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Sistema Universitario Ana G. Méndez
School for Professional Studies
Florida Campuses
Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo
SCFG 503
Human Development and Learning: The Early Years and Elementary
Desarrollo Humano y el Aprendizaje: La Escuela Elem ental y los Años
Primarios
© Sistema Universitario Ana G. Méndez, 2007
Derechos Reservados.
© Ana G. Méndez University System, 2007. All rights reserved.
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TABLA DE CONTENIDO/TABLE OF CONTENT
Páginas/Pages
PRONTUARIO ...................................................................................................... 3
STUDY GUIDE ................................................................................................... 12
WORKSHOP ONE .............................................................................................. 20
TALLER DOS ........................................ ............................................................. 23
WORKSHOP THREE ......................................................................................... 27
TALLER CUATRO ..................................... ........................................................ 30
WORKSHOP FIVE ............................................................................................. 33
ANEJO A/APPENDIX A ................................ ..................................................... 37
ANEJO B/APPENDIX B ................................ ..................................................... 38
ANEJO C/ APPENDIX C ............................... ..................................................... 40
ANEJO D/ APPENDIX D ............................... ..................................................... 42
ANEJO E/ APPENDIX E ............................... ..................................................... 44
ANEJO F/ APPENDIX F ............................... ...................................................... 45
ANEJO G/ APPENDIX G ............................... ..................................................... 46
ANEJO H/APPENDIX H ................................ ..................................................... 49
ANEJO I/APPENDIX I ................................ ........................................................ 50
ANEJO J/APPENDIX J ................................ ...................................................... 51
ANEJO K/APPENDIX K ................................ ..................................................... 53
ANEJO L/APPENDIX L ................................ ...................................................... 54
ANEJO M/APPENDIX M ................................ .................................................... 55
ANEJO N/APPENDIX N ................................ ..................................................... 57
ANEJO O/APPENDIX O ................................ ..................................................... 58
ANEJO P/APPENDIX P ................................ ..................................................... 59
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Prontuario
Título del Curso Desarrollo Humano y el Aprendizaje:
En La Escuela Elemental y Los Años Primarios
Codificación SCFG 503
Duración Cinco Sesiones
Prerrequisit os
Descripción
Este curso examina las bases filosóficas y teóricas del aprendizaje y el
desarrollo humano desde la edad pre-escolar hasta el nivel elemental. Además,
comprende el estudio y las implicaciones que tiene el desarrollo humano y el
aprendizaje en la práctica educativa durante los grados pre-escolares y
elementales Se enfatiza la influencia de la educación multicultural en los años
primarios y elementales y entender como interacciona con el desarrollo humano
del niño.
Objetivos Generales
1. Demostrar conocimiento del desarrollo humano y como las diferencias
individuales y la cultura afectan el aprendizaje del niño en el salón de clases.
2. Demostrar conocimiento de las teorías del aprendizaje cognoscitivo de Piaget
y Vygotsky.
3. Demostrar la habilidad para identificar y describir el uso de diferentes tipos de
evaluaciones que se llevan a cabo con estudiantes de educación especial. .
4. Discutir y entender los principios éticos en la educación elemental y los años
primarios.
5. Entender el aspecto cognoscitivo, socio emocional y el lenguaje en el
desarrollo niño.
6. Demostrar entendimiento de las experiencias primarias y el ajuste escolar del
niño.
7. Demostrar entendimiento del desarrollo del niño como aprendiz y su
motivación para aprender en la escuela elemental.
8. Discutir y tener conocimiento de los aspectos multiculturales en el desarrollo
del niño.
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Referencias y material suplementario
Ackley, L. (2004). Introducing Cognitive Development, University of Coventry
Publishing Company.
Golden, S. (2004) The Resilience of Language: What Gesture Creation in Deaf
Children Can Tell Us About How All Children Learn Language. University
Of Chicago, Publishing Company.
Meadows, S. (1996). The Child as Thinker (2nd ed.), Bristol University Publishing
University.
Evaluación
Criterio Puntuación % Nota
Asistencia y Participación 25 10%
Exámenes 20 10%
Actividad de Aprendizaje 30 10%
Portafolio 25 10%
Diario de Aprendizaje 25 10%
Observación a niños 50 10%
Análisis de noticias 25 10%
Criterios de Lenguaje
Ensayo escrito en Inglés 50 15%
Monografía en inglés 25 15%
Presentación Oral de grupo 25 10%
Totales 300 100
Asistencia y Participación
La asistencia y participación a cada taller es obligatoria. Se atribuirán 5 puntos
al final de cada sesión para una suma total de 25 entre ambos criterios. La
puntuación obtenida representará un 10% de la nota final (Ver Anejos B y C ).
Exámenes
Como comprobación de lecturas, el facilitador incluirá dos pruebas cortas con un
valor total de 20 puntos correspondientes al 10% de la nota final. Las pruebas
cortas serán distribuidas entre los cinco talleres a discreción del facilitador.
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Actividad de Aprendizaje
Cada estudiante tendrá la tarea de diseñar una actividad interactiva de
aprendizaje educativa que promueva el aprendizaje en el salón de clases con
niños de escuela elemental. La actividad interactiva de aprendizaje será en
ingles y deberá estar basada en una de las teorías cognoscitivas del
aprendizaje. La misma tendrá un valor de 30 puntos (Ver Anejo A ) y se llevará a
cabo durante el taller cinco.
Diario de Aprendizaje
El estudiante realizará el Diario de Aprendizaje después de cada taller. Al
finalizar las cinco sesiones su diario de aprendizaje deberá ser incluido como
parte del Portafolio. Para dicho diario el estudiante reaccionará a diferentes
aseveraciones o preguntas relacionadas con la información relacionada con la
clase.
Portafolio
Para la evaluación del portafolio se revisarán los criterios que aparecen en los
Anejos G, H, I, J, K, L, M, N, O, P El portafolio tendrá un valor de 25 puntos o
un 10 por ciento de la nota final.
Observación de niños
Los estudiantes tendrán la tarea de observar el ajuste escolar de niños por
treinta minutos en una escuela pre-escolar ó en una escuela elemental. El lugar
de observación deberá ser informado al facilitador durante el segundo taller.
Luego de llevar a cabo la observación los estudiantes tienen que escribir un
informe escrito de dos páginas en inglés que será entregado al facilitador
durante el tercer taller. En la observación se deberá incluir lugar, actividad de
aprendizaje que los niños están llevando a cabo, reglas ó código de disciplina y
observación personal.
Análisis Críticos de Noticias
Durante cada taller los estudiantes tendrán la tarea de buscar una noticia que
este relacionada con un aspecto educativo en el ámbito pre- escolar y elemental.
El análisis crítico consistirá de una sola página y seguirá las reglas de escritura
del Manual de la Asociación Americana de Psicología más reciente. Las partes
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que se deben incluir en el análisis crítico de la noticia son el titulo, utilizadas y la
opinión personal del estudiante con relación al aprendizaje educativo..Los
análisis escritos de noticias utilizarán el mismo lenguaje del taller y tendrán un
valor de 25 puntos.
Ensayo Escrito en Inglés
Cada estudiante deberá escribir un ensayo de dos paginas donde se expone la
importancia de mantener los principios éticos en la educación primaria y
elemental. El ensayo debe seguir las reglas de escritura de la Asociación
Americana de Psicología y será entregado durante el tercer taller. Los criterios
de evaluación para el ensayo aparecen en el Anejo F y el mismo tiene un valor
de 50 puntos.
Monografía en Inglés
Los estudiantes tienen que escribir una monografía en inglés de tres páginas
sobre la influencia de los aspectos multiculturales en el aprendizaje del niño a
nivel pre-escolar y elemental. La monografía debe ser entregada durante el
quinto taller con un valor de 25 puntos (Ver Anejo E ).
Presentación Oral de grupo
Los estudiantes llevarán a cabo una presentación grupal visual grupal sobre un
tema relacionado con la clase. La presentación deberá llevarse a cabo en quince
minutos durante el quinto taller. Los estudiantes pueden seleccionar el idioma de
su preferencia para la presentación oral. El Anejo C presenta los criterios de
evaluación para la misma y tiene un valor de 25 puntos.
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Descripción de las Normas del Curso
1. Este curso sigue el programa “Discipline-Based Dual-Language Model®”
del Sistema Universitario Ana G. Méndez, el mismo esta 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 modulo debe especificar que se utilizaran ambos
idiomas en el quinto taller, dividiendo el tiempo y las actividades
equitativamente entre ambos idiomas. Si un estudiante tiene dificultad en
hacer una pregunta en el idioma especificado, bien puede escoger el
idioma de preferencia para hacer la pregunta. Sin embargo, el facilitador
deberá contestar la misma en el idioma designado para ese taller. Esto
deberá ser una excepción a las reglas pues es importante que los
estudiantes utilicen el idioma designado. Esto no aplica a los cursos de
lenguaje que deben ser desarrollados en el idioma propio todo en ingles o
todo en español según aplique.
2. El curso es conducido en formato acelerado, eso requiere que los
estudiantes se preparen antes de cada taller de acuerdo al módulo. Cada
taller requiere un promedio de diez (10) horas de preparación y en
ocasiones requiere más.
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
decidirá uno de los siguientes: permitirle al estudiante reponer el trabajo o
asignarle trabajo adicional en adición al trabajo a ser repuesto.
Toda tarea a ser completada antes de taller deberá ser entregada en la
fecha asignada. El facilitador ajustará la nota de las tareas repuestas.
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4. Si un estudiante se ausenta a mas de un taller el facilitador tendrá las
siguientes opciones:
a. Si es a dos talleres, el facilitador reducirá una nota por debajo
basado en la nota existente.
b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la
nota a dos por debajo de la nota existente.
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 valida y verificable, el facilitador
determinara 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 de grupo el grupo será evaluado por su trabajo final. Sin
embargo, cada miembro de grupo deberá participar y cooperar para lograr
un trabajo de excelencia, pero recibirán una calificación individual.
7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y
no plagiado. Se debe entender que todo trabajo sometido esta citado
apropiadamente o parafraseado y citado dando atención al autor. Todo
estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea
plagiado, copiado o presente trazos de otro será calificado con cero (vea
la política de honestidad académica).
8. Si el facilitador hace cambios al modulo o guía de estudio, deberá
discutirlos y entregar copia a los estudiantes por escrito al principio del
primer taller.
9. El facilitador establecerá los medios para contactar a los estudiantes
proveyendo su correo electrónico, teléfonos, y el horario disponibles.
10. EL uso de celulares esta 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.
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12. Todo estudiante esta sujeto a las políticas y normas de conducta y
comportamiento que rigen SUAGM y el curso.
Nota: Si por alguna razón no puede acceder las dire cciones electrónicas
ofrecidas en el módulo, no se limite a ellas. Exis ten otros motores de
búsqueda y sitios Web que podrá utilizar para la bú squeda de la
información deseada. Entre ellas están :
• www.google.com
• www.altavista.com
• www.ask.com
• www.excite.com
• www.pregunta.com
• www.findarticles.com
• www.telemundo.yahoo.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
El/la facilitador(a) puede realizar cambios a las d irecciones electrónicas y/o
añadir algunas de ser necesario.
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Filosofía y Metodología Educativa
Este curso está basado en la teoría educativa del Constructivismo.
Constructivismo es la filosofía de aprendizaje fundamentada en la premisa, de
que, reflexionando a través de nuestras experiencias, podemos construir nuestro
propio conocimiento sobre el mundo en el que vivimos.
Cada persona genera sus propias “reglas” y “métodos mentales” que
utiliza para darle sentido a sus experiencias. Aprender, por lo tanto, es
simplemente el proceso de ajustar nuestros modelos mentales para poder
acomodar nuevas experiencias. Como facilitadores, nuestro enfoque es el
mantener una conexión entre los hechos 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 y predecir información.
Existen varios principios para el constructivismo, entre los cuales están:
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. Significado requiere comprender todas las partes; y las partes deben
entenderse en el contexto del todo. Por lo tanto, el proceso de aprendizaje
se enfoca en los conceptos primarios, no en hechos aislados.
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 intrínsicamente
interdisciplinaria, la única forma válida para asegurar el aprendizaje es hacer
del avalúo 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.
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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.
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Study Guide
Course Title Human Development and Learning: The Early Years
and Elementary
Code SCFG 503
Time Length 5 weeks
Pre-requisite None
Description
This course examines in depth the human growth and theory experiences with
learning and development in preschool through elementary level children.
Additionally, students will understand the implications which development and
learning has during the preschool and elementary grade years in the classroom.
Emphasized the influence of multicultural education in early childhood and
elementary education, which students need to be aware of and understand how it
interacts with child development.
General Objectives
1. Demonstrate an understanding of human growth and development and
how individual differences and culture affect children’s learning in the
classroom.
2. Demonstrate and understand Piaget’s and Vygostsky’s theories on
cognitive development and learning.
3. Demonstrate their ability to identify and describe the uses of different
types of tests and assessment used with children with special needs.
4. Identify and understand the ethical principles of early childhood and
elementary profession.
5. Discuss and understand Cognitive development, language and social
emotional development in children.
6. Demonstrate their understanding of early experiences and school
adjustment.
7. Demonstrate understanding of children’s development as a learner:
identity and motivation to earn in school.
8. Discuss multicultural issues in child development.
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References and Supplementary Materials
Ackley, L. (2004). Introducing Cognitive Development. University of Coventry
Publishing Company.
Golden, S. (2004). The Resilience of Language: What Gesture Creation in Deaf
Children Can Tell Us about How All Children Learn Language. University
Of Chicago, Publishing Company.
Meadows , S. (1996). The Child as Thinker (2nd ed.), Bristol University
Publishing University.
Evaluation
Criteria Points % Grade
Attendance & Participation 25 10
Tests 20 10
Learning activity 30 10
Portfolio 25 10
Learning diary 25 10
Children observation 50 10
News analysis 25 10
Language Criteria
Essay 50 15
Term Paper 25 10
Oral presentation 25 10
Totals 300 100
Attendance and Participation
Assistance and Participation to each workshop is mandatory. At the end of each
workshop, each student will obtain 5 points for a total of 25 points between both.
Tests
As an evidence of the work completed in class the facilitator will administered two
tests during any of the workshops. The students will accumulated a total of 20
points with both tests.
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Learning Activity
Each student will have the task of creating an interactive learning activity design
to promote learning in the classroom with elementary children. This activity
interactive activity must be in English and need to be developing using one of the
learning cognitive theories. It will be presented during workshop five (See
Appendix A ).
Learning Diary
Each student will complete a written learning diary at the end of each workshop.
Also, the learning diary need to be included as part of the portfolio. In the
learning diary the students will react to different questions and statements related
to the class material.
Portfolio
To evaluate the work done in the portfolio the facilitator will revised the criterion
appeared at the Appendixes G, H, I, J, K, L, M, N, O, P.
Children Observation
The students will have the task of observed the school adjustment of children at
a pre school or elementary setting. The observation setting must be informed to
the facilitator during the second workshop. After completing the observation the
students will need to write a paper of two pages that will be given to the facilitator
during the third workshop. The students need to include in the written paper the
name of the place, rules or disciplinary that children need to follow, learning
activity observed and personal opinion.
News critical analysis
During each workshop the students will have the task of searching news related
to the elementary setting. The critical analysis will consist of a single page and
the students will include the title of the news, a summary and their personal
opinion. The news critical analysis will have a value of 25 points.
Essay
Each student will write a two pages English essay stating the importance of the
ethical in the pre-school and elementary setting. The essay must follow the
written guidelines of the latest American Psychology Association. The essay will
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need to be completed during the third workshop and the evaluation criteria are
going to be in Appendix D and have a value of 50 points (See Appendix F ).
English Term Paper
The students will write a three pages term paper about how learning can be
influence by the multicultural aspects at the pre-school and elementary setting.
The term paper is going to completed during the last workshop with a value of 25
points (Appendix E ).
Group Oral Presentation
The students are going to be divided in groups of four and will design an oral
presentation about a topic related to the class. The presentation must be
completed in fifteen minutes and all the group member must participate. For this
oral presentation the students will have the opportunity to choose their language
of preference At the Appendix C the students will see the evaluation criteria. The
oral group presentation will have a value of 25 points.
Description of Course Policies
1. This course follows the Sistema Universitario Ana G. Méndez Dual-Language
Discipline-Based Immersion Model® designed to promote each student’s
development as a Dual Language Professional. Workshops will be facilitated
in English and Spanish, strictly using the 50/50 model. This means that each
workshop will be conducted entirely in the language specified. The language
used in the workshops will alternate to insure that 50% of the course will be
conducted in English and 50% in Spanish. To maintain this balance, the
course module may specify that both languages will be used during the fifth
workshop, dividing that workshop’s time and activities between the two
languages. If students have difficulty with asking a question in the target
language in which the activity is being conducted, students may choose to
use their preferred language for that particular question. However, the
facilitator must answer in the language assigned for that particular day. This
should only be an exception as it is important for students to use the assigned
language. The 50/50 model does not apply to language courses where the
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delivery of instruction must be conducted in the language taught (Spanish or
English only).
2. The course is conducted in an accelerated format and requires that students
prepare in advance for each workshop according to the course module. Each
workshop requires an average ten hours of preparation but could require
more.
3. Attendance at all class sessions is mandatory. A student that is absent to a
workshop must present the facilitator a reasonable excuse. The facilitator will
evaluate if the absence is justified and 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 make-up work.
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
based on the students existing grade.
b. If the student misses three workshops, the facilitator may lower two
grades based on the students 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 activities the group will be assessed for their final work.
However, each member will have to collaborate to assure the success of the
group and the assessment will be done collectively as well as individually.
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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 (see Academic Honesty Policy).
8. If the Facilitator makes changes to the study guide, such changes should be
discussed with and given to students in writing at the beginning of the first
workshop.
9. The facilitator will establish a means of contacting students by providing an
email address, phone number, hours to be contacted and days.
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 in the university
community established by the institution and in this course.
Note: If for any reason you cannot access the URL’s presented in the
module, do not stop your investigation. There are many search engines
and other links you can use to search for informati on. These are some
examples:
• www.google.com
• www.altavista.com
• www.ask.com
• www.excite.com
• www.pregunta.com
• www.findarticles.com
• www.telemundo.yahoo.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
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• www.flelibrary.org/
The facilitator may make changes or add additional web resources if
deemed necessary.
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Teaching Philosophy and Methodology
This course is grounded in the learning theory of Constructivism.
Constructivism is the philosophy of learning founded on the premise that, by
reflecting on our experiences, we construct our own understanding of the world in
which we live.
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. As teachers,
our focus is on making connections between facts and fostering new
understanding in students. We will also attempt to tailor our teaching strategies
to student responses and encourage students to analyze, interpret and predict
information.
There are several guiding principles of constructivism:
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. And 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 the assessment part of the
learning process, ensuring it provides students with information on the
quality of their learning.
5. Evaluation should serve as a self-analysis tool.
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.
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Workshop One
Specific Objectives
At the end of this workshop, the student:
1. Will be familiarized with the basic concepts of human growth.
2. Will be introduced to the child’s development and its implication in the
learning process.
3. Demonstrate and understand the Piaget’s and Vygotsky’s theories on
cognitive development.
Language Objectives
1. Students will be able to express themselves orally in written using English as
the language of communication with correct pronunciation, syntax, verb
usage and vocabulary.
2. Students will determine the main idea and will identify the relevant details of
several documents.
3. Students will generate written ideas from multiple answers. The student
engages in the writing process, writes to communicate ideas and
experiences.
URLs
Piaget and the Cognitive Development Theory
http://chiron.valdosta.edu/whuitt/col/cogsys/piaget.html
http://www.funderstanding.com/piaget.cfm
http://www.childdevelopmentinfo.com/development/piaget.shtml
Lev Vygotsky and the Cognitive Development Theory
http://en.wikipedia.org/wiki/Lev_Vygotsky
http://www.funderstanding.com/vygotsky.cfm
http://starfsfolk.khi.is/solrunb/vygotsky.htm
Maslow’s Hierarchy of Needs
http://www.businessballs.com/maslow.htm
http://www.netmba.com/mgmt/ob/motivation/maslow/
Motivation in the Classroom
http://www.geocities.com/edclass04/motivationintheclassroom.doc
SCFG 503 Human Development and Learning 21
Rev. January, 2008 Magaly Pacheco Ed. D.
http://www.unm.edu/~jka/courses/archive/archive.html
http://www.unm.edu/~jka/courses/archive/deep.html
Assignments before Workshop One
1. Read the module. Pay close attention to the rubrics since they will be used to
assess your knowledge.
2. The student needs to review the suggested URL’s, look for supplementary
readings and make their own research about topics to be discussed.
3. The student is assigned to read, research, and define educational human
growth and development. Write in your own words a short summary.
4. Describe in writing the influence of the cognitive theories in the elementary
setting.
5. Be prepared to explain Piaget’s cognitive theory of learning. Add it to the
previous summary.
6. Define and summarize in your own words Vygotsky’s cognitive theory. Bring
it to the classroom.
7. Using a concept map, describe Maslow’s hierarchy of necessities. For more
information on concept maps, please visit
http://cmap.ihmc.us/Publications/ResearchPapers/TheoryCmaps/TheoryUnde
rlyingConceptMaps.htm or
http://www.udel.edu/chem/white/teaching/ConceptMap.html
8. Search for an elementary education news and write a one page critical
analysis.
Activities
1. Introductory activity: Students will design a game that promotes learning in
the elementary classroom.
2. The students will define educational human growth and development using a
drawing.
3. The facilitator will make an interactive presentation about educational human
growth and the influence in the learning process.
4. The students will be divided in groups of four and each group is going to
present Piaget’s developmental stages using a diagram.
SCFG 503 Human Development and Learning 22
Rev. January, 2008 Magaly Pacheco Ed. D.
5. The facilitator is going to divide the class in two groups. Each group will have
6. to present Vygotsky’s cognitive theory using a song.
7. The facilitator will discuss the influence of the cognitive theories in the
learning process of elementary students. The students will have the task of
designing a poster that represents how Piaget’s or Vygotsky’s theory
promotes the learning process of students in the elementary setting. The
facilitator will need to provide markers and papers to students.
8. The facilitator will give students an index card with information related to one
cognitive theory. The students need to identify the name of the theory.
9. The students will write a paragraph stating the importance of Maslow’s
hierarchy of needs in the learning process of elementary students. The
students will have ten minutes to write their paragraphs and will read them
orally to the class.
10. The facilitator is going to ask each student to elaborate a lesson that
addresses cognitive development with elementary students.
11. The students will orally discuss their news critical analysis.
12. The facilitator will discuss the assignments prior next workshop.
Assessment
1. Learning Diary: explain the importance of the cognitive theories in the
learning process of elementary students.
SCFG 503 Human Development and Learning 23
Rev. January, 2008 Magaly Pacheco Ed. D.
Taller Dos Objetivos Específicos
Al finalizar el taller, el estudiante:
1. Discutirá y será capaz de describir la importancia del desarrollo socio
emocional en el niño.
2. Analizará y comprenderá las diferentes teorías de desarrollo social y
emocional en los niños.
3. Descubrirá la influencia del lenguaje en el desarrollo del niño.
Objetivos de Lenguaje
1. Los estudiantes podrán expresarse de forma oral y escrita utilizando el
español como lenguaje de comunicación haciendo uso correcto del
vocabulario, gramática y verbos.
2. Los estudiantes serán capaces de construir significado a través de diversos
textos utilizando la sintaxis, gramática y el uso correcto de los verbos.
3. Los estudiantes serán capaz de organizar la información escrita de forma
creativa. El estudiante es capaz de desarrollar y demostrar el uso de
creatividad en la escritura.
Direcciones Electrónicas
Educación
http://www.geocities.com/heartland/farm/8810/investig/separac1.html
http://www.educacioninicial.com/ei/areas/evolutiva/Index.asp
Desarrollo del Niño
http://www.ericdigests.org/2002-2/ninos.htm
http://www.childdevelopmentinfo.com/development/erickson.shtml
http://classweb.gmu.edu/awinsler/ordp/social.html
Conducta, Desarrollo y Autoestima
http://www.igdi.ku.edu/interventions/IPCI_interventions/Supporting_Positive_Beh
avior_Key_Elements_Workbook-Spanish.pdf
http://articleset.net/Parenting_articles_es_Desarrollo-emocional-y-la-autoestima-
en-ninos.htm
SCFG 503 Human Development and Learning 24
Rev. January, 2008 Magaly Pacheco Ed. D.
http://www.psicomotricidadpuertorico.org/la%20clase%20de%20los%20pies%20
descalzos.htm
http://www.cluborl.com.ar/Articulos/Psicopedagogia/El_Lenguaje_y_los_Ninos.do
c
http://www.scre.ac.uk/rie/nl60/nl60howe.html
Teoría Social de Bandura
http://tip.psychology.org/bandura.html
Tareas a realizar antes del Taller Dos
1. El estudiante deberá revisar las páginas electrónicas sugeridas, lecturas
relacionadas en textos complementarios y/o realizar sus propias búsquedas
de información sobre el tema a discutir.
2. Realizará una búsqueda en el Internet sobre el desarrollo social y emocional
en los niños.
3. Observe el siguiente video. Resuma la idea principal de la teoría social de
Bandura (http://video.google.com/videoplay?docid=-2953790276071699877).
Si el enlace no funciona, busque información y describa en un documento de
no menos de dos páginas la teoría social de Albert Bandura.
4. Escriba un ensayo que exponga la influencia del desarrollo social en la
autoestima de los niños de escuela pre-escolar.
5. Prepárese para explicar si existe alguna relación entre la música y el
desarrollo del lenguaje del niño de 3 a 4 años.
6. Defina los trastornos sociales afectivos en los niños: auto-erotismo,
agresividad y el diagnóstico diferencial.
7. Escribir una lista de diez juegos educativos que pueden ser utilizados con
niños de escuela elemental.
8. Buscar un lugar de educación pre-escolar ó escuela elemental para llevar a
cabo la observación de un grupo de niños. Debe tener autorización escrita.
Consulte con su facilitador.
9. Escoja una noticia sobre el ámbito educativo elemental y escriba un análisis
crítico de la misma.
10. Estudie para una prueba corta
SCFG 503 Human Development and Learning 25
Rev. January, 2008 Magaly Pacheco Ed. D.
Actividades
1. El facilitador comenzará la clase con un breve repaso.
2. Actividad de introducción: El facilitador le pedirá a los estudiantes que formen
un círculo en el medio del salón. Le indicará a cada estudiante que no puede
utilizar palabras para esta actividad. Cada estudiante tiene que escoger una
pareja y ambos van a presentar una actividad que promueve el aprendizaje
cooperativo sin utilizar palabras.
3. Los estudiantes tomarán una prueba corta que cubre el material discutido del
taller número uno y dos.
4. El facilitador divide la clase en cuatro grupos. Cada grupo tiene la tarea de
presentar la teoría social de Bandura de forma creativa.
5. Los estudiantes van a explicar la influencia del desarrollo social en el proceso
de aprendizaje con estudiantes pre-escolares utilizando un mapa circular.
6. La clase se divide en dos grupos. Cada grupo tiene que desarrollar una
actividad que promueve el autoestima en los niños de escuela elemental.
7. El facilitador llevará a cabo una discusión oral donde expone la influencia del
lenguaje en el proceso de aprendizaje del niño.
8. Los estudiantes van a explicar la influencia de la música en el desarrollo del
lenguaje del niño de 3 a 4 años utilizando dibujos.
9. Guiados por el facilitador, los estudiantes van a presentar de forma oral
diferentes juegos educativos que promueven el aprendizaje en niños de
edades pre-escolar y de escuela elemental.
10. El facilitador le pedirá a los estudiantes que diseñen un póster con reglas de
comportamiento para niños de cuatro años.
11. La clase se divide en tres grupos y cada grupo va a presentar una noticia
educativa del ámbito elemental.
12. Los estudiantes tienen que diseñar una actividad que promueva la
interacción social con estudiantes de edad pre-escolar.
13. El facilitador discutirá las asignaciones a entregar antes del taller.
SCFG 503 Human Development and Learning 26
Rev. January, 2008 Magaly Pacheco Ed. D.
Evaluación 1. Diario de Aprendizaje: explicar la importancia del aspecto social emocional
en el aprendizaje de niños de edades pre-escolar.
SCFG 503 Human Development and Learning 27
Rev. January, 2008 Magaly Pacheco Ed. D.
Workshop Three
Specific Objectives
At the end of this workshop, the student:
1. Will be familiarized and able to identify the ethical principles of early childhood
at the elementary profession.
2. Will recognize the importance of early experiences and school adjustment in
the elementary setting.
3. Will be introduced to other child development theories.
Language Objectives
1. Students will be able to express themselves orally and in written using
English as the language of communication with correct pronunciation, syntax,
verb usage and vocabulary.
2. Students will determine the main idea and identify relevant details in a variety
of types of written material.
3. Students will generate written ideas from multiple sources.
URLs
Dewey
http://www.bgsu.edu/departments/acs/1890s/dewey/dewey.html
http://plato.stanford.edu/entries/dewey-moral/
http://www.iep.utm.edu/d/dewey.htm#H4
Code of Ethics
http://www.palmbeach.k12.fl.us/jobs/codeofethics/slideshow.pps
http://childparenting.about.com/cs/childdevelopment/a/temperament.htm
Child Development
http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.js
p?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED332825&ERICExtSearch_
SearchType_0=no&accno=ED332825
http://www.springerlink.com/content/j220u5636605h2rk/
SCFG 503 Human Development and Learning 28
Rev. January, 2008 Magaly Pacheco Ed. D.
Assignments before Workshop Three
1. The student should read the URL’s assigned, and review supplementary
readings about the topics to be discussed in class.
2. The students will complete the children adjustment observations and write a
two page summary.
3. The student will do a search to find information about John Dewey’s ethical
principles of education. Bring it to the classroom.
4. Write a disciplinary plan for the preschool or elementary students.
5. Design and write your own code of ethics for the elementary setting.
6. Write a two pages essay stating the importance of following a code of
principles in the preschool and elementary setting.
7. Bring an elementary or preschool setting news critical analysis (one page).
8. You should be working with your portfolio.
Activities
1. The facilitator will start the class with a short review.
2. Introductory activity: The facilitator will divide the class in groups. Each group
will have the task of designing a game that promotes social adjustment in the
preschool setting.
3. The facilitator will introduce students to John Dewy’s theory. The students will
need to identify Dewy’s ethical principles and present them to class. Be
creative.
4. The facilitator will provide each student with a paper. The student needs to
write their own code of ethics and compare it with four other students. Select
the best options and make a written summary.
5. The facilitator will divide the class into two groups. Each group will have the
task of creating an elementary school news article where the code of ethics
was not follow.
6. Using drawings and diagrams the students will present their social adjustment
observations.
7. The facilitator and the students will create a disciplinary plan for the
elementary setting.
SCFG 503 Human Development and Learning 29
Rev. January, 2008 Magaly Pacheco Ed. D.
8. Debate: the class will debate the need of a disciplinary plan in the preschool
setting.
9. The students are going to work in pairs and identify games that will promote
social adjustment in the preschool or elementary setting.
10. The students will present the elementary news critical analysis.
11. The facilitator will discuss the assignments prior to the next workshop.
Assessment
1. Learning Diary: Explain the importance of the social adjustment in the
learning process of elementary students.
SCFG 503 Human Development and Learning 30
Rev. January, 2008 Magaly Pacheco Ed. D.
Taller Cuatro
Objetivos Específicos
Al finalizar el Taller, el estudiante:
1. Estará familiarizado y podrá identificar las teorías que promueven la
motivación en el aprendizaje de edad preescolar y de escuela elemental.
2. Reconocer la importancia de la motivación en el desarrollo del niño.
3. Conocer e identificar la teoría de Inteligencia Múltiples de Gardner.
Direcciones Electrónicas
Teoría de Motivación de Herzberg
http://pareonline.net/getvn.asp?v=5&n=11
Motivación
http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.js
p?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED479864&ERICExtSearch_
SearchType_0=no&accno=ED479864
http://www.ericdigests.org/1995-1/learn.htm
Inteligencia Múltiples
http://www.newhorizons.org/strategies/mi/wilson1.htm
http://everyonelearns.blogspot.com/2006/04/multiple-intelligences-and.html
http://wetsk.com/course5.html
http://www.ncrel.org/sdrs/areas/issues/students/atrisk/at6lk69.htm
Tareas a realizar antes del Taller Cuatro
1. El estudiante deberá leer las páginas electrónicas y material suplementario
para la clase.
2. Escriba su propia definición del concepto motivación.
3. Defina motivación intrínseca y extrínseca.
4. Busque información sobre la teoría motivacional de Herzberg.
5. Compare en una tabla las diferencias y similitudes de la teoría de Herzberg
con la teoría de Abraham Maslow.
6. Describa en un mapa conceptual las inteligencias Múltiples de Gardner.
7. Cree una actividad educativa para ser presentada en clase que promueva la
motivación en el salón de clases en la escuela elemental.
SCFG 503 Human Development and Learning 31
Rev. January, 2008 Magaly Pacheco Ed. D.
8. Estudie el material de los talleres tres y cuatro.
9. Escoja una noticia educativa y escriba un análisis crítico de la misma.
Actividades
1. El facilitador comenzara la clase con un breve repaso del material cubierto.
2. Actividad de introducción: cada estudiante presentará su actividad creativa
que promueve la motivación en el salón de clases en la escuela elemental.
3. El facilitador le proveerá a cada estudiante una tarjeta (index card). En la
tarjeta los estudiantes van a escribir su definición personal del concepto
motivación y luego se la pegan en la frente. El facilitador le indica a los
estudiantes que tienen que crear otra definición del concepto motivación
utilizando las definiciones de los compañeros de clase.
4. El facilitador le pedirá a los estudiantes que lleven a cabo una presentación
sobre la teoría motivacional de Herzberg utilizando diagramas y dibujos.
5. El facilitador escribirá diferentes situaciones motivacionales y los estudiantes
tienen que identificarlas como intrínsecas o extrínsecas.
6. El facilitador llevará a cabo una presentación digital sobre las inteligencias
Múltiples de Gardner. Los estudiantes aportaran a la discusión utilizando el
mapa conceptual creado en la asignación.
7. La clase se divide en grupos y cada grupo tiene que explicar como la
aplicación de las inteligencias múltiples puede proveerle motivación a los
estudiantes preescolares y de escuela elemental.
8. Los estudiantes van a escoger una de las inteligencias múltiples de Gardner
y van a diseñar una actividad educativa que promueve el aprendizaje en el
ámbito preescolar.
9. Los estudiantes tomarán una prueba que contiene le material asignado y
discutido durante los talleres tres y cuatro.
10. Los estudiantes van a discutir la noticia educativa y entregar al facilitador el
análisis escrito sobre la misma.
11. El facilitador aclarará dudas relacionadas con las asignaciones del próximo
taller.
12. El facilitador asignará los temas para la presentación del próximo taller.
SCFG 503 Human Development and Learning 32
Rev. January, 2008 Magaly Pacheco Ed. D.
Evaluación
1. Diario de aprendizaje: explicar la importancia que existe de proveerle
estrategias motivacionales de enseñanza a los estudiantes preescolares y de
escuela elemental.
SCFG 503 Human Development and Learning 33
Rev. January, 2008 Magaly Pacheco Ed. D.
Workshop Five
NOTA: Este taller es bilingüe. Tanto,
el Facilitador como los estudiantes,
deberán utilizar el idioma asignado
para cada tarea y actividad.
NOTE: This is a bilingual workshop.
Both the facilitator and the students
should use the language assigned
for each homework and activity.
Specific Objectives
At the end of this workshop, the student:
1. Will discuss and understand multicultural issues related to child development.
2. Will identify and describe the uses of different types of assessment used with
children with special needs.
3. Will understand section 504 of the Vocational Rehabilitation Act
Language Objectives
1. Students will be able to express themselves orally and in written using
English or Spanish as the language of communication with correct
pronunciation, syntax, verb usage and vocabulary.
2. The student will use writing effectively and produces final documents that
have been edited for correct spelling, punctuation, sentence formation and
verb agreement.
3. The student will be able to engage in the writing process and writes to
communicate ideas and experiences accurately.
URLs
http://susanohanian.org/show_special_news.html?id=386
http://www.ecqnet.org/FLIEP/IEP_FAQ.cfm
http://www.schwablearning.org/articles.aspx?r=747
http://www.newhorizons.org/spneeds/inclusion/teaching/front_teaching.html
http://www.4children.org/news/999divrs.htm
http://www.acei.org/misconceptions.htm
SCFG 503 Human Development and Learning 34
Rev. January, 2008 Magaly Pacheco Ed. D.
Assignments before Workshop Five
1. The student will write term paper in English describing how learning can be
influenced by the multicultural aspects in the elementary setting.
2. The students will prepare for a group oral presentation (English or Spanish).
3. The students will need to bring a magazine in Spanish related to any of the
subjects covered in class.
4. The students will have time to complete the class portfolio.
5. The students will present a learning activity based on a cognitive theory (in
Spanish).
6. Define students with disabilities, assessment, inclusion and section 504
Vocational Rehabilitation Act (in English).
Activities
1. The facilitator will start the class with a short review (in English).
2. Introductory activity: students will be designing a collage that will include 10
concepts learned in class during the last four workshops. The facilitator will
need to provide the students with paper, scissors and glue. The concepts
used in the collage need to be written in Spanish.
3. The students are going to be presenting their cognitive learning activities to
the class in English.
4. The facilitator will ask the students to design a learning activity for special
needs students at a preschool level. The activity must be conducted in
Spanish.
5. The students are going to make a drawing showing the tests used with
special needs students at the elementary setting.
6. The students will define the multicultural issues in preschool and elementary
using a song or a drama in English.
7. The facilitator will request the students to create a Spanish brochure with
learning activities designed for elementary school English language learners.
8. The students will orally present their news critical analysis in the language of
their preference.
SCFG 503 Human Development and Learning 35
Rev. January, 2008 Magaly Pacheco Ed. D.
Assessment
1. Learning Diary: explain the importance of addressing the needs of special
children and English Language learners at the preschool and elementary
setting.
SCFG 503 Human Development and Learning 36
Rev. January, 2008 Magaly Pacheco Ed. D.
ANEJOS/ APPENDIXES
SCFG 503 Human Development and Learning 37
Rev. January, 2008 Magaly Pacheco Ed. D.
Anejo A/Appendix A
Learning Activity Student Name: Content Criteri a Points The student was able to engage the whole class in the activity.
The learning activity was completed on time.
A cognitive theory was applied. The activity was interactive and students were motivated to learn.
The student used visuals, media and technology in the presentation.
The activity was design specifically for preschool or elementary students.
The activity promotes hands on participation.
Language Criteria The student demonstrates that is able to communicate appropriately in English.
Verbs and grammar were used correctly.
The presentation was done in English Total of points. Student signature: Teacher Comments:---------------------------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
SCFG 503 Human Development and Learning 38
Rev. January, 2008 Magaly Pacheco Ed. D.
Anejo B/Appendix B
MATRIZ VALORATIVA PARA PARTICIPACIÓN EN CLASE
CURSO:______________________ PT_________ SECCIÓN____________ NOMBRE:________________________________________________________ Asistencia y puntualidad:______% Aportación a la c lase:______% _____ 0= Faltó a 4 o más talleres o faltó a 3 talleres y llegó tarde a 2 talleres _____ 1= Faltó a 3 talleres o faltó a 2 talleres pero llegó tarde a tres talleres _____ 2= Faltó a 2 talleres o faltó a 1 taller pero llego tarde a tres o más talleres _____ 3= Faltó a 1 taller o no faltó pero llegó tarde a tres talleres _____ 4= No faltó a los talleres pero llegó tarde a uno o dos talleres _____ 5= No faltó ni llegó tarde a los talleres
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. Contribuye frecuentemente a las discusiones en clase.
2. Demuestra interés en las discusiones en clase.
3. Contesta preguntas del facilitador y sus compañeros.
4. Formula preguntas pertinentes al tema de la clase.
5. Viene preparado(a) a clase.
6. Contribuye a la clase con material e información
adicional.
7. Presenta argumentos fundamentados en las lecturas y
trabajos de la clase
8. Demuestra atención y apertura a los puntos y
argumentos de sus compañeros.
9. Contesta preguntas y planteamientos de sus
compañeros.
10. Demuestra iniciativa y creatividad en las actividades
de clase.
Nota (Comentarios, al dorso)
SCFG 503 Human Development and Learning 39
Rev. January, 2008 Magaly Pacheco Ed. D.
RUBRIC TO EVALUATE CLASS PARTICIPATION
NAME: __________________________ FINAL GRADE ____________ DATE: __________________________
Attendance and Punctuality: ______%
_____ 0=Absent in 4 or more workshops or absent in 3 workshops and was late in 2 workshops
_____ 1=Absent in 3 workshops or absent in 2 workshops and was late in 3 or more workshops _____ 2=Absent in 2 workshops or absent in 1 workshops and was late in 3 or more workshops _____ 3=Absent in 1 workshop or attended all workshops but was late in 3 workshops _____ 4=Attended all workshops but was late in 1 or 2 workshops _____ 5=Perfect attendance
Class Participation:______% 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. Contributes frequently to class
discussion.
2. Demonstrates interest in class discussion.
3. Answers questions made by the facilitators and classmates.
4. Asks questions pertinent to the class subject.
5. Arrive prepared to class. 6. Contributes to class with additional
material and information.
7. Presents arguments based on class lecture and work.
8. Demonstrates attention and opening towards arguments from classmates.
9. Answers questions and expositions from classmates.
10. Demonstrates initiative and creativity in class activities.
Comments: ______________________________________________________
SCFG 503 Human Development and Learning 40
Rev. January, 2008 Magaly Pacheco Ed. D.
ANEJO C/ APPENDIX C
MATRIZ VALORATIVA PARA EVALUAR PRESENTACION
INDIVIDUAL/GRUPAL ORAL
Nombre del estudiante: _______________________Fecha:_________________
Criteri o Puntos Puntuación del estudiante
Conten ido Realiza una introducción efectiva del tema identificando el propósito, objetivo e ideas principales que se incluyen en la presentación.
10
La presentación es organizada y coherente y puede seguirse con facilidad.
10
El presentador demuestra dominio del tema o materia de la presentación al explicar con propiedad el contenido y no incurrir en errores.
10
Las ideas y argumentos de la presentación están bien fundamentados en los recursos presentados, consultados o discutidos en clase.
10
Capta la atención e interés de la audiencia y/o promueve su participación, según aplique.
10
Proyección efectiva, postura corporal adecuada, manejo de la audiencia, manejo del tiempo asignado.
10
Usa varias estrategias para hablar o definir conceptos, interpretaciones, aplicaciones y evaluación de procesos o experiencias en el contenido del curso.
10
Lenguaje Pronunciación de las palabras es clara y de manera correcta para que se entienda el lenguaje utilizado.
10
Uso correcto de la gramática y conjugación de verbos en el idioma asignado.
10
Uso correcto del vocabulario para expresar el mensaje adecuadamente.
10
Total de Puntos 100 (70% de contenido y 30%
Lenguaje)
Puntuación del Estudiante:
________ Firma del Estudiante: _________________ Firma del Facilitador: ____________________
SCFG 503 Human Development and Learning 41
Rev. January, 2008 Magaly Pacheco Ed. D.
RUBRIC TO EVALUATE INDIVIDUAL/GROUP PRESENTATION
Student Name:____________________________Date:___________________
Criteria Value Points Student Total Score
Content Performs an effective introduction to the theme identifying the objectives, ideas and principles that are included in the presentation.
10
The presentation is organized and coherent, and could be easily followed
10
The presenter demonstrates domain of the theme or subject by means of properly explaining content without incurring in errors
10
The ideas and arguments of the presentation are well founded by the resources presented, consulted or discussed in class
10
Capture of the attention and interest of the audience and/or promote their participation, as applicable
10
Effective personal projection, corporal posture and manage of the audience;
10
Uses a variety of speaking strategies to define concepts, interpretation, application and evaluation of processes using experience on concepts or content of class.
10
Language Student pronounces words in a clear and correct manner so as to make the correct language used understood to others.
10
Correct use of grammar and verb conjugation.
10
Use of correct use of vocabulary words to express message.
10
Total Points 100 (70% of content and 30% of language)
Student’s Total Score: ________
Student’s Signature: __________________Facilitator’s Signature: __________________
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Rev. January, 2008 Magaly Pacheco Ed. D.
Anejo D/ Appendix D
RUBRIC TO EVALUATE PARTICIPATION IN GROUP
NAME: ________________________ FINAL GRADE: ________________ TITLE: ________________________ DATE: _________________________ 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. Attended group meetings and
activities.
2. Collaborated in planning group meeting and activities.
3. Demonstrated disposition to cooperate with the group.
4. Contributes frequently to group discussion.
5. Actively participated in meetings and activities.
6. Demonstrated interest in group discussions and activities.
7. Arrived prepared to group meetings, activities and discussions.
8. Demonstrated attention and opening towards arguments from classmates.
9. Demonstrated leadership in group activities
10. Formulated pertinent questions in group discussions.
11. Contribuyó al grupo con material e información adicional.
12. Demonstrates initiative and creativity in group activities.
13. Completed assigned tasks. 14. Significantly contributed to work
presented by the group.
Comments
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MATRIZ VALORATIVA PARA PARTICIPACIÓN EN GRUPO
CURSO:___________________ PT_________SECCIÓN_________________ NOMBRE:________________________________________________________
0- No Cumplí 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. Asistí a las reuniones o actividades del grupo.
2. Colaboré en la planificación y celebración de las reuniones o
actividades de grupo.
3. Demostré disposición para cooperar con el grupo.
4. Contribuí frecuentemente a las discusiones del grupo
5. Participé activamente en las reuniones y actividades.
6. Demostré interés en las discusiones y actividades del grupo.
7. Vino preparado(a) a las reuniones, actividades y discusiones del
grupo.
8. Demostré atención y apertura a los puntos y argumentos de sus
compañeros.
9. Demostré liderazgo en las actividades del grupo.
10. Formulé preguntas pertinentes a las discusiones del grupo.
11. Contribuí al grupo con material e información adicional.
12. Demostré iniciativa y creatividad en las actividades de grupo.
13. Completé las tareas asignadas.
14. Contribuí significativamente al trabajo que presenté el grupo Nota (Comentarios, al dorso)
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ANEJO E/ APPENDIX E
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:___________________
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Rev. January, 2008 Magaly Pacheco Ed. D.
ANEJO F/ APPENDIX F
Essay Rubric Student Name:………………………..Date:……………………….. Criteria Value Points Student Score
Content
Introductory content is clear & well stated. 10 Major or relevant details are exposed in essay. 10 Present a thesis, supporting it in a persuasive way , providing precise examples.
10
Sentences are cohesive and ideas flow as the essay is read.
10
Establish a writer’s relationship with the subject , providing a clear perspective on the subject manner and engaging the audience attention.
10
Draw conclusions that reflect the relationships or significant outcomes of the discussion.
10
Demonstrate a comprehensive grasp of significant ideas to reach a higher level of understanding in an organizational manner.
10
Language Demonstrate a command of standard English
(vocabulary, syntax and flow of ideas)
10
Uses grammar appropriately and correctly. 10
Manages and uses verbs correctly. 10
Total Points 100 ( 70% content and 30% language)
Total score:
Student’s name:------------------------------------ --------- Facilitator’s Signature---------------------------- ---------
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Anejo G/ Appendix G
Guidelines to prepare the portfolio
1. Determination of sources of content
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.
2. 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.
3. 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”
SCFG 503 Human Development and Learning 47
Rev. January, 2008 Magaly Pacheco Ed. D.
• 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 I ).
• Introduction and conclusion of the income and outcome of the portfolio.
• 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 H ).
4. 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 O ). 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.
5. Portfolio storage:
o Portfolio samples will be safely stored for a six-month term on
campus.
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o 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.
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 ).
SCFG 503 Human Development and Learning 49
Rev. January, 2008 Magaly Pacheco Ed. D.
Anejo H/Appendix H: PORTFOLIO INFORMATIONAL SHEET
Sistema Universitario Ana G. Méndez Metro Orlando Campus
Universidad del Este, Universidad Metropolitana, Un iversidad 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
Anejo I/Appendix I: Log of Entries
Entry Description
Date of Entry
Date
Submitted
Date
Evaluated
Page #
1
2
3
4
5
6
7
8
9
10
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Anejo J/Appendix J: Reflection Process
Directions: Please complete the following blanks:
This entry is an example of my strengths:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
This entry is an example of an area I really need to improve:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
This entry is an example of an area I have improved:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
I think this exercise has been very helpful for my learning because:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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Direcciones: Por favor complete los siguientes blancos:
Esta entrada en un ejemplo de mis fortalezas:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Esta entrada en un ejemplo de areas que necesito mejorar:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Esta entrada en un ejemplo de áreas que he mejorado:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Este ejercicio ha sido provechoso por que::
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
SCFG 503 Human Development and Learning 53
Rev. January, 2008 Magaly Pacheco Ed. D.
Anejo K/Appendix K: Self-Assessment
Dear Student: This form will assist you in monitoring your portfolio and determining the strengths and weaknesses of your writing Part I: Read the statements below. Write the numbers that mostly honest reflects your self assessment (Scale 1-5: 5=strong, 4=moderately strong, 3=average, 2=moderately weak, 1=weak) _____ 1. My portfolio contains all of the items required by the facilitator. _____ 2. My portfolio provides strong evidence of my improvement over the course. _____ 3. My portfolio provides strong evidence of my ability to report factual
information. _____ 4. My portfolio provides strong evidence of my ability to write effectively. _____ 5. My portfolio provides strong evidence of my ability to think and write creatively. Part II: On the lines below, write the topic of each assignment. Rate your effort for each piece (5=strong effort, 1=weak effort). In the space below write one suggestion for improving that piece. _____ 1. ______________________________________________________________ ______________________________________________________________ _____ 2. ______________________________________________________________ ______________________________________________________________ _____ 3. ______________________________________________________________ ______________________________________________________________ _____ 4. ______________________________________________________________ ______________________________________________________________ _____ 5. ______________________________________________________________ ______________________________________________________________ Part III: In assessing my overall portfolio, I find it to be (check one) Very satisfactory __________ Satisfactory __________ Somewhat satisfactory __________ Unsatisfactory __________ Part IV: In the space below list your goal for the next week and two strategies you plan to achieve it. Goal: _________________________________________________________________ Strategies:
1. _______________________________________________________________________ 2. _______________________________________________________________________
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Anejo L/Appendix L:
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.
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Anejo M-Appendix M: 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
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development related to their field of concentration? Do items show what the student has learned?
� 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 = Need s 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
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Anejo N-Appendix N: Portfolio Assessment Feedback T emplate Strengths Weaknesses Improvement Idea s Facilitator’s comments
Student’s response and comments
EDUC 584 Individual Counseling Techniques 58
Prep. 2005: Lorna M. Gardón, M.Ed. Rev. 2008 Magaly Pacheco, Ed.D.
Anejo O/Appendix O: Use and Return of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo
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
EDUC 584 Individual Counseling Techniques 59
Prep. 2005: Lorna M. Gardón, M.Ed. Rev. 2008 Magaly Pacheco, Ed.D.
Anejo P/Appendix P: Use and Discard of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo
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
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