Here are the top medical univeristies in Ontario to become a doctor —. Hope this blog helped you explore the plethora of academic and research opportunities offered by top universities in Ontario! Planning to study in Canada? Our Leverage Edu experts are here to help you find the right course and university and further sort out the admission process to ensure that you get successfully shortlisted!
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Medical Courses in Canada After 12th. Psychology Universities in Canada. Top Colleges in Ontario. This course focuses on the theory and practice to address the diverse needs of all students in the classroom, including those students who have special needs.
The course provides rationale and understanding into the principles of inclusion and equity for all learners, with emphasis on the role of the teacher in differentiating instruction and applying culturally responsive teaching strategies, and strategies that support diverse family needs.
Instructional and assessment strategies most likely to succeed with diverse learners are explored, with an emphasis on assistive technology and other digital technologies that support special needs and diverse learners. The course includes a review of legislation and relevant documents including required procedures such as Individual Education Plans IEPs and identification, placement and review committee processes IPRC.
Students are encouraged to see effective partnerships with parents and other professionals as essential to effective learning and integration. Education Law, Policy and Ethics introduces teacher candidates to the basic legal issues related to teaching in the publicly-funded school systems in Ontario. Teachers must be aware of their rights and obligations as defined in legislation.
They must also understand how education is delivered to pupils in Ontario and the basic structure supporting that delivery. Teacher candidates will develop an understanding of their role as a teacher and their responsibilities through the study of Ontario education law, policy, and related legislation including the Constitution Act and , the Child and Family Services Act, the Education Act, the Ontario College of Teachers Act, and the Teaching Profession Act.
In this course, students will explore reflection in the context of professional practice. This course will focus on ways in which reflection informs professional actions and facilitates learning, growth, and development. Students will examine theoretical perspectives and research approaches that inform reflective practice. The theories and perspectives of John Dewey, Donald Shon, John Heron, Kurt Lewin, and relevant others will be examined in the context of reflective practice and research.
Research traditions, including action research, collaborative inquiry, and Japanese Lesson Study will be addressed. Topics include the role of reflection in professional practice and professional development; the relationships among reflection, learning, professional practice, and research; the roles of reflection in constructivist teaching and learning; reflection in case study research, self-research, and action research.
This course examines more deeply the continued interplay of theory and practice drawing upon their experiences, previous course work, and promising pedagogies through practitioner inquiry. This course builds upon the theoretical principles that guide assessment within the Ontario context including assessment for learning, assessment of learning, and assessment as learning. The course allows teacher candidates to integrate knowledge of learners, learning, subject matter, pedagogy, assessment, and educational goals to design short-term and long-range plans for their applicable grades and subjects.
Major aspects of this course are self-directed; teacher candidates are encouraged to design plans for specific contexts related to career goals. The course further establishes the initial pre-service teacher education foundations upon which beginning teachers could build upon throughout their teaching careers. This course focuses on the growing concern of mental health issues for students in the education system.
Students in the course will learn of the various mental health problems facing children and youth in primary and secondary grades such as depression, anxiety, eating disorders, and self-injurious behaviours. Future teachers will learn the proper steps of addressing mental health issues within the school context; including the roles and responsibilities of various individuals and agencies, teaching strategies, accommodations, and current intervention strategies that assist students with mental health problems.
In addition, this course will review parental mental health issues and their impact on children, learning, and the teaching profession. A highlighted focus will be addressing the stigma of mental health in schools. Students will increasingly need skills in coding and computational communication to be active participants in a digital world. By exploring and analyzing an array of child-friendly software aimed at developing the basics of coding and digital communication for K-6 learners, teacher candidates will develop innovative pedagogies for teaching and learning in the 21st century.
Topics may include: coding educational games, developing mobile apps, LEGO robotics, and digital storytelling. In this course, students will have opportunities to develop critical skills for implementing environmental education in the Ontario context. The course will employ a project-based approach, enabling participants to develop resources for infusing Environmental Education in academic, professional, and everyday lives. Students are expected to complete readings, reflections and research tasks; participate in individual and group learning activities; and complete projects and demonstrate knowledge, understanding, and application of environmental content and issues.
This course, which is compulsory for teacher candidates who want to teach in Ontario Catholic schools, is designed to enhance the professional knowledge, understanding and skills of those teacher candidates.
They will study ways in which curriculum can be designed to reflect the philosophy and values of the Catholic system and examine the relation between educational principles and everyday classroom practices.
This course provides teacher candidates with an overview of teaching and learning at the kindergarten level. The content will include a review of related curriculum documents and supporting resources, as well as a review of current theory, teaching strategies and classroom practices at the kindergarten level. This course is designed for teacher candidates who are aspiring to teach French as a Second Language at a future point in their careers.
The course is designed to approach the learning of a second language through an integrated approach for the key skills of listening, speaking, reading, writing and appreciation of French culture.
The focus will be on how students acquire second language proficiency in both Core French and French Immersion settings in the Ontario school system.
A significant portion of class content will be in French. Credit hours: 3 Lecture hours: 4 Prerequisite s : Working facility in the French language. A French-language proficiency test may be required.
This course is intended to encourage teacher candidates to learn more about how to become involved in the life of the school outside of the classroom, whether through sports or other leadership opportunities. To develop a better appreciation of the complexities of organizing student activities, candidates will also have the opportunity to tour and survey the facilities within a secondary school.
As well as applying Critical Analysis, Art History, and art-making elements associated with Visual Arts, an interdisciplinary approach using inquiry-based learning will be used to achieve the course goals. This course is designed for those in both the Education and the broader university student population.
In this course, students will have opportunities to develop both the essential foundations and practices for implementing safe and powerful curriculum-based learning in the out-of-doors. Students will be required to complete readings, reflections and research tasks; attend excursions incorporating place-based learning; participate in individual and group learning activities; complete assignments; and demonstrate knowledge and understanding of leadership styles and issues in the context of managing risk.
Activities will include digital technology-based learning, oral presentations and experiential field studies. Formerly: Outdoor Education Leadership: Fall. This course aims to provide teacher candidates with the knowledge, skills and strategies required to improve their teaching of reading, writing, speaking and listening with English Language Learners.
Socio-linguistic theories and approaches such as task-based learning and communicative language learning will form the foundations for classroom activities. This course will be of interest to teacher candidates wishing to teach domestically or abroad. The course explores Indigenous ways of knowing. Participants will develop an understanding of how learning takes place in the classroom and out of doors through an Indigenous worldview.
Participants will utilize various Indigenous methodologies to a guide and inform their understanding of appropriate Indigenous ways of teaching, b develop their awareness of how the land shapes the cultures of people in their traditional territory, and c how to apply this knowledge in the current K classroom context.
Students will complete two curriculum studies courses for each of their teachable subject areas. Elective requirements: 6 credit hours selected from the following list. Two electives must be taken during the second fall term.
Note: Not all listed electives will be available every year. An objective of this course is promoting healthy development in all areas of life such as academic, personal, and social. The purpose of this course is to discuss and review digital technologies and the impact of embedding these technologies in learning environments.
A series of modules have been designed to allow learners to increase their comfort and competence with digital technologies within educational settings. In-class activities will be dedicated to acquiring and practicing essential skills for integrating ICT into the classroom. This includes practical or technical knowledge e. This course will emphasize diverse ways of reasoning with and about mathematics, which includes a focus on mathematical communication and contextualized explorations with connections to other subject areas.
Students will increasingly need skills in coding and computational communication to be active participants in a digital world and for the future workplace. By exploring and analyzing an array of adolescent-friendly software geared at developing the basics of coding and digital communication for Grade 7 to12 learners, teacher candidates will develop innovative pedagogies for teaching and learning in the 21st century.
Topics may include: coding educational games, developing mobile apps, LEGO robotics, and multi-platform digital projects. A key aspect of learning in the 21st century is that learning is becoming more individualized, and self-directed. The purpose of this course is to enable teacher candidates to work in-depth on an area they identify as the one in which they most need to build new or deeper skills and understandings about subject knowledge or professional knowledge.
In consultation with faculty, teacher candidates will a identify the area in which they most need to build greater competence; and b devise a learning plan that includes study components, observation components, and a supervised internship in a field setting.
In addition, this course will review parental mental health issues and the impact on children, learning, and the teaching profession. They will study ways in which curriculum can be designed to reflect the philosophy and values of the Catholic system and examine the relationship between educational principles and everyday classroom practices.
This course will explore the fundamentals of learning and teaching science and biology in grades The course will draw on research in science and biology teaching, learning, and assessment, and will show how such findings may be used in the classroom.
Students will explore, analyze and develop educational tools with special attention toward using educational technologies to promote scientific inquiry and conceptual understanding. Students will develop knowledge of relevant Ontario Ministry of Education guidelines, policies and documents for creating safe and positive learning environments, with an emphasis on equity, diversity, collaboration, and community. Topics will include pedagogies for the development of conceptual understanding and scientific investigation in biology, inquiry and communication in biology, and critical approaches relating biology to society and the environment.
Students will develop units of instruction and laboratory activities as well as learn a variety of assessment techniques for evaluating student progress. The curriculum content includes a review of related curriculum documents and supporting resources, as well as a review of current subject-related theory, teaching strategies and classroom practices.
The curriculum content includes a review of related curriculum documents and supporting resources, as well as a review of current subject-related theory, teaching strategies, and classroom practices. The course continues to use the critical digital literacies approach from semester one. This course will explore the fundamentals of learning and teaching mathematics, primarily focusing on intermediate grades. The course will draw on research in mathematics teaching, learning, and assessment, and will show how such findings may be used in the classroom.
Students will explore, analyze and develop educational tools and special attention toward using educational technologies to promote mathematical inquiry guidelines, policies and documents for creating safe and positive learning environments, with an emphasis on equity, diversity, collaboration, and community. Topics will include pedagogies for fostering authentic learning of abstract and contextualized mathematics. This course will expand upon the foundation provided in CURS U by extending the examination of the learning and teaching process as it applies to mathematics, primarily focusing on the senior grades.
Students will enhance their understanding of the major themes from IS Mathematics I as they relate to developing and sustaining technology-enhanced rich learning environments. Topics include the content in mathematics courses taught in these divisions, relevant Ontario Ministry of Education documents, research-informed praxis, and socio-mathematical issues. This course will explore the fundamentals of learning and teaching general science in grades The course will draw on research in science teaching, learning, and assessment, and will show how such findings may be used in the classroom.
Topics will include pedagogies for the development of conceptual understanding and scientific investigation in general science, inquiry and communication in general science, and critical approaches relating science to society and the environment. This course is intended to continue to provide teacher candidates with experience in becoming teachers of science and technology in the Intermediate Grades 7, 8, 9 and 10 and Senior Grades 11 and 12 divisions in Ontario schools.
In this course, teacher candidates will continue to examine the curriculum and teaching methods in General Science. The emphasis in the course will be on determining the contexts in which learning will occur and then developing expertise in devising appropriate environments to support student learning. The Ontario Curriculum documents for the Intermediate and Senior divisions will be used as guidelines to the strands, topics and concepts that will be covered.
After applying to the undergraduate program, you will receive an acknowledgement email from York with your York reference number. The acknowledgement email will be sent within 2 business days of receiving your application.
York will begin assessing applicants and may make conditional offers of admission as applications are received. You are encouraged to present as strong an academic profile as possible. Application processing times vary depending on your application type. It usually takes 4 to 8 weeks for your application to be processed and for a decision to be made. Qualified applicants may be considered for alternative programs in cases where they do not meet the admission requirements of their original choice, or where their original program choice has filled.
Find more information about alternative offers. OUInfo is a guide to Ontario universities for Ontario high school students and guidance counsellors. It provides information about university programs, admission requirements and more.
OUInfo should be used as a starting point for researching university options.
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