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Table of Contents Module 1: Planning for Learning Module 1 Assignments Lesson Objectives

Lesson Objectives

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SLO - ACNT 1303

Created by Brendan Merriweather on Sep 23, 2016 1:08 AM Subscribed
SLO - Complete the accounting cycle.

1. By the end of the lesson, students will be able to identify the series of steps performed during each accounting
period. (Knowledge: recalling of methods and processes)

2. By the end of the lesson, students will be able to understand the importance of the accounting cycle.
(Evaluation: judgments about the value of material and methods for given purposes)

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Table of Contents Module 3: Assessment Module 3 Assignments Add a CAT

Add a CAT

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Classroom Assessment Techniques (CATs) - Brendan Merriweather

Created by Brendan Merriweather on Oct 29, 2016 6:37 PM Subscribed
SLO - Complete the accounting cycle.

1. By the end of the lesson, students will be able to identify the series of steps performed during each accounting
period.

(Knowledge: recalling of methods and processes)

2. By the end of the lesson, students will be able to understand the importance of the accounting cycle.

(Evaluation: judgments about the value of material and methods for given purposes)

Classroom Assessment Techniques (CATs)

1. Students ask Questions:

I already implement this CAT so that students will be able to feel that they are in a comfortable environment
where their learning and opinions are a top priority. As I progress through a different aspect or topic of the lesson
plan, I intently pause from my lecture and confirm that their are no questions about the information I just
covered. In order to effectively use and confirm that each student is understanding of my lecture, I
constantly state, "Does anyone have any questions?" Afterwards, I would take a quick observation of the class and
make sure that I do hear a collective yes. By having students ask questions, I am able to confirm that they are
understanding the series of steps performed during each accounting period.

2. Wait Time:

I already implement this CAT to confirm that the students understand the series of steps to performed during
each accounting period. Throughout the lesson plan, I would pause and ask the class how a specific journal entry
or financial statement would be recorded based on the information provided within the lecture. In terms of the
type of wait, I choose to speak first and then wait for student responses. I usually give students a few minutes to
respond so that they can fully identify, understand, and analyze the information I presented within the lecture.
Typically, I do not answer the question myself and do not provide any negative feedback for any student's
thought or opinion regarding the correct answer to my question.

3. Making Aims Clear:

I already implement this CAT in order to provide clear short-term and long-term aims for the class. These aims
can be summarized within the two student learning objectives. The short-term aim of the class would be clearly
understanding the series of steps performed during each accounting period. As we progress through the class,

these short-term aims are aggregated into the long-term aim of the class. This long-term aim would be
understanding the importance of the accounting cycle. Therefore, without clearly identifying the pieces of the
short-term aim, a student will not be able to fully understand the importance of the overall accounting cycle that
is performed. By clearly implementing the short-term aim into small manageable pieces, students will be able to
view and comprehend the importance of the accounting cycle as a whole. Therefore, by checking with students
through both the short-term and long-term aims of the course, I will be able to ensure that the students clearly
understand the units (each series of steps) that make up the entire short-term aim (complete series of steps
performed during each accounting period) in order to ensure that they clearly and fully understand the
importance of the long-term aim (understanding the importance of the accounting cycle).

4. Lesson Target Setting

I have already implemented this CAT into my class to ensure that students are well prepared for the lesson prior
to class. I send each of my students an electronic copy of the PowerPoint presentation prior to class so that each
lesson is more purposeful than simply lecturing over the material without any prior knowledge of the targets or
objectives that will be discussed in class. When class begins, I have the students take a scheduled group answer
quiz regarding prior lesson material. Afterwards, I provide them all with a print out of the PowerPoint
presentation so that they are able to focus more on my lecture than trying to write down all the information
within the slides. This has been a very effective tool since each student is able to take better notes, which
translates into a more clearly understood series of steps performed during each accounting period.

5. Group Answers

I have already implemented this CAT in my class to help with the process of agreeing. I allow students to pair up
for each class quiz (they must rotate partners as well). This scheduled quiz before each class covers the prior
lesson's material in a manner that helps students to work collectively as a group. The multiple choice questions
require each team to reason through the validity of their consensus answer provided to me for grading; while
also forcing them to dispute questions that are viewed as a misconception by one individual. In addition,
students can quickly negate wrong answers as a collective group. I have found this strategy to be very effective
in a student's understanding of the series of steps performed during each accounting period.

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Table of Contents Module 2: Teaching Strategies Module 2 Assignments
Participatory Learning- The Second P

Participatory Learning- The Second P

Instructions

The second P in BOPPPS stands for participatory learning. You have read about a  number of teaching
strategies that can be employed to facilitate student engagement and participation.  The resource section
for this module contains links to some great sites full of even more strategies as well as fully developed
lesson plans!

Write the second P of your BOPPPS lesson plan. This is the "meat" of your lesson and will necessarily
consist of some teacher-centered instruction.   But now is the opportunity to add something new.  Given
the various strategies you have read about, the websites you have visited, and the techniques
demonstrated during the F2F class, choose a new participatory component for your lesson. While you may
certainly create this lesson from scratch, there is no need to reinvent the wheel. Feel free to use activities,
games, case studies, etc. that others have created – as long as it is something you haven’t tried yet!

Submit the details of this part of your lesson using the attached template. You should provide enough
detail that you could use this as your teaching notes. Attach any lesson resources you will use (PPT,
handouts, etc).  Sample Lesson Slides that accompany sample lesson

In addition to posting your lesson and resources, please describe what's new about your lesson in the
comment field. Why did you choose this strategy? How do you anticipate it will enhance student
learning? 

Second P Template.rtf (63.74 KB)

Submissions Oct 13, 2016 12:37 AM

Participatory Learning The Second P Brend... (15.48 KB)
Participatory Learning The Second P Brend... (48.81 KB)

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Instructor Feedback

This is a well-defined and structured activity that leverages active learning to create a dynamic and
powerful lesson plan. Nice job.
Objective Driven:

Participatory:

Resources:

Reflection:

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Participatory Learning
The Second P

Module 2 Assignment
To: Mr. Roy Turner

By: Brendan Merriweather
Date: October 13, 2016

COURSE: ACNT 1303 – Introduction to Accounting I
LESSON TITLE: Accounting Cycle Case (Synthesis)

• Course Student Learning Outcome:

• Develop student ability to solve problems using knowledge, concepts, and
skills relevant to the course.

• Learning Objectives:

• Identify the series of steps performed during each accounting period.
• Understand the importance of the accounting cycle.

Case Study:
Accounting Cycle Step

By: Brendan Merriweather
Date: October 13, 2016

Overview of the Accounting Cycle

• Accounting Cycle

• Step 1: Analyze Transactions
• Step 2: Journalize Transactions
• Step 3: Post the Journal Entries
• Step 4: Prepare a Worksheet
• Step 5: Prepare Financial Statements
• Step 6: Record Adjusting Entries
• Step 7: Record Closing Entries
• Step 8: Prepare a Postclosing Trial Balance
• Step 9: Interpret the Financial Information

Step 1: Analyze Transactions

• Analyze source documents to determine their effects on the basic
accounting equation

• Data about transactions appear on a variety of source documents

• Sales slips
• Purchase invoices
• Credit memorandums
• Check stubs

Step 2: Journalize the Transactions

• Journalizing

• Process of recording transactions in the general journal

• Record the Year First, Then the Month and Day
• Record the Debit First
• Indent About one-Half Inch and Record the Credit
• Indent Again and Write the Description

• General Journal

• Financial record for entering all types of business transactions

Step 3: Post the Journal Entries

• Posting

• Process of transferring data from the journal to the ledger

• Ledger

• Record of final entry
• Last place that accounting transactions are recorded

Step 4: Prepare a Worksheet

• Worksheet

• Form used to gather all data needed at the end of an accounting period to
prepare financial statements

• Worksheet Sections

• Trial Balance Section
• Adjustments Section
• Adjusted Trial Balance Section
• Income Statement Section
• Balance Sheet Section

Step 5: Prepare Financial Statements

• Preparing the Income Statement

• Shows the results of operations for the period

• Preparing the Statement of Owner’s Equity

• Reports changes that have occurred in the owner’s financial interest

• Preparing the Balance Sheet

• Financial position of the business

Step 6: Record Adjusting Entries

• Use the worksheet to journalize and post adjusting entries

• Permanent record of the changes in account balances shown on the worksheet

Step 7: Record Closing Entries

• Journal entries that

• Transfer the results of operations to owner’s equity
• Reduce revenue, expense, and drawing account balances to zero

• Steps in the closing process

• Transfer the balance of the revenue account into the Income Summary account
• Transfer the expense account balances to the Income Summary account
• Transfer the balance of the Income Summary account to the owner’s capital account
• Transfer the balance of the drawing account to the owner’s capital account

Step 8: Prepare Postclosing Trial Balance

• Shows that the general ledger is in balance after the closing entries
are posted

• Verifies that there are zero balances in the following accounts:

• Revenue
• Expense
• Drawing

Step 9: Interpret Financial Information

• Use financial statements to:

• Understand and communicate financial information
• Make decisions

• Interested parties include:

• Accountants
• Owners
• Managers

• Comparing such things as:

• Profit
• Revenue
• Expenses

Overview of Case Study:
Accounting Cycle Step

• Selection of Groups • Accounting Cycle Step Case Study

• Spend five minutes to select • Select a step within the accounting cycle
teammates for case study • Utilize case information to perform the

• If you cannot find a team, then one will applicable analysis required for selected
be assigned to you accounting statement step

• Provide team members and accounting • Prepare a group presentation of case
process cycle selection before the end • Present case study to the class
of class

COURSE: ACNT 1303 – Introduction to Accounting I

Lesson Title: Accounting Cycle Process Case (Synthesis)

Course Student Learning Outcome:

1. Develop student ability to solve problems using knowledge, concepts, and skills relevant to the course.

Learning Objectives (these should be the ones you wrote in Module 1): By the end of this lesson, students will be able to

1. Identify the series of steps performed during each accounting period.

2. Understand the importance of the accounting cycle.

Participatory Learning:

Time Instructor Activities Learner Activities Lesson Materials

5 min. Overview of the Answer question: Raise your hand and identify one step in the accounting cycle Slide listing the nine steps in within
5 min. Accounting Cycle Knowledge: Identify the steps within the accounting cycle the entire accounting cycle
Step 1: Analyze Answer question: Raise your hand and summarize the process of analyzing Slide listing the details of analyzing
5 min. Transactions transactions transactions
Knowledge: Identify the effects of transactions on the basic accounting equation
5 min. Step 2: Journalize the Answer question: Raise your hand and summarize the process of journalizing Slide listing the details of
Transactions transactions journalizing transactions
5 min. Knowledge: Identify the process of journalizing transactions
5 min. Step 3: Post the Journal Answer question: Raise your hand and summarize the process of posting journal Slide listing the details of posting
5 min. Entries entries journal entries
5 min. Knowledge: Identify the process of posting journal entries
5 min. Step 4: Prepare a Answer question: Raise your hand and identify one section of the worksheet Slide listing the details of preparing
5 min. Worksheet Knowledge: Identify the sections of the worksheet a worksheet
Step 5: Prepare Financial Answer question: Raise your hand and identify one financial statement Slide listing the details of preparing
Statements Knowledge: Identify the financial statements financial statements
Step 6: Record Adjusting Answer question: Raise your hand and explain why adjusting entries are needed Slide listing the details of recording
Entries Knowledge: Identify the effect of adjusting entries adjusting entries
Step 7: Record Closing Answer question: Raise your hand and explain why closing entries are needed Slide listing the details of preparing
Entries Knowledge: Identify the purpose and steps of closing entries closing entries
Step 8: Prepare a Answer question: Raise your hand and explain the Postclosing trial balance Slide listing the details of preparing
Postclosing Trial Balance Knowledge: Identify the purpose of Postclosing trial balance a Postclosing trial balance
Step 9: Interpret the Answer question: Raise your hand and identify one reason interpretation of Slide listing the details of
Financial Information financial information is important interpreting financial information
Knowledge: Identify the use, interested parties, and comparisons of financial
15 min. Overview of Case Study information Slide outlining Case Study
See Attached PPT Selection: Team members and accounting cycle process Assignment
Synthesis: Accounting Cycle Process Case Study (Final Project and Presentation)

Table of Contents Module 2: Teaching Strategies Module 2 Assignments Good Questions

Good Questions

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Good Questions - Brendan Merriweather

Created by Brendan Merriweather on Oct 10, 2016 8:46 PM Subscribed
SLO - Complete the accounting cycle.

1. By the end of the lesson, students will be able to identify the series of steps performed during each accounting
period. (Knowledge: recalling of methods and processes)

2. By the end of the lesson, students will be able to understand the importance of the accounting cycle.
(Evaluation: judgments about the value of material and methods for given purposes)

Good Questions:

1. What is the accounting cycle? (Lower Level: Knowledge)

2. Can you explain what is happening at each point in the accounting cycle? (Lower Level: Comprehension)

3. How would you test the necessity to journalize a business transaction? (Higher Level - Synthesis)

4. Can you assess the value or importance of financial statements? (High Level - Evaluation)

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Accounting Cycle Group Case Presentation Rubric

Step of Accounting Cycle Chosen: First Name Last Name
Team Members: Number

1

2

3

4

Teacher Name: Brendan Merriweather
2
CATEGORY/POINTS 3 1

Overview of The team provided an The team provided an overview of The team did not provide an accurate
Accounting Cycle accurate overview of the
Theory Chosen accounting cycle step the accounting cycle step with minor overview of the accounting cycle step
selected in a concise
errors in a concise manner. selected. In addition, it was not

presented in a concise manner.

The team properly identified, The team properly identified and The team did not properly identify,

Analysis of Case analyzed, and calculated the analyzed the case information. analyze, or calculate the case
Information case information provided. However, it did not correctly information provided.

calculate all the case information

provided.

The team properly evaluated The team made some minor mistakes The team made major mistakes when

the series of steps involved when evaluating the series of steps evaluating the series of steps involved

Evaluation of Case in the accounting cycle step involved in the accounting cycle step in the accounting cycle step chosen. In

Results chosen in a clear and concise chosen. However, the material was addition the material was presented in

manner. presented in a clear and concise a clear and concise manner.

manner.

REMARK EXCELLENT GOOD UNSATISFACTORY

Updated Forum Post for Formal Assessment (Questions)

Merriweather, Brendan J

Sat 10/29/2016 1:10 AM

To:Turner, Roy D <[email protected]>;

Good morning Professor,

Thank you for allowing me to revise my formal assessment questions. I have posted revised questions,
which are provided below:

1. After preparing the worksheet, the next step in the accounting cycle is to ___________ (Knowledge)

2. After recording closing entries, the next step in the accounting cycle is to ___________ (Knowledge)

3. West Corporation has total assets of $1,500,000 and total liabilities of $1,000,000. If long­term
assets are $750,000 and long­term liabilities are $500,000; then distinguish the amount of
current assets and liabilities through proper separation. After distinguishing these amounts, analyze
the amount of working capital and current ratio for West Corporation. (Analysis)

4. East Corporation made a deposit of $890.00 into its bank account. However, the accounting
department has already posted a journal entry into the general ledger for $980.00. First, identify
whether an adjustment is required or if the total amount can be adjusted. If an adjustment is
required, then distinguish if the adjustment should be made on the accounting or bank reconciliation
side. Lastly, identify the accounts and amount required and make the proper adjusting entry (if
required). (Analysis)

Thank you,

Brendan Merriweather
Adjunct Professor - Accounting
[email protected]

Table of Contents Module 4: Instructional Technology Module 4 Assignments Add Technology

Add Technology

Instructions

After reading Chapter 17, browse the technology resources included in this module. Focus on those tools
that could best help you  meet your lesson objectives.

Now the fun begins! Add some sort of instructional technology to your lesson.  It could be incorporated at
any stage of the BOPPPS lesson. The key is that you stretch yourself and try something you have never
done before.  

Any of the following options would meet the requirements of this assignment:

• Create an interactive game that could be used in class, or even as part of the student preparation
assignment (Stu's Quiz Box, Blubbr, ClassTool)

• Create a video lesson using others' videos (TED-ed, Blubbr)
• Create your own instructional video (Screencast-o-matic, EduCreation, Knowmia)
• Create a poll or quiz that allows students to respond on their smart devices (Socrative, Poll

Everywhere)
• Plan the use of an iPad app during the lesson
• Present your lesson with Prezi, Haiku Deck or some other slideshare program you have never tried

NOTE: While adding video is a wonderful way to use technology in a lesson, it is not sufficient to meet
the requirements of this assignment.

Upload your creation to this dropbox (it may be a file or a link).  In the comment box, please include your
lesson objectives and a thoughtful discussion of the following:

1. What made you choose this tool?
2. How have you used it to accomplish the lesson objectives?
3. What (if any) challenges or difficulties did you have in learning this new tool?
4. Is this something you would be willing to use again in the future? Why or why not?

Submissions

poll-screenshots.zip (530.61 KB) Nov 7, 2016 11:56 PM

SLO - Complete the accounting cycle.

1. By the end of the lesson, students will be able to identify the series of steps performed during
each accounting period. (Knowledge: recalling of methods and processes)

2. By the end of the lesson, students will be able to understand the importance of the accounting
cycle. (Evaluation: judgments about the value of material and methods for given purposes)

Poll Everywhere

1. I chose this tool due to its flexibility in assessing all levels of Bloom's Taxonomy within the
classroom environment, which includes:

• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation

In addition, this tool can be used to assess all levels of BOPPPS within the classroom environment,
which includes:

• Bridge
• Objective
• Pre-Test
• Participatory Learning
• Post-Test
• Summary

I also enjoyed the fact that you could either do a question or a survey utilizing this tool, while also
being provided with different mediums for students to answer, which includes:

• Multiple Choice
• Open Ended
• Q&A
• Ranking
• Clickable Image

2. I used this tool for this assignment to ask students four good questions, in which, two were lower
level (knowledge) and two were higher level (analysis) Bloom's Taxonomy questions. However, as
previously stated, this tool could be used throughout all levels of both Bloom's Taxonomy and
BOPPPS.
3. I did not have any challenges or difficulties learning this new tool. However, I wish that the tool
did have a teacher insight piece where I could assess each individual student's answers afterwards.
This would allow me to provide additional help and assistance to students that are having problems
or issues understanding the material.
4. I would definitely use this tool again and would recommend that all educators utilize such a
powerful tool due to its flexibility and range of assessment at different levels of various educational
models. It would definitely allow educators the ability to be more aware of the needs of each class
as opposed to simply applying a standardized method of educating students throughout various
classes.

Drop files here, or click below!

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Add Technology
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Due November 4 at 9:00 AM
Last Visited Nov 7, 2016 11:33 PM

Welcome!

ACP Showcase Portfolio

Name: Brendan Merriweather
Discipline: Accounting

Date: November 10, 2016

Table of Contents

• Student Preparation Strategy
• BOPPPS Lesson

– Bridge
– Objective
– Pre-Assessment (CAT)
– Participatory Learning
– Post-Assessment (Questions)
– Summary

• Technology
• Reflection

Student Preparation
Strategy

• Prior to the Beginning of Each Class:

– Provide Access to the PowerPoint
– Provide Type of Quiz

• At the Beginning of Each Class:

– 10 Question Non-Random Quiz Over Prior Material
– Provide Prior Quiz and Answer Any Questions

• At the End of Each Class:

– Remind Students About Material Next Class
– Remind Students About Non-Random Quiz

BOPPPS –
Bridge

• Autonomy and Self-Determination
• Intrinsic and Extrinsic Motivation
• Expectancy-Value Theory
• Mastery and Performance Goals
• Social Motivation and Other Goals
• Attribution Theory

BOPPPS –
Objectives

• By the End of the Lesson, Students Will:

– Identify Steps Performed Each Accounting Period
– Understand the Importance of Accounting Cycle

BOPPPS –
Pre-Assessment

• Students Ask Questions

– Establish a Comfortable Environment

• Wait Time

– Confirmation of Student Understanding

• Making Aims Clear

– Provide Clear Short-Term and Long-Term Goals

• Lesson Target Setting

– Ensure Students are Well Prepared Prior to Class

• Group Answers

– Process of Agreeing (Non-Random Group Quizzes)

BOPPPS –
Participatory Learning

• Accounting Process Case

– Overview the Accounting Cycle
– Student Choses Group Members
– Group Choses to Present on One Step of Cycle
– Finalize Accounting Cycle Process Case Study
– Present Accounting Cycle Case Study in Class

BOPPPS –
Post-Assessment

• Good Questions

– What is the Accounting Cycle?

• Low Level - Knowledge

– Can You Explain What is Happening at Each Point in
the Accounting Cycle?

• Low Level - Comprehension

– How Would You Test the Necessity to Journalize a
Business Transaction?

• High Level - Synthesis

– Can You Assess the Value or Importance of Financial
Statements?

• High Level – Evaluation

BOPPPS –
Summary

Technology

• Poll Everywhere

– Ability to Assess All Levels of Bloom’s Taxonomy
– Ability to Assess All Levels of BOPPPS
– Ability to Perform Question or Survey
– Ability to Utilize Multiple Mediums

• Multiple Choice
• Open Ended
• Q&A
• Ranking
• Clickable Image

Personal Reflection –
ACP Experience

• Value, Knowledge, and Insights Gained

– BOPPPS
– Bloom’s Taxonomy

• Incorporation of the Knowledge Gained

– Lesson Plans
– Technology

• Additional Effectiveness as an Instructor

– Focus on Learning and Not Teaching

• Further Professional Development Opportunities

– Reflection

Brendan Merriweather
Adjunct Certification Program

Professor Roy Turner
November 10, 2016

Reflective Essay

I have thoroughly enjoyed the Adjunct Certification Program and believe that is has contributed
significant value, knowledge, and insights for me to apply moving forward with my classes. This is only
my second semester teaching, so I found this course to be a very useful and helpful in progressing my
teaching techniques to provide a more successful learning environment for myself and my students. The
value, knowledge, and insights provided through this course have been invaluable and has changed my
classroom teaching indefinitely. This can be seen through my increased effectiveness as a teacher as
well as further professional development opportunities that I can utilize in the future.

The most value I obtained through this course can be seen through the BOPPPS framework.
Since this is my second semester teaching, I was unaware of this teaching framework that I could
implement within my classroom. As an adjunct professor teaching Introductory Accounting I, I found it
very difficult to motivate my students towards being interested in the material. This is primarily since
the course I teach is not for students interested in pursuing a career in accounting, but a required course
for other degrees. By understanding the value of BOPPPS, I became knowledgeable about numerous
motivational techniques I could use, such as: (1) autonomy and self-determination; (2) intrinsic and
extrinsic motivation; (3) expectancy-value theory; (4) mastery and performance goals; (5) social
motivation and other goals; and (6) attribution theory. Each of these theories provided me with insights
into how I could further bridge my students into the course. Some examples of each technique
respectively include: (1) implementing a group project where students pick the topic of discussion that
relates to an aspect of the accounting cycle; (2) providing informative feedback to incorrect in class

questions; (3) ensuring that the expectancy of success is reasonable between myself and my students by
evaluating and implementing a curriculum that meets the expectations of both parties; (4) continually
implementing a classroom climate of warmth and acceptance in each class that supports each student;
(5) helping facilitate the formation of study groups; and (6) frequently review the most common
questions missed in a formal assessment and explain how to arrive at the correct answer.

In addition to the BOPPPS framework, I found value in Bloom’s Taxonomy discussed within this
course. The main categories of Bloom’s Taxonomy include: (1) knowledge, (2) comprehension, (3)
application, (4) analysis, (5) synthesis, and (6) evaluation. Through the utilization of these various levels,
I discovered that I would be able to design more organized student formal assessments that would allow
me to more properly and thoroughly understand students’ comprehension of class material. This insight
will be very critical in supporting the students within the class because I will have a more comprehensive
assessment of their understanding of the class material being presented. In addition, I will be able to
specifically support students who require more support and understanding since I will be able to create
an assessment that goes past simple knowledge or retention of the material covered in class.

I’ve incorporated the knowledge gained from this course into creating BOPPPS lesson plans and
technology into my classroom. The implementation of the BOPPPS lesson plan has allowed me to
motivate my students to be more engaged in a required course, set objectives for each lesson plan I
intend to present in class, measure their knowledge of the subject matter through a pre-assessment,
incorporate participatory learning within the classroom through a group project, establish a post-
assessment to find out how well my students are learning, and provide feedback. I have also
incorporated technology through Polls Everywhere so that I would be able to evaluate and assess my
students based on my BOPPPS lesson plan while utilizing Bloom’s Taxonomy to create various levels of
questions.

Based on the implementations of these various frameworks, concepts, and theories my best
suggestion for furthering my professional development opportunities would be focused around
reflection. Constant reflection of what I wish to accomplish coupled with the students’ needs to achieve
these goals will further establish my professional development as an instructor since I will constantly be
increasing my effectiveness through trial and error situations. For example, incorporating several
motivational techniques under BOPPPS may not be the most effective manner in achieving maximal
student interest in the material. Therefore, I would be able to reflect on which techniques worked the
best and further reduce my motivational techniques each class by trial and error until I obtain the
maximal and most effective method(s) of peaking student’s interest in my classroom. In addition, I
would like to increase the effectiveness of my reflection through managerial, peer, and other course
training opportunities. This will provide me with progressive professional development while also
increasing my effectiveness as an instructor.

In summary, this program has made me a more effective instructor through the value,
knowledge, and insight of both the BOPPPS framework and Bloom’s Taxonomy. As previously discussed,
my main issue with my class was motivating them since the course that I teach is not for students
interested in accounting, but rather a required course for another major. By implementing several
motivational techniques within the BOPPPS framework, I have become a more effective instructor
within my classroom. In addition, the implementation of Bloom’s Taxonomy’s various levels within my
post-assessments has allowed me to fully comprehend my students’ understanding of the course
material. This has allowed me to tailor my focus and support to the specific needs of my class. By
incorporating BOPPPS lesson plans and technology, my lesson plans are organized in such a manner that
is more conducive to the classroom while also utilizing the Polls Everywhere technology to quickly assess
my students’ comprehension. Lastly, constant reflection will improve my professional development.