ACP portfolio- MEGHAN ASHLEY

ACP SHOW
PORTFOLI

MEGHAN ASHLEY
PSYCHOLOGY
4/1/19

WCASE
IO

TABLE OF CONTENTS

• Student Preparation Strategy
• BOPPPS lesson-

• CAT
• Questions
• Technology

• Reflection



DESCRIBE STUDENT PREP

• Students will be instructed to read Chapte
• Extra credit questions- end of chapter

PARATION STRATEGY

er 7- Learning from our Psychology textbook

BOPPPS – BRIDGE

• Watch 2 short videos on youtube
• Real experiments on learning done in the 1
• Ask questions to get them to think about h

1960’s
how learning is done

BOPPPS – OBJECTIVES

• By the end of this lesson, students will be a
prospective theorists, and the components

• By the end of this lesson, students will be a
each other and will be able to draft scenar
(creating)

able to identify 3 theories of learning, their
s of the theories. (remembering)

able to compare the theories discussed with
rios that demonstrate the theory at hand.

BOPPPS- PRE-ASSESSMENT

• Kahoot quiz

T

BOPPPS- PARTICIPATORY L

Students will list the pros and Cons of psych
address a predetermined issue a client may b
understands the principles of each theory an

O
The students will write dialogue as a theorist
other “theorists” in the class.This will assess
of view which is critical to their theory being

LESSON

hological theories based on how well they
be having.This will assess how well the student
nd how it would look in practice.
OR
t and debate the usefulness of their theory to

how well they understand the theorists’ point
g relevant.

BOPPPS- POST-ASSESSMEN

• Muddiest point anonymously

NT

BOPPPS- SUMMARY

• Recap= illustration of a mind map on the b

board

PERSONAL REFLECTION O

• Informative
• Interesting
• Eye opening
• Fun!

ON MY ACP EXPERIENCE

BOPPPS LES

COURSE: Psych 2301
Lesson Title: Principles of Learning- Chapter 7
Bridge: 5 minutes- Watch youtube video about historical experiments in learn
Course Student Learning Outcome: Describe some of the prominent perspectiv

Learning Objectives:
By the end of this lesson, students will be able to identify 3 theories of learning,
(remembering)
By the end of this lesson, students will be able to compare the theories discus
the theory at hand. (creating)

Pre-Assessment:Quiz on prior knowledge about learning assuming that the stud
Estimated time: 3 minutes to do the quiz and discuss the answers
Participatory Learning:
HIGHLIGHT AND LABEL THE FOLLOWING:

• 4 questions with Bloom’s level identified
1. can you summarize in your own words the process of classical conditioning

2. How would you use the techniques in operant conditioning to change beha

3. Can you create an experiment using classical conditioning to make a condit

4. Do you agree with the assumptions classical conditioning makes about the
response? (Evaluating)

New instructional technology you are trying

This is a Kahoot Quiz.

https://create.kahoot.it/share/learning/d679188b-5b5d-4de6-a369-efd663af

At least one classroom assessment technique (CAT) students will list the pros a
predetermined issue a client may be having. This will assess how well the stud
practice.

SSON PLAN

ning research
ves and approaches used in the study of psychology
, their prospective theorists, and the components of the theories.
ssed with each other and will be able to draft scenarios that demonstrate
dent pre read the chapter assigned for the day. Use Quiz made on Kahoot.

g? (understanding)
aviors at work, home, or school? ( Applying)
tioned response of crying when hearing laughter? (creating)
relationship between the unconditioned stimulus a nd the unconditioned

f5248
and Cons of psychological theories based on how well they address a
dent understands the principles of each theory a nd how it would look in

The students will write dialogue as a theorist and debate the usefulness of th
understand the theorists’ point of view which is critical to their theory being r

Time Instructor Activities Learner Activities Lesso
905 a bridge Watch videos and take notes
•
•
•
•

915 a Pretest Kahoot quiz

918a Lecture on learning- Take notes and ask questions Powe

introduce definitions

and theories

935a Recap main points and Pros and cons list of theories Whit

reinforce concepts

945a Lead activity of giving Either illustrate on the board for Whit

bonus points to classmates or attempt to explain

illustrate concept on illustration in the audience

the board

Post-assessment: discuss the muddiest point by having the students articulate w

next class

Estimated time: 3 minutes

Summary: Recap main points

Estimated time: 3 minutes

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

heir theory to other “theorists” in the class. This will assess how well they
relevant.

on Materials
• 2 YouTube videos Pavlov and his dogs-
• https://www.youtube.com/watch?v=hhqumfpxuzI
• Watson and little albert-
• https://www.youtube.com/watch?v=9hBfnXACsOI

https://create.kahoot.it/share/learning/d679188b-5b5d-4de6-a369-
efd663af5248
erPoint- Day 1 Learning

te board and markers

te board and markers

what they did not understand. These will be addressed at the beginning of the

I made a Kahoot quiz. This is the link

https://create.kahoot.it/share/learning/d679188b-5b5d-4de6-a369-
efd663af5248

1. What made you choose this tool?
These games make the students interact more and the competiveness
makes them want to participated

2. How have you used it to accomplish the lesson objectives?
It will test their knowledge about the topic taught.

3. What (if any) challenges or difficulties did you have in learning this new
tool?
There was a small learning curve to writing the questions in an effective
way.

4. Is this something you would be willing to use again in the future? Why
or why not?
Yes I would use it again.

Class Debate : Critical Thinking

Teacher Name: Mrs. Ashley

Student Name: ________________________________________

CATEGORY 4 3 2

Use of Facts/Statistics Every major point was Every major point was Every major point was

well supported with adequately supported supported with facts,

several relevant facts, with relevant facts, statistics and/or

statistics and/or statistics and/or examples, but the

examples. examples. relevance of some

Presentation Style Team consistently Team usually used Team sometimes used

used gestures, eye gestures, eye contact, gestures, eye contact,

contact, tone of voice tone of voice and a tone of voice and a

and a level of level of enthusiasm in level of enthusiasm in

enthusiasm in a way a way that kept the a way that kept the

Rebuttal All counter-arguments Most counter- Most counter-

were accurate, arguments were arguments were

relevant and strong. accurate, relevant, accurate and relevant,

and strong. but several were

weak.

Understanding of The team clearly The team clearly The team seemed to

Topic understood the topic undestood the topic understand the main

in-depth and in-depth and points of the topic

presented their presented their and presented those

information forcefully information with with ease.

1
Every point was not
supported.

One or more
members of the team
had a presentation
style that did not keep
the attention of the
Counter-arguments
were not accurate
and/or relevant

The team did not
show an adequate
understanding of the
topic.

QUESTIONS
(remembering) Which theorist pioneered observational learning with the
study of the BOBO Doll experiment?

A. Albert Bandura
B. Erick Erikson
C. Sam Walton
D. Dewayne Carter
(Applying) If you were a behavioral therapist which technique would you
use with your clients?
A. role playing
B. Behavior modification
C. reinforcement Schedules
D. identifying defense mechanisms
(analyzing) The statement “Everything psychological is simultaneously
biological”
Speaks about the link between:
A. Our head and our hearts
B. The direct link between biology and behavior
C. What we want and what we need

(remembering) _____________ therapy focuses on unconscious
processes as they are manifested in a person’s present behavior. The
goals are a client’s self-awareness and understanding of the influence

of the past on present behavior through discussing defense
mechanisms.

A. Behavior

B. Psychoanalytic/ psychodynamic

C. Drug

D. Cognitive

(creating) Create a behavior to use with a coworker to get them to stop
stealing your lunch. Outline which reinforcement schedule you will use
and outline your operant conditioning methods including which types of
rewards and punishments you will use.

Relfective Essay
Meghan Ashley
Adjunct Certification Program
4/1/19
The adjunct certification program has proven to be very valuable to my teaching
portfolio. When I began at Lonestar, I had zero classroom experience as an educator. I
was unsure that I would be able to convey the knowledge I had to my students.

Nine semester later, I feel that I have gotten better at getting through to them and
presenting the information in a way that they can understand. The Adjunct Certification
Program took the learning to another level from the remembering and understanding
level of Blooms to elevating the classroom experience to the evaluating and creating
levels.

I have gained insight to what the student needs more through this program. From
learning how to write more effective test questions to discovering the sweet spot
between how much time to lecture and how to incorporate activities, the program has
helped. In the classroom currently I have begun to add more quizzes to make sure that
they are learning the information and that I’m not just teaching to the wall. On the last
exam last week, we used “the muddiest point” in order to see what they needed to study
before taking the test. One big way this class has helped me is to see what the student
sees. I think that being a content expert inhibits us from seeing what a beginner sees in
our field so we tend to teach and assess above the level that we should. At least in my
case that is what I noticed I was doing. I revaluated all of my test materials and lecture
notes to make sure I was teaching at the level that my student’s not only could

understand but that was within the parameters of the objectives for an entry level
course.

I suggest that all adjuncts take this class. Most of us are not teachers by trade but we
can all become effective instructors with the aid of classes like this. I suggest that this
course be taught initially and then as a refresher every few semesters. Technology and
students are changing all the time. We need to keep up with it all so that we can keep
up with how to best teach them.

Seco

COURSE: Psych 2301
Lesson Title: Principles of Learning- Chapter 7
Course Student Learning Outcome: Describe some of the prominent perspective

Learning Objectives (these should be the ones you wrote in Module 1): By th
learning, their prospective theorists, and the components of the theor

Participatory Learning: Learner Activities
Time Instructor Activities Take notes and ask questio
Watch videos and take not
905a Lecture on learning- introduce
930a definitions and theories
Recap main points and reinforce
concepts

945a Lead activity of giving bonus points to Either illustrate on the boa
illustrate concept on the board or attempt to explain illust
audience

See Attached PPT

I added in the part where the students have to illustrate the concept on the boar
have understood the material. Often times I ask them if they understand but don
well on if the concepts are not understood initially. This way I can see where the

ond P

es and approaches used in the study of psychology

he end of this lesson, students will be able to identify 3 theories of
ries. (remembering)

Lesson Materials
ons PowerPoint- Day 1 Learning
tes • 2 YouTube videos Pavlov and his dogs-

• https://www.youtube.com/watch?v=hhqumfpxuzI
• Watson and little albert-
• https://www.youtube.com/watch?v=9hBfnXACsOI
ard for classmates White board and markers
tration in the

rd or choose to explain the concept to their classmates to make sure that they
n’t make them demonstrate understanding until the exam which they will not do
breakdown between teaching and learning is happening if it is happening.

Instructor Name Meghan Ashley

Instructor [email protected]
Information 318-288-1774 (cell)
Call cell for emergencies only. If the call is not answered then it will be returned as soon as possible.
Catalog Description
3 Credits (3 hrs. lec.) This course is a survey of the essential subject areas, major theories and approaches
to the scientific study of behavior and mental processes. (4201015125)

Required Texts

Learning Outcomes Upon successful completion of this course, students will...
Attendance Policy
Grading Scale 1 - Identify various research methods and their characteristics used in the scientific study of psychology.
2 - Describe the historical influences and early schools of thought that shaped the field of psychology.
3 - Describe some of the prominent perspectives and approaches used in the study of psychology.
4 - Use terminology unique to the study of psychology.
5 - Describe accepted approaches and standards in psychological assessment and evaluation.
6 - Identify factors in physiological and psychological processes involved in human behavior

Attendance is mandatory in this class. Please contact your instructor before an absence occurs.
A student who anticipates an absence should notify the instructor in advance through lonestar email. In
case of an absence, it is the student’s responsibility to obtain lecture notes and assignments.

90 - 100 (A)
80 - 89 (B)
70 – 79 (C)
60 – 69 (D)
59 and below (F)
Participation:
Role will be taken daily and 4 points will be given for that day’s attendance. With 42 class meetings there
is an opportunity to gain 168 credit points just for attendance. Attendance and participation grade will be
out of 100 points so there is an extra 68 points available just for showing up every day. Due to receiving
extra credit for participation and attendance no other extra credit opportunities will be given. Extra points
will be given for participation at will by the professor

Grade Distribution Grading: 350
Withdrawal Policy Exam’s

Group Project 150

Quizzes 100

Homework 300

Attendance 100

Total 1000 points

The last day to drop a class and receive a W grade for the Spring 2019 semester is APRIL 2, 2019.

Final Exam Schedule The final exam will take place in our regular class room on MAY 8, 2019 FROM 9:00AM –10:50AM.
THERE WILL BE NO MAKE UPS FOR THE FINAL FOR ANY REASON.

Full syllabus can be found on D2L. This is a brief and abbreviated version.

Full syllabus can be found on D2L. This is a brief and abbreviated version.

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