E Portfolio

ACP Portfolio

John Starne| Adjunct Certification Program | April 25, 2016

CONTENTS

Syllabus Snapshot 1
Student Preparation Strategy 4
4
Policy 5
Objectives 6
Activity 7
BOPPPS Lesson 9
Supporting PowerPoint 23
Research Type Exercises 24
IV/DV Scenarios 25
Research Summary Exercise 26
OPITC Worksheet 28
Test Questions 29
Imitation Game Paper Rubric 31
Showcase Presentation 43
Reflective Essay





Student Preparation Strategy

Pre-class Preparation

Class Preparatory Assignments (CPA's) must be turned in at the beginning of
class. Keep a copy for yourself to revise during class. You may not submit
CPA's late even if absent unless you have an excused absence with
documentation. There are 12 CPA assignments. You may miss 1 without
penalty. If you miss 2 you lose eligibility for any extra credit in the class, even if
already completed. Penalties apply as below:

Total Number of Acceptable Maximum Course Grade

CPA's Submitted Regardless of Numerical Average

0-5 C (Lose eligibility for extra credit)

6-9 B (Lose eligibility for extra credit)

10 A (Lose eligibility for extra credit)

11-12 A (No penalty)

Kahoot Extra Credit Policy
Students receive total # of correct answers to Kahoot semester score. There is
no penalty for wrong answers. Kahoot are typically held at the beginning of
class, but may occur at any time. You must be present and actively participate to
receive credit.

Top Kahoot Score at end of term gets +25 points to 1000 point total

2nd get +24, 3rd +23, 4th, +22, 5th, +21 and so on

*Must retain eligibility for Extra Credit to receive Kahoot bonus

Assignment Objectives

SLO: Identify various research methods and their characteristics used in
the scientific study of psychology.

• By the end of the lesson, students will be able to define and list the
advantages and disadvantages of the four primary research methods in
psychology: naturalistic observation, case studies, archival research, true
experimentation (Knowledge)

• By the end of the lesson, students will be able to correctly identify the
independent variable(s) and dependent variables in an experimental
description (Application)

• By the end of the lesson, students will correctly identify and justify which
research methods are appropriate for a given research question when
provided with what data is available (Application)

• By the end of the lesson, students will be able to list the steps of the
extended OPTIC model (Knowledge)

• By the end of the lesson, students will be able to review an experimental
design and apply each part to the steps of the scientific method using the
OPTIC model (Application)

• By the end of the lesson, students will be able to distinguish between a peer
reviewed empirical article, a literature review in a peer reviewed journal, a
trade magazine write up of empirical research, an expert opinion editorial
and a lay opinion editorial (Application)

• This is written on a 14 week 1 session per week 3 hours per class schedule

Preparation Assignment

• Please read and review Feldman Modules 4 & 5
• Complete the following chart

Research Description Advantages Disadvantages Descriptive or True
Method Experiment

• Please Read & Review Research Methods I Interactive Module in D2L and
provide the answers to:
o List and explain the 3 principles of science
o List the 5 major steps of the OPTIC model
o Which type of experiments have Independent and Dependent Variables?
o What type of variable is the outcome variable?

• Please Read & Review Research Methods II Interactive Module in D2L and
provide the answers to:
o Explain how the scientific method can be useful in everyday life

• Complete the RM I Unit Quiz in D2L before coming to class

15 Question Extra Credit Kahoot on Research Methods at beginning of class

BOPPPS Lesson –Research Methods

COURSE: PSYC 2301 General Psychology
Lesson Title: Research Methods
Note: This lesson is designed to be done in a computer lab or with a laptop cart. This lesson takes 3 hours. It’s written as if done in a 3 hour class.
Bridge: Dramatic retelling of the Kitty Genovese Murder (which started the bystander effect research) in the early 1960s. Then ask the students would they help
someone being stabbed outside their door, would they call the police? Would anyone?
BLOOM QUESTION (COMPREHENSION): How might we be able to determine what is in fact typical behavior from our assumptions about behavior?
End with: Today were going to explore how researchers answered this question in the Genovese murder and while studying other psychological phenomena
5 minutes
Course Student Learning Outcome:

1 – Describe various methods of psychological research, advantages and disadvantages of each method and how the scientific method operations using the
OPTIC model.

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

1. List and describe the OPTIC steps of the scientific method (KNOWLEDGE)

2. Distinguish between the 2 categories of psychological research types (COMPREHENSION)

3. Describe the advantages and disadvantages of the 5 research methods (ANALYSIS)

4. Identify which research method is most appropriate given data parameters provided (APPLICATION)

5. Identify independent and dependent variables in experiment descriptions (APPLICATION)

6. Provide suggestions on basic experiments using the OPTIC model and the 5 types of research methods (SYNTHESIS)

Pre-Assessment:

KAHOOT! Students will answer knowledge level questions on the reading material that preceded this lesson. (5 questions)

5 minutes

Participatory Learning:

Time Instructor Activities Learner Activities Lesson Materials

15 min OPTIC Model in Action: Take notes on steps. Students are provided with a Slides on OPTIC steps then slide

Story of a Kitty Genovese issue solved using the worksheet to fill in during the lecture that matches the with details of how Diffusion of

OPTIC steps slides. Responsibility fits into the model

Note: OPTIC steps is a recap, class preparatory specifically

assignment required students to learn the model prior BLOOM QUESTION (COMPREHENSION): Why is it Covers Operational Definitions

to coming to class. necessary to create operational definitions? and Variable Types

BLOOM QUESTION (ANALYSIS): What else might the
researchers have wanted to test other than group size to see
what was causing a delay in helping behavior?

15 min Applying OPTIC: Assists groups of students as they Students will work together in groups of 2 to 3 reading Written description of
review another experiment and break it up into it’s through an example and filling out the OPTIC chart. experiment for review. Blank
15 min OPTIC steps BLOOM QUESTION (APPLICATION): Why is it important OPTIC Chart to fill in.
to understand the steps of the scientific method beyond
15 min Overview of Research Methods: NEW this class? Zaption
TECHNOLOGY Provide Zaption video of Crash http://zapt.io/tu9mehrd
20 min Course Psychological Research Methods – have Students complete viewing of Zaption modified video on
*Done students log in on their computers. their own. Questions embedded into Zaption. Slides summarizing research
outside BLOOM QUESTION (APPLICATION) Have you ever made types
of class Recap on 4 types of research methods covered in an assumption incorrectly based on a hunch? Slides with research examples
for video plus archival research (covered in textbook but BLOOM QUESTION (COMPREHENSION) In what written for group identification
Hybrid not in video) research type is random assignment (to group) always
Direct students to demo list for identification used? Research Study
BLOOM QUESTION (COMPREHENSION) In the https://pvamu.co1.qualtrics.com
Research in action: Have student’s complete pre- experiment described what was the dependent variable? /SE/?SID=SV_24SMTzPeNVfkbA1
written study on height perception. BLOOM QUESTION (SYNTHESIS) In what real life
situations might research come in handy to prevent false
assumptions?

BLOOM QUESTION (COMPREHENSION): What is the
difference between survey research and surveys as a
research instrument?
BLOOM QUESTION (APPLICATION): Students answer
questions to identify each type of research in action on a
prewritten list
Students identify best methods based on a prompt in
groups of 2 to 3

BLOOM QUESTION (COMPREHENSION): What research
method was the study you just completed?
BLOOM QUESTION (APPLICATION): Why might height
perception be of interest to a psychologist?
Students complete study in Qualtrics. Study has notes
explaining different components.

20 min Text search/discussion. Provide students with BLOOM QUESTION (ANAYLSIS): Identify the pros and Scenarios for consideration
*Cut if advantage/disadvantage chart of 5 methods to cons of each research method Textbook section on methods
time is complete and scenarios to consider when working CAT PRO AND CON GRID: Students review various
short with making list. scenarios and using their textbook as a guide identify the
major applications (advantages/disadvantages of each
research method)

5 min Quick recap on OPTIC: Provide a quick review of the BLOOM QUESTION (ANALSYIS): How does the OPTIC Summary Slide on OPTIC

OPTIC steps and substeps. model meet the 3 principles of science (taught in earlier

lesson –reviewed in KAHOOT as pre exercise).

Students answer questions on which comes next in each

step.

20 min Direct students to D2L activity. Includes 3 articles on BLOOM QUESTION (SYNTHESIS): Identify the details for Multitasking articles (assigned

multitasking. Ask students how they would design each step of the OPTIC model to determine if multitasking for reading the night before

an experiment to determine if multitasking is provides better outcomes. class).

beneficial or not to getting work done. Assist groups Students work in groups to come up with an experimental OPTIC Chart

as they wo rk through the problem. solution to the multitasking question using the OPTIC Requires identification of IV/DVs

model worksheet.

BLOOM QUESTION (COMPREHENSION): Why could

you not use other methods to solve this problem?

Post-assessment: KAHOOT! 5 rapid questions on concepts. Recap on questions with major answer issues.

5 min

Summary: MUDDIEST POINT/SUMMARY Discussion forum – Students provide a lesson summary and the least clear point to a D2L discussion forum.

3 min



























Research Type Exercises

For each scenario below indicate which research type (descriptive or true experiment)
and which research method (Naturalistic observation, case study, archival research,
survey or true experiment) is most appropriate.

1. A doctor is interested in the magazine usage in his waiting room in order to make
a decision on which ones to purchase.

2. An IT manager wants to know if a new training method is more effective than the
current training method.

3. A psychologist is investigating leadership and wants to look at presidential speech.
4. A company has an extensive database on employee performance and wants to

identify relationships between absenteeism, pay and performance levels.
5. A dog trainer is interested in what types of toys dogs like to play with more than

others.
6. A researcher wants to know if people professed political ideology matches their

actual political ideology.
7. A social worker wants to know if sending emails to applicants has increased

attendance in AA meetings. The company has historical records on emails and
attendance.
8. A teacher wants to know how her students view her performance
9. A comedian wants to know if his audience finds his jokes amusing during a live
performance.
10. A small business owner is thinking about changing their spice formula, but doesn’t
trust people know their actual tastes.

IV/DV Scenarios

For each identify the IV, levels of IVs and DVs.
Maria can’t get her daughter to go to bed when told. She tries incentives.
She alternates between offering bedtime stories and chocolate and then
measures how long it is before her daughter actually goes to sleep at night.

Todd can’t get his son to do his homework. He tries to restrict video game
time, but this has no effect.

Erin is trying to decrease absenteeism at her workplace. She has 2 centers.
One center received awards for perfect attendance. The other receives write-
ups for absences. At the end of the month she compares the absenteeism
rate.

Ross is trying to reduce transcription errors in the Hospital by the admin
staff. He has the program modified for double entry and a warning pops up if
the entries don’t match. One floor uses the new method and another the old
method. Then he compares the error rate on each floor.

LaTasha is trying to find out how to get students more engaged in learning.
She has 2 classes. One class is given an assignment to build PowerPoints in
groups on the material. The other class writes lecture summaries every 2
minutes.

Research Methods Summary Exercise

The owner of a regional delivery service of prescription drugs and over the
counter items has recently read several article on multitasking.

Presently he is concerned that his warehouse clerks/delivery drivers are not
as efficient as they could be as the job requires a great deal of multitasking.
The clerks are responsible for receiving incoming orders from 3rd party
vendors, checking in the items, and placing them on the shelves. They are
also responsible for pulling customer orders and delivering them to the end
user.

At present there is no division of labor, everyone is responsible for all tasks.

Based on the articles proved design a true experiment to determine if
multitasking is efficient. Identify the control and experimental groups.
Detail the pre-theory and hypothesis and discuss the experimental design.



Lesson Objectives – Good Questions

Objectives

• At the end of the lesson the student will be able to identify the two
categories of psychological research and the 5 methods.

• At the end of the lesson the student will be able to identify the complete
OPTIC model.

• At the end of the lesson the student will be able to interpret which
components of an experiment apply to the OPTIC model.

• At the end of the lesson the student will be able to design a true experiment
using the OPTIC model.

Test Discussion Questions:

• The full OPTIC process is only possible with true experiments; some steps
cannot be completed with descriptive research. Which steps are they and
why?

• Why is it necessary to convert the pre-theory to a testable hypothesis? How
does this meet the empirical requirements of good science?

• Compare the OPTIC steps with the 4 step model of the scientific method
found in Module 2.1. They both describe the same method. How then are
they different? What does OPTIC cover the 4 step model overlooks?

• Consider a work or life challenge that you could address using the OPTIC
model, detail the problem, what type of background research you would do,
what is your general theory is, how to operationalize it, and your rough
experimental design. Identify the independent and dependent variables.





























Reflections on Adjunct Certification Program

The ACP effectively drew together a wide variety of ideas and resources that while
available through other channels were difficult to synthesize due to their scattered
nature. The BOPPPS model appears to be a functional reduction of Gagne’s 9 events of
instruction and I’m grateful for the exposure. While I have previously incorporated
various types of technology into the classroom, these classes consolidated
comprehensive lists of resources to draw upon. I had endured discussion forums while a
graduate student and admittedly did not look forward to the process again, but found
those incorporated into the course very useful – most likely due to the expert nature of
the contributors and more focused direction of topics. The Tiggins book is excellent and
I foresee it being a valuable resource in years to come, though I wish a digital copy had
been an alternative as the print is very small and difficult to read.

Lesson planning will permit me to avoid the lecture pitfalls. I had attended a
faculty book club last semester on Keeping your Mouth Shut, had effectively incorporated
it’s ideas in the fall and regressed back to a more directed teaching model in the spring
until around mid-term. While the lesson planning is very time consuming at this
juncture I trust with further practice it will not continue to be so burdensome. There is
no doubt in my mind this process allows me to focus more concretely on student direct
learning and provide a more engaging classroom experience.