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Number of Credits
1
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Estimated Completion Time
2 segments, 32–36 weeks
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Earliest Start Date
June 2024
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Pre Requisites
None required. If taking the course as part of the Principles of Teaching Program of Study, Introduction to the Teaching Profession should be taken first.
Description
From the moment you’re born, you’re a learner. Your learning environment might not be a classroom quite yet, but you are growing and developing all the same. Your parents will likely keep track of milestones like your first smile and first steps, but growth and development isn’t just a focus for mom and dad; teachers must also understand the connection between students’ development and how to work best for their success. In this course, you’ll learn about human growth development from infancy through adolescence, including ways to plan for working with students through those stages. You’ll learn about different theories of development, as well as how to apply those theories to meet the varying needs of students in your classroom. You’ll also learn what can affect a student’s development, including health and safety concerns, heredity, and their environment. By continuing to develop a portfolio and participating in field observations, you’ll observe children of various ages to see first-hand how teachers make the connection between theory and the classroom.
Human Growth and Development is the second course in the Principles of Teaching program of study in the Education and Training career cluster.
Follow the link below for the Department of Education Career & Technical Education Curriculum Frameworks:
https://www.fldoe.org/academics/career-adult-edu/career-tech-edu/curriculum-frameworks/
Segment 1:
Module 01: The Starting Line
- Characteristics of human growth
- Stages of growth
- Cognitive development
- Learning through play
- Emotional development
- Learning through imitation
- Windows of opportunity
- Speech development
- Childhood trauma
- Nature vs. nurture
- Zone of proximal development
- Special needs
- Discipline
- Self-regulation
Module 02: More Than One Way
- Factors influencing education
- Language development
- Stages of reading development
- Phonemic and graphemic awareness
- Learning styles
- Multiple intelligences
- Learning theories
- Changes in classroom practices
- Fostering growth mindset
- Grit
Module 03: Making an Impact
- Maslow’s hierarchy of needs
- Meeting student needs
- Direct instruction
- Cooperative learning
- Project-based learning
- Student-centered strategies
- Differentiation
- Classroom management
- Proactive planning
- Strategies to correct student behavior
Segment 2:
Module 04: Laying It All Out
- Curriculum
- Unpacking standards
- Universal design for learning
- Understanding by design
- Formative vs. summative assessments
- Criterion- and norm-referenced assessments
- Bell curve
- Effective lesson planning
- Key elements of a lesson plan
- Essential questions
- Writing learning objectives
- Strategies to recover from lesson flops
Module 05: Providing Support
- Physical exceptionalities
- Developmental exceptionalities
- Behavioral exceptionalities
- Sensory exceptionalities
- Supporting students with exceptionalities
- 504 Plans and IEPs
- Least restrictive environment
- Special education law
- Types of accommodations
- Serving gifted and talented students
Module 06: Keeping Them Safe
Signs of child abuse and neglect
Types of abuse
Recognizing child abuse
Mandated reporting
Recognizing substance abuse
Types of substances used by students
Strategies to reduce effects of abuse
Reducing health-threats in the classroom
Fire safety
Universal precautions
Appropriate supervision
Besides engaging students in challenging curriculum, the course guides students to reflect on their learning and evaluate their progress through a variety of assessments. Assessments can be in the form of practice lessons, multiple choice questions, writing assignments, projects, research papers, oral assessments, and discussions. This course will use the state-approved grading scale. Each course contains a mandatory final exam or culminating project that will be weighted at 20% of the student’s overall grade.***
***Proctored exams can be requested by FLVS at any time and for any reason in an effort to ensure academic integrity. When taking the exam to assess a student’s integrity, the exam must be passed with at least a 59.5% in order to earn credit for the course.
To achieve success, students are expected to submit work in each course weekly. Students can learn at their own pace; however, “any pace” still means that students must make progress in the course every week. To measure learning, students complete self-checks, practice lessons, multiple choice questions, projects, discussion-based assessments, and discussions. Students are expected to maintain regular contact with teachers; the minimum requirement is monthly. When teachers, students, and parents work together, students are successful.
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Courses subject to availability.
Pursuant to s. 1002.20, F.S.; A public school student whose parent makes written request to the school principal shall be exempted from the teaching of reproductive health or any disease, including HIV/AIDS, in accordance with the provisions of s. 1003.42(3). Learn more about the process and which courses contain subject matter where an exemption request can be made.
