This course involves reading, writing, listening, and speaking. The basic purpose is to create an increased awareness of the communication process. It is designed to interest and inform, provoke and challenge. Students are presented with both theoretical and practical concepts, emphasis being placed on their application within the education structure.
This course provides exposure to the use of computers and common productivity software such as word processing, presentations and spreadsheets. Microsoft Office will be used as the software package for this course.
This course examines a wide variety of assessment targets and analyzes their purpose, techniques, and quality indicators. The focus is on teacher-prepared tests and techniques through methods such as observation; written, oral, and performance tests; peer-and self-reports; portfolio documentation; and direct personal communication used to assess the different learning targets. The course culminates with an analysis of methods of interpreting assessment results and providing feedback and direction that promotes on-going improved instructional decision-making and learning.
This introductory course is the first in a series of courses offered in the Technical Vocational Education program, and is designed to provide beginning instructors with the basic skills to begin teaching in an applied educational environment. The course will focus on the ideals of effective instruction, adult learning and motivation, learning outcomes, lesson planning, course outlines, and the basics of classroom management. This course is a prerequisite to all courses in the Technical Vocational Teacher Education program.
The focus of this introductory course is on the creation of effective learning environments and the use of teaching strategies and techniques. The theoretical foundation and practical application of a variety of teaching approaches, lesson planning, questioning techniques, active lectures, and demonstrations will be explored and critically assessed within the context of sound curriculum design principles and processes. The overall focus is on the application of newly learned information to the classroom. A classroom simulation will take place where the student’s presentation is videotaped and will be reviewed for reflection and evaluation.
This course provides instruction in the planning, organization, and management of several types of vocational education facilities and an introduction to the different organizational and delivery systems used in vocational education programs. The scope of this course includes the preparation of instruction in a laboratory including: plan of organization and management, indicating the necessary equipment, materials and supplies, methods of purchasing and budgeting, and financial control and inventory procedures. In addition, sources of revenue and alternative delivery systems will be examined. Additional topics will include adaptations for disadvantaged students, motivation and learning environment management, and adult learners.
The focus of this course is on curriculum design in the area of Technical Vocational Education. Students will develop a course of study directly related to their subject specialty using a sequential process of formulating, selecting, and organizing course material. This course presents an organized format that potential teachers can apply to future courses to be planned and delivered. Students will study topics that include learning models, learner needs, learning outcomes, assessment, evaluation, structural frameworks, and instructional analysis.
The focus of this course is to develop a critical understanding of vocational/technical/applied education, both its historical development and its current practice. This course is designed to encourage critical thinking and analysis of the foundations of vocational education: historical roots, socioeconomic context, philosophical approaches, as well as current issues and barriers to participation. Students will also explore delivery structures of applied education including colleges, and reflect upon their successes and limitations. By understanding the foundations of vocational education, students will be clearer about their own beliefs, values, and choices as educators in vocational-technical training institutions and systems.
This course will expose students to a complete survey of technologies used in an instructional setting. Digital technology and computer technology have played a major role in transforming this subject area. With the use of these technologies we are able to accomplish many communication and instructional goals more efficiently. It is the intention of this course to provide students with an exposure to a wide variety of instructional technologies and demonstrate them in today’s classroom.
This course covers the foundations of classroom management with an emphasis on the characteristics of an effective teacher. The course will also examine the major causes of unproductive student behaviour and provide a theoretical and philosophical foundation from which to examine approaches that encourage positive student behaviour and achievement and respond to the disruptive behaviour. Other course topics will include lesson design, developing classroom norms and guidelines, as well as structuring the physical environment.
The focus of this course is on differentiating instructional strategies and techniques that respond to the diverse learning styles and needs of learners. The theoretical foundation and practical application of various teaching strategies will be explored and critically assessed within the context of sound curriculum design principles and processes. The overall focus is the application of newly learned information to the classroom. A classroom simulation will take place where students' presentations are videotaped and reviewed for reflection and evaluation.
Applied mathematics involves the basic skills required for a senior high teacher in an applied teaching environment. Integers and algebraic concepts will be reviewed and applied throughout the teaching course. There will be an emphasis on teaching applied math in a vocational setting.
The school experience practicum for the major teaching area (vocational education) is organized through RRC and totals 18 weeks in length. Due to the limited availability of suitable school placements within the city limits, some students may be placed in communities outside of Winnipeg.
The school experience practicum for the major teaching area (vocational education) is organized through RRC and totals 18 weeks in length. Due to the limited availability of suitable school placements within the city limits, some students may be placed in communities outside of Winnipeg.
The school experience practicum for the major teaching area (vocational education) is organized through RRC and totals 18 weeks in length. Due to the limited availability of suitable school placements within the city limits, some students may be placed in communities outside of Winnipeg.
The school experience practicum for the major teaching area (vocational education) is organized through RRC and totals 18 weeks in length. Due to the limited availability of suitable school placements within the city limits, some students may be placed in communities outside of Winnipeg.
This course focuses on the effective application of psychological concepts and principles in the instructional process, the development of teaching strategies and skills, and the perspectives that enhance the learning environment. Students will become familiar with the key conceptual frameworks of educational psychology, and analyze their use in the classroom. Course topics include principles and conditions that facilitate positive learning, action research as an instructor, learning and teaching/leadership styles, the diversity of learners, and the process of transforming assumptions.
On admission to the program, the WKRE-1057 credit is granted for the first 45 credit hours of the program based on meeting the admission requirements for training and work experience in an approved vocational area.