ACP FlipBook

Adjunct Certification
Program Spring
2018Title Layout

Six weeks to improved teaching

What we did

• What is ACP ? page 3

• My discipline: Math syllabus page 7

• Student preparation page 9

• BOPPPS lesson plan page 11

• Some test questions page 15

• Homework rubric page 17

• Reflective essay page 19

What we did

• What is ACP ? page 3

• My discipline: Math syllabus page 7

• Student preparation page 9

• BOPPPS lesson plan page 11

• Some test questions page 15

• Homework rubric page 17

• Reflective essay page 19

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

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Syllabus Snapshot - Math 0308

Alan Woodyard posted Feb 28, 2019 1:25 PM

Subscribed

Math 0308-5039 Spring 2019 Meets MWF 9:50a-11:05a HSC1 113

Required materials:

MyMathLab registration for course id woodyard87294 and TI -83 or TI-84 graphing
calculator
Student Learning Outcomes: Upon completion of this course the student will
• Solve linear equations and inequalities in one variable and compound inequalities in
one variable.
• Use linear equations to solve applications.
• Sketch graphs of linear relations and determine a linear equation in two variables given
pertinent information.
• Find the slope and x- and y- intercepts of a linear relation.
• Simplify expressions using definitions and laws of integer exponents.
• Add, subtract, multiply, and divide polynomials.
• Factor polynomials.
• Solve quadratic equations using the factoring method.
• Solve systems of linear equations in two variables, including applications
• Solve problems that require rates, ratio, percentages, and proportion using algebraic
reasoning.

Grading

Homework 16% Labs 5% Quizzes 5% Exams 54% Final Exam 20%

Homework is due no later than the second class time after it was assigned. Weekend
assignments are due Monday following the assignment

Syllabus details can be found at Lonestar.edu each "Syllabus" then instructors name
"Woodyard"

Syllabus is also available in MyMathLab course under Course Tools; Document Sharing

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Getting students to read on-line text

Alan Woodyard posted Feb 28, 2019 1:06 PM

Subscribed

Teaching Tips Ch.4 brought to the discussion the need to get students to prepare by
reading the text.

I have had little success in achieving that goal so the textbook got me thinking

If I can create a quiz that requires the students to open the book (online) and find the
answers, then it could be a "mission accomplished"

I do provide the lecture notes in our course documents but have not discovered how many
download and read them.

The quiz strategy might reveal who does (or does not) read the text

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BOPPPS LESSON PLAN

COURSE: MATH 0308
Lesson Title: Using Quadratic Equation to Calculate Reaction Time

Bridge: In the previous lesson we learned how to solve a quadratic equation and pointed out that quadratic equations describe real world motion. Some
examples mentioned were motion of celestial objects, deceleration of cars, and falling objects.

BLOOM QUESTION (ANALYSIS): Can the quadratic equation be used to find which of you has the fastest reaction time? Who is our “Top Gun”?
Present the quadratic equation describing Newtonian motion: d(t) = -g/2*t2 + v0t + d0 where the distance at time t [ d(t) ] of the object is a function of gravity
(g), initial velocity (v0) and initial distance (or height d0)

Conclude with “Today we will use this equation to find your reaction time: how quickly can you grasp a falling object?

Estimated time: 5 minutes
Course Student Learning Outcome:

1. Solve a quadratic equation for a specified variable (time t)
2. Apply the equation from 1. to a real-world activity
3. Work with a partner

Learning Objectives: By the end of this lesson, students will be able to
1. Understand how the classwork on quadratic equations applies to an activity you can do
2. Apply your use of the quadratic equation in a partnership to measure an outcome
3. Analyze the results with the help of your graphing calculator and compare with other teams

Pre-Assessment:
Return to the lesson on solving a quadratic equation. Students will use the equation of motion to solve a problem. The results will then be entered into the
graphing calculator to show a picture (graph) of the motion of the object over time. From the calculator the students can determine how long an object will
take to reach the ground (think of a parachutist). Students are now ready to manipulate the equation in new ways
Estimated time: 10 minutes
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 min Hand out activity sheet and identify key areas: Understand the goal of the activity Activity sheet Real World
equation, part of equation needed to answer BLOOM QUESTION (REMEMBERING): Using what you have Problem Solving: Measuring
question on measuring reaction time, how to solve learned about solving equations solve the quadratic for Reaction Time Using the
for reaction time t, sample calculation time t. Use your calculator to determine a value of t when Quadratic Equation
the distance is 18 cm.

5 min Each pair is given a ruler The ruler is held and dropped by one student. Their partner Ruler marked in
“pinches” the ruler to stop its fall. The distance it fell is centimeters
recorded.
BLOOM QUESTION (UNDERSTANDING): Ask if students see
a relation between distance the ruler fell and time to stop
its fall. Note that gravity is the only influence on the ruler.

10 min Have students repeat the activity 3 times and mark Students repeat the activity to get three measures of the Calculator
the shortest reaction time calculated distance the ruler fell and use their calculators to compute
the reaction time per the activity sheet
BLOOM QUESTION (APPLYING): Use of calculator square
root function to compute the reaction time

10 min Ask each student for their shortest calculated Students report their reaction times to see who is the “Top Calculator and relation
reaction time. Advise students that reaction times of Gun “ D=R*T
less than 0.05 second may be erroneous. BLOOM QUESTION (ANALYZING): Why are reaction times of
0.05 seconds or less suspicious? If you are traveling at 60
mph (88 ft/sec) how far do you travel in the time it takes to
move your foot from the gas to the brake? Use your best
reaction time to answer

Post-assessment: Students will be able to solve the quadratic equation describing aa falling object for the variable t (time) and use that equation to measure
reaction time. Students will benefit from a post-lab discussion of the uses of quadratic equations to model real-life problems
Estimated time: 5 min

Summary: Students will take home the Activity Sheet and are encouraged to try the same experiment in partner with family and friends

Estimated time: N/A

ATTACHED LESSON MATERIALS (HANDOUTS) See Next Page



Class Discussion: 4 Questions

Alan Woodyard posted Mar 14, 2019 3:52 PM

Subscribed

This is harder than it first appears!

How about this (we are dealing with polynomials and exponents)

Remembering, Understanding, Applying

1) Give examples for the following rules of exponents: Product Rule, Quotient Rule, and
Power Rules

2) Use the Rules of Exponents to simplify a rational expression

Analyzing, Evaluating, Creating

3) Using the polynomial that describes the motion of an object dropped or thrown from a
height, determine how long it will take the object to reach the ground.

4) Give examples of how this same polynomial can be applied to worldly problems

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Math Homework Rubric

Poor Fair Good Excellent

Level of No evidence of Little evidence of Some evidence of Demonstrates
Understanding understanding. Provides understanding. Provides understanding. Provides understanding and
little to no support by limited support by
Completeness showing little or no showing limited work some support by provides support by
work. showing some work. showing their work.
Organization Limited amount of
Assignment is assignment is Most of assignment is Assignment is complete
complete. completed. complete.

No details about Name, Problems Name, Assignment Name, Date,
assignment. Problems numbered consistent Details, Problem Assignment Details,
worked are crowded and with source, steps to
hard to read. No work solution omitted statement correctly Legible, Problems
shown to answer copied. Most instructions written correctly, and

followed instructions followed

Six weeks that changed my approach to teaching

Having taken the vanguard version of ACP in the spring of 2008 I was
ready for a refresher course. Let me say at the outset, this was so much
more than that.

The underlying structure for this course is based on Bloom’s Taxonomy
and the Instructional Skills Workshop lesson basics – BOPPPS.

As an adjunct I have neither a degree nor formal class work in teaching
skills and strategies. This course provided the elements of structure to
teaching which made clear many of the skills I have unconsciously used
over the past 15 years at LoneStar College

Specifically, this class described how to approach the lesson plan in a
formal fashion: Bridge, Objective, Pre-Assessment, Participatory, Post
Assessment, and Summary (BOPPPS). ACP assignments provided each
student the opportunity to practice the development of these elements
under the tutelage of our able mentor, Sunnye Pruden.

In particular there were several “aha” moments which increased my
knowledge base and which I can use immediately in the classroom.

First: getting math students to read the text before the lecture. Refer to
this portfolio and read the section on Student Prep Strategy. It
describes how extra credit was offered as an incentive if students could
answer a take home quiz which presented questions about a specific
chapter topic.

While the strategy is sound the student response was tepid (5 quizzes
completed out of 20 students). However, this is not a strategy I will
abandon and will be used again with some “tweaks” to the incentives
and the nature of the quiz questions

Second: technology in the classroom to this point has been limited to
extensive use of the TI-83/84 graphing calculator. This ACP course has
given many more technical opportunities which can be found on the
LoneStar web at tinyurl.com/acptechtour

I have successfully used Kahoot.com for topic reviews and see
promise in at least two other technology tools provided in the
tinyurl above.

Now as to how this course has made me a more effective
instructor.

I did discover (thankfully) that many of the skills and insights
provided by the course and the solid text, McKeachie’s Teaching
Tips (ISBN-13: 978-1-133-93679-4) I already practice: Verbal
immediate (e.g. use personal examples, humor, praise student’s
work), and nonverbal immediate (e.g. gestures, looks at class, uses
a vocal variety, calls on students to answer questions). This
discovery was a positive insight that I am on the right track and
should continue.

But, to become more effective more immediate skills can be added.
I have referenced the addition of technology to the class. I can also
add how tests are graded and returned to the students with offers
of test corrections (half credit) to improve their understanding of
the material as an effective strategy.

Another effective change is to present partially completed
problems and ask the students to complete what has begun. This is
particularly useful for word problems.

In closing may I offer for consideration some “post-doc”
professional development to this ACP?

While everyone in this ACP class knew their material, it was
obvious that some did not have the “class room presence” that
captures the students’ attention.
Look students in the eye, speak to the back of the room, don’t face
the screen to read the Power Point presentation, move around,
give relevant examples to answer the question “are we ever going
to use this?”
A professional development opportunity to allow adjuncts to
practice presenting to a mock classroom of their peers could offer
a non-threatening critique to the stage craft of teaching.

Thank you Sunnye for guiding us these past six weeks. Your legacy
is secure J

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