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
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
Professor Jaime P. Flores
M.A. University of Houston Clearlake
Check the next
page, I promise
it won’t bite…
BOPPPS LESSON PLAN
COURSE: PSYC 2301 General Psychology
Lesson Title: Early Beginnings of Psychology
Bridge: Discussion. Begin with the overarching question: What do you think of when you hear the word
Psychology? Begin with a brief 4 slide bit on the facets of psychology and tie into real life. Why do we smoke?
Attend College? Why do we like Taco Bell? What causes damage? What is depression? Alcoholism? Love?
The students here will raise hands and chip in with their opinions and perhaps we bust a few myths.
Estimated time: 10 Mins
Course Student Learning Outcome: Describe the historical influences and early schools of thought that
shaped the field of Psychology.
1. By the end of this lesson, the students will be able to effectively discuss and debate the differences, pros,
and cons in the approaches to psychology that Dr. Sigmund Freud (psycho analysis) and Dr. B. F. Skinner
(Behaviorism) held. (Analysis)
2. By the end of the lesson, students will be able to categorize their current levels of motivation according to
Abraham Maslow’s Hierarchy of needs and, as a class exercise, find their current place on his hierarchy
Pre-Assessment: BLOOM QUESTION (ANALYSIS): Given what you have heard about the study of Psychology, what
parts of your daily life are classified as mental processes? Which are behaviors? Students will talk in small groups and
write down what they consider mental processes and behaviors.
Estimated time: 5 mins
Time Instructor Activities Learner Activities Lesson Materials
10 Freudian Theory of ID, Ego, Video: https://youtu.be/vo4pMVb0R6M?t=5m Slides and
Minutes & Super Ego and the BLOOM QUESTION (KNOWLEDGE): What Video
does your ID look Like? How about you Slides and
emergence of psychoanalysis SuperEgo? Video
10 B. F Skinner and John
Minutes Watson: Behaviorism Video: Notebook Paper
https://youtu.be/qG2SwE_6uVM?t=4m22s and Pencils
10 A comparison on Mental BLOOM QUESTION (APPLICATION): How
Minutes Processes and Behaviorism would you go about training a new puppy at
your home? Which Technique would work
15 Abraham Maslow and best?
BLOOM QUESTION (EVALUATION)Which
face of Psychology do Lonestar students exhibit
most Behaviorism or Mental Processes?
Students will choose a side of either mental
processes or behavior. After sides are chosen,
the class will discuss and debate what approach
to psychology would best benefit modern day
students in Lonestar College.
Concept Maps: Lily Pads!
Draw 5 Lilies in the middle of Maslow’s Pond.
Then draw 2-3 little connected
Discussing the Maslow’s Lily Pads to represent the parts of your life that
Hierarchy of Needs match the Lily!
Students will use Maslows 5 levels of need in
Post-assessment: Kahoot Web Quiz: 5 or so quiz questions gauging Students knowledge on the original theorists of
mental processes and behaviors
Estimated time: 10 min
Summary: Discuss with students about the length and breadth of the semester to come, how we will take these
individual parts, Mind, Action, and Self, and break them down to their ‘molecules’.
Estimated time: 5 Mins
ATTACH ANY LESSON MATERIALS (SLIDES, HANDOUTS, ETC.)
John Nash is a brilliant mathematician and Nobel Prize winner.
However, while he was a professor at MIT, he would tell people that the
New York Times contained coded messages from extraterrestrial beings
that were intended for him. He also began to hear voices and became
suspicious of the people around him. Soon thereafter, Nash was
diagnosed with schizophrenia and admitted to a state-run mental
institution (O’Connor & Robertson, 2002).
FREUDIAN THEORY OF ID, EGO, & SUPER EGO
(a) Sigmund Freud was a highly influential figure in the history of psychology.
(b) One of his many books, A General Introduction to Psychoanalysis, shared his ideas about psychoanalytical
therapy; it was published in 1922.
FREUDIAN THEORY OF ID, EGO, & SUPER EGO
Here is a quick explanation by Hank green of SciShow Crashcourse
(a) B. F. Skinner is famous for his research on operant conditioning.
(b) Modified versions of the operant conditioning chamber, or Skinner box, are still widely used in research settings
today. (credit a: modification of work by "Silly rabbit"/Wikimedia Commons)
Maslow’s hierarchy of needs is shown.
Abraham Maslow (1908–1970) was an
American psychologist who is best
known for proposing a hierarchy of
human needs in motivating behavior.
According to Maslow, the highest-level
needs relate to self-actualization, a
process by which we achieve our full
No Janey, Jessica or Johnny were hurt in the making of these
1. Little Janey is very disruptive in her 3rd grade class, kicking
chairs, talking loudly and distracting other children. Professor
Flores was called in by her teacher to help. Professor Flores
focuses on the disruption and was able to stop it by promising
to return Janey’s favorite pencil box if she behaved during class,
which she did. What is the name of the Psychological Theory
Professor Flores used? (Application)
2. Jessica investigates the relationship between caffeine intake
and performance on a class test for high school students. She
obtains their scores after the test is over. She then calculates the
correlation coefficient between the two variables and finds it to
be a Positive Correlation. Which of the following conclusions
should Jessica draw from this value? (Evaluation)
A. Higher caffeine consumption is related to higher exam
B. Eighty-two percent of the students consumed caffeine prior
to the exam.
C. Caffeine consumption causes higher scores.
D. Caffeine consumption has no association with performance
on a test.
3. Johnny loves to eat Cheetos, it's all he seems to think
about. On one side, he wants to eat Cheetos for every meal, on
the other side he wants to stay away from Cheetos completely
and eat salads and workout at the gym everyday. Johnny comes
to a compromise and eats Cheetos twice a week and works out 3
times a week. According to Dr. Freud, what part of Johnny’s
unconscious is making the compromise? (Knowledge)
4. Johnny wanted to test his theory of Little Caesars Pizza on
exam grades in college. Johnny went to his College campus and
gave his survey to one Psychology class. If the College is the
Population, what does the Psychology class
A. Naturalistic Observation
B. Dependent Variable
RubiStar Rubric Made Using:
RubiStar ( http://rubistar.4teachers.org )
Story Writing : Paper #2 Rubric
Teacher Name: Jaime Flores
Student Name: ________________________________________
CATEGORY 20 10 5 0
Research Summaries are well Summary of Summaries are Article Summaries
detailed with facts research hit the entirely too brief, missing
and research mixed major findings but consisting of only one
with personal still has lines drawn sentence.
observation and from article. Summaries contain
insightful dialogue. Summaries are at plagiarized quotes or
Student has least a paragraph whole passages
internalized research but do not draw any straight from the
by comparing it to conclusions or make article
real life situations. any observations or
Summaries are statements.
about half a page
Personal Student internalizes Reflections contains Personal reflection Personal Reflection
Reflection message of the a rehash of the main contains only a few Missing
article and can discussion points of sentences declaring
equate the findings the article and that they are now
of the research to a understands the more knowledgeable
personal time in benefits to humanity after reading the
theirs or their loved as a whole but does article.
ones lives that is not bring it full circle
directly relatable to back to themselves
the article material
Multiple Choice 3 multiple choice 3 questions that are less than three Multiple Choice
Questions Questions Missing
questions that too easy and are of questions or not in
require critical only topical facts like the proper format,
thinking of the date of publishing or true/false or essay
articles research and names of research questions
understanding of the authors. did not mark
concepts. Answers the correct answer
are clearly marked.
- Please Choose
Date Created: Nov 07, 2019 10:55 pm (CST)
Copyright © 2000-2007 Advanced Learning Technologies in Education Consortia ALTEC
Before this class I never took much stock into the trappings of education before. I perhaps
focused more on the performance, than the PROCESS of learning. When I started my educator
career, I had focused mainly on what I saw as a glaring deficiency in the model of collegiate
education when I was going through my paces as a student: a lot of it was very plainly delivered,
to the point of boredom in some cases; I promised myself that I would never fall asleep in my
own class. I must admit I had my own doubts entering the program.
I had a discouraging experience in the K-12 classroom years ago when I was a substitute
teacher right after grad school. I saw the teetering piles of papers and the worksheets, the
seemingly endless pile of what I dubbed ‘educational bureaucracy ‘. When I did teacher
observations, I watched the drone-like way the children would shuffle notebooks and zone out as
they scribbled furiously their notes, or the more enterprising (lazy) students would snap pictures
of the notes with their cell phones, as the attitudes of those sorts of things began to relax recently.
Not me, said I! I will inspire! Their notes will be free hand and insightful and meaningful to
them! Reality brought me crashing down to Earth. The BOPPPS method and my instructor
Sunnye Pruden showed me that activities, quizzes, assignments, classwork, these don’t have to
be the dearth of learning, they don’t have to be four letter words. Now, having been guided
through the ACP (Adjunct Certification Program), I have learned to appreciate the beauty in a
well-structured class. Having a well book ended process to assure that comprehension has
occurred can take a lot of the guess work out of the equation.
Some of the choicer bits of the ACP have made it into my lessons when I thought of
those clever(lazy) students in K-12 classes those years ago. Being a younger professor myself,
tech in class, and specifically cellphone friendly tech intrigues me. Some of the tech examples
given through our ACP program have and will in the future be used to check comprehension and
increase engagement. The Kahoot web-based quiz system was particularly fun for me. I loved
how we brought our phones out and started playing games. Fun can still be had in college! So
now I dedicate a small bit of class time at the end of major lesson sections to play these games
and maybe even assign some points to them. The CAT system also has a lot of merit. I
would’ve not given these serious thoughts had I not seen how effective they could be with me as
At the end of the day, I will still be a relentless rollercoaster of energy and psychological
knowledge, its just my design. These new tools in my tool kit will really help with a flaw I have
had since elementary school: organization. The BOPPPS system and the smaller auxiliary
lessons learned throughout the ACP will give me more structure and more opportunities to gauge
comprehension and retention. This is going to lead to not only better test scores and pass rates
for the students but more peace of mind for me as a teacher. I can plan out my classes with a
little more emphasis on getting to certain milestones. For example, it’ll force me to keep my
lecture tight and focused to have plenty of time for Kahoot quiz at the end. All of this will of
course keep leadership happy as well; happy students, happy professors, more enrollment!
As for what to teach next: catching the outliers. What I mean by this is that there always
seems to be a certain small percentage of students that simply ‘check out’. They are present,
they stubbornly refuse to drop a class even if they are floundering, but they don’t seem to
understand the classroom environment. I find this usually takes the shape of table chat, phone
doodling, music listening, basically everything but being in the class and in the moment. Their
grades often reflect this as well. I’d love to learn new techniques to reach these students.