Instructor - Graduate Courses
PEDA 5503 Educational Psychology and Literacy Studies (winter 2018 - Université Sainte-Anne)
PEDA 5513 Curriculum Analysis (spring 2016 and spring 2017 - Université Sainte-Anne)
PEDA 5513 is a M.Ed. course that addresses assessment and evaluation methods based on fundamental educational concepts. We analyze the main characteristics of learning outcomes as well as the larger effects on evaluation. The course examines evaluation theories, evaluation methods, and new ways of evaluating participation in classrooms.
PEDA 5533 Learning Assessment in French Second Language Contexts and French as a First Language Minority Communities (summer 2016 - Université Sainte-Anne)
This course presents a critical analysis of FSL and FFL curriculum components, taking into account various aspects of teaching and learning, cultural diversity and new technologies. Covered subjects include: experiential learning, learning outcomes, final tasks, three-step activities (preliminary, in-course, and follow-ups), reception and production, critical thinking, learning and teaching strategies, multiple intelligences, and relationships between cultural and communicative competencies.
Instructor - Undergraduate Courses
EDSL 215 French Communication for English Second Language Teachers in Quebec (McGill University)
EDSL215 is a 3-credit undergraduate course offered in French. It is meant to introduce students to French basics in order to communicate in that language in their work environment (that is, with the principal, colleagues, students, and students’ parents), specific to a Francophone setting. To that end, the objectives of this course are:
1. To develop the ability to communicate in written and oral French in social contexts, specifically within school environments.
2. Acquire the necessary vocabulary skills to communicate in French, master grammar features of the language with the objective of achieving daily work-related tasks.
3. Learn French though multimodal tools (e.g., videos, blogs), that reflect contemporary social practices demanded by the teaching profession.
EDER 395 Moral Values and Human Action
EDER 395 is a 3-credit course that is usually taught to 4th-year undergraduate students. This course is designed to provide some familiarity with the topic of ethics and morality, and to note its prevalence in and relevance to our everyday lives as private individuals and as educators.
EDEC 248 Multicultural Education
EDEC 248 is interested in the “difference that difference makes” to education, identity, and community. It explores issues and frameworks of inter- and multiculturalism, in which culture is broadly defined to include such dimensions as race, gender, class, sexuality, ethnicity. While we place particular emphasis on Canadian and Quebec contexts and classrooms, these are examined in relation to US school models and debates about contemporary educational policies and practices. The course works to foster critical self-reflection on issues such as power and privilege as well as dialogue, and examines how reflective and dialogic practices can be supported in K-12 schooling. Special emphasis is placed on media and popular cultures as sites of engagement with questions of cultural identity and difference. We will also explore participatory youth cultures and research practices as entry points into complex conversations about social difference. As a method, we will move between social theory and applied pedagogies and curricula, looking for the implications of theory for educational work in schools and communities as well as the insights that life in schools might bring to understandings of society and social justice. The course will also model and interrogate various resources and activities for multicultural and social justice education.
EDEC 260 Philosophical Foundations of Education (2)
EDEC 260 is a 3-credit undergraduate course that is meant to introduce students to the foundational theories of education and pedagogy. In this course, students read and analyze texts ranging from Plato's to Dewey's respective philosophies of education. The objectives of this course are:
1. To provide familiarity with some philosophical questions in education.
2. To encourage the doing of philosophy and development of an informed, reflective personal educational philosophy. i.e. The Faculty recommends that all Education students develop a portfolio during their years in the program, for presentation at employment interviews. One essential ingredient of the portfolio is evidence of reflection on an educational philosophy.
3. To contribute to one’s self-identity as a teacher.
EDEC 261 Philosophy of Catholic Education
EDEC 261 is a 3-credit course offered to B.Ed. students. The purpose of this course is to develop a preliminary understanding of Catholic education. We achieve this by situating the philosophy of Catholic education in the larger and more general context of the philosophy of education. Further, we develop this understanding by considering the goals of education, the pedagogical and institutional means by which these goals are achieved, and the impetus that gives rise to these goals. As a further measure, we discuss general religious issues and their relevance to education.