AQ Course Calendar

Drama

Drama Part I (A3041E)
Course Description: This is an introduction to the use of drama in the elementary and secondary schools as a subject and teaching methodology. Topics include the use of dramatic conventions to enhance students' learning through role playing, improvising and interpreting texts, and participatory workshops to improve teacher skills in using drama in the classroom.

Drama Part II (A3042E)
Course Description: This course involves an in-depth exploration of drama teaching methodologies such as teacher-in-role, whole class improvisations and conventions for structuring drama. Candidates examine the curriculum planning with a focus on creating learning opportunities through reflective practice and assessment of student achievement.

Drama Specialist (A3043E)
Course Description: Theory and practice of drama in education K-12 is examined. Designing and delivering student-centred drama programs which focus on personal development, societal awareness and artistic expression, enhancement of teaching skills and development of collegial, consultative processes among drama teachers are explored.

Dramatic Arts Intermediate Basic

(EAQ1071YF2801) No prerequisite is required.

www.oise.utoronto.ca/field-centres/aqtvc

Drama is not theatre.  Drama in Education is a powerful combination of engaging strategies that develop students' literacy, social and thinking skills.

Course Description:  This course explores drama as an art form and as a learning technique in middle school and junior high school years, grades 7-10.  Topics include: use of drama for conceptual development and language learning, the theory and practice of dramatic forms such as role playing and improvisation and textual interpretation to enhance student-centered learning.

Note: Additional Basic Qualification courses are offered in partnership with the OISE/UT Trent Valley Centre and are regulated by the practices and policies of the University of Toronto and the OISE/UT Continuing Education Department and subject to the same fee scale as set by the University of Toronto.  Please visit www.oise.utoronto.ca/field-centres/aqtvc for more information about these courses and to register.

French as a Second Language

Acceptance to FSL Part 1 is subject to the successful completion of a spoken and written French proficiency test.

French as a Second Language (FSL) Part 1 (A3071E)
Course Description: This course is designed to prepare teachers for the core and immersion programs. Candidates acquire basic knowledge and develop necessary skills for teaching at the primary, junior and intermediate levels. They also acquire knowledge of relevant Ministry documents and the theories of second language teaching and learning. Demonstration classes and practices of presentation skills are an integral part of the course.

FSL Part 2 (A3072E)
Course Description: This course focuses on both the core and immersion programs. Candidates acquire the curriculum skills necessary to develop a thematic unit of work incorporating various approaches to second language learning and assessment strategies appropriate to either program and division.

FSL Specialist (A3073E)
Course Description: This course is designed to provide the candidates with advanced knowledge and skills in teaching FSL in all divisions. Candidates acquire knowledge of Ministry of Education and Ontario College of Teachers regulations and policies as well as recent research relating to FSL learning. The course explores leadership strategies to prepare candidates for positions of responsibility including: department head, master teacher, or consultant. Candidates are required to organize a mini-conference and facilitate a workshop.

Library

Librarianship Part 1 (A3131E)
Course Description: 
The underlying purpose of Librarianship Part 1 is to prepare teachers to coordinate an integrated school curriculum as part of a school library information centre.  To achieve this, an emphasis on lesson planning, collaboration, and integrating technology is paramount.  Also included are the fundamentals of school library management (collection development, purchasing and weeding, scheduling, procedures and routines).  The role of teacher-librarian in student achievement and other school and system-wide initiatives is examined and evidence of the teacher-librarian's potential impact is recognized.

Math

Mathematics Part 1 (A4369E)
Course Description: This course offers opportunities to explore a variety of manipulative materials and to develop a balanced, rich and challenging mathematics program. Issues such as increasing communication in mathematics, developmentally appropriate curriculum, gaining confidence in teaching and learning mathematics, and paroblem solving skills are discussed. Organization and planning, assessment/evaluation, and parental communication are included.

Mathematics Part 2 (A4370E)
Course Description: This course builds on Part 1 by offering teachers an opportunity to undertake a classroom centred action research project in mathematics. Teachers receive instruction on research techniques: completing a literature review, setting the problem, designing and implementing the methodology, gathering data, writing, then presenting the research.

Mathematics Specialist (A4371E)
Course Description:  Information coming soon.

Reading

Reading Part 1 (A3211E)
Course Description:
This course begins with an examination of the reading process and focuses on the stages of reading development. Emphasis is on classroom instructional reading strategies for assessing growth and the development of reading competencies. Reading assessment strategies for evaluating student reading performance will be introduced. The importance of children's literature, both fiction and non-fiction, and its relationship to literacy development is emphasized. Candidates are involved in discussions, workshops and presentations and participate in seminars or dialoge sessions relating to current reading practices and issues.

Reading Part 2 (A3212E)
Course Description:
This course reinforces the principles of language acquisition and literacy development introduced and practiced in Part 1. A range of reading assessment strategies for evaluating student reading performance (e.g. running record, miscue analysis, cloze passages, retellings, scoring scales and models) is introduced. The reading assessment strategies are demonstrated and critqed. Candidates are involved in discussions and presentations, and participate in seminars or dialogue sessions relating to current reading practices and issues.

Reading Specialist (A3213E)
Course Description:
This course is designed to meet the professional needs of teachers wishing to assume leadership responsibilities in literacy education. Critical attention is given to current research and curriculum designs that attempt to incorporate the principles of language acquisition and literacy development. In particular, the course approaches literacy from the perspective of leadership and the school-wide program. The course takes the view that the student's understanding and use of language, its nature, its purposes, and its power are determined by life experiences in general and schooling in particular. It considers the effects of the students' journey from classroom to classroom, from year to year, school to school. Finally, this course examines how the culture of teaching and of the school significantly influences the students' attitudes, values and skills as language users. Candidates exercise their leadership abilities by preparing and presenting a literacy seminar or workshop.

Special Education

Special Education Part 1 (A3221E)
Course Description:
Special Education Part 1 is the introductory full course. It focuses on the theory and practice underpinning Special Education. The course explores program planning and delivery issues, the accessible environment, resource availability and other issues related to teaching special needs students in a variety of settings. This course will be of greatest interest to those teachers who wish to deepen their knowledge regarding exceptional children. In addition, classroom teachers may wish to learn new strategies and skills for teaching special needs children who are being integrated into the regular classroom.

Special Education Part 2 (A3222E)
Course Description:
Candidates study the nature of exceptionalities, their incidence, etiology and their implications for home, school and community. Identification and assessment procedures are examined to consider the development and implementation of teaching and intervention strategies for all exceptionalities.

Special Specialist (A3223E)
Course Description:
This course assists teachers in developing appropriate leadership abilities and consultation skills at the school and district levels. Candidates acquire competence in the application of current legislation, innovative approaches and developing structures for programs, including school teams and IPRCs. They also become aware of changes in the theory and organization of special education. They develop the ability and knowledge to present in-service delivery models, coordinate community resources and provide program assessment and evaluation at the school level.

Vocal Music

Vocal Music Part 1 (A4336E)
Course Description:
  The Music - Vocal (Primary/Junior) AQ, Part 1 course is designed to provide you with a basic introduction to the theoretical and practical foundations of music, and to assist you in becoming more comfortable and confident in your ability to address the expectations outlined in The Ontario Curriculum, Grades 1-8: The Arts (2009).  We will cover a range of topics with an emphasis on the Orff philosophy.  This course, is designed, in part, to reacquaint you with the pleasure and excitement of playing, singing, and moving.  Through your participation in a series of 'hands on' activities you will acquire new skills that will assist you in your practice in individual and meaningful ways.