Sistema Universitario Ana G. Méndez School for ... 172 DLP... · Sistema Universitario Ana G. Méndez School for Professional Studies Florida Campuses Universidad del Este, Universidad

Sistema Universitario Ana G. Méndez

School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, and Universidad del Turabo

EDUC 172

EDUCATIONAL PSYCHOLOGY / HUMAN GROWTH AND DEVELOPMENT

PSICOLOGIA EDUCATIVA / CRECIMIENTO Y DESARROLLO HUMANO

© Sistema Universitario Ana G. Méndez, 2010

Derechos Reservados

© Ana G. Méndez University System, 2010

All rights reserved

January 7, 2011.

EDUC 172 Educational Psychology/Human Growth and Dev… 2

Updated 07/21/2011

Preparado con la colaboración de:

Nombre Especialista en Preparación de Módulos, Credencial Académica

Lilian Panagiotopoulos, MEd.

Nombre Evaluador de Contenido, Credencial Académica

Nancy Arcelay

Nombre Evaluador de Idioma Inglés, Credencial Académica

Juanita Munera

Nombre Evaluador de Idioma Español, Credencial Académica

Paola Maino

Nombre Evaluador Diseño Instruccional, Joe Hernández


Updated 07/21/2011

TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

GUIA DE ESTUDIO ................................................................................................... 4

STUDY GUIDE ........................................................................................................ 19

TALLER UNO .......................................................................................................... 33

WORKSHOP TWO .................................................................................................. 40

TALLER TRES ......................................................................................................... 45

WORKSHOP FOUR ................................................................................................. 50

TALLER CINCO/WORKSHOP FIVE ..................................................................... 55

APPENDIX A: SECOND LANGUAGE PROFICIENCY SCORING RUBRICS .. 62

APPENDIX B - CLINICAL EXPERIENCE OBSERVATION TOOL ................... 67

APPENDIX C - CLINICAL EXPERIENCE OBSERVATION REPORT

TEMPLATE .............................................................................................................. 79

APPENDIX D ........................................................................................................... 82

APÉNDICE E/APPENDIX E: ESSAY RUBRIC ..................................................... 89

APÉNDICE F/APPENDIX F: ORAL PRESENTATION RUBRIC ........................ 90

APÉNDICE G/APPENDIX G: MOVIE REVIEW RUBRIC ................................... 92

APÉNDICE H/APPENDIX H: LEARNING JOURNAL ......................................... 93

APÉNDICE I\APPENDIX I: ORAL PRESENTATION SUGGESTED TOPICS ... 94

ANEJO J/APPENDIX J: LEARNING DIARY ........................................................ 96

ANEJO K/APPENDIX K: WRITTEN WORK RUBRIC ........................................ 98

ANEJO I/ APPENDIX I: PORTFOLIO .................................................................. 100


Updated 07/21/2011

GUIA DE ESTUDIO

Título del Curso: Psicología Educativa/Crecimiento y Desarrollo Humano

Codificación: EDUC 172

Duración: 5 semanas

Prerrequisito: Ninguno

Descripción:

Este curso ofrece una visión general de los conceptos aprendizaje e inteligencia y su

relación con el desarrollo humano. Se examinan los marcos teóricos relacionados al

aprendizaje y a la inteligencia y los diferentes estilos de aprendizaje y su relación

con las funciones del maestro

Objetivos Generales de Contenido:

Al finalizar, el estudiante será capaz de:

1. Relacionar los procesos del desarrollo cognoscitivo con la práctica educativa.

2. Reconocer diferentes teorías de aprendizaje y su relación con las funciones

del maestro.

3. Discutir y examinar las consecuencias de las pruebas psicométricas y sus

implicaciones educativas.

4. Discutir las implicaciones que tiene, para el futuro maestro, la teoría de las

múltiples inteligencias.

5. Observar a diferentes individuos en su funcionamiento escolar y discutir

cómo se refleja en ellos la teoría de la inteligencia emocional.

Objetivos Generales de Lenguaje:

1. Escuchar: Comprender el idioma inglés y español mediante respuestas a

estímulos auditivos tales como videos, presentaciones del facilitador,

participación en la clase, etc.

2. Hablar: Expresar sus ideas oral y efectivamente sobre los temas tratados en

este curso tanto en inglés como en español.

3. Leer: Resumir/Parafrasear las ideas principales después de leer una selección

en inglés y en español.


Updated 07/21/2011

4. Escribir: Escribir diarios reflexivos, informes y ensayos utilizando

correctamente la gramática, ortografía, composición y estilo tanto en inglés

como en español.

Next Generation Sunshine State Standards:

Content Area: HEALTH: CONCEPTS

Standard 1: Comprehend concepts related to health promotion and disease

prevention to enhance health. (HE.912.C.1)

Standard 2: Analyze the influence of family, peers, culture, media,

technology, and other factors on health behaviors. (HE.912.C.2)

Content Area: HEALTH LITERACY: RESPONSIBLE BEHAVIOR

Standard 2: Demonstrate the ability to use interpersonal communication

skills to enhance health and avoid or reduce health risks. (HE.912.B.2)

Standard 3: Demonstrate the ability to use decision-making skills to enhance

health. (HE.912.B.3)

Content Area: HEALTH LITERACY: PROMOTION

Standard 1: Demonstrate the ability to practice advocacy, health-enhancing

behaviors, and avoidance or reduction of health risks for oneself.

(HE.912.P.1)

Content Area: SCIENCE

Standard 4: Science and Nature

As tomorrow’s citizens, students should be able to identify issues about

which society could provide input, formulate scientifically investigable

questions about those issues, construct investigations of their questions,

collect and evaluate data from their investigations, and develop scientific

recommendations based upon their findings. (SC.8.N.4)

Content Area: Language Arts

Information and Media Literacy

Informational Text: The student comprehends the wide array of

informational text that is part of our day to day experiences. (LA.1112.6.1)


Updated 07/21/2011

Research Process: The student uses a systematic process for the collection,

processing, and presentation of information. (LA.1112.6.2)

ESOL Performance Standards:

Domain 4: ESOL Curriculum and Materials Development

Standard 1: Planning for Standards-Based Instruction of ELLs Teachers

will know, understand, and apply concepts, research, best practices, and

evidenced-based strategies to plan classroom instruction in a supportive

learning environment for ELLs. The teacher will plan for multilevel

classrooms with learners from diverse backgrounds using a standards-based

ESOL curriculum.

Performance Indicators

4.1.b. Create supportive, accepting, student-centered classroom

environments.

Standard 3: Classroom-Based Assessment for ELLs

Teachers will identify, develop, and use a variety of standards- and

performance-based, formative and summative assessment tools and

techniques to inform instruction and assess student learning. Teachers will

understand their uses for identification, placement, and demonstration of

language growth of ELLs from diverse backgrounds and at varying English

proficiency levels. Teachers will articulate the appropriateness of ELL

assessments to stakeholders.


5.3.e. Assist ELLs in developing necessary test-taking skills.

Florida Educator Accomplished Practices:

Competency 2: COMMUNICATION

The pre-professional teacher recognizes the need for effective communication in the

classroom and is in the process of acquiring techniques which she/he will use in the

classroom.


Updated 07/21/2011

Skills:

• Establishes positive interaction in the learning environment that uses

incentives and consequences for students.

Competency 5: DIVERSITY

The pre-professional teacher establishes a comfortable environment which accepts

and fosters diversity. The teacher must demonstrate knowledge and awareness of

varied cultures and linguistic backgrounds. The teacher creates a climate of

openness, inquiry, and support by practicing strategies such as acceptance, tolerance,

resolution, and mediation.

Skill:

Accepts and values students from diverse cultures and linguistic backgrounds

and treats all students equitably.

Competency 6: ETHICS

The pre-professional adheres to the Code of Ethics and Principles of Professional

Conduct of the Education Profession in Florida.

Skills:

• Makes reasonable effort to protect students from conditions harmful to

learning and/or to the student’s mental and/or physical health and/or safety.

Competency 7: HUMAN DEVELOPMENT AND LEARNING

Drawing upon well-established human development/learning theories and concepts

and a variety of information about students, the pre-professional teacher plans

instructional activities.

Skill:

• Recognizes learning theories, subject matter structure, curriculum

development, student development, and first and second language acquisition

processes.

Competency 9: LEARNING ENVIRONMENTS

The pre-professional teacher understands the importance of setting up effective

learning environments and has techniques and strategies to use to do so including

some that provide opportunities for student input into the processes. The teacher


Updated 07/21/2011

understands that she/he will need a variety of techniques and work to increase

his/her knowledge and skills.

Skills;

• Recognizes cognitive, linguistic, and affective needs of individual students

and arranges learning environments and activities to meet these needs.

Proyecto de Experiencia Clínica

Los estudiantes deberán efectuar 8 horas de observación en un salón de clases y

actividades y/o operaciones generales de la escuela. La observación deberá enfocarse

en la aplicación de la Teoría de Inteligencias Múltiples de Gardner como medio que

permite alcanzar un mismo objetivo instruccional, utilizando diferentes medios

según las necesidades y características de los alumnos y asegurando una mayor

efectividad y significado al proceso de enseñanza- aprendizaje El estudiante deberá

documentar su análisis de observaciones y actividades escolares para luego ser

entregado al facilitador. Este informe será parte de la evaluación de la clase. El

estudiante deberá completar el formulario titulado “Clinical School Experience

Observation Tool Parts I and II”que aparece en el Apéndice B. El informe

documentado deber ser firmado por el personal de la escuela, de acuerdo a la

observación de la clase y las actividades escolares y los cursos de especialización de

su programa de estudios.

Reading Competencies

COMPETENCY 2: Foundations of Research-Based Practices

Understands the principles of scientifically based reading research as the

foundation of comprehensive instruction that synchronizes and scaffolds each

of the major components of the reading process toward student mastery.

Performance Indicators:

2.F.3• Identify resources and research-based practices that create both

language-rich and print-rich environments (e.g., large and diverse classroom


Updated 07/21/2011

libraries; questioning the author; interactive response to authentic reading and

writing tasks, etc.)

COMPETENCY 3: Foundations of Assessment

Understands the role of assessments in guiding reading instruction and

instructional decision making for reading progress of struggling readers.


3.3. Interpret students’ formal and informal test results. R , E

COMPETENCY 4: Foundations of Differentiation

Has a broad knowledge of students from differing profiles, including students

with disabilities and students from diverse populations.


4.7. Identify principles of differentiating instruction for all students in

mainstream classes, including students with disabilities in reading, and LEP

students. *


Updated 07/21/2011

Requisitos del Laboratorio de Lenguaje o Laboratorio Electrónico: (Tell Me

More, Net Tutor, Wimba Voice, Biblioteca Virtual y Voice E-mail.)

Requisitos Mínimos de Laboratorio de Lenguaje: Los estudiantes deben

demostrar que ellos han cumplido con las horas de uso en el laboratorio de lenguaje

por curso. El facilitador podría requerir más horas de práctica basada en las

necesidades para las destrezas auditivas, orales, de lectura y escritura en cualquiera

de los lenguajes mencionados. El total de horas de práctica el el laboratorio de

lenguaje o E-Lab deben de estar integradas en la sección de actividades del

módulo.

Descripción del Proceso de Evaluación:

Criterio de Contenido Porcentaje

Asistencia a clase y Portafolio 10%

Tareas, diarios reflexivos,

trabajos escritos

25%

Informe Oral, debates, e-Lab 25%

Informe Escrito individual,

exámenes

20%

Total 100%

Escala Evaluativa;

100-90% A 89-80% B 79-70% C 69-60% D 59-00% F

Requisitos de APA (6ª. ed.) para citar los Textos a Usarse en el Módulo

Para los Textos Recomendados y Recursos utilice el estilo APA, versión 6. Incluya

al menos un libro electrónico de la Biblioteca Virtual

http://bibliotecavirtualut.suagm.edu/



Updated 07/21/2011

La fecha de publicación de un libro no deberá ser mayor de 5 años según lo exige la

Comisión de Educación Independiente de la Florida.

Libros

Armstrong, T. (2009). Multiple Intelligences in the classroom. Alexandria ,VA:

Association of Supervision and Curriculum Development.,

Jensen, E. (1998). Teaching with the brain in mind. Alexandria ,VA: Association

for Supervision and Curriculum Development.,

Gardner, H. (1993). Multiple Intelligences. New York, N.Y.: Basic books.

Libro Electrónico

Seifert, K.,& Sutton R. (2009). Educational Phycology (2nd ed.). Creative Common

Attributions. Recuperado de:

http://docs.globaltext.terry.uga.edu:8095/anonymous/webdav/Educational%20Psych

ology/Educational%20Psychology.pdf

Descripción de las Normas del Curso

1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion

Model®” del Sistema Universitario Ana G. Méndez, el mismo está diseñado

para promover el desarrollo de cada estudiante como un profesional bilingüe.

Cada taller será facilitado en inglés y español, utilizando el modelo 50/50.

Esto significa que cada taller deberá ser conducido enteramente en el

lenguaje especificado. Los lenguajes serán alternados en cada taller para

asegurar que el curso se ofrece 50% en inglés y 50% en español. Para

mantener un balance, el módulo debe especificar que se utilizarán ambos

idiomas en el quinto taller, dividiendo el tiempo y las actividades

http://docs.globaltext.terry.uga.edu:8095/anonymous/webdav/Educational%20Psychology/Educational%20Psychology.pdf

http://docs.globaltext.terry.uga.edu:8095/anonymous/webdav/Educational%20Psychology/Educational%20Psychology.pdf


Updated 07/21/2011

equitativamente entre ambos idiomas. Las primeras dos horas son

estrictamente en español y las últimas dos en inglés. Los cursos de

lenguaje deben ser desarrollados en el idioma correspondiente, en inglés o en

español, según aplique.

2. El curso es conducido en formato acelerado y bilingüe, esto requiere que

los estudiantes sean sumamente organizados, enfocados y que se preparen

antes de cada taller de acuerdo al módulo. El estudiante debe hacer todo

esfuerzo para desarrollar las destrezas en los dos idiomas usando los recursos

de lenguaje disponibles en y fuera de la institución. Convertirse en un

profesional bilingüe es un proceso complejo y retador. Cada taller requiere

un promedio de diez (10) horas de preparación y en ocasiones requiere más

para poder tener éxito lingüístico y académico.

3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente

al taller deberá presentar una excusa razonable al facilitador. El facilitador

evaluará si la ausencia es justificada y decidirá como el estudiante repondrá

el trabajo perdido, de ser necesario. El facilitador puede elegir una de estas

dos alternativas: (a) permitirle al estudiante reponer el trabajo o (b) asignarle

trabajo adicional además del trabajo que el estudiante tiene que reponer.

Toda tarea a ser completada antes del taller deberá ser entregada en la fecha

asignada. El facilitador ajustará la nota de las tareas repuestas.

4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las

siguientes opciones:


Updated 07/21/2011

a. Si es a dos talleres, el facilitador reducirá la nota existente en un

grado.

b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la

nota existente en dos grados.

5. La asistencia y participación en clase de actividades y presentaciones orales

es extremadamente importante pues no se pueden reponer. Si el estudiante

provee una excusa válida y verificable, el facilitador determinará una

actividad equivalente a evaluar que sustituya la misma. Esta actividad deberá

incluir el mismo contenido y componentes del lenguaje como la presentación

oral o actividad a ser repuesta.

6. En actividades grupales, el grupo será evaluado por su trabajo final. Sin

embargo, cada miembro de grupo deberá participar y cooperar para lograr un

trabajo de excelencia. Los estudiantes también recibirán una calificación

individual.

7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no

plagiado. Se requiere que todo trabajo sometido al facilitador cumpla con

las reglas para citar apropiadamente o que esté parafraseado y citado dando

crédito al autor. Todo estudiante debe ser el autor de su propio trabajo. Todo

trabajo que sea plagiado, copiado o presente trazos del trabajo de otro

estudiante o autor será calificado con cero. El servicio de SafeAssign TM de

Blackboard será utilizado por los facilitadores para verificar la autoría de los

trabajos escritos de los estudiantes. Es responsabilidad del estudiante el leer

la política de plagio de su universidad. Si usted es estudiante de UT, deberá


Updated 07/21/2011

leer la Sección 11.1 del Manual del Estudiante. Si es estudiante de UMET y

UT, refiérase al Capítulo 13, secciones 36 y 36.1 de los respectivos

manuales.

Se espera un comportamiento ético en todas las actividades del curso. Esto

implica que TODOS los trabajos tienen que ser originales y que para toda

referencia utilizada deberá indicarse la fuente, bien sea mediante citas o

bibliografía utilizando el estilo APA (6ª. ed.).. No se tolerará el plagio y, en

caso de que se detecte casos del mismo, el estudiante se expondrá a recibir

cero en el trabajo y a ser referido al Comité de Disciplina de la institución.

Los estudiantes deben observar aquellas prácticas dirigidas a evitar el incurrir

en el plagio de documentos y trabajos pues va en contra de la ética

profesional.

8. Para el facilitador poder hacer cambios a las actividades del módulo o guía

de estudio, deberá ser aprobado por el Director de Facultad y Currículo antes

de la primera clase. Es requisito que el facilitador discuta y entregue una

copia de los cambios a los estudiantes al principio del primer taller.

9. El facilitador establecerá los medios para contactar a los estudiantes

proveyendo su correo electrónico de SUAGM, teléfonos, día y horario

disponibles.

10. El uso de celulares está prohibido durante las sesiones de clase; de haber una

necesidad, deberá permanecer en vibración o en silencio.

11. La visita de niños y familiares no registrados en el curso no está permitida en

el salón de clases.


Updated 07/21/2011

12. Todo estudiante está sujeto a las políticas y normas de conducta y

comportamiento que rigen al SUAGM, al curso y a un adulto profesional.

Nota: Si por alguna razón no pudiese acceder a las direcciones electrónicas ofrecidas

en el módulo, notifique al facilitador pero no se limite a ellas. Existen otros motores

de búsqueda y sitios Web que podrá utilizar para la búsqueda de la información

deseada. Algunas de éstas son:

www.google.com

www.ask.com

www.pregunta.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/

http://www.apastyle.org/

Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:

http://www.chegg.com/ (alquiler)

http://www.bookswim.com/ (alquiler)

http://www.allbookstores.com/ (compra)

http://www.alibris.com/ (compra)

Éstas son sólo algunas de las muchas compañías donde puede comprar o alquilar

libros.

http://www.findarticles.com/

http://www.bibliotecavirtualut.suagm.edu/

http://www.eric.ed.gov/

http://flelibrary.org/


http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/


Updated 07/21/2011

El facilitador puede realizar cambios a las direcciones electrónicas y/o añadir otras

de índole profesional y que contengan las investigaciones más recientes del tema del

módulo, de ser necesario.

Cumplimiento De La Ley De Investigación:

Si el facilitador o el estudiante requiriera o deseara llevar a cabo una investigación o

la administración de cuestionarios o entrevistas, deberán referirse a las normas y

procedimientos de la Oficina de Cumplimiento y solicitar su autorización. Para

acceder a los formularios de la Oficina de Cumplimiento pueden visitar este enlace:

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios

que necesite. Además de los formularios el estudiante/facilitador puede encontrar

las instrucciones para la certificación en línea. Estas certificaciones incluyen:

Institutional Review Board (IRB), Health Information Portability Accounting Act

(HIPAA), y Responsibility Conduct for Research Act (RCR).

De tener alguna duda, favor de comunicarse con las Coordinadoras Institucionales o

a la Oficina de Cumplimiento a los siguientes teléfonos:

Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento

Tel. (787) 751-0178 Ext. 7196

Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo

Tel. (787) 743-7979 Ext.4126

Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE

Tel. (787) 257-7373 Ext. 3936

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp


Updated 07/21/2011

Filosofía y Metodología Educativa

Este curso está basado en la filosofía educativa del Constructivismo. El

Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de que,

reflexionando a través de nuestras experiencias, podemos construir nuestro propio

entendimiento sobre el mundo en el que vivimos.

Cada uno de nosotros genera sus propias “reglas “y “modelos mentales” que

utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es

simplemente el proceso de ajustar nuestros modelos mentales para poder entender

nuevas experiencias.

Como facilitadores, nuestro enfoque es el mantener una conexión entre los

hechos con las experiencias y fomentar un nuevo entendimiento en los estudiantes.

También, intentamos adaptar nuestras estrategias de enseñanza a las respuestas de

nuestros estudiantes y motivar a los mismos a analizar, interpretar, predecir

información y aplicarla a la vida diaria.

Principios Del Constructivismo:

1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe

comenzar con situaciones en las cuales los estudiantes estén buscando

activamente construir un significado.

2. Para construir “un significado” se requiere comprender todas las partes: globales

y específicas (“from whole to parts”). Ambas partes deben entenderse en el

contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los

conceptos primarios en contexto y no en hechos aislados.


Updated 07/21/2011

3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes

utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar

dichos modelos.

4. El propósito del aprendizaje, es para un individuo, el construir su propio

significado, no sólo memorizar las contestaciones “correctas” y repetir el

significado de otra persona. Como la educación es intrínsecamente

interdisciplinaria, la única forma válida para asegurar el aprendizaje es hacer del

Evaluación parte esencial de dicho proceso, asegurando que el mismo provea a

los estudiantes con la información sobre la calidad de su aprendizaje.

5. La evaluación debe servir como una herramienta de auto-análisis.

6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las

múltiples perspectivas que existen en el mundo.

7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.


Updated 07/21/2011

STUDY GUIDE

Course Title: Educational Psychology/Human Growth and Development

Code: EDUC 172

Time Length: 5 weeks

Prerequisite: None

Description

This course offers a general vision of the learning concepts and intelligence

and its relation with the human development. It examines the theoretical

aspects related to learning and intelligence, and the different learning styles.

It discusses de recently introduced theory of the multiple intelligences and

the emotional intelligence and its relation with the teacher’s role.

General Content Objectives

1. Relate the processes of the cognitive development with the educational

practice.

2. Recognize different learning theories and how they relate with the

teacher’s role.

3. Discuss and examine the consequences of the psychometric tests and their

implications in education.

4. Discuss the implications the Multiple Intelligence Theory has for the

future teacher.

5. Observe different individuals functioning in school and discuss how their

emotional intelligence is reflected.

General Language Objectives

a. Listen: Understand English and Spanish through responses to auditory

stimuli such as videos, facilitator presentations, class participation, etc.

b. Speak: Express ideas and opinions in either English or Spanish, during oral

presentations and classroom discussions.

c. Read: Summarize /Paraphrase main ideas consistently after reading

selections in English or Spanish.


Updated 07/21/2011

d. Write: Write journals and essays using correct structure, grammar, spelling,

and punctuation in English and Spanish.

Next Generation Sunshine State Standards:

Content Area: HEALTH: CONCEPTS

Standard 1: Comprehend concepts related to health promotion and disease

prevention to enhance health. (HE.912.C.1)

Standard 2: Analyze the influence of family, peers, culture, media,

technology, and other factors on health behaviors. (HE.912.C.2)

Content Area: HEALTH LITERACY: RESPONSIBLE BEHAVIOR

Standard 2: Demonstrate the ability to use interpersonal communication

skills to enhance health and avoid or reduce health risks. (HE.912.B.2)

Standard 3: Demonstrate the ability to use decision-making skills to enhance

health. (HE.912.B.3)

Content Area: HEALTH LITERACY: PROMOTION

Standard 1: Demonstrate the ability to practice advocacy, health-enhancing

behaviors, and avoidance or reduction of health risks for oneself.

(HE.912.P.1)

Content Area: SCIENCE

Standard 4: Science and Nature

As tomorrow’s citizens, students should be able to identify issues about

which society could provide input, formulate scientifically investigable

questions about those issues, construct investigations of their questions,

collect and evaluate data from their investigations, and develop scientific

recommendations based upon their findings. (SC.8.N.4)

Content Area: Language Arts

Information and Media Literacy

Informational Text: The student comprehends the wide array of

informational text that is part of our day to day experiences. (LA.1112.6.1)


Updated 07/21/2011

Research Process: The student uses a systematic process for the collection,

processing, and presentation of information. (LA.1112.6.2)

ESOL Performance Standards:

Domain 4: ESOL Curriculum and Materials Development

Standard 1: Planning for Standards-Based Instruction of ELLs Teachers

will know, understand, and apply concepts, research, best practices, and

evidenced-based strategies to plan classroom instruction in a supportive

learning environment for ELLs. The teacher will plan for multilevel

classrooms with learners from diverse backgrounds using a standards-based

ESOL curriculum.


4.1.b. Create supportive, accepting, student-centered classroom

environments.

Standard 3: Classroom-Based Assessment for ELLs

Teachers will identify, develop, and use a variety of standards- and

performance-based, formative and summative assessment tools and

techniques to inform instruction and assess student learning. Teachers will

understand their uses for identification, placement, and demonstration of

language growth of ELLs from diverse backgrounds and at varying English

proficiency levels. Teachers will articulate the appropriateness of ELL

assessments to stakeholders.


5.3.e. Assist ELLs in developing necessary test-taking skills.

Florida Educator Accomplished Practices:

Competency 2: COMMUNICATION

The pre-professional teacher recognizes the need for effective communication in the

classroom and is in the process of acquiring techniques which she/he will use in the

classroom.

Skills:


Updated 07/21/2011

• Establishes positive interaction in the learning environment that uses

incentives and consequences for students.

Competency 5: DIVERSITY

The pre-professional teacher establishes a comfortable environment which accepts

and fosters diversity. The teacher must demonstrate knowledge and awareness of

varied cultures and linguistic backgrounds. The teacher creates a climate of

openness, inquiry, and support by practicing strategies such as acceptance, tolerance,

resolution, and mediation.

Skill:

Accepts and values students from diverse cultures and linguistic backgrounds

and treats all students equitably.

Competency 6: ETHICS

The pre-professional adheres to the Code of Ethics and Principles of Professional

Conduct of the Education Profession in Florida.

Skills:

• Makes reasonable effort to protect students from conditions harmful to

learning and/or to the student’s mental and/or physical health and/or safety.

Competency 7: HUMAN DEVELOPMENT AND LEARNING

Drawing upon well-established human development/learning theories and concepts

and a variety of information about students, the pre-professional teacher plans

instructional activities.

Skill:

• Recognizes learning theories, subject matter structure, curriculum

development, student development, and first and second language acquisition

processes.

Competency 9: LEARNING ENVIRONMENTS

The pre-professional teacher understands the importance of setting up effective

learning environments and has techniques and strategies to use to do so including

some that provide opportunities for student input into the processes. The teacher

understands that she/he will need a variety of techniques and work to increase

his/her knowledge and skills.


Updated 07/21/2011

Skills;

• Recognizes cognitive, linguistic, and affective needs of individual students

and arranges learning environments and activities to meet these needs.

El estudiante deberá documentar su análisis de observaciones y actividades escolares

para luego ser entregado al facilitador encargado de la Experiencia Clínica. Este

informe será parte de la evaluación de la clase. El estudiante deberá completar el

formulario titulado “Clinical School Experience Observation Tool Parts I and

II”que aparece en el Apéndice B. El informe documentado deber ser firmado por el

personal de la escuela.

Clinical Experience Project

Students are required to engage in 8 hours of classroom observations and general

school operation activities. The observation should be focused in the application of

the Theory of Multiple Intelligences (Gardner ), as means of attaining the same goal

using different paths according to instructional needs and characteristics of students,

and ensuring greater effectiveness and meaning to the process of teaching -learning.

The Student Intern must document the analysis of observations and school activities

and submit it to the Internship Course Facilitator. This report will be part of the class

evaluation. Student Interns are required to complete the Clinical School

Experience Observation Tool Parts I and II Forms that appear in Appendix B.

The completed report must be signed by school staff, as appropriate to the classroom

observation and school activities in every core and specialization courses in their

degree program. Reading Competencies

COMPETENCY 2: Foundations of Research-Based Practices

Understands the principles of scientifically based reading research as the

foundation of comprehensive instruction that synchronizes and scaffolds each

of the major components of the reading process toward student mastery.



Updated 07/21/2011

2.F.3• Identify resources and research-based practices that create both

language-rich and print-rich environments (e.g., large and diverse classroom

libraries; questioning the author; interactive response to authentic reading and

writing tasks, etc.)

COMPETENCY 3: Foundations of Assessment

Understands the role of assessments in guiding reading instruction and

instructional decision making for reading progress of struggling readers.


3.3. Interpret students’ formal and informal test results. R , E

COMPETENCY 4: Foundations of Differentiation

Has a broad knowledge of students from differing profiles, including students

with disabilities and students from diverse populations.


4.7. Identify principles of differentiating instruction for all students in

mainstream classes, including students with disabilities in reading, and LEP

students. *

E-Lab (Language Lab) Requirements (Tell Me More, Net Tutor, Wimba Voice,

Virtual Library, & Voice E-mail.)

Language Lab Minimum Requirement: Students must demonstrate that they have

complied with the hours of Language Lab or E-Lab usage for each language

(English and Spanish) per course. The facilitator may require a higher number of

hours for language lab practice based on the language needs for listening, speaking,

reading, and writing skills in either or both languages. The total amount of

language lab or E-lab hours is integrated in the activities for each workshop in

the module.


Updated 07/21/2011

Description of Evaluation:

Content Criteria Percentage

Class attendance and portfolio 10%

Assignments, reflective

journals, wrriten work

25%

Oral Report, debates, groups

discussions, and Language and

e-Lab activities

25%

Written report, tests, exams

20%

Total 100%

Grading Scale:

100-90% A 89-80% B 79-70% C 69-60% D 59-00% F

Description of Course Policies

1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based

Dual Language Immersion Model® designed to promote each student’s

development as a Dual Language Professional. Workshops will be facilitated in

either English or Spanish, strictly using the 50/50 model. This means that each

workshop will be conducted entirely in the language specified for the workshop.

The language used in each workshop needs to be alternated to insure that 50% of

the course is conducted in English and 50% in Spanish. To maintain this

balance, the course module will indicate that both languages must be used

during the fifth workshop, dividing the workshop activities between the two

languages. The first two hours will be in Spanish and the last two hours in


Updated 07/21/2011

English. The 50/50 model does not apply to language courses where the

delivery of instruction must be conducted in the language taught (Spanish or

English only).

2. The course is conducted in an accelerated and dual language format. This

requires that students prepare in advance for each workshop according to the

course module. Students must be structured, organized, committed, and focused

to ensure linguistic and academic success. In order to achieve proficiency

expectations in English and in Spanish, the student must strive to take advantage

of all language resources in the university and in their community since

becoming a dual language professional is a complex and challenging task. Each

workshop requires an average of ten hours of preparation, but could require

more.

3. Attendance to all class sessions is mandatory. A student who is absent to a

workshop must present a reasonable excuse to the facilitator who in turn will

evaluate the reason for the absence. If it is justified, the facilitator will decide

how the student will make up the missing work, if applicable. The facilitator will

decide on the following: allow the student to make up the work, or allow the

student to make up the work and assign extra work to compensate for the missing

class time.

Assignments required prior to the workshop must be completed and turned in on

the assigned date. The facilitator may decide to adjust the grade given for late

assignments and/or make-up work.


Updated 07/21/2011

4. If a student is absent to more than one workshop, the facilitator will have

the following options:

a. If a student misses two workshops, the facilitator may lower one

grade level based on the student’s existing grade.

b. If the student misses three workshops, the facilitator may lower two

grade levels based on the student’s existing grade.

5. Student attendance and participation in oral presentations and special class

activities are extremely important as it is not possible to assure that they can be

made up. If the student provides a valid and verifiable excuse, the facilitator may

determine a substitute evaluation activity if he/she understands that an equivalent

activity is possible. This activity must include the same content and language

components as the oral presentation or special activity that was missed.

6. In cooperative learning activities, the group will be assessed for their final work

as a group. However, each member will have to collaborate to assure the success

of the group. Students will also receive an individual grade for their work.

7. It is expected that all written work will be solely that of the student and should

not be plagiarized. That is, the student must be the author of all work submitted.

All quoted or paraphrased material must be properly cited, with credit given to

its author or publisher. It should be noted that plagiarized writings are easily

detectable and students should not risk losing credit for material that is clearly

not their own. SafeAssignTM, a Blackboard plagiarism deterrent service, will

be used by the facilitators to verify students’ ownership of written

assignments. It is the student’s responsibility to read the university’s plagiarism


Updated 07/21/2011

policy. If you are a UT student, read Section 11.1 of the Student Manual, and if

you belong to UMET or UNE, refer to Chapter 13, Sections 36 and 36.1 of the

respective manuals.

Ethical behavior is expected from the students in all course related activities.

This means that ALL papers submitted by the student must be original work, and

that all references used will be properly cited or mentioned in the bibliography.

Plagiarism will not be tolerated and, in case of detecting an incidence, the

student will obtain a zero in the assignment or activity and could be referred to

the Discipline Committee.

8. In order for the Facilitator to make changes to activities and the study guide, the

Faculty and Curriculum Director must approve such changes before the first day

of class. The Facilitator must discuss the approved changes with students in the

first class workshop. A written copy of the changes must also be provided to

students at the beginning of the first workshop.

9. The facilitator will establish a means of contacting students by providing the

SUAGM e-mail address, phone number, hours to be contacted, and days

available.

10. The use of cellular phones is prohibited during sessions; if there is a need to have

one, it must be on vibrate or silent mode during class session.

11. Children or family members that are not registered in the course are not allowed

to the classrooms.

12. All students are subject to the policies regarding behavior at the university

community established by the institution, and in this course.


Updated 07/21/2011

Note: If for any reason you cannot access the URL’s presented in the module, notify

the facilitator immediately but do not stop your investigation. There are many

search engines and other links you can use to search for information. These are

some examples:

www.google.com

www.ask.com

www.pregunta.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/


To buy or rent new or used textbooks or references you can visit:

http://www.chegg.com/ (rent)

http://www.bookswim.com/ (rent)

http://www.allbookstores.com/ (buy)

http://www.alibris.com/ (buy)

The facilitator may make changes or add additional challenging, research-based, and

professional educational Web Resources, if deemed necessary to reflect current

trends in the course topics.

Research Law Compliance Requirement:

If the facilitator or the student is required, or wants to perform a research, or needs to

administer a questionnaire or an interview individuals, he/she must comply with the

norms and procedures of the Institutional Review Board Office (IRB) and ask for

http://www.findarticles.com/

http://www.bibliotecavirtualut.suagm.edu/

http://www.eric.ed.gov/

http://flelibrary.org/


http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/


Updated 07/21/2011

authorization. To access the forms from the IRB Office or for additional

information, visit the following link:

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.

Furthermore, in this Web site the student/facilitator will find instructions for several

online certifications related to IRB processes. These certifications include: IRB

Institutional Review Board, Health Information Portability Accounting Act

(HIPAA), and the Responsibility Conduct for Research Act (RCR).

If you have any questions, please contact the following institutional coordinators:

Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)

Tel. (787) 751-0178 Ext. 7196

Miss. Carmen Crespo, IRB Institutional Coordinator– UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo

Tel. (787) 743-7979 Ext.4126

Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE

Tel. (787) 257-7373 Ext. 3936

Teaching Philosophy and Methodology

The activities for the course reflect the educational philosophy of

Constructivism. Constructivism is an educational philosophy founded on the

premise that, by reflecting on our experiences, we construct our own understanding

of the world in which we live.

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp


Updated 07/21/2011

Each of us generates our own “rules” and “mental models,” which we use to

make sense of our experiences. Learning, therefore, is simply the process of

adjusting our mental models to accommodate new experiences.

One of the main goals facilitators have is assisting students in making

connections between their prior knowledge of facts, and fostering new understanding

that is relevant to real live experiences. We will also attempt to tailor our teaching

strategies to student responses and encourage students to analyze, interpret, and

predict information.

Constructivism Guiding Principles:

1. Learning is a search for meaning. Therefore, learning must start with the issues

around which students are actively trying to construct meaning.

2. Meaning requires understanding “wholes” as well as “parts”. The “parts” must

be understood in the context of “wholes”. Therefore, the learning process focuses

on primary concepts, not isolated facts.

3. In order to teach well, we must understand the mental models that students use to

perceive the world, and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own meaning,

not just memorize the "right" answers and regurgitate someone else's meaning.

Since education is inherently interdisciplinary, the only valuable way to measure

learning is to make assessment part of the learning process, thus ensuring that it

provides students with information on the quality of their learning.

5. Evaluation should serve as a self-analysis tool.


Updated 07/21/2011

6. Provide tools and environments that help learners interpret the multiple

perspectives of the world.

7. Learning should be internally controlled and mediated by the learner.


Updated 07/21/2011

TALLER UNO

Objetivos Específicos de Contenido

Al finalizar el taller los estudiantes estarán en capacidad de:

1. Definir los conceptos básicos de inteligencia y aprendizaje.

2. Evaluar el desarrollo histórico del área de estudio relacionada con la

inteligencia.

3. Comparar las diferentes teorías de la inteligencia.

4. Distinguir el aporte de las teorías de la inteligencia al campo de la educación.

Objetivos Específicos de Lenguaje:

1. Al finalizar el taller los estudiantes serán capaces de:

2. Escuchar: Escuchar las presentación de la clase sobre las teorías de

inteligencia y tomar apuntes en español sobre el aporte de estas teorías al

campo de la educación.

3. Hablar: Explicar el contexto histórico de las teorías de inteligencia usando el

español correctamente

4. Leer: Leer las lecturas asignadas para la clase y analizar las ideas principales

sobre la inteligencia y el aprendizaje, y prepararun organizador gráfico con

éstos.

5. Escribir: Escribir un ensayo sobre el desarrollo histórico de las teorías de la

inteligencia.

Enlaces Electrónicos:

Biblioteca Virtual


Howard Gardner online

http://pzweb.harvard.edu/pis/hg.htm

Applying MI in schools

http://www.marthalakecov.org/~building/strategies/mi/hoerr2.htm

New theories of intelligence

http://www.indiana.edu/~intell/emerging.shtml#rjs


http://pzweb.harvard.edu/pis/hg.htm

http://www.marthalakecov.org/~building/strategies/mi/hoerr2.htm

http://www.indiana.edu/~intell/emerging.shtml#rjs


Updated 07/21/2011

Measuring intelligence

http://www.cpsimoes.net/artigos/art_brit_6.html

Cognoscitive development

http://www.edpsycinteractive.org/topics/cogsys/piaget.html

Human Intelligence: Map

www.indiana.edu/~intell/map.shtml

Intelligence=Learning

http://serendip.brynmawr.edu/bb/neuro/neuro01/web1/Sioutis.html

Theories of intelligence

http://otec.uoregon.edu/intelligence.htm

Human intelligence

http://www.indiana.edu/~intell/

Asignaciones antes del Taller:

1. Lea cuidadosamente la descripción y los objetivos del curso, presentados al

principio de este módulo. Analice sobre cómo los objetivos enumerados se

relacionan con sus experiencias y metas profesionales y/o personales.

Reflexione sobre cualquier otro objetivo que considere le puede ayudar

para añadir valor al curso.

2. Haga una cita en la Universidad para presentar la prueba de ubicación del

programa “Tell me More” (inglés y español) en caso de no haberlo hecho

anteriormente. Complete los requisitos de lenguaje establecidos en este

módulo. Lleve a su facilitador la constancia de esta prueba y/o copia del

número de horas cumplidas (punto de partida de este curso) en su primera

clase.

3. Vaya a Blackboard y preséntese utilizando “Voice Board”. Diga su

nombre y hable sobre usted, sobre su experiencia y sobre el porqué

escogió la docencia como profesión.

http://www.cpsimoes.net/artigos/art_brit_6.html

http://www.edpsycinteractive.org/topics/cogsys/piaget.html

http://www.indiana.edu/~intell/map.shtml

http://serendip.brynmawr.edu/bb/neuro/neuro01/web1/Sioutis.html

http://otec.uoregon.edu/intelligence.htm

http://www.indiana.edu/~intell/


Updated 07/21/2011

4. Busque los conceptos básicos: inteligencia y aprendizaje. Utilice la

definición encontrada para crear su propia definición y venga preparado para

analizarlos en la clase.

5. Lea información relacionada con el desarrollo histórico de las teorías de la

inteligencia. Escriba un ensayo de dos páginas. Utilice el estilo APA.

6. Vea el video: “What is multiple intelligence theory” on you tube.

http://es.youtube.com/watch?v=KEFpaY3GI-I. Tome apuntes sobre las ideas

y conceptos más importantes.

Vocabulario Clave de la Lección (Debe reflejar los objetivos y conceptos claves

del taller).

1. Inteligencia

2. Aprendizaje

Lista de Materiales Suplementarios para el Taller

1. History of Influences in the Development of Intelligence Theories.


2. Video: “What is multiple intelligence theory”

http://es.youtube.com/watch?v=KEFpaY3GI-I





Updated 07/21/2011

Componentes de SIOP (Sheltered-Instruction Observation Protocol). Coloque una

marca de cotejo en la (__) en todas las estrategias por componente que se usaran en

el taller.

Actividades del inicio de la clase:

1. Presentación del facilitador y de cada uno de los estudiantes.

2. El facilitador hará la Introducción del curso:

a. Se asegurará que los estudiantes estén matriculados en el curso y

recibieron el módulo del curso.

B. Andamiaje

_x__ Modelaje

_x__ Práctica Dirigida

_x__ Práctica Independiente

_x__ Instrucción

Comprensible

C. Opciones para Agrupamiento

_x__ Grupo Completo

_x__ Grupos Pequeños

_x__ Pares

_x__ Trabajo Independiente

D. Integración del Proceso

_x__ Escuchar

_x__ Hablar

_x__ Leer

_x__ Escribir

E. Aplicación

_x__ Actividades Dinámicas de Aplicación

_x__ Significativas y Relevantes

_x__ Rigurosas

_x__ Alineadas a los Objetivos

_x__ Promueven Participación

A. Preparación

_x__ Adaptación de Contenido

_x__ Enlaces al Conocimiento Previo

_x__ Enlaces al Aprendizaje Previo

_x__ Estrategias Incorporadas

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

_x__ Cognoscitivo

_x__ Meta-cognoscitivo

_x__ Socio/Afectivo


Updated 07/21/2011

b. Elección del representante de los estudiantes.

c. Discusión de las reglas del curso.

d. Presentación de los objetivos del curso, estrategias de enseñanza o

métodos y criterios de evaluación.

e. Explicación de los pasos a seguir para cumplir con la actividad de

Observación de una Clase.

f. Explicación de las actividades de Laboratorio.

3. El facilitador puede explicar cómo acceder al área del Foro de Discusión

(Discussion Board) y Foro de Voz (Voice Board) usando Blackboard (Bb).

El propósito de este espacio es crear una comunicación sincrónica y

asincrónica en cuestiones relacionadas con la clase.

4. Explicación de todas las actividades a cumplir para realizar la Práctica de

Observación de una Clase (Apéndice B).

5. Los estudiantes entregarán el ensayo sobre el desarrollo histórico de las

teorías de la inteligencia asignado antes del taller.

6. El instructor asignará las presentaciones orales que se realizarán en los

talleres 2, 3,4, y 5 (Apéndice G).

Actividades Integradas de Contenido y Lenguaje para lograr los objetivos del

taller (Contenido y Lenguaje):

1. Se abrirá una Mesa Redonda para introducir los conceptos básicos del

módulo: inteligencia y aprendizaje. Los participantes contribuirán

presentando sus propios conceptos.


Updated 07/21/2011

2. El facilitador dividirá la clase en pequeños grupos para abrir una discusión

sobre el desarrollo histórico de las teorías de inteligencia. Cada grupo

presentará un pequeño resumen de su trabajo en equipo.

3. Los grupos de trabajo elaborarán un organizador gráficosobre las teorías de

inteligencia y se abrirá un panel de presentación y análisis de éstas. Los

estudiantes elaborarán conclusiones sobre el aporte de estas teorías al campo

de la educación.

Actividades rutinarias de cierre de la clase:

4. Explicación de las asignaciones a realizarse para el próximo taller El

facilitador recordará a los alumnos que deberán organizar y enviar el

portfolio del Taller Uno antes del próximo taller vía BlackBoard. ( Apéndices

K –R)

Evaluación

1. Individual: diario reflexivo sobre sus experiencias y aprendizajes antes y

durante el Taller Uno

2. Grupal: Participación en las definiciones de términos, análisis y discusiones

de grupo (

3. Escrito:

(

Ensayo de dos páginas sobre el desarrollo histórico de las teorías de

inteligencia (

d

4. Oral/Auditivo; Presentación Oral en clase y se presentarán oralmente en

Blackboard utilizando Voice Board.


Updated 07/21/2011

Cierre del Taller.

1. Individual: Reacción crítica inmediata en español (5 minutos) ¿De qué

manera las Teorías de las Inteligencia favorecen la labor educativa?

Grupal:

Mapa mental: Los estudiantes reunidos en grupos pequeños dibujarán un

mapa de la mente con la información que aprendieron en la clase.


Updated 07/21/2011

WORKSHOP TWO

Specific Content Objectives:

At the end of the workshop, students will be able to:

1. Define the basic terminology of the module

2. Discuss the pre-scientific learning theories

3. Classify the learning theories

4. Describe the Connectionism, Edward L. Thorndike and Drive Reduction

Theory, Clark Hull.

Specific Language Objectives:

At the end of the workshop, students will:

1. Listen: Develop an understanding of Connectionism: Edward L. Thorndike

and Drive Reduction Theory: Clark Hull, by listening to oral presentations

and asking questions.

2. Speak: Conduct formal discussions by working in groups formed by students

who will present the theories of learning.

3. Read: Read different definitions of styles and motivation from any of the

recommended sources and create your own definition.

4. Write: Prepare signs about the classifications of the pre-scientific theories of

learning, and write an essay about Constructivism and Behaviorism.

Electronic Links (URLs):

Biblioteca Virtual


Emotional Intelligence

http://www.unh.edu/emotional_intelligence/

http://tgrajales.net/intelimaestros.htm

Personalities Theories. B.F Skinner

http://www.ship.edu/~cgboeree/skinner.html

Explorations in Learning & Instruction: The Theory into Practice Database

http://tip.psychology.org/theories.html




http://www.ship.edu/~cgboeree/skinner.html

http://tip.psychology.org/theories.html


Updated 07/21/2011

Learning Theories

http://www.emtech.net/learning_theories.htm

http://www.oklahoma.net/~jnichols/learning.html

Human Memory

http://users.ipfw.edu/abbott/120/Ebbinghaus.html

Connectionism (E. Thorndike)

http://tip.psychology.org/thorn.html

Assignments Prior to the Workshop:

1. Find the definitions of the following terms and bring them to class: styles

and motivation. Create your own definitions, write them on Blackboard_

Discussion Board, and make comments on two of your classmates’

postings prior to Workshop Two.

2. Find information on constructivist cognitive and behavioral learning

theories. Write a two-page essay about Constructivism and Behaviorism.

Use APA Style.

3. Inquire about pre-scientific theories of learning. Bring information to

class for discussion.

4. Be sure you have made the arrangement to complete your observation in

a classroom.

5. Complete the E-Lab requirements for this course.

6. Be sure you have conducted your practice of class observation.

7. Continue working on your portfolio.

Key Vocabulary:

1. Pre-Scientific theories

2. Styles

3. Motivation

4. Constructivism

5. Cognitive



http://users.ipfw.edu/abbott/120/Ebbinghaus.html

http://tip.psychology.org/thorn.html


Updated 07/21/2011

6. Behaviorism

List of Supplementary Materials for the Workshop

1. Learning Theories



2. Emotional Intelligence



SIOP Components - Place a checkmark on the (___) for ALL strategies that will be

used in the workshop.

B. Scaffolding

__x_ Modeling

__x_ Guided Practice

__x_ Independent Practice

__x_ Comprehensible Input

C. Grouping Options

x___ Whole Class

_x__ Small Groups

_x__ Partners

_x__ Independent Work

D. Integration of Processes

_x__ Listening

_x__ Speaking

_x__ Reading

_x__ Writing

E. Application

_x__ Hands-on

_x__ Meaningful/Relevant

_x__ Rigorous

_x__ Link to Objectives

_x__ Promote Engagement

A. Preparation

_x__ Adaptation of Content

_x__ Links to Background Knowledge

_x__ Links to Past Learning

_x__ Strategies Incorporated

CALLA Strategies (Cognitive Academic Language Learning Approach)

_x__ Cognitive

_x__ Meta-cognitive

_x__ Social/Affective






Updated 07/21/2011

Integrated Activities:

1. Review the material learned in Workshop One by using a specific strategy..

2. Invite students to share their experiences while doing this activity on the

Discussion Board on Blackboard.

3. Students work in groups will discuss and analyze the pre-scientific theories

of learning and elaborate signs with the classifications of theories of learning.

Students will write or make comments, observations, or share any

information related to the theories.

4. Divide the group into 3 sub-groups and assign a sign to everyone. Each group

will develop and give a presentation on the theory that they have been

assigned.

5. A group of students will make the oral presentations assigned on Workshop

One about the learning theories assigned for Workshop Two: 1)

Connectionism: Edward L. Thorndike and 2) Drive Reduction Theory: Clark

Hull.

Classroom clsong activities:

1. Facilitator will explain assignments prior to Workshop Three, follow up with

students who have completed or are ready to complete the Practice: Class

Observation and complete the E-Lab requirements before finishing the

course.

6. The facilitator will remind the students that will turn in the completed

portfolio before the next workshop ().

Assessment:

1. Individual: Students will actively participate in class (Appendices A &

B).

2. Group: Students will discuss, analyze, and conclude about the main

concepts learned in class and on the Discussion Board on Blackboard.


Updated 07/21/2011

3. Written: Students will write a Reflective Journal entry ) and an Essay

about Constructivism and Behaviorism

4. Oral: Students will make an oral presentation

Lesson Wrap-Up

1. Individual: Students will write a summary about constructivist, cognitive,

and behavioral theories and deliver the paper to the teacher (5 minutes to

complete).

2. Group: The whole group will participate in sharing the most challenging and

interesting points in today’s workshop.


Updated 07/21/2011

TALLER TRES

Objetivos Específicos de Contenido

Al finalizar el taller los estudiantes serán capaces de:

1. Explicar las teorías de Inteligencias Múltiples y de Inteligencia Emocional.

2. Describir cada una de las inteligencias de la teoría de Gardner.

3. Comparar la teoría de Inteligencias Múltiples con la de Inteligencia Emocional

4. Crear una actividad educativa utilizando la teoría de las Inteligencias

Múltiples.


Los estudiantes estarán en capacidad de:

1. Escuchar: Comprender las Teorías de Contigüidad: Pavlov, Watson y

Guthrie y la Teoría del Desarrollo Ético_ moral de Kohlberg

2. Hablar: Explicar las diferencias entre la teoría de la inteligencia emocional

con la de inteligencias múltiples.

3. Leer: Leer las lecturas asignadas para esta clase y resumir las ideas

principales presentadas en éstas.

4. Escribir: Escribir un ensayo sobre la creación de entornos de aprendizaje

centrados en el estudiante, que tomen en cuenta las necesidades de los

estudiantes que de inglés como segunda lengua.


Biblioteca Virtual


Inteligencia emocional


Inteligencias Múltiples

http://www.dia.ilce.edu.mx/fundtres.html

Inteligencia Emocional



http://www.dia.ilce.edu.mx/fundtres.html


Updated 07/21/2011

http://eqi.org/history.htm

http://www.haygroup.com.mx/portal/ie01.htm

Howard Gardner, Inteligencias Múltiples y Educación

http://www.infed.org/thinkers/gardner.htm

Nuevas y Emergentes Teorías de Inteligencia.

http://www.indiana.edu/~intell/emerging.shtml

Inteligencias Múltiples /Experiencia Docente

http://www.teachingexpertise.com/articles/multiple-intelligences-720

Inteligencia Emocional

http://www.valuebasedmanagement.net/methods_goleman_emotional_intelligence.h

tml

Inteligencia Emocional y rendimiento Academico

http://www.nadasisland.com/research-intell2.html

Mida su EQ

http://www.ihhp.com/quiz.php


1. Leer el material relacionado con las teorías de las inteligencias múltiples Escoja la

teoría que más le interese y escriba su conclusión en el foro de discusión de

Blackboard. Comente el de dos compañeros. Venga preparado para discutir todo el

material en clase.

2. Elabore un ensayo de dos páginas que refleje la aplicación del estándar ESOL

descrito a continuación:

Indicadores de actuación

4.1.b. Crear ambientes de aprendizaje centrados en el estudiante que apoyen,

acepten, a los estudiantes de inglés como segunda lengua (ELL).

3. Tome la prueba emocional (EQ) en línea y traiga los resultados a la clase.

Vocabulario Clave de la Lección

1. Emoción

2. ESOL

http://eqi.org/history.htm

http://www.haygroup.com.mx/portal/ie01.htm

http://www.infed.org/thinkers/gardner.htm

http://www.indiana.edu/~intell/emerging.shtml

http://www.teachingexpertise.com/articles/multiple-intelligences-720

http://www.valuebasedmanagement.net/methods_goleman_emotional_intelligence.html

http://www.valuebasedmanagement.net/methods_goleman_emotional_intelligence.html

http://www.nadasisland.com/research-intell2.html

http://www.ihhp.com/quiz.php


Updated 07/21/2011

3. Inteligencia Emocional

4. Inteligencias Múltiples

Lista de Materiales Suplementarios para el Taller

1. Video: Emotional and Social Intelligence_How you can use emotional and social

intelligence to improve your performance_Daniel Goleman

http://sciencestage.com/v/18413/social-intelligence-how-you-can-use-social-

intelligence-to-improve-your-performance-daniel-goleman.html

2. What is emotional intelligence? Daniel Goleman

http://www.5min.com/Video/Learn-About-Emotional-Intelligence-290923139

Componentes de SIOP (Sheltered-Instruction Observation Protocol). Coloque una

marca de cotejo en la (__) en todas las estrategias por componente que se usaran en

el taller.

B. Andamiaje

_x__ Modelaje

_x__ Práctica Dirigida

_x__ Práctica Independiente

_x__ Instrucción

Comprensible

C. Opciones para Agrupamiento

_x__ Grupo Completo

_x__ Grupos Pequeños

_x__ Pares

_x__ Trabajo Independiente

D. Integración del Proceso

_x__ Escuchar

_x__ Hablar

_x__ Leer

_x__ Escribir

E. Aplicación

_x__ Actividades Dinámicas de Aplicación

_x__ Significativas y Relevantes

_x__ Rigurosas

_x__ Alineadas a los Objetivos

_x__ Promueven Participación

A. Preparación

_x__ Adaptación de Contenido

_x__ Enlaces al Conocimiento Previo

_x__ Enlaces al Aprendizaje Previo

_x__ Estrategias Incorporadas

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

_x__ Cognoscitivo

_x__ Meta-cognoscitivo

_x__ Socio/Afectivo

http://sciencestage.com/v/18413/social-intelligence-how-you-can-use-social-intelligence-to-improve-your-performance-daniel-goleman.html

http://sciencestage.com/v/18413/social-intelligence-how-you-can-use-social-intelligence-to-improve-your-performance-daniel-goleman.html

http://www.5min.com/Video/Learn-About-Emotional-Intelligence-290923139


Updated 07/21/2011

Actividades Integradas:

1. Hacer un repaso del material visto en el Taller Dos utilizando cualquier

técnica de su preferencia.

2. Los estudiantes con las presentaciones orales asignadas en el Taller Uno

expondrán las Teorías de Contigüidad: Pavlov, Watson y Guthrie y la Teoría

del Desarrollo Ético_ moral de Kohlberg

3. En grupos de trabajos y utilizando organizadores gráficos, los estudiantes

analizarán las teorías de inteligencia emocional e inteligencias múltiples.

4. Compararán y contrastarán ambas teorías utilizando el Diagrama Venn.

5. El facilitador asignará a cada grupo una materia y un tema para que los

estudiantes creen actividades dirigidas a cada una de las inteligencias

contempladas en la teoría de Gardner.

6. Cada grupo hará una presentación oral de su resultado.

7. Los estudiantes compartirán y discutirán los resultados del EIQ (Emotional

Intelligence Quiz) y concluirán sobre su efectividad para manejar la

diversidad estudiantil que propicie un ambiente beneficioso para el

aprendizaje de los estudiantes de inglés como segunda lengua (ELL).

Actividades de cierre de la clase:

1. El facilitador eexplicará las asignaciones a realizarse para el próximo taller

así como todas las actividades a cumplir para realizar la Práctica de

Observación de una Clase (Apéndice B).

2. El facilitador recordará a los alumnos que deberán organizar y enviar el

portfolio del Taller Tres antes del próximo taller vía BlackBoard. (

Apéndices K –R)


Updated 07/21/2011

Evaluación

1. Individual: diario reflexivo

2. Grupal: Los estudiantes participarán activamente en los grupos de trabajo

y en el foro de discusión de Blackboard.

3. Escrito: Ensayo sobre el estándar de ESOL.

4. Oral/Auditivo; los estudiantes harán presentaciones orales en clase.

Cierre del Taller.

1. Individual: Reacción crítica inmediata en español (5 minutos) ¿Contribuye

la teoría de inteligencias múltiples y la teoría de inteligencia emocional a la

labor educativa. ¿ Por qué ?

2. Grupal: El Semáforo: Déle a cada dos estudiantes un dibujo de un

semáforo. En el óvalo verde los estudiantes deben escribir algo que ya sabían

sobre el tema de la clase. En el óvalo amarillo, los estudiantes deben escribir

algo que aprendieron hoy en clase, y en el óvalo rojo deben escribir algo que

no entendieron sobre el tema cubierto hoy en clase.


Updated 07/21/2011

WORKSHOP FOUR

Specific Content Objectives:

At the end of the workshop, students will be able to:

1. Explain the contribution of the first psychometric test of Simon and Binet.

2. Analyze the use of psychometric testing to determine levels of intelligence.

3. Describe the adaptation of psychometric testing in the United States.

4. Analyze the concept of intellectual awareness of William Stern.

5. Identify the most important aspects of Conditioning of Skinner and Social

Learning Theory of Bandura.

Specific Language Objectives:

1. Listen: Develop an understanding of psychometric testing in the US and its

implications.

2. Speak: Conduct formal discussions by setting up an “Educational Panel”

formed by students who will present Bidet and Simon’s contributions to

educational psychology.

3. Read: Read an article from a recent (no more than 3 years old) Psychology

Today magazine or any other educational magazine about testing students in

general, but especially ELLs.

4. Write: Write a 2-page essay in English based on your analysis of the use of

psychometric testing to determine levels of intelligence or summarize the

article.

Electronic Links (URLs):

Biblioteca Virtual


The Role of Standardized Intelligence Measures in Testing for Giftedness

http://www.indiana.edu/~intell/giftednessTesting.shtml

Alfred Binet

http://www.indiana.edu/~intell/binet.shtml

Theodore Simon


http://www.indiana.edu/~intell/giftednessTesting.shtml

http://www.indiana.edu/~intell/binet.shtml


Updated 07/21/2011

http://www.indiana.edu/%7Eintell/simon.shtml

Stanford-Binet Escala de Inteligencia

http://www.psicologia.freeservers.com/testes/ab-stanb.htm

William Stern

http://www.indiana.edu/~intell/stern.shtml

Binet-Simon Scale

http://psychclassics.yorku.ca/Binet/binet1.htm

Assignments Prior to the Workshop:

1. Find information on the following authors and their contributions to Educational

Psychology:

Alfred Binet

Theodore Simon

William Stern

Psychometric testing by Simon and Binet

2. Come prepared to participate in informal and/or formal discussions about the

topics presented in class.

3. Write a 2-page essay in English based on your analysis of the use of

psychometric testing to determine levels of intelligence. What are some

misconceptions and misinterpretations regarding psychometric testing?

Performance Indicators 5.3.e. Assist Ells in developing necessary test-taking skills.

4. Be ready to conduct the oral presentation assigned on Workshop One about

Conditioning of Skinner and Social Learning Theory of Bandura.

5. Complete the Language Lab hours required for this course.

6. Continue working on your portfolio and send it via Blackboard before next

Workshop.

Key Vocabulary:

1. Intellectual awareness

2. Social Intelligence

3. Test

4. Psychometric test

http://www.indiana.edu/~intell/simon.shtml

http://www.psicologia.freeservers.com/testes/ab-stanb.htm

http://www.indiana.edu/~intell/stern.shtml

http://psychclassics.yorku.ca/Binet/binet1.htm


Updated 07/21/2011


1. Test Your Awareness

http://www.youtube.com/watch?v=Ahg6qcgoay4

2. Psychometric testing

http://www.youtube.com/watch?v=k3Yi5b-hwLw&feature=related

SIOP Components - Place a checkmark on the (___) for ALL strategies that will be

used in the workshop.

B. Scaffolding

__x_ Modeling




C. Grouping Options

x___ Whole Class

_x__ Small Groups

_x__ Partners



_x__ Listening

_x__ Speaking

_x__ Reading

_x__ Writing

E. Application

_x__ Hands-on


_x__ Rigorous



A. Preparation






_x__ Cognitive

_x__ Meta-cognitive


http://www.youtube.com/watch?v=Ahg6qcgoay4

http://www.youtube.com/watch?v=k3Yi5b-hwLw&feature=related


Updated 07/21/2011

Opening Class Activities:

1. The students will hand in their 2-page essay written in English.

2. Review the material learned in Workshop Three by using any strategy.

Integrated Activities:

1. A group of students present the assigned material for the Workshop Four

about Conditioning of Skinner and Social Learning Theory of Bandura

2. Socialized discussion on the topics covered in the oral presentations.

3. Divide the class into groups. Each group will complete a graphic organizer

which shall include the theory of William Stern.

4. Each group will present and explain your graphic organizer in class.

5. Educational panel to discuss:

• Contributions from Bidet and Simon.

• The adaptation of psychometric testing in the United States.

• Using psychometric tests.

6. Using a Round table review all the topics studied

Closing Class Activities

1. Facilitator will explain assignments prior to Workshop Five, follow up with

students who have completed or are ready to complete the Practice: Class

Observation (Appendix B) and completed the E-Lab requirements before

finishing the course.

2. The facilitator will remind the students that they must turn in the

completed portfolio before the next workshop (Appendices K-R).

Assessment:

1. Individual: Students will actively participate in class

2. Group: Students will discuss, analyze, and conclude about the main concepts

of the class


Updated 07/21/2011

3. Written: Students will write a Reflective Journal entry and an Essay about

ESOL: Assisting ELLs in Developing Necessary Test-taking Skills

4. Oral: Students will make an oral presentation

Lesson Wrap-Up

1. Individual: Students will write highlights about the usefulness of tests (5

minutes).

2. Group: The whole class will participate giving their opinions. There will be

time for clarification of ideas and concepts.


Updated 07/21/2011

Taller Cinco/Workshop Five

NOTA: Este taller es bilingüe. Tanto, el

Facilitador como los estudiantes, deberán

utilizar el idioma asignado para cada tarea y

actividad. No mezcle los dos idiomas!

UTILICE SOLAMENTE UN

LENGUAJE A LA VEZ!

NOTE: This is a bilingual workshop. Both

the facilitator and student must use the

language assigned for each homework and

activity. Do not combine the two

languages! LANGUAGE OF

INSTRUCTION MUST BE KEPT

SEPARATE!

Objetivos Específicos de Contenido:

Al final del taller, el alumno será capaz de:

1. Definir en sus propias palabras los conceptos de herencia y del medio

ambiente.

2. Analizar el enfoque del Desarrollo Cognitivo de Piaget.

3. Identificar los factores hereditarios que afectan el proceso de aprendizaje.

4. Comparar los efectos de la herencia y el medio ambiente en el proceso del

aprendizaje.


Al final del taller, el alumno será capaz de:

1. Escuchar: Escuchar la presentación de la clase y comprender los factores

ambientales y hereditarios que afectan al lenguaje

2.Hablar: Discutir los conceptos de Herencia y Medio Ambiente y presentar en

forma oral una definición propia.

3.Leer: Leer y resumir las ideas principales del enfoque de Desarrollo Cognitivo de

Piaget

4.Escribir: Escribir un informe en inglés que lanalice el contenido de la película

“Stand and Deliver” (1988), usando el vocabulario, la gramática y el estilo

apropiado.



Updated 07/21/2011

Biblioteca Virtual


Human Relations Journal

http://hum.sagepub.com/content/current

Interrelaciones entre Herencia y Ambiente

http://www.drromeu.net/desarrol.htm

Early learning: The impact of environmental factors (MSN-Search for

“Environmental factors in early education”, # 2

http://www.pjb.co.uk/npl/bp15.htm

Begin with the brain

http://beginwiththebrain.com/physical_environment.php

Teachers as place makers

http://schoolstudio.engr.wisc.edu/placemakers.html

Creating a home environment for learning

http://www.parenting-ed.org/html/html/Improving%20L%20%20G%20Handout.htm


1. Investigue sobre los conceptos básicos de este taller enunciados en los

objetivos específicos. Escriba en español sus propios conceptos de Herencia

y Medio Ambiente

2. Vea la película “Stand and Deliver”(1988). Analice su contenido y elabore

un informe escrito en inglés sobre ésta. Envíelo vía Blackboard

3. Venga preparado a clases para compartir sus definiciones y sus impresiones

sobre la película (En español).

4. Asegúrese de:

a) Haber entregado todas las asignaciones a su facilitador.

b) Haber completad sus horas de Laboratorio y de entregar prueba de ello a su

facilitador.

c) Haber hecho su práctica de observación de una clase y de entregar el

informe correspondiente


http://hum.sagepub.com/content/current

http://www.drromeu.net/desarrol.htm

http://www.pjb.co.uk/npl/bp15.htm

http://beginwiththebrain.com/physical_environment.php

http://schoolstudio.engr.wisc.edu/placemakers.html

http://www.parenting-ed.org/html/html/Improving%20L%20%20G%20Handout.htm


Updated 07/21/2011

d) Haber completado el portafolio de todo el curso con los Apéndice Ks

completados e insertados.

Vocabulario Académico Clave

1. Herencia

2. Medio Ambiente

3. Proceso de Aprendizaje

Academic Core Vocabulary

1. Heredity

2. Environment

3. Learning Process

EDUC 172 Educational Psychology 58

Updated 07/21/2011


1. Movie: Stand and Deliver (1988. Director Ramon Menéndez. A dedicated teacher

inspires his dropout prone students to learn calculus to build up their self-esteem and do

so well that they are accused of cheating.

SIOP Components - Place a checkmark on the (___) for ALL strategies that will be used in the

workshop.

1.

2.

3.

4.

5.

6.

7.

8.

B. Scaffolding

__x_ Modeling




C. Grouping Options

x___ Whole Class

_x__ Small Groups

_x__ Partners



_x__ Listening

_x__ Speaking

_x__ Reading

_x__ Writing

E. Application

_x__ Hands-on


_x__ Rigorous



A. Preparation






_x__ Cognitive

_x__ Meta-cognitive



Updated 07/21/2011

Integrated Activities

Actividades en español para las primeras dos horas del taller:

1. La clase comenzará con una revisión de lo aprendido en el Cuarto Taller

2. El facilitador colocará dos cartulinas en una pared accesible a los estudiantes con cada

uno de los conceptos a estudiar en el taller. Los estudiantes escribirán la información de

cada concepto en las cartulinas. Después de que todas las entradas se hayan completado,

el grupo se dividirá en dos. Cada grupo analizará la información escrita en la cartulina y

la evaluará basándose en su propia definición de los conceptos. Cada grupo presentará

sus definiciones a toda la clase.

3. El grupo de estudiantes que tiene asignado el tema del Desarrollo Cognitivo de Piaget

hará su presentación. Habrá tiempo para discutir los conceptos presentados y llegar a

conclusiones.

Integrated content and language activities aligned to achieve workshop objectives:

Activities in English for the last two hours of the workshop:

1. Using a circle map, the students guided by the facilitator will discuss the implications and

effects of heredity and environment in the process of learning.

2. Brief discussion about the movie “Stand and Deliver.” Each student will compare the

implications of heredity and environment, and share their reflections of the movie and

hand in the movie written report to the facilitator.

3. Course evaluation.

Assessment:

1. Individual: Students will actively participate in class (Appendices A & B).

2. Group: Students will discuss, analyze, and conclude about the main concepts of the

class (Appendix A).

3. Written: a)Written Movie Report, b) Written report of your Practice Observation of a

Class (Appendix B), and c) Portfolio (Appendices K to Q).

4. Oral: Oral presentation


Updated 07/21/2011

Lesson Wrap-Up

1. Individual: Students will write a summary and highlight the implications and effects

of heredity and the environment in the process of learning (5 minutes to complete).

2. Group: The whole class will participate in a discussion expressing their opinions.


Updated 07/21/2011

Apéndices/Appendices


Updated 07/21/2011

APPENDIX A

NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED INSTRUCTION

Retrieved from: WIDA Consortium http://www.wida.us/

http://www.wida.us/


Updated 07/21/2011

“Can Do” Listening Rubric

National Proficiency Levels Criteria

Starting

Identifies objects

Names concrete objects

Points to picture/object of the word heard

Follows simple commands

Repeats words or simple phrases

Understands simple messages – gestures, pointing

Emerging

Draws a picture

Requires continuous repetition

Follows verbal dictations

Checks-off words that were heard

Repeats information heard to determine comprehension

Understands slow speech and multiple repetitions

Developing Understands more details of spoken language

Needs limited or no repetition and slow speech

Understands basic academic vocabulary which is frequently used in class discussions

Understands class discussions with some difficulty

Understands most of what was said

Expanding Needs limited or no repetition at normal speed speech

Understands academic vocabulary used in class discussions

Understands class discussions with little difficulty

Understands nearly everything said

Bridging Needs no repetition at normal speed speech

Understands elaborate academic vocabulary used in class discussions

Understands class discussions with no difficulty

Demonstrates a native-like English speaker’s understanding of what is said


Updated 07/21/2011

“Can Do” Speaking Rubric

National Proficiency

Levels

Criteria

Starting Names concrete objects

Responds a simple yes or no to questions

Repeats words or simple phrases

Uses one word commands

Mispronounces words making it difficult to be understood

Breaks speech into parts making comprehension difficult

Uses limited or no vocabulary to support message

Emerging Uses a few more words to respond to questions although grammatically incorrect

Uses one-, two-, and multiple-word commands

Uses verb tenses interchangeably

Misuses words in daily speech

Repeats spoken words or phrases to improve understanding due to pronunciation flaws

Uses grammar and word order incorrectly

Uses vocabulary (emerging stage) to support oral messages

Developing Responds using longer phrases/sentences

Initiates and carries out conversations; however, there may be interruptions due to thinking of the

correct words to say

Applies grammar and word order correctly most of the time

Demonstrates correct use of basic academic vocabulary which is frequently used in class

discussions and/or oral assignments.

Speaks with some hesitation

Uses vocabulary to support oral messages

Speaks with less difficulty, but listener must pay close attention to pronunciation.

Expanding Responds using elaborate phrases/sentences

Uses and interprets idiomatic expressions

Converses more fluently in social settings

Uses academic vocabulary frequently in class discussions

Participates in class discussions using academic content with slight hesitation

Misuse of grammar and word order seldom occurs and does not interrupt meaning

Pronounces most words accurately and clearly

Bridging Speaks fluently

Uses elaborate academic vocabulary in all class discussions correctly

Participates in class discussion using academic content without hesitation

Uses appropriate vocabulary to support oral messages at all times

Uses correct grammar and word all the time

Speaks with native-like pronunciation and intonation


Updated 07/21/2011

“Can Do” Reading Rubric


Levels

Criteria

Starting Lacks comprehension of a wide array of written material (not developed)

Lacks ability to interpret graphs, charts, tables, and forms in textbooks (not developed)

Struggles with use of pre-reading and reading skills (not developed)

Lacks ability to apply reading strategies in order to guess meanings of unfamiliar words from context (not

developed)

Struggles with use of strategic reading skills (in order to plan his/her reading assignments, diagnose deficiencies,

resolve deficiencies independently or with the help of others, etc.) (not developed)

Emerging Improving comprehension (slowly emerging) of a wide array of written material (e.g., fictional and non-fictional

texts that bridge personal, professional and academic themes, news articles, short stories, short novels, etc.)

Demonstrates correct interpretation of basic graphs, charts, tables and forms in textbooks

Applies limited pre-reading (e.g., activation of prior knowledge, semantic maps, etc.) and reading skills (e.g.,

skimming, scanning, inferences, paragraph frames, DRA, SQ4R, etc.) (slowly emerging)

Struggles with ability to use limited reading strategies to guess meanings of unfamiliar words from context (e.g.,

definition, restatement, examples, surrounding words, etc.) is

Strives to understand (even when not successful) the relationship between ideas (e.g., time, logical order,

comparison/contrast, cause/effect), and reading patterns in order to identify literary genres (as listed above)

Applying successful reading skills (as listed above) are still emerging

Developing Comprehends a wide array of written material (as listed above)

Interprets basic graphs, charts, tables and forms

Applies correctly pre-reading and reading skills (as listed above)

Applies correct use of reading strategies to guess meanings of unfamiliar words from context (as listed above)-

evidence of emerging.

Understands the relationship between ideas (as listed above)-evidence of emerging..

Uses strategic reading skills (as listed above) that are evident.

Expanding Comprehends a wide array of level-appropriate written materials (as listed above) with mature accuracy

Interprets increasingly complex graphs, charts, tables, and forms accurately

Applies pre-reading and reading skills (as listed above) very strongly

Applies strategies to guess meanings of unfamiliar words from context (as listed

above) which is clearly evident

Identifies signal words to understand the relationship between ideas (as listed above), and reading patterns to

identify literary genres (as listed above)- emerging strongly

Understands the relationship between ideas (as listed above)-strongly evident.

Uses strategic reading skills (as listed above) with mature accuracy

Bridging Comprehends various types and lengths of level appropriate written materials (as listed above)-fully developed

Interprets complex graphs, charts, tables, and forms accurately

Applies pre-reading and reading skills (as listed above)-fully developed

Applies reading strategies to determine the meaning of unfamiliar words in a text (as listed above) with accuracy

Understands the relationship between ideas (time, logical order, comparison/contrast, cause/effect)

Demonstrates fully developed strategic reading skills (as listed above)


Updated 07/21/2011

“Can Do” Writing Rubric


Levels Criteria

Starting Lacks clear writing and focus.. Details are limited or unclear. There’s no clear distinction to what is important and what is supported.

Lacks engaging and drawing a conclusion. Paper simply starts and ends. Lack of transitions make it difficult to understand the paper.

Writes with limited use of vocabulary or specific words to transmit meaning of the essay. Misuse of parts of speech makes it difficult to understand

the writing.

Rambles- use of incomplete sentences that are too long to understand. Sentences follow a simple structure and or style.

Struggles with spelling, punctuation capitalization and other writing conventions. This makes it very difficult to understand the writing.

Lacks strategic writing skills (e. g., knowledge of the writing process; declarative, procedural and conditional knowledge; and strategies for inquiry, for

drafting [such as investigating genre, considering audience, and responding to purpose], and for product revision) that are clearly not developed.

Emerging Writes sentences that are still unclear there seems to be a guide to a focused topic; however, it may drift at times. There is an attempt in details to

support main idea. Reader can still feel confused.

Attempts to write an introduction and or conclusion. Use of transitions helps, but paper is in need of more details.

Struggles with some vocabulary terms that are used inappropriately. Greater command of the parts of speech is developing,.

but many words are still used incorrectly.

Attempts to create a style of sentence structure here and there; although, for the most part it sticks to one style.

Shows need of improving spelling, punctuation, capitalization, and other writing conventions. It is still difficult to read the writing; but there are signs

of improvement.

Demonstrates emerging strategic writing skills.

Developing Writes with an unclear focus. Writing appears to be on one topic, but shifts to another topic at times. Support of main idea is lacking. Reader is left

with unanswered questions.

Attempts to write a proper introduction and conclusion however, both are dull or unclear. Transitions help connect ideas although at times they

distract the flow.

Selects and uses words appropriately; however, they are not higher level and need more vigor.

Formulates well-written sentences; however, style and structure of sentences are repetitious.

Demonstrates control of spelling, punctuation, capitalization, and other writing conventions. However, the writing could read and sound better by

improving conventions.

Utilizes strategic writing skills properly (now evident).

Expanding Writes with a focus in mind; however, there is room for improvement. Needs more relevant details to support the main idea.

Some readers’ questions can be answered, while others are left with doubt.

Uses a proper introduction and conclusion, however, some improvement is needed. Needs to continue using transitional words are properly in order to

allow the proper flow of ideas.

Selects and uses vocabulary words that are much more livelier and appropriate. Some common wording can be improved.

Writes with a definite style, and sentence structure is “catchy” with few mistakes.

Demonstrates good control of spelling, punctuation, capitalization, and other writing conventions. Mistakes are few and nothing distracts from the

writing.

Applies mature strategic writing skills.

Bridging Writing is clear and focused on a narrowed topic. Details are relevant and accurate, and they support the main ideas. Reader’s questions are answered

Writing has a clear introduction that’s hooks the reader and conclusion that leaves a lasting impression. Use of transitions helps the reader to connect

ideas. Reading flows and not dull.

Words used in the writing are specific and accurate. Vivid verbs and modifying words are present. Words used enhance the meaning of the writing.

There is a variety in length and structure of the sentences. The style of sentences varies on how they begin. Sentences create fluency and rhythm.

Excellent control of spelling, punctuation capitalization and other writing conventions.

Strategic writing skills are fully developed.


Updated 07/21/2011

APPENDIX B

CLINICAL SCHOOL EXPERIENCE OBSERVATION TOOL


Updated 07/21/2011


Florida Campuses


Part I: Matrix: Florida Educator Accomplished Practices (FEAPs) Student Intern:

School:

Date:

Classroom Teacher:

Grade:

Instructions: The student must place a checkmark (√) under the heading for Observed or Not-Observed for each Educator Accomplished Practice

Competency (10 pages).

Professional FEAP

Competencies

Classroom

Observation

of Competencies

(Total of 4 Hours)

Observed Not Observed

( √ ) ( √ )

Observation Notes: Describe the relevance of the competency evidenced

(observed) to the main core educational topics

discussed in your current education course.

#1 Quality of Instruction The effective educator consistently:

a) models and promotes the importance of education and academic achievement to all students;

b) plans and designs lessons to achieve student mastery;

c) selects appropriate strategies to be used as formative assessments to monitor learning;

d) uses diagnostic student data to design instruction

e) develops learning experiences that require students to demonstrate a variety of relevant skills and competencies;


Updated 07/21/2011


Florida Campuses

Student Intern Name: Date:

Professional FEAP

Competencies

Classroom

Observation

of Competencies

(Total of 4 Hours)


( √ ) ( √ )

Observation Notes:

Describe the relevance of the competency

evidenced (observed) to the main core

educational topics discussed in your current

education course.

f) appropriately sequences

lessons and concepts to ensure

coherence and required prior

knowledge;

g) uses higher-order questioning techniques;

h) uses varied instructional strategies and resources, including appropriate technology, to teach for student understanding;

i) delivers engaging, challenging, and relevant lessons;

j) differentiates instruction based on an assessment of student learning needs and a recognition of individual differences in students;

k) respects and embraces students’ cultural and family background;

l) demonstrates behaviors that are consistent with fairness and equity;


Updated 07/21/2011


Florida Campuses


Professional FEAP

Competencies

Classroom Observation

of Competencies

(Total of 4 Hours)


( √ ) ( √ )

Observation Notes:

Describe the relevance of the competency evidenced



m) utilizes student feedback to monitor instructional needs;

n) demonstrates behaviors that are consistent with fairness and equity;

o) utilizes student feedback to monitor instructional needs.

#2 Knowledge of Subject Matter The effective educator consistently:

a) demonstrates deep and comprehensive knowledge of the subject taught;

b) identifies and modifies instruction to respond to gaps in students’ subject matter knowledge;

c) provides instruction to address preconceptions or misconceptions;


Updated 07/21/2011


Florida Campuses


Professional FEAP

Competencies


of Competencies

(Total of 4 Hours)


( √ ) ( √ )

Observation Notes:




education course.

d) designs and modifies instruction to deepen students’ understanding of content area and advance student learning;

e) selects and sequences engaging, relevant, standards-based content, and then designs and teaches lessons that are relevant to students’ learning needs;

f) relates and integrates the subject matter with other disciplines during instruction.

#3 Continuous Improvement

The effective educator consistently:

a) engages in targeted professional growth opportunities and reflective practices;


Updated 07/21/2011


Florida Campuses


Professional FEAP

Competencies


of Competencies

(Total of 4 Hours)


( √ ) ( √ )

Observation Notes:


evidenced (observed) to the main core educational

topics discussed in your current education

course..

b) uses a variety of data,

independently and in

collaboration with

colleagues, to evaluate

learning outcomes and to

adjust planning and

practice;

c) designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs;

d) examines and uses data-informed research to improve instruction and student achievement;

e) implements knowledge and skills learned in professional development in the teaching and learning process.


Updated 07/21/2011


Florida Campuses


Professional FEAP

Competencies

Classroom

Observation

of Competencies

(Total of 4 Hours)


( √ ) ( √ )

Observation Notes:

Describe the relevance of the competency evidenced



#4 Learning Environment The effective educator consistently:

a) integrates learning activities that incorporate current information and communication technologies;

b) adapts learning environment to accommodate the differing needs and diversity of students;

c) utilizes current and emerging assistive technologies that enable students to achieve their educational goals;

d) creates and maintains an atmosphere of respect for all areas of diversity.


Updated 07/21/2011


Florida Campuses


Professional FEAP

Competencies


of Competencies

(Total of 4 Hours)


( √ ) ( √ )

Observation Notes:



topics discussed in your current education course.

#5 Assessment


a) analyzes and uses data from multiple assessments and measures to diagnose students’ learning needs, inform instruction based on those needs, and drive the learning process;

b) designs and aligns formative and summative assessments that match learning objectives and lead to mastery;

c) uses a variety of assessment tools to monitor student progress, achievement and learning gains;

d) modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge;


Updated 07/21/2011


Florida Campuses


Professional FEAP

Competencies


of Competencies

(Total of 4 Hours)


( √ ) ( √ )

Observation Notes:



topics discussed in your current education course.

e) shares the importance and outcomes of student assessment data with the student and the student’s parent/caregiver(s);

f) employs technology to organize and integrate assessment information.

#6 Communication


a) conveys high expectations;

b) supports, encourages, and provides immediate and specific feedback to students to promote student achievement;

c) models and teaches clear, acceptable oral and written communication skills;


Updated 07/21/2011


Florida Campuses


Professional FEAP

Competencies


of Competencies

(Total of 4 Hours)


( √ ) ( √ )

Observation Notes:




education course.

d) fosters two-way

communication with

students and

parent/caregiver(s); and

e) collaborates with the home, school, and larger communities to support student learning and continuous improvement.

Professional Responsibility and Ethical Conduct The effective educator adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida pursuant to State Board of Education Rules 6B-1.001 and 6B-1.006, F.A.C, by fulfilling the expected obligations to students, the public and the education profession.


Updated 07/21/2011


Florida Campuses

School Site Supervising Teacher: __________________________________________

Signature: _________________________________________ Date: ______________

Comments:

______________________________________________________________________________

__________________________________________________________________

Internship Course Facilitator: _____________________________________________

Signature: _________________________________________ Date: _______________

Comments:

______________________________________________________________________________

__________________________________________________________________

Student Intern: _________________________________________________________

Signature: _______________________________________ Date: _________________

Comments_______________________________________________________________


Updated 07/21/2011


Florida Campuses


Part II: School: General Operation Activities (1 page)

Student Intern: School:

Date:

Place a checkmark (√) under the appropriate activity or type of meeting you participated in during

your School Clinical Experience at the assigned school. You must comply with a minimum of four

hours for this requirement. IEP

Meeting

LEP

Committee

Meeting

RTI

Meeting

Faculty

Meeting

Parent/Teache

r Conference

Grade

Level

Meeting

Department

Meeting

Other: Total

Hours

COMMENTS: Specify the activity for which you are entering comments. You will refer to this document to complete the final report for the Education

course.

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

____________________________________________________________________________________________________

Internship Course Facilitator’s Signature: _____________________ Date: ________________

Student Intern’s Signature: ________________________________ Date: _______________

CODES: IEP=Individual Education Program, LEP=Limited English Proficient Program, RTI=Response to

Intervention


Updated 07/21/2011

APPENDIX C

CLINICAL SCHOOL EXPERIENCE OBSERVATION FEEDBACK FORM


Updated 07/21/2011


Florida Campuses

CLASSROOM OBSERVATION FEEDBACK FORM

Student Intern:

Signature: Date:

School Site Supervising Teacher:

Signature: Date:

Internship Course Facilitator:

Signature: Date:

Observation Notes (narrative description of lesson)

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

ESOL COMPETENCIES (Check ALL that are observed)

___ Planning Practices

___ Instructional Methods/Strategies

___ Instructional Materials

___ Assessment by L2 Level

___ Accommodations by L2 Level

___ Learning Styles/Differentiation

___ Cultural Sensitivity

___ Addresses L2 proficiency Levels

ACCOMPLISHED PRACTICES

(Check ALL that are observed)

___ Instructional Design, Lessons, and planning

___ Learning Environment

___ Instructional Delivery and Facilitation

___ Assessment

___ Continuous Professional Improvement

___ Professional Responsibility and Ethical Conduct

Exemplary Practices

Observer’s Name: ________________________

Observer’s Signature: _____________________

Date: __________________________________

Comments:

Reflective Comments


Updated 07/21/2011

APPENDIX D

THE WRITING PROCESS

6-TRAITS WRITING RUBRIC


Updated 07/21/2011

Appendix D

Six-Traits of Writing Rubric

Student’s Name:______________________________________ Date:___________________

Facilitator:______________________Course: ____________Assignment:_________________

Instructions: This rubric will be used to evaluate all written work done by the student in

both English and Spanish. Please refer to the trait that you are evaluating (i.e., Ideas and

Content) and write the score in the appropriate box. Select the criteria per level (6=

highest, 1=lowest) that best reflects the student’s writing ability.

Refer to all the Appendix (D) sheets that describe, in detail, all the writing traits that you

are evaluating in order to complete this rubric properly.

Criteria per Level

(From Highest to Lowest)

Writing Traits 6 5 4 3 2 1

Ideas and Content

Organization

Voice

Word Choice

Sentence Fluency

Conventions

Totals (Add all the totals down, then

across to obtain the Grand Total.)

Grand Total:

Final Score:_________________

Scoring Scale: (36-0)

Outstanding: 33-36 points = A

Very Good: 29-32 points = B

Satisfactory: 24-28 points =C

Fair: 19-23 points =D

Poor: 0-18 points = F


Updated 07/21/2011

Six Traits for Analytic Writing Rubrics

Trait #1: Idea and Content

Criteria per Level Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from

https://www.ade.state.az.us/standards/6traits/

6

The writing is exceptionally clear, focused and interesting. It holds the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support • a thorough, balanced, in-depth explanation/ exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well suited to audience and purpose.

5

The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are developed by supporting details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support. • a thorough, balanced explanation/exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well-suited to audience and purpose.

4

The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although it may be limited or rather general. The writing is characterized by • an easily identifiable purpose. • clear main idea(s) • supporting details that are relevant, but may be overly general or limited in places; when appropriate, resources are used to provide accurate support. • a topic that is explored/explained, although developmental details may occasionally be out of balance with the main idea(s); some connections and insights may be present. • content and selected details that are relevant, but perhaps not consistently well chosen for audience and purpose.

3

The reader can understand the main ideas, although they may be overly broad or simplistic, and the results may not be effective. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly off-topic. The writing is characterized by • an easily identifiable purpose and main idea(s). • predictable or overly-obvious main ideas or plot; conclusions or main points seem to echo observations heard elsewhere. • support that is attempted; but developmental details that are often limited in scope, uneven, somewhat off-topic, predictable, or overly general. • details that may not be well-grounded in credible resources; they may be based on clichés, stereotypes or questionable sources of information. • difficulties when moving from general observations to specifics.

2

Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is characterized by • a purpose and main idea(s) that may require extensive inferences by the reader. • minimal development; insufficient details. • irrelevant details that clutter the text. • extensive repetition of detail.

1 The writing lacks a central idea or purpose. The writing is characterized by • ideas that are extremely limited or simply unclear. • attempts at development that are minimal or non-existent; the paper is too short to demonstrate the development of an idea.

Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/


Updated 07/21/2011

Trait #2: Organization

Criteria per Level

6

The organization enhances the central idea(s) and its development. The order and structure are compelling and move the reader through the text easily. The writing is characterized by • effective, perhaps creative, sequencing; the organizational structure fits the topic, and the writing is easy to follow. • a strong, inviting beginning that draws the reader in and a strong satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed

5

The organization enhances the central idea(s) and its development. The order and structure are strong and move the reader through the text. The writing is characterized by. • effective sequencing; the organizational structure fits the topic, and the writing is easy to follow. • an inviting beginning that draws the reader in and a satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed. .

4

Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is characterized by • clear sequencing. • an organization that may be predictable. • a recognizable, developed beginning that may not be particularly inviting; a developed conclusion that may lack subtlety. • a body that is easy to follow with details that fit where placed. • transitions that may be stilted or formulaic. • organization which helps the reader, despite some weaknesses.

3

An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal. The writing is characterized by • attempts at sequencing, but the order or the relationship among ideas may occasionally be unclear. • a beginning and an ending which, although present, are either undeveloped or too obvious (e.g. “My topic is...”, “These are all the reasons that…”) • transitions that sometimes work. The same few transitional devices (e.g., coordinating conjunctions, numbering, etc.) may be overused. • a structure that is skeletal or too rigid. • placement of details that may not always be effective. • organization which lapses in some places, but helps the reader in others.

2

The writing lacks a clear organizational structure. An occasional organizational device is discernible; however, the writing is either difficult to follow and the reader has to reread substantial portions, or the piece is simply too short to demonstrate organizational skills. The writing is characterized by • some attempts at sequencing, but the order or the relationship among ideas is frequently unclear. • a missing or extremely undeveloped beginning, body, and/or ending. • a lack of transitions, or when present, ineffective or overused. • a lack of an effective organizational structure. • details that seem to be randomly placed, leaving the reader frequently confused.

1

The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader remains confused. The writing is characterized by • a lack of effective sequencing. • a failure to provide an identifiable beginning, body and/or ending. • a lack of transitions. • pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along too rapidly. • a lack of organization which ultimately obscures or distorts the main point.



Updated 07/21/2011

Trait #3: Voice

Criteria per Level

6

The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply committed to the topic, and there is an exceptional sense of “writing to be read.” The writing is expressive, engaging, or sincere. The writing is characterized by • an effective level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice, while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively, or interesting. Technical writing may require greater distance.). • an exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.

5

The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to the topic, and there is a sense of “writing to be read.” The writing is expressive, engaging or sincere. The writing is characterized by • an appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively or interesting. Technical writing may require greater distance.). • a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.

4

A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of “writing to be read.” In places, the writing is expressive, engaging, or sincere. The writing is characterized by • a questionable or inconsistent level of closeness to or distance from the audience. • a sense of audience; the writer seems to be aware of the reader but has not consistently employed an appropriate voice. The reader may glimpse the writer behind the words and feel a sense of interaction in places. • liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately casual or personal, or inappropriately formal and stiff.

3

The writer’s commitment to the topic seems inconsistent. A sense of the writer may emerge at times; however, the voice is either inappropriately personal or inappropriately impersonal. The writing is characterized by • a limited sense of audience; the writer’s awareness of the reader is unclear. • an occasional sense of the writer behind the words; however, the voice may shift or disappear a line or two later and the writing become somewhat mechanical. • a limited ability to shift to a more objective voice when necessary.

2

The writing provides little sense of involvement or commitment. There is no evidence that the writer has chosen a suitable voice. The writing is characterized by • little engagement of the writer; the writing tends to be largely flat, lifeless, stiff, or mechanical. • a voice that is likely to be overly informal and personal. • a lack of audience awareness; there is little sense of "writing to be read." • little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and writer.

1

The writing seems to lack a sense of involvement or commitment. The writing is characterized by • no engagement of the writer; the writing is flat and lifeless. • a lack of audience awareness; there is no sense of “writing to be read.” • no hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing does not involve or engage the reader.



Updated 07/21/2011

Trait #4: Word Choice

Criteria per Level

6

Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to audience and purpose. The writer employs a rich, broad range of words, which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, strong, specific words; powerful words energize the writing. • fresh, original expression; slang, if used, seems purposeful and is effective. • vocabulary that is striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke strong images; figurative language may be used.

5

Words convey the intended message in an interesting, precise, and natural way appropriate to audience and purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, specific words; word choices energize the writing. • fresh, vivid expression; slang, if used, seems purposeful and is effective. • vocabulary that may be striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke clear images; figurative language may be used

4

Words effectively convey the intended message. The writer employs a variety of words that are functional and appropriate to audience and purpose. The writing is characterized by • words that work but do not particularly energize the writing. • expression that is functional; however, slang, if used, does not seem purposeful and is not particularly effective. • attempts at colorful language that may occasionally seem overdone. • occasional overuse of technical language or jargon. • rare experiments with language; however, the writing may have some fine moments and generally avoids clichés.

3

Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to audience and purpose in places. The writer does not employ a variety of words, producing a sort of “generic” paper filled with familiar words and phrases. The writing is characterized by • words that work, but that rarely capture the reader’s interest. • expression that seems mundane and general; slang, if used, does not seem purposeful and is not effective. • attempts at colorful language that seem overdone or forced. • words that are accurate for the most part, although misused words may occasionally appear, technical language or jargon may be overused or inappropriately used. • reliance on clichés and overused expressions.

2

Language is monotonous and/or misused, detracting from the meaning and impact. The writing is characterized by • words that are colorless, flat or imprecise. • monotonous repetition or overwhelming reliance on worn expressions that repeatedly distract from the message. • images that are fuzzy or absent altogether.

1

The writing shows an extremely limited vocabulary or is so filled with misuses of words that the meaning is obscured. Only the most general kind of message is communicated because of vague or imprecise language. The writing is characterized by • general, vague words that fail to communicate. • an extremely limited range of words. • words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong.



Updated 07/21/2011

Trait #5: Sentence Fluency

Criteria per Level

6

The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with consistently strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing effortlessly into the next. • extensive variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning by drawing attention to key ideas or reinforcing relationships among ideas. • varied sentence patterns that create an effective combination of power and grace. • strong control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used, sounds natural.

5

The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing into the next. • variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning. • control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used sounds natural.

4

The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence patterns are somewhat varied, contributing to ease in oral reading. The writing is characterized by • a natural sound; the reader can move easily through the piece, although it may lack a certain rhythm and grace. • some repeated patterns of sentence structure, length, and beginnings that may detract somewhat from overall impact. • strong control over simple sentence structures, but variable control over more complex sentences; fragments, if present, are usually effective. • occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part, but may at times sound stilted or unnatural.

3

The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader to slow down or reread. The writing is characterized by • some passages that invite fluid oral reading; however, others do not. • some variety in sentences structure, length, and beginnings, although the writer falls into repetitive sentence patterns. • good control over simple sentence structures, but little control over more complex sentences; fragments, if present, may not be effective. • sentences which, although functional, lack energy. • lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.

2

The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow down or reread. The writing is characterized by • significant portions of the text that are difficult to follow or read aloud. • sentence patterns that are monotonous (e.g., subject-verb or subject-verb-object). • a significant number of awkward, choppy, or rambling constructions.

1

The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very awkward. The writing is characterized by • text that does not invite—and may not even permit—smooth oral reading. • confusing word order that is often jarring and irregular. • sentence structure that frequently obscures meaning. • sentences that are disjointed, confusing, or rambling. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/


Updated 07/21/2011

Trait #6: Conventions

Criteria per Level

6

The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that the reader can easily skim right over them unless specifically searching for them. The writing is characterized by • strong control of conventions; manipulation of conventions may occur for stylistic effect. • strong, effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little or no need for editing.

5

The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that they do not impede readability. The writing is characterized by • strong control of conventions. • effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little need for editing.

4

The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Minor errors, while perhaps noticeable, do not impede readability. The writing is characterized by • control over conventions used, although a wide range is not demonstrated. • correct end-of-sentence punctuation, internal punctuation may sometimes be incorrect. • spelling that is usually correct, especially on common words. • basically sound paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • occasional lapses in correct grammar and usage; problems are not severe enough to distort meaning or confuse the reader. • moderate need for editing.

3

The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Errors begin to impede readability. The writing is characterized by • some control over basic conventions; the text may be too simple to reveal mastery. • end-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors. • spelling errors that distract the reader; misspelling of common words occurs. • paragraphs that sometimes run together or begin at ineffective places. • capitalization errors. • errors in grammar and usage that do not block meaning but do distract the reader. • significant need for editing.

2

The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability. The writing is characterized by • little control over basic conventions. • many end-of-sentence punctuation errors; internal punctuation contains frequent errors. • spelling errors that frequently distract the reader; misspelling of common words often occurs. • paragraphs that often run together or begin in ineffective places. • capitalization that is inconsistent or often incorrect. • errors in grammar and usage that interfere with readability and meaning. • substantial need for editing.

1

Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read. In fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message and must reread for meaning. The writing is characterized by • very limited skill in using conventions. • basic punctuation (including end-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect. • frequent spelling errors that significantly impair readability. • paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the organization of the text. • capitalization that appears to be random. • a need for extensive editing.



Updated 07/21/2011

Apéndice E/Appendix E

Essay Rubric

Level 6 (Excellent) Level 3 (Satisfactory) Level 0 (Unsatisfactory)

Criteria Posible points Points obtained

Introductory statement is clear and well stated

2

Major or relevant details are

exposed in essay

2

Present a thesis, supporting it in persuasive and

sophisticated way,

providing precise and relevant examples.

2

Sentences are cohesive and ideas

flow as the essay is read

2

Establish a writer's relationship with

the subject, providing a clear

perspective on the subject matter

and engaging the audience's

attention.

2

Draw conclusions that reflect the

relationships or significant

outcomes of the discussion.

2

Demonstrate a comprehensive

grasp of significant ideas, using

them appropriately to reach a

higher level of understanding in an

organized manner.

2

Language

Demonstrate a command of

standard English (vocabulary used,

syntax and flow of ideas)

2

Uses grammar appropriately and

correctly

2

Manages and uses verbs

appropriately and correctly

2

Total Points 20 points

70% content

and 30%

language

Total points

obtained by

student ________


Updated 07/21/2011

Apéndice F/Appendix F

MATRIZ VALORATIVA EVALUACIÓN DE PRESENTACIONES ORALES

NOMBRE:___________________________ NOTA FINAL:____________

FECHA:______________________ TITULO:__________________________

0-No Cumplió 1-Deficiente 2-Regular 3-Bueno 4-Muy Bueno 5-Excelente N/A-No Aplica

CRITERIOS 0 1 2 3 4 5 N/A

1. Realiza una introducción efectiva del tema.

2. Identifica el propósito, los objetivos e ideas

principales que se incluyen en la presentación.

3. Proyección efectiva, postura corporal adecuada,

y mApéndice de la audiencia.

4. Las ideas y argumentos de la presentación están

bien fundamentados en los recursos presentados,

consultados o discutidos en clase.

5. Capta la atención e interés de la audiencia y/o

promueve su participación, según aplique.

6. El resumen de los puntos principales y/o la

presentación de las conclusiones es claro y

apropiado.

7. Uso efectivo de la tecnología, ayudas visuales,

drama o ejercicios de acuerdo al ejercicio y el

tema presentado, según aplique

LENGUAJE

8. Se utiliza un lenguaje apropiado con corrección

sintáctica y gramatical.

9. Dicción clara, sin muletillas o barbarismos y

tono adecuado.

10. La presentación es organizada y coherente y

puede seguirse con facilidad.

Comentarios:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________


Updated 07/21/2011

RUBRIC TO EVALUATE ORAL PRESENTATIONS

NAME:__________________________ FINAL GRADE: ___________________

DATE:____________________________ TITLE: ________________________

0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD 4-VERY GOOD 5-

EXCELLENT N/A-NOT APPLY

CRITERIA 0 1 2 3 4 5 N/A

1. Performs an effective introduction of the

theme to be discussed.

2. Identifies purpose, objectives and principal

ideas included in the presentation.

3. Effective projection, adequate body posture

and audience management.

4. The presentation ideas and arguments are

based in sources presented, consulted or

discussed in class.

5. Captures audience attention and interest

and/or promotes participation, depending on

which applies.

6. The summary of principal points and/or the

presentation of conclusions are clear and

appropriate.

7. Effective use of technology, visual aids,

drama or exercises depending on the theme

or exercise presented.

LANGUAGE

8. Utilized appropriate language with

syntactical and grammatical correction.

9. Clear diction, without pet phrases,

barbarisms and with adequate tone.

10. Presentation is organized, coherent and can

be easily followed.

Comments:

______________________________________________________________________________

______________________________________________________________________


Updated 07/21/2011

Apéndice G/Appendix G

Análisis de Película

0-Deficiente 1-Regular 2-Muy bueno N/A No aplica (20 puntos)

Criterios 0 1 2

Contenido

1. Identifica el propósito, los objetivos e ideas principales.

2. Las ideas y los argumentos de la presentación están bien fundamentados en los

recursos presentados, consultados o discutidos en clases.

3. La presentación de las ideas es organizada y coherente.

4. El escrito incluye todas las partes o elementos del tema o tarea asignada.

5. El autor muestra dominio del tema o materia de la presentación.

6. El punto de vista del autor se presenta de manera clara y contundente.

7. El escrito demuestra sustancia lógica y originalidad.

Lenguaje

8. Utiliza vocabulario correcto y apropiado.

9. Se utiliza un lenguaje apropiado con corrección sintética y gramatical.

10. El escrito es claro, enfocado e interesante


Updated 07/21/2011

Apéndice H/Appendix H

Learning Journal Rubric

Rating Scale: Excellent (2) Satisfactory (1) Unsatisfactory (0)

Criteria I II III IV V Total

Student turns in their

journal on time assigned

Student answers

questions without

deviating from the

topic; ideas are well

connected and follow

a sequence

Student uses critical

thinking to express

ideas and projects a

deep understanding

of the topic discussed

in class

Sentences are written

using appropriate syntax,

punctuation, verb usage,

and grammar.

Entry indicates that the

student is learning

according to the course

outcomes.

Total Points

(Possible Points 10)


Updated 07/21/2011

Apéndice I\Appendix I

TEMAS PARA PRESENTACIONES ORALES – CURSO: EDUC 172

TOPICO ESTUDIANTE

ASIGNADO

TALLER

Connectionism

Thorndike

Hull

2

Desarrollo Social

Erickson

Carl Jung

Alfred Adler

Vigotsky

2

Teorías de Contiguidad

Pavlov

Watson

Guthrie

3

Desarrollo etico-moral

Kohlberg

3

Condicionamiento

Skinner

4

Teoría de aprendizaje social

Bandura

4


Updated 07/21/2011

Desarrollo Cognoscitivo

Piaget

5


Updated 07/21/2011

Apéndice J/Appendix J

DIARIO REFLEXIVO

Nombre ____________________________

Fecha ____________________________

El propósito de este diario es el de reflexionar y escribir sobre los conceptos, los

sentimientos y las actitudes que se desatan a partir de la discusión y los trabajos de cada

taller. Este proceso le ayudará en su autoanálisis, así como propiciará la auto

evaluación.

Utilizando las siguientes preguntas guías, reflexione sobre lo presentado en el taller y

conteste las mismas en forma de ensayo con excelente gramática, ortografía y

puntuación:

1. Hoy aprendí….

2. Este tema presentado en clase me ayuda a……

3. Puedo aplicar lo discutido en la clase a mi vida y experiencias personales…


Updated 07/21/2011

Reflexive Diary

Name ____________________________

Date ____________________________

The purpose of this diary is to reflect and write about the concepts, feelings, and

attitudes experienced after class discussion and assignments. This process will help your

self-assessment.

Using the following questions, reflect about what was presented in this workshop and

answer the questions following an essay style using excellent grammar, syntax and

punctuation:

1. Today I learned…

2. The topic presented today helps me…

3. I can apply today’s discussion to my life and personal experiences…


Updated 07/21/2011

Apéndice K/Appendix K

RUBRIC TO EVALUATE WRITTEN WORK

Student Name: ______________________ Date: _______________

Criteria Value Points Student Score

Content

The paper is clear, focused and

interesting. Identifies purpose,

objectives and principal ideas

included in the paper

10

Presentation of ideas is organized,

coherent and can be easily followed

10

The paper properly explains content. 10

The presentation of ideas and

arguments are based in sources

presented, consulted or discussed in

class.

10

The paper demonstrates substance,

logic and originality.

10

The author presents his point of view

in a clear, convincing and well based

manner.

10

Contains well-constructed sentences

and paragraphs that facilitate lecture

and comprehension.

10

Language

Demonstrate a command of standard

English (vocabulary used, syntax and

flow of ideas).

10

Uses grammar appropriately and

correctly.

10

Manages and uses verbs appropriately

and correctly.

10

Total Points 100 (70% content and

30% language)

Student’s total Score:

_______

Student’s Signature: ____________________Facilitator’s Signature:___________________


Updated 07/21/2011

MATRIZ VALORATIVA PARA TRABAJOS ESCRITOS

Nombre del Estudiante: ______________________ Fecha: _______________

Criterio Puntos Puntuación

Contenido

Este trabajo esta claro, enfocado e interesante.

Identifica el propósito, objetivos e ideas principales del

documento o actividad.

10

La presentación de ideas es coherente y puede ser

seguida fácilmente.

10

El documento explica propiamente el contenido. 10

La presentación de ideas y argumentos esta basada en

recursos presentados, consultados o discutidos en clase.

10

El documento demuestra substancia, lógica y

originalidad.

10

El autor presenta su punto de vista en una manera clara,

convincente y bien estructurada.

10

Contiene oraciones bien estructuradas y párrafos que

facilitan la lectura y comprensión del documento.

10

Lenguaje

Demuestra un conocimiento del español (vocabulario,

sintaxis y flujo de ideas).

10

Usa gramática apropiada y correctamente. 10

Maneja verbos y acentuación apropiada y

correctamente.

10

Total Puntos 100 (70%

contenido y

30% lenguaje)

Puntuación Total:

_______

Student’s Signature: ____________________Facilitator’s Signature:___________________


Updated 07/21/2011

Apendice L/Appendix L

PORTFOLIO

Guidelines to prepare the portfolio

1. Determination of sources of content

2. The following, but not limited to, documentation will be included:

a. Projects, surveys, and reports.

b. Oral presentations

c. Essays: dated writing samples to show progress

d. Research papers: dated unedited and edited first drafts to show progress

e. Written pieces that illustrate critical thinking about readings: response or reaction

papers.

f. Class notes, interesting thoughts to remember, etc.

g. Learning journals, reflexive diaries.

h. Self assessments, peer assessments, facilitator assessments.

i. Notes from student-facilitator conferences.

3. Organization of documentation

Documentation will be organized by workshop, and by type of assignment within workshops.

Workshops will be separated from one another using construction paper or paper of different

colors, with tabs indicating the workshop number.

4. Presentation of the portfolio

Documentation will be posted in a binder or in a digital version (e-portfolio).

The cover page will follow exactly APA guidelines applied to a cover page of

research papers submitted at Metro Orlando Campus. This cover page will be placed

at the beginning of the portfolio.

The entire portfolio will follow APA style: Courier or Times New Roman font, size

12, double space, and 1-inch margins. See a “Publication Manual of the APA, Fifth

Edition”

A log of entries that can be expanded with each new entry properly numbered. The

table, which should be located at the beginning, should include a brief description,

date produced, date submitted, and date evaluated (Appendix K).

Introduction and conclusion of the income and outcome of the portfolio.


Updated 07/21/2011

A list of references and appendixes of all assignments included will be added to the

end of the portfolio.

The Portfolio Informational Sheet will be placed in the transparent front pocket of the

binder for identification purposes (Appendix J).

5. Student-Facilitator Feedback Template: Progression follow-up

The final step in implementing portfolios, before returning them to the student or school life,

is sharing feedback with each student to review the contents, student reflections, and your

evaluations of individual items and all of the work together as related to learning targets

(Banks, 2005).

Facilitators will e-mail a feedback template to all students. This template will contain

information pertaining to weaknesses and strengths found in students’ portfolios (Appendix

N). Facilitators will focus their attention on showing students what is possible and their

progress rather than what is wrong; however, this does not mean that facilitators will not

cover weaknesses and areas for improvement during the conference. Facilitators will send

this feedback template upon completion of workshop one.

Students will also have the opportunity to respond to the facilitator’s feedback and write their

own comments and/or ideas of how to improve the quality of their portfolios, and how to

become better metacognitive learners on the feedback template. Students will e-mail the

template with their comments back to the facilitator after every workshop.

6. Portfolio storage:

Portfolio samples will be safely stored for a six-month term on campus.

Students will sign an official document empowering Ana G. Mendez University

System with rights to use their portfolios with educational or accreditation purposes

during this term (Appendix O).

After this term, and if their authors authorize Ana G. Mendez University System to

discard their portfolios by signing an official document, portfolio samples will be

destroyed; otherwise, they will be returned to their original authors (Appendix P).


Updated 07/21/2011

Apéndice M/Appendix M

PORTFOLIO INFORMATIONAL SHEET


Florida Campus

Universidad del Este, Universidad Metropolitana, Universidad del Turabo

Check one:

Universidad del Este

Universidad Metropolitana

Universidad del Turabo

Check one:

Undergraduate

Graduate

Concentration

Student’s Name

Facilitator’s Name

Course:

Portfolio rated as

Reason of this rate


Updated 07/21/2011

Apéndice N/Appendix N

Log of Entries

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10


Updated 07/21/2011

Apéndice O/Appendix O

Checklist for Portfolio Assessment

Has the student set academic goals?

Does the portfolio include enough entries in each area to make valid

judgments?

Does the portfolio include evidence of complex learning in realistic

setting?

Does the portfolio provide evidence of various types of student learning?

Does the portfolio include students’ self-evaluations and reflections on

what was learned?

Does the portfolio enable one to determine learning progress and current

level of learning?

Does the portfolio provide clear evidence of learning to users of the

portfolio?

Does the portfolio provide for student participation and responsibility?

Does the portfolio present entries in a well-organized and useful manner?

Does the portfolio include assessments based on clearly stated criteria of

successful performance?

Does the portfolio provide for greater interaction between instruction and

assessment?

Adapted from:

Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston: Pearson Education,

Inc.


Updated 07/21/2011

Apéndice P/Appendix P

Portfolio Rubric

4 3 2 1

PORTFOLIO APPEARANCE

Readable: Are entries typed in an appropriate font and size? Are

entries free of errors? Do ideas expressed in entries follow a

logical sequence with appropriate transitions among paragraphs

and topics?

Professionalism: Is the appearance of the portfolio professional?

Are graphics, colors and portfolio language consistent with

professional workplace expectations? Is the portfolio presented in

a neat and orderly manner?

Organization: Is the portfolio organized in a manner that makes

it easy to follow and easy to quickly locate information?

PORTFOLIO CONTENT AND FUNCTION

Content: Are all required entries included in the portfolio? Are

entries relevant to the content of the portfolio? Do all entries

contain the student’s reaction or reflection on the selected topics?

Do entries provide thorough understanding of content? Resume,

Activities List, Varied Samples of Written Work, Evidence of

Problem Solving, and Evidence of Decision Making.

Authenticity: Are the samples and illustrations a true reflection

of the student’s efforts and abilities?

Growth/Development: Do samples provide thorough

understanding of growth and development related to their field of

concentration? Do items show what the student has learned?


Updated 07/21/2011

Collaboration: Do items show examples of both individual and

group work? Does the student provide clear understanding of

collaboration, and use collaboration to support his/her learning?

Reflection and Personal growth: Do items show exceptional

understanding of how to be a reflective thinker and how to seek

opportunities for professional growth? Does the student include

self-reflective comments? Does the student reflect enthusiasm for

learning?

Professional Conduct: Do items show clear understanding of

ethical behavior and professional conduct? Do items display the

pride the student has in his or her work?

Overall Portfolio Impact

Is this portfolio an asset in demonstrating the student’s value

(skills, abilities, knowledge) to a potential employer or college

representative?

Rating Scale

4 = Outstanding 3 = Very good 2 = Good 1 = Needs improvement

Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007.

Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement –

Metro Orlando Campus

http://www.lcusd.net/lchs/portfolio/rubric.htm


Updated 07/21/2011

Apéndice Q/Appendix Q

Portfolio Assessment Feedback Template

Strengths Weaknesses Improvement Ideas

Facilitator’s

comments

Student’s

response and

comments


Updated 07/21/2011

Apéndice R/Appendix R

Use and Return of Portfolio



I, ____________________________________, grant permission to the office of Assessment and

Placement of the Ana G. Méndez University System, to keep in their records a copy of my

portfolio. I understand that the portfolio is going to be used for accreditation or educational

purposes only, and that is not going to be disclosed without my consent.

By signing this document I authorize the office of Assessment and Placement to keep a copy of

my portfolio for six months and return it to me at the end of this period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date


Updated 07/21/2011

Apéndice S/Appendix S

Use and Discard of Portfolio



I, ____________________________________, grant permission to the office of Assessment and

Placement of the Ana G. Méndez University System to keep in their records a copy of my

portfolio. I understand that the portfolio is going to be used for accreditation or educational

purposes only, and that is not going to be disclosed without my consent.

By signing this document I authorize the Office of Placement and Assessment to keep a copy of

my portfolio for six months and discard it at the end of this period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date

Sistema Universitario Ana G. Méndez School for ... 172 DLP... · Sistema Universitario Ana G. Méndez School for Professional Studies Florida Campuses Universidad del Este, Universidad

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