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Adjunct Certification Program Portfolio

Submitted by,
Danielle J. Ward, M.Ed

TABLE OF CONTENTS

TABLE OF CONTENTS 1
2
SYLLABUS SNAPSHOT 3
4
STUDENT PREPARATION STRATEGY 8
9
BOPPPS LESSON PLAN 10
24
TEST QUESTIONS: FORMAL ASSESSMENT

RUBRIC

SHOWCASE PRESENTATION

REFLECTIVE ESSAY

EDUC 1300: Course Goal: transform academic behaviors &
Learning Framework First Year Experience create a learning environment to integrate
Instructor: Mrs. Ward students into a collegiate environment.
Email: [email protected] Ensure college readiness, enhance overall
performance in college courses, and facilitate
December 10 successful completion of a degree or
4:00-5:50 p.m. certificate.

1. Identify study strategies Goal of the Course
2. Examine personal goals and career plans
3. Identify types of financial aid Grading Scale: C = 700-799 F = below 600
4. Exhibit written & verbal communication skills A = 900-1000 D = 600-699
5. Assess ideas and patterns related to personal B = 800-899

life Academic
6. Design a strategy for success dishonesty in any
form, including
plagiarism, will not

be accepted.

Course Objectives Academic
Integrity

Course: Student Prep Strategy: Getting Students to Read
Text:
Chapter 5: Danielle J. Ward, M.Ed
Adjunct Certification Program
EDUC 1300
Your LSC Experience by John N. Gardner and Betsy O. Barefoot
Thinking Critically: The Basis of a College Education

1. Journal Entry: Share a time when they have had to their critical thinking skills

2. Pre-Quiz: Give students the following quiz which will be on an overhead projector, they
will answer on sheet of notebook paper:
1. Define critical thinking
2. What are the three components of becoming a critical thinker?
3. Define logical fallacies and give an example from your chapter 5
4. A general claim which provides reasons to support it and backs up those
reasons with evidence is called?_______________
5. What is meant by “challenge assumptions?”

3. The next class session, allow the students to retake the above quiz after they have
read/re-read the chapter

EDUC 1300

Complete BOPPPS Sample Lesson for the Adjunct Certification Program

Danielle J. Ward

COURSE: EDUC 1300 Student Success Framework First Year Experience
Lesson Title: Critical Thinking

Bridge: Ask students to journal what is critical thinking? And share a time when you had to use your critical thinking skills. (COMPREHENSION & ANALYZE)
Students will share with a partner.
End with: Open discussion of what they learned or what was different between what each person said regarding the definition of critical thinking and perhaps
the examples that they shared.
10 minutes
Course Student Learning Outcome:

1. Outcome 4: Students in the college success course will be able to assess and report on their strengths, preferences, and college and career success
attributes.

2. Outcome 5: Students in the college success course will be able to formulate educational and career goals and apply strategies to advance their goals
and college performance.

Learning Objectives: By the end of this lesson, students will be able to
Chapter 5 Critical Thinking (BLOOM=bold)

1. By the end of this lesson, students will be able to define critical thinking by recalling or remember the meaning according to the book
description

2. By the end of this lesson, students will be able to explain why critical thinking is essential for success by verbally sharing their
understanding and comprehension of the rationale behind critical thinking

3. List ways that we can hone our critical thinking skills by executing these via case studies or examples and applying the strategies
practically

Pre-Assessment:

1. Pre-Quiz: Give students the following quiz which will be on an overhead projector, they will answer on sheet of notebook paper:
1. Define critical thinking
2. Why are logical fallacies harmful?
3. What is meant by “challenge assumptions?”

5 minutes Learner Activities Lesson Materials
Participatory Learning:
Time Instructor Activities

15 min I see, I think, I feel Students review the pictures and write down what they: Several pictures shown
See: Something you notice or observe with your eyes on the projector

Think: What you think about what you see.

Feel: An emotion you experience because of what you see or think.

Wonder: Something you’re curious about or a question you have

Open class discussion after we review all the pictures

5 min Poll Everywhere https://www.polleverywhere.com/free_text_polls/nR5kLQK6K3kctf1 Smartphone or
computer
10 min Critical Thinking is vs. is not: share Each student comes up to the board and writes what they think it is vs. is
definition not Whiteboard & Expo
markers
20 min Thinking it through
 Read over the brief case study examples. Pick one
scenario, utilizing the critical thinking strategies that you have Case Studies shown on
learned in class, Suppose you were in one of these situations, projector
what would you do? What approach would you take when
you make a decision and defend your stance. (Blooms:
Synthesizing & Evaluating, Objective 3)

A. You have an exam tomorrow but homecoming festivities
begin tonight with the annual Bonfire & Concert. What do
you decide to do and why?

B. It has been a goal of yours to become a Resident Assistant
and you've just found out that you were selected. You will
receive 1/2 of your room & board and receive $400 per
month. However, the dorm you were assigned to is the oldest
building on campus and the furthest away from your classes
and your friends. What are the pros and cons and how will
you determine whether you accept or decline the position?

C. You've met a really nice person in your class and you are
attracted to them. You are a Christian and they are agnostic.
Take a moment and contemplate what would happen if you
decide to date them? Summarize your thoughts.

10 min Post-assessment: Use your imagination and make up a brief scenario where there is a Notebook paper
character and a problem that they are facing where they have to make a
5 min. Summary: choice. But do not write the outcome or solution on that sheet. On
15 min Formal Assessment Questions *** another sheet of paper, write at least 3 possible solutions that your
character COULD make and identify which is the BEST choice.

How has your understanding or perception of critical thinking changed? Quizzes on paper
What area of your life could you be more intentional about thinking
critically? Give an example.

1. How would you explain critical thinking? (Blooms: Knowledge)
A.) Having negative personal thoughts
B.) Criticizing others
C.) Telling your friends what they should do
D.) Examining all sides of a problem or issue to make the
best choices & decisions

2. HeavenLeigh and Ashton, both 15 years old, went to a party which
was about a 30 minute drive away from their house, with their
friend Wes. Wes decided to have some drinks and he is now drunk.
Out of the options listed below, what is the best choice for them to
get home: (Blooms: Apply)
A.) Have Wes drive them home.
B.) Drive Wes’ car.
C.) Walk home.
D.) Call home and ask for a parent to pick them up.

3. If Ashton & HeavenLeigh get in the car with Wes, what events
might occur? (Blooms: Analyze)

4. What is the relationship between critical thinking and successful
living? (Blooms: Synthesize)

See Attached PPT

***The Formal assessment would not be done on the same day but I included it since it was a part of our assignments early on.
I See, I Think, I Feel pictures:

LSC-ACP: Danielle J. Ward

EDUC 1300
Chapter 5: Critical Thinking Lesson Objectives

1. By the end of this lesson, students will be able to define critical thinking by recalling or remember the meaning
according to the book description

2. By the end of this lesson, students will be able to explain why critical thinking is essential for success by verbally
sharing their understanding and comprehension of the rationale behind critical thinking.

3. List ways that we can hone our critical thinking skills by executing these via case studies or examples
and applying the strategies practically

Assessment Questions
1. How would you explain critical thinking? (Blooms: Knowledge)
A.) Having negative personal thoughts
B.) Criticizing others
C.) Telling your friends what they should do
D.) Examining all sides of a problem or issue to make the best choices & decisions

2. HeavenLeigh and Ashton, both 15 years old, went to a party which was about a 30 minute drive away
from their house, with their friend Wes. Wes decided to have some drinks and he is now drunk. Out of
the options listed below, what is the best choice for them to get home: (Blooms: Apply)
A.) Have Wes drive them home.
B.) Drive Wes’ car.
C.) Walk home.
D.) Call home and ask for a parent to pick them up.

3. If Ashton & HeavenLeigh get in the car with Wes, what events might occur? (Blooms: Analyze)

4. What is the relationship between critical thinking and successful living? (Blooms: Synthesize)

EDUC 1300
Presentation Rubric

Note: Presentations receiving a grade of 69% or lower will not be considered complete. They will need to re-do the assignment.

CONTENT Poor (0-5 points) Fair (6-10 points) Good (11-15 points) Excellent (16-20 points)
ORGANIZATION Student does not respond to or Student responds to and elaborates Student responds to and elaborates Student responds to and
elaborate upon the criteria listed on upon some of the criteria listed on upon most of the criteria listed on elaborates upon all of the criteria
VISUAL AIDS the assignment directions. the assignment directions. the assignment directions listed on the assignment
directions.

Audience could not understand the Audience had difficulty following Student presented information in a Student presented information in
presentation because the the presentation because the topics sequence which audience could a logical and interesting sequence
information was presented were not in a logical sequence. follow. which audience could easily
unclearly. follow.
Student occasionally used visuals Student’s visuals related well to the
No visuals were used or student’s that supported the focus of the focus of the presentation. Student used clear, effective
visuals did not add to the focus of presentation. Some aspects of the visuals to reinforce the text of the
the presentation. Visuals were visuals were unclear or distracting. presentation.
irrelevant to the topic.

DELIVERY Student mumbled, spoke too softly, Audience had difficulty following Student used a clear voice and Student used a clear voice, clear
mispronounced words. Student did the student due to the pitch and pronounced most words correctly. tone and correct pronunciation.
not make eye contact or engage speed of the student’s voice. Student made eye contact and Student made eye contact and
with the audience. Student generally made eye contact engaged with the audience. engaged with the audience.
and attempted to engage with the
ONLINE: No audio or narration audience. ONLINE: Narration and/ or audio ONLINE: Narration and/or audio
complements the presentation ONLINE: Some audio or narration is complements the presentation. complements the presentation.
included but is inaudible, unclear,
unrehearsed or distracting.

SPELLING/ GRAMMAR Visuals contain frequent and severe Visuals contain some severe errors Visuals demonstrate general Visuals contain no errors in
errors in spelling, capitalization, in spelling, capitalization, command of spelling, capitalization, spelling, capitalization,
punctuation, grammar usage, punctuation, grammar usage, punctuation, grammar usage, punctuation, grammar usage,
and/or sentence structure. Errors and/or sentence structure to cause and/or sentence structure is and/or sentence structure.
make visuals difficult to read and clarity problems at times. At other evident. Few errors, but not
cause confusion. times, they do not cause confusion, enough to cause confusion.
but weaken the overall
presentation.



























Adjunct Certification Program

Reflective Essay

November 25, 2015

Submitted by,
Danielle J. Ward, M.Ed

As I reflect over the last few months, I am simply grateful for the opportunity to be a
part of LSC-Kingwood’s Adjunct Certification Program. I have learned a great deal from my
cohort and from our facilitator Mrs. Darlene Beaman. My first major a-ha occurred when we
asked to incorporate various levels of Bloom’s Taxonomy questions into our assignment. I was
stunned to learn that the majority of the questions that I ask my students, are essentially lower
level thinking questions. As an EDUC 1300 Instructor, I desire to ask thought provoking, life
changing questions in my classes. It was a reality check for me that while I am a college
professor, I was not requiring much of my students with the questions that I was asking.

Secondly, I would have never known that there were so many technological resources
available to us. We help our students identify their primary and secondary modes of learning
and having knowledge of the variety of interactive activities that are found online was very
beneficial. I just hope that I can save those pages before I lose access to the Adjunct
Certification modules.

Lastly, I was surprised to learn that I am not too different from my students and how
they handle assignments and projects. I love school. Granted, I would much rather attend for
the sake of obtaining new knowledge versus being graded on assignments. But, nevertheless, I
enjoy learning and it is definitely one of the benefits of working at a higher education
institution. I am uncertain if it is just my particular season of life or if it there is another reason,
but I found myself desiring to do my work earlier but never really “finding the time” until a day
or two before. Yes, I have a full schedule with being a wife & caretaker of my husband who is
disabled, a mom, teaching at Lone Star and volunteering at church but I honestly do not
remember having such a hard time trying to complete all of my requirements before this time.
Frankly, it was a challenge for me to admit that I am not really all that different from my
students who come in and appear to have an excuse for why an assignment was not turned in
or that their car broke down. It has made see that I need to demonstrate more grace towards
my students within reason and with certain boundaries so that they will not take advantage of
my compassion. I am a testament that life does happen, we do not get to pick or choose what,
when or where. Ultimately, this will be a bit more challenging for me to implement because
there must be a line drawn somewhere.