No offerings have been identified for this subject in 2015
EPT439 Foundations 6: Practicum Seminar (8)
Abstract|
The Practicum subject occurs in an elementary education setting and is complemented by interactions with faculty and peers. Candidates are supported in extending their professional knowledge and instructional practice, working collaboratively to explore research relevant to the teaching context, the needs of students and their own professional growth and development. They will deepen their understanding of, and broaden their ability to, plan with the end in mind, gather and use data to inform instructional planning, use research to improve their practice, provide differentiated instruction to address the needs of all learners and to sustain an inclusive learning community. |
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+ Subject Availability Modes and Location
Continuing students should consult the SAL for current offering details prior to contacting their course coordinator: EPT439
Where differences exist between the handbook and the SAL, the SAL should be taken as containing the correct subject offering details.
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Subject information| Duration | Grading System | School: |
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| One term | SY/US | School of Teacher Education |
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Enrolment restrictions|
This subject is restricted to students enrolled in the Bachelor of Primary Education Studies. |
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Learning OutcomesUpon successful completion of this subject, students should:
- be able to self-assess by critiquing their practice with reference to the Ontario College of Teachers? Standards of Practice and Ethical Standards, and demonstrate professional conduct and professional practice in accordance with these Standards;
- respond to changing and challenging conditions using strategies that promote an inclusive learning community;
- be able to plan and implement effective instruction for individual students, groups and classes;
- be able to use a backward design approach to planning responsive progressions of lessons;
- be able to meet diverse student needs in ways that are flexible, adaptive and creative;
- be able to incorporate learning theories and research-based concepts in to their practice;
- be able to use assessment data to inform instructional planning;
- be able to engage in an on-going cycle of reflection and goal-setting to promote professional growth; and
- be able to contribute to the school community in significant and supportive ways.
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SyllabusThe subject will cover the following topics:
- Conducting self-assessment against the Ontario College of Teachers? Standards of Practice and Ethical Standards and engaging in professional conduct.
- Recognising the inclusive learning community as a way of dealing with change and challenge.
- Valuing the role of learning theory, research and reflective practice in improving professional practice and student learning.
- Using assessment data to inform planning and improve student achievement.
- Exploring effective reporting practices.
- Meeting the needs of diverse learners through differentiated lesson planning and responsive teaching, selecting approaches such as subject integration, the use of technology and co-construction with students as appropriate.
- Examining the role of home-school connections in supporting student learning.
- Promoting professional growth through reflection and goal setting.
- Preparing for professional life.
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Work Place Learning| This subject contains a Compulsory Workplace Learning component of 35-45 days duration.
Candidates will work with a teacher mentor who is teaching in an elementary education setting. Candidates will be actively involved observing, interacting with students in the classroom, planning and teaching. They will observe the modelling of their mentor, deconstructing learning activities and planning and implementing learning opportunities, while engaging in on-going reflection and dialogue with their teacher mentor and others as strategies to increase learning.
This subject contains a Compulsory Workplace Learning component of 35-45 days duration.
Candidates will work with a teacher mentor who is teaching in an elementary education setting. Candidates will be actively involved observing, interacting with students in the classroom, planning and teaching. They will observe the modelling of their mentor, deconstructing learning activities and planning and implementing learning opportunities, while engaging in on-going reflection and dialogue with their teacher mentor and others as strategies to increase learning.
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Specialised Resources|
Students require a laptop computer and/or appropriate mobile device.
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The information contained in the 2015 CSU Handbook was accurate at the date of publication: 10 December 2014. The University reserves the right to vary the information at any time without notice.
