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Published by bryan.key, 2015-11-24 00:17:20

Key Summary

Key_ACP Course Portfolio

Adjunct Certification Program
Lonestar - Kingwood

Bryan Key

ARTC 1317
Design Communication I
Sample Lesson Plan for Design Hierarchy, Emphasis and Flow



Table of Contents

Learning Objectives
Syllabus Summary
Student Reading Issues
Participatory Lesson
Formal Assessment
CAT
BOPPPS Lesson Plan
Sample Rubric
Technology Concept
Lesson Presentation

ContentsReflective Essay



Learning Objectives

Course Student Learning Outcome
• Apply design principles into commercial visual communications - Hierarchy.

Learning Objectives:
• You should be able to identify the importance of the information to communicate to the viewer, and
then you should reflect that hierarchy in a visual format using size and visual weight. (Understand
and apply the lesson)
• You should be able to also arrange the information based on its relation to each other using
grouping and placement techniques to allow the end viewer to understand which information is of a
similar type or related to each other. (Understand and apply the information as well as analyze it)

Questions to Understanding Objectives:
• Begin with basic levels of knowledge and application.
• 1) What are the levels of hierarchy that need to be included in the content of the information being
shown? How many different levels are needed?
• 2) Decide which information needs to be in each level of the hierarchy of information.

Once the information has been applied based on levels, then it needs to be organized into a usable format.
• 3) Decide on appropriate ways to visually relate or group each level so the viewer can easily
determine the value of the information.
• 4) Based on the items at each level, what are some other areas that may need to be included in
each level of hierarchy of the information?
• 5) What are the ramifications of getting it wrong?

Syllabus Summary

Visual Communication ProgramARTC 131LF7oaln–leD2s0et15sairSgyl-nlaKCbiunosgmSuwmmomuoanrdiycation I
llabusDesign Comm I - Class ScheduleTtisenhLkrtiemIiebslIan•Tglr•AcirCsay •hrns on•D•maaiL utou ni•nt rrnMB•liI r•.osoIouidgs •ksmAd n•n1gOne•o2e ecEacO d2ypI y0cpatlinyordoA3vuu,n@uaIpo2gclbftdAeantfestvmpAiitlroEroaCilitftnyccelnlsmooeocnyypr:ooupmponlnytmlrtqtanpandlultvmaripheeitdyshftzBpeaueossseteeyitla9nueesfa,eteyelistisosyraeatnrahttsbsinsitmadneemsinym:htfdtetciigdetratytneegseAho.daTeeureqaengonp.-gmrnfinrpaeutnddgtspurrnndood4iretptsuaieyqietirpidiohgcs:ggiKpnrhfsyordpfi3udoyrreoimifngrmcceenajiin0ehaeneafeenaochnwaycapirssy,dppoeaccmccdoeiltaehlammethipnpeliuplnppncvnsoqeoaiiltpmptincletuddoretuneggirsrhollcstfneioeeneasylieszdejtlaltteqpnurenoeiriiedeyononsocurtdpcsdoensftffiungttiaerpitoovDeuirtnahvcsogiseoetrrtddfgioegieeciormnlfosonmgaeeoroltctutnorttnnsatipnsaphohcsmeheadmroimittireN’smenugessislofamtltfdstesteonmy,cctncp.wiesenmomcobeioheaslnctv.ataeuoareimoeseenpoggrcernrmmnnrwsenedomsnimmrtadltlseheprsaetac,plmttw,ouitalnricooantitvdareenhnnnthuoneopneieachaeisgccnnccclrdrntooeeutovesiieetaipeoctcnootdgnadiedtuatvfandvoeiyslugsyoudilvc.t.e.ifccsrcevnerestqTalrodueleenel.takpoaaomeaustcithpsapclshalwhldemirsisiosccedcennvesi;nsolumldgiqitlwsiscpcinmneiubincua,aegoseiioeicmcailarrpntslgnmetaaulnhti.nuPbc.dcstdpdinliooeuheptibnonctatoeeocastrne:etipoeintns.dssu.hRMuarT opeeoi  lno uxs qa TcBat Kgtl#uFea1asdpa1HRrMxil11l9a6r1aalsrBA1rSt6tou(a87eeu1ebipeb-5srcl1rEsbb-5kr”8aesDcaohd1ett-4steDuae.bb1xe--4dceomtDr1s1-3epDltyeDaIc1oesuk-3ecnNuct2.-1Rp-2ercNmcr:s.15uohLu1-2dop0rNci.l1t18-C)ouDv0i8Nvfo.o1ep1p03-meoerNBv.1-el10o18beNvx.ee4l92-sp0osNKnyv.oe928.-6bomsN,rv.(-1½8o-l4,ocnv.nOx0-i1esyi8oI9Ovg.OJee1a-7Sak72iO,d.-cvt1df-7ci2noc5.Oxtn5nemts)-6MecB0.tOt3.-60r.tctO2l:d.1-5Ne2ceb(Oot2i19-5.2ccOt+12)7-4a.ec-S1t0-fsh-4.c1S1t75sF-3e.fuS8ta3pN-3e.3pitS6nC-2ecpS1eitoR-2eca.pStrhT-1el.pSil2cteksFt-es.phS2it1lB9v-eq.paeaiS2tanWB4eiA.pouu1tse-C2endsi.pu1tsessuD7wAer.pk1tosC5hig.Wesn8utif0mCigi.id.n3ogknegnCi1eo2emrCtiegs.avaopTsr7ss2loeipuTllotinysogop5lodTnykrpogrnuraTrpeyiorocDacctyHp-oscgeDjacothpeeiogSoeoroDgtneeocdSsaigrnlnhnnicdDsstagiepadrhcggacDeiaeaprshegaeaHtnepappsnheieyPtnyppgipepaatihndHytgistelnatshnEirasygslnimsrCi,sygeclmeC,swfreooiTovwafnpoiimDonnirnthrOehinhmrvdytceeehwmavdevhesisnasemeCeyysisitnmigyaasrsiragavdaaniennaggininnnadnecrgCneddceetwesiidoepvcfsiaelnceooeoansocnftwnPiidentsgcdirpsoontohtnutschereesmsemseaeCnldaisntsroSduucmtiomnsaPrryojePcRrtoe7jaPeFRdcroteaRpj6Rae.ePldce2artRa0lpdoP5d6.jeRepr-2a2po2c.eR3d.jt21Pae00e1R498pdcr-Pa2o18.2etRpdr2jS-77a3eo5.2e-8py1dcj110ael-.t6l2p5d9Hca629-.7tb0p6o21u-.a1m77s3n672de-2a3P1w-n27r3d1oo03j-e99r1Pkc88rt-o71A6j2PesQ1crsotuj5iiezgPcn3rtQoP4ejuerdPioczQrjteo2u3cjieztc21t 1
Due

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Scale Final Exam
for a total of 1000 points

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Student Reading Issues

Issues

s Students do not seem to be able to recall the learning from the book. I am assuming the problem is either from not
reading the book or not reading effectively with the intent to learn what is in it, but more to just claim having read the
book.

Current Solution

I currently have 3 scheduled quizes in class plus the final exam. The students are notified the first day of class
that most of the questions will come directly from their readings. I find that the quiz grades are often below my
expectations.

Potential Solution

After reading the book, the idea of giving them a questionnaire to answer while reading, then find a way to decide
which will be graded or not. Possibly having this replace their quizes. Maybe even tie in the written/graded
questions to on time attendance.

Another option may be to pull the quiz questions directly from the questionnaires.

Reading

Participatory Lesson

Time Instructor Activity Learner Activity Materials

20 min Introduce the topic and guidelines Participate in the discussion as we Emphasis and
they need to follow based upon the view the pdf. Flow.pdf
5 min discussion of hierarchy.
10 min Group students together (3). Con- Students will move into groups.
sider existing computer skills.
30 min Introduce the base materials to sort Students will work together to sort hierarchy
into a postcard for marketing. and evaluate information to develop roughs and
10 min a working postcard. Is additional they can find an
Follow progress of the groups information needed? image online.

Discuss and evaluate the results of Ask questions on areas they are
each group. unsure of as they develop a design
for the card.

The students will evaluate each Print results.
solution to determine if it commu-
nicates the right message.
What was most important?
What information goes together?
What is least important?
Then vote on the one they feel
works the best.

Use the following information to design a postcard for an event. Begin by evaluating the information provided. Group
the like or related information together and rank it in terms of importance to the message needing to be portrayed to the
viewer. Then decide if any information is missing that may be required according to how the information is grouped.

You may also find one image to include in the design of the postcard

Set to 8 x 5.5 in. for your file in Illustrator or Photoshop.

• Star of Hope • Wortham Center
• Trans-Siberian Orchestra • Chik-Fil-A
• Enya • 2 pm and 8 pm
• Jewel • houstonfirsttheaters.com/wortham-center
• Christmas Food Bank Special • Starting at $65
• HEB • ? Any additional information ?
• December 23rd, 2016

Formal Assessment Questions

Course Student Learning Outcome

• Apply design principles into commercial visual communications - Hierarchy.

Learning Objectives:

• You should be able to identify the importance of the information to communicate to the viewer, and
then you should reflect that hierarchy in a visual format using size and visual weight. (Understand
and apply the lesson)

• You should be able to also arrange the information based on its relation to each other using
grouping and placement techniques to allow the end viewer to understand which information is of a
similar type or related to each other. (Understand and apply the information as well as analyze it)

Four sample questions:

1) What is defined as adding value or attention to something by making it stand out visually in the design?
A) flow
B) focal point
C) emphasis
D) color

Question 1 is a knowledge based question. It requires recall of a definition.

2) Which of the following options would be the most efffective way to display hierarchy of information in your design?
A) spacing between text lines
B) size of design elements
C) use an analogous color design
D) choice of a font for the entire design

Question 2 is a comprehension based question. Even though it uses the “which” term, a knowledge key word,
it is applied in a manner where the student must comprehend the way of using each option in addition to
recalling the design tools available.

3) Define the concept of flow in a print design. Give examples of how elements can be used to display it.

Question 3 is a knowledge and application question. It ask them to recall information, and then explain how
it could be used.

4) Explain how you chose to display hierarchy during the in class postcard assignment and why do you believe that it
was successful or not. Would you change anything at this time?

Question 4 is an evaluation question. It requires going back to their previous work, recall what was done and
judging whether they were successful or not, then make any necessary corrections or defend them.

CAT

My CAT to implement:

With the following lesson objectives to consider:
• 1) You should be able to identify the importance of the information to communicate to the
viewer, and then you should reflect that hierarchy in a visual format using size and visual weight.
(Understand and apply the lesson)

• 2) You should be able to also arrange the information based on its relation to each other using
grouping and placement techniques to allow the end viewer to understand which information is of a
similar type or related to each other. (Understand and apply the information as well as analyze it)

I chose the following CAT option:

After a bit of thought based upon how the lecture would work and the goals of the lesson. I think it would be
beneficial to do a classroom poll on a set of information to have them apply the concepts of the lesson. This
would be done near the end of the lesson, but with time still allowed afterward for follow up.

I like this CAT option since it could give the class opinions on the information as well as lead into a follow up
discussion on why the students voted the way they did. Can they justify their votes vs other students votes? This
allows me to see how well they understand the concepts and apply them with proper justification.

BOPPPS Lesson Plan

BOPPPS Lesson Plan

Lonestar - Kingwood - Visual Communication

ARTC 1317 – Design Communication I

Design Hierarchy

Bridge to begin the class
• Show an image on screen of an advertisement. Ask students what they see in order on the image.
Then discuss why they looked at them in that specific order. Go over how the design helped
influence their viewing behavour.

Course Student Learning Outcome
• Apply design principles into commercial visual communications - Hierarchy.

Learning Objectives:
• You should be able to identify the importance of the information to communicate to the viewer, and
then you should reflect that hierarchy in a visual format using size and visual weight. (Understand
and apply the lesson)
• You should be able to also arrange the information based on its relation to each other using
grouping and placement techniques to allow the end viewer to understand which information is of a
similar type or related to each other. (Understand and apply the information as well as analyze it)

Pre-Assessment of the student understanding
• Take a few minutes to have the students find an image of an ad that reflects good hierarchy in
design. Have a few students volunteer to show the choices they made and discuss what they
based their decisions on.

BOPPPS Lesson Plan Cont.

Participatory Learning Guides:

Time Instructor Activity Learner Activity Materials
Participate in
20 min dtIhnisetcryoundsseuieocdenttoohfefhotiloeloprwaicrcbahnaysd.edguuipdoelnintehse view the pdf. the discussion as we Emphasis and
Flow.pdf
5 min
10 min sGidroerupexsitsutidnegnctsotmogpeuttheerrsk(3il)l.s.Con- Students will move into groups.
Introduce the base
30 min into a postcard for materials to sort iaaSnntwfudodoreremvknaiatnlstuigwoapntielolniswnetcefoaodrrrkedmd.t?oaItgsieoatndhdetorittidooensvaoelrlot p hierarchy
marketing. roughs and
10 min they can find an
Follow progress of the groups Ask questions on areas they are image online.
unsure of as they develop a design
for the card.
Discuss and evaluate the results
each group. of The students will evaluate each Print results.
solution to determine if it commu-
nicates the right message.
What was most important?
What iisnfleoarsmt aimtiopnorgtoaenst?together?
What
Then vote on the one they
works the best. feel

ipGUnofsroroetrurmatphyaetethidfoeontlloliokiswtehgieonrrogvuriieenpwlfeaoedtrer.m.daTinthiofoenrnmtodaedtcieoidsneigtonifgaaentphyoeisrntfacoanrrdmdrafatoinorknaintisienmvteiesnrsmti.nsgBoetfhgiamint pmboyartyeavbnaecleureatoqtinuthgireethdmeaeicnscsfooarrgdmeinangtieoteondhpinorogwvtiotdhebede.

You may also find one image to include in the design of the postcard
Set to 8 x 5.5 in. for your file in Illustrator or Photoshop.

• Star of Hope • Wortham Center
• Trans-Siberian Orchestra • Chik-Fil-A
• Enya • 2 pm and 8 pm
• Jewel • houstonfirsttheaters.com/wortham-center
• Christmas Food Bank Special • Starting at $65
• HEB • ? Any additional information ?
• December 23rd, 2016

Post-assessment of class using new technologies
• Aceionhiffttohgtehseareermlonsleiomhtkoodiitwenaasgtckiiotgannantossswseiaolnevvriedteorgivalsveileeooowdffriwntathhtfieetteehrtreaoitstbohtaillesitnto,ydleItthncocteehuameorpdes.pi.enlTygItthhttaeheolaltgowotawokomnlsrkioettswhtaoeerloelomflduswgn.tnaoedes.atthnnIpneosamtwachdem.adrariqdtniuotgeonas,utmmisoeean..nsyTJouohf sfidstmiflwfeyeaarsserntnupitndrilgemenvsateosrlmislayertoe
• Tbhnthuauhetvmeitsnhbgegeeamnrmiteorecsefotipqetvseureeaearltsfssmthiwotoahnreseeslmla.tah.fnHeadIwnawvsjtueeihllseiangt wgiorvesnheveeIiiretnleewfeucietrtddtufhairtteyesoriitnnweovpowbaireceklu.seotak.Intit1oIhst5niincnaotkconueIdlsdmietmmeidgaohaaketkbesegoaiunvatoecgatoiodstmotdaopdinptertgtyoaitomtiionltohnfcoreloeraeusrqentsuvdoeoifeosniwttfc.iotehaneItsftqihaxuenuedepsnttidohneosf

Course Summary with CAT

• Fhainvisehtihnegmthaepcpllaystshreoocmonlceespstosnowf othueldlebsesobne.neTfhiciisalwwoiuthldabfeoldloowneupnepaorllthoen a set of information to
end of the lesson, but

with time still allowed afterward for follow up.

• TTstuhohnheedeoyennsur.ttsnuhtCddaeeenyarndnwstitsntoahguwneldoodyfuttvhthlhdoeeetbencpeoojounanwscstweeikfpryehtdbatshettaeohsnihirnpdovdruooatlvtpdheipdesbleyedvsestthohsoemiegtmhnemewtiornosisftogthturuimpmdidrepaoenotpittroeshtnarevnjfouvottsirieentsiawffoi?cesraarmT.tmihaopitnsiol.eanLld,loeethwasevisgninnmsg(eeatchbtooeonmusdet wem4ithophosietawcanewnsde).ll

Sample follow up quiz questions

1) What is defined as adding value or attention to something by making it stand out visually in the design?
A) flow B) focal point C) emphasis D) color

Question 1 is a knowledge based question. It requires recall of a definition.

2) Which of the following options would be the most efffective way to display hierarchy of information in your design?
A) spacing between text lines B) size of design elements
C) use an analogous color design D) choice of a font for the entire design

Question 2 is a comprehension based question. Even though it uses the “which” term, a knowledge key word,
it is applied in a manner where the student must comprehend the way of using each option in addition to

recalling the design tools available.

3) Define the concept of flow in a print design. Give examples of how elements can be used to display it.

Question 3 is a knowledge and application question. It ask them to recall information, and then explain how
it could be used.

4) Explain how you chose to display hierarchy during the in class postcard assignment and why do you believe that it
was successful or not. Would you change anything at this time?

Question 4 is an evaluation question. It requires going back to their previous work, recall what was done and
judging whether they were successful or not, then make any necessary corrections or defend them.

Sample Rubric

Visual ComLomneustanr i- cKiantgwiooond Program
ARTC
1317 – Design Communication I

Fall 2015 Rubric - Project 6

Project 6 Analytical Rubric Project Goals:
Trading Card Design itccifseTomoloaxhprglapsoirvsegsliromite.sphrsusaeraFtoaraarobijlmlernylatdlcedooseatdwnisaci.cisipegtochRpsdnoloeleelydobrsmisenrypitgsgeetrccnhopmrtreejehsiebbdoaecbeertttieifdr.oenolstoguihnwris

Proper Set up Excellent Good Fair Poor
10 - All aspects 8 - File is set up 5 - Files have
Sketches of the file is easily with only slightly 7 - File mostly mistakes in
and concept accessable and well unordered layers organized but not organization and not
development organized links need to be complete
Proper design adjusted 13 - Lacking most
techniques 25 - Go above the set 22 - Meet minimum 18 - Most sketches sketches and any
minimum and have requirements of are complete with development
good development sketches some good ideas 25 - Design does
35 - Shows fair use not exhibit proper
50 - Excellent use of 42 - Good use of basic design technique, and has
design techniques of technique and techniques with misleading aspects
showing mastery of understanding with only some erros in
several skills reliable results implementation 25 - Incomplete use
35 - Meets of color. Missing
Creative and 50 - Good use 42 - Color shows requirements in elements.
interesting use of multiple color proper use and some amount of color
of color harmonies in a matching aspects to shown 8 - Torn and uneven
Mounting and meaningful way the mood of design 11 - A couple erros in mounting with
presenting 15 - properly 13 - Only one or two the mounting wrinkles
mounted inor errors in the
mount
Totals:

Technology

classtools.net pacman game
Design Components: Emphasis

http://www.classtools.net/pac/201511_TLVVgm

After looking at several of the tools, I chose the gametools.net pacman game. This was primarily chosen to act as
a review after the lecture. It allows them to answer questions of different levels to either show knowledge or the
ability to apply that knowledge. In addition, many of my students are in game design so it is of interest to them.
The tool itself was not hard to use. Just learning some of the limitations involved with it and needing to work
around them.

The game itself has a few things I need to work on since it does not stop at the end of the questions but then
repeats them. I will give it further evaluation to see about adding more questions and having it cover more than
just one lecture topic. I think I might give it a try in class once I fix up the number of questions and see where it
fits in best. It could make a good tool for review at the end of the semester as well. Have a review day in week
15 and make a competition out of it.

As my second choice, I chose the padlet as that might be nice for an ongoing reference board for the students to
use throughout the semester. I will review it over the winter break and see how it might fit in.
Most of the others I ruled out as my topics are much more hands on based than question and answer based.



BOPPPS Presentation

CoL o nmPe srmt aVorui-gsnKuriincaag wlamotoidon

Design CAoRmTCmu13n1i7cation Contents

HEmiepr&harascihs y I Bridge
Pre-assPeasrsLtmiecsiepsnaottnodreOysblcejresipcsttoiivonens
Flow
Post assessment

Personal Summary
Reflection

Bridge - Brief Description Lesson Objectives
•••BwTrThhehaaeekthdwiineeasrtsoaigrftinchrheserytpshberaueessinletd,hnsseteatcchtooieonnnfdtlroboawyln,dlnaonosodtoktiochnonegn.ctaartostulhsaetlhivmeievawgieeewra.enrd. seeing

“Identify design principles of visual communication”.

• ftIohdreemnvtaiietfwyuesthirn,egainmsdizpteohraetnandnycvoeiusousfahtlhoweuliednigfrohertfm.leacttitohnattohiceormarmchuyniincaatevtiosual

• gArroruapnginegthane dinpfolarcmematieonnt based on its relation to each
techniques.
other using

Pre-Assessment Description PArticipatory Lesson

Questions for use in understanding the lesson objective:
• What are the levels of hierarchy that need to be included in the
content of the information being shown? How many different
levels are needed?
• Decide which information needs to be in each level of the hierarchy
of information. Once the information has been applied based on
levels, then it needs to be organized into a usable format.
• Decide on appropriate ways to visually relate or group each level
so the viewer can easily determine the value of the information.
• Based on the items at each level, what are some other areas
that may need to be included in each level of hierarchy of the
information?
• What are the ramifications of getting it wrong?

InformatEiovenntfPoorstcGarrdoup Work • Begin with discussion of what hierarchy is and ways to visually
define it in a design.
Time IItdnnGhsIitiisensnrrdFtycoottDeoreuroudnroaulsipuleascesdoceccihxsuwpotdeuticonogsustpettrssdhroioortnteeacofhuAfgnnaogtheprtodcrlcis.dlbepeotoetsariimfwovscaovsagreporaibcletfnuummhatytthadsyehaatee.retgredrekustrg(uekhii3rdtapieo)ilelnlo.usrslngei.pCtns.ostueohsslnteos-rot fLPvSeaiSaetraaiutnAwtnuufrwidTdoscfnsndnWtooeWhkoriWsThieepwnrleecrutnuvhqehmatkhahrohrsattsuteatipaeeistreaalenntAoewutukdttsowcgsiwndisiafvniiactfont.listeipoathrltltnaeoftnhlodsltoiomesheneiwtev.nsmrnadestrstomoiehbosifecwdtoogvetonreetayaeihndsekriisyrstttmlmrttediiclhat.dmnoidm.uoempreaent?evgsitooIveonspaiaesgresoinsglteootosalunhaeorratndieaoehntfpgttsdtaruoaetheienia?ttysp.tetodeotcidysw?gaoaeo.esrecnfvemoesetheaiherglmltloenrpu?ME-FmlhraotioihpmwteuPeehr.apgyraragihrdisncecaisfatshlonaryasnnenfsldidinundlets.a.n
20 min • Provide the students with information to use in a postcard design.
5 min • Information has no value assigned, the students must evaluate

10 min what is important.
• Apply a hierarchy to the information in a visual postcard design.
30 min • 75 minutes
10 min
••• U• • Ms CFeAPooirnsTansstecstwscitdMotheuenracdronqoeblumnoCoetgnpsosyulmteaistotrpo/eenaeshdwgtievttainioalompsnnpewtlaarigstyhesthaotoepmtgohaasPeymtonbaeeessxstateplseApscemstuaserlieennsgtssumcheans tpicking a team mate
Enya Jewel

Trans-Siberian Orchestra Wortham Center
HhEouBstonfirsttheaters.com/wortham-center
• Star of Hope Bank Special December 23rd, 2016
• Christmas Food
2 pm and 8 pm information ?
• Chik-Fil-A ? Any additional

• Starting at $65

Future Assessment Short Poll to End
••••wHSChtaPulavradtoisnetvshgnivdettosyehtneh4emesapevoidjeenuctlswoeetsaijhfuroyansfttetihiidnfseyfimortrhbomeesitalritievimfoosnptteoosrstatrnetn, g2tnhde,n3trhdeairnadb4iltihty to apply
Four sample questions for future quiz or exam:

The first two are multiple choice

• Question 1 is a knowledge based question. It requires recall of a definition.
• Question 2 is a comprehension based question.

The next two are short answer

• Question 3 is a knowledge and application question. It ask them to recall information, and then
explain how it could be used.

• Question 4 is an evaluation question. It requires going back to their previous work, recall what was
done and judging whether they were successful or not, then make any necessary corrections or
defend them.

Personal Reflection

A few closing thoughts on my journey:
• Enjoyed reading about millenials
•••aTAGpedpcehdtrtoniinnpoggrloiiamgntyeorrewoevpaiptseiaowirnnttioscefirppeasattsiotnrlgyesblseuostsnwosnitlsol
is first goal more

build on current
have to look into

in thCeanpryoopuerr loarydoeurttboe hfoalvleomweeadning?
Will tIsheeavcihewseerctEiaosnilycluenadrleyrsIdtaenndtitfiheedm? essage?

Reflections

Adjunct Certification Program
Lonestar - Kingwood

Bryan Key - Reflective Essay

I found the Adjunct Certification Program to be educational in my efforts to improve my
skills as a teacher and a student. The information gained from both the program and the
other students is something I will be able to both modify how I interact with students and
implement learning techniques into my classrooms. It begins by understanding more about
the science of teaching.

By defining specific areas of the teaching/learning process, I am able to understand more
specifically what is happening at what point in a lesson. I can be sure to bring a student
into a lesson as opposed to just start lecturing on a new topic. I can now work in sections to
evaluate the students learning or understanding of a lesson. I can follow up properly. These
steps are something I did not break apart prior to this course. I had an understanding of the
concepts and how they applied to teaching, but did not have a clear way to break them apart
to properly evaluate each element.

More than just the breakdown of the lecture components, the breakdown of the different
levels of learning will be just as invaluable. Defining terms, analyzing and evaluating the
information, and applying the concepts are all aspects I knew. I just have not necessarily
thought about their different specific places in the learning process.

With this understanding of terms, I can look back at my lessons and see where I have been
inconsistent or imbalanced with the learning process in some of my lectures. The next step
will be to review them and see how I can adjust each lecture to be sure the students have a
complete lecture. One that covers the different BOPPPS steps as well as being sure they are
challenged at all learning levels discussed in Bloom’s Taxonomy. I do not want them to just
learn some areas of knowledge only or just application, but a well rounded learning of what
the information is and how to evaluate it and apply it.

As we have gone through this program, I have had a chance to try to apply some of the
ideas discussed. In-class projects are the first thing I tried to incorporate more of. The
results seem positive in terms student interest and involvement, however I still need to
assess whether they have learned the lesson topics both in an understanding of the elements
as well as being able to evaluate and apply what the lessons covered. The class materials
also provided numerous other types of lesson plans to incorporate the student which I will
review again to see if other options may be provide good results as well.

I will be able to better incorporate the whole system over the winter break as I evaluate and
update my spring lectures and lesson plans. I need to install the interactive elements along
with being sure I teach or present the information in a way that allows them to understand

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study. Graphic design can have very different issues than something like
anatomy class.
humanities or an

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Bryan Key



Fin


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