ACP Portfolio - Mathematics

ACP Portfolio

Samia Salloum
Adjunct Certification Program
LSC – CyFair – (Spring 2020)

Sunnye Pruden

Table of Content 1
2
• Title 3
• Table of Contents 4
• What is ACP? 6
• Syllabus Snapshot 7
• Student Preparation Strategy 10
• BOPPPS Lesson Plan 23
• Lesson Materials 24
• Formal Assessment 25
• Rubric 32
• Portfolio Showcase
• Reflective Essay

What is the Adjunct Certification Program at Lone Star College?

Purpose: The purpose of the Adjunct Certification Program is to recognize and reward adjunct faculty who
make a commitment to the System and to provide an opportunity to enhance their teaching effectiveness.

Who can participate: Adjunct faculty who have taught at LSC for at least 2 semesters may apply. Participants
are chosen based upon recommendations from their department chair.

Course structure and objectives: The Adjunct Certification Program is structured around 5 components of
successful instruction. After successfully completing this program participants will be able to

 Plan for Learning
o Create a syllabus snapshot
o Create a lesson using the BOPPPS lesson planning moel
o Write SMART lesson objectives
o Identify the levels in Bloom’s cognitive taxonomy
o Employ effective strategies to encourage students to prepare for class

 Employ a Variety of Teaching Strategies
o Define teacher-centered, interactive, experiential, and independent learning techniques
o Locate online lesson repositories and resources
o Incorporate at least one new instructional strategy in a lesson plan
o Create questions that address various levels of Bloom's cognitive taxonomy

 Assess Effectively
o Develop an assessment strategy that aligns with the course outcomes
o Utilize various formative assessment tools that are quick, engaging, and informative
o Create effective subjective and objective tools and processes.
o Cite the principles of effective evaluation.
o Develop an assessment rubric

 Use Instructional Technology
o Explain how technology can enhance teaching and learning
o Employ at least one new instructional technology to encourage student engagement
o Locate instructional technology resources

 Foster a Positive Learning Environment
o Utilize effective strategies for dealing with various student challenges
o Employ motivational theory to structure classes that foster student motivation to learn

In order to successfully complete the program, participants must:
• Attend ALL 5 face-to-face meetings with the initial cohort and complete all on-line lessons. This occurs
over a nine week period with a time commitment of 26-30 hours.
• Actively participate in online discussion topics.
• Present a 10 minute overview of a completely new lesson
• Complete a reflective essay
• Compile and submit an electronic portfolio of all completed assignments
• Score a minimum of 80% on all required elements of the course

MATH 1314 COLLEGE ALGEBRA

SPRING SYLLABUS 2020 (ABBREVIATED)

CONTACT CLASS POLICIES
INFORMATION
ATTANDANCE
Samia Salloum
It is measured based on the following criteria: arriving to class on time;
Office Hours: paying attention during lecture; respectfully listening when others are
Available by speaking; your ability to be fully engaged in your learning without
appointment texting, checking your phone or email, or participating in other digital
distractions.
Email: PENALTY FOR NOT ENROLLING IN MYLAB MATH
samia.salloum@lonesta Enrolling in MyLab Math is a requirement for participation is this class.
r.edu Students who have not logged into MyLab Math by Sunday, January 19th
will not be permitted to take examinations or to other assignments.
Remind:
Sign up to receive MYLAB MATH COURSE ID
group texts from me.
You can text me as salloum02853
well. Send text to
81010 with message: TEXTBOOK
@ssalloum
A Corequisite Solution, 1st Edition
CLASS DAYS, ISBN: 9780134896038
TIME AND
LOCATION

Tues & Thurs
12:30 – 2:50PM
HSC 2 Rm 149

ASSIGNMENTS AND GRADES Percent of
Final
Graded Assignments Details Average

Class Participation and Class Participation: 10%
In-class assignments
Participation includes timely attendance, having calculator and
required materials in class.

In-class assignments:

There are class handouts on Mylab Math under the
“Document Sharing” tab. You are responsible to print them
out and bring them with him/her to class. We will solve the
handouts’ problems in class, and we will have assignments
from the same handouts to be completed in class for a grade.
We will work collaboratively in groups and I will walk around
the room helping you and recording the points you have
earned from all work done in class. 5 points will be given for
each complete handout. These assignments are due at the
end of the class and will NOT be accepted late.

(I will drop the lowest 3 grades).

• The homework will be assigned through MyLab Math.
• Check MyLab Math for due dates.
• Homework assignments that is past due can still be

worked, however a 30% penalty will apply on those
questions worked after the due date.

Homework Assignments Reading Assignments: Before each homework assignment in 14%
MyLab Math you will see a reading assignment. Reading
assignments include links to the section of the online textbook
we are studying, videos and other media. Reading
assignments are not graded but you must finish the reading
assignment for the section before the program will let you
work on the homework from that section.

(I will drop the lowest two homework grades.)

Chapter Exams 4 Exams (Final exam grade will replace the lowest test.) 56% (14%
1 Comprehensive Exam each)
Final Exam
Total: 20%
100%

Student Preparation Strategy

Student will read the lesson before coming to class. At the begging of the class,
students will have a quiz over the reading assignment.

The strategy that I will encourage students to use while reading the lesson is to
chunk the text into smaller pieces. Highlight new words and definition of each
portion. Read one example for each definition or portion of the text. Write in the
margins of each example the steps you understood from the example. After that,
read again the definition and the new words and see if the new words and
definitions make sense to you now.

At the beginning of the class, students will be given a quiz (quiz 1), which
contains 7 questions over the reading assignment. They will answer these questions
independently without using any notes or books. The quiz will contain some of the
basic concepts and new vocabulary of the lesson. At the end of the class, students
will be given another quiz (quiz 2) which contains 5 questions. This time the
questions are given to check if the students can apply the new concepts and solve
the given math problems. Students will do the quiz individually. They can use their
notes that they wrote during the lesson. After finishing the quiz, I will use Random
Picker to pick a student randomly. The student who is picked by the spinner will be
given a dice to roll. If the dice face is an even number, the recorded grade of
participation will be the average of both quizzes. If the face of the dice is an odd
number, the recorded participation grade will be from the second quiz only.

BOPPPS LESSON PLAN – Samia Salloum

COURSE: Math 1314 College Algebra
Lesson Title: 2.3 Functions (80-minute class)

Bridge:
(Show the slide with the pumping gas machine.) Ask students: What is the price of a gallon in the meantime? how many
gallons of gasoline you put in your car last time and how much you have paid? Can you pump a fraction of a gallon? How
about negative values?
If you and your friend went to a gas pumping machine. You filled in a gas of 3 gallons exactly and paid $10 and your
friend also filled in 3 gallons of gas from the same pumping machine but he paid $15. How would you describe the
pumping machine?
In this section, you will be able to differentiate between function and relation, determine the input and output of any
relation. and evaluate a function for a given value. Finally, you will be able to give an example of a function from
everyday life. (Show the slide with the learning objectives stated)

Estimated time: 7 minutes

Course Student Learning Outcome:
1- Demonstrate and apply knowledge of properties of functions, including domain and range, operations,
compositions, and inverses.

Learning Objectives: By the end of this lesson, students will be able to

1- Define a function in different ways. (Remembering)
2- Distinguish between functions and relations when given a graph, table, or concept mapping (Understanding)
3- Determine the domain and range of a relation. (Applying)
4- Evaluate a function for a given values. (Applying)
5- Give an example of a function from everyday life. (Creating)

Pre-Assessment:
The student preparation assignment I chose is a quiz (quiz 1), which contains 7 questions over the reading
assignment. They will answer these questions independently without using any notes or books. The quiz will
contain some of the basic concepts and new vocabulary of the lesson.
The quiz will be administered using Socrative application.

Estimated time: 7 minutes
Participatory Learning:

Time Instructor Activities Learner Activities Lesson Materials

20 min Instruct using PowerPoint Learners will be working problems alongside Powerpoint:
Presentation Functions
Explain the definition of a function instructor as guided practice. Handout: Functions
and example of whether a relation
define function. Learners will solve the problems in groups of
Explain the domain and range of a
function. 4 using the “Showdown” learning Activity.
Explain the vertical line test.
Finish examples 1 - 4 BLOOM QUESTIONS
1- (Evaluating): How would you
decide if a given relation is a
function or not?
2- (Applying) Can you examine if
the following relations are
functions?

6 min Instructor will pause for 3 minutes. CAT: I have used Documented Problem Empty sheet.
Solutions and the traffic lights as a visual 3 card for each
means of showing understanding. students:
Students will be given 3 minutes to write and Red, Yellow, and
discuss notes in pairs. They will be given an green.
empty sheet from the instructor to write
what they have learned and to write the steps
needed to solve the math problems given in
the first portion of the lesson. Students also
write what they didn’t understand. Each
student will have three cards (Red, Yellow,
Green) Red = Don’t understand. Yellow =
Need a clarification of some points. Green =
Totally get it. Once they finish writing, they
will be asked to raise the card that represent
their understanding. Accordingly, I will clarify
to students what was not clear before moving
to the second portion of the lesson. The
students will save these notes to the end of
the lesson because this sheet will be the only
resource they can use in the post assessment.

20 min Instruct using PowerPoint Learners will solve the problems in groups of 4 Powerpoint:

Presentation using the “Showdown” learning Activity. Functions

Explain the function notation and BLOOM QUESTION Handout: Functions

demonstrate how students can apply 3- (Analyzing) Can you make a

it. distinction between equations and

Finish examples 4 - 8 functions?

4- (Creating) Can you construct a

function from everyday life?

6 min Instructor will pause for 3 minutes. CAT: I will use Documented Problem Solutions The same sheet given.

and the traffic lights again. Students will

discuss and write notes of the second portion

of the lesson. They can also review and adjust

the first portion of their notes. Once they

finish writing their notes. Students will raise

the card that represent their understanding

again.

Post-assessment:

A quiz administered using Kahoot. The questions are given to check if the students can apply the new concepts

and solve the given math problems. URL Link: https://create.kahoot.it/share/2-3-functions-and-

relations/d3a2a335-f41b-4458-9673-89f98796bf55

After finishing the quiz, the instructor will use Random Picker from Classtools website to pick a student name

randomly.

URL Link: https://www.classtools.net/random-name-picker/78_GRKLQ7

The student picked by the spinner will be the one who will roll a dice. If the dice face is an even number, the

recorded grade of participation will be the average of both quizzes. If the face of the dice is an odd number, the

recorded participation grade will be from the second quiz only.

Estimated time: 6 minutes

Summary: Address any commonly missed questions on post-assessment. Have students make groups of 5, number the
groups and give them 3 minutes to prepare a summary of the lesson(CAT). The instructor will use the Random Picker
from Classtools website again to pick the group who will share their summary with the class.
URL Link: https://www.classtools.net/random-name-picker/59_cjQUCe

Estimated time: 8 minutes

All materials are attached.

4/19/2020

The Lesson PowerPoint Presentation

FUNCTIONS The cost of gasoline at
a gas station depends
• Relations and Functions
• Domain and Range on the number of
• Determining Whether Relations Are Functions gallons pumped.
• Function Notation
• Determine the input and output?
1 • What is the independent and dependent variable?

2

By the end of this lesson, Relation and Function
students will be able to A relation is a set of ordered pairs.
A function is a relation in which, for each
◦ Define a function in different ways. distinct value of the first component of the
◦ Distinguish between functions and relations ordered pairs, there is exactly one value of the
second component.
when given a graph, table, or concept mapping
◦ Determine the domain and range of a relation. • If the value of the second component y depends on the value
◦ Evaluate a function for a given values. of the first component x, then y is the dependent variable and
◦ Give an example of a function from everyday life. x is the independent variable.

3 • In a function, no two ordered pairs can have the same first
component and different second component.

4

1

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CLASSROOM EXAMPLE 1 DECIDING WHETHER RELATIONS DEFINE DOMAINAND RANGE
FUNCTIONS For every relation consisting of ordered pairs (x, y),
Decide whether each relation defines a function. Justify your there are two important sets of elements.
answer. * The set of all values of the independent variable (x)
is the domain.
M    4, 0 ,   3, 1, 3, 1 * The set of all values of the dependent variable (y) is
N   2, 3 ,  3, 2 ,  4, 5 , 5, 4  the range.
P    4, 3 , 0, 6 , 2, 8 ,   4,  3 
6
5

CLASSROOM EXAMPLE 2 FINDING DOMAINS AND RANGES OF RELATIONS. CLASSROOM EXAMPLE 3 finding domains and ranges from graphs
Give the domain and range of each relation.
Give the domain and range of each relation. Tell whether the relation a) b)
defines a function.
c) d)
a)  4,  2, 1, 0, 1, 2, 3, 5
8
b)

c) x y
−3 5
0 5
3 5
5 5

7

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CLASSROOM EXAMPLE 4 USINGTHE VERTICAL LINE TEST
Use the vertical line test to determine whether each relation is a function
a) b)
c) d)

9 10

CLASSROOM EXAMPLE 5 Identifying Functions, Domains, and Ranges
Decide whether each relation defines y as a function of x, and give the
domain and range.

a) y  2x  5 b) y  x2  3 We conclude
The domain of a function defined by
c) = d) y  x 3 an algebraic expression is the set of
2
all real numbers, except those
11 numbers that lead to division by zero

or to an even root of a negative
number.

12

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1. (Applying) Note that f ( x) is So what is the
difference between
just another name
for the dependent functions and
variable y. equations?

y  f (x)

13 14

CLASSROOM EXAMPLE 6 USINGFUNCTION NOTATION CLASSROOM EXAMPLE 7 USINGFUNCTION NOTATION
For each function, find −
Let = − − 6 + 4 and = 3 + 1 . Find each of the following,

a) f (3) b) f (r) a) f  x  2x2  9 b) f  4, 0, 1, 6, 0, 8, 2,  2

c) g (r  2) c) d)

15 16

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FINDINGAN EXPRESSIONFOR CLASSROOM EXAMPLE 8 WRITINGEQUATIONS USING FUNCTIONNOTATION
Consider any equation involving and . Assume that can be
expressed as a function of . Assume that y is a function f of x. Rewrite each equation using function notation. Then
To find an expression for find −
Step 1: Solve the equation for y.
Step 2: Replace y with a) y  x2  2x  3 b) 2x  3y  6

17 18

Can you create a function SUMMARY
from everyday life?

◦Hint: Fill in the blanks:

______________ depends on
______________ , so _____________
is a function of ______________.

19 20

5

Functions (Handout)
CLASSROOM EXAMPLE 1 Deciding Whether Relations Define Functions
Decide whether each relation defines a function. Justify your answer.

M = (− 4, 0), (−3, 1), (3,1)
N = (2, 3), (3, 2), (4, 5), (5, 4)
P = (− 4, 3), (0, 6), (2, 8), (− 4, − 3)

CLASSROOM EXAMPLE 2 Finding Domains and Ranges of Relations
Give the domain and range of each relation. Tell whether the relation defines a
function.

(a) (− 4, − 2), (−1, 0), (1, 2), (3, 5)

(b) (c) x y
−3 5
05
35
55

CLASSROOM EXAMPLE 3 Finding Domains and Ranges from Graphs
Give the domain and range of each relation.
(a) (b)

(c) (d)

CLASSROOM EXAMPLE 4 Using the Vertical Line Test
Use the vertical line test to determine whether each relation graphed is a
function.
(a) (b)

(c) (d)

CLASSROOM EXAMPLE 5 Identifying Functions, Domains, and Ranges
Decide whether each relation defines y as a function of x, and give the domain
and range.

(a) y = 2x − 5 (b) y = x2 + 3

(c) = √ (e) y= 3
x+2

CLASSROOM EXAMPLE 6 Using Function Notation

Let f ( x) = −x2 − 6x + 4 and g ( x) = 3x + 1. Find each of the following.

(a) f (−3) (b) f (r) (c) g(r + 2)

CLASSROOM EXAMPLE 7 Using Function Notation

For each function , find f ( −1).

(a) f ( x) = 2x2 − 9 (b) f = (−4, 0), (−1, 6), (0, 8), (2, − 2)

(c) (d)

CLASSROOM EXAMPLE 8 Writing Equations Using Function Notation
Assume that y is a function f of x. Rewrite each equation using function notation.

Then find f (−5) and f (t).

(a) y = x2 + 2x − 3 (b) 2x − 3y = 6

Quiz 1 Questions -
Technology: Socrative

SALLOUM4014

Edit Quiz SAVE AND EXIT

Enable Sharing
SOC-46250490

Pre-assessment: 2.3 Functions and Relations

Align quiz to standard

#1 r EDIT w
k
A relation where every input yields one and only one m
output is called y

ANSWER CHOICE

A Relation
B Exponential
C Function
D Linear

#2 r EDIT w

A set of ordered pairs is called

ANSWER CHOICE k
m
A Function y
B Relation
C Coordinates r EDIT w
D Vertical Line Test k
m
#3 y

What is the domain? r EDIT w
k
ANSWER CHOICE m
y
A the set of all x-values
B the set of all y-values
C The set of all x and y values

#4

What is the range?

ANSWER CHOICE

A the set of all x-values

B the set of all y-values
C The set of all x and y values

#5 r EDIT w
k
What test is used to determine if a graphed relation is a m
function? y

ANSWER CHOICE

A The Litmus
B The Horizontal Line Test
C The Diagonal Line Test
D The Vertical Line Test

#6 r EDIT w
k
Evaluate f(-2) if f(x) = x2+ 3 m
7 y

#7 r EDIT w

Does the graph represent a function? k
m
ANSWER CHOICE y

A Yes, because the vertical line test shows there are no

repeating input values

B No, because the vertical line test shows there are

repeating input values

questions TRUE / FALSE

MULTIPLE CHOICE

SHORT ANSWER

Socrative Get PRO! Learn More

Formal Assessment

Lesson Objectives:

1- By the end of this lesson, students will be able to define a function in different ways.
(Remembering)

2- By the end of this lesson, students will be able to distinguish between functions and relations.
(Understanding)

3- By the end of this lesson, students will be able to determine the domain and range of a given
function. (Applying)

4- By the end of this lesson, students will be able to evaluate a function for a given values.
(Applying)

5- By the end of this lesson, students will be able to create different functions in multiple ways.
(Creating)

Test questions:

1- Find (-3) of the following function. (Applying)
( ) = 2 2 + 1

a) -17 b) -5 c) 7 d) 19

2- What is the domain and range of the following function? (Applying)
f(x) = 2x − 5
a) Domain: (0, 2). Range: (-5, 0).
b) Domain: (0, ∞). Range: (-∞, ∞).
c) Domain: (0, ∞). Range: (0, ∞).
d) Domain: (-∞, ∞). Range: (-∞, ∞).

3- Draw a graph of a relation but not function. (Creating) .
4- Decide whether the following relation is a function? Write a justification for your

answer. (Evaluation)
M = {(7, 3), (0, 6), (2, 8), (5,9)}

Rubric: Graphing Piecewise-Defined Functions

Category/Points Excellent Good Fair Poor
Graph the 1st 4pts 3pts 2pts 1pts
Function Does 3 out of 3 Does 3 out of 3 but Does 2 out of 3 Does 1 out of 3
1) Graph of the first the table and the 1) Graph of the 1) Graph of the first
Graph the 2nd equation correctly. graph contain one first equation equation correctly.
Function 2) Graph the first x- wrong point. correctly. 2) Graph the first x-
value of the first 1) Graph of the first 2) Graph the first value of the first
Labeling and Stating function and equation correctly. x-value of the first function and
Domain and Range determine whether 2) Graph the first x- function and determine whether
this point open of value of the first determine whether this point open of
close. function and this point open of close.
3) Include a table determine whether close. 3) Include a table
contains 3 correct this point open of 3) Include a table contains 3 correct
points of the first close. contains 3 correct points of the first
function. 3) Include a table points of the first function.
contains 3 correct function.
Does 3 out of 3 points of the first Does 1 out of 3
1) Graph of the function. Does 2 out of 3 1) Graph of the
second equation 1) Graph of the second equation
correctly. Does 3 out of 3 but second equation correctly.
2) Graph the second the table and the correctly. 2) Graph the second
x-value of the graph contain one 2) Graph the x-value of the
second function and wrong point. second x-value of second function and
determine whether 1) Graph of the the second determine whether
this point open of second equation function and this point open of
close. correctly. determine whether close.
3) Include a table 2) Graph the second this point open of 3) Include a table
contains 3 correct x-value of the close. contains 3 correct
points of the second second function and 3) Include a table points of the second
function. determine whether contains 3 correct function.
this point open of points of the
Does 4 out of 4 close. second function. Does 1 out of 4
1) Label the axes 3) Include a table 1) Label the axes
correctly. contains 3 correct Does 2 out of 4 correctly.
2) Choose an points of the second 1) Label the axes 2) Choose an
appropriate scale to function. correctly. appropriate scale to
graph both 2) Choose an graph both
equations. Does 3 out of 4 appropriate scale equations.
3) Label each graph 1) Label the axes to graph both 3) Label each graph
with the name of correctly. equations. with the name of
each equation. 2) Choose an 3) Label each each equation.
4) State the domain appropriate scale to graph with the 4) State the domain
and range of each graph both name of each and range of each
function correctly equations. equation. function correctly
3) Label each graph 4) State the
with the name of domain and range
each equation. of each function
4) State the domain correctly
and range of each
function correctly

4/19/2020

ACP Showcase Portfolio

Name: Samia Salloum
Discipline: Mathematics

Date: 04/15/2020

1

Table of Contents

• Lesson Materials
• Student Preparation Strategy
• BOPPPS Lesson

• CATs
• Questions
• Technology

• Reflection

2

1

4/19/2020

Lesson Materials

• PowerPoint Presentation
• Handout
• Empty sheet
• 3 cards: Red, Yellow,

Green

• A dice

3

Student Preparation Strategy

• Student will read the lesson before coming to class. At the

begging of the class, students will have a quiz over the
reading assignment.

• A strategy that I will encourage students to use while

reading the lesson is to chunk the text into smaller pieces.
Highlight new words and definition of each portion. Read
one example for each definition or portion of the text.
Write in the margins of each example the steps you
understood from the example. After that, read again the
definition and the new words and see if the new words and
definitions make sense to you now.

4

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BOPPPS – Bridge:
BRIDGE (Show the slide with the pumping gas machine.) Ask students:
What is the price of a gallon in the meantime? how many gallons
Real world problem of gasoline you put in your car last time and how much you have
that connect the topic paid? Can you pump a fraction of a gallon?
of the lesson to If you and your friend went to a gas pumping machine. You filled
current life. in a gas of 5 gallons exactly and paid $10 and your friend also
filled in 5 gallons of gas from the same pumping machine but he
5 paid $15. How would you describe the pumping machine?

In this section, you will be able to differentiate between function
and relation, determine the input and output of any relation. and
evaluate a function for a given value. Finally, you will be able to
give an example of a function from everyday life. (Show the slide
with the learning objectives stated)

Estimated time: 7 minutes

BOPPPS – OBJECTIVES

Course Student Learning Outcome:
1. Demonstrate and apply knowledge of properties of functions, including domain and

range, operations, compositions, and inverses.

Learning Objectives: By the end of this lesson, students will be able to
1. Define a function in different ways. (Remembering)
2. Distinguish between functions and relations when given a graph, table, or concept

mapping (Understanding)
3. Determine the domain and range of a relation. (Applying)
4. Evaluate a function for a given values. (Applying)
5. Give an example of a function from everyday life. (Creating)

6

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Quiz 1 BOPPPS- PRE-
ASSESSMENT
• Administered using Socrative application.
• Contains 7 questions over the reading assignment This Photo by Unknown Author is licensed under CC BY-NC-ND
• Contains some of the basic concepts and new

vocabulary of the lesson
• Students answer questions independently without

using any notes or books.
Purpose
• Encourage students to read before class and be

familiar with new vocabulary and concepts to facilitate
their learning.
• Assess students knowledge of key concepts quickly in
an engaging way.

Estimated time: 7 minutes

This Photo by Unknown Author is licensed under CC BY-NC-ND

7

BOPPPS- PARTICIPATORY LESSON

Students will be working problems alongside instructor as guided practice.
Students will solve the problems in groups of 4 using the “Showdown” learning Activity.

CATs: Documented Problem Solutions and the Traffic Lights as a visual
means of showing understanding.

The method is repeated twice.
Estimated time: 52 minutes

8

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BOPPPS- CATs
PARTICIPATORY
• 3 minutes given to write and discuss notes in
LESSON
pairs.

• Empty sheet given to write what they have

learned and the steps needed to solve the
math problems given in the first portion of
the lesson.

• Students also write what they didn’t

understand.

• Each student has three cards (Red, Yellow,

Green)

Red = Don’t understand.

Yellow = Need a clarification of some points.

Green = Totally get it.

• Accordingly, I will clarify to students what

was not clear before moving to the second
portion of the lesson.

9

BOPPPS- PARTICIPATORY
LESSON

BLOOM QUESTIONS
• (Evaluating) How would you decide if a given relation is a

function or not?

• (Applying) Can you examine if the following relations are

functions?

• (Analyzing) Can you make a distinction between

equations and functions?

• (Creating) Can you construct a function from everyday

life?

This Photo by Unknown Author is licensed under CC BY-SA-NC

10

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BOPPPS- POST- Technology
ASSESSMENT

A quiz 2 administered using Kahoot.
Students are allowed to use the notes written in the blank sheet given only.

Purpose: to check if students can apply the new concepts and solve the
given math problems.

After finishing the quiz, Random Picker from Classtools website will be used to
pick a student name randomly.
The student picked by the spinner will be the one who will roll a dice.

If the dice face is an even number, the recorded grade of participation will be the
average of both quizzes.
If the face of the dice is an odd number, the recorded participation grade will be
from the second quiz only.

Estimated time: 6 min

11

BOPPPS- Address any commonly missed
SUMMARY questions on post-assessment
Have students make groups of 4
Estimated time: 8 minutes Number the groups and give them 3
minutes to prepare a summary for the
12 lesson(CAT)
Use Random Picker from Classtools
again to pick the group who will share
their summary with the class.

6

4/19/2020

Personal Reflection on My
ACP Experience

Learned more than Technology is fun CATs are great to Knowing my
what I have expected and engaging to both provide information students is important
teacher and students. to facilitate students’
from this course about student
learning in less time. learning

This Photo by Unknown Author is licensed under CC BY

13

7

Reflective Essay

Lone Star Community College – ACP

Samia Salloum

April 18, 2020

Before attending the first class of this course, I was not quite sure what this course will add to
my professional development. All I knew is that I want to learn new teaching techniques to
develop myself and to increase students’ engagement and retention. From the first class of this
course, I have started gaining new ideas that I was not aware of to facilitate students’ learning.
The program introduced me to new technology that I have never been used before and
encouraged me to look for different applications to use in my classes. This program is very
effective for any instructor who wants to develop his/her teaching skills for what is currently
proven to work better in engaging students, and in increasing the value of the outcomes taken
from the course being taught.

I will start incorporating what I have learned in this course next semester as we are all teaching
from home due to the Corona Virus. BOPPPS plan is very effective to plan my lesson. It will make
me more organized of what I want to cover in the class period. Before taking this course, I was
usually starting my class with talking about what we have covered last class and then I start
with the objectives of the new lesson. After taking this course, I learned the importance of
beginning my lesson with a bridge to warm up the students’ mind and gain their attention;
therefore, I will not start any lesson from now on without a bridge. In this course we are
introduced to a variety of classroom teaching techniques (CATs) and many different websites

and applications to incorporate technology into the classrooms in an effective and purposeful
way. In two of the assignments we have done in this course, we are asked to incorporate at
least one CAT and one new instructional technology that we have never used before to our
lesson plan. When I have started reading about the different CATs and instructional technology
available, I fell in love with many and I have ended up using 3 CATs to assess students’ learning
in less time and 3 interactive games in the pre-assessment and the post-assessment of my
lesson.

The program has definitely made me more effective instructor. I liked how the BOPPPS plan
helped me make the classroom more student-centered than teacher-centered in which students
will be more actively engaged with the material, participate in the class, and collaborate with
each other. I have found that incorporating different CATs and instructional technology into the
class will not make the lesson more fun and engaging to students only. It will be more
energizing, engaging and fun to me as well.

For further professional development opportunities, I wish if after this course, the facilitator
could attend one lesson of each one of us in one of our classrooms to give a feedback and
identify the strengths and weaknesses during our lesson. Attending one of our classes will give
us a better picture of what is greatly done in class and should we keep doing and what we need
to work on more to become great teachers for our students.