Alcantara_ACP_FlipBook

Adjunct
Certification

Program

PSYCHOLOGY
Adriana Alcantara, PhD

FALL, 2019

THIS PROJECT IS DEDICATED TO

My Daughter Ashley
& My Students

Who are all on their unique journeys of transformation
and will change the world!

A Blue Butterfly is a Symbol of Transformation.
A symbol of beauty, life, hope, freedom,
love, happiness and joy.

Seeing a blue butterfly represents a wish that
we will make or have made will come true.
Embrace all changes in life.

Have faith in all that will come true in the future

Special thanks to Sunnye Pruden, ACP Instructor and
Role Model and to all the ACP faculty.
Thank you to Dr. Jonathan Durm,
the Lone Star College System,
my family and to my friends
and their music.

Thanks to all for supporting and inspiring me to pursue my
calling with the highest level of Excellence possible.

TABLE OF CONTENTS

WHAT IS ACP?.............................................................................4
SYLLABUS SNAPSHOT…………………………………………………………..5-7
STUDENT PREPARATION STRATEGY……………………………………..8-9
BOPPPS LESSON PLAN………………………………………………………10-13

LEARNING OBJECTIVES…………………………………………………..14
CLASSROOM ASSESSMENT TECHNIQUES (CATs)……….15-16
NEW TECHNOLOGY………………………………………………………..17
FORMAL ASSESSMENT…………………………………………………..18
RUBRIC……………………………………………………………………..19-21
ACP SHOWCASE PORTFOLIO PRESENTATION …………………..22-43
REFLECTIVE ESSAY…………………………………………………………… 44-47

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

Syllabus Snapshot

General Psychology

PSYCH 2301
Spring Syllabus 2020
(Abbreviated) See 2DL for Complete Syllabus

Instructor: Adriana Alcantara, PhD LEARN ABOUT BRAIN AND BEHAVIOR
E-Mail: [email protected]
Student Success Hours: By Appointment

Student Learning Outcomes

Describe the historical in luences that shaped the field of Psychology.
Describe the prominent perspectives and approaches used in Psychology.
Identify factors in physiological and psychological processes of human behavior,

Textbook

Required Material: Free textbook from
Openstax College available in D2L and here:
https://openstax.org/details/books/psychology.
ISBN # 978-1-938168-35-2
 

D2L

The specific requirements of the course are listed on D2L.

Instructor Guidelines and Policies

Attendance: Attendance is highly recommended and tracked.
Computers, Cell Phones: Electronic devices are not permitted unless specified by instructor for active group learning.
Assignments: Three critical thinking written papers (5 pages each), worth 50 points each will be due throughout the course.
Pop Quizzes: During the semester, several “pop” quizzes will be administered at the beginning of class (worth 1 point each).
Article Presentations: On the last day of class, students will share a recent news article related to any topic covered in class (1 point).
Exams: Four exams (50 multiple choice questions) will be worth 100 points each.

EXTRA CREDIT - 10 Points
Get Involved!!!

- in Campus Activities
and Learning Resources

Learn how to Apply the About your Prof
Principles of Psychology to
your Personal, Academic PhD in Psychology
and Professional Goals and 20+ Years Teaching Experience
Certified in Active Learning in the Class
DREAMS!
Psychologist and Neuroscientist
Expertise in:

Brain Development, Learning ad Memory, 
Addiction, Clinical Disorders and Prefrontal Lobe Function

Student Preparation
Strategy

Student Preparation Strategy
Psychology 2301
Learning - Operant Conditioning

1. Students will read the Assigned Reading
Textbook Chapter 6 – Learning

2. Students will answer the practice questions at the end of the chapter.
3. Students will use the study guide posted on D2L to guide their preparation for class.

BOPPPS
Lesson Plan

COMPLETE BOPPPS LESSON PLAN

COURSE: PSYC 2301 General Psychology
Lesson Title: What Can we Learn from Skinner’s Operant Conditioning?

• Bridge: For inspiration, students will watch and listen to a 1 minute video clip of acclaimed Pianist and Composer Ludovico Einaudi performing his composition
“Elegy for the Artic” on a floating platform in the middle of the Artic Ocean against the backdrop of a glacier in Norway.
Video Clip: https://www.youtube.com/watch?v=2DLnhdnSUVs

A series of slides will then be presented and students will be asked to reflect on the following questions: How will you - achieve success? - break old habits? - prevent
relapse? - change the world? Answer: “By changing behavior.”
End with: Learning is defined as a change in behavior due to experience. Today we will be exploring a prominent theory of learning in the study of Psychology – Operant
Conditioning (show the slide with the learning objectives stated).

Estimated time: 5 minutes

Course Student Learning Outcome:
Describe some of the prominent perspectives and approaches used in the study of Psychology.

Learning Objectives: By the end of this lesson, students will be able to
1. Describe the four types of Operant Conditioning. (UNDERSTAND)
2. Relate each of the four types of Operant Conditioning to everyday life experiences. (ANALYZE)

Pre-Assessment: Class asked: What do you know about B.F. Skinner’s Operant Conditioning?
Classroom Assessment Techniques (CATS) I chose are Memory Matrix and Muddiest Point. What are everyday examples of the 4 types of Operant Conditioning (Memory
Matrix)? What aspect of the matrix is the most difficult to understand (Muddiest Point)?
Bloom’s Taxonomy (KNOWLEDGE and COMPREHENSION)

Estimated Time: 5 minutes
Participatory Learning:

Time Instructor Activities Learner Activities Lesson Materials

10 min Operant Conditioning: Discuss the Learning Answer questions: What do you know about B.F. Skinner’s Slides describing Operant
Model. Operant Conditioning? Conditioning.
Introduce video clip. View Skinner Box video: https://youtu.be/MOgowRy2WC0. Slide with link to video on Skinner

box.

10 min Describe the 4 Types of Operant Conditioning. BLOOM QUESTIONS (COMPREHENSION): How would you Slides showing different scenarios of

Explain Reinforcement and Punishment. explain Negative Reinforcement? How would you contrast 4 types of Operant Conditioning.

Give examples of Positive and Negative for both. Negative Reinforcement with Punishment?

15 min Explain the Similarities and Differences in View “Exercise is Medicine” video: Slide listing similarities and

Behavior Outcomes for Reinforcement and https://youtu.be/jdGWyYccn00. differences of Reinforcement and

Punishment. Explain the best type of Operant Ask Students if they observed Operant Conditioning in the Punishment.

Conditioning to change behavior is Negative video. Slide emphasizing Negative followed

Reinforcement followed by Positive BLOOM QUESTION (SYNTHESIS): Can you think of an original by Positive Reinforcement is best for

Reinforcement. way to use Operant Conditioning to improve your own class changing behavior.

Introduce video clip. performance? Slide with link to video of exercise

coach motivating Lone Star College

CyFair Falcon Mascot.

15 min Discuss Operant Conditioning as a Method of BLOOM QUESTION (EVALUATION): What would you Slides describing effectiveness of

Behavior Modification: Used for motivating recommend to an employer on the use of Positive versus Reinforcement to enhance desired

desired behavioral outcomes. Negative Reinforcement to increase motivation in the behavior change in college and the

workplace? workforce.

Ask Students to use the Think-Pair-Share Strategy and report

to the class on what their recommendations would be to a

teacher for using Operant Conditioning to enhance students’

participation in a campus activity.

Post-Assessment: NEW TECHNOLOGY Kahoot Quiz: 10 True and False and Multiple Choice Questions that determine whether students can identify the 4 types and

everyday examples of Operant Conditioning. The quiz will also assess their understanding of the learning theory as a prominent perspective in the study of Psychology and

important basis for behavior modification. CAT Directed Paraphrasing: Students will paraphrase to answer a friend who asks: “What did you learn in class today?” Describe

4 types of Operant Conditioning with everyday examples. Include the type identified earlier in the Pre-Assessment as the Muddiest Point. Bloom’s Taxonomy

(APPLICATION)

These techniques will assess if the lesson plan’s learning objectives have been met.

Estimated Time: 15 minutes
Summary: Address any commonly missed questions on the post-assessment.
CAT Student Generated Test Questions: Students will integrate/reflect on the lesson plan’s 3 most important and memorable points. Students will produce 3 questions
and answers for formal assessment (Exam) including 1 multiple choice question and two short essay questions. The questions may be used in the exam. Bloom’s
Taxonomy (APPLICATION, ANALYSIS AND SYNTHESIS)
To close the lesson the slide with Summary/Closure points will be shown: Operant Conditioning is a major Learning theory in Psychology in which behavior is shaped by
reinforcement or punishment. The learning principles of Operant Conditioning are the foundation for behavior modification strategies that apply to our everyday lives.

Estimated Time: 3 minutes

See Attached PPT

Alcantara
General Psychology (PSYC 2301)

Course Student Learning Outcome:
Describe some of the prominent perspectives and approaches used in the study of Psychology.

Learning Objectives: By the end of this lesson, students will be able to
1. Describe the four types of Operant Conditioning.
[Bloom’s Taxonomy – UNDERSTAND]
2. Relate each of the four types of Operant Conditioning to everyday life experiences.
[Bloom’s Taxonomy – ANALYZE]

COURSE: PSYC 2301 General Psychology
Lesson Title: What Can we Learn from Skinner’s Operant Conditioning?

Course Student Learning Outcome:
Describe some of the prominent perspectives and approaches used in the study of Psychology.

Learning Objectives: By the end of this lesson, students will be able to
1. Describe the four types of Operant Conditioning.
2. Relate each of the four types of Operant Conditioning to everyday life experiences.

CLASSROOM ASSESSMENT TECHNIQUES (CATS)
CATS are quick and easy formative (usually not graded) assessments that can be used in the classroom to facilitate
Student-Centered Learning.
I have selected 4 CATS from Angelo and Cross’s 1993 “Classroom Assessment Techniques, A Handbook for College
Teachers, 2nd Edition” and “50 CATs by Angelo and Cross” compiled by Cunningham and Moore.
These CATS will be implemented in the BOPPPS lesson plan to facilitate Student-Centered learning. They will assess
student learning with the opportunity to assess and adjust teaching effectiveness in order to enhance student learning.

BOPPPS Lesson Plan
PRE-ASSESSMENT

Assessment of Prior Knowledge, Recall and Understanding
1. Memory Matrix
2. Muddiest Point

POST-ASSESSMENT
Assessment of Skills in Application and Performance
3. Directed Paraphrasing

SUMMARY
Assessment of Skills in Application and Performance
4. Student Generated Test Questions

CATS 1-2 will be used during the Pre-assessment. They will assess and give students immediate feedback about their recall
and understanding of the information from the preassigned readings. It will give the instructor the opportunity to address
individual strengths and weaknesses and adjust the lesson plan in depth and pace in order to facilitate student learning.
Students will benefit by understanding what they know well and what areas need improvement.
CAT 3 will be used in the Post-assessment. This CAT will give students the opportunity to apply the knowledge (in their
own words) to everyday life situations. Students will demonstrate whether they have learned the material and whether
they can link the knowledge to the learning objectives. This will help the instructor determine if the desired objectives
have been accomplished. Students will benefit by gaining confidence in their ability to understand and apply the
knowledge to everyday life.
CAT 4 will be used in the Summary. The CAT will give students the opportunity to apply, analyze and synthesize the material
in original and creative ways. This will benefit students by increasing their preparedness for formal assessments. Students’
excitement for learning will increase as they actively participate in the preparation of their own formal assessments. Their
confidence will increase as they master their ability to formulate questions and their responses to those test questions.

CATS to be Implemented in the BOPPPS Lesson Plan

1. Memory Matrix

Students will be provided with a handout of a Table with the 4 types of Operant Conditioning. The Row and Column
headings will be filled out and the cells empty. Students will be asked to fill out the cells with a brief and clear description
of each of the 4 types of learning. This will test their prior knowledge, recall and understanding of the assigned reading.
Specifically, the section on Operant Conditioning in the learning chapter.

Bloom’s Taxonomy: Knowledge and Comprehension

4 Types of Operant Conditioning

Reinforcement Punishment

Positive

Negative

2. Muddiest Point
Students will be asked “What aspect of the 4 types of Operant Conditioning is the muddiest point?” Students will write on
the bottom of the handout the most difficult aspect of the Table to understand or information that they would like clarified
about these types of learning.
Bloom’s Taxonomy: Knowledge and Comprehension

3. Directed Paraphrasing
Students will be asked to paraphrase (in their own words) important knowledge of the 4 types of Operant Conditioning.
They will be instructed to include everyday life examples. Students will be asked to include discussion of the knowledge
that they identified earlier in the pre-assessment as the muddiest point. Students will be asked to paraphrase this highly
specialized information using clear language that a friend (who is not a student of Psychology) would understand if they
were to ask them “What did you learn in class today?”
Bloom’s Taxonomy: Application

4. Student Generated Test Questions
Students will be asked to integrate and reflect on the three most important and memorable points of the lesson plan.
They will then be asked to produce related questions that may be included in the formal assessment (forthcoming exam).
They will be asked to produce one multiple choice question and 2 short essay questions and to provide the answers.
Bloom’s Taxonomy: Application, Analysis and Synthesis

Alcantara General Psychology (PSYC 2301)

NEW TECHNOLOGY CREATED:

https://create.kahoot.it/share/operant-conditioning/287f4dfd-4a63-4fb3-a1ff-45c480944469

New to Kahoot!?

Welcome! You can play this game as a guest without an account. Sign up to save game results,
search millions of awesome kahoots, create your own or duplicate and edit existing ones

Questions (10)

20 sec

Alcantara
General Psychology (PSYC 2301)

Formal Assessment

Learning Objectives: By the end of this lesson, students will be able to
1) Describe the four types of Operant Conditioning. Bloom’s Taxonomy: COMPREHENSION
2) Relate each of the four types of Operant Conditioning to everyday life experiences. Bloom’s Taxonomy: APPLYING

Multiple Choice Questions
Question 1.
In Operant Conditioning what change in behavior occurs after Negative Reinforcement?

a. Behavior is absent
b. Behavior is undesirable
c. Behavior is increased
d. Behavior is decreased

Bloom’s Taxonomy: COMPREHENSION
Question 2.
An individual has their driver’s license suspended after receiving repeated speeding tickets. What is the name of the type of
Operant Conditioning that is being applied in this situation to change the individual’s behavior?

a. Positive Reinforcement
b. Negative Reinforcement
c. Positive Punishment
d. Negative Punishment

Bloom’s Taxonomy: COMPREHENSION
Short Essay Question
Question 3:
How would you develop an effective study plan using two types of Operant Conditioning to read one chapter before each
class?

Bloom’s Taxonomy: APPLYING
Essay Question
Question 4:
Imagine that you are a consultant for behavior management strategies. What would be your top recommendations to a
company on the use of Operant Conditioning to facilitate employee motivation?

Bloom’s Taxonomy: EVALUATION

Rubric for Assessing Student Critical Thinking Papers PSYC 2301

Critical Thinking: “The objective analysis and evaluation of an issue in order to form a judgment.” Not Passing
1 pt
Excellent Good Fair Weak
5 pts 4 pts 3 pts 2 pts

Organization The paper is written There is one main There is one main Ideas are not linked, There is no sense of
Explanation of Issue clearly. The idea in each idea in each and there is more organization. Ideas
paragraphs flow paragraph and good paragraph, but than one main idea are randomly
logically and the linkage between there is little in each paragraph. presented.
argument is easy to most paragraphs. linkage between There are very few Paragraph divisions
follow. There is a The paragraphs flow ideas and transitions between may be missing. A
conclusion. logically. There is paragraphs. There ideas and conclusion may be
mostly a logical is only some logical paragraphs, and missing.
Issue or problem to progression of ideas. progression of there is no logical
be considered There is a ideas. There is a progression of ideas. Issue or problem to
critically is stated conclusion. conclusion. A conclusion may be be considered
clearly. The issue is missing. critically is not
described Issue or problem to Issue or problem to Issue or problem to presented.
comprehensively. be considered be considered be considered Relevant
Relevant critically is stated. critically is critically is not information
information The issue is presented presented clearly. necessary for full
necessary for full described somewhat clearly. The issue is not understanding of
understanding of comprehensively. The issue is described the issue and of the
the issue and of the Relevant described comprehensively. opposing
opposing viewpoints information comprehensively. Relevant viewpoints may be
is given. necessary for full Some relevant information missing.
understanding of information necessary for full
the issue and of the necessary for full understanding of the
opposing viewpoints understanding of issue and of the
is mostly given. the issue and of opposing viewpoints
the opposing is not given.
viewpoints is given.

Evidence and Support Synthesizes in-depth Synthesizes Information from Examples of Evidence provided
information from information from relevant sources is evidence may not does not persuade
Conclusions and relevant sources. A relevant sources. A given. A clear directly support the or inform. The
Implications clear statement of clear statement of statement of student’s statement audience is not
judgment, whether judgment, whether judgment, whether of judgment. The convinced of the
the student agrees the student agrees the student agrees audience is not writer’s point of
or disagrees with or disagrees with or disagrees with really convinced of view.
the view point, is the view point, is the view point, is the writer’s point of
made. Compelling made. Some made. A few view.
and clear evidence evidence from examples or pieces
from sources is sources with some of evidence are
given along with concrete examples given. The
concrete examples. are given. The audience is not
The audience is audience is fully convinced of
convinced of the convinced of the the writer’s point
writer’s point of writer’s point of of view.
view. view.
There are a few Conclusions and Conclusions and
Conclusions and Conclusions and conclusions and related implications related implications
related implications related implications related are not logical. They are inconsistently
are logical. They are are mostly logical. implications that are not supported by tied to some of the
supported by They are supported are logical. There is evidence that reflect information
convincing evidence by evidence and some evidence that student’s informed discussed. They are
and reflect student’s reflect student’s reflects the evaluation. There is not supported by
informed informed student’s informed a conclusion that evidence and do
evaluation. There is evaluation. There is evaluation. There is may simply restate not reflect
a conclusion that a conclusion that a conclusion. the thesis. student’s informed
does not simply does not simply evaluation. There is
restate the thesis. restate the thesis. a conclusion that
may simply restate
the thesis.

Sentence Structure and Sentences are fluent Sentences are fluent Sentences are fairly Sentence fluency is Sentences are
Grammar and produce a with no run-ons or fluent. There are weak. Run-ons or incomplete,
coherent paper. fragments that few run-ons. There fragments are often confusing, or too
There is a proper distract the is a proper use of distracting to the simple in structure.
use of paragraph audience. There is a paragraph audience. There is There may be a lack
structure. There are proper use of structure. There some proper use of of proper use of
no grammatical, paragraph structure. are some paragraph structure. paragraph
spelling and There are very few grammatical, but There are many structure. There
punctuation errors. grammatical, they do not grammatical errors are many
spelling and seriously affect that affect grammatical errors
punctuation errors. comprehension. comprehension at that have a severe
There are some times. There are impact on
spelling and some spelling and comprehension.
punctuation errors. punctuation errors. There are many
spelling and
punctuation errors.

ACP Showcase
Portfolio Presentation

Adjunct Certification Program
Showcase Portfolio

Adriana Alcantara, PhD
Professor of Psychology

PSYC 2301
Fall, 2019

Table of Contents

• Student Preparation Strategy
• BOPPPS Lesson Plan

• CATs
• Questions
• Technology
• Reflection

Student Preparation Strategy

Getting them to Read

Students will prepare for the class lesson plan by:

• Reading Textbook – Chapter 6 “Learning”
• Answering Practice Test Questions – end of Chapter
• Reviewing Study Guide – posted on D2L

BOPPPS Lesson Plan
• B BRIDGE-IN (HOOK)
• O OBJECTIVES
• P PRE-ASSESSMENT
• P PARTICIPATORY LESSON
• P POST-ASSESSMENT
• S SUMMARY

BOPPPS BRIDGE-IN

BRIEF DESCRIPTION

For inspiration, students will view and listen to a 1 minute video of an individual playing the piano on a
floating platform in the middle of the Artic Ocean.

Students will be asked to reflect on a series of questions:
“HOW will you _________________?”

While viewing the video the students will reflect on Achieve Success
these questions written on the board. Break Old Habits
Prevent Relapse
Change the World

All leading up to the Answer and topic for the day: “By Changing Behavior” i.e. Learning.

• Video Clip: https://www.youtube.com/watch?v=2DLnhdnSUVs

BRIDGE IN

HOW WILLYOU ACHIEVE SUCCESS?

BRIDGE IN

HOW WILLYOU BREAK OLD HABITS?

BRIDGE IN

HOW WILLYOU PREVENT RELAPSE?

BRIDGE IN

HOW WILLYOU CHANGE THE WORLD?

BRIDGE IN

ANSWER :

BY CHANGING BEHAVIOR

LEARNING

IS A CHANGE IN BEHAVIOR

DUE TO A CHANGE IN EXPERIENCE

BOPPPS OBJECTIVES

Course Student Learning Outcome: Describe prominent perspectives in Psychology.
LEARNING THEORY – OPERANT CONDITIONING

Learning Objectives:

By the end of this lesson, students will be able to
1. Describe the four types of Operant Conditioning.

[Bloom’s Taxonomy – UNDERSTAND]

2. Relate each of the four types of Operant Conditioning to everyday life experiences.

[Bloom’s Taxonomy – ANALYZE]

BOPPPS PRE-ASSESSMENT

What do you know about
Operant Conditioning?

BOPPPS PRE-ASSESSMENT

CLASSROOM ASSESSMENT TECHNIQUES (CATS)
Assessment of Prior Knowledge, Recall and Understanding
1. Memory Matrix
2. Muddiest Point

1. Students Complete Memory Matrix: 2. Students Answer:
What aspect of the 4 types of Operant Conditioning
Fill in the Cells with Everyday Examples:
is the Muddiest Point?
4 types of Operant Conditioning
Bloom’s Taxonomy: Knowledge and Comprehension
Reinforcement Punishment

Positive

Negative

BOPPPS PARTICIPATORY LESSON

How will you change the world?

By Changing Behavior

BEHAVIORISM
Also known as BEHAVIORAL PSYCHOLOGY

Prominent Perspective in Psychology
DOMINATED THE FIELD FOR SEVERAL DECADES

B.F. Skinner – 20th Century Behaviorist

Professor of Psychology- Harvard University

Learning Theory

Skinner Box

SHAPING BEHAVIOR - The lever pressing behavior is Learned and becomes a Habit

video:https://youtu.be/MOgowRy2WC0 Food Reinforcer ► Strengthening ► Lever Pressing Behavior

Skinnerian Learning - Operant Conditioning

A type of LEARNING in which a BEHAVIOR is either

Strengthened REINFORCEMENT

Diminished PUNISHMENT

Operant Conditioning
4 Types

Something is Aiming to Aiming to Questions to Generate
Added Increase a Decrease a Class Discussion
Behavior: Behavior
1. How would you
Positive Positive explain Negative
Reinforcement Punishment Reinforcement?

Something Negative Negative 2. How would you
(Aversive) is Reinforcement Punishment contrast Negative
Removed Reinforcement with
Punishment?

Bloom’s Taxonomy:
COMPREHENSION

Operant Conditioning
4 Types

Something is Aiming to Aiming to
Added Increase a Decrease a
Behavior: Behavior

Positive Positive
Reinforcement Punishment

Something Negative Negative
(aversive) is Reinforcement Punishment
Removed

“Exercise is Medicine”

video: https://youtu.be/jdGWyYccn00

Negative Reinforcement gets you started … Questions to Generate
Positive Reinforcement keeps you going! Class Discussion

Can you think of an
original way to use
Operant Conditioning
to improve your own
class performance?

Bloom’s Taxonomy:
SYNTHESIS

Operant Conditioning - Learning
is the Foundation for

Behavioral Modification

● Parenting
● Classroom Management
● Clinical Psychology - Counseling
● Work Place Management

Operant Conditioning - Learning Questions to Generate
is the Foundation for Class Discussion

Behavioral Modification What would you
recommend to an employer
● Parenting on the use of Positive
● Classroom Management versus Negative
Reinforcement to facilitate
motivation in the
workplace?

Bloom’s Taxonomy:
EVALUATION

● Clinical Psychology - Counseling

● Work Place Management

A Method of Behavior Modification

What would you recommend to a teacher on
the use of Operant Conditioning to enhance a
student’s participation in a campus activity?

Students ~
THINK-PAIR-SHARE with the Class

BOPPPS POST-ASSESSMENT

CLASSROOM ASSESSMENT TECHNIQUES (CATS)
Assessment of Skills in Application and Performance
Directed Paraphrasing

Students will Paraphrase to answer a friend who asks: Learning Objectives:
“What did you learn in class today?” By the end of this lesson, students will be able to
(1) Describe 4 types of Operant Conditioning.
• Describe 4 types of Operant Conditioning (2) Relate to everyday life experiences
• With Everyday Examples
• Include the Muddiest Point

Bloom’s Taxonomy: Application

BOPPPS POST-ASSESSMENT

NEW TECHNOLOGY

NEW TECHNOLOGY CREATED:
https://create.kahoot.it/share/operant-conditioning/287f4dfd-4a63-4fb3-a1ff-45c480944469

BOPPPS SUMMARY / CLOSURE

CLASSROOM ASSESSMENT TECHNIQUES (CATS)

Assessment of Skills in Application and Performance

Student Generated Test Questions

• Students – integrate/reflect on lesson plan 3 most important and memorable points.
• Students - produce questions (and answers) for formal assessment (Exam).

1 multiple choice question
2 short essay questions

Bloom’sTaxonomy: Application, Analysis and Synthesis

Formal Assessment – Exam Question Examples

Multiple Choice Questions

Question 1.

In Operant Conditioning what change in behavior occurs after Negative Reinforcement?

a. Behavior is absent

b. Behavior is undesirable

c. Behavior is increased

d. Behavior is decreased Bloom’s Taxonomy: COMPREHENSION

Question 2.

An individual has their driver’s license suspended after receiving repeated speeding tickets.

What type of Operant Conditioning is being applied in this situation to change the individual’s behavior?

a. Positive Reinforcement

b. Negative Reinforcement

c. Positive Punishment

d. Negative Punishment Bloom’s Taxonomy: COMPREHENSION

Short Essay Question

Question 3:

How would you develop an effective study plan using two types of Operant Conditioning to read one chapter before each class?

Bloom’s Taxonomy: APPLYING

Essay Question

Question 4:

Imagine that you are a consultant for behavior management strategies.

What would be your top recommendations to a company on the use of Operant Conditioning to facilitate employee motivation?

Bloom’s Taxonomy: EVALUATION

BOPPPS SUMMARY / CLOSURE
1. Operant Conditioning/Skinnerian Learning

- Learning Theory in Psychology
2. Behavior - Shaped through Reinforcement or Punishment
3. Learning Principles Apply - Every day Behavior Modification

Personal Reflection on my ACP Experience

Personal Reflection on my ACP Experience

LONESTAR FACULTY EXCELLENCE

• STUDENT INVESTED
• CONTENT EXPERT
• PEDAGOGICALLY EXCELLENT
• INSTITUTIONALLY DEDICATED

Personal Reflection on my ACP Experience

Teaching Effectiveness

Measurable Impact on Student:
Performance, Motivation, Passion for Learning, & Success!!
Active Learning
Use of Technology

Networking and Collegiality

Professional Development, Community Building, Online Teaching
Deeper Commitment to Lone Star College and Passion for Teaching!
One Step Closer to my DREAM ! – Full Time Faculty at Lone Star College

Thanks to………..

Sunnye Pruden, Professor of Speech
Ericka Landry, Ed.D. Director, Faculty Development
Sarah Zapata, Teaching and Learning Center
Stephanie Moss, Director, Teaching and Learning Center

Jonathan Durm, Ph.D., Department Chair of Behavioral Sciences
Christina Hagerty, Ed.D., Dean of Public Service, Health and Behavioral Sciences
Jason LaPres, Dean of Transitional Studies, Education and Student Success
Jason Fernandez, Professor Psychology

Bennie Lambert, Ph.D., Vice President Student Success

Thanks to my NEW Friends
on this ACP JOURNEY……

Reflective Essay

Reflective Essay

The Journey

My experience in the Adjunct Certification Program (ACP) has been transformative. The training that I received and the
consequential increase in my confidence has impacted my teaching effectiveness, strengthened my capacity to connect
with faculty and my students and has brought tremendous joy to all aspects of my life. Importantly, happy teachers
make happy students!

On the first day of the ACP, I was pleasantly surprised by the icebreaker activity of selecting photos that had been placed
around the room to be gathered and then used to reveal the essence of ourselves to our fellow faculty. I remember
selecting a photograph of a passenger on a train and sharing with the group that my Department Chair had helped me to
understand, during his classroom observation of my teaching, that each of our students are on their own unique
journey. I was not prepared for the impact that those introductions would have on me as I learned the depth of the
dedication that the faculty have to their students. I was moved by overwhelming emotion and I knew then that it would
be a powerful journey. Immediately, we began to form collegial bonds and learned a tremendous amount about one
another as we engaged in online assignment communication and continued the dialogues in our class sessions.

Creating the snapshot syllabus and the introductory video gave me a glimpse of the technological breakthroughs that
would occur and the creativity that would be awakened. At first, I was planning to complete the syllabus assignment by
cutting and pasting a few lines until I saw the first sample of a syllabus posted. I revised my plan and was thrilled with
the outcome and very excited to find out what more creative energy would be unleashed. I also realized that we would
be learning a tremendous amount from one another. The video was another story and a major break from my comfort
zone that was necessary. Altogether, the process had already exceeded my expectations and we were only in week 1 of
the program.

The experience of playing Kahoot in class was exhilirating! I love reading and would look forward to early Saturday
mornings when I would emerse myself in reading to complete the week’s assigned articles, videos and book chapters. It
was exciting to learn about teaching effectiveness strategies, the BOPPPS lesson plan, Bloom’s taxonomy and about the
Millennials and Generation Z. To have peaked on the Kahoot game scoreboard in class that tested the reading
assignment and lecture material boosted my confidence in my ability to learn and retain the knowledge necessary. By
contrast, in the following class meeting, the exerience of taking a pre-assessement test without knowing it was a pre-
test left me feeling emotionally raw and bewildered. I immediately knew this insight was meant to allow me to
understand what my students must feel when they are lost or overwhelmed and feeling isolated— regardless of their
reasons. I vowed to always have empathy for them. I learned at the end of that session, through our usual group sharing
format, that most of my classmates felt the same. This began the journey of open communication, trust and a deeper
emotional and social connection—ultimately paving the way for a deeper learning experience.

Engaging in campus and in class activities with my fellow faculty to support one another as we guided and mentored our
students began a journey of insight into the levels of support that faculty can offer to one another. In doing so we can
elevate our sense of community and lift our students to new heights in knowledge and life experiences that would
otherwise not be possible to do alone.

The opportunities to go back to our classrooms to apply ALL that we were learning in the ACP became a journey of
wonderment and excitement followed by pure exhiliration! Witnessing the monumental impact that our ACP training
and applied classroom active learning strategies were having on our students’ success, happiness and excitement for
learning as they progressed in their mastery of material, critical thinking, self-efficacy and leadership was the greatest
highlight possible. To witness their success felt like pure victory! During the 10 courses that I have taught at Lone Star
College multiplied by 4 exams each, I would find myself standing in front of the scan tron grading machine after every
exam ever so hopeful. I believed that due to my increasing efforts to improve my teaching skills, I would finally see a
glimmer of improvement in class performance. However, always the same result—no improvement, yet I always
remained hopeful for the next time. Then as I stood in front of the machine waiting in anticipation of the results of exam

3 this semester, it happened! It was an increbile feeling to have witnessed that the usual 1-2% of top students that did
well turned into 80-90% of my students that earned As and Bs on the exam this semester. To witness the impact that the
ACP training was having on my students’ success was amazing! Of course, I immediately shared the great news with
Professors Durm and Pruden! I wanted to share with them my excitement and I also wanted to thank them and reassure
them that all of our collective efforts and hard work were paying off! I was also pleased to reflect on the impact that
these programs must be having on transforming our institutional success.

Immersion in the computer lab and entering the world of technology was ground breaking insight. To experience that
particular ACP class session with Sunnye as a perfect role model, leader and teacher was an invaluable learning
experience. The final level of questions that I had remaining that day about fostering culture, respect and trust in our
classrooms and about the complex intricacies of the student-teacher dynamic could only be learned through careful role
model observation. I resolved my questions through observing her and felt better prepared and confident to elevate to
the next level of my teaching. I also understood why Lone Star College has selected Sunnye for such an important role in
this process. The experience of delving into the hands-on computer session surrounded by the faculty who were now
becoming my close and valued friends was a joyful and exciting experience. Coming out of the session having developed
a game of Kahoot for my students was priceless. Going to share a cup of coffee and lunch with the faculty afterwards,
who were equally excited, led to further brainstorming and sharing about career goals and networking opportunities.

The Lone Star College Professional Development and networking opportunities that presented themselves during this
semester as a result of the ACP training further elevated my focus and excitement to reach new levels of teaching
effectiveness and related professional goals. The grit to power through in developing further technological skills was
empowering. The final step of my wish to implement Kahoot revealed a technological skill base that had yet to continue
unfolding. Preparing my final ACP powerpoint presentation, however, and learning with the help of a colleague how to
embed my BOPPPS bridge-in video clip directly into the powerpoint presentation itself changed everything. I felt
empowered, with the newly acquired skill to show the videos that I normally play in class with new found ease. This
breakthrough lead to an excitement to venture into limitless facets of new technology for classroom instruction.

The final session of the ACP was extraordinary! To share a meal with my colleagues in our new found confidence and joy
while sharing in our success through our final presentations was one of the purest joys in life! The connections and
bonds felt that day represented so much including—shared values, hard work, dedication, and friendship.
Understanding and accepting who we truly are, having relied on each other for support, and having risen to
unprecedented levels of teaching excellence made each instance of connection with my colleagues that day deeply
powerful and touching—possible only through our shared ACP experience and collective transformations. Our shared
goals and dreams, admitted fears near tears and laughter had strengthen us. It has made us better human beings with
greater patience, empathy, courage and dedication. Dedication to ourselves, to our families, to our common Institute
and community, to each other and to our shared calling. Remarkably, our students bond us. We share this deep bond of
wanting to help our students. Help them to find out what we knew coming into the program and what we now have
discovered through this ACP experience; a passion for life, for learning and for helping others. We share a pursuit of
helping our students to find their truth and self-love and to discover their potential and own calling. We share a deep
commitment to inspire our students and to shape their minds so that they may find their own unique greatness to
impact the world and to make it a better place.

Our Students

In the mist of this journey, I had a deer in the headlights experience, as I stood at the computer in front of my class when
I was suddenly confronted with what I perceived as a computer glitch. Then everything happened so quickly—as I was
contemplating a strategy to resolve the problem (and I would learn moments later that my usual attention to detail
approach to this type of particular issue would have led me down the wrong path) my students sprung into action. I
heard their excited voices and joyful collective and contagious laughter as they attempted to give me instruction. Their
faces revealed joy and excitement as they were persistent in offering guidance. A student, who had interviewed me

earlier in the semester for another class, suddenly stood up and walked over to me and took the mouse from my hand
as she gently said my name and said she would show me how to do it. She then proceeded to resolve the issue very
quickly as she smiled and walked me verbally through each step of the process. Simultaneously, the other students
continued in their enjoyment of giving step by step instructions, directed now both at my student and me. We were all
suddenly and inexplicably tied together in this moment in time. It was through that overwhelmingly positive and
bonding experience that I suddenly found the answer, with clarity, to a question that I had held all semester yet unable
to fully articulate into words until that moment.

The question: “Why are we so dedicated to our students?”—Why do we love our students so much? Where does this
dedication come from? Is there an answer, is it authentic and real, is it as powerful as it seems? Or is this simply a one
directional delusion? Furthermore, does it warrant an answer in order to move forward? Remarkably, in that moment of
opportunity with my students I understood the answer. I realized that this is why we love our students so much—
because they love us! It is a real relationship, tangible and powerful. In a moment of opportunity our students will show
us that they care, and they will jump in to help us. When the curtain drops they will reveal to us who they are in all their
glory, aptitude, personality, grace and power. That moment was pivotal in my teaching career and in my life. I am
convinced that without the journey of the ACP that moment of revelation would have never come to pass.

Through that wonderful experience with my students as I saw each and every one of their joyful expressions and
listened to their gleeful voices, I gained clarity and closure and a deep sense of knowing that the teacher-student
relationship that we all feel is real. It is powerful. We love our students and they love us! That’s why we dedicate
ourselves to them – through guidance, teaching and mentoring. We want the best for the children of this world. We
want them to be happy and we wish for them to have a fulfilled life and a profession that they truly love. They deserve
to be happy and if they are as fortunate as we all are then they will find an institution such as Lone Star College that is
deeply rooted in values and dedicated to their faculty and students!

In Conclusion

The ACP experience has left me completely exhilarated, joyful and grateful! The experience has transformed me into the
level of excellence that Lone Star College expects of their faculty: 1) Student Dedicated 2) Content Expert 3)
Pedagogically Excellent and 4) Institutionally Dedicated.

It is wonderful to have had my Department Chair’s support and the support of my colleagues through this entire
journey. I look forward to continuing to build bridges with the ACP faculty and with other colleagues through continuing
Professional Development opportunities.

I am in awe of the greater insight that I now have for my students’ capacity to learn and thrive. As a result, I have a
greater level of commitment to one of the noblest professions, and strive to become the best teacher and role model
that I can be for my students. I am excited about the future possibilities of career advancement within Lone Star College
and I am motivated to develop and advance visionary initiatives for the system. With regard to this experience, I
recommend capitalizing on the foundation that was built through this program by developing ACP faculty team led
workshops and mentoring programs for new faculty. I also recommend developing innovative and collaborative
transdisciplinary team taught classes that will invigorate students.

I am deeply grateful for the ACP experience. It is a privilege and blessing to be a faculty at Lone Star College and it will be
a memorable and powerful gift to have participated in one of their finest programs for fostering excellence in their
faculty to ensure student success.

With Deepest Gratitude,

Adriana Alcantara