. An emphasis is on teaching strategies and methods as they complement the guidelines set forth in the BC Information Technology Curriculum. Prerequisite: 60 units.

Designed to help students become better teachers of writing. Students will be involved in four aspects of teaching writing: teacher as writer, teacher as teacher of writing skills, teacher as researcher, teacher as developer of curriculum. Techniques for providing effective writing experiences will be studied, demonstrated and practised. Students will observe, use and evaluate these techniques. Course content: teacher as writer -- writing skills, audience, purpose, writing process, self-evaluation. Teaching writing -- research, skill acquisition, self-disclosure, risk and creativity, thought and discipline, evaluation. Teacher as researcher -- reflective observation, analysis of data, program evaluation, peer support systems. Teacher as developer of curriculum -- student writing, drama, literature, use of texts. Prerequisite: EDUC 401/402 or corequisite EDUC 403. Students with credit for EDUC 485, EDUC 486, EDUC 496, or EDUC 497 may not take this course for credit. Writing.

Focuses on developing knowledge, skills and strategies to create a rich and stimulating language arts program in the elementary classroom. Issues in reading, writing, speaking and listening will be examined through current theory and teaching practice. Prerequisite: EDUC 401/402 or corequisite EDUC 403. Students with credit for EDUC 472 prior to 2001-2 term cannot take this course for further credit.

Offers theoretical and practical information about teaching reading in K-12 general education settings. Prerequisite: EDUC 401/402 or corequisite EDUC 403. Students with credit for EDUC 473 may not take this course for further credit. Writing.

Deals with a variety of approaches, teaching strategies and curricula, for teaching French as a second language in elementary and secondary schools. Prerequisite: EDUC 401/402 or corequisite EDUC 403. Students with credit for EDUC 480 may not take this course for further credit.

Focuses on research and theories of language learning in bilingual programs and minority contexts, pedagogical approaches and curricula for teaching in French Immersion programs and Francophone elementary and secondary schools. Instruction given in French. Prerequisite: EDUC 401/402 (French Immersion) or corequisite EDUC 403. Students with credit for EDUC 481 may not take this course for further credit.

For students and teachers with some movement and dance experience who are planning to teach dance in school or recreational settings. Students will continue experiential and theoretical explorations of movement language framework concepts with increasing emphasis on expressive, formal and critical aspects of dance and movement education. Prerequisite: EDUC 401/402 or corequisite EDUC 403.

Deals with theory, curricula and methodologies in drama education. Topics will include a selection from the following: aims of drama education; drama as methodology; role of the teacher in the drama classroom; evaluating students in drama classes; creative drama; the use of improvisation and storytelling; incorporating film and video work into drama classes; developing major projects with students such as choral dramatization, docudrama, anthology, and readers theatre; introducing scene work, stagecraft, and theatre history. Prerequisite: EDUC 401/402 or corequisite EDUC 403.

Focuses on theory and curriculum of school physical education programs. Emphasis is given to the movement education orientation as it pertains to the various program activities and approaches applicable to primary, intermediate and secondary levels. Prerequisite: EDUC 401/402 or corequisite EDUC 403.

Focuses on teaching elementary school social studies and addresses aspects of the theory and practice of social studies education.Students examine their own thinking about social studies education through critical reflection, work with the prescribed curriculum, and explore various ways to develop engaging learning experiences for children within a consistent framework using appropriate instructional materials and methods. Prerequisite: EDUC 401/402 or corequisite EDUC 403. Students with credit for EDUC 474 prior to 2001-2 term or EDUC 414 may not take this course for further credit.

Focuses on teaching elementary school science. Students explore science, aspects of learning science, and their own scientific thinking; work with the prescribed curriculum; and plan science learning experiences within a consistent framework using appropriate instructional materials and methods. Prerequisite: EDUC 401/402 or corequisite EDUC 403. Students with credit for EDUC 476 prior to 2001-2 term may not take this course for further credit.

Introduces students to the main ideas, skills, materials, resources, understandings and organizational concerns involved in teaching art in schools. Prerequisite: EDUC 401/402 or corequisite EDUC 403.

Designed for in-service and pre-service teachers who would like to acquire the skills that will allow them to teach music competently and creatively. They will learn basic conducting techniques, design their own curriculums and have an opportunity to prepare and teach their own lesson plans. Previous musical experience is welcome, but not required. Prerequisite: EDUC 401/402 or corequisite EDUC 403.