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In Educational Research 2 candidates draw on the research literacy they developed in CTL 7006 to learn some of the foundational skills of doing research. They conduct a small-scale qualitative research study using either semi-structured interviews or document analysis methods. Special attention is given to the topics of research design, data collection, data analysis, and mobilizing knowledge in one’s own practice and beyond. Students deepen their understanding of how their own positionalities and experiences affect their identities as teacher-researchers. The course format includes a combination of whole class instruction, research methods workshops, and independent work periods. The culminating assignments of the course include a 3750-5000-word research paper and a presentation at the annual MT Research Conference.

This course deals with the use of computer technology in schools as tools for students in curricula other than computer studies. The role that technology can play in school restructuring is examined. Also included is a discussion of issues related to responsible use, teacher training, and classroom implementation, and the ways in which technology applications can influence the curriculum content and process. The major emphasis is on determining the specific education need (of students, teacher, curriculum objectives or subject area) that computer technology can meet. This course is normally open only to students in the Teaching program.

An introduction to research-informed teaching and professional learning in Music, Dance and Drama Education for students in grades K to 6. For each of these disciplines, the course explores Ministry curriculum, lesson design and planning, pedagogy, assessment and evaluation, and research in light of contemporary educational theory and practice. This course is normally open only to students in the Teaching Program.

This course provides a practical and conceptual introduction to the teaching of Science Education and Environmental Education in PJ and JI. This course consists of lectures, discussions, learning activities and workshops designed to emphasize the expectations, pedagogy, methodology and content of Science and Technology, and Environmental Education across the curriculum in the primary, junior and intermediate (PJ, JI) grades, based on the Ministry of Education curriculum found in The Ontario Curriculum, Grades 1-8, Science and Technology (2007), The Ontario Curriculum, Grades 9 & 10, Science (2008) and Ministry policy, Acting Today, Shaping Tomorrow (2009). As an overview, it will introduce theory and practices from a range of related fields, including Science and Technology Education, Environmental Education (EE), Outdoor Education, and Ecojustice Education, drawing on concepts such as Inquiry-based Learning, Sustainability, Systems-Thinking, Equity, Interdisciplinary Design, and Integration. The course provides opportunities to develop a practical understanding of instructional methods and skills through unit and lesson planning, effective use of teaching resources, digital technology, assessment/evaluation strategies, and an exploration of related educational research literature.

This course focuses on the inclusion of English Language Learners (ELLs) across the school curriculum. It is intended to support teacher candidates' development of a pedagogical approach and a repertoire of instructional and assessment strategies to engage ELLs in developing language and content knowledge simultaneously. Using an asset-based perspective to language diversity, the course is structured around the broad domains of (1) theories of language learning and teaching, (2) language awareness, analysis, and assessment, (3) ESL strategies in the content areas, and (4) family, school, community, and policy contexts. Upon successful completion of this course, candidates should be able to identify and use ELLs' individual strengths and interests to promote their learning and development, to work with families and other professionals to support ELLs, and to understand their roles and responsibilities as teachers with respect to ELLs and their academic, social, and personal success.

This course will introduce candidates to the methodologies and issues relevant to teaching English in Ontario in the Intermediate and Senior divisions (Grades 7-12). Written, visual and virtual texts such as literature, media and technology define the content. Topics include teaching textual forms, writing processes, classroom language and media/technology. Teacher candidates will read, write, view, talk and represent their understanding of text to reflect on English/Language Arts practices and theories, as preparation for informed curriculum planning and implementation. The content, methodologies, evaluation and skill requirements in English/Language Arts will be linked to Ontario Ministry of Education guidelines. This course is normally open only to students in the Master of Teaching program.

This course will introduce candidates to the methodologies and issues relevant to teaching History in Ontario in the Intermediate and Senior divisions (Grades 7-12). A variety of teaching/learning strategies, assessment techniques and approaches to curriculum design will be explored. Adapting the history program to meet the needs of a diverse student body will be highlighted. Course methods include demonstrations, interactive sessions, small group activities and field studies. Assignments will require candidates to develop practical applications and to link theory and practice. This course is normally open only to students in the Master of Teaching program.

This course will introduce candidates to the methodologies and issues relevant to teaching Mathematics in Ontario in the Intermediate and Senior divisions (Grades 7-12). A variety of teaching/learning strategies, assessment techniques and approaches to curriculum design will be explored. Course methods include discussion of objectives, teaching methods, instructional materials, testing and evaluation, and selected topics from the Ontario Ministry of Education Guidelines. This course is normally open only to students in the Master of Teaching program.

This course will introduce candidates to the methodologies and issues relevant to teaching Biology in Ontario in the Intermediate and Senior divisions (Grades 7-12). The course provides opportunities to develop a practical understanding of instructional methods and skills through unit and lesson planning in a variety of classroom contexts. Furthermore, candidates will be introduced to safe laboratory work, the effective selection and use of resources, the integration of technology into teaching, a variety of assessment/evaluation strategies, and to creating an inclusive and motivating learning environment. Throughout the program, efforts are made to integrate theoretical ideas and perspectives from the educational research literature with teaching and learning practices in schools. This course is normally open only to students in the Master of Teaching program.

The I/S Science-Chemistry course provides a practical and conceptual introduction to the teaching of Intermediate Science (Grades 7 to 10 Science) and Senior Chemistry (Grades 11 and 12 Chemistry). This course consists of a series of lectures, seminars and laboratory workshops designed to emphasize the research in teaching and learning of chemistry The course expectations, pedagogy, methodology and content of science in the intermediate and senior grades are guided by the Ministry of Education curriculum policy documents: The Ontario Curriculum, Grades 1-8, Science and Technology (2007), The Ontario Curriculum, Grades 9 & 10, Science (2008) and The Ontario Curriculum Grades 11 & 12 Science(2008). The course provides opportunities to develop a practical understanding of instructional methods and skills through unit and lesson planning in a variety of classroom contexts. Furthermore, candidates will be introduced to safe laboratory work, the effective selection and use of resources, the integration of technology into teaching, a variety of assessment/evaluation strategies, and candidates will be encouraged to integrate theoretical ideas and perspectives from the educational research literature with teaching and learning practices in schools.

Designed to prepare teachers of Science in the Intermediate and Senior Divisions (Grades 7-10 Science and Grades 11-12 Physics), this course deals with the Overall and Specific Expectations of the Ontario Science Curriculum. The course provides opportunities to develop a practical understanding of instructional methods and skills through unit and lesson planning in a variety of classroom contexts. Furthermore, candidates will be introduced to safe laboratory work, the effective selection and use of resources, the integration of technology into teaching, a variety of assessment/evaluation strategies, and to creating an inclusive and motivating learning environment. Throughout the program, efforts are made to integrate theoretical ideas and perspectives from the educational research literature with teaching and learning practices in schools.

This course provides a practical and conceptual introduction to the teaching of Intermediate and senior Science. It consists of a series of lectures, seminars, and laboratory workshops designed to emphasize the expectations, pedagogy, methodology, and content of science. The course is designed to assist students to explore: the teaching and learning process, the pedagogical considerations in teaching science; and the challenges of teaching science as a curriculum subject in schools with a diverse student population and research in science education. It is also designed to help develop the knowledge and skills of curriculum development within the context of curriculum theory and to support personal reflection within the context of contemporary classrooms or other education settings.

This course is designed to prepare teacher candidates to teach students Social Science at the Grade 7-12 level in a thoughtful and interactive way. It focuses primarily on Social Science at the Senior level. Teacher candidates will explore a variety of teaching techniques, which are useful in teaching and assessing today's students as they experience the current Social Science curriculum.

Teacher candidates will also have an opportunity to engage in inquiry and examine unique ways for presenting Social Science content. Examining classroom practice and methods, curriculum and program materials are an important component of the process. As well, the interdependence of these components, their link with theory and contemporary issues will be considered.

Techniques such as discussion, presentations, inquiry, and active participation that incorporate individual and group learning will be employed. Opportunities for sharing of ideas and experiences from field placements will be provided in the context of the classroom setting.

Two important ideas that will be emphasized throughout the program are: how to make Social Science meaningful for children, and how to promote positive attitudes.

Prerequisite: Students must have six full-year university courses in any of Psychology, Sociology or Anthropology if selected as your first- choice teaching subject, or three full-year university courses if selected as your second choice.

In this course, you will acquire the knowledge, skills/techniques, attitudes and methodologies necessary to be effective teachers of geography at the Intermediate/Senior level. You will study the Ontario geography curriculum, learn how to prepare effective geography lessons, develop a repertoire of different pedagogical strategies, examine a variety of assessment techniques, and extend your knowledge of practical and theoretical issues related to the teaching of geography in Ontario's schools. As you engage with the material in this course, you will be expected to take an active and reflective stance toward your growth as a geography teacher.

This course investigates approaches to music learning, teaching, and assessment through instrumental performance, composition, conducting, listening, analysis and creative problem solving. Candidates will develop a repertoire of diverse teaching and assessment strategies appropriate for Ontario students in grades 7-12. A range of music education philosophic orientations, Ministry of Education policies, music technologies, research-informed pedagogies, and those emerging the field are considered while learning to design of curriculum lessons and units. Recent research questioning the music education paradigm of the past 25 years is examined. A practitioner research stance is the basis for all assignments, which curriculum development, and practical learning in Japanese lesson study format as well as philosophic writing.

This course investigates approaches to music learning, teaching, and assessment through vocal performance, composition, conducting, listening, analysis and creative problem solving. Candidates will develop a repertoire of diverse teaching and assessment strategies appropriate for Ontario students in grades 7-12. A range of music education philosophic orientations, Ministry of Education policies, music technologies, research-informed pedagogies, and those emerging the field are considered while learning to design of curriculum lessons and units. Recent research questioning the music education paradigm of the past 25 years is examined. A practitioner research stance is the basis for all assignments, which curriculum development, and practical learning in Japanese lesson study format as well as philosophic writing.

This course examines the underlying principles of teaching Health and Physical Education in the Intermediate/ Senior division for the 21st century learner by drawing on current research, current philosophies and the overarching goals of Health and Physical Education. This course of study prepares future teachers to enable their students to acquire the knowledge, skills and attitudes necessary to become both physically and health literate in order to lead healthy active lives and promote healthy active living for others. Attention will be paid to the importance of supporting students in making positive personal health choices, enhancing their personal fitness and further developing movement skills, strategies and tactics to promote their participation in a wide variety of physical activities. Effective teaching strategies and practices in Health and Physical Education will be addressed. The importance of quality instruction as it fits into a comprehensive school health model will also be explored.

The focus of this course is on preparing to be a teacher of visual arts at the Intermediate/Senior level. You will learn about the Ontario visual arts curriculum, lesson design, and instructional approaches as they relate to secondary school studio work and the critical analysis of art work. As a developing visual arts instructor, you will learn how to teach students about the elements and principles of design, and how to encourage your class to apply these techniques creatively and expressively to communicate emotions, or comment on contemporary issues. Different forms of media, alternative media, and the use of technologies will also be examined, for both two-dimensional and three-dimensional art works.

This course prepares teacher candidates to be effective instructors of dramatic arts the Intermediate/Secondary level. During this course, you will learn about the Ontario dramatic arts curriculum, lesson planning, assessment, and techniques for preparing learning experiences that foster creativity and nurture artistic growth. You will also study pedagogical practices related to each of the three inter-related strands of the Intermediate/Secondary drama curriculum: 1. Creating and Presenting; 2. Reflecting, Responding, and Analyzing; and 3. Foundations. The impact of different dramatic styles and traditions, drawn from different social and cultural contexts, will also be examined.

This course will help teacher candidates develop the skills, knowledge, and professionalism expected of beginning core French teachers at the Intermediate and Senior levels. We will focus on:

1. methods and techniques to facilitate the teaching/learning of listening, speaking, reading and writing as interrelated processes
2. integrating grammar, vocabulary, pronunciation, culture, language awareness, learning strategies, media, technology, literature, and a variety of assessment strategies into lesson plans and long-term teaching units which reflect current Ministry of Education guidelines;
3. electronic conferencing to support a collegial learning environment;
4. the creation of a professional electronic portfolio.

Candidates will be involved in reflective and active learning. This course is offered in French.

This course is designed to prepare teachers of Business in Grades 9-12. It focuses on evidence-based curriculum development, planning, and implementation for a range of Business Courses. Innovative instructional techniques and assessment approaches for teaching a variety of Business Studies curricula at all secondary grade levels will be examined. Other topics addressed include the use of technology, selection and creation of resources for business courses, and current issues and directions in business education. Students who have completed CTL7036Y may not take this course.

Prerequisite: Three full university courses in Business subjects. Consideration will be given to equivalent field experience and related post-secondary education.

This course focuses on evidence-based curriculum development, planning, and implementation in Accounting courses in Grades 11 and 12. The establishment and maintenance of an effective learning environment will be emphasized. Innovative instructional techniques and assessment and evaluation of student performance in Accounting will be explored. Other topics addressed include the use of technology in Accounting, selection and creation of resources for use in Accounting courses, and current issues and directions in the field of Accounting. Students who have completed CTL7035Y may not take this course.

Prerequisite: Three full university courses in Business subjects, with a minimum of one full course in Accounting. Consideration will be given to equivalent field experience and related post-secondary education