Tanya Easley

Adjunct Professor of

Mathematics

Lonestar College - Kingwood

Adjunct

Certification

Program

Portfolio

Fall 2019

Table of Contents

What is ACP?.................................. 3

Syllabus Snapshot........................ 4

Student Preparation Strategy.... 5

BOPPPS Lesson Plan.................... 6

Classroom Assessment

Technique...................................... 8

Test Questions.............................. 9

Exp/Log Rubric............................. 10

Showcase Presentation............. 11

Reflective Essay.............................16

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

Important Class Info Class Supplies

A Days Notebook

2nd, 4th, 5th Scientific Calculator

J109 Writing Utensils

Important Dates Textbook

Test 1: Sept. 9th

Test 2: Sept. 30th Julie Miller, 2nd Edition

Test 3: Oct. 29th Package bundled with a

Test 4: Nov. 18th

Final Exam; Dec. 11th ConnectMath

ConnectMath Package ISBN-13:

978-125-9969010

Remind Last Day to Withdraw

Text

Nov. 11th

@b3k2bf

To See the About Your Professor

full

81010 Tanya Easley

syllabus [email protected]

Grades online in

Office: J109

Daily Work: 20% D2L. 281-577-5900

Tests: 40%

Final Exam: 20%

Student Preparation Strategy for Reading

I like their suggestion about what reading in math class looks

like. In my years of teaching, I've been told we suggest having

the students "read" the math textbooks by working through each

of the examples. To make them accountable, I can have a short

quiz based only on those examples. Using Kahoot, Quizziz, or

Quizlet can make it a fun, competitive opening to the class. Of

course, if I really want them to learn something, the questions

can't be "What is the answer to example 1?" I need to ask

questions about procedures, processes, and applications. This

would also be a great way to check for their understanding of

vocabulary that was covered in the section to be read.

BOPPPS LESSON PLAN

COURSE: MATH 1314 College Algebra

Lesson Title: Exponential and Logarithmic Applications

Bridge: How will you gain learner interest and set the stage for the lesson?

Estimated time: 90 minute class meeting

Course Student Learning Outcome: Recognize and apply polynomials, rational, exponential and logarithmic

functions and solve relate equations

Learning Objectives (these should be the ones you wrote in Module 1): By the end of this lesson, students will be able to

analyze exponential and logarithmic functions and describe how the two functions are

related. (Bloom's Taxonomy: Analysis)

use the relationship between exponential and logarithmic functions to solve application

problems such as compound interest and population growth. (Bloom's Taxonomy: Applying)

Pre-Assessment: Students will view a video prior to coming to class and answer questions as part of the video.

Estimated time: 15 minutes spent on the video prior to class.

Participatory Learning:

HIGHLIGHT AND LABEL THE FOLLOWING:

4 questions with Bloom’s level identified

New instructional technology you are trying

At least one classroom assessment technique (CAT)

Time Instructor Activities Learner Activities Lesson Materials

5 mins Lead a short review on the relationship between Discuss the review video and answer the intro discussion Google slideshow with

exponential and logarithmic functions question and participate in the discussion Nearpod open ended

How are exponential and logarithmic functions related? question

How does this help us solve applications of these functions?

15 mins Guide students to solving equations using inverses Use the graph to solve the equation and participate in a Google Slideshow with

and work through examples discussion of how inverses will help us solve exp/log Nearpod

equations

10 mins Monitor and help students as needed Work the “quiz” questions on nearpod Google Slideshow with

Nearpod

15 mins Guide discussion of uses of exp and log equations in Participate in the discussion of the uses of exp/log Google Slideshow with

Nearpod

various fields functions; do a quick google search for possible uses in their Google Search

Guide discussion using questions: fields Google Slideshow with

Nearpod

What makes these applications exponential? How

Chart paper and markers

would logarithmic functions be used to help us find

answers?

15 mins Guide students through various examples of Follow the examples and ask questions as need through the

application problems including compound interest, examples

population growth/decay, half-life, Ritcher Scale, etc.

15 mins Monitor and answer question as needed Students will take an application chart and create an anchor

chart demonstrating the steps to analyze and solve the

problem

Post-assessment: Students will take an exit quiz on the Nearpod

Estimated time: 10 mins

Summary: Use the anchor charts as a guide to summarize exponential and logarithmic equations and applications.

Estimated time: 5 mins

ATTACH ANY LESSON MATERIALS (SLIDES, HANDOUTS, ETC.)

Classroom Assessment Techniques

Objective: TSW use the relationship between exponential and

logarithmic functions to solve application problems such as

compound interest and population growth.

I find using Anchor Charts (Documented Problem Solutions) help

students visualize their learning. I give students a topic or

problem and they will plan and create a learning poster to share

with the class. When done, they make great reference material

for future lessons. You can have each group present their

anchor chart to the class or have a gallery walk. Students can

critique each other's charts or take the time to make mini

versions of the charts in their notes.

Test Questions

1. Which of the following correctly changes this exponential function to its

logarithmic form? (Bloom's: Remember/Understand)

A) log 4 = 4 =

B) log4 =

C) log 4 =

D) log4 =

2) What is the growth rate for the exponential growth function?

( ) = 3096(1.035) (Bloom's: Apply/Analyze)

A) 1.035 % C) 10.35%

B) 0.035% D) 3.5%

3) The population of Small Town USA is decreasing at a rate of 2.5% per

year. The population in 2015 was 1,580. What is the current population

of the town? If this decline continues, when will the town have less than

100 people? (Bloom's: Analyze/Evaluate)

4) Create a problem for the following equation: ( ) = 125(0.73) (Bloom's:

Create)

Exponential & Logarithmic Website Project Rubric

How are exponential &

logarithmic functions

related?

Review Video

Lesson SLO & Objectives

Course Student Learning Outcome:

Recognize and apply polynomials, rational, exponential and logarithmic

functions and solve relate equations

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

• analyze exponential and logarithmic functions and describe how the

two functions are related. (Bloom's Taxonomy: Analysis)

• use the relationship between exponential and logarithmic functions

to solve application problems such as compound interest and

population growth. (Bloom's Taxonomy: Applying)

Solving Equations using inverses

Solving Equations Using Inverses

Why learn exponentials and logarithms?

Social Science, Biology - population growth

The population of the US in 2010 was 309 million with a growth rate of 0.8%.

If that growth rate stays the same, what can we expect the population of the

US to be in the 2020 census?

Business & Personal finance - compounding interest

A lovely family member gives you $1500 as a Christmas gift. You decide to

invest it in an account that earns 4.5% interest compounded monthly. How

long will it take for your money to double? Triple?

What makes these applications exponential? How would logarithmic functions be

used to help us find answers?

Population Growth

The population of the US in 2010 was 309 million with a growth rate of 0.8%. If

that growth rate stays the same, what can we expect the population of the US to

be in the 2020 census?

Compound Interest

A lovely family member gives you $1500 as a Christmas gift. You decide to invest

it in an account that earns 4.5% interest compounded monthly. How long will it

take for your money to double? Triple?

My ACP Experience

● Resources for CAT and technology integration into the classroom

● Reminders on the importance of planning lessons and high level questioning

prior to teaching a lesson

● Some of the pedagogy that I have used in my secondary math classes are

now being encouraged in the higher education classroom

My ACP Experience

I did not know what to expect when I decided to pursue this certification

program. I wanted to do this for a while but it always seemed to fall on the

same night as my classes. I was so excited when the dates were announced

in the fall. It has been an honor to be a part of this program.

This course has given me both validation and new resources to use in my

classroom. My background is secondary education. Some of the topics we

discussed in this course are part of the pedagogy that I have studied for my

high school classes. Bloom’s Taxonomy, the importance of writing good

questions, and using instructional technologies are key elements in secondary

education as well as higher ed. However, this course has given me new

resources to improve my use of these pedagogies and see how important it is

to bring these pedagogies into my college classes. The lists of CATs and

technology shared in D2L is a great resource to add to my toolbox.

I found the lesson planning aspect interesting. Of course, I’ve been

writing lesson plans in one format or another for 22 years. However, I never

write them for my college classes. After this course, I may want to rethink

that. Not that every detail is necessary but having a well laid plan is always a

great idea. I am guilty of “playing it by ear.” I’ve been teaching these

classes for so long that all I need to know is a topic and I can go in and teach

it. Because my lectures are more discussions, many students get it.

However, I need to prepare more student engagement opportunities that will

include all students so no one gets left out. That is the reason I like Nearpod.

Their open ended questions and poll features allow all students to participate

including the ones that refuse to speak aloud in class. Neapod takes planning

and I need to do a better job of planning those in advance.

Our discussion over asking good questions was very interesting. It was

mentioned in class that it is really hard to reach those higher level questions

without planning. That may be true in some cases but some of my best

critical thinking questions have arisen as I was teaching, not while I was

planning. Students tend to lead the way to really good questions especially in

their mistakes. I let my students see me get excited about wrong answers

because that will lead to deeper learning for them. Recently in my Dual

Credit College Algebra class, I was working a problem and as I wrote a step I

realized students would probably not know where it came from. So after I

finished writing, I stepped back and said “Ask a question.” After a couple of

seconds of silence, I said, “No really. A question needs to be asked here. Ask

a question.” Students asked several great questions before they got to the

one that I was thinking about which lead to a wonderful class discussion

about the topic. All of that to say, planning good questions is important but I

do not think the lesson needs to be scripted to ensure high level questions

are being asked.

In conclusion, I have gained insight into where higher education is moving

pedagogically. It is interesting to me that some, not all, of these strategies

have been present in secondary education whether implemented and used

successfully or not. This course has provided a great reminder of some of the

basic tasks that I can do to be a better teacher/professor. Better

questioning, student engagement through the use of technology, lesson

planning are all strategies that I need to improve my teaching at every level.

I would love to see more development in the connections between secondary

teaching strategies and those that can be used successfully in a college

classroom.