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The statement from Chapter 5 of We Got this, “Understanding or knowing our students is not something that we can achieve. It is something that we live.” had me thinking of the big question of,  “How do I do this?”

I think about how this statement encompasses the continual, integral nature of the work, and the learning of who our students never ends, but rather is ever-gathering and evolving.

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I was drawn into teaching by the Jigsaw method but I wasn’t good at seeing it in action in a school. After learning much more about the Jigsaw method, it felt like I could use it in any subject area required to increase collaboration, listening and communication.

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For students to reach learning objectives, everything has to start from the beginning. Building relationships for education and on a personal level with students will help me get a better understanding on how to adjust my curriculum so that it can fit each student.

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During week 2 we jumped into Bloom’s Taxonomy with Webb’s DOK. This was an overload of information. “How does a teacher do all this?” was originally my first thought. After progressing through the first assignment, the main question I needed clarification on was, “Can multiple levels of DOK be used within the same grade level?” Maybe it was stated somewhere in all the information I was given. However in the end getting instructor clarification sparked the light to go off in my head.

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Puzzling my brain on teachers really incorporating all this information into a lesson, blew my mind as I did Activity 10. I struggled getting started but even with a few clarifications and pointers it all started to flow together in making my lesson plan template.

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Integrating Bloom’s Taxonomy and Webb’s DOK into my teaching practice will empower me to design meaningful learning experiences that foster deep understanding, critical thinking, and student engagement. This will not only support academic achievement but also cultivate lifelong learners who are prepared to thrive.