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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

 



 

Priscilla
 Chastain
 
 
Student
 Prep
 Strategy
 

 
Since
 my
 students
 are
 learning
 English
 as
 a
 Second
 Language,
 it
 is
 very
 common
 for
 
vocabulary
 to
 be
 unfamiliar
 for
 students.
 
 We
 often
 assign
 vocabulary
 and
 reading
 
logs
 so
 that
 students
 are
 interacting
 with
 the
 course
 content
 through
 reading
 and
 
learning
 the
 vocabulary.
 

 
Some
 strategies
 that
 I
 would
 use
 to
 help
 students
 to
 be
 prepared
 are
 to
 post
 a
 
powerpoint
 with
 new
 vocabulary
 and
 any
 other
 documents
 that
 would
 be
 related
 to
 
the
 reading
 in
 D2L.
 
 In
 class,
 I
 would
 incorporate
 a
 game
 like
 Quizlet
 Live.
 
 This
 game
 
requires
 that
 students
 be
 familiar
 with
 the
 vocabulary
 in
 order
 for
 a
 team
 to
 win.
 
 
The
 students
 love
 this
 game
 and
 the
 encouragement
 from
 teammates
 to
 win
 is
 
enough
 to
 make
 students
 want
 to
 be
 prepared.
 
 We
 also
 have
 speaking
 and
 writing
 
assignments
 over
 the
 content,
 so
 students
 know
 that
 they
 need
 to
 come
 prepared
 or
 
they
 will
 not
 know
 what
 to
 talk
 about.
 
 

 
For
 my
 BOPPPS
 lesson,
 I
 would
 use
 Padlet.
 
 Warm up - Discussion: Have you ever

played a game where you needed to solve a mystery? If so, what were some skills that
helped you?
 

 

BOPPPS Lesson
Priscilla Chastain

Course: ESOL 0383 Oral Communications III
Lesson Title: Cluedo – Who did it?

Course Student Learning Outcome:
1. Listen to new information and summarize it; Listen to oral information and be
able to identify the main idea and important details.

Learning Objectives (these should be the ones you wrote in Module 1):
1. By the end of this lesson, students will be able to listen to oral information and
identify the main idea and
list important details.

2. By the end of this lesson, students will be able to summarize information that they heard.

Participatory Learning:

Time Instructor Activities Learner Activities Lesson
Materials
5-10 min Warm up - Discussion: Have you ever Padlet
played a game where you needed to
5-10 min Instructor Storytelling (Strategy) – solve a mystery? If so, what were some Teacher
Instructor presents the story of a skills that helped you? script;
recent (fictional) unsolved mystery Active Listening – Students can fill in Evidence
bank robbery. information on their “Evidence” form. form
This will include identifying where,
when, what, etc. concerning the crime.

5 min Instructor informs that all of the Student will choose a profession to Cards with
students were seen on video footage create their identity for the game. suggested
recovered by the police. Students can choose professions chosen professions
by the instructor or come up with their
own.

3-5 min Scaffolding – Instructor will read
15 min his/her alibi for the day of the crime.

35 min Instructor participates with group. Student Storytelling –Students will Alibi form
(depends write their personal “alibi” for the day Outlines
on size of of the crime based on the character that
group and they have created (or themselves).
Students are encouraged to “throw
shade” on other characters to create
doubt and cause suspicion.

Student Storytelling and
What/How/Why Outlines:
Students will share their alibis with
each other. Students can ask questions

questions) after the alibi statement is read. They
will write notes on the What/How/Why
5-10 min Outline to categorize information and Outlines
to look for discrepancies in statements.
10 min Evaluation and Judgment: Students Voting ballot
will evaluate their gathered information
10 min CAT – Feedback and form a judgment about who they Question
think is the bank robber. paper
1. According to the witness Voting and the Moment of Truth: Reflection
statements, in which city did the Students will vote for who they think is form
event take place? (Bloom’s Level 1 guilty, and our bank robber is revealed!
– Knowledge) Summary/Closure:
I will use some questions to assess how
a. Paris well students comprehended the
b. Lyon different parts of the activity.
c. Saint Malo
d. Bordeaux Then for homework, students will write
2. Describe in your own words, what a reflection about the activity: what
event took place. (Bloom’s Level 2 they liked; didn’t like; Do they feel
– Comprehension) their listening skills have
3. Compare and contrast two witness grown/improved? How could they have
statements. (Bloom’s Level 4 – prepared/performed better? How could
Analysis) I improve the lesson?
4. Who did you think was
guilty? Justify your answer in at
least four sentences. (Bloom’s Level
6 – Evaluation)

 

 

Cluedo

On November 12, there was a bank robbery. The bank robbery took place
at the Courte Bank in Bordeaux, France. Someone stole 500,000 euros!!!
The mayor of Bordeaux has promised to find the responsible person or
persons.

According to video surveillance footage, everyone in this room was also at
the bank on the day of November 12. As part of the investigation, you
must describe your entire day to us in order to convince us of your
innocence.

Remember to include even the smallest details…they could be essential in
removing doubts of your actions. Describe the weather, your profession,
your activities of that day, any other people that you may have noticed,
and especially tell us why you were at the bank that day and why you were
there that day.

Name:

Profession:

Your statement:

Name: Priscilla Chastain

Profession: French teacher

Your statement:
Hello, my name is Priscilla Chastain. I am a French teacher, so
it’s normal that I spend a lot of time in France. November 12th?
Let’s see…yes, I was in Bordeaux. I went to France to see some
friends and to buy some school supplies for my students. On
that morning, I woke up early and I ate breakfast at a café near
my hotel. It was raining because I remember that I had
forgotten my umbrella in my hotel room. After breakfast, I
found a bank because I needed to exchange some money. When
I arrived at the bank, I noticed that there were a lot of people
inside the bank. I stood in line for more than 30 minutes! I saw
a butcher, a florist, several students, a doctor, and a hairstylist.
I remember that the hairstylist seemed very suspicious. While
she was talking to me, she would look very quickly to her right
and then to her left every few minutes. It was so strange. And
she was wearing sandals. Can you imagine that? In November
when it was so cold! It was ridiculous! I also remember seeing a
soldier in line. He had his right hand in his pocket then entire
time like he was holding something. I was afraid that it was a
gun!

Useful Questions:

Did you see…?
Why did you say…?
Why did you do…?
Why did you go…?

I think that…
Was it…?

witness
guilty


  Witness Statements
Witness #1
Witness #2

Witness #3 Witness #4

Witness #5 Witness #6

Witness #7 Witness #8
Witness #9 Witness #10
Witness #11 Witness #12
Witness #13 Witness #14
Witness #15

 

Priscilla
 Chastain
 
Good
 questions
 

 
Oral
 Communication
 III
 
Some
 SLOs
 for
 this
 course
 are:
 students
 should
 be
 able
 to
 listen
 to
 a
 recording
 and
 
summarize
 it;
 talk
 about
 familiar
 topics;
 and
 listen
 to
 get
 the
 main
 idea
 and
 details.
 

 

 
By
 the
 end
 of
 this
 lesson,
 students
 will
 be
 able
 to
 listen
 to
 a
 short
 recording
 (or
 
speaking)
 and
 identify
 the
 main
 idea
 and
 list
 some
 details.
 
 

 
By
 the
 end
 of
 this
 lesson,
 students
 will
 be
 able
 to
 summarize
 information
 that
 they
 
heard
 in
 a
 short
 recording
 (or
 speaking).
 

 

 
Questions
 
 

 
1.
 According
 to
 the
 witness
 statements,
 in
 which
 city
 did
 the
 event
 take
 place?
 
(Bloom’s
 Level
 1
 –
 Knowledge)
 
 
a.
 Paris
 
 
b.
 Lyon
 
 
c.
 Saint
 Malo
 
 
d.
 Bordeaux
 
 

 
2.
 Describe
 in
 your
 own
 words,
 what
 event
 took
 place.
 (Bloom’s
 Level
 2
 -­‐
 
Comprehension)
 
 

 
3.
 Compare
 and
 contrast
 two
 witness
 statements.
 (Bloom’s
 Level
 4
 –
 Analysis)
 
 

 
4.
 Who
 did
 you
 think
 was
 guilty?
 Justify
 your
 answer
 in
 at
 least
 four
 sentences.
 
(Bloom’s
 Level
 6
 –
 Evaluation)
 
 

 

 

 

 

 

 

Fluency Pronunciation Vocabulary Grammar Details
and accent

5 Smooth and fluid speech; Excellent control of Accuracy & variety of Excellent level of
few to no hesitations; no Pronunciation is excellent; language features; a grammatical description; additional
attempts to search for good effort at accent wide range of well- structures
words; volume is chosen vocabulary details beyond the
required
excellent.

4 Smooth and fluid speech; Pronunciation is good; Good language control; Some errors in Good level of
few hesitations; a slight good effort at accent good range of relatively grammatical description; all required
search for words; well-chosen vocabulary
inaudible word or two. structures possibly information included
caused by attempt to

include a variety.

3 Speech is relatively Frequent grammatical
smooth; some hesitation
and unevenness caused Pronunciation is good; Adequate language errors that do not Adequate description;
by rephrasing and Some effort at accent, but control; vocabulary
searching for words; obscure meaning; some additional details
volume wavers. is definitely non-native range is lacking
little variety in should be provided

structures

2 Speech is frequently Pronunciation is okay; No Weak language control; Frequent grammatical Description lacks some
hesitant with some effort towards a native basic vocabulary choice errors even in simple critical details that make
sentences left accent with some words clearly it difficult for the listener
uncompleted; volume very structures that at
soft. lacking times obscure to understand
meaning.

Speech is slow, hesitant &

1 strained except for short Pronunciation is lacking Weak language control; Frequent grammatical Description is so lacking
memorized phrases; and hard to understand; vocabulary that is used errors even in simple that the listener cannot
difficult to perceive No effort towards a native does not match the task structures; meaning is
continuity in speech; understand
accent obscured.

inaudible.

 

ACP Showcase Portfolio

Priscilla Chastain
ESOL

April 21, 2018

ESOL 0383
Oral Communications III

English as a Second Language

  Reading
  Writing
  Listening
  Speaking

Course Student Learning Outcomes:
Listen to new information and summarize it.
Listen to oral information and be able to identify
the main idea and important details.

Student Preparation Strategy

Warm up - Discussion: Have you ever played a game where you needed to solve
a mystery? If so, what were some skills that helped you?

Technology

Bridge

Students will choose a profession (from a
list) to use to help create their identities in

the upcoming mystery.

Lesson Title: Cluedo – Who did it?

  Learning Objectives:

  By the end of this lesson, students will be able to listen
to oral information and identify the main idea and list
important details.

  By the end of this lesson, students will be able to
summarize information that they heard.

Participatory Lesson

  Instructor Storytelling – Instructor presents the story
of a recent (fictional) unsolved mystery bank robbery.

  Active Listening – Students can fill in information on
their “Evidence” form. This will include identifying
where, when, what, etc. concerning the crime.

  Instructor informs that all of the students were seen
on video footage recovered by the police.

  Scaffolding – Instructor will read his/her alibi for the
day of the crime.

Participatory Lesson – cont.

  Student Storytelling –Students will write their
personal “alibi” for the day of the crime based on the
character that they have created. Students are
encouraged to “throw shade” on other characters to
create doubt and cause suspicion.

  Student Storytelling and What/How/Why outlines:
Students will share their alibis with each other.
Students should ask clarifying questions after the alibi
statement is read. They will write notes on the What/
How/Why outline to categorize information and to
look for discrepancies in statements.

Participatory Lesson – cont.

  Evaluation and Judgment: Students will evaluate their
gathered information and form a judgment about who
they think is the bank robber.

  Voting and the Moment of Truth: Students will vote
for who they think is guilty, and our bank robber is
revealed!

Post-Assessment

  Summary/Closure: I will use some questions to assess how well students
comprehended the different parts of the activity.

  CAT – Feedback
  1. According to the witness statements, in which city did the event take

place? (BL 1 – Knowledge) a) Paris b) Lyon c) Saint Malo d)
Bordeaux
  2. Describe in your own words, what event took place. (Bloom’s Level 2 –
Comprehension)
  3. Compare and contrast two witness statements. (Bloom’s Level 4 –
Analysis)
  4. Who did you think was guilty? Justify your answer in at least four
sentences. (Bloom’s Level 6 – Evaluation)

Student Reflection

  For homework, students will write a reflection about
the activity: what they liked; didn’t like; Do they feel
their listening skills have grown/improved? How could
they have prepared/performed better? How could the
lesson be improved?

Personal Reflection on My ACP Experience

In June, I will be finishing up my 19th school year as a teacher.
As you can imagine, I have attended a lot of professional
development over the years. However, when I first heard of the
ACP program, I was really interested since I am fairly new to
Lone Star. Since I have spent the majority of my career in
education, it has been very interesting to learn from those of
you who have had other careers and now are teaching. You
bring fresh and varied experiences to the classroom. I have also
really enjoyed engaging in our collegial discussions. One of my
mottos is that I always want to keep learning. How can I
encourage my students to be lifelong learners if I am not doing
the same thing? It has been great to learn with and from all of
you.

Resources – Instructor Storytelling script

On November 12, there was a bank robbery. The bank robbery took
place at the Courte Bank in Bordeaux, France. Someone stole 500,000
euros!!! The mayor of Bordeaux has promised to find the responsible
person or persons.

According to video surveillance footage, everyone in this room was also
at the bank on the day of November 12. As part of the investigation,
you must describe your entire day to us in order to convince us of your
innocence.

Remember to include even the smallest details…they could be essential
in removing doubts of your actions. Describe the weather, your
profession, your activities of that day, any other people that you may
have noticed, and especially tell us why you were at the bank that day
and why you were there that day.

Resources – Scaffolding instructor alibi

  Name: Priscilla Chastain Profession: French teacher

  Your statement: Hello, my name is Priscilla Chastain. I am a French teacher, so
it’s normal that I spend a lot of time in France. November 12th?

  Let’s see…yes, I was in Bordeaux. I went to France to see some friends and to buy
some school supplies for my students. On that morning, I woke up early and I ate
breakfast at a café near my hotel. It was raining because I remember that I had
forgotten my umbrella in my hotel room. After breakfast, I found a bank because I
needed to exchange some money. When I arrived at the bank, I noticed that there
were a lot of people inside the bank. I stood in line for more than 30 minutes! I
saw a butcher, a florist, several students, a doctor, and a hairstylist. I remember
that the hairstylist seemed very suspicious. While she was talking to me, she would
look very quickly to her right and then to her left every few minutes. It was so
strange. And she was wearing sandals. Can you imagine that? In November when
it was so cold! It was ridiculous! I also remember seeing a soldier in line. He had
his right hand in his pocket then entire time like he was holding something. I was
afraid that it was a gun!

 

My
 Experience
 with
 Lone
 Star’s
 Adjunct
 Certification
 Program
 
Priscilla
 Chastain
 


 
 
 
 
 In
 June,
 I
 will
 be
 finishing
 up
 my
 19th
 school
 year
 as
 a
 teacher.
 
 As
 you
 can
 
imagine,
 I
 have
 attended
 a
 lot
 of
 professional
 development
 over
 the
 years.
 
 However,
 
when
 I
 first
 heard
 of
 the
 ACP
 program,
 I
 was
 really
 interested
 in
 participating
 
because
 I
 am
 fairly
 new
 to
 Lone
 Star.
 
 Since
 I
 have
 spent
 the
 majority
 of
 my
 career
 in
 
education,
 it
 was
 very
 interesting
 to
 learn
 from
 the
 fellow
 students
 who
 have
 had
 
other
 careers
 and
 now
 are
 teaching.
 
 I
 found
 that
 they
 brought
 fresh
 and
 varied
 
experiences
 to
 the
 classroom.
 
 I
 have
 also
 really
 enjoyed
 engaging
 in
 our
 collegial
 
discussions.
 
 One
 of
 my
 mottos
 is
 that
 I
 always
 want
 to
 keep
 learning.
 
 How
 can
 I
 
encourage
 my
 students
 to
 be
 lifelong
 learners
 if
 I
 am
 not
 doing
 the
 same
 thing?
 It
 
has
 been
 great
 to
 learn
 with
 and
 from
 all
 of
 the
 participants.
 
 I
 feel
 that
 the
 Adjunct
 
Certification
 Program
 has
 been
 a
 valuable
 experience.
 
 I
 think
 that
 it
 has
 helped
 me
 
to
 reflect
 on
 what
 my
 current
 practices
 were
 and
 to
 learn
 some
 new
 ones.
 
 


 
 
 
 
 First
 of
 all
 in
 this
 program,
 we
 talked
 about
 the
 BOPPPS
 lesson
 plan.
 
 Although
 I
 
have
 used
 different
 types
 of
 lesson
 plans
 and
 lesson
 planning
 strategies
 in
 the
 past,
 
this
 was
 a
 new
 experience
 for
 me.
 
 We
 went
 through
 the
 different
 parts
 of
 it
 and
 
started
 creating
 our
 own
 sample
 lesson.
 
 This
 process
 was
 insightful
 as
 to
 best
 
practices
 for
 the
 college
 student.
 
 We
 also
 talked
 about
 Bloom’s
 Taxonomy
 and
 
practiced
 creating
 questions
 using
 the
 specific
 words
 from
 BT
 that
 encourage
 higher
 
order
 thinking
 skills.
 
 Next,
 we
 created
 rubrics
 to
 go
 along
 with
 our
 BOPPPS
 lesson.
 
 
Then,
 we
 learned
 about
 different
 technology
 tools
 and
 incorporated
 them
 into
 our
 
lesson.
 
 Finally,
 we
 presented
 over
 the
 experience
 to
 each
 other.
 
 

 
 
 
 
 I
 feel
 that
 going
 through
 this
 process
 has
 made
 me
 a
 more
 effective
 instructor
 
because
 it
 has
 caused
 me
 to
 study
 my
 current
 systems
 and
 plans
 and
 to
 incorporate
 
the
 elements
 of
 the
 BOPPPS
 lesson
 into
 my
 lesson
 planning.
 
 Through
 our
 
discussions
 over
 the
 readings
 from
 the
 class,
 it
 has
 also
 helped
 me
 to
 better
 
understand
 college
 level
 students.
 
 
 


 
 
 
 
 In
 addition
 to
 incorporating
 the
 BOPPPS
 lesson
 into
 my
 lesson
 planning,
 I
 have
 
purposely
 challenged
 myself
 to
 use
 more
 of
 the
 higher
 order
 thinking
 language
 from
 
Bloom’s
 Taxonomy.
 
 Also,
 I
 have
 included
 some
 of
 the
 new
 technology
 that
 we
 
learned
 about
 in
 class.
 
 Finally,
 I
 feel
 that
 ACP
 has
 helped
 me
 to
 be
 a
 more
 integrated
 
part
 of
 Lone
 Star.
 
 I
 have
 met
 and
 collaborated
 with
 colleagues
 from
 across
 many
 
fields.
 
 It
 was
 also
 interesting
 to
 learn
 about
 different
 classes
 through
 the
 sample
 
lessons
 that
 my
 associates
 presented.
 


 
 
 
 
 This
 has
 truly
 been
 an
 enriching
 experience.
 
 My
 suggestion
 for
 further
 
professional
 development
 would
 be
 to
 make
 this
 program
 available
 for
 every
 new
 
adjunct.
 
 Although
 starting
 at
 a
 new
 place
 as
 an
 adjunct
 can
 be
 challenging
 and
 you
 
don’t
 have
 a
 lot
 of
 spare
 time,
 I
 feel
 that
 this
 program
 would
 be
 very
 beneficial
 to
 
someone
 who
 is
 brand
 new
 to
 Lone
 Star.
 
 


 
 
 
 
 In
 closing,
 I
 would
 like
 to
 say
 that
 I
 truly
 appreciate
 the
 opportunity
 to
 have
 been
 
part
 of
 this
 cohort.
 
 Our
 instructor
 was
 extremely
 knowledgeable.
 
 She
 is
 a
 great
 
resource
 to
 other
 instructors
 because
 she
 is
 compassionate
 and
 she
 brings
 a
 range
 
of
 experiences
 to
 the
 class.