EFDT 411 (01) – Instructor:  Karla Jessen Williamson
Tuesday 6:00 – 9:05 pm
Topic:  Spoken Words: Indigenous Oral Traditions and Knowledge

As a teacher candidate you are expected to develop an independent or interdependent inquiry on spoken words of Indigenous peoples and figure out how your learning of these is connected to your on-campus and field study experiences.  Your learning will be facilitated in developing understanding of approaches to questions you wish to address in regards to Indigenous oral traditions and knowledge.  You are encouraged to engage in deeper inquiry to develop positive attitudes towards oral traditions and story telling that come from Indigenous community.  Your inquiry involves how you would go about creating partnerships in education and develop skills related to Aboriginal community engagement and community-based learning.

ECUR 411 (02) – Instructor:  Jenn Bergen
Wednesday 5:00 – 7:50 pm
Topic:  Community Engagement & Pedagogical Praxis

This course will engage teacher candidates in developing critical inquiry projects in partnership with community-based groups and organizations. Critical inquiry projects will focus on contributing to diverse solutions to a pressing social or educational issue, will be driven by community needs, and will integrate educational theory, academic research, and practical pedagogical experiences. In addition, teacher candidates will develop an understanding of the diverse range of interventions taking place regarding social justice issues in their community.

ECUR 411 (04) – Instructor:  Tracy Walker
Thursday 10:00 – 12:50 am
Topic:  Experiential Learning & Open Inquiry through the Scientific Process

This course is an experiential learning opportunity focused on inquiry within a science context. In this course you will pursue two concurrent inquiries. As professionals, you will reflect on pedagogical approaches to integrating learning through inquiry in your classroom practice, whatever your teaching areas are. As learners, you will design and conduct your own scientific experiment, possibly using equipment at Canada's only synchrotron, the Canadian Light Source. You will build theoretical knowledge and practical abilities through investigation and integration of learning theory, curricula, teaching approaches and strategies, assessment, information communication technologies and other topics, as they connect to inquiry-based teaching and learning and the scientific process, while considering your identity, practice, role and responsibilities as a teacher.  Your learning will be most meaningful if you take this course after you have completed your extended practicum.

EFDT 411 (02) – Instructor:  Dr. Lynn Lemisko
Thursday 1:00 – 3:50 pm
Topic:  Educating for Democracy:  How did we get here?  Where to from here?

It is important to consider how teaching and learning across the curriculum has shaped citizen understanding of democracy and nationhood.  To answer questions about ‘where to from here’, we need to understand past and present perspectives about education for democracy or ‘citizenship education,’ in order to ensure sound approaches for the future.  In particular, this course offers teacher candidates the opportunity to inquire into issues connected to educating for democracy using a historical approach to knowledge construction.  Seminars with engage teacher candidates in the use of historical document analysis methodologies, including the examination, interpretation and critique of both primary and secondary source material so that they can develop and conduct an independent or interdependent inquiry project to explore issues connected to educating for democracy across the curriculum using a historical lens.  Teacher candidates will complete an inquiry project examining citizenship education across the curriculum using a historical lens.  Teacher candidates will complete the inquiry project independently or in small groups.

EFDT 411 (86) – Instructor: Karla Jessen Williamson
Monday 1:00 – 3:50 pm
Topic:  Education for Reconciliation

In this course, teacher candidates learn about the meaning and purpose of reconciliation between Indigenous peoples and Canadian society and how the role of education can play a positive role.  Teacher candidates will cross-reference and integrate the findings of the Truth and Reconciliation Commission with curricular material in order to gain experience interpreting and shaping responsive education processes and outcomes.  Critical analysis of curricular and policy documents provide opportunities to engage teacher candidates with the existing legacy of residential school survivors and intergenerational effects of the residential school era.  The analysis process provides the foundation for inquiry-based learning, including pedagogical planning that involves relationality in adapting curriculum with particular emphasis on inclusion of content on Aboriginal concepts of social and ecological justice.  Through a series of guided activities, teacher candidates will practice the application of holistic approaches to learning and assessment based on Aboriginal peoples’ determination to sustain pedagogies, spirituality, knowledges, and language in educational contexts.

Reserved for ITEP students.  Permission would be required from ITEP to register in this course.  https://students.usask.ca/academics/registration/permission.php