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Published by ligayarubas14, 2019-11-26 21:50:20

ECON_Electronic Portfolio

ECON_Electronic Portfolio

Ligaya Leal

Lone Star College
Adjunct Certification Program

Fall 2019

Title page 1 B.O.P.P.P.S. Lesson Plan 10-21
Table of Contents 2 Test Questions 22
What is ACP? 4 Rubrics 24-25
Syllabus Snapshot 6-7 Reflective Essay 28-30
Student Preparation Strategy 8-9

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

TECH 112

Q: Do I need to be the best in math?
A: No. But al least you know how to add,
minus, divide and multiply.

Q:What do we do in class?
A: We read, write, talk, compute, think and ask.

Q: Can this course teach me to become rich?
A: I will try. One thing for sure is you will learn
how not to be poor.

Grading Basis Percent to Total ADAPT A THIRST FOR LEARNING.
Discussions 5% Partial Schedule: The most complete and
Attendance 5% detailed syllabus is found in D2L course page.
Group Case Studies 10%
Group Exercises 15% Meet your instructor
D2L Quizzes 20%
Midterms 20% Ligaya Leal, PhD
Final Exam 25% Texas A&M University
University of the Philippines

ECON 2301 – Introduction to Macroeconomics

Today’s Topic: Chapter 8 -Economic Growth

Preparation Strategy

I. A class meeting before today:
a. Provide topic overview. The teacher will provide an overview on the topic to be
discussed next meeting.
“Today, we have learned about the 2 methods how nations measure its Gross Domestic
Product. You will learn next meeting how GDP is used as a measure of an economic growth”.

b. Use Smartbook reading guide. The teacher will show on the white screen the chapter
reading guide in the Smartbook. The reading guide will answer the 6 Lesson Objectives
(LOs). Corollary to this, the teacher will assign a LearnSmart Chapter 8 guided reading
tool in McGraw Hill Connect course page with corresponding due date.

c. Use of student generated reading questions (SGRQs). From their reading of Chapter 8,
students will be required to submit 1 question for every LO. A rubric will also be
provided how the instructor will grade the SGQRs.

d. Highlight the reading assignment on the section Consider This-Economic Growth Rates
Matter. Guided question: How do small differences in GDP and GDP per capita affect
the nation’s standard of living?

II. On the lecture day:
a. The teacher will gather the SGRQs from the students.

b. Bridge or Opening statement: We will continue to learn today how we use GDP as a
measure of economic growth. Ask the class on the 2 methods they learned to measure
GDP. Use flashcards and equations recall.

c. Objective Setting: Flash the slide on the Student Learning Objectives.

d. Pre-Assessment:
d.1. Ask the class if they have previously heard of the rule of 70 as applied to the
economic growth accounting.
d.2. Conduct a quick survey on the range of their bank’s credit cards interest rates (e.g
20 to 25% per annum). Use this data to apply the rule of 70.

e. Participatory Learning: Randomly ask the students (using the submitted SQRQs)
questions related to the SLOs, starting from the topmost LOs. Then ask other students
to elaborate, support, refute, or criticize the answers provided by the previous student.

f. Post-assessment: Ask the students to write a short essay from the assigned section,
Consider This-Economic Growth Rates Matter.

1. How the rule of 70 demonstrated that countries with even small differences in GDP

growth rates matter to its people.
2. Summarize 2-3 important points they learned from today’s lecture.

g. Summary: Ask the class if they have clearly understood the SLOs. Go over with them
and ask them to raise their thumbs up or down and ask what specific topic needs further
review or further elaboration in the next class meeting, or during the review session.


COURSE: ECON 2301 Introduction to Macroeconomics

Lesson Title: How do we measure the growth of a country?


A. Gather the CAT on student generated reading questions (SGRQs).

B. Conduct a brief class review by using flashcards and equations recall.

C. Introduce the concept of the Rule of 70. Play the Vibby video – What is the Rule of 70?

Estimated time: 7 mins

Course Student Learning Outcome: Define economic growth and identify sources of growth from the supply factors.

Learning Objectives: By the end of this lesson, students will be able to:

1. List two ways how economic growth is measured. (KNOWLEDGE)

2. Identify 2 general factors in the supply side that give rise to economic growth. (COMPREHENSION)


A. Randomly pick 2 SGRQs and ask any student to discuss his answer.

B. Play Kahoot quiz which contains 5 questions.

Estimated time: 5 mins

Participatory Learning:

Time Instructor Activities Learner Activities Lesson Materials

3 mins Conduct a quick survey Participation and contribution to the quick survey. Small sample-sized
10 min Q1: Who among you have your own credits cards?
Q2. Do you know what is the prevailing annual percentage For Q1, they may raise their hands to be counted in survey, market
5 mins rates (APRs) on your credit cards?
10 mins The instructor will write down at the board the random the survey. research
answers of APRs.
Lecture on: How to measure growth in the economy? For Q2, some students who have credits cards might
Choose 2 industrialized countries, get their data on real
GDP, GDP growth rates and population. give some approximations on their APRs.
Now, let us see how we can apply this arithmetic rule to the
economic growth of these 2 countries. Develop individual problem-solving skills, speed and Slides
Cases in point: a) real GDP growth rate and b) GDP per
capita growth rate. mathematical accuracy, b) analyze the results, and c) Padlet app to show

critically recommend some policy actions.
Q1: SYNTHESIS: Compute for GDP per capita for each geographic location
of 10 industrialized

Q2: APPLICATION: Applying the rule of 70, how many

years will the US real GDP per capita double if it

grows at 3.5%?

Use CAT for a 2-column method on two supply factors Differentiating supply factors between leader and Menti polling app
follower countries. Short problems
Engage groupwork discussions and problem-solving. CAT on solving short problems and discussing in a
Direct students to do groupwork exercises. small group of 4 people.

Do the formal assessment, using the tabular data and Q3: SYNTHESIS: If you were hired by Kim Jun Un as

prompts. his economic adviser, what would you propose to

him in order to improve North Korea’s economy?

Q4: EVALUATION: As a policy maker, evaluate how

small differences in growth rates matter for these 3



Use Khan Academy's video, 4 questions on Economic Growth

Estimated time: 5 mins


1. Introduce the role-playing activity as an individual assignment and reading assignment for the next chapter.

2. Ask group representatives to provide feedback on these questions: What did we learn today, what needs more examples, and how we can apply

the concepts? (CATs on Muddiest point and Application cards)

Estimated time: 5 mins

See attached PPT


Related Links:

Student Preparation Strategy -
Bridge -
Participatory Learning -
Post-assessment -
Summary -
Haiku Dec ACP Showcase Portfolio
YouTube ACP Personal Portfolio

A. LearnSmart Assignment
B. Vibby Video

C. Kahoot Quiz
D. Padlet bulletin board

E. Mentimeter polling
F. Khan Academy’s video

G. Connect Role Play Activity

H. Haiku Deck- ACP Showcase Portfolio

I. YouTube ACP Personal Reflection

J. Powerpoint Slides for Lecture

Formal assessment

COURSE: ECON 2301 Introduction to Macroeconomics

Lesson Title: How do we measure the growth of a country?

Course Student Learning Outcome: Define economic growth and identify sources of growth from the
supply factors.

Learning Objectives: By the end of this lesson, students will be able to:

1. List two ways how economic growth is measured.
2. Identify 2 general factors in the supply side that give rise to economic growth.

Q1. Applying the rule of 70, how many years will the US real GDP per capita double if it grows at 3.5%?

A. 70
B. 30
C. 20
D. 10

Q2. When and where did the modern economic growth start? (Bloom KNOWLEDGE)

A. Late 1700s in Italy
B. Late 1700s in England
C. Late 1700s in the USA
D. Late 1700s in Japan

Q3. Discussion: If you were hired by Kim Jun Un as his economic adviser, what would you propose to him
in order to improve North Korea’s economy? Develop a 4-liner briefer. (Bloom SYNTHESIS)

Q4. Suppose there were 3 hypothetical countries- Malaya, Sagana and Ginhawa. In 2019, these
countries have identical levels of real GDP ($1 Trillion) and population (100 million). Refer to the
additional information below:

Real GDP growth rate Malaya Sagana Ginhawa
Population growth rate 2% 3% 4%
1% 1% 1%

a. Compute for GDP per capita for each country (Bloom SYNTHESIS)
b. Using the arithmetic of growth, estimate how current growth rates in a 70-year life span affect:

b.1. real GDP
b.2. real GDP per capita (Bloom SYNTHESIS)

c. Now using the same population growth rates, predict the real GDP per capita in 70 years for each
country. (Bloom SYNTHESIS)

d. Compare your answers in (a) to (c) by computing the real GDP growth rates (Bloom ANALYSIS).

e. Evaluate how small differences in growth rates matter for the countries (Bloom EVALUATION).

A. Grading Rubric for Reading (to be used for CAT on Student-generated summary for reading assignments)

B. Grading Rubric for Case Studies

Ligaya Leal Fall 2019
Reflective Essay on my ACP Experience

I am so grateful that I already qualified to join the Adjunct Certification Program this
year. I started working with LSC in June 2018, teaching in the Economics program.

I have been teaching back home at the University of the Philippines, but I did not
experience undergoing a similar empowering training like ACP. This is the first time that I have
undergone a 9-week long highly challenging certification program. And it had made me a well-
encouraged and enriched instructor. There was so much to learn in just a little time.

Valuable nuggets of knowledge and insights gained

As a person with neither formal training nor academic units earned in Education degree,
I had no proper background at all on lesson plan preparation, much less knowing what Bloom’s
cognitive taxonomy is. I was made to follow to deliver the lesson prepared by my predecessor,
answer student’s questions, conduct review sessions, give regular exams, grade them, and wait
for the next semester’s teaching assignment. And the cycle continues.

When I worked here in LSC, I had twice been observed in class: first by the department
chair and then by the Economics Faculty Lead. Both their comments were constructive, which
mostly revolved around my ability to engage a lively discussion, that my voice volume and tone
of delivery is very good, I smile in class, etc. I thought I was doing very well already. But alas, I
know I do not have the best moments in class always. I also see students easily fading their
attention, get drawn to their phones and laptops while I lecture mostly in Powerpoint
presentations, and I feel that they are fed up of the usual lecture-filled class sessions. I feel that
I am doing my best, and it’s up for the students to catch up if they want to learn.

This 9-week long training is intensive and comprehensive. It offered a lot of valuable
components. It all aimed to improve the instructor’s successful performance of being more
effective in classroom management.

Below is my outline for these personal insights and learnings I gained from ACP:

HEAD – I am now encouraged to be more purposeful in preparing for my lessons. I have to put into
primary concern how to be more engaging in my approach, by incorporating various CATS I learned like
SGRQs, 1-minute paper, 2-column method, concept map, application card, group-based problem solving
and discussions, dyad and triad peer learning, role-playing, and many more.

HEART – I will be more feeling the perspective of a student in my own class. Did I add some interactive
learning activities in my lessons? Will I not bore them to sleep with my straight lecturing? To this, I will
continue to explore technology tools which are learner centered. I will also be pro-active on fine-tuning
some ways to adopt immediacy atmosphere in my class.

HANDS – My hands will be busy to adopt, modify and implement the multitude of strategies and tools
from ACP. I will make it a goal that learning is fun, and my students will look forward to coming to class
every meeting.

Knowledge gained to classroom application

Learning is a real-time, and continuing activity. For every week that I gained some
ideas from attending the ACP, I tried my best to adapt it immediately in my class. An
example is that after the 1st week, I have added the “What’s Due?” tab in my D2L course
page where I also put what is expected to be done and submitted in every session.

I have also introduced technology and gaming apps like Kahoot, Mentimeter, Quizzizz
and Padlet in my classes. I also recently added Bingo games in my class and some students
could not wait but eat their M&Ms!

I also added bridge and catchy opening lines and questions to capture their attention.
I also designed both formative and summative assessments to determine the student minds’
absorption, retention and mastery of the lessons.

What is also striking to me is that I can limit the content of my lessons. As Prof.
Pruden stated, “Content and coverage are not everything. Choose some only.” This is quite
liberating to me, and thus would allow me more time to focus on the main topic. This means
also that I can really adopt the active learning approach if I have extra time in class.

In my finale showcase presentation, I was able to use Haiku Deck in my presentation.
I am very happy to finish 1 deck after so many attempts and edits to make the presentation a
bit acceptable. I know I have invested a lot of time learning this new presentation tool, but it
was worth the explorations. I also added Vibby video, Khan’s Academy video for my
technology tools, and Menti polling.

And the quest continues….

If it’s not too much elating to do a self-evaluation, I would say that I upgraded my
teaching level after I enrolled and applied what I learned from the ACP course. Now I can say
that I am more interactive in my teaching style, engaging the interest of my students, and
showing and adjusting to their generational learning demands for a better comprehension.

I also see the excitement in the eyes of my students when I expose them to new
games and assessment techniques. This positive feedback from my direct clienteles also
confirms to me that they enjoy my continuing quest to become an effective instructor!

As I was attending and grasping in all the new learnings, I could not help but think
that I can also be a version of Prof. Pruden in the Philippines. My medium-term plan is to go
back and serve my country, along with my Hispanic husband and U.S. born kids. I will
propose this similar certification program to both full-time and adjuncts in our state
university. I want to share to my colleagues the many learnings and the exciting re-tooling
experience I gained from LSC.

Cohort continuing development opportunities

I would suggest that there may be some opportunities for a reunion of cohorts, like a
year after completing the ACP training. This will bring us in one place together to recollect our
experiences and share what have happened in our teaching improvements after a year has
lapsed. This will also be an occasion to discuss and share latest technology apps and CATs.

In closing, I would like to express how grateful and appreciative I am with the ACP
experience from the Lone Star College, and foremost from the excellent teaching and
mentoring from Prof. Sunnye Pruden!

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