Inclusion and differentiation--hallmarks of the current educational system--require a paradigm shift in the way that educators run their classrooms. This article enumerates the need for techno-kinesthetic, visually based activities and offers an example of a calculator-based programming activity that addresses that need. After discussing the use of the activity in her classroom, Catherine Tabor shows that it has been successful in assisting reluctant, nontraditional, and at-risk learners in grasping the foundational concept of slope and extending it to linear functions. [The material used in this lesson was developed with gifts from Texas Instruments, Microsoft, and Calculex.]