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Sistema Universitario Ana G. Méndez School for Professional Studies

Florida Campuses Universidad del Este, Universidad Metropolitana, Universidad del Turabo

EDUC 420

FUNDAMENTOS FILOSÓFICOS DE LA EDUCACIÓN PHILOSOPHICAL FOUNDATIONS OF EDUCATION

© Sistema Universitario Ana G. Méndez, 2008 Derechos Reservados.

© Ana G. Méndez University System, 2008. All rights reserved

Philosophical Foundations of Education EDUC 420 2

Prep. 2004. Prof. Carmen Silva, MA, Rev. 2009. Luis E, Morales, MA

TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

Prontuario………………………………………………………………….…….. ............ 3

Study Guide…………………………………………………………………….... ........... 9

Taller Uno/Workshop One…………………………………………….………... ........... 15

Taller Dos/Workshop Two…………………………………………….………… ........... 18

Taller Tres/Workshop Three……………………………………….…………… ........... 21

Taller Cuatro/Workshop Four…………………………………….…................. .......... 24

Taller Cinco/Workshop Five……………………………………………............. .......... 27

Anejo A/Appendix A……………………………………………………………... ........... 31

Anejo B/Appendix B……………………………………………………………... ........... 34

Anejo C/Appendix C……………………………………………………………… .......... 35

Anejo D/Appendix D……………………………………………………………… .......... 36

Anejo E/Appendix E……………………………………………………………… .......... 37

Anejo F/Appendix F………………………………………………………………. .......... 38

Anejo G/Appendix G……………………………………………………………… ......... 40

Anejo H/Appendix H……………………………………………………………… .......... 41

Anejo I/Appendix I……………………………………………………………….. ........... 42

Anejo J/Appendix J…………………………………………………………….. . ........... 44



PRONTUARIO

Título del Curso: Fundamentos Filosóficos de la Educación

Codificación: EDUC 420

Duración: Cinco semanas

Prerrequisito: Ninguno

Descripción: Este curso ofrece una amplia perspectiva interdisciplinaria sobre

fundamentos históricos, filosóficos, culturales y sociales que, a partir de los problemas y

las interrogantes perennes y fundamentales de la educación, han orientado las iniciativas

y los cambios educativos a través del tiempo. Aspira a proveer un marco de referencia

interpretativo, normativo, crítico y creativo, para vincular e integrar los fundamentos

académicos con la práctica educativa. Se analizan comparativamente filosofías

educativas tradicionales, modernas y contemporáneas, dándole énfasis a las principales

escuelas de pensamiento, sus postulados y exponentes. Específicamente, se aborda las

implicaciones y la aplicabilidad de las teorías filosóficas para los problemas y

controversias de la educación actual y se valoran los principios filosóficos que orientan al

sistema educativo puertorriqueño, destacando la elaboración de proyecciones y reformas

en términos de filosofía y política pública.

Objetivos Generales

Al final de este curso el estudiante estará en capacidad de:

1. Adquirir una amplia perspectiva interdisciplinaria sobre los fundamentos históricos,

filosóficos, culturales y sociales a partir de los problemas y las interrogantes perennes

y fundamentales de la educación, han orientado las iniciativas y los cambios

educativos a través del tiempo.



2. Formular un marco de referencia interpretativo, normativo, crítico y creativo para

vincular e integrar los fundamentos de la educación con la práctica educativa.

3. Reconocer y analizar comparativamente filosofías tradicionales, modernas y

contemporáneas, dándole énfasis a las principales escuelas de pensamiento, los

postulados y los exponentes.

4. Identificar y valorar las implicaciones y aplicabilidad de las teorías filosóficas a los

problemas y controversias de la educación actual.

5. Valorar los principios filosóficos que orientan el sistema educativo americano y

elaborar proyecciones y reformas en términos de filosofía y política pública.

6. Articular proyectos de enseñanza, desarrollo curricular, investigación y creación

relacionados con los temas estudiados utilizando la tecnología.

. Evaluación

El esquema de evaluación que se utilizara en este curso es el siguiente:

Entrega de Asignaciones

(Por taller)

(5) 20 puntos (c/u) =100 puntos = 25%

Portfolio 100 puntos =100 puntos = 20%

Ejercicios de Clase (definidos en cada Taller)

(12) 10puntos (c/u) =120 puntos = 35%

Participación y Asistencia

Participación significa:

1. Estar presente en la

clase.

2. Responder

efectivamente a

preguntas.

3. Contribuir a la discusión

de la clase.

(5) 20 puntos (c/u) =100 puntos = 20%

=420 puntos =100%



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 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 módulo debe

especificar que se utilizarán 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 inglés 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 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:

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 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 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 módulo 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.

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

que rigen al SUAGM y el curso.

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

en el módulo, no se limite a ellas. Existen otros motores de búsqueda y sitios Web

que podrá utilizar para la búsqueda 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 direcciones electrónicas y/o añadir

algunas de ser necesario.

Filosofía y Metodología Educativa

Este curso está basado en la teoría educativa del Constructivismo.

Constructivismo es una 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 uno de nosotros genera nuestras propias “reglas “y “métodos mentales” que

utilizamos para darle sentido a nuestras 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.

http://www.findarticles.com/

http://www.telemundo.yahoo.com/

http://bibliotecavirtualut.suagm.edu/

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

http://flelibrary.org/



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.

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.



STUDY GUIDE

Course Title: Philosophical Foundations of the Education

Code: EDUC 420

Time Length: Five weeks

Prerequisite: None

Description:

This course offers an interdisciplinary wide perspective on historical, philosophical, cultural

and social basics that, starting from the problems and the perennial and fundamental

queries of education, have guided the initiatives and the educational changes throughout

time. It aspires to provide an interpretive, normative, critical and creative reference point to

link and to integrate the academic basics with the educational practice. Traditional,

modern and contemporary educational philosophies are analyzed comparatively, giving

emphasis to the main schools of thought, their postulates and exponents. Specifically, the

course approaches the implications and the applicability of the philosophical theories for

the problems and controversies of the current education. The philosophical principles that

guide the American educational system are valued, highlighting the elaboration of

projections and reforms in terms of philosophy and public politics.

General Objectives

At the end of this course the student will be in capacity of:

1. To acquire a wide interdisciplinary perspective on the historical, philosophical, cultural

and social basics starting from the problems and the perennial and fundamental

queries of education, that have guided the initiatives and the educational changes

through the time.

2. To formulate an interpretive, normative, critical and creative reference mark to link and

to integrate the basics of education with the educational practice.

3. To recognize and to analyze traditional, modern and contemporary philosophies

comparatively, giving emphasis to the main schools of thought, their postulates and the

exponents.

4. To identify and to value the implications and applicability from the philosophical

theories to the problems and controversies of the current education.



5. To value the philosophical principles that guide the educational American system and

to elaborate projections and reforms in terms of philosophy and public policies.

6. To articulate projects in teaching, curricular development, investigation and creation

related with the studied topics using technology.

Evaluation

The evaluation of this course is as follows:

Assignments

(By workshop)

(5) 20 points =100 points = 25%

Portfolio 100 points =100 points = 20%

Class Exercises (defined in each workshop)

(12) 10puntos =120 points = 35%

Participation and Assistance

Participation means:

1. To be present in the

class.

2. To respond to questions.

3. To contribute to the

discussion of the class.

(5) 20 points =100 points = 20%

=420 points =100%



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 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 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.

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 information. 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/

www.flelibrary.org/

The facilitator may make changes or add additional web resources if deemed

necessary.

http://www.findarticles.com/

http://bibliotecavirtualut.suagm.edu/

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

http://flelibrary.org/



Teaching Philosophy and Methodology

This course is grounded in the learning theory of Constructivism. Constructivism is

a 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.



Workshop One

Specific Objectives:

1. Define the concepts: philosophy, education and educational philosophy and those

related with the concept teaching-learning.

2. Examine the main areas of study of the philosophy.

3. Summarize the fundamental purposes of education.

Language Objectives:

1. Review the recommended links to investigate the main areas of study of the

philosophy.

2. Write a paper on the subject of the purposes of education.

3. Present orally a definition of the concept of philosophy of education using correct

English grammar and spelling rules.

Electronic Links (URLs):

http://plato.stanford.edu/entries/concepts

http://www.encyclopedia.com/category/Philosophy_and_Religion/Philosophy/philos.ht

ml

http://www.mazzaroth.com/Introduction/PhilosophyScienceAndReligion.htm

http://k6educators.about.com/b/2008/04/06/what-is-your-educational-philosophy.htm


http://carbon.cudenver.edu/~mryder/itc_data/etexts.html

http://www.nc-net.info/resourcexchange/PittPhilosophy.doc

http://filebox.vt.edu/users/jbrameye/Jim%20Webpage/Educational%20Philosophy.htm

http://www.philosophy.umn.edu/programs/undergradprogram/areasofstudy.html

http://www.teachersmind.com/education.htm

http://citizensleague.org/blogs/sean/December_VP.pdf

http://plato.stanford.edu/entries/concepts

http://www.encyclopedia.com/category/Philosophy_and_Religion/Philosophy/philos.html

http://www.encyclopedia.com/category/Philosophy_and_Religion/Philosophy/philos.html

http://www.mazzaroth.com/Introduction/PhilosophyScienceAndReligion.htm



http://carbon.cudenver.edu/~mryder/itc_data/etexts.html

http://www.nc-net.info/resourcexchange/PittPhilosophy.doc

http://filebox.vt.edu/users/jbrameye/Jim%20Webpage/Educational%20Philosophy.htm

http://www.philosophy.umn.edu/programs/undergradprogram/areasofstudy.html

http://www.teachersmind.com/education.htm

http://citizensleague.org/blogs/sean/December_VP.pdf



Assignments before Workshop One:

1. Read the recommended URL’s, textbooks and other reference materials. Pay close

attention to the rubrics in the Appendix section. These rubrics will be used to

assess your knowledge.

2. Using the bibliographical references and included electronic links, search for

information on the following concepts: basics, philosophy, educational philosophy,

education. Complete the conceptual map in Annex D.

3. Write a reflection on how the general objectives of the course, as stated in the

Course Guide are related with your experiences and professional goals.

Activities:

1. The facilitator and the students will introduce themselves by engaging in an

icebreaking activity suggested by the facilitator.

Example:

People Poems

Have each student use the letters in his or her name to create an acrostic poem.

For example: Bill could write:

Big

Intelligent

Laughing

Loving.

The poems should include words that tell something about the student. For

example, something they like to do or a personality or physical trait.

2. The facilitator will present and explain the objectives of this course.

3. Present the guidelines of the course, printed and electronic resources available, as

well as methods and criteria of evaluation. The facilitator will answer any questions

that the students may have.

4. Selection of the course representative.

5. The facilitator will instruct the students to fill the left column of the Double Entry

Journal with the word or phrases that the student specially like during the

presentation of the video “Philosophy of Education”.



6. The facilitator will present “Philosophy of Education” in:

http://www.youtube.com/watch?v=jAjIb1nftg8&feature=related

7. Exercise in Class (10 points). Using a group activity of double entry journal, the

students will discuss the content of the video and the phrases or words that they

liked from it. They will name a speaker to summarize their conclusions. This activity

will be assessed using the rubric in Annex B.

8. Exercise in Class (10 points). The facilitator will promote active participation,

assigning groups to discuss and share the content of the conceptual maps of areas

of study of philosophy. (Annex D)

9. Each group will present orally the conclusions of the previous activity.

10. The facilitator will make a presentation on the educational philosophy concepts

related to the teaching-learning process.

11. Exercise in Class (10 points). The facilitator will promote active participation,

assigning groups to discuss and share the concept of purpose of education. (Each

group will present a written report on the conclusions of the previous activity)

12. The facilitator will present the assignments for the next workshop and clarify any

doubt that could arise.

Assessment:

1. The students will complete a written journal as indicated in Appendix A and send it

through Blackboard.

2. The students will evaluate the other participants in their groups using the Double

Entry Journal Format (Appendix B), they will submit it through Blackboard.

3. Class participation will be evaluated according to Appendix E.

4. Oral presentation rubric. Appendix F

5. Written report rubric. Appendix G

http://www.youtube.com/watch?v=jAjIb1nftg8&feature=related



Taller Dos

Objetivos Específicos:

1. Adquirir una perspectiva integral acerca de los fundamentos que dirigen el sistema

educativo.

2. Identificar, discutir y analizar los diferentes enfoques de la filosofía educativa, así

como la aplicabilidad de los mismos en el escenario de su entorno.

3. Identifique la relación entre los fundamentos epistemológicos y los métodos

empleados en la investigación educativa.

4. Formular un marco de referencia interpretativo, normativo, crítico y creativo para

vincular e integrar los fundamentos de la educación con la práctica educativa.

Objetivos del Lenguaje:

1. Dada una actividad en grupo, los estudiantes discutirán sobre los fundamentos que

dirigen el sistema educativo, utilizando un correcto vocabulario y pronunciación.

2. Los estudiantes presentaran oralmente un resumen de los diferentes enfoques de la

filosofía educativa, haciendo uso correcto de gramática y conjugación de verbos.

3. Los estudiantes presentarán un mapa conceptual de la relación entre los fundamentos

epistemológicos y los métodos empleados en la investigación educativa haciendo uso

correcto de gramática y conjugación de verbos.

Enlaces Electrónicos:

http://education.stateuniversity.com/pages/2336/Progressive-Education.html

http://www.indiana.edu/~molpage/Hist%20Phil%20Found%20ID.pdf

http://www.studyplace.org/wiki/Studio

http://www.molloy.edu/sophia/topics/phiedu/Whitehead.htm

http://etext.lib.virginia.edu/cgi-local/DHI/dhi.cgi?id=dv2-08

http://html.rincondelvago.com/enfoques-filosoficos.html

http://www.monografias.com/trabajos53/filosofia-educativa/filosofia-educativa.shtml

http://www.monografias.com/trabajos60/espistemologia-tendencias-

pedagogicas/espistemologia-tendencias-pedagogicas.shtml

http://www.unimar.edu.ve/gonzalezalexis/tesis_web/m2fundamentos.html

http://www.monografias.com/trabajos28/investigacion-educativa/investigacion-

educativa.shtml

http://education.stateuniversity.com/pages/2336/Progressive-Education.html

http://www.indiana.edu/~molpage/Hist%20Phil%20Found%20ID.pdf

http://www.studyplace.org/wiki/Studio

http://www.molloy.edu/sophia/topics/phiedu/Whitehead.htm

http://etext.lib.virginia.edu/cgi-local/DHI/dhi.cgi?id=dv2-08

http://html.rincondelvago.com/enfoques-filosoficos.html

http://www.monografias.com/trabajos53/filosofia-educativa/filosofia-educativa.shtml

http://www.monografias.com/trabajos60/espistemologia-tendencias-pedagogicas/espistemologia-tendencias-pedagogicas.shtml

http://www.monografias.com/trabajos60/espistemologia-tendencias-pedagogicas/espistemologia-tendencias-pedagogicas.shtml

http://www.unimar.edu.ve/gonzalezalexis/tesis_web/m2fundamentos.html

http://www.monografias.com/trabajos28/investigacion-educativa/investigacion-educativa.shtml

http://www.monografias.com/trabajos28/investigacion-educativa/investigacion-educativa.shtml



http://www.monografias.com/trabajos64/fundamentos-filosoficos-proceso-

aprendizaje/fundamentos-filosoficos-proceso-aprendizaje2.shtml

Asignaciones antes del Taller:

1. El estudiante accederá los enlaces electrónicos recomendados o cualquier otra fuente

que juzgue conveniente para obtener información sobre los fundamentos que dirigen

el sistema educativo.

2. El estudiante buscará un reportaje o noticia relacionada a la integración de los

fundamentos de la educación con la práctica educativa y la resumirá, debiendo estar

preparado para discutir los resultados en clase.


que juzgue conveniente para obtener información sobre los fundamentos

epistemológicos y los métodos empleados en la investigación educativa

Actividades:

1. Ejercicio en Clase. (10 puntos). El facilitador asignará grupos para discutir y presentar

oralmente los resultados de su trabajo previo de investigación sobre los diferentes

enfoques filosóficos y su aplicación a la educación. Separará por lo menos tres grupos

que se enfocarán en el empirismo, racionalismo y materialismo respectivamente.

2. Cada grupo presentará las características correspondientes al enfoque que le haya

sido asignado.

3. El facilitador promoverá un debate sobre cuál de ellos es más influyente en la

educación de los Estados Unidos.

4. El facilitador asumirá el rol de relator en este debate y tomará nota de los puntos más

importantes de consenso en el mismo.

5. El facilitador hará una presentación sobre el concepto de epistemología y su relación

con las tendencias pedagógicas modernas.

6. Ejercicio en Clase. (10 puntos). El facilitador asignará grupos para discutir y presentar

oralmente los resultados de esta discusión sobre las diferentes tendencias

pedagógicas modernas. Asignará cuatro grupos correspondientes a las tendencias

tradicional, liberadora, cognoscitivista e histórico cultural.

7. Un representante de cada grupo expondrá sobre las características más importantes

de cada tendencia educativa.

http://www.monografias.com/trabajos64/fundamentos-filosoficos-proceso-aprendizaje/fundamentos-filosoficos-proceso-aprendizaje2.shtml

http://www.monografias.com/trabajos64/fundamentos-filosoficos-proceso-aprendizaje/fundamentos-filosoficos-proceso-aprendizaje2.shtml



8. Los representantes de los diferentes grupos participarán con la intervención de todos

los estudiantes en la elaboración de un mapa conceptual de las tendencias

educativas.

9. Ejercicio en Clase. (10 puntos). El facilitador promoverá una mesa redonda de

discusión sobre las diferentes tendencias en cuanto a los métodos empleados en la

investigación educativa y nombrará un relator quien al final resumirá las conclusiones

de la discusión.

10. El facilitador presentará las asignaciones para el próximo taller y aclarará cualquier

duda que pudiera presentarse.

Avalúo

1. Cada estudiante elaborará una rúbrica de evaluación de trabajo en grupo, de acuerdo

al Anejo H y lo enviará a través del Blackboard.

2. El estudiante elaborará el Diario Reflexivo localizado en el Anejo A y entregará el

mismo a través del Blackboard.

3. Rúbrica de presentaciones orales. Anejo F



Workshop Three


1. Analyze the implications of the main educational philosophies, such as: the Perennial

Philosophy, the Idealist, the Realist, the Pragmatic, the Existentialist, the Behaviorist,

the Pedagogy of the Liberation, among others, and their applicability in our educational

environment.

2. Compare the traditional, modern and contemporary philosophies, giving emphasis to

the main schools of thought, their postulates and the exponents.

3. Identify the implications and applicability of the philosophical theories to the problems

and controversies of current education.


1. Present an oral summary of the educational philosophies: Perennial, Idealist, Realist,

Pragmatic, Existentialist, the Behaviorist and the Pedagogy of the Liberation

2. Present orally a definition of the main schools of philosophical thought using correct

English grammar and spelling rules.

3. Given a press or magazine article about the problems and controversies in current

education, the students will identify and present the main idea using correct English

pronunciation.


http://history-world.org/philosophy.htm

http://www.bu.edu/wcp/Papers/Cont/ContSten.htm

http://philosophy.lander.edu/intro/what.html

http://www.bu.edu/wcp/Papers/Valu/ValuChan.htm

http://mythosandlogos.com/perennial.html

http://philsci-archive.pitt.edu/archive/00001216/01/reality.html

http://plato.stanford.edu/entries/realism/

http://existentialist.blogspot.com/

http://plato.stanford.edu/entries/behaviorism/

http://www.marxists.org/subject/education/freire/pedagogy/ch01.htm

http://history-world.org/philosophy.htm

http://www.bu.edu/wcp/Papers/Cont/ContSten.htm

http://philosophy.lander.edu/intro/what.html

http://www.bu.edu/wcp/Papers/Valu/ValuChan.htm

http://mythosandlogos.com/perennial.html

http://philsci-archive.pitt.edu/archive/00001216/01/reality.html

http://plato.stanford.edu/entries/realism/

http://existentialist.blogspot.com/

http://plato.stanford.edu/entries/behaviorism/

http://www.marxists.org/subject/education/freire/pedagogy/ch01.htm



Assignments before Workshop One:

1. Search and read the main educational philosophies, such as: the Perennial

Philosophy, the Idealist, the Realist, the Pragmatic, the Existentialist, the Behaviorist,

and the Pedagogy of the Liberation. Be prepared to make an oral summary.

2. Review the recommended links to investigate the concepts of the traditional, modern

and contemporary philosophies. Be prepared to discuss about this subject in class.

3. Write a brief summary of a press or magazine article about the problems and

controversies in current education. Use APA style.

Activities:

1. The facilitator will project the video Contemporary Philosophy at

(http://ffh.films.com/id/9347/Contemporary_Philosophy.htm )

2. The students will meet in round table and will discuss during 20 minutes on the topics

shown in the video.

3. The facilitator will designate a speaker to take notes of the main conclusions and

summarize them.

4. Exercise in Class (10 points). The facilitator will promote active participation, assigning

groups to discuss and present orally the distinctive characteristics of the main

educational philosophies, such as: the Perennial Philosophy, the Idealist, the Realism,

the Pragmatic, the Existentialist, the Behaviorist, and the Pedagogy of the Liberation.

5. The facilitator will make a conceptual map of the educational philosophies based on

the presentations of the groups.


groups to analyze the postulates and main schools of thought of the traditional, modern

and contemporary philosophies.

7. Each group will designate a speaker for an exercise on contrasting the characteristics

of the traditional, modern and contemporary philosophies.

8. Exercise in Class (10 points). The facilitator will promote active participation assigning

groups to analyze and discuss the press or magazine articles on the problems and

controversies of current education.

9. Each group will select an article and designate a speaker to present its main ideas.



10. The facilitator will direct a session of questions and answer on the topic of the

problems in current education.

11. The facilitator will present the assignments for the next workshop and clarify any

doubts that could arise.

Assessment:


through Blackboard.

2. The students will write a summary of the press or magazine articles on the problems

and controversies in current education. They will submit it through Blackboard.

3. The students will evaluate the other participants in their groups using the Performance

Task Assessment List for Group Work (Appendix H), they will submit it through

Blackboard.






Taller Cuatro

Objetivos Específicos:

1. Adquirir una amplia perspectiva interdisciplinaria sobre los fundamentos filosóficos,

culturales y sociales a partir de los problemas y las interrogantes perennes y

fundamentales de la educación, que han orientado las iniciativas y los cambios

educativos a través del tiempo.

2. Establecer la relevancia y propiedades de la relación entre filosofía y educación.

3. Reflexionar sobre los aspectos valorativos del pensamiento de Eugenio María de

Hostos y su pertinencia dentro del escenario educativo latinoamericano.

Objetivos del Lenguaje:

1. Dada una actividad en grupo, los estudiantes discutirán sobre los problemas y las

interrogantes perennes y fundamentales de la educación, utilizando un correcto

vocabulario y pronunciación.

2. Los estudiantes presentaran oralmente un resumen de las propiedades de la relación

entre filosofía y educación, haciendo uso correcto de gramática y conjugación de

verbos.

3. Dada una actividad en grupo, los estudiantes resumirán las ideas principales del

pensamiento de Eugenio María de Hostos usando correctamente la gramática y

ortografía.

Enlaces Electrónicos:

http://www.monografias.com/trabajos16/fundamentos-educacion/fundamentos-

educacion.shtml

http://www.conductitlan.net/filosofia_educacion.pdf

http://html.rincondelvago.com/fundamentos-filosoficos-de-la-educacion_1.html

http://www.scribd.com/doc/3689689/animaciongavr

http://www.monografias.com/trabajos47/filosofia-y-educacion/filosofia-y-educacion.shtml

http://personal.telefonica.terra.es/web/0filosofia/conferencia1.htm

http://www.loc.gov/rr/hispanic/1898/hostos.html

http://www.prtc.net/~isavelez/hostosbiog.html

http://www.angelfire.com/jazz/carmen/filosofia.html

http://www.newfoundations.com/EGR/PhilEdCon.html

http://www.monografias.com/trabajos16/fundamentos-educacion/fundamentos-educacion.shtml

http://www.monografias.com/trabajos16/fundamentos-educacion/fundamentos-educacion.shtml

http://www.conductitlan.net/filosofia_educacion.pdf

http://html.rincondelvago.com/fundamentos-filosoficos-de-la-educacion_1.html

http://www.scribd.com/doc/3689689/animaciongavr

http://www.monografias.com/trabajos47/filosofia-y-educacion/filosofia-y-educacion.shtml

http://personal.telefonica.terra.es/web/0filosofia/conferencia1.htm

http://www.loc.gov/rr/hispanic/1898/hostos.html

http://www.prtc.net/~isavelez/hostosbiog.html

http://www.angelfire.com/jazz/carmen/filosofia.html

http://www.newfoundations.com/EGR/PhilEdCon.html



http://www.foro-latino.org/flape/foros_virtuales/doc_fv_1/texto-discusion-OCE.pdf

http://www.appealweb.com.ar/Nuevos-escenarios-en-la-educacion

Asignaciones antes del Taller:

1. El estudiante accederá los enlaces electrónicos recomendados, o cualquier otra

fuente que juzgue conveniente, para obtener información sobre los problemas y las

interrogantes perennes y fundamentales de la educación, las cuales han orientado las

iniciativas y los cambios educativos a través del tiempo.


que juzgue conveniente para obtener información sobre la relevancia y propiedades de

la relación entre filosofía y educación.

3. El estudiante buscará un reportaje o noticia relacionada al pensamiento educativo de

pensamiento de Eugenio María de Hostos y hará un resumen, debiendo estar

preparado para discutir los resultados en clase.

Actividades:

1. Ejercicio en Clase. (10 puntos). El facilitador promoverá la participación de la clase

dividiendo la clase en grupos. Cada grupo preparará una presentación de 10 minutos

aproximadamente sobre la relevancia y propiedades de la relación entre filosofía y

educación.

2. Cada grupo deberá designar un moderador y un presentador. Para esta dinámica

deberán utilizar la información obtenida sobre los conceptos asignados para

investigación previa al taller. Cada grupo tendrá un tiempo aproximado de 45 minutos

para la preparación.

3. El facilitador tomará nota de las ideas principales de cada presentación y concluirá la

dinámica con un resumen de lo presentado por los exponentes.

4. El facilitador promoverá la participación de la clase mediante una dinámica de debate

sobre los problemas y las interrogantes perennes y fundamentales de la educación,

han orientado las iniciativas y los cambios educativos a través del tiempo.

5. El facilitador actuará como director y designará un secretario quien tomará nota de las

personas que van participando y el tiempo de intervención de cada una y de las

principales ideas expuestas por los participantes.

http://www.foro-latino.org/flape/foros_virtuales/doc_fv_1/texto-discusion-OCE.pdf

http://www.appealweb.com.ar/Nuevos-escenarios-en-la-educacion



6. El facilitador finalizará la actividad con el resumen de las diferentes opiniones y las

conclusiones obtenidas de la discusión.

7. Ejercicio en Clase. (10 puntos). El facilitador promoverá la participación de la clase

mediante una mesa redonda con la presentación por parte de los estudiantes del

resumen del artículo de prensa sobre el pensamiento educativo de Eugenio María de

Hostos.

8. El facilitador tomará nota de las ideas principales y hará un resumen para finalizar la

actividad. El facilitador presentará las asignaciones para el próximo taller y aclarará

cualquier duda que pudiera presentarse.

Avalúo

1. Cada estudiante elaborará una rúbrica de evaluación de trabajo en grupo, de acuerdo

al Anejo H y lo enviará a través del Blackboard.

2. El estudiante elaborará el Diario Reflexivo localizado en el Anejo A y entregará el

mismo a través del Blackboard.

3. Rúbrica de presentaciones orales. Anejo F

4. Rubrica de presentaciones escritas. Anejo G



Workshop Five /Taller Cinco

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 student

should use the language assigned

for each homework and activity.


1. Distinguish the philosophical principles that guide the American educational system.

2. Elaborate projections and possible reforms in philosophy and public policies.

3. Articulate teaching, curricular development, investigation and creation projects related

with the studied topics.


1. Summarize the main ideas of the philosophical principles that guide the American

educational system using correct grammar and spelling in English after reading a

selection.

2. Use cooperative learning strategies to analyze and discuss projections and possible

reforms in philosophy and public policies terms.

3. Write a reflective journal using appropriate vocabulary, grammar, and style.


http://www.radicalacademy.com/philapplied2.htm

http://www.greatbooksacademy.org/a_philosophical_call_to_renew.html

http://www.therealpresence.org/archives/Education/Education_009.htm

http://books.google.com/books?hl=en&lr=&id=rei8DGQQoooC&oi=fnd&pg=PP16&dq=%2

2Pollitt%22+%22Public+management+reform:+A+comparative+analysis%22+&ots=ANgR

sRZ4yl&sig=HQ3WJzvWhCIZOkMWtixGC72PgoE#PPP13,M1

http://www.ssrnetwork.net/document_library/detail/3380/philosophy-and-principles-of-

community-based-policing-3rd-edition

http://www.publicpolicy.umd.edu/IPPP/reports/vol26winterspring06/vol26winterspring06.pd

f

http://www.radicalacademy.com/philapplied2.htm


http://www.therealpresence.org/archives/Education/Education_009.htm

http://books.google.com/books?hl=en&lr=&id=rei8DGQQoooC&oi=fnd&pg=PP16&dq=%22Pollitt%22+%22Public+management+reform:+A+comparative+analysis%22+&ots=ANgRsRZ4yl&sig=HQ3WJzvWhCIZOkMWtixGC72PgoE#PPP13,M1



http://www.ssrnetwork.net/document_library/detail/3380/philosophy-and-principles-of-community-based-policing-3rd-edition

http://www.ssrnetwork.net/document_library/detail/3380/philosophy-and-principles-of-community-based-policing-3rd-edition

http://www.publicpolicy.umd.edu/IPPP/reports/vol26winterspring06/vol26winterspring06.pdf

http://www.publicpolicy.umd.edu/IPPP/reports/vol26winterspring06/vol26winterspring06.pdf



http://www.oic.id.ucsb.edu/Resources/Teaching/TPS.html

http://www.bu.edu/wcp/MainTeac.htm

http://specialneedseducation.suite101.com/article.cfm/philosophy_of_education

http://www.aect.org/edtech/ed1/38/index.html

Assignments before Workshop One

1. The student will review the electronic links recommended or any other source that they

deem advisable to obtain information on the philosophical principles that guide the

American educational system.

2. The students will review the article “A PHILOSOPHICAL CALL TO RENEW

AMERICAN CULTURE” by Peter A. Redpath, Ph.D. at

(http://www.greatbooksacademy.org/a_philosophical_call_to_renew.html) and be

prepared to discuss the subject in class.

3. Review the recommended links on possible reforms in philosophy and public policy

terms. Be prepared to discuss about this subject in class.

4. Students will complete their portfolios for final evaluation.

Activities:

1. The facilitator will project the video American Reality – Education at

(http://www.youtube.com/watch?v=JP4wzPoSQlQ)

2. Exercise in Class (10 points). The students will meet in round table and will discuss (In

English) during 20 minutes, using a Venn Diagram, on the topics discussed in the

video and compare them with the ideas expressed in the article “A PHILOSOPHICAL

CALL TO RENEW AMERICAN CULTURE”. Annex J

3. The facilitator will designate a speaker to take notes of the problems identified as being

the most important found in today’s American education.


groups to analyze possible solutions to the identified problems through feasible reforms

in philosophy and public policiy terms (In Spanish).

5. Each group will present orally an outline of a plan for improving the American

educational system. They will present advantages and disadvantages of the proposed

plan.

http://www.oic.id.ucsb.edu/Resources/Teaching/TPS.html

http://www.bu.edu/wcp/MainTeac.htm

http://specialneedseducation.suite101.com/article.cfm/philosophy_of_education

http://www.aect.org/edtech/ed1/38/index.html




6. The facilitator will promote a debate between the students who have been designated

to represent each group on the advantages and disadvantages of the proposed plans.

7. The facilitator will summarize the arguments of each group and will promote and

agreement on which could be the best actions to be taken to improve the American

educational system.

8. Students will hand in the Portfolio

9. Closing activity (Designed by the facilitator)

Assessment:


through Blackboard.

2. The students will evaluate the other participants in their groups using the Performance

Task Assessment List for Group Work (Appendix H), they will submit it through

Blackboard.




6. Portfolio presentation rubric. Appendix I



Anejos/Appendixes



Anejo A/Appendix A DIARIO REFLEXIVO

Taller ______

Nombre:______________________________ Fecha ____________________

Después de cada taller, termina las siguientes expresiones en forma breve:

1. Durante el día de hoy me sentí…

2. Al finalizar el taller de hoy, he llegado a las siguientes conclusiones…

3. Mi contribución al taller de hoy fue...

4. Al finalizar el taller de hoy, me surgieron las siguientes interrogantes:



Anejo A /Appendix A DAYLY JOURNAL

Workshop ______

Name:______________________________ Date ____________________

After each workshop, finish each expression in a brief form:

1. During the class I felt …

2. At end of workshop today, I reached to the following conclusion….

3. My contribution to today’s workshop was….

4. At the end of today’s workshop I had the following questions:



Anejo A /Appendix A

Journal Rubric

This rubric will be used each week. You should have at least one entry every week.

Student’s Name_________________________________________________

Week _______________

This is what I will be looking for:

Criteria Maximum Points Actual Score

Student uses critical thinking to express ideas and projects a

deep understanding of the topic.

If so, you get 4 points

Sentences are written using appropriate syntax,

punctuation, verb usage and grammar.


Your entry seems to show you dedicated time and effort to

writing. It develops the ideas thoroughly.


Journal is typed following APA style?


Was the journal available on Blackboard when the facilitator

requested it?


TOTAL Out of 20



Anejo B /Appendix B



Anejo C /Appendix C Rubric for Round Table

Name / Group ________________________________________________

Course: ______________________ Dates: ________________________

Criterion Value Score

Content

The participant offers a sufficiently solid analysis and without doubting it advances in the conversation.

1 point

The participant, through his/her comments, demonstrates a deep knowledge of the topic and a high understanding of the questions elaborated by the audience.

1 point

The participant has come prepared for the discussion, with notes and passages marked.

1 point

The participant, through his/her comments, demonstrates that he/she is listening actively the other participants.

1 point

The participant offers explanatory comments that extend the conversation.

1 point

The participant's observations frequently refer to ideas or arguments exposed in the discussion.

1 point

The participant demonstrates a professional attitude and posture during the conversation.

1 point

Language The student demonstrates ability in handling of the standard English language (vocabulary, syntax and flow of ideas).

1 point

Uses the grammar in an appropriate and correct way.

1 point

In the face of a controversial idea, the student presents a persuasive argument to defend his/her personal point of view.

1 point

Total 10 points (70% content and 30% language)

Total Score

Name of the student: ______________________________

Facilitator signature: _________________________

Note: The score obtained by the student will follow this scale:

Excellent ·: 1.00 point Average: 0.50 point

Good ·: 0.75 point · Needs improvement: 0.25 point



Anejo D /Appendix D

Conceptual Map of areas of study of the philosophy Name ____________________ Date________________________



Anejo E /Appendix E

Classroom Participation Rubric

Name: Date: Arrival Time:

Criterion Quality

Degree to which student integrates course readings into classroom participation

often cites from readings; uses readings to support points; often articulates "fit" of readings with topic at hand (5)

occasionally cites from readings; sometimes uses readings to support points; occasionally articulates "fit" of readings with topic at hand (3)

rarely able to cite from readings; rarely uses readings to support points; rarely articulates "fit" of readings with topic at hand (1)

unable to cite from readings; cannot use readings to support points; cannot articulates "fit" of readings with topic at hand (0)

Interaction/participation in classroom discussions

always a willing participant, responds frequently to questions; routinely volunteers point of view (5)

often a willing participant, responds occasionally to questions; occasionally volunteers point of view (3)

rarely a willing participant, rarely able to respond to questions; rarely volunteers point of view (1)

never a willing participant, never able to respond to questions; never volunteers point of view (0)

Demonstration of professional attitude and demeanor (preparation)

always demonstrates commitment through thorough preparation (5)

rarely unprepared (3)

often unprepared (1)

rarely prepared(0)

Demonstration of professional attitude and demeanor (arrival time)

arrives on time (5) arrives 10 minutes late (4) arrives 15 minutes late (3)

arrives 20 minutes late (2) arrives 30 minutes late (1)

arrives more than 30 minutes late (0)

Total points out of 20_________



Anejo F /Appendix F

Rúbrica presentación oral

Nombre de los alumnos: Hora comienzo: ________ Hora fin: ________ Número de minutos: ________

La introducción Captaron el interés del público. Dieron información de fondo necesaria. Presentaron un propósito claro.

___ / 10

La organización Clara, con transiciones lógicas y efectivas. Llevaron la presentación a la conclusión. Todos participaron.

___ / 10

El contenido Buen apoyo para los puntos. Evidencia relevante, actual. Se tomó bien en cuenta el público.

___ / 10

El apoyo visual Efectivo, apropiado, sin errores ortográficos. Se preparó con cuidado. Ni demasiado, ni demasiado poco.

___ / 10

La conclusión Se reforzaron los puntos principales y se dio un cierre al tema.

___ / 10

Total = ___ / 50 Comentarios:



Anejo F /Appendix F

Oral Presentation Rubric

Students’ names: Start time: ________ End time: ________ Total minutes: ________

Introduction Captured audience attention. Gave sufficient background information. A clear purpose was presented.

___ / 10

Organization Clear, effective and logical transitions. Presentation was taken to a conclusion. Class participated.

___ / 10

Content Important points were supported. Relevant and actual content evidenced. Audience was taken into consideration.

___ / 10

Visual Aid Effective, appropriate and free of errors. Carefully prepared. Not too much or too little.

___ / 10

Conclusion Principal points were summarized and a closing was given to the presentation.

___ / 10

Total = ___ / 50 Comments:



Anejo G /Appendix G Essay Rubric

Student Name: ______________________

Date: _______________

Criteria Value Points Student Score

Content Introductory statement is

clear and well stated. 10 Major or relevant details are

exposed in essay. 10 Present a thesis, supporting

it in a persuasive and sophisticated way, providing precise and relevant 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 matter and engaging the audience's attention. 10

Draw conclusions that reflect the relationships or significant outcomes of the discussion. 10

Demonstrate a comprehensive grasp of significant ideas, using them appropriately to reach a higher level of understanding in an organized manner. 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

30% language 70% content and Student’s total Score:



Anejo H / Appendix H

Performance Task Assessment List for Group Work

Name:__________________________ Date_______________________

Instructions: Fill one form for each group member. In the space provided fill out the name of each group

member and evaluate their performance in the group. Use the following scale:

Completely agree (4) Agree (3) Disagree (2) Completely disagree (1)

Evaluation Criteria

Group Member Names

The student comes to the group prepared for the group work.

The student completes all individual tasks for the group on time and with quality

The student participates in a constructive manner.

The student encourages others to participate in a

constructive manner.

The student is a good active listener.

The student supports his or her position

in a strong and thoughtful manner.

The student disagrees in an agreeable

manner.

The student can reach compromises.

The student helps the group follow

directions and meet the timelines.

The student promotes positive human relations in the group.



Anejo I/ Appendix I

Portfolio Rubric

Name:__________________________ Date_______________________



Anejo I/ Appendix I (Cont)

TOTAL _______ (50 points) (Student’s Score/50 = ____%)



Anejo J/ Appendix J

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