Test Showcase Portfolio

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

Name:__________________________ Section________________

SQ3R
SQ3R is a mnemonic for: Survey, Question, Read, Recall and Review

Watch the SQ3R You Tube video prior to completing this worksheet.
SQ3R Reading Strategy

SURVEY /SKIM Chapter 3, pages 65-76 of the textbook for this class
What is the title of the chapter and section?

Is there an introduction and/or conclusion at the beginning or end of the chapter/section? If so, what did you
learn? (1 – 2 Sentences)

Introduction:

Conclusion:

Are there any graphs, charts, or pictures? Study these before you read. Read the captions. Describe the
following:

Chart page 65.

Picture page 66

Table page 71.

What is the title of the section on page 65? ________________________________________
List the main headings and subheadings in this section:
1.
a.
b.
c.
d.
e.
2.
a.
b.
c.
d.
3.
a.
b.
c.
4.
5.
6.
7.
8.
a.
b.
c.
d.
e.
f.

Skip to the end and review the Tech Tip; Think, Write, Apply; and Where to Go for Help section. Write down
two (2) question you think would be on a test.

Are there key vocabulary words listed in the section? List two (2) important words with their definitions.

QUESTION yourself about the section:
Turn the major headings into questions. Use Who, What, Where, When, Why, and How when writing your
questions.
1.
2.
3.
4.
5.
6.
7.
8.

READ each section heading one at a time and then RECALL/RECITE the answers to each question you
asked. Answer all the questions using one or two sentences.
1.

2.

3.

4.

5.

6.

7.

8.

REVIEW the entire chapter by going back to your questions and answers. Try combining the information by
writing the headings, questions, and answers into outline form.

Instructor: Carol Weller Office Hours:
[email protected] M & W 10:15– 11:15
UC Room 300
Meeting Times: M & W 8:05—9:00
plus weekly hybrid assignment.

EDUC 1300 4H06

IT’S IN THE SYLLABUS

This message brought to you by every instructor that ever lived.
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See provided course calendar for A = 900-1000
B = 800-899
assignments and due dates It’s in the syllabus C = 700-799
D = 600-699
F = below 600

Required Text:
Understanding Your LSC Experience, 2017-18. (2018). Bedford/St. Martin’s. ISBN: 9781319234348



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