# University of Windsor

> Curated public course and certificate information for the University of Windsor site.

Use the sections below to find primary public catalog pages and their descriptions.

## Courses

Here is a list of the currently available courses.

- [Course 79-417: ABQ Dramatic Arts, Intermediate Division](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=20509): Topics include: understanding dramatic forms and genres that support individual creativity in students  knowing how to accommodate programs to meet the needs of students with exceptionalities  identifying, accessing, assessing and integrating pedagogical, community, print, technological and collegial resources that are relevant to Dramatic Arts  understanding, devising and employing a variety of assessment and evaluation  knowing a sampling of significant works of drama as well as their particular contexts understanding a variety of methods and techniques for developing roles  providing opportunities to write, act, critique and analyze dramatic performances.   
- [Course 79-172: AQ Special Education, Part 1](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=20523): Topics in this course include: Historical perspective on special education including Bill 82 Roles and responsibilities of teachers, parents, and the community Government funding and special education Inclusion Organization of school-based teams Flexible integration models Modifications and accommodations in elementary and secondary classrooms Paraprofessionals and special education Understanding and identifying exceptionalities Understanding the IPRC process Assessment of students with special needs Understanding and creating Individual Education Plans
- [Course 79-272: AQ Special Education, Part 2](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=20535): Topics in this course include: Individual Education Plan and the inclusive classroom and parents as partners Gifted students Learning disabilities Attention deficit disorder Speech and language disorders Behavior and emotional disorders Mild intellectual disability Low incidence exceptionalities Developmental disabilities Autism Deaf and hard of hearing , blind and low vision Physical and chronic medical conditions Enhancing independent learning and living Adapting assessment Assistive technology: tools for learning Pre-Requisites Certificate of Qualification must be in good standing. Completion of AQ Special Education, Part 1 Confirmation of Teaching Experience  form, signed by a supervisory officer*, confirming one year of teaching experience completed after teacher’s certification. T his form must be submitted to our office by the semester deadline date for course approval. *The Ontario College of Teachers defines “supervisory official” as the Superintendent or Assistant Superintendent of the school board for a teacher employed by a Board of Education. (A principal or headmaster is not recognized in this capacity). For a teacher employed by a private school, the “supervisory official” is the Ministry of Education official (e.g. Education Officer) appointed to provide supervisory services to the school.   Important Notice: While we endeavour to be as accurate as possible while reviewing your qualifications for courses in our program, the Faculty of Education bears no responsibility for ensuring you have met the qualifications as per the guidelines of the Ontario College of Teachers. It is your responsibility to learn which prerequisites you will need.  https://www.oct.ca/members/additional-qualifications/prerequisites  
- [Course IEC 000-DP: Curriculum Processes (DP)](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=23357): This course has three primary domains: The role and philosophy of IB and the programmes. The curriculum frameworks (principles, structures and practices); The curriculum and instructional designs; IBEC Expectations of Standards and Practices : Supporting effective teaching and learning Fostering collaboration and collegiality Encouraging innovation and risk- taking Promoting international-mindedness and intercultural understanding Facilitating reflection and professional learning Developing leadership capacity Enabling and sustaining change and improvement    
- [Course 79-420: ABQ Business Studies-General, Senior Division](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52045): Topics include: understanding learning theory specific to Business Studies – General in the senior division identifying, accessing, assessing and integrating pedagogical, community, print, technological and collegial resources that are relevant to Business Studies – General and support the Ontario curriculum in the senior division employing a variety of instructional strategies appropriate for the adolescent learner’s learning style in both individual and group learning experiences in the senior division using, accommodating, and modifying expectations, strategies and assessment practices based on the developmental or special needs of adolescent students recognizing understanding curricular implications of educational destinations – work, college and universityunderstanding the importance of co-operative learning, and developing co-operative learning understanding the impact of a positive classroom community on student behaviour and learning in Business Studies - General explaining expectations, programs, observations and assessments to parents/guardians. knowing and understanding policies, practices and procedures that will ensure health and personal safety.   
- [Course 79-495: ABQ Communications Technology, Grades 11 and 12](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52047): Topics include: Exploring the fundamental technological concepts in Communications Technology, Grades 11 and 12 Inspecting and reporting on the learning environment, facilities, equipment, resources and state of maintenance and repair for delivering Communications Technology, Grades 11 and 12 courses Demonstrating skills to integrate information and communication technology where appropriate Engaging instructional strategies to create real-world contexts appropriate for the student in both individual and group learning experiences Integrating differentiated instruction and universal design in the planning, development and implementation of learning experiences Creating fair and equitable assessment and evaluation methods to promote student learning Planning, organizing and implementing effective health, safety, sanitation and environmental standards in the Communications Technology, Grades 11 and 12 facility Understanding the importance of professional collaboration that supports student learning  
- [Course 79-494: ABQ Communications Technology, Grades 9 and 10](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52049): Topics include: understanding theories of student development and learning exploring fundamental technological concepts incorporating a broad-based pedagogical approach that embeds problem-solving integrating community, print electronic and collegial resources that link to the Ontario curriculum engaging instructional strategies to create real-world contexts integrating differentiated instruction and universal design in planning and implementation using a range of assessment and evaluation strategies implementing safety strategies and environmental standards collaborating with parents/guardians understanding and demonstrating compliance of workplace health and safety legislation and standards   
- [Course 79-404: ABQ English, Intermediate Division](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52651): Topics include: understanding learning theory specific to English in the intermediate division knowing how to write for a variety of purposes enhancing listening and viewing skills for the purposes of analysis and interpretation of films, television, and media integrating information and communication technology into teaching practice. understanding the role of media and using media in the classroom understanding how the study of English can contribute to the lives and learning of adolescent learners understanding the development of a piece of writing articulating reasons and supporting personal choices for books, theatre and/ or the media, orally and in writing reading, reflecting and responding to a range of literary genres through a variety of processes of inquiry exploring the relationship between life (the human condition) and literature knowing how to research in a variety of ways recognizing legal issues related to adolescents   
- [Course 79-432: ABQ English, Senior Division](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52653): Topics include: knowing how to modify and accommodate the needs of students with exceptionalities enhancing delight in reading, writing and speaking as expressive tools knowing how to write for a variety of purposes enhancing listening and viewing skills for the purposes of analysis of films, television  understanding the role of media in the classroom  understanding and employing a variety of assessment and evaluation instruments  developing skills of critical analysis orally and in written formats articulating reasons and supporting choices in books, theatre, and the media having an awareness of information technology appropriate for students 
- [Course 79-408: ABQ First Nations, Métis and Inuit Studies, Intermediate Division](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52655): Topics include: understanding the theoretical foundations of Native Studies understanding learning theory specific to Native Studies demonstrating knowledge of the Ministry of Education curriculum policy employing instructional strategies appropriate for the adolescent learner for both individual and group learning experiences understanding, devising and employing a variety of assessment and   evaluation instruments appropriate to the developmental stage of   students and the delivery of the curriculum implementing effective classroom management strategies appropriate for the adolescent learner in Native Studies identifying factors in a diverse and changing society that impact on the adolescent learner (e.g., media, technology, socio-economic status, family patterns, language, culture, gender) understanding the importance of communicating with, involving and   supporting parents understanding and employing a variety of effective communication   strategies for collaborating with parents and others explaining expectations, programs, observations and assessments to   parents/guardians identifying provincial legislation, local policies and procedures and community norms that impact on the education of the adolescent learner  
- [Course 79-433: ABQ French as a Second Language, Senior Division](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52657): Topics include: understanding and applying to practice the learning theories and methodologies specific to French (Second Language) in the senior division employing a variety of instructional strategies appropriate for the adolescent learner’s learning style, for both individual and group learning experiences in the senior division understanding, devising and employing a variety of assessment and evaluation instruments appropriate to the developmental stages of students and in the delivery of the curriculum in the senior division developing an awareness of local and global contexts for language and how languages are used in various contexts and for various purposes considering how French (Second Language) can impact on the lives and learning of adolescent learners having awareness of information technology appropriate for students in French (Second Language) analyzing classroom practice to ensure opportunities for students to develop a commitment to French (Second Language) and an understanding of the importance of francophone culture in Canada and around the world. understanding the impact of a positive classroom community on student behaviour and learning in French (Second Language)  
- [Course 79-434: ABQ Geography, Senior Division](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52659): Topics in this course include: Investigation of senior Curriculum Investigation of the senior learner Expectation based learning: creating meaningful assignments Cooperative and Collaborative learning at the senior level Examination of ministry curriculum documents Teaching Literacy through geography Incorporating and evaluating O.S.S. learning expectations Geography for the applied student Classroom Management Technology in the classroom (GIS, Online Learning, Internet Support) Teaching Citizenship: local, national, global Social Science: relevance, issues, challenges Assessment and Evaluation: (building rubrics) Lesson Planning and Unit Planning  
- [Course 79-493: ABQ Green Industries, Grades 11 and 12](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52661):   Topics include:   exploring design and problem-solving processes, methods and approaches as they relate to Green Industries Grades 11 and 12 inspecting and reporting on the learning environment, facilities, equipment, resources and state of maintenance and repair for delivering Green Industries Grades 11 and 12 courses demonstrating knowledge and ways of planning and implementation of the Ministry of Education curriculum policy related to Green Industries Grades 11 and 12 applying the theoretical foundations of Green Industries Grades 11 and 12 by incorporating the broad-based pedagogical approach that embeds problem-solving and the fundamental technological concepts understanding species classification and identification and relationships between species and geographical areas understanding the effects of both biotic and abiotic factors on growth creating a fair and equitable assessment and evaluation methods to promote student learning planning, organizing and implementing effective health, safety, sanitation and environmental standards in the Green Industries Grades 11 and 12 facility  
- [Course 79-492: ABQ Green Industries, Grades 9 and 10](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52663): Topics in this course include: exploring design and problem solving processes, methods and approaches as they relate to Green Industries Grades 9 and 10 exploring the fundamental technological concepts in Green Industries inspecting and reporting on the learning environment, facilities, equipment needs, resources and state of maintenance and repair for delivering Green Industries Grades 9 and 10 programs demonstrating knowledge and ways of planning and implementation of Ministry of Education curriculum policy related to Green Industries  using, accommodating, and modifying expectations, strategies and assessment practices based on the students development and/or special needs understanding the types of secondary school pathways (including apprenticeship training, college, university, workplace) and their relationship to students’ post-secondary goals   understanding species classification and identification and relationships between species and geographical areas understanding the effects of both biotic and abiotic factors on growth understanding design and planning processes and their application in the Green Industries understanding and using mathematical technological skills as they apply to Green Industries demonstrating Green Industries skills (for example, design and production practices, management strategies and technical skills relating to specific applications and tasks) planning, organizing and implementing effective health, safety, sanitation and environmental standards in the Green Industries Grades 9 and 10 facility identifying strategies to establish links between the school community, industry and the Green Industries Grades 9 and 10 program understanding and demonstrating compliance of workplace and, health and safety legislation and standards related to Green Industries Grades 9 and 10  
- [Course 79-412: ABQ Health and Physical Education, Intermediate Division](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52665): Topics include:  • Ministry of Education K-12 curriculum guidelines • OSBIE Safety Standards and practices • Teaching and learning styles, differentiating instruction  • Formative and summative assessments in the classroom and gym • Individual sports (track and field) and Team sports (volleyball, soccer, basketball)  • Physical Education and students with special needs • Daily Physical Activity • Teaching games for understanding • Health and the media
- [Course 79-435: ABQ History, Senior Division](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52667): Topics in this course include: Investigation of senior Curriculum Investigation of the senior learner Expectation based learning: creating meaningful assignments Cooperative and Collaborative learning Examination of ministry curriculum documents Teaching Literacy through history Incorporating and evaluating O.S.S. learning expectations History for the applied student Classroom Management Technology in the classroom (GIS, Online Learning, Internet Support) Teaching Citizenship: local, national, global Assessment and Evaluation: (building rubrics) Lesson Planning and Unit Planning  
- [Course 79-401: ABQ Junior Division](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52669): Topics in this course includ e: Role of the teacher at the junior level Theories of cognitive development Reading and the junior learner (teaching strategies, literacy, attention to boys’ literacy, literature circles) Teaching writing, writing development (6 traits + 1) Media Literacy at the junior level Assessment strategies for literacy Mathematics at the Junior Level (instructional approaches, math manipulatives, differentiating instruction for math) Accommodations and Modifications, differentiating instruction for students with special needs Daily Physical Activity at the junior level  General Classroom Management at the junior level   
- [Course 79-409: ABQ Mathematics, Intermediate Division](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52671): Topics include: demonstrating knowledge of Ministry of Education curriculum policy and resource documents (including the Trillium List) and school policies for the intermediate division knowing how to modify and accommodate the needs of students with exceptionalities recognizing and understanding curricular implications of educational destinations – work, college and university implementing effective classroom management strategies appropriate for the adolescent learner in Mathematics planning and organizing an effective and safe program for the adolescent classroom in Mathematics understanding subject content specific to Mathematics, Intermediate Division. explaining expectations, programs, observations and assessments to parents/guardians. knowing and understanding policies, practices and procedures that will ensure health and personal safety. understanding learning theories and the particular learning needs of the adolescent in the intermediate division  
- [Course 79-437: ABQ Mathematics, Senior Division](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52673): Topics include: understanding the theoretical foundations of Mathematics in the senior division demonstrating knowledge of the Ministry of Education curriculum policy and resource documents (including the Trillium List) and school policies for the senior division understanding, devising and employing a variety of assessment and evaluation instruments and in the delivery of the curriculum in the senior division recognizing and understanding curricular implications of educational destinations – work, college and university having awareness of information technology appropriate for students identifying factors in a diverse and changing society that impact on the adolescent learner in Mathematics (for example, media, technology, socio-economics, family patterns, language, culture, gender)  
- [Course 79-430: ABQ Media Arts, Senior Division](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52675): Topics include: understanding learning theories and the particular learning needs of the adolescent in the Media Arts Senior division applying the elements and principles of Media Arts to create meaning demonstrating knowledge of Ministry of Education curriculum policy and resource documents (including the Trillium List) and school policies for the senior division knowing how to modify and accommodate the needs of students with exceptionalities modelling the use of media arts as part of an instructional strategy creating meaning through a thematic approach to program delivery planning and organizing an effective and safe program for the adolescent learning environment in Media Arts understanding how to design, develop and manage a hybrid physical and virtual learning environment.  understanding and implementing methodologies that support a formative and summative assessment (for example, assessment as learning, assessment for learning and assessment of learning) strategy for the study of Media Art     
- [Course 79-400: ABQ Primary Division](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52677): Topics in this course include: Developing a learning community Understanding the primary learner Understanding primary learning Understanding the primary learning environment  Differentiating instruction in the primary classroom Assessment, evaluation, and reporting Parent involvement  
- [Course 79-419: ABQ Religious Education in Catholic Schools, Intermediate Division](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52679): Topics include:  • making connections between the Church and the contemporary culture of adolescents • understanding the meaning of the sacraments • understanding Catholic social teachings regarding social justice. • knowing how to modify and accommodate the needs of students with exceptionalities • understanding, devising and employing a variety of assessment and evaluation instruments  • applying Christian moral principles to relevant moral issues in students’ lives • understanding the connections between Religious Education, the life of the student, the family, the parish and the broader community • discussing the intersection of the Bible and science • understanding policies and procedures relating to sexual abuse and harassment 
- [Course 79-441: ABQ Science - Biology, Senior Division](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52681): Topics include: understanding the role of Science – Biology in cross-curricular planning understanding fundamental concepts of systems and structures understanding the theoretical foundations of Science –Biology in the senior division knowing how to modify and accommodate the needs of students with exceptionalities recognizing and understanding curricular implications of educational destinations – work, college and university   connecting Science – Biology to students’ everyday experiences having awareness of information technology in Science - Biology. planning and organizing a safe program for the classroom in Science - Biology understanding the skills, strategies, and habits of mind required for scientific inquiry and technological design as they apply to the adolescent learner understanding how to help the adolescent learner to relate scientific and technological knowledge to each other and to the world outside the school. explaining expectations, programs, observations and assessments to parents/guardians. recognizing legal issues related to adolescents    
- [Course 79-436: ABQ Social Sciences - General, Senior Division](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52683): Topics in this course include: Investigation of senior Curriculum Similarities and differences in anthropology, psychology, and sociology Investigation of the senior learner Expectation based learning: creating meaningful assignments Cooperative and Collaborative learning Examination of ministry curriculum documents Teaching Literacy through social science Incorporating and evaluating O.S.S. learning expectations Social sciences for the applied student Classroom Management Technology in the classroom (GIS, Online Learning, Internet Support) Teaching Citizenship: local, national, global Social Science: relevance, issues, challenges Assessment and Evaluation: (building rubrics) Lesson Planning and Unit Planning
- [Course 79-491: ABQ Technological Design, Grades 11 and 12](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52685): Successful candidates will be able to demonstrate proficiency in: demonstrate the use of the design process and apply it in the design and construction of a prototype or model demonstrate project management skills research and analyze pertinent information from appropriate resources to help in the design of a model or prototype demonstrate the safe and appropriate use of tools and equipment used in the construction of a prototype or model identify and use established criteria to test and evaluate the prototype or model provide a portfolio that provides evidence of their skills and achievements use drafting standards, conventions and guidelines to create 2-D and 3-D hand-drafted and computer-based technical drawings of appropriate design ideas of prototypes or models create freehand sketches to help brainstorm initial design concepts for curriculum create presentation-quality drawing using a variety of principles and elements of graphic design create a technical report and an oral presentation substantiating the decisions made in each of the stages of the design process.   
- [Course 79-490: ABQ Technological Design, Grades 9 and 10](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52687): Topics include: reviewing theories of adolescent development (social, emotional, physical, intellectual, linguistic, cultural, spiritual and moral), as they relate to the adolescent learner reviewing theories of exceptionality as they relate to the adolescent learner in Technological Design programs understanding the theoretical foundations of Technological Design, particularly the broad-based pedagogical approach, the design process, problem solving and technological concepts reviewing the Ministry of Education policies that relate to the adolescent learner understanding the types of secondary school courses (university preparation, college preparation, workplace preparation including apprenticeship) and their relationship to students’ post-secondary goals identifying, accessing, assessing and integrating community, print, electronic and collegial resources that link closely to the Ontario curriculum identifying the safe, ethical and legal use of technology in Technological Design programs understanding business management and entrepreneurial practices related to the Technological Design program understanding, devising and employing a variety of assessment and evaluation instruments appropriate to the developmental stage of students and to the Technological Design curriculum implementing effective classroom management strategies appropriate for the adolescent learner in the Integrated Technologies and Technological Design learning environments demonstrating an understanding of facility design and maintenance practices as per industry standards identifying strategies to establish links between the community, school and the Technological Design program demonstrating the ability to employ a variety of effective communication strategies for collaborating with parents/guardians and others recognizing teachers’ legal obligations and responsibilities according to current provincial legislation in the delivery of Technological Design programs   
- [Course 79-421: ABQ Visual Arts, Senior Division](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52689): Topics include: exploring and responding to the perceptual and graphic motor stages of development exploring learning theories and the individual learning strengths, styles and needs of students exploring how art movements and historical periods emerge and evolve (for example, ideas, values, beliefs, and technologies) exploring the social, political and cultural implications of art exploring how the elements and principles of design can symbolize different meanings across a variety of times and cultures (for example, the use of pattern and line in Native art, pictographs, hieroglyphics, and carpet patterns) exploring different interpretations of creativity exploring multiple venues for showcasing art (ways that art gets out into the world) exploring how students’ lived experiences, development, strengths, inquiries, interests, and needs can inform program planning, development and implementation
- [Course 79-150: AQ The Learning Environment (formerly AQ Classroom Management)](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52691): This course explores theoretical foundations, program planning, development and implementation, instructional design and practices, assessment and evaluation, the learning environment, research and ethical considerations related to teaching and learning within and across the division.   Topics include: exploring Ontario’s curriculum, policies, frameworks, strategies, and guidelines examining the processes involved in creating and sustaining safe, healthy, equitable, holistic and inclusive learning environments that honour and respect diversity, facilitate student learning, foster student voice, encourage critical thinking and promote social justice examining the structure and contextual factors (for example, power, identities, authority, privilege, resistance, and discrimination) as they relate to creating classroom communities and rethinking classroom management exploring classroom management and other theories that relate to building classroom communities and rethinking classroom management exploring student/teacher self-care, mental health and well-being as it relates to classroom environments, teaching and learning exploring instructional practices that foster caring, respectful and trusting relationships among all members of the learning community  
- [Course 79-139: AQ Co-Operative Education, Part 1](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52693): Topics include:  • Pre-course counseling and interviewing procedures for Coop opportunities • Roles and responsibilities of employers  • Understanding the purpose of pre-placement orientation • Assessing and evaluating student performance including regular on-site assessments • Accommodating and modifying expectations for students with special needs • Understanding legal and ethical issues • Understanding provincial and federal legislation related to work environments • Understanding procedures for accident reports  
- [Course 79-239: AQ Co-Operative Education, Part 2](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52695): Topics include:  • Developing pre-course counseling and interviewing procedures • Understanding how to assist students in arranging appropriate transportation to placements • Interviewing and selecting students for community-based learning programs • Organizing and implementing pre-placement orientation and integration sessions for students • Developing and modifying students’ Personalized Placement Learning Plans • Understanding how to keep anecdotal records on student placement learning assessment • Understanding how to implement, accommodate and modify expectations and practices based on special needs of students • Understanding the results and implications of the program effectiveness survey • Knowing how to implement health and safety instruction • Workplace Safety and Insurance Board and school board procedures for accident reports   
- [Course 79-339: AQ Co-Operative Education, Specialist](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52697): Topics in this course include: Managing day to day administrative tasks such as scheduling and timetabling Advocating for the integrity and credibility of co-operative education programs Relating the elements of Guidance and Career education policies to Co-operative Education Managing student records, transportation procedures, and accident reporting procedures Interviewing and selecting students for community-based learning programs Implementing placement procedures for community-based learning programs Apprising employers of their roles and responsibilities Designing processes and instruments for placement assessment and student assessment Counseling students with regards to workplace destinations Developing an action plan for program improvement based upon results of program effectiveness survey
- [Course 79-217: AQ Dramatic Arts, Part 2](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52705):  Topics include: applying critically various acting styles and theatre conventions through programming in the dramatic arts using knowledge of diverse learning styles or multiple intelligences to inform and develop appropriate dramatic arts programs knowing and providing drama exemplars understanding the dynamic role of the audience in a live performance and demonstrating that understanding in programming and in classroom situations making connections between making drama in the classroom and the world outside the classroom demonstrating process and product assessment for both groups and individuals examining a sampling of significant works in dramatic literature from the 19th and 20th centuries and their themes, symbols, language and characters having an awareness of the historical, political and social contexts of the plays from the 19th and 20thh centuries examining the conventions of several dramatic forms (e.g. Theatre of the Absurd, Theatre of the Oppressed, Canadian Regional drama, Kabuki Theatre, etc.) examining and demonstrating a variety of approaches to character development in the theatre knowing and demonstrating a variety of approaches to script creation and interpretation
- [Course 79-317: AQ Dramatic Arts, Specialist](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52707): Topics in this course include:  analyzing critically current Ontario legislation, regulations, and policies  related to dramatic arts education designing and evaluating innovative practices in dramatic arts education examining the influence of drama as it stimulates discourse into issues of social justice and relates to people with special needs facilitating mentorship and coaching networks in the dramatic arts  facilitating opportunities for ongoing professional learning opportunities for teachers in the dramatic arts providing leadership in using fair and equitable assessments applying multiple methods of assessment, both formal and informal, formative and summative as well as a range of assessment strategies having familiarity with theories of theatre practitioners (e.g. Konstatin   Stanislavski, Bertolt Brecht, Federick Alexander, Patsy Rodenberg, Cecily Berry, Rudolf Laban, etc.) examining drama’s relationship to social issues such as justice, racism, intolerance, private and public security and respect for individual beliefs having familiarity with nonrealistic theatrical styles such as clowning, melodrama, Shakespeare, mime, restoration, comedy and mask having familiarity with the evolution of theatrical styles such as  children’s theatre, Commedia Dell’Art, Epic and theatre of the absurd having familiarity with the art of the playwright having awareness of the roles of directors and stage managers   
- [Course 79-100: AQ French as a Second Language, Part 1](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52715): Topics include: Analyzing classroom practice to assist students with a commitment to FSL learning Understanding francophone culture in Canada and around the world Demonstrating an understanding of how to accommodate and /or modify expectations, strategies, and assessment for students with special needs in FSL Using real-life experiences and technologies in the FSL classroom Understanding relevant and authentic assessment practices Demonstrating the AIM program Reviewing resources used in the elementary and secondary FSL Core classroom Using music and drama in the FSL classroom Understanding how to develop listening, speaking, reading and writing Understanding FSL Extended and Immersion approaches to French and to other subjects taught in French   
- [Course 79-200: AQ French as a Second Language, Part 2](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52717): Topics include: Using relevant research and school improvement plans to review and revise FSL programs Expanding the use of technology, art, drama, and music in the FSL classroom Understanding the AIM program in more detail Exploring the communicative and cooperative approaches Re-examining inductive and deductive teaching Developing motivational strategies to generate student interest and retention Developing lessons and units in the Core, Extended or Immersion class including split grades Exploring different strategies for a class novel study and independent reading Incorporating the writing process Exploring the role of French culture including song, dance, poetry, visual
- [Course 79-300: AQ French as a Second Language, Specialist](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52719): Topics in this course include: Developing leadership skills as a Department Head in the planning of meetings Providing an array of strategies to assist other FSL teachers in the department Examining different roles in leadership in FSL (contacts, department heads, consultants….) Promoting the FSL Department in secondary or the FSL curriculum in elementary school Understanding how to collect and use exemplars in the FSL classroom Communicating evaluation policies to parents and students Designing an FSL program based on Character Education Creating an inclusive environment for students with special needs Constructing one’s own professional action plan to ‘move up’ the FSL ladder Examining the characteristics of a good teaching program in FSL Learning how to prepare an in-service workshop for other FSL teachers Maintaining or improving the level of French through government language courses, exchanges etc. Analyzing online dictionaries, spell checks and grammar checks to be used in FSL Creating a web page to introduce your French Department or program to the community  
- [Course 79-169: AQ Guidance and Career Education, Part 1](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52721): Topics include:  Role of counselors and teachers in implementing the guidance and career education  Developing programs that address student interpersonal and career expectations found in the Ontario curriculum appropriate to student developmental and diverse backgrounds Understanding career development and education theory Investigating post-secondary education, training, and destinations Understanding, within the guidance and career education context, education-related legislation, Ministry of Education, district school board and school policies and procedures related to issues such as Identification, Placement and Review Committee (IPRC),  Individual Education Plan (IEP), Ontario Student Record (OSR) Ontario Student Transcript (OST),  Annual Education Plan  Understanding legislation as related to co-operative education, community service, and work environments Demonstrating knowledge of legal/ethical issues related to counseling, career education, and workplace learning as they apply to both teacher and counselor   
- [Course 79-269: AQ Guidance and Career Education, Part 2](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52723): Topics include: Role of the guidance counselor in the Identification, Placement and Review Committee (IPRC) process Developing an Individual Education Plan (IEP) or an Annual Education Plan (AEP) for students The Teacher Advisory Plan (TAP) and its current status  Provincial and federal legislation related to cooperative education, community service, and work Theoretical and applied counseling techniques Assessment and evaluation instruments and tools used for career development  The OSR and the OST Building  teachers’ capacities with regard to the implementation of Choices Into Action Working  with volunteers and parents   
- [Course 79-369: AQ Guidance and Career Education, Specialist](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52725): Topics in this course include: implementing guidance curriculum policy, including the Career Studies course understanding of leadership within a guidance context enhancing a repertoire of counseling techniques, group intervention and facilitation skills developing a variety of student assessment and evaluation instruments appropriate to the developmental stage of students and the delivery of the guidance curriculum implementing, through the Program Effectiveness Survey, guidance program evaluation to help the school improve its guidance program plan demonstrating knowledge of legal and ethical issues and responsibilities related to guidance and counseling, career education and workplace learning (e.g. privacy act, freedom of information act, sexual abuse and harassment) understanding changes in computer technology that facilitate the processing of student course selection, scheduling and record management required by the OSR and the OST
- [Course 79-236: AQ Health and Physical Education, Intermediate and Senior, Part 2](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52727): Topics in this course include: · Ministry of Education K-12 curriculum guidelines · OSBIE Safety Standards and practices · Characteristics of the adolescent learner · Teaching and learning styles; differentiating instruction for practical use in the classroom and gym · Formative and summative assessments in the classroom and gym · Individual sports (track and field) · Team sports (volleyball, soccer, basketball) · Physical Education and students with special needs · Daily Physical Activity · Teaching games for understanding · Health and the media         
- [Course 79-336: AQ Health and Physical Education, Intermediate and Senior, Specialist](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52729): Topics in this course include: Ministry of Education K-12 curriculum guidelines OSBIE Safety Standards and practices Characteristics of the adolescent learner Teaching and learning styles; differentiating instruction for practical use in the classroom and gym Formative and summative assessments in the classroom and gym Individual sports (track and field) Team sports (volleyball, soccer, basketball) Physical Education and students with special needs Daily Physical Activity Teaching games for understanding Health and the media    
- [Course 79-462: AQ Honour Specialist, English](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52731): Topics include: understanding the context (historical, philosophical, sociological, psychological ) related to the study of English (First language) analyzing the Ministry of Education elementary and secondary curriculum policies and identifying implications for program planning and implementation exploring opportunities for cross-curricular literacy and interdisciplinary studies in English (First language) education examining the use of appropriate technology to implement the English (First language) curriculum and facilitate student learning modelling the development and use of an array of assessment and evaluation strategies suitable for teaching English (First language) promoting effective teaching strategies and assisting new teachers and others to improve and refine classroom practice in the delivery of English (First language) programs demonstrating skills and strategies that facilitate the establishment of networks with school and board personnel, subject associations, parents/guardians and the community to support English (First language) education  
- [Course 79-469: AQ Honour Specialist, Health and Physical Education](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52733): Topics in this course include: · Ministry of Education K-12 curriculum guidelines · OSBIE Safety Standards and practices · Characteristics of the adolescent learner · Teaching and learning styles; differentiating instruction for practical use in the classroom and gym · Formative and summative assessments in the classroom and gym · Individual sports (track and field) · Team sports (volleyball, soccer, basketball) · Physical Education and students with special needs · Daily Physical Activity · Teaching games for understanding · Health and the media  
- [Course 79-465: AQ Honour Specialist, History](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52735): Topics include: understanding the context (historical, philosophical, sociological, psychological ) related to the study of History analyzing Ministry of Education elementary and secondary curriculum policies and identifying implications for program planning and implementation exploring opportunities for cross-curricular literacy and interdisciplinary studies in History education examining the use of appropriate technology to implement the History curriculum and facilitate student learning modelling the development and use of an array of assessment and evaluation strategies suitable for teaching History demonstrating skills and strategies that facilitate the establishment of networks with school and board personnel, subject associations, parents/guardians and the community to support History education demonstrating knowledge and skills required to manage an area of responsibility including staffing, budgets and the selection of texts, software, and media.
- [Course 79-476: AQ Honour Specialist, Technological Education](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52737): Topics included in this course: analyzing the Ministry of Education elementary and secondary curriculum policies and identifying implications for program planning and implementation exploring teaching and learning strategies related to the learning styles of assisting colleagues to modify learning expectations and teaching practices and to make accommodations for the learner based on developmental and/or special needs exploring opportunities for cross-curricular literacy and interdisciplinary studies in Technological Education examining the use of appropriate technology to implement the Technological Education curriculum and facilitate student learning promoting the safe, ethical and legal use of technology and other resources in Technological Education programs modelling the development and use of an array of assessment and evaluation strategies suitable for teaching Technological Education promoting the benefits of participating in local, provincial, national and international organizations related to the teaching of Technological Education assisting others to access organizational, print and electronic resources which support the curriculum, professional growth and leadership promoting the use of information and communication technologies as teaching and learning tools where appropriate modelling team-building and decision-making skills necessary as a curriculum leader in Technological Education encouraging and supporting colleagues’ interests in professional growth opportunities related to the teaching of Technological Education demonstrating skills and strategies that facilitate the establishment of networks with school and board personnel, subject associations, parents/guardians and the community to support Technological Education demonstrating knowledge and skills required to manage an area of responsibility including staffing, budgets and the selection of texts, software, and media.   
- [Course 79-468: AQ Honour Specialist, Music](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52739): Topics include: understanding and applying human development theories and research (social, emotional, physical, intellectual, linguistic, cultural, spiritual and moral) about the learner and Music demonstrating an awareness of local, provincial and international developments in the teaching of Music  exploring teaching and learning strategies related to the learning styles of students assisting colleagues to modify learning expectations and teaching practices and to make accommodations for the learner based on developmental and/or special needs exploring opportunities for cross-curricular literacy and interdisciplinary studies in Music  examining the use of appropriate technology to implement the Music curriculum  promoting the safe, ethical and legal use of technology and other resources in Music modelling the development and use of an array of assessment and evaluation strategies suitable for teaching Music modelling team building and decision-making skills necessary as a curriculum leader in Music  promoting effective teaching strategies and assisting new teachers and others to improve and refine classroom practice in the delivery of Music programs planning and organizing subject-specific professional development for others  demonstrating skills and strategies that facilitate the establishment of networks with school and board personnel, subject associations, parents/guardians and the community demonstrating leadership in the application of provincial regulations and policies, and local policies and procedures informing others about policies, guidelines, and legal and ethical issues related to the Music demonstrating knowledge and skills required to manage an area of responsibility including staffing, budgets and the selection of texts, software and media.    
- [Course 79-478: AQ Honour Specialist, Social Sciences](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52741): Topics include:      promoting a culture of critical dialogue and inquiry that investigates current theoretical research, literature, and scholarship promoting a culture of critical pedagogical practice that explores curricular integration through diverse planning models, content and resource development, pedagogical practices and equitable assessment and evaluation practices exploring diverse planning models, content and resource development, pedagogical practices and the implementation of equitable assessment and evaluation practices nurturing a culture related to instructional strategies that support student learning, resilience and well-being demonstrating knowledge and skills required to manage an area of responsibility including staffing, budgets, the selection of texts, software, and media. examining assessment, evaluation and reporting practices that align with the principles and processes of Ontario’s curriculum, frameworks and policy documents examining assessment, evaluation and reporting practices that align with the principles and processes of Ontario’s curriculum   
- [Course 79-470: AQ Honour Specialist, Biology](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52743): Topics include: analyzing Ministry of Education elementary and secondary curriculum policies and identifying implications for program planning and implementation assisting colleagues to modify learning expectations and teaching practices and to make accommodations for the learner based on developmental and/or special needs exploring opportunities for cross-curricular literacy and interdisciplinary studies in Biology promoting the safe, ethical and legal use of technology and other resources in Biology modelling the development and use of an array of assessment and evaluation strategies suitable for teaching Biology modelling team-building and decision-making skills as a curriculum leader in Biology promoting effective teaching strategies and assisting new teachers and others to improve and refine classroom practice in the delivery of Biology programs planning and organizing subject-specific professional development for others demonstrating skills and strategies that facilitate the establishment of networks with school and board personnel, subject associations, parents/guardians and the community to support Biology education informing others about policies, guidelines, and legal and ethical issues related to the teaching of Biology demonstrating knowledge and skills required to manage an area of responsibility including staffing, budgets and the selection of texts, software, and media.
- [Course 79-477: AQ Honour Specialist, Business Studies](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52745): Topics in this course include: demonstrating an awareness of local, provincial and international developments in the teaching of Business Studies analyzing Ministry of Education elementary and secondary curriculum policies and identifying implications for program planning and implementation assisting colleagues to modify learning expectations and teaching practices and to make accommodations for the learner based on developmental and/or special needs exploring opportunities for cross-curricular literacy and interdisciplinary studies in Business Studies education examining the use of appropriate technology to implement the Business Studies curriculum and facilitate student learning demonstrating leadership in modifying assessment practices based on the developmental and/or special needs of students assisting others to access organizational, print and electronic resources which support curriculum, professional growth and leadership modelling team building and decision-making skills necessary as a curriculum leader in Business Studies demonstrating skills and strategies that facilitate the establishment of networks with school and board personnel, subject associations, parents/guardians and the community to support Business Studies education
- [Course 79-154: AQ Integration of Information and Computer Technology in Instruction, Part 1](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52747): Topics include:  Basic technology concepts  Ethical use of computers  Health and safety issues related to technology use  Use of computers for research and professional development  Different types of software programs  How to access top-quality online resources  Arranging and managing effective classroom computer space    
- [Course 79-254: AQ Integration of Information and Computer Technology in Instruction, Part 2](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52749): Topics in this course include: ·         Integrating technology and instructional strategies ·         Using technology for higher-order thinking and effective questioning ·         Multimedia software and digital image hardware ·         Equitable use of resources:  webpages, wikis and social networking ·         Acceptable use policies of school boards 
- [Course 79-354: AQ Integration of Information and Computer Technology in Instruction, Specialist](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52751): Topics in this course include: understanding theories of change in educational practices as they relate to information and communication technology designing innovative information and communication technology practices to meet the curriculum needs of the school and/or district demonstrating knowledge of board, provincial, national and international reports and current trends in theory and research relating to information and communication technology assessing and evaluating information and communication technology integration strategies at the school and/or district level developing strategies to guide school/district personnel in adopting equitable, ethical and inclusive practices related to information and communication technology facilitating professional opportunities for ongoing professional learning opportunities for teachers extending research skills to inform practice at all levels in the system facilitating the acquisition of supportive and assisting technologies for use in the school leading in the planning of programs with colleagues that reflect the relationship among expectations, teaching/learning strategies, and assessment and evaluation leading in the planning of programs and courses with colleagues that focus on the use, accommodation and/or modification of expectations, teaching strategies and assessment practices based on the developmental and/or special needs of students demonstrating leadership in the application of classroom management principles to provide a safe learning environment providing leadership in sustaining a learning community for colleagues to develop a commitment to and acquire confidence in delivering programs with the integration of information and communication technology that meet the needs of students modeling a commitment to maintaining a high level of knowledge and skills in the area of information and communication technology demonstrating leadership in the application of school, board and provincial guidelines, procedures, policies, and regulations with regard to the Internet and related communications technology working collaboratively to develop formative and summative assessments of school and/or district curriculum initiatives involving information technology identifying, accessing and assessing appropriate resources in the community modeling collaborative strategies with in-school personnel, parents/guardians and the community  
- [Course 79-120: AQ Kindergarten, Part 1](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52753): Topics include: develop an awareness of current brain research regarding play and learning understanding diverse theories in types and stages of play understanding the importance of exploration, active engagement, imaginative play and authentic opportunities for problem-solving in inquiry-based learning environments exploring the stages of oral language, reading and writing development in young children understanding instructional implications for children whose first language is different from the language of instruction identifying and accessing community, print, electronic and collegial resources  planning a variety of forms of play that is connected to learning and development  understanding a variety of strategies for adapting, modifying and accommodating instruction to meet the needs of all learners exploring observation-based strategies as a key component of assessment in Kindergarten  identifying and accessing community, print, electronic and collegial resources  exploring strategies for building a shared understanding of play-based programs 
- [Course 79-220: AQ Kindergarten, Part 2](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52755): Topics include: applying the concepts of active engagement, imaginative play and authentic opportunities for problem-solving in inquiry-based learning environments applying knowledge of the stages of oral language, reading and writing development   applying instructional strategies for children whose first language is different from the language of instruction. applying differentiated instruction and universal design in the planning, development, and implementation of learning experiences in Kindergarten applying knowledge of how to apply the gradual release of responsibility model to meet individual learning needs integrating observation-based strategies as a key component of assessment in the Kindergarten program integrating a variety of effective communication strategies with parents/guardians to support a successful transition into kindergarten and grade one implementing strategies for collaboration between the school and other groups such as early learning, childcare services, community, and parenting supports to promote learning 
- [Course 79-320: AQ Kindergarten, Specialist](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52757): Topics include: assisting colleagues to apply knowledge of the specific needs of individual children and characteristics of the kindergarten learning environment demonstrating leadership in the application of instructional strategies for children whose first language is different from the language of instruction. providing leadership in the development and implementation of practices that are sensitive to society’s diverse and changing nature  providing leadership in differentiated instruction and universal design in the planning, development, and implementation of learning experiences  sharing with others the understandings of teachers’ roles in facilitating assessment-driven learning in a play-based learning environment providing leadership in adopting a variety of strategies for adapting, modifying and accommodating instruction to meet the needs of all learners showing others how to integrate a variety of strategies for assessing, evaluating and reporting.  assisting others in how to collaborate with parents/guardians to determine effective methods to provide continuous, meaningful and detailed information to support student learning 
- [Course 79-162: AQ Mathematics, Grades 7 and 8](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52759): Topics include: applying current research and knowledge of learning preferences, and instructional and assessment strategies in the context of mathematics education (for example, math phobia) connecting Mathematics, grades 7/8 to students’ everyday experiences. integrating differentiated instruction and universal design in the planning, development and implementation of learning experiences embedding multiple representations (for example, concrete, pictorial, tables and charts, graphical, numeric, algebraic) and a variety of tools (for example, calculator, algebra tiles, snap cubes, integer tiles, relational rods, geoboards) in the teaching and learning of mathematical concepts implementing mathematics specific software (for example, GSP, TinkerPlots) and technology (for example, calculators) to develop conceptual understanding   understanding and responding to the issues of assessment and evaluation particular to the study of Mathematics, Grades 7 and 8.    
- [Course 79-360: AQ Mathematics, Primary and Junior, Specialist](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52761): assisting colleagues to reflect on teaching practice and to engage in professional dialogue on the relationship of theory and practice in the teaching of Mathematics, Primary, and Junior facilitating the exploration of the interconnection of big ideas, key concepts, overall expectations, and enduring understandings in mathematics education providing leadership in the application of instructional strategies to respond to math anxiety, avoidance, and phobia providing leadership in curriculum planning, development, implementation strategies and frameworks related to Mathematics Primary and Junior assisting others in the integration of the five strands in the mathematics curriculum providing leadership to support teaching through problem solving that utilizes multiple entry points that allow for a variety of solutions providing leadership in the development and implementation of methodologies that support a formative and summative assessment (for example, assessment as learning, assessment for learning and assessment of learning)strategy for the study of Mathematics Primary and Junior
- [Course 79-160: AQ Mathematics, Primary and Junior, Part 1](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52763):   Topics include: exploring the interconnection of big ideas, key concepts, overall expectations, and enduring understandings in mathematics education exploring the role that instructional strategies play in addressing math anxiety, avoidance, and phobia knowing the possible range of student responses to problems, error analysis, choosing effective models for specific instructional purposes and developmental levels). deepening understanding of curriculum planning, differentiated instruction and universal design in the planning of learning experiences in Mathematics Primary and Junior engaging in professional collaborative inquiry and planning processes (for example, “What’s the math behind the problem?”, anticipating student responses, developing probing questions, analyzing student responses, and reflecting upon and making changes to lessons) for teaching mathematics exploring the integration of the five strands in the mathematics curriculum exploring the central role of mathematical process expectations and embedding them in instruction teaching through problem-solving that utilizes multiple entry points that allow for a variety of solutions understanding and implementing formative and summative assessment  
- [Course 79-260: AQ Mathematics, Primary and Junior, Part 2](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52765): Topics include: demonstrating how reflection and professional dialogue inform both theory and practice in the teaching of Mathematics, Primary, and Junior applying the interconnection of big ideas, key concepts, overall expectations, and enduring understandings in mathematics education applying instructional strategies to respond to math anxiety, avoidance, and phobia applying differentiated instruction and universal design in the planning, development, and implementation of learning experiences in Mathematics, Primary, and Junior developing opportunities for professional collaboration that supports student learning creating a fair and equitable assessment and evaluation methods that honour the dignity, emotional wellness and cognitive development of all students applying strategies of representation to communicate thinking through the use of models (for example, concrete, visual, and abstract) applying and creating a variety of instructional strategies to support the teaching of Mathematics, Primary, and Junior applying the integration of the five strands in the mathematics curriculum   
- [Course 79-130: AQ Music - Instrumental, Part 1](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52769): Topics Include: demonstrating basic performance skills on two instruments: one brass, one woodwind demonstrating knowledge of other performance media: strings, guitar, piano, recorder, percussion, voice, Musical Instrumental Digital Interface (MIDI) experiencing music practices, including creating/improvising, world music, small ensembles, choir demonstrating an understanding of the use of technology in the instrumental classroom developing an understanding of the level of difficulty in repertoire as it relates to the student’s ability to meet or exceed expectations of performance demonstrating an ability to read and conduct from conductor’s scores of beginning level repertoire demonstrating an understanding of the importance of instrumental method books and repertoire selection understanding the theoretical and practical relevance of proper teaching methods on the instruments demonstrating planning and teaching skills in non-performance activities using, accommodating, and modifying expectations, strategies and assessment practices based on the developmental or special needs of students understanding, devising and employing a variety of assessment and evaluation instruments appropriate to the developmental stage of students and the delivery of the music curriculum having an awareness of instrumental music and instruments from diverse cultures developing classroom management strategies for an active setting in which students work with instruments developing the ability to properly set up an instrumental music room/facility for effective instruction making connections with other areas in the curriculum communicating with parents/guardians about the value of instrumental music to the whole child investigating the community resources available to support instrumental music studies (e.g., guests, community musicians, institutions, churches)   Textbooks and Resources There are no textbooks for this course.  Students will need the following instruments: A brass Instrument (trumpet, trombone, baritone, tuba) A woodwind instrument (flute, clarinet, saxophone—alto or tenor)  A snare drum or keyboard mallet instrument (xylophone, marimba, vibraphone, glockenspiel.  Not a piano or ORFF Keyboard) Students may wish to consider contacting a Music store in order to rent these instruments  
- [Course 79-230: AQ Music - Instrumental, Part 2](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52771): Topics include: demonstrating basic performance skills on two additional instruments: one brass, one woodwind (different from the instruments chosen in the Part 1 experience)   demonstrating knowledge and teaching approaches of standard percussion instruments (i.e., band/orchestral percussion) experiencing and applying a variety of music practices, including creating/improvising, world music, small ensembles, choir applying knowledge of conducting using standard patterns demonstrating an ability to read and conduct from conductor’s scores of intermediate level repertoire demonstrating an understanding of the importance of beginning and intermediate method books and repertoire selection for the instrumental class demonstrating group teaching and rehearsal skills in warm-ups, technique exercises and other classroom performance activities demonstrating the relationship among program planning, assessment and evaluation and teaching/learning strategies that reflect key components of instrumental music continuing to situate musical pieces in context   introducing composers for music history   demonstrating the ability to properly set up an instrumental music room/facility for effective instruction and learning   
- [Course 79-330: AQ Music - Instrumental, Specialist](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52773): Topics include:  facilitating leadership in the application of theories of child and adolescent development  modeling the implementation of Ontario curriculum, resources and government policies, frameworks, and strategies  modeling musicianship (for example, various instrumental/composition techniques, accompanying, conducting, arranging/orchestrating)  critically exploring leadership in team musical development (for example, rehearsal techniques, demonstrating basic instrumental knowledge, ensembleship) modeling the application of diverse musical resources and technologies (for example, instruments, tablets, digital audio workstations, recycled materials, digital composition, notation programs) in developing, planning and implementing programs modeling the integration of multiple assessment methods that are ongoing, varied in nature (for example, ensemble evaluation, self-evaluation, peer evaluation) and implemented over a period of time to support student learning fostering and sustaining a positive relationship with various partners and associations (for example: Ontario Music Educators’ Association Ontario Music Educators’ AssociationOntario Music Educators’ Association (OMEA), Coalition for Music Education, Canadian Music Educators’ Association (CMEA), Society of Composers, Authors and Music Publishers of Canada (SOCAN, Association francophone pour l’éducation artistique en Ontario to support professional learning and collaboration  
- [Course 79-227: AQ Music - Vocal, Intermediate and Senior, Part 2](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52775): Topics include: facilitating critical dialogue regarding Ontario curriculum, resources and government policies, frameworks and strategies deepening an understanding of musicianship (for example, various vocal composition techniques, accompanying, conducting, arranging) continuing to refine sight-reading and ear training skills required to implement intermediate/senior level music curriculum critically designing and integrating culturally inclusive pedagogies within program design, planning and development collaboratively designing and integrating strategies that support learners’ resiliency, well-being and mental health creating three part lesson plans (minds on, action, and consolidation), learning goals and success criteria related to vocal music applying various notation, sequencing, and  recording software, social media and emerging technologies to enhance student learning in vocal music applying knowledge related to directing an ensemble including rehearsal strategies, repertoire selection and conducting techniques applying correct vocal techniques collaboratively integrating assessment and evaluation methods that honour the dignity, emotional wellness and cognitive development of all students advocating for music, the arts and artistic needs of students with colleagues, parents and the wider school community.    
- [Course 79-127: AQ Music - Vocal, Intermediate and Senior, Part 1](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52777): Topics include:    understanding and implementing Ministry of Education curriculum expectations and Ministry of Education and school board policies and guidelines for music at the intermediate and senior levels having the theoretical understanding and foundation necessary to design, implement, and assess programs for students creating learning environments conducive to the intellectual, social, emotional, physical, linguistic, cultural, spiritual, moral, artistic and musical development of students understanding how to use, accommodate and modify expectations, strategies and assessment practices based on the developmental or special needs of students accessing a variety of resources within and beyond the education system to enhance and support student learning demonstrating the ability to integrate information and communication technology into teaching practice understanding and participating in a variety of music classroom activities designed for the intermediate and senior levels becoming involved in processes of creating, presenting and responding in vocal music  
- [Course 79-327: AQ Music - Vocal, Intermediate and Senior, Specialist](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52779): Topics include : advancing a reflective community of practice that explores the relevance of critical pedagogy and constructivist theories as theoretical foundations for this AQ modeling musicianship (for example, various vocal composition techniques, accompanying, conducting, arranging) modeling sight reading and ear training skills required to implement intermediate/senior level music curriculum cultivating a culture of inquiry and innovative leadership related to program design, planning, development and implementation strategies and frameworks related to Music – Vocal, Intermediate and Senior assisting others in exploring various notation, sequencing, and recording software, social media and emerging technologies to enhance student learning in vocal music fostering a culture of leadership focused on creating and sustaining a collaborative community of empowered and engaged learners modeling correct vocal techniques advocating for music, the arts and artistic needs of students with colleagues, parents and the wider school community.  
- [Course 79-106: AQ Reading, Part 1](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52783): Topics in this course include: Beliefs around reading instruction Child and adolescent development:   learning theories, learning styles, multiple intelligences Learning environment in the four divisions Dimensions of an effective classroom Managing instructional variable Role of the teacher in the reading process Oral language, accountable talk Choosing appropriate texts Cueing systems and strategies for sustaining reading Comprehension strategies Interactive read-a-loud, think-a-loud Shared reading Guided reading, the struggling reader, literacy in the content areas Literacy centers Phonological awareness, phonemic awareness, and phonics Spelling and word study Records of student reading;  scoring the record and analyzing the results Assessment in reading  
- [Course 79-206: AQ Reading, Part 2](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52785): Topics include: Applying relevant theories of teaching methods that promote reading skills Planning reading instruction programs Becoming familiar with a range of resources that support reading skills Modifying instruction according to students’ specific needs Expanding the use of technology as a teaching and learning tool for reading Applying a range of assessment and evaluation methods to the teaching and acquisition of reading skills Understanding the struggling reader Writing and its importance to literacy Understanding independent reading and guided writing Book talks and literature studies Balanced literacy programs Critical literacy
- [Course 79-306: AQ Reading, Specialist](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52787): Topics in this course include: ·         Professional leadership in the understanding of stages of development of the reader as related to current theories of child and adolescent development ·         Leadership in differentiating cross-curricular reading instruction ·         Supporting professional learning communities in the area of reading instruction and assessment ·         Leadership in the integration and critical use of technology ·         Curriculum planning and implementation of strategies and frameworks related to reading ·         Assisting others in creating a reading program with equity of outcomes for all ·         Understanding text features, stylistic devices and reading strategies which promote meaning ·         Leadership in the application of equitable social practices to create culturally responsive classrooms ·         Modeling and providing leadership in assessment, conducting ongoing assessment, and engaging students in metacognition ·         Assessment and evaluation strategies based on achievement level descriptions given in the achievement chart ·         Examining different formats for professional learning communities   
- [Course 79-257: AQ Religious Education in Catholic Schools, Part 2](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52789): Topics include: adapting teaching practice to reflect the mission of Catholic schools and Catholic school board policies, guidelines, and programs integrating into practice the understanding that the Bible as Sacred Scriptures is God’s revelation to humanity, the story of God’s relationship with the Jewish people and the early Christian communities, and encouraging critical reflection on personal and social realities engaging in dialogue regarding the relationship between biblical texts, core beliefs of the Catholic faith and the faith journey critically examine the significance of the beliefs and practices of the Catholic faith through the history of the Church integrating official Church documents within professional practice  
- [Course 79-357: AQ Religious Education in Catholic Schools, Specialist](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52791): Topics include: the mission of Catholic schools sacred scriptures the spiritual, sacramental and liturgical life the Church and a post-modern world faith in action ethics and morality pedagogical practices for religious education school ministry the faith journey related to teaching and learning across the divisions  
- [Course 79-372: AQ Special Education, Specialist](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52793): This AQ is offered by the Faculty of Education.  For inquires contact aq@uwindsor.ca . This course is offered 4 times a year.  It is offered each semester. Schedule D OCT Course  The purpose of this AQ is to extend and apply skills and knowledge of teachers in the design, delivery, programming and assessment of special education. This AQ supports the expectations outlined in the Ministry of Education curriculum policy documents and other Ministry of Education policies. Topics in this course include: current Ontario legislation, regulations and policies concerning ethical issues  innovative and alternative practices to meet student needs the legal issues and challenges associated with special education provincial, national and international reports and current trends in theory and research  categories and definitions of the range of exceptionalities as defined by the Ministry of Education: Behaviour, Communication, Intellectual, Physical and Multiple teaching colleagues how to apply Ministry of Education and board policies in the development and implementation of programs and services facilitating mentorship and coaching networks reviewing issues and preparing files as required to access funding demonstrating and promoting practices, strategies and assessments in special education developing and supporting special education teams at the school and board level working collaboratively with agencies promoting the use of information technology in research and inquiry processes  enhancing independent learning and living  assistive technology:   tools for learning     
- [Course 79-144: AQ Teaching and Learning through e-Learning](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52801): Topics include: having and applying the theoretical understanding necessary to design, implement and assess e-Learning programs and practices accessing and exploring a variety of resources, including technological resources, within and beyond the educational system to enhance professional knowledge in support of student e-Learning engaging in curriculum planning, development, and implementation within an e-Learning context identifying barriers to the implementation of educational technology and proposing courses of action to arrive at solutions applying appropriate methods, media, and strategies based on principles of instructional design that support high levels of student engagement, achievement, and motivation
- [Course 79-103: AQ Teaching English Language Learners, Part 1](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52803): Topics include:  • Understanding the acculturation and resettlement process  • Reviewing ESL and ELD programs  • Reviewing the stages of English language proficiency  • Understanding theories of second language acquisition • Examining the different models for delivering language instruction • Understanding how to handle error correction • Understanding language needs in order to acquire better English skills (homonyms, synonyms, stressed and unstressed syllables, rhythms, and intonations, etc) • Understanding the stages of communication and levels of questioning • Examining the Canadian Language Benchmarks • Developing strategies for listening, speaking, reading and writing • Reviewing assessment techniques for ELLs • Becoming familiar with the ‘Sheltered Instruction Observation Protocol’ (SIOP) model'   
- [Course 79-203: AQ Teaching English Language Learners, Part 2](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52805): Topics include: Applying the theories of learning styles in the development of ESL and ELD programs Analyzing research related to immigration, resettlement and anti-racist education Identifying strategies to develop programs for supporting ELLs in the mainstream Expanding use of information technology as a teaching and learning tool Reviewing Canadian Language Benchmarks and Methods of teaching Reviewing the importance of first language use in the classroom Understanding types of errors made by ELLs and L1 interference Understanding inductive teaching, intensive vs. extensive listening and reading Understanding different strategies of assessment at different stages of English proficiency
- [Course 79-303: AQ Teaching English Language Learners, Specialist](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52807): Topics include: • modeling the application of language development theories and research in the context of English as a Second Language instruction • demonstrating leadership in planning programs that reflect the relationship between curriculum expectations, teaching/learning strategies, and assessment methods • demonstrating leadership in accommodating and/or modifying expectations, teaching strategies and assessment practices based on the special needs of students • critiquing electronic and teacher developed resources related to ESL and ELD curriculum • expanding the leadership role in ESL within the school and the local school district • modeling and promoting the collection of relevant data through a variety of methods to assess the delivery of ESL and ELD programs within the school context • establishing and encouraging effective liaison between schools and ESL and ELD parents/guardians  
- [Course 79-315: AQ Visual Arts Specialist](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52811):  Topics include: evaluating the role art can play in cross-curricular studies promoting multicultural art in the classroom designing as well as evaluating innovative practices in visual arts education strengthening personal artistic competencies related to classroom instruction understanding rights and responsibilities in dealing with censorship on controversial art issues in the classroom and museum understanding the roles and responsibilities of the art critic, art historian, art advocate, department head, museum art educator, art mentor, and art specialist facilitating mentorship and coaching networks facilitating opportunities for ongoing professional learning opportunities for teachers in visual arts education modeling collaborative approaches to educational planning in visual arts education across the curriculum comparing art from diverse cultures (native, multicultural, Canadian) having an awareness of innovative art trends  
- [Course 79-115: AQ Visual Arts, Part 1](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52813): Topics include: understanding functions of art and visual arts education, both for individuals and for society understanding various theories of perception, cognition, and creativity in teaching and learning in visual arts   understanding art as an expressive language understanding the role of aesthetics, art criticism, and art history as a context for art objects understanding design concepts applying appropriate grade curriculum expectations while maintaining an awareness of individual patterns of artistic/creative growth, and individual student style knowing how to modify and accommodate the needs of exceptional students selecting appropriate examples of art for classrooms understanding the role art can play in cross-curricular programming enhancing student learning by using appropriate media, tools, and technologies understanding the need for diverse approaches to teaching in visual arts teaching students how to self-evaluate their plans for the production of art using multiple methods of assessment, and a range of assessment strategies learning how to talk about art  enhancing and advancing student learning by using appropriate technology developing and applying age- and subject-appropriate assessment assisting students in recognizing a variety of and alternative interpretations understanding the value of the community as a resource for visual arts (e.g museums, art galleries, local architecture) knowing a sampling of significant works of art in Western and non-Western cultures  knowing the chronology of distinctive styles and movements in art history    
- [Course 79-215: AQ Visual Arts, Part 2](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52815): Topics include: applying the functions of art and visual arts education, both for the individual and for society applying critically various theories of perception, cognition, and creativity in teaching and learning as they apply to programming in the visual arts demonstrating that the works of artists from diverse cultures contain commonalities applying knowledge of aesthetics, art criticism, and art history as contextual elements for art objects applying an understanding of design concepts and modes of representation in order to develop appropriate art curricula for students knowing and providing appropriate art exemplars understanding and demonstrating skills in management responsibilities, such as development and maintenance of student portfolios, conservation of materials, art room organization, and display demonstrating how art can play a role in cross-curricular programming demonstrating to students how to plan, reflect on, and critique their own artwork making connections between making art in the classroom and the world outside the classroom applying multiple methods of assessment, both formal and informal, formative and summative, and a range of assessment strategies developing and maintaining community partnerships (e.g. with museums, art galleries, etc.) continuing to examine major monuments and significant accomplishments in art history having an awareness of the impact of photography on image-making  
- [Course IEC 002-DP: Assessment and Evaluation (DP)](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52819): This course has five primary domains: • the principles of assessment; • developing assessment strategies; • designing assessment tasks and rubrics; • differentiation of assessment; • and effective feedback.  
- [Course IEC 002-PYP/MYP: Assessment and Evaluation (PYP/MYP)](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52821): This course focuses on participants being able to demonstrate knowledge and understanding of assessment practices both in terms of formative and summative processes.   This course has five primary domains: • the principles of assessment; • developing assessment strategies; • designing assessment tasks and rubrics; • differentiation of assessment; • and effective feedback.
- [Course IEC 000-PYP/MYP: Curriculum Processes (PYP/MYP)](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52823): This course has three primary domains: The role and philosophy of IB and the programmes (for this section, PYP and MYP). The curriculum frameworks (Principles, structures and practices). the curriculum and instructional designs. IBEC Expectations of Standards and Practices : Supporting effective teaching and learning Fostering collaboration and collegiality Encouraging innovation and risk- taking Promoting international-mindedness and intercultural understanding Facilitating reflection and professional learning Developing leadership capacity Enabling and sustaining change and improvement  
- [Course PQP-1: Principal's Qualification Program, Part 1](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52825): The content of Part I is organized into five domains as reflected in the Leadership Framework for Principals and Vice-Principals. The five leadership domains used to organize the content and guide the Leadership Practicum are: Setting Directions, Building Relationships and Developing People, Developing the Organization, Leading the Instructional Program, and Securing Accountability.  
- [Course PQP-2: Principal's Qualification Program, Part 2](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52827): The five leadership domains used to organize the content and guide the Leadership Practicum are: Setting Directions, Building Relationships and Developing People, Developing the Organization, Leading the Instructional Program, and Securing Accountability. The PQP is informed by the Amenagement Linguistique: A Policy for Ontario’s French-Language Schools and Francophone community, the First Nation, Metis and Inuit Education Policy Framework and Putting Ontario’s Leadership Framework into Action/Mise en application du Cadre de leadership de l’Ontario.
- [Course IEC 003-DP: Professional Learning (DP)](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52829): This course has three primary domains: • The principles and processes of reflective practice • Collaborative working, planning, implementation, and evaluation • The use of information and communication technology to support the building of communities of practice.   
- [Course IEC 003-PYP/MYP: Professional Learning (PYP/MYP)](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52831): This course has three primary domains: • The principles and processes of reflective practice • Collaborative working, planning, implementation, and evaluation • The use of information and communication technology to support the building of communities of practice.  
- [Course IEC 005: Professional Learning Community](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52833): This course has three primary domains: The role and reflective practice on students' learning and professional development. The role of collaborative practices in supporting IB outcomes. The tools and technologies that IB practitioners can use to professionally engage. IBEC Expectations of Standards and Practices: ●  Supporting effective teaching and learning ●  Fostering collaboration and collegiality ●  Encouraging innovation and risk-taking ●  Promoting international-mindedness and intercultural understanding ●  Facilitating reflection and professional learning ●  Developing leadership capacity ●  Enabling and sustaining change and improvement  
- [Course IEC 001-DP: Teaching and Learning (DP)](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52835): The domains of this course include: 1. Learning theories and strategies 2. Teaching methodologies and the support of learning 3. Selection, evaluation, application/creation of teaching and learning materials IBEC Expectations of Standards and Practices • Supporting effective teaching and learning • Fostering collaboration and collegiality • Encouraging innovation and risk- taking • Promoting international-mindedness and intercultural understanding • Facilitating reflection and professional learning • Developing leadership capacity • Enabling and sustaining change and improvement  
- [Course IEC 001-PYP/MYP: Teaching and Learning (PYP/MYP)](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52837): The domains of this course include: 1. Learning theories and strategies. 2. Teaching methodologies and the support of learning. 3. Selection evaluation, application/creation of teaching and learning materials. IBEC Expectations of Standards and Practices • Supporting effective teaching and learning • Fostering collaboration and collegiality • Encouraging innovation and risk- taking • Promoting international-mindedness and intercultural understanding • Facilitating reflection and professional learning • Developing leadership capacity • Enabling and sustaining change and improvement  
- [Course 79-170: AQ Teaching LGBTQ Students](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=52839): In this course, you will have the opportunity to: • explore theoretical and practical teaching and learning pedagogy • current assessment and evaluation methods. • develop and implement classroom instructional strategies that include LGBTTIQQ2S students and identities  
- [Course SMSC 7102: Siemens Mechatronic Systems Certification Program Level 1](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=275649): Expand your expertise in PLC programming and industrial automation In collaboration with Siemens, the University of Windsor is thrilled to offer a world-class industry certification in mechatronic systems. UWindsor's Siemens Mechatronic Systems Certification Program (SMSCP) can help you transition into a variety of production, technician, and engineering jobs in high-tech and advanced manufacturing industries around the world. SMSCP certifications are internationally recognized as world-class technical qualifications. Siemens, one of the world’s largest high-tech manufacturing corporations, is a leader in complex technologies, particularly in complex systems integrating electrical, mechanical and computer engineering. The marriage of these three engineering fields, better known as mechatronic systems, plays an ever-increasing role in modern technology. As a result, there is a high demand for qualified and motivated personnel. For this reason, the Siemens Technik Akademie Berlin has developed a comprehensive industry skill certification, the Siemens Mechatronic Systems Certification Program (SMSCP), now offered at the University of Windsor. For more information on this course: Siemens Mechatronic Systems Certification Program | Faculty of Engineering  
- [Course 79-131: AQ Music – Instrumental (Strings) Part 1](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=296984): Topics include: demonstrating basic performance skills on the violin and ukulele; demonstrating an understanding of how to successfully set up a string music classroom (e.g., how to tune the instruments, determine proper instrument size, instrument care and maintenance, string equipment/accessories, etc.); understanding the theoretical and practical relevance of proper teaching methods and how to establish a technical/musical foundation on the instruments; demonstrating an understanding of basic theory and music history, the value of string instruction and music education advocacy within a community/school, the importance of communication in the string classroom (e.g., use of imagery, modeling/demonstrations, etc.), steps to learning a new piece, and effective practice strategies; demonstrating an understanding of the importance of choosing appropriate string method books and repertoire; demonstrating an ability to read and conduct from the scores of beginning level repertoire; demonstrating planning and teaching skills in non-performance activities (e.g., using accommodating and modifying expectation strategies and assessment practices based on the developmental or special needs of students); understanding the importance of technology and YouTube in current string instruction; developing an understanding of the level of difficulty in repertoire as it relates to the students’ abilities to meet or exceed performance expectations, common technical/musical challenges in the string classroom, and remedial strategies; devising and employing a variety of assessment and evaluation instruments appropriate to the developmental stages of the students; developing classroom management strategies and making connections with other areas of the curriculum.
- [Course 79-231: AQ Music – Instrumental (Strings) Part 2](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=1884964): Throughout this course, candidates will engage in discussions, reflections, written assignments, and performance assessments in order to better understand the Ontario Music curriculum and the implications when teaching intermediate strings, and beginner guitar. Topics include: setting up a string music classroom, instrument care and maintenance, establishing a healthy technical/musical foundation, string equipment/accessories, and inquiry-based teaching. bow technique, tone production, bow strokes, skill internalization through scaffolding strategies, critical reflection of learning goals in the classroom, effective practice tools, and shifting/vibrato exercises in the classroom choosing intermediate string repertoire, cultural and current issues in music preferences, alternative string styles, teaching styles, basic conducting patterns, and current method books in string education. informal music learning in the classroom, the influences of rock and popular music, the importance of technology, Garage Band, and YouTube in current string instruction, lesson planning, and the inclusion of ALL students, focusing on Special Needs and IEP's in the string classroom. common technical/musical issues in the string classroom, remedial strategies, teacher competency, assessment (process versus product), grading, and playing test rubrics
- [Course 79-331: AQ Music – Instrumental (Strings) Specialist](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=2004262): Topics include: the history and status of string programs in Canada and the United States, and advocacy. advanced bow technique and bow strokes, physics of tone production through string knowledge, postural issues in string education as a result of equipment choice, shifting and vibrato technique, and improvisation and creativity in the string classroom. criteria for choosing intermediate /advanced string repertoire, cultural and current issues in music preferences, alternative string styles, teaching styles, how classroom setup affects rehearsals ,  various rehearsal techniques, metacognition, and conducting skills. rethinking string instruction in the 21st century, media and technology influences, and performance test rubrics.
- [Course 79-173: AQ Teaching Students with Communication Needs (Autism Spectrum Disorders)](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=7056317): Topics Include: fostering a culture of inquiry that explores emerging research and practices in the field of autism spectrum disorders critically exploring the science and principles of Applied Behaviour Analysis (A.B.A.) to support learning and well-being critically exploring and integrating educational processes, practices and policies that support learners’ well-being and efficacy critically exploring and integrating inclusive processes for fostering interprofessional collaboration that support the collaborative development and implementation of Individual Education Plans (I.E.P.) and Transition Plans for learners that include the voices and perspectives of all those involved critically exploring the concept of “ spectrum” in autism spectrum disorders and its implications for teaching and learning collaboratively exploring various program delivery approaches that support learning and well-being of learners with autism spectrum disorders critically exploring and deepening understanding of program design, planning, development and implementation strategies and frameworks that meet the diverse needs of students with communication-related disabilities such as autism spectrum disorder
- [Course CENURS 7100: Ontario University Consortium RN Prescribing Education Program](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=9494496): This course is divided into 8 modules.  Each module is mapped to CNO competencies. Module 1: Roles and Responsibilities in RN Prescribing This module introduces the roles and responsibilities associated with the scope of practice for registered nurses in the General Class. The course emphasizes the therapeutic care of clients using a prescribing framework within the context of discipline standards, guidelines, and competencies.  Module 2: General Principles of Pharmacokinetics This module on pharmacological principles encourages learners to use an evidence-informed approach to understanding and synthesizing foundational pharmacological principles as they relate to drug therapy. Learners will apply evidence-informed knowledge regarding factors that impact drug therapy as they relate to medication prescribing. Module 3: Over-the-Counter   (OTC) Medication This module on over-the-counter medication recommendation encourages learners to use an evidence-informed approach to assess and treat various health conditions. Learners will apply evidence-based knowledge to develop the skills to safely, effectively, and ethically assess, diagnose, and recommend over-the-counter medications Module 4: Topical Wound Care This module encourages learners to use an evidence-informed approach to assess and treat (pharmacological and non-pharmacological) various wounds. Learners will apply evidence-based knowledge regarding factors that impact wound management and the indications for medications and advanced dressings. . Module 5: Immunization and Anaphylaxis This module will integrate knowledge of vaccine development, indications, funded schedules, and age to determine initial eligibility. Competency will be demonstrated by assessing whether past clinical history and current clinical status will impact vaccine eligibility. Students will be able to recommend and prescribe appropriate immunization(s), and work with the patient and family to discuss concerns about immunization and side effects and intervene should an anaphylactic event occur. Module 6: Travel Health This module will  review the epidemiology, transmission, and natural history of traveller's diarrhea and malaria, and prepare registered nurses (RNs) to optimally support travellers in identifying their individual risk for these conditions and implementing appropriate prevention and treatment strategies for traveller’s diarrhea. In addition, this module will prepare RNs to synthesize multiple elements of patient information, consider patient values and preferences, select appropriate therapeutic choices that best meet the patient’s needs, write a legal prescription, and document the encounter. Module 7: Contraception This module will assist  learners in using an evidence-informed approach in choosing appropriate pharmacological treatments for clients seeking contraception for pregnancy prevention. By the end of these modules, learners will be able to assess clients for the indications and contraindications for initiating contraception and differentiate between therapeutic uses for systemic versus intravaginal contraception. Module 8: Smoking Cessation This module will examine the role of pharmacologic aids such as Varenicline and Bupropion in supporting clients 'smoking cessation goals and will integrate core knowledge and skills in the safety, prescribing, management, and evaluation of clients prescribed pharmacologic smoking cessation aids.
- [Course CENURS 7200: Health Informatics](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=9549794): Module 1: Fundamentals of Health Informatics and Project Management Module 2: Health Information Systems Module 3: Health Data Standards & Classifications Module 4: Data Analysis and Evaluation and AI Tools in Healthcare Module 5: Security, Privacy and Professionalism Module 6: Project Implementation in a Healthcare Setting To successfully complete this offering, learners will: participate in the online modules complete short quizzes and assignments work with a group to complete and present a project charter for a health informatics related case
- [Course CENURS 7300: Arrhythmia and 12 Lead ECG Interpretation Workshop](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=9596936): Topics include: Arrhythmia Interpretation Basics of the 12 lead ECG Ischemic versus myocardial infarction patterns Axis deviation and bundle branch blocks Hypertrophy and electrolyte imbalances
- [Course CENURS 7400: Health Assessment Refresher Course](https://register.continue.uwindsor.ca/search/publicCourseSearchDetails.do?method=load&courseId=9623203): This course offers registered nurses and prospective nurse practitioner students a structured opportunity to review, practise, and refine comprehensive head-to-toe physical assessment skills in preparation for advanced clinical practice. The course is open to two groups of learners: registered nurses seeking to enhance their physical assessment competencies, and students enrolled in the ONPEC Nurse Practitioner Program who will be entering the Advanced Health Assessment and Diagnosis (AHAD) course in Fall 2026. For prospective AHAD students, this course provides targeted preparation for the Comprehensive Physical Examination (Adult) Demonstration, which is an entry requirement of the AHAD course, and supports readiness for the rigorous clinical placement expectations of the NP program. Health Assessment Refresher Course is delivered in a blended format, combining self-paced online modules with a 1-day in-person lab. Learners are encouraged to complete registration by July 29, 2026 . Self-Paced Modules: Participants must complete all self-paced modules, including the quiz prior to in-person on August 29th   Each module will require approximately 10 hours to complete. Weekly virtual Q&A sessions: Sessions are optional, they will be recorded and posted In-Person Lab: The final in-person session will provide learners with the opportunity to practise and peer-evaluate assessment skills in small groups under faculty guidance. Date and Time: August 29, 2026 from 8:30 am – 4:30 pm A 30-minute lunch break will be provided, please bring your lunch Dress comfortably Upon successful completion of this course, participants will be able to: Conduct a complete, systematic, and independent head-to-toe physical assessment Identify areas of focused development to support success in comprehensive physical examination testing Demonstrate proficiency in the hands-on components of physical examination across body systems Participants who successfully complete all course requirements will receive a Certificate of Completion. Please note: This course is designed to complement and prepare learners for the AHAD entry requirement but does not substitute for the in-person Comprehensive Physical Examination (Adult) Demonstration, nor does it contribute to the AHAD course grade. Questions? Email  nurse@uwindsor.ca  to send us a message.

## Certificates

Here is a list of the currently available certificates.

- [Certificate CE0008: International Baccalaureate Educator Certificate (IBEC) Programme - Primary Years](https://register.continue.uwindsor.ca/public/category/courseCategoryCertificateProfile.do?method=load&certificateId=1131640): The International Educator Certificate for IB Qualification programme will qualify you for an IB Certificate in Teaching and Learning. This highly-valued credential will help open up teaching opportunities for you in the 100+ IB schools within Ontario and over 4700 schools across the globe. The IB Certificate in Teaching and Learning offers students the opportunity to examine the principles and practices associated with one of three IB programmes (Primary Years, Middle Years and Diploma Programmes). This certificate programme shapes pre-service, new and experienced educators into reflective practitioners and teacher researchers. Primary Years The International Baccalaureate ® Primary Years Programme (PYP) for children aged 3 - 12 nurtures and develops young students as caring, active participants in a lifelong journey of learning. The following sequence of courses should be followed: 000 Curriculum Processes 001 Teaching and Learning 002 Assessment and Evaluation 003 Professional Learning 005 Professional Learning Community (PLC) Prerequisites: IEC 000 or IEC 001 serves as a prerequisite before taking IEC 002 or IEC 003. Students may take IEC 002 or IEC 003 only if they have already completed one of the prerequisite courses (IEC 001 or IEC 000). This programme is comprised of 4 online courses and a practical component. The practical component consists of a professional learning community (PLC) facilitated online. Thus, students can satisfy all certificate requirements fully online, from anywhere in the world! The programme is available to practicing teachers, current Bachelor of Education students as well as international educators. With 3 intakes per year (January, June or September) the IB Certificate programme is flexible for pre-service, new and experienced educators. Complete the certificate at your own pace in as little as 8 months. Once course candidates complete the programme, they will receive a Certificate of Completion from the Faculty of Education. As well, candidates will have the opportunity to register with the International Baccalaureate Organization (IBO) to be recognized around the world as an IB Educator. The University of Windsor is the first institution east of Alberta, and the first in Ontario, to offer the International Educator Certificate (IEC) for the International Baccalaureate (IB) Qualifications. We have the only Faculty of Education to offer the IEC for IB Qualifications to any pre-service teacher candidates.   Admission Requirements - Primary Years The IB Certificate in Teaching and Learning is a worldwide credential available to a worldwide audience of pre-service, new and experienced educators. Thus, our program is comprised of students with diverse backgrounds and teaching experiences. Students can be accepted as either an in-service teacher (e.g., practicing educator) or a pre-service teacher (meaning you are presently enrolled in an initial teacher training program). The admission requirements and corresponding supporting documentation will vary based on your career stage and geographic location. Students are granted admission to the program satisfy the following requirements: 1) Bachelor’s degree, AND one of the following : 2A) Have completed or are currently completing a recognized teaching qualification from any jurisdiction in the world. OR 2B) A minimum of three years of teaching experience, confirmed by a letter(s) from your employer(s). To processes your admission to the program, we require proof of the above requirements, translated into English if needed.   Application Instructions To apply to the International Educator Certificate for IB Qualification Programme students must submit an application and provide the supporting admission documents by the semester deadline date. All tuition fees are due by the semester deadline date as well. Students who wish to enroll for Primary Years must provide supporting admission documentation confirming the admission requirements listed above.   How Do I complete an application form? You will need to either create a continuing education student account or login to your existing account at https://register.continue.uwindsor.ca/ Once you have access to your account you will see “my applications” on the menu items shown on the left side of the screen. Select available applications. Select the International Educator Certificate for IB Qualification Programme Application and complete all sections. Ensure that you have selected the Primary Years stream as well as upload all copies of your supporting admission documents. If you are not uploading copies of your official documents, please select the checkbox indicating you will be mailing your documents to the following address directly. Faculty of Education, University of Windsor Attention: IB for IEC Qualification Programme 401 Sunset Avenue Windsor, Ontario, Canada N9B 3P4 Make sure you save the application and submit. The admissions team will review your application and respond within a few days.  
- [Certificate CE0009: International Baccalaureate Educator Certificate (IBEC) Programme - Middle Years](https://register.continue.uwindsor.ca/public/category/courseCategoryCertificateProfile.do?method=load&certificateId=1131656): The International Educator Certificate for IB Qualification programme will qualify you for an IB Certificate in Teaching and Learning. This highly-valued credential will help open up teaching opportunities for you in the 100+ IB schools within Ontario and over 4700 schools across the globe. The IB Certificate in Teaching and Learning offers students the opportunity to examine the principles and practices associated with one of three IB programmes (Primary Years, Middle Years and Diploma Programmes). This certificate programme shapes pre-service, new and experienced educators into reflective practitioners and teacher researchers.   Middle Years The International Baccalaureate ® (IB) Middle Years Programme (MYP) is for students aged 11 to 16. The following sequence of courses should be followed: 000 Curriculum Processes 001 Teaching and Learning 002 Assessment and Evaluation 003 Professional Learning 005 Professional Learning Community (PLC) Prerequisites: IEC 000 or IEC 001 serves as a prerequisite before taking IEC 002 or IEC 003. Students may take IEC 002 or IEC 003 only if they have already completed one of the prerequisite courses (IEC 001 or IEC 000).   This programme is comprised of 4 online courses and a practical component. The practical component consists of a professional learning community (PLC) facilitated online. Thus, students can satisfy all certificate requirements fully online, from anywhere in the world! The programme is available to practicing teachers, current Bachelor of Education students as well as international educators. With 3 intakes per year (January, June or September) the IB Certificate programme is flexible for pre-service, new and experienced educators. Complete the certificate at your own pace in as little as 8 months. Once course candidates complete the programme, they will receive a Certificate of Completion from the Faculty of Education. As well, candidates will have the opportunity to register with the International Baccalaureate Organization (IBO) to be recognized around the world as an IB Educator. The University of Windsor is the first institution east of Alberta, and the first in Ontario, to offer the International Educator Certificate (IEC) for the International Baccalaureate (IB) Qualifications. We have the only Faculty of Education to offer the IEC for IB Qualifications to any pre-service teacher candidates.   Admission Requirements - Middle Years The IB Certificate in Teaching and Learning is a worldwide credential available to a worldwide audience of pre-service, new and experienced educators. Thus, our program is comprised of students with diverse backgrounds and teaching experiences. Students can be accepted as either an in-service teacher (e.g., practicing educator) or a pre-service teacher (meaning you are presently enrolled in an initial teacher training program). The admission requirements and corresponding supporting documentation will vary based on your career stage and geographic location. Students are granted admission to the program satisfy the following requirements: 1) Bachelor’s degree, AND one of the following : 2A) Have completed or are currently completing a recognized teaching qualification from any jurisdiction in the world. OR 2B) A minimum of three years of teaching experience, confirmed by a letter(s) from your employer(s). To processes your admission to the program, we require proof of the above requirements, translated into English if needed.   Application Instructions To apply to the International Educator Certificate for IB Qualification Programme, students must submit an application and provide the supporting admission documents by the semester deadline date. All tuition fees are due by the semester deadline date as well. Students who wish to enroll for Primary Years, must provide supporting admission documentation confirmation the admission requirements listed above. How Do I complete an application form? You will need to either create a continuing education student account or login to your existing account at https://register.continue.uwindsor.ca/ Once you have access to your account you will see “my applications” on the menu items shown on the left side of the screen. Select available applications. Select the International Educator Certificate for IB Qualification Programme Application and complete all sections. Ensure that you have selected the Middle Years stream as well as upload all copies of your supporting admission documents. Make sure you upload files to the application form otherwise they will not be included with your application. (Chose file/upload/Save).  Your files will be shown if you successfully uploaded. The maximum allowed file size for uploads is 10240 KB The file extensions allowed for uploads are:  doc, docx, jpg,pdf. File uploads may not be supported on mobile devices.  Use a supported device to complete the file upload. All file names must be in English and not contain any symbols. If you have difficulty uploading your documents, submit the online application and email your documents to ib@uwindsor.ca. If you are not uploading copies of your official documents, please select the checkbox indicating you will be mailing your documents to the following address directly. Faculty of Education, University of Windsor Attention: IB for IEC Qualification Programme 401 Sunset Avenue Windsor, Ontario, Canada N9B 3P4 Make sure you save the application and submit the application when it is complete. The admissions team will review your application and respond within a few days. If you have questions about eligibility, we encourage you to contact us at ib@uwindsor.ca . We will be eager to assist you through the process.  
- [Certificate CE0012: International Baccalaureate Educator Certificate (IBEC) Programme- Diploma Program](https://register.continue.uwindsor.ca/public/category/courseCategoryCertificateProfile.do?method=load&certificateId=1131704): The International Educator Certificate (IBEC) for IB Qualification programme will qualify you for an IB Certificate in Teaching and Learning. This highly-valued credential will help open up teaching opportunities for you in the 100+ IB schools within Ontario and over 4700 schools across the globe.   The IB Certificate in Teaching and Learning offers students the opportunity to examine the principles and practices associated with one of three IB programmes (Primary Years, Middle Years and Diploma Programmes). This certificate programme shapes pre-service, new and experienced educators into reflective practitioners and teacher researchers.   Diploma Programme The International Baccalaureate ® Diploma Programme (DP) is for students aged 16-19. The following sequence of courses should be followed:   000 Curriculum Processes 001 Teaching and Learning 002 Assessment and Evaluation 003 Professional Learning 005 Professional Learning Community (PLC) Prerequisites: IEC 000 or IEC 001 serves as a prerequisite before taking IEC 002 or IEC 003. Students may take IEC 002 or IEC 003 only if they have already completed one of the prerequisite courses (IEC 001 or IEC 000).   This programme is comprised of 4 online courses and a practical component. The practical component consists of a professional learning community (PLC) facilitated online. Thus, students can satisfy all certificate requirements fully online, from anywhere in the world!  The programme is available to practicing teachers, current Bachelor of Education students as well as international educators. With 3 intakes per year (January, June or September) the IB Certificate programme is flexible for pre-service, new and experienced educators. Complete the certificate at your own pace in as little as 8 months.   Once course candidates complete the programme, they will receive a Certificate of Completion from the Faculty of Education. As well, candidates will have the opportunity to register with the International Baccalaureate Organization (IBO) to be recognized around the world as an IB Educator.   The University of Windsor is the first institution east of Alberta, and the first in Ontario, to offer the International Educator Certificate (IBEC) for the International Baccalaureate (IB) Qualifications. We have the only Faculty of Education to offer the IEC for IB Qualifications to any pre-service teacher candidates.   Admission Requirements – Diploma Program The IB Certificate in Teaching and Learning is a worldwide credential available to a worldwide audience of pre-service, new and experienced educators. Thus, our program is comprised of students with diverse backgrounds and teaching experiences. Students can be accepted as either an in-service teacher (e.g., practicing educator) or a pre-service teacher (meaning you are presently enrolled in an initial teacher training program). The admission requirements and corresponding supporting documentation will vary based on your career stage and geographic location. Students are granted admission to the program satisfy the following requirements:   1) Bachelor’s degree, AND one of the following :   2A) Have completed or are currently completing a recognized teaching qualification from any jurisdiction in the world. OR   2B) A minimum of three years of teaching experience, confirmed by a letter(s) from your employer(s).   To be admitted to the program in the Diploma Programme (DP) stream, we require a copy of your undergraduate transcripts showing 10 half credits in your chosen specialization. To processes your application to the programme, the admissions team requires proof of the above requirements, translated into English if needed.   Diploma Programme Specializations   Application Instructions To apply to the International Educator Certificate for IB Qualification Programme, students must submit an application and provide the supporting admission documents by the semester deadline date. All tuition fees are due by the semester deadline date as well. Students who wish to enroll for Primary Years, must provide supporting admission documentation confirmation the admission requirements listed above. How Do I complete an application form? You will need to either create a continuing education student account or login to your existing account at https://register.continue.uwindsor.ca/ Once you have access to your account you will see “my applications” on the menu items shown on the left side of the screen. Select available applications. Select the International Educator Certificate for IB Qualification Programme Application and complete all sections. Ensure that you have selected the DP Specialization as well as upload all copies of your supporting admission documents. Make sure you upload files to the application form otherwise they will not be included with your application. (Chose file/upload/Save).  Your files will be shown if you successfully uploaded. The maximum allowed file size for uploads is 10240 KB The file extensions allowed for uploads are:  doc, docx, jpg,pdf. File uploads may not be supported on mobile devices.  Use a supported device to complete the file upload. All file names must be in English and not contain any symbols. If you have difficulty uploading your documents, submit the online application and email your documents to ib@uwindsor.ca. If you are not uploading copies of your official documents, please select the checkbox indicating you will be mailing your documents to the following address directly. Faculty of Education, University of Windsor Attention: IBEC Qualification Programme 401 Sunset Avenue Windsor, Ontario, Canada N9B 3P4 Make sure you save the application and submit when the application is complete. The admissions team will review your application and respond as soon as we can.  It can take two weeks or more for an update. If you have questions about eligibility, we encourage you to contact us at ib@uwindsor.ca should you have any questions. We will be eager to assist you through the process.


LAST_UPDATED: 2026-08-19