Merged Download ACP FINAL Showcase

ADJUNCT CERTIFICATION PROGRAM
NOVEMBER 14, 2018

PRESENTED BY: KANDACE HENRY
ADJUNCT PROFESSOR

CONTINUING EDUCATION DEPT.

TABLE OF CONTENTS

Syllabus Snapshot Pages

Student Prep Strategy 1-2
3
BOPPPS 4-6
7-8
Technology Link PollEv.com 9

CAT #37 Productive Study 10-11
Time Log 12-13
Formal Assessment 14-15
16+
Rubric

Reflective Essay

Showcase Presentation
– Prezi

GED Full Review Program Syllabus – 16 Day

[email protected] / M – Th / 9:00 – 12:00 / Conroe Center / Room CC107

Mathematics

Number Concepts Hello – from Adjunct Professor Henry! I believe in a hands-on approach to learning, use a
Geometry multi-interactive lesson plan format, engage students by connecting their current depths of
Algebraic Concepts, Graphs & Functions knowledge to college-level readiness. I believe you are here for a reason and look forward
Calculator concepts for the TI-30XS
2 parts – 115 mins. to helping you meet your short-term and long-term goals.

Language
Arts

Creating Arguments and Determining
Author’s voice, Reading for meaning,
Grammar & Language

150 mins. 45min. Written Response

Science &

Social Studies

Social Studies – Analyzing historical
events and arguments, numerical and
graphs relating to Social Studies. (70mins)

Science – Design and interpret scientific
experiments, numerical & graphs relating
to Science. (90mins)

[email protected] Text: 936-333-8000 Fine Print:

1  UNDERSTAND THE GED TEST OBJECTIVES IN ALL FOUR COURSE DESCRIPTION: GED FULL STUDENT BEHAVIOR EXPECTATIONS:
REVIEW: This review is designed to develop Students are expected to conduct themselves
CONTENT AREAS. skills in preparation for the GED test in four content appropriately while on College property or in an online
environment. Students may receive disciplinary action
2  LEARN HOW TO WRITE A WRITTEN RESPONSE TO areas: Reasoning through Language Arts, up to and including suspension, if they violate System or
Mathematics, Social Studies, and Science. A College rules, disrupt classes or interfere with the
A GIVEN PROMPT FOR LANGUAGE ARTS. person must be 17 years of age to take this class. opportunity of others to obtain an education. Students
who pose a threat to the safety of others will be subject
3  USE MATHEMATICS IN SCIENTIFIC APPLICATIONS AND IN The GED® test must be registered for to immediate withdrawal from the classroom, campus
separately @ged.com environment, and/or online environment, as well as face
EVERY DAY SITUATIONS. subsequent criminal charges, as appropriate. Please
refer to the Student Code of Conduct located online at
4  BUILD UPON BASIC MATHEMATICAL CONCEPTS TO http://www.lonestar.edu/student-responsibilities.htm for
HIGH SCHOOL EQUIVALENCY. additional information.

5  READ CLOSELY, MAKE LOGICAL INFERENCES, AND CITE SPECIFIC TEXTUAL ACADEMIC INTEGRITY:
Lone Star College System (LSCS) is committed to a
EVIDENCE WITH SUPPORT STATEMENTS FROM A GIVEN SOURCE. high standard of academic integrity in the academic
community. In becoming a part of the academic
6  DEVELOP CRITICAL THINKING SKILLS NECESSARY TO community, students are responsible for honesty and
COMPLETE ALL PORTIONS OF THE GED TEST. independent effort. Failure to uphold these standards
includes, but is not limited to, the following: plagiarizing
LETTER GRADE ASSIGNMENT: MATERIALS: written work or projects, cheating on exams or
The student’s accomplishment is measured by mastery of the assignments, collusion on an exam or project, and
learning outcomes and a letter grade will be assigned. “S” COMPLETE TEST PREPARATION FOR THE 2014 GED® TEST misrepresentation of credentials or prerequisites when
(satisfactory) is assigned for satisfactory completion of all learning Steck-Vaughn 978-0-544-25234-9 registering for a course.
outcomes; “N” (non-satisfactory) is assigned when learning
outcomes have not been completed. *SINGLE SUBJECT BOOKS & WORKBOOKS OFFERED BY GRADUATION PROGRAM:
STECK-VAUGHN @LSC BOOKSTORE Lone Star College conducts an
COURSE EVALUATION: TI-30XS MULTIVIEW CALCULATOR annual GED Graduation Ceremony
Courses are evaluated in several ways. Students complete an SPIRAL NOTEBOOK, PENS, PENCILS for students who achieve their GED
evaluation for each course they take. The college supervisor credentials at one of the Lone Star
reviews these evaluations and may visit an instructor’s class at College System campuses. Please
some time during the course. obtain a form from your instructor.
Students must hava a passing score
ATTENDANCE POLICY: LSC and GED.com are on the GED Test, in all four core
Attendance is expected for every scheduled class day. subjects; LA, Math, Social Studies,
Students must also adhere to the specific requirements of the helping students and Science to qualify for the
licensing agency, if applicable. Should a student anticipate an graduation ceremony.
absence, the student should notify the instructor in advance. Open Doors to a
An excessive number of absences will prohibit the successful Brighter Future! *The full syllabus can be found
completion of this course and subsequent receipt of CEUs online
@GEDX_Syllabus_2018_Notebo
and a course Certificate of Completion. ok_view.docx

FUNCTIONS - [email protected] 

 

Prep4Success (P4S) 

For: Wednesday, 10/3/2018 A​ Good Place to Start!   

─ 

Preparing for our lesson on Functions ​with the P​ 4S strategy will help you develop the skills needed to pass the GED

Test and help you prepare for future college-level math courses. Functions ​cover an array of topics and relate to a

variety of content areas. By looking at functions students are able to cover more material in a shorter amount of time.

Good Stuff! Students are asked to follow the format and bring 2 questions to class, either on a notecard or sent

through email. Please see the point system for evaluating your questions, prior to class. The total amount of points

earned will constitute a percentage of your final grade. Mathematical concepts can be difficult to understand and

remember, use the P​ 4S​ strategy to help you make connections and be successful.      

Prep  

● Prepare for class.  
● Pick the graph you’d like to discuss.   
● Preview pages 113 in Language Arts, 282 in History, 380 in Science, and 594 in Math.  

4 (Four Points)  

● 1 pt. Question: states a fact, fill in the blank, yes or no answer, true or false.  

● 2pts. Question: summarizes the topic, limited question, asks for a list.  

● 3pts. Question: reflects on prior knowledge and connects to the current topic. 
Expresses a higher level of thinking, deeper reading level, open-ended.  

● 4pts. Question: leads to an informal discussion of the topic at hand, connects 
to an outside source, including social media, journal article, website, online 
resource, discussion board. Relative to current issues in our society, applies to 
a global issue or societal problem, connects to future learning or leads to 
further discovery.  

Success 

● Speak Up! Share your thoughts, discoveries, information, tips.  
● Start a conversation, partner read, initiate a study circle, encourage others to 

write down their questions before class, summarize chapters or content.  

● Use the reading guide by AVID Weekly, M​ arking the Text.​  

 
 

BOPPPS - Second P 1
Kandi Henry – Adjunct Certification

Complete BOPPPS Lesson Plan

COURSE: GED Full Review DEVSC3900506-C005
Lesson Title: Functions Across the Curriculum

Bridge-in: 5 mins.
What do polar bears and weight gain have in common with mathematical functions? Are linear and non-linear functions used in the
real world?
GED Course Student Learning Outcomes:
Mathematics 2. Recognize, understand, and analyze features of a function.

Learning Objectives:
BTEOTSTPWBAT integrate prior knowledge and newly acquired information on the definition of an algebraic function after reviewing
and comparing, linear and non-linear functions, within the math, science, and social studies sections of the book and agree to two
criteria: (1) For every one X there is one unique Y (2) Functions can have either a constant or varied rate of change by constructing a
story problem using a quantitative data table. (Evaluating, Creating, Analyzing)

BTEOTSTPWBAT plan, construct, design, and produce their own, linear and non-linear algebraic functions using Excel, the graphing

calculator, or online applet, organizing data into a table relating a constant or varied rate of change based on their story problem,

evaluate and modify as needed, based on the two given criteria. (Creating and Analyzing)

Pre-Assessment: 5 mins. PollEV.com/kandacehenry436
Using a Challenge Poll as a Pre-assessment students use their mobile phones to choose correct answers to the multiple choice
poll questions. Results are displayed in real-time. Please see attached slides and explanation page.

Participatory Learning: 60 mins.

Time Instructor Activities Learner Activities Lesson Materials
5 Bridging Question – What do Polar Pre-Reading Activity, using the P4S – Student Prep A Good Place to Start
Bears and weight gain have to do Strategy and background knowledge assessment to
with functions? gather information on functions. Pages are listed for P4S Student Prep Strategy, designed by
each subject with a Pre-Assessment interactive quiz. K. Henry

BOPPPS - Second P 2
Kandi Henry – Adjunct Certification

5 Teacher PPT introduction on Think-Pair-Share- compare/contrast with partner the PPT please see attached 12 slides by
functions, linear & non-linear, defining elements of a function, as represented in the 3 haringeymath.file.wordpress.com
defining elements. content areas of math, science, and social studies, in
the Text and PPT. Subdivide information into linear vs.
P4S Student Planning activity non-linear. Formulate 2 meaningful questions about
designed by K. Henry functions student-pairs would be able to research
further.

15 Students are given “nuggets” of Construct a story problem with matching data table, Student book pages listed in the P4S

knowledge, to help them discover based on mutual relationship. (Ex. Polar bears and student planning activity, taken from our

and eventually solve problems weight gain over time). Using a problem-based GED Full Review text by Steck-Vaughn

related to functions in 3 content situation, students create tables with numerical data,

areas. Some introductory based on research using search engines, similar to

information will be given, but not examples in the text. Students discuss in a small group

all information as in a case study learning circle or Teaching Lines.

on functions.

20 Teacher monitors and models use Design a graph using the graphing calculator, Excel, or Excel

of graphing calculator, Excel online applet to display a function based on students’ Graphing calculator, example TI-84

graphs with data tables, and story problem. Students will construct, organize, Online applet, example desmos.com as a

online applet. Students are given compile, and revise data using a data table. Using a Formal Summative.

an opportunity to choose the real-world comparison (relationship) in a mathematical,

medium in which they feel most scientific, or historical setting, students will revise

comfortable using, in order to, graph as needed, in order to present to the class, using

present their function. a 3-point rubric.

15 Teacher will provide positive Students will evaluate graphs while presented, support Rubric example (3pts) Presentation

feedback, focusing on what is their conclusions based on the two criteria. Agree that included graph with data table, including

included. Teacher will have functions are useful in the real-world and can be used all elements of a function. Presentation

students respond to to measure relationships within a scientific, was clear, precise, and organized.

presentations, having them mathematical and/or historical context. Students will Displayed a common relationship, using a

choose either to ask a question or integrate knowledge gathered on functions to help constant or varied rate of change.

share a comment. Evaluations. them solve future problems.

BOPPPS - Second P 3
Kandi Henry – Adjunct Certification

Post-assessment:

Using Prezi or PPT students present their final graphs and data table of their student-created function. Concentrating on two major
questions.
Q: What facts would you select to show the two criteria that define a function? (Application)
Q: What is the relationship between a fixed rate of change and a function compared to a varied rate of change and a function? Describe
the numeric pattern that forms in the data tables. (Synthesis and Comprehension)

Summary/Closure: 5 mins.
Students use CAT VIII #37 Productive Study Time Logs as an informal summative follow-up.
Students discuss their time planning study logs to set realistic goals or determine a personal action plan. Students discuss main points of
the functions lesson, recap, and provide feedback for other students and the instructor.
*Please see attachment, ppt, and technology link and pics

1T Technology Integration: PollEverywhere.com – Kandi Henry (Adjunct Certification)

 By the end of this lesson students will be able to integrate prior knowledge and newly acquired information on
the definition of an algebraic function after reviewing and comparing, linear and non-linear functions, within the
math, science, and social studies sections of the book and agree to two criteria: (1) For every one X there is one
unique Y (2) Functions can have either a constant or varied rate of change by constructing a story problem using
a quantitative data table. (Evaluating, Creating, Analyzing)

 By the end of this lesson students will be able to plan, construct, design, and produce their own, linear and non-
linear algebraic functions using Excel, the graphing calculator, or online applet, organizing data into a table
relating a constant or varied rate of change based on their story problem, evaluate and modify as needed, based
on the two given criteria. (Creating and Analyzing)

PollEv.com/kandacehenry436

*Students may have to register to use the mobile app, in order to, complete the Competitive Poll

I chose PollEverywhere.com as my technology integration, because I had not previously
used it in my classroom. I thought it would be interesting to try something new. I was not sure
how a Competitive Poll would work with a math lesson, but I was pleasantly surprised.

I used the Competition Poll, specifically to boost enthusiasm, as it promises, and display
results in real time. Points are assigned and a leaderboard shows whom is in the lead. I could
have the class divide into groups, in the future, while using the competitive poll option. Points
are assigned in 1,000 point increments per question; I’m not quite sure how to change that
number, or if I’m able to at all. This was one of the few challenges or troubleshooting problems
I had with the program. Also, students have to be assigned to your Classroom Poll, which might
mean a financial obligation for the educator.

Having set up my Challenge Poll as a Pre-Test, for my Functions lesson plan, I believe
students would be actively engaged and thoroughly enjoy it. Students use their mobile phones
to choose correct answers to the multiple choice poll questions. I did try inserting several
graphs, which seemed to download perfectly. I’m not sure how they will show up on the
students’ phones or if there will any compatibility problems. PollEverywhere.com is compatible
with PPT and Google Slides. It might be useful to have students create competitive polls given a
particular topic, in the future. I’m anxious to see how this goes.

(Pics of my Competitive Poll)

2T Technology Integration: PollEverywhere.com – Kandi Henry (Adjunct Certification)

Productive Study Time Log (Example)

MATHEMATICS LANGUAGE ARTS SCIENCE/HISTORY

Time WEEKLY TOPICS
*
NOTES – QUESTIONS - COMMENTS
MON
Time LINKS – ONLINE LEARNING

*
TUES
Time

*
WED
Time

*
THURS
Time

*
FRI
Time

*
SAT
Time

*
SUN

Kandi Henry – Adj. Cert. Functions Final Assessment

FUNCTIONS
ASSESSMENT

10/25/2018

MULTIPLE CHOICE

1. Choose the outcome of a linear function when the rate of increase is constant.
a. A curved line
b. A circle
c. A straight line
d. An ellipses
e. Two straight lines

2. The rate of increase or decrease shows how quickly f(x) or y changes. If the rate of change is
increasing rapidly, the slope will appear
a. Negative
b. Very Steep
c. Sloped
d. Unchanged
e. Gentle

EXTENDED RESPONSE

3. Compare the difference in criteria for a linear equation versus a non-linear equation.
(Evaluation)

4. Construct a real-world example of a function. Integrate rate of change and initial value in your
answer. Create a table or graph to display your answer. (Synthesis)

1

Kandi Henry – Adj. Cert. Functions Final Assessment

Key:

1. C

2. B

3. A linear equation for a function has no exponent higher than 1 and the graph forms a straight line.
A non-linear equation for a function has at least 1 exponent higher than 1 and the graph forms a curved line.

4. Tracking how much money someone has earned over a period of time, including the initial value on Day 0.
A table or graph would show how fast the output changes, with a steep slope or constant rate of change.

Learning Objectives:

BTEOTSTPWBAT integrate prior knowledge and newly acquired information on the definition of an algebraic function
after reviewing and comparing, linear and non-linear functions, within the math, science, and social studies sections of
the book and agree to two criteria: (1) For every one X there is one unique Y (2) Functions can have either a constant or
varied rate of change by constructing a story problem using a quantitative data table. (Evaluating, Creating, Analyzing)
BTEOTSTPWBAT plan, construct, design, and produce their own, linear and non-linear algebraic functions using Excel,
the graphing calculator, or online applet, organizing data into a table relating a constant or varied rate of change based
on their story problem, evaluate and modify as needed, based on the two given criteria. (Creating and Analyzing)

2

Rubric for Analytical Extended Response Comparing Multiple Texts

Description 2 1 0
Trait 1: Use of  Lacks purpose
Evidence and  Purpose or thesis  Generates an
is connected to argument or a thesis
Creation of the prompt with some statement
Arguments connection to  Minimal to no
 Generates text- the prompt evidence from
Trait 2: based arguments the source texts
Organizational  Some  Minimally
Structure and  Specific evidence evidence is analyzes the
Development is from the source used from prompt
texts the source  Makes no
of Ideas texts attempt to
 Analyzes the evaluate the
Trait 3: Clarity source texts  May include validity of the
and Standard relevant and argument
 Evaluates the irrelevant  Summary of
Writing credibility of the citations texts
source texts
 Partially  Misuse words
 Makes reasonable analyzes the  Ideas are
inferences, issue or
identifies false prompt expressed in
reasoning vague terms
 Ideas are  Contains
 Well developed inconsistentl minimal or no
ideas, logical, and y developed elaboration on
elaborated main ideas
 May reflect  Informal style
 Sensible simplistic or or
progression of vague inappropriate
ideas with clear reasoning tone
connections  Demonstrates
 Some limited or no
 Use of transitional evidence of a awareness of
devices logical audience and
progression purpose
 Word choice is
specific and  Establishes  Consistently
expresses ideas an flawed sentence
clearly organization structure
al structure
 Establishes an that uses
organizational some
structure that transitional
conveys the devices
analytical purpose
 Inconsistent
 Demonstrates sentence
largely correct structure
sentence

Conventions structure  Awkward  The overall
Total sentence meaning is
 General fluency structures do difficult to
not distract understand
 Varied sentence from the
structure overall  Minimal control
meaning of the basic
 Correct conventions
subordination,  May contain and writing
coordination and more techniques
parallelism frequent
errors in  Severe and
 Competent mechanics frequent errors
application of and writing in mechanics
conventions conventions
 Errors disrupt
 Subject-verb  Standard the overall
agreement conventions meaning or
are comprehension
 Capitalization, moderately of the writing
apostrophes, use expressed
of punctuation,  Response is
and pronoun  Inconsistent insufficient or
usage are clear control over blank
standard
 Errors in writing
mechanics and conventions
conventions are and usage
minor and do not
interfere with the
overall
comprehension

1 ACP Reflective Essay – Kandace Henry – 11.14.18

I signed up for the Adjunct Certification Program really without knowing what was in
store, as far as, material and curriculum were concerned. I was pleasantly surprised at the
amount of detail and material presented in the D2L. The book was a wonderful asset and
learning tool, as well. There was so much information, I felt I wanted to copy it all and save it
for later, like little nuggets of gold.

I was so glad we revisited or looked at a newer, updated Bloom’s Taxonomy of
questioning stems. It had been a while for me. As an instructor, we learn these things, and they
become automatic, but it was so good for me to revisit and rethink, my line of questioning. I
also learned a great deal about myself and my teaching style by focusing on the Five R’s. It was
interesting to me, which “R’s” I needed to work on. Not what I would have expected, especially
teaching this newer generation. The three R’s I found myself needing work on the most are
Relevance, Rationale, and Research-based. I have the Relaxed and Rapport covered! The
Millennial video from TED, was a positive way to begin the course, and really made me take a
hard look at my attitude towards millennials. The idea that, this is the generation we are
currently teaching, made an impact. I found myself having more understanding and wanting to
understand this generation for their wonderful qualities, not negative values.

I used the GRIT video in my classroom, almost immediately. Many of my students have
dropped out of high school, or have overcome overwhelming obstacles. The idea or concept of
building “grit” is extremely important for my students. They seem to start the course off well,
but lose the momentum or positive energy flow, quickly. I have also incorporated the teaching
lines, gallery walk, quick quizzes, and productive study time logs into my classroom. This
semester, I had a smaller class and was able to incorporate many things. It was exciting to get
to try out new techniques, tips, tools with my GED students. They were all too pleased to help
the teacher, learn new things. I approached my students this past session with an “I’ll help you,
if you’ll help me” attitude. They thoroughly enjoyed helping me, prepare for my class, or as one
student said, “We can help you pass your class, Mrs. Henry!” Laughed on the inside, but truly
appreciated their help in trying new things. The overall attitude was extremely positive and the
students loved when I brought something new into the classroom to try.

The adjunct certification program, should be a required course for all adjunct professors
at Lone Star College. I’m truly not saying that to earn brownie points, but believe it to be an
extremely beneficial program. I am a better adjunct professor today because of it. I was forced
to revisit some things from my past and acquired some new skills. I love the use of technology.
Following up with my master’s courses in Instructional Technology, I was unable to finish due to
an auto accident. My wrist was severely broken, and I could not finish the coursework. I am
thankful for the technology portion of this program. As an adjunct professor we need to get out
of our comfort zones and revisit some of the new and updated teaching methods. One new
method or new program I decided to use with my students, next session, is a Challenge Poll
developed by PollEverywhere. I cannot wait to see students’ faces light up, when they get to log
in with their phones and answer challenge questions. The results display in real time, even as

2 ACP Reflective Essay – Kandace Henry – 11.14.18

the instructor is presenting the material, and the audience is shown a graphical representation
of which answer was chosen the most. It might be fun to have students answer in groups, just
in case one student is without a phone, or reluctant to jump in there. The Challenge Poll can be
used by logging into a computer, as well.

I am looking forward to using the Productive Study Time Logs with my students next
semester and cannot believe I haven’t thought to use this as an app or in paper form before. It
seems, with four content areas to cover in 16 days, students would greatly benefit from using a
study-time app or hand held document, or even a bullet journal to record how much time was
spent studying a concept. Also, students can have immediate or weekly feedback, as to how
they are preparing for their overall exam and what changes need to be made, in order to, meet
their goals. The final test covers a great deal of information, building time management skills
will help students prepare for this and for future college courses.

I presented two suggestions for professional development opportunities, in my
showcase presentation, for adjunct professors and/or any and all instructors working with
students. One suggestion for professional development might be a course on building students
up to be leaders in their communities or classrooms. The idea is to develop students to take
ownership or build a personal action plan to help them achieve their goals. Instructors working
with students with disabilities would benefit greatly from incorporating leadership building
techniques for students into their lesson plans. The second professional development training
opportunity I suggested was a workshop for Professional Networking. I feel this program would
be beneficial in helping instructors develop well-rounded lesson plans. My course might be
unique, in that I have to develop four content area lesson plans, but most subjects would
benefit greatly from this type of workshop. I have reached out in the past to different
departments, such as, Science, History, and Language Arts, in order to, help develop my own
lesson plans by acquiring a scientific flow chart, reading lists, and/or a pre-writing guide. They
were always willing and able to help.

Overall, I have thoroughly enjoyed and have learned a great deal in the ACP. Building a
new rubric, from an outdated and a bit overwhelming one, was one of my favorite activities and
highly beneficial. Taking a look at new technology and actively participating in classroom
discussions was also a wonderful way to participate in this course. I left feeling better prepared,
motivated, and anxious to try many of my new tools. The D2L course and content was spot on!
I liked the follow-up evaluations for each module and the ability to input comments. I am
anxious to show off my Showcase Presentation to the Continuing Education Department and
my FlipSnack virtual catalogue, to everyone. I would suggest the ACP to all fellow adjuncts in
the future.

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