Preservice teachers need many opportunities to practice teaching skills prior to using the skills in high-stakes settings like real, live classrooms. Role play is an accessible and flexible option for embedding skill practice into individual courses. They may focus on specific high-leverage practices (HLPs) and enable preservice teachers to engage in activities to use skills learned across courses. This article provides an analysis of why to use role play, suggestions on when to use role play, and steps and resources for creating and using your own role play activities. We conclude with lessons learned by our Small Special Education Program.
Creative programs, such as a clinical externship for employment of nursing students, can be successfully created using a program planning logic model. The planning, implementation, and evaluation components of a clinical extern program will be demonstrated using logic model. The use of the logic model was instrumental to the success of the program.
Purpose Even as sites for higher education work to transform curricula and strive for greater diversity among students and faculties, little is done to create safe, inviting environments for people to openly discuss the contradictions and challenges in teaching about differences. The authors' purpose is to examine multiple and intersecting systems of power and privilege that deny marginalized voices a forum to challenge conventional hegemonic discourses of differences and stereotypical representations within learning. The recognition of contradictory subjective locations occupied by all the participants in the classroom, including the teacher, is accounted for in critical feminist pedagogies that challenge who speaks, who listens and why. As such, bridging the gaps, cracks, holes or crevices from which commonalities and differences emerge is part of the process required in understanding the differences. Design/methodology/approach This paper provides suggestions for college faculty who want to critically challenge their students to explore their beliefs about persons deemed “different” in society, and examine the nature of stereotypical perceptions embedded in the representations of the “other”. Findings The authors maintain that faculty must provide opportunities for discussion while creating a safe environment free of judgment during this time of exploration and discovery for all participants. Originality/value Multiple strategies for exposing college students/teacher candidates to differing views on cultural perceptions and misconceptions are provided. The authors challenge college faculty to not only expose students to an array of views but also encourage students to voice their own views by interrogating the inherent systemic power of inequity in society.
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