Integrative Lesson Plan Assignment 2

10/9/2013
Page |
1
Bahamas
International
Institute of
Learning
Integrative Lesson Plan Assignment
Basic Accounting | Aleshia Cooper
Aleshia Cooper
Integrative Lesson Plan

2 | Page
Wednesday 09 October 2013
Table of Contents
I- Cover page..................................................
II- Table of Contents section...................................
III- Class and Student characteristic ................................................................
IV- Introduction ................................................................................................................
V- Lesson Content ............................................................................................................
VI- Learner and lesson characteristics section
................
VII-
Teachers use of Technology ............................
VIII-
Integrative Technology Activities section .............
IX- Adaptive and assistive Technology section ..................

X- Student Assessment ....................................................................................................
XI- Technology Integration Challenges section .............................................
XII-
Excel
and
Access
Student/
Teacher
Application
Activities........................................................................................................................
XIII-
Bibliography ....................................................................................................
Edu 301(A.n.)Technology in Education
Dr. A. Neely
Aleshia Cooper

3 | Page
CLASS AND STUDENT CHARACTERISTICS

CLASS/LEARNERS DESCRIPTION:
Subject: Accounting
Date: 25 February 2013
Topic: Basic Accounting
Duration: 60 Minutes
Subtopic: Financial Statement
Class Size: 25
Grade: 10
Ability Range: Middle range
Ages: 1416 years
Lesson #: 5
PRIOR KNOWLEDGE: Students should know:
How to define accounting, explain the purpose of the accounting

system, and apply each step of the accounting.
Demonstrate
critical
thinking,
problem
solving,
and
decision
making skills.
Identify and explain the three forms of business ownership.
List
the
characteristics,
advantages,
and
disadvantages
of
sole proprietorship, partnership, and corporation.
RECOGNITION OF EXCEPTIONAL LEARNERS:

Behavioral /emotional disturbance student.
OBJECTIVES:
Students will list and identify characteristics of the
three basic accounting equation elements.
Demonstrate
an
understanding
of
the
fundamental
accounting equation.
Dr. A. Neely
Aleshia Cooper

4 | Page
Classify accounts as assets, liabilities, or owners

equity.
Students will apply the theory of debit and credit to
the
accounting
transaction,
and
equation,
show
how
define
and
why
business
accounts
are
increased and decreased.
MATERIALS:
Computer,
Access,
PowerPoint
Student
presentation,
Outline,
Online
Handouts,
Vocabulary
Internet
Activities,
Online Chapter Quiz.
Dr. A. Neely
Aleshia Cooper

5 | Page
INTRODUCTION:
First
lets
start
of
by
stating
what
is
accounting?
Accounting is the study of how businesses track their income and

assets
over
time.
Accounting
provides
information
financial position of a business or company.

financial
records
statements
containing
results
of
of
business
the
business.
They
the
Accountants create
transactions,
assets,
about
liabilities,
maintain
and
and
and
prepare
operating
audit
these
quantitative records, while preparing financial reports such as

the
income
statement,
balance
sheet,
and
statement
of
cash
flows.
In
todays
importance
of
techniques
used.
lesson
plan
accounting,
Students
students
and
will
also
learn
the
about
learn
basic
financial
about
steps
the
and
statements
prepared for the transactions of the past fiscal year, how to

read the transactions and communicate the results with the owner
or
manager
to
help
them
make
good
business
decision. All
students will turn in their chapter outline and play the various
online
games
for
students
to
review
vocabulary
words.
Once
students have completed the student outline, and mastered the

online
vocabulary
activities,
they
will
complete
the
online
chapter quiz.
Dr. A. Neely
Aleshia Cooper

6 | Page
LESSON CONTENT:
Students
will
develop
skills
beginning
with
an
understanding of the basic elements and concepts of doubleentry accounting systems. Skills include understanding of
the accounting equation, analyzing business transactions,
entering
compiling
transactions
in
end-of-period
journals,
financial
posting
to
statements,
ledgers,
preparing
closing entries, and managing cash.

The lesson plan is as follows:
Demonstrate
an
understanding
of
the
fundamental
accounting equation.
Understand
the
accounting
equation:
Assets
Liabilities + Owners Equity

Explain
mathematically
why
the
accounting
equation
must be in balance.
Manipulate the accounting equation to find the missing
variable.
Changes That Affect Owner's Equity
Analyzing Transactions to Debit/Credit Parts
Dr. A. Neely
Aleshia Cooper

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TEACHERS USE OF TECHNOLOGY:
Time
12:15
12:20
Activity
Set up for lesson and Any
housekeeping matters.
12:2012:25
12:2512:35
Recapitulation on previous
lesson
Introduce the use of
Statement of Account. Each
Student will prepare a
Statement of Account based
on the Sales Invoice of
customers
Activity -Each Student
exchange the prepared
Statement of Account
Introduce the use of
Payment Voucher. Each
Student will prepare a
Payment Voucher based on
the Statement of Account.
The teacher will explain
mathematically why the
accounting equation must
be in balance
Activity- Each student
will prepare a Cheque
based on the Payment
Voucher. The cheque
counterfoil will be
updated. Each student will
exchange the cheque
prepared.
12:35
12:50
12:50
1:10
1:10
1:15
Resources
PowerPoint Slides
PowerPoint Slides
PowerPoint Slides
Handout (Statement of
Account)
Online Quiz, Handout

(Statement of Account)
PowerPoint Slides
Handouts (Payment Voucher, &
Cheque Counterfoil)
Online Quiz , Handouts

(Payment Voucher, & Cheque
Counterfoil)
Dr. A. Neely
Aleshia Cooper

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TECHNOLOGY INTEGRATIVE ACTIVITIES:
Multiple intelligences: Linguistic and verbal

intelligence
Describing of the multiple intelligence being addressed:
Linguistic
intelligence
through language.
allows
people
to
communicate
It is the ability to use language to express
spoken and written meanings, to read and write. People who are
strong in linguistic-verbal intelligence are able to use words
well,
both
when
writing
and
speaking.
These
individuals
are
typically very good at writing stories, memorizing information

and reading.
Indicates the technology to be used and how the student will go about completing the activity.
Exercises
to
strengthen
linguistic
intelligence
are:
discuss life, the universe and everything, learn new words every
day, use a computer to write, play vocabulary games and tests,
publish your own website dedicated to your special subject
Cite references (at least one) which support the use of the technology for the particular
multiple intelligence.
Ms.
Cunningham
teacher-centered
Rights
Movement.
incorporates
activities
The
both
into
teacher-led
student-centered
her
unit
lecture
on
is
the
a
and
Civil
standard
example of a teacher-centered activity. The lecture teaches

Dr. A. Neely
Aleshia Cooper

9 | Page
to students' Verbal/Linguistic Intelligence. The viewing of

the
videotape
activity.
is
This
another
activity
example
of
incorporates
teacher-centered
Visual/Spatial
Intelligence into how the unit is learned. It is important

to note that many activities, although designed to target a
particular
intelligence,
may
also
utilize
other
intelligences as well.
Dr. A. Neely
Aleshia Cooper

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Multiple intelligences: Logical-Mathematical
intelligence
Logical-Mathematical intelligence involves the capacity to

work well with numbers, scientific processes, logic, or
reasoning.
It is the intelligence used by an accountant, a
computer programmer, a mathematician, an engineer, and of

course, used every day by our children in school.
As
adults, we use this intelligence to balance our checkbooks,

understand the latest scientific breakthrough, or, just for
fun, do logic problems or number puzzles.
Children strong
in Logical-Mathematical intelligence think numerically, or

in terms of logical patterns and sequences.
These children
like to explore patterns, categories and relationships

between concepts by actively manipulating their environment
and experimenting with things in an orderly way.
By
adolescence, these children are often capable of highly

abstract forms of thinking and reasoning.
Exercises
are:
Working
to
with
strengthen
Logical-Mathematical
relationships
and
patterns,
intelligence
classifying,
categorizing, working with the abstract Things to think about
Dr. A. Neely
Aleshia Cooper
and
explore

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science
materials,
manipulative,
trips
to
the
planetarium and science museum.

Ms. Cunningham incorporates timeline and map assignments,

because they are student-centered activities that are designed
to enhance students' Logical/Mathematical Intelligence, but they
also
delve
into
Visual/Spatial
Intelligence.
Students
must
collect and organize information for both the timeline and the
map therefore using their Logical/Mathematical intelligence. In
creating these items, students must think visually as well.
Dr. A. Neely
Aleshia Cooper

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Multiple intelligences: Spatial intelligence
The spatial intelligence manifests in a variety of ways.

Transforming mental images is a spatial skill that
engineers and designers depend on. When a hiker pauses with
map and compass, it is the spatial intelligence that
conceptualizes the path. Through the spatial sense, a
painter "feels" the tension, balance and composition of a
painting. Spatial ability is also "the more abstract
intelligence of a chess master, a battle commander, or a
theoretical physicist" (194), as well as the familiar
ability to recognize objects, faces, and details.
Exercises
to
strengthen
spatial
intelligence
are:
Working with pictures and colors, visualizing, using the

mind's
eye,
drawing
LEGOs,
video,
movies,
slides,
art,
imagination games, mazes, puzzles, illustrated book, trips

to art museums. If you possess Visual-Spatial Intelligence,
you are also highly likely to be good at arts and crafts,
including
design
work.
You
may
have
an
aptitude
for
architectural design, or be an excellent map-reader who can
Dr. A. Neely
Aleshia Cooper

13 | P a g e
create an image of a landscape from the information on a

map. You will probably find flowcharts and diagrams useful
ways
of
considering
information.
It
is
often
easy
to
recognize someone with Visual Spatial Intelligence, as they

are
able
to
navigate
easily
and
visually
arrange
new
information.
Visual Spatial Intelligence is defined by Gardener (in

Frames of Mind) as the ability to perceive the visual
world
accurately,
to
perform
transformations
and
modifications upon ones initial perceptions, and to be able

to re-create aspects of ones visual experience, even in
the
absence
of
relevant
physical
stimuli.
This
activity
incorporates Visual/Spatial Intelligence into how the unit

is learned. It is important to note that many activities,
although designed to target a particular intelligence, may
also utilize other intelligences as well.
Dr. A. Neely
Aleshia Cooper

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Multiple intelligences: Bodily/Kinesthetic

intelligence
Movement Intelligence [MI], as our innate capacity to

polish the process of transforming intention into action.
MI
incorporates
conventional
kinesthetic
concepts
of
flexibility, balance, alignment and strength, as well as

integration and endurance, but it is something more: it
recognizes the human organisms ability to organize itself
organically
elegantly
and
in
its
entirety,
with
spontaneously coordinated harmony for optimal efficiency,

maximal efficacy, and pleasurable, sustainable living. Its
hallmark is an intrinsic sense of effortlessness that comes
from
having
feedback.
and
In
neuroplastcity,
heeding
line
MI
well-calibrated
with
recognizes
the
that
latest
sensory-motor
research
overcoming
on
physical
limitations and dysfunctions is as much a matter of working

with the software of the brain as with the hardware of
the body.
Dr. A. Neely
Aleshia Cooper

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Exercises
Touching,
to
moving,
strengthen
knowledge
spatial
through
intelligence
bodily
are:
sensations,
processing. Role-play, drama, things to build, movement,

sports and physical games, tactile experiences, hands-on
learning. The popularity of video games is due to the total
engagement of the player and skillful physical response to
the challenges. Games such as "Pong" and "Breakout" were
among the first to demonstrate the appeal of this kind of
technology.
Later,
"Tetris"
was
designed
by
Alexey
Pajitnov, a Russian mathematician, researcher in artificial

intelligence, and member of the USSR Academy of Sciences;
it is now published in Apple software. It demands fast
decision-making and hand-eye coordination, along with quick
testing
of
hypotheses.
Undoubtedly,
it
is
these
action-
packed challenges which engage students who might otherwise

be bored in conventional math classes even though they call
for the same kind of spatial and logical thinking.
Cite references (at least one) which support the use of the technology for the
particular multiple intelligence.
Ms.
Cunningham
is
able
to
promote
awareness
of
her
students' Bodily-Kinesthetic intelligence. By showing videos of

popular dances from the time period, or inviting an expert from
the community to talk about the social aspects of dance, Ms.
Cunningham might incorporate a teacher-centered activity. Having
Dr. A. Neely
Aleshia Cooper

16 | P a g e
students learn and perform dances is a student-centered way of

teaching
plays
through
that
intelligence,
intelligences.
Bodily-Kinesthetic
students
as
well
Class
prepare
as
intelligence.
involve
Interpersonal
discussions
provide
The
short
Bodily-Kinesthetic
and
an
Verbal/Linguistic
opportunity
for
students to exercise both areas of their personal intelligences,

as well as to reinforce the subject matter.
Dr. A. Neely
Aleshia Cooper

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Multiple intelligences: Intrapersonal

intelligence
Intrapersonal
Intelligence
is
defined
as
having
the
following criteria: highly developed self-knowledge, defined as

having
accurate
limitations,
ability
to
knowledge
moods,
act
of
ones
anxieties,
on
the
dreams,
desires,
basis
of
goals,
and
strengths,
motivations. The
self-knowledge,
creating
environments, guiding behavior, and making decisions based on an

accurate
picture
intelligence
molds,
and
of
know
they
themselves.
oneself.
themselves
make
They
People
well.
decisions
possess
that
They
based
strong
have
intrapersonal
arent
on
what
sense
of
forced
is
into
right
for
identity
and
purpose.
Exercises
Working
projects,
to
alone,
Secret
strengthen
having
intrapersonal
space,
places,
time
reflecting,
alone,
intelligence
doing
self-paced
are:
self-paced
projects,
choices. There are many ways that technology can be used in the
classroom to enhance interpersonal skills. For example, students
Dr. A. Neely
Aleshia Cooper

18 | P a g e
can be videotaped as they give a presentation or performance.

They
can
then
observe
their
facial
expressions
and
body
movements to see whether these enhance or detract from what they

wish
to
communicate.
Groups
of
students
can
discuss
their
observations of each other, understanding that they should begin

and end with a positive observation and that criticism is only
to be offered in a constructive manner. Interpersonal skills can
be enhanced through small technology groups in the classroom, as
well
as
through
computer
networking
with
students
in
other
classrooms, schools, or countries. Even more dramatic is the

increasing
frequency
of
teleconferencing
through
satellite
transmission. The face-to-face contact with children who can see

and hear each other via technology is a highly motivating way to
develop communication skills as students in different parts of
the
country
or
the
world
join
together
in
problem-solving
environmental, economical, or political issues.
Cite references (at least one) which support the use of the technology for the
particular multiple intelligence.
Ms.
Cunningham
is
able
to
promote
awareness
of
her
students' Bodily-Kinesthetic intelligence. By showing videos of

popular dances from the time period, or inviting an expert from
the community to talk about the social aspects of dance, Ms.
Cunningham might incorporate a teacher-centered activity. Having
Dr. A. Neely
Aleshia Cooper

19 | P a g e
students learn and perform dances is a student-centered way of

teaching
plays
through
that
intelligence,
intelligences.
Bodily-Kinesthetic
students
as
well
Class
prepare
as
intelligence.
involve
Interpersonal
discussions
provide
The
short
Bodily-Kinesthetic
and
an
Verbal/Linguistic
opportunity
for
students to exercise both areas of their personal intelligences,

as well as to reinforce the subject matter.
Dr. A. Neely
Aleshia Cooper

20 | P a g e
ADAPTIVE/ASSISTIVE TECHNOLOGY
Wii
ne of the best ways to promote positive behavior with

students is to provide tangible rewards. Although video
games do not seem to provide educational value at first
they can be a great tool for students with behavior
issues. This Wii game consists of questions and puzzles
that
challenge
players
to
think,
analyze,
memorize,
compute, and identify. I can break students down into groups and
have them compete against one another.
IPod
use an IPod to provide the students with calm and
relaxing music. Music can lower the stress level of
a student who is having a rough day and it is an
easy
way
problems.
to
Use
be
it
proactive
for
the
about
students
discipline
learning
accounts with music and I create an audio tour. It also help

me install Portable Notes on the iPod, making it easy to
Dr. A. Neely
Aleshia Cooper

21 | P a g e
review class notes and study guides even if the students our
away from the computer.
Brain pop
he
videos
can
make
difficult
ideas
easier
to
understand. This website is designed to capture

student interest by making the lessons fun and
interactive.
each
following
from
step
the
I will use this website to explain

in
solving
equality
of
simple
numbers
equation
asserted
at
as
the
previous step, starting from the assumption that the original

equation has a solution.
Point Sheet Using Excel

hese charts help students track their progress
toward specific goals and encourage students to
monitor their own behavior. It can also include specific goals

for each student such as finishing assigned work or having
positive interactions with others. I issue points at the end
of
each
subject
based
on
the
students'
performance.
Point
sheets are a great way for students to keep track of their own
Dr. A. Neely
Aleshia Cooper

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daily goals as well as for teachers to collect data for each

subject or class period.
Dr. A. Neely
Aleshia Cooper

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STUDENT ASSESSMENT
"Would you tell me, please, which way I ought to go from

here?" "That depends a good deal on where you want to get to,"
said the Cat. "I don't much care where" said Alice. "Then it
doesn't matter which way you go," said the Cat.
Lewis Carroll, Alice's Adventures in Wonderland
In
designing
the
assessment,
considered
two
competing
objectives: 1. The need to make the assessment relevant to the

goals of chapter 1 of an accounting text and 2. Relating the
module
truth
to
in
computational
accounting
liabilities
literacy.
is
that
owner's
Of
assets
equity.
course,
must
the
at
student
all
who
fundamental
times
equal
successfully
completes the module will have entered transactions that prove

this formula. All of learning objectives we've exemplified are
measurable in that they point to a clear assessment that can
easily check whether students have mastered that skill
The students should be encouraged to identify, develop,
and
explore
constraint
or
wide
range
influence
by
of
the
possible
responses
facilitators
without
preconceptions.
Brainstorming in tutorials but only after sufficient preparation

has
been
necessary
completed
in
the
is
final
useful
stage
to
technique.
ensure
Assessment
that
the
is
student
Dr. A. Neely
Aleshia Cooper

24 | P a g e
critically evaluates their responses and communicates them in a

convincing manner.
Although everyone is capable of creativity, the novelty
and effectiveness of their solutions will be determined by a
number of factors that can be influenced by those who educate.
(Allam 2008; Cunliffe 2008). One of the fundamental tenets of
teaching
is
that
student
assessment
and
learning
objectives
should be aligned. The focus of the assessment activities and

tools has a particularly profound effect as it influences the
way
an
individual
thinks
and
their
motivation
to
engage
in
phases of the creative process.
Dr. A. Neely
TECHNOLOGY INTEGRATION CHALLENGES
List
face
five
when
(5)
challenges
attempting
to
you
might
effectively
integrate technology.
1. Availability of
Technology Hardware:
Our public schools are
a mixed bag when it
comes to what type of
computers and other
technology devices are
available to the
classroom teacher.
There is also the
question of how many
computers will be
available for teacher
needs.
2. Availability of
Technical Assistance:
Rare is the school
district that has
enough technical
resource specialists
to assist teachers at
the building level,
let alone in the
individual classroom.
3. Software Applications:
25
There really are an
unbelievably large
number of software
applications available
to the classroom
teacher. The bad news
is that they all
require some time to
master their use and
format of operation.
4. Time to Integrate
Technology into
Teaching: Even if you
have the hardware,
trouble shooting
skills, and knowledge
of how to use the
software, it still
takes time and
experience to
effectively integrate
the technology into
your teaching.
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26 | P a g e
5. Current poor quality

of web pages: Poor
design, maintenance,
and pedagogy in web
sites makes the
Internet less
effective for
education than it
could be.
State
how
you
might
overcome each challenge.

1. Make sure you learn a
variety of different
technology tools,
prepare yourself for
the possibility that
you will have to
group children on
computers and learn
other strategies for
making the most of
the fewest available
computers. There is a
whole set of
instructional
activities for the
one computer
classroom, and you

may want to learn
some of them.
2. Future classroom
teachers need to
familiarize
themselves with
simple troubleshooting technology
tasks. Knowing how to
connect peripheral
devises and load
software packages are
but a few of the many
simple little skills
you can master in
order to help
yourself keep the
technology tools
going in your
classroom.
3. . Some good advice is
to select a few
multi-use packages
and master them well.
Surprisingly, they
all start to look
alike when you get
Dr. A. Neely
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27 | P a g e
the fundamentals for

a few mastered. Make
sure you have a
specific use for the
application in mind
before you start
learning how it
works. People
generally learn
computer applications
more quickly and
completely when they
have a specific
purpose in mind.
4. While you are
developing the skills
associated with
becoming a good
teacher, bring your
technology
integration skills
right along. When you
are learning how to
plan for effective
teaching, build the
technology into those
plans right then. A
yearly planning
calendar might just

as well be developed
as a computer
document instead of
written in a 3 ring
binder.
5. People need to take
publishing on the
internet more
seriously. Teachers
can begin to instill
this attitude in
their students right
now.
Dr. A. Neely
Aleshia Cooper

28 | P a g e
Dr. A. Neely
EXCEL AND ACCESS STUDENT/TEACHER APPLICATION ACTIVITIES
Excel Teacher Application Activities

Topic
Identifying accounts
Vertical Analysis Balance

Sheet
Multiple step income

statements
Cash flow
Topic Instruction
Take
each
of
these 29
accounts and place them in the
correct cell, middle column. To
help you, the first letter of
each account has been entered.
Some accounts have more than
one word.
Select
the
tutorial
Initial. You will find the
balance sheet formatted on the
left. Columns are setup for two
companies.
At
the
bottom
certain items of key data are
copied or computed as you enter
data. They represent critical
measures of financial position
or solvency. Some data has
already been entered. Enter the
following
data
in
the
appropriate cells:
Once the data is entered
into the proper cell on the
statement, a set of ratios are
calculated below. They are the
cost compliment, gross margin
rate, operating income or loss
to sales, and return on sales.
These
percentages
allow
for
comparison with prior years and
other companies.
You will see a listing of
various accounts. On the right
are
beginning
and
ending
balances for some of them. To
assist you, some numbers have
been entered.
Retained earnings
in
As the numbers are entered

the
cells,
they
are
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30 | P a g e
The rules of debit and credit
Horizontal Analysis Balance Sheet
Adjusting entries
Closing entries
immediately displayed in the

retained
earnings
statement
below.
You
must
enter
the
correct the correct titles in
the correct order. The first
one has been done, retained
earnings beginning. Enter the
others in their order. If done
correctly,
a
response
of
"Correct" will appear; if not,
"Not correct" will appear.
To
the
right
there
are
columns for "debit to" and
"credit to"
for the accounts.
In the appropriate cell, write
increase or decrease for each
account. If done properly, the
response in the adjoining cell
will be "correct"; if not done
correctly, the response will be
"not correct". This is to show
how debits and credits increase
or decrease accounts.
The tutorial titled
Initial has all the categories
of a balance sheet ( on the
left ). You will enter two sets
of data, the current year and
the previous year. As you do
this, the increase or decrease
from the previous year will be
calculated to include amount
and %. Some data has already
been entered.
For each of these a journal
entry was required to record
the transaction and a posting
was required to record the
amounts in their accounts and
calculate account balances.
The tutorial titled
Initial has the four categories
of closing entries in the first
column on the left. Given the
following accounts and
balances, record the revenues
Dr. A. Neely
Aleshia Cooper

31 | P a g e
and expense accounts and

balances in the correct cells.
Write-in the revenue, expense,
and income summary account in
the first column
An overview of all statements
Once
the
changes
to
accounts have been calculated,
they are summarized in the
third spreadsheet, Statement of
Cash Flow. There are three
sections
to
this
statement,
Operating to show the flow of
cash from selling and expense
operations. Investing to show
the flow of cash from buying
and selling long term assets.
Financing to show the flow of
cash
from
stock
and
debt
transactions, as well as the
Access Teacher Application Activities

Topic
Working with tables
Working with relationships
Working with Queries and reports
Topic Instruction
The first part of this

assignment
requires
you
to
explore the existing tables
by
performing
the
following
kinds of tasks: (1) adding data
to
existing
tables,
(2)
reviewing the design of tables
and
fields,
and
(3)
adding/editing fields.
Relationships
between
tables
must
be
understood
and
established before a system can
create a form or report that
draws on data from two or more
tables
Open
the
query
Web
Products. Display the query.
Compare the information in the
display with the data in the
Dr. A. Neely
Aleshia Cooper

32 | P a g e
Inventory table.
Working with Forms
Review the design of the

inventory form. Be sure to read
thoroughly, section IV.A in the
manual about columnar forms.
Advance form feature
Review the Order Customer

form.
Answer
the
following
questions regarding the design
of the Order Customer form as
shown
Dr. A. Neely
Aleshia Cooper

33 | P a g e
Bibliography
Bellamy, B., & Baker, C. (2005). Classroom Application. Retrieved
from
Multiple
Intelligences:
http://epltt.coe.uga.edu/index.php?title=Multiple_Intelligences_
and_Learning_Styles
Allam,
student
C.,
2008,
learning
Creative
issues
of
activity
and
implementation,
its
impact
on
Innovations
in
Education and Teaching International 45, 281.
Cunliffe, L., 2008, Using assessment to nurture knowledgerich
creativity,
Innovations
in
Education
and
Teaching
International 45, 309
Cherry,
K.
(n.d.).
Retrieved
Gardner's
from
Theory
of
Multiple
Intelligences.
Linguistic-Verbal
Intelligence:
http://psychology.about.com/od/educationalpsychology/ss/multiple
-intell_3.htm
Grow, G. (1996). Musical Intelligence. Retrieved from Writing and
Multiple
Intelligences,"
Working
Paper:
http://www.longleaf.net/ggrow/7In/Musical.html
Giles,
E.,
Pitre,
S.,
Womack,
S.
(2003).
Multiple
intelligences and learning styles. In M. Orey (Ed.), Emerging

perspectives on
learning, teaching, and technology. Retrieved
September 30 2013, from http://projects.coe.uga.edu/epltt/
Dr. A. Neely
Aleshia Cooper

34 | P a g e
Dr. A. Neely

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10/9/2013

Integrative Lesson Plan Assignment

Basic Accounting | Aleshia Cooper

Integrative Lesson Plan

Wednesday 09 October 2013

Teachers use of Technology ............................

Integrative Technology Activities section .............

IX- Adaptive and assistive Technology section ..................

Edu 301(A.n.)Technology in Education

Integrative Lesson Plan

Wednesday 09 October 2013

CLASS AND STUDENT CHARACTERISTICS

Date: 25 February 2013

Topic: Basic Accounting

Subtopic: Financial Statement

Ability Range: Middle range

Ages: 1416 years

PRIOR KNOWLEDGE: Students should know:

How to define accounting, explain the purpose of the accounting

sole proprietorship, partnership, and corporation.

RECOGNITION OF EXCEPTIONAL LEARNERS:

Edu 301(A.n.)Technology in Education

Integrative Lesson Plan

Wednesday 09 October 2013

Classify accounts as assets, liabilities, or owners

increased and decreased.

Online Chapter Quiz.

Edu 301(A.n.)Technology in Education

Integrative Lesson Plan

Wednesday 09 October 2013

Accounting is the study of how businesses track their income and

financial position of a business or company.

quantitative records, while preparing financial reports such as

prepared for the transactions of the past fiscal year, how to

students have completed the student outline, and mastered the

Edu 301(A.n.)Technology in Education

Integrative Lesson Plan

Wednesday 09 October 2013

closing entries, and managing cash.

Liabilities + Owners Equity

Edu 301(A.n.)Technology in Education

Integrative Lesson Plan

Wednesday 09 October 2013

TEACHERS USE OF TECHNOLOGY:

Edu 301(A.n.)Technology in Education

Online Quiz, Handout

Online Quiz , Handouts

Integrative Lesson Plan

Wednesday 09 October 2013

TECHNOLOGY INTEGRATIVE ACTIVITIES:

Multiple intelligences: Linguistic and verbal

It is the ability to use language to express

typically very good at writing stories, memorizing information

example of a teacher-centered activity. The lecture teaches

Integrative Lesson Plan

Wednesday 09 October 2013

to students' Verbal/Linguistic Intelligence. The viewing of

Intelligence into how the unit is learned. It is important

Edu 301(A.n.)Technology in Education

Integrative Lesson Plan

Wednesday 09 October 2013

Multiple intelligences: Logical-Mathematical

Logical-Mathematical intelligence involves the capacity to

It is the intelligence used by an accountant, a