Sharterica Washington ACP Presentation

Adjunct Certification

ACP

SHARTERICA S.
WASHINGTON
Lone Star College

Table of Contents for AnyFlip

Worksheet

Document # of pages Anyflip pg#
Title 1 1
Table of contents 1 2
What is ACP? 1 3
Syllabus snapshot 1 4
1 5
divider page? 2 6
1 7
Student prep strategy 2 8
1 9
divider page? 4 10
1 11
BOPPPS lesson plan 2 12
1 13
Divider page? 16 14

Formal assessment 1 15
4 16
divider page?

Rubric

divider page?

Final presentation
slides

divider page?

Reflective essay

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

Welcome to I am Professor Washington and I will be your instructor for this semester.
Phone: 713.474.5626 • Meeting Times: • Online through D2L
Email: [email protected]

Learning FrameworkC1osut Yresaer Experience

Goal

The goal of this class is to transform students’ College Success
academic behaviors and create a learning
environment to integrate students into a collegiate is a comprehensive course designed to
environment, ensure college readiness, enhance enhance student success and retention as well as
overall performance in college courses, and help you create greater success in college and in life.
facilitate successful completion of a degree or In this course, you will learn many proven strategies
certificate.creating greater academic, professional,
and personal success. for creating greater academic, professional,
and personal success.

Making PPerorsfeosnsailo&nal Effective = Successful
Connections Growth Learning CE&oxplCleeorgmieepnlceetion
with LSC
Resources

* the full syllabus can be found under your “YouYhoauvecaBnRASITNEESRinyoyuorusreHlfEaAnDy. YDoIuREhCaTvIOeNFEyEoTuinCHyOoOuSrES”HOES.
course tab in D2L*
- Dr. Seuss

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Second P

COURSE: EDUC 1300 – 1st Year Experience
Lesson Title: Do you know how you Learn? Sefl-Awareness/Self-Advocacy
Course Student Learning Outcome: Students will develop learning strategies related to their personal learning style(s) and multiple intelligence (s).

Learning Objectives: 1. By the end of this lesson, students will be able to differentiate between learning styles, personality traits and multiple intelligences.
2. By the end of this lesson, students will be able to explain the differences between learning styles, personality traits, and multiple intelligences.

Participatory Learning: Learner Activities Lesson Materials
Time Instructor Activities

10 Explain to students that three main learning styles exist: Answer question: Raise your hand if you know what learning styles Slide presentation identifying

visual (learning by seeing), auditory (learning by hearing), and multiple intelligences are? with examples of learning

and tactile (learning by touching / doing). Eight multiple View Tedtalk video on learning styles: styles and multiple intelligence

intelligences and four personality traits exist: Also introduce https://www.youtube.com/watch?v=855Now8h5Rs

the idea that while teachers may teach to one learning style

only, students can adjust the learning to their personal style

by developing and using strategies.

5 Have students predict what they believe their primary Each student will try to match learning, personality and multiple Slide presentation of various

learning, multiple intelligence and personality trait is. intelligence from pictures in slides actors and actress displaying

traits

10 Discuss how students do homework and the environment in Group discussion Slide presentation

which they work best when completing homework

15 Ask students to respond to two scenarios and choose which View video scenarios Slide with links to videos

best describes their style. depicting different learning

styles and multiple intelligence.

10 Pass out copies of the “Learning Style Inventory” and ask Complete worksheets Learning Styles Inventory

students to check off each response. worksheet (two pages)

(included below)

More About Learning Styles
worksheet (one page)
(included separately)

10 Ask students to circle and read about the learning style(s) Complete worksheets Worksheets

that apply to them on “My Learning Style – My Strategies Students will write responses. Pair and share, then report to the worksheets
10 Ask students to write several strategies (related to their class.

learning style) they will use to help them be better learners.

See Attached PPT

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BOPPPS LESSON PLAN

COURSE: EDUC 1300 – Learning Framework
Lesson Title: How do I learn?

Bridge: Understanding how one learns is a crucial element to success. A learning style is one’s approach to learning based on strengths, weaknesses, and
preferences. And knowing how you learn is important to achieve the best of one’s ability, after all, when it comes to processing information, your brain is the
most important of your part of your body.

Estimated time:
Course Student Learning Outcome: Students in the college success course will be able to assess and report on their strengths, preferences, and college and
career success attributes. And will identify, discuss, and evaluate learning and study strategies as they apply to the academic environment.

Learning Objectives:

Lesson Objective - Analysis

1. By the end of this lesson, students will be able to differentiate between learning styles, personality traits and multiple intelligences.

Lesson Objective -Understanding

2. By the end of this lesson, students will be able to explain the differences between learning styles, personality traits, and multiple intelligences.

Pre-Assessment: Class discussion about the ways we learn best. Teacher will give students some examples of educational situations, and how they might appeal
to different students, due to varying learning styles. Teacher will ask students to discuss good and bad learning experiences.
Estimated time: 25 minutes
Participatory Learning:

HIGHLIGHT AND LABEL THE FOLLOWING:
1. Blooms Knowledge

List the four main learning styles.

1.______________________

2.______________________

3.______________________

4.______________________

2. Blooms Comprehension
The person who prefers to do a walk-through or have a practice session on the playing field is most likely:
__. A visual learning.
__. An auditory learner.
__. A tactile learner.
__. A kinesthetic /experiential learner.
__. None of the above.
3. Bloom Application / Comprehension
What type of intelligence would an engineer probably possess?
__. Logical/mathematical
__. Interpersonal
__. Body/kinesthetic
__. Naturalist
4. Application
How could knowing your learning style be of benefit to you, personally and professionally?

• CAT - SmarterMeasure assessment

Participatory Learning: Learner Activities Lesson Materials
Time Instructor Activities
Answer question: Raise your hand if you know what learning styles Slide presentation identifying
10 Explain to students that three main learning styles exist: and multiple intelligences are? with examples of learning
visual (learning by seeing), auditory (learning by hearing), View Tedtalk video on learning styles: styles and multiple intelligence
and tactile (learning by touching / doing). Eight multiple

intelligences and four personality traits exist: Also introduce https://www.youtube.com/watch?v=855Now8h5Rs

the idea that while teachers may teach to one learning style

only, students can adjust the learning to their personal style

by developing and using strategies.

5 Have students predict what they believe their primary Each student will try to match learning, personality and multiple Slide presentation of various

learning, multiple intelligence and personality trait is. intelligence from pictures in slides actors and actress displaying

traits

10 Discuss how students do homework and the environment in Group discussion Slide presentation

which they work best when completing homework

15 Ask students to respond to two scenarios and choose which View video scenarios Slide with links to videos

best describes their style. depicting different learning

styles and multiple intelligence.

10 Pass out copies of the “Learning Style Inventory” and ask Complete worksheets Learning Styles Inventory

students to check off each response. worksheet (two pages)

(included below)

More About Learning Styles
worksheet (one page)
(included separately)

10 Ask students to circle and read about the learning style(s) Complete worksheets Worksheets

that apply to them on “My Learning Style – My Strategies

10 Ask students to write several strategies (related to their Students will write responses. Pair and share, then report to the worksheets

learning style) they will use to help them be better learners. class.

Post-assessment: New instructional technology you are trying: Example Powtoon: https://www.powtoon.com/online-
presentation/ffUpImtuu9L/learning-styles/?mode=movie
https://www.powtoon.com/home/ and https://www.proprofs.com/games/

Using PowToon, create your own animation about your learning style.
Estimated time: 20 minutes & Homework
Summary: Address any questions from post-assessment. Explain how knowing
and understanding how you learn, will now apply this knowledge to how to
appropriately take notes and study for various subjects.

Estimated time: 3
See attached PPT

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Test Questions

1. What kind of book would you like to read for fun?
A book with lots of pictures in it
A book with lots of words in it
A book with word searches or crossword puzzles

2. When you are not sure how to spell a word, what are you most likely to do?
Write it down to see if it looks right
Spell it out loud to see if it sounds right
Trace the letters in the air (finger spelling)

3. You're out shopping for clothes, and you're waiting in line to pay. What are you
most likely to do while you are waiting?

Look around at other clothes on the racks
Talk to the person next to you in line
Fidget or move back and forth
4. When you see the word "cat," what do you do first?
Picture a cat in your mind
Say the word "cat" to yourself
Think about being with a cat (petting it or hearing it purr)
5. What's the best way for you to study for a test?
Read the book or your notes and review pictures or charts
Have someone ask you questions that you can answer out loud
Make up index cards that you can review

6. What's the best way for you to learn about how something works (like a
computer or a video game)?

Get someone to show you
Read about it or listen to someone explain it
Figure it out on your own
7. If you went to a school dance, what would you be most likely to remember the
next day?
The faces of the people who were there
The music that was played
The dance moves you did and the food you ate
8. What do you find most distracting when you are trying to study?
People walking past you
Loud noises
An uncomfortable chair
9. When you are angry, what are you most likely to do?
Put on your "mad" face
Yell and scream
Slam doors
10. When you are happy, what are you most likely to do?
Smile from ear to ear
Talk up a storm
Act really hyper
11. When in a new place, how do you find your way around?

Look for a map or directory that shows you where everything is
Ask someone for directions
Just start walking around until you find what you're looking for
12. Of these three classes, which is your favorite?
Art class
Music class
Gym class
13. When you hear a song on the radio, what are you most likely to do?
Picture the video that goes along with it
Sing or hum along with the music
Start dancing or tapping your foot
14. What do you find most distracting when in class?
Lights that are too bright or too dim
Noises from the hallway or outside the building (like traffic or someone cutting the grass)
The temperature being too hot or too cold
15. What do you like to do to relax?
Read
Listen to music
Exercise (walk, run, play sports, etc.)
16. What is the best way for you to remember a friend's phone number?
Picture the numbers on the phone as you would dial them
Say it out loud over and over and over

Write it down or store it in your phone contact list
17. If you won a game, which of these three prizes would you choose?

A poster for the wall
A music CD or mp3 download
A game of some kind (or a football or soccer ball, etc.)
18. Which would you rather go to with a group of friends?
A movie
A concert
An amusement park
19. What are you most likely to remember about new people you meet?
Their face but not their name
Their name but not their face
What you talked about with them
20. When you give someone directions to your house, what are you most likely to
tell them?
A description of building and landmarks they will pass on the way
The names of the roads or streets they will be on
"Follow me—it will be easier if I just show you how to get there."

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Rubric for Multiple Intelligences and
Learning Styles

Directions: Your job is to work as a group and come up with a lesson idea that uses your learning style; i.e.
use your visual learning style to teach a math concept. You must use one of your core subjects (math, social
studies, science, or English) to teach your fellow students how to do or learn something at. Answer, “What
will students have learned or be able to do after my lesson?” You must be prepared to engage the whole class!
Please let me know if you need any supplies – I do not want you to have to buy anything for this project, I
want your ideas. All ideas must be preapproved by me!

Content Depth
4—Substantial knowledge of three verb types (and accompanying terms) and their uses—many examples!
3--Adequate knowledge of three verb types (and accompanying terms) and their uses—two examples of each.
2-- Limited knowledge of three verb types (and accompanying terms) and their uses— one example of each.
1-- Little knowledge of three verb types (and accompanying terms) and their uses—missing examples.

Mechanics (grammar, punctuation, capitalization, spelling)
4—Excellent mechanics; one or two errors
3—Moderate number of mechanical errors
2—Frequent errors; ideas can still be understood
1—Filled with errors; ideas cannot be understood

Creativity
4—Imaginative; unique point of view or approach
3—Includes some interesting ideas or insights; somewhat original
2—Few original ideas or insights
1—Simply restates ideas and information; not original

Content 2 4 6 8
Lacks insight and Student is Shows insight Student
student does not uncomfortable and student is at demonstrates
have a grasp of with the ease with the remarkable
the information. information. One content, but fails insight and full
One or two or two sentences to elaborate. knowledge of
bullets included. included. Includes a content. Includes
general well-constructed
Analysis Little to no Three or four paragraph, but paragraphs with
analysis of the areas could have could elaborate detailed
final product. been analyzed more. information.
more. One or two areas Thorough
Quality of Work It is apparent the It is apparent the could have been analysis of the
work was hastily work was analyzed more. final product.
completed with completed
little thought. quickly, but The work was of The work was
some thought a good quality, top-notch and it
but one or two is apparent much
areas needed time and effort
improvement. went into its

Creativity A total lack of went into it. Creative final completion.
creativity is Creativity is product, but did Creativity
Reflection of evident in the scarce in the not go the extra abounds! You
Learning Style final product. final product. mile. should be
published or put
Spelling and If this was your You learning Your learning on exhibit!
Grammar learning style, it style began to style was It is clear that
wasn’t evident in come through in appropriately your learning
your final your final matched with style was
product! product, but it is your final properly matched
apparent you did product, but with the final
Written analysis not take the time some extra effort product.
was full of to complete a was needed.
grammar and well- defined Written analysis
spelling errors. final product. Written analysis was virtually free
Too many to Written analysis had five to ten from grammar
count. had ten to fifteen grammar and and spelling
grammar and spelling errors. errors.
spelling errors.

Rating Levels: 4= Advanced 3= Proficient 2= Basic 1=Below Basic

To determine the overall rating level for the verb project, circle one of the lines below:
100%= all 4’s
85%= 3’s, or 3’s and 4’s with only one 1 or 2
70%= two or more 2’s
55% two or more 1’s

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ACP SHOWCASE PORTFOLIO

SHARTERICA WASHINGTON
EDUC 1300
NOVEMBER 13, 2017

Dr. Hilton LaSalle
Lonestar College

Table of Contents

➢ Student Preparation Strategy
➢ Bridge
➢ Objectives
➢ Pre Assessment
➢ Participatory Lesson
➢ Post Assessment
➢ Summary
➢ Reflection

Student Preparation Strategy

Students will watch a clip on
classroom rules:

https://www.youtube.com/watch?
v=ddvTFgzkS5M

Afterwards, students will create
their own preferred test type to
tell what the video was about, i.e.
( T or F, Multiple choice, Short
Answer, Essay or oral?)

Bridge

Understanding how one learns is a crucial element to success. A learning style is one’s approach
to learning based on strengths, weaknesses, and preferences. And knowing how you learn is
important to achieve the best of one’s ability, after all, when it comes to processing information,
your brain is the most important of your part of your body.

Objectives

➢ Objectives

➢ By the end of this lesson, students will be able to
differentiate between learning styles, personality traits
and multiple intelligences.

➢ By the end of this lesson, students will be able to
explain the differences between learning styles,
personality traits, and multiple intelligences.

Pre-Assessmemt
What are Learning Styles?

Information enters your brain three main ways: sight,
hearing and touch, which one you use the most is
called your Learning Style

 Visual Learners learn by sight
 Auditory Learners learn by hearing
 Tactile Learners (kinesthetic) learn by touch

Pre-Assessment - Continue

What is Mulitple Intelligences

 A theory of “multiple intelligences,” suggesting
abilities seem to cluster in eight different areas:

 Verbal-Linguistic Skills
 Logical-Mathematical Skills

 Bodily-Kinesthetic Skills
 Visual-Spatial Skills
 Interpersonal Abilities
 Intrapersonal Abilities
 Musical Abilities
 Naturalistic Abilities

Multiple Intelligences examples:
•Verbal/Linguistic Intelligence -
•Mark Twain, Robert Frost, poets, writers, newscasters
•Logical-mathematical Intelligence -
•Einstein, accounting, banking, medicine, scientific research
•Visual/Spatial Intelligence -
•Martin Luther King (dreamer). artists, architecture, advertising
•Bodily/Kinesthetic Intelligence -
•Adrian Peterson , dancers, dramatic acting, mime, physical education
•Musical/Rhythmic Intelligence -
•Taylor Swift, music composers, music teachers, musical theatre
•Interpersonal Intelligence -
•Billy Graham, counseling, politics, sociologists, therapists
•Intrapersonal Intelligence -
•Psychiatry, spiritual counseling, philosopher
•Naturalist Intelligence -
•Farmers, gardeners, florists, geologist, archaeologists

Pre-Assessment Continue
What are Personality Traits
Extraversion/Introversion
(Social Orientation)

 Extroverts

 Like talking with others and taking action.
 Prefer active learning and group projects.

 Introverts

 Prefer to have others do the talking.
 Prefer lectures and structured tasks.

Judging/Perceiving My mind is
(Achieving Goals) made up!
Don’t confuse
me with facts.

 Judgers

 Prefer clearly defined strategies to
achieve goals.

 May jump to closure too quickly.

 Prefer orderliness, structure, and
deadlines.

 Perceivers Let’s think this through

 Like to consider all sides to a problem and
may be at some risk for not completing
their work.

 Prefer spontaneity and flexibility.

Participatory Learning: Participatory Learning Lesson Materials
Time Instructor Activities
Learner Activities

10 Explain to students that three main learning styles exist: Answer question: Raise your hand if you know what learning Slide presentation identifying

visual (learning by seeing), auditory (learning by hearing), styles and multiple intelligences are, and what are personality with examples of learning

and tactile (learning by touching / doing). Eight multiple traits? styles and multiple intelligence
intelligences and four personality traits exist: Also
introduce the idea that while teachers may teach to one View Tedtalk video on learning styles:
learning style only, students can adjust the learning to https://www.youtube.com/watch?v=855Now8h5Rs

their personal style by developing and using strategies.

5 Have students predict what they believe their primary Each student will try to match learning, personality and multiple Slide presentation of various

learning, multiple intelligence and personality trait is. intelligence from pictures in slides actors and actress displaying

traits

10 Discuss how students do homework and the environment in Group discussion Slide presentation
which they work best when completing homework
Slide with links to videos
15 Ask students to respond to two scenarios and choose which View video scenarios depicting different learning
best describes their style. styles and multiple
intelligence.

10 Pass out copies of the “Learning Style Inventory” and ask Complete worksheets Learning Styles Inventory
students to check off each response. worksheet (two pages)
(included below)

More About Learning Styles
worksheet (one page)
(included separately)

10 Ask students to circle and read about the learning style(s) Complete worksheets Worksheets
that apply to them on “My Learning Style – My Strategies

10 Ask students to write several strategies (related to their Students will write responses. Pair and share, then report to the worksheets

learning style) they will use to help them be better class.

learners.

Participatory Lesson – Technology

Smarter Measure Assessment Quiz
* https://d2l.lonestar.edu/d2l/le/content/548505/viewContent/7594175/View

Post Assessment

Poster Board with various images of actors, musicians, etc.
Students will need to place the correct intelligence and learning style to the appropriate

picture.

Summary
Remember!
No matter what your Learning Style is it’s very
important to-

 Be involved in class – participate!
 Link classroom experience to the outside world
 Relate class concepts to your own life.
 Ask questions and offer criticism.

 Stimulate further relevant discussion.
 Don’t get distracted – stay “on-task”
 Keep an open mind: there are many ideas beyond

your own.

Reflection

➢ Through taking this certification program, I was able
to see not only how to improve on teaching
strategies, but it also gave new insight and
perceptive on how to better connect, incorporate
and utilize tools to enhance the learning of not only
the student, but myself as well.

Questions/Discussions

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Reflective Essay

ADJUNCT CERTIFICATION

Sharterica Washington | Adjunct Reflection | 11/23/2017

When it comes to teaching and learning, I agree one should be innovative,
enthusiastic and approachable. But in addition to those elements, I pattern and
believe in the four Cs’ created by Walt Disney, ‘Curiosity, Confidence, Courage, and
Constancy’ and yes, I said Constancy, which means, “the quality of being faithful
and dependable”. As an educator, I believe it is important that one’s classroom
environment encourages curiosity, and seek to see and look beyond the norm. To
be courageous to dream bigger and have the confidence to step outside the box.
Most importantly, as an educator should have constancy so that students have the
assurance that you are there to help them succeed and become all they inspire to
be.

Coming from Corporate America as a trainer and curriculum developer, as
well as a private school administer, I thought I understood what this program was
going to entitle. And to my surprise, what I gained and learned from this
experience far exceeded my expectations.

The information regarding not only the BOPPPS lesson plan style, and the
many additional resources which could enhance, improve and connect student to
teacher, and vice versa but the book ‘Teaching Tips” gave insight and new
perspectives on teaching and strategies necessary to build, strengthen and improve
one’s own teaching methods.

Although I have been a teacher in some compacity most of my career, this
course help connects many dots and close gaps I once had when it came to
teaching millennials as well as baby boomers and ensuring a connection to the

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information and student was being meet. In addition, the discussions that took
place in and out of class, was a bonus to help me grow as a professor in seeing
other perspectives as well as ideas that can be utilized in the classroom, for
example, unique ice breakers, or ‘bridges’ that can captivate and engage students.

A quote by William Butler Yeats, “Education is not the filling of the pail, but
the lighting of the fire” (Famous Quotes, 1998-2010), fits what this course did for
me as a professor. Because education is both the lighting of the flame and the
filling of the pail, this course helps you find the lighting so that your flame can be
ignited, and you can begin filling different pals, so that you can impact more
students as they enter your class. And though I have not had the opportunity to
implement many of the great resources taught through this course, I plan to
incorporate many of what of the unique and engaging resources for future classes.

I believe that teachers need meaningful feedback to learn, and for me to
learn and grow as a teacher, I too need meaningful feedback as well, therefore this
course is essential as it not only provides vital information to improve one’s
teaching, but gives constructive feedback to learn from and grow from. This course
not only showed me how to better structure a lesson, unit and course, but it
equipped me to have the ability to connect better with my students. I am excited
to put into practice all the great tools, resources and strategies to my teaching
style.

In reflecting on this course, I believe more programs such as this is vital to
strengthening and building a strong core professorship. In addition it would be

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great to have additional levels to this certification program if nothing more than as
a refresher to what you’ve learned as education and students continue to evolve, so
should we.

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