Everyone communicates, but are they doing it well? Communicative competence takes practice and self-awareness. In this foundational course, students will learn through discovery and project-based activities to practice approaching situations critically and collaboratively. By developing their communication skills, students will improve their interpersonal ability, intercultural competence, and digital fluency to prepare for success in the workplace and beyond. The strategies students will gain in this course will be useful throughout their program and in their chosen industry.
Communicating effectively takes self-awareness and practice. In Communication for Educators, education-sector students will improve their intra and interpersonal communication, intercultural competence, and digital skills to improve professional interactions in education systems and workplaces. Students will learn through discovery and project-based activities to practice approaching situations critically, collaboratively, and empathetically. Students will be able to apply the skills gained in this course to their interactions in their other courses, practicums, and workplaces.
Students in this course will focus on the effective application of psychological concepts and principles in the instructional process, the development of teaching strategies and skills as well as perspectives that enhance the learning environment. Students will become familiar with key conceptual frameworks of educational psychology and analyze their use in the classroom. In this course, students will examine learning and educational theories, principles, and conditions that facilitate positive learning, the role of action research in modifying teaching strategies, and understand how assumptions impact teaching and learning.
In this course, students will be introduced to safe and effective planning, organization, and management of technical education facilities. The scope of this course includes the preparation of instruction for a laboratory setting, identifying the necessary equipment, materials, and supplies required for successful programming, as well as methods of purchasing, budgeting, financial control, and inventory procedures. Students will incorporate shop safety, sustainability, accessibility, and inclusivity into a lab design plan. In addition, students will examine sources of revenue, grant writing, and alternative delivery methods.
This introductory course is the first in a series of courses offered in the Technical Vocational Education program and is designed to provide early career educators with the essential skills to begin teaching in an applied educational environment. Students will focus on the topics and concepts related to effective instruction, essential components of lesson planning and preparation as well as the basics of classroom management and assessment. This course is a prerequisite to all courses in the Technical Vocational Education program.
In this course, students will explore the foundations of building a supportive classroom community, and developing a positive, safe, and effective learning environment. Students will analyze major causes of unproductive or disruptive student behavior, how to respond to it using non-verbal and verbal interventions, as well as corrective responses. This will include examining approaches that encourage positive student behavior and achievement as well as understanding student motivators. Students in this course will practice developing classroom norms and guidelines, as well as structuring the physical environment to support diverse student learning needs.
Students in this foundational course will explore issues and topics related to Equity, Diversity, and Inclusion within the K-12 teaching context. Students will examine and reflect on how their internal beliefs, values, and biases may inform and influence their teaching practice. The focus for students in this course will be on considering diverse students’ perspectives, identifying barriers, and understanding how psychological safety and inclusivity in the classroom may influence overall academic performance. In addition, students will prepare to work effectively with Educational Assistants and incorporate Individualized Education Plans into course and lesson planning.
Students in Technology Inclusive Pedagogy will be provided opportunities to include current educational technologies in instructional practices to enhance instructional delivery, student learning experiences and engagement. Students will analyze how a variety of educational technologies have played a major role in transforming teaching and learning, increasing accessibility and inclusivity in the classroom. In this course, students will be required to demonstrate the implementation of various technologies in their teaching practices as well as evaluate and rationalize their use.
In this first curriculum and instruction course, students will focus on the creation of effective learning environments by using a variety of instructional strategies and techniques. The theoretical foundation and practical application of various teaching approaches will be explored and critically evaluated within the context of sound curriculum design principles and processes. In a final microteaching assignment, students will demonstrate the instructional methods explored throughout this course by presenting a technology-infused lesson. They will receive feedback from peers and the instructor and reflect on their learning and development as a professional educator.
This course reinforces the instructional methods presented in EDUC-4791 by inviting future educators to critically assess and select teaching strategies, addressing the diverse needs of their students. The main goal of this course is for students to enhance instructional methods by integrating technology, best UDL practices, and Indigenous perspectives in the curriculum design. By exploring the advantages and challenges of different instructional methods, students will have an opportunity to refine their previously developed lesson plans with a focus on including all learners’ needs and increasing student engagement.
Students in Assessment and Evaluation for Teaching and Learning will examine a wide variety of current and alternative assessment tools and practices that may be utilized to achieve intended learning outcomes in the K-12 context. Students will analyze the benefits and purposes of formative and summative assessments and explore possibilities of using assessment results for providing effective feedback and modifying instructional strategies. Specific topics will address the importance of inclusive assessment practices to meet the needs of all learners.
The focus for students in this course is on curriculum design in the context of secondary education in Manitoba. Following principles of backward curriculum design and course alignment, students will develop a course outline directly related to their subject area that supports the learning outcomes from the Provincial Curriculum Framework. Course plans in students’ teachable subject areas will be developed using an organized format and templates that novice educators can apply to their future courses. Students will also become familiar with the main approaches to curriculum design and locate necessary documents and resources relevant to their subject areas.
(No description available at this time)
(No description available at this time)
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 Technology Education Settings.
In this first practicum coordinated through Red River College Polytechnic, teacher candidates will participate in a student teaching opportunity within the K-12 school system, for a minimum of 20 days. With the full guidance of a cooperating teacher, teacher candidates will demonstrate a progression of teaching competence in their major teachable subject. Throughout this first practicum experience, teacher candidates will observe and assume a limited number of teaching responsibilities in the learning environment.
In this second practicum coordinated through Red River College Polytechnic, teacher candidates will participate in a student teaching opportunity within the K-12 school system for a minimum of 20 days. With full support of a cooperating teacher, teacher candidates will demonstrate a progression of teaching competence in their major teachable subject. Throughout this practicum, teacher candidates will assume up to 25%-50% of the primary responsibilities for the learning environment.
In this third practicum coordinated through Red River College Polytechnic, teacher candidates will participate in a student teaching opportunity within the K-12 school system for a minimum of 20 days. With moderate guidance of a cooperating teacher, teacher candidates will demonstrate a progression of teaching competence in their major teachable subject. Throughout this third practicum experience, teacher candidates will assume a minimum of 50%-75% of the primary responsibilities for the learning environment.
In this fourth practicum coordinated through Red River College Polytechnic, teacher candidates will participate in a student teaching opportunity within the K-12 school system for a minimum of 30 days. With minimal guidance of a cooperating teacher, teacher candidates will demonstrate a progression of teaching competence in their major teachable subject. Throughout this fourth practicum experience, teacher candidates will assume a minimum of 75%-100% of the primary responsibilities for the learning environment.
In this fifth practicum coordinated through Red River College Polytechnic, teacher candidates will participate in a student teaching opportunity within the K-12 school system for a minimum of 30 days. With minimal guidance of a cooperating teacher, teacher candidates will demonstrate a progression of teaching competence in their second technical vocational teachable subject. Throughout this practicum experience, teacher candidates will assume 100% of the primary responsibilities for the learning environment in this technical vocational curriculum subject.