TeachOntario (Ontario Teachers)
Paying Attention Series (OME)
Capacity Building Series (OME)
The Learning Exchange (OME)
Mathematics Education: Primary/Junior (EDUC 4274) has been designed to provide the teacher candidate with opportunities to explore what it means to teach and learn mathematics with understanding. Participants will re-visit and explore the “Big Ideas” in the elementary school curriculum in order to experience mathematics in new ways. Through exploring elementary school mathematics content, both as teachers and learners, candidates will have the opportunity to re-develop and re-form their math content knowledge while experiencing teaching methodologies that may be unfamiliar to them. Throughout the year they will be involved in explorations using various mathematical manipulatives and tools as they discuss, analyze, explain, defend and evaluate their developing knowledge.
Mathematics for the Primary and Junior Divisions (EDUC 4747): Teacher candidates acquire knowledge and strengthen understanding of the fundamental concepts/skills associated with currently accepted pedagogical practices in mathematics for Kindergarten to Grade 6. Candidates develop a foundation for teaching mathematics by using knowledge of how children learn mathematics to plan tasks and lessons. Teacher candidates reflect on personal learning through an analysis of their own past experiences, course assignments, and ongoing discussions about effective teaching and learning strategies for elementary mathematics.
Visual Arts for the Primary and Junior Divisions (EDUC 4787): Teacher candidates explore art education in the Primary and Junior divisions and focus on contemporary art education as applied to direct studio experiences. Candidates learn current theory, philosophy, and methodology pertaining to art education and become familiar with using a variety of art materials, tools, processes, techniques, and teaching strategies and approaches relevant to the classroom.
Mathematics Education: Junior/Intermediate (EDUC 4334): A rationale for curriculum design particular to mathematics; curriculum guidelines established by the Ontario Ministry of Education for the Junior and Intermediate Divisions; and planning appropriate curriculum units. A study of the aims, scope, sequence, and structure of the curriculum in mathematics at the Junior and Intermediate Divisions. Mathematics–the underlying structures and unifying principles of mathematics; the development of basic mathematical concepts in students in the Junior and Intermediate Divisions and an investigation of current approaches which link mathematical understanding to development in youth.
Mathematics for the Junior and Intermediate Divisions (EDUC 4827): Teacher candidates acquire knowledge and strengthen understanding of the fundamental concepts/skills associated with currently accepted pedagogical practices in mathematics for Grade 4 to Grade 10. Candidates develop a foundation for teaching mathematics by using knowledge of how children learn mathematics to plan tasks and lessons. Teacher candidates reflect on personal learning through an analysis of their own past experiences, course assignments, online resources, and ongoing discussions about effective teaching and learning strategies for upper elementary and early secondary school mathematics.
MyGradSkills (Canadian Graduate Students)
NU Graduate Program Learning Outcomes
Depth and breadth of knowledge: You will develop systematic understanding of knowledge related to ways of thinking about literacy, including, where appropriate, relevant knowledge outside the field and/or discipline, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of your academic discipline, field of study, or area of professional practice.
Research and scholarship: You will develop the ability to a) examine the complexity of issues and judgments surrounding literacy based on established principles and techniques; and, b) develop and sustain arguments surrounding literacy in written forms.
Level of application of knowledge: You will develop competence in the research process by applying the knowledge surrounding literacy to your unique setting or context.
Professional capacity/autonomy: You will develop a) the qualities and transferable skills necessary for employment requiring the exercise of initiative, personal responsibility, accountability, and decision-making in complex situations; b) the intellectual independence required for continuing professional development; c) the ability to appreciate the broader implications of applying literacy knowledge to particular contexts.
Level of communication skills: You will develop the ability to communicate complex and/or ambiguous ideas, issues and conclusions clearly and effectively.
Awareness of limits of knowledge: You will develop cognizance of the complexity of knowledge and of the potential contributions of other interpretations, methods, and disciplines as it related to literacy theory.
Models of Teaching (EDUC 5136) The course assists educators in their efforts to design, implement, and evaluate instructional contexts and relationships that enhance the learning process. Course participants will examine a variety of models appropriate for individual, small group, and large group instruction and explore the issues surrounding the use of different models of teaching.
Survey of Research Methods (EDUC 5157) This is one of the two core/required courses in the MEd program. EDUC 5157 is designed to provide graduate students with an overview of the principles and methods for conducting research within the educational environment. The specific course objectives include: Identify and examine current issues and perspectives in educational research: develop an understanding of the various types of research methods used in educational settings; gain the ability to be critical consumers of educational research; and, begin the process of planning a research activity.
Understanding Education (EDUC 5196) This is one of the two core/required courses in the MEd program. The philosophy of education—as well as how issues found within this branch of philosophy relate to, and come to bear directly on, the practice of teaching, teacher education, and educational research—is of an intellectual and historical scope so vast that any one course taken or text written on the subject is bound to be limited. Our main purpose with Understanding Education is to facilitate both a breadth (survey of traditions, thinkers, theories, and terms) and a depth (major paper focus) of personal discovery, as MEd candidates explore the rich history and ongoing debates associated with the philosophy of education.
Curricular Strategies (EDUC 5236) The main intentions for this course are to provide participants with the opportunity to: (1) explore the influence of diverse curriculum orientations on curricular strategies; (2) examine the influence their personal orientation [i.e., the images, beliefs, and assumptions] toward learning will have on curriculum and instructional preferences; and, (3) illustrate those beliefs and preferences as they build curriculum.
Curriculum Issues (EDUC 5246) The purpose of the course is twofold: (i) to examine major historical movements in the field of curriculum; and, (ii) to consider current procedures and trends in curriculum development, implementation, and evaluation.
Organizational Theory (EDUC 5316) focuses on foundational theories, interrelated concepts, assumptions, and generalizations relevant to understanding the theory and practice of education and organizations. The primary purpose of this course is to offer participants the opportunity to critically examine traditional and emergent theories and research in organizations and the field of administration. Participants will be encouraged to develop their own critical perspectives about the topics and theories in and around the course focus as well as the support for those views. It is anticipated that these investigations and associated discussions will develop or further enhance participants’ responsible reflective workplace practice and consequent action.
Qualitative Approaches to Educational Research (EDUC 5676) In this course, a wide variety of qualitative research approaches such as ethnography, grounded theory, action research, case study, phenomenology, narrative inquiry and arts-based research will be examined. Students will discuss and practice methods that support these approaches such as conducting various types of interviews, observation, note-taking, keeping a journal, annuals, chronicles, conversation, photos, and artistic representation.
Critical Conversations in Educational Research (EDUC 6116) This course provides an opportunity for critiquing educational research methodologies and methods across time using a constructivist paradigm to link past and future practice. Through readings and class conversations, issues and perspectives are shared and developed with an eye to expanding the boundaries of educational research for the 21st century.