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 minimum grade of D- and (IAPP-Applic for Initial Adm to PTEP: with minimum score of 9 or
EDFE 110: with minimum grade of S)
Examines the foundations in coordinated school health programs and teaches skills in integrating health into elementary schools.
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.
EDEL 420 and EDEL 459 and SCED 475
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.
(IAPP-Applic for Initial Adm to PTEP: with minimum score of 9 or
EDFE 110: with minimum grade of S)
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 (IAPP-Applic for Initial Adm to PTEP: with minimum score of 9 or
EDFE 110: with minimum grade of S)
Elementary teacher candidates will learn strategies and assessment techniques for instructing students in literacy at designated schools. Successful completion is required for teacher candidates prior to enrollment in Block I.
GPA-2.75 and GPA-3.0 and (IAPP-Applic for Initial Adm to PTEP: with minimum score of 9 or
EDFE 110: with minimum grade of S)
Teacher candidates acquire specific subject matter content while learning instructional strategies related to teaching mathematics education in elementary school classrooms.
(FAPP-Applic for Full Adm to PTEP: with minimum score of 9 or EDFE 120: with minimum grade of S)
EDEL 339 and EDEL 459 and SCED 475
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.
GPA-3.0 and
MATH 181: with minimum grade of D- and
MATH 283: with minimum grade of D-
EDEL 450
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Teacher candidates acquire specific subject matter content while learning instructional strategies related to teaching social studies education in elementary school classrooms.
(FAPP-Applic for Full Adm to PTEP: with minimum score of 9 or EDFE 120: with minimum grade of S)
EDEL 455 and EDEL 457
A field experience that includes eleven weeks of continuous field experiences with supervision by university and school faculty and integrated seminars. S/U graded.
(SAPP-Application for Student Tching: with minimum score of 9 or PPASS-Passed Required Praxis: with minimum score of 9 or
EDFE 130: with minimum grade of S)
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.
EDEL 446
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 (FAPP-Applic for Full Adm to PTEP: with minimum score of 9 or
EDFE 120: with minimum grade of S)
EDEL 445
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 (IAPP-Applic for Initial Adm to PTEP: with minimum score of 9 or
EDFE 110: with minimum grade of S) and
MATH 283: with minimum grade of D-
EDEL 421
An in depth consideration of issues, problems and practices in the elementary-school social studies and mathematics classroom. Developing implementing and evaluation an integrated instructional unit following the teacher work sample methodology. Online.
GPA-3.0 and (PPASS-Passed Required Praxis: with minimum score of 9 or SAPP-Application for Student Tching: with minimum score of 9 or
EDFE 130: with minimum grade of S)
EDEL 454 and ET 347
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 (PPASS-Passed Required Praxis: with minimum score of 9 or SAPP-Application for Student Tching: with minimum score of 9 or
EDFE 130: with minimum grade of S)
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: with minimum grade of D- and
EDEL 350: with minimum grade of D- and (FAPP-Applic for Full Adm to PTEP: with minimum score of 9 or EDFE 120: with minimum grade of S)
EDEL 425 and EDEL 457
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-3.0 and (FAPP-Applic for Full Adm to PTEP: with minimum score of 9 or
EDFE 120: with minimum grade of S)
EDEL 425 and EDEL 455
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-3.0 and
MATH 283: with minimum grade of D- and (FAPP-Applic for Full Adm to PTEP: with minimum score of 9 or EDFE 120: with minimum grade of S)
EDEL 339 and EDEL 420 and SCED 475
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: with minimum grade of D- and EDEL452: with 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.
(S01-SAT Verbal: with minimum score of 630 or A01-ACT English: with minimum score of 30 or May concurrently take
ENG 122: with minimum grade of D-)
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.
May concurrently take
ENG 131: with 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.
May concurrently take
MATH 181: with minimum grade of D- and May concurrently take
MATH 182: with 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.