Develop

=Develop =

For this project I will use **Motivational Design** (www.arcsmodel.com/home.htm#!motivational-design/c2275) **(ARCS model)** designed by John Keller. This seemed like a very fitting model as motivation is extremely important for all learners; however, for high school students sometimes it seems even more necessary. High school students can be tricky, and some students just don't care to learn at all. Keller admits that reaching those students is tough, but for those that are motivated to learn, it is necessary to encourage, support, and engage them.
 * Theory of Instruction: **

The topic of Geometric Proofs tends to intimidate students from the start. They have heard horror stories from previous classes and often times do not even give proofs a chance. I plan on grabbing my student's attention by incorporating my book builder into my first lesson. The book builder provides something new and different and helps to get the attention of those that might be getting bored of lectures. This book also describes what types of jobs exist where learning deductive reasoning and proofs will come in handy. The hard thing about Geometric Proofs is that no one in the "real world" writes two-column proofs about Geometry (unless you are a Geometry teacher :) ). But, what does come into play is the logic and reasoning behind the creation of the proofs. I hope that showing students the application to life beyond high school will help motivate students to give proofs a chance.
 * __A__ttention **

In order to make Geometric Proofs relevant, again, I am relying on my lesson built around my book. Nothing makes math more relevant than letting students know when and how they are going to use a topic or lesson in the future. I'm sure most doctors, lawyers, politicians, etc. do not acknowledge that they are using deductive reasoning, but they do! The coaches that I created are going to help get students thinking about what kinds of decisions people in these specific jobs make on a daily basis.
 * __R__elevance **

Having the support of other classmates and working together helps to build confidence. Writing a proof individually is nearly impossible as you are beginning to learn how to write a proof. Working in groups helps to ease the tension and confusion of writing a proof. Two (or more) minds are always better than one and having the support of your classmates helps to build confidence and sets students up for a better chance at being successful.
 * __C__onfidence **

Intrinsic satisfaction will come to students who had no faith that they would be able to complete a proof and then coming to the realization that they can! Extrinsically, their grade will reflect their knowledge and feeling more confident in the ability to be successful in geometry.
 * __S__atisfaction **