Through completing course activities and assignments, the author's perception of designing and delivering instruction has changed positively. They found using Voice Thread for their lesson gave it a creative edge and allowed them to better listen to peer discussions rather than worrying about their slides. The online modules fit well with backward design using Understanding by Design and Gardner's theories of multiple intelligences. Employing interpersonal partner and group work showed the author could challenge special needs students more than commonly believed and resulted in positive growth in students' information retrieval and social skills. Setting goals for students helped construct a more fluid approach that decreased lecture time and increased student ownership. The overall experience was one of learning and growth for both the author and their students.

1. Reflection
My perception of designing and delivering instruction has changed with positive
significance as a result of completing the course activities and assignments.
Utilizing Voice Thread as my technological factor gave a creative edge to my
lesson. I always believe that I should be observing then lecturing. I can really
listen to the peer talk, instead of worrying what slide I am on. Online modules are
a perfect fit for UbD backward design with the incorporation of Garner’s theories
and the six facets of understanding. It reminded me that I can challenge my
special needs students with much more than is popularly believed. This was
especially prevalent I when I employed “interpersonal” partner and group work. I
was pleased with the positive growth rate in information retrieval and social skills
this strategy provided. Knowing what I wanted for my students with setting goals,
helped me construct a much more fluid approach to direct instruction and cut
down lecture times and increased student ownership. It has definitely been and
learning and a growing experience for everyone in my classroom.