By LORD ROTHSCHILD
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During math class, discussions of math connections for integrative grade standards allow preservice teachers to generate effective activities that are posted to the glog and eventually to the turboquest. This further demonstrates an interactive, interdisciplinary model of instruction. A FINAL WORD Final turboquest projects implemented in the subsequent five-week field experience immediately following the integrative content courses proved to be successful and rewarding for the preservice teachers and the students in their respective classrooms.
Additionally, participants are asked to articulate the cultural, political, institutional, and interpersonal contexts of their actions and those of the others in the performance in ways that they would not in a typical role-play. indb 18 12/15/10 5:30 PM Cultural and Political Vignettes 19 The essence of the theory behind how and why CPVs can be effective in teacher preparation is that when teachers have opportunities to engage in situated performances as part of their teacher education course work, they have virtual or simulated cases stored in their memories to compare and contrast with the new, real situations they encounter.
More specifically, each glog consists of the following: • • • • • Clearly defined procedures that are represented as text and audio One or more links to an online lesson for the student to complete Provisions for student self-checking, if appropriate Examples of ideas or resources for open-ended projects Ideas based on a constructivist perspective In addition to the reading/language arts activities in the glogs, the preservice teachers are required to include science and math activities to fulfill assignments in those courses.