500

Introduction to Methods of Teaching Students with Disabilities is a course that focuses on characteristics, identification, and initial methods of instruction for cross-categorical K-21 students who receive special education services. Emphasis is on historical, philosophical, psychological, legal, and pedagogical implications and issues pertaining to special education. Candidates demonstrate an understanding of collaboration, assessment, and instructional planning based on knowledge of the discipline, students, community, and curriculum goal. Applying UDL framework, candidates develop inclusive learning environments and instructional opportunities that support the intellectual, social and personal development of all students based upon consideration of the impact that disabilities have on the cognitive, physical, emotional, social, and communication development of an individual. Candidates learn how to provide instructional opportunities adapted to strengths and needs of learners based upon consideration of how students differ in their approaches to learning. 15 field hours are required.

This course introduces theories and models of comprehension and implications of these constructs for the teaching of reading comprehension across grades 1-12. It develops familiarity with issues related to questioning, text structures, metacognitive monitoring, and guided reading strategies. It examines teaching methods that develop strategic reading of both narrative and informational texts and the importance of writing and oral language in the development of active comprehension strategies. This course covers competencies 3 and 4 for the Florida Reading Endorsement.

This course prepares candidates to teach language and content in English as a Second Language settings. Candidates examine and apply conceptual and pedagogical tools for teaching English as a second language and supporting students’ bilingualism. Candidates explore tools to create effective language and content instruction that is differentiated according to language proficiency. Additionally, relevant national, state, and local language and content standards and assessments are discussed in relation to teaching ESOL. Appropriate selection and evaluation of multimodal resources is also discussed. Assigned course requirements include the completion of 20 clinical hours.

Teacher candidates examine research-based principles, concepts, and educational practices supporting human learning and development in school contexts. This examination includes opportunities to apply concepts to teaching and learning scenarios in P-12 classrooms by analyzing case examples or video segments representing learning principles or core practices that promote student learning and healthy, productive classroom climates. Topics include cognitive and metacognitive learning, role of context in the learning process, effective classroom environments, assessment, and teacher professional learning.

This course critically examines the political and economic forces, and the philosophies of education, that have influenced policy, laws, school structure, and practices throughout the history of American education. Candidates lay the foundation for the development of a personal philosophy of education and reflectively examine issues of education.

This course focuses on the development of reading in the middle and secondary grades. It emphasizes reading-to-learn from informational texts, digital texts and other media and the development of writing and study skills. It provides methods and materials for content area literacy, disciplinary literacy, and reading and writing across the curriculum as articulated in the B.E.S.T. Standards for English Language Arts grades 6-12. Teacher candidates will have the opportunity to engage in practice-based learning of literacy methods that support the assimilation and accommodation of new ideas. This course covers competencies 1 and 2 for the Florida Reading Endorsement.

This course addresses relationships among research, theory, and practice in the teaching of writing in PreK-12, focusing on multiple modes of composition as a means of communication and a tool for learning. Emphasis is placed on effective writing instruction and assessment across cultures, languages, abilities, and contexts. Course topics include developmental and compositional processes; the role of identity and community; strategies and skills; purposes and audiences; formats, genres, and modes of discourse; writing conventions across languages and dialects; writing to learn in the content areas; research skills; reading-writing connections; the craft of writing; the role of writing for reading development; and assessment. The course explores the use of technology as a tool to support multi-modal composition, research, and publication.

This course provides an opportunity for candidates and practicing teachers to develop an understanding of strategies and concepts as they occur in a comprehensive elementary mathematics curriculum. By developing reasoning and problem solving in the areas of number and operations, algebra, geometry, measurement, and data analysis candidates and practicing teachers will help their students succeed in mathematics.

This course focuses on teaching methods for social studies in elementary education MAT programs. Candidates will learn to plan, develop, and understand effective social studies instruction for producing desired student outcomes. The course includes study of; inquiry-based learning, use of primary and secondary source materials, critical thinking, social understanding in a pluralistic democracy, active learning approaches, assessment practices, uses of technology, a variety of source materials, and supporting all learning communities.

This course encourages the active exploration of the question, "What is good science teaching?" In this course, candidates explore methods of planning, teaching and assessing elementary students' science outcomes. Candidates construct ideas about effective science instruction to inform their developing science teaching styles and their approaches to creating an effective learning environment. Assignments aim to increase comfort, confidence, and competence in using effective science teaching methods by relating the nature of science to the way elementary students develop and learn. An emphasis on curriculum, instructional planning, teaching with technology and creating formative and summative assessments are linked to building meaningful constructs of good science teaching.

In this course, teacher candidates examine and evaluate issues in the field, including curriculum patterns, learning resources, instructional materials, and approaches for integrating mathematics across the curriculum, and reading and writing for mathematics. Candidates study and demonstrate strategies and techniques for teaching all learners mathematics and creating a learning community in the classroom that promotes the academic success and well-being of all students. They examine differentiated instructional approaches that meet the learning styles of all students in mathematics instruction. Candidates prepare lesson plans, level-appropriate mathematics units, and assessment strategies. Teacher candidates also learn how to integrate technology into the mathematics curriculum. Participation in this course requires completion of 30 hours of field work.

This course, designed for pre-service teachers, introduces theories and models of comprehension and implications of these constructs for the teaching of discipline-specific reading and writing in grades 1-6 including students with IEPs, English language learners, students struggling with academic gaps, and gifted learners. Candidates learn assessments and instructional practices for strategic reading and writing of both narrative and informational texts and learn the importance of writing and oral language in the development of active comprehension strategies. Candidates explore nonfiction literature and select print and digital texts to expand their students’ understanding across content areas. This course covers competencies 1 and 2 for the Florida Reading Endorsement.

This course introduces key issues in literacy research and instruction. Teacher candidates will learn about instructional strategies, materials (including digital tools), and assessments appropriate for teaching phonological awareness, phonics, fluency, vocabulary, comprehension, and writing in grades 1-6. Candidates will learn how to plan for balanced literacy instruction (across the language arts—reading, writing, speaking, and listening), utilizing formative assessment data and an understanding of literacy development across the elementary grades. Differentiated instructional approaches for learners of diverse cultures, languages, and varied abilities are emphasized. Candidates will learn how to select appropriate texts (children’s literature, guided reading materials, digital and print texts) that promote the academic success and well-being of all students. This course covers competencies 3 and 4 for the Florida Reading Endorsement.