Marxhausen ACP Final Portfolio

FINAL PRESENTATION
FOR ACP

EDUCATION 1300

Marxhausen, Gail L
Education 1300

November 11, 2015

Table of Contents

Syllabus Snapshot
Student Preparation Strategy
BOPPPS Lesson
Questions
Assignment and Rubric for Assignment
ACP Showcase Portfolio
Prezi Link for BOPPPS Critical Thinking Lesson
Math Riddles for Critical Thinking Lesson
Advertisements for Critical Thinking Lesson
Reflective Essay

Education 1300: Learning Framework – First Year Experience

Instructor: Gail Marxhausen Office Phone: 832-482-1017
Office:
CASA 325 S Office Hours: Mon/Wed 8:00 a.m. – 9:30 a.m.
E-mail: [email protected] Tues/Thurs 7:30 a.m. – 8:30 a.m.
and by appointment

Class days and times: Section 5041 (#9751) Tues/Thurs 9:00 a.m. – 10:20 a.m.
Section 5041 (#9751) Tues/Thurs 9:00 a.m. – 10:20 a.m.
Section 5L43 (#9760) Tues/Thurs 12:00 p.m. – 1:20 p.m.

Class locations: TECH 111

Textbook: Gardner, J. N. & Barefoot, B. O. (2012). Your College Experience: Two Year College Edition. 10th Edition.
Bedford/St. Martin’s. ISBN: 978-1-3190-3264-7 (This particular ISBN contains 30 pages of pages customized for LSCS.)

LEARNING OUTCOMES:
Students in the college success course will be able to

1. identify, describe, and utilize campus support services, systems, and student life opportunities.
2. use financial literacy knowledge and skills to create a personal money management plan for college success.
3. establish collegial relationships with LSCS faculty, staff, and peers.
4. assess and report on their strengths, preferences, and college and career success attributes.
5. formulate educational and career goals and apply strategies to advance their goals and college performance.
6. create an academic plan and identify the requirements for successful completion of their academic plan.

COURSE OBJECTIVES:

Students will:

1. Identify, discuss, and evaluate learning and study strategies as they apply to the academic environment.

2. Examine personal goals and career plans, utilize college resources including all components of the student portal

and learning management system (D2L), and apply strategies for academic success.

3. Identify types of financial aid and criteria to receive and maintain funding.

4. Exhibit written and verbal communication skills individually and in groups.

5. Assess ideas, principles, and patterns related to personal life situations.

6. Design a strategy for success.

Theme Assignment Checklist Points
Item

Making Campus Resources, Services, and Supports Investigation Assignment 10CAMP 100

Connections Academic Advising Session: 10GOAL 100

o 1 group session – Must be in attendance to 10PLAN

receive credit 10REGI
o 1 individual (100 pts.) -- to Complete 10GOAL,

10PLAN, 10REG on Advising Core Requirements

Checklist

Personal & College Readiness Assessment – Smarter Measure (50 points) Do 10CRAS 100
Professional What You Are Assessment (DWYA) (50 points) 10FINA 100
Growth Path to Success Analysis Paper 10EXPLO 100
Financial Literacy Modules (3 modules, 2 required at 35 points each
and one choice at 30 points) Required: Psychology of Money and 100
College and Money
Career Exploration Research Project – Consists of four items:
Career Worksheet

Effective Job Analysis Worksheet 100
Learning Transferable Skills Worksheet
Resume and Cover Letter 100
Career Presentation 100
Attendance/Participation ** 50
Weekly Schedule Assignment (Calculation of hours and calendar) 50
Midterm Exam
Final Exam

GRADING POLICY:
Grading Point Scale

A = 900-1000
B = 800-899
C = 700-799
D = 600-699
F = below 600
**Attendance/Participation Grading
Students are expected to attend all class sessions. Class attendance/participation is defined as arrival to class at the
specified time prepared to engage actively in learning (including quizzes, discussions, group activities, etc.) until the
class is dismissed by the instructor at the designated time.

ATTENDANCE POLICY:
Attendance to all classes is critical. A student who anticipates an absence should notify the instructor in advance. In
case of an absence, it is the student’s responsibility to obtain lecture notes and assignments.

 Absences from class will directly impact the attendance points earned in this course. Points deducted for
absences and tardies are determined by course and class length. Participation/attendance points are earned
based on 100 points divided by the number of class

 The decision to withdraw a student for non-attendance will be at the discretion of the faculty. An instructor
may withdraw a student for non-attendance if a student misses six (6) or more hours of class participation.

 In lieu of counting attendance as simply being present, attendance may also be counted as being present for
quizzes and/or work given at the beginning of the class as well as being prepared for discussions/lectures by
reading ahead of time. If the student misses the quiz/work or is not prepared for class, he/she cannot earn
credit for attendance that day.

WITHDRAWAL POLICY:
Withdrawals by a student from EDUC 1300 are not allowed unless a student is completely withdrawing from the
institution.

Marxhausen 1

After reading McKeachie's Teaching Tips Chapter 4 , Getting Students to
Read, and How to Get Your Students to Come to Class Prepared, develop a strategy to
encourage students to read the material they will need prior to the BOPPPS lesson you
are planning.
Upload a document that details your plan. Depending on the strategy you choose, this
could include any relevant directions to students, reading guides, pop quiz questions,
etc.

I really like the idea of the Class Preparation Assignments (CPAs). I think this idea
would work well in the EDUC 1300 course because students earn 100 points of 1000 for
“attendance” which includes attending class (on time and staying the whole time) and
actively participating in the class. I would not use the grading scale as suggested in the
reading “How to Get Your Students to Come to Class Prepared,” but I would certainly
use the 100 points for the CPAs for the assignment and the discussion/participation part
of the class.

Use either the Wheel Map or Branching Map method (see pages 127-128 in the
textbook) to map the information in Chapter 5 Critical Thinking. (Instead of using
sentences to answer this question use the visuals of the Wheel Map or the
Branching Map. You may use Word or you can draw the map by hand.) There is
an example of each type of map below, but please note that you do not have to
follow the exact example below. Your wheel or branching map will probably look
a little different, and that is fine. This map will be due at the beginning of class on
the day the reading is due for Chapter 5.

Marxhausen 2

Wheel and branching maps are two of the many reading strategies used to help
students can use to help them understand the content of the assigned reading. Another
version of this would be to have students use another type of reading technique
(outlining, Cornell notes, etc.) and turn that in on the day the reading is due. At the
beginning of the semester I often hand out a skeleton outline or other type of
organizational chart to help students get started on the reading. As we move into the
semester, students become more responsible for providing their own outlines, etc. All
of these reading and pre-reading activities help students prepare for lectures,
discussions, participation, etc. in class over the material.

Gail Marxhausen 1

BOPPPS Lesson

Gail Marxhausen

COURSE: EDUC 1300
Lesson Title: Critical Thinking
Course Student Learning Outcome:

Of the learning outcomes for EDUC 1300 there are many objectives, themes and topics. Critical thinking, as a course theme and topic, has been
placed by the EDUC 1300 system committee under both student learning outcomes 4 and 5.

SLO 4. Students will be able to assess and report on their strengths, preferences, and college and career success attributes.

SLO 5. Students will be able to formulate educational and career goals and apply strategies to advance their goals and college performance.

By the end of this lesson, students will be able to define the concept of critical thinking.

By the end of this lesson, students will be able to demonstrate critical thinking during a group discussion.
By the end of this lesson, students will be able to explain why critical thinking is important as a consumer and make judgements about products.

Note: (This lesson on critical thinking is a preview lesson to critical questioning. I approach this lesson from the consumer point of view because
the concept is more tangible to students with that concept. Once we walk through this lesson, I approach critical thinking on other levels such as
in the areas of academics, politics and relationships (to go along with the emotional intelligence piece of the course).

Participatory Learning:

Time Instructor Activities Learner Activities Lesson Materials

Gail Marxhausen 2

B Bridge-in Students will see a riddle on the overhead screen when Prezi presentation with
12 Begins the learning cycle, gains learner attention, they enter class and will work to try to find the answer. slide of first riddle and
minutes builds motivation, and explains why the lesson is answer.
important. Once they have the answer, they will be given a handout
This with two more riddles (math riddles this time) and work in a Handout with math riddles
particular Instructor will have a riddle on the overhead screen group to figure out those answers. and then answers.
lesson is when students walk into the room.
built for Once students begin figuring out the riddle, the After figuring out the answers to the riddles (or not)
a1½ instructor will ask how they came to that conclusion students will have a quick discussion about the process
hour and to describe the process that they went through. (how) they went through to determine the answers to the
class. riddles.
Instructor will hand out a paper with two more
riddles (math) for the students to figure out as a
group.

Instructor will ask students HOW they came to the
conclusion they did and what process they used to
get an answer (or not).

Instructor will remind students that jumping to
conclusions does not get people where they want (or
need) to go. Students are reminded that they may to
have to back up and think of other solutions in order
to come up with the solution. Good critical thinkers
don’t give up.

O The math riddles do not have to be used, but they Students will see and hear the objectives of the lesson. Prezi
2 are available depending upon how long it takes a
minutes particular class to get through the first riddle.
Objective or Outcome
Clarifies and specifies the learning intention:
clarifies what the learner should know, think, value
or do by the end of the lesson, under what
conditions and how well.

Teacher will show the objectives about critical
thinking in writing and state them orally as well. See
objectives stated above.

P Pre-assessment The students will answer the following questions out loud Gail Marxhausen 3
7 Answers the question, “What does the learner as a whole class: None required
minutes already know about the subject of the lesson?” How many of you have heard the term critical thinking?
The instructor will ask the following questions: Where did you hear this term?
How many of you have heard the term critical What do you know about critical thinking? (Knowledge)
thinking?
Where did you hear this term?
What do you know about critical thinking?

P Participatory Learning Prezi with urls to three
This is the body of the lesson, where learners are videos
involved as actively in the learning process as
possible. There is an intentional sequence of Print ads
activities or learning events that will help the
learner achieve the specified objective or desired
outcome. The lesson may include the use of media.

As the instructor leads the students through the
following activities the students are being asked to
define the concept of critical thinking at different
points as the opportunity presents itself through the
evolution of the discussions.

4 The instructor will show video #1 The Kenneled Dog Students will observe video #1 The Kenneled Dog from the
minutes from the Carbonaro Effect show. The instructor will Carbonaro Effect show.
then direct the students to talk in pre-assigned small https://www.youtube.com/watch?v=VoWpcayqrgU
5 groups about the video while monitoring the Students will then discuss in small groups and then share
minutes discussions. out to the large group about the reaction of the woman in
Information to gather from the students as they the video.
share with the whole class: Information to gather from the students as they share:
What did she say? What did she do? What were her What did she say? What did she do? What were her facial
facial expressions? What are your impressions of the expressions? Can this event really happen? Why don’t you
woman? Can this event really happen? Why don’t think it could happen? What are your impressions of the
you think it could happen? woman and why do you have those particular impressions?
(evaluation)

Gail Marxhausen 4

Students will share their personal thoughts about the video
and what they were thinking during the episode.

2 The instructor will then show the second video The Students will then watch video #2 The Goldfish looking for
minutes Goldfish and ask students to watch the reaction of comparisons and contrasts between the woman in video #1
the woman in video 2 to be able to compare her and the woman in video #2.
actions to the woman from video #1.

5 The instructor will direct the students to share in Students will compare and contrast the reactions of the
minutes small groups and then large groups about the woman from this video with the woman from video #1,
differences (mainly) between woman #1 and woman focusing on the types of questions each woman asked
#2. during the event on the video. (analysis)

10 Once students have shared, the instructor will point https://www.youtube.com/watch?v=0MjXzHof-DQ
minutes out that the second woman seemed to ask more
questions and did not seem as likely to believe the After the second video students will share in small group
events. and then with the whole class what their impressions were
of the woman #2 contrasted with woman #1. The students
The instructor will ask the students to share what will note that woman #2 asked more questions and did not
types of questions the two customers should have seem quite as gullible as woman #1.
asked. Students will share examples of questions with the class.

The instructor will share the phrase “logical fallacy,” Students will offer examples and explanations of why these
explain the concept, and ask students how these particular videos cannot be believed. They will have to
videos fall into that concept. justify and defend their answers using explanation, possibly
information located online on their phones as well.
(evaluation)

Students will determine which woman asked the better
questions and what made these questions better.

Gail Marxhausen 5

Students will share some examples of questions that the
two customers should have asked about the situations they
were experiencing in the video in order to promote critical
thinking and not be fooled by what they were seeing.

Students will share how the videos are examples of logical
fallacy.

6 Instructor will hand out various print advertisements Students will receive a print advertisement at their table
minutes to the student groups and ask them to discuss the and discuss the ways that the companies are trying to get
ways that the companies are trying to get them to them to buy the products shown in the ads. Students will
5 buy the products shown in the ads. Instructor will create questions they should ask themselves before buying
minutes ask students to create questions they should ask that product to become critical thinkers and smart
themselves before buying that product to become consumers.
critical thinkers and smart consumers.

The instructor will collect the ads and then show Students will share out their thoughts and questions as the
them one at a time (choosing one or two – not all) on class views the ads on the document camera.
the document camera to promote classroom level Students will look at a commercial on the overhead
discussion on critical questions, critical thinking and projector and then discuss and create the critical questions
smart consumerism. one should ask before purchasing that product.

Teacher will review the concept of asking questions Students will observe and take notes as the instructor leads
as a critical thinking tool through the use of a Prezi. them through a review of the concept of asking questions
Since note-taking is also a course objective, we as a critical thinking tool through the use of a Prezi.
practice different types of note-taking over the The headings are listed on the Prezi, and students will be
semester. prompted to and have an opportunity to share their
definitions of critical thinking and the importance of critical
thinking.

1 minute Instructor will show a video commercial on the (This extra television advertisement is included in case of a
overhead projector and then ask students to discuss longer class time.)
the critical questions one should ask before
purchasing that product.

Gail Marxhausen 6

P Post-assessment
10 – 15 Formally or informally demonstrates if the learner
minutes has indeed learned and is linked directly with the
objective or outcome.

Instructor will ask the students to determine one Students will determine one item (big or small) they are
item (big or small) they are going to purchase in the going to purchase in the near future and design two critical
near future and design two critical thinking questions thinking questions they should ask themselves (or others if
they should ask themselves (or others if appropriate appropriate to the situation) before purchasing the item.
to the situation) before purchasing the item. Design two critical thinking questions you should ask
yourself before purchasing this item. (synthesis)

S Summary/Closure No materials required
Provides an opportunity for the learners to reflect
briefly and integrate the learning during the closing
of the learning cycle.

The teacher will ask students to report out to the In a small group students will come up with the definition of
class out loud their definition of critical thinking. critical thinking in their own words as well as why they
believe critical thinking is important as a consumer.
The teacher will also ask students to report out to
the class why critical thinking is important as a Students will then share then out loud with the class the
consumer. definition of critical thinking as well as why critical thinking
is important as a consumer.

Now that students have been introduced to the basic
need of being able to ask critical questions as a

Gail Marxhausen 7

consumer, on the next class day, students will
continue learning about the importance of critical
thinking in other areas of life such as academics,
politics, relationships, careers, etc. through scenarios
and problem based learning activities.

Questions for Critical Thinking Lesson - Marxhausen

What do you know about critical thinking? (Knowledge/Remember)

Information to gather from the students as they share:
What did she say? What did she do? What were her facial expressions? (Knowledge/Remember)

Can this event really happen? Why don’t you think it could happen? (Comprehension/Understanding)

What are your impressions of the woman and why do you have those particular impressions?
(Evaluation/Evaluate)

Students will compare and contrast the reactions of the woman from this video with the woman from
video #1, focusing on the types of questions each woman asked during the event on the video.
(Analysis/Analyze)

Students will offer examples and explanations of why these particular videos cannot be believed. They
will have to justify and defend their answers using explanation, possibly information located online on
their phones as well. (Evaluation/Evaluate)

Students will determine which woman asked the better questions and what made these questions
better. (Analysis/Analyze)

Students will determine one item (big or small) they are going to purchase in the near future and design
two critical thinking questions they should ask themselves (Evaluation/Create)

Path to Success Paper Assignment

Purpose: This assignment will enable you to develop a deeper understanding of yourself and
potential barriers or roadblocks that exist for you. This assignment helps prepare you in the “Personal
and Professional Growth” course theme.

Objectives:
1. Students will be able to identify and describe the significance of at least one barrier to success in
college.
2. Students will identify a solution(s) to each barrier, including at least one campus resource.
3. Students will use MLA formatting and academic language, proper spelling, punctuation and
grammar.

Length and content expectations: Use the following information as a guide to write your paper.

Please submit a printed type-written paper to me at the beginning of class on the day the paper is
due. This paper will be a full two-page paper.

You will cover each item below in one or more paragraphs. (When you change topics you change
paragraphs.)

 Identify a barrier to your achievement of academic or career success.
 Identify one or more strategies to address the identified barrier. Please do not forget to include

any campus resources that can help you overcome your barrier.
 Analyze the barrier and explain why and how the barrier is significant.

(The following outline is to be used as a guide. Do not divide your paper into sections I, II and III. The
paper should flow with transitions.)

I. Introduction
Include the purpose of the paper as identifying one (or more if you need more barriers to reach the
two page minimum) opportunity for improvement (an area that scored a 1 or 2) from your
SmarterMeasure report that you would like to address. There may be some other barriers as well
that were not identified on the SmarterMeasure assessment, and you may address these areas as
well. Tell the reader why these barriers or areas are significant issues and that you are including a
strategy that can or has helped you overcome this issue. (Avoid actually “talking” to the reader though
– do not use the word “you” in the paper.)

II. What is the barrier?
Give information that clearly explains to the reader what the barrier is.
Consider: How do you know this is a barrier? How might this be a problem for your academic or
career success? Analyze this barrier and explain why and how the barrier is significant.

III. What is the strategy?
How can you overcome this barrier and move to being successful? If you are addressing this barrier
currently, what are you doing to overcome this barrier? In other words, what strategies are you using
to overcome this road block?
Consider: What resources do you need? What are some resources at the college that can help you
with one of your barriers? Who can help you with this strategy? What can or has helped you move
beyond this barrier? You must identify at least one on-campus resource that can assist you with
one of your barriers.

IV. Conclusion

Summarize your barrier and your strategy.

Formatting expectations:

_____one inch margins on all sides
_____double spaced throughout - Please delete the extra space between paragraphs. In Word,

go to the home tab, then “paragraphing” and then check the box that says "Don't add
space between paragraphs of same style."
_____12 point font (not 11 as Word is automatically set to)
_____Arial or Times New Roman (not Calibri as Word is automatically set to)
_____original title centered – no bold, no underline, no italics (Do not use the title in the example
below).
_____header (light gray) in top right corner if more than one page – go to “insert page number”
and choose the format that has the number in the top right corner. Type in your last name
and a space and the pages will automatically number (as seen below).
_____heading of four lines in top left corner like the example below
_____Write in paragraph format.

Smith 1

John Smith
Professor Marxhausen
Education 1300
12 September 2015

College Students Can Achieve Success

Notes to remember:

This paper is an academic paper for an academic class. You need to write in a formal manner

(although you do need to use first person) so keep the following items in mind:

* You should use first person (I) in this paper as the paper is about you.
* Use a formal tone appropriate to academic writing, and avoid informal (use “until” not “till”) and
casual (thing, stuff, lots, a lot) language; avoid contractions (can’t, don’t, isn’t, I’m, etc.).
* Do a spelling, grammar and punctuation check. You will be expected to use correct standard

American English.

* Take your paper to the writing center or a tutor for help in brainstorming, organizing, elaborating,

and checking for common grammar problems such as sentence structure issues (run-ons, comma

splices, fragments).

Student Success Course
EDUC 1300 Learning Framework
Writing Assignment / Paper Rubric

Note: If a student receives a grade of 69% or lower, the student may be required to revise and resubmit the paper by the deadline indicated by the

instructor in order to master the outcome associated with the assessment. NAME: GRADE:

Content Poor (5-10 points) Fair (11-15 points) Good (16-20 points) Excellent (21-25 points)
Student does not Student responds to and Student responds to and Student responds to
See assignment details for full respond to or elaborate elaborates upon some of the elaborates upon most of the and elaborates upon all
requirements. upon the criteria listed on criteria listed on the of the criteria listed on
the assignment direction. criteria listed on the assignment directions the assignment
*Don’t forget to refer to a assignment directions. directions.
campus resource. Student has many uses
of contractions and/or Student uses some Student avoids most use of Student avoids all use
Points awarded: casual language and/or contractions and/or casual contractions, casual language of contractions, casual
vague words. language and/or vague and vague words. Student language, and vague
Academic Language words. avoids words for the most words. Student does
part such as: stuff, lots, a lot, not use words listed to
See assignment details for full thing, YOU, etc. the left.
requirements.

Points awarded: All of the following are Three to four of the following One to two of the following Paper is organized and
ORGANIZATION/FORMAT true: are true: are true: easy to follow. Correct
font and font size are
See assignment details for full  Paper is  Paper is unorganized  Paper is unorganized used. Paper is properly
requirements. unorganized and and difficult to follow. and difficult to follow. spaced. Student
difficult to follow. followed other specified
Points awarded:  Unacceptable font or  Unacceptable font or requirements.
SPELLING/GRAMMAR  Paper does not meet font size is used. font size is used.
any of the following:
See assignment details for full font, spacing, or  Paper is not properly  Paper is not properly
requirements. other requirements. spaced. spaced.

Points awarded: Frequent and severe  Student did not follow  Student did not follow
errors in spelling, other specified other directions.
capitalization, directions.
punctuation, grammar General command of spelling, No or minimal errors in
usage, and/or sentence Paper contains some severe capitalization, punctuation, spelling, capitalization,
structure. Errors make errors in spelling, grammar usage, and/or punctuation, grammar
paper difficult to read and capitalization, punctuation, sentence structure is evident. usage, and/or sentence
weaken paper by grammar usage, and/or Few errors, but not enough to structure.
causing lack of fluency sentence structure to cause cause confusion or disrupt
and understanding. clarity problems at times. At the fluency of the paper.
other times, they do not
cause confusion, but weaken
the overall paper.

10/21/2015

ACP Showca

GAIL MARXHAUSEN
EDUCATION 1300: LEARNING FRAMEWORKS FIRST
STUDENT SUCCESS COURSE
NOVEMBER 6, 2015

ase Portfolio

T YEAR EXPERIENCE

Describe student pre

Long before the official crit
prompted students to ques
◦The everyday lessons in a
◦Their purpose for attendi
◦Their chosen major

eparation strategy

tical thinking lesson, I have
stion everything:
all classes
ing college

A smart owl just asks “Who?”
but a wise owl asks “How and W

CRITICAL THINKING IS ABOUT ASKI

Why?”.

ING THE RIGHT QUESTIONS

BOPPPS – BRIDGE

Students will see a riddle on the ov
they enter class and will work to tr

Once they have the answer, they w
more riddles (math riddles this tim
out those answers.

After figuring out the answers to th
have a quick discussion about the
through to determine the answers
questions? How did they challeng
Give examples.

verhead screen on a Prezi when
ry to find the answer.

will be given a handout with two
me) and work in a group to figure

he riddles (or not) students will
process ( the how) they went
s to the riddles. Did they ask
ge other students’ statements?

What king can you get w
of a lamb, the middle of
buffalo and the tail of a

when you take the head
f a pig, the hind of a
dragon?

BOPPPS – OBJECTIVE

Of the learning outcomes for EDUC 1300 there are many objectives, themes and topics. Critical
under both student learning outcomes 4 and 5.
SLO 4. Students will be able to assess and report on their strengths, preferences, and college an
SLO 5. Students will be able to formulate educational and career goals and apply strategies to ad

By the end of this lesson, students will be able to define the concept of c

By the end of this lesson, students will be able to demonstrate critical th

By the end of this lesson, students will be able to explain why critical thi

Note: (This lesson on critical thinking is a preview lesson to critical questioning. I approach this
that concept. Once we walk through this lesson, I approach critical thinking on other levels such
intelligence piece of the course).

ES

l thinking, as a course theme and topic, has been placed by the EDUC 1300 system committee
nd career success attributes.
dvance their goals and college performance.

critical thinking.

hinking during a group discussion.

inking is important as a consumer and make judgements about products.

lesson from the consumer point of view because the concept is more tangible to students with
h as in the areas of academics, politics and relationships (to go along with the emotional

BOPPPS- PRE-ASSESS

Answers the question, “What does the learner

The students will answer the f
as a whole class:
How many of you have heard
Where did you hear this term?
What do you know about criti

SMENT

already know about the subject of the lesson?”

following questions out loud

the term critical thinking?
?
ical thinking?

BOPPPS Participatory

Students will observe video #1 Th
from the Carbonaro Effect show.

Teacher will model critical thinking
video.

◦ Explain the reaction of the wom
◦ What are your impressions of t

do you have these particular th
◦ Why can’t this event really hap

y Lesson

he Kenneled Dog

g by asking questions about the

man in the video.
the woman in the video, and why
houghts about her?
ppen?

Video #2



Students will view video #2 The G
Effect show.

◦ Students will compare and con
from this video with the woma
types of questions each woman
video.

◦ Students will determine which
questions and what made thes

◦ Students will create some ques
asked during the two events to

◦ Share out (CAT)

Goldfish from the Carbonaro

ntrast the reactions of the woman
an from video #1, focusing on the
n asked during the event on the

woman asked the better
se questions better.
stions that should have been
o demonstrate critical thinking.

Moving to print ads, students will v
groups and discuss the ways that c
to buy the products shown in the a
they should ask themselves before
critical thinkers and smart consum
Share out, discuss as a class. (CAT)
Prezi – more details about critical t

view advertisements in small
companies are trying to get them
ads. Students will create questions
e buying that product to become
mers.
)
thinking and asking questions.

BOPPPS - POST-ASSE

How will you know if ob

In small groups, students will dete
are going to purchase in the near f
thinking questions they should ask
appropriate to the situation) befor

Share out with class and discuss th
created. (CAT)

ESSMENT

bjectives have been met?

ermine one item (big or small) they
future and design two critical
k themselves (or others if
re purchasing the item.

he types of questions students

BOPPPS - SUMMARY

In a small group students will come up w
their own words as well as why they bel
consumer.

Students will then share then out loud w
thinking as well as why critical thinking i

NOTE: In the next class the critical think
scenarios and problem based learning a
academics, politics, relationships, career

Y

with the definition of critical thinking in
lieve critical thinking is important as a

with the class the definition of critical
is important as a consumer.

king lesson will continue through
activities about other areas of life such as
rs, etc.

Personal Reflection on M

FAST
Positive
I loved all of the quick take
use right away in my class –
CATs
I enjoyed being able to take
much attention to one less

My ACP Experience

e-home activities that I can
– parking lot, technology,
e the time and devote that
son.

Link to Prezi presentation
http://prezi.com/4l2ly0z5mecj/?utm_campaign=share&utm_medium=copy&rc=ex0share