This course examines key topics in applied terms to prepare new instructors for the first year of teaching. Topics include: planning instructional segments; writing objectives; evaluating students, programs and teaching; using and assessing teaching strategies, audio-visual aids and learning resources. Students will participate in micro-teaching activities.
This course provides the foundational skills necessary for designing and delivering a course on-line. Students explore different online learning platforms, compile content, and develop teaching strategies and authentic assessments appropriate to the on-line learning environment. (CAE311 is a pre-requisite for this course)
Practical, field-based learning based on an individualized learning contract and completed in actual teaching/ learning settings. The intent of the practicum is to help learners participate in the delivery of adult education and develop the teaching, observational, critical and reflective skills required for employment in the education field. (CAE311 is a pre-requisite for this course)
This course covers both interpersonal and group communication skills necessary for adult learning. It teaches students to express thoughts and ideas in clear,
well-defined terms both orally and in writing. Emphasis is placed on developing skills in active listening, public speaking, and small group facilitation, as well as in understanding the variables that affect human communication. Participants are encouraged to identify their own communication challenges through study, research, presentation, and self-reflection.
This course examines the principles and processes of adult learning. Topics covered include learning styles, personal experiences, social and cultural factors that affect learning, learning in formal and non-formal environments, and the characteristics of adult learners.
In this course, learners explore theoretical aspects supporting activity-based learning,
reflect on personal teaching frameworks, examine and customize a variety of strategies designed to make learning and training active. Using these foundations, participants expand their teaching repertoires by integrating activity-based learning with active training, team learning, peer teaching and independent learning, and develop lesson plans and units to be used in a learning environments.
This course focuses on curriculum development beginning with needs identification, content planning and research, leading to lesson design and delivery. Students develop an understanding of provincial outcomes and standards. Students assess learners’ needs, set appropriate outcomes, plan methodologies and resources, implement program plans, evaluate learning, and reflect on teaching effectiveness.
This course examines general principles, processes, and techniques of assessment and evaluation that meet the needs of the instructors, learners, and stakeholders. New assessment techniques in the psychomotor domain are expected. Students develop practical experience in designing and implementing strategies for identifying learners’ needs and assessing learning outcomes in the educational, technological, and/or business sectors.
In this course, students are introduced to inclusive education and become aware of the issues and characteristics of persons with special needs. The course gives an overview of some common learning difficulties and challenges. It also provides suggestions for teaching strategies to encourage learners to learn from their strengths and increase independence. Of particular interest is the use of assistive technology, self-advocacy, and awareness of services available to learners. Also explored are secondary issues related to special needs learners.