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During a group assignment on designing student-centered activities, I had a discussion with a colleague about how to effectively integrate student choice into the learning activities. We explored various strategies onstudent centered learning including the building of student lead assignments designed to teach the class by the students research that was very interesting. we also discussed the importance of clear learning objectives while allowing for flexibility in how students demonstrate understanding. Through talking about this assignment with her, I gained insights into differentiating instruction and the role of feedback in guiding student progress in different classrooms.

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While speaking about different teaching styles with my colleague and friend discussing different teaching practices, we were working on our different methods od teaching project. We spoke about her 3/4th grade classroom and how she had better luck making padlets and using some other different websites were more engaged for her students then lecturing or having them take notes. It is a strategy I am excited to try in my classroom this year.

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My moment of insight occurred when I realized that student-centered learning isn't just about giving students choices but also about scaffolding those choices to ensure they align with learning goals. I delved into literature from the course on differentiated instruction and personalized learning, which emphasized the need for teachers to provide multiple pathways for students to achieve mastery. This insight prompted me to rethink how I design lessons and assessments to better cater to diverse learner needs.

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While working on the assignments focusing on lesson plans I began to understand the importance and how much using bloom taxonomy and DOK Levels can elevate a classroom.

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When studying research articles online and shared in google classroom, which illustrated the importance of aligning learning objectives with assessment practices. I realized that by integrating Bloom’s Taxonomy with Webb’s DOK, I can create a more robust framework for evaluating student learning and promoting deeper engagement in the classroom. This insight reshaped my approach to lesson planning, emphasizing the need for clear instructional goals and varied assessment methods. After discussing this with my teacher friend I began to dig deeper into DOK levels and ask questions about how they help in the student learning and exploration process.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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I am now better equipped to design lessons that promote critical thinking and problem-solving skills among students. By integrating Bloom’s Taxonomy and Webb’s DOK, I can ensure that my lessons are not only rigorous but also accessible to all learners, fostering a more equitable and supportive classroom environment.

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This will impact me as a teacher by fundamentally changing how I approach lesson planning and resource creation. I now understand that effective student-centered learning environments require intentional planning to foster student autonomy while ensuring alignment with curriculum standards. This will help me create a more inclusive classroom where all students feel supported in their learning journey.