To be a successful teacher I must follow a coherent sequence of learning activities, that is aligned to instructional goals, and is designed to engage students in high-level cognitive activity. If I do not follow a coherent sequence of instruction, the necessary prerequisites needed will be missing, and I will not be properly scaffolding my students educational needs. Along with following in sequence I need to make sure my lessons are appropriately differentiated for individual learners, instructional groups are varied appropriately, and there is some opportunity for student choice. 
         My extensive use of manipulatives allows me to teach students at all levels in a fun and unique differentiated way, engaging all learners in higher-level thinking. As I get to know more about each of my students’ learning abilities and styles, I can begin to group them differently, depending on the instructional goal. I can begin with a lesson that follows a coherent sequence. Then create break-out groups to keep students engaged, and using Bloom’s Taxonomy as a guide to allow students to get to the next level of Bloom’s cognitive domain. By allowing students to choose their activity or grouping, I can give them the responsibility to continue with the lesson and teach each other.
         Using other materials prepared by other people, like the math rounding poster above, is an excellent resource. I believe that if it helps the students learn and retain the lesson material and instruction then it should be used. In my lesson evaluation, I am commended on my use of a lanyard activity, which is described in the attached lesson plan. I consider myself a creative person, but not all people are and if someone needs assistance the best practice is to ask for help, whether it is a student or a colleague.