Portfolio ACP Program SP2019

ACP Portfolio
Dr. Sudarat Hatfield
Rhetoric & Composition 1



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

Syllabus Snapshot Sudarat Hatfield

English 1301: Comp & Rhet 1



Room 114 Spring
Victory 2019
Center

TTh 9.00-10.20 
am

Meet Your Professor
Name: Dr. Sudarat Hatfield
Office Hours: 11:00 am-12:00 pm

 405-968-9690
[email protected]
E-mail:


Course Description: Intensive study of and practice in writing processes from

convention and researching, revising and editing both individually and collaboratively.

Simply put, do everything in the class!!!!

Grading Policy

Assignments 40% Attendance 10%
6 Journals 15%
Mid-term 15% Total 100%

Final 20%

Textbook: Nexus: A Rhetorical Reader for Writers

****This is just a partial syllabus. Please go to D2L for a full syllabus

See Ya’ll in class !!!!!

Student Preparation Strategy

Sudarat Hatfield

My strategy in the class follows some of the BOPPPS model.

1. Bridge-in: I start the class by turning on the computer and load my power point or
sometimes prezi for the lesson I asked the students to read before class. The power point
or prezi will include some questions dealing with the reading using Wh-Words.
Sometimes I have a short clip that leads to the reading.

2. Objective: My objective is only one thing: whether students did the homework (read
the assigned article). I do not want to know whether they understand the article because
they can sit in the class and understand while I am teaching that day.

3. Pre- assessment: This one I skip because it will overlap with my bridge-in.

4. Participatory learning: Sometimes I divide the students as a group and they have to
help one another find the correct answers from the questions. Sometimes I cut the articles
into strips, around 8-9 strips, and let them order the strips to make up a story that deals
with the article. Sometimes the students have to volunteer to come in front of the class
and do a role-play.

5. Post-assessment: I do not use this step in every class but once a month to check the
students' understanding and to make sure that they are still with my lesson.

6. Summary: Most of the time will be the fourth period after I start each article just to let
the students reflect what they feel or what they know from the class.

less

Complete BOPPPS Sample Lesson Sudarat Hatfield

COURSE: ENGL 1301 Comp & Rhet 1
Lesson Title: Analyzing Argumentative writing style from reading essays

Bridge: I start the class by turning on the computer and load my power point and prezi for the lesson I asked the students to read before class. The power
point or prezi will include some questions dealing with the reading using Wh-Words. This fits well with Bloom’s framework of “understanding” and
“analyzing”. The students can see the material of argumentative essays.

Course Student Learning Outcome:
1. Distinguish the argumentative types of writing style (Bloom’s “understanding”)

2. Organize the idea into the writing styles and compare with the other types of writing: narrative, descriptive, cause-effect (Bloom’s “analyzing”)

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

1. Demonstrate knowledge of individual and collaborative writing processes (Bloom’s “applying”)
2. Write in style appropriate to audience and purpose (Bloom’s “creating”)

Pre-Assessment:

The students answer the Wh-words questions and find the answers from the essays that are presented in class.

Participatory Learning:

Time Instructor Activities Learner Activities Lesson Materials

10 min Introduce 5 terms in argumentative essay Answer questions. Discuss with teacher and class mates. slides

10 min Watch short VDO of how to write argumentative Students share the opinion. Powtoon how to write
10 min essay. Stop VDO intermittently so the students can argumentative essay
discuss whether they agree with the VDO. Hand out the essay and discuss whether the thesis statement
Analyze the structure of argumentative essay from the and the claims are good or not. Sample reading essay
essay provided
Discuss interview experiment on attractiveness.

15 min Let the students work in group to come up with the Group students and let them discuss and write the claims, Group work sheet

structure of argumentative essay counter claim and rebuttal

Post-assessment: Quizziz.com Students play game together to check their understandings about argumentative essay

Summary: With the power point or prezi as well as game, the students will be able to distinguish the different genre of writing and can apply their knowledge
to create their own writing in the next class.

See Attached quizziz.com

Good Questions Sudarat Hatfield

Since English 1301 deals with 4 different genres of writing styles, I divide my class into 4 sections:
2 before midterm and 2 after midterm. I would like to exemplify only one genre of writing style
which is narrative writing. This genre consists of 6 meeting times, each of which students have to
participate in the discussion, learn the pattern of writing, and produce the project which is a
narrative essay around 3 to 5 paragraphs at the end of session 6. I lead my students with two
questions to lead the students into the lecture mode. Such questions are to serve the two bottom of
Bloom Taxonomy which are remembering and understanding. Two of the questions that I always
use are:

1. Do you remember the events that happened to you when you were 10 years old; for example,
the things around you that have been changing when you were 10 years old and when you are 18
years old now? Can you tell me a little bit about such and such events, some events like the first
birthday party that your parents hosted for you, the first love when you were in a middle school,
etc.

Comments: I use this question to correlate with Bloom Taxonomy the lowest one which is
"remembering". This question leads the students to think of some events in their past experience
and let them share to the classmates. They recall their knowledge from their memory.

2. Do you understand that every piece of writing has a pattern? When you tell the stories to the
classmates, you have created the pattern of storytelling. Can you tell me the pattern of your
stories?

Comments: I use this question to correlate with Bloom "understanding". I try to make the students
think through their stories they share and let them repeat themselves with the material they have
just learned in class.

In the meantime, I have the other two questions that I will save them until the students go through
session 5 and session 6 since these two questions I correlate with the higher order of Bloom which
are analyzing and creating. Two of the questions are:

3. After you look at the pattern of this piece of writing which is narrative, can you analyze this
reading passage by making an outline of the narrative pattern we studied in class?

Comments: This is "analyzing”. The students have to bring the concepts they grasp and condense
them by analyzing the passage they have never seen before.

4. Can you create your own story by using the pattern we covered in the class? How can you make
your story better than other classmates?

Comments: This is the highest order of Bloom "creating". In this final question I want the students
to put everything they collect since day one and use them to create their own stories.

Rubric Sudarat Hatfield

This is my new rubric after I studied Bloom's Taxonomy. I adjusted some parts to fit for judging every student's paper.

RUBRIC FOR A NARRATIVE ESSAY
English 1301Comp & Rhet 1 Spring 2019

Content Include a clearly Suggests a central idea Lacks a central idea; Total
presented central idea 30 with limited facts, contains very little 15
with relevant facts, 22 facts, details,
details, explanations details, explanations explanations

Plot Provides a thoroughly 15 Provides a minimally 12 Lacks a developed plot
plot line, including major 15 developed plot line, 12 line 8
Vocabulary and minor characters and including characters and
a definite setting a setting Contains serious errors 8
Language Use of vocabularies that Contains several errors that interfere with the
Mechanics: make the reader’s that may interfere with reader’s understanding
capitalization, understanding the reader’s
spelling, understanding
punctuation
Correct usage of 30 Some mistakes 22 Many mistakes 15
grammatical structures Many mistakes 3

Few mistakes 10 Some mistakes 7

100



4/22/2019

ACP Showcase Portfolio

Dr. Sudarat L. Hatfield
English 1301

Composition & Rhetoric 1

Student Preparation
Strategy

Distribute the argumentative
essay
Write the structure of
argumentative essay
Let the students look at the
example.

1

4/22/2019

BOPPS
Lesson Title: Argumentative Essay

Lesson Plan Quizziz.com: Argumentative
Essay
COURSE: ENGL 1301 Comp & Rhet 1
Lesson Title: Analyzing Argumentative writing style from reading essays  Quiz started on: Tue 16, Apr 03:09
PM Total Attendance: 17 Average
Bridge: I start the class by turning on the computer and load my power point and prezi for the lesson I asked the students to read before class. The Score: 6201
power point or prezi will include some questions dealing with the reading using Wh-Words. This fits well with Bloom’s framework of “understanding”
and “analyzing”. The students can see the material of argumentative essays. VDO: How to write an argumentative
essay?
Course Student Learning Outcome: Powtoon
1. Distinguish the argumentative types of writing style
2. Organize the idea into the writing styles and compare with the other types of writing: narrative, descriptive, cause-effect

Learning Objectives: By the end of this lesson, students will be able to
1. Demonstrate knowledge of individual and collaborative wring processes (application)
2. Write in style appropriate to audience and purpose (creating)

Pre-Assessment:
The students answer the Wh-words questions and find the answers from the essays that are presented in class.

Participatory Learning:

Time Instructor Activities Learner Activities Lesson Materials
slides
10 min Introduce 5 terms in argumentative essay Answer questions. Discuss with teacher and class mates.

10 min Watch short VDO of how to write argumentative essay. Students share the opinion. Powtoon how to write
10 min Stop VDO intermittently so the students can discuss argumentative essay
whether they agree with the VDO. Hand out the essay and discuss whether the thesis statement
and the claims are good or not. Sample reading essay
Analyze the structure of argumentative essay from the
essay provided
Discuss interview experiment on attractiveness.

15 min Let the students work in group to come up with the Group students and let them discuss and write the claims, Group work sheet
structure of argumentative essay counter claim and rebuttal

Post-assessment: Quizziz.com Students play game together to check their understandings about argumentative essay

Summary: With the power point or prezi as well as game, the students will be able to distinguish the different genre of writing and can apply their knowledge to
create their own writing in the next class.

BOPPPS Learning Objectives & Learning
Outcomes

Learning Objectives Learning Outcomes

 Distinguish the argumentative  Demonstrate knowledge of
writing style (understanding) individual and collaborative writing
process (applying)
 Organize idea into argumentative
writing style (analyzing)  Write argumentative essay
(creating)

2

4/22/2019

BOPPS Bridge

Review Five terms in argumentative essay
Thesis Statement
Hook
Claims
Counter Claim
Rebuttal

BOPPPS Pre-Assessment

At the end of each previous class
Check some concepts
Write a thesis statement from topics given
Use PollEverywhere for students to answer
What did you learn from this class today?

https://www.polleverywhere.com/free_text_polls/vcW9rHCDmhaaXedJe9tvv

3

4/22/2019

BOPPPS: Participatory

Learning Divide students into groups.

Let them discuss what argumentative essay
is.

Let them take turn ask questions among
each group.

BOPPPS Post Assessment

Argumentative Outline Group Work

 Find the thesis statement
 Claims and Supports
 Counterclaim
 Rebuttal
 Write a conclusion
 30 minutes

4

4/22/2019

BOPPPS Summary

At the end of class Evaluation

 Students will come up with the  Exchange the outline among
topic that they want to write students

 Brainstorm the idea for the writing  Peer Review under the rubric given

 Write in an outline format and
submit the next class

Reflection

Before ACP Program After ACP Program

BOPPPS?!! / Bloom Every teaching techniques
Taxonomy?! / CAT?!!?

5

Reflective Essay Sudarat Hatfield

Background Information
I received my B.A. in English from Faculty of Humanities at Chiang Mai University in

Thailand, in which gears most of the students to become teachers. However, at this university,
there is Faculty of Education which also gears students to become teachers as well. So what is the
difference? The difference is those who finished from Faculty of Humanities lack foundation of
educational theories and concepts compared to those who finished from Faculty of Education.
Examples are they do not know how to create lesson plans or how to apply educational theory in
corporate with lesson plans. Certainly, at that time I did not know that concept. I always pass by
such knowledge and think that it is not important. Even I have a Ph.D. degree now and become an
adjunct professor at Lone Star College, I still have a misconception about such. So how do I find
out the difference between the two? I do know the answers when I started joining the ACP Program
in Spring 2019.

ACP Program
I registered in an ACP Program with Lone Star College North Harris in Spring 2019, in

which classes will be at Greenspoint Center and taught by Dr. LaSalle. I came to the class with
nothing about education theory, not even understand lesson plans, or BOPPPS, or even Bloom
Taxonomy. There is a time I want to fade out of the program since this program gives me some
educational concepts that are very hard to understand, besides lots of homework, lots of readings,
and lots of classroom activities. More than that, there are some classmates who are already
involved with educational theories in class and who are much better than me. But because of Dr.
LaSalle’s unique personality and knowledge, those keep me staying in the class until the end of
the program.

What value/ knowledge/ insights/ have you gained from the ACP?
I have been teaching English and Linguistics at Chiang Mai University in Thailand for

almost 30 years. Among those years, I do not know what the lesson plans mean nor how to make
lesson plans at all. I always think that lesson plans are for schools not universities. Fortunately,

Reflective Essay -2- Sudarat Hatfield

ACP Program changed my thinking. I know the importance of lesson plans, and I know how to
make them now. And I make it to be used in my English 1301 Class now. I applied my lesson
plans to be fitted with BOPPPS and certainly Bloom Taxonomy. Not only did I make lesson plans,
I also created rubrics to be used when grading students in my class.

How have you incorporated the knowledge gained into the classroom?
I created the games to make my lecture fun. I used quizziz.com and let the students join in

live game to check their concepts of argumentative essay, for example, since my class is
composition and rhetoric. If students come to class and just listen to me, it is monotonous and
boring. The game will help them to be active learning. More than that, I used PollEverywhere for
the students to voice what they want and what they learn in class. These are two examples of what
I gained in ACP program and I used them in my class.

How has this program make you a more effective instructor?
This ACP Program makes me a teacher that is a human not a robot. My students can voice

their opinions without being afraid that I will deduct the points. By using PollEverywhere, the
students’ names are anonymous. Therefore, they can tell me what they want or what part they need
more clarification, etc. The students enjoy coming to class since they cannot predict what my
lesson will be each day, such as will they play game in the class, will they do peer review using
rubric I created, etc. The most important thing is the class goes on smoothly and students learn a
lot. I can be asked for help.

What suggestions do you have for further professional development opportunities?
I would like to propose the ongoing ACP Program for me and for every adjunct professor

to have a chance to participate in this program. Sincerely, this program changed me from a know-
nothing-in-educational-theory teacher to be at least a well-educated-in-educational-theory teacher.
The benefits are for the students to come to school happily and carry knowledge you give in the
class back home every day. I would like to continue the ACP Program if you have more again.
Thank you for the opportunity that I can participate in this program.