Technology Integration Plan & Podcast

Angela Nix
UbD Unit and Plans to satisfy the requirements of FRIT 8530 Applications of Instructional Technology Main Subject Area: Math (Geometry) Grade Level: First Grade

Professor Kenneth Clark Georgia Southern College Statesboro Georgia Fall Semester 2011

Introduction
Each student has a learning style unique to them, and these styles can be valuable instructional design resources. It is essential as an educator to find what works best for each student so that they will understand the knowledge that will be introduced to them. According to Howard Gardner, An important part of that understanding is knowing who we are and what we can do. (Howard Gardner 1999: 180181)Not only will learning styles be addressed in this learner analysis, but several characteristics that learners differ in, as well as strategies that will be used to master the standard. In agreement with the Georgia Performance Standards, the instructional goal that will be focused on for this learners analysis will be MKG1. Students will correctly name simple two and three-dimensional figures, and recognize them in the environment. A-E are also a sub goal under this standard. This standard is an important standard to address in students this age. Shapes surround us in our world everywhere we look, and its important for students to view the world in ways where they can visualize the shapes that make up the big picture.

Academic Motivation
Motivation is a highly important necessity when it comes to students in a learning environment. Whether or not motivation is present, deciphers the success of the lesson dramatically. The four categories of the ARCS model can offer support in each of this area. The areas are: attention, relevance, confidence and satisfaction.

Attention: Given a Geometry Podcast and a presentation with pictures the second grade students will be hooked to the lesson by seeing how shapes surround us in everyday life. Relevance: Given access to the web, resource tools, library books, a student will learn about new three-dimensional shapes, the names of shapes and how they are relevant into their everyday surroundings. The students will be made aware of the goal they are to meet. The naming of shapes and their shape project will be the main goals. Confidence: Given the presentation the students performance will be increased due to their excitable behavior created from watching the presentation. They will also be shown how to maneuver through shape programs to create their own masterpiece and have many success opportunities. Satisfaction: Given an assignment to name the shapes, and also a program to use the shapes to make an object that has the particular shapes in the object, the students will show what they have learned, and be satisfied with the reward of their final project which will be displayed in the hall.
Instructional design is concerned with factors that influence how well a person will be able to acquire, recall, and use new knowledge and skills. These are the factors that together with effort, the outcome of motivation, have a direct influence on the quantity and quality of a persons performance. (Smith, Mark K. 2002, 2008) In order to motivate special needs students, several things need to be taken into account. Students in this target group have similarities and differences- some of which are the special needs of some students. When considering vision, Several techniques can be used in visually impaired students, the most important being that teachers form an individual bond with the students. Several students mentioned teachers who expected excellence and pushed them to achieve excellence helped in an increase in increasing their knowledge base Also, by providing an equal opportunity to learn reminded them that a

visual impairment was not that of a mental impairment( Chang, S., & Schaller, J. 2010). When concerning ethnicity The U.S. Department of Education also reported that pre-service teachers had "feelings of inadequacy for teaching students of color, specifically addressing the needs of non-English speaking students or students from diverse cultural backgrounds" (Schellenberg, R., & Grothaus, T. 2009). Another source goes on to say, The observations by trainers, coaches, principals, other teachers, and central district administrators also help to validate data on teacher and student performance, (Keller, J. M. 1987)

Motivational Strategies
In order to motivate the students in this group, I will use three means of motivation: technology, cooperative work, and manipulatives. The majority of students love these three strategies, and data has proved that they will succeed given these strategies; therefore, I feel I will get the most out of their potential. The student that is overcoming learning English as a second language will also benefit from these strategies. According to one article, Other studies of programs using cooperative learning that have documented positive effects include Spanish-to-English transition approaches ( Caldern, M., Slavin, R., & Snchez, M. 2011) When discussing cultural differences, another article stated; Research indicates that students with higher levels of self-esteem attain higher levels of academic achievement (Schellenberg, R., & Grothaus, T. 2009) Another strategy that should be put in place when dealing with cultural issues especially concerning English learners is professional learning. According to reviews of professional development studies, teachers who work with English learners found professional development most helpful when it provided opportunities for hands-on practice with teaching techniques( Caldern, M., Slavin, R., & Snchez, M. 2011). All students in the target group are diversified, but a few have special needs besides cultural and ethnicity differences, Two students in the group have special issues with vision and hearing, According to reliable data In addition to highexpectations CCTVs were used to ( closed circuit TVs) as well as enlarging fonts on computers through Microsofts ease of access use which enables fonts to be larger and hear text and descriptions.( Chang, S., & Schaller, J. 2010). When dealing with hearing issues, The hearing impaired are not able to determine the volume at which they should be speaking. They get the feedback from listeners mainly by lip synching and facial expressions which hardly tell them at what volume they should be speaking. Provide a multi microphones live feeding to a PC. (Deepa, R. R., & Amsaveni, R. R. 2010). All these strategies could be easily put in place in a computer lab setting. A diversified geometric math lesson full of an array or strategies or differentiation is easily obtainable using the data compiled here.

Learner Characteristics
Knowing the characteristics from each learner will greatly improve the success rate to exceed in knowing the standard of geometric shapes. There are many characteristics of each learner; therefore I have chosen the cognitive
General World Knowledge Cognitive Character-istics Math Language and overall reading level

Develop-mental Level

characteristics that I think would benefit the student most. To summarize the learner cognitive characteristics, it can be viewed easily from a graph. Knowing and obtaining data from this aspect allow the analysis to show what questions should be asked upon introducing the new topic of three- dimensional shapes. Among the characteristics are also our types of disabilities that might influence the design instructions of this unit; cultural differences, hearing impaired, vision impaired and ESOL.

Accommodations
Many accommodations have been made throughout this achievement to acquire the knowledge of the standard given. The most used accommodations are listed: 1. Screen Magnifiers ( for vision impaired students) 2. Visual representations and mathematics manipulatives provide excellent opportunities for students to see and touch while repeatedly hearing and saying the new words. (Cirillo, M., Bruna, K., & Herbel-Eisenmann, B. 2010) 3. Positive feedback for higher self-esteem. For the hearing impaired children, it is an age when children recognize their hearing loss and begin to accept it. They also begin to realize more fully the difference between themselves and hearing children so positive feedback is essential. (Acua, J. E., & Bugas, R. Q. 2010). 4. Personalization of instruction (Keller, J. M. 2008) 5. Several techniques can be used in visually impaired students, the most important being that teachers form an individual bond with the students. An encouragement to excel brought forth increasing results. (Chang, S., & Schaller, J. 2010) 6. Specialized Keyboards are useful for people with physical disabilities. Vendors include intelliTools, maker of IntelliKeys, an enlarged keyboard.(Cummings, E. O.2011) 7. Speech Recognition Systems for Computers convert instructors' speech to text or Americon Sign Language for hearing-impaired students. (Cummings, E. O. 2011) 8. Cooperative learning- Being aware of others emotions and feelings and needs, and being able to establish and maintain cooperative, constructive and mutually satisfying relationships will promote an optimistic and positive impression to the student and the new knowledge being assessed (Acua, J. E., & Bugas, R. Q. 2010) 9. Parental involvement- Parental involvement is mentioned in many peer reviewed articles and has shown proven positive results. * This research is an attempt to identify those strengths and weaknesses so social and cognitive development can proceed and the students are better prepared to face the future. Although, the standard highlighted is mathematical in knowing geometric shapes, many other positive aspects will occur according to this learner analysis.

Title of Unit

Learning Geometry with Style.

Grade Level

First Grade

Stage 1 Identify Desired Results

List the understandings of your unit:

Their entire environments are surrounded by Geometry. The concepts of basic geometric shapes and spatial relationships of concrete objects. 2-demensional objects are plane shapes and 3-dimensional objects are solid figures. Composing shapes is combining one or more shapes to make a figure.

Essential Questions
Overarching Questions: Topical Questions:

What is Geometry? Where do you see Geometry? Why do we need shapes in our environment? What words can I use to describe a geometric shape?

What is the difference between a plane shape and a solid shape? What shapes are used to create a house? How can a shape be described? What are the attributes of a shape? What shape have you created by adding two or more shapes together?

Georgia Standard:

GEOMETRY
M1G1. Students will study and create various two and three-dimensional figures and identify basic figures (squares, circles, triangles, and rectangles) within them. a. Build, draw, name, and describe triangles, rectangles, pentagons, and hexagons. b. Build, represent, name, and describe cylinders, cones, and rectangular prisms. c. Create pictures and designs using shapes, including overlapping shapes.

Evidence Performance Task(s)

Goal: Students will be able to create, analyze and represent shapes in order to understand how Geometry is everywhere in their surroundings. Role: Teacher will be a facilitator in the role of these tasks. Audience: First grade students Situation: In a 24 unit computer lab setting. Product Performance and Purpose: The students will gain new eyes to shapes in our world, and instead of shapes they will become the study of shapes- Geometry! The final ending will have students gain new perspectives and new understandings and will be shown throughout their tasks. Standards and Criteria for Success: Students will meet the standard for M1G1 and meet benchmarks the MAP test geometry section, pass the written quiz and finally turn in a welldesigned and well-thought out shape project. Each student must be satisfied with their own selfreflection.

TWO PERFORMANCE TASKS (*Endnotes are inserted throughout to show how facets are used throughout tasks)

1.Class Geometry Wiki

A student who really understands shapes will be able to justify and explaini why shapes are linked to everything in our surroundings and they shapes are not just shapes they are Geometry. The class will learn how to interact on a premade wiki by the teacher. On the wiki will be the Geometry Podcast that all students will view. Podcast will be shown to class as a whole

and then again independently so they can reflect on the Podcast by describing their home in geometrical terms. A past experience page will be added to the wiki to get the students thinking and activating their prior knowledge, the Podcast will help spark prior knowledge. They will all post an answer to the questions noted above. For example, What is Geometry to you? And, What role does Geometry play in your life? I will post Geometry facts and pictures throughout the wiki to inspire the students to Think out of the box. The wiki will have a page titled Shape Designs and each student will post a picture that they have copied from Sumo Paint (task 2) under this page. All students will get to see everyones work so they will be able to judge (show empathy) and comment on their work v/s other students as well as grasp different ways of thinking and expand their views.

2.Class Shape Project

Prior Knowledge will be displayed by class discussion led by essential questions and topical questions after viewing Geometry Podcast. Each student will create a document/project/drawing with a program they have already been introduced too entitled Sumo Paintii. It has 3-D capabilities which will be very authentic to the students. The instructions are to create a unique design to show how shapes can be joined and merged in ways to create objects that appreciated, valued or treasured. Students will also be instructed to show how their creation relates to not only them but something everyone can relate to. iii This open ended instruction will allow differentiation for all students uniqueness. Teacher will show model work from themselves as well as past students and that will include: new inventionsiv, art, buildings in the community, additions to our school, as well as words added throughout these projects. Not all students can show what they understand through pictures and shapes. Showing student and teacher modeled work in an array of ways will increase the creativeness within each student. It will allow them to grasp their understandings more, evaluate others, and it will promote them to apply these designs to their lives, v as well as others lives.

Other Evidence (e.g. tests, quizzes, work samples, observations) (Endnotes are inserted throughout to show how facets are used throughout)

Formal Assessments MAP testing- This tests measures geometry skills at the state and national standards. It gives data to tell how to move the students knowledge base up from where it is at the time of the test taken. Assessment is given three times a year. vi Math Quiz- Geometry made test from Houghton Math series designed to match Georgia Geometry Standards. Teacher made tests to match Georgia Performance Standards with answerable questions other than multiple choices to show their new connections with Geometry to their prior knowledge. This self-answered test will show their self-knowledge. Question to be used: What role do you think Geometry plays on our lives? Was it worth learning about each shape?vii Informal Assessment Observe how students are interacting with wiki site and the discussion within the wiki. Observe how students are interacting with the Sumo Paint program. Observe how much thought, uniqueness, understanding and time they are putting into their printed shape designs. Work Samples Students shape design printed document. Students contributions to the class wiki. Student Self-Assessment and Reflection

 Reflection: Class wiki will have a reflection page that each student will reflect and tell about their design. viii Self- Assessment: Each student will send in a revised copy of reflection rubric and grade themselves. A copy of a three types of model of student work will be attached with rubric to allow true-reflection. It will be turned in via Microsoft Word and students will save their answered rubric in the school network drive in their premade named folder. ix The rubric will allow the student to grade their understandings and work after viewing multiple views from different students via class wiki.x It will also promote concrete answers as to how the student understands the new knowledge they have obtained in the standard addressed.

ENDNOTES:
Although facets are used throughout the design a few are noted here for better understanding and organization throughout the unit. Facet 1 Explanation Facet 3 Application Facet 5 Empathy Facet 3 Application Facet 2 Interpretation Facet 1 Explanation Facet 3 Application Facet 2 Interpretation Facet 6 Self- Reflect Facet 4 Perspective

Learning Plan
Week 1 in Computer Lab Setting

Prior to beginning lesson give all students pre-test made for this unit. Pre-test is attached at bottom of
UbD. This will tell you where your students are and how far you need to go to get the desired results of this unit. Entry points will be highlighted in blue, these will be used to attract an array of learners and obtain multiple perspectives: A(aesthestic)-N(narrative)-L(logical)-F(foundational)-E(experimental) WHERTO will be shown by adding a letter of the component in color.> Summaries will be posted at the beginning of each weekly layout to help guide the instructor where

they are going. All understandings (stated above) and all questions (stated above) will be addressed in these 3 week unit. Summary for week one activities: 1. What is Geometry? wiki post 2. Learn terminology of shape words in standard by showing the students Geometry Podcast. 3. Where do you see Geometry in your Home? wiki post 4. Refine their original post by adding something the students have gained in their week of geometry learning (from pictures, readings from my pages, other students posts or pictures, etc) wiki post 5. Always provide constant teacher management, upkeep and supervision of the class wiki and posts. ALWAYS GIVE FEEDBACK TO ALL POSTS!!- R(reflect) Strategies in week 1 will be big on utilizing technology Podcast because it is a medium that moves students and allows them to communicate in ways they never thought of before. It is a hook all in itself. In order to T(tailor) tailor the lesson to each student, each student will be able to create their own individual post and pick their own picture. The lesson is very organized by having the wiki page pre-made and preloaded on the students favorite bar The students will have easy access and navigation around the site will be made very user-friendly.- O (organize)Group work and Individual work will be performed this week via a Web 2.0 wiki First Introduce the class to Geometry Class Wiki Page (pre-created and saved on their favorite list for easy access). Show students you have posted Geometry Podcast and allow them to view it individually. Build off prior knowledge from past knowledge of working with wikis. Show the class all pages created so far by you and then show them another wiki from a past class to show them where they will go from the page they start with today to promote excitement as well as knowledge about their future goal W(where) Standards addressed during the wiki will be addressed by the first page titled What is Geometry As the teacher, I have added my answer in their terminology and added graphically enhanced pictures to hook

H(hook) all learners of all styles. Examples of pictures are simple- like basic shapes mentioned in
standard and Podcasrr- then complex- like architecture. The students will then be given an assignment to describe what they think Geometry is based off of my answer, my Geometry Podcast and the array pictures that have been shown to them.

Understandings- Assignment 2 will be for the students to go and find a picture from taggalaxy.com Where do we see Geometry? E(explore) -this website is so visual its also a GREAT H(hook)- and copy it to our class wiki on the new page called Geometry in our world. This correlates to their understanding that their entire environment is surrounded by geometry, as well as lets them show off their personal likes of geometry. The picture can be anything of their choosing. Teacher model pictures will be shown. The students will also be instructed to describe their picture in some way- perhaps mentioning why they like or what shapes they see, or perhaps what attracted them to the picture.

E (exhibit)

The last assignment for week one will be for the students to look back at their first post in their wiki of what they thought geometry is- now they are to go back and add a few more words to their first post. This will allow them to reflect on their learning that has occurred over the past week. R-(Refine or Revise) Week 2

1. 2.
3.

Summary of week 2 activities Create the shape project. Post wiki post about attributes of their individual shape.

Refine their original post by adding more describing words or attributes to the answer to the questions> How can your shape be described? What are the attributes of the shape? 4. Always provide constant teacher management, upkeep and supervision of the class wiki and posts. ALWAYS GIVE FEEDBACK TO ALL POSTS!! R(reflect)

First a slide show will be showed a plane figure then a solid figure and they will be told they will become detectives to figure out the difference. W(where) The class will then be showed an organized O(organize)- video of famous architecture, and in the slide show will also be pictures of their daily surroundings. Students and teacher will discuss the geometry in each picture. The discussion will go into plane figures and solid figures will come next. Pictures and examples, or manipulatives that can be touched, as well as a tour through the playground will be used as we look for plane figures and solid figures. The question will then be asked and answered on where the difference of plane and solid figures rests. From all these entry points, students will be assigned to think of a house and figure out the shapes that make a house, perhaps their own house- so they can relate to it better. Then they will be assigned to use a free open source program called Sumo Paint and design a house or any project that they can build with the understandings about geometry they have obtained so far. The students will be shown a model teacher design as well as other student designs. W(where) These designs will be homes, buildings, art, abstract, and contraptions. The instructions for the assignment will leave lots of ideas open for the students to explore. Maybe any type house, This project will deepen the students understanding that 2-demensional objects are plane shapes and 3-dimensional objects are solid figures. The teacher should save all projects and add them to the class wiki for all students to view everyones creative expression and understandings.
The next assignment will be started with everyone on the class wiki page that has been added titled Describing Shapes. On this page two questions will be posted. How can your shape be described? What are the attributes of the shape? We will walk through a shape utilizing Google Sketch and I will show the students how a shape can be viewed from all sides. I will also use wooden shapes and pass them around for students to touch. H(hook) As we view the shapes we will post words on the board that we can use to describe the shapes. We will talk about sides, corners, faces, etc We will learn these describing words are attributes or characteristics of the shape. The students will then come to the teacher and pull a real wooden shape from a bucket T(tailor) and use words that they have learned to describe it in their new wiki post. Because, we are using a wiki page, all students will be able to view other responses and get

multiple perspectives of how to describe their individual shape. E(explore) After viewing the other posts the students will be allowed to update or change their post. Multiple Perspectives will be gained through this part of the lesson. Week 3

R(refine)

Summary for week 3 activities Explore composing shapes through various programs, resources, and manipulatives. Post to wiki > What shape have you created by adding two or more shapes together? Reflection. What did the students like and not like? Always provide constant teacher management, upkeep and supervision of the class wiki and posts. Use the reflections and class wiki page to enhance the lesson and take away or add to the lesson to better enhance understandings for the next group of students. 6. ALWAYS GIVE FEEDBACK TO ALL POSTS even reflections. Teachers should reflect too!! R(reflect) The final week of the unit will be started by a selection of shapes on the smart board through Microsoft Word. I will show how I can slide 3 triangles together to make a trapezoid W(where) and through this I will allow students to come up to the board and see if they can take 2 or more shapes and put them together to make another separate shape. (having done this before- you will hear lots of wows)H(hook) This will deepen the students understandings that composing shapes is combining one or more shapes to make a figure. In order to comply with all types of learning styles- students will be given 20 minutes of free explore E(explore) to create shapes/figures out of 2 or more shapes. Instructions in this assignment will be that the student must use one of the methods I show them to create their new shape/figure. Tangram shapes (manipulatives) will be provided. Microsoft Word will be an option. Wooden blocks will be provided. SumoPaint will also be used for students who want to use the program from the week before. After our free play and exploring time, students will be instructed to open our class wiki. A new page has been added titled 2 or more A question will be posted on the wiki page > What shape have you created by adding two or more shapes together? The students will describe in a post in their own words T(tailor) what shape they created and what they used to create the shape. E(exhibit) Understandings will further deepen on composing shapes. As always, students will be allowed to view all posts to expand their horizons and views, and gain multiple perspectives. 1. 2. 3. 4. 5.

This brings us to the end of our unit. The Hook for this lesson will be showing the class the wiki that we have created over the past few weeks. I will show them the page (saved screen shot) on the day we began learning about geometry. The students will see all the color, graphics, words, projects, pages, and they will be AMAZED and all the different perspectives, creations and views E(exhibit) and E(explore) and O(organization)Wow! Technology is awesome! The last assignment for the students will be to E(explore) the wiki class page and surf through it. O(organization) Multiple perspectives will flow through the students!! A new wiki page will be created

titled Reflection Each student will be instructed to reflect on what we have learned, explored, created, and shared in the past few weeks. What did they like, what did they not like. They will be instructed that this post will not reflect their grade so the teacher will get a true reflection of their likes, dislikes, and understandings. R(reflect) Upon reading the wiki, understandings will be very easy to perceive and appreciate! The url for the class wiki will be given to all the students on an index card so they can take it home and share their hard work with their friends and family. They will be sooo excited, and when they show what they have done over the past few weeks their understandings will further even deeper as they explain to their friends and family what they have done.

Notes to the Instructor All activities are described in depth above- (if this lesson was complete the url to the past class wiki could be added as a map for the instructor to follow or tweak to their own style. This will aid in helping the instructor see the big picture and finished product)

Resources:
The resources can be copied and pasted from this document or printed and copied via copy machine. Below is a test for Pre and Post Testing. After unit compare both tests to assess knowledge obtained.

Learning Geometry with Style UbD First Grade Test

This test can be given as a whole group or on an individual basis. However, results will be better if given on an individual basis because of the grade level.

1. Which of these shows a cylinder?

A. B.

C.

2. What is the name of the shape shown below?

A. sphere B. cube C. cone

Use a pencil and see if you can draw the shape listed in the box below the question. 3. Draw a square.

4. Draw a triangle.

5. Draw a rectangle.

6. Which of the following shapes can be made by combining 3 triangles?

A.

B.

C.

7. What shapes would you use to build a house? Circle all answers that would work. A.

B.

C.

D.

8. Draw your house in the box below.

9. Using these two shapes, what shape could you make?

Draw it or explain it here in the box below.

10. How many things can you tell me about the shapes below? For example, I see a triangle and I know it they has 3 corners, 3 sides; they can be combined and overlapped to make lots of new shapes. They can be turned and they will look the same. Here is a shape for you to try. Just tell me as many things as you can. (this question can be asked aloud and answer wrote down by the teacher to get a true perspective of the students prior knowledge base.)

Bonus: Why do you need shapes in your life?

Rubric

Performance Task(s) Rubric(s) Teacher made rubric will be accessible to students to view along with modification ideas that they could have used to enhance their wiki contributions and final shape project. Performance Task Rubric Learning Geometry with Style Scoring The concepts of basic geometric shapes and spatial relationships are understood 1 Weak or little evidence of understanding how shapes and spatial relationships are understood 2 Concepts of basic geometric shapes and spatial relationships is explained in detail using specific words or pictures. 3 Concepts of basic geometric shapes and spatial relationships is explained in detail using specific words or pictures, AND all concepts are explained very clearly and accurately. Work is relevant with descriptive details. Several details are given for each 2 and

Demonstrates knowledge that 2dimensional objects are

Little evidence of knowledge that 2dimensional objects are plane shapes and 3-dimensional

Work is relevant with descriptive details. At least one example is given for

plane shapes and 3dimensional objects are solid figures. Real World Examples

objects are solid figures.

each 2 and 3 dimensional shape.

3 dimensional shape.

No evidence of real world applications

Three or four appropriate real world examples are shown At least three answers to essential questions or replies to other students. Empathy shown slightly. Not always clear and coherent in the posts to the wiki and shape project was not appealing to all.

Five or more appropriate real world examples are shown Four or more answers to essential questions or replies to other students, and all replies reflected empathy. Focused with a sense of all audiences viewing project and posts. Ideas were very clear of understandings.

Group Participation in Wiki

Little evidence of group discussion and no empathy shown.

Presentation

Little evidence of how to create a pleasing shape presentation or meaningful post to the wiki.

Final Scoring _______ out of 15

References
Acua, J. E., & Bugas, R. Q. (2010). Well-being and Interests of the Hearing Impaired. International Journal of Research & Review, 5(1), 74-90. Retrieved from EBSCOhost. Caldern, M., Slavin, R., & Snchez, M. (2011). Effective Instruction for English Learners. Future of Children, 21(1), 103-127. Retrieved from EBSCOhost.

Chang, S., & Schaller, J. (2010). The Views of Students with Visual Impairments on the Support They Received from Teachers. Journal of Visual Impairment & Blindness, 96(8), 558. Retrieved from EBSCOhost. Cirillo, M., Bruna, K., & Herbel-Eisenmann, B. (2010). Acquisition of Mathematical Language: Suggestions and Activities for English Language Learners. Multicultural Perspectives, 12(1), 3441. doi:10.1080/15210961003641385 Cummings, E. O. (2011). Asisstive and Adaptive Technology Knowledge. Knowledge Quest, 39(3), 70-73. Retrieved from EBSCOhost. Deepa, R. R., & Amsaveni, R. R. (2010). Speech Volume Monitor for Hearing Impaired. International Journal on Computer Science & Engineering, 2(6), 2015-2021. Retrieved from EBSCOhost. Keller, J. M. (2008). Development and use of the ARCS model of motivational design. Journal of Instructional Development, 10(3), 2 10 Schellenberg, R., & Grothaus, T. (2009). Promoting Cultural Responsiveness and Closing the Achievement Gap with Standards Blending. Professional School Counseling, 12(6), 440-449. Retrieved from EBSCOhost. Smith, Mark K. (2002, 2008) 'Howard Gardner and multiple intelligences', the encyclopedia of informal education, http://www.infed.org/thinkers/gardner.htm. Veal, D. D., & Maj, S. P. (2010). A Graphical User Interface for the Visually Impaired -- an Evaluation. Modern Applied Science, 4(12), 83-89. Retrieved from EBSCOhost.