The major focus will be teaching French as a second language. Course topics will be investigated in terms of theoretical foundations and classroom application. This course is normally taught in French.

*Note: This is one of the methods courses for students with French as a teachable area. You will require permission of the instructor to take this course as an elective if French is not a teachable area for you.

In this course, students will gain an understanding of trauma in its contemporary sense (through a lens of social justice and equity), and how trauma-informed practice is implemented in inclusive school settings. This will include exploration into childhood adversity, acute and chronic trauma, historical and intergenerational trauma, and re-traumatization. Various aspects of trauma-informed practice will be addressed such as the impact of trauma on the brain and learning, prevalence, role clarity for educators, behaviour through a trauma lens, strengths-based practice, teaching strategies, vicarious trauma, and advocacy. Students will also develop an understanding of how trauma-informed pedagogy connects and relates to other philosophies and practices such as culturally responsive pedagogy, anti-racism, restorative practice, and social-emotional learning. This course will provide a foundation for understanding the importance of a trauma-informed lens and its practical application in an equitable and inclusive classroom.

Instructor:  (Open Acadia)

Course Schedule: Click here

This course introduces students to the fundamentals of the sound system (phonetics, phonology), and the word system (morphology) of English. Although it may be taken by all interested students, it is primarily designed to be taken with Educ 4693 as a foundation course for those who wish to teach English as a second or foreign language.

More information is available on Open Acadia's TESOL website.

In this course, pre-service teachers will explore the ways in which learning can move beyond traditional indoor classrooms and how local and natural places (e.g., school grounds, community grounds, wilderness) can be critical sites for teaching and learning.  Pre-service teachers will learn how to design and deliver experiential and embodied learning activities that are linked to the curriculum via learning tasks that require students to explore, wonder, investigate, predict and observe. A key outcome of this course is to widen perceptions of ‘where and how’ teaching can occur and includes highlighting the environmental and social benefits of incorporating local people and places into teaching practices.

Using relevant documents and current research, topics in teaching human geography will include cultural patterns and processes, population geography, urban geography, political geography, agricultural and rural land use and industrialization and economic development. A variety of teaching strategies will be aimed at infusing geography skills and pedagogy into social studies teaching and learning.

NOTE:  Secondary double social studies teachable students will take this course as their third methods course. This course is appropriate for both elementary and secondary students, particularly those who are interested in Social Studies.

This course examines historical and contemporary perspectives of African Nova Scotians and their communities through an equity and Africentric lens. Preservice and in-service teachers will critically examine the impact of systemic and institutionalized anti-Black racism on the lives and schooling experiences of African Nova Scotian learners. Students will explore African Nova Scotian contributions, knowledges, cultures, worldviews, languages, and spiritualities and how these ways of knowing, being and doing can transform curriculum and pedagogies towards equitable and inclusive schooling.

Successful classroom management requires careful consideration and planning for effective teaching and learning. This course will explore classroom management using ways to create and maintain a supportive, safe, creative, ethical and inclusive learning-centered environment that promotes enlivened and positive student engagement. Pre-service teachers will consider various student behaviours from several points of reference, including what they are communicating and the critical role of the teacher in responding. They will explore and discuss relevant theories, models, plans, policies, programs and approaches by engaging with the literature, responding to case studies and scenarios, and reflecting on their own teaching and learning experiences. The course content will invite the class to recognize specific contexts while considering how to link theory to practice when planning how they will support their students and groups to learn and manage themselves in school.

This course builds on the philosophical foundations of French as second language education developed in Educ 4103. It offers an opportunity for students to examine carefully the specific curricula they will encounter as teachers in the secondary public school setting.

Prereq: Fran 4403 or Educ 4103 with minimum B- grade

*Note: This is one of the methods courses for students with French as a teachable area. You will require permission of the instructor to take this course as an elective if French is not a teachable area for you.