This is a survey course that covers the historical, sociological and philosophical foundations of education, governance and finance of education, educational policies, legal, moral and ethical issues and the professionalism of teaching. Students will be provided information on the Florida Educator Accomplished Practices and Common Core State Standards. Students are required to complete a minimum of 15 hours of field-based experience with children and youth in schools or similar settings and not via virtual modes of film or Internet.
This course examines the concepts and skills related to designing and developing classroom assessment instruments, analyzing tests and using the results to guide instructional decision-making and to improve student learning. Pre-service and in-service teachers will learn to interpret and use standardized test results.
This course examines a variety of learning theories and assessment principles and how they apply to teaching and learning. Topics will include educational psychology, human development, intelligence, learning theories, motivation, learners with exceptionalities, assessment and standardized testing. This course is designed for pre-service teachers and in-service teachers or individuals currently holding a temporary teaching certificate.
Designed for the prospective educator, this course provides the opportunity to explore issues of diversity, including an understanding of the influence of exceptionalities, culture, family, gender, sexual orientation, socioeconomic status, religion, language of origin, ethnicity and age upon the educational experience. Students will explore personal attitudes toward diversity and exceptionalities. Students will be provided information on the Florida Educator Accomplished Practices and Common Core State Standards. A minimum of 15 hours of field-based experience working with diverse populations of children and youth in schools or similar settings is required. The field experience will not be via virtual modes of film or Internet.
This course critically examines the developmental stages and characteristics of individuals from infancy through adolescence with application to learners in educational settings. A minimum of 8 hours of field-based experience that allows you to see developmental principles in action as you observe children from infancy through adolescence is required.
This course examines the unique nature of the adult learner in higher education. Emphasis will be placed upon theories of cognitive and social learning theories in adult learning. Models and processes for course design appropriate to the adult setting will be presented. Content includes selection and design of goals, objectives and outcomes, teaching and learning activities and assessment strategies to create courses that foster learning. An overview of established training principles and practices will be provided. Learning style theory will be applied in the adult setting as well as evaluation tools for determining the success of instruction to adults. To promote students' participation and interest, educators will learn to use games and competitions to motivate and engage students.
This course provides an opportunity for pre-service and veteran educators to explore the use of cooperative learning strategies. Cooperative learning is an instructional method in which students interact to accomplish a specific task or project. Students will be required to work together using a variety of learning experiences to increase their understanding of implementing basic principles of cooperative learning during direct instruction, practice and assessment.
This course provides pre-service and veteran educators with practical and research-based strategies to manage all students including the culturally diverse and those with special needs as well as the classroom environment. This course also discusses other topics that may impact the learning environment, including classroom arrangement, procedures and the cooperation of parents, teachers and administration.
This course examines the concepts and skills related to planning, organizing and implementing instructional strategies and ongoing assessments that are responsive to the needs of all learners. Topics covered in this course include planning techniques, differentiated instruction and assessment strategies, effective teaching strategies, formal and informal assessment practices, safe and equitable classroom management strategies, motivational concepts and techniques to accommodate the needs of a diverse student population (ELL, culturally diverse and students with disabilities).
This course examines instructional, organizational and classroom management strategies to create safe and effective learning environments, including the needs of diverse learners. Topics include planning techniques, differentiated instruction and assessment strategies, effective teaching strategies, formal and informal assessment strategies, safe and equitable classroom management strategies, time management and techniques to accommodate the needs of a diverse student population (ELLs, culturally diverse and students with disabilities). This course is designed for pre-service and in-service teachers or individuals currently holding a temporary teaching certificate.
This course is designed to provide students the opportunity to apply classroom theory to practical, work-related applications. Seminars may be a component of this course and regular contact with the assigned faculty advisor is required. Students may earn cooperative education credits based on the completion of the required work experience and satisfactory completion of assignments including, but not limited to, seminars and a project. This course may be repeated based upon the student’s academic program.
This course is an introduction to the principles and theories of psychology as applied to the process of education. Topics of study include psychological perspectives of education, learning theory and critical evaluation of the psychology of education.
This course provides an overview of the characteristics and needs of exceptional learners in the K-12 classroom. Specific attention will be given to accommodating their needs in the regular classroom environment.
This course provides practical knowledge of project management as related to instructional design projects. Project management processes examined include all aspects required for the instructional design life cycle, including project initiation, planning, execution and closeout. Evaluation of project management knowledge and processes enables students to replicate the learning to their own real world course development.
This course covers the application of instructional design principles for the use of technology to enhance the quality of teaching and learning in the classroom. The course includes hands-on experience with educational media, emerging technologies and hardware, software and peripheral for the personal computer as well as data-driven decision-making processes. Identification of appropriate software for classroom applications, classroom procedures for integrating technologies with emphasis on legal and ethical use and effective instructional strategies for teachers and students with regard to research, analysis and demonstration of technology will be covered. Students will be provided with an overview of the Florida Educator Accomplished Practices, Common Core State Standards and the National Educational Technology Standards.
This course is designed to provide students with an introduction to the field of instructional technology with an emphasis on using and integrating technology to improve the teaching and learning process. Emphasis is placed on the elements and applications of multimedia programs for use by students and teachers in K-12 and higher education as well as instructional designers in business and industry settings. Students will learn to analyze and evaluate enterprise systems for instruction such as authoring tools, learning management systems, content repositories and media. Students will investigate innovative and effective technological advances and practices for use in teaching and learning.
This course examines instruction and how it is effectively delivered online. Students will explore technologies, processes and products of distance education with emphasis on eLearning. Students will learn practical applications of instructional theories related to virtual and online participatory learning environments. Planning and project management for developing online learning materials and facilitating online classes will be covered. Designed for K-12 and higher education instructors and administrators as well as trainers and instructional designers from other professional settings. The course focuses on the interpretation and application of theory, research and standards-based effective practice to the design, development, facilitation and evaluation of distance education experiences.
This course covers the application of instructional principles for the effective use of social media tools to enhance the quality of teaching and learning online and in the classroom. This course focuses on best practices for informal learning in relation to various social media forms and addresses how mass media has been used in learning settings to convey information and promote understanding and change. The course includes hands-on experience with social media tools, emerging trends and best practices for using social media in the educational environment. Identification of appropriate social media tools for classroom applications, classroom procedures for integrating technologies with emphasis on legal and ethical use and effective instructional strategies for teachers and students with regard to social media will be covered. Students will use a variety of social software and Web 2.0 applications.
This course focuses on the application of instructional design principles to the development of instruction. Topics include contemporary issues and trends in instructional design, requirements for instruction, task and needs analysis, learning situations and instructional models, learner characteristics and assessing instructional outcomes. Students will plan and create online instructional materials using the instructional design process.
This course is scheduled for individual students who wish to explore topics not covered in the curriculum. The student and instructor will design a course of study (learning contract). Approval from the dean is required prior to registration. This course may be taken three times for credit.
This course is designed to introduce students to the issues, principles and practices of teaching English to speakers of other languages. It provides the foundation of knowledge necessary to meet the instructional needs of linguistically and culturally diverse students. Topics include effective teaching strategies, differentiated instruction, assessment strategies and techniques to accommodate the needs of English learners and culturally diverse students. This course is designed for pre-service and in-service teachers or individuals currently holding a teaching certificate.
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Ashley Navarro Education Program Coordinator 407.708.2357 SLM Office F-0238