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An electronic presentation chronicling the coursework completed in the ACP Program

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Published by Dishing with Dom, 2019-12-02 15:13:01

Adjunct Certification Program

An electronic presentation chronicling the coursework completed in the ACP Program

ACP FA 2019

Domonique Pugh
EDUC 1300

.

TABLE OF
CONTENTS

Adjunct Certification

Program

1.What is ACP
2.Syllabus snapshot
3. Student

preparation
strategy
4.BOPPPS Lesson
Plan
5.Test Questions
6. Rubric
7.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

FA 2019

EDUC 1300- 5050

mWy chlaesrse?is Domonique Pugh

TU CASA 321 THURS CASA 326

WHAT WILL I COURSE MATERIALS (REQUIRED)
LEARN IN EDUC TEXTBOOK
1300?: GARDNER, JOHN,  BETSY
O. BAREFOOT AND NEGAR FARAKISH.   UNDERSTANDING YOUR LSC EXPERIENCE.
Time management BEDFORD/ST. MARTIN’S, 2019.    ISBN: 
Prioritization 978-1-319-27558-7
Financial Literacy
Career Exploration Course Goal
Benefits of using an
advisor The goal of this class is to transform students’ academic behaviors and create a learning
environment to integrate students into a collegiate environment, ensure college readiness, enhance
overall performance in college courses, and facilitate successful completion of a degree or
certificate.

Course Overview

This course serves as the Lone Star College first-year experience student success course. It is
designed to provide first-year students with an opportunity to attain maximum success in college
and in life. It will assist students in realizing their full potential by facilitating activities that
promote effective learning and personal and professional growth. This course aims to achieve this
goal by helping new students connect with LSC resources and promote a positive and successful
college experience that leads to completion. At LSCS, our data reveals that this course has been
successful in increasing student success.



Complete BOPPPS Lesson- D. Pugh

COURSE: EDUC 1300 First Year Experience
Lesson Title: My money is funny

Bridge: Students will have $100 to spend on a week’s worth of expenses. We will discuss their choices where their priorities lie.
BLOOM QUESTION (ANALYSIS): Who do you think demonstrated the best way to spend the week’s allowance? Argue your point.

End with: Today we will be engaging in various financial simulations and reflecting on how daily/weekly choices can affect your budget long-term.
10 minutes
Course Student Learning Outcome: Students in the college success course will be able to use financial literacy knowledge and skills to create
a personal money management plan for college success.

Learning Objectives: By the end of this lesson, students will be able to
1. Identify common financial situations where financial preferences may change (Understand)
2. Examine personal spending habits; fixed and flexible expenses (Analyze)
3. Create a plan to be financially responsible and use resources we have learned about previously (Create)

Pre-Assessment:

The student preparation assignment I chose is Parking lot. I will ask students to turn in a sticky note with any questions they have regarding budgets or

financial literacy and we will answer them.

5 minutes

Participatory Learning: Ask students to share their results from the playspent simulation. Did they survive the month on their budget? What type of

decisions were they forced to make?

Time Instructor Activities Learner Activities Lesson Materials

5 min Instructor will lead students in guided discussion Ask students to brainstorm with a partner: “In what way are White board
finances important to college students?” Students will
provide examples in their notebook after pair share.
BLOOM QUESTION (EVALUATION): As we did with the
activity earlier today, does being able to defend your
choices make you feel like you can handle the expenses of a
college student?

20 min Instructor will walk around to ensure everyone is Students will be divided into 4 groups and asked to practice Scenarios- paper/pen
participating and to expand on teachable moments active and reflective listening while reading over budget
and conversation. scenarios and answering the questions within their group.

They will use problem-solving skills to create the best

outcome.

1. Living in Cypress

2. Grocery shopping

3. Debit vs Credit Cards

4. Fixed vs Flexible expenses

10 min Instructor will help facilitate discussion questions Students will present their findings; classmates will discuss Slides

whether they agree or disagree.

BLOOM QUESTION (UNDERSTAND) In what ways has this

assignment helped your understanding of financial literacy?

Discussion questions: What habits would you like to employ

after completing these simulations? What affect will this

exercise have on your financial choices this weekend?

10 min Introduce homework assignment: budgeting BLOOM QUESTION (APPLY): Budget workbook

worksheet and go over each section. Students will fill out the personal financial goals inside of

*Students must have a positive balance when the packet.

finished

Post-assessment: NEW TECHNOLOGY: Padlet KWL chart: https://padlet.com/domoniquepugh7/g1nxlwj6cis2

Students will be able to come together and list what they know, want to know and learned.

5 min

Summary: Discuss the most difficult part of the simulations. Students will share their experiences if they already have a budget and/ or credit card. CAT:

Students will fill out an exit ticket with a question they can ask a classmate using what they’ve learned today.

3 min

ACP Showcase
Portfolio

DomoniquePugh
EDUC

Nov. 22, 2019

Table of Student Preparation Strategy
Contents
BOPPPS lesson:

• CAT
• Questions
• Technology

Reflection

Student The student will need to:
preparation
• Read financial literacy chapter and
strategy complete Cornell notes before class-
highlighting important terms or
questions they have.

• Participate in Playspent.com- an online
simulation that lets students pick and
choose from various factors (daycare
for their child, money for a school
project, care repair, insurance) and it
demonstrates how their budget is
immediately affected based on those
choices. The goal is to make it the
entire month with a positive balance.

BOPPPS – • Students will have $100 to spend on a
BRIDGE week’s worth of expenses. We will
discuss their choices where their
priorities lie.

• BLOOM QUESTION (ANALYSIS): Who do
you think demonstrated the best way to
spend the week’s allowance? Argue your
point.

• End with: Today we will be engaging in
various financial simulations and
reflecting on how daily/weekly choices
can affect your budget long-term.

This Photo by Unknown Author is licensed under CC BY-SA-NC • Gas $30

You have $100 for the • Food $25 (packing your
week…how will you spend it? lunch)

• Food $45 (going out to lunch
daily)

• Starbucks $20

• Ez Tag $10

• Dinner with friends $25

• Dog food $10

• New shoes $65

• Dinner with grandma or aunt
$35

BOPPPS OBJECTIVES

Learning Objectives: By the end of this lesson, students will be able to
• Identify common financial situations where financial preferences

may change (Understand)
• Examine personal spending habits; fixed and flexible expenses

(Analyze)
• Create a plan to be financially responsible and use resources we

have learned about previously (Create)

BOPPPS- PRE- • The student preparation assignment I
ASSESSMENT chose is Parking lot. I will ask students to
turn in a sticky note with any questions
they have regarding budgets or financial
literacy and we will answer them

BOPPPS- Students will be divided into 4 groups
PARTICIPATORY and asked to practice active and
LESSON reflective listening while reading over
budget scenarios and answering the
questions within their group

1. Living in Cypress

2. Grocery shopping for two

3. Fixed vs flexible expenses

4. Debit vs Credit cards

Living in Cypress

Grocery shopping for
two:

Using your cell phone, visit HEB or
walmart.com and note the prices of a
month’s worth of groceries for two
people (be sure to note the brand).

Fixed vs Flexible expenses

Debit vs Credit cards

Technology: an interactive KWL chart on Padlet-
Gives students a chance to move around and also
they will now have knowledge of a new resource.
Padlet has many student-friendly resources.

Students will present their findings; classmates will discuss whether they agree or disagree.
BLOOM QUESTION (UNDERSTAND) In what ways has this assignment helped your understanding of
financial literacy?
Discussion questions: What habits would you like to employ after completing these simulations? What

BOPPPS- POST-affect will this exercise have on your financial choices this weekend?
ASSESSMENT

BOPPPS-
SUMMARY

Discuss the most difficult part of the simulations.
Students will share their experiences if they
already have a budget and/ or credit card. CAT:
Students will fill out an exit ticket with a
question they can ask a classmate using what
they’ve learned today.

Personal Reflection on
My ACP Experience

This class has been a really nice opportunity to gather with
like minds, trade skills/experience and gain new strategies
and tools to do what we love. I had no idea I would learn as
much as I did and I have already started using these new

tools in my classroom.

Thank you Sunnye and classmates! I have truly enjoyed this
course!

EDUC 1300 Sample Assessment

Lesson objectives
1. Identify common financial situations where financial preferences may

change
2. Examine personal spending habits; fixed and flexible expenses
3. Create a plan to be financially responsible and use resources we have

learned about previously

1. Which of the following is a fixed expense? (Blooms- Remembering)
A. Car wash membership
B. Mortgage
C. Entertainment
D. Emergency savings

2. List 5 ways that improper use of credit cards can damage your
credit: (Blooms- Remembering)
A.
B.
C.
D.
E.

3. When considering your own budget, which changes did you need to
make to ensure you have the largest positive balance possible? Explain
(Blooms- Analyze)

3. Your monthly income is $1000. Your bills are as follows: a phone bill
($60), rent ($500), gas ($40), groceries ($50), car insurance ($150),
electricity ($50), credit card ($35). You also go to the movies once a
week ($15 x 4= $60), spending money on shopping and buying MISC
items ($275) stopping to eat breakfast away from home a few times a
week ($25 x 4= 100), and your friend’s birthday is coming up ($30 for
dinner and $50 for a gift).Choose which of the purchases you would
make within your budget and explain why you made the choices you
made. (Analyze and Create)



Adjunct Certification Program

(Not a mirage)

I must be honest- I really did think this program would be like other trainings I have
attended- repetitive, unnecessary and filled with a lot of surface information that could be
obtained other places or from other instructors. My goodness, was I wrong! I began telling my
family, my mom and my co-workers how amazing the class was. How I felt when I attended and
how I really was having fun during the sessions. Overall, the best part was Professor Pruden.
She is truly a patient individual, you can tell she really has a passion for teacher because she is
one of those “wonders of the world”- like instructors that have taught you something before
you even knew she was teaching. I really have enjoyed this course and I am a bit bitter that it
has ended.

I have so many resources and just overall attitude-boosters that I gained during 2019
ACP. I wish my students could have an input because I was going straight back into the
classroom to try out the new things we had learned. I started planning my discussion questions,
something I have not done since teaching K-12. Additionally, one of the more simple but
imperative points I took from this course was the listing of objectives. Again, I used to do this
for my younger students when I was teaching in the district, but I had gotten away from it. I
think it is so important because it helped the students know why they were there, gave them a
way to understand exactly what they would be taking away from class that day and it gave me
the chance to self- assess what information I was giving to the students. After learning how to
write objectives correctly, I really felt more confident in the classroom and I felt encouraged
that I was truly hitting every one of the course objectives as an instructor.

I learned about CATs, I have a million and one games and assessment techniques to use
in the classroom. I found out ways to present information and to make digesting information
easier for students, like guided notes for example. The technology portion really blew my mind.
Being a millennial, I thought I knew it all. The world of technology is so much bigger than I have
known and Sunnye gave use the keys by giving us not only a list of technological tools to use,
but she showed us her favorites and used them in class so that we would be comfortable taking
them back to our classroom. When I used Kahoot, one of the simpler games/quizzes, in the
classroom, I immediately noticed an increase in participation and retention from my students.

My lessons have improved overall; they flow better and using the BOPPPS tool has
assisted in making the lesson come full-circle to my students. I can see the complete picture
ahead of time, therefore it is easier for me to present the full picture to my students. I can
anticipate their questions and where their muddiest points may be, so it is easy for me to have
extensions prepared and extra support where needed.

I started having students work more collaboratively in the classroom. I made sure to get
more participation from everyone by having them complete a two- minute paper or write
questions based on the material they had just learned. I especially loved the strategy of having

students write down an answer first, share it with a partner, then share out- to ensure all
students had something to share. I incorporated games, including bingo, into my lessons and I
used various forms of assessment, formal and informal, to self-check along the way. I felt more
prepared and my class ran better because of it. This semester was my first-time teaching EDUC
1300 and I appreciate the ACP for truly making the ride an easier one.

This program made me a more effective instructor by putting me in the place of a
student. It was truly refreshing to see the tools being used in a classroom environment, while
being the student. Being in the Adjunct Certification Program reminded me of the
responsibilities I have as an instructor; sometimes we can forget with the hustle and bustle of
classes changing and all of the things we have to turn in- we forget our value lies in making sure
the student walks away with a greater sense of self and all of the knowledge the instructor had
to give, not just happenstance.

The people. The people. The people! I know you think I am looking of ways to fill up
space in this letter, but I can go on and on about my classmates. They were fun and open-
minded and not afraid to learn from each other. They were helpful and gave constructive
criticism. I never once felt like they were bored if I wanted to share something and they always
gave good feedback, in and out of class. This group was such a fun group; they respected each
other, and I left with a great feeling about them because I can tell they really teach for the art
of it. I never saw anything with the face of “I can’t wait to leave” or that was not willing to give
their all towards the assignment.

I have been an adjunct since 2015. I remember coming in feeling like unsteady because
no one ever came to observe me my first year, and I truly didn’t know if I was doing it right. I
think every adjunct should have to take this course; it really gives you the confidence and tools
needed, especially because adjuncts come from a plethora of backgrounds. Also, for further
development opportunities, these units in the ACP can be broken down into smaller PD
sessions because they are more than necessary- they should be a mandatory part of
onboarding here at Lone Star College.

Lastly, Professor Pruden is the perfect person to teach this course. She does not
judgingly correct us or make sarcastic remarks regarding practices we have done prior to the
class. Instead, she tells anecdotes from her experiences and training and she gives us examples
of how to better our teaching strategies. Thank you for the opportunity.


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