CEP 812: Part B- Application of TPACK

For my Wicked Project, I have chosen to focus on creating a tool which allows parents, students, and the teacher to remain in constant communication. Although this is not used in the classroom alone, it will have major effects on the student’s learning if implemented correctly. For this reason, even though this project was not centered on teaching practices, it can still be viewed and studied in relation to TPACK.

Although a specific teaching strategy is not being used with this tool, parent-student-teacher communication almost acts as a separate strategy. It is crucial that students feel their work and learning is important, and through strong communication between his teacher and parents, it is my goal that the student will excel in his learning due to the support of others. I have chosen to use Weebly to create a classroom website in which parents and teachers can openly communicate. After reading through comments from my colleagues, I have considered linking a WIKI into my website which allows each parent to view only their own student’s work, using a private password. This would eliminate the privacy issues; however, I would still require parents to sign a permission slip stating that it was okay to post their child’s work to the WIKI. Using a classroom website as a communication tool will allow all parents the opportunity to get in contact with me at any time of day. All families many not have access to a computer, but all do have the option of using a public computer at a local library. It may be a bit more difficult for these families to access the website but it is entirely possible.

This technology allows for the content of my problem to be more intellectually accessible. From a representation standpoint, this classroom website will promote parent-teacher-communication in all areas of education. It allows for easy access in a clean and well organized format. While parents are still encouraged to come to school, send an email, or call, I would argue that keeping all information in one central location will be the most logical step. The content for my Wicked Project is not directly tied to state standards, but rather, promotes student success in the classroom. After completing my research for Part A of the project, I now more than ever believe that student achievement has a strong tie to parental involvement and communication. Students must understand that their work is valued and that they have support available at school and in the classroom. Furthermore, if a student understands that his teacher and parents are working together to promote his success, that student is bound to feel more motivated and supported as a learner. Using this technology gives parents a new way to communicate with the teacher and student. In previous years, the parents of my students have had the option to either email or call me. Once I have given a tutorial on how to navigate through the website, the parents should be comfortable using this as a form of communication. I am confident that any parent willing to use this technology will not only become more involved in their child’s learning, but also provide a sense of support for the student.

The pedagogical choices that I have made will make the content more intellectually accessible as well. Since the content is parent-student-teacher communication, the students will also be taking part in the technology. If the parents give permission for their child to post their work on the website, the students will begin to choose which pieces they would like to publish. This way, the students are more invested in their work because they will be able to share their work with family as well as their teacher. I will also be creating a blog section of the website where students can write to other classmates with questions and comments. Of course, these comments will need to be closely moderated and strictly related to education.  The students will be able to communicate with classmates from home or with their teacher if they have a question about an assignment. The students will be addressing standards across the board depending on each assignment, as well as advancing their technology skills through communication on the website. Projects posted will be whole-group and small-group, as well as some independent pieces. In addition, all learning will become more interactive and meaningful when posted to the classroom website. I am curious as to whether or not the students with parental support of the technology will advance in their learning skills, and I also am eager to view participation among the parents, teachers, and students.

In relation to TPACK, I have determined each aspect is in some way tied to my Wicked Project, even though it was not created based on state standards. The technology that I will be using is a website which will be used to promote parent-teacher-student communication The content is technically the communication aspect and how well students, parents, and the teacher are able to improve communication to promote students learning. Finally, the pedagogy will be the way in which I am able to promote using the website. For example, the students will be completing whole-group, small-group, and independent assignments to the website (with parent permission). In addition, a wide-variety of learning styles will be addressed with each assignment. Once completed, the students will be given the opportunity to take ownership of their work and post to their own personal WIKI. This will encourage students to consider an audience and gain confidence as a learner. Technology skills will also advance as a result of using the website. I am very excited to implement this project in my classroom and am hopeful that it will benefit parents, me as a teacher, and most importantly, the student. 

Revisions: Tutorials will be created for parents to gain a better understanding of how to navigate through this tool. A tutorial will be provided at "Meet the Teacher" night, and another, more in-depth tutorial during fall conferences. Although all comments were agreeable, I have restated my TPACK relation in my final project. The technology used is Wikispaces to help promote the pedagogical strategy of parent-teacher-student communication. This will ultimately motivate students and promote progress in understanding concepts and content across the curriculum. This revised information can be located in my final Wicked project post. 

CEP 812: Part A-Brainstorm Session

For our web conference, our group chose to use a free tool found at www.anymeeting.com. Our group is made up of Diana, Dianne, Andrew, and me. All group members were present for the session. We were able to take advantage of a chat feature, screen sharing, document sharing, and I was able to present using my camera and microphone. This seemed like a great conference tool in theory, since there was a possibility of multiple presenters, screens could be shared, and the sessions were able to be recorded. We spent a large portion of our brainstorming session focusing on the technical aspects of our meeting and it ended up being 74 minutes long. The technology that we chose to teach is posters through Glogster. A few members of the group have used this tool before and felt that it would be very beneficial to use in the classroom because it can be used across the curriculum. To facilitate the learning, we will be using Voicethread which will allow us to incorporate videos, pictures, PowerPoint slides, and voice. The technical aspects have been decided, and we will be using a script that will be added to a PowerPoint. Once the slides and Glogster tutorial have been created, they will be edited and uploaded to a Voicethread account. I set up an account for my group so that we can all access the final project. In addition to the technical details, our group created a timeline for who is responsible for which piece and when it needs to be completed by. Since we last met, we have also been discussing in the group discussion forum. Two of the roles have been reversed and the timeline is as follows:

Part 1: Script Writer- Introduction to the tool, why teachers may use it in the classroom and how, importance of it to student learning and achievement. (Completed by Diana-July 26^th)

Part 2: Storyboard Creator- Locates and creates visuals based on the script. Lay out in the storyboard what will be said along with each image. (Completed by Dianne- July 29^th)

Part 3: Slide Creations- Uses the storyboard to create a PowerPoint. Includes, photos, visuals, color, design, etc. (Competed by Andrew- August 5^th)

Part 4: Voicethread/Editing- Creates the slidecast. Includes music, embeds videos, fits the ten minute time frame, edits. (Completed by Sarah- August 9^th)

Please view our web conference by clicking on the following link: http://anymeeting.com/msutech/E950DA80864F.

There were obvious advantages to using this web tool. First, the sessions were able to be recorded. Many of the conference tools that were researched did not offer this feature. The presenter was also able to use a microphone, camera, and use a “start presenting” feature which allowed all of the attendees to view the same screen as the presenter. This made it easier to stay on track because instead of simply talking to each other, we could show the actual screen. Lastly, there was a type-chat feature on the bottom of the screen where everyone could write to each other for questions or comments. While I found that this tool did offer many advantages, it ended up being much more difficult to use than we had originally intended.

Unfortunately, there were many disadvantages to using this conference tool. When I set up our conference meeting, I was able to send an invitation link to the rest of my group. Each person was invited as a presenter so that we could all share our ideas. First, logging into the website took over ten minutes for me. I thought it could be my internet connection but that is quite fast and all other sites were loading as normal. Once I could finally attend the conference, we realized that we could not all present at the same time. One person did not have access to a microphone or camera so he was unable to present, and only two of us could share our screens. As time went on and we attempted to fix the presentation problem, we quickly found out that all four of us had lost the ability to share our screens. Only after logging on to another computer was I able to share my screen while using my microphone and camera. I was asked to keep my presentation feature on so we could have at least one voice, however, not everyone was able to express their ideas using the text-chat feature. Once we had figured out that we would be focusing on Glogster and presenting with Voicethread, we discussed how we would divide up the assignment as well as a timeline for the completion of each section.

Even though there were some difficulties with this tool, I would absolutely use it in my own classroom. Although I would not use this tool with first grade students for communication purposes, I could definitely create short tutorials and post them for the students to watch. In addition, students who missed a class could easily review material in this format from home, or the next day at school if a computer and internet access is not available at home. My goal is to create a tutorial using this site for each project produced by students that is centered on a technology tool. For example, when the students create Voicethreads, I will create and post to the classroom website a tutorial of how to access, use, and post projects created using this technology. In addition, parents will be able to access these tutorials and by creating a separate account they could allow their children to practice using technology tools at home while promoting learning outside of the classroom. Finally, I have considered setting up a contact session once a week to meet with parents. If parents have the technology, they could join the chat and ask me any questions that they may have about school. All parents would be welcome, and they could simply type questions or comments and I could easily answer, record, and then post the sessions to the classroom website.

I would definitely recommend this tool to anyone who is presenting independently to an audience. While it was very difficult to use as a group, it would be a great way to create a recorded tutorial, or a conference tool in which one individual is presenting. I look forward to using this tool in the future so that I can become more comfortable with the technology and take advantage of the additional features.

CEP 812: Part A- Description of Need or Opportunity

I am a strong believer that parent-teacher communication promotes learning in students. As a first grade teacher at a charter school in Lansing, Michigan, I am constantly sending home parent letters that I have written about either academic needs or upcoming events. Often times, I receive phone calls asking about topics that were clearly listed in the classroom newsletter. Over the course of the last year, I came to realize that many of the parents were not receiving notes sent home. They were intercepted by older brothers and sisters, lost in the shuffle, or simply, the parents did not have time to read the letters.  It is crucial that parent-teacher communication is present in order for students to fully reach their highest potential in regards to education. “When a child's teacher and parents make a mutual commitment to the best interests of the child, he feels supported on all fronts. With at least two adults as caring guides, he feels that he is competent to learn, but more importantly, he feels supported as a person” (Parent Teacher Communication and How it Benefits the Child).  I have chosen to focus on not only ensuring that parents are reading letters sent home, but are being held accountable for the information. In addition, I hope to discover a correlation between students who have the support of family, and those who do not in regards to success in the classroom.

                 

My plan is to take advantage of the many technological possibilities available to address this problem with my future students.  Specifically, I have chosen to create a classroom website where I will be able to post all newsletters to a parent link. “Technology can allow educators and parents to be linked into a sturdier web of mutual support than ever before. Schools and homes can be connected through computer networks that allow them to freely share information, via email and bulletin boards, twenty-four hours a day and year-round” (Comer). In addition, I will be adding a blog format, in which parents and students can write questions/comments to me regarding the information. By including a blog, I will also be requiring parents to post to the blog once a month. Although it is difficult to enforce because of a variety of reasons (lack of resources at home, busy parents, etc.), this would help me to further understand the correlation between success in the classroom and student involvement. Do the students who have more involved parents have a higher success rate than those who do not contribute to the blog? This way, while I am still hoping for stronger parental involvement through the use of this technology, I am also able to learn more about the effect of parent involvement on student achievement.

                 

This tool will be used for one full school year. I will set up a classroom website and create a blog as well. Over the course of the year, all written parent communication will be posted to the website. Parent-teacher communication will be encouraged through the use of the blog, and parents may discuss upcoming events as well.  Student work will be posted to the website which will give parents, students, and teachers the opportunity to witness the progress students are making in the classroom.  I would argue that parent involvement varies from district to district; however, I am certain that this project will succeed if parents understand the benefits to them as well. They will have the opportunity to communicate with me and other parents at all times, they can view student work, and stay up to date on the current curriculum and events. By signing their names to each blog post, I can be confident that the parents are active in their child’s learning, while promoting positive relationships between themselves and me.

               

As I began this project, I did a great deal of research on the importance of parent-teacher communication.  According to my research, “it is important to understand that when parents and teachers communicate, it provides an opportunity for the child to reach their maximum potential both in the classroom and outside of the classroom. This is because of the fact that when regular communication is engaged in, a relationship will form. This relationship will assist the child in realizing that they have a solid support system that is working together for their benefit. Children who know that their parent and their teacher communicate often have been found to perform better academically” (Shiflett). I have also done research on what would be the best communication tool to use for this project. I have chosen to use Weebly because I have already created websites using Weebly and am extremely comfortable constructing a classroom website. This website is user-friendly, allows for the integration of a wide-variety of resources, and a blog can be seamlessly tied in.

                 

Since it is the summer and I am unable to implement this project at this time, I have decided to focus on how I will prepare for the implementation of the project. First, I will need to create a classroom website using Weebly. I will have the option to upgrade my Weebly account; however, I will be using the free format until I have success with this project. Once I have created the website, I will begin to post early student work so that parents will be motivated to visit the site. At our curriculum night, I will encourage each parent to view the website in my classroom in the chance that they need help navigating through the website. I will also write a tutorial in case the parents have any questions about how to contribute to the blog at home. In addition, I will post a survey mid-year using the website to gain parent feedback about the blog. It is crucial that I include these steps if I expect the parent-teacher communication to be successful.  

                 

Perhaps one of the most difficult aspects of the project will be determining whether or not I was successful.  Therefore, I have established the following criteria to determine the success and effectiveness of the project. First, 80% of parents must have contributed to the classroom blog at least once a month. Second, parent-teacher communication will take place primarily through the website as opposed to personal emails (this does not include personal issues that will, of course, not be posted to the classroom blog). Third, student achievement will rise due to the communication among parents and the teacher. Finally, parent involvement in school events will increase by 50%. Even if I am unable to attain these goals, I will conduct further research between student achievement and the parents who do participate. Either way, I will have the opportunity to not only increase parent involvement, but also, identify the effect that this involvement has on student success. I am very much looking forward to implementing this project into my classroom. The results will be a strong indicator as to whether or not technology can help to effectively promote parent-teacher communication.

Note: Please click here to view my work cited page, which includes a full description of the reference materials.

Revisions:  I have chosen to use the technology Wikispaces to promote parent-teacher-student communication. To ensure student confidentiality issues, I will be requiring parents to sign and return a permission form allowing their child's work to be posted to the classroom wiki. Once the form is turned in, parents will be given a random student number and instead of providing a name, a number will be posted on all assignments. Only the parents will know their child's number and although work is viewable to everyone, it will not be possible to determine whose work belongs to whom. I will also be providing parents with a survey prior to introducing the classroom wiki. Will they use a classroom wiki? Have they been satisfied with parent-teacher communication in the past? If they choose not to participate, what is the reason for this? Parents who do not have access to the internet may visit their local library or use our school computers before or after school, during lunch, or special area times. These revisions have been carefully considered and implemented into the final Wicked presentation.

CEP 811: MERLOT Evaluation

I am a first grade teacher who often times struggles with teaching addition and subtraction facts. I always question whether it is more important for the students to aim for automaticity, or internalize the addition and subtraction process. I recently came across an amazing material entitled "Addition and Subtraction Idea Bank" that was full of resources for helping teach addition and subtraction. Please click here to view the material. I have written an evaluation on the piece below and included a screen shot of the material description. 

Quality of Content

This material presents valid concepts, models, and skills. What I enjoyed the most about this particular reference, was that links to new materials and discussions are included based on the needs of teachers. It is set up in a discussion format, in which common difficulties are expressed and teachers work together to find a solution. I appreciate that this piece has a great deal of credible knowledge. This software presents multiple educational concepts, models, and skills related to first grade addition and subtraction. The material is supplemented with various educational websites, interactive lesson ideas, and support for teachers searching for a way to internalize math facts within their students. 

Potential Effectiveness as a Teaching-Learning Tool

This particular resource was originally created for the explanation stage of the learning process. This is directed towards the educator, as questions centered on mathematical concepts are presented. The majority of the material, however, is in the practice stage of the learning process. Many materials are introduced so that students may practice the addition and subtraction facts presented, and give students the opportunity to approach and internalize the concepts in a relatable manner. This material also contains short lessons which push student thinking and would be categorized as the applying stage. This is a great resource because it can be used for learners in every stage of the learning process.

After successfully learning with the material presented, students will correctly add and subtract numbers through 30. The target learner is one who has difficulty memorizing addition and subtraction facts, and requires a hands-on and more authentic learning approach. This learner must use manipulatives, be given the opportunity to work with others when necessary, and is searching for a personal connection to the concept. The material presented improves both the educator and student’s ability to teach and learn the material. Since there are so many available resources, students and teachers will benefit from the variety of lessons. Resources are listed based on the needs of the teachers and students. The software can also be readily integrated into the current curriculum. Addition and subtraction skills are crucial in first grade and directly tied to future mathematical success. As a first grade teacher, I have found that these resources will seamlessly be tied into my teaching to promote authentic mathematical thinking. The software can be used in multiple ways, since there are a wide variety of resources referenced. Many different learning needs are addressed, and a lesson plan or teaching technique is suggested for each. The teaching and learning goals are easy to identify, and are also easy to search through with the questions listed at the top of the piece. Lastly, good learning assignments can be written easily, as there are many math resources that can be adapted for lesson plans. Many of the resources also include ways to teach the concepts, making it extremely easy for the teacher to envision the use of the material in his/her own classroom.

Ease of Use 

The labels, buttons, menus, text, and general layout are user-friendly and easy to navigate. The question links at the top of the page help direct the reader to the information needed. Although the reader does not become trapped in the material or feel overwhelmed, it is possible to become lost in the material. It is somewhat difficult to determine what is written among the commenting and resources, however, once it is deciphered there is an abundance of wonderful information. The module does provide feedback in that it is set up in a question and answer type format. That is, teachers post difficulties and a lesson or technique is provided. It is also flexible in that it can be used for many different learning styles, and provides both drill and practice format lessons, along with extension information to make the learning more meaningful. The learning material does not require much documentation, technical support, or instruction. The software simply presents materials that the teacher can provide to enhance mathematical thinking. The material is familiar to students in that it is all centered on addition and subtraction, but it is also attractive for students because of the wide-variety of resources. I would be even more interested in this resource if it provided supplemental SMART board lessons or interactive activities for the students centered on technology.

Conclusion

I would absolutely use this material for teaching addition and subtraction to my first grade students. Although it can be somewhat difficult to read through all of the information, it contains great resources that address a wide variety of learning styles. I would suggest using this information to any first grade teacher to use to supplement instruction.

CEP 812: Personal Introduction

Hello! Please view my personal introduction video below. You may also view the video by clicking here. Thank you!

Personal Learning Reflection

As a student, I have always been motivated to excel in any assignment centered on technology. Now that I am also a first grade teacher, I have noticed the same desire for integrating technology from my students. From our course I have learned a great deal about effective teaching strategies in regards to integrating technology. As a teacher, it is important to address a variety of learning styles to be effective. I realize that it is extremely difficult to address all learning styles in every lesson. By incorporating technology, it is possible to reach the kinesthetic, visual, and auditory learners. In addition, I have learned that it is important to get to know each student’s individual learning style and adapt our teaching to the learners in our classrooms. I have also learned that although it is possible for the teacher to learn technology tools with the students, it is important that we have a basic understanding of the technologies before asking our students to begin using it. We cannot let the technology become the teacher, but instead, supplement our teaching with technology. By understanding the importance of teaching with technology and integrating across the curriculum, students may become more motivated as learners instead of confused and frustrated. We must teach the students the importance of using technology, as they are sure to use it as a basic form of communication in the future.

             

Integrating the internet helped me to think about and evaluate the different uses of technology. Before taking this course, I always considered the internet to be a tool available for gathering technology resources. I now better understand the importance of the internet for communication and learning purposes. For my students and colleagues, I am turning to cloud-based technologies. I am always looking for ways for my students to collaborate with one another and by using tools such as Google Docs, Storybird, Voicethread, and others, my students are able to work together from school or at home. I also am now using Google Docs for my substitute teaching plans as well as other documents, so that my information can be made public and shared at any time of day from any computer. I will be using the internet to communicate with parents and other teachers as well. I never before understood all the various uses for integrating social networking into education until taking CEP 810. If my students were a bit older, I would like to take advantage of the social networking site Twitter for classroom discussions. Not only are many students more comfortable using technology rather than speaking out publically, parents could also view the discussions from home. Our school also uses Facebook to keep in contact with parents and students, while updating them on important upcoming events. Integrating technology has expanded my view of technology in the classroom. I am so excited to use many of these internet-based tools in the upcoming school year, and I am confident that my students will benefit from them as well.

             

The assignment that I felt most exemplified good teaching with technology was our group SIG presentation. This assignment allowed our group to discover multiple web 2.0 tools, create a social bookmarking site, collaborate while focusing on personal skill levels, create a technology presentation, and discuss the ways in which it was beneficial to our own students. This project was personal and gave me the opportunity to learn multiple technologies centered on digital storytelling. Since I majored in Language Arts, I have a fascination with motivating students to become fluent readers and writers. This project allowed me to discover new ways to address the Michigan Grade Level Content Expectations, integrate technology, and promote collaboration among students. As a student I learned a great deal about technology from this project, and I am anxious to introduce many of these technologies to my students and colleagues in the upcoming 2011-2012 school year.

             

In my personal growth plan, I wrote that by the end of the school year I wanted each of my students to independently use two new technologies by the end of the school. I am thrilled to report I not only reached this goal, but I have more technologies to introduce them to next year. Each of my students can now use the digital storytelling site Storybird, as well as our classroom SMART board. Each student is also able to add a comment to our classroom website, although they may require assistance in typing. During the last two weeks of school, I set up a classroom blog which was linked to our website. Each student proved that he/she could post to the blog independently. Again, some students needed support with typing, however, they were all able to access the blog, type about a school event, something that they had learned, and one piece of advice for upcoming first graders, as well as post it successfully. The final goal that I had was for my students to use Skype to interact with students from another school. Since we will not be receiving the funding for this technology until next year, I was forced to put this goal on hold until the following year. Next year I will be purchasing a document camera which can also be used as a webcam. Using this tool, I will use Skype to introduce my class to a colleague’s class at a nearby school in Michigan. Although I considered using my own personal computer to achieve this goal, I felt that it would have been too rushed and the students would not have had the best experience. I am confident that holding off on this goal was the best decision for my class, but I will be using this technology during the 2011-2012 school year.

            

I have three new goals that I have set for myself in the future, and I first mentioned these goals in my Personal Technology Plan. First, I would like to begin using my SMART board clicker response system for student assessment and individual involvement. Our school is hosting a professional development meeting on utilizing this system in the classroom in October, 2011. My goal is to be effectively using this system by December, 2011, since I will have had two months to work with the technology and integrate it into my lessons. My second goal as an educator is to use podcasting across the curriculum to promote fluency and post student work to be viewed by parents. For the 2011-2012 school year I will be attending a professional development meeting at two different times to further my technology skills with podcasting. I do not have much experience with podcasting but I do recognize its importance in the classroom. By May 2012, I will have created a podcast centered on our school-wide competition of turning recyclable materials into art. I will use podcasting to demonstrate the process that the students go through, and to demonstrate what they have learned. My third goal is to create a classroom WIKI. To achieve this goal, I will need to view tutorials online and read about creating WIKIs so that I can make one myself. Using a WIKI is one tool that I would have liked to have learned more about in our course. I understand the need for a WIKI, however, and unsure as to how to go about creating one. For the 2011-2012 school year I will create a basic outline of a WIKI and introduce it to my students. I hope to work out any glitches at this time, and begin the 2012-2013 school year using a well organized WIKI that parents and students may access. Lastly, from this class I had hoped to have identified new resources for teaching with technology to promote collaboration. I not only have a vast knowledge of multiple resources, but I am confident that I can adapt these technologies to the needs of my students.

              

CEP 810 has motivated me to integrate technology across the curriculum. I now understand that age does not hinder this goal, and neither does limited knowledge. I hope to learn as much as possible about teaching with technology so that I can use it in my everyday lessons. I plan to use technology as a supplementary tool, and to address a wide-range of learners. I am grateful for all that I have learned from this course, and am eager to use these technologies in my future teaching.

Learning Styles

According to my learning style quiz, I am an intrapersonal, linguistic learner. I was amazed by my results because according to the quiz I have many different learning styles. I was a bit surprised by these results, as I have always considered myself to be a visual learner. I have always had difficulty absorbing information in a lecture format. If I am able to record the information on paper or my laptop and can read it later, the content is much more meaningful. The teaching strategies that were the most effective to me as a learner were those that involved videos, pictures, and charts. If I am asked to listen for an extended period of time without a visual to focus on, I quickly lose interest and start focusing on something else in the room. If information can be simplified into a graphic organizer, I will internalize it and remember the information without a problem. I was not always taught in this way, however, which is why I started creating my own visuals of information presented in lectures. In addition, I tend to learn more when I have time to process the information presented, and not simply memorize.

As mentioned, the strategy that was the least effective for me was learning through listening. I have trouble focusing when all information is auditory, and I must have visuals to accompany the information in order for me to remember it. I also have trouble with discussions because it is difficult for me to process the information that I hear and take a stance on the topic. Although I have always done well in my classes, I would argue that it is because I change all auditory information into a visual aid. Whether it is a diagram or written notes, I have a much stronger grasp on the material when I can view the information. I also enjoy learning when it is hands-on and active, and have been the most successful in classes that incorporate individual and group projects. Upon reflection, I feel that I enjoy learning in this way because I can think back to what I was doing and how it contributed to my learning. This, in turn, triggers a specific thought process which allows me to draw connections to the material.

As a teacher, I realize that all of my students do not learn the same way. I am also aware of the fact that I cannot teach every lesson focusing on each learning style. Instead, I focus specifically on the learning styles of my own students. For example, the majority of my students are visual learners, while a few are verbal and active. Therefore, I have found myself tailoring my lessons primarily to these types of learners and it has been extremely successful for my class. According to our course readings, it is important not to label our students as certain types of learners, but instead, understand that all students learn best using many different styles. Therefore, it is crucial that we as teachers try to bring in as many different learning styles into our teaching as possible without exhausting the lesson. In addition, it is important that we make the learning interesting, interactive, and relatable for all students. This way, all learning styles will benefit from our lessons. Students must understand how information is applicable to their own lives to become engaged, and we are responsible for getting to know our students’ strengths so that they, in turn, can learn effectively and make meaningful connections and our teaching can be planned accordingly.