FRIT 7231 Instructional Design

Design Document

Heather Hagood

Dr. Purcell

Fall 2019
Identification of Learning Problem

Luella Middle School contains approximately 1,000 students from sixth to eighth grade. As showed in

the results from the Georgia Milestones Math assessment in 2018, Luella Middle School continues to perform

under the county and state minimum expectations. For the current 300 seventh graders this school year, in 2018,

15 (5%) were distinguished learners, 46 (15.2%) were proficient learners, 138 (46%) were developing learners,

and 101 (33.8%) were beginning learners. This means 239 (79.8%) of the current 300 students in the seventh

grade class are performing below proficient.

High-flyer students are labeled as distinguished learners, or level 4, whose scores show mastery over the

grade level content. Middle students are labeled as proficient learners, or level 3, who have mastered the grade

level content. Low level students fall into two categories – developing learners and beginning learners, level 2

and 1 respectively. Developing learners are students that demonstrate some mastery regarding the grade level

content, yet have several foundation gaps. Beginning learners demonstrate little to no mastery of grade level

content, and have large and numerous foundation gaps.

The target audience for the learning problem is the 101 (33.8%) of 7th graders at Luella Middle School

that scored as beginning learners, or level one, on the Georgia Milestone Math assessment during the school

year 2018-2019. These students have proven to struggle with number fluency, computation, and problem

solving.

The problem is that the students struggle with identifying and implementing appropriate strategies for

problem solving in math. The instructional goal is to have at least 20 students that previously scored a level one

on the GA Math Milestones to score at minimum a Level 2 this school year. Student progress throughout the

year will be monitored using MAP (The Measures of Academic Progress). MAP is a test that students take in

August, December, and April to track growth and project student achievement on the Georgia Milestone Math

assessment at the end of the school year. The objective is the MAP assessments to show student growth
occurring throughout the school year before the Georgia Milestone Math assessment or if nothing else,

demonstrate significant improvement from where students were in the fall.

Effective math instruction is necessary to increase grade level mastery and address the foundation gaps

that are causing a disconnect in understanding the material. The plan to achieve this goal is through a math

enrichment class that students will attend in person twice a week for intervention in addition to a regular math

class. The enrichment class will have two parts - an online intervention course for foundation skills and in-class

enrichment activities for grade-level content. Luella Middle School is one-to-one technology, and as such

provides a unique opportunity to provide students with multiple tools to personalize learning. An online course

that allows students to work through intervention material and build strategies at their own pace, receive

immediate feedback throughout the course, and allow remote access will be extremely beneficial to students to

achieve growth in math.

Learner Analysis

General Characteristics

The student’s ages range from eleven to fourteen years old. The total number of students who are

attending Luella Middle School in seventh grade, who scored at the achievement level one, or beginning learner

on the Georgia Milestones Math Assessment, is 101 students. 63 students are male, and 38 students are female.

Ethnically, this group of students is composed of 4 Caucasians, 77 African Americans, 8 Hispanics, 2 Asians,

and ten students who are mixed. Out of the 101 students, 99 students are native English speakers. 55 students

are economically disadvantaged. All students are zoned for Luella Middle School and reside in Henry County

Georgia.

Disabilities

Twenty one students have a learning disability. Eleven learners receive special education services for

reading, 18 students receive EIP (Early Intervention Program) services for math, and five of the students are not
labeled as receiving additional services outside of regular education. Twelve students have a Specific Learning

Disability in math. Out of the twelve students who have a specific learning disability, five of those students have

goals to increase accuracy for problem solving and word problems using complex numbers and all four

operations.

Entry Characteristics

Overall, 51 students out of 101 are not reading on a seventh grade level. The fall seventh grade MAP

assessment shows that 28 of the students were below average, and 9 of the students scored in the average range.

The MAP assessment also breaks down domains and predicts how students will perform in each domain for the

GA Math Milestone assessment at the end of the school year. The MAP assessment shows for Statistics and

Probability that 99 students were below average, and 2 of the students scored in the proficient range. In

Geometry, all 101 students were below average. 75 students scored below average in the Real and Complex

Number System, and 80 scored below average in Operations and Algebraic Thinking.

Results from teacher observation reveal that students who did not do well on the Georgia Milestones

Math Assessment in the previous school year have difficulty in number fluency and problem solving math

equations, especially with word problems. Throughout the beginning of the school year, teachers have observed

the student’s willingness and internal motivation to learn and respond well in interventions that have been put in

place. When asking the groups of students how they felt about math, 60 said they found it “too difficult or

confusing”, 20 said “fun if its a game”, 21 said it was “boring”. When asked about showing work or explaining

how he or she was able to find the answer, 95 of the students expressed that explaining their work was one of

the major obstacles in math that they found difficult. Thirty of the students expressed that they didn’t have a

quiet place to do schoolwork at home. Sixty of the students are athletes and indicated that during the sport

season they have less than two hours on average that they devote to homework or studying for the entire week

for all subjects.

 All of the students have a Chromebook provided to them by the school, and have internet access at

home. The students in this group are proficient at using computers and can navigate computer programs with

ease. With some redirection from the teacher these students are capable of self-monitoring when completing a

task. Students ask questions and seek the help of the teacher, peers, or online resources when needed.

Task Analysis

In order to be able to get students on or above grade level, students have to have a good concept of

number sense. In seventh grade number sense can be built upon using several concepts in the operations with

rational numbers. A topic analysis provides a breakdown of these concepts in order for students to build the

relationship with numbers. The two concepts that will be the main focus is operations with integers and solving

linear equations. The analysis includes each concept along with strategies and items that will be used to build

number sense. The flow chart provides a visual representation of the concepts and the order in which they will

be taught.

As a 7th Grade Math Enrichment teacher, I am responsible for assigning and monitoring instruction

based on math for seventh grade. This allows me to see what the student’s strengths and weaknesses are in

math. I serve as the subject matter expert (SME) along with our school Personalized Learning Coach, Mrs.

Kelly Rippa. I was able to consult with her and see what she is noticing in her data for 6th, 7th, and 8th grade

students at Luella Middle School. I have 5 years of experience teaching math, and my colleague Ms. Rippa has

over 20 years’ experience teaching math in Early Childhood Education. We are both knowledgeable of the

curriculum as well as strategies that help promote math skills.

Topic Analysis:
1. Operations with Integers

a. Define opposites, integers, compare, and absolute value.

i. The opposite of a number is the same distance from zero.

ii. Integers are the set of whole numbers and their opposites.

iii. Absolute value is the distance from zero on a number line.

b. Operations: Add and Subtract Integers

i. Number Line

1. Add two positive integers

2. Add two negative integers

3. Add with a positive and negative integer

ii. Counters

1. Add two positive integers

2. Add two negative integers

3. Add with a positive and negative integer

4. Subtraction is the same as adding the opposite

iii. Add positive and negative integers using rules

1. Add by using the rules for two positive integers

a. To add two integers with the same sign, find the sum of their absolute

values. Use the sign of the two integers.

2. Add by using the rules for two negative integers

a. To add two integers with the same sign, find the sum of their absolute

values. Use the sign of the two integers.

3. Add using the rules for a positive and negative integer

a. To add two integers with different signs, find the difference of their

absolute values. Use the sign of the integer with the greater absolute value.
 iv. Subtract positive and negative integers using rules

1. Addition and subtraction are inverse operations

2. Instead of subtracting a number, you can add its opposite.

a. Follow addition rules when you add the opposite number.

c. Operations: Multiply and Divide Integers

i. Multiply Positive and Negative Integers using rules

1. Multiply two positive integers

a. If the signs are the same the answer is positive

2. Multiply two negative integers

a. If the signs are the same the answer is positive

3. Multiply a positive and negative integer

a. If the signs are different the answer is negative

ii. Divide Positive and Negative Integers using rules

1. Multiply two positive integers

a. If the signs are the same the answer is positive

2. Multiply two negative integers

a. If the signs are the same the answer is positive

3. Multiply a positive and negative integer

a. If the signs are different the answer is negative

Figure 1 - Flow chart main ideas for operations for integers.

Instructional Objectives

The cognitive domain includes recalling or recognition of specific facts, procedural patterns, and

concepts that serve in the development of intellectual abilities and skills. Due to this correlation with the process

of math, every objective will fall into the cognitive domain for this unit.

Objective # 1: (Cognitive Domain) Students will fluently add and subtract integers with 90% accuracy.

Objective # 2: (Cognitive Domain) Students will fluently multiply and divide integers with 90%

accuracy.

Related Standards:
MCC7.NS.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational

numbers; represent addition and subtraction on a horizontal or vertical number line diagram.

MCC7.NS.1b Understand as the number located a distance from, in the positive or negative direction

depending on whether is positive or negative. Show that a number and its opposite have a sum of 0 (are

additive inverses). Interpret sums of rational numbers by describing real-world contexts.

MCC7.NS.2c Apply properties of operations as strategies to multiply and divide rational numbers

MCC7.NS.1d Apply properties of operations as strategies to add and subtract rational numbers.

Development of Assessments

The students will use google sites to access lessons and assessments throughout this instructional design.

Students will choose either two tests or a project for assessment, providing differentiation through the product

students will use to demonstrate their understanding of content.

For the first choice the students will have to take two tests – one for adding and subtracting, and then a

second test for multiplying and dividing. The assessments will have multiple choice questions as well as short

answer questions and will be taken on a google form. The adding and subtracting integers assessment will

consist of x questions – x multiple choice and x short answer. The multiplication and division assessment will

consist of x questions – x multiple choice and x short answer. By having the operations separated and each test

having separate sections for specific skills, this gives informative feedback giving students a chance to target

only necessary skills for remediation to work on to achieve mastery. The multiple choice questions will be

limited to four answer choices. The short answer questions will have the appropriate number of blanks for them

to write their answer. Students will complete a correction sheet after finishing each assessment so they can

reflect on their preparation, understanding, and set goals for remediation.

Assessment 1 and 2 Rubric:

Meets 90% or higher

Does Not Meet Below 90%
 The integer project is the second choice that students can choose to demonstrate mastery. This project

was adapted from its original version from the Cabarrus County Schools website. Students can choose to make

a cereal box, board game, or song that fits the criteria of the given rubric. Students must state the rules for each

operation, provide varied examples of each operation, and provide additional test questions for other students to

take.

Link for first quiz as Google Form: Add and Subtract Integers Quiz
Link for second quiz as Google Form: Multiply and Divide Integers Quiz
Example of Correction sheet

Link for Project: Integer Assessment Project

Adapted from the Cabarrus County Schools website:

http://www.cabarrus.k12.nc.us/cms/lib09/NC01910456/Centricity/Domain/4071/IntegerProject.doc.

Integer Project

You will upload a pdf or sound file in Google Classroom for this project

Choose ONE of the following projects

Cereal Box – Create a cereal box that advertises how integers work. Upload pdf of creation.

Board Game- Create a board game that uses integer knowledge to play the game. Upload pdf of creation.

Song- Create and record a song that demonstrates the rules to solve integer problems. Upload sound file.

Demonstrate your knowledge and BE CREATIVE!

Remember the project should demonstrate the following:

_____ The rules for adding integers

_____ Five varied examples of adding a positive and negative with correct answers
_____ Five varied examples of adding a negative and negative with correct answers
_____ Five varied examples of adding opposites with correct answers

_____ The rules for subtracting integers

_____ Five varied examples of subtracting integers with correct answers

_____ The rules for multiplying and dividing integers

_____ Five varied examples of multiplying integers with correct answers
_____ Five varied examples of dividing integers with correct answers

_____ Five problems each of addition, subtraction, multiplying and dividing integers for other people to solve
(20 total problems)
_____ The answer key to the problems you created

_____ Self – Assessment Reflection: Address your preparation, content understanding, and if you feel like you
have achieved learning objective goals.

************************************************************************

Name: _______________________ Period: __________

Project Chosen: ____________________________

Name:_______________________________

Period______
 Integer Project Rubric

Excellent = 4 Good = 3 Below Average = 2 Not much effort = 1

My integer project includes……

Score

4 3 2 1 x 2 = ___ The rules for adding integers

4 3 2 1 Five varied examples of correctly adding a positive and negative
4 3 2 1 Five varied examples of correctly adding a negative and negative
4 3 2 1 Five varied examples of correctly adding opposites

4 3 2 1 x 2 = ___ The rules for subtracting integers

4 3 2 1 Five varied examples of correctly subtracting integers

4 3 2 1 x 2 = ___ The rules for multiplying and dividing integers

4 3 2 1 Five varied examples of correctly multiplying integers
4 3 2 1 Five varied examples of correctly dividing integers

4 3 2 1 x 2 = ___ 20 Problems of addition, subtraction, multiplying

and dividing integers for other people to solve.

4 3 2 1 x 2 = ___ The correct answers to all of the problems you created

4 3 2 1 = ___ Presentation

4 3 2 1 = ___ Self-Assessment

4 3 2 1 x 2 = ___ Creativity

The points I earned for this assignment was _________out of 80 points.

Name:___________________________________________

Period______
Content Sequencing and Instructional Strategies

Sequence Description Objective

1 Understand the value of an integer 1
2 Add by applying the number line 1
3 Add integers by applying the rules 1
4 Subtract integers by applying the rules 1
5 Divide and multiply integers by applying the rules 2
6 Compare, add, subtract, multiply, and divide integers. 1 and 2

This sequence builds on concepts in a learning-related order. The learner will proceed via the instruction

comparable to how a teacher would proceed through planning a lesson. This sequence builds from the

identifiable prerequisite skills so that learner will be successful in mastering this skill. Finally, this sequence

permits the learner to daily build on to the skills being taught. By going through these sequencing the learner

will develop the understanding of integers.

● Objective 1: Students will fluently add and subtract integers with 90% accuracy.

o Lesson 1: Understand the value of an integer

▪ Initial Presentation: The students will watch two videos that explains what absolute value

and integers are respectively. Students are encouraged to take notes while watching the

videos. The videos will show examples of each concept and demonstrate what numbers

are integers and what the absolute value of a number is.

▪ Strategy: RULEG and Model, Recall, Organization, and Demonstration (Morrison, Ross,

Kalman, Kemp, 2013)

 ▪ Generative Strategy: After the students have completed the lessons they will create their

own graphic organizer that must be defining, comparing, and identifying integers. The

students must also show examples of opposites and absolute value of integers.

o Lesson 2: Add by applying the number line

▪ Initial Presentation: The students will watch two videos that demonstrates how to add

positive and negative numbers on a number line. Students are encouraged to take notes

while watching the videos.

▪ Strategy: RULEG and Model, Recall, Organization, Demonstration (Morrison, Ross,

Kalman, Kemp, 2013)

▪ Generative Strategy: After the students have completed the lessons they will create their

own problems that must include adding integers using a number line, defining,

comparing, and identifying integers. The students must also show examples of opposites

and absolute value of integers. Students will use an online manipulative and upload

screen shots pictures of the problems they created on a google doc to turn in.

o Lesson 3: Add integers by applying the rules

▪ Initial Presentation: The students will watch two videos that explains adding integers with

the same sign and different signs respectively. Students are encouraged to take notes

while watching the videos. The videos will show examples of each concept and

demonstrate what the rules are for adding integers.

▪ Strategy: RULEG and Model, Recall, Organization, Demonstration, Practice (Morrison,

Ross, Kalman, Kemp, 2013)

▪ Generative Strategy: After watching the video students will create their own flow chart

to demonstrate the rules of adding integers. Afterwards students will complete the

independent problems using their notes. After the independent practice students will

complete an activity that requires students to use adding integers to make the numbers
 from -5 to 5. Students must have at least five problems for same sign addition and five

problems for different sign addition.

o Lesson 4: Subtract integers by applying the rules

▪ Initial Presentation: The students will watch two videos that explains the method for

subtracting integers. Students are encouraged to take notes while watching the videos.

The videos will show examples of each concept and demonstrate what the rules are for

subtracting integers. A graphic organizer will also be provided to fill in along with

watching the videos.

▪ Strategy: RULEG and Model, Recall, Practice (Morrison, Ross, Kalman, Kemp, 2013)

▪ Generative Strategy: After teaching the lesson have students complete the independent

problems using their notes.

● Objective 2: Students will fluently multiply and divide integers with 90% accuracy.

o Lesson 5: Multiply and Divide integers

▪ Initial Presentation: The students can watch two videos that explains multiplying and

dividing integers with the same sign and different signs respectively. Students are

encouraged to take notes while watching the videos. The videos will show examples of

each concept and demonstrate what the rules are for same and different sign integers. A

graphic organizer will also be provided to fill in along with watching the videos.

▪ Strategy: RULEG and Model, Recall, Practice (Morrison, Ross, Kalman, Kemp, 2013)

▪ Generative Strategy: After teaching the lesson have students complete the independent

problems using their notes.

● Culmination of Objectives 1 and 2: Students will fluently add, subtract, multiply and divide integers

with 90% accuracy.

o Lesson 6: Add, Subtract, Multiply, and Divide integers

 ▪ Initial Presentation: Students will be given the option to choose between two tests or the

Integer Project to demonstrate mastery of all four integer operations.

▪ Strategy: RULEG and Model, Recall, Organization, Elaboration, Demonstration

(Morrison, Ross, Kalman, Kemp, 2013)

▪ Generative Strategy: If students choose the test route, they will take two exams on

Google Forms. The first exam consist of only Adding and Subtracting integers, breaking

down into different sections to address each skill individually from Lessons 1-4. The

second exam contains only multiplication and division from Lesson 5. If students choose

to do the Integer Project, students will create a game, cereal box, or song based off of

guidelines from the given rubric that covers materials from Lessons 1-5. Students will

receive feedback from either option and be able to remediate on specific skills that have

not been mastered with 90% accuracy.

Differentiation

Differentiation will be provided to students through content, process, and product. For content, there will

be multiple videos for students to view. They can watch the videos as much as they want. They can also view as

many videos as they want in order to feel confident of their learning. Students will also be able to work with

online manipulatives to have a different mode of learning and way to practice mastery. Process will be

differentiated for students by allowing students access to all content up front to be able to accelerate or

remediate skills at his or her own pace. Feedback from the assessments will allow students to identify the

specific skills needed for remediation instead of broad topics. Product will be differentiated by students being

able to choose either the Integer Project or tests to demonstrate content mastery.

Design of Instruction
 The attention grabber that I will use for students are two videos on the homepage of the class website that

introduces the topic of integers. One video is done by students in high school that is engaging to the students

and relates the content to everyday life such as likes and dislikes on social media. The second video is from

Math Antics and helps relate prior knowledge to the upcoming content. The learning objectives will be posted

to inform learners on the front page of the website, on each relevant section of instruction, and on the

assessments. The intended sequence of instruction will be listed on the homepage of the class website. Content

will be delivered to learners 100% online through a provided class website, videos, google classroom, google

docs, and google forms. Students will activate relevant prior knowledge via the online instruction videos which

have been specifically picked for tying in prior knowledge with the new content.

Sequence Goal Objective Learning Activity Assessment

Lesson 1: Understand 1. Students The students will watch GRAPHIC ORGANIZER
the value of will fluently two videos that explains
an integer add and what absolute value and Create their own graphic
subtract integers are respectively. organizer that must be defining,
integers with Students are encouraged to comparing, and identifying
90% take notes while watching integers. The students must also
accuracy. the videos. The videos will show examples of opposites
show examples of each and absolute value of integers.
concept and demonstrate
what numbers are integers
and what the absolute
value of a number is.
Lesson 2: Add by 1. Students The students will watch CREATE OWN PROBLEMS
applying the will fluently two videos that AND EXAMPLES
number line add and demonstrates how to add
subtract positive and negative Create their own problems that
integers with numbers on a number line. must include adding integers
90% Students are encouraged to using a number line, defining,
accuracy. take notes while watching comparing, and identifying
the videos. integers. The students must also
show examples of opposites
and absolute value of integers.
Students will use an online
manipulative and upload screen
shots pictures of the problems
they created on a google doc to
turn in.
Lesson 3: Add integers 1. Students The students will watch 1. FLOW CHART FOR
by applying will fluently two videos that explains RULES
the rules add and adding integers with the
 subtract same sign and different 2. PRACTICE PROBLEMS
integers with signs respectively. 3. TASK
90% Students are encouraged to
accuracy. take notes while watching
Create their own flow chart to
the videos. The videos will
demonstrate the rules of adding
show examples of each
integers. Afterwards students
concept and demonstrate
will complete the independent
what the rules are for
problems using their notes.
adding integers.
After the independent practice
students will complete an
activity that requires students to
use adding integers to make the
numbers from -5 to 5. Students
must have at least five
problems for same sign
addition and five problems for
different sign addition.
Lesson 4: Subtract 1. Students The students will watch PRACTICE PROBLEMS
integers by will fluently two videos that explains
applying the add and the method for subtracting After teaching the lesson have
rules subtract integers. Students are students complete the
integers with encouraged to take notes independent problems using
90% while watching the videos. their notes.
accuracy. The videos will show
examples of each concept
and demonstrate what the
rules are for subtracting
integers. A graphic
organizer will also be
provided to fill in along
with watching the videos.
Lesson 5: Divide and 2. Students The students can watch PRACTICE PROBLEMS
multiply will fluently two videos that explains
integers by multiply and multiplying and dividing After teaching the lesson have
applying the divide integers with the same sign students complete the
rules integers with and different signs independent problems using
90% respectively. Students are their notes.
accuracy. encouraged to take notes
while watching the videos.
The videos will show
examples of each concept
and demonstrate what the
rules are for same and
different sign integers. A
graphic organizer will also
be provided to fill in along
with watching the videos.
Lesson 6: Compare, 1 AND 2. Students will be given the 1. TWO QUIZZES
add, subtract, Students will option to choose between OR
multiply, and fluently add, two tests or the Integer 2. PROJECT
divide subtract, Project to demonstrate
integers. multiply, and mastery of all four integer If students choose the test
divide operations. route, they will take two exams
integers with on Google Forms. The first
90% exam consist of only Adding
accuracy. and Subtracting integers,
breaking down into different
sections to address each skill
individually from Lessons 1-4.
The second exam contains only
multiplication and division
from Lesson 5. If students
choose to do the Integer
Project, students will create a
game, cereal box, or song based
off of guidelines from the given
rubric that covers materials
from Lessons 1-5.
Students will receive feedback
from either option and be able
to remediate on specific skills
that have not been mastered
with 90% accuracy.
Feedback ● Students will be provided feedback online through individual assignments in Google
Classroom. Feedback will consists of comments, corrections, and suggestions for each
assignment.
● The online quizzes are graded automatically and will immediately show students their
score, the missed questions, and the correct answers.
● A rubric will be provided for any students who complete the Integer Project.
Universal Learners are being given a choice in technology tools to respond with which optimizes
Design for individual choice and autonomy.
Learning
Differentiation ● Content
o Multiple videos for students to view. They can watch the videos as much as they
want. They can also view as many videos as they want in order to feel confident of
their learning.
o Online manipulatives to have a different mode of learning and way to practice
mastery.
● Process
o Access to all content up front to be able to accelerate or remediate skills at his or
her own pace.
o Feedback from the assessments will allow students to identify the specific skills
needed for remediation instead of broad topics.
● Product
o Choose either the Integer Project or tests to demonstrate content mastery.
Plan for Formative Evaluation

The formative evaluation will serve as an adequate way to assess the effectiveness of the instruction

with the lesson of the program. A google form survey was created for the students and the peer SME so they

could evaluate the design. After completion of the Unit Test/Project the students will be able to access link for

the survey. After the peer SME completes the walk through of the design she will complete a survey.

The feedback from the evaluation will then be used to address areas of concern and make any necessary

revisions to the course. By using the performance of an expert review and learner surveys, the strengths and

weaknesses of the program can be further identified. The evaluation’s objective are used to determine the

content appropriateness and accuracy, completeness, and usability and appeal.

Expert Review

Kelly Rippa will serve as the expert reviewer. She has 20 years of early childhood experience as a

classroom teacher and instruction coach. Of the 20 years, she has taught 6th, 7th, and 8th grade math for 15 years.

For the past five years Ms. Rippa has served as the instructional lead of the school assisting teachers with

planning and assessment in the classroom. She currently holds a Specialist Degree in Educational Leadership
(Ed.s.). Upon completing a trial of the learning module, she will use the survey to provide adequate feedback on

the program’s content appropriateness and accuracy, completeness, and usability and appeal.

The following link will lead the students to the survey: https://forms.gle/NCG8QMgjr6XKRNb29

The following link will lead the SME to the survey: https://forms.gle/ZdHRKzCQ1R7V4t6A6

A copy of the questions from both surveys is listed below. The student feedback survey is first, and the survey

for the SME is second.

Sources

Cabarrus County Schools / District Homepage. (n.d.). Retrieved from

http://www.cabarrus.k12.nc.us/cms/lib09/NC01910456/Centricity/Domain/4071/IntegerProject.doc.

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing effective

instruction (7th ed.). Hoboken, NJ: Wiley.