Level Up Your Lesson Plans E-Book

Teresa K. Kwant

• Herausgeber: John Wiley & Sons
• Sprache: Englisch

Seitenzahl: 281

Veröffentlichungsjahr: 2025

Beschreibung

Level Up Your Lesson Plans: Ignite the Joy of Learning with Fun and Educational Materials

Tired of spending hours on lesson plans? Discover strategies to streamline your planning process and maximize student engagement. Access exclusive templates, tools, and resources designed to help you create effective lessons that align with learning standards. Save time, reduce stress, and elevate your teaching game. In Level Up Your Lesson Plans: Ignite the Joy of Learning with Fun and Educational Materials, teacher Teresa Kwant delivers an exciting and practical instruction book for teachers interested in adding fun into their lesson plans, without sacrificing educational strategies. The book walks you through how to transform your teaching materials and lessons into interactive, collaborative and enjoyable learning experiences for both the teacher and students.

Kwant draws on personal and professional experiences to give actionable steps you can implement immediately. You'll also find:

• Tips for aligning your lessons with standards to make them both fun and engaging
• Strategies for building your own instructional plans for daily success with student learning
• Techniques to develop your own lessons plans efficiently, and with high engagement

Perfect for new and veteran classroom teachers looking for student engagement tips, Level Up Your Lesson Plans is a hands-on playbook for planning smarter, so you teach better. This book is the hands-on, creative teaching playbook the education community has been waiting for.

Leseprobe

Table of Contents

Cover

Table of Contents

Title Page

Copyright

Dedication

Introduction

CHAPTER 1: Game On: The Level‐Up Lesson Layout

CLEAR LEARNING OBJECTIVE

ENGAGING HOOK

INTRODUCTION OF NEW MATERIAL

GUIDED PRACTICE

COLLABORATIVE PRACTICE

ASSESSMENT

CHAPTER 2: Start Your Journey with Clear Learning Objectives

LEVELED‐UP LEARNING OBJECTIVE IDEAS

CHAPTER 3: Press Play Using Engaging Hooks

THE LEVELED‐UP HOOK ACRONYM

WRITING YOUR HOOK

LEVELED‐UP LESSON HOOK IDEAS

CHAPTER 4: Map Expansion: The Introduction of New Material

DIRECT INSTRUCTION

INQUIRY‐BASED LEARNING

EXPANDING THE KNOWLEDGE MAP WITH DIRECT INSTRUCTION AND INQUIRY‐BASED LEARNING

ROADMAP FOR STUDENT MAP EXPANSION

CHAPTER 5: Join the Training Arena During Guided Practice

MODELING

GUIDANCE

INDEPENDENT PRACTICE

SETTING UP EXPECTATIONS DURING INDEPENDENT PRACTICE

DIFFERENTIATING DURING INDEPENDENT PRACTICE

CHAPTER 6: Multiplayer Mode Collaborative Practice in Your Lessons

WHAT IS COLLABORATION IN THE CLASSROOM?

WHY COLLABORATION IS IMPORTANT IN THE CLASSROOM

HOW TO IMPLEMENT COLLABORATION IN LESSON PLANS

COLLABORATIVE ACTIVITIES AND PROJECTS

CHAPTER 7: Assessment: The Lesson Plan Victory Lap

PURPOSE OF ASSESSMENTS

FORMATIVE ASSESSMENTS

SUMMATIVE ASSESSMENTS

CHAPTER 8: Let's Play: Game‐Based Learning

GAME‐BASED LEARNING EXPLAINED

SIMPLE GAME‐BASED LEARNING EXAMPLES FOR ELEMENTARY STUDENTS

BENEFITS OF GAME‐BASED LEARNING IN THE CLASSROOM

SIMPLICITY OVER COMPLEXITY: EMBRACING THE UNCOMPLICATED APPROACH

CHAPTER 9: Unlock Digital Power‐Ups: Creative Use of Technology in Lesson Planning

DIGITAL OR PAPER‐BASED GAMES IN THE CLASSROOM?

FIVE CREATIVE IDEAS TO INCORPORATE TECHNOLOGY INTO YOUR LESSONS

CHAPTER 10: Level‐Up Learning with Escape Rooms

THE EDUCATIONAL VALUE OF ESCAPE ROOMS

CREATING AN ESCAPE ROOM FOR YOUR CLASSROOM

CLASSROOM MANAGEMENT TIPS FOR ESCAPE ROOMS

CHAPTER 11: Tips for Lesson Planning Efficiently and with Purpose

PRIORITIZE

LEVERAGE

ADAPT

CHAPTER 12: Bonus Level: Turn Your Passion into Profit

STEP 1: FIND YOUR PASSION AND NARROW YOUR NICHE

STEP 2: RESEARCH YOUR AUDIENCE'S NEEDS

STEP 3: DESIGN QUALITY RESOURCES

STEP 4: CREATING TITLES AND DESCRIPTIONS

STEP 5: PRICING TIPS

STEP 6: PRODUCT LINES AND BUNDLING

WRAPPING IT UP

CONCLUSION

About the Author

Index

End User License Agreement

List of Illustrations

Chapter 1

FIGURE 1.1 Leveled‐Up Lesson Plan template

Chapter 4

FIGURE 4.1 When introducing new material

Chapter 5

FIGURE 5.1 My sixth‐grade assignment

FIGURE 5.2 Differentiating dos and don’ts

Chapter 8

FIGURE 8.1 Game‐based learning vs. gamification

FIGURE 8.2 Treasure box example

FIGURE 8.3 Fact Frenzy example

Chapter 9

FIGURE 9.1 Digital vs. paper‐based games

Chapter 10

FIGURE 10.1 Code wheel example

FIGURE 10.2 Polybius square example

FIGURE 10.3 Pigpen cipher example

Chapter 11

FIGURE 11.1 Pacing guide

Chapter 12

FIGURE 12.1 Themes calendar

FIGURE 12.2 Project outline planner

Guide

Cover

Table of Contents

Title Page

Copyright

Dedication

Introduction

Begin Reading

About the Author

Index

End User License Agreement

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Level Up Your Lesson Plans

Ignite the Joy of Learning with Fun and Educational Materials

TERESA KWANT

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Published simultaneously in Canada.

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Library of Congress Cataloging‐in‐Publication Data

Names: Kwant, Teresa, author.

Title: Level up your lesson plans : ignite the joy of learning with fun and educational materials / Teresa Kwant.

Description: Hoboken, New Jersey : Jossey‐Bass, [2025] | Includes index.

Identifiers: LCCN 2025001252 (print) | LCCN 2025001253 (ebook) | ISBN 9781394283507 (paperback) | ISBN 9781394283521 (adobe pdf) | ISBN 9781394283514 (epub)

Subjects: LCSH: Lesson planning.

Classification: LCC LB1027.4 .K83 2025 (print) | LCC LB1027.4 (ebook) | DDC 371.3028‐‐dc23/eng/20250204

LC record available at https://lccn.loc.gov/2025001252

LC ebook record available at https://lccn.loc.gov/2025001253

Cover Design: Wiley

Cover Image: © Africa Studio/stock.adobe.com

Author Photo: Courtesy of the author

To my best friend, who I am lucky to call my husband, this book is dedicated to you. From the very first cha‐ching that brought in a whopping 30 cents, you believed in my potential long before I ever saw it myself. As my biggest fan, confidant, and inspiration, your belief in my creativity, strength, and determination—especially when I doubted myself—has meant the world to me. Thank you for being my greatest supporter, the best dad to our children, and the only teammate I would ever choose for this game of life and beyond. Love you!

Introduction

My professional journey began as a sixth‐grade elementary teacher. While in the classroom, I discovered an online marketplace called Teachers Pay Teachers (TPT). Not only was I a teacher just finishing my third year of teaching, my husband and I had a new baby at home. After grading papers each night and putting our son to bed, I started exploring ways to make a little extra income. My initial goal was to be able to cover the grocery bill with a small side hustle. I didn't know how to create a product, start a business, or where to begin to sell a resource, but I dove right into the fire and gave it my best shot. It was messy. I made a lot of mistakes, but I saw some very big wins, too.

I vividly remember sitting in the teacher's lounge speaking with my coworkers who were also teaching sixth grade. I vaguely mentioned the TPT site and that I was possibly going to try selling something online. I had actually already started selling resources at this point but was scared to tell anyone. We joked around, and one teacher said, “You are going to be the next millionaire teacher.” I laughed along with him, but in the back of my mind I thought, “Yes, I am. That's my goal.” I was scared to admit this out loud, but not only was I going to replace my teaching salary, I was determined to far exceed it.

After five years in the classroom, and with a now toddler at home, I transitioned to a full‐time teacher‐author role, focusing on developing and selling classroom materials. The road to where I am today is quite unconventional for many teachers, but it is by no means unattainable. I still get the opportunity to impact classrooms, educate teachers on how to start their own businesses, and run a successful business of my own. My dedication to education remains, and I am excited to explore the benefits of my experiences with other educators. A supplemental income for teachers can be life changing. My objective is to empower educators and help them recognize their potential and value to generate passive income. I wholeheartedly believe in the expansive influence teachers can have, and it extends far beyond the confines of their own classrooms.

This book is all about mastering the art of lesson planning and crafting lessons that truly make a difference in the classroom. Exceptional lesson plans go beyond filling time or covering standards; they inspire, engage, and empower students to love learning. Throughout this journey, we'll uncover strategies to make your lesson plans effective, purposeful, and memorable, creating resources that help teachers and students alike.

Creating resources that impact student learning is no small task. It's a responsibility that requires thoughtful design, clear objectives, and a deep understanding of how lessons should flow. Slapping together a worksheet won't cut it. Effective resources require intention, clarity, and often an innovative twist that captures students' attention. That's why together we are going to explore the foundations of high‐quality lesson planning. From setting up engaging hooks to structuring meaningful guided practice and assessments, we'll dive into ways to “Level up” your lesson plans in ways that students and teachers will love.

Here's the exciting part: At the final bonus level, we'll explore how you can take these lessons and turn them into an income stream that extends beyond your own classroom. Whether you need a little extra help planning thoughtful lessons or want to start a teacher side hustle, let's learn how to build confidence with intentional lesson planning, with the potential to reach more classrooms than you've ever imagined.

I fully believe school can and should be both educational and fun. In my experience, I have found that teachers are some of the most creative people in the world. They have to figure out, on a daily basis, how to teach multiple subjects to many different students, who all have different learning styles. This requires teachers to naturally be innovative, adapt easily, and solve a myriad of unexpected challenges that arise on a daily basis.

So, when you hear your class say “Are we doing anything fun today?” as a teacher, you probably begin to scream inside. On top of all the other responsibilities on your plate, you most likely want to exclaim, “Is this lesson not good enough for you?!”

However, I have some good news. Creating captivating and engaging lessons doesn't need to be complicated. There are six areas to making your lessons both compelling and enjoyable for your students that we will explore together (along with a few bonus levels to add to the fun). We'll examine each lesson plan component in detail. Think of this layout as your ultimate blueprint for crafting lesson plans. My goal is to guide you in adopting this model as you design your lessons, infusing them with content that is not only engaging and educational but also genuinely enjoyable. By following this framework, you'll be well‐equipped to elevate your lesson plans, turning everyday learning into an exciting adventure for your students. And, who knows, maybe these lessons can also offer you a way to create a second stream of income. Let the games begin!

CHAPTER 1Game On: The Level‐Up Lesson Layout

I've always liked a good game plan. From knowing my entire life I was going to be a teacher to organizing lesson plans, or even planning a family vacation, watching everything fall into place gives me a sense of accomplishment. Having a game plan for my life is one way I find peace. So, when my first day as a sixth‐grade teacher went off without a hitch, I expected most days to be the same. That was a young, naive, and very optimistic view. While I can look back on my teaching career with pride and remember most of my teaching days having well‐thought‐out game plans, the day I had my son was probably one of the worst‐planned days of my life. In the end, things worked out, but we will cover that day in the classroom later.

I've always known I was made to be a teacher. This is evident from my earliest memories when I would boss my little sister around as we made makeshift classrooms for our dolls. I spent hours arranging my Barbies as students and dreaming of the time I could have real students of my own. Believe it or not, I even dreamed about correcting papers!

My journey as a teacher has evolved over the years. In college, I spent my time between classes at a local private school in its after‐school program and then later as one of their preschool teachers. Every spare minute of my time was focused on learning to grow in a profession I was finally going to be a part of. As my university days came to a close, I spent my time as a student teacher in both second‐ and fifth‐grade classrooms. This was a drastic turning point for me. While I first imagined teaching kindergarten or first grade, I soon realized upper elementary was where I wanted to be.

After graduating from the University of Utah with my bachelor's degree in elementary education, I was looking for a teaching position. It was summer, and I had my whole life ahead of me. For whatever reason, I thought it would also be a great idea to get my wisdom teeth out (want to keep those pearly whites straight!). So, as graduation ended and summer began, I headed to the oral surgeon to extract my wisdom teeth. Keep in mind, during this entire time, I was madly applying for any and all teaching positions I could find. I wanted to get hired closer to the beginning of the summer so I would have more time to plan and prep my classroom.

After the procedure, I headed home. A couple days later, I had an interview set up for an upper elementary teaching position. There were several positions open, so they were not assigning the grade levels until after the interviews. With a puffy face fresh from wisdom teeth removal, I walked confidently into the elementary school to meet the principal in my best skirt and blouse I could find, praying they lessened the distraction of my chipmunk cheeks.

I don't remember much about the interview other than loving the principal and instantly feeling a connection. She invited me to walk around the school, and I took that as a good sign that my puffy cheeks were not a problem. As she showed me the classrooms, the technology the school was equipped with, and all the building had to offer, call it intuition, but I knew I was going to work there. She hadn't offered me a job yet but had mentioned a sixth‐grade teaching position that was open.

A few days later, I got the call. I was hired as a sixth‐grade elementary school teacher. Just like I had hoped, it was near the beginning of the summer, and I would have plenty of time to plan, which would be necessary, because as I walked into room 123, I realized there was a lot of work to do. I found about six bottles of glue, a teacher's desk, and some student desks and chairs. That was it.

Luckily, I was given a grant as a new teacher, and with hundreds of dollars of my own money and some donations from my mom and mother‐in‐law, I got my classroom to where it needed to be to welcome new sixth‐grade students. I prepared all summer, even taking the lesson plans and school books with me on vacations. Nervous doesn't even begin to describe how I felt, but I was going to be prepared. This is what I was made for.

I planned the first day of school down to the exact minute. I had getting to know you projects, team‐building games, art lessons, and rule‐setting activities so the first day would be fun for everyone. Setting up classroom rules and expectations were woven throughout that first day and first few weeks of school. I can't even count the hours I spent planning for that first day, but it paid off. I will never forget as the class was leaving, one boy happily smiling and shouting, “This was the best school day ever!” My goal was accomplished. I wanted students to not only learn in school but also love coming to school, too.

Sitting down at my desk after that first day of school, I felt happy, accomplished, and ready to tackle the world. While college can be a great introduction to teaching, it did not prepare me for what lay ahead: 30+ students, old school books, an expectation to teach subjects like science with little to no science materials, an assumption that I should write grants to get money to supply my classroom or use cash from my own pockets, and the realization that grading papers may not be as fun as I imagined when I was eight. However, I pushed on because I loved these kids, and I had a passion for education. This was where I was meant to be. My entire life led to this moment, and I was finally becoming the person I dreamed of being.

Fast‐forward three years. Sometimes our lives don't go as planned. Sometimes, we have to go with the flow. And, sometimes, those spontaneous moments end up being the most memorable and happiest events of our lives. This is how I would describe the birth of my son. It was the middle of March, yet his due date was April 4th. I had my maternity sub plans fully put together at this point, but I was still madly writing updates to them and making sure all lessons were outlined correctly.

At the time, the school I was at was on a year‐round schedule. This meant the classes were on different tracks, and our breaks were spread out throughout the year instead of being lumped together in one summer. We would usually teach nine weeks and then be off for two to three weeks. My son was supposed to be born during one of these breaks, and I was looking forward to saying goodbye for a time to my students and getting them all set up for when their substitute would return after their three‐week break. My game plan was set to be a home run. My students were in capable hands while I was gone, plans were ready, and we were quickly approaching our time off.

One beautiful March morning, I woke up eager to finish out the school days ahead. We had just wrapped up parent‐teacher conferences the week before, and I was exhausted. Assuming it was because of my pregnancy, I didn't think much of it. I had a checkup with my doctor the day before because I was feeling off, but nothing at the time seemed wrong. I squeezed my shoes on, which was a task because my feet were very swollen, and shuffled into school as only a pregnant teacher less than a month from her due date can do.

I taught almost the entire day. It was 2 p.m., and my students were at recess. I took a quick bathroom break and ran to the office, leaving my phone in the classroom. As I walked back through the office, the secretary stopped me and said, “Your doctor just called the school looking for you. She said you need to call her and get to the hospital immediately.” I rushed to my classroom to find several missed calls from both my doctor and my husband. Apparently, this was an emergency if she was calling my school and husband!

While on the phone with my doctor, she informed me that some tests from the previous day came back and confirmed I had preeclampsia. I needed to get to the hospital immediately, and no, I could not wait to finish out the school day. This was an emergency. Suddenly, my plans were falling apart. We had three days until our break, I did not have those days planned for a substitute, and my students were counting on me. However, my health and the baby's health were at risk. So, I frantically left my students with my coworker and booked it to my car.

Upon reaching my vehicle, I discovered I had locked my keys in the car. Unbelievable. This was not the plan. Sheepishly, I made my way back into the office. After explaining my predicament to the office ladies and emphasizing the urgency of the situation, one of the secretaries took me to my house where I met my husband, and we then drove to the hospital. All the while, I am messaging a teacher friend, who was also my teaching mentor, asking her, while she is on her break, if she could come in and sub for a few days and explaining she may have to just wing it because I didn't have time in my hospital bed to make plans. This, may I add, is a strange responsibility teachers have and put on themselves. We feel the burden of educating these children no matter the scenario. We come to know our students on a level that no one else does for the year. We know all their challenges, successes, and setbacks. We know how best to suit their needs. Getting a sub even for a day can be overwhelming for a teacher, but for maternity leave? It's akin to the plans made for the Apollo moon landing.

Without going into much detail, since this isn't a book about pregnancy after all, 12 hours later our son entered the world. It was an experience I will never forget. At that moment, my greatest role as a teacher began: mother. This is a teaching position I have also always dreamed of achieving and one I do not take lightly. The role of a mother never ends and lasts through ages to come.

As you can see, over the years, my identity as an educator has evolved significantly. From beginning as a student myself and transitioning to a sixth‐grade teacher to embracing the paramount role of motherhood (which I consider the most profound educational role I've ever undertaken) to teaching other teachers how to take their passion and turning it into a business, my love for teaching in any form remains undiminished. Creating engaging lesson plans doesn't need to be complicated and doesn't need to take a lot of effort. However, sometimes it does take some planning.

With this book, I hope to give you a game plan for leveling up your lesson plans and turn them into something both you and your students enjoy. I want to show you how to change ordinary days into extraordinary ones. Every lesson does not need to be a theatrical production. Each day does not need to be Instagram worthy. Your classroom does not need to look like it was plucked from Pinterest. However, having lessons that are engaging and fun can help you connect with your students, give learners a new way to achieve their learning goals, and can inspire your class to want to participate and grow.

So, let's begin! It’s time to explore the power of fun in the classroom. I firmly believe school can and should be both fun and educational. When students enjoy where they are and whom they are with, learning becomes second nature. It's time to introduce you to the roadmap of lesson planning I have created. We will dig deeper into each section as the book progresses, but let's take a peek at each of the elements.

“Leveling up” a lesson plan means enhancing and enriching your educational strategies to make learning more engaging, dynamic, and effective for students. We don't need to come up with a whole new structure for lesson planning, reinventing the wheel. What needs to happen is taking the bones of a good lesson plan and infusing it with teaching moments, connections with students, and activities that increase its potential to reach all learners in your classroom. So, drumroll please. Here is your blueprint to level up your lesson plans:

The Leveled‐Up Lesson Layout:

Start Your Journey with Clear Learning Objectives

Press Play Using Engaging Hooks

Map Expansion: The Introduction of New Material

Join the Training Arena During Guided Practice

Multiplayer Mode Collaborative Practice in Your Lessons

Assessment: The Lesson Plan Victory Lap

CLEAR LEARNING OBJECTIVE

With every lesson, having a clear learning objective is essential for effective learning. It provides both the teacher and student with a specific learning goal. It helps a teacher know exactly what they need to teach and helps students know what is expected of them.

Learning objectives provide a purpose for the lesson and help students engage with the topic. Your students recognize the value in what they are learning, and why, when they see what the end goal is supposed to be.

Writing clear learning objectives also helps facilitate accurate assessment. The objectives provide criteria for which a student should be measured. This makes assessment more focused and meaningful. Having clear learning objectives is like having a roadmap for teaching. They guide you in the right direction.

ENGAGING HOOK

A lesson hook can often make or break your lesson. An engaging hook is crucial because it serves to capture the attention of your students, and get them invested in what they will be learning. A well‐planned hook can also pique students’ interest in a subject they are unfamiliar with.

For example, science never came easy to me as a student or as a teacher. As a classroom teacher, science was a subject I had to study longer and research more because it was not a subject that I was confident in teaching.

However, one of my best lesson hooks each year came when I was teaching about the solar system. The lesson involved introducing my students to objects within our solar system, such as asteroids, meteors, and comets. The engaging lesson hook started with combining dry ice, water, dirt, dark corn syrup, and a dash of ammonia to create our own classroom comet! Students always loved this because learning about the solar system and planets is not tangible and often very abstract. This brought the solar system right into our classroom.

An engaging hook can set the tone for the entire lesson. It will get your students excited about the subject and interested in their own learning. With a good hook, you can engage all different levels of learners, while maintaining enthusiasm with all students.

INTRODUCTION OF NEW MATERIAL

The third building block for leveling up your lesson plan includes introducing the new material. This is the meat of the lesson where students encounter new material. After all, this is why we are at school: to learn and grow. Each day, students are filled with new information. Their brains are like sponges, soaking up the knowledge we give them. Without learning, we would be stagnant with no progression. This is a critical point in the lesson.

This is the time in the lesson where new material challenges students’ thinking and helps them develop higher cognitive skills like analyzing and evaluating what they are learning. These skills will help with their future endeavors as they develop problem‐solving skills and learn to adapt to real‐world situations. New material can also help reignite interest and motivation in students. Learning about different subjects and topics keeps the educational experience fresh and engaging. As teachers, it is our duty to keep that spark alive in our students’ minds.

As a professional teacher, you are also aware that introducing new objectives and materials prepares students for more complex concepts in the future. This portion of the lesson, introducing the material, lays the foundation and skills necessary for understanding more sophisticated topics. When talking to teachers, you will often hear how they love to see those “lightbulb moments” where students are learning a concept and the information “just clicks.” This happens by slowly building new material onto each other, one after another. It is an art that teachers master throughout their careers.

GUIDED PRACTICE

Once the objectives are outlined and the new material is taught, it is time for the next building block in leveling up your lesson plan, and that is the guided practice piece. I like to equate guided practice to when a teacher is student teaching. In college, you are introduced to the idea of becoming a teacher. Then, you get the opportunity to student‐teach. The amount of time someone student‐teaches varies, but in my experience, I student‐taught for one year.

This was a huge turning point in my career. Since I was young, I always thought I would teach first or second grade or even kindergarten. While in college, I was one class away from getting my kindergarten endorsement when my professor placed me in a fifth‐grade classroom to student‐teach. She had watched me during other observations and lessons and had a hunch I may thrive more in a different classroom setting than what I had originally planned. I was shocked to find that I absolutely loved the older elementary kids. I enjoyed the curriculum and the personalities of the students. The reason for my shock wasn't that I didn't think I was capable of teaching older students, it was that my whole life plan was pointed in a slightly different direction, and one experience made an entire mind shift that I wasn't expecting. My professor saw something in me I hadn't recognized yet and guided me in a direction that, with her knowledge and teaching experience, helped her recognize where I could find success.

Without this guided practice before entering into my full‐blown career, I could have made a huge mistake. While I believe I could have been a wonderful lower elementary teacher, my skills and personality were better suited for different ages. Guided practice for all students is critical because it allows the student to problem solve under the guidance of their teacher. The teacher can give feedback, answer questions, and support the student in crucial areas of their learning process to ensure the student learns and applies the skills necessary for success.

During the guided practice phase, learning is reinforced, immediate feedback is given, and confidence is built. This is also a time where students can actively engage in material, whether it is a game, activity, or practice problems, and apply concepts they were taught when material was introduced. Giving feedback is important because it helps students understand if they are applying their lessons correctly. Also, building confidence is necessary because it fosters a positive learning environment for students. When students feel safe, they can learn from their mistakes rather than having their mistakes tear them down.

COLLABORATIVE PRACTICE

The next building block for your lesson plan should be collaborative practice. In a world that is rapidly evolving and interconnected with technology, it can also feel extremely lonely. The importance of students learning to work collaboratively with others offers numerous benefits that are critical to personal, academic, and future professional goals. Collaborative practice should be included in as many lessons as possible. Students need this skill more than ever.