Derrell Dunn LoneStar ACP

Derrell Dunn

Spring 2018
ACP

Document Page Number

Title 1

Table of Contents 2

What is ACP? 3

Syllabus snapshot 4

Student prep strategy 6

BOPPPS lesson plan 8

Formal Assessment 12

Rubric 14

Final Presentation 16

Reflective Essay 26

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

Math 0310 Intermediate Algebra

Instructor contact information

Instructor: Derrell Dunn, MSEE Office Phone: 832-628-2097

Office: NA Office Hours: Upon Request

(or hours of availability)

E-mail: [email protected] Website: NA

Welcome to

Course Title: Intermediate Algebra Term and Year: Spring 2018
Course Subject: Math 0310 Class Days & Times: Mon/Wed 7:30 – 9:40 PM
Course Section: 6203/6204 Class Room Location: University Park 13.313
Credit Hours: 3
3
Lecture Hours: 1

Lab Hours: 64
Total Contact Hours:
(All hrs. x 16)

Course overview

For details go to http://research.lonestar.edu/cat/catsrch.asp

Catalog Description:

Topics for all formats include special products and factoring, rational expressions and equations, rational
exponents, radicals, radical equations, quadratic equations, absolute value equations and inequalities, complex
numbers, equations of lines, an introduction to the function concept, and graphing. This course carries
institutional credit but will not transfer and will not be used to meet degree requirements.

Student Learning Outcomes:

1. Recognize, understand, and analyze features of a function.

Edited 8/2017

In our efforts to prepare students for a changing world, students may be expected to utilize computer
technology while enrolled in classes, certificate, and/or degree programs within LSCS. The specific
requirements are listed below:

(Examples only - please delete and list your specific requirements here): Online quizzes, online
assignment submissions, Microsoft Word document submissions, discussion boards, etc.

Getting ready Math 0308 or Placement by testing

Prerequisites: none
Co-requisites:
Required Material: Introductory And Intermediate Algebra, 5th edition
with My Math Lab, by Blitzer, Publisher – Pearson
Optional Materials ISBN 13: 978-0-13-417814-1
or Reference Texts: ISBN 10: 0-13-417814-9
My Math Lab : Course ID – dunn47543

Graphing Calculators allowed

None

Instructor guidelines and policies

Attendance:
Attendance to all classes is expected. Students must not miss more than 3 classes, including both lab and

lecture, in order to be considered as “participating” in the class. I will take roll each class period, before “W” day.
In order to get credit for attending class, the student must be present the entire class period. Those students who
are not mastering the course and wish to receive an “IP” for the course must be “participating”. You are
responsible for all work and assignments covered during class, including any missed assignments. Regular class
attendance is necessary for success! If you find that you are unable to complete the course, then you should
make arrangements with me to get an IP in this course. Communication with me is critical!

Assignments:

Your semester grade is based upon the following instruments:

1. Homework problems (10% of semester grade:) Homework will be assigned from each section. Usually you
should expect to spend 2 to 3 hours per section working on the assigned problems. At least the lowest five
homework assignments will be dropped. However, no more than two assignments from any particular Chapter will
be dropped.

2. Quizzes (20% of semester grade): Quizzes will be given throughout the semester. These quizzes are usually
held at the beginning of every class. They consist of 5 – 10 problems taken directly from homework or classwork.
You may use your notebooks, calculators and your textbook If you are late to class or absent, you will NOT be
able to make-ups the quiz. However at least the lowest 2 quiz grades or 15% of the quiz grades ( which ever is
greater) will be dropped. There will also be a “group” quiz given at the end of class on material covered that class
session.

Edited 8/2017



Reading Strategies for Mathematics

In our assigned reading in “McKeachie’s Teaching Tips”, the authors observation about reading for
mathematics is spot on. One must read and understand the examples. One must actively go through
each example in a topical section and rework the example problems. The quality of a mathematics
textbook is essential linked to the quality and number of the example problems. If I as an instructor can
get a student to work the example problems, the understanding of the concepts will be more successful.

My strategy for getting my students to read (work the examples) is to give quizzes. As a teacher, I give
two types of quizzes, both open textbook and open notes. One type of quiz is taken at home online with
the student able to retake the quiz up to three times. I have another type of quiz that is given in class
which is taken as a group. Both quizzes are designed to ease anxiety about the material. Giving quizzes
in manner forces the student to subtlety work examples. It also will make the student read the textbook
and seek worked problems from outside resources. The end result being that the student masters the
material.



LESSON PLAN WEEK # [______] Professor:

Course: Mathematics Class: Intermediate Algebra
Course Code: 0310 Date: April 21, 2018
Time: 7:30 PM Room: Room UP13 - 315

Topic(s) to be covered / reference: Chapter Page(s)
1. Definition of a Function 11 P345
2. Identify Functions by Graphs & Equations 11 P 348-350
3. Evaluating Functions 11 P 367

Code Meaning Description

B Bridge-In Functions are part of everyday world. From the cell phone in your pocket, the electricity in the wall
socket or the plane that you will fly to grandmothers’ house or the car that you will drive home.
Every manmade system is made up of and engineered from equations

O Objective(s) By the end of this lesson the learner will be able to identify functions graphical by using the vertical
line test. The learner will also be able to distinguish a function by examining the equation. The
learner will also be able to determine whether the function is linear or non-linear.

P Pre-Assess In order to fully comprehend this material, the student must have the ability to graph an equation.
The skill and knowledge to graph a linear equation and non-linear equation will be assess by an
prior day’s online quiz.
The student also needs to comprehend domain and range

P Participatory The first step will be explaining what a function is not and compare to what a function is. A
Learning comparison to a functioning coke machine is a key example of a function. We will next look at
determining functions by domain and range by set notation and by domain and range mapping.
Vertical line test will be covered to give the student a graphical mechanism to determine a function.
We will then use the order of equations to develop the skill to determine whether a function is linear
or non-linear. The student will be checked for understanding after each of these steps to insure that
the concept is clearly understood

P Post-Assess At the end of class, a group activity will be given to check to make sure each concept is clearly
understood. The student will have an opportunity to ask question during this assessment to make
sure each concept is clearly understood.

Derrell Dunn

LESSON PLAN WEEK # [______] Professor:

S Summary / A quick review summary of the concept will be done and a lead-in to the next topic will be
Closure introduced.

Derrell Dunn



Is It A Function? Math 0310 D. Dunn

Name___________________________________

MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.

Determine if the graph represents y as a function of x. 1)
1)

A) Not a function B) Function

Determine whether the relation is a function. Give domain and range of the relation. 2)
2) {(1, -4), (-3, -3), (-3, 0), (6, 3), (22, 5)} 3)
A) not a function; domain: {-4, -3, 0, 3, 5}, range: {1, 6, -3, 22} 4)
B) function; domain: {1, 6, -3, 22}, range: {-4, -3, 0, 3, 5}
C) function; domain: {-4, -3, 0, 3, 5}, range: {1, 6, -3, 22}
D) not a function; domain: {1, 6, -3, 22}, range: {-4, -3, 0, 3, 5}

3) {(-2, 7), (1, 4), (4, -5), (6, -1)}
A) not a function; domain: {7, 4, -5, -1}, range: {-2, 1, 4, 6}
B) function; domain: {7, 4, -5, -1}, range: {-2, 1, 4, 6}
C) function; domain: {-2, 1, 4, 6}, range: {7, 4, -5, -1}
D) not a function; domain: {-2, 1, 4, 6}, range: {7, 4, -5, -1}

Determine if the graph represents y as a function of x.
4)

A) Not a function B) Function
1

Answer Key
Testname: TEST QUESTIONS

1) B
2) D
3) C
4) A

2



Name:

Graphs and Functions Grading
Rubrics

2.3 – Functions

3.0 – Basic Level 4.0 – Focused Level 5.0 – Extended Level
• Applying Basic and Focused Level
Criteria • Describe the differences between • Identify domain and range from
relations and functions. equations. concepts to real world situations

• Determine if a relation is a function. • Write equations in function notation. Online quiz
• Identify domain and range from a • Evaluate functions for expressions.

graph.
• Evaluate functions for specific values.

Problems P 351 problems #1-10 P 356 #20 -30 odd, in class quiz

How am I doing? How am I doing? How am I doing?

Status

ACP Showcase Portfolio

Name: Derrell Dunn
Discipline: Dev. Mathematics

Date: April 21, 2018

Table of Contents

• Student Preparation Strategy
• BOPPPS lesson-be sure to highlight the following:

• CAT
• Questions
• Technology

• Reflection

Student Preparation Strategy

• Student must understand mathematical notation that will be used.
This is the language of math just like letters and words are to English
composition and literature

• Student must know how to solve a basic linear equation
• Student must know domain and range
• Student must know how to graph and comprehend an equation

• All these will be topics will be covered in prior classes and covered in
quiz assessments to check for understanding

BOPPPS – BRIDGE

• Explain practical use and presence of functions in the everyday world
• Practically all man-made products are designed with or composed of

functions. From the airplanes in the sky to our cell phones
• Explaining in this fashion will pique a student’s interest

BOPPPS – OBJECTIVES

• The student will be able to identify an function or a non-function
directly from by observing the graph of the equation(relation)

• The student will be able to determine, if a relation is a function by
looking at the set of ordered pairs and a mapping of the ordered pairs

• The student will be able to identify functions in the everyday world

BOPPPS- PRE-ASSESSMENT

• The check for prior knowledge would be an online quiz that covers
the important and necessary background concepts.

• The introduction to the lesson will be a brief 5 minute review of the
salient concepts

BOPPPS- PARTICIPATORY LESSON

• To thoroughly understand this concept, the student must work
several examples that highlights each category for identifying a
function

• Graphing calculator will be used as to illustrate a function, as well as
several websites will be referenced. YouTube has several outstanding
resources for this topic.

• The student will be checked for understanding throughout the lesson

BOPPPS- POST-ASSESSMENT

• A end of the class exit ticket will be given that will be a group activity
for practice of the presented concept

BOPPPS- SUMMARY

• The student outcome will be a practical knowledge of what is a
function. Also how to identify something that is not a function

• The student will be able to identify a function from graph, equation or
set of ordered pairs

Personal Reflection on My ACP Experience

• This experience has been an excellent resource to focus my teaching
for my students. It also was very helpful to hear my fellow colleagues
input on various topics

Reflective Essay for Adjunct Certification Program
Derrell Dunn

Throughout the certification training this Spring semester 2018, I have learned my items that
will and have improved my teaching. One of the first topics that we covered was the topics of
millennials and considerations we need to make about the current generation. Through
exposure to this discussion, I learned to open minded to the individuals and respect the
differences and the uniqueness of the millennial generation. Prejudicial judgements should be
avoided and not allowed to interfere with the students learning. All students can learn is a
motto that I have and will continue to adopt in my teaching and this is especially true of the
millennial generation.

Another topic that we covered was the syllabus. During this discussion, I realized that I could be
more creative than just the typical syllabus. Until this class, I thought of the syllabus as a dry,
legal document with just a few changes to address my unique classroom situation. But seeing
examples from my colleagues, I allowed me to expand my horizons with what could be done
with a syllabus. I plan on adopting the novel and creative designs in the future. This will be done
not just to be creative for creativity sake, but to have an appealing document that will
encourage the student to read the complete syllabus. Getting my students to read the entire
syllabus has been a struggle and I think a burst of creativity will make the document something
that will encourage the student to consume the entire document.

When we covered assessments, I also had to reassess the way that I was testing my classroom. I
give many and frequent assessment. But I had to think about how I could reach that struggling
student. Maybe technology could be incorporated during my lecture to have more feedback
from the students real-time, so that I’m aware of the struggling student sooner and can
intervene at the earliest possible moment.

From the lesson plan topic, it made me rethink my pre-semester planning for my courses.
Although I typically layout the lecture material before the semester, I could do a better and
more organized job, if I keep a formal document for each unit like the BOPPPS lesson plan

This program was extremely beneficial for breathing new ideas into my teaching and
reinvigorating my classroom and instruction