Portfolio Merge

LONE STAR COLLEGE - CYFAIR CAMPUS

Adjunct Certification
Program
Portfolio

Introductory Algebra
Solving Linear Equations

Dametria M. Douglas 2019

TABLE OF CONTENTS

WHAT IS ACP............................................................................................................................................... 3
SYLLABUS SNAPSHOT.............................................................................................................................. 4
STUDENT PREP STRATEGY (PRE - ASSESSMENT)........................................................................... 6
BOPPPS LESSON PLAN ............................................................................................................................. 8
BOPPPS LESSON PLAN SLIDES ............................................................................................................ 16
FORMAL ASSESSMENT .......................................................................................................................... 25
RUBERIC ..................................................................................................................................................... 26
FINAL PRESENTATION SLIDES ........................................................................................................... 27
REFLECTIVE ESSAY................................................................................................................................ 31

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

Within 24 hours MA TH(-40634068)- 05069
on weekdays
SPRING19

SYLLABUS (ABB.)



ü Required material: MyMathLab

account, purchased through

www.mymathlab.com - See

syllabus for access code for this

class. Includes an e-copy of the

book



ü Attendance is very important. If

you miss 6 hours or more of class,

and your average is below 70%

you may be withdrawn from the

class.



Monday & Wednesday ü No makeup assignments unless
6:00pm - 7:50pm excusable by a religious Holy Day
Room HSC1 113
absence.

Full semester schedule
listed in D2L syllabus

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(Announcement post in D2L)

This week, we will begin chapter 2 and learn how to identify and solve
linear equations. It may not be evident, but we use linear equations all
the time! See how Ted solves a real important life issue with a linear
equation!

https://youtu.be/r5Yw-T0m170

To prepare, please review sections 2.1 through 2.3 and watch the
following videos:

https://youtu.be/p3Cohshlw90
https://youtu.be/FQDngEiidkY

The attached worksheet is due at the beginning of class and turned in
when you sign the attendance roll.

See you soon!

MATH-0308 – INTRODUCTORY ALGEBRA
Chapter 2 | Solving Linear Equations in One Variable

Sections 2.1 through 2.3 – Class Prep Assignment


Name: _______________________


1. Write a complete sentence describing the different between an expression, and an equation.





2. The video describing the different between linear and nonlinear equations wrote the equation
as y = mx + b. The textbook noted the standard format as Ax + B = C. Explain why these
equations represent (or mean) the same thing.






3. List three (3) clues that an equation is nonlinear?


1.
2.
3.



4. Solve the equation using the steps found in section 2.3 and check your answer:

12x – 5(x + 2) = 6x + 5

BOPPPS LESSON PLAN



Course: MATH-0308 Introductory Algebra
Lesson Title: Solving Linear Equations
(New for Instructor - Conducting the lesson in Power Point)
Bridge (10 mins): At the beginning of class, students will re-watch the clip of Ted using linear equations in real life from the pre-
assignment homework:
https://youtu.be/r5Yw-T0m170
Bloom Question (Analysis): Had you ever thought that you could budget with linear equations before seeing this video?
-Allow space for student discussion.
End with: Today we are going to examine how to determine if an equation is linear and how to solve them for our “unknown”,
like how many apples Ted needed to sell to provide for his family.
Course Learning Outcome (in part): Solving linear equations in one variable.

Class Learning Outcomes:

1. By the end of this lesson, students will know how to identify a linear equation in one variable. (COMPREHENSION) To
identify a linear equation, the difference between an equation and an expression will be discussed to remove confusion.
The standard algebraic format for linear equations will be introduced for students to understand the difference between
linear and nonlinear equations for recognition on sight. (KNOWLEDGE)


2. By the end of this lesson, students will know how solve linear equations by applying a four-step process to determine the
solution set. (APPLICATION)

D.M Douglas Introduction to Algebra – Lesson Plan 1

BOPPPS LESSON PLAN


Pre-Assessment: Before class as a pre-assignment, the students will be asked to watch three (3) short videos, read the sections we
will cover in the book, then complete a worksheet. (See Appendix I) The worksheet is due at the beginning of class. Students will
hand in the assignment when signing the attendance roll.

We will review the performance on the assignment as we go through the lesson by each classmate grading a different
classmate’s homework. The assignment will count as a participation grade in class. CAT – It will be collected and reviewed to
provide non-graded feedback to the student by the Instructor.

Participatory Learning:

Time Instructor Activities Learning Activities Lesson Materials

5 mins Provide definition of linear equation: A Bloom Question (Applying): Menti.com
relationship between two variables that gives What are other daily examples
a straight line on a graph that we can see linear Students will list their
equations being used? examples using the app and it
Show apple scenario by graph to discuss will appear on the slide in a
relationship between apple sales and profit word cloud for discussion.
earned

10 mins Have students determine if the examples Using Plicker, students’ level Plicker Cards
shown are expressions or equations. of understanding will be
(UNDERSTANDING) evaluated. To master the Students check answer on pre-
learning objective of assignment (Question #1)
identifying a linear equation, Students will volunteer answer
5 mins • Ask the question of what the standard one must understand the and check answer on pre -
form of the equation is difference between and assignment (Question #2)
Ax + B = C expression and an equation.





D.M Douglas Introduction to Algebra – Lesson Plan 2

BOPPPS LESSON PLAN


• Ask volunteers to identify the parts of In the pre-class text book
reading, students learn that
the equation and compare to pre-
assignment question (ANALYSIS). Use for the standard form of a
this as a teaching moment for linear equation in one
variable, the “x” is the
COMPREHENSION. variable, the “A” is the

coefficient on the variable,
and “B and C” are constants.
Students also learn that the
variable can be represented by
any letter, not just “x”. By
comprehension of the reading,
the student should be able to
identify the aspects of the
equation.






Evaluating the students’ Students check answer on pre
• Review difference in Linear and
Nonlinear equations. Have a volunteer knowledge of the differences -assignment (Question #3)
share the answers obtained on the between linear and non-linear
pre-assignment, and class evaluate as equations by REMEMBERING
a group if the answers are correct, and the characteristic of a non-
why. linear equation from the pre-
assignment video



D.M Douglas Introduction to Algebra – Lesson Plan 3

BOPPPS LESSON PLAN
60 mins
• Review the Addition Property Through step by step Power Point Slides and Text
demonstrations, students will Book
Looking at ways to find the value of X to make learn to solve the equations by
both sides equal. using the addition property
(UNDERSTANDING)

The addition property means we are going to
use addition to get “X” by itself. Walk through

solution steps for example problem 2.1.1.
X - 16 = 7

Point out that you use the “addition property” Showing students how to
when you need to “add” to both sides to check the solution draws

isolate the variable. If the equation has a connection to higher concept
but using same foundation.
“minus” sign…you will do the opposite. (EVALUATING)





ANAYLZING the concept of
• Review the Subtraction Property
isolating the variable by using
Follows the same principle as the addition the opposite mathematical
property. If the equation has a “plus” sign, you operation than the one in the
will have to subtract a number from both sides. equation
Write a problem where subtraction is needed
to isolate the variable. Ask class for next step. Bloom Question (Analyzing):
Pause before moving through each solution If the equation has a plus sign,
step. what are you going to do to
isolate the variable?


D.M Douglas Introduction to Algebra – Lesson Plan 4

BOPPPS LESSON PLAN


• Like Terms – Watch short video of an
explanation of combining like terms


https://youtu.be/P6_sK8hRWCA UNDERSTANDING what like
terms are through
Combining like terms makes the equation demonstration and application
easier to solve. NOTE only can do this when
the variables are the same letter.

Have class combine the like terms of this
equation on their own:


3t – 12 = t = 2 = 5 + 3t =2

APPLYING new concept to
solving linear equations
• The Distributive Property

This is the way to remove the parenthesis in
an equation so like terms can be combined.


4(k - 3) – k = k – 6

Example of distributing a sign, not a number.
The sign changes the sign on each term in the
parenthesis


8z – (3 + 2z) = 3z + 1



D.M Douglas Introduction to Algebra – Lesson Plan 5

BOPPPS LESSON PLAN


• Review Multiplication Property

The addition or subtraction properties are not
always enough to solve an equation. To isolate
the variable, we will sometimes have to look
at properties of multiplication.

Remember: Linear equations are in the form
Ax + B = C. A does not always = 1

3x + 2 = 7


3x = 5

Discuss how x is not by itself because of the 3
on it. In order to get it by itself we can do the Bloom Question (Synthesis):
“opposite” of multiplication….division…when Which mathematical property
the number is whole. will we use to get x on one
side of the equation?
X = "!









D.M Douglas Introduction to Algebra – Lesson Plan 6

BOPPPS LESSON PLAN


• Steps for solving linear equations APPLYING the information Students check answer on pre
from the textbook, the videos, -assignment (Question #4)
and the practice of isolating
1. Simplify each side separately the variable by numerous
a. clear any parenthesis methods will be demonstrated
b. Clear any fractions or with the student’s ability to
decimals properly solve the linear
c. Combine like terms equation.
2. Isolate the variable term(s) to one
side
a. Use the addition or
subtraction property
3. Isolate the variable
a. Use multiplication or division
to both sides

4. Check the answer

Solve:
Bloom Question (Synthesis):
Which mathematical property
12x - 5(x + 2) = 6x + 5
will we use to get x on one
side of the equation?





Post Assessment (10 min): Using Metri.com, the class will answer questions in the word cloud again to see if they grasp the concept
of solving linear equations.

Summary (10min): We will close with the snowball effect. D2L Discussion on the muddiest point of the lesson for the student with
4 required responses to classmates. These points will be reviewed on Test Prep day to determine if they are still muddy.

See attached pre-assignment and lesson powerpoint.

D.M Douglas Introduction to Algebra – Lesson Plan 7



SOLVING LINEAR Ted’s Dilemma
EQUATIONS
Had you
MATH-0308 Introductory Algebra ever
thought
you could
budget
with linear
equations?

Lesson Objectives Linear EquationsProfit of sales

1. Learn to identify Definition: A linear equation is a relationship between
linear equations in two variables that gives a straight line on a graph.
one variable
Apples to sell
2. Learn the 4 steps to
solve linear
equations

1

Equations or Expressions
Plicker Card Activity
Expression
or
Equation?

Q1. Write a complete sentence
describing the difference between an
expression and an equation.

Standard Form of a Linear Equation Linear and Non-Linear Equations
in one Variable
What were the 3 clues in Question #3 that help us determine
Let’s discuss Question #2 on the pre- if an equation is non-linear?
assignment
ü If a variable is raised to a power
1. What is the standard form of a linear ü If the equation is written with absolute value bars
equation in one variable? ü If the variable is written in the denominator of a fraction

Ax + B = C THESE EQUATIONS WILL NOT PRODUCE STRAIGHT LINES
How is y = mx+b also a standard form equation?

2

Solving Linear Equations Solving Linear Equations –
Addition Property
When solving an equation, we are
looking for ways to find the value of EXAMPLE 1
the variable to make both sides equal Solve: X – 16 = 7
1. How will we get X alone on one side of the equal sign?
A solution to an 2. The addition property means we are going to use addition to get “X”
equation is a number by itself.
that makes the scale X – 16 + 16 = 7 + 16
balance when it 3. Simplifying the problem we now have
replaces the variable
We will mathematically rearrange X = 23
equations until the variable is alone
on one side of the equal sign

Solving Linear Equations – Solving Linear Equations –
Addition Property Addition Property

1. How can we be sure that X = 23? “Addition Property” means we need to add to
2. We substitute 23 into the original equation and simplify both sides of the equal to isolate the variable.
If the equation has a minus sign, we are going
23 – 16 = 7 to do the opposite mathematical operation to
3. Simplifying the problem we now have
isolate the variable.
7=7 X – 16 = 7

3

Solving Linear Equations – Solving Linear Equations –
Addition Property Like Terms

If the equation has a plus sign, what
are you going to do to isolate the
variable?

X + 16 = 7 (Subtraction Property)

Solving Linear Equations – Solving Linear Equations –
Like Terms Like Terms

• When combining like terms they Combine the like terms in
MUST be alike. this equation:

• The letter used to represent the 3t – 12 + t + 2 = 5 + 3t +2
unknown must be the same. 3t – 12 + t + 2 = 5 + 3t + 2

t = 17

4

Solving Linear Equations – Solving Linear Equations –
Distributive Property Distributive Property

• We use the distributive property to We use the distributive property to remove the
remove the parentheses in equations parentheses in equations so like terms can be combined
We accomplish this by multiplying the number,
• We accomplish this by multiplying variable, or sign into each part of the equation inside the
the number, variable, or sign into parenthesis
each part of the equation inside the
parenthesis

Solving Linear Equations – Solving Linear Equations –
Distributive Property Distributive Property

Using our image as a guide, lets solve this equation: Be mindful that you may only be distributing a sign
into the parenthesis
4(k - 3) – k = k – 6
Solve 8z – (3 + 2z) = 3z + 1
4(k) – (4)(3) – k = k – 6
(multiply everything in the parenthesis by 4) 8z – 1(3 + 2z) = 3z + 1
8z + (– 1)(3) + (– 1)(2z) = 3z + 1
4k – k + k -12 + 12 = k – k – 6 + 12
(combine like terms and use the addition or subtkra(cs=tioon"!lvp=reop)3erty) 8z – 3 - 2z = 3z + 1
2k = 6 The signs inside the parenthesis change

(simplify)

5

Solving Linear Equations – Solving Linear Equations –
Multiplication Property Multiplication Property

Sometimes the addition and/or Let us evaluate this equation:
subtraction property is not 3X + 2 = 7
enough to isolate the variable,
like in our last problem If we just use the subtraction property, we end up with:

Lets recall our standard form 3X = 5
Ax + B + C
“X” is not isolated because the coefficient is not 1
Sometimes “A” is not 1

Solving Linear Equations – Solving Linear Equations –
Multiplication Property 4 Step Process

In remembering the addition/subtraction property and Now we will put all we have learned
how that works, what mathematical operation do we today to solve more complex linear
equations following 4 steps
need to perform to get X by itself?

3X = 5

Correct!! Division is the opposite
operation of multiplication
Solution
#$ % %
# = # X= #

6

Solving Linear Equations – Solving Linear Equations –
4 Step Process 4 Step Process

Let’s solve this equation using the 4 step 12x – 5(x + 2) = 6x + 5
process (Q4. on pre-assessment)
Step 1: Simplify each side separately by
12x – 5(x + 2) = 6x + 5 a. Clear any parenthesis
b. Clear any fractions or decimals
c. Combine like terms

12x – 5x -10 = 6x + 5
7x -10 = 6x + 5

Solving Linear Equations – Solving Linear Equations –
4 Step Process 4 Step Process

7x -10 = 6x + 5 x = 15
Step 2/3. Isolate the variable term(s) to Step 4. Check your answer
one side of the equal sign
Which properties will we need to use to 12(15) – 5(15 + 2) = 6(15) + 5
get X on one side of the equation?
95 = 95
7x -6x – 10 + 10 = 6x – 6x +5 + 10
x = 15

7

Solving Linear Equations – Solving Linear Equations –
Wrap- Up Summary

On a sheet of paper, write a concept
that you feel comfortable with in
solving linear equations.
Ball it up and throw it to the front of
the room

Solving Linear Equations – Go home and study!!
Homework You can always
reach me via email
Before test review day: with questions
• Go into the Discussion section on D2L and answer the during the times
outlined in your
question of what was the “muddiest point” for you in
todays lesson. syllabus
• Respond to at lease 4 of your classmates to help clear
the water for them from your understanding of the
lesson
• On review day for the the exam we will specifically
cover these topics if they are still “muddy”

8



Formal Assessment - 4 Test Questions

Course Student Learning Outcome: Solve linear equations and inequalities in one variable and
compound inequalities in one variable.

Class Learning Outcomes:

1. By the end of this lesson, students will know how to identify a linear equation in one variable.
To identify a linear equation, the difference between an equation and an expression will be
discussed to remove confusion. The standard algebraic format for linear equations will be
introduced for students to understand the difference between linear and nonlinear equations
for recognition on sight.


2. By the end of this lesson, students will know how solve linear equations by applying a four-
step process to determine the solution set. The four steps are as follows:
a. Simplify each side of the equal sign separately.
b. Isolate the variable term to one side of the equal sign.
c. Isolate the variable (using mathematical properties to obtain an equation with a
variable coefficient of one)
d. Check the solution by substituting the value solved for the variable into the original
equation to determine if a true mathematical statement.

Question 1 and 2 - Blooms Taxonomy: Synthesis. This problem requires the student to apply all four
steps for solving linear equations, by combining several elements of how to isolate the variable.

1. Solve: 5x + 2 - 3(x + 1) = 6x - 6 Check your answer. Write your final answer in set notation.


Solve: !"%#$ " "
2. + (% = * − 3 Check your answer. Write your final answer in set notation.



Question 3 and 4 - Bloom Taxonomy: Comprehension. By understanding the properties used to isolate
the variable, students should be able to identify the next step in the solving process.

3. To solve 4(k - 3) - k = k - 6 what should be the first step in trying to isolate the variable?

a. Subtraction property
b. Distribution property
c. Addition property
d. Multiplication property

4. Solve 6x - 8 = 7x by subtracting 7x from both sides. What is the correct answer?
a. -x = 8
b. x = 8
c. both
d. neither

Rubric: Muddiest Part Discussion

In this lesson, you learned how to solve linear equations by applying a four-step process to determine the solution set. Given the
equation: 5x + 2 - 3(x + 1) = 6x - 6

What was the muddiest part for you in arriving at the solution set? Explain in detail how you arrived at your solution by showing
your work and explaining with words each step. If you could not solve the problem, where did you stop? Tell us what you did to
resolve being stuck, and if you were successful with that or not. Reply to 4 or more different classmates to help them resolve their
muddy point in your own words.


Excellent Good Lacking Needs Work
5 Points 3 Points 1 Point O Points

Timeliness Posted During Assignment Posted after due date Not posted by review Not Posted
Period but before review class
class

Response Thoroughly addressed question Provided solution for Did not provide Does not show work
in a way that clearly follows all equation. solution and did not and/or post answer
directions and reflects critical fully discuss what
thinking of the topic. was attempted to
resolve being “stuck”

Interaction Thoughtfully replied to 4 or Adequately replied to Did not reply to at Did not adequately
more classmates AND provided at least 2 classmates least 2 classmates. reply to classmates
in-depth feedback.

4/5/19

ACP SHOWCASE Table of Contents
PORTFOLIO
Student Preparation Strategy Reflection
Dametria M. Douglas
B.S. Chemical Engineering BOPPPS

Introductory Algebra – BOPPPS Lesson Overview
Solving Linear Equations in
SLIDE 2
One Variable

April 6, 2019

SLIDE 1

Student Prep Strategy BOPPPS – Bridge
BOPPPS – Pre-Assessment (10 minutes)

1. 2. 3.

Answer 4 CAT: Bloom Question (Analysis): Had you ever
questions.
Providing thought you could budget with linear
SLIDE 3 non-graded equations before seeing this video?
feedback on
the 4 SLIDE 4

questions

1

4/5/19

BOPPPS - Objectives BOPPPS –
Blooms Taxonomy Participatory Learning
ü Comprehension
ü Knowledge (80 minutes)
ü Application
The heart of this lesson is for students to
SLIDE 5 understand all the ways to isolate the variable,
then apply those methods to solve an equation
using a 4 step method.

We will address the following topics leading up
to solving an equation, while referring to our
Pre-Assessment sheet for understanding

SLIDE 6

BOPPPS – BOPPPS –
Participatory Learning Participatory Learning

(80 minutes) (80 minutes)
Q1. Write a complete sentence
Bloom Question (Applying) describing the difference
New Technology: Menti.com between an expression and an
equation.
SLIDE 7
Bloom
Taxonomy:
Understanding
New Technology:

SLIDE 8

2

4/5/19

BOPPPS – BOPPPS –
Participatory Learning Participatory Learning

(80 minutes) (80 minutes)

Q2. The video describing the different between linear and nonlinear Bloom Taxonomy: Volunteers
equations wrote the equation as y = mx + b. The textbook noted the Remembering from class
standard format as Ax + B = C. Explain why these equations will share
represent (or mean) the same thing. answers to
Q3 on pre-
Bloom assignment
Taxonomy: and the video.
Analysis and
Comprehension SLIDE 10

SLIDE 9

BOPPPS – BOPPPS –
Participatory Learning Participatory Learning

(80 minutes) (80 minutes)

Bloom Taxonomy: Like Terms video
Understanding

Applying

Bloom Question (Analyzing): Bloom Taxonomy: Solve problem
(Introduction to the Subtraction Understanding independently
Property)
Evaluating
SLIDE 11 Analyzing

SLIDE 12

3

4/5/19

BOPPPS – BOPPPS –
Participatory Learning Participatory Learning

(80 minutes) (80 minutes)

Bloom Question Q4. Solving an equation
(Synthesis): Which
Mathematical property Bloom Taxonomy:
will we use to get x on Applying
one side of the equation?
SLIDE 14
SLIDE 13

BOPPPS – BOPPPS –
Post Assessment Summary
(5 minutes)
(15 minutes)
CAT: Peer
Bloom
Taxonomy: discussion on the
Understanding “muddiest” part

New Technology: SLIDE 16
Menti.com

SLIDE 15

4

4/5/19

Reflection

ü The greatest take away for me is
the mindshift lecturing to
learning/understanding

ü The ease of lesson planning with
the structure of BOPPPS and
Blooms Taxonomy

ü All of the different tools to create
an engaging atmosphere for
learning

SLIDE 17

5



Personal Reflection – D.M. Douglas Page1

The Adjunct Certification Program was a pleasant journey in opening my
understanding to true classroom dynamics. I was hesitant of the possibility of
a “student-lead” lesson in mathematics. It can be such an impediment for
students, how could I put the ownness on the student to perform without me
showing them everything? The greatest take away for me is knowing that the
important thing in the classroom is learning, not teaching.

When I first began Adjunct Instruction, I went into the classroom thinking
everyone was motivated by the same thing I was motivated by as a college
student: successfully completing courses to be one step closer to my degree. I
learned very quickly my error in thinking. My misconception was if you chose
to take classes in higher education, you were automatically driven by success
and would demonstrate the amount of effort needed for that goal.

While teaching Introductory Algebra, I have had very few students that would
be considered intrinsically motivated. I have acknowledged that and even
encouraged the push toward having a “means to an end” progression, since
most of my students are in degree fields where algebra will not be a significant
part of the remainder of their learning experience. This program has helped
me challenge my perspective on how I have been motivating my classes and
has offered some new tips to reach the entire class. I now see with a wider lens
on our human learning differences, and with the many resources provided
throughout this course can tailor lessons for the dynamics of the cohort I am
guiding through the learning process in any given semester.

While taking this class, I began integrating things I have learned into the
following weeks lesson for my class. For the first exam this semester, I added
a survey at the end of the exam that asked the following questions:

1. What did you do to prepare for this exam?
2. Considering what you did to prepare for the exam, what grade do you

expect to earn?
3. What will you do differently in preparing for the next exam?
4. Is there anything I can do to assist you in preparing for the next exam?
5. How do you feel knowing every problem came from a version of the

Exit Exam you need to pass to move on from this class?

The goal was to try to get the student to compare effort (Question #1) with
outcome (Question #2), and how they could improve going forward with
changes in behavior (Question #3). Most of the students that admitted they did
very little outside of the classroom to prepare, acknowledged they probably
would score low on the exam. For themselves, they directly attributed the low
score to the minimal effort in preparation.

Personal Reflection – D.M. Douglas

In my opinion grit, or drive, is unrelated to talent but directly related to desire.
It takes effort on the instructors’ part to redirect thinking from a student’s
request for “the easy way” to instilling that if foundational knowledge in
mathematical topics are mastered, logic becomes the easy way. From the exam
survey above, Question #5 brought awareness of the need to understand the
material of the class to move on. If the student did not do well on the exam,
they understand for themselves that they will consequently not do well on the
exit exam without a change in behavior. That exercise was very powerful for
me, as well as the students. I changed my language from a tone of just learn
it to move on, to assisting in the desire to learn the objective to apply them in
many everyday life examples where logic is needed.

In walking through the BOPPPS model of lesson planning and thinking about
Blooms Taxonomy in every aspect of the lesson has helped my planning
become much more efficient. It created a shift in thinking that involves the
students in all aspects of the lesson to sustain the atmosphere of learning,
verses lecturing. The introduction to all the technology options was such a joy
to walk through to help reach the class from many different approaches. For
the millennial generation now filling our classrooms, instructors need to be
sharp and attention grabbing to keep the engagement high. Certain aspects of
algebra can be challenging for me to make relevant to everyday life. If you are
not planning a career in Roller Coaster design, you probably don’t have a whole
lot of interest in polynomials. But a funny and engaging U-Tube video on the
topic relaxes the atmosphere and allows the students to engage, even if their
desire is to become an M&M spell checker.

I would love to see more opportunities that provide growth in Educational
Instruction for those that are not educators by discipline. As a lover of learning,
knowing how to help others engage to increase their knowledge in topics is a
sweet treasure spot for me.

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