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.