ACP Portfolio

ACP Portfolio

Jessica Keane Jameson
Spring 2019
Math 0308

Table of Contents

Syllabus Snapshot
Course Calendar
Student Preparation Strategy
BOPPPS Lesson Plan

Khan Academy Video
Rectangular Coordinate System worksheet
Slope PowerPoint
Quizizz Slope Quiz - new technology
Mastery Check - 4 good questions
Reflective Essay

Syllabus Snapshot

Math 0308 Calendar Spring 2019

Week 1 1. 7

Week 2 2.1, 2.2, 23, 2.4

Week 3 2.5, 2.6, 2.7, 2.8

Week 4 Review and Exam 1

Week 5 3.1, 3.2, 3.3, 3.4

Week 6 3.5, 3.6, 4.1, 4.2

Week 7 4.3, 4.4, 5.1, 5.2

Week 8 Review and Exam 2

Week 9 5.3, 5.4, 5.5, 5.6

Week 10 5.7, 6.1, 6.2

Week 11 6.3, 6.4, 6.5, 6.7

Week 12 Review and Exam 3

Week 13 Ratios and Proportions

Week 14 Review and Final Exam

Student Prep Strategy

Students have been working through the problems in the
homework portal leading up to today’s lesson. Students
should be familiar with x- and y- intercepts and labeling the
quadrants on a coordinate grid. They should also be familiar
with identifying and labeling points on a graph.

Bridge

Students will begin today’s lesson by watching a brief video
that covers items that have been previously discussed in
class to get students thinking about math. The video can be
found here:

https://www.khanacademy.org/math/algebra/two-var-linear-equations/slope/v/slope-of-a-line

BOPPS Lesson Plan

Course: Math 0308 Spring 2019
Lesson Title: Slope of Lines

Bridge: How will you gain learner interest and set the stage for the lesson?

For the bridge of my lesson, I will use the following video about slope of lines from the Khan
Academy. It is a short video, less than 5 minutes, and the speaker briefly highlights some of
the items we have been discussing in class.
https://www.khanacademy.org/math/algebra/two-var-linear-equations/slope/v/slope-of-a-line

Student Learning Outcome:
By the end of this lesson, students will be able to find the slope and x and y- intercepts
of a linear relation and create equations in the format of y=mx+b.

Lesson Objectives:
Objective 1: By the end of this lesson, students will be able to identify the slope of a line,
determining if the slope is positive, negative, zero, or undefined.

Objective 2: By the end of this lesson, students will be able to create and interpret
equations in the format of y=mx+b.

Pre-Assessment: How will you assess learner prior knowledge of the topic? This could
possibly tie to the student preparation strategy you developed.

For the pre-assessment of my lesson, students will work in pairs to complete the Rectangular
Coordinate System worksheet. This worksheet asks students to label points on a graph,
identify a given point, label the quadrants, and determine if quadrants are positive or negative.
This will lead into our discussion of positive and negative slopes.

While students are working, the instructor will be walking around helping any students that
need extra support.

Pre - Assessment

Participatory Learning Activities

Time: Activity: Instructor Activities Learner Activities

5 min Bridge

15 min Pre-
Assessment

40 min Participatory
Learning

Participatory Learning
Slope Presentation





20 min Post-assessment
5 min

15 min Summary Instructor will pass out the Students will respond to the 4
mastery check paper with the 4 mastery check questions in
good questions. complete sentences using the
Rectangular Coordinate System
worksheet that we completed
earlier.

Post-Assessment: How will you assess if objectives have been met?
For the classroom assessment technique for this lesson, I will give a quiz on www.quizizz.com. This
is a comprehensive quiz that covers not only material from today, but also material from previous
lessons as well as background knowledge of the students.

https://quizizz.com/admin/quiz/5c992624fd99ed001ba48384

Post - Assessment
New Technology

Slope Quiz

https://quizizz.com/admin/quiz/5c992624fd99ed001ba48384

Classroom Assessment Technique:

My classroom assessment technique is using the ‘muddiest point’.
On the sticky note, students will write their ‘muddiest point’, or what they did not understand
or what they need more clarification about from today’s lesson. Using the ‘muddiest point’
strategy is new to me, but I like the way it gives students a chance to ask questions or say
that they don’t understand.

Summary: How will you close the lesson?

Students will be given a mastery check with the following 4 good questions. They will
answer these questions using the Rectangular Coordinate System worksheet that we
completed earlier in the lesson.

Evaluation: How would you justify your answers for number 5? How did you know how to
identify the points?

Synthesis: How could you modify the data to create a different answer? How would the
graph be different if it used negative intervals instead of positive?

Application: How could you use these equations or graphs in your everyday life? What type
of data could you plot on a graph?

Comprehension: How could you compare the data in different quadrants? What does it
mean to be a negative or positive quadrant?

Explanation of Activities:

Post-Assessment
good questions

Mastery Check: Good Questions

Learning Outcome:

By the end of this lesson, students will be able to find the slope and x and y- intercepts of a linear
relation and create equations in the format of y=mx+b
Lesson Objectives:
Objective 1: By the end of this lesson, students will be able to identify the x and y intercepts and
slope of a line
Objective 2: By the end of this lesson, students will be able to create an equation in the format of
y=mx+b
Using your responses from your Rectangular Coordinate System worksheet answer the following
mastery check questions in complete sentences.
Evaluation: How would you justify your answers for number 5? How did you know how to identify the
points?

Synthesis: How could you modify the data to create a different answer? How would the graph be
different if it used negative intervals instead of positive?

Application: How could you use these equations or graphs in your everyday life? What type of data
could you plot on a graph?

Comprehension: How could you compare the data in different quadrants? What does it mean to be a
negative or positive quadrant?

Classroom Assessment Technique
‘muddiest point’

What is the ‘muddiest point’ of
today’s lesson?

Reflective Essay

What value, knowledge, and insights have you gained from the Adjunct Certification
Program?

I have learned so much from the Adjunct Certification Program this semester. I learned many things
that will help me not only as an instructor but also in life. For example, I quickly learned that I am not
as organized as I thought I was! I had a difficult time at the beginning of the program with managing
my time and my workload. I finally found a solution by creating a notebook to keep all of my thoughts
and ideas during class and during the readings. My notebook also helped me to keep track of all the
pieces that were required for each assignment.

I really liked the activity we did the first week in class where we ranked what we thought motivates
students. From this activity, I learned a lot about what motivates me. I enjoyed the video from the
TED talk about generation-y students and how they compare and contrast to students and people
from other generations. I was surprised to learn that I am technically a millennial myself, even
though I always thought of myself as a generation-x-er. I liked how the speaker in the video talked
about how millennials are not really that different from other learners. Millenials are largely motivated
by the same things as anyone else. The speaker mentioned data suggesting that millennials are
motivated by wanting the best for their families and children and to be a benefit to their community.
These are qualities that we all value. I also liked how she stated that everyone should ‘question the
narrative’. I think this is important, not only when comparing millennials to other generations, but for
everyone to think about whenever reading any article or news story.

In the second class meeting, we discussed qualities and components that we thought made up a
successful classroom. We were placed into groups. We each input what we thought were the most
important characteristics of a successful classroom and then as a group, we decided on the 4 that
we thought were the most important. My group decided that engagement, meaningful objectives, use
of visuals, and extra examples were the most important qualities of a successful classroom. The
other group chose the basically the same 4 but in a different order of importance. I thought this
activity was very meaningful because it shows us what we should be focusing on as an instructor.

In the third module, we learned about how to write good questions. Sometimes, we as teachers
forget to give students a variety of ways to demonstrate that they understand a concept. If we write
more open-ended questions at higher levels of thinking, then we can have a better picture of what
students understand and what they need further instruction on. I think it is very important to make
sure that assessments contain good quality questions. It is also important to assess students is ways
other than tests. I chose to use the classroom assessment technique of the ‘muddiest point’. I think
this is a great way to help the instructor gauge where students are with the material.

I learned a lot from the discussions during class. I am glad that I got to meet everyone and learn
from everyone’s different backgrounds. I especially learned a lot from the fellow participants who
have worked with speakers of languages other than English. It was great to see how they utilize
strategies and techniques to help students learn concepts while also possibly learning the language
of English at the same time.

How have you incorporated the knowledge gained into your classroom?

I have incorporated ideas and techniques from the Adjunct Certification Program in many ways. I
have used worksheets and questions that I created. I have since created multiple online accounts for
several of the websites that we discussed in the class sessions. I plan to utilize these in preparing for
future semesters.

I was surprised to learn that most students do not even read the syllabus. I really like the idea of
giving them a ‘syllabus snapshot’. This is a one-sheet document, as opposed to a multiple page
syllabus that students might not read in its entirety. In the future, I will add my course calendar to the
back side of my syllabus snapshot so that students can have all the pertinent course information in a
single sheet form they could hang on their refrigerator. In addition to creating a syllabus snapshot,
we discussed other ways to get students to read course related information more thoroughly. One
way I will do this is to add daily objectives to all of my powerpoint lessons. I think it is important for
students to be able to read and explain what we are learning each day. I will also implement a
scavenger hunt assignment for the first week of class. This will include questions that can be
answered through reading the syllabus and using the features of the D2L portal. I will also create a
frequently asked questions area where students can find information to general course related
information.

I will also use more of the suggested classroom assessment techniques in the future. I am beginning
with the use of the ‘muddiest point’. This is where students are able to tell me what they did not
understand from that day’s lesson, or from the unit, or with mathematics in general. This will be
especially helpful in my online courses. It is so difficult to tell if students are understanding the
material in an online course. Using the ‘muddiest point’ technique will help me to know what sections
I might need to add resources or provide more examples for. I also like the idea of using a
‘course-related self-confidence survey’. I will use this as part of my introduction to the course. I will
create items that ask students how they feel about math in general, what experiences they have
using math on a daily basis, and some simple example problems regarding pre-requisite skills, such
as identifying fractions, or math facts fluency problems.

In the fourth class meeting, we talked about what we think the most important classroom values are.
I chose respect, fairness, and self-direction as my top 3 qualities that I value in a classroom. This is
important because it shows me what I think is important and what I need to make sure that my
classroom exhibits. This means that I may need to work on one or more of these attributes until I get
it to the point where I feel it is demonstrated in my classes. I think that I do treat all students with
respect. I also treat all students fairly. Fairness does not always mean equality. What might be fair
for one student, might not be equally identical to what another student might need in order to
experience the same level of success. In my classroom, I know that I need to work on the
self-direction piece. Given that my classes are mostly online, self-directed learning is already a large
aspect of the class. However, self-direction does not mean that students do everything and the
instructor does nothing. I need to make sure that all of my students know exactly what they need to
be doing on their own. I can do this by creating scavenger hunts to make sure that students
understand how to use the online portal and access the homework. I will also create a FAQ guide
that will help students know where to look to find answers to frequently asked questions. If I
implement these 2 items to my courses, I think students will be able to be more self-directed in their
learning.

How has this program made you a more effective instructor?

Being a part of this program has taught me many things. I have grown in my personal and
professional life in many ways. One way I have grown is in my time management. I have learned
how to value my time in monitoring my reading of the chapters as well as completing assignments. I
can share this knowledge about myself with my students by helping them stay aligned and where
they are supposed to be so they do not get behind towards the end of the semester. I already do this
is by providing students with a course calendar that has a given our discussion about the fact that
most students do not read things like the syllabus and the course calendar, I need to make sure they
they do have an idea of what pace they should be working at. I will improve on this by creating a
syllabus snapshot and including the course calendar on the backside. Hopefully, students will be apt
to look over the important information and possibly keep the calendar in a more easily accessible
place than the back of their binder or at the bottom of their backpack.

What suggestions do you have for further professional development opportunities?

I enjoyed the class session wherein we had time to look at the different websites that are available to
teachers. I am very excited to try more of the different technological tools that can be used for
education. It was very helpful to have time to look through the websites and other technological tools
while our facilitator was there if we had trouble or questions about the sites. I think it might be
beneficial if we had more ‘technology hours’, or some such allotted time, to explore all the wonderful
things on the internet while a knowledgeable person is available to answer questions about how
each site could be used or how to create all the different accounts or which sites can link to other
sites, and so on.