ACP portfolio

PORTFOLIO

KINESIOLOGY, EXERCISE SCIENCE, AND
PHYSICAL EDUCATION

by Courtney Moore

PORTFOLIO

01 COVER PAGE
02 TABLE OF CONTENTS
03 WHAT IS ACP?
04 SYLLABUS SNAPSHOT
05 STUDENT PREP STRATEGY
06 BOPPPS LESSON PLANS
09 LECTURE PRESENTATION SLIDES
20 SUPPLEMENTAL VIDEOS
21 ASSESSMENT QUESTIONS
25 NUTRITION PROJECT RUBRIC
26 SHOWCASE PRESENTATION
39 ESSAY

What is the Adjunct Certification Program at Lone Star College?

Purpose: The purpose of the Adjunct Certification Program is to recognize and reward adjunct faculty who
make a commitment to the System and to provide an opportunity to enhance their teaching effectiveness.

Who can participate: Adjunct faculty who have taught at LSC for at least 2 semesters may apply. Participants
are chosen based upon recommendations from their department chair.

Course structure and objectives: The Adjunct Certification Program is structured around 5 components of
successful instruction. After successfully completing this program participants will be able to

 Plan for Learning
o Create a syllabus snapshot
o Create a lesson using the BOPPPS lesson planning moel
o Write SMART lesson objectives
o Identify the levels in Bloom’s cognitive taxonomy
o Employ effective strategies to encourage students to prepare for class

 Employ a Variety of Teaching Strategies
o Define teacher-centered, interactive, experiential, and independent learning techniques
o Locate online lesson repositories and resources
o Incorporate at least one new instructional strategy in a lesson plan
o Create questions that address various levels of Bloom's cognitive taxonomy

 Assess Effectively
o Develop an assessment strategy that aligns with the course outcomes
o Utilize various formative assessment tools that are quick, engaging, and informative
o Create effective subjective and objective tools and processes.
o Cite the principles of effective evaluation.
o Develop an assessment rubric

 Use Instructional Technology
o Explain how technology can enhance teaching and learning
o Employ at least one new instructional technology to encourage student engagement
o Locate instructional technology resources

 Foster a Positive Learning Environment
o Utilize effective strategies for dealing with various student challenges
o Employ motivational theory to structure classes that foster student motivation to learn

In order to successfully complete the program, participants must:
• Attend ALL 5 face-to-face meetings with the initial cohort and complete all on-line lessons. This occurs
over a nine week period with a time commitment of 26-30 hours.
• Actively participate in online discussion topics.
• Present a 10 minute overview of a completely new lesson
• Complete a reflective essay
• Compile and submit an electronic portfolio of all completed assignments
• Score a minimum of 80% on all required elements of the course

PHED 1164

Intro to
Physical
Fitness &
Wellness

Room: CC123 Professor Courtney Moore
Monday/Hybrid
9:30am-10:50am [email protected]

REQUIRED MATERIALS ATTIRE:

TEXTBOOK: TECHNOLOGY: No Vans, No Converse,
No Open Toe Shoes,
Fitness and Wellness Computer: with word No Crop Tops, No
Jewelry (full attire
12th Edition by Hoeger & Fawson processing & internet
ISBN: 978-1-305-63801-3 information is on D2L)
access. D2L access and
Worksheets from this book will Lockdown Browser: see
be used for homework.
syllabus for more info.

HOW AM I GRADED?? Final Exam 25% 25% Tests
30% 20%
Final Exam Test 1 (Ch 1-3)
[Test 1 + Test 2 Test 2 (Ch 4-6)
+ Chapter 7-9] Test 1 Extra Credit
Final Exam Extra Credit Test 2 Extra Credit

Projects 90 – 100 A
80 – 89.9 B
Research Project 70 –79.9 C
Food Project 60 – 69.9 D
Sit and Reach Project 59.9 or less F

Quizzes/Disc/HW

All quizzes, discussions, worksheets,
and/or homework.

CLASS POLICIES

Feedback is very important for your success in class. When grading your papers, tests, etc
there is a section for me to leave feedback. It is crucial for you to check this feedback. It
could improve your grade or you might get to correct a worksheet for full credit.

Late work: You must submit all work for grading as scheduled, or you will
receive a zero. If you turn in completed work late, you will receive a 0%.

Devices may be used in the Lab for music during non-group workouts. No recording of
lectures or other classroom information is allowed. Posting class information to any
social media platform or website is forbidden.

Extreme consideration for others is expected. Listen to others’ perspectives
fully. Use of profanity or direct insults are inappropriate. Such abuses will
result in expulsion from the classroom after one warning.

2CHECK OUT OUR CLASS PAGE ON D L FOR MORE!

To encourage students to prepare for the next lesson:

At the end of the previous class session I will remind the
students about the next lesson and what they can do to prepare.
If there is no previous face to face session, I will use D2L to
inform the students of what is expected of them before the next
class session.

Stating the chapters from the textbook that need to be read
before class. Using and describing the techniques described for
S (SURVEY) of the SQ3R when reading the chapter associated
with the lesson for that day.

To check for understanding I will administer a short quiz in class
asking: What are two benefits of Health Related Physical Fitness
Programs? The information for the quiz will be provided on d2l
and/or at the end of a face-to-face lecture.

Using this YouTube
video: HTTP://WWW.youtube.com/watch?v=lEutFrar1dI to
supplement the textbook reading assigned. Which will be
available for students via D2L. This video will further explain
main points from the textbook reading. This video will help
prepare students for the in-class quiz.
Provide this link https://extension.psu.edu/warm-up-and-cool-
down via d2l with a verbal and visual reminders. This link will
provide students with information on a warm up and cool down.
Noting that it is important to know the purpose of a warm and
cool down for future examinations.
Reply to Thread

Second P

COURSE: PHED 1164
Lesson Title: Stages of Change
Course Student Learning Outcome: Plan, implement, and evaluate a personal fitness program.

Learning Objectives (these should be the ones you wrote in Module 1): By the end of this lesson, students will be able to will be able to recognize, recall, and
discuss the Transtheoretical Model of Change.

Participatory Learning: Learner Activities Lesson Materials
Time Instructor Activities

12 mins Introduce the Transtheoretical Model of Change Discussion Questions: What is a behavior that you would Required Textbook
10 mins Stages (6 mins) want to change? (2 mins) PPT
Video to reinforce: (4 mins)
3 mins Explain the peer discussion activity. Separate students https://www.youtube.com/watch?v=IwxyyE--AjU Case Study – Provided
5 mins into groups of 3. (3 mins) Peer Discussion: Using the case study provided? What stage PPT
Case Study: Provided on D2L & Assigned as of change are they in? What would you do differently?
Homework in the previous class. Write down your answers. (5 mins) Group Work
https://files.eric.ed.gov/fulltext/EJ1085311.pdf
Feedback about group discussions. Class Discussion of the results. (2 mins) D2L – Dropbox, Required
Students make corrections and edit their answers. Textbook for the Exercise
Introduce the homework: Exercise Readiness Turn in group work. Readiness Worksheet, D2L –
Wrap up: What is due for the next weeks Students make corrections and edit their answers. Course Calendar, PPT
(2 mins) Turn in group work.
Open discussion and Q&A Session. (3 mins)

BOPPPS LESSON PLAN

COURSE: PHED 1164 – INTRO TO PHYSICAL FITNESS AND WELLNESS
Lesson Title: STAGE OF CHANGE

Bridge:
Review that will be due in the upcoming weeks.

I will ask students to bring their CAT assigned at the end of last class.
Then students will be able to make a prediction on what who and what they think their classmates wrote about?

CAT: Profiles of Admiral Individuals (Informal Formative)
Students to write a brief description of the characteristics of a person they admire or strive to be similar to.
We will use this information to come up with a SMART goal and find out what stage of change they are in.
What they can do to reach the next stage of change should be reflected in the SMART goal.

Estimated time: 5 mins
Course Student Learning Outcome: Plan, implement, and evaluate a personal fitness program.

Learning Objectives: By the end of this lesson, students will be able to recognize, recall, and discuss the Transtheoretical Model of Change.
1. Bloom's Level 1: Remember and Bloom's Level
2. Bloom's Level 2: Understand (identify Bloom level)

Pre-Assessment: Gallery Walk
Using the brief description from the CAT. I will ask student to write down (on an item provided) the top three characteristics of the person they admire. Then I
will have the students walk around and make a tally mark on the characteristics they wrote down as well. The students would then collect their item and then
see how other students are feeling, easing into the group discussions later.

Estimated time: 5 mins
Participatory Learning:
HIGHLIGHT AND LABEL THE FOLLOWING:

 4 questions with Bloom’s level identified
 New instructional technology you are trying
 At least one classroom assessment technique (CAT)

Time Instructor Activities Learner Activities Lesson Materials

12 mins Introduce the Transtheoretical Model of Change Discussion Questions: What is a behavior that you would Required Textbook
Stages (6 mins) want to change? (2 mins) PPT

BLOOMS QUESTION (EVALUATION): Why did you choose
this? What information can you give to support your
choice?

10 mins Explain the peer discussion activity. Separate Video to reinforce: (4 mins) Case Study – Provided
students into groups of 3. (3 mins) https://www.youtube.com/watch?v=IwxyyE--AjU PPT
Peer Discussion: Using the case study provided? What stage
Case Study: Provided on D2L & Assigned as of change are they in? What would you do differently?
Homework in the previous class. Write down your answers. (5 mins)
https://files.eric.ed.gov/fulltext/EJ1085311.pdf BLOOM QUESTIONS (COMPREHENSION) How would you
classify the current behavior and stage of change you are in.
3 mins Feedback about group discussions.
Class Discussion of the results. (2 mins) Group Work
Students make corrections and edit their answers.

5 mins Introduce the homework: Turn in group work. D2L – Dropbox
Exercise Readiness (1 min) Open discussion and Q&A Session. (3 mins) Required Textbook for the
BLOOMS QUESTION (Synthesis): Can you build a Exercise Readiness
Physical Fitness Program? Worksheet
SMART GOALS (1 min) D2L – Course Calendar
PPT

Post-assessment:
Teacher Review with Poll Everywhere: questioning to elicit understanding from students.
Including: BLOOMS QUESTION (Knowledge): List and define the Stages of Change.
https://www.polleverywhere.com/

Estimated time: 3 Mins
Summary:
I Care Why? (Discussion)(4 mins)
Students explain relevancy of the concept to their life or how they might use it? (Write down for next class.)

Wrap up: What is due for the next weeks (1 min)

Estimated time: 5 mins

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

STAGES OF CHANGE

TRANSTHEORETICAL MODEL OF CHANGE

LESSON OBJECTIVE

• By the end of this lesson, students will be able to will be able to recognize, recall, and discuss the
Transtheoretical Model of Change.

TRANSTHEORETICAL MODEL OF
BEHAVIOR CHANGE

• Pre-contemplation
• Contemplation
• Preparation
• Action
• Maintenance
• Termination/Adoption

This Photo by Unknown Author is licensed under CC BY-SA-NC

PRE-CONTEMPLATION

• Denial • Resigned to your current state or believe that
• Ignorance of the problem you have no control over your behavior.
• Earliest
• Not Considering Change

CONTEMPLATION • Weigh pros and cons of behavior change
• Confirm readiness and ability to change
• Ambivalence • Identify barriers to change
• Conflicted emotions
• Potential

PREPARATION

• Experimenting with small changes • Write down your goals
• Collecting information about change • Prepare a plan of action
• LISTS • Make a list of motivating statements
• Positive Mindset

ACTION • Reward your successes
• Seek out social support
• Plan
• resolutions fail

MAINTENANCE • Develop coping strategies for temptation
• Remember to reward yourself
• Maintaining a new behavior
• Avoiding temptation
• AROUND 5 YEARS

TERMINATION/ADOPTION

• Do not maintain the behavior • Becomes a lifestyle habit



ACTIVITY

• Split into groups of 3
• Review the Case study (previous assigned for homework) with your classmates
• Write the answers to the questions on one paper. Turn in at the end of class
• Peer Discussion: Using the case study provided: What stage of change are they in? What would you do

differently? Write down your answers. (5 MINS)
• Wrap up: Class discussion of findings and feedback

HOMEWORK/WRAP UP

• Exercise Readiness

• Worksheet in Chapter 3 – Activity 3.2
• List your 10 advantages and disadvantages of starting an exercise program

• Read Chapter 2 and 3 before next class
• Online Quiz due this Friday.

Supplemental Learning Materials:

Transtheoretical Model:
https://youtu.be/CvYAg3Oks-8
Health Realted Physical Fitness:
https://youtu.be/MYMcm1al5qk

PHED 1164: Intro to Physical Fitness & Wellness
Student Learning Outcome:
Plan, implement, and evaluate a personal fitness program.
Lesson Objectives:
1. By the end of this lesson, students will be able to recognize,
recall, and discuss the Transtheoretical Model of Change.
(Bloom's Level 1: Remember and Bloom's Level 2: Understand)

~ List and define the Stages of Change. (Knowledge)
~ How would you classify the current behavior and stage of
change you are in. (Comprehension)
2. By the end of this lesson, students will be able to design,
perform, and analyze a Health Related Physical Fitness Program.
(Bloom's Level 3: Apply, Bloom's Level 4: Analyze, Bloom's Level
6: Create)

~ Can you build a Physical Fitness Program? (Synthesis)

~ Why did you choose this program? What information can you
give to support your choice? (Evaluation)

Reply to Thread

Questions for a Formal Assessment.
1. List the stages of change (transtheoretical) in correct
order: Knowledge and Remembering.
2. Choose the ounces of fish and poultry you should eat when
you want to lose weight? Applying and Understanding
a. 7-8 oz

b. 3-6 oz

c. 3-5 oz

d. 1-2 oz

3. Describe what carbohydrates do for the body?
Understanding and Evaluation

4. Critique this meal plan below. Explain the advantages and
disadvantages of this nutrition program. Analyzing and

Evaluating

5. The best aerobic activity for individuals with leg or back
injuries is: Knowledge and Remembering.
a. walking in chest deep water.

b. by running at a slower pace.
c. a group fitness class.
d. high intensity interval training.

Student Learning Outcome:
Plan, implement, and evaluate a personal fitness program.
Lesson Objectives:
1. By the end of this lesson, students will be able to recognize,
recall, and discuss the Transtheoretical Model of Change.
(Bloom's Level 1: Remember and Bloom's Level 2: Understand)

2. By the end of this lesson, students will be able to design,
perform, and analyze a Health Related Physical Fitness Program.
(Bloom's Level 3: Apply, Bloom's Level 4: Analyze, Bloom's Level
6: Create)

Reply to Thread



DATE: 11/13/2019

ACP Showcase
Portfolio

PRESENTED BY COURTNEY MOORE
DISCIPLINE: KINESIOLOGY

Table of Student Preparation BOPPPS
Contents Strategy Lesson

CAT, Questions, Reflection
& Technology

Student Preparation Strategy

Preparing Students

Remind them at the end of class the assigned
reading or other items.
D2L to inform the students of what is expected of
them before the next class session.

Student Understanding

Administer a short quiz in class asking:
What are two benefits of Health Related Physical
Fitness Programs?

Supplemental Learning

YouTube video to supplement material on D2L.
Helps prepare students for in class quiz.
Article via D2L with verbal and visual reminders.
Noting it's importance for future examinations.

CAT: Profiles of Admiral Individuals
Students write the characteristics of a person they

admire or strive to be similar to.
(Informal Formative)

BOPPPS: Review that will be due in the upcoming weeks.
Bridge
I will ask students to bring their CAT assigned at the
end of last class session.

Students will be able to make a predictions about
their classmates choices.

BOPPPS: OBJECTIVES

STUDENT LEARNING OUTCOME: PLAN, IMPLEMENT, AND EVALUATE A PERSONAL
FITNESS PROGRAM.

Lesson Objectives:

1. By the end of this lesson, students will be able to recognize, recall,
and discuss the Transtheoretical Model of Change.
(Bloom's Level 1: Remember and Bloom's Level 2: Understand)

2. By the end of this lesson, students will be able to design, perform,
and analyze a Health Related Physical Fitness Program.
(Bloom's Level 3: Apply, Bloom's Level 4: Analyze, Bloom's Level 6:
Create)

Gallery Walk

Using the Homework:
A brief description from the CAT:
Profiles of Admiral Individuals.

BOPPPS: - Students write down top three characteristics.
- Students walk around making tally marks on the
characteristics that match theirs.
- Students collect their item and review the results.
- Leading to an in-class discussion. .

Pre-Assessment

BOPPPS:

PARTICIPATORY
LESSON

Introduce the Transtheoretical Model
What is a behavior that you would want to change?

Case Study Peer Discussion Activity Class Discussion
Answering Questions in Groups of 3. of the results with

Feedback.

Students make Introduce Homework Q&A Session
Corrections.

Turn in Group Work.

EVALUATION COMPREHENSION QUESTIONS

Why did you choose this? What How would you classify the
information can you give to current behavior and stage
support your choice? of change you are in.

Discussion Question: What is a behavior Knowledge
that you would want to change?
List and define the Stages of
Synthesis Change.

Can you build a Physical
Fitness Program?

Profiles of Admiral Gallery Walk
Individuals

CAT

I Care Why? Teacher Review

Case Study Peer
Discussion

Poll Everywhere PowToon TECHNOLOGY

Canva YouTube Learning
Power Point TED Ed

BOPPPS:

POST-ASSESSMENT

Teacher Review with Poll Everywhere

Questioning to elicit understanding from students.
The Stages of Change Multiple Choice Questions.
Yes/No Poll: For Further Questions

https://www.polleverywhere.com/

BOPPPS SUMMARY

I CARE WHY?

I Care Why? Discussion:

Students explain relevancy of the concept
to their life or how they might use it?
(Write down for next class.)

Wrap up: What is due for the next weeks

Personal Reflection
on My ACP Experience

Technology Presentations Attendance CAT

• LSC Technology • PowToon • Grading • Increased my
• D2L: TechSmith • Canva -> PPT attendance by classroom
Relay, Rubrics discussions and participation.
online
participation. • Increased interest
in lectures.
• Real world
Applications



Courtney Moore
ACP 11/15/19

Reflective Essay

I came into the program expecting to get a crash course on the full-time faculty
positions. What I learned was how to elevate my classroom in-person and online. Instead of
worrying about advancing my career, I found the program enhanced my current lessons and
presentations. After the first meeting, I wondered what I was doing in the class. I felt a bit lost
and confused on how well I would perform in the class. The lesson planning seemed like a
foreign language and even though I was well versed in D2L/technology I was unaware of the
tools offered to us. Learning about new technology that is integrated into D2L has elevated my
classes and assessments.

Online rubrics was something I did not take advantage of in my classes. Most being
hybrid or fully online, this has helped me show the students what is expected of them with
automatic feedback. It has made grading fair for every student and I am grading at a quicker
pace. Another integrated program that I have and will implement in the future is TechSmith
Relay. I love using supplemental videos, which can help me track attendance by grading the
students with quizzes through TechSmith Relay.

I have found that you cannot rely on supplemental materials. Sometimes things are
outdated or do not align with what you are testing for. I found PowToon during the technology
module and discussion assignment. I have made two videos with this program. I think this will
work great for my online classes and grading for attendance. With my hybrid classes, it can be
used as supplemental materials for quizzing and in-class discussions. I have implemented these
videos; the feedback has been amazing. With the rise of streaming services, it is nice to have a
way to create your own material for a streaming service or D2L.

When learning about classroom assessment techniques, I found multiple options that I
could integrate into my classroom. Currently, I am using the Gallery Walk assessment technique
in my Lab section. I have received positive feedback. I am hoping it is because of the CAT and
not because they weren’t working out that day. I had never heard of BOPPPS lesson planning

Courtney Moore
ACP 11/15/19
and never really used a template to create a lesson. After the final project, I felt that it helped
me be confident in what I was delivering to my students. Using a template was a complicated
experience at first. I was not sure if I was properly developing my lesson based on the SLOs.
Now, I know how to break down a lesson over time based on a SLO. Which in turn increases my
skills as an effective and engaging instructor.

Even though I hoped to gain insight on how to become a full-time instructor and how to
prepare for that interview process. I found that the skills I learned in the classroom has
enhanced that process. I would like to have practiced or seen the process of the interview and
what to expect during the full-time faculty interview process. I am excited to see the alumni
resources, as I feel some of the things I want to know or learn will be found there. I am grateful
for this program, I have learned how to create a lesson plan to effectively back up what the
institution is saying will be offered to the student.

Overall, I found that this program has transformed how I will be preparing for upcoming
semesters. I hope to apply most of these skills I have learned in the next semester. I have
already seen an increase in participation in my in-class discussions and activities. The students
are open to sharing their personal life or real-world experiences with the class. As an instructor
that feels they are not taken seriously most of the time. This class has given me the confidence
in my preparation. Keeping those ideas out of my head creating a healthy mindset for myself.
Which is something I teach my students.

Thank you for taking the time to instruct this certification program. I thoroughly enjoyed
learning more about LSC and teaching methods.