Box 297, 1455 Idylwild Drive

Fort Frances, ON P9A 3M6

Telephone: (807) 274-2796 ext. 240

Facsimile: (807) 274-8761

Memorandum

To: ATEP Applicants

From: Sherri Kabatay, Post Secondary Program Co-ordinator sherrik@7generations.org

Date: November 24, 2014

RE: Application Procedure – Deadline: January 23, 2015

for May 2015 start

We welcome your interest in the new Community-based Aboriginal Teacher Education Program

(ATEP).

Seven Generations Education Institute is pleased to offer a community-based, full-time equivalent

Aboriginal Teacher Education Program accredited through Queen’s University.

The ATEP has changed from the previous format in response to province-wide changes to all

Teacher Education programs in Ontario effective 2015. These new changes offer students more in-

depth knowledge and skill development through an expanded curriculum and extended practicum

placements.

The ATEP focuses on Aboriginal content and teaching strategies, together with the Ontario

Ministry of Education curriculum expectations. This program is designed to build capacity to

become a professional educator. This program is beneficial for those interested in capacity building

in First Nation schools, reaching Aboriginal students and developing strong local/community ties.

This program has two streams: Diploma and Bachelor of Education. Applicants to the Diploma in

Education must be Aboriginal (Status, Non-status, Inuit or Metis) as per the Education Act, which

supports the training of Aboriginal teachers, and be able to provide proof of ancestry. Diploma in

Education applicants must also have a minimum entrance requirement of Grade 12 or equivalent.

Applicants to the Bachelor of Education must possess an undergraduate degree upon application.

The program starts in May 2015 and finishes August 2017. The method of delivery will be a

combination of direct instruction and videoconferencing online between two sites. Depending on

the interest expressed, this will determine site location(s). The instructor’s direct instruction will

alternate to sites in Fort Frances and Kenora. Program courses in the Fall/Winter terms will be

delivered as modules through direct instruction and online video conferencing. Some courses do

require students to be on-site so students will be expected to attend those sessions in person at the

site determined in the schedule.

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Another integral part of the program are the two Queen’s University, on-campus Summer sessions

being held in Kingston. The sessions will be 10 weeks in duration, held June-August 2015 and

June-August 2017. Students will attend and complete courses during their stay.

As a part of skill development there are practicum placements. There is a required sixteen-week

practicum that is split into different lengths throughout the program. Students are required to do a

criminal records for the vulnerable sector and tb test prior to going on placement. Applicants are

encouraged to speak to their employers(if applicable) and sponsoring agencies in order to make

ATEP an integral part of their 2015-2017 workloads

In addition to the education courses, there are co-requisite courses that need to be fulfilled, prior to

graduation, if applicable. For more information, please refer to the enclosed co-requisite courses

and descriptions. In this package you will find program information and an application guide.

This Aboriginal specific program once completed, will award qualifications at the

Primary/Junior(JK-6) levels as a Diploma or a Bachelor of Education, depending upon the stream

you enter and complete. Graduates of the ATEP will be trained to teach in private, public and

separate school systems. They are also recommended to the Ontario College of Teachers to apply

for the Certificate of Qualification as a teacher and to become a member of the College.

Tuition for ATEP Education Courses, includes year 1 & 2 at 63 units @ $198.91/unit = $12,531.33.

Student levy fees are 21 units/$70 for 63 units =$210. Total tuition estimate for program is $12,

741.33. Tuition fees are estimated only and are subject to change. Fees for co-requisite course

fees are estimated at 4 credits @ $1250.00/credit = $5,000.00. Texts estimated at $1200.00 for

ATEP Education Courses. Texts estimated at $500.00 for co-requisite courses.

Should you have any questions or require further information contact Sherri Kabatay at (807) 274-

2796 ext. 240 or sherrik@7generations.org

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SGEI/Queen’s ATEP Application Checklist

ALL DOCUMENTS MUST BE SUBMITTED by deadline. Late or Incomplete applications will not be

considered. Deadline date for applying is January 23, 2014.

Step 1: SGEI Application

Complete and submit the enclosed Seven Generations Education Institute Application Form.

Step 2: Queen’s University ATEP Application Form Complete the enclosed Queen’s University Application Form or you can download a copy at

http://educ.queensu.ca/sites/webpublish.queensu.ca.educwww/files/files/Study/ATPO%20Application%2

02015.pdf

it is recommended that you keep a saved copy of your filled out pdf application.

Step 3: Official secondary school, college and/or university transcripts Bachelor of Education applicants must submit secondary and post-secondary school transcripts from each

institution attended.

Diploma in Education applicants must submit secondary school transcripts, and if applicable, post-

secondary transcripts from each institution attended.

All transcripts submitted must be original, official, bearing the institutional seal and/or original signature

of the institution’s registrar and must be submitted directly to SGEI from the institution or from the

applicant in an envelope sealed by the institution. Photocopies or faxed transcripts will NOT be

accepted.

Note: Secondary school transcripts can be submitted to SGEI with other application documents.

Step 4: Aboriginal Community Support letters

Two letters of Aboriginal community support

Reference letters from two respected members of your Aboriginal community (e.g., Elders, Community

Leaders, Work Supervisors, Social/School Counsellors, Educators, Director of local Friendship Centres).

The referees must be able to comment on Aboriginal community contributions which you have made, and

your potential to serve in the field of Aboriginal education. Only original letters in a sealed envelope,

containing original signatures, will be accepted.

Step 5: Personal Statement of Experience, (included in the Queen’s ATEP Form)

Complete Personal Statement of Experience.

Note: The Aboriginal Teacher Education PSE consists of the following questions:

1. Using the chart, list up to 5 activities or jobs (paid or unpaid) that you have been involved in, including the

positions held. Activities are valued equally and may include but are not limited to the arts, athletics, hobbies,

volunteer, religious, social, farm, and/or household responsibilities.

2. [approximately 500 words]: Explain what you have learned from your list of experiences that will help you

as a future educator in an Aboriginal context. Use paragraphs and full sentences. This is your opportunity to

demonstrate your written communication skills.

3. [approximately 500 words]: List, in point form, the reasons for your interest in Aboriginal Education.

4. Referee: please provide the name and contact information of an individual not related to you (employer,

supervisor, etc.) who can attest to your skills or experience in at least some of the areas you have listed. Your

referee may be contacted to verify your statement.

Step 6: Resume

The resume should provide a clear and concise overview of both (a) your academic background, and (b)

work experience.

Please complete above steps to apply for the program. Mail or drop off all original application documents to:

Seven Generations Education Institute.

P.O. Box 297, Fort Frances, ON P9A 3M6 Attention: Sherri Kabatay

Sherri is available to provide assistance and support during application process or answer any questions. Contact Sherri at 1-800-

668-6279 or (807) 274-2796 ext. 240 or sherrik@7generations.org to set up an appointment.

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Aboriginal Teacher Education Program – Queen’s University Community-Based Program Track

Seven Generations Education Institute

Aboriginal Teacher Education

This unique program track provides an opportunity for candidates to specialize in Aboriginal

education.

The Aboriginal Teacher Education (ATE) Community-based program track is a full-time equivalent

program. Community-based courses are adapted to local contexts and needs, and include

Aboriginal perspectives, balancing Aboriginal-specific and student-centered learning with

knowledge of the teaching/learning process and research on Aboriginal education. Components

include a course specific to Aboriginal education (FOCI 201), and practicum placements in First

Nations schools. Builds capacity in Aboriginal education, in keeping with provincial strategies and

Aboriginal community mandates.

Prepares the teacher candidate to teach at the Primary-Junior (PJ) divisions (Junior Kindergarten to

Grade Six), and qualifies graduates for Ontario College of Teachers certification. Learning

opportunities include: application of Aboriginal perspectives and world view to theory and practice,

problem solving with peers, review of Aboriginal and other curriculum resources, and supervised

teaching in a First Nations or Provincial setting.

Admission

Application for full-time equivalent, community-based study is made through the Aboriginal

Teacher Education Office, Faculty of Education, Queen’s University. Application documents are

submitted directly to SGEI.

ATE has an admission policy which incorporates the following special features:

Candidates may complete some prerequisites to admission as exit requirements rather than

entrance requirements;

Applicants of Aboriginal ancestry who hold the Ontario Secondary School Diploma or

equivalent are eligible to apply to the Primary-Junior program option leading to the Diploma

in Education;

Applicants who possess an undergraduate degree are eligible to apply to the Primary-Junior

program option leading to a Bachelor of Education.

Format

In addition to the required curriculum courses of the regular program, all Primary-Junior (PJ) ATEP

teacher candidates are required to take courses in Aboriginal Teacher Education and Aboriginal

Teacher Education Community-Based Practicum. They take FOCI 201, Aboriginal Teacher

Education, and are placed in a dedicated section of PROF 195: Theory and Professional Practice.

Community-based courses are adapted to include Aboriginal content. Includes additional time in

the classroom, Aboriginal education content, many courses taught by Aboriginal professors,

increased online connectivity and an emphasis on Aboriginal language throughout. Candidates are

placed in Aboriginal schools for a portion of the teaching practicum. Candidates are required to

submit a current criminal records check prior to practicum placements. Candidates in the

community-based program are normally expected to complete the program within 2.5 years.

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Program material is delivered through short, intensive community-based course sessions during the

fall and winter, and on campus sessions at Queen's University for two summers (May-August).

Teacher candidates also must complete co-requisites to fulfill graduation requirements.

Certification

Graduates are recommended to the Ontario College of Teachers to be awarded the Certificate of

Qualification as a teacher and to become members of the College. Upon application to the College,

candidates must submit a negative tuberculin test result or a normal chest x-ray administered during the

program year or within one year prior to application to the College. Another document required for

certification and College membership is a criminal record check for the vulnerable sector, obtainable

from a police department.

Upon completion of the program, candidates will receive a Diploma in Education or a Bachelor of

Education degree; graduates also qualify to receive the Certificate of Qualification as a teacher

offered through the Ontario College of Teachers, certifying them to teach in First Nations and

Provincial schools in Ontario.

Graduating teacher candidates who plan to teach in Ontario must formally register to become

members of the College and be awarded the Certificate of Qualification and Registration as a

teacher

Upon completion, candidates holding a previous university degree receive the Bachelor of

Education degree and the Certificate of Qualification as a teacher, allowing them to teach in the

Primary and Junior Divisions. Candidates of Aboriginal ancestry who hold an Ontario Secondary

School Diploma (OSSD) or equivalent are eligible to receive the Diploma in Education and the

Certificate of Qualification, allowing them to teach in the Primary and Junior Divisions.

The Certificate of Qualification shows teachers’ previous academic degrees as well as the divisions in

which they are qualified.

Graduating teacher candidates who plan to teach in Ontario must formally register to become members

of the College and be awarded the Certificate of Qualification and Registration as a teacher.

Holders of the Diploma in Education who later submit to Student Services proof of having been

granted an acceptable degree (i.e., by submission of a university transcript indicating that the degree

has been conferred) will be awarded a Bachelor of Education degree. In order for the undergraduate

degree to be considered in this process, the undergraduate degree must have no transfer credit that was

counted toward the program requirements for the Diploma in Education.

PROGRAM OF STUDY

Primary-Junior Components - total requirements is 63 units

Curriculum 21 units

CURR 355 (3.0) Language

CURR 383 (3.0) Mathematics

CURR 385 (1.5) Social Studies

CURR 387 (3.0) Science and Technology

CURR 395 (1.5) Health and Physical Education

CURR 389 (1.5) Art

CURR 391 (1.5) Music

CURR 393 (1.5) Drama

CURR XXX (1.5) Dance

CURR XXX (3.0) Literacy & Numeracy

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Foundations 3 units

FOUN 100 (1.0) Psychological Foundations

FOUN 101 (1.0) Foundations of Assessment

FOUN 102 (1.0) Historical and Philosophical

Program Focus 6 units

FOCI 201 (3.0) Aboriginal Teacher Education

EDSTFOUN w FOCI(3.0) TBD

Professional Studies 22.5 units

PROF 110 (3.0) Self as a Teacher

PROF 170 (3.0) School & Classroom Leadership

PROF 180 (1.5) School Law and Policy

PROF 210 (3.0) Self as a Learner

PROF 310 (3.0) Self as a Professional

PROF 410 (1.5) Theory and Professional Practice

PROF 500 (1.0) Teaching Life Skills

PROF 501 (1.5) Building a Professional Career

PROF 502 (1.0) Intro to Aboriginal Studies

PROF 503 (1.0) Integrating Environmental Education

PROF 504 (1.5) Educational Technology as a Teaching & Learning Tool

PROF 505 (1.5) Meeting the Needs of All Learners

Practicum 10.5 units

PRAC 195 (9.0) Practicum

Note – program components are subject to change without notice. New courses to be finalized.

Co-Requisite Courses (to be completed before graduation)

Psychology or Aboriginal Studies

o One half credit university or college course in child development or developmental

psychology. OR half credit appropriate Aboriginal Studies course which includes

content in the four areas of development (Physical, Emotional, Spiritual and Intellectual)

OR equivalent is also acceptable.

Aboriginal Language

o 30 hours of certified instruction in an aboriginal language OR documented functionality

OR fluency in an Aboriginal Language

Grade 12 Math

o Grade 12(4U, C, M or OAC) OR one half credit university course OR one half-credit

college course, preferably an enrichment course “Math for Teachers” or equivalent to

prepare ATEP candidates for teaching at the Primary and Junior levels

Academic Writing Skills

o One half-credit university course or half-credit college course OR one secondary school

4Y or OAC English course or equivalent in academic writing skills

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Course Weight and Numbering

CURR 355/3.0 Language and Literacy: Development and Practice (PJ) Teacher candidates will be introduced to instructional practice in the language arts. The course will

examine instructional principles for the teaching of the following components of literacy: phonemic

awareness, phonics, fluency, vocabulary and reading comprehension, the writing process, the use of

informational and narrative texts from JK to grade 8. Teacher candidates will be introduced to the

Ontario literacy documents and Language curriculum.

CURR 383/3.0 Elementary Mathematics (PJ) Designed to help beginning teachers to (i) examine how children learn mathematics; (ii) develop a

positive attitude toward and an interest in mathematics; (iii) teach mathematics with problem solving as

the primary focus; (iv) understand the elements of planning and assessing a comprehensive

mathematics curriculum; and (v) establish a classroom environment that supports children's learning of

mathematics. Models experiences that help teacher candidates to construct personal knowledge of

mathematical techniques, skills and processes through meaningful opportunities to learn (including the

application of information technology).

CURR 385/1.5 Social Studies (PJ) Provides teacher candidates with the opportunity to enhance skills, attitudes and understandings to

enable them to teach, learn and function as informed citizens in a culturally diverse society and world.

Candidates explore ways to study communities, heritage, history, and geography, using the Ontario

curriculum documents and a variety of strategies and resources.

CURR 387/3.0 Science and Technology (PJ) Learning to teach elementary science and technology and developing a positive attitude toward these

subject areas are explored through a variety of approaches including student-centred learning, problem-

based learning, hands-on activities, and integrated learning experiences. Teacher candidates begin to

become familiar with the science and technology curriculum mandated by the Ontario Ministry of

Education through the exploration of content, skills and strategies for effective teaching, and through

reflective practice.

CURR 395/1.5 Health and Physical Education (PJ) Provides teacher candidates with the opportunity to develop understandings, skills and attitudes to

effectively teach physical and health education and to help children develop active healthy lifestyles.

Candidates become familiar with Ministry of Education curriculum documents and a variety of

teaching/learning strategies and resources.

FOCI 201/3.0 Aboriginal Teacher Education (ATE PJ) Prepares Aboriginal Teacher Education candidates to include Aboriginal curriculum as part of their

classroom teaching. Explores Aboriginal community-based curriculum development; a review of

current Aboriginal curriculum packages and other resources; curriculum planning and evaluation. An

experiential learning approach with aspects of the course applied during the candidates' practice

teaching rounds. Practicum experiences are explored during class sessions with such reflections

providing the basis for further learning in the areas of curriculum planning and evaluation.

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PRAC 195/6.0 Aboriginal Teacher Education Community-BasedPracticum (PJ) A sixteen-week (minimum) practicum for candidates in the Aboriginal Teacher Education part-time,

community-based program track. Candidates are placed in First Nations Federal or Provincial schools

which follow Ontario curriculum guidelines.

PROF 150/3.0 Concepts in Teaching and Learning (PJ) This course includes four modules that deal with basic issues and concepts at the Primary-Junior level

in the following areas: assessment and evaluation, psychology of learning and development, philosophy

of education, and social contexts of education. The social contexts module may encompass concepts

from both sociology of education and history of education. Each module will involve a set of readings

and an assignment or other assessment procedure. Module instructors may choose a large group

presentation format, an online format, or combination of both. Teacher candidates must receive a

passing grade in all four modules in order to pass the course.

PROF 195/1.5 Theory and Professional Practice in Aboriginal Education (PJ) This course begins the process of constructing and documenting professional knowledge acquired from

experience. With an emphasis on Aboriginal classroom activities and Aboriginal teaching strategies,

the course provides opportunities to interpret and modify practices from one's own perspective and that

of experienced teachers and fellow Aboriginal teacher candidates. Relevant educational literature,

which emphasizes Aboriginal orientations and perspectives, will be utilized.

PROF 105/1.5 Critical Issues and Policies in First Nations Classrooms (PJ) This course is an introduction to issues and policies that are critical for beginning and experienced

teachers in Aboriginal education. It invites candidates to build on their experiences in classrooms and

associates schools, to learn about their legal rights and responsibilities as First Nations teachers, to

learn about adapting instruction for exceptional Aboriginal learners, and to learn about equity issues

they will face in Provincial and First Nations schools.

PROF 180/0 School Law and Policy (PJ) This course, obligatory for all candidates seeking an Ontario Teacher’s Certificate, provides an

overview of the legal aspects of teaching in Ontario. Attention is focused on the Education Act, R.S.O.

1990 and the Teaching Profession Act, R.S.O. 1990, and selected regulations supporting these statutes.

Teacher candidates receive basic information about the legal duties of education personnel; the

teacher’s contract of employment and related job security procedures; and the purposes, structure and

practices of the teacher associations in Ontario.

CURR 389/1.5 Art (PJ) An introduction to visual art in the elementary grades. Participants come to understand that visual art is

a form of personal expression and that it can be employed to increase visual perception and awareness.

Through experimentation with the foundation materials of visual art, and by utilizing their various

environments as sources of inspiration, participants will gain confidence in their ability to make artistic

choices and to provide meaningful art experiences for their students. Topics include the elements and

principles of design, colour theory, drawing, and assessment and evaluation of art.

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CURR 391/1.5 Drama (PJ) Introduces drama in the elementary grades, and encourages teachers to apply dramatic and performance

skills and techniques to the presentational aspects of their teaching practice. Through a lens of story-

telling, various experiential exercises help students acquire basic dramatic skills and techniques to

develop strategies and approaches to foster dramatic activity and presentation in their future

classrooms. Topics include drama games, story-telling and story-building, character, staging, acting,

and thematic and cross-curricular integration. Work in movement, voice and creative play enhance

confidence and ability to incorporate dramatic form for the classroom.

CURR 393/1.5 Music (PJ) An introduction to music in the elementary grades. Focuses on the integrative aspects of music in the

classroom and in the curriculum, and introduces effective strategies and materials. Through experiential

learning, participants develop their own musical skills and confidence. Various topics relating to arts

advocacy, technology and music, music in the early and middle years, instrumental and vocal music,

and composition and notation will be addressed.

COURSE DESCRIPTIONS FOR NEW COURSES

*To be finalized

Professional Studies Courses

PROF 110 Self as Teacher 3.0

Introduction to schools, teaching, and curriculum in their historical, political, social and philosophical context. Exploration of policy, practice and professional portfolios, with an emphasis on reflective and critical thinking.

PROF 170 School and Classroom Leadership 3.0

The purpose of the School and Classroom Leadership course is to provide a platform to examine current initiatives to support the learning and achievement of all students.

PROF 180 School Law and Policy 1.5

This course, obligatory for all candidates seeking an Ontario Teacher’s Certificate, provides an overview of the legal aspects of teaching in Ontario. Attention is focused on the Education Act, R.S.O. 1990 and the Teaching Profession Act, R.S.O. 1990, and selected regulations supporting these statutes. Teacher candidates receive basic information about the legal duties of education personnel; the teacher’s contract of employment and related job security procedures; and the purposes, structure and practices of the teacher associations in Ontario.

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PROF 210 Self as Learner 3.0

Introduction to planning for learning in the Primary-Junior and Intermediate-Senior divisions. Exploration of universal design for learning, literacy, and diversity, with an emphasis on the use of assessment and evaluation as supports for learning. The portfolio will be highlighted as an individual documentation of learning. PREREQUISITE: PROF 110

PROF 310 Self as Professional 3.0

Introduction to professional judgment and decision making as it relates to the beginning teacher in the Primary- Junior and Intermediate-Senior divisions. Exploration of legal rights and responsibilities as professionals and reflection on and thinking critically about experiences in classrooms and host schools, adapting practices for exceptional learners and addressing equity issues faced in schools. PREREQUISITE: PROF 210

PROF 410 Theory and Professional Practice 1.5

Introduction and extension of learning to connect practicum experiences with on-campus learning and to develop the process of constructing and documenting professional knowledge. This course emphasizes understanding and improving learning and teaching and associated classroom practices.

PROF 500 Teaching Skills for Everyday Life 1.0

A vital part of student well-being is related to developing life skills. Teacher candidates will explore practical ways to help students learn how to manage authentic life situations (e.g. mental health, financial literacy, and other topics).

PROF 501 Building a Professional Career as a Teacher 1.5

During the final term of the 4-term preservice program, this course identifies the major features and issues of a teacher’s professional career. Students will review their development as a teacher through the program and consolidate personal strategies for their on-going professional development. Topics will include teacher-student relationships, pedagogical principles, curriculum change, professional identity, professional collaboration, and school culture and community.

PROF 502 Introduction to Aboriginal Studies for Teachers 1.0

This course will examine the history, culture, and diversity of Aboriginal Canadians. It will also introduce teacher candidates to the concept of culture-based education, and will aid them in finding ways to integrate Aboriginal perspectives into their classrooms. Finally, it will discuss the realities of life in Northern Canada.

PROF 503 Supporting Environmental Education in the Classroom 1.0 Teacher candidates will explore how to integrate environmental education into all subject areas using two

approaches: (a) personal awareness of natural history and natural systems and (b) critical analysis of the ways personal perceptions intersect with philosophical and theoretical frameworks of environmental education.

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PROF 504 Technology as a Teaching and Learning Tool 1.5

This course will explore the integration of technology as a tool to support teaching and learning in K-12 classrooms. The range of topics will include Internet literacy and technologies that support student learning in various domains, group collaboration and personal expression. Particular attention will be paid to assistive technology and its use with special needs students. In small groups, participants will design technology-involved solutions to specific teaching and learning problems. Participants’ technology-related presentation skills will be expanded through the creation of rich-media presentations of their design solutions.

PROF 505 Meeting the Needs of All Learners 1.5

This course brings together concepts, ideas and understandings introduced in practicum and on-campus learning, as well as thinking and practices initiated through such Ministry of Education documents as Learning for All; the School Effectiveness Framework; Growing Success; the First Nation, Metis and Inuit Education Policy Framework, and

others. Candidates will deepen their understanding of Universal Design for Learning and Differentiated Instruction, as well as other practices, and improve their ability to plan and implement these kinds of approaches in order to respond to all their students and tailor their instruction appropriately.

Foundations Courses

FOUN 100 Psychological Foundations of Education 1.0 This course introduces teacher candidates to the psychological foundations of education. It involves readings, lectures, group activities and presentations. Topics covered will include theories that relate to classroom teaching and an exploration of mental health issues as well as the role of educators in supporting student’s mental health. Resources for the course are available in Desire to Learn (D2L).

FOUN 101 Foundations of Assessment 1.0

This course introduces teacher candidates to the foundations of classroom assessment and evaluation. Students will engage in examining assessment theory, policy, and practice in relation to the current context of contemporary schooling. Emphasis will be placed on the intersection of assessment practices and principles of teaching and learning. Specifically, topics related to assessment for learning and assessment of learning will be covered in

addition to assessment design and principles for fair student assessment.

FOUN 102 Historical and Philosophical Foundations of Education 1.0

This course introduces teacher candidates to the study of history and philosophy of education. Students will have opportunities to interrogate contemporary educational structures and challenges in light of philosophical worldviews and positions, as well as historical continuities and changes. The course offers teacher candidates a space to consider how philosophy is a practical means of informing and guiding educational practice, and how the history of education serves to contextualize and problematize pedagogical practice.

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Curriculum Courses

CURR XXX Literacy and Numeracy 3.0

Provides opportunities for teacher candidates to explore some of the topics briefly introduced in CURR 355 and CURR 383, but in much more detail. Topics include theoretical and practical issues regarding: i. literacy and numeracy teaching and learning in Kindergarten classrooms; ii. adolescent literacy and numeracy; iii. supporting students who struggle with literacy and numeracy competency and iv. literacy/numeracy connections that support learning.

CURR XXX

Dance

1.5

This course introduces teacher candidates to dance education. Teacher candidates will engage in dance activities and will explore strategies for structuring and engaging learners in dance experiences using the elements and the choreographic forms of the discipline. They will develop an understanding and appreciation of dance.