| Course Number |
Descriptions |
Credits |
| EDUC 3330 |
Integrating Instructional Technology in the Classroom
Presents strategies for technological integration into the classroom curriculum in elementary/secondary learning environments. Hands-on experiences will allow students to apply teaching practices and research to specific learning needs of typical and atypical learners. In addition to class meetings, a minimum of 5 hours in school & (5) virtual observation hours are required. |
3 |
| ESOL 3340 |
Survey of TESOL for Teachers
This course will assist participants in identifying and selecting instructional strategies, approaches, and materials for the development of listening, speaking, reading and writing skills in ESOL classrooms. Knowledge of these elements will be demonstrated by development and presentation of lesson plans appropriately based on age, language proficiency, cultural background and learning styles. A 10 hour field experience is required for this course.
Prerequisite(s): ESOL 2903 |
3 |
| EDUC 3350 |
Survey of Exceptional Student Education
Foundations in exceptional student education in which historical perspectives, student characteristics, prevalence, incidence, etiology and medical aspects of exceptional learners are discussed. Techniques of prevention and intervention, from infancy through adulthood, are explored through classification processes, the continuum of services and the utilization of community services. Current trends and issues will be investigated. In addition to class meetings, a minimum of 10 hours of observation and participation in a field setting is required.
Prerequisite(s): COMP 1500, COMP 2000 or COMP 2020, MATH 1040, MATH 1050, and GKEP |
3 |
| EDUC 3360 |
Educational Psychology
This course combines the two fields of psychology and education. It is the scientific study of human beings and the principles by which learning can be increased and directed by education. Students will learn about principles of development, learning, assessment, and motivation, among other areas of study for prospective teachers to consider as they analyze student behavior and make decisions for instruction.
Prerequisite(s): None |
3 |
| EDUC 3525 |
Principles of Instruction
This course focuses on building teacher candidates? repertoire of instructional practices and lesson planning skills. Candidates learn about six pedagogical models: presentation, concept teaching, direct instruction, cooperative learning, problem-based instruction, and discussion. Candidates apply their knowledge of the instructional practices as they learn how to plan a lesson that promotes students? achievement. This course is ESOL infused.
Prerequisite(s): EDUC 3360 |
3 |
| SECE 4320 |
Middle and Secondary Schools Classroom Management
This course examines the knowledge base and repertoire for effective classroom management for the middle and secondary school classroom. Course work is tied to state standards (e.g., Florida Preprofessional Educator Accomplished Practices, Interstate Teacher Assessment and Support Consortium). Teacher candidates are required to apply their classroom management knowledge base and repertoire in an actual middle or secondary school classroom; therefore, ten hours of field experiences are required. This course is ESOL infused.
Prerequisite(s): none |
3 |
| SECE 4350 |
Methods of Teaching Math in Secondary School
This course will focus on methods of teaching mathematics in middle and secondary school. Students will explore major concepts and procedures that define the following mathematical domains: Number, Algebra, Geometry, Trigonometry, Statistics, Probability, Calculus, and Discrete Mathematics. Emphasis is on mathematical problem solving; the necessary training for lifelong learning; use of mathematics-specific technology and varied representational tools, including concrete models; alternative assessment; and techniques of assertive discipline including analyzing and considering research. Students will explore a variety of techniques and reflect on approaches most applicable to teaching and learning in the middle school and high school mathematics classroom. "Hands-on" approaches, resources, materials, technology, and ideas drawn from the student's experience will be discussed. A full and comprehensive grasp of the National and State standards in Mathematics will be developed along with the historical development and perspectives of each domain including contributions of significant figures and diverse cultures. There will be a 10 hour field experience in a middle or secondary school. Supervised field experience activities: collecting observation data using pre-selected tools, incorporating mathematics-specific technology, teaching a lesson with activities to promote critical thinking, and working with the teacher and ESOL/LEP students in the classroom will require students to know, understand, teach, and be able to communicate their mathematical knowledge of the competencies.
Prerequisite(s): EDUC 2500, EDUC 3330, EDUC 3350, EDUC 3360, and EDUC 3525 |
3 |
| EDUC 4200 |
Simulation Experience-Diversity
The Simulation Experience is a three credit, eight week course that all students must complete prior to internship. Students (in teams) are "placed" in simulated school settings and required to recommend interventions relating to issues that arise relating to diversity. The Simulation Experience takes place over three phases; these phases take place in a kindergarten, middle school, or high school setting. The Simulation Experience is directly related to the QEP (Quality Enhancement Plan) within the Abraham S. Fischler College of Education at Nova Southeastern University.
Prerequisite(s): EECP 3550 or ELEM 4320, or ESED 4320, or SECE 4320 |
3 |
| SECE 4560 |
Methods of Teaching Secondary Reading
This course addresses the significance of reading ability and study skills throughout the secondary school curriculum. The emphasis is on identifying sources of difficulties experienced by secondary school students in reading and learning from instructional materials. General strategies for learning from textbooks are examined as well as study skills and specific strategies for dealing with text materials from particular content areas. Students will implement ESOL strategies in planning and presenting lessons. In addition to class meetings, at least 10 hours of field experiences are required.
Prerequisite(s): EDUC 2500, EDUC 3330, EDUC 3350, EDUC 3360, and EDUC 3525 |
3 |
| ESOL 4565 |
Second Language Learning
This course will assist participants in identifying and selecting instructional strategies, approaches, and materials for the development of listening, speaking, reading and writing skills in ESOL classrooms. Knowledge of these elements will be demonstrated by development and presentation of lesson plans appropriately based on age, language proficiency, cultural background and learning styles. A 10 hour field experience is required for this course.
Prerequisite(s): ESOL 2903, and ESOL 3340 |
3 |