EDUC 500-3: Teacher Leadership
This course is based on the premise that all teachers can engage in teacher leadership through formal or informal roles to influence social conditions and instructional effectiveness within and beyond their classrooms. Students prepare for leadership opportunities by exploring strategies for goal setting, enhancing communication and trust, motivating and energizing colleagues, and implementing change for improved teacher and student achievement. There is an emphasis on how to build communities of practice or professional learning communities in school contexts.
EDUC 501-3: Action Research in Schools and Classrooms
This course introduces action research as a strategy for learning about teaching and learning processes and improving classroom practice, often in collaboration with other educators. Course topics include the value of action research, action research processes, examples of action research projects from a variety of schools and classrooms, and keys to planning and reporting successful action research projects. An outcome of the course is that teachers will acquire the skills and tools of action research to implement and adapt innovations in specific educational contexts.
EDUC 502-3: Interpretation and Application of Educational Research
This course exposes teachers to both quantitative and qualitative educational research. Students are expected to read and interpret research in the literature. Successful students may plan to apply existing research knowledge in classrooms and schools or to develop new knowledge related to implementation of innovations in their own settings.
EDUC 504-3: Instructional Leadership for Cooperating Teachers
This course is open to classroom teachers who have sponsored an extended practicum for a UNBC B.Ed. student. The course consists of an orientation workshop, the practicum itself, and a final weekend seminar to reflect on mentorship experiences in light of the instructional leadership literature.
EDUC 521-3: Classroom Assessment Practices
This course examines the relationships between the purposes and practices of classroom-based assessment and evaluation. Teachers will consider the roles of formative and summative assessment, including dynamic assessment, curriculum-based assessment, portfolios, conferencing, and standardized testing; and the implications of such practices for grading, instructional approaches, school achievement, and planning for diverse students. Emphasis on the practical component allows exploration of effective assessment practices and interpretation of assessment results, as well as responses to current trends in educational evaluation.
This course explores the implications of improved social responsibility as a school or district improvement goal, and assists teachers in developing classroom and school wide strategies to achieve that goal. Course topics include personal planning curricula, social dynamics, and strategies for improving communication, relationships, and community identity in classrooms and schools.
EDUC 528-3: Numeracy Strategies for Struggling Learners
This course is an overview of diagnostic and remedial strategies for mathematics. Students will be provided with an overview of individualised assessment, including formal standardised instruments, informal tests, and classroom-based tools and instruction on remedial strategies specific to math errors and deficiencies. There will also be a field application in the form of a brief math clinic in which the students will work in a semi-supervised setting with one remedial math child out of which a final report will be produced.
EDUC 531-3: Applications of Educational Technology
This course introduces students to the various computer programs available to practising teachers with a particular emphasis on construction of web-based resources. As well, it examines the role of computer technology as a teaching and learning resource in contemporary educational environments.
EDUC 533-3: Human Development: Implications for Education
Contemporary theories of human development are examined along with their implications for teaching and counseling children, adolescents, and adults. The course invites teachers to identify the theories that guide their own practice and make plans to implement espoused theories more consistently.
EDUC 534-3: Achievement Motivation
This course addresses current literature on achievement motivation, grounded in practical classroom and school-based examples. The examination is practice oriented and teachers focus on shaping inferences from the literature for local application. A central issue is how teachers can understand and foster students’ motivation for school learning.
EDUC 535-3: Learning & Diversity: Inclusive Classrooms
This course addresses individual differences and inclusion based on the premises that all students have individual differences in their experiences, skills, knowledge, perspectives, and cultural beliefs: and that the curricular materials and instruction must be selected, designed, and adapted to include all learners. Within this wider philosophical framework, particular focuses of the course will include: history of special education and contemporary approaches; working with students with physical, intellectual, emotional/behavioural challenges or talents; individualized education plans; assessment; the team approach; and accommodating social, cultural, and linguistic diversity.
EDUC 541-3: Principles of Instruction
This course provides an examination of current instructional trends and strategies and the opportunities and challenges in their implementation. Teachers will be encouraged to identify, reflect on, and expand their curriculum planning tools and instructional repertoires.
EDUC 546-3: First Nations Education
This course reviews the diverse meanings of First Nations or Aboriginal education. The concepts of power, control, and culture will help teachers analyze current practice. Topics include: historical analysis, contemporary issues, and promising practices for increasing Aboriginal school success. Teachers will build their knowledge and understanding of Aboriginal approaches to education.
EDUC 551-3: Mathematics Education
This course provides a critical examination of current practices and emerging trends in K-12 mathematics curriculum planning and instruction. Teachers may elect to focus on either the elementary or secondary level of the curriculum.
EDUC 552-3: Science Education
This course provides a critical examination of current practices and emerging trends in K-12 science curriculum planning and instruction. Teachers may elect to focus on either the elementary or secondary level of the curriculum.
EDUC 553-3: Social Studies Education
This course provides a critical examination of current practices and emerging trends in K-12 social studies curriculum planning and instruction. Teachers may elect to focus on either the elementary or secondary level of the curriculum.
EDUC 554-3: Literacy Strategies for Struggling Learners
This course introduces participants to the diagnostic assessment of reading problems and the planning, development and use of instructional strategies that address struggling readers’ identified needs. The course will involve a practicum component that includes the diagnostic assessment of struggling readers and the subsequent planning, instruction, and reporting of the assessment and intervention. The course is intended for teachers wishing to further develop their diagnostic literacy assessments, planning, and instructional repertoires in classroom settings.
EDUC 558-3: Language Arts Education
This course provides a critical examination of current practices and emerging trends in K-12 language arts curriculum planning and instruction, including aspects of language, literacy, and literature. Topics will include the writing process, reader response, and children’s or young adult literature as well as current approaches to teaching reading. Teachers may elect to focus on either the elementary or secondary level of the curriculum.
EDUC 559-3: Second Language Instruction
This course provides a critical examination of current practices and emerging trends in K-12 second language curriculum planning and instruction. The language offered may be French or another provincially approved second language, such as a local First Nations language. Teachers may elect to focus on either the elementary or secondary level of the curriculum.
EDUC 580-3: Visual Arts Across the Curriculum
This course provides an exploration of the role of the visual arts (drawing, painting, sculpture, mixed media) for teaching and learning in the K-12 curriculum. Strategies for incorporating the visual arts as means of expressing learning in subject areas across the curriculum will be emphasized. Teachers may elect to focus on either the elementary or secondary level of the curriculum.
EDUC 581-3: Performing Arts Across the Curriculum
This course provides an exploration of the role of the performing arts (music, dance, and drama) for teaching and learning in the K-12 curriculum. Strategies for incorporating the performing arts as means of expressing learning in subject areas across the curriculum will be emphasized. Teachers may elect to focus on either the elementary or secondary level of the curriculum.
EDUC 592-3: Special Topics
Topics to be determined by the special interests of students and the availability of faculty members to teach those topics. Special topics courses at this level will emphasize the analysis and improvement of classroom practice in light of current literature. There is no limit to the number of special topics courses that can be taken as credit toward a Post-Baccalaureate Diploma.
EDUC 593-3: Directed Readings
This course provides an opportunity for students to study an educational topic relevant to their program. Directed readings courses at this level will emphasize the analysis and improvement of classroom practice in light of current literature. The delivery of directed readings courses is subject to the availability of instructors.
EDUC 594-3: Self-Directed Professional Development
This course provides practicing teachers with current views of effective professional development in light of movements toward standards and accountability. Students will engage in a comprehensive analysis of their practice to date and build a professional portfolio to reflect their achievements. An outcome of the course will be the construction of a portfolio and professional growth plan that builds on past successes and strengths and addresses areas identified as underdeveloped.
EDUC 571-3: Montessori Curriculum and Instruction: Language
This course through prepares the student to implement an integrated approach to language literacy and cultural studies consistent with Montessori pedagogy. Demonstration, lecture presentations, small group discussion, and supervised practice with materials will be utilized.
EDUC 572-3: Montessori In Context (Child Development)
Students will examine Maria Montessori's philosophical beliefs. The integration of philosophy, current research in the area of child development, and content pedagogy will be the focus of this component of the program. Lecture presentations; small group discussion; independent and small group research projects will be utilized.
EDUC 573-3: Montessori Curriculum and Instruction - Scientific Literacy
The focus of this course is the development and refinement of knowledge and skills necessary for full implementation of the Montessori approach to Cosmic Education and the elementary cultural studies curriculum. The course provides a constructivist approach to the integration of Cosmic Education, Science and Practical Life/Technology. Through hands on experience, research, small group projects, lecture, and demonstration students develop and refine competency in scientific literacy.
EDUC 574-3: Montessori Curriculum and Instruction – Mathematics Education
This course is designed to prepare the student to present the Montessori mathematics curriculum and facilitate the development of mathematics in a Montessori Elementary class (ages 6-12). Demonstration, lecture presentations, and supervised practice with didactic materials provide links between Montessori pedagogy and mathematical concepts.
EDUC 575-3: Montessori Integrated Cultural Studies and Field Study Planning
In this course, students will research, design, and demonstrate appropriate materials and activities that reflect an integration of history; geography; the sciences; creative arts; and the scope and importance of movement, nutrition and physical exercise for the development of the whole child and an understanding of an integrated and interdisciplinary approach to education and an ability to apply Montessori principles in preparation for a field study and portfolio. Lecture, demonstration, field trips, discussion, participation in physical activities, and individual research projects will be utilized.
EDUC 576-3: Montessori Integrated Cultural Studies Field Study
The function of the Field Study/Practicum Phase is to provide for the student a supervised teaching/learning experience and a period of observation, internalization, and further study, to bring together the theory and practice of Montessori Education.
EDUC 577-3: Montessori Portfolio
This course is the culmination of the Montessori Education Program and results in the production of a print-based or electronic portfolio. The student will provide artifacts from his or her coursework and professional experience that demonstrate a definite understanding of the Montessori theory and practice. The media will include video, audio, student assessment, and any related evidence.