ACP Portfolio

ACP Portfolio

Keith, Barbara J | EDUC 1300 | May 2, 2016

Table of Contents
Syllabus Snapshot....................................................................................................... 3
Student Prep Strategy ......................................................................................4
BOPPPS Lesson Plan........................................................................................ 5
Supporting Materials
Power Point……………………………………………………………………………………………………….6
Lesson Materials……………………………………………………………………………………………20
Test Questions ............................................................................................... 25
Rubric............................................................................................................. 26
Showcase
presentation…………………………………......………………………………………………………….27
Reflective Essay.............................................................................................. 35

PAGE 1

Syllabus EDUC 1300 is designed for
Snapshot students to create great habits
EDUC 1300 that you will start and maintain
throughout your academic
Textbook career. So I may start you off on
the right foot, the following policies have been designed for you.
Gardner, J. N. & Barefoot, B. O.
(2012). Your College Experience: Two ATTENDANCE
Year College Edition. 10th Edition.
Bedford/St. Martin’s. ISBN: 978-1-3190- Attendance is taken and mandatory for this course. However, if you are
3264-7 not able to attend class I ask that you contact me immediately. I would like
to know why you could not attend class and more importantly give you the
[email protected] assignment so that you may be fully prepared for the next time we meet in
Text or Call (832) 510-0045 class.

ASSIGNMENTS

You must check D2L every week; assignments will be posted and turned in
to the drop box. This will help you become familiar with D2L for your other
classes as well as prepare you for an online class, should you ever need
that option.

LATE WORK
Late work will be accepted, with 5
points taken off after the due date per
class meeting. If the assignment is
turned in later than 7 days late, it will
not be accepted.

GRADES

Grades are point based with a total of 900 points see syllabus for grading
scale. The following assignments reflect the course work that will be done
in this course.

Assignment Points
Campus Investigation 100
Smarter Measure 50
Do What You Are 50
Path to Success Paper 100
Time Management 100
Financial Modules 100
Career Project 100
Advising Session 100
Chapter Reflection 25
Greatest Reflection 25
Resume 25
Debate 25
Attendance 100
Final Exam 100

EDUC 1300
Student Prep for Learning Outcome #3 Establish collegial relationships with LSCS faculty, staff,
and peers.

Class Reading
1. Read Ch. 14 Establishing and Maintaining Relationships in College.p273-285

Assignment from Reading
1. Bring to class your answers to “Checklist For Success” found on page 285.

2 Write a one-minute paper answering: What did you find to be the most useful
information? And was there anything in this chapter that you didn’t understand
or that you disagreed with?

BOPPPS LESSON PLAN

COURSE: EDUC 1300
Lesson Title: Relationships

Bridge: Short Video Clip
http://ed.ted.com/lessons/lessons-from-auschwitz-the-power-of-our-words-benjamin-zander?utm_source=TED-Ed+Subscribers&utm_campaign=692caa8df5-
2013_09_219_19_2013&utm_medium=email&utm_term=0_1aaccced48-692caa8df5-43155577

Estimated time: 1.21 min
Course Student Learning Outcome:
Establish collegial relationships with LSCS faculty, staff, and peers.

Learning Objectives: By the end of this lesson, students will be able to

1. Identify key relationships in the life of a college student. (Blooms: Knowledge)

2. Analyze the importance of relationships between faculty and students; and students and peers.(Blooms: Analysis)

3. Produce a plan to create relationships with faculty and peers. (Blooms: Synthesis)
Pre-Assessment: Socrative Questions

Estimated time: 5 min
Participatory Learning:
HIGHLIGHT AND LABEL THE FOLLOWING:
1. At this point in your life, what are your three most important relationships? (Knowledge)
2. How would you contrast the relationships between faculty, students, and family? (Comprehension)
3. Why do you think having a good relationships with others students in your class is important? (Analysis)
4.How would you improve your three most important relationships? (Synthesis)

 Socrative Questions
 Background Knowledge Probe used during Pre-Assessment

Time Instructor Activities Learner Activities Lesson Materials

6 min Power Point (Identify key relationships) Socrative questions with power point Power Point
10-15 Relationship Scenarios(analyze importance) 4 corners 4 signs on the wall
10-15 Evaluating a Relationship (analyze Fill out questioner for students Questioner
importance through evaluation)

10-15 Produce a Plan to create relationship with Think Pair Write Partner
faculty and maintain relationship with peers .

Post-assessment: Jeopardy Game
Estimated time: 15 min-20 min
Summary: Jeopardy Game

Estimated time:

ATTACH ANY LESSON MATERIALS (SLIDES, HANDOUTS, ETC.)

Ch 14 Establishing and Maintaining
Relationships in College

Professor Keith

Lesson Objective

By the end of this lesson, students will be able to:

1. Identify key relationships in the life of a college
student.

2. Analyze the importance of relationships between
faculty and students; and students and peers.

3. Produce a plan to create relationships with faculty
and peers.

Question

On your cell phone goggle
socrative student

Go to room KEITHCLASS

Answer question

Building Relationships with
college Instructors

Instructors expect you to attend class, do the work, listen
and participate.

Instructors will grade fairly and provide feedback on all
work.

Having a relationship with your professor will benefit you.

Instructors are a source for letters of reference.

Discuss problems you have with an instructor.

If you still have problems seek department head.

Friendships in and beyond
College

Roommates Social networking Peers

• Establish your • Keeps you • You learn more from
mutual rights and connected to all other students.
responsibilities in your friends.
writing. • Exchange contact
• Helps you become info with a reliable
• Talk out problems more engaged in peer.
promptly. campus life.
• Connecting with
• If things get really • Helps you learn peers provides you
bad and do not more about your with support.
improve, insist on a instructors.
change.
• Can become
addicting and
interfere with your
academic success.

Getting Serious with Relationships

Breaking up • Do it cleanly and calmly, explain your feelings
• Let time pass, be open to emotional support
• If necessary, visit a college counselor

Relationships • Never wise to become romantically involved
you should with your professor or someone who works
avoid above or for you

• Dating coworkers is also risky

Family Connections

Marriage and parenting Relationships with your
during college parents

Married students need to Will never be quite the same
have great time as it was before
management.
Don’t let them make all your
Put the amount of decisions
effort for your family
Be aware of their concerns

Remember that parents
generally mean well

Getting Involved

Video https://youtu.be/qYaZEo5p1wY

Protect yourself from predators
and losing potential jobs

Don’t over Companies are
share, likely to look
you up online
especially in the
digital age Privacy
settings on
Manage your Facebook are
image online be up to par
proactive and
Kgb can dig up
aware every mention
of you online
Protect your
virtual

reputation

4 corners

I will now read you a series of
situations.

• Each situation calls for a decision to be made
and I will give you four choices. You must
make a decision about that situation and
move to the corner of the room that indicates
your choice. There is no right or wrong answer
in each situation.

Evaluating Your Relationship

Think of a relationship, past or present, that is
important to you and use the worksheet to evaluate
that relationship. You have 10-15 minutes to fill out
the sheet.

After you complete the worksheet, score your answers
by giving one point for “yes” response to questions 2,
3, 4, 6, 9, 11, 12, 13 and 14. Also give one point for
each “no” response to questions 1, 5, 7, 8 and 10.

A Plan

Write 3 ways to:
Improve each relationship with faculty, peers, and family or (personal
relationship).

Now with a partner share the 3 ways you will improve each relationship
Together write how you will maintain each relationship

As a class lets discuss your answers

Quiz Time

In groups of 4 Let’s play jeopardy
https://jeopardylabs.com/play/establishing-
and-maintaining-relationships-in-college

Lesson Plan : Ch. 14 Relationships

Relationship Scenarios 10-15 min

PREPARATION
Hang four signs (numbered 1, 2, 3 and 4) in each corner of the room. Inform
students that you will read a relationship situation. Each situation calls for a
decision to be made and you will give them four choices. They must make a
decision about that situation and move to the corner of the room that indicates
their choice. Remind students that there is no right answer in each situation.
This exercise is intended to clarify their values and opinions about relationships.
Give students an opportunity to discuss why they made the decision they did.

Situations:
Lisa—“I cheated on my boyfriend because the relationship had become so
predictable and I needed some excitement. He never found out and I’m not sure
if I should tell him.”

Choice 1—Come clean and tell your boyfriend the truth.
Choice 2—Tell him you’re bored and try to improve your relationship.
Choice 3—Do nothing, what he doesn’t know can’t hurt him.
Choice 4—Break up—face it, it’s over.

Amy—“My best friends has been starting to date this much older guy, she’s 15
and he’s like 21. She says she likes him because he’s more mature than the
boys our age, he buys her stuff and he has a car. I know he’s been asking her to
have sex with him. I have a really bad feeling about this guy. I don’t know if I
should tell her what I think.”

Choice 1—Stay out of it, it’s none of your business.
Choice 2—You should tell her your concerns about him being so much older than

her, she is your best friend.
Choice 3—What this guy is doing is illegal! You should tell her parents.
Choice 4—Go straight to the guy and ask him what he wants with your friend.

Max—“I’ve cheated on my girlfriend a few times, but they were mistakes. She
kind of knows about them but she never brings it up, so I guess it doesn’t bother
her. Lately I’ve been wondering if I should fess up about what I’ve done.”

Choice 1—Honesty is the best policy. You should tell her.
Choice 2—Maybe she doesn’t want to know. She could be cheating too.
Choice 3—Don’t tell, as long as you don’t ever do it again.
Choice 4—You’re obviously not happy in the relationship, break up.
Melissa—“My friend Nicole has been having sex with her boyfriend, and I kno w
they aren’t using birth control. She told me she’s afraid to get on the pill because
she doesn’t want to get fat and he doesn’t like condoms because they don’t feel
as good. They are doing the pull-out method. I just learned in health class that
the pull-out method is not very effective. Should I tell her she’s playing with fire?”

Choice 1—Tell her today! She should also know she can get an STD that way.
Choice 2—The pull-out method is better than nothing, don’t say anything.
Choice 3—So what if she gets pregnant, it would be fun to have a baby around.
Choice 4—Tell her, and tell her you also learned that the pill doesn’t make you
fat. Take her to the nearest clinic.

Monique—“My best friend has been dating this guy Jason and she thinks she is
in love with him. He’s such a player and I saw him kissing another girl at the
movies. I’m not sure if I should tell my friend since she really likes him.”

Choice 1—Don’t tell, it’s not your business
Choice 2—Definitely tell her, she needs to know he’s playing around.
Choice 3—Talk to Jason and demand that he confess to your friend.
Choice 4—Try and hint to your friend with being direct about it.

Robin—“I just started seeing Matt, who is such a sweetie. No w Lee, this hottie
I’ve had a crush on all year, is totally into me. I wanna hook up with Lee this
weekend, but I don’t want to hurt Matt.”

Choice 1—Hook up with Lee, you’re not that serious with Matt anyway.
Choice 2—Talk to Matt about ending things.
Choice 3—Tell Lee you’re interested, but taken.
Choice 4—Stay true to Matt, don’t hook up with Lee.

Dwight—“Me and my girl have been together for almost a whole year. I really
love her and know she’s the one for me. Her parents are really strict though, so
we don’t get much alone time. Recently this girl in my class, who is hot for me,
started IMing me. We started emailing all these sexual things to each other, like
positions and things that turn us on, but we’ve never kissed or anything. Now I’m
worried that my girl will find out and get really mad.”

Choice 1—Come clean with your girlfriend, you need to be up front with her.
Choice 2—Stop emailing this girl but don’t tell your girlfriend. It will just upset

her.
Choice 3—If your girlfriend won’t find out, what’s the harm of a little email?
Choice 4—Your girlfriend’s not giving you what you need, you should tell her you
need more or else you’re going to move on.

Evaluating a Relationship 10-15 min

The purpose of this activity is to continue to heighten awareness of what
constitutes a good relationship and to help students learn to evaluate their own
relationships.

 Give each student a copy of the “Evaluating Your Relationship”
worksheet.

 Explain that it can be used to evaluate any type of relationship
including a romantic relationship, friendship, or family relationship.

 Ask them to think of a relationship, past or present, that is important to
them and use the worksheet to evaluate that relationship. Give them
10-15 minutes to fill out the sheet.

 After they have had time to complete the worksheet, ask students to
score their answers by giving one point for “yes” response to questions
2, 3, 4, 6, 9, 11, 12, 13 and 14. Also give one point for eac h “no”
response to questions 1, 5, 7, 8 and 10.

 Tell them what the scores mean:

 1-3: There are few constructive elements in this relationship. You may
want to think about your reasons for continuing the relationship, or work
toward improving it.

 4-6: This relationship has problems that might be resolved by working on
honesty and communication.

 7-10: There is the basis for a good relationship. Focus on the positive
elements and work on improving the destructive ones.

 10-14: You're doing well and have what it takes to build a successful and
satisfying relationship.

Evaluating A Relationship

Answer each question by circling yes or no. YES / NO
1. Do you feel that the other person in this relationship does not understand YES / NO

you?
2. Are you able to speak freely to him or her about things that bother you?

3. Do you take a genuine interest in each other’s lives? YES / NO

4. Do both of you pursue individual interests? YES / NO

5. Is this relationship the only important relationship in your life? YES / NO

6. Do you believe that you are a worthwhile person outside of this relationship? YES / NO

7. Do you expect this person to meet all of your emotional or physical needs? YES / NO

8. Is your relationship often threatened by others? YES / NO

9. Can you be yourself in this relationship? YES / NO

10.Are you uncomfortable sharing your feelings with this person? YES / NO

11.Do you both work to improve the relationship? YES / NO

12.Do you feel good about yourself? YES / NO

13.Do you feel you have become a better person because of this relationship? YES / NO

14.Can you both accept changes in roles and feelings within the relationship? YES / NO

The strengths of this relationship are:

The weaknesses of this relationship are:

I am most proud of the way we have:

We could improve our relationship by:

Break into Pairs– Think Pair Share Write

Students will write 3 ways to improve each relationship with faculty, peers, and
family or (personal relationship).

Students will share with a partner the 3 ways they can improve each
relationships.

Return to the class and discuss answers to create a plan to improve
relationships. (This is most helpful with relationship with a faculty, since some
students do not feel a relationship with faculty is important).

Quiz Time in groups of 4 play jeopardy
https://jeopardylabs.com/play/establishing -and-maintaining-relationships-in-
college

Good Test Questions
Course Student Learning Outcome:
Establish collegial relationships with LSCS faculty, staff, and peers.

Learning Objectives: By the end of this lesson, students will be able to
1. Identify key relationships in the life of a college student. (Blooms: Knowledge)

2. Analyze the importance of relationships between faculty and students; and students
and peers. (Blooms: Analysis)

3. Produce a plan to create relationships with faculty and peers. (Blooms: Synthesis)

1. Why should you get to know a peer in each class? (Knowledge)

A. To exchange information with in case you miss class.
B. So you can add more friends to your facebook page.
C. To find out if you can make a romantic connection.
D. To see how many friends you can make in each class.

2. How would you show your understanding of building a relationship with a professor?
(Application)

A. You can now go out on a date with your professor.
B. You contact your professor during office hours for a meeting.
C. You are able to get a recommendation for the future.
D. You are able to be on a first name basis with your professor.

Short Answer
3. Now that you have built relationships with your peers and faculty, why do you think it is
important to maintain these relationships? (Analysis)

4. Scenario: Rebecca and Matt have been in a relationship since high school, but they have both
gone to college in different states. Both Matt and Rebecca have made new friends at college.
But, Matt has now become distant and rarely makes time for Rebecca calls. Rebecca is so hurt
and confused that she doesn’t know what to do. (Evaluation)

As Rebecca’s friend what would you recommend?

EDUC 1300 Attendance/Participation Rubric –Hybrid

Excellent 25 pts Good 20 pts Fair 15 pts Poor 10 pts

Attendance Student is present at Student is absent 2-4 Student is absent for 4- 8 Student is absent for 3 or
every class meeting, and class times and/or does classes meetings and more weeks of class and
checks in online. not check in online. online. Does not provide does not check in online.
Provides reasonable Provides reasonable reasonable excuses.
excuse for missing more excuses for missing
than 1 class. more than.

Punctuality Student is on time Student is usually on Student is sometimes on Student is often late, four or
regularly or early for
class. time or early (one or two time (three or four more times.

tardies). tardies).

Level of engagement Student brings original Student sometimes asks Student rarely Student never participates in
thought and perspective questions, and participates in class, class, does not participate in
to discussion. Maintains participates in struggles with discussions. Comments,
active involvement discussions. discussions. Comments when offered, are often
throughout semester. are often uninformed uninformed and rely on
and rely on personal personal taste.
taste.

Preparation Student is always Student is usually Student is frequently Student is almost always
prepared for class with prepared for class with unprepared for class unprepared for class with
assignments and has assignments and with assignments and assignments and required
clearly read the assigned required materials, required materials, materials, possibly
materials. possibly attempting to possibly attempting to attempting to submit some
submit some materials submit some materials materials late.
late. late.

ACP Portfolio Showcase

Barbara Keith
Educ 1300

April 27th, 2016

Read Chapter 14 Establishing and
Maintaining Relationships in College p273-
285

Stay on track #1 p 286 fill in the blank
reflection on college success from this
chapter.

Write one-minute paper answering: What
did you find to be the most useful
information? And was there anything in
this chapter that you didn’t understand or
that you disagreed with?

Video Clip http://ed.ted.com/lessons/lessons-from-

auschwitz-the-power-of-our-words-benjamin-
zander?utm_source=TED-
Ed+Subscribers&utm_campaign=692caa8df5-
2013_09_219_19_2013&utm_medium=email&utm_term=0
_1aaccced48-692caa8df5-43155577

Ask students if there was anything they
have said to someone that they wish
they could take back.

By the end of this lesson, students will be able to:

1. Identify key relationships in the life of a college student. (Blooms:Knowledge)
2. Analyze the importance of relationships between faculty and students; and students and peers.(Blooms:
Analysis)

3. Produce a plan to create relationships with faculty and peers. (Blooms: Synthesis)

Socrative Quiz
Questions 4 & 5 come
from 1 min paper

Power Point-(Used to Identify 3 key relationships in the life of a college student)

4 Corners-Students make a decision about each scenario and move to the corner
of the room that indicates their choice. This exercise is intended to clarify their
values and opinions about relationships. 10-15 min

Questioner- Students will be given a questioner to help them evaluate a personal
relationship what constitutes a good relationship and to help students learn to
evaluate their own relationships. (Analyze the importance of relationships between
faculty and students; and students and peers.)10-15 min

Think Pair Share Write- Students will write 3 ways to improve each relationship
with faculty, peers, and family or (personal relationship). Students will share with a
partner the 3 ways they can improve each relationship. (Produce a plan to create
relationships with faculty and peers.) 10-15min.





Reflective Essay-Barbara Keith
On Day 1, when I heard the word lesson plans I though “Oh no, this is one of the reasons I
stopped teaching 8th grade”. But that is because I did not know how to lesson plan using
BOPPPS, nor did I know how easy lesson planning would be. I always had the intention of
setting aside some time to lesson plan, but the task was to daunting that I never took time to
lesson plan. Honestly, I didn’t know where to begin. Plus I though a class discussion or group
work along with a lecture was good enough. The biggest insight I have gained from the Adjunct
Certification Program was learning how to lesson planning using the BOPPPS method and that
tons of lesson plans already exist and I don’t have to start from scratch. I just needed to learn
how to find them online, where to look. To search lesson repository would find me tons of
lessons, and I have never even heard of the word lesson repository. Now that I have the resources
where to find lesson plans my idea of planning my lessons will actually happen now!

Another big insight I gained from ACP was, a lesson became easy to plan once you knew
why you needed to plan. I learned that having an objective would help me to guide the lesson to
what my students should learn vs. just learning. Learning how to write a good objective helped
me so much, so that I can get to the higher level of learning; which is ultimately where I want my
students to be. The handouts to me were like cheat sheets from writing objectives to writing
higher level questions. The handouts gave such good guidance on how to do it, which made
doing each part of the BOPPPS much easier.

Immediately, as I learned something in ACP I tried it in my hybrid class. For example, I
used socrative the next day and I also used the concept of giving a floating due date. Also the
technology class honestly was so helpful. I was able to upload a zaption lesson in D2L that day.
And using zaption will be great for my hybrid classes. The lesson I made in ACP I will use for

my summer class. The syllabus snapshot I plan to use for all my future classes and I will from
now on hand each student a prep strategy for every class. And over the summer I will redo all my
lessons with my co-workers that were in ACP and then use those lessons.

Oh my gosh, I knew that I needed help, I just didn’t know where I needed to begin. I had
the activity part of a lesson down, but not the other parts. ACP made me a more effective
instructor by showing me how easy it is to lesson plan and the importance of each part of the
BOPPPS. Going over each piece of the BOPPPS helped me, I never how important it was for
pre-assessment and post-assessment. Teaching EDUC 1300, my students think my topic is
common sense. So understanding that it’s important to do a pre-assessment for my benefit and
my students was helpful. It will help me figure out that maybe there are some things in my
lecture that I can skip and it gives my students more of a voice. Also I was not even doing a post
assessment, because I didn’t want to quiz my students to death. But there are ways of asking
questions and it is important to find out what they learned to see if I was effective or not. Believe
it or not I have had students tell me at the end of the year that they wanted some kind of post-
assessment. I always ask my students for feedback so that I may be a better professor. I just
didn’t know there were different ways to do the post assessment, so learning those techniques
will definitely make me more effective.

I have 2 suggestions that I have for further professional development opportunities, is to
offer a follow up to this class. I would love to see a maybe one day or couple half days where
students who completed this program get to create more of their lessons using BOPPPS. During
this process I even wanted to create more lessons immediately just to get feedback on those
lessons. I’m lucky I have co-workers who took this program with me and we plan to do this, but
I still might just email Sunnye and ask is this right or what are your thoughts, comments on this

lesson. Kind of like a feedback work day would be great. Also I would love a follow up on the
technology class, it was the best. Again a format where we get to continue what we started in
class, having computers open with a station for each. I feel I could have benefitted from having
more time at each computer because I didn’t go to each station. Even though you can do this at
home, sometimes it helps having others to ask how to use this type of technology especially
since it’s new.