Year+3

=**YEAR 3 - FALL PROGRAM** =  (From this Course) ||= **CRITICAL EVIDENCE**  (From other Courses/Program) ||= **KNOWLEDGE, SKILLS AND ATTRIBUTES**  **(KSAs for interim certification)**  Blue - Introductory Level  Green - Advanced Level ||  **An Introduction to Teaching in Middle School** || //1A. Students will develop a clear understanding of middle school philosophy & practice as well as examine their own beliefs about good teaching// || 1. Philosophy of Teaching  2. Shadow Study of a Middle  School Teacher  3. My Teacher Tips  4. Final Exam || 1. EDFX 325 Practicum <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Final Evaluation || <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">p) the importance of guiding their actions with a personal, overall vision of the purpose of teaching. They are able to communicate their vision, including how it has changed as a result of new knowledge, understanding and experience || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> 2. Final Exam || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">1. EDFX 325 Practicum <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Final Evaluation || <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">c) the purposes of the programs of study germane to the specialization or subject disciplines they are prepared to teach. They know how to use these documents to inform and direct their planning, instruction and assessment of student progress; || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> 2. Final Exam || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">1. EDFX 325 Practicum <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Final Evaluation || <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">f) the purposes of short, medium and long term range planning. They know how to translate curriculum and desired outcomes into reasoned, meaningful and incrementally progressive learning opportunities for students. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> 2. Class Presentation <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> 3. Final Exam || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">1. EDFX 325 Practicum <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Final Evaluation || <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">i) there are many approaches to teaching and learning. They know a broad range of instructional strategies appropriate to their area of specialization and the subject discipline they teach, and know which strategies are appropriate to help different students achieve different outcomes; || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Final Evaluation <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> 2. Shadow Study of a Young Adolescent (EDPS 301 - Classroom Management) || <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">e) all students can learn, albeit at different rates and in different ways. They know how (including when and how to engage others) to identify students’ different learning styles and ways students learn. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> 2. Professional Portfolio Outline <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> 3. Course Participation Evaluation <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> 4. Reflections || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">1. EDFX 325 Practicum Final Evaluation || <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">p) the importance of guiding their actions with a personal, overall vision of the purpose of teaching. They are able to communicate their vision, including how it has changed as a result of new knowledge, understanding and experience <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> o) the importance of career-long learning. They know how to assess their own teaching and how to work with others responsible for supervising and evaluating teachers. They know how to use the findings of assessments, supervision and evaluations to select, develop and implement their own professional development activities; || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> 2. Mini Lesson Plan <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> 3. Reflections. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">1. EDFX 325 Practicum Final Evaluation || <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">n) the importance of contributing, independently and collegially, to the quality of their school. They know the strategies whereby they can, independently and collegially, enhance and maintain the quality of their schools to the benefit of students, parents, community and colleagues || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> **Managing the Learning** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> **Environment** ||  ||   ||   ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> **Inclusive Education** || By the end of this course, through instructor-developed assessment instruments, and to a degree of quality and thoroughness expected of Middle Years degree students in Year 3, Fall Program, learners will… ||  ||   ||   ||
 * = <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">** COURSE ** ||= <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**ESSENTIAL LEARNING OUTCOMES** ||= <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**CRITICAL EVIDENCE**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">** EDES 301: **
 * || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">//1B. Students will understand the structure, goals and content of the middle school’s curriculum// || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">1. Mini Lesson Plan
 * || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">//1C. Students will plan lessons for instruction in the middle school classroom, and to translate curriculum and desired outcomes into meaningful learning opportunities for students (including integration)// || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">1. Mini Lesson Plan
 * || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">//1D. Students will utilize a variety of instructional strategies (including integration techniques) in their lesson planning process// || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">1. Mini Lesson Plan
 * || <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">//1E. Students will conclude that all middle years students can learn by having their needs met in a variety of ways, and to identify these different learning styles// || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">1. Final Exam || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">1. EDFX 325 Practicum
 * || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">// 2A. Students will determine the importance of life-long learning, and will begin to develop a professional mindset towards teachers through self evaluation and feedback from others // || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">1. Professional Growth Plans (3rd year)
 * || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">// 2B. Students will develop their communication, interpersonal and teamwork skills and acquire an understanding of the importance of these skills between and amongst children, parents and educators in promoting student learning // || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">1. Class Presentation
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**EDPS 310:**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**EDPY 301:**
 * || 1. know and understand a range of foundational material supporting the practice and principles of inclusive education. || * Examinations (short answer and essay questions) ||   || e) all students can learn, albeit at different rates and in different ways. They know how (including when and how to engage others) to identify students’ different learning styles and ways students learn. They understand the need to respond to differences by creating multiple paths to learning for individuals and groups of students, including students with special learning needs;

i) there are many approaches to teaching and learning. They know a broad range of instructional strategies appropriate to their area of specialization and the subject discipline they teach, and know which strategies are appropriate to help different students achieve different outcomes;

g) students’ needs for physical, social, cultural and psychological security. They know how to engage students in creating effective classroom routines. They know how and when to apply a variety of management strategies that are in keeping with the situation, and that provide for minimal disruptions to students’ learning; ||
 * || 2. be able to relate and apply this new knowledge and understanding to planned professional practice in middle years contexts. || * Examinations (short answer and essay questions) ||   || a) contextual variables affect teaching and learning. They know how to analyse many variables at one time, and how to respond by making reasoned decisions about their teaching practice and students’ learning; ||
 * || 3. be able to collaboratively create an Individualized Program Plan (IPP). || * Collaborative Individualized Program Plan (IPP) Assignment ||   || b) the structure of the Alberta education system. They know the different roles in the system, and how responsibilities and accountabilities are determined, communicated and enforced, including the expectations held of them under the Certification of Teachers Regulation, A.R. 261/90 as amended and their school authority’s teacher’s evaluation policy;

c) the purposes of the Guide to Education and programs of study germane to the specialization or subject disciplines they are prepared to teach. They know how to use these documents to inform and direct their planning, instruction and assessment of student progress;

f) the purposes of short, medium and long term range planning. They know how to translate curriculum and desired outcomes into reasoned, meaningful and incrementally progressive learning opportunities for students. They also understand the need to vary their plans to accommodate individuals and groups of students;

k) the purposes of student assessment. They know how to assess the range of learning objectives by selecting and developing a variety of classroom and large scale assessment techniques and instruments. They know how to analyse the results of classroom and large scale assessment instruments including provincial assessment instruments, and how to use the results for the ultimate benefit of students;

l) the importance of engaging parents, purposefully and meaningfully, in all aspects of teaching and learning. They know how to develop and implement strategies that create and enhance partnerships among teachers, parents and students;

m) student learning is enhanced through the use of home and community resources. They know how to identify resources relevant to teaching and learning objectives, and how to incorporate these resources into their teaching and students’ learning; ||
 * || 4. be able to evaluate and synthesize their new knowledge and understanding toward deeper and broader implications of inclusive education. || * Examinations (short answer and essay questions) ||   || h) the importance of respecting students’ human dignity. They know how to establish, with different students, professional relationships that are characterized by mutual respect, trust and harmony;

n) the importance of contributing, independently and collegially, to the quality of their school. They know the strategies whereby they can, independently and collegially, enhance and maintain the quality of their schools to the benefit of students, parents, community and colleagues;

p) the importance of guiding their actions with a personal, overall vision of the purpose of teaching. They are able to communicate their vision, including how it has changed as a result of new knowledge, understanding and experience; || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> **Physical Education** ||  ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**EDES 364:**

=<span style="font-family: 'Times New Roman',Times,serif; font-size: 14pt;">YEAR 3 - WINTER PROGRAM =

<span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;"> (From other Courses/Program) ||= <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">**CRITICAL EVIDENCE** <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;"> (From other Courses/Program) ||= <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">**KNOWLEDGE, SKILLS AND ATTRIBUTES (KSAsfor interim certification)** <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 10pt;"> Blue - Introductory Level <span style="color: #008000; font-family: 'Times New Roman',Times,serif; font-size: 10pt;"> Green - Advanced Level || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> **EDUCATIONAL** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> **ASSESSMENT** || <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">// Define and use appropriately the terminology of assessment, measurement and evaluation // || 1. Mid term exam 2. Final Exam || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">1. Final Exam (Edes 301) ||  || 2. Final Exam ||  ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> 2. Unit planning assignment <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> 3. Mid term exam <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> 4. Final Exam ||  ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;"> 2. Unit planning assignment <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;"> 3. Mid term exam <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;"> 4. Final Exam || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">1. Mini Lesson Plan (EDES 301) ||  || **MATH** || // Students will explore ways of planning and facilitating mathematics lessons. Students will acquire an understanding of the importance of planning for mathematical instruction and recognize that developing detailed lesson plans // //is essential in order to achieve desired goals in the mathematics classroom.// ||  ||   ||   || **Active and Interactive Curriculum** || //1A. Students will develop a clear understanding of how active/ interactive teaching pedagogy is an essential component of middle school philosophy and practice// || 1. Independent Project 2. Final Exam ||  || <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">p) the importance of guiding their actions with a personal, overall vision of the purpose of teaching. They are able to communicate their vision, including how it has changed as a result of new knowledge, understanding and experience || 2. Field Trip Manual 3. Independent Project ||   || <span style="color: #008000; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">c) the purposes of the programs of study germane to the specialization or subject disciplines they are prepared to teach. They know how to use these documents to inform and direct their planning, instruction and assessment of student progress; <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">m) student learning is enhanced through the use of home and community resources. They know how to identify resources relevant to teaching and learning objectives, and how to incorporate these resources into their teaching and students’ learning; || 2. Thematic Presentation (bulletin board) 3. Final Exam ||  || i) there are many approaches to teaching and learning. They know a broad range of instructional strategies appropriate to their area of specialization and the subject discipline they teach, and know which strategies are appropriate to help different students achieve different outcomes; || 2. Thematic presentation 3. Final Exam ||  || <span style="color: #008000; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">f) the purposes of short, medium and long term range planning. They know how to translate curriculum and desired outcomes into reasoned, meaningful and incrementally progressive learning opportunities for students. <span style="color: #008000; font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> i) there are many approaches to teaching and learning. They know a broad range of instructional strategies appropriate to their area of specialization and the subject discipline they teach, and know which strategies are appropriate to help different students achieve different outcomes; j ) the functions of traditional and electronic teaching/learning technologies. They know how to use and how to engage students in using these technologies to present and deliver content, communicate effectively with others, find and secure information, research, word process, manage information, and keep records; || 2. Critical Evidence Folder 3. Peer Feedback 4. Self Reflections ||   || <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">p) the importance of guiding their actions with a personal, overall vision of the purpose of teaching. They are able to communicate their vision, including how it has changed as a result of new knowledge, understanding and experience <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> o) the importance of career-long learning. They know how to assess their own teaching and how to work with others responsible for supervising and evaluating teachers. They know how to use the findings of assessments, supervision and evaluations to select, develop and implement their own professional development activities; || 2. Field Trip Manual 3. Independent Project 4. Course Participation and Professionalism Rubric (Teamwork) ||  || <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">n) the importance of contributing, independently and collegially, to the quality of their school. They know the strategies whereby they can, independently and collegially, enhance and maintain the quality of their schools to the benefit of students, parents, community and colleagues || **ART** || //Students will understand the framework, broad goals, and key content of the middle years’ art curriculum from both a theoretical and hands-on perspective// || 1. Unit Plans 2. Art Appreciation Assignment 3. Exam ||  ||   || 2. Art Appreciation Assignment 3. Exam ||  ||   || 2. Art Appreciation Assignment 3. Exam ||  ||   || 2. Art Appreciation Assignment 3. Exam ||  ||   || 2. Art Appreciation Assignment 3. Exam ||  ||   || 2. Art Appreciation Assignment ||  ||   || 2. Art Appreciation Assignment 3. Exam ||  ||   || **Adolescent Literature** ||  ||   ||   ||   ||
 * = <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">**COURSE** ||= <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">**ESSENTIAL LEARNING OUTCOMES** ||= <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">**CRITICAL EVIDENCE**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**EDPY303:**
 * || <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">//Describe, identify and define forces influencing changes in assessment practices// || 1. Mid term exam
 * || <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">//Interpret and demonstrate the relationships between curriculum, instruction and assessment/evaluation// || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">1. Unit plan presentation
 * || <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">//Demonstrate the appropriate use of assessment in instructional design// || <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">1. Unit plan presentation
 * || <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">//Plan a unit, using correct procedures to ensure balance and coverage of content, incorporating appropriate assessment strategies.// || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">1. Unit planning assignment ||  ||   ||
 * || <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">//Incorporate all aspects and components of assessment into an effective and comprehensive grading and reporting system// || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">1. Unit presentation (follow-up) ||  ||   ||
 * || <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">// Demonstrate exemplary qualities of a professional educator and display personal development as a reflective practitioner. // || <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">1. Professional Qualities Rubric ||  ||   ||
 * **EDES 363:**
 * || // Students will understand and interpret the structure, goals and content of the // //middle school mathematics curriculum.// ||  ||   ||   ||
 * || // Students will understand the principles of effective instruction in mathematics, why those principles work and the factors involved in teaching for understanding. Students will gain insight into the relationship between teaching and learning as it applies to middle grades mathematics education. Students will be able to use appropriate materials which facilitates learning of mathematics in the middle grades. Specifically students will experience working with manipulatives and engage in various math games used to ////enhance the teaching of mathematics// ||  ||   ||   ||
 * || // Students will improve their ability to think with and about numbers and be able to model number sense. In turn, students will learn how to implement various strategies to improve the number sense skills with their own students. // ||  ||   ||   ||
 * **EDES 340:**
 * || //1B. Students will continue to explore the structure, goals and content of the middle years curriculum by developing the ability to plan curricular resources, including community resources, for instruction in the middle years classroom// || 1. Thematic Unit Resource List
 * || //1C. Students will demonstrate understanding of the importance of creating a brain compatible classroom, and will learn principles of how this impacts teaching and learning// || 1. Course Participation and Professionalism Rubric (Discussions)
 * || //1D. Students will plan lessons for instruction in the middle school classroom by utilizing a variety of active/interactive instructional strategies which translate curriculum and desired outcomes into meaningful learning opportunities for students; this includes the integration of technology through digital tools// || 1. Thematic lesson plan
 * || //1E. Students will develop the understanding that all students can learn by having their needs met in a variety of ways, and to identify these different learning styles through a differentiated approach to teaching// || 1. Final Exam ||  || <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">e) all students can learn, albeit at different rates and in different ways. They know how (including when and how to engage others) to identify students’ different learning styles and ways students learn. They understand the need to respond to differences by creating multiple paths to learning for individuals and groups of students, including students with special learning needs ||
 * || //2A. Students will determine the importance of life-long learning, and will further strengthen their professional mindset towards teachers through self evaluation and feedback from others// || 1. Course Participation and Professionalism Rubric (Discussions)
 * || //2B. Students will develop their communication, interpersonal and teamwork skills and acquire an understanding of the importance of these skills between and amongst children, parents and educators in promoting student learning// || 1. Thematic Presentation
 * **EDES 361:**
 * || //Students will examine varying strategies for curriculum development (including unit and lesson plans), implementation and assessment// || 1. Unit Plans
 * || //Students will examine the roles that teachers and students each play in creating dynamic and meaningful learning experiences within the peculiar context of the art education studio/classroom// || 1. Unit Plans
 * || //Students will examine and utilize a broad range curriculum resources based on active learning models, including resources from the broader community, in support of art programs based upon both art production and responding to art// || 1. Unit Plans
 * || //Students will value art as a powerful tool for investigating other areas of the curriculum through integrated planning while retaining the integrity of learning about art as a subject in its own right// || 1. Unit Plans
 * || //Students will communicate ideas, feelings and theories through visual forms, including those that are created using technology// || 1. Unit Plans
 * || //Students will use routines to manage both the materials and equipment in the art classroom, and the ways in which their students can be involved in using and caring for them// || 1. Exam ||  ||   ||
 * || //Students will recognize the importance of advocating for the place of the arts in education and the strategies they can use in support of this// || 1. Exam ||  ||   ||
 * || //Students will appreciate the pervasive nature of art and design in the human experience across time and culture, and in their own lives// || 1. Unit Plans
 * || //Students will become comfortable with moving into uncharted territory and approach problems with an open mind, willingness to risk and recognition that this is a critical part of the creative process in any field of endeavour// || 1. Art journal/Sketchbook ||  ||   ||
 * **LIS 410:**