Quae cum dixisset, finem ille. Quamquam non negatis nos intellegere quid sit voluptas, sed quid ille dicat. Progredientibus autem aetatibus sensim tardeve potius quasi nosmet ipsos cognoscimus. Gloriosa ostentatio in constituendo summo bono. Qui-vere falsone, quaerere mittimus-dicitur oculis se privasse; Duarum enim vitarum nobis erunt instituta capienda. Comprehensum, quod cognitum non habet? Qui enim existimabit posse se miserum esse beatus non erit. Causa autem fuit huc veniendi ut quosdam hinc libros promerem. Nunc omni virtuti vitium contrario nomine opponitur.

Current educational systems are trying to transform their practices with those that align with critical thinking skills, collaboration amongst students and allowing students to feel motivated and engaged in learning. Within a special education classroom at a Title I high school located in South Tempe, Arizona, a design was innovated in order to attempt to enhance this learning environment to foster students’ ability to build intrinsic motivation and engaged within their classroom through collaboration and the autonomy supported by the teacher and this innovation. Throughout this paper, you will be able to see the contextual analysis, theoretical inspirations, design constructs and analysis of the implementation within two separate class periods.