Merged PDF Files

ACP
LSC-UP

SPR
2019

Eric McClellan

Speech Communication

TABLE OF 05 Reflective Essay

contents

01 What is ACP?
02 Syllabus Snapshot
03 Student Prep Strategy

04 BOPPPS Lesson

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

BOPPPS LESSON PLAN

COURSE: SPCH 1321-BUSINESS & PROFESSIONAL COMMUNICATION
Lesson Title: The Shark Tank Organizational Group Project

Bridge: ​Students will see a list of various companies/organizations and will asked to write down something good, bad, and ugly associated with the
companies. After this process is done, students may volunteer to share their responses and to also justify their answers.

BLOOM QUESTION (ANALYSIS): How can we distinguish traits of companies that are still thriving and still in business versus those that are no longer with us?
Students will then share their responses with the class, which will then transition into: “Today we are going to begin the creation of your own companies and
how you will give a presentation of your business plan to a room full of sharks”.

Estimated time: 7 minutes
Course Student Learning Outcome:

1​ - ​Demonstrate communication competence and critical thinking through an understanding of​ ​the foundational communication models.

Learning Objectives:​ By the end of this lesson, students will be able to
1. *By the end of this course, students will be able to present a topic of their choice and inform the audience of their business/professional speech topic.
(Apply)

2. *By the end of this course, students will be able to provide direct feedback of various business/professional speech presentations. (Analysis)

Pre-Assessment: S​ tudents will be given a mini-refresher on information within the corresponding chapter within the textbook.

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

10 min Introductory Unscientific Poll & Discussion Answer the following Poll Questions: www.mentimeter.com
What are some of the qualities we look for when
patronizing a place of business? Answer question: Raise your hand if you think you have
ever had great customer service? What was that customer
What are some of the qualities we try to avoid? service like? Raise your hand if you’ve ever had poor
customer service? What made it a bad experience?

10 min Explanation of organizational culture; roll out of video Observation of various company origins from YouTube Projector/Computer

playlist from YouTube.

15-25 Group Project/Presentation Overview Students will have handout and will be informed that they Handout/Projector

min are to take note of any questions until the end of

instructor’s presentation

15 min FAQs section; Group Assignment Disclosure; Closure All questions asked by students will be addressed at this

time. Clarity will be provided for all students. Students will

have the opportunity to choose their groups or have groups

chosen for them

Post-assessment: Q​ uestions will consist of the following:

1. What elements should be included in this type of presentation? What elements should be avoided? (Synthesis)

2. Identify three main types of informative presentations typically found in a standard business or professional setting. (Knowledge)

3. A presentation that attempts to generate enthusiasm is a______. (Knowledge)

4. What are helpful tips for the host and speakers in press conferences? (Knowledge)

Estimated time: 5 min
Summary: ​For closure using h​ ttps://www.polleverywhere.com/word-clou​d​ list a word that describes your thought on presentations, businesses, or group
presentations.

Estimated time: 2-3 min
SEE ATTACHED HANDOUT

SPCH 1321: BUSINESS & PROFESSIONAL COMMUNICATION

Spring 2019 Organizational Project

SCHEDULED TO BEGIN TUESDAY, APRIL 2

NOTE: THIS IS A SIMULATION PROJECT THAT WILL COUNT 20%
For this project you and your group will be creating a company/organization that
provides a product or service.
-It can be a corporate business, restaurant, or non-profit organization.
-It must be an original idea or have some aspects that does not exist.
-Your job is to try to make the class want to ‘invest’ in your company.

In order to do this you must make a Business Plan which will include:
Organization Name and Logo: C​ hoose a name that reflects your organization's brand,

appeals to your target client, is memorable, and is short and easy to pronounce.
Definition of target customer:​ The target market for your organization are people

or organizations who are most likely to access your product or services
because it satisfies one or more of their needs.
Mission Statement: ​The purpose of the organization in a few sentences.
History of the Organization: ​How did you start? Information of the idea behind your
organization.
Organization Goals: ​Both short and long term goals for the organization.
Product and/or services: W​ rite a detailed description of what your organization offers
and what your organization is about.
Values & Beliefs: ​What does your organization consider important? What is the social
responsibility (the obligation or willingness to work toward the well-being of
others)? What does your organization do to make society a better place?
Location: ​Where are you located? (Examples: High-rise building, rented lot, out of your
home?)
Operations: W​ hat is the hierarchy or chain of command? How is your organization
run? Who is in charge? How many employees do you have? What positions
exist in your company?
Marketing Plan: ​How are you going to market your organization? How will you make
your product known to the public?
Competitive Analysis: W​ ho are your competitors? How do you plan to combat this?
What separates you from them?
Projected Financial Statements: ​What do you expect to make in the next 3 years?
Show with graphs. What is the cost to buy your product/services minus the
cost to make them? How much do you expect to sell each year for three years?

This presentation must include:
-Some type of visual product (website, PowerPoint/Prezi, brochure, ​or
Infomercial that has been uploaded to YouTube)
-A presentation which will include all the portions of the business plan
-This will be a 1​ 0 minute presentation​ a​ t ​minimum,​ n​ ot ​including the question and

answers portion at the end

TIMELINE FOR THE ORGANIZATIONAL PROJECT

Day 1—THURSDAY, MARCH 7
-Students will receive a preview of the organizational project; this includes
goals, expectations, and a full breakdown of what ​is​ and what i​ s not
acceptable.
-S​ tudents will have the opportunity to choose their groups of n​ o more than
4 students.​ ​Students with less than four students will receive group
assignments. T​ HERE WILL BE NO INDIVIDUAL PROJECTS.
-Students will have an opportunity to discuss ideas with their groups
(Brainstorming).

Day 2—TUESDAY, MAR 19 (INDEPENDENT/IN CLASS PREPARATION)
-Students will focus on the foundation of their presentation. This includes
deciding:
(a) What type of presentation will be given? (PowerPoint, website

presentation, starter company rollout, brochure, etc.)
(b) Who will be responsible for the team’s duties? (materials, creative

aspects, etc.)
(c) How will the organization be presented? Will there be a collaborative

group presentation (everyone speaks) or will there be a delegated
speaker on behalf of the group?
-Any questions concerning the presentation/setup of the organization will
need to be addressed at this time.
-Students are to use this day for timed, practice presentations. (All
presentations should be a m​ inimum of​ ​10 minutes—​ not including any
Question & Answer period).

Day 3-THURS, MAR 21-Day 5-THURS, MAR 28 (INDEPENDENT
PREPARATION/SCHEDULED CONSULTATIONS—if necessary)

*STUDENTS WILL FIND OUT THE ORDER OF PRESENTATIONS VIA EMAIL/D2L

ALL REHEARSALS, AND FINE TUNING WILL BE COMPLETED ON THE STUDENT'S OWN
TIME.

COMPANY/ORGANIZATION NAME:___________________________

Group#________________ Members___________________________

SPCH 1321 Organizational Project Rubric

Criteria Poor Fair Good Excellent
(0-7.4) (7.5-7.9) (8.0-8.9) (9.0-10)

Decision Making One person Some students Most students contribute Students contribute to
dominates contribute to
decision- decision-making. to decision-making. decision-making.
making.

Contributions No​ students Some​ students Most​ s​ tudents contribute ALL​ students consistently
(Based on contribute in
Presentation contribute positively positively to the group contribute in a positive way
Imagery) any positive
to the group work. work. to the group work. Members
way to the
volunteer to take
group work.
responsibilities and roles.

Group Presenters are The presentation is The presentation is as Presenters speak in a clear
Presentation voice; Presentation involves
(Verbal) difficult to hear. generally similar to good as one receiving audience, allowing time for
audience to think and
The rate of one receiving a poor an excellent rating, but respond. Presentation is
well organized with a
speaking is too rating, but there are there are one or two beginning, middle and end.

fast or too slow. one or two elements elements of the

which are relatively presentation which are

well done. less polished.

Project Project is bland Project is only Project is somewhat Students complete a clear
Creativity and logical sequence of
and/or lacks slightly unique. creative. May lack steps covering all elements
of the Business plan.
creativity. Time More time was spent slightly in Project stands out from
others and makes an
not used on the creation of the creativity/missing that impact.
Visual aids are well done
wisely. Project organization than “spark”. Project shows and are used to make
presentation more
looks rushed or explaining the that some thought was interesting and meaningful.

last minute. elements of put into the planning of

organizational this assignment.

culture.

Time of Speech

0:00-2:29 2:30-3:59 4:00-6:59 7:00-10:00

P​ oint
Total____/50
COMMENTS

1.

2.

3.

4.

5.

Q​ UESTIONS
1. Which of the following are helpful tips for the host and speakers in press
conferences?

A) Use long, detailed statements.

B) Identify talking points.

C) Consider using visual aids.

D) Anticipate answers for a variety of questions. (Knowledge)

2. A presentation that attempts to generate enthusiasm is a

A) motivational speech.

B) goodwill speech.

C) sales presentation.

D) proposal. (Knowledge)

3. Compose an outline for a special occasion speech. What elements should be
included in this type of presentation? What elements should be avoided?
(Synthesis)

4. Identify three main types of informative presentations typically found in a
standard business or professional setting. (Knowledge)

ACP Showcase Portfolio

Eric McClellan
Speech Communication

April 3, 2019

Table of Contents

• Student Preparation Strategy
• BOPPPS Lesson Overview
• Personal Reflection of the ACP

Student Preparation Strategy

Bridge

Students will see a list of various companies/organizations and will asked to write
down something good, bad, and ugly associated with the companies. After this
process is done, students may volunteer to share their responses and to also justify
their answers.

BLOOM QUESTION (ANALYSIS): How can we distinguish traits of companies that are
still thriving and still in business versus those that are no longer with us?
Students will then share their responses with the class, which will then transition
into: “Today we are going to begin the creation of your own companies and how you
will give a presentation of your business plan to a room full of sharks”.

Objective

Learning Objectives: By the end of this lesson, students will be able to

1. *By the end of this course, students will be able to present a topic of their choice
and inform the audience of their business/professional speech topic. (Apply)

2. *By the end of this course, students will be able to provide direct feedback of
various business/professional speech presentations. (Analysis)

Pre-Assessment

Students will be given a mini-refresher on information within the corresponding
chapter within the textbook.k.

Participatory Learning

• Poll Questions answered through www.mentmeter.com
• Good Customer Service
• Bad Customer Service
• Why do we patronize various companies?

• Project/Presentation Overview (handouts/shown via projector)

• FAQs/Group Assignments

Post Assessment

1. What elements should be included in this type of presentation? What elements
should be avoided? (Synthesis)

2. Identify three main types of informative presentations typically found in a standard
business or professional setting. (Knowledge)

3. A presentation that attempts to generate enthusiasm is a______. (Knowledge)

4. What are helpful tips for the host and speakers in press conferences? (Knowledge)

Summary

For closure using https://www.polleverywhere.com/word-cloud list a word that
describes your thought on presentations, businesses, or group presentations.

Personal Reflection of ACP

• BOPPPS method of lesson planning
• Incorporation of Knowledge in the classroom w/Participatory Learning &

Questioning Strategies
• Effectiveness as instructor was heightened by use of exposure to new

technology
• Suggestion for future PD: Online Instruction specific strategies



Thank You!

Questions, Comments, or Concerns?

Eric McClellan
ACP Spring 2019
Prof. Stalnaker
April 2, 2019

REFLECTIVE ESSAY FOR ACP CYCLE SPRING 2019

Over the past ten weeks I have had the opportunity to be a part of the Adjunct
Certification Program and I can honestly say that it has been worth my while. I can begin by
saying referencing that I enjoyed learning about the BOPPPS method of lesson planning. The
knowledge that I obtained from understanding new methods to have a Bridge or hook/transition
for my students has been beneficial and has given me a chance to have a more creative and
engaging structure to begin my class meetings. This was also supported with the other parts such
as having strong objectives and knowing how to pre-assess my students. Participatory learning
was helpful as well (I will elaborate on this later). Post Assessments and strong summaries also
provided me the opportunity to have a complete and total lesson as well. I feel that having
knowledge of this method has given me the chance to expand my repertoire as an adjunct
instructor and hopefully I can be an even better adjunct instructor.

I have had the chance to incorporate the knowledge obtained into my classroom by
utilizing different techniques when it comes to participatory learning, specifically different
questioning strategies. Instead of just throwing questions out to the class and looking for a
response, I have learned that it is better for me to use time for questions to review, assess student
mastery and depending on the topic--possibly increasing motivation or interest. I have also been
able to expand the way that I question as well. Instead of close ended questions, I have been able

to increase the level of questioning to higher level questions on the Bloom’s Taxonomy scale as
well.

The program itself has made me a more effective instructor because I have had exposure
to all new methods of technology use for the classroom. Everything from assessment tools such
as Quizzizz and Quizlet to information seeking tools such as Mentimeter and Poll Everywhere.
It is common knowledge that the students are going to have their electronic devices, so why not
let them use them and become a more well-rounded educator in the process. I also feel that I
have become a more effective instructor thanks to the interactions and lessons from Prof.
Stalnaker and the participants in the class. Another reason I was a more effective instructor was
because I was able to hear the experiences from my colleagues: educators of varying
backgrounds and years of experience who were quick to share their tales of good, bad, and all
around crazy classroom experiences.

A suggestion I have for further professional development opportunities would be to have
something geared towards the online educators. There were many examples that focused on
having the students in a class and having the instructor front and center as well. Many of the
strategies and components were geared towards the instructors of face to face classes while the
online or hybrid instructors (to an extent) were not truly able to use them in their course sections.
Besides that aspect, I think that the professional development was really helpful and beneficial to
all parties involved and I am appreciative for the opportunity to participate for the Spring 2019
session.