Introduces the Interdisciplinary Studies Elementary Teaching major (ISET) and the Elementary Professional Teacher Education Program (PTEP). Examines professional expectations of today's elementary teachers and how UNC coursework prepares candidates for teaching.
This course provides an introduction to multicultural education, standards-based instruction and lesson planning, the legal responsibilities of teachers, and content instruction as it pertains to diverse learners.
(
EDEL 101 with a minimum grade of D-) and (Applic for Initial Adm to PTEP with a minimum score of 9 or
EDFE 110 with a minimum grade of S)
Provides pre-service elementary teachers with theoretical foundations and practical skills necessary to become reflective professionals who can design and implement effective writing instruction for their students while developing their own skills in writing.
This course examines in-depth understanding of large student data assessments including effective practices, implementation, and ways to use data to improve teaching in the K-6 elementary school classrooms.
Theory and practice in teaching reading and language arts in pre-kindergarten through grade three. Instructional strategies and learning environments that nurture emergent literacy, practical methods of assessment. 30 hours of field experience.
(
EDFE 110 with a minimum grade of S or Applic for Initial Adm to PTEP with a minimum score of 9)
Study of theory and practice, instructional strategies and learning environments in teaching reading and language arts in pre-kindergarten through grade three.
(GPA-2.75) and (
EDFE 110 with a minimum grade of S or Applic for Initial Adm to PTEP with a minimum score of 9)
Teacher candidates acquire specific subject matter content while learning instructional strategies related to teaching mathematics education in elementary school classrooms.
(
EDFE 120 with a minimum grade of S or Applic for Full Adm to PTEP with a minimum score of 9)
Mathematics field base learning practicum in elementary schools under the supervision and coordination of university faculty and partner school personnel for 8 weeks with two additional meetings on campus.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Special Notes
Maximum concurrent enrollment is two times.
Teacher candidates acquire specific subject matter content while learning instructional strategies related to teaching social studies education in elementary school classrooms.
(
EDFE 120 with a minimum grade of S or Applic for Full Adm to PTEP with a minimum score of 9)
A field experience that includes eleven weeks of continuous field experiences with supervision by university and school faculty and integrated seminars. S/U graded.
(
EDFE 130 with a minimum grade of S or (Application for Student Tching with a minimum score of 9 and Passed Required Praxis with a minimum score of 9))
Course integrates methods of reading and reading diagnosis along with language arts in the Intermediate grades (3-6). Students learn instructional techniques, activities, assessment, and content knowledge.
(GPA-3.0) and (
EDFE 120 with a minimum grade of S or Applic for Full Adm to PTEP with a minimum score of 9) and (
EDEL 350 with a minimum grade of D-)
Field-based learning practicum in partnership schools under the supervision and coordination of university faculty and partner school personnel for 16 weeks.
(GPA-3.0) and (
EDFE 120 with a minimum grade of S or Applic for Full Adm to PTEP with a minimum score of 9)
Teacher candidates acquire specific subject matter content while learning how to design and engage in classroom practices related to mathematics and social studies education in elementary school classrooms.
(GPA-3.0) and (
EDFE 110 with a minimum grade of S or Applic for Initial Adm to PTEP with a minimum score of 9) and (
MATH 283 with a minimum grade of D-)
Fifteen weeks of field-based experience in an elementary classroom under the supervision and coordination of university faculty and cooperating school personnel.
(GPA-3.0) and (
EDFE 130 with a minimum grade of S or (Passed Required Praxis with a minimum score of 9 and Application for Student Tching with a minimum score of 9))
Builds on
EDEL 350 Emergent Literacy and
TESL 380 Introduction to Linguistics to examine content literacy for all learners, including culturally and linguistically diverse learners. Examines theories, concepts, and research relevant to the development of content area language/literacy including how to implement effective strategies and select appropriate materials for all students’ language/literacy development and content learning with special attention to CLD population.
(
EDEL 250 and
EDEL 350 with a minimum grade of D-) and (
EDFE 120 with a minimum grade of S or Applic for Full Adm to PTEP with a minimum score of 9)
Field-based learning practicum in partnership schools under the supervision and coordination of university faculty and partner school personnel for 15 weeks. Teacher Candidates will teach in inclusive elementary classrooms (K-2 or 3-6 whichever they did not complete in EDEL 459) to implement best instructional practices for all learners.
(GPA-2.75) and (
EDFE 120 with a minimum grade of S or Applic for Full Adm to PTEP with a minimum score of 9)
Field-based learning practicum in partnership schools under the supervision and coordination of university faculty and partner school personnel for 15 weeks. Teacher Candidates will teach in inclusive elementary classrooms (K-2 or 3-6; whichever they did not complete in EDEL 457) to implement best instructional practices for all learners.
(GPA-2.75) and (
MATH 283 with a minimum grade of D-) and (
EDFE 120 with a minimum grade of S or Applic for Full Adm to PTEP with a minimum score of 9)
Urban Education Students will learn how to conduct Project WILD activities, explore ways to integrate this resource into school curricula, and participate in activities to become comfortable and knowledgeable to teach science.
Students will design a lesson plan, distinguish between science lessons and thematic units, and create assessment tools applicable to their needs. They will learn how to do Project WILD activities.
Students will apply the Learning Cycle to lesson planning, and construct thematic units taking advantage of interdisciplinary planning, teaming, hands-on, minds-on activities and assessment instruments.
(
EDEL 461 and EDEL 452 with a minimum grade of D-)
Develops an understanding of children's growth in the writing process, and examines recording, assessing and reporting student progress. Students will participate in a field-related apprenticeship.
(Concurrent Prerequisite
ENG 122 with a minimum grade of D- or SAT Verbal with a minimum score of 630 or ACT English with a minimum score of 30)
This course emphasizes the writing process. Students will develop an understanding of children's growth in the writing process and examine recording, assessing and reporting student progress. Field related apprenticeship required.
Concurrent Prerequisite
ENG 131 with a minimum grade of D-
Urban Education Learn strategies related to emergent literacy, word knowledge, recognition, and analysis, and the ability to flexibly combine these strategies with the broader purpose of reading for meaning. Tutoring component required.
Examines reading difficulties, diagnosis and individualization; experience using formal/informal standards-based assessment. Explores literacy assessment; requires demonstrated ability to use performance-based assessment in literacy instruction. Tutoring component required.
Urban Education Develops sensitivity to the affective and cognitive needs of elementary students in reading and writing to learn in the content areas. Students will participate in field related apprenticeships.
Urban Education Students will learn curriculum, course planning, teaching strategies, materials, and assessment, with examples of successful pedagogical approaches for teaching standards-based geography concepts.
Urban Education Students will learn curriculum, course planning, teaching strategies, materials, and assessment with examples of successful pedagogical approaches for teaching standards-based concepts.
Urban Education Students will learn curriculum, course planning, teaching strategies, materials, and assessment with examples of successful pedagogical approaches for teaching standards-based economics and citizenship education concepts.
Focus on a small, integrated unit involving children's literature, social studies and math. Number sense, use of hands-on materials and problem solving to construct understanding in math are emphasized.
(Concurrent Prerequisite
MATH 181 and Concurrent Prerequisite
MATH 182 with a minimum grade of D-)
Focuses on problem solving emphasizing real world application and the use of technology. Colorado Model Standards for Mathematics and Performance-Based Standards for Colorado Teachers will be applied.
Focus on assessment, continuing development of lesson plans based on authentic problem solving and integration with other content areas. Colorado Model Standards for Mathematics will be applied.
Urban Education Students learn instructional techniques, activities and content knowledge appropriate for the teaching of art in the elementary school setting. Integration with other content areas is emphasized.
Urban Education Elements of music, benefits of music study, practice in reading nontraditional music notation, making/playing musical instruments, movement, listening, beginning improvisation and composition, multicultural resources, and music technology.
Urban Education Study effective teaching and learning theories, basic movement principles and activities included in a quality program of physical education in the elementary school. Integration with content areas is emphasized when appropriate.