Course List

Classroom Theory and Practice is designed for students who would benefit from additional knowledge and practice to prepare for the expectations of the second year of the education program. This bridging course strengthens the capacity of preservice teachers to conduct professional self-assessment, develop relationships with students in elementary and secondary classrooms, plan curriculum and assessment, and deliver instruction. The course combines instruction on campus or online with field experience with a focus on the learning needs of the students who are enrolled. The course is open to students recommended by the Education Faculty only.

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This course will focus on the awareness of self as a learner grounded in theories of learning. This course balances learning theory with the practice of developing study and self-management skills primarily for student success in higher education. Students will study strategies for academic success and explore learning styles and techniques to become an effective student. Topics for the course include strategies for goal setting, time management, memorization, reading, note taking, active listening, communicating, and healthy living focused around the ideal of authenticity and identity formation.

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This course introduces the life of the professional teacher and lays the foundation to future courses in the teacher education program. The course consists of two components: 1) on-campus classes exploring basic educational concepts; and 2) in-school observation of these concepts at work. Students spend five half days in an elementary school and five half days in a secondary school.

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This course provides a study of foundational mathematical concepts and properties in the elementary and junior high curriculum. The course emphasizes conceptual understanding, reasoning, explaining why algorithms work, and problem solving. Topics include number systems, operations, fractional numbers, proportional reasoning, and aspects of geometry.

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This course explores the mathematical reasoning embedded in concepts encountered in the upper elementary and junior high curriculum. The course emphasizes conceptual understanding, reasoning, explaining why algorithms work, and problem solving. The content follows sequentially from Math 281. Topics include proportional reasoning, number theory, algebraic reasoning and aspects of geometry and probability.

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Students receive an introduction to philosophical and ideological issues relating to educational thought and practice within the Western intellectual tradition. The course introduces the student to both traditional and contemporary theories of education as well as current efforts to develop a Christian approach to education.

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Lectures and discussions focus on learning in the classroom situation: the processes by which students learn and the factors that facilitate/inhibit learning. Specifically examined are learning theories, motivational theories, cognitive styles, discipline practices and assessment approaches.

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This course examines a variety of curriculum orientations and their implications for shaping educational goals, pedagogy, student evaluation, and school structure at the elementary and secondary levels. Students will also be introduced to the rigors of curriculum design; they will be required to construct an integral unit plan as the culmination of weekly lab exercises. This course accentuates the correlation between lesson planning, assessment and unit goals.

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In this course students will learn about the methods and materials used in teaching subjects or topics such as: Biblical studies, English as an additional language, art, studies, physical education and health, music and Indigenous studies, assessment, and elementary teaching strategies. The modules are taught by practitioners with extensive experience in the area of instruction. The course components are offered in one week modules of instruction. Credit for this course is awarded on a pass/fail basis.

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The focus of this course is the language arts curriculum in elementary grades. Topics include: language acquisition, the oral language base of reading and writing, as well as theories, methods and materials related to the teaching of listening, speaking, reading and writing. This course also addresses appropriate approaches to assessment. A weekly seminar period will be used to have students engage in micro-teaching opportunities. This course is open only to students in the B.Ed. (AD) programs.

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This course examines foundational and methodological issues in teaching elementary mathematics. It provides an overview of the elementary mathematics curriculum, both in content and theories of instruction. Using problem solving in context, this course explores the development of children's understanding of key ideas in mathematics and examines the role of mathematical discussion, the development of flexible mathematical reasoning and the use of assessment for learning.

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This course is for those who teach, or intend to teach, in contexts other than the school classroom, such as churches, non-profit organizations, government, museums, nursing, or business. Course content will emphasize principles of curriculum planning, learning theory, and pedagogy. The course is designed to be highly interactive. While the course material is primarily directed toward children and adolescents, there are many applications to adult education.

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In this course, students are introduced to a representative selection of contemporary authors for children and adolescents and to literary genres with a view to using this literature in K-9 language arts programs and across the K-9 curriculum.

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This is an introductory course on skill development in basic teaching and learning at the secondary level (primarily junior high). The course will focus on appropriate pedagogy, curriculum planning, classroom management. Special attention will be paid to assessment strategies for these age groups in relation to the Alberta Teaching Quality Standards.

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In this course students learn about the methods and materials used to address themes in secondary education such as: English as an additional language, Indigenous studies, and assessment. The modules are taught by practitioners with extensive experience in the area of instruction. The course components are offered in one week modules of instruction. Credit for this course is awarded on a pass/fail basis.

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This curriculum and instruction course provides an in-depth study of the methods and materials used in the teaching of junior and senior high school mathematics and science with a special focus on the Alberta curriculum guides for subjects. This course helps Math and Science pre-service teachers to understand both the theoretical and pedagogical underpinnings of their major and minor teaching area. Topics covered include subject integration, planning, instruction and classroom management, and assessment.

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This course explores foundational and methodological issues in elementary science education as well as basic principles for teaching elementary physical, biological, and earth science. Students will examine science curriculum organization, key science concepts, and instructional strategies. The goal is for students to develop a vision for their science teaching, identify practices they wish to develop in their science classroom, and provide an informed rationale for their approach.

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This course prepares elementary teachers to support the health and wellness of students so as to improve their academic achievement, social behaviour, and physical and emotional wellness for life. The course focuses on the role of classroom teachers in the priority areas of healthy eating, active living, and positive social environments. Specific topics include areas like mental health, trauma-informed practice, diversity, student engagement, and safe and caring teaching practices.

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This curriculum and instruction course provides an in-depth study of the methods and materials used in the teaching of junior and senior high school English language arts and social studies. Pre-service teachers in physical education and fine arts will also study the methods and materials used for teaching their subjects. Special focus will be given to Alberta curriculum guides for the relevant core and noncore subjects. This course helps English language arts, social studies, physical education and fine arts pre-service teachers to understand both the theoretical and pedagogical underpinnings of their major and minor teaching area. Topics covered include subject integration, planning and instruction, with special attention given to assessment issues.

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In this course we explore the natures and purposes of social studies education as they have been conceived in the past and are currently being articulated. Students will examine curriculum organization, key social studies concepts, and instructional strategies. The goal is for students to develop a vision for their social studies teaching, identify practices they wish to develop in their social studies classroom, and provide an informed rationale for their approach.

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This course prepares secondary teachers to support the health and wellness of students so as to improve their academic achievement, social behaviour, and physical and emotional wellness for life. The course focuses on the role of classroom teachers in the priority areas of healthy eating, active living, and positive social environments. Specific topics include areas like mental health, trauma-informed practice, diversity, student engagement, and safe and caring teaching practices.

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In this course, inclusive education is considered a way of thinking and acting that fosters educational decisions based on the best interests of each and every student. Course participants will develop understandings and explore strategies related to establishing, promoting, and sustaining inclusive learning environments where diversity is embraced and all students are welcomed, cared for, respected and safe. This course includes a one-hour lab per week in a school placement experience.

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Crisis situations often threaten K-12 schools. When a school experiences crisis, teachers and school leaders are expected to respond and direct the process of recovery. This course will examine documented cases of school leadership in times of crisis, as well as best practices in crisis management. Topics will include defining and classifying types of crises, crisis leadership and its competencies, crisis communication, and institutional change because of crisis. Students in this course will develop an understanding of best practices for responding in such situations.

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This course provides students in the B. Ed. (AD) program with a reflective practicum experience that is coordinated with EDUC 305. Selected Elementary Teaching Methods and Materials. Students will spend approximately 40 hours in actual classroom instruction under the supervision of a certificated teacher and a faculty supervisor. During this time, students will also be required to assemble a teaching portfolio including detailed lesson and unit plans The concluding seminar will focus on student presentations of teaching experiences as well as analyses of these experiences in the light of the theory and methods course taken previously. Only students who pass EDUC 351 will be allowed to continue into the second year of the B.Ed. (AD) program. Credit for this course is awarded on a pass/fail basis. Please see the current EDUCATION 351 PRACTICUM MANUAL for additional information pertaining to the evaluation of this course.

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This course includes a 6 week practicum experience in a junior or senior high school classroom plus a one week concluding seminar. The pre-service teacher will be given significant classroom teaching responsibilities. All participants will present a teaching portfolio during the concluding seminar. Details about the practicum requirements and evaluation criteria are provided in the EDUC 353 Practicum Manual. Only students who pass EDUC 353 will be allowed to continue into the second year of the B.Ed. Secondary Program. Credit for this course is awarded on a pass/fail basis.

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This course examines the psychology of human development and change from the prenatal period to late adolescence. Specifically, development is considered chronologically in the sequence of infancy, early childhood, middle childhood, early, middle and late adolescence. The dimensions of development to be investigated include the physical, cognitive, emotional, social, academic, moral and religious aspects.

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In a multicultural country like Canada, teachers encounter diverse religions, whether in the curriculum, student beliefs and experiences, controversial issues, or current events. Research indicates that non-Christian students and their families can feel marginalized in and by the school system. This course prepares teachers to engage confidently and comfortably with religious and non-religious worldviews in any subject area and in any type of school so that their classrooms are welcoming spaces for all students.

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Students will study movement activities for children in elementary school within a developmental framework. Special emphasis is placed on games, gymnastics and dance for children ages five to twelve years. The course combines theory, practical teaching experiences with children and critical reflection on these experiences in the context of children's physical development. This will include the study of free play and organized physical activities in recreational, educational, and sport environments.

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A course on a topic or figure of special interest to a member of the education faculty and offered on a non-recurring basis.

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This course provides an historical perspective concerning issues in educational law and administration, diverse theoretical approaches to these issues, the interaction of these issues with schooling in the current context, and specifically, the impact such issues have on the classroom teacher. This course is open only to students in the B.Ed. (AD) program.

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In this course, students will examine curriculum design principles that pertain to year long program planning. Major topics will include: use of the Alberta Program of Studies, cross curricular themes, essential questions, big ideas, learning activities, subject integration and assessment. Consideration will also be given to the variety of teaching and learning styles, cultural diversity, special needs and classroom management as these impact curriculum development. Students will design a scope and sequence for year-long plans as well as reflect on their learning through other assignments.

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This course focuses on holistic diagnostic and corrective approaches for elementary grade students with reading problems. In addition to classroom based lectures and demonstrations, students develop their corrective reading teaching skills through campus-based, computer assisted instruction followed by work with an elementary pupil in a school setting and by preparing a major case study of their work.

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This course familiarizes secondary education students with the diverse literacy needs of the adolescent learner. Emphasis on the learning of teaching strategies that will help students comprehend expository texts in a variety of subject specializations. Students will explore reading and writing beyond the acquisition of skills, as well as, engage in discussions about critical, technological and media literacies.

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Theories of classroom management practices in the elementary and secondary school are explored. There is an emphasis on practical applications of those theories which are congruent with a Christian view of the child, authority, learning and responsibility.

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This course explores the appropriate use of common information technology tools in teaching and learning. The course examines the foundational, theoretical, and practical issues of using technology in K - 12 classrooms.

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This course examines the nature of literacy and of the reading process. Topics include reading development, planning and organizing for instruction in reading, teaching reading strategies, reading-writing connections, reading and writing across curriculum, and literacy assessment.

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This course continues the examination of the main currents at play in mathematics and science education begun in EDUC 320. The nature of mathematics and science-both in terms of its formal outcomes as well as what it is to "do math" or science-will be explored. This will lead to a careful scrutiny of how curricula portray mathematics and science and how pedagogical practices can enable effective teaching in both disciplines. Students will also be exposed to current trends in educational technology and be challenged to see mathematics and science teaching within a broader cultural and religious framework.

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This course focuses on the teaching of English language arts and social studies, at the Senior High level (grades 10-12). Pre-service teachers in physical education and fine arts will also focus on their respective subject areas. The programs of study of the Alberta government are studied and pre-service teachers are introduced to learning strategies, assessment theories and practices, and instructional management issues appropriate for Senior High students. Pre-service teachers are encouraged to be intentional about the strategies they use and reflective about their philosophy of education, view of human nature, and assumptions they employ.

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This course examines course planning at the secondary level. Students revisit the concept of curriculum frameworks, examine exemplar frameworks, and generate frameworks which represent their own views. They are introduced to strategies and tools that facilitate course planning. Finally, students use the Alberta Program of Studies and other curricular resources to develop course plans that reflect their curriculum frameworks.

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This course provides second-year elementary students with an experience of the beginning of a school year. In particular, students discover how a teacher intentionally fosters a desirable ethos in a classroom. The course includes an orientation, experiences in a school at the start of a year, periodic visits in the fall term, a short seminar midway, and a concluding seminar. This course begins a week before the start of the university academic year. Credit for this course is awarded on a pass/fail basis.

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This is the major practicum in the B. Ed. Elementary (AD) program. The student is assigned to a certificated teacher and is required to do a substantial amount of teaching on a graduated scale culminating in at least four weeks at the full-time level. Details regarding evaluation criteria, grade appeals, and fees associated with long distance practica are provided in the EDUC 451 Practicum Manual.

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This is the major practicum in the B.Ed. Secondary (AD) program. The student is assigned to a certified teacher and is required to do a substantial amount of teaching on a graduated scale culminating in at least four weeks at the full-time level. Details regarding evaluation criteria, grade appeals, and fees associated with long distance practica are provided in the EDUC 453 Practicum Manual.

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This course provides an opportunity to do intensive study of a special topic of particular interest to the student. Students work closely with a faculty member in tutorial meetings. Students must apply in advance for special studies to the faculty member with whom they wish to work.

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This course aims at assisting teachers in the field and students enrolled in the B.Ed. (AD) (upon special approval), who have some curriculum development background and who wish to develop advanced skills in this area. Three elements make up the bulk of the course workload. First, participants will review the historical and philosophical context that shapes current curricular theory in both the Christian and public school. Secondly, participants will further develop specific curriculum writing skills. Finally, participants will complete a curriculum project (year plan, unit plan, etc.). The project will be evaluated in terms of its relevance to the participant's actual or anticipated teaching situation, its consistency with the participant's educational philosophy and its demonstration of the skills identified in the course. The significance of provincial programs of study, provincial curriculum guides and the utilization of thematic units will receive special attention in all three elements.

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In this mentoring course, participants will develop their proficiency in the methods and materials used in the teaching of elementary school Language Arts under the supervision of an inservice, elementary master teacher. Special attention will be paid to teaching language arts to ESL students. The course components are offered in a one week module of instruction/experience. Normally, instruction will take place in the master teacher's own classroom. The course is primarily designed to meet the needs of foreign trained teachers who want to learn up-to-date teaching methodology for language arts in a faith-based school setting. Neophyte teachers from Canada will also find the course useful. Credit for this course is awarded on a pass/fail basis. This course is not available to students in the B.Ed (AD) program.

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In this mentoring course, participants will develop their proficiency in the methods and materials used in the teaching of elementary Bible studies under the supervision of an inservice, elementary master teacher. The course components are offered in a one week module of instruction/experience. Normally, instruction will take place in the master teacher's own classroom. The course is primarily designed to meet the needs of teachers based in foreign countries who want to learn up-to-date teaching methodology for language arts in a faith-based school setting. Neophyte teachers from Canada will also find the course useful. Credit for this course is awarded on a pass/fail basis. This course is not available to students in the B.Ed. (AD) program.

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In this mentoring course, participants will develop their proficiency in the methods and materials used in the teaching of elementary school science under the supervision of an inservice, elementary master teacher. Participants will discuss the challenges surrounding a Christian perspective on science, evaluate current trends in science education, and observe practical ways to organize and manage a classroom. The course components are offered in a one week module of instruction/experience. normally, instruction will take place in the master teacher's own classroom. The course is primarily designed to meet the needs of foreign trained teachers who want to learn up-to -date teaching methodology for science in a faith-based school setting. Neophyte teachers from Canada will also find the course useful. Credit for this course is awarded on a pass/fail basis. This course is not available to students in the B.Ed. (AD) program.

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In this mentoring course, participants will develop their proficiency in the methods and materials used in the teaching of elementary school mathematics under the supervision of an inservice, elementary master teacher. Participants will discuss the challenges surrounding a Christian perspective on mathematics, evaluate current trends in math education, and observe practical ways to organize and manage a classroom. The course components are offered in a one week module of instruction/experience. Normally, instruction will take place in the master teacher's own classroom. The course is primarily designed to meet the needs of foreign trained teachers who want to learn up-to-date teaching methodology for math in a faith-based school setting. Neophyte teachers from Canada will also find the course useful. Credit for this course is awarded on a pass/fail basis. This course is not available to students in the B.Ed. (AD) program.

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Crisis situations often threaten K-12 schools. When a school experiences crisis, teachers and school leaders are expected to respond and direct the process of recovery. This course will examine documented cases of school leadership in times of crisis, as well as best practices in crisis management. Topics will include defining and classifying types of crises, crisis leadership and its competencies, crisis communication, and institutional change because of crisis. Students in this course will develop an understanding of best practices for responding in such situations.

View Course Outline

In a multicultural country like Canada, teachers in public schools encounter diverse religions, whether in the curriculum, student beliefs and experiences, controversial issues, or current events. Research indicates that non-Christian students and their families can feel marginalized in and by the school system. This course prepares teachers to engage confidently and comfortably with religious and non-religious worldviews in any subject area and in any type of school so that their classrooms are welcoming spaces for all students.

View Course Outline

This course provides a study of foundational mathematical concepts and properties in the elementary and junior high curriculum. The course emphasizes conceptual understanding, reasoning, explaining why algorithms work, and problem solving. Topics include numbers and the base-ten system, operations, and fractional numbers. course assignments will be linked to K-12 classroom teaching experiences. This course is not available to students in the B.Ed. (AD) programs.

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This course explores the mathematical reasoning embedded in concepts encountered in the upper elementary and junior high curriculum. The course emphasizes conceptual understanding, reasoning, explaining why algorithms work, and problem solving. Topics include proportional reasoning, number theory, algebraic reasoning and aspects of geometry and probability. Course assignments will be linked to K-12 classroom teaching experiences.

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A praxis exploration of perennial questions and trends in religious education, in the light of various movement in the history of the teaching ministry of the Church. A study of key historical religious educators, beginning with Jesus. Implications for religious educators today.

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A study and critique of issues and trends in contemporary religious education theories, methods curricula and related Church documents, including the General Directory for Catechesis. Teaching strategies are discussed and practiced. Participants are to develop their own integrative approach to religious education.

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An examination of God's revelation and people's response of faith; a study of the theories of faith formation in children and young people aged 5-18 years; an exploration of how teachers and administrators can foster faith formation in young people.

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