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Program Goals

Program Requirements and Course Titles

Year One

Fall

This course is dedicated to lesson planning and delivery. Students will be expected to plan, implement, and revise lessons. Key instructional and theoretical models for the elementary classroom will be explored to provide students with a beginning repertoire of basic pedagogical strategies, frameworks of teacher-student relationships, and to initiate an understanding of the learning process.
This course is dedicated to effective classroom management practices informed by principles of educational psychology, sociology, and brain-based research.
This course focuses on the teaching profession as a vehicle for the promotion of the common good in a diverse and democratic society. It will explore the nexus between individual professional perspectives and societal expectations for educators. The course attends to how theory and practice interact to foster the realization of an expansive vision of professional practice.
Theological and philosophical principles of the Catholic intellectual tradition; primary understandings of philosophy. Principles of inclusive education and sensitivity to the relationship between culture and spirituality.
EDPR 331 will be three weeks in an assigned Division I or Division II classroom setting. The primary objectives include observations, one-on-one and small group work.

Winter

This course focuses on methodology as applied to the teaching of literacy education. It will examine the intersections between literacy, education and culture. Dimensions of language development, literacy learning, and diversity are explored in classroom practices.
This course focuses on methodology as applied to the teaching of mathematics in elementary education. Students will become familiar with the Alberta Mathematics Program of Study K-6. Topics will include the development of mathematical knowledge (numeracy); diagnostic and remediation strategies in teaching mathematics; and the development of teaching competencies in mathematics education as they relate to curriculum requirements.
A review of the primary philosophies of education and their historical roots; consideration of various philosophical schools including idealism, realism and pragmatism; historical origins and development of the concept of ideology; the role of historical reflection in education.
This course is a study of Catholic Spirituality and Catholic Social Teaching in education. Students will become familiar with basic concepts such as human dignity, the common good, solidarity and the option for the poor. They will examine, in particular, teaching as a vocation; spirituality of an educator; building culture and climate in the school; social justice principles.
EDPR 337 will be five weeks in an assigned Division 1 or Division II classroom setting. The primary objectives include one-on-one and small group work leading to the creation and delivery of lesson(s).

Year Two

Fall

This course focuses on methodology as applied to the teaching of science in elementary education. Students will become familiar with the Alberta Science Program of Studies K to 6 as well as related curriculum documents published by Alberta Education. Particular emphasis will be given to the inquiry method of teaching science, planning and assessing for science, process skills, conducting fair tests and planning with the end in mind. There will also be a review of learning theories as they apply to science education, an examination of Canadian Science curricula with specific regard to competencies and reflective practice as well as a focus on organizing the science classroom.
This course is devoted to an examination of some of the key contemporary documents essential to understanding religious education principles as identifies in the core curriculum. The focus will be on educationally relevant material post- Vatican II. Students will have the option in the latter part of the course to study the Catholic or Public school program of studies with an emphasis on the development of moral responsibility.
This course focuses on the complexity of classroom assessment as a means of supporting and measuring student learning. It is designed to facilitate growth as an assessor, evaluator and communicator of student learning. Specifically, the course will emphasize gathering relevant student learning data to inform both teaching and learning (formative assessments), and gathering student learning data to evaluate and report achievement of student learning (summative assessment).
This course consists of eight weeks in an assigned Division I or Division II classroom setting. The primary objectives include preparation and delivery of individual lesson plans, progressing to a series of lesson plans and leading to the development of a unit plan. Pass/Fail grading.

Winter

This course focuses on methodology as applied to the teaching of social studies in elementary education. Students will become familiar with the Alberta Social Studies Program of Study K-6. Students will explore and use the disciplinary skills needed to implement powerful social studies pedagogy, which foster students’ moral and intellectual capacities. These include analyzing and interpreting both past and present; discussing and seeking solutions to challenging problems and controversial issues; and engaging actively with the challenging content in meaningful ways.
An examination of the broad education framework as determine in the governing policy and legislation in the province of Alberta. The responsibilities of certified teachers will be explored as they relate to the legislated moral and ethical frameworks within which the teacher works.
This course focuses on inclusive education with a particular emphasis on atypical child development. Topics include special needs and syndromes that impact student learning; planning for individual students using modified and adapted curriculum, Alberta Education philosophy and coding system for special needs programming; developing resiliency and wellness in teachers, students, classrooms and schools.
This course consists of ten weeks in an assigned Division I or Division II classroom setting. The primary objectives include the continued preparation and delivery of lesson plans, progressing to more extensive unit planning and increased classroom responsibility. Pass/Fail grading.