ACP PORTFOLIO

ACP PORTFOLIO

Dr. Ngozi I. Ihe
Spring 2019

TABLE OF CONTENTS
What is ACP?

Syllabus snapshot
Student Preparation Strategy
BOPPPS Lesson Plan and Supporting Materials
Test Questions
Rubric
Showcase Presentation Link
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

STUDENT PREPARATION STRATEGY: GETTING
THEM TO READ

Bridge-in: I start my class by turning on my computer, greet my students, and ask them
about their day before i proceed for any activity. I give my students journal assignment at
the end of class period to be discussed the next class period. I start by asking students
individually to share with us what he or she learnt and how that subject concept can be
applied on his or her daily live. My students are always very excited to share and they
look forward to sharing the subject concept, because it's part of the grade determination.

Objectives: The objectives are for the students to understand and apply the principles of
human communication including perception, verbal communication, nonverbal
communication, listening and audience analysis. More so, students to understand how to
establish and maintain relationships through the use of interpersonal communication, and
to recognize how to communicate within diverse or multicultural environments.

Pre - assessment: I ask my students questions at the end of lectures to find out whether
they understand what i have lectured or not. So, this will enable me to know what to do
next.

Participatory Learning: Each student will be assigned to a group to research a specific
area of human communication, then each group will designate a topic, perform research
and present to the class.

Post - assessment: I do this step often to make sure students are in the right direction.

Summary: Students will share the general and specific purposes of choosing their
research topics.



BOPPPS Lesson Plans

Lesson Objectives:

Understand and apply the principles of human communication including perception,
verbal communication, nonverbal communication, listening and audience analysis.

Understand how to establish and maintain relationships through the use of interpersonal
communication.

Develop, research, organize, and deliver formal public speech.

1. Recognize how to communicate within diverse or multicultural environments.
Understand and apply the principles of human communication including perception,
verbal communication, nonverbal communication, listening and audience analysis.

2. Understand how to establish and maintain relationships through the use of interpersonal
communication.

3. Understand and apply small group communication skills including: problem solving,
group roles, leadership styles, and cohesiveness.

4. Develop, research, organize, and deliver formal public speech.
5. Recognize how to communicate within diverse or multicultural environments.
6. Demonstrate an understanding of the relevance of cross-cultural, co-cultural, gender, and

age influences on human communication.

Test Questions

Demonstrate understanding of visual communication as it pertains to the field of
communication?

Why is it relevant to apply communication accommodation theory while
communicating with somebody who does not share the same cultural belief or values?

What is the difference between intrapersonal communication and interpersonal
communication?

Describe Four Guidelines that will Improve Intercultural Communication?

What is Communication Accommodation Theory?



RUBRICS FOR PERSUASIVE PRESENTATION

FNNNNNNGGGFNNHHHHPPPPMNNNNNGGGG Speaking B

Delivery Professional Proficient
Introduction 5 pts 4 pts

Professional Proficient

Student maintained eye Student maintained eye
contact, was easily heard and contact, could be heard and
understood by the audience, understood by the audience
used voice effectively, and varied voice delivery, and
enhanced message through used appropriate non-verba
appropriate non-verbal communication.
communication.

Professional Proficient

Student gained the attention Student gained the attentio
and interest of the audience, of the audience, introduced
related the topic to the and related the topic to the
audience, introduced the audience, and established t
topic clearly, and established audience need.
personal credibility and the
audience need.

Main Body Professional Proficient
Conclusion
Main points were clear and Main points were clear and
fully supported; speech supported; speech
organization was well- organization was well-
planned; language was planned; language was
appropriate to the topic and appropriate to the topic and
audience; speech established audience; speech establishe
a strong solution to the need; a solution to the need; and
and all connectives and connectives and signposts
signposts were effective. were evident.

Professional Proficient

Speech ended with a strong Speech ended with a strong
and concise conclusion that or concise conclusion that
prepared the audience for the reinforced the audience's
ending and reinforced the commitment to the solution
audience's commitment to
the solution.

BBBHH

Emerging Incomplete
3 pts 2 pts

Emerging Incomplete

Student presentation could Student presentation requires

d benefit from additional practice; student verbal and

e, practice; student verbal and non-verbal delivery interfered

non-verbal delivery with the effectiveness of the

al sometimes interfered with the speech.

effectiveness of the speech.

Emerging Incomplete

on Student gained the attention Student's introduction lacked
d of the audience, and the appropriate elements.
e introduced and related the
the topic to the audience.

Emerging Incomplete

Main points could be Unable to identify main

identified; speech established points; speech was poorly

a solution to the need; planned; speech lacked a

speech could benefit from solution to the need; and/or

d better organization and word language was inappropriate

ed choices. for speech content or

d audience.

Emerging Incomplete

g Conclusion at least reinforced Conclusion was too long

the audience's commitment and/or did not reinforce the

to the solution. audience's commitment to

n. the solution

Discipline: SPCH 13

Name: Dr. Ngozi I. Ihe

311 Introduction to Human
Communication

Table of Content

Student Preparation
Strategy

BOPPPS Lesson:
 CAT

 Questions

 Technology

 Reflection

ts

Describe Student P
Strategy

 Bridge-in: I start my class by turning
and ask them about their day before

 I give my students journal assignmen
discussed the next class period. I star
share with us what he or she learnt an
applied on his or her daily live.

 My students are always very excited
sharing the subject concept, because

Preparation

g on my computer, greet my students,
i proceed for any activity.
nt at the end of class period to be
rt by asking students individually to
nd how that subject concept can be

to share and they look forward to
e it's part of the grade determination.

BOPPPS - BRIDG

This simply means strong o
student attention and gene

BOPPPS-Bridge helps instr
atmosphere in the classroo
students to feel relax.

Adequate opening of class
state to learn.

GE

opening plan that will grab
erate interest in lesson.
ructor to create a pleasant
om that will make the

prepares students mental

BOPPPS-OBJECT

BOPPPS-Objective helps
the course learning outco

It identifies goals of the s
Objectives: The objective

understand and apply the
communication includin
communication, nonverb
listening and audience an
 More so, students to und
and maintain relationship
interpersonal communica
how to communicate wit
multicultural environmen

TIVES

s students to understand
omes.
subject matter.
es are for the students to
e principles of human
ng perception, verbal
bal communication,
nalysis.
derstand how to establish
ips through the use of
ation, and to recognize
thin diverse or
nts.

BOPPPS-PRE-ASS

Clearly explains how prev
assessed.

This is an open discussion

 I ask my students questio
to find out whether they
lectured or not. So, this w
what to do next.

SESSMENT

vious knowledge will be

n on the subject matter.

ons at the end of lectures
understand what i have
will enable me to know

BOPPPS-PARTICIPA

Lesson includes sufficient o
engagement.

It clearly identifies question
such as;

Identify guide two guidelin
intercultural communicatio

 Each student will be assign
specific area of human com
group will designate a topic
present to the class.

ATORY LESSON

opportunities for student

ns with bloom designation

nes that will help improve
on. Evaluating.
ned to a group to research a
mmunication, then each
c, perform research and

BOPPPS-POST AS

Post- assessment allows the
whether the stated objectiv

More so, it allows the instru
some of the stated objectiv
all.

 I apply this step often to m
right direction.

SSESSMENT

e instructor to clearly assess
ves have been met.
uctor to assess whether
ve have been met, but not

make sure students are in the

BOPPPS-SUMMA

Provides a sense of closure
Instructor will recap what w

of the class in more cohere
Students will share the gen

of choosing their research t

ARY

to the lesson.
was taught at the beginning
ent language.
neral and specific purposes
topics.

Personal Reflectio

Experience

 Sincerely, I am very glad that
partake in this ACP, because i
beliefs and my teaching value
purposeful. The knowledge I
short period of this program
anything. More so, I have gain
Bloom’s Taxonomy that will h
students learn into different d
instructions to students in cla
more insights in rubrics in te
not actually be enough to exp
values, and insight I have acq
ACP.

 I want to also thank Dr. LaSa
again, thank you all.

on on My ACP

I was given the privilege to
it has enhanced my academic
es positively and more
have acquired during the
cannot be quantified to
ned multiple insights such as;
help me to divide the way
domains, planning and giving
ass room. I have also, gained
erms of grading. Words may
press how much knowledge,
quired during this period of the

alle, for his excellent job. Once

ACP Reflective Essay

Sincerely, I am very glad that I was given the privilege to partake in this Adjunct Certification
Program, because it has enhanced my academic beliefs and my teaching values positively
and more purposeful. The knowledge I have acquired during the short period of this program
cannot be quantified to anything. More so, I have gained multiple insights such as BOPPPS
Lesson, Bloom’s Taxonomy that will help me to divide the way students learn into different
domains, planning and giving instructions to students in class room. I have also, gained
more insights in rubrics in terms of grading. Words may not actually be enough to express
how much knowledge, values, and insight I have acquired during this period of the ACP.

More so, as an educator, I have started incorporating the knowledge I gained from the ACP
into my class. The word bridge, I never understood what it actually signifies, this program
has enlightened me more about bridge, I start my class by engaging students in activities
that everybody in the room will participate and fill excited to continuing participating without
being drained. I believe that what I have gained in the course of this program will enhance
my students learning optimistically.

Additionally, ACP has made me a more effective instructor, by broadening my knowledge,
enhancing my teaching abilities, made me to realize my deficiencies, and has helped me to
meet up with the students expectations. This program is imperative to me as an instructor.
Doing the right thing in the classroom and with students are very vital both for the students
and the instructor. My teaching strategies have positively changed since I have started
Adjunct Certification Program. It has been awesome and students are very pleased with me.

More so, ACP, has positively impacted the way I think and act in the classroom. It makes me
to be enthusiastic towards teaching. ACP, has clearly taught me the word BOPPPS Lesson
which I had never knew before. I have known now that it signifies Bridge in, Learning
Objective, Pre Test, Participatory learning, Post Test and Summary. These have actually
helped me to make students understand the concept of the subject matter and able to apply
to their personal lives and professional career. BOPPPS lesson has also helped me to pre-
assessed students learning abilities, finding out whether they learnt or understood what I
have taught or not. Participatory learning helps me to assign students in group project work
where everyone in the group will participate and present a detail of the summary of the
subject matter and students will discuss how the subject matter applies to our current time.

More importantly, ACP has positively made me a more effective instructor, by helping me to
know how to apply different kinds of Instructional Technology Tour Notes in my class room
such as Plickers, simple tool that helps me collect real time formative assessment data
without the need for student device. Also, Nearpod App allows students to view and interact
with my lesson on their phone. All of these instructional technological devices enhance
students learning, I learnt how to apply those devices by attending ACP. These features have
made me more effective instructor.

Finally, my suggestions for further professional development opportunities, first and
foremost, I must commend and thank the organizers of Adjunct Certification Programs for
their great and awesome work. Also, the program was coherent and comprehensive. I am
very glad that I was accepted into ACP. I encourage ACP organizers to continuing doing the
great work. I want to also thank Dr. LaSalle, for his excellent job. Once again, thank you all.