Kim Gearing- ePortfolio

Portfolio

ADJUNCT CERTIFICATION COURSE

Kim Gearing, M.A. | EDUC 1300 | 11/17/2016

PAGE 1

Table of Contents

Syllabus Snapshot
Student Preparation Strategy
BOPPS Lesson Plan

PowerPoint, handouts, activities
Test Questions
Rubric
Showcase Presentation
Reflective Essay

PAGE 2

EDUC1300 Learning Framew

First-Year Experience

Course Goal: The goal of this class is to transform student’s behaviors an

environment to integrate students into a collegiate environment, ensure co
enhance overall performance in college courses, and facilitate successful c
degree or certificate.

COURSE OBJECTIVES:

Students will:

Identify, discuss, and evaluate learning and study strateg
Examine personal goals and career plans, utilize college res
Identify types of financial aid and criteria to receive and maintain
Exhibit written and verbal communication skills individually a

Assess ideas, principles, and patterns related to personal life sit
Design a strategy for success.

CODE FOR ACADEMIC HONESTY:

Lone Star College upholds the core values of learning: honesty, respect, fairness, and accou
the importance of personal and academic honesty. LSC embraces the belief that all learners
and administrators - will act with integrity and honesty and must produce their own work a
credit to the work of others. Fabrication of sources, cheating, or unauthorized collaboration
work submitted within the system.

work Kim Gearing
[email protected]
nd create a learning
ollege readiness, [email protected]
completion of a

gies. Required Course Material:
sources. Your LSC Experience 2016-

n funding. 17 Bedford/St.Martin’s
and in groups. ISBN: 978-1-319-08127-
tuations.
We will be utilizing D2L,
untability. LSC promotes so computer availability
s - students, faculty, staff
and give appropriate is required.
n is not permitted on any
This is modified information for
EDUC 1300. The full syllabus is
located in our D2L Classroom.

Course Overview, Learning Outcomes, and Assig

Campus Resources
Advising Appointment

College Readiness Assessments 1
Financial Literacy

Path to Success Paper
Career Exploration Paper/Projects

Attendance
Weekly Timesheet
Civic Engagement

Quizzes
Final Exam

Grading Policy

1000-900= A 899-800= B 799-700= C
699-600= D 599-0= F

gnments Late Work: 10% of the point value will be

100 deducted per calendar day for assignments turned
100 in late. Quizzes and Tests will not be accepted late.

100 Attendance points:
100
100 Face- to Face: earned based on 100 points
100 divided by the number of class meetings.

100 Hybrid: may divide 100 points by the number of
100 face-to-face class meetings and weekly online
25 participation expectations.
75
100 Online session:100 points will be divided by
the number of weeks the class is in session, and
1000 points distributed through discussions and
assignments.

Withdrawals by a student from EDUC 1300

are not allowed unless a student is completely
withdrawing from the institution. Students with
exceptional circumstances and proper
documentation can be withdrawn from the course
by a campus Vice-President or designee.

EDUC 1300 First Time in College
A PowerPoint slide will be provided for review. I will hand out the notecards and have
the students write one question on each side of the notecard.
They will also write “VARK = ____ “ on the bottom left corner.

This will be provided in D2L for review.
“Discovering How You Learn”
Read Chapter 3, and answer in your own words on the notecard:

1) “Why is it important for new college students to understand how they learn?”
2) “What is the relationship between teaching styles and learning styles?”
You will also complete The VARK Learning Style (a link is provided in here-write your
VARK Results on the notecard) and the Multiple Intelligence Inventory (page 61-62 in

the textbook) prior to class. Bring your completed notecard and book to our next
class time.

BOPPPS LESSON PLAN

COURSE: EDUC 1300
Lesson Title: Learning Styles

Bridge: Exercise on how individuals acquire / take in information. Pdf included in handouts.

Estimated time: 5 minutes
Course Student Learning Outcome:

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.

Learning Objectives
1) By the end of the lesson students will identify several approaches for understanding their learning style or preferences.

2) By the end of the lesson students will develop strategies to optimize their learning style in any classroom setting.

Pre-Assessment: The students completed the chapter reading and answered the following questions at home on a notecard. As a class, review and discuss 1) Why is it

important for students to know their learning style? 2) What is the relationship between teaching and learning style? They also completed the VARK and Multiple Intelligence

Inventory. Estimated time: 5 minutes
Participatory Learning:
HIGHLIGHT AND LABEL THE FOLLOWING:

 4 questions with Bloom’s level identified
 New instructional technology you are trying
 At least one classroom assessment technique (CAT)

Time Instructor Activities Learner Activities Lesson Materials

15 Multiple Intelligence-based on the premise that the human Students should have completed the MI inventory prior to class, Handouts: Multiple
minutes intelligence is based on 8 categorizes. Review slides and in their book. Intelligence Inventory (from
show video. the book or class handout)
Complete the reflections questions based on your completed Crystallizers and Paralyzers,
Pass out the supplemental handout, “Multiple Intelligence- inventory, and share the information with a partner. Share 2 and Learning Strategies for
Crystallizers and Paralyzers reflection questions.” strategies from the “MI Strategies” handout that you will use. MI; video and PowerPoint
slides of handouts
Review as a class. The theory of Multiple Intelligence is based
on the premise that human intelligence _____- Knowledge

Socratives – Matching of famous people with intelligences

20 Introduce second assessment- True Colors Students will complete True Colors Inventory and True Colors assessment
minutes break into color groups and answer the questions on the handout, color cards, and
back of their worksheet using the “color cards.” Discuss as a PowerPoint slides of
Review True Colors group. handout
Review worksheet answers- A few questions are:
“Based on the characteristics of your color code, what
would be some strengths and some challenges that you
might encounter?”- Analysis
“What are some differences of how (Gold- SJ) versus
(Orange SP)) styles make decisions?” -Analysis

Post-assessment: CAT – Students will complete a mind map outlining their learning styles from each of the 3 assessments and identify 3 strategies for each
theory of learning. (Students completed the VARK learning Inventory online at http://vark-learn.com/the-vark-questionnaire/ and answered questions prior to class)
Identify one professor that has a teaching style that conflicts with your learning style. Develop a plan, for studying so that you can be successful in the class?
- Synthesis

Estimated time: minutes. 15 minutes
Summary: Review the pre-assessment questions and answers.

Estimated time: 5 minutes

ATTACH ANY LESSON MATERIALS (SLIDES, HANDOUTS, ETC.)

HAND exercise Multiple CrystallizersParalyze Learning Strategies True Colors.docx True Color- VARKHANDOUT.pdf Learning Styles ADJ

learning styles.pdf Intelligences Inventory.pdf rs.pdf for Multiple Intelligences.pdf description.pdf Cert.pdf



VARK LEARNING STYLES

Name __________________________________ Section ________
Your scores:
Visual _____
Aural _____
Read/Write _____
Kinesthetic _____

Which preference is your strongest? ___________________________

Under strategies, complete the following questions:

List the keywords given: _______________________________________________
___________________________________________________________________
What is the description? ______________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

What is the best way for you to take in information? (List 4)

 ________________________________________________________________________
 ________________________________________________________________________
 ________________________________________________________________________
 ________________________________________________________________________

VARK LEARNING STYLES

What are your SWOT techniques? (Study Without Tears- List 4)

 _____________________________________________________________
 _____________________________________________________________
 _____________________________________________________________
 _____________________________________________________________

What are your output strategies to perform well on tests, or assignments? (List 4)

 _____________________________________________________________
 _____________________________________________________________
 _____________________________________________________________
 _____________________________________________________________

Summarize in at least 3 sentences: How can identifying your learning
style contribute to your college success?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

Multiple Intelligences Inventory
.

According to Gardner, all human beings have at least eight different types of intelligence. Depending on your background and age, some intelligences are
likely to be more developed than others. This activity will help you find out what your intelligences are. Knowing this, you can work to strengthen the other
intelligences that you do not use as often. Put a check mark next to the item that applies to you.

Verbal/Linguistic Intelligence Logical/Mathematical Intelligence Visual/Spatial Intelligence

______ I enjoy telling stories and jokes ______ I really enjoy my math class ______ I prefer a map to written directions
______ I like to find out how things work ______ I enjoy hobbies such as photography
______ I enjoy word games (for example, ______ I enjoy computer and math games ______ I like to doodle on paper whenever I can
Scrabble and puzzles). ______ I love playing chess, checkers, or Monopoly ______ In a magazine, I prefer looking at the
______ If something breaks and won’t work, I
______ I am a good speller (most of the time) pictures rather than reading the text
look at the pieces and try to figure out ______ If something breaks and won’t work, I
______ I like talking and writing about my ideas how it works
tend to study the diagram of how it
______ If something breaks and won’t work, I works
read the instruction book before I try
to fix it

______ When I work with others in a group
presentation, I prefer to do the writing
and library research

Bodily/Kinesthetic Intelligence Musical/Rhythmic Intelligence Interpersonal Intelligence

______ My favorite class is gym because I like sports ______ I enjoy listening to DCs and the radio ______ I get along well with others

______ When looking at things, I like touching them ______ I like to sing ______ I have several very close friends

______ I use a lot of body movements when talking ______ I like to have music playing when doing ______ I like working with others in groups
______ I tend to tap my fingers or play with my homework or studying ______ Friends ask my advice because I seem to be

pencil during class ______ I can remember the melodies of many songs a natural leader

______ If something breaks and won’t work, I tend ______ If something breaks and won’t work, I tend ______ If something breaks and won’t work, I try to
to play with the pieces to try to fit them to tap my fingers to a beat while I figure it find someone who can help me
together out.

Intrapersonal Intelligence Naturalistic Intelligence TOTAL SCORE

______ I like to work alone without anyone ______ I am keenly aware of my surroundings and __________ Verbal/Linguistic
bothering me of what goes on around me __________ Musical/Rhythmic
__________ Logical/Mathematical;
______ I don’t like crowds ______ I like to collect things like rocks, sports cards,
______ I know my own strengths and weaknesses and stamps

______ I find that I am strong-willed, independent, ______ I like to get away from the city and enjoy __________ Interpersonal
and don’t like to follow the crowd. nature __________ Visual;/Spatial
__________ Intrapersonal
______ If something breaks and won’t work, I ______ I enjoy learning the names of living things in
wonder whether it’s worth fixing the environment, such as flowers and trees.

______ If something breaks down, I look around me __________ Bodily/Kinesthetic
to try and see what I can find to fix the
problem __________ Naturalist

Add the number of checked marks you made in
each section. Your score for each intelligence will
be a number between 1-6. Your high scores of 3 or
more will help you to get a sense of your own
multiple intelligences.

A verbal/linguistic learner likes to read, write, and tell stories and is good at memorizing information.
A logical/mathematical learner likes to work with numbers and is good at problem-solving and logical processes.
A visual/spatial learner likes to draw and play with machines and is good at puzzles and reading maps and charts.
A bodily/kinesthetic learner likes to move around and is good at sports, dance, and acting.
A musical/rhythmic learner likes to sing and play an instrument and is good at remembering melodies and noticing pitches and rhythms.
An interpersonal learner likes to have many friends and is good at understanding people, leading others, and mediating conflicts.
An intrapersonal learner likes to work alone, understands himself or herself well, and are original thinkers.
A naturalistic learner likes to be outside and is good at preservation, conservation, and organizing a living area.

You can use your intelligences to help you make decisions about a major, choose activities, and investigate career options. Which of these eight intelligences best
describes you?

Learning Disabilities Resource Community (2006).

Name__________________________________________Date_____________
______

Crystallizers and Paralyzers

Complete the “Describing Your Multiple Intelligences” activity in this chapter before doing this
exercise.
Each individual’s life history contains crystallizers that promote the development of
intelligences. Look at your highest scores on the multiple intelligences activity. List your
highest scores below. Write down at least two crystallizers you experienced that may have
helped you to develop these intelligences. For example, you may have been praised for your
athletic skills and developed your bodily kinesthetic intelligence.
My highest scores:
Crystallizers:

Each individual’s life history also contains paralyzers that inhibit the development of
intelligences. Look at your lowest scores on the multiple intelligences activity. Write down two
paralyzers that may have discouraged you from developing this intelligence. For example, you
may have been corrected many times on your piano lessons and gave up learning the piano.
Paralyzers often involve shame, guilt, fear or anger.
My lowest scores:
Paralyzers:

Are there some scores that you need to improve to accomplish your career and educational
goals?

Based on the above analysis, write a discovery statement about what you have learned. I
discovered that I . .

From CollegeScope/College and Career Success by Dr. Marsha Fralick

Learning Strategies for Multiple Intelligences

Everyone has all eight intelligences, but usually each individual has strength in three or four of them.
•verbal/linguistic
•logical/mathematical
•visual/spatial
•interpersonal
•intrapersonal
•bodily/kinesthetic
•musical
•naturalist

Are you verbal/linguistic? Then you make sense out of the world through language and can use words
effectively either speaking or in writing. When you make puns and tell stories, you exhibit this
intelligence.

Learning strategies:

•read material before going to lectures;
•take notes of what you hear and read;
•describe what you have learned to others;
•listen to what others have learned;
•write out the steps/instructions to a procedure or experiment;
•use crossword puzzles, puns and imaginary conversations as memory devices;
•use your verbal/linguistic knowledge to help you study. For example, if you are taking a course in
music, make up a story based on what you hear.

Are you logical/mathematical? Then you appreciate abstract relationships and can use numbers
effectively. When you enjoy statistics and analyzing the components of problems, you exhibit this
intelligence.

Learning strategies:

•take down notes in outline form;
•rank different items of information in order of their importance;
•organize information into different categories to aid memory;
•use your logic to predict outcomes based on your knowledge of the past;
•figure out the procedures to complete a task;
•create goal-setting charts for your learning objectives;
•use your logical/mathematical skills to help you study. For example, if you are learning about the earth,
look for cause-and-effect relationships among geological events.

Do you have visual/spatial intelligence? You are able to perceive visual/spatial information and can
create effective mental pictures. When you like doodling, you exhibit this intelligence.

Learning strategies:

•use the visuals in your learning situation - images, shapes, designs, colors - to help you remember;
•create a mental picture of what you are being told;
•use highlighters to mark important text;
•when taking notes of what you hear and read, use images as well as words;
•draw diagrams, graphs, patterns to describe/explain things to yourself;
•use visual/spatial topics in your studies. For example, if you are studying a different culture, write an
essay exploring their art and paintings.

Do you have interpersonal intelligence? Then you are able to recognize and understand the motivations
and feelings of other people. When you enjoy being on a team/group, you exhibit this intelligence.

Learning strategies:

•seek out group learning where you can interact with others.
•use your knowledge of others to help you be a better participant on a team.
•be aware of how others feel when you ask questions and listen;
•explain what you have learned to other people;
•be sensitive to the needs and wants of your teacher/instructor/professor - you will be better able to
predict his/her expectations on essays and exams;
•use interpersonal topics in your studies. For example, if you are studying history, write an essay in
which you role-play with an historical figure.

Do you have an intrapersonal intelligence? Then you are able to distinguish among your own feelings,
build accurate mental models of yourself, and draw on these models to make decisions about your life.
When you can capitalize on your strengths and know your weaknesses, you exhibit this intelligence.

Learning strategies:

•be aware of the way you are thinking as you learn and evaluate its benefits;
•notice your emotional state when you are in a learning situation and assess how it helps/hinders you;
•use your ability to go "inside" to alleviate stress when you are surrounded by too much noise and
activity;
•evaluate your personal strengths/weaknesses for different subjects;
•take concepts and relate them to your life/understand how they make you feel;
•use intrapersonal topics in your studies. For example, if you are studying history, analyze the effect of
leaders' decision-making styles.

Do you have bodily/kinesthetic intelligence? Then you use all or part of your body to create products or
solve problems. When you enjoy sports and dance, you exhibit this intelligence.

Learning strategies:

•seek out ways to learn through hands-on experience;
•act out the meanings of what you learn;
•connect body movements, gestures and facial expressions with different kinds of information;
•use games, mime and simulations to better understand and aid recall;
•learn about biofeedback methods to better understand how you learn;
•use your bodily/kinesthetic intelligence in your studies. For example, if you are learning mathematics,
use different parts of your body as measuring tools.

Are you musical? Then you can create, communicate and understand meanings made out of sounds.
When you notice sounds and tap out rhythms, you exhibit this intelligence.

Learning strategies:

•use the moods of different types of music to help you study different topics;
•make up sounds that you can attach to items of knowledge for better recall;
•create songs and rhythms about subjects you are learning;
•use music to help you reduce stress;
•use music topics in your studies. For example, if you are studying a different culture, ask if you can
write an essay about its music.

Are you a naturalist? Then you can distinguish among, classify and use features of your personal
environment. For example, if you build collections of items such as stamps, films or musical recordings,
you exhibit this intelligence.

Learning strategies:

•draw images of your environment when you take notes of what you hear and read;
•relate what you are learning to patterns in your environment;
•use your "collecting" ability to help you classify and organize ideas/concepts that you are learning;
•if the outdoors is an important part of your environment, study in a nature setting or have plants in
your study location;
•use examples of your environment in your studies. For example, if you are studying literature and you
work in an auto body shop, ask if you can write an essay about the automobile in poetry or a novel.



What is your True Color?

________________________________
Read through the Learning Styles and Characteristics list.
1) What are some strengths of your color?

2) What would be some stresses or challenges for your color?

3) What can green personalities contribute to a group?

4) How can you identify blue personalities in a group?

5) What might be a challenge for a gold and orange student
working together? What would you recommend for group
cohesion?

True Colors

NT- Green NT- Green
Characteristics Learning Styles

 Curious and inquisitive  Prefers learning
 Conceptual independently
 Intellectual
 Independent and Private  Enjoys probing abstract
 Focuses on the big principles

picture  Likes research
 Appreciates complexity  Thinks critically
 Perfectionist  Thrives on expressing
 Logical and rational
 Constantly seeks ideas, inventions, and
designs
information  Learns by answering
 Explores all facts before questions
 Is curious about new
making a decision ideas and concepts
 Philosophical  Appreciates recognition
 Serious for competence in a
 Sets High Standards subject
 Visionary  Thrives on being
 Analytical challenged and solving
 Competent and difficult problems
 Is analytical, logical, and
knowledgeable theoretical
 Uses systematic  Respects sensible/fair
policies and procedures
approach  Prefers strong use of
 Likes challenges and outside materials

problem solving

True Colors

NF – Blue NF- Blue
Characteristics Learning Styles

 Values people &  Prefers open, interactive
relationships atmosphere

 Openly expresses  Desires individual
feelings attention and care

 Relates well to others  Responsive to people-
 Interactive related learning activities
 Praises & Encourages
 Appreciates real, human
Others feedback
 Friendly
 Team Player  Is verbal and good with
 Upholds high integrity languages
 Appreciative
 Seeks growth  Appreciates being valued
 Inspires & Motivates  Works well with others
 Compassionate  Prefers group work
 Appreciates harmony  Is imaginative and
 Sensitive to other’s
abstract
needs  Desires growth
 Trusting  Strives to contribute
 Optimistic/Positive  Is sensitive to rejection
 Expressive
and conflict
 Values nurturing

potential
 Prefers strong use of a

variety of materials

True Colors

SJ- Gold SJ- Gold
Characteristics Learning Styles

 Values organization and  Prefers structure &
order clearly defined
expectations
 “On time” & “Prepared”
 Responsible  Likes order and routine
 Reliable  Desires frequent
 Detail-Oriented
 Consistent & Predictable feedback
 Realistic  Prefers focused, well -
 Prefers Structure and
structured learning
planning ahead activities
 Strives for security &  Expects others to do
their part
stability  Prepared
 Respects rules, policies &  Is punctual and
dependable
procedures  Is detailed-oriented
 Decisive  Likes to be praised and
 Values tradition rewarded
 Strives to do the right  Feels responsible for
their own learning
thing  Prefers strong use of
 Strong sense of right and text/references

wrong

True Colors

SP-Orange SP- Orange
Characteristics Learning Styles

 Loves excitement,  Hands- on learner
adventure, and having  Likes to participate
fun  Prefers

 Self-confident unstructured/flexible
 Spontaneous learning activities
 Willing to take risks  Performs well in
 Creative competition
 Lives for the moment  Is creative
 Independent  Enjoys fun and
 Resourceful excitement
 Unstructured/Flexible  Learns best by
 Multi-tasker implementing
 Competitive  Thrives on freedom
 Able to handle crisis  Able to multi-task
 Action-Oriented  Works well under
 Learns by doing pressure
 Desires change  Desires a variety of
 Good at negotiating methods and tasks
 Seeks high visibility  Likes attention
 Thinks on his/her feet
 Is impulsive
 Prefers strong use of
innovative approaches.

EDUC 1300- Kim Gearing, M.A.

 Identify several approaches for
understanding your learning style or
preferences.

 Develop strategies to optimize your learning
style in any classroom setting.



involves your preferred method of
taking in, organizing, and
making sense of information.

 1) Why is it important for students to know
their learning style?

 2) What is the relationship between
teaching and learning style?

 Be more productive at school and on the
job

 Increase achievement
 Be more creative
 Improve problem solving
 Make better decisions
 Learn more effectively

VARK Learning Style- focuses on how learners
prefer to use their senses.

Multiple Intelligence- based on the premise that we
have 8 different intelligences.

True Colors- based on the Meyer’s Briggs Type
Inventory (MBTI). Looks at preferences and
personality.

 Developed in 1983, by Dr. Howard Gardner,
professor at Harvard University.

 Focuses on 8 different types of intelligence.

 Multiple Intelligences (Howard Gardner's Theory) | TED-Ed

 Complete the Crystallizers and Paralyzers
reflection questions, based on your
completed Multiple Intelligence Handout or
book work.

 Now that you know where your intelligence
are you can:

 Work to strengthen the other intelligences that
you don’t use often.

 Share with your advisor to help with career
goals.

 Appreciate your own unique abilities and also
those of others.





Break into your color groups ( 3 per group)
and using the Color Cards, answer the

questions on the back of your worksheet?



• Instructors tend to teach in ways that conform to their own
styles of learning

• When you recognize a mismatch between how you best
learn and how you are being taught

• Take control of your learning process
• Don’t depend on your instructor
• Employ your own preferences, talents, and abilities to study and

retain information

 Other factors that affect learning style:

 Motivation
 Persistence
 Responsibility
 Structure
 Alone/Peer

Test Questions

The theory of Multiple Intelligence is based on the premise that human
intelligence _____- Knowledge

A. cannot be strengthened or improved
B. can be measured on the basis of eight different intelligences.
C. is measured by personality type.
D. can be measured on the basis of four different categories.

As an aural learner you would benefit from studying by_______________-
Application

A. Underlining or highlighting your notes
B. Reading your notes silently
C. Using all your senses when learning
D. Reading out loud

What are some differences of how judging versus perceiving styles make
decisions? -Analysis

Identify one professor that has a teaching style that conflicts with your learning
style. Develop a plan, for studying so that you can be successful in the class?
- Synthesis

EDUC 1300 Learning Framework
Career Presentation Rubric

Poor (0-2) Fair (3-5) Good (6-8) Excellent (9-10) Points
Student does not respond to Student responds to the Student responds to and Student responds to and
Part 1 or elaborate upon the DWYA DWYA assessment criteria elaborates upon most of the elaborates upon all the DWYA
My DWYA assessment criteria listed on listed on the assignment DWYA assessment criteria assessment criteria listed on
the assignment directions. directions. listed on the assignment the assignment directions.
Part 2 directions
My Career Student vaguely responds to 1 Student responds to and Student responds to and Student responds to and
to 6 of the 11 criteria listed on elaborates upon 1 to 6 of the elaborates upon 7-10 of the 11 elaborates upon all 11 of the
the assignment directions. 11 criteria listed on the criteria listed on the criteria listed on the
assignment directions. assignment directions. assignment directions.

Part 3 Student does not respond to Student responds vaguely to 1 Student responds fully to 2 of Student responds fully to all 3
My Plan any of the 3 criteria listed on to 2 of the 3 criteria listed on the 3 criteria listed on the of the criteria listed on the
VISUAL AID the assignment directions. the assignment directions. assignment directions. assignment directions.

PRESENTATION Student does not cite sources. Student cites sources. Student cites sources Student cites sources
QUALITY correctly. correctly.
No visuals or visuals did not Student occasionally used Student’s visuals related well Student used clear, effective
add to the focus of the visuals that supported the to the focus of the visuals to reinforce the text of
presentation. focus of the presentation. presentation. the presentation

Visuals were irrelevant to the Some aspects of the visuals Visuals demonstrate general Visuals contain no errors in
command of spelling, spelling, capitalization,
topic. were unclear or distracting. capitalization, punctuation, punctuation, grammar usage,
grammar usage, and/or and/or sentence structure.
Visuals contain frequent and Visuals contain some severe sentence structure is evident.
severe errors in spelling, errors, that led to confusion.
capitalization, punctuation,
grammar usage, and/or Few errors, but not enough to
sentence structure. cause confusion.

Speech is lacking in all of the Speech is lacking in three to Speech is lacking in one to two Student speaks clearly with a
loud voice and avoids vocal
following areas: four of the following areas: of the following areas: pauses. Student’s posture is
 Loud, articulate voice  Loud, articulate voice  Loud, articulate voice professional and gestures
 Professional posture  Professional posture  Professional posture enhance the delivery. Eye
 Effective gestures  Effective gestures  Effective gestures contact is frequent. Overall,
 Good eye contact  Good eye contact  Good eye contact speech is polished.
 Free of vocal pauses  Free of vocal pauses  Free of vocal pauses

TOTAL _______

1/7/16

ACP
Portf

EDUC 1300 (Fi

P Showcase
folio

Kim Gearing

irst Time in College- Student Success Course)

November 18th, 2016

Student Preparation Strategy

Read the Chapter- Discovering your Learning Style,
Assessments

BOPPPS lesson
 Bridge- class exercise
 Objectives
 Pre-Assessment- Review the questions from the n
 Participatory Lessons

 Multiple Intelligence Inventory- Blooms Taxon
Technology- Socrative

 True Colors - Blooms Taxonomy Question- Ana
 Post Assessment

 CAT- Mind Map of Learning Styles and Strateg
Blooms Taxonomy Question- Synthesis

 Summary

Reflection

Complete the Notecard, and 2 Learning Style

notecard
nomy Questions - Knowledge and Application
alysis
gies

Student Prior to class st
Preparation 1)Read Chapt
Strategy answer the foll
“Why is it impo
understand ho
“What is the re
learning styles

2) They will com
handout.

3) They will com
Inventory in the

tudents will:
ter 3, Discovering How You Learn, and
lowing questions on the notecards.
ortant for new college students to
ow they learn?”
elationship between teaching styles and
s?”

mplete the VARK online inventory and

mplete the Multiple Intelligence
e book.