Adjunct Professor of
Lonestar College - Kingwood
Table of Contents
What is ACP?.................................. 3
Syllabus Snapshot........................ 4
Student Preparation Strategy.... 5
BOPPPS Lesson Plan.................... 6
Test Questions.............................. 9
Exp/Log Rubric............................. 10
Showcase Presentation............. 11
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
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:
Remind Last Day to Withdraw
To See the About Your Professor
81010 Tanya Easley
syllabus [email protected]
Grades online in
Daily Work: 20% D2L. 281-577-5900
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.
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
10 mins Monitor and help students as needed Work the “quiz” questions on nearpod Google Slideshow with
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
various fields functions; do a quick google search for possible uses in their Google Search
Guide discussion using questions: fields Google Slideshow with
What makes these applications exponential? How
Chart paper and markers
would logarithmic functions be used to help us find
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
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.
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:
Exponential & Logarithmic Website Project Rubric
How are exponential &
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?
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?
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