Cible(s) de formation

This course is the first of two portfolio courses designed to help teachers in this program create a teaching portfolio that reflects their own teaching development.

Contenu

The items chosen by the teacher to be included in the portfolio will represent what they teach, how they teach, and why they teach. Above all, it will demonstrate their ability to reflect on and critique their own teaching practice especially in relation to course planning, instructional strategies, psychology of learning and assessment.

Préalable(s)

(COL872)

(COL873)

(COL892)

(COL893)

Cible(s) de formation

This course offers faculty members an opportunity to complete their teaching portfolio. In it they will demonstrate the ability to deal with the complexities of the teaching and learning process in the college classroom.

Contenu

Completed portfolios include documents that represent content knowledge, content-specific pedagogical knowledge, general pedagogical knowledge, as well as commitment to colleagues, students and the institution at which they teach. It also includes a plan for continued professional development as members of the teaching profession.

Préalable(s)

(COL800)

(COL804)

(COL855)

(COL869)

(COL872)

(COL873)

(COL883)

(COL892)

(COL893)

Cible(s) de formation

To demonstrate the ability to deal with the complexities of the teaching and learning process in the college classroom with the theorical frameworks seen in the program.

Contenu

Demonstrate the progressive development of professional competence as a practitioner or reflective practitioner in teaching at the college level. Clear conception of the teaching profession in college and situate themselves in relation to the output profile of the program. The items chosen by the teacher to be included in a portfolio will represent what they teach, how they teach, and why they teach. Above all, it will demonstrate their ability to reflect on and critique their own teaching practice especially in relation to course planning, instructional strategies, psychology of learning and assessment content knowledge, content-specific pedagogical knowledge, general pedagogical knowledge, as well as commitment to colleagues, students and the institution at which they teach. It also includes a plan for continued professional development as members of the teaching profession.

Préalable(s)

Cible(s) de formation

The purpose of this advanced course is to connect each teachers' content knowledge with the theoretical and pratical knowledge about teaching and learning that has been acquired in the preceding courses in the program.

Contenu

This course recognizes that ways of knowing are discipline specific. Its primary purpose, therefore, is to allow for a detailed analysis and integration of principles, theories and assumptions about learning and instruction that underlie expert knowledge and competence in different discipline. Participants will continue to devise instructional approaches grounded in a deep understanding of the cognitive, affective and psychomotor processes required to master their discipline.

Préalable(s)

(COL872)

(COL873)

(COL892)

(COL893)

Cible(s) de formation

This advanced course focuses on the theory and practice of constructing knowledge across the discipline to facilitate the integration of learning within a program approach perspective. Its principal objective is to enable participants to incorporate this ability in their teaching pratice.

Contenu

Teachers will work in teams to critically review the pertinent scientific literature on the theory and practice of interdisciplinarity in education; to construct cross-disciplinary teaching, learning and assessment tasks around program curricular goals; and to model and evaluate these tasks. Many of the abilities learned in earlier courses will be consolidated in this pratice; working with the program approach and with competence-based education, the epistemology of constructivism, the psychology of learning, instructional strategies, discipline specific content knowledge and assessment as learning.

Préalable(s)

(COL855)

(COL872)

(COL873)

(COL892)

(COL893)

Cible(s) de formation

The main objective of this course is to enable the teacher to call upon instructional strategies to suit particular classroom situations.

Contenu

Participants will learn how to choose instructional strategies that take into account such things as student ability, their attitudes towards learning, their background knowledge, and social identity (gender, race, ethnicity, religion). Most importantly, participants will design instructional strategies that foster active learning and further the reciprocal relationship between the teacher and the student.

Préalable(s)

(COL873)

(COL893)

Cible(s) de formation

The first course introduces the Cegep system in general and the Cegep classroom in particular. It is the first in a series of courses designed to offer pratical and meaningful guidance to college teachers.

Contenu

Participants examine the organizational structures and educational principes upon which the Cegep system is based; they begin to examine their own educational philosophies and beliefs, and engage in the process of curriculum planning and implementation. Evaluation procedures in this course are intentionally designed to have teachers complete the tasks listed above while they meet other faculty members and engage in conscious reflection about their own pratices.

Cible(s) de formation

This course is designed to increase each teacher's awareness and understanding of the role that diversity plays in classroom dynamics.

Contenu

Participants gain knowledge about classroom dynamics in order to facilitate the construction of a positive learning environment. Most importantly, participants gain a better understanding of how to embrace and use their legitimate authority for the purpose of empowering students to learn. This course will also have the participants reflect on the impact of diversity in learning. It has been designed to help teachers assume a positive leadership role in the classroom with an ever-changing student clientele.

Cible(s) de formation

The purpose of this course is to increase the teacher's awareness and understanding of the meaning and complexities of adolescence and early adulthood.

Contenu

Teachers gain a better understanding of their students' behaviours and reactions to the Cegep learning environment by studying the unique physical, cognitive, social and emotional changes being experienced by most students at this time in their overall development.

Cible(s) de formation

The primary goal of this advanced course is to encourage the teacher-participant to formulate his/her own vision about how some of the various practices, which together make up education, ought to function.

Contenu

This course is based on the assumption that when practicing teachers read, think critically about and discuss philosophic tradition in education, they gain a greater self-understanding and critical consciousness about their own theory and practice.

Préalable(s)

(COL855)

(COL869)

(COL872)

(COL873)

(COL892)

(COL893)

Cible(s) de formation

The purpose of this course is to increase Cegep teachers' awareness and understanding of how they can improve student learning through assessment. It is based on the premise that effective assessment is intricately woven into instruction as a way of judging student progress and as a way of helping student learn.

Contenu

Teachers who participate in this course will gain a better understanding of classroom, program and institutional assessment. Issues of equity, authentic assessment, validity and reliability, performance cirteria, formative and summative assessment, among others, will be covered.

Préalable(s)

(COL873)

(COL893)

Équivalente(s)

PED602

Cible(s) de formation

This course focuses on the cognitive nature of what is to be learned, how learning occurs, and the social, cultural and psychological factors in both the teacher and the student that influence learning.

Contenu

Participants translate theory and research into pratical classroom applications. The course also examines the intellectual characteristics of the adolescent learner and the special needs of students with cognitive or academic difficulties.

Préalable(s)

COL873

Cible(s) de formation

To understand the impact of physical, cognitive, affective, and social changes on the behaviour of young adults and their academic success.

Contenu

Participants will gain a better understanding of their students’ behaviors and reactions to the Cégep learning environment by studying the unique physical, cognitive, social and emotional changes being experienced by most students at this time in their overall development.

Cible(s) de formation

To apply classroom authority and leadership styles and strategies that create a climate conducive to learning.

Contenu

The key to maintaining authority in the classroom is to exhibit positive leadership. In this course different types of authority and leadership styles are examined. The management of difficult classroom situations will be discussed.

Cible(s) de formation

To understand the responsibility of fostering the development of the attributes of global citizens in college students.

Contenu

This course will unveil the intricacies of this fundamental educational goal and translate it into a practical, meaningful pedagogy that can encompass content knowledge, learning outcomes, instructional strategies and assessment. Participants will broaden their understranding of what global citizenship means and will find ways to foster the greatest attributes of a global citizen in the students they teach.

Cible(s) de formation

To reflect on your own identities, as defined by your culture, and examine how your personal identities affect your expectations of your students and influence your choice of teaching activities.

Contenu

Participants will gain an understanding of how teaching and learning is affected by one’s multiple identities. These identities include race, ethnicity, gender, generation and religion, all of which are defined by culture. The challenge of simultaneously promoting inclusion while embracing diversity will be explored.

Cible(s) de formation

To examine the Learning Portfolio as a Performance-based assessment.

Contenu

Participants will examine the Learning Portfolio as a performance-based assessment that can be used alone or in conjunction with other assessments to document student learning. To crystallize the impact that creating a portfolio can have on the learner, participants will create a teaching portfolio documenting their own development as a Cégep teacher.

Cible(s) de formation

To examine central questions and the process of Inquiry in science education.

Contenu

Inquiry is a self-directed, question-driven search for understanding. Participants will examine central questions and the process of inquiry, ideas for teaching inquiry, how and where inquiry can be used, communicating the findings of inquiry, assessment and difficulties students may encounter while doing inquiry.

Cible(s) de formation

To understand the foundations of critical thinking and explore how to bring critical thinking into instruction.

Contenu

Participants will develop a deep understanding of the foundations of critical thinking and how to effectively bring critical thinking into instruction. In addition, they will explore the habits of mind or dispositions that are necessary for thinking abilities to be acquired and nurtured. Finally, they will examine the relationship between critical thinking and creativity, problem-solving, decision-making, and communication will be examined.

Cible(s) de formation

To maximize learning through interactive lecturing.

Contenu

This course offers ideas for preparing both the content and the presentation of a lecture. It will address delivering a lecture, evaluating a lecture and ways of using lecture time for more successful, challenging, and interesting ways of teaching large groups of students.

Cible(s) de formation

To understand how problem-based learning (PBL) uses appropriate problems to increase knowledge and understanding.

Contenu

This course will examine the principles underlying a problem-based learning (PBL) approach and the principles of design required in a PBL curriculum. PBL is not about problem solving per se, but rather it uses appropriate problems to increase knowledge and understanding. PBL combines the acquisition of knowledge with the development of generic skills and attitudes.

Cible(s) de formation

To foster the active teaching of content through case methodology.

Contenu

Teaching through cases involves students’ analyses of situations that are thought to be authentic representatives of those found in their field of study. Participants in this course will critically examine the change in roles for both teacher and student that teaching through cases demands. They will also examine all issues of instructional practice, assessment, and institutional support that educators need to foster the active teaching of content through a case methodology.

Cible(s) de formation

To examine recent research in literacy development and explore teaching strategies that support college students’ comprehension of challenging topics, vocabulary, text structure, and unique disciplinary ways of thinking.

Contenu

College students are constantly asked to make sense of texts and to create texts in a variety of disciplines. This comprehension challenge multiplies as they move through their program, CORE and complementary courses. While general comprehension strategies may be effective, if one takes the subject matter domain as the starting point, one ends up with different models of what it means to make sense of a text. Learning tasks in different disciplines call for different forms of reading and writing.

Cible(s) de formation

To understand the principles and strategies for group work with casual groups, cooperative groups, and team-based learning groups.

Contenu

Using small groups and student teams can be effective in both small and large class settings to encourage student participation and engagement with course materials. Participants will examine different ways teachers can use small groups as well as the instructional challenges this approach often presents. Principles and strategies for working with casual groups, cooperative groups, and team-based learning groups will be examined.

Cible(s) de formation

To understand the issues, challenges, and solutions of integrating and including all students, including those with special needs, into the college classroom.

Contenu

Participants will examine the history of inclusion and the issues, challenges, and solutions of including all students into the college classroom. They will also gain an understanding of how to adapt their curriculum in order to integrate students with special needs into the college classroom.

Cible(s) de formation

To understand the cognitive processes that underlie a deep understanding for thinking in a specific discipline.

Contenu

Teaching thinking and problem solving is an important aim of higher education. It is of equal importance to the mastery of disciplinary content knowledge, and, in fact, impacts on how well a student will understand that knowledge. Disciplines, however, differ in the way that they structure, produce and validate knowledge. Participants will create a taxonomy or framework for thinking and learning in their particular discipline and examine all issues of instructional practice, assessment, and institutional support that educators need to foster the active teaching of skillful thinking to all students.

Cible(s) de formation

To identify the key principles related to student and teacher motivation that link to the professional practice of teaching.

Contenu

This course focuses on aspects of student and teacher motivation that influence learning. Participants will examine concepts, principles and theories of motivation with a focus on how to translate these ideas into effective instruction.

Cible(s) de formation

Participants will examine the relationship between the program approach, competency-based education and the current emphasis on ensuring continuous improvement. They will learn about the guidelines and framework put forward by the Commission d'évaluation de l'enseignement, purposes of evaluation, the link between program evaluation and classroom assessment and program evaluation methods. Participants will also examine how to promote an institutional commitment to self-evaluation.

Contenu

Current focus on assessment and Program evaluation as part of a larger movement; principles underlying Quebec's Cegep curriculum; norms and values underlying evaluation practice; existence of and role of government and institutional policies regarding assessment; knowledge base of evaluation and program evaluation; steps in well-constructed evaluation process; program evaluation framework put forward by the Commission d'évaluation de l'enseignement collégial; quality Assurance; culture of evaluation; leadership qualities to impact change.

Cible(s) de formation

Participants will define and explore the emerging course delivery methods.  They will also understand what blended learning means and will develop a complete learning object. 

Contenu

Instructional design principles, blended learning, deep learning, blended Instructional strategies. Assessment.

Cible(s) de formation

 Examine how technology can be used to enhance teaching & learning.

Contenu

The participants will demonstrate their ability to apply information technology in educational settings as they plan for instruction, interact with their students, reflect on their practice, modify their practice as needed.

Cible(s) de formation

Participants will redesign a traditional course into a blended learning format using instructional design principles.

Contenu

Participants will redesign a traditional course into a blended learning format using instructional design principles based on the Community of Inquiry Framework. Emphasis will focus on articulating clear learning outcomes, enhancing assessment and feedback, and developing collaborative instructional activities to promote deep learning. Issues and challenges surrounding online learning will also be examined.