Magazine Group 3 (3)

 
 
 
 

ED 243 Magazine 

Group 

 
 
 
 

 

 
 
 
Special Issue Dec 2018 
 
 
 
 
 

 
Kylii Anderson: 
I am from Hollister CA.  
I am the oldest of 4 children. I spend most of my time reading and 
discovering new things. I love to be at the beach. I love all things that 
involve music and creating. I like to do things that challenge me like hiking, 
but I also enjoy other activities like watching movies and playing games. 
 
Education​: 
Graduated from Weber High School in 2014. 
Attending Brigham Young University-Idaho and will be graduating 2020. 
Elementary Education Major, emphasis in Language Arts. 
 
What inspired me: 
Being in places outdoors influences me to learn. They are a safe place for 
me to think and be inspired. Everyone has potential to be great at 
something and to become someone. I love being creative. I believe everyone has the ability to create in his or her own way. We 
have different talents that not everyone has. I hope to be able to influence students to find and discover those talents. Students 
deserve every opportunity to learn and grow personally. School is provided to help them develop talents and skills that will help 
them in the future. My goal as an educator is to provide this for my students. I will provide ways for them to learn through activities 
that challenge their abilities. I will provide them with opportunities to teach other classmates. I believe that having a classroom 
where students can feel comfortable will enhance learning. Creative thinking is involved with also learning the basics and essentials 
of education. They will be able to incorporate their own ideas to their learning. The basic skills will be incorporated. They will learn 
to treat other students kindly and treat them with respect. Teamwork is essential in the classroom. All in all, I strive to be the 
educator that others want to be like. I believe that learning the essentials of education is very important. Math, Science, Reading, 
Writing, History, and Art are some of the essentials. With the basic understanding of these concepts, students will be able to 
expound on them in the future and have a good foundation for other opportunities. I believe change is good. Creative thinking and 
trying new things is important in the process of learning. Learning is an eternal process. 

  

Shannon Palmer:
I am from Centerville, Utah. One of my favorite things is being with my
family. I have six people in my family. I have one older sister who is
married and two younger brothers. I love being outside, music, and
playing games with my friends and family.

Education:
I graduated from Viewmont High School in 2014. My senior year, I had
an opportunity to work in a preschool and loved it! I enjoyed creating
lesson plans, teaching, and watching the children grow. This past year, I
have worked as a classified substitute in the Davis School District in
Utah. I am currently a sophomore at BYU-Idaho studying Early
Childhood and Special Education.

Why I Want to be a Teacher:
My mom has been my inspiration to become a teacher. She recently
graduated from Western Governors University and is currently working
on her masters degree. She has been the elementary music teacher, a second grade teacher, and is currently teaching first grade. I
have watched the way she prepares, teaches, and evaluates her teaching. Watching her has inspired me to work hard and not give
up on achieving my dreams. I would love to teach first grade and one day have my own preschool. My mom’s dedication in her
schooling, teaching career, and fulfilling her role as a mother motivates me to keep moving forward to make my dream a reality. I
believe all children are capable of learning. Children are curious and are excited to learn new things. I believe that children learn
best by example and experimenting. Today’s children are the leaders of tomorrow and the education they receive now will have a
lasting influence. As I pursue my dream to become a teacher, I hope to give children an education that will help them achieve their
potential and learn that they can do hard things. There is nothing more rewarding to me than helping children learn, build
confidence, and succeed.

Abby Stokes: 
I am 23 years old and the oldest of four children. My family and I lived in Orlando, Florida, until I was 12 
years old. Then we moved to Memphis, Tennessee, and we have lived there happily ever since.  
Education: 
For my schooling, I first attended the University of Memphis for a semester as an Early Childhood 
Education major. Then I transferred to Brigham Young University—Idaho where I am currently receiving 
the rest of my education as an Early Childhood/ Special Education major. I love it!  
Why I am a teacher: 
For as long as I can remember, I have loved taking care of and working with young children. Although 
my dream career definitely went through many changes as I got older, I always knew that I wanted to do 
something that allowed me to work with children and help make a difference in their lives. When I 
discovered teaching, I knew this was the path for me. 
I have a firm belief that every child has a unique potential to learn, discover, and achieve great things. 
With this belief in mind, my goal is to incorporate a variety of teaching methods and activities that give 
students opportunities to learn in the best ways they can, while also challenging them to step outside their comfort zones and 
discover new things. I want to create an environment where students feel comfortable to learn and share ideas, excited to uncover 
new knowledge, and able to achieve their potential. 
 

 
 
 
 
 
 
Jade Goodman 
I have grown up admiring my educators. I was raised in southern Arizona. I’m the youngest of 6 children and love my family to bits. 

I love being active, either outside or in, especially sports! I also enjoy reading quality books, 
watching movies or shows. I also play board/card games and instruments. I consider myself to 
be social and enjoy getting to know people and their interests! 
 
Education 
I and went to Palominas Elementary (Kindergarten through 8​th g​ rade) and graded from Buena 
High School. I participated in Key Club, National Honors Society, RIF, and sports teams. I have 
never encountered a truly negative experience with my teachers and admired many throughout 
my education. I went to Brigham Young University-Idaho and earned my bachelor’s degree in 
Elementary Education with an endorsement in language arts. I exceeded all required courses 
and curriculums with a positive desire to educate and learn with future students.  
 
Inspiration and Goals 
One inspiration is my 2n​ d​ grade teacher who had a huge impact on my personality and 
educational growth. I strive to teach and learn as she did and inspire my students to exceed 
expectations. In my philosophy, every single child is different, in the best of ways. And each 
child has potential. Everyone thinks differently, and are motivated, instructed, and are taught differently. My goal as a teacher is to 
find those ways and apply them to my students. I will strive to know each child individually and learn how they learn. Each child 
also comes from different backgrounds. Regardless of race, sex, gender, ethnicity, level or knowledge or wealth (etc.), I will strive 
to create a caring, understandable, and safe environment for them to learn, grow, and succeed. 

Byron Anderson
I am from Wyoming. I love horses, dogs, playing sports, being with my wife and family, and being
outdoors.

Education
Graduated Star Valley High School in 2013.
Currently attending Brigham Young University-Idaho and I am graduating in 2020.
Special Education K-12 major.

Why I am a teacher
While attending Star Valley High School, the high school received the top honors for reading and writing
in the state of Wyoming 3 times, Math 4 times, science 4 times, and then was a National Blue Ribbon School Awardee in 2012. With
all of these accomplishments I have seen firsthand what it takes to be a teacher who can make a difference in students’ lives and
that is a huge part as to why I want to teach, to give back and make a difference for other students.
I have volunteered multiple times for Special Olympics and have helped special needs students in classes and I have enjoyed every
moment of it. I also have a nephew who is special needs and he pushes me to be better and to help children like him learn and grow
and receive every opportunity available to them.
A quote that I live by and try to instill in my students is “Good, Better, Best, never rest until your Good is BETTER, and your Better is
BEST.” Personally, I try and accomplish this by doing little things daily to gradually learn and grow and improve. This is how I plan
my lessons and my semesters with my students so that they can grow little by little each and every day! Students can accomplish
this by developing effective study habits for them, by putting their best effort in everything we do, and by enjoying their time learning.

Interviews

Student - Jade

1. Tiffani Stickler is a student at Brigham Young University-Idaho. This fall is her
third semester. She is majoring in nursing at the moment. Tiffani grew up in
southern Arizona and graduated from Buena High School.

2. “I enjoy learning with others.”
3. “Well, the Red for Ed in Arizona. That is the change for education I have seen

for teachers. I also know Common Core has changed how my personal
education. It was introduced and more enforced.”
4. “When teachers are more involved, engaging, and when they repeat themselves
to reinforce, is when I learn better. I’m more of a visual and hands-on learner.”
5. “I think technology helps.”
6. “I think technology could be used with videos, like YouTube, advanced
programs, and hopefully Virtual Reality for hands-on learners.”
7. “Someone who knows what they are talking about, engaging with students, and
the assignments that are challenging but of value to learn and we understood it in
the end.”
8. “Honestly, worksheets and textbook work (busy work) is the least effective part
of my learning process that’s in the school system.”
9. “I can study my material based on how I study the scriptures.”
10. How do you learn best?
“I learn best visually and hands-on.”
11. Did/do you ever have a teacher that influenced how you felt towards the subject?
“Brother Fisher taught me in Bio 264. He was very engaging! He would not end
class unless every single student knew what was being taught. Class was never
officially over; after the official time, he would jump into reviews, in which
students would just stay and he would work on the board and review the content
just taught. I loved the subject after he taught it -- it made so much sense”

Teacher-Shannon

1. What is your educational background?
a. I graduated from Viewmont High School and then I graduated from Western Governors

university and now I’m going to Western Governors university to get my masters.
2. What do you enjoy about teaching?

a. I like to watch kids learn and succeed.
3. How have you seen education change?

a. Let’s talk about math. They have definitely changed how kids do math, so they have to learn
three or four different ways t solve the same problem, but they like it. It helps them to think differently.
Thinking back to when I was a kid, it has changed a lot. Technology has changed the way we teach.
4. What do you feel is the best teaching method for you?

a. I personally like to teach so everyone is engaged and participating in the learning so it's not
just me talking. Mostly, so they all feel comfortable participating so if I pick their stick, they feel
comfortable whether its the right or wrong answer. I teach with excitement to keep them engaged so they
don’t get bored.
5. Do you think technology helps or hinders learning?

a. Helps. They have grown up on the ipads, they know how to use them, it’s what they like. If I
let them learn on the iPad, they grasp it cause that’s what they are comfortable with. It enhances learning
by being on their level and they are more engaged.
6. How would you like technology to be used to improve the classroom?

a. Used throughout the whole day instead of part of the day. I have to share iPad lab with the
other first. It can be used in lots of different ways. There is so many ways and I could go on and on and
on. The way I use it is to help kids be more engaged in their learning. If we are using Nearpod, everyone
is engaged and answering questions. Programs that we use allow readers that are past first grade and
ones that are really slow are learning a whole bunch because it starts right at the beginning of reading.
Programs are customized to their individual reading and math levels. If their iPad is on their desk all day,
they can go back when they are done and go back on math apps to review what they learned. Do
programs where they continue to learn on their level instead of playing with playdough where they are
learning nothing.
7. What kind of expectations do you have for an effective teacher?

a. You have to love your students and respect them and they have to be able to respect you
and each other. I think respect is one of the key things that teachers can do is to respect students and
other teachers to have them feel that they are safe in your classroom. If you don’t do that, they don’t feel
like they are safe and don’t feel comfortable. That’s the key. And also, to be strict and positive with them.

Not too kind where you let them get away with stuff, but when you love them while being strict, that is
usually when students will listen to you.
8. In your opinion, what was the least effective part of the school system?

a. I don’t think they are very effective on getting kids the help they need as fast as they need it.
Student needs lots of help and we have to go through a bunch of loops to get help. There is a student in
my class who needs help and it's almost the end of the year, and we still don’t have the help she needs. I
realize that it is for legal reasons, but it’s a struggle to get kids into resource. They need to realize that
there is a need and make it simpler to get help. I think they should simplify the process to get kids the
help the need when they need it. Also, that we don’t have enough technology. Each classroom should
have their own iPad lab. Also, when they have random days off for who knows why.
9. Does the knowledge of the gospel of the Church of Jesus Christ of Latter-Day Saints affect your
teaching/learning? How so?

a. Yes. I look at them and know that they are all children of God. I know I’m taking care of
Heavenly Father's’ children whether it is at school or primary. Even though I can’t teach it, it makes me
see them in a different light.
10. How do the teachers you work with feel about the recent push for using technology?

a. Well, it depends on where you are teaching. At my school, we have teachers that have
been teaching for 20 plus years so its is very stressful for them to think about how to put technology into
the classroom. It wasn’t hard for me because I started teaching when it started coming out. I went to
technology classes and was excited about it. The other teachers are starting to grasp on to the idea as
they learn about it but did not want to do anything that was different than what they are use too. They are
catching out, but it stresses them out. We had a training on Nearpod and use it. They don’t go to the
technology conferences. If we have a training at faculty meeting, they will use it. The older teachers don’t
take much initiative to use it and learn about it themselves. The ones that are ready to retire won’t use
technology cause why learn about when you won’t use it.
11. What influenced your decision to become a teacher?

a. Well, I come from a long line of teachers. I always thought it would be fun. My favorite
teacher was in second grade and she was the best! She helped influence me. My Mom was in the school
as an aid and I would help her a lot. My Grandpa a teacher and I had an uncle, 2 aunts, grandpa. I always
wanted to and always like to teach.
12. What challenges do you see with the use of technology in the classroom?

a. Sometimes, the ipads go through a big update and you can’t have them for a week. One
time, we got the ipads and all the apps were gone. It doesn’t always work. Students don’t go off on to
different apps as long as you set the rules and are strict with them.

Professor - Abby

What is your education background?
I received a bachelor’s degree in Social Work from Arizona State University and a
Master’s degree in Education from Northern Arizona University.

How do you enjoy learning/teaching?
● Learning:
“Learning and teaching are my passion. I grew up in a home where education
and/learning were not a high priority. My parents wanted my sister and I to
succeed but did not have the educational background to help us reach our full
potential. Neither of my parents completed high school or ever pursued other
education in their adult lives. During my younger years I was almost forced to
approach education on my own and that environment created in me a drive to
succeed. I completed high school and then headed off to college. I attended a
community college in Arizona, then attended BYU in Provo, transferred to
Arizona State my senior year and graduated from there in 1996. Two years later I
completed my Master’s degree. Although my collegiate career has long since
passed, my love for learning has not. I continue to seek learning and
understanding and am grateful that a career in church education has allowed me
to experience continued growth.”

● Teaching:
“My love for teaching started from an experience that I had while in high school.
Thirty years ago, while living in Mesa, Arizona, I took a leap of faith and crossed
the street next to my high school to attend a release-time seminary class. My one
day of seminary changed the direction of my life and made a very positive
contribution to my future. The teacher who taught that day, taught the doctrine
with such power and clarity, that it motivated me to make changes in my life. A
few weeks later, I was invited by a friend to meet with missionaries. I was
baptized and a year later entered the mission field to serve a full-time mission. I
learned from that experience that teaching with power and authority truly can
change a person’s attitudes, behavior and direction. After I returned home from
my mission, I began teaching at the Missionary Training Center. I loved the
opportunity to teach each day from the scriptures and to prepare the young
missionaries to head out into the mission field. While at the MTC, I began to
contemplate how I could find a career that would allow me to have this type of
experience each and every day. I was encouraged to look into the Church
Education System, which at the time I knew very little about. I contacted the
religion department and began taking the Intro to Seminary courses at BYU. I
finished the required courses and my student teaching while at Arizona State
University. I was hired to teach and have had a wonderful career teaching
seminary and institute in Arizona, Washington, and California. Now I am here at

BYU-Idaho and am having the greatest experience ever. This campus is magical
and the spirit that I feel here drives me to want to learn more and teach better.”

How have you seen education change?
-Access to information
-Technology/resources
-Greater academic expectations, in that there is now a “built-in competition in education”
where students are now expected to be (and therefore must be) “exceptional, not just
good”.

What do you feel is the best teaching method for you?
As part of my BYU Idaho experience, I have adopted the teaching method and
philosophy of this university. My method is learning by engagement. Education must be
an interactive experience between students and teachers.

“The Learning Model, is based on three key steps: Prepare, Teach One Another,
and Ponder and Prove. Students come to each class prepared to learn by studying
assigned readings, completing required homework, and participating in online
discussions and pre-class study groups. Through instructor-led discussions in class,
students teach each other what they've learned--honing and refining their own
understanding in the process. Later, students internalize their learning through review,
reflection, and application.

The Learning Model's proactive, engaged approach to education is a defining
aspect of the BYU-Idaho experience that provides a pattern for continual learning and
personal development long after graduation.”

This is my approach.

Do you think technology helps or hinders learning?
I think Technology can both help and hinder learning. Technology is a great recourse for
both teachers and students. I can remember the days of going to the library, checking out
a stack of books, and then coming home to type out my research paper on a type writer.
The computer alone has been one of the greatest technological blessings to this
generation. Not only does the computer make things more efficient, but in connection
with the internet both students and teachers have access to unlimited amounts of
information. The downside of the internet is that not all of the information available is
accurate. We often here students say, “I know this is a fact, I read it on the internet.” The
access to inaccurate information can be detrimental to the learning process. I also think
another issue with this is that computers connected to the internet have hindered the
student’s ability to think for themselves. When questions arise today, the first reaction is
to “google it”. Although that is a good way to get a quick answer, I believe it has taken
from this generation the desire to think deeply and to come to conclusion on their own.

How would you like technology to be used to improve the classroom?

I think technology could be used to improve the distance learning process for those that
are unable to attend classes on campus.

What kind of expectations do you have for an effective teacher?
-Love what you teach.
-Love who you teach.
-Love your students enough to make them accountable.
-Love them enough to make them work.
-A teacher must do whatever is necessary to help a student be successful.
-Don’t make your teaching about grades, make it about people.
-A teacher must be prepared to be a usable vessel in the classroom.
-Pay the price to be academically solid within your field of study.

In your opinion, what was the least effective part of the school system?
-Teacher/student ratio in some schools
-Inequality in educational opportunities based on demographics
-Inability to weed out ineffective teachers

Does the knowledge of the gospel of the Church of Jesus Christ of Latter-Day
Saints affect your teaching/learning? How so?
Yes. Scriptures teach that the glory of God is intelligence. We understand that we have
an all-knowing God and the potential to become like Him. Because of this, the Church of
Jesus Christ of Latter-Day Saints emphasizes the importance of continued secular and
religious education.

Education philosophy
If I were to write an educational philosophy statement, after being here at BYUI it might
look something like this.

"My philosophy of education is that all students are of divine nature and have the
capacity to grow spiritually, intellectually emotionally, and socially. My mission is to build
testimonies of the restored gospel of Jesus Christ and to foster its principles in a
wholesome academic, cultural, and social environment (BYUI). Students who come with
diverse interests and ability will experience lifelong learning and employment when their
foundation is built upon a quality education. My desire is to create a wholesome, student
lead environment where learners and teachers work together to help all meet their full
potential. I will provide a safe interactive environment that will foster student participation
and accountability.”

Here are some other thoughts:
When I was teaching seminary and Institute for the Church Educational System, I

adopted their philosophy and mission which states, “The Church Educational System
(CES) provides educational opportunities to help Church members throughout the world
to become true disciples of Jesus Christ, with His gospel embedded deep in their hearts.
CES helps Church members become lifelong learners, deepen their spirituality, and
enlarge their knowledge and understanding of all truth (see G​ ospel Topic: Education)​ . A

major objective is to assist individuals in developing useful skills that will help them
provide for and nurture their families and allow them to lead and serve effectively in the
Church and global community. CES also seeks to build individual character within a
wholesome spiritual and social environment.”

Now that I am here at BYUI- My mission and approach to education is much the
same. I want students to have the best opportunity to learn and grow, to deepen their
understanding of sacred truths as well as to enlarge their general knowledge of all truth.
This opportunity is likely to be achieved when I implement the proven learning model that
is part of the BYUI experience. The Learning model/philosophy of BYUI is to make
education an interactive experience that includes both teachers and students actively
participating in the learning experience. This is from the BYU-I page and articulates well
what we are trying to accomplish.

“It's one of the classic images of higher education: a lecture hall full of students
listening passively while a professor discourses on the subject at hand. This kind of
disconnected, one-way interaction is not what you'll find in a BYU-Idaho classroom. At
this university, learning is defined by active engagement. Students are urged to take
charge of their education and be fully involved in their own learning.

This approach, called the Learning Model, is based on three key steps: Prepare,
Teach One Another, and Ponder and Prove. Students come to each class prepared to
learn by studying assigned readings, completing required homework, and participating in
online discussions and pre-class study groups. Through instructor-led discussions in
class, students teach each other what they've learned--honing and refining their own
understanding in the process. Later, students internalize their learning through review,
reflection, and application.

The Learning Model's proactive, engaged approach to education is a defining
aspect of the BYU-Idaho experience that provides a pattern for continual learning and
personal development long after graduation.”

What are the most and least effective teaching methods you have used/seen used
in the teaching field?
-Most effective method: BYU-IDAHO LEARNING MODEL (See Above)
-Least effective method: A teacher who stands and delivers information without
interaction with students.

As someone who has much experience with and passion for learning and teaching,
what advice would you give me and others who are looking into the teaching field?
“Make sure you’re teaching something you love. You’ve got to have love for the topic,
love for the subject, and what the subject does for the students. If they don’t, it’s drudgery
for them and for the students.”

Parent-Byron

Interview Questions

1. What is your education background? Bachelors in El Ed Minor in Bio, Associates of Arts
from Ricks. Teaching certificate

2. How do you enjoy learning/teaching? Volunteered in their classrooms and was in every
child’s classroom once a week.

3. How have you seen education change? Attitude of students. Sense of entitlement in
students and they expect to be told every detail. Ability to listen and follow oral
instruction has decreased. Technology is help to learn and complete task, research at
their fingertips, hinder that they get easily distracted, if they can’t read it they don’t listen.

4. What do you feel is the best teaching method for you? Herself, a very good student at
following instructions from a teacher, teacher teaches, talks in class in class. Children
mostly all over, Rylan prefers late deadlines, digital. Amree, Jaren, Brennen, Devin liked
specified deadlines, specify instructions in class as well as online.

5. Do you think technology helps or hinders learning? Both, students can do things no
other generation has been able to do but can be easily distracted.

6. How would you like technology to be used to improve the classroom? A source of
research, facilitate typing, deadlines beyond the class period.

7. What kind of expectations do you have for an effective teacher? Should have very clear
and well thought out objectives for their courses. Variety and fair assessment of
students. Multiple kinds of assessment projects throughout the semester. Clear rubrics
for assignments, feedback that is prepare.

8. In your opinion, what was the least effective part of the school system? Least effective
thing was time reading tests. Slow learners did not improve fluency, need more help to
actual learning. Also, provide clear examples for projects or models.

9. Does the knowledge of the gospel of the Church of Jesus Christ of Latter-Day Saints
affect your teaching/learning? How so? They learn principles of school through the spirit.
When they are really trying to live the gospel, they learn better. When they are living the
principles of the gospel, they have light and truth in their lives, which expands their
minds to have light and truth in all subjects.

10. What was different in each of your children’s educations? Mostly was very different from
the learning style and personality of that child. Structure of classrooms has changed.

Free time is spent with technology but then it was reading. Avid readers is very
important.

11. What do you think made the biggest difference in your children’s education? Students,
coaches, programs? Our home expectations, involvement in their school classes. Do
your best, realistic expectations, schedules, being an educated parent

Vice Principal - Kylii

Amber Anderson Paul is a wife to Devin Paul and mother to her two
children, Harper (2 years) and Anderson (6 months). They are currently in
Pflugerville, Texas. Mrs. Paul grew up in a small town in Georgia; she received her
undergrad at BYU and majored in Social Science Composite Teaching for
Secondary Education. Mrs. Paul did her student teaching in Intercity DC. It was a
junior high with primarily African American students. It was a very diverse school.
It was a very different experience than what she knew in Utah. But that is exactly
what she wanted. After her student teaching, Mrs. Paul got a teaching position in
West Jordan, Utah. In her first year teaching, she taught U.S. History and
Geography. She also taught a class on Youth and Custody rights. Mrs. Paul taught
a total of five years. Her last 2 years, she went to graduate school at BYU and
majored in Educational Leadership. She got a job at Evergreen Junior High in
Granite School District in South Jordan, Utah. She was placed as the Assistant
Principal. She was under all the discipline actions for school. This position gave
her new experiences and opportunities. Mrs. Paul is currently working for Master
Connect. She trains teachers on standard based grading and provides
professional development on teaching teachers how to grade by standard and not
by grade level. They are training teachers to provide proper intervention for
students.

Mrs. Paul said, “All students can learn at high levels, some may be slower than other, but they all deserve the chance.”
Students take longer than others, but depending on their level of education, they have the potential to reach high goals and
accomplish them. Mrs. Paul truly believed in the success of her students and provided the needs for them to learn at high levels.
She had the necessary interventions, individualized time, and accommodations for her students. As an assistant principal, she kept
this in mind when students would come to her office. She tried her best to help each student individually.
When Mrs. Paul became an Assistant Principal, she had more opportunities to have a say and really make a difference in the
education system. She saw a lot of change in school systems when interventions started for students. She was a big influence in
starting a program during school hours. The students that needed help most of the time were the ones who were not going to have
time after school for other programs because of home life and other situations outside of school. The RTI, Response to Intervention,
class period started shortly after. It allowed students to get help during the school day for those who struggled in home life and were
not taking away from extra curricular activities and lunch times. There has been a lot of growth and progress in different students
because of this program.

Technology has become a big part in the educational systems today. Mrs. Paul observed that students would participate
more when technology was involved. Technology makes students excited to learn. You want them to be excited about learning and
students appreciate when teachers are using technology to their advantage. Mrs. Paul’s school was the technology guinea pig in
their district. They were the first to try different things like iPads in the class and smart boards, things like that. She also observed
that sometimes it was used too much that students didn’t want to participate because it is such a normal thing to use in our normal
lives. When she went into different classrooms she noticed that when teachers were specific in their assignments, such as giving a
specific website and instructions on what to look for on a topic, the students were more interested and engaged in working. When
students were given a topic and no clear instruction, students would take longer searching all over the Internet and were not as
productive. Things out of the normal are what stick out to students and she noticed in her school, they were more involved when the
teacher put more effort into making the lesson enjoyable.

As an Assistant Principal, the expectations for an effective teacher varied. They looked for someone who was flexible,
who was able to work with students and peers. It was important for her to see that a teacher could have a classroom discussion. For
Mrs. Paul, it was important to see teachers could manage your own classroom. When expectations were not met, it’s important to
have a crucial conversation with your students. Those moments prove that you respect your students and you want the best for
them, but it shows that your students respect you as a teacher as well. Communication with parents, faculty, and students is huge.
Teachers, who are able to communicate in a professional manner, are very effective.

Being a member of the Church of Jesus Christ of Latter-day Saints has had a huge impact in teaching and educational
philosophy. “The gospel makes us unique in every decision you make in your class and office. It makes us look at our students as
children of God. Makes us treat students different,” said Mrs. Paul. In her situation, she was under discipline as an Assistant
Principal. She said, “It was good to have the gospel because when students were not making the best choices and not following the
rules, blaming things on other students, bullying, etc. in those moments I was able to choose to react in a certain because I knew
they were children of God and knew they had infinite potential.” Those moments caused her to step back and teach them in the way
the Savior would. Instead of making it a punishment, she was able to change it into a learning experience with the students.

Research

The Teaching Trend of Technology

By Jade Goodman

After searching for many different topics in the teacher trending world, technology is the
most apparent and offers multiple benefits. This digital age has transformed educator’s
instruction, assessments, and activities. Within these past five years, the digital curriculum has
emerged, leaving paper curriculum behind. Most of the classroom is consumed in a variety of
technology uses. This persuasive online environment has redefined the classroom across the
country.

Moreover technology in education, the teacher’s world is drastically shifting through
more exciting and engaging methods. In Marcus Guido’s article, “25 Easy Ways to Use
Technology in the Classroom”, he implements various ways. Some examples include,
previewing field trips virtually, quieting a noisy classroom, using videos for mini-lessons,
sharing online class calendar, and gathering student feedback. There are many ideas from this
article elaborating on the specific advancements students in their environments can experience in
a positive aspect. There are applications, videos, PowerPoints/slides, devices, sounds, and many
other technology trends that are available to utilize with any grade level.

In addition to digital application, there are four main trends to focus on: paper-based
textbooks are disappearing, digital curricula is increasing, ready access to a computing device is
the new normal, and constructive -- not instructive -- learning is winning the day (Cathie Norris,
Elliot Soloway in ​ 4 Educati)on Technology Trends That Are Redefining K-12).​ As paper-based
textbooks continue to disappear, technology-based curriculum is surfacing.

“Textbook publishers are cutting their workforces and regrouping to produce… digital
materials!”

- ​4 Education Technology Trends That Are Redefining K-12

Image from: http://www.teachhub.com/teaching-using-technology-classroom

As paper teaching is diminishing, the digital curricula is increasing. Curriculum is valid and
important for educators to teach. There are multiple digital curriculum industries available and
offered throughout a variety of countries. This article also elaborated on teachers not being
expected to have the time nor professional background to create their own extensive curriculum
and materials for an entire year.

"Research tells us that high-quality, aligned instructional material is important in helping
teachers support their students…"
- Bob Hughes, Bill and Melinda Gates Foundation

Maintaining and providing devices within the classroom is considered the new normal. These
opportunities and main-streamed ideas are far more advanced than ever before. Has the older
generation ever mentioned to you how difficult it was to find information -- and now it literally
is at our fingertips? This convenience is being taken to its full advantage, as it should. There is

new concept mentioned in this article -- 1-1. This means every student receives one smart device
to learn. But don’t stop there, continue to help every student gain this experience and then some.
These trends all are included in CONSTRUCTIVE learning, not instructive. The new prediction
for education K-12 redefinition:

“As digital curriculum and 1-to-1 (nay, 1-to-many) continues to increase, as teachers become
more comfortable and effective in exploiting their 1-to-1 classrooms, and as teachers feel the

increasing joy filling out their 1-to-1 classrooms, classrooms will increasingly become
makerspaces, classrooms will increasingly become hotbeds of inquiry and collaboration”

-​ 4 Education Technology Trends That Are Redefining K-12

Image from: http://www.teachhub.com/pros-cons-technology-classroom

There are many trends within the teacher world today. The most apparent and impactful
trend is the technology changing and influencing every classroom across America and many
other countries in the world. The ways teacher communicate with their students will forever be
influenced by digital technology.

Citations:
Cathie Norris and Elliot Soloway. “4 Education Technology Trends That Are Redefining K-12”.
THE JOURNAL. April 3, 2017.
https://thejournal.com/Articles/2017/04/03/4-trends.aspx?Page=1

Marcus Guido. “25 Ways To Use Technology in the Classroom”. Prodigy. February 16, 2017.
https://www.prodigygame.com/blog/ways-to-use-technology-in-the-classroom/

Project-Based Learning

By: Kylii Anderson
It is easy to get bored of one teaching style. Not everyone learns from reading out of textbooks, watching a
documentary, or writing a paper. The style of teaching has changed overtime. Every year there are new trends that
teachers start and experiment with in their own classrooms. Technology has become a big trend in the classroom,
peer learning is popular, and others. Project based learning has become a constant trend throughout the years that is
effective to this day.
Through Project based learning, students will learn to develop personal investment in the material if they
are truly engaged in activities that relate to real world problems. Teachers will present a new curriculum with the
end in mind. Whether it be an art project, a writing assignment, a poster, etc., they will have to perform little things
such as research, group work, maybe a field trip, to gather all the knowledge they need to complete the end project.
There are five key parts to project-based learning. First, there needs to be a problem that needs to be solved.
Teachers can provide questions for students to answer. Next, they need to search and explore the question. Problem
solving is essential for students to learn. This is an ability they will need for real life situations. Students will need to
know how to look for evidence in books, from their peers, other resources, etc. They learn to find and apply these
important ideas. Third, they interact with other students and the teacher. This helps develop social skills. It is a way
for students to learn how to interact with people who are different than them. They can collaborate ideas and help
one another. Fourth, students are supported with the use of technology that helps them participate in activities that
are normally beyond their abilities. Technology has come a long way and has provided students with a way to gain
more knowledge in different ways. Last, students create a tangible product that addresses the solution to the question
from the beginning of the assignment. These projects are presented to one another in the classroom to show proof of
what they learned in the process.
Students need a motivator to get them to want to learn. It’s not fun to come in a classroom that has no good
influence on positive learning. The teacher’s role is to provide ways for students to retain the information.
Technology is part of our everyday lives, and when students get in the habit of doing the same thing everyday, it is
hard for them to have the desire to learn. “In project based learning, students engage in real, meaningful problems

that are important to them and that are similar to what others do in real life,” (Kracjik, 320). With project-based
learning, students can gain more experience in the classroom, and use those moments to reflect on in the real world.

The most important step is finding a good question, a challenge for the students to spark that desire to learn.
The project needs to inspire them to want to search and learn. It gives them a chance to find information that is
meaningful to them. Students will learn to gather information and organize it. The question or project gives the

students motivation to continue learning. With these
projects, it helps students see the importance of
questions and problem solving. It helps them
understand the importance of seeking and reading all
content. It leads to skills that can be used in
everyday life.
With project-based learning, students are gaining
more social skills and learning to collaborate with classmates. Being in the classroom provides opportunities for
students to meet people with different qualities and talents. Students don’t get those chances when in their homes
surrounded by family. School gives them the chance to interact and problem solve with others. This can be helpful
for the future when students will have real world jobs and will need to work with others in an office, in a business,
and other career. There are many students who struggle with communication. Project-based learning helps
encourage and influence talking with peers and the teacher.
Technology has become a big influence in schools as well. Project based learning provides an opportunity
for students to explore in ways they may not be able to with textbooks or their peers. Teachers allow limited use of
technology; they set boundaries on what is appropriate. Teachers can suggest the best ways to research and help the
students learn how to use the Internet correctly. This provides students with a chance to explore in others ways that
they might in everyday situations.
Project-based learning is a model that organizes learning around projects. projects are complex tasks, It’s
based on challenging questions or problems, that involve students in design, problem-solving, decision making, or
investigative activities; give students the opportunity to work relatively autonomously over extended periods of
time; and culminate in realistic products or presentations (Thomas, 1). There are many ways a teacher can put these

concepts into practice. One way a teacher did it was she raised a question to her 3​rd​ grade class, “How are we going
to sell a haunted house?” Their project was going to be creating a haunted house, but the students had to write about
it first before they could paint and decorate a house.
She was starting to teach the students how to write
using sensory details. A lesson was given on what are
sensory details, taste, touch, sight, smell, and hear.
They did their research; they looked up different
haunted house and saw different things in images.
They began there writing assignment by describing
how their house became haunted. They used sensory
details to express what the house was like. In the end they had to convince someone to buy the house. Once they
finished their writing, they were able to create their haunted housed with paint, paper, markers, etc. They worked on
this project for about two weeks, they had to perfect their writing. The students were motivated because it was the
Halloween season and they were interested in creating their own stories. These ideas can be implemented in real life.
Maybe creating an selling your own home, trying to help someone understand an experience you had using details.
The skills students learn in class and very applicable to the everyday life.

Krajcik, Joseph S. P​ roject-Based Learning.​ tccl.arcc.albany.edu/knilt/images/4/4d/PBL_Article.pdf.
Thomas, John W. A​ Review of Research on Project-Based Learning​. Mar. 2000,

documents.sd61.bc.ca/ANED/educationalResources/StudentSuccess/A_Review_of_Research_on_Proj
ect_Based_Learning.pdf.

The iPad Movement
By: Shannon Palmer
Education today is viewed as a one size fits all scenario. Because most children in one grade can
accomplish certain skills, why shouldn’t all children that same age be able to do the same thing? This is not the case.
“A one size fits all approach to learning does not work and teachers need to have access to every available resource,
including iPad technology, to individualize learning” (Minicozzi, 2018). The one size fits all approach to education

will not meet the needs of all the students in a classroom.
Think of any subject whether it be math, history, or English,
there are students who are below the set grade level. The
question remains, how do we help these children catch up to
their peers without holding their peers back?

iPads are becoming more common in schools today
and could be the answer to this problem. People will argue
saying that allowing children to use technology will not
enhance their education. They see technology as a way to
play games, waste time, and don’t see the educational value.
However, studies have been done to see if using iPads
actually help students learn. One of these studies was to see if a teacher’s teaching experience had an impact on the
effectiveness of the iPads and the study proved that how long a teacher had been teaching had a negative effect (Liu,
Ritzhaupt, Dawson, & Barron, 2017). A teacher that had been teaching for a long period of time didn’t have the
same success as the new teachers. These teachers were trained how to teach the “old school” way by using paper
books. Technology was not as advanced and was a lot more expensive, so it would have been illogical to train these
teachers how to incorporate technology into their curriculum. It simply wasn’t an option then.
The results of this study showed that teachers who were comfortable, confident, and had more experience
teaching were able to successfully integrate technology into their classroom (Liu, Ritzhaupt, Dawson, & Barron,
2017). These teachers have received trainings on how to use technology. They know what apps can actually help

students learn and have used them enough in the classroom that the students know how to use them.

Switching from a paper and pencil curriculum to a digital curriculum can be a difficult switch to make.
Thankfully, there are trainings available for all teacher to learn how to use technology. Studies have shown that
teachers who are trained “with appropriate training, teacher candidates have the ability to effectively integrate iPad
technology into lessons which benefit student learning” (Minicozzi, 2018). There are many apps and programs that
can help individualize learning. A class can pull out their iPads, use the same program, and learn at their own level.
One first grader may be learning reading skills at a kindergarten level while another student in the same class can be
learning reading skills at a second grade level. Within the last few years, Imagine Learning and Nearpod have been
two programs that can be done in the classroom on iPads to individualized learning and help students succeed.

Imagine Learning is one of many computer-assistive intervention programs that allow students to learn at
their own level and at their own. When students first log on to the program, they are tested to see where what level
they are at. Students start learning at the level they are tested at and moves them on to the next unit when they are
ready. “The purpose of the program is to extend the learning for students, not replace it” (Russo, 2018). Imagine
Learning is not designed to take place of classroom learning. The teacher is still responsible to teach the students
the curriculum. Imagine Learning purpose is to provide support and instruction to those students who are below

level. Students have the opportunity to focus on the skills they need to work on, on the level they are one, and they
are able to progress at their own rate.

Nearpod is an application that has grown over the last few years. It came out in the summer of 2012 and has
been used to help students interact and be engaged in the learning process (Delacruz, 2014). It engages your whole
class in a way that allows the teacher to assess whether or not the students understand the materials being taught.
Nearpod is a glorified powerpoint that enables
students to see the lesson on their own iPads to be
more involved and engaged in the lesson. Students
are able to answer questions on their iPads by
matching, writing, drawing pictures, and many other
ways.

One English Language Learner (ELL)
student commented about Nearpod, “It had a lot of
things that you can do. There were quizzes and
questions. It was also good to draw what we thought
a word meant. We got to share and explain what our picture was about” (Delacruz, 2014). Students like the
interactive quality to using Nearpod and that keeps students interested in the material. They are actively engaged in
the learning process by taking the quizzes, answering questions, and more. The teacher isn’t the only one in the class
talking, but the students are actually answering questions and learning from their peers comments and answers.

Some say that using iPads is waste of time and children should be taught without technology. However,
iPads can help children learn if the teacher has proper training on how to effectively use them. Imagine Learning and
Nearpod are two of many programs and applications that can enhance learning in the classroom. Students who are
behind are able to catch up to their peers at their own pace and starting at their own level. Students also have a more
interactive experience as they answer questions and take quizzes in a fun way that students actually enjoy. Instead of
steering away from integrating technology into the classroom, lets learn how to use it in a way that will enhance
education that will enable students to learn they way the want to learn.

References:

Delacruz, S. (2014). Using nearpod in elementary guided reading groups. TechTrends, 58(5), 62- 69.
doi:h​ ttp://dx.doi.org.byui.idm.oclc.org/10.1007/s11528-014-0787-9

Liu, F., Ritzhaupt, A., Dawson, K., & Barron, A. (2017). Explaining technology integration in K-12 classrooms: a
multilevel path analysis model. Educational Technology Research & Development, 65(4), 795–813.
https://doi-org.byui.idm.oclc.org/10.1007/s11423-016-​ 9​ 487-9

Minicozzi, L. L. (2018). iPads and pre-service teaching: Exploring the use of iPads in k-2 classrooms. The
International Journal of Information and Learning Technology, 35(3), 160-180.
doi:h​ ttp://dx.doi.org.byui.idm.oclc.org/10.1108/IJILT-05-2017-0032

Russo, M. (2018). The effectiveness of imagine learning as a tier II intervention (Order No. 10826940). Available
from ProQuest Dissertations & Theses Global. (2100708088). Retrieved from
http://byui.idm.oclc.org/login?url=https://search-proquest-
com.byui.idm.oclc.org/docview/2100708088?accountid=9817

Technology in the Classrooms
Byron Anderson

Technology is changing everything; why should it not change how we learn in school as well?
There is an interesting video called “I Just Sued the School System” by Richard William, whose
YouTube username is Prince Ea. This video does not only talk about technology in the classroom
but also about how the school system is the same as it was 100 years ago. But, at the same time,
it shows some amazing advances in technology that has better our world but says that they
school system is not applying these same technological advances in school. This video was made
over two years ago, but now days, many schools around the United States and beginning to
recognize just how important technology can be in the future generations lives.

For teachers getting their degree online at Walden University, they are required to take 12 credit
courses about how to use technology in the classroom in order to receive their degree, besides
the fact that their entire workload is on the computer. I personally like this, that teachers should
not be allowed to teach with their degrees without some sort of background with the technology
that they should be using in the classrooms. There are teachers that are teaching today that got
their degrees in the 1990’s and maybe even earlier and technology was new to the classroom at
that time. Those teachers should have to take a course to learn the technology. I am sure that
many of us has had to deal with teachers who are constantly having struggles with their
technology and they have no idea what they are doing and it disrupts the classroom. Or you have
those teachers who absolutely refuse to use technology because they do not like it or are afraid of

using it at all. Every teacher should be required to know certain things and that every student
should be required to do certain things in the computer lab or with technology. If we hold these
students back from technology, they will not be ready for the future, because the future is all
about technology.

One great app that teachers can use is called Nearpod. It is an all-inclusive app that allows you to
do nearly everything all within one app. It has a presentation tool (similar to PowerPoint), you
can create and take quizzes, polls, tests, use drawing boards, discussions chat rooms. They can
also view images, explore web content that has some guidance, and view videos. And it is all
free! Some schools may have teachers use specific apps, perhaps they have signed a contract
with that company, but many allows teachers to use any that they please, as long as they are
deemed appropriate by the administration.

“If we teach today as we taught yesterday, we rob our children
of tomorrow.” John Dewey

There are many apps out there similar to Nearpod that can be used or similar websites, but it is
difficult to find ones that work well. For example, here at Brigham Young University Idaho, we
have gone through three different websites in my short two and one half years attending this
wonderful school. There was iLearn whichever version, then iLearn 2.0, and now we are

currently making a switch to canvass. Elementary schools do not need to bother with such an app
or website, but for one more thing that a single app or website does, that is one less thing that a
busy teacher has to worry about or think about.

One big thing that continues to get updates and improve is the smart boards that many schools
are beginning to use. My school was one of the first in Wyoming to get smart boards. I was in 6​th
grade and every single classroom receive one in the school district. My teacher that year was in
her 60s and she struggled to use it at the beginning of the semester and eventually just gave up
on using it and decided to instead do things the way she had always been doing them.
Later on in middle school and high school, teachers got better and better at using them with
constant practice but one of the biggest problems was how temperamental they were. They had
to constantly be recalibrated and updated. But when they would work they were very effective.

Some of the great and wonderful benefits is the teacher could prepare something and broadcast it
so the entire classroom can see rather than having to print out a copy for everyone like they use
to have to do. They can watch videos on there, have games, have students come up and draw or
write something on the board and it can easily be erased. One thing that my teacher would do
that was really fun in geography class was use google maps on the smartboard. Instead of just
looking at pictures in books from places around the world, we would use google maps and
“walk” around and view everything we could. It is about as close as you can get to actually being
there.

Another really nice thing for a smartboard is they are low maintenance. I remember the
chalkboards back in the day and how gross they were with years and years of work. Then the
whiteboards where not much better. Sometimes you get the student who accidently used a
permanent marker on them or that have been used so much that they are no longer white and had
to be replaced. With smartboards you can just click a button and it is cleared and if you made a
mistake there is a way to bring it back up. You can even pause and save their work and go back
to it, rather than debating to keep going on with the lesson, save the work on the whiteboard, or
to just erase it all and move on.

The last thing that I want to focus on is the proven success rates of classrooms who use
smartboard versus those that do not. It raises test scores, improves student learning, enhances
literacy, boosts attentiveness and increases comprehension. One of the statistics I found stated
that test scores increased by 10 percent across the board.

Technology trends are continually changing and soon the smartboards may be outdated and we
will have to move on from them and use an entire new program, but as teachers we must be
ready to embrace the changes as they come our way, otherwise we may not help the students of
the future properly.

https://www.youtube.com/results?search_query=i+sued+the+school+system
https://www.waldenu.edu/online-masters-programs/ms-in-education/curriculum/
https://teachbeyond.org/news/2018/05/using-technology-classroom

Cooperative Learning: Implementation and Benefits

by Abby Stokes

In today’s world, the diversity of students, learning preferences, and academic potential has skyrocketed to
new heights. This increase, however, requires even more diverse and effective ways of teaching said students. One
of these new effective ways is Cooperative Learning (CL), a recent teaching trend that is rapidly gaining credit and
popularity all over the world.

Cooperative Learning, as described in Mahbib’s article, C​ ooperative Learning (CL) as 21st Century’s
Teaching Method in Improving English Proficiency among Primary School Student: Teacher’s Perception,​ is “a
successful research-based teaching strategy in which small teams of diverse students use a variety of learning
activities to improve their understanding of a subject” (Mahbib, 2017). Cooperative Learning has five basic
principles of academic and well-rounded success for the students.

The first principle is interdependence. In order for students to become interdependent, each student must
have an individual responsibility or assignment to fulfill that also works towards the learning goal of the group as a
whole (Mahbib, 2017). The success of the group depends on the actions of each and every member (Köse, 2010).
The second principle of Cooperative Learning is individual accountability. Just as it sounds, each student has his or
her own duty to fulfill, and each student must be accountable for how he or she performed in accomplishing the
tasks.
The unique combination of individual accountability and working toward a common goal with others helps teach the
students new social skills like how to cooperate and interact with other people face-to-face (Köse, 2010). This third
principle, face-to-face interaction, leads to the development of even more social and collaborative skills (the fourth
principle), such as increased self-esteem and the ability to communicate with others (Köse, 2010).
The fifth and final principle of Cooperative Learning is group processing, which “exists when group members
reflect on how well they are achieving their goals and maintaining effective working relationships and then make
adjustments accordingly” (Mahbib, 2017).
As simple as these five principles are, the benefits they lead to are immense. In a study done by Constance Ellison
and several of her colleagues where they implemented three different learning preferences, cooperative, competitive,

and individualistic, in elementary school classrooms, results were the most successful for the cooperative learning
process. The study showed that:

…Cooperative learning … facilitate[d] learning and performance in social studies, reading vocabulary,
comprehension and achievements, mathematics education, the physical sciences and physical education.
Indeed, cooperative learning consistently has been shown to produce significantly higher performance and
motivational outcomes than do the more traditional classroom learning strategies. (Ellison, 2005)
In a similar study done by Sacit Köse and his colleagues on the effects cooperative learning would have on
eighth graders’ academic abilities, they report that the profits for the students were “multidimensional” (2010). Not
only did the students’ academic performance in each of the school subjects improve, they also developed greater
“upper level mental abilities, …retention, recall, transfer, motivation, and attitude” (2010). In addition, these
students have better communications skills, higher self-esteem, increased social development, and an increased
capacity to express themselves and their thoughts, as well as understand and respect the thoughts and feelings of
others. Due to the development of all these new skills, the students are able to relate to other people, especially other
classmates, on a deeper level and make more lasting friendships (2010).
With all of the benefits to Cooperative Learning, there has been a push worldwide to see how this learning
method can be implemented and what problems teachers may run into. One such study done in primary (elementary)
schools in Malaysia by U. Mahbib and his colleagues on how CL could be implemented to more effectively teach
English to the students. Though it was reported that the teachers were more comfortable with the more traditional
and established curriculum and teaching methods, including a heavy preference for the national Malaysian language,
this reluctance to use cooperative learning was mainly due to how “the teachers’ level of CL knowledge shaped their
perception of the factors affecting its implementation in the classroom” (2017). Results showed that about half of the
participants were categorized as having “limited” understanding of CL principles and implementation, and 60% of
the other half had only “general” knowledge and understanding regarding CL (Mahbib, 2017). Most teachers
thought CL was simply group work, nothing more, and thus could not recognize the true face and benefits
cooperative learning had to offer.
The teachers with “limited” and “general” knowledge and understanding of cooperative learning also had
the hardest time with planning and control, namely how to effectively plan for cooperative learning in the classroom

and how to maintain the balance between “teacher control and student autonomy” (Mahbib, 2017). Most of them
had only really had experience with the “teacher-directed” learning environment where the teacher is in control and
the students submit and obey to the teacher’s will, and thus the idea of “student-directed” learning required a whole
new level and way of planning and confidence and trust in the students (Mahbib, 2017).

The study finally concluded that “finding that most teachers in the sample had limited knowledge and
practice of CL reinforces the need for the embedded design of CL pattern language in teacher training and
continuous structural support for the implementation of CL in primary schools” (Mahbib, 2017). In other words, due
to the discovery of the lack of knowledge/understanding and practice of Cooperative Learning in the teachers of
these researched classrooms, there is a new awareness that teachers, and not just those in Malaysia, need to receive
training regarding CL and its implementation in schools.

When teachers are trained in this new method of teaching and learning, and whatever the struggles,
insecurities, and unknowns they may face in their journeys to implement CL in their own classrooms, the benefits
Cooperative Learning will have for the students are immense, life-changing, and worth it in the end.

References
Ellison, C. M., Boykin, A. W., Tyler, K. M., & Dillihunt, M. L. (2005). Examining classroom learning preferences
among elementary school students. ​Social Behavior & Personality: An International Journal​, 33(7), 699–708.
Retrieved from
https://byui.idm.oclc.org/login?url=https://search-ebscohost-com.byui.idm.oclc.org/login.aspx?direct=true&db=pbh
&AN=18752820&site=eds-live​.

Köse, S., Şahin, A., Ergü, A., & Gezer, K. (2010). The effects of cooperative learning experience on eighth grade
students’ achievement and attitude toward science. E​ ducation​, 131(1), 169–180. Retrieved from
https://byui.idm.oclc.org/login?url=https://search-ebscohost-com.byui.idm.oclc.org/login.aspx?direct=true&db=muh
&AN=54592243&site=eds-live​.

Mahbib, U. K., Esa, A., Mohamad, N. H., & Mohd Salleh, B. (2017). Cooperative learning (CL) as 21st century’s
teaching method in improving english proficiency among primary school student: teacher’s perception. ​Pertanika
Journal of Social Sciences & Humanities​, 25S, 39–53. Retrieved from
https://byui.idm.oclc.org/login?url=https://search-ebscohost-com.byui.idm.oclc.org/login.aspx?direct=true&db=hus
&AN=128930373&site=eds-live​.