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Published by Evia.Dyer-Lewis, 2019-04-23 15:36:23

Michelle's Portfolio

EviaDyerLewis_Portfolio2_042219 (3)

ACP PORFOLIO

EVIA MICHELLE DYER-LEWIS

TABLE OF CONTENTS

1. What is ACP
2. Syllabus Snapshot
3. Student Preparation Strategy
4. Boppps Lesson Plan
5. Test Questions
6. Reflective 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

Student Prep Strategy

Chapter 4 was very helpful with great reading tips. I prefer the students to participate a “One-Minute Paper”
right after the open-class reading discussion. We will label the one-minute writing assignment “The Most
Important Nuggets I Received from the Reading Assignment." And each student would briefly discuss their
paper. This assignment will enhance class participation, knowledge of subject, socialization with fellow-
classmates and it promotes fun while learning. The assignment will also improve test taking skills...this
increases familiarity and it allow the students to take ownership of their reading assignment.
Team work makes the dream work!

Professor Lewis
Sociology 1301
Chapter/Subject-Race

Assignment: “Write a one-minute paper on The Most Important Nuggets I Received from the Reading
Assignment Today.” Please include the following:

1. The Myth of Race.
2. Race in the early Modern world
3. Race versus Ethnicity

Be prepared to openly discuss your paper on Race.

Principles of Sociology

[email protected], Room Location: Case/Room 109

Yoo-hoo, this is
our book!

This course is an introduction to the basic elements of society. In
looking at human behavior, this course includes an introduction to dynamics of society, culture, social
groups, social institutions, socialization, social processes and social structure.
Purpose: To introduce the basic concepts, methodologies, theories of sociology and critical thinking.

Student Learning Outcomes:
1 - Compare and contrast the basic theoretical perspectives of sociology.
2 - Identify the various methodological approaches to the collection and analysis of data in sociology.
3 - Describe key concepts in sociology.
4 - Describe the empirical findings of various subfields of sociology.
5 - Explain the complex links between individual experiences and broader institutional forces.

Okay now it’s time for the hard stuff, I need you to
read all this good information for our class: Rules, expectations,
attendance/participation, make-up exams and oh yeah…my favorite “Assignments
and grades.
Instructor guidelines and policies

Attendance/Participation:

Regular attendance is extremely necessary for success in this course Students missing more than five
days of class can be dropped from the course. However, it is the students’ responsibility to ensure that
they have been
dropped before the drop date. The drop date is listed in the LSC Course Catalog. Once the “W” Day has
passed, those not meeting the above requirements will lose credit for the course with an “F” for a grade.

Exams: Four exams will be given throughout the semester. They will consist of multiple-choice questions.
Questions will come from the text readings that have been assigned and class lectures.

Classroom Etiquette:

Since you are now in an IHL (Institute of Higher Learning) please act responsibly.

It is expected that you follow the behavior guidelines found in the Lone Star Student Codes of Conduct. It
is your responsibility to follow these basic social amenities such as turning off your cell phone, no talking
to other students, staying awake, no text messaging, twittering, habitually arriving late or leaving early,
and/or causing any other disturbances. Attending college is a personal choice. Any student who should
violate these simple rules of civility may be asked to leave this classroom.

Make-up Exams:
In the case of an emergency, you may be allowed to make up a missed exam. However, arrangements
need to be made in advance prior to missing an exam. If you miss an exam and fail to make prior
arrangements, you will receive a zero for that exam.

I, the instructor has the sole right to make reasonable amendments to this syllabus upon my
discretion.

GRADE DETERMINATION:

Your grade will be Details Total points Total
determined by the following Points
possible

Four Exams Multiple choice 100pts 400pts
Three Papers
You will write three papers. Each paper must Each paper is worth 50 100pts
pertain to a sociology article, chapter or movie. points and the lowest
Topics of the articles, chapters and movie options paper grade will be
will be discussed in class. dropped

Total: 500pts

HELLO, ARE YOU STILL READING?

LETTER GRADE ASSIGNMENT: Final Average in Points
450-500
Letter Grade 400-449
A-90% 350-399
B-80% 300-349
C-70% 299 and below
D-60%
F-below 60%

Getting ready

Prerequisites: Completion of ENGL 0305 and ENGL 0307 with a 'C' or better or ENGL 1301 with a 'D' or
better.

Co-requisites: N/A

I KNOW, I KNOW, BUT YOU ARE ALMOST FINISH. JUST A LITTLE BIT MORE AND YOU ARE DONE.

Tentative Instructional Outline:

Activities and Assignment Objectives and Details
Week-1 (January 14) Chapter 1
Introduction, Syllabus and Chapter 1
Week-2 (January 21) Chapter 2 Sociological Methods

January 21-MLK holiday (No classes)
January 23 (Chapter 2)

Week-3 (January 28) Chapter 3 Culture and Media
Week-4 (February 4) Review Chapters 1-3 February 4-Review chapters 1-3

Week-5 (February 11) Chapter 4 February 6- Test #1
Week-6 (February 18) Chapter 5 Society and Construction of Reality
Week-7 (February 25) Chapter 6
Groups and Networks
Week-8 (March 4) Review Chapters 4-6 Social Control and Deviance
March 4-Review chapters 4-6
Week-9 (March 11-17)
Week-10(March 18) Chapter 7 March 6-Test #2
Week-11 (March 25) Chapter 8
Week-12 (April 1) Chapter 9 Spring Break
Week-13 April 8 Review Chapters 7-9 Stratification
Week 14 (April 15) Chapter 10
Week-15 (April 22) Review Chapter 10 Gender
Week-16 (April 29) Make-up and Review Race

Finals Week (Week 17) May 6-10 April 8 Review chapters 7-9
April 11-Test #3
Family
April 22 Review
April 25- Test #4

Comprehensive Review
Finals Exam MW May 06, 2019 @10:00-11:50am
Final Exam MW May 06, 2019 @ 12:00-1:50pm

Final Exam MW May 08, 2019 @ 1:00-2:50pm

BOPPPS LES

COURSE: SOCIOlOGY-1301 Principles of Sociology
Lesson Title: Gender, Sex and Family

Bridge: The students will watch a Ted Ed Video of the Science of Attraction http:
Have the students try to remember and identify the 5 senses of attraction then c
a romantic relationship. Ask the students to give a personal example.
Bloom’s Question: (Application) What experiences and/or examples can you r
Estimated time: 10 minutes
Course Student Learning Outcome: 1- Explain the complex links between individ
cultures and relationships.

Learning Objectives: By the end of this lesson, students will be able to
1- Examine, compare and explore the role of gender, ethnicity, religion, and sexu
2- Exhibits previously learned material from the first video and recalling facts, 5s
relationships today. (KNOWLEDGE).

Pre-Assessment: The students will watch another video by Sociologist Andrew C
will list the 5 senses of attraction, and 3 components to a successful relationship

Estimated time: 5 MINUTES

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 Activit

20mins Power Point on Family/Relationships Discussed the
20mins race, gender, c
Create Dating Relationships Cards (separate the
class into groups(CATS-CHAIN NOTES on index Develop 30 da
cards: Assessing Learner Reactions to Teachers and behavior that
Teaching. Evenly distribu

SSON PLAN

://blog.ed.ted.com/2015/02/12/the-five-senses-of-attraction-in-ted-ed-gifs/.
compare whether the 5 senses of attractions are true, or false to a beginning of
relate/identify to the law of attraction between two people?
dual experiences and broader institutional forces within families of different

ual attraction in adolescents and adults (ANALYSIS).
senses of attraction and the basic concepts of race, family and culture of

Cherlin “The State of Marriage and the Family in America Today. The students
p/marriage versus unsuccessful relationships/divorce.

ties Lesson Materials
Power Point
Power Point and different relationships of all Index cards
culture and religion. (COMPREHENSION)
ating relationship cards that each name a
could be found in a teen dating relationship.
ute the behaviors between healthy, unhealthy,

and abusive. C
http://www.lo

Post-assessment: Students will complete an 8 questions multiple choice quiz o
Estimated time:10mins
Summary: In closing discuss some examples of what healthy relationships look l
celebrities. And review all discussed lesson plan.

Estimated time:5mins

ATTACH ANY LESSON MATERIALS (SLIDES, HANDOUTS, ETC.)
..\..\..\..\Documents\The Family.Relationships.docx

Check out the Relationship (Spectrum at
oveisrespect.org/relationship.spectrum(ANALYSIS)

on 5 senses of attraction.
like in the media. This can include a couple in a popular TV show, an ad, or

Class Debate: Mars and Venus (Men are from Mars and
Women are from Venus
Sociology

CATEGORY 4 32 1
Respect for
Other Team All statements, body Statements and Most statements and Statements,
language, and responses were
Information responses were respectful and used responses were responses and/or
respectful and appropriate
appropriate language, but once respectful and in body language were
language. or twice body
language was not. appropriate consistently not

language, but there respectful.

was one sarcastic

remark.

All information Most information Most information Information had
presented in the presented in the presented in the several inaccuracies
debate was clear, debate was clear, debate was clear OR was usually not
accurate and accurate and and accurate but clear.
thorough. thorough. was not usually
thorough.

Rebuttal All counter- Most counter- Most counter- Counter-arguments
arguments were arguments were arguments were were not accurate
accurate, relevant accurate, relevant, accurate and and/or relevant
and strong. and strong. relevant, but several
were weak.

Use of Every major point Every major point Every major point Every point was not
Facts/Statistics was supported with supported.
was well supported was adequately facts, statistics
Presentation and/or examples, but
Style with several relevant supported with the relevance of
some was
Organization facts, statistics relevant facts, questionable.

and/or examples. statistics and/or

examples.

Team consistently Team usually used Team sometimes One or more

used gestures, eye gestures, eye used gestures, eye members of the team

contact, tone of contact, tone of contact, tone of had a presentation

voice and a level of voice and a level of voice and a level of style that did not

enthusiasm in a way enthusiasm in a way enthusiasm in a way keep the attention of

that kept the that kept the that kept the the audience.

attention of the attention of the attention of the

audience. audience. audience.

All arguments were Most arguments All arguments were Arguments were not
clearly tied to an
idea (premise) and were clearly tied to clearly tied to an clearly tied to an idea
organized in a tight,
logical fashion. an idea (premise) idea (premise) but (premise).

and organized in a the organization was

tight, logical fashion. sometimes not clear

or logical.

Understanding The team clearly The team clearly The team seemed to The team did not
of Topic understand the main show an adequate
understood the topic undestood the topic points of the topic understanding of the
and presented those topic.
in-depth and in-depth and with ease.

presented their presented their

information forcefully information with

and convincingly. ease.

Social Inequality: Race in the United States

Lesson Objectives:

1. By the end of this lesson students will be able to have a strong
awareness of the historical and contemporary social construction of
race. (Bloom's Taxonomy-Knowledge and Comprehension).
A. How would you classify the types of ethnic groups in the Unites
States.

B. How would you explain the Minority-Majority Group Relations.

C. What can you say about Segregation and Discrimination?

D. What is Race in the Early Modern World?

2. By the end of this lesson students will be able to identify motives and
causes of Institutional Racism. (Bloom's Taxonomy-Analysis)
A. Why do you think property value does not follow the same clear-cut
pattern for other ethnic minorities?

B. How is institutional racism related to statistical discrimination?

C. What inference can you make about institutional racism in the
workforce?

3. By the end of this lesson student will be able to estimate the future
of racial and ethnic diversity in America. (Bloom’s Taxonomy-
Evaluation).
A. How could you determine America is now a society composed of
multiple ethnic and racial groups?

B. Second-generation Asians and Latinos indicates the new color line is
black-nonblack. What information would you use to support this view?

Last Name 1

Evia Michelle Dyer-Lewis
Sunnye Pruden
Adjunct Certification Program
April 22, 2019

Reflective Essay

This semester has been challenging and difficult due to my busy schedule and unforeseen
family obligations. There were a few moments when I felt depleted and unsupportive. I thought I
wasn’t going to make it to the end of the semester. During my exhaustion, I received 2- 3 email
from Sarah Zapata explaining the ACP and the deadline. I ignored the first two emails because
my thoughts were “How in the heck will I effectively participate in a program that will demand
more of my time!” However, I responded and applied to join the program at another Lone Star
College near my home and the ACP representative never replied. I immediately contacted Sarah
and explained my dilemma and she allowed me to join the program.

When I attended the first class, I was tired, hot and confused, I was trying to figure out
“Why are you here?” Then suddenly the Sunnye introduced the program with such a delightful
smile and pleasant demeanor the opening presentation gave me hope, curiosity and the will
power to keep going. I struggled to attend the classes due to my family responsibilities, but it felt
so good to attend the classes with wonderful fellow classmates and a cheerful instructor who
offered invaluable class activities and/or information. I read the written purpose of the Adjunct
Certification Program which is to enhance your growth as a teacher. I thought, “Gosh, I need
enhancement and growth at this stage of my exhausted life.”

Last Name 2

The insightful information such as Bloom’s Taxonomy, BOPPPS, lesson plans, Rubric,
CATS and many more enjoyable special nuggets was rewarding for me. I had no idea of this
information; I mean I lectured in my classes and attempted to experiment with a few made up
activities, but nothing what I learned in the ACP.

The Adjunct Certification Program was a grand opening to my new journey as a future
Sociology Professor with Lone Star College. I will take all the wonderful gained knowledge and
apply it to my teaching recipe. This new information will perfect and improve positive
progression in my classes, increase student’s participation and enhance subject based
comprehension. I won’t have to cross my fingers and wish upon a star for student’s gain
knowledge and active participation because the insightful information really works. I test the
theory by applying a few activities in my classes. I tried the Minute Paper this activity allowed
my students to take ownership of their class work. It was great to see the students participate in
the activity and enjoy it. And the Word Journal was a big hit in the class because the students
were able to have fun while learning, we divided the class into two groups and had a friendly
competition.

The lesson plan and shared Rubric information will assist me to better plan and organize
my lessons in a detail and professional manner. I would not change anything about the program,
Mrs. Sunnye Pruden is a great instructor who can create a fun-learning environment. I can’t wait
to try more of the learned information.

I will take the rewarding knowledge and materials and utilize in my classrooms. I
know the effective newfound activities will enhance my growth as a teacher. Thank you!


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