Food is often taken for granted. Students and society often have limited understanding of the sources, processes, and issues related to food production. The British Columbia Agriculture in the Classroom Foundation has devoted itself to providing teachers with useful resources to help them integrate important concepts related to food, the agriculture industry and environmental sustainability into their classrooms.
Systems thinking and sustainability are key concepts for consideration. This course explores practical ways to integrate concepts related to food production and consumption, food safety, agricultural issues, and sustainability across the curriculum at all grade levels.
The course examines best practices in implementation, such as pedagogies of engagement, interdisciplinary/integrative studies, and outdoor studies. Through active participation, field trips, guest speakers, and video presentations, participants will expand their knowledge of agriculture and food concepts and issues and reflect on their own values and orientations.
Ways to incorporate this new knowledge into existing courses will be explored with ethical defensibility being the guiding principle. The goal is to develop a conception of agriculture literacy that provides the foundation for curriculum projects and professional practice.
Today’s classrooms reflect the diversity of a global world. This diversity means that students vary in what they already know, what they are ready to learn, the pace at which they are able to proceed through curriculum, and the level of adult support they require for success. Building inclusive learning communities requires that students see school as a place where they belong, are valued, and have something to contribute. The Three Block Model of Universal Design for Learning is an effective approach to classroom management, planning, instruction, and assessment that creates a compassionate learning community from K-12. It has been implemented in elementary, middle, and high schools across three provinces, and has been shown to increase student engagement, academic achievement, self-concept, respect for diverse others, prosocial behavior, and teacher satisfaction and self-efficacy.
This course will focus on the practical “how to” of starting the year, building climate, and planning units in a way that facilitates differentiated instruction, inquiry, and multi-modal/outcomes based assessment. The new BC curriculum will be modeled through a UDL lens – that is, we will explore how UDL can be used as a vehicle for implementing the new curriculum in ways that support diverse learners, reduce teacher stress and workload, and still meet assessment and grading requirements. Sample units, lessons, video, and student work K-12 will be shared!
This course will provide an introduction into the assessment and treatment of mental health problems in people with ASD across the life span. Students will become familiar with frameworks of mental health, including case conceptualization based on pathology and on positive youth development, and will review best practice guidelines in the assessment of mental health problems in people with ASD. Students will learn about the presentation of common mental health problems in people with ASD and evidence-based treatments to address them.
Classes will consist of theory, case-based and video-based learning, and opportunities for discussion.
This course examines the nature and practice of health education in the context of physical education. Critical inquiry in health education aims to provide educators with critical perspectives of health, illness and disease. Premised on the World Health Organization’s definition of health, this course moves beyond individual-focused behavior modification approaches to health and wellbeing, positioning health as a complex social, cultural and biological issue. In particular, issues, such as gender and gender expression, sexuality, social class, race and ethnicity, and age will figure prominently into theoretical and practical oriented approaches to health education.
For those interested in school contexts, health education is increasingly an integral component of physical education pedagogy. Research suggests health education often gets left to the side or added in when there is space and time. Regularly, and often with good intentions, health information and educational material is re-packaged for a specific grade level, where sensitive topics are avoided altogether out of fear of offending some or providing too much information to others. Regardless of the intent, pedagogical moments related to health happen in both formal and informal settings and have lasting implications. With this in mind, this course will use group learning and discussion as a means of examining the ethical responsibility educators have to teach complex health and health-related issues to diverse learners in physical education classes. To address both the benefits and challenges of teaching health education, one aspect of this course will be to consider the teachers’ role and the role of other health professionals in health education.
Trump’s election and victory is a significant landmark of our present history. The discourses of hatred against immigrants, refugees, Muslims, blacks, women, LGBQT have become normalized and have unleashed a rise in islamophobia, homophobia, racism and sexism not only in the US, but also in Canada. At this turbulent time, educators have a tremendous responsibility not only to create safe spaces and welcoming classrooms for their increasingly diverse student population, but also recognize and resist all forms of oppression directed towards racialized vulnerable students.
The aim of this course is engaging students to explore the significant transformation of national demographics in recent years and its implications on society and education. We will examine how the influx of refugees – many of them from Syria, Iraq and Somalia and the changing patterns of immigration bring new challenges. With the increasing number of refugees and immigrants coming to Canada from non-traditional sources such as Asia, Africa, Central America and the middle-East, we witness significant growing sentiments of xenophobia, islamophobia and racism against racialized “others”.
In this course, we will explore how teachers’ role in a Canadian “vertical mosaic” (Porter et al., 2015) of races, cultures, languages, classes, and identities requires a deep understanding of the limitations of liberal multiculturalism and the necessity to engage with different critical perspectives of multiculturalism which should surpass the superficial tokenistic meanings of culture and difference and which should take risks to deconstruct the prevalent hegemonic mainstream discourses of multiculturalism. This critical approach should question the taken-for-granted assumptions, and should adopt transformative practices informed by critical consciousness and critical pedagogy to trigger a real change.
The 2017 IECER Summer Institute will bring together ECED students, ECE & IDSC professionals, and others interested in early childhood and infant development, to explore the Truth and Reconciliation Commission (TRC) Recommendations as Canada begins to celebrate 150 Years.
This institute will have Aboriginal and Non-Aboriginal professionals come together, discuss their work in relation to Aboriginal families, and how the TRC recommendations will enrich work practices and policies. There will be a particular focus on Aboriginal children with special needs and Aboriginal children in the child welfare system.
The course introduces students to theoretical, philosophical, and practical research dimensions of a constructivist learning approach in Teaching Games for Understanding (TGfU), Physical Literacy, Sport Ed. Model, and other multiple inquiry methods. The main structures of curriculum – knowledge, teaching, learning, and assessment – have always been strongly debated. Within these curricular structures students will:
- examine underlying assumptions of different approaches
- examine the connections made between skills, concepts and strategies
- explore the developmental domains in teaching and learning games education
- create and experience assessment instruments that can be used to assess learning and performance. Assignments are structured to enable students to relate the use of multi-method inquiry to their own educational interests and school settings.
You will leave well prepared to make a difference to your learners by leading inquiry-based and research-informed learning in your school during the 2017-2018 school year based on:
- Applying a disciplined framework for professional inquiry
- Exploring and learning from innovation and change cases from BC, England, New Zealand, Australia, Asia and Europe
- Developing knowledge of the key learning principles that are central to innovative learning environments
- Considering the connections between social emotional learning and physical well-being
- Utilizing the research on growth mindsets to shift the culture of your school
- Understanding how inquiry-based approaches for learners of all ages can build motivation and engagement
- Exemplary inquiry leaders will be joining us during the institute sessions.
Join UBC Faculty of Education in a nineteen-day non-credit immersion program in the heart of Quebec City. The program is designed to respond to the needs of all French second language teachers, both experienced teachers and those just entering the profession. The program is open to all levels of French second language speakers, from absolute beginner to advanced. The program also welcomes applicants who are not in the teaching profession.
The program develops your oral communication skills as well as an appreciation of Quebec’s unique culture. Morning classes, afternoon workshops and field trips concentrate on improving the participant’s ability to converse in French. There is no prerequisite for the program; previous classroom experience and prior knowledge of French are not required.
This program will take place at the Sachamama Center for BioCultural Regeneration in Lamas, Peru. The Center is a non-profit organization whose mission is to work collaboratively with the local Kichwa-Lamista communities in their bio-cultural regeneration with the goal of nurturing intercultural dialogue.
This six (6) credit Peru Summer Institute: Ecology, Technology & Indigeneity in the High Amazon offers an intensive three-week program of study consisting of two integrated courses:
EDCP 467A: Ecology, Technology, and Indigeneity in the High Amazon
EDCP 467B: Narrativity, Indigenous Ecoliteracies and Ecopedagogies in the High Amazon
Recent changes to the BC Human Rights Code to include “gender identity and expression”, as well as a new directive from the Ministry of Education, demonstrate how the legal and professional landscape regarding sexual orientation and gender identity (SOGI) in schools has progressed. Not only is this inclusion now legally necessary, but it is imperative to create a society where people can accept themselves and others. Educators, researchers, and administrators are recognizing that SOGI inclusive policies and practices benefit all students by creating a more positive and accepting school climate from Kindergarten through to university. Unfortunately, while a majority of educators support this work, many say they don’t have the training or resources.
This two-day summer program will address this gap in knowledge and resources by developing and presenting inclusive pedagogical approaches that recognize, and intervene to transform, the impacts of systemic discrimination towards sexual and gender minorities. This course will first remind you why SOGI education is so critical, by exploring the harm of homophobia, transphobia and a rigid gender binary. It will then introduce you to incredible guest speakers who will bring lived experience and real world strategies to life. Your experienced co-facilitators will present hands-on activities and group discussion in a supportive atmosphere to bring everyone along in their own journey of sexuality and gender understanding. In addition to building and advancing knowledge, both teachers and administrators also want tools they can use immediately. This course will provide easy to use, proven lesson plans from K-12, matched with top resources such as books, film and video, websites and supportive community organizations. As well, facilitators will highlight and allow you to problem solve and discuss the most common SOGI scenarios which arise in schools. By brainstorming together, you can be proactive and thus avoid issues, while also preparing yourself to react with greater confidence in the future.
The Summer Institute in Education (SIE) at UBC Okanagan’s campus offers excellent learning opportunities for all educators, as well as Teacher Qualification Service (TQS) upgrading and graduate electives.
Designed for optimum flexibility, the courses cover a wide range of topics.
You can customize your own program.Since 2007, SIE has offered a series of credited courses during the summer session at UBC’s Okanagan campus.
In the summer the campus atmosphere is active and inviting. The interactive, experiential nature of the courses and the weekly social gatherings provide meaningful times for learning and networking. Highly trained instructors from across Canada and around the world join local specialists. us. Starting in 2011, SIE added a yearly theme and developed 2- and 3-credit offerings.
Join the hundreds of people who have found the Summer Institute in Education at UBC Okanagan’s campus an empowering and enjoyable learning experience.
This five-day intensive summer institute explores the guiding principles and effective practices for teaching English Language Learners (TELL) in mainstream K-12 classrooms, in the context of BC’s new, redesigned curriculum. As significant immigration increases from all over the world, the institute affords an opportunity for educators to discover how English Language Learners (ELLs) can develop the language of school and what teaching approaches work best in helping them achieve academic success in the 21st century.
In a changing world, with changing literacies, the institute aims to provide educators with a firm understanding about and expertise in integrating language and content in various ways, such as integrated or thematic units or inquiry or project-based learning approaches; and utilizing the multilingual, multimodal (speech, writing, image, dramatic performance, music and so on), and multicultural ways of meaning-making that learners bring to the classroom.
Practical, concrete instructional strategies, including technology integration, for mainstream elementary and secondary classroom teachers are presented.
Earn your Teaching English as a Second Language (TESL) Certificate at UBC with the opportunity to study in Kyoto, Japan.
The TESL Certificate is respected by all major BC school districts. You can also apply up to six credits of the TESL certificate program toward an M.A. or M.Ed. in TESL at UBC.
This 15-credit certificate program is sponsored by UBC and Ritsumeikan University in Kyoto, Japan.
The Vancouver Summer Program (VSP) in the Faculty of Education is a four-week program developed for international undergraduate students from partner universities.
The program provides the opportunity for students to learn about a wide range of education-related topics in a Canadian context, while also exploring Canadian society and culture first-hand through engaging classes, social activities, and intercultural workshops.