sistema universitario ana g. méndez, inc. school of ... 652 dlp... · rafael e. fuentes, m.s., ......

EDUC 652 PRACTICUM IN COUNSELING IN STUDENT AFFAIRS IN HIGHER EDUCATION 1

Revised August, 2016

Sistema Universitario Ana G. Méndez, Inc. School of Professional Studies

Continental USA Branch Campuses Universidad del Turabo

EDUC 652

Práctica en Consejería en Asuntos Estudiantiles en la Educación Superior

Practicum in Counseling in Student Affairs in Higher Education

© Sistema Universitario Ana G. Méndez, Inc. 2016 Derechos Reservados

© Ana G. Méndez University System, Inc. 2016 All rights reserved



Prepared based on the course syllabus 2011 of the School of Professional Studies, with the

collaboration of:

Rosana Medina, M.S., Module Development Specialist

Rafael E. Fuentes, M.S., Content Evaluator

Frances Rodríguez, Dual Language Specialist

Minette Elias, M.S., Curriculum and Instructional Designer



TABLA DE CONTENIDO/TABLE OF CONTENTS PÁGINA/PAGE

GUÍA DE ESTUDIO .................................................................................................................5

STUDY GUIDE .......................................................................................................................31

TALLER UNO.........................................................................................................................56

WORKSHOP TWO .................................................................................................................71

TALLER TRES .......................................................................................................................82

WORKSHOP FOUR ...............................................................................................................93

TALLER CINCO ...................................................................................................................104

WORKSHOP SIX ..................................................................................................................115

TALLER SIETE ....................................................................................................................128

WORKSHOP EIGHT ............................................................................................................140

APPENDIX A NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED

INSTRUCTION .....................................................................................................................152

APPENDIX B PARAGRAPH CONSTRUCTION RUBRIC ...............................................157

APPENDIX C THE WRITING PROCESS SIX-TRAIT ANALYTIC WRITING

RUBRIC ........................................................................................................159

APÉNDICE D\APPENDIX D INFORMACIÓN ACERCA DEL LABORATORIO DE

IDIOMAS Y EL E-LAB\ LANGUAGE LAB AND E-LAB INFORMATION ...............167

APPENDIX E LANGUAGE LAB\E-LAB DOCUMENTATION .......................................172

APÉNDICE F\ APPENDIX F RÚBRICA DE ENSAYO \ ESSAY RUBRIC .....................177

APÉNDICE G\ APPENDIX G RÚBRICA DE PARTICIPACIÓN EN CLASE \ CLASS

PARTICIPATION RUBRIC .................................................................................................180

APÉNDICE H\ APPENDIX H RÚBRICA DE PRESENTACIÓN ORAL Y AUDIOVISUAL

INDIVIDUAL\GRUPAL\ INDIVIDUAL/GROUP ORAL AND AUDIOVISUAL

PRESENTATION RUBRIC ..................................................................................................185

APÉNDICE I\ APPENDIX I AUTORREFLEXIÓN \ SELF-REFLECTION .....................190

APÉNDICE J\APPENDIX J RÚBRICA PARA EVALUAR LOS JUEGOS DE ROL\

RUBRIC TO EVALUATE ROLE PLAYING ......................................................................194

APPENDIX K KWHLAQ CHART.......................................................................................200

APÉNDICE L\ APPENDIX L RÚBRICA DEL FORO DE DISCUSIÓN ESCRITA\

WRITTEN DISCUSSION FORUM RUBRIC ......................................................................201



APÉNDICE M\ APPENDIX M RÚBRICA DEL FORO DE DISCUSIÓN ORAL\ ORAL

DISCUSSION FORUM RUBRIC .........................................................................................204

APPENDIX N SPEAKING RUBRIC ...................................................................................209

APPENDIX O LISTENING RUBRIC ..................................................................................210

APPENDIX P READING COMPREHENSION RUBRIC ...................................................211

APPENDIX Q PRACTICUM SITE REQUEST LETTER ...................................................213

APPENDIX R PRACTICUM HOURS ACCOUNTING LOG ............................................217

APPENDIX S PRACTICUM HOURS SUMMARY ............................................................219

APPENDIX T SITE SUPERVISOR STUDENT EVALUATION FORM ...........................221

APPENDIX U PRACTICUM SETTING STUDENT EVALUATION FORM ...................227

APÉNDICE V FINAL PROJECT .........................................................................................231

APPENDIX W FINAL PROJECT DEVELOPMENT LOG.................................................234

APPENDIX X PRACTICUM WEEKLY SCHEDULE ........................................................236

APPENDIX Y PRACTICUM STUDENT’S SELF-EVALUATION ...................................238

APPENDIX Z PRACTICUM STUDENT’S EVALUATION OF SITE SUPERVISION ....243

APÉNDICE AA EJERCICIO DE AUTOEVALUACIÓN Y AUTOCONOCIMIENTO

PARA CONSEJEROS ...........................................................................................................245

APPENDIX BB PRACTICUM AGREEMENT ...................................................................248

APPENDIX CC FACULTY SUPERVISOR’S SITE VISIT REPORT ................................251

APÉNDICE APPENDIX DD RUBRIC TO EVALUATE SPECIAL PROJECT ................253



GUÍA DE ESTUDIO

Nombre del curso: Práctica en consejería de asuntos estudiantiles en la educación superior

Codificación: EDUC 652

Créditos: Tres

Duración: 8 semanas en clase y 100 horas adicionales en el lugar de práctica

Prerrequisitos: Todos los cursos de especialización y EDUC 649-0, EDUC 650-0, y

EDUC 651-0

Descripción:

Este curso es una experiencia formativa de consejería en asuntos estudiantiles como requiere

el Council of Accreditation of Counseling and Related Educational Programs (CACREP, por

sus siglas en inglés) y con una experiencia de práctica de 100 horas. Esta experiencia de

práctica debe incluir horas de servicio directo en intervenciones individuales y grupales. El

curso se centra en el desarrollo de las competencias en habilidades de consejería individual y

de grupo en una institución de educación superior, interactuando con la facultad, estudiantes

y personal de servicio al estudiante.

Objetivos generales de contenido

Al finalizar la práctica, el estudiante será capaz de demostrar las siguientes competencias

profesionales

1. Desarrollar y mantener una relación de principios éticos y morales con su cliente.

(CACREP IIG, 1-2)

2. Trabajar un proceso de entrevista eficazmente. (CACREP 5b, c, d)

3. Mantener expedientes/archivos exactos y precisos. (CACREP 5a, d)

4. Conceptualizar casos siguiendo el marco teórico adecuado. (CACREP 5g)

5. Ayudar a su cliente hacia su desarrollo personal, social y/o vocacional de manera

individual. (CACREP 5, 7)

6. Ayudar a su cliente hacia su desarrollo personal, social y/o vocacional de manera

grupal. (CACREP 6, 7)

7. Participar activamente en las sesiones de seminarios de la práctica. (CACREP F)

8. Conocer los servicios disponibles que posee una Institución de Educación Superior

para ayudar a su cliente.



Objetivos generales de lenguaje

Al finalizar la práctica, el estudiante será capaz de

1. Escuchar: Comprender discursos orales, en inglés/español, y reconocer sus diversas

finalidades y las situaciones de comunicación en que se producen; compartir, comparar

y desarrollar ideas nuevas acerca de la práctica en consejería de asuntos estudiantiles

en la educación superior de manera colaborativa; adquirir aprendizajes significativos,

basados en la experiencia y en temas motivadores; responder a estímulos auditivos tales

como vídeos, presentaciones audiovisuales y actividades interactivas.

2. Hablar: Expresarse oralmente, en inglés/español, con propiedad y corrección, de

acuerdo con las diversas finalidades y situaciones comunicativas y adoptando un estilo

expresivo propio; analizar, opinar y comunicar oralmente puntos de vista e ideas;

desarrollar habilidades y competencias que lo capaciten para su vida académica, laboral

y cotidiana; utilizar el lenguaje para adquirir conocimientos nuevos acerca de la

práctica en consejería de asuntos estudiantiles en la educación superior y para aprender

a utilizar técnicas sencillas de manejo de la información a través de los medios

tradicionales y la tecnología informática.

3. Leer: Investigar, analizar, interpretar, resumir, parafrasear y comprender, en

inglés/español, los datos que recopile de las diversas fuentes de información sobre el

tema de la práctica en consejería de asuntos estudiantiles en la educación superior;

desarrollar actitudes críticas ante los mensajes, valorar la importancia de sus

manifestaciones y beneficiarse autónomamente de la lectura como fuente de

información y enriquecimiento cultural.

4. Escribir: Redactar textos, en inglés/español, desde una postura personal, crítica y

creativa, con propiedad y corrección, para establecer una comunicación clara y

efectiva; utilizar la escritura como fuente de información para proveer datos pertinentes

relacionados con la práctica en consejería de asuntos estudiantiles en la educación

superior.



Objetivos generales de avalúo

Al finalizar el curso, el facilitador habrá evaluado a los estudiantes en los siguientes renglones

1. Evaluación: Demostrar el poseer las competencias requeridas al monitorear y evaluar

el desarrollo personal, social y/o vocacional de sus clientes.

2. Síntesis: Elaborar eficaz y efectivamente la relación de principios éticos y morales con

sus clientes.

3. Análisis: Evidenciar el marco teórico adecuado al examinar casos en clase y durante

la práctica.

Requisitos de APA (6a edición) para citar los textos que se usarán en el módulo Utilice el estilo de escritura de la sexta edición de la Asociación Americana de Psicología

(APA por sus siglas en inglés) para reseñar los textos y recursos recomendados:

• http://www.apastyle.org/

• http://owl.english.purdue.edu/owl/resource/560/01/

Libros recomendados

American Psychological Association. (2009). Publication manual of the American

Psychological Association (6a ed.). Washington, DC: Author.

(ISBN-10: 1433805618; ISBN-13: 978-1433805615)

Hodges, S. (2011). The counseling practicum and internship manual: A resource for

graduate counseling students. New York, NY: Springer Pub. Co.

(ISBN-13: 9780826118325)

Janosik, S. M., Cooper, D. L., Saunders, S. A., & Hirt, J.B. (2014). Learning through

supervised practice in student affairs (2a ed.). New York, NY: Routledge

(ISBN-10: 0415534348; ISBN-13: 978-0415534345)

Marzano, R.J. & Simms, J. (2012). Coaching classroom instruction (classroom strategies).

Bloomington, IN: Marzano Research Laboratory.

(ISBN-10: 0983351260; ISBN-13: 978-0983351269)

http://www.apastyle.org/

http://owl.english.purdue.edu/owl/resource/560/01/



Libros electrónicos recomendados

Hamrick, F. A., Evans, N. J., & Schuh, J. H. (2002). Foundations of student affairs practice:

How philosophy, theory, and research strengthen educational outcomes. San

Francisco, CA: Jossey-Bass.

(ISBN - 13: 9780787967918) Recuperado de

http://www.ebooks.com/151937/foundations-of-student-affairs-practice/hamrick-

florence-a-evans-nancy-j-schuh-john-h/

Rentz, A. L., & Zhang, N. (2011). Rentz's student affairs practice in higher education.

Springfield, IL: C.C. Thomas (ISBN – 13: 9780398079666) Recuperado de

http://www.ebooks.com/631196/rentz-s-student-affairs-practice-in-higher-

educations/zhang-naijian/

Recursos electrónicos adicionales – se recomienda que los estudiantes accedan los siguientes

enlaces, pero que no se limiten a ellos:

National Common Core State Standards (NCCSS)

• http://www.corestandards.org/

• http://www.youtube.com/watch?v=5s0rRk9sER0

• http://www.onlinecolleges.net/2012/06/27/50-important-links-for-common-core-

educators/

• http://www.youtube.com/watch?v=EXf91AGW2QA

Enlaces relacionados con la certificación docente de la Florida

Examen para la certificación docente • http://www.fl.nesinc.com/

Examen de conocimiento general

• http://www.fl.nesinc.com/testPage.asp?test=GK

Exámenes de área • http://www.fl.nesinc.com/tests.asp

http://www.ebooks.com/151937/foundations-of-student-affairs-practice/hamrick-florence-a-evans-nancy-j-schuh-john-h/


http://www.ebooks.com/631196/rentz-s-student-affairs-practice-in-higher-educations/zhang-naijian/


http://www.corestandards.org/

http://www.youtube.com/watch?v=5s0rRk9sER0

http://www.onlinecolleges.net/2012/06/27/50-important-links-for-common-core-educators/


http://www.youtube.com/watch?v=EXf91AGW2QA

http://www.fl.nesinc.com/

http://www.fl.nesinc.com/testPage.asp?test=GK

http://www.fl.nesinc.com/tests.asp



Guías con información de los exámenes • http://www.fl.nesinc.com/FL_TIGS.asp

Estándares del estado de la Florida

• https://www.fldoe.org/arra/pdf/CCSSRolloutTimeline.pdf

Enlaces relacionados con la certificación docente de Maryland

Normas del estado de Maryland

• http://marylandpublicschools.org/

• http://marylandpublicschools.org/MSDE/programs/ccss/

Enlaces relacionados con la certificación docente de Texas

Normas del estado de Texas

• http://www.utdallas.edu/scimathed/

• http://www.dcschools.com/

• http://www.tea.state.tx.us/WorkArea/DownloadAsset.aspx?id=5987


Texas Examinations of Educator Standards™ (TExES™)

• http://cms.texes-ets.org/

Otros recursos

Biblioteca Virtual

• http://bibliotecavirtualut.suagm.edu/

Diccionario de la Real Academia Española

• http://www.rae.es/

Diccionario panhispánico de dudas de la Real Academia Española

• http://rae.es/recursos/diccionarios/dpd

Fundación del Español Urgente

• http://www.fundeu.es/

http://www.fl.nesinc.com/FL_TIGS.asp

https://www.fldoe.org/arra/pdf/CCSSRolloutTimeline.pdf

http://marylandpublicschools.org/

http://marylandpublicschools.org/MSDE/programs/ccss/

http://www.utdallas.edu/scimathed/

http://www.dcschools.com/

http://www.tea.state.tx.us/WorkArea/DownloadAsset.aspx?id=5987


http://cms.texes-ets.org/

http://bibliotecavirtualut.suagm.edu/

http://www.rae.es/

http://rae.es/recursos/diccionarios/dpd

http://www.fundeu.es/



Professional Counseling Certifications

• http://www.counselor-license.com/education/counseling-certification.html

National Board for Certified Counselors

• http://www.nbcc.org/

• http://www.nbcc.org/certification

• http://www.nbcc.org/Certification/CertificationorLicensure

• http://www.nbcc.org/Exam/NationalCounselorExaminationForLicensureAndCertifica

tion/

Topics on Student Affairs

• http://acpa.nche.edu/c12/career.htm

• http://www.studentaffairs.com/web/highereducation.html

• http://uncw.edu/studentaffairs/pdc/documents/StudentDevelopmentTheorybyM.Walk

er.pdf

Professional Associations on Student Affairs

• http://www.naspa.org/

• http://www.naspa.org/about/student-affairs

• http://www.studentaffairs.com/web/professionalassociations.html

De ser necesario, el facilitador puede corregir las direcciones electrónicas o añadir enlaces

profesionales que contengan las investigaciones más recientes sobre el tema del módulo.

Nota: La Universidad Ana G. Méndez (SUAGM) no se responsabiliza por los cambios de

contenido ni formato que se realicen a los enlaces electrónicos que recomienda con fines

educativos; así tampoco controla la caducidad de los mismos. Si por alguna razón, usted

encuentra material cuestionable en los enlaces que el SUAGM recomienda, por favor

comuníquelo inmediatamente al (a la) director(a) académico(a) y al director corporativo de

Servicios de Aprendizaje para iniciar el proceso de remoción y actualizar el módulo con

información confiable.

http://www.counselor-license.com/education/counseling-certification.html

http://www.nbcc.org/

http://www.nbcc.org/certification

http://www.nbcc.org/Certification/CertificationorLicensure

http://www.nbcc.org/Exam/NationalCounselorExaminationForLicensureAndCertification/


http://acpa.nche.edu/c12/career.htm

http://www.studentaffairs.com/web/highereducation.html

http://uncw.edu/studentaffairs/pdc/documents/StudentDevelopmentTheorybyM.Walker.pdf


http://www.naspa.org/

http://www.naspa.org/about/student-affairs

http://www.studentaffairs.com/web/professionalassociations.html



Descripción de la evaluación

Tabla de evaluación

La calificación final está basada en la acumulación de puntos por taller (30 % para idioma y

70 % para conocimientos en la disciplina). Calcule la calificación final basada en los criterios

que aparecen al lado izquierdo de la tabla (la calificación final representa 50 % para el idioma

español y 50 % para el idioma inglés).

Criterios Talleres Puntos Porcentaje

Asistencia y participación 1 al 8 100 10 %

Laboratorio de Idiomas y el E-Lab (uso de los recursos del E-Lab para realizar asignaciones y actividades, según

indique el módulo o el facilitador).

1 al 8 100 20 %

Trabajos escritos (autorreflexiones, ensayos, párrafos y otros)*

1 al 8 100 15 %

Demostraciones y presentaciones orales y audiovisuales individuales/grupales y juegos de rol*

Determinado por el

facilitador

100 15 %

Portafolio digital (Vea el manual en Blackboard, use sus rúbricas y las de la

sección de apéndices del módulo, según aplique).

8 100 20 %

Autoevaluación y evaluación del supervisor de práctica

8

50 y 50

20 %

Total 600 (puntuación

máxima)

100 %

*Los facilitadores y estudiantes tienen que utilizar las rúbricas provistas en la sección de

apéndices del módulo para evaluar las actividades y asignaciones de cada taller. El

facilitador evaluará las actividades de cada taller, basado en el requisito del 30 % en

actividades de idioma y el 70 % en actividades de contenido. Las actividades tienen que

estar a la altura del nivel universitario, en ambos idiomas, para fomentar el desarrollo

de profesionales bilingües. La calificación final del curso reflejará 50 % en las

actividades del idioma inglés y 50 % en las de español.



Escala para la calificación final del curso

A = 100 - 90 B = 89 - 80 C = 79 – 70 D = 69 - 60 F = 59 o menos

Método de evaluación: El facilitador proporcionará información específica para realizar y calificar las asignaciones durante la primera noche de clase.

El facilitador es responsable de integrar información específica sobre los siguientes temas

en todos los cursos básicos y de especialización:

1. Marzano Teacher Evaluation Model

2. Marzano’s Six-Step Process for Teaching Academic Vocabulary y el Marzano Art

and Science of Teaching Framework

3. National Common Core State Standards (NCCSS) o los estándares del estado en

que reside

4. Normas de lectura del estado en que reside

5. Requisitos de ESOL (English for Speakers of Other Languages) y los requisitos de

educación bilingüe

6. Exámenes de certificación de maestros del estado en que reside

7. Integración de la tecnología de instrucción en la profesión de consejero

El estudiante es responsable de leer cuidadosamente toda la información relacionada con

la experiencia clínica y los requisitos que forman parte del proceso de la práctica docente.

Estos documentos se encuentran en Blackboard, bajo la sección de apéndices del Manual

de práctica docente (Education Internship Handbook), de acuerdo con el estado en el que

usted reside. El estudiante deberá completar los documentos según aplique.



Descripción del proceso de evaluación

1. La calificación final del curso se determinará, según el porcentaje que obtenga el

estudiante al demostrar que domina el contenido del curso (70%) y las habilidades

lingüísticas en inglés y español (30%), basado en el trabajo que realice en cada taller.

La competencia lingüística y el dominio del contenido del curso se evaluarán en cada

taller y asignación y al utilizar los recursos del E-Lab y realizar las actividades. Para

detalles, consulte la tabla de evaluación que se encuentra en la Guía de estudio.

El dominio del contenido del curso se evalúa a través de la autoevaluación y evaluación

del supervisor de práctica, asignaciones, proyectos, trabajos escritos, presentaciones

orales, ejercicios del Laboratorio de Idiomas y del E-Lab, etcétera. La calificación

deberá reflejar el 50 % de la evaluación en inglés y el 50 % en español. El facilitador

es responsable de evidenciar que dicho requisito se cumplió.

2. Además de los requisitos previos, debe evidenciarse que el 30 % de la calificación

incluye el dominio de las destrezas del lenguaje.

3. La naturaleza del Discipline-Based Dual Language Immersion Model® es

desarrollar y maximizar en nuestros estudiantes las destrezas de idioma y el

conocimiento de contenido para apoyarlos en el proceso de convertirse en futuros

profesionales bilingües. Por lo tanto, toda evaluación de destrezas escritas y orales

estará basada en un 30 % de idioma y un 70 % de contenido.

El facilitador utilizará el Apéndice A: National Proficiency Levels for Differentiated

Instruction para identificar los niveles de las destrezas de idioma (escuchar, hablar, leer

y escribir) de cada estudiante y planificar actividades de acuerdo con los niveles de

medición de habilidades (Can Do National Proficiency Levels). Además, el facilitador

es responsable de diferenciar sus métodos de enseñanza para atender las necesidades

específicas de cada alumno, de modo que maximice su aprovechamiento académico.



Por otro lado, usará los criterios de evaluación del Apéndice B: Paragraph

Construction Rubric, Apéndice C: Six-Trait Analytic Writing Rubric y Apéndice F:

Rúbrica de ensayo, para medir las destrezas analíticas de escritura de los documentos

que el alumno redacte.

4. Requisitos del Laboratorio de Idiomas y el E-Lab (Tell Me More, NetTutor,

herramientas de Blackboard Collaborate, e-libro, e-books y Biblioteca Virtual)

a. El Laboratorio de Idiomas y el E-Lab forman parte integral de la evaluación

semanal y final de las actividades y tareas del curso, tal y como aparecen en el

módulo o según sean asignadas por el facilitador.

b. El Apéndice D: Información acerca del Laboratorio de Idiomas y el E-Lab

cuenta con información específica sobre los recursos del Laboratorio de

Idiomas y el E-Lab. Es responsabilidad del facilitador integrar el uso del

Laboratorio de Idiomas y el E-Lab en las asignaciones y actividades del

curso. El uso del Laboratorio de Idiomas y el E-Lab deberá completarse de

acuerdo con las especificaciones del facilitador, que estarán alineadas con el

contenido del curso.

c. Como parte de los criterios de evaluación de este curso, cada estudiante

completará la información del Apéndice E: Documentación del Laboratorio de

Idiomas/E-Lab y lo entregará al facilitador.

d. La sección de actividades del módulo tiene que integrar la utilización del

Laboratorio de Idiomas/E-Lab y basarse en tareas que provea el facilitador.

e. Abra una cuenta en Tell Me More y trabaje con los ejercicios interactivos

diseñados para mejorar/desarrollar las destrezas en los idiomas inglés y español.

Tome la prueba de aptitud de Tell Me More y complete los ejercicios

interactivos en el laboratorio de lenguaje que correspondan al nivel de inglés y

español que usted obtuvo.



5. Portafolio digital

a. El portafolio digital es uno de los instrumentos de evaluación que mide el

rendimiento lingüístico y académico de los alumnos. Por tal razón, es esencial

que el facilitador documente el progreso del estudiante, a medida que vaya

dominando el contenido del curso. Igualmente, evidenciará la evolución de las

competencias lingüísticas en inglés y español.

b. El alumno es responsable de cumplir con los requisitos establecidos en el

Digital Performance Portfolio Assessment Handbook que se encuentra en

Blackboard.

c. En el Taller Uno, el facilitador discutirá detalladamente los procesos y las

expectativas relacionadas con el uso del portafolio digital para demostrar

progreso académico y lingüístico y para alcanzar la meta de convertirse en un

profesional bilingüe exitoso.

d. El facilitador deberá completar el formulario de retroalimentación del

estudiante-facilitador en o antes del Taller Tres.

e. El estudiante entregará su portafolio digital al facilitador en el último taller del

curso.

6. Asistencia y participación - para aprobar la clase, la asistencia a cada taller es

obligatoria. Las ausencias afectarán la calificación final. En caso de ausencias

justificadas, el estudiante es responsable de comunicarse inmediatamente con el

facilitador y de reponer las asignaciones y el trabajo de la clase. Refiérase al Apéndice

G: Rúbrica de participación en clase para más información.

También se evaluarán los siguientes criterios:

a. dominio de los temas que se discutan en clase,

b. cumplimiento de las tareas asignadas,

c. demostración de las destrezas adecuadas de comunicación,

d. participación y cumplimiento del trabajo colaborativo,

e. puntualidad en la entrega de los proyectos/asignaciones,

f. progreso lingüístico (inglés/español) y

g. uso de los recursos del E-Lab.



7. Diario autorreflexivo

a. Como actividad de cierre de cada taller o como una actividad realizada durante

el taller, los estudiantes escribirán su diario auto-reflexivo que se encuentra

Apéndice I: Autorreflexión. También podrán redactar su composición en torno

al tema que determine el facilitador, de manera que demuestre el aprendizaje de

los conceptos del taller. Refiérase a la Tabla de Evaluación que se encuentra

en la Guía de estudio. Utilice la rúbrica que se encuentra en el Apéndice C: Six-

Trait Analytic Writing Rubric.



Descripción de las normas del curso

1. Este curso sigue el modelo Discipline-Based Dual Language Immersion Model® del

Sistema Universitario Ana G. Méndez, Inc., el cual está diseñado para promover el

desarrollo de cada estudiante como un profesional bilingüe. Cada taller se brindará en

inglés o español, utilizando el modelo 50/50. Esto significa que cada clase deberá

conducirse enteramente en el lenguaje que se especifique. Los idiomas se alternarán

en cada taller para asegurar que el curso se ofrezca 50 % en inglés y 50 % en español.

No obstante, en cursos de cinco o quince semanas, en la última semana se dividirá el

tiempo y las actividades equitativamente entre ambos idiomas. Las primeras dos

horas se realizarán estrictamente en español y durante las últimas dos horas solo

se hablará inglés. El modelo bilingüe no aplica a los cursos de idiomas (inglés y

español). Por ende, estos cursos se dictan exclusivamente en el idioma de instrucción.

2. El curso se conduce en formato acelerado y bilingüe. Esto requiere que los

estudiantes sean sumamente organizados, se enfoquen y se preparen antes de cada taller

de acuerdo con el módulo. El alumno debe hacer todo el esfuerzo posible para

desarrollar las destrezas en los dos idiomas y usar los recursos de lenguaje que están

disponibles dentro y fuera de la institución. Convertirse en un profesional bilingüe es

un proceso complejo. Cada taller requiere un promedio de veinte horas o más de

preparación, dependiendo del nivel del dominio de las destrezas lingüísticas que posee

el estudiante.

3. La asistencia a todos los talleres es obligatoria. El alumno que se ausente a un taller

deberá presentar una excusa (por ejemplo, médica o de tribunal) válida al facilitador.

Este evaluará si la ausencia es justificada y decidirá cómo el estudiante repondrá el

trabajo perdido, de ser necesario. El facilitador puede permitirle al estudiante reponer

el trabajo o asignarle uno adicional. Todas las tareas asignadas deben completarse y

entregarse antes de que inicie el próximo taller y en la fecha estipulada.

El facilitador ajustará la calificación de las tareas que el alumno reponga. No obstante,

las presentaciones orales y actividades especiales no se pueden reponer. El facilitador

citará al estudiante para que tome un examen escrito de la actividad a la cual no asistió.



Dicha prueba deberá evaluar el contenido y los componentes del lenguaje de la

presentación oral o la actividad que el alumno no pudo realizar.

4. Los estudiantes recibirán dos calificaciones en actividades grupales, una por el trabajo

en grupo y otra por trabajo individual.

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

plagiado. Se debe entender que todo el contenido del escrito está citado/parafraseado

apropiadamente y da crédito al autor original. Todo estudiante debe ser el autor de su

propio trabajo, basado en el estudio y la citación de fuentes confiables. Wikipedia y

otras páginas wiki (colaborativas) no son referencias confiables. Para reducir/evitar

esta práctica, se utilizará SafeAssignTM de Blackboard, sistema que verifica la

autoría de los documentos que generan los estudiantes. Esto implica que cada

alumno es responsable de leer la política de plagio de su universidad. Si usted es

estudiante de UT, deberá leer la sección 11.1 del Manual del Estudiante. Si es alumno

de la UMET o UNE, refiérase al capítulo 13, secciones 36 y 36.1 de los respectivos

manuales.

Se espera un comportamiento ético en todas las actividades del curso. De manera que

todos los trabajos tienen que ser originales y que a toda referencia que reseñe, le

acompañará la fuente correspondiente, como citas y la página de referencias. No se

tolerará el plagio. En caso de que se detecte plagio, el estudiante se expone a recibir

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

alumnos deben cumplir todas las prácticas dirigidas a evitar el plagio de documentos,

ideas y trabajos, pues va en contra de la ética profesional.

NOTA ACLARATORIA: El Sistema Universitario Ana G. Méndez (SUAGM)

respeta las leyes de derechos de autor y bajo ningún concepto promueve el plagio en

ninguna de sus manifestaciones. A tales efectos, el SUAGM desalienta que tanto

estudiantes, empleados, contratistas, síndicos, así también el público general copien,

peguen, compartan, imiten o parafraseen cualquier material protegido por las leyes de

autor, sin adjudicar la fuente de información, independientemente de su formato.



6. Si el módulo del curso no ha sido revisado en los últimos tres años, se requiere que

el profesor revise las actividades, enlaces, asignaciones y actualice cualquier

información obsoleta por lecturas más recientes y relevantes al curso. Este proceso

deberá llevarse a cabo en las tres semanas que preceden el primer día de clases, con la

autorización previa del director académico del campus y copia de la notificación al

director corporativo de servicios de aprendizaje. El facilitador es responsable de

entregar copia del documento, con los cambios y aprobaciones, al estudiante.

7. El facilitador establecerá los medios de comunicación para contactar a los alumnos y

proveerá su correo SUAGM electrónico, teléfonos y su horario disponible para ayudar

al estudiante.

8. El uso de celulares está prohibido durante las sesiones de clase; por lo tanto, deberá

permanecer en vibración o en silencio.

9. Por motivo de seguridad, solo se permitirá que los alumnos matriculados en el curso

tengan acceso a la sala de clase.

10. Todo estudiante está sujeto a las políticas y normas de conducta y comportamiento que

rigen al Sistema Universitario Ana G. Méndez.



Nota: Si por alguna razón el estudiante no puede acceder los enlaces electrónicos que

recomienda el módulo, deberá informarlo al facilitador y buscar otras fuentes de

información. Existen otros motores de búsqueda y sitios web que podrá utilizar para buscar

los datos que necesita. Entre ellos están

• www.google.com

• www.findarticles.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/


Para acceder vídeos, puede visitar los siguientes sitios web:

• ustream.tv

• sedueradio.com

• videoblocks.com

• youtube.com

• vimeo.com

• skype.com (por solicitud y coordinación previa)

Para comprar o alquilar libros de texto o referencias nuevas o usadas, puede acceder

• http://www.chegg.com/ (alquiler)

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

• http://www.alibris.com/ (compra)

Estas son solo algunas de las muchas compañías donde puede comprar o alquilar libros.

http://www.findarticles.com/

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

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

http://flelibrary.org/


http://www.ustream.tv/

http://www.sedueradio.com/

http://www.videoblocks.com/

http://www.youtube.com/

http://www.vimeo.com/

http://www.skype.com/

http://www.chegg.com/

http://www.allbookstores.com/

http://www.alibris.com/



Cumplimiento de la ley de investigación

Los alumnos y miembros de la facultad, que pertenezcan a cursos que requieran realizar un

estudio/investigación o administrar cuestionarios o entrevistas, deberán referirse a las normas

y procedimientos de la Oficina de Cumplimiento y solicitar autorización.

En los campus de Florida, Maryland y Dallas, deberán contactar al director académico o el

representante institucional del IRB del campus. Todo estudiante que tenga que realizar una

investigación, como parte de un curso académico, deberá certificarse en los procesos de

investigación del IRB.

Para acceder los formularios de la Oficina de Cumplimiento, e información pertinente, visite

el enlace: http://www.suagm.edu/ac_aa_re_ofi_comites_irbnet.asp. Ahí puede seleccionar los

formularios que necesite.

Para obtener las certificaciones de investigación en línea, tanto el estudiante como el facilitador

deberán acceder las instrucciones del siguiente enlace:

http://www.suagm.edu/pdf/Instrucciones%20Certificaciones%20IRBNet.pdf.

Las certificaciones incluyen: IRB (Human Subject Research), HIPAA (Confidencialidad y

Privacidad), RCR (Responsible Conduct of Research) y otras que el facilitador del curso podría

solicitar.

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

http://www.suagm.edu/pdf/Instrucciones%20Certificaciones%20IRBNet.pdf



De tener alguna duda, favor de comunicarse con el director académico o representante

institucional del IRB del campus.

Además, puede comunicarse con la directora de cumplimiento o con los coordinadores de cumplimiento:

Evelyn Rivera Sobrado, directora de cumplimiento

Tel. (787) 751-0178 ext. 7196

Carmen C. Crespo Díaz, coordinadora de cumplimiento – UMET

Tel. (787) 751-0178 ext. 6366

Josefina Melgar Gómez, coordinadora de cumplimiento – UT

Tel. (787) 743-7979 ext. 4126

Natalia Torres Berríos, coordinadora de cumplimiento – UNE

Tel. (787) 257-7373 ext. 2279

Ramón L. Nieves, coordinador de cumplimiento – SUAGM - EE. UU.

Tel. (407) 207-3363 Ext. 1889



Filosofía y metodología educativa

Este curso está basado en la filosofía educativa del constructivismo. El constructivismo es una

filosofía de aprendizaje fundamentada en la premisa que afirma que, reflexionando a través de

nuestras experiencias, podemos construir nuestro propio entendimiento sobre el mundo en el

que vivimos.

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

darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente el proceso de

ajustar nuestros modelos mentales para poder entender nuevas experiencias.

Los facilitadores se enfocan en ayudar a los estudiantes a conectar el conocimiento previo y el

nuevo aprendizaje con las experiencias reales de la vida. De esta manera, se fomenta un nuevo

entendimiento que es relevante para los alumnos. También, los facilitadores adaptan las

estrategias de enseñanza a las respuestas de los estudiantes y los motivan para que analicen,

interpreten y predigan información de manera que la apliquen a la vida diaria.



Principios del constructivismo:

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

con situaciones en las cuales los estudiantes estén buscando activamente construir un

significado.

2. Para construir un significado, se requiere comprender todas las partes: globales y

específicas (from whole to parts). Las partes deben de entenderse dentro de un contexto

global. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos primarios en

contexto global y no en hechos aislados.

3. Para educar correctamente, se debe 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 que un individuo construya su propio significado y no

solo el de memorizar las respuestas “correctas” y repetir el significado que otra persona le

haya dado. Como la educación es intrínsecamente interdisciplinaria, la única forma válida

para asegurar el aprendizaje es hacer de la evaluación una parte esencial de dicho proceso,

asegurando que el mismo provea a los estudiantes información sobre la calidad de su

aprendizaje.

5. La evaluación debe servir como una herramienta de autoanálisis.

6. Se proveerán las herramientas y el ambiente adecuado que ayuden a los alumnos a

interpretar las múltiples perspectivas que existen en el mundo.

7. El estudiante maneja y analiza su propio aprendizaje.



Modelo de instrucción constructivista de las 5E

El modelo de instrucción constructivista de las 5E, que se ha utilizado desde finales del 1980,

se basa en la utilización de los materiales curriculares. El modelo se clasifica bajo la teoría de

enseñanza constructivista (Bybee, 2006). Cada elemento de este modelo se elabora

cuidadosamente para promover la construcción del conocimiento del estudiante.



Técnicas de aprendizaje de colaboración en grupo en el salón de clase bilingüe:

Las investigaciones en el área de instrucción colaborativa han demostrado que cuando los

estudiantes bilingües, y otros alumnos en general, utilizan las técnicas del cooperativismo en

las actividades del salón de clase, realizan mejor sus exámenes, construyen conocimiento y

transfieren sus experiencias a situaciones de la vida real.

1. ¿Qué es aprendizaje de colaboración?

2. ¿Por qué se utiliza?

3. ¿Cómo se aplica en el salón de clase?

4. ¿Cuáles son algunas técnicas/estrategias de aprendizaje de colaboración?

a. Discusión

i) Pensar-Parear-Compartir

ii) Entrevista de tres pasos

b. Enseñanza recíproca - explicar, proveer retroalimentación y entender perspectivas

alternas

i) Tomar apuntes en parejas

ii) Rompecabezas

c. Organizador gráfico - descubrimiento de patrones y relaciones

i) Cuadrícula de grupo

ii) Cadena de secuencia

d. Escribir - organización y síntesis de la información

i) Ensayo didáctico

ii) Revisión en parejas

e. Resolver problemas - desarrollo de estrategias y análisis

i) Enviar un problema

ii) Three-Stay, One Stray

Para más estrategias de instrucción colaborativa, vaya a

• http://serc.carleton.edu/introgeo/cooperative/index.html

• http://www.kaganonline.com/free_articles/dr_spencer_kagan/279/Kagan-Structures-

for-English-Language-Learners

http://serc.carleton.edu/introgeo/cooperative/index.html

http://www.kaganonline.com/free_articles/dr_spencer_kagan/279/Kagan-Structures-for-English-Language-Learners




Método de instrucción del modelo bilingüe

El currículo del modelo bilingüe integra el SIOP, por sus siglas en inglés: Sheltered

Instruction Observation Protocol.

El alumno se expondrá a los ocho componentes interrelacionados de SIOP para facilitar una

instrucción comprensible. Estos componentes son

1. Preparación de la lección – Consiste en elaborar una lección que permita que el

estudiante pueda conectar lo que sabe con sus experiencias y la información nueva.

2. Conocimientos previos – Los conceptos que aprenderán deben estar relacionados

directamente con las experiencias del estudiante.

3. Instrucción comprensible – El facilitador deberá utilizar un vocabulario académico

de acuerdo con el nivel de conocimiento del alumno.

4. Estrategias – Son técnicas, métodos y procesos mentales que mejoran la

comprensión y retención del material.

5. Interacción – La oportunidad de que los estudiantes utilicen el idioma de múltiples

formas a través de las áreas de contenido.

6. Práctica/aplicación – Oportunidades para utilizar materiales didácticos y practicar

el contenido.

7. Desarrollo de la lección – El facilitador desarrollará los objetivos de lenguaje y

contenido a través de la lección y creará oportunidades para involucrar al alumno

en el proceso de aprendizaje.

8. Repaso/evaluación – Se realiza a lo largo de la lección para determinar si el alumno

adquirió el conocimiento.

Las estrategias de instrucción están ligadas a cada uno de estos componentes, lo que permite

que tanto el diseño como la presentación de las lecciones respondan a las necesidades

académicas y lingüísticas de los alumnos que aprenden un segundo idioma. Cada lección de

este curso integra estrategias bilingües y enfoques de instrucción que garantizan el éxito

lingüístico y académico de los estudiantes.



Experiencias clínicas nivel 1 y nivel 2 en el salón de clases

Antes de que el alumno comience la experiencia clínica, el facilitador es responsable de

proveerle información detallada acerca de los siguientes requisitos, dependiendo del estado en

el que resida:

1. State Educator Accomplished Practices - Para información específica, consulte

los requisitos y documentos que debe usar en los niveles 1 y 2; los mismos se

encuentran en Blackboard, bajo la sección de apéndices del Manual de práctica

docente y de acuerdo con el estado en el que usted reside.

2. State Teacher Standards for ESOL Endorsement - Para información específica,

consulte los requisitos y documentos que debe usar en los niveles 1 y 2; los

mismos se encuentran en Blackboard, bajo la sección de apéndices del Manual

de práctica docente y de acuerdo con el estado en el que usted reside.

3. Reading Endorsement Competencies - Para información específica, consulte los

requisitos y documentos que debe usar en los niveles 1 y 2; los mismos se

encuentran en Blackboard, bajo la sección de apéndices del Manual de práctica

docente y de acuerdo con el estado en el que usted reside.

4. National Common Core State Standards (NCCSS) o los estándares del estado

en que reside

5. The Marzano Teacher Evaluation Model (según aplique en cada estado)

6. Marzano’s Six-Step Process for Teaching Academic Vocabulary y el Marzano

Art and Science of Teaching Framework

7. The Texas Examinations of Educator Standards™ (TExES™) y el Spanish

Language Proficiency Test (solo en Texas)

8. Praxis I y Praxis II (solo en Maryland)

9. Florida Teacher Certification Examination (FTCE), General Knowledge (GK)

Test y el Subject Area Examination (solo Florida)

El facilitador es responsable de explicarles a los estudiantes cómo se utilizan los documentos

de las experiencias clínicas, nivel 1 y nivel 2; los mismos se encuentran en Blackboard, bajo

la sección de apéndices del Manual de práctica docente, de acuerdo con el estado en el que

usted reside. Estos documentos se usan en conjunto con el Education Internship Handbook y

el Education Internship Handbook for Counseling (K-12) los cuales han sido desarrollados

para cada estado, según aplique.



Expediting Comprehension for English Language Learners (ExC-ELL)

Componente - Vocabulario

Existen tres niveles de palabras que afectan la comprensión y el rendimiento académico (Calderón, 2011).

Nivel 1: Se refiere a las palabras básicas que los aprendices de un segundo idioma necesitan para comunicarse, leer y escribir. Este nivel incluye los vocablos que deben enseñarse debido a la naturaleza de su ortografía (hacienda, hipopótamo), pronunciación o confusión con los homófonos (vez y ves; hablando y ablando; sierra y cierra), falsos cognados (éxito; embarazada; suceso) y conocimientos previos (rascacielos; cortadora de césped).

Nivel 2: Trata acerca del procesamiento de los vocablos que alberga el Nivel 3 en oraciones largas, palabras polisémicas (con múltiples significados), homónimos (casa y caza), homógrafos (arroyo y arrollo), palabras/frases de transición (sin embargo; al igual que; por ejemplo), conectores lingüísticos de causa y efecto (porque; debido a; como resultado; por ende; en consecuencia). También se incluyen aquellas frases de transición que se usan para contrastar (a diferencia de; por el contrario; no obstante), para añadir ideas (además; aparte de; también) y para comparar (así como; del mismo modo). Además, se consideran los grupos de palabras (alcance y secuencia; lenguaje académico), los modismos o frases idiomáticas (dar en el clavo, ponerse en sus zapatos, con la soga al cuello) y las palabras más sofisticadas, que son apropiadas para las discusiones y descripciones específicas (ejemplos de especificidad para "hablar": discutir, declarar, conversar).

Nivel 3: Se centra en palabras, de temas específicos, que definen los conceptos de contenido de una disciplina, materias y temas. Estos vocablos académicos se utilizan con poca frecuencia, fuera del contexto académico. Algunos ejemplos son: fotosíntesis, farmacología, democracia, hemorragia, ósmosis y autismo. El facilitador seleccionará tres palabras del Nivel 1 que dificultarán la comprensión de los vocablos del taller que requiera las del Nivel 2. Escoja tres palabras del Nivel 3, que sean críticas para comprender y aprender los conceptos del taller. Las palabras del Nivel 1 deben abordarse según aparecen en las actividades de enseñanza y aprendizaje en el aula.

Nivel 1

Palabas básicas Nivel 2

Palabras sofisticadas, modismos y frases de transición

Nivel 3 Palabras académicas



Componentes de SIOP (Sheltered Instruction Observation Protocol)

Las estrategias de instrucción bilingüe aparecen debajo de cada componente de SIOP (A-E). Estas estrategias permiten diseñar e impartir una lección que responda a las necesidades académicas y lingüísticas de los estudiantes que aprenden un segundo idioma. El facilitador debe seleccionar las estrategias de Enfoque Académico Cognitivo de Aprendizaje de Idioma (Cognitive Academic Language Learning Approach, conocido como CALLA por sus siglas en inglés), que mejor correspondan a los objetivos específicos de contenido y lenguaje del taller, para integrarlas en las actividades de manera que los alumnos puedan obtener el máximo provecho académico. Fase 1: Enfocar (Refiérase al diagrama del modelo de instrucción constructivista de las 5E.) A. Preparación de la lección B. Andamiaje (Scaffolding)

__ Adaptación de contenido __ Modelaje __ Enlaces con el conocimiento previo __ Práctica dirigida __ Enlaces con el aprendizaje previo __ Práctica independiente __ Estrategias incorporadas __ Entrada (input) comprensible Fase 2: Explorar; Fase 3: Explicar; Fase 4: Extender (Refiérase a las explicaciones de estas tres etapas de la lección). Estrategias de CALLA (Cognitive Academic Language Learning Approach) El facilitador debe especificar las estrategias que usará en cada lección y explicarlas a los estudiantes. Nombres de las estrategias __ Cognitiva 1)___________________ 2)__________________ __ Metacognitiva 1)___________________ 2)__________________ __ Socioafectiva 1)___________________ 2)__________________ C. Opciones de agrupamiento D. Integración de las artes del lenguaje __ Grupo completo __ Escuchar __ Grupos pequeños __ Hablar __ Trabajo en pares __ Leer __ Trabajo independiente __ Escribir El facilitador debe explicar las técnicas de colaboración que utilizará en clase. Fase 5: Elaboración (Refiérase a la explicación de esta etapa de la lección.) E. Aplicación de aprendizaje __ Dinámica __ Significativa y relevante __ Rigurosa __ Vinculada a los objetivos __ Promueve la participación



STUDY GUIDE

Course Title: Practicum in Counseling in Student Affairs in Higher Education

Code: EDUC 652

Credits: Three

Time Length: 8 weeks in class and 100 additional hours in the practicum site

Prerequisites: All specialization courses and EDUC 649-0, EDUC 650-0, and EDUC 651-

0.

Description:

This course is a formative experience in student affairs counseling as required by the Council

of Accreditation of Counseling and Related Educational Programs (CACREP) for a 100 hours

practicum experience. The practicum must include direct service hours in individual and group

interventions. It focuses on the development of competencies in individual and group

counseling in higher education, interacting with faculty, students, and student service

personnel.

General Content Objectives

After completing the practicum, the student will be able to demonstrate the following

professional competencies:

1. Develop and maintain ethical and moral principles in his/her relationship with the

client. (CACREP IIG, 1 - 2)

2. Effectively conduct an interview process. (CACREP 5b, c, d)

3. Keep accurate and precise records/files. (CACREP 5a, d)

4. Conceptualize cases according to the theoretical framework. (CACREP 5 g)

5. Help his/her client achieve personal, social, and vocational development by means of

individual counseling. (CACREP5, 7)

6. Help his/her client achieve personal, social, and vocational development by means of

group counseling. (CACREP 6, 7)

7. Demonstrate the competencies required to work with records. (CACREP 5a, d)

8. Participate actively in all practicum seminars. (CACREP F)

9. Demonstrate knowledge of the services which an institution of higher education has

available to assist students.



General Language Objectives

Upon completing this course, the student will be able to

1. Listen: Understand oral discussions in English/Spanish and recognize their different

purposes and the communication settings in which they are produced. In addition,

share, compare, and develop new ideas about the practicum in counseling in student

affairs in higher education in a collaborative manner; acquire significant knowledge

supported by experiences and motivational topics; respond to auditory stimuli such as

videos, audiovisual presentations and interactive activities.

2. Speak: Express him/herself in English/Spanish correctly and coherently for a variety

of purposes and in a variety of communication settings, adopting a personal style of

expression; analyze, express opinions, and communicate orally different points of view

and ideas. In addition, develop abilities and skills that will prepare him/her for

academic and daily life and the workplace; use language to acquire new knowledge

about the practicum in counseling in student affairs in higher education and learn to utilize

simple techniques of handling information through traditional media and computer

technology.

3. Read: Investigate, analyze, interpret, summarize, paraphrase, and understand in

English/Spanish information obtained from a variety of media on the practicum in

counseling in student affairs in higher education. In addition, develop critical attitudes

towards communication media messages, reflecting on the importance of this

information; benefit independently from reading as a form of communication and as a

source of cultural enrichment.

4. Write: Produce written works in English/Spanish expressing a personal, critical and

creative point of view, using correct spelling, grammar, and coherence in order to

establish an effective and clear communication. In addition, use writing as a means of

communication and to provide information about the practicum in counseling in student

affairs in higher education



General Assessment Objectives

Upon completing this course, the facilitator will have evaluated the students’ skills in the

following areas:

1. Evaluation: Demonstrate the competencies required to monitor and evaluate the

personal, social, and vocational development of their clients.

2. Synthesis: Develop an effective relationship with clients that reflects ethical and moral

principles.

3. Analysis: Demonstrate an appropriate theoretical framework when examining cases

in class and during the practicum.

APA Requirements (6th edition) to cite books used in the course

1. http://www.apastyle.org/

2. http://owl.english.purdue.edu/owl/resource/560/01/

Recommended Books

American Psychological Association. (2009). Publication manual of the American

Psychological Association (6th ed.). Washington, DC: Author.

(ISBN-10: 1433805618; ISBN-13: 978-1433805615)

Hodges, S. (2011). The counseling practicum and internship manual: A resource for

graduate counseling students. New York, NY: Springer Pub. Co.

(ISBN-13: 9780826118325)

Janosik, S. M., Cooper, D. L., Saunders, S. A., & Hirt, J.B. (2014). Learning through

supervised practice in student affairs (2nd ed.). New York, NY: Routledge

(ISBN-10: 0415534348; ISBN-13: 978-0415534345)

Marzano, R.J. & Simms, J. (2012). Coaching classroom instruction (classroom strategies).

Bloomington, IN: Marzano Research Laboratory.

(ISBN-10: 0983351260; ISBN-13: 978-0983351269)


http://owl.english.purdue.edu/owl/resource/560/01/



Recommended E-Books

Hamrick, F. A., Evans, N. J., & Schuh, J. H. (2002). Foundations of student affairs practice:

How philosophy, theory, and research strengthen educational outcomes. San

Francisco: Jossey-Bass (ISBN 9780787967918) Retrieved from

http://www.ebooks.com/151937/foundations-of-student-affairs-practice/hamrick-

florence-a-evans-nancy-j-schuh-john-h/

Rentz, A. L., & Zhang, N. (2011). Rentz's student affairs practice in higher education.

Springfield, IL: C.C. Thomas (9780398079666) Retrieved from

http://www.ebooks.com/631196/rentz-s-student-affairs-practice-in-higher-

educations/zhang-naijian/

Additional Electronic Resources and Links – students are encouraged to access the

following links, but not limit themselves only to these.

National Common Core State Standards (NCCSS)

• http://www.corestandards.org/

• http://www.onlinecolleges.net/2012/06/27/50-important-links-for-common-core-

educators/

• http://www.youtube.com/watch?v=EXf91AGW2QA

• http://www.youtube.com/watch?v=5s0rRk9sER0

Links Related to Teacher Certification in Florida

Florida Teacher Certification Examination (FTCE)

• http://www.fl.nesinc.com/

General Knowledge (GK) Test

• http://www.fl.nesinc.com/testPage.asp?test=GK

Subject Area Examinations

• http://www.fl.nesinc.com/tests.asp

Test Information Guides

• http://www.fl.nesinc.com/FL_TIGS.asp

Florida State Standards:

• https://www.fldoe.org/arra/pdf/CCSSRolloutTimeline.pdf





http://www.corestandards.org/



http://www.youtube.com/watch?v=EXf91AGW2QA

http://www.youtube.com/watch?v=5s0rRk9sER0

http://www.fl.nesinc.com/

http://www.fl.nesinc.com/testPage.asp?test=GK

http://www.fl.nesinc.com/tests.asp

http://www.fl.nesinc.com/FL_TIGS.asp

https://www.fldoe.org/arra/pdf/CCSSRolloutTimeline.pdf



Links related to Maryland State Teacher Certification

Maryland State Standards

• http://marylandpublicschools.org/

• http://marylandpublicschools.org/MSDE/programs/ccss/

Links related to Texas State Teacher Certification

Texas State Standards

• http://www.utdallas.edu/scimathed/

• http://www.dcschools.com/


The Texas Examinations of Educator Standards™ (TExES™)

• http://cms.texes-ets.org/tecprogram/

Other Resources

Virtual Library


Professional Counseling Certifications

• http://www.counselor-license.com/education/counseling-certification.html

National Board for Certified Counselors

• http://www.nbcc.org/

• http://www.nbcc.org/certification

• http://www.nbcc.org/Certification/CertificationorLicensure

• http://www.nbcc.org/Exam/NationalCounselorExaminationForLicensureAndCertifica

tion/

Topics on Student Affairs

• http://acpa.nche.edu/c12/career.htm

• http://www.studentaffairs.com/web/highereducation.html

• http://uncw.edu/studentaffairs/pdc/documents/StudentDevelopmentTheorybyM.Walk

er.pdf

http://marylandpublicschools.org/

http://marylandpublicschools.org/MSDE/programs/ccss/

http://www.utdallas.edu/scimathed/

http://www.dcschools.com/


http://cms.texes-ets.org/tecprogram/


http://www.counselor-license.com/education/counseling-certification.html

http://www.nbcc.org/

http://www.nbcc.org/certification

http://www.nbcc.org/Certification/CertificationorLicensure



http://acpa.nche.edu/c12/career.htm

http://www.studentaffairs.com/web/highereducation.html





Professional Organizations for Student Affairs

• http://www.naspa.org/

• http://www.naspa.org/about/student-affairs

• http://www.studentaffairs.com/web/professionalassociations.html

If deemed necessary, the facilitator may make changes to the web addresses or links and add

additional challenging, research-based, and professional educational Web resources to reflect

current trends in the course topics.

Note: The Ana G. Méndez University System (SUAGM) is not responsible for changes in

content or format that may occur in the electronic links recommended for educational

purposes; neither is SUAGM responsible for their expiry. If, for any reason, you find

questionable or objectionable material in the links recommended by SUAGM, please contact

the academic director immediately to initiate the removal process and update the module

with trustworthy information.

http://www.naspa.org/

http://www.naspa.org/about/student-affairs

http://www.studentaffairs.com/web/professionalassociations.html



Description of the Evaluation

Evaluation Table

The final grade is based on the total points by workshop (30% for languages and 70%

for the content area.) Average the final grade based on the criteria that appears to the

left in the chart (the final grade represents 50% for the Spanish language and 50% for

the English language.)

Criteria Workshops Points Percentage

Attendance and Participation 1 to 8 100

10%

Language Lab and E-Lab (usage of E-Lab resources for homework and activities of the course according to the

module or as provided by the facilitator)

1 to 8 100 20%

Written Works (self-reflections, essays, paragraphs, and others)*

1 to 8 100 15%

Individual/Group Oral Demonstrations, Role-Plays, and Audiovisual Presentations*

As Determined by the

Facilitator

100 15%

Digital Portfolio (Students can access the handbook in Blackboard and

use the rubrics available in the handbook or in the module appendix section as applicable.)

8 100 20%

Self-Evaluation and On-site Supervisor’s Evaluation

8

50 and 50

20%

Total 600 (maximum number of

points)

100%

*Facilitators and students are required to use the rubrics provided in the Appendix Section of

the course module for the evaluation of assignments and activities in each workshop. The

facilitator will evaluate the activities of each workshop based on 30% for language activities

and 70% for content activities. The activities must be at a college level in both languages to

support the development of bilingual professionals. The final grade of the class must reflect

50% for activities in English and 50% for activities in Spanish.



Scale for the Final Course Grade

A = 100 - 90 B = 89 - 80 C = 79 – 70 D = 69 - 60 F = 59 or less

Method of Evaluation: The facilitator will provide specific information regarding

assignments on the first night of class.

The facilitator is responsible for integrating specific information on the following topics

in every core and specialization course:

1. Marzano’s Teacher Evaluation Model

2. Marzano’s Six-Step Process for Teaching Academic Vocabulary and the Marzano Art

and Science of Teaching Framework

3. National Common Core State Standards (NCCSS) or State Standards

4. State Reading Requirements

5. Requirements for English for Speakers of Other Languages (ESOL) and

Requirements for Bilingual Education

6. Teacher Certification State Exams

7. Integration of Technology in the Classroom

The student is responsible for carefully reading all the information related to the clinical

school experience and other additional requirements that are part of the internship

process. All information and documents are found in Blackboard under the Appendix

Section of the Education Internship Handbook, and in accordance with your state of

residence. The student is responsible for completing all forms, as applicable.



Description of the Evaluation Process

1. The final grade for the course is determined by the percentage obtained by the student

for the demonstration of learning of the course content and achievement of course

outcomes (70%), as well as for the mastery of language skills in English and Spanish

(30%). Course content mastery and language proficiency will be evaluated based on

the work completed in each workshop, including assignments, the use of E-Lab

resources, and activities. Refer to the evaluation table that is found in the Study Guide.

Students’ knowledge of the course content is measured by means of the self-evaluation

and the on-site supervisor’s evaluation, assignments, projects, written works, oral

presentations, Language Lab/E-Lab exercises, and others. The grade must reflect 50%

of the evaluation in English and 50% in Spanish. It is the facilitator’s responsibility to

have evidence that this requirement was fulfilled.

2. In addition to the previous requirements, there must be evidence that 30% of the grade

demonstrates mastery of language skills.

3. Our Discipline-Based Dual Language Immersion Model® is designed to develop and

maximize language skills and content knowledge in our students in order to optimize

their abilities to support them in the process of becoming future dual language

professionals. Therefore, all evaluations for written and oral skills will be based on

30% for language and 70% for content.

The facilitator must refer to Appendix A: The National Proficiency Levels for

Differentiated Instruction to identify each student’s level of language skills (listen,

speak, read, and write) based on the Can Do National Proficiency Levels. Furthermore,

it is the responsibility of the facilitator to use differentiated instruction in order to meet

the language needs of each student and to ensure maximum learning and academic

performance.



In addition, the criteria found in Appendix B: Paragraph Construction Rubric,

Appendix C: Six-Trait Analytic Writing Rubric, and Appendix F: Essay Rubric will be

used to evaluate writing skills.

4. Language Lab and E-Lab Requirements (Tell Me More, NetTutor, Blackboard

Collaborate tools, e-libro, e-books, and Virtual Library)

a. The Language Lab and the E-Lab are an integral part of the course weekly

evaluations and the final evaluation of activities and assignments of the

course, according to the module or as assigned by the facilitator.

b. Specific information about the Language Lab/E-Lab resources is found in

Appendix D: Language Lab and E-Lab Information. It is the facilitator’s

responsibility to integrate the use of the Language Lab/E-Lab in the

course assignments and activities. The Language Lab/E-Lab hours must

be completed according to the facilitator’s specifications which must be

aligned to the course content.

c. Each student must fill out the documentation form found in Appendix E:

Language Lab/E-Lab Documentation and submit it to the facilitator as part

of the evaluation criteria for this course.

d. The activities section of the guide must integrate practice in the Language

Lab/E-Lab, based on assignments given by the facilitator.

e. Open a Tell Me More account and begin working on the interactive

exercises designed to develop/improve the English and Spanish language

skills. Take the Tell Me More language placement test and, based on your

score, complete the interactive exercises in the Language Lab that

correspond to your level of English and Spanish.

5. Digital Portfolio

a. The digital portfolio is one of the tools used to assess students’ linguistic

and academic progress. For this reason, it is imperative that the facilitator

documents students’ progress as they achieve mastery of the course content,

as well as language proficiency in English and Spanish.



b. It is the student’s responsibility to ensure that the portfolio complies with

the established standards and requirements found in the Digital

Performance Portfolio Assessment Handbook. Students can access the

handbook in Blackboard.

c. During Workshop One, the facilitator will discuss in detail the process and

expectations regarding the use of the digital portfolio to demonstrate

linguistic and academic progress in order to achieve the goal of becoming a

successful dual language professional.

d. By Workshop Three, the Student-Facilitator Feedback Form must be

completed by the facilitator.

e. The completed digital portfolio must be submitted by the student to the

facilitator in the last workshop of the course.

6. Attendance and Class Participation - attendance to every workshop is mandatory to

pass the class, and absences will affect the final grade. In the event that the absence is

excused, it is the student’s responsibility to immediately contact the facilitator. In

addition, the student must complete all the assignments and classwork for the day of

absence. Refer to Appendix G: Class Participation Rubric for additional information.

The following criteria will also be evaluated:

a. mastery of the material discussed in class,

b. completion of assigned work,

c. demonstration of adequate communication skills,

d. effective participation in collaborative tasks,

e. submission of all work on time,

f. linguistic progress in both English and Spanish, and

g. use of the E-Lab resources.

7. Self-reflection Journal

a. As a lesson wrap-up or as an activity within the workshop, students will write

a self-reflection on a topic found in Appendix I: Self-Reflection or on another

topic determined by the facilitator. In this manner, students will demonstrate



understanding of the concepts of the workshop. Refer to the evaluation chart

that is found in the Study Guide. Utilize the rubric in Appendix C: Six-Trait

Analytic Writing Rubric to evaluate the Self-Reflection Journal.

Description of Course Policies

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

Language Immersion Model® which is designed to promote each student’s development

as a dual language professional. Each workshop will be facilitated in either English or

Spanish, strictly using the 50/50 model. This means that each class will be conducted

entirely in the language specified for the workshop. The language used in each workshop

will be alternated to ensure that 50% of the course is conducted in English and 50% in

Spanish. Therefore, in courses of 5 or 15 weeks, the course module will specify that both

languages will be equally used in the last week, dividing the workshop assignments and

activities between the two languages. The first two hours will be conducted strictly in

Spanish and only English will be spoken during the last two hours. The delivery of

instruction in language courses must be exclusively in the language taught (Spanish or

English).

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

students prepare in advance for each workshop according to the course module. Students

must be structured, organized, committed, and focused to ensure linguistic and academic

success. In order to achieve proficiency expectations in English and in Spanish, the student

must strive to take advantage of all language resources in the university and in their

community, since becoming a dual language professional is a complex and challenging

task. Each workshop requires an average of twenty hours or more of preparation,

depending on the student’s development of linguistic achievement.



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

present a reasonable excuse (e.g., medical or jury duty) to the facilitator who, in turn, will

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

student will make up the missing work, if deemed necessary. All assignments must be

completed and handed in prior to the next workshop or on the date stipulated by the

facilitator.

The facilitator will adjust the grade for late assignments and/or make-up work. However,

oral presentations and special class activities cannot be made up. The facilitator will

indicate a date for the student to take a written test that will measure both the content and

linguistic components of the missing presentation or activity.

4. In cooperative learning activities, students will receive two grades: one for group work and

one for the individual work performed.

5. It is expected that all written work will be solely that of the student and should not be

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

to its author or publisher. That is, the student must be the author of all work submitted,

based on research and citations of reliable sources. Wikipedia and other wiki pages

(collaborative) are not reliable references. 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. In order to reduce/prevent plagiarism, facilitators will use SafeAssignTM,

a Blackboard plagiarism deterrent service used to verify students’ ownership of

written works. Therefore, it is the students’ responsibility to read the plagiarism policy

of their institution. If you are a UT student, read Section 11.1 of the Student Manual. If

you are a UMET or UNE student, refer to Chapter 13, Sections 36 and 36.1 of the respective

manuals.

Ethical behavior is expected from students in all course-related activities. This means that

all papers submitted by students must be original work and that all references used must be

properly cited and mentioned in the bibliography. Plagiarism will not be tolerated. In the

event that a student commits plagiarism, he/she risks receiving a zero in the assignment or



activity and being referred to the Discipline Committee. All students must comply with all

policies aimed at preventing plagiarism of documents, ideas and works, since this violates

professional ethics.

EXPLANATORY NOTE: The Ana G. Méndez University System (SUAGM) respects

all copyright laws and, under no circumstances, promotes plagiarism in any form. To this

end, SUAGM discourages students, employees, contractors, trustees, as well as the general

public, from copying, sharing, imitating, or paraphrasing any material protected by

copyright laws, without appropriately citing the source of information and/or the source

being referred to, irrespective of the format of the material.

6. If the module has not been revised in the last three years, the facilitator is required to

revise the activities, electronic links, assignments, and any other information that may

be obsolete. This may include adding or revising more recent readings relevant to the

course. This process needs to occur at least three weeks prior to the beginning of the

workshop, and it must be authorized by the academic director of the campus with copy to

the corporate learning services director. It is the facilitator’s responsibility to provide

students with the document that includes all the changes made to the module.

7. In order to help the students more effectively and establish a means of contacting students,

the facilitator will provide his/her SUAGM e-mail address, phone number, hours to be

contacted, and days available.

8. The use of cellular phones is prohibited during class sessions. Therefore, it must be on

vibrate or silent mode during the class session.

9. For security reasons, only students registered in the course are permitted to enter the

classrooms.

10. All students are subject to the behavior policies and norms that govern the Ana G. Méndez

University System.



Note: If for any reason the student cannot access the links presented in the module, he/she

should notify the facilitator immediately and research other sources of information. There are

many other search engines and links that can be used to conduct research. Some examples are

• www.google.com

• www.findarticles.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/


Visit the following websites to access videos:

• ustream.tv

• sedueradio.com

• videoblocks.com

• youtube.com

• vimeo.com

• skype.com (upon request and prior coordination)

Access the following links to buy or rent new or used textbooks or references:

• http://www.chegg.com/ (rent)

• http://www.allbookstores.com/ (buy)

• http://www.alibris.com/ (buy)

These are only some of the companies where books may be bought or rented.

http://www.findarticles.com/

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

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

http://flelibrary.org/


http://www.ustream.tv/

http://www.sedueradio.com/

http://www.videoblocks.com/

http://www.youtube.com/

http://www.vimeo.com/

http://www.skype.com/

http://www.chegg.com/

http://www.allbookstores.com/

http://www.alibris.com/



Research Law Compliance Requirement

For all courses that require research, questionnaires or interviews, students and faculty must

comply with the norms and procedures of the Institutional Review Board (IRB) Office and

request authorization.

In the Florida, Maryland, and Texas campuses, they must contact the academic director or the

IRB institutional representative. All students who must conduct an investigation as part of a

course must be certified in IRB investigation processes.

To access the forms from the IRB Office or for additional information, visit the following link:

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

In addition, the student and the facilitator will find instructions for several online

certifications related to IRB processes by accessing the following link:

http://www.suagm.edu/pdf/Instrucciones%20Certificaciones%20IRBNet.pdf.

These certifications include: IRB (Human Subject Research), HIPAA (Health Insurance

Portability and Accountability Act), RCR (Responsible Conduct of Research), and others that

may be required by the facilitator of the course.

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

http://www.suagm.edu/pdf/Instrucciones%20Certificaciones%20IRBNet.pdf



To clarify doubts or questions, please contact the academic director or the IRB institutional

representative of your campus.

In addition, you may contact the IRB compliance director or coordinators:

Evelyn Rivera Sobrado, IRB Compliance Director

Tel. (787) 751-0178 ext. 7196

Carmen C. Crespo Díaz, IRB Coordinator– UMET

Tel. (787) 751-0178 ext. 6366

Josefina Melgar Gómez, IRB Coordinator – UT

Tel. (787) 743-7979 ext. 4126

Natalia Torres Berríos, IRB Coordinator - UNE

Tel. (787) 257-7373 ext. 2279

Ramón L. Nieves, IRB Coordinator – SUAGM - USA

Tel. (407) 207-3363 Ext. 1889



Teaching Philosophy and Methodology

This course is based on the educational philosophy of Constructivism. Constructivism is an

educational philosophy founded on the premise that, by reflecting on our experiences, we

construct our own understanding of the world in which we live.

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.

Facilitators are focused on assisting students to make connections between their prior

knowledge, new knowledge and real life experiences, thus fostering a new understanding that

is relevant to them. We also attempt to tailor our teaching strategies to students’ responses and

encourage them to analyze, interpret, and predict information that can be applied to one’s daily

life.



Constructivism Guiding Principles

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

which students are actively trying to construct meaning.

2. Constructing meaning requires understanding the “whole” as well as the “parts.” The

“parts” must be understood in the context of the “whole.” Therefore, the learning process

focuses on primary concepts in context, 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 repeat someone else's meaning. Since education is

inherently interdisciplinary, the only valuable way to measure learning is by making

assessment an essential part of the learning process, thus ensuring that it provides students

with information on the quality of their learning.

5. Evaluations should serve as self-analysis tools.

6. The adequate tools and environment that help learners interpret the multiple perspectives

of the world will be provided.

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



The 5E Constructivist Instructional Model

The 5E Constructivist Instructional Model, which has been used since the late 1980’s, is based

on the use of curriculum materials. It falls within the theories of the Constructivist Teaching

Model (Bybee, 2006). Every element of this model is carefully elaborated to promote the

students’ construction of knowledge.



Cooperative Learning Techniques in Dual Language Classrooms

Research in cooperative learning has shown that, when dual language learners and students in

general use cooperative techniques in classroom activities, they achieve better results in

assessments, construct knowledge more effectively, and transfer experiences to real life

situations.

1. What is cooperative learning?

2. Why is it used?

3. How do you apply it in the classroom?

4. What are some cooperative learning techniques/strategies?

a. Discussion

i. Think-Pair-Share

ii. Three-step Interview

b. Reciprocal teaching - explain, provide feedback, and understand alternative

perspectives

i. Note-taking Pairs

ii. Jigsaw

c. Graphic organizers - discover patterns and relationships

i. Group Grid

ii. Sequence Chains

d. Writing - organize and synthesize information

i. Didactic Essay

ii. Peer Editing

e. Problem-solving - develop strategies and analysis

i. Send-a-Problem

ii. Three-Stay, One Stray

For additional cooperative learning strategies, go to the links below:

• http://serc.carleton.edu/introgeo/cooperative/index.html

• http://www.kaganonline.com/free_articles/dr_spencer_kagan/279/Kagan-Structures-

for-English-Language-Learners

http://serc.carleton.edu/introgeo/cooperative/index.html





Dual Language Instructional Approach

The dual language curriculum integrates the Sheltered Instruction Observation Protocol

(SIOP) Model*.

The student will be exposed to the eight interrelated SIOP learning components to facilitate

comprehensible instruction. These components are

1. Lesson preparation – A lesson that allows students to make connections

between what they know, their experiences, and the new information should be

carefully planned.

2. Background knowledge – The concepts learned should be directly related to the

students’ experiences.

3. Comprehensible input – The facilitator should use academic vocabulary

according to the students’ level of proficiency.

4. Strategies – Techniques, methods, and mental processes that improve how

students understand and retain information should be used.

5. Interaction – Students should have the opportunity to utilize language in

multiple ways across the curriculum.

6. Practice/Application – Students should have the opportunity to utilize

instructional resources to practice and apply content.

7. Lesson delivery – The facilitator should develop content and language

objectives throughout the lesson and create opportunities that involve the

students during the course of the learning process.

8. Review/Assessment – These should be utilized throughout the lesson to

determine students’ mastery of the lesson.

These instructional strategies are connected to each one of these components, allowing that the

design and presentation of a lesson address the academic and linguistic needs of second

language learners. Each lesson integrates dual language strategies and instructional

approaches that ensure students’ linguistic and academic success.



Clinical Experience Level 1 and Level 2 in the Classroom

It is the facilitator’s responsibility to provide detailed information to the student in the

following areas before beginning the clinical experiences in a school, based on the

requirements of each state:

1. Local/State Educator Accomplished Practices - Refer to your internship handbook

for specific state-related requirements and documents which will be used during

internship level 1 and level 2.

2. Local/State Teacher Standards for ESOL Endorsement - Refer to your internship

handbook for specific state-related requirements and documents which will be

used during internship level 1 and level 2.

3. Reading Endorsement Competencies - Refer to your internship handbook for

specific state-related requirements and documents which will be used during

internship level 1 and level 2.

4. National Common Core State Standards (NCCSS) or State Standards

5. The Marzano Teacher Evaluation Model, as applicable to each state

6. Marzano’s Six-Step Process for Teaching Academic Vocabulary and the Marzano

Art and Science of Teaching Framework

7. The Texas Examinations of Educator Standards™ (TExES™) and the Spanish

Language Proficiency Test - Texas only

8. Praxis I and Praxis II - Maryland only

9. Florida Teacher Certification Examination (FTCE), General Knowledge (GK)

Test, and the Subject Area Examination - Florida only

It is the facilitator’s responsibility to explain the use of the documents for the clinical

experience level 1 and level 2. These are available in Blackboard, under the Appendix Section

of the internship handbook for the student’s state of residence. Use these documents together

with the Education Internship Handbook and Education Internship Handbook for Counseling

(K-12), developed as applicable for each state.




Component - Vocabulary

There are three types of words that affect comprehension and academic success. (Calderón, 2011).

Tier 1 are basic words which second language learners need to communicate, read, and write. These include words that should be taught due to spelling (tough, toothache), pronunciation or confusion with homophones (ship/chip, blue/blew, sum/some), false cognates (exit, embarrassed, success), and background knowledge (skyscraper, lawnmower).

Tier 2 are information processing words that nest Tier 3 words in long sentences, polysemous words - homonyms or homographs (solution, power, table, roll, left), transition words (however, as well as, nevertheless, for instance), connectors (for cause and effect – because, due to, as a result; for contrast – but, although, in contrast; for addition or comparison – and, also, moreover), phrase clusters (scope and sequence, academic language), idioms (give me a break, walk in her shoes), and more sophisticated words for discussions and specificity in descriptions (examples of specificity for the word “talk” are argue, declare, converse).

Tier 3 are subject-specific words that label content discipline concepts, subjects, and topics. They are infrequently used academic words. Some examples are: photosynthesis, pharmacology, democracy, hemorrhage, osmosis, and autism. The facilitator will select three words from Tier 1 that will hinder comprehension of required workshop Tier 2 words and three targeted Tier 3 words critical for comprehension and learning of the concepts for the workshop. Tier 1 words must be addressed as they appear in teaching and learning activities in the classroom.

Tier 1 Simple Words

Tier 2 Information Processing

Words

Tier 3 Academic Words



SIOP Components (Sheltered Instruction Observation Protocol) The dual language instructional strategies are indicated below each SIOP component (A-E). These strategies allow the design and delivery of a lesson that addresses the academic and linguistic needs of second language learners. The facilitator must select the Cognitive Academic Language Learning Approach (CALLA) strategies that best align to the specific content and language objectives of the workshop and integrate them in the lesson activities to ensure maximum learning and academic performance.

Phase 1: Engage (Refer to the 5E Instructional Model diagram.) A. Lesson Preparation B. Scaffolding __ Adaptation of Content __ Modeling __ Links to Background Knowledge __ Guided Practice __ Links to Past Learning __ Independent Practice __ Incorporated Strategies __ Comprehensible Input Phase 2: Explore; Phase 3: Explain; Phase 4: Extend (Refer to the explanations of these three stages of the lesson.) CALLA Strategies (Cognitive Academic Language Learning Approach) The facilitator must specify the CALLA learning strategies that will be used in the lesson and explain each one to the students. Names of the Strategies __ Cognitive 1)_______________________ 2)_______________________ __ Metacognitive 1)_______________________ 2)_______________________ __ Social/Affective 1)_______________________ 2)_______________________ C. Grouping Options D. Integration of Language Domains __ Whole Group __ Listening __ Small Group __ Speaking __ Partners __ Reading __ Independent Work __ Writing The facilitator must explain the cooperative learning techniques that will be used to the students. Phase 5: Elaboration (Refer to the explanation of this stage of the lesson.) E. Learning Application __ Dynamic __ Meaningful/Relevant __ Rigorous __ Linked to Objectives

__ Promotes Engagement



TALLER UNO


El modelo de instrucción constructivista de las 5E representa las cinco fases de la secuencia de

enseñanza y aprendizaje. Las cinco fases son: Enfocar, Explorar, Explicar, Entender,

Extender/Elaborar y Evaluar (NASA, 2013).

Fase 1: Enfocar

Esta fase pretende captar la atención y el interés del estudiante para involucrarlo en la lección,

mientras se evalúa el aprendizaje previo.

Objetivos específicos de contenido

Al terminar este taller, el estudiante será capaz de

1. Explorar los diferentes estándares de CACREP que existen en el campo de la consejería

de asuntos estudiantiles de educación superior.

2. Evaluar los estándares de CACREP y los aspectos éticos de la consejería.

3. Explicar las diferencias y similitudes que existen entre los valores y la ética profesional.

Objetivos específicos de lenguaje

Al terminar este taller, el estudiante será capaz de:

1. Escuchar: Elaborar sus propias conclusiones en cuanto a los estándares de CACREP

y los aspectos éticos de la consejería como resultado de las discusiones en clase.

2. Hablar: Participar en discusiones sobre la ética en la profesión de consejería.

3. Leer: Evaluar la información encontrada en las páginas de la Internet sobre los

estándares de CACREP.

4. Escribir: Usar buenas destrezas de escritura en español y el estilo APA en la redacción

del ensayo sobre los estándares de CACREP para la consejería de asuntos estudiantiles

de educación superior y cómo pueden ser aplicados en su experiencia de práctica.



Objetivos específicos de avalúo/evaluación

Al finalizar el curso, el facilitador habrá evaluado a los estudiantes en los siguientes renglones:

1. Evaluación: Evaluar los diferentes estándares de CACREP que existen en el campo

de la consejería de asuntos estudiantiles de educación superior.

2. Síntesis: Relacionar la importancia de desarrollar y mantener principios éticos y

morales en su relación con su cliente.

3. Análisis: Examinar los factores a considerar al ofrecer consejería a clientes de

diversas culturas.

Vocabulario técnico de la disciplina

1. ética profesional

2. valores

3. diversidad

4. consejería

5. estándares









Nivel 1






Enlaces electrónicos

El modelo de instrucción constructivista de las 5E

• http://bscs.org/sites/default/files/_legacy/BSCS_5E_Instructional_Model-

Executive_Summary_0.pdf

• http://faculty.mwsu.edu/west/maryann.coe/coe/inquire/inquiry.htm

Biblioteca Virtual








CACREP

• www.cacrep.org American Psychological Association

• http://www.apa.org American Counseling Association

• www.counseling.org

http://bscs.org/sites/default/files/_legacy/BSCS_5E_Instructional_Model-Executive_Summary_0.pdf


http://faculty.mwsu.edu/west/maryann.coe/coe/inquire/inquiry.htm


http://www.rae.es/



http://www.cacrep.org/

http://www.apa.org/

http://www.counseling.org/



Lista de recursos suplementarios para el taller

1. Blackboard

2. Tell Me More

3. NetTutor

4. Herramientas de voz de Blackboard Collaborate

5. Biblioteca Virtual

6. e-libro

7. organizadores gráficos

Instrucciones importantes para los estudiantes

1. Lea cuidadosamente el módulo y sus apéndices, a fin de familiarizarse con el contenido.

Verifique que tenga acceso a las cuentas de SUAGM, incluyendo el E-Lab, correo

electrónico y la plataforma de Blackboard. Si necesita ayuda para manejar las cuentas

mencionadas, comuníquese con el Help Desk.

2. Antes del Taller Uno, el facilitador publicará anuncios sobre fechas importantes y otra

información del curso en Blackboard. Además, compartirá recordatorios sobre las

asignaciones, los proyectos, actividades y la importancia de completar los ejercicios

del Laboratorio de Idiomas/E-Lab durante el curso. Lea esta información con

frecuencia a lo largo del curso.

3. Durante el Taller Uno, el facilitador explicará el Digital Performance Portfolio

Assessment Handbook que se encuentra en Blackboard. Dicho documento contiene

instrucciones detalladas para completar el portafolio digital eficazmente. Familiarícese

con dicho manual.

4. Durante el Taller Uno, el facilitador explicará el Education Internship Handbook que

se encuentra disponible en Blackboard. Dicho documento contiene instrucciones

detalladas sobre el proceso de práctica docente y los formularios necesarios para

completar dicho trámite eficazmente.

5. Utilice la herramienta NetTutor para revisar sus trabajos escritos, antes de enviarlos al

facilitador. Dicho recurso revisa los principios de redacción y la gramática de lo que

usted escribe y le ofrece retroalimentación.



6. El facilitador enviará los trabajos escritos a SafeAssignTM para detectar casos de plagio.

Limite el uso de información copiada directamente de la Internet, utilice el estilo APA

mencione las referencias.

7. El estudiante puede enviar una asignación a través de SafeAssignTM, si el facilitador la

configura previamente.

8. Si tiene preguntas sobre las asignaciones, actividades o el contenido, aclárelas con el

facilitador por medio de la herramienta Voice E-mail de Blackboard (herramienta del

E-Lab para enviar mensajes de voz).

9. Finalmente, es muy importante que entienda la importancia de dominar los temas de

aprendizaje. Es necesario que consulte continuamente diccionarios y otros recursos de

apoyo. El dominio pleno de los conocimientos adquiridos en cada taller es necesario

para las clases subsiguientes. De esta manera, el estudiante seguirá puliendo el proceso

de aprendizaje. Procure prestar atención a las actividades de lenguaje. Recuerde que

el 30 % de su calificación semanal y final depende de las competencias lingüísticas que

demuestre en inglés y español (según el idioma del taller) y 70 % de la calificación

semanal y final recae en el dominio del contenido del curso.

Asignaciones que realizará antes del taller

1. Es muy importante que se familiarice con el Education Internship Handbook, que

se encuentra en Blackboard, y anote cualquier pregunta que tenga. El facilitador

contestará sus dudas en el primer taller.

2. Comience el glosario del curso con los conceptos detallados en la sección

Vocabulario técnico de la disciplina; siga las instrucciones del facilitador.

3. Utilice la Biblioteca Virtual, el Internet y otros recursos académicos del E-Lab,

como libros electrónicos, para investigar sobre los siguientes temas. Resuma por

escrito, y llegue preparado para discutir, la importancia que tienen los mismos para

usted, como profesional docente:

a. Marzano Teacher Evaluation Model b. Marzano’s Six-Step Process for Teaching Academic Vocabulary

c. Marzano Art and Science of Teaching Framework

4. El facilitador creará un foro de discusión oral en la herramienta Voice Board de

Blackboard. En dicho foro, el estudiante elaborará de qué forma podría su familia,



bagaje cultural o experiencias previas influir en su identidad como consejero

profesional. El resto de la clase reaccionará oralmente a por lo menos tres

comentarios de los compañeros.

5. Escriba un ensayo (número de páginas determinado por el facilitador) sobre los

estándares de CACREP para la consejería de asuntos estudiantiles de educación

superior y cómo pueden ser aplicados en su experiencia de práctica. Asegúrese de

redactar según APA, incluya las citas y referencias y envíelo a NetTutor para recibir

retroalimentación. El facilitador enviará los trabajos escritos a SafeAssignTM para

detectar casos de plagio.

6. Prepare un diagrama Venn que represente las diferencias y similitudes que existen

entre los valores y la ética profesional. Prepárese para participar en una actividad

colaborativa en clase.

7. El facilitador creará un foro de discusión escrita, en la herramienta Discussion

Board. En dicho foro los alumnos contestarán y elaborarán la siguiente pregunta:

a. ¿Qué tipos de situaciones personales podrían afectar la ética profesional?

8. Luego de tomar la prueba diagnóstica, vaya a Tell Me More y comience a trabajar

los ejercicios que se han diseñado para desarrollar sus destrezas lingüísticas en

español.

9. Empiece a preparar el portafolio digital; siga las instrucciones estipuladas en el

Digital Performance Portfolio Assessment Handbook que se encuentra en

Blackboard.

10. Defina los siguientes conceptos en sus propias palabras y no copie las

definiciones directamente de ningún diccionario u otro recurso:

a. consejería,

b. valores,

c. ética profesional,

d. estándares y

e. diversidad.

11. Examine los estándares de CACREP y evalúe cómo se aplican al campo de la

consejería de asuntos estudiantiles de educación superior. Tome apuntes de los

conceptos más importantes.



12. Explore la influencia de los estándares de CACREP en los aspectos éticos de la

consejería.

13. Escriba un párrafo explicando la importancia de desarrollar y mantener principios

éticos y morales en su relación con su cliente.

14. Describa en forma de bosquejo tres factores a considerar al ofrecer consejería a

clientes de diversas culturas.



Esta sección del módulo corresponde a las siguientes tres fases del modelo de instrucción

constructivista de las 5E:

Fase 2: Explorar

En esta fase el facilitador involucra al estudiante en uno o varios temas de acuerdo con los

objetivos del curso. Esto permite que el alumno construya su propio conocimiento.

Fase 3: Explicar

El facilitador provee al estudiante la oportunidad de comunicar lo que ha aprendido, lo que

significa y cómo lo aplicará a su carrera profesional.

Fase 4: Elaborar

El facilitador promueve que el alumno aplique los conocimientos nuevos y explore sus

implicaciones en su área de especialidad.

Actividades integradas de contenido y lenguaje para lograr los objetivos del taller

1. El facilitador realizará las siguientes actividades:

a. Diseñará una actividad, puede ser rompehielos, para captar la participación de

todos los estudiantes.

b. Proveerá a los estudiantes su información de contacto, y se elegirá al

representante estudiantil.

c. Determinará las fechas en las que se administrarán las dos pruebas parciales.

Los alumnos son responsables de cumplir con lo que estipule el facilitador.

2. El facilitador explicará detenidamente los requisitos del curso, se asegurará de que

el estudiante entienda las expectativas del mismo y sepa cómo se evaluará su

desempeño. El facilitador realizará lo siguiente:

a. Describirá el modelo bilingüe y acelerado, el cual se implementa a lo largo

del currículo, los objetivos del curso, el proceso de evaluación, los

apéndices y la integración de las herramientas del E-Lab. Igualmente

explicará el uso del módulo como herramienta principal del curso, las

asignaciones, políticas y otras normas que regirán el desarrollo de la clase.

Además, contestará las preguntas de los alumnos.



b. Demostrará la utilidad y funcionalidad de las herramientas del Laboratorio

de Idiomas/E-Lab; también explicará cómo las incorporará en clase para el

beneficio de los estudiantes. Además, utilizará las herramientas de

Blackboard Collaborate (Voice Board, Voice E-mail y Voice Podcaster)

para establecer las actividades orales sobre los temas del taller. El

facilitador explicará cómo se usan dichas herramientas. Igualmente, es

responsable de crear los foros de discusión y el resto de las áreas que se

requieren en Blackboard. De la misma forma, utilizará las herramientas del

E-Lab para compartir las asignaciones.

c. Contestará las preguntas que los estudiantes tengan sobre el Education

Internship Handbook que se encuentra en Blackboard. El estudiante es

responsable de cumplir todas las directrices de dicho manual.

d. Aclarará las directrices y dudas sobre el Digital Performance Portfolio

Assessment Handbook que se encuentra en Blackboard. Semanalmente, el

alumno es responsable de completar las tareas pendientes hasta cumplir con

todos los requisitos e instrucciones del manual y del facilitador.

3. El facilitador preparará una actividad constructivista para repasar las asignaciones

que los estudiantes completaron antes del taller y para comprobar que entendieron

el material. Habrá oportunidad para aclarar dudas. Todas las actividades de lectura

y escritura tienen que estar relacionadas con el vocabulario técnico del taller.

4. El facilitador dividirá la clase en tres grupos y les asignará sendos (uno a cada uno)

temas de investigación de la siguiente lista. (El facilitador podrá diseñar un

ejercicio creativo que gire en torno al mismo material de esta actividad).

a. Grupo 1 – Marzano Teacher Evaluation Model

b. Grupo 2 - Marzano’s Six-Step Process for Teaching Academic Vocabulary

c. Grupo 3 – Marzano Art and Science of Teaching Framework

Cada grupo presentará un informe oral, sobre el tema que se le asignó; el facilitador

determinará la duración de la conferencia que brindarán. Además, resaltará la

importancia que tiene para el profesional docente e incluirá la información

específica que indique el facilitador. Los estudiantes deberán referirse a los

resúmenes que escribieron como asignación antes del taller. El facilitador utilizará

la rúbrica del Apéndice H: Rúbrica de Presentación Oral y Audiovisual



Individual/Grupal que se encuentra en la sección de apéndices. El facilitador es

responsable de explicar la rúbrica y la manera en que evaluará a los alumnos.

5. El facilitador llevará a cabo un ejercicio de pronunciación para repasar los conceptos

del vocabulario clave de la disciplina. Estas actividades se realizan para desarrollar

solamente las destrezas de comunicación oral. Por lo tanto, no se les añaden

actividades escritas. El facilitador utilizará los siguientes siete pasos para enseñar el

vocabulario como actividad inicial del taller:

a. El facilitador pronunciará la palabra y los estudiantes la repetirán tres

veces.

b. El facilitador usará el vocablo en el contexto de enseñanza, del artículo

o de la lectura que utiliza en clase.

c. El facilitador definirá el concepto según el diccionario, artículo o texto

que estudien.

d. El facilitador explicará sencillamente el significado del término para

que el alumno lo entienda; empleará un lenguaje básico, claro y familiar

para los estudiantes.

e. El facilitador se enfocará en algunos aspectos lingüísticos, tales como

la gramática, el deletreo y la polisemia, entre otros.

f. El facilitador involucrará a los estudiantes en actividades que fomenten

el desarrollo de destrezas y el dominio del vocabulario, dentro del

contexto de la disciplina de estudio. El facilitador reagrupará a los

estudiantes en parejas. Cada tándem (pareja) participará en la actividad

conocida como tenis de mesa (ping pong) en la que cada participante

creará una oración a la que aplicará la palabra del vocabulario, según el

contexto que estudió.

g. El facilitador indicará cómo y cuándo los estudiantes utilizarán el

vocabulario en el resto de las actividades de lectura y escritura del taller.

6. El facilitador explicará a los estudiantes cómo completar el documento de E-Lab

que aparece en el Apéndice D.



7. Los alumnos trabajarán en pequeños grupos para compartir los diagramas Venn

que prepararon antes del taller sobre las diferencias y similitudes que existen entre

los valores y la ética profesional. Presentarán sus hallazgos a la clase.

a. Cada grupo llegará a un consenso sobre el organizador o los organizadores

que mejor expliquen la información.

b. El autor/los autores de los organizadores lo presentarán y explicarán a la

clase.

8. El facilitador dividirá la clase en pequeños grupos. Los alumnos compartirán sus

definiciones del vocabulario asignado por el facilitador antes del taller y crearán

un organizador gráfico para explicar cada término. Cada grupo presentará y

explicará sus organizadores a la clase.

9. El facilitador realizará una discusión sobre los estándares de CACREP y cómo se

aplican al campo de la consejería de asuntos estudiantiles de educación superior.

Los estudiantes se referirá a los apuntes que tomaron antes del taller para

contribuir información importante a dicha discusión.

10. El facilitador le pedirá a los estudiantes que se dividan en pares y en conjunto

crearán un mapa conceptual explicando la influencia de los estándares de

CACREP en los aspectos éticos de la consejería. Cada pareja compartirá su mapa

conceptual con el resto de la clase.

11. El facilitador dirigirá a los estudiantes para crear una lista de los factores más

importantes a considerar al ofrecer consejería a clientes de diversas culturas. Los

alumnos se referirán a los bosquejos escritos antes del taller sobre este tema.

12. Los estudiantes se referirán a los ensayos escritos antes del taller para participar en

una discusión dirigida por el facilitador sobre los estándares de CACREP para la

consejería de asuntos estudiantiles de educación superior y cómo pueden ser aplicados

en su experiencia de internado.

13. Los alumnos compartirán con un colega el párrafo que escribieron antes del taller

sobre la importancia de desarrollar y mantener principios éticos y morales en su

relación con su cliente. Crearán una lista de los cinco conceptos más importantes

que aprendieron al discutir su información y la compartirán con el resto de la

clase.



14. El facilitador escogerá uno de los temas del curso para que los estudiantes contesten

las primeras tres columnas del diagrama que se encuentra en el Apéndice K:

KWHLAQ Chart. Es necesario que los alumnos vayan llenando el resto de las

columnas a lo largo del curso, de manera que las discutan en la última semana.

15. El facilitador explicará detalladamente los Apéndices V, W, y DD sobre el proyecto

final.

a. Indicará que la Actividad 1 será entregada en español en el Taller Siete y la

Actividad 2 será entregada en inglés en el Taller Ocho.

b. Los alumnos compartirán un breve resumen de cada actividad con el resto

de la clase en los respectivos talleres.

c. También prepararán una presentación en PowerPoint con seis diapositivas:

Las primeras tres resumirán la Actividad 1 y los otros tres resumirán la

Actividad 2 del proyecto final. Explicarán dicha presentación en el Taller

Ocho.

d. Cada estudiante será responsable de cumplir con los requisitos detallados

en todos los apéndices referentes al proyecto final.

16. El facilitador explicará detalladamente todos los documentos relacionados con la

práctica que se encuentran en la sección de los apéndices. Los estudiantes son

responsables de cumplir con la entrega de cada uno de los documentos en el tiempo

requerido.

17. Finalmente, el facilitador mencionará y aclarará las tareas que realizarán antes del

próximo taller.



Fase 5: Evaluar

A través de la evaluación, el facilitador se asegurará de que los alumnos hayan aprendido el

material del taller y hayan alcanzado las metas educacionales.

Evaluación - etapa final del modelo de instrucción constructivista de las 5E (diferenciada por

los niveles del dominio de un segundo idioma)

1. Individual: Diseño preciso de un diagrama de Venn que explique las diferencias y

similitudes que existen entre los valores y la ética profesional.

2. Grupal: Colaboración en equipo y/o parejas para discutir las definiciones de los

términos asignados por el facilitador y la influencia de los estándares de CACREP en

los aspectos éticos de la consejería.

3. Escrita: Demostración de buenas destrezas de escritura en español y el estilo APA en

la redacción del ensayo sobre los estándares de CACREP para la consejería de asuntos

estudiantiles de educación superior y cómo pueden ser aplicados en su experiencia de

práctica.

4. Oral/Auditiva: Presentación y explicación a la clase de las palabras de vocabulario

asignadas utilizando organizadores gráficos.

Cierre del taller

1. Individual: Los estudiantes escribirán su autorreflexión basado en la(s) pregunta(s) que

escojan o se les asigne en el Apéndice I.

2. Grupal: Los estudiantes discutirán en grupo los aspectos morales de la consejería de

educación superior.

3. Aplicación de nuevo conocimiento: Cada estudiante elegirá uno de los aspectos éticos

en la consejería y explicará a la clase cómo lo aplicará específicamente en su profesión.



WORKSHOP TWO


The 5E Constructivist Instructional Model represents the five phases of the teaching and

learning sequence. The five phases are: Engage, Explore, Explain, Extend/Elaborate, and

Evaluate (NASA, 2013).

Phase 1: Engage

This phase aims to get the students’ attention and generate their interest in order to engage

them in the lesson, while assessing the previous learning.

Specific Content Objectives

Upon the completion of this workshop, the student will be able to

1. Explain the basic concepts of the Family Educational Rights and Privacy Act of 1974

(20 U.S.C. § 1232g), popularly known as the Buckley Amendment or FERPA.

2. Evaluate the difference between confidentiality and privacy.

3. Examine the importance of keeping student records confidential.

Specific Language Objectives

Upon the completion of this workshop, the student will be able to:

1. Listen: Listen attentively to his/her colleague’s contributions to the oral discussion

forum on the importance of confidentiality as a counselor, in order to react to said

comments in a manner that reflects critical and analytical thinking and netiquette.

2. Speak: Demonstrate effective collaborative and role-playing skills, as well as correct

Standard English, in the preparation and delivery of the presentation on the importance

of confidentiality or the importance of the client’s privacy.

3. Read: Examine the Internet and reliable academic resources to find information on

reasons or situations in which a counselor can be sued and on the Family Educational

Rights and Privacy Act (FERPA) of 1974.



4. Write: Use APA style and correct Standard English to write an essay on the Family

Educational Rights and Privacy Act, including all of the information indicated by the

facilitator.

Specific Assessment Objectives

Upon the completion of this workshop, the facilitator will have evaluated the student’s

competencies as follows:

1. Evaluation: Evaluate the importance of confidentiality and client’s privacy in the

counseling profession.

2. Synthesis: Design graphic organizers that explain the major concepts they learned

from their research and from one another’s essays on FERPA.

3. Analysis: Analyze the reasons when a counselor could be liable and, consequently, be

sued.

Technical Vocabulary of the Discipline –

1. liability

2. privacy

3. educational rights

4. Family Educational Rights and Privacy Act (FERPA)

5. confidentiality









Tier 1 Simple Words


Words




Electronic Links

The 5E Constructivist Instructional Model • http://bscs.org/sites/default/files/_legacy/BSCS_5E_Instructional_Model-



Virtual Library


Family Educational Rights and Privacy Act (FERPA)

• http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html

• http://www.cpacinc.org/materials-publications/legal-rights/family-educational-rights-

and-privacy-act-ferpa-the-buckley-amendment-parents%E2%80%99-and-

students%E2%80%99-rights-to-school-records/

Educational Rights

• http://www.help4adhd.org/education/rights

• http://www.pbs.org/parents/education/learning-disabilities/special-education-and-

ieps/educational-rights-of-children-with-disabilities/educational-rights-overview/

• https://www.law.cornell.edu/uscode/text/20/1232g

Confidentiality

• http://evergreen.edu/registration/confidentiality.htm

List of Supplementary Materials for the Workshop

1. Blackboard

2. Tell Me More

3. NetTutor

4. Blackboard Collaborate Voice Authoring tools

5. Virtual Library

6. e-books

7. Venn diagram

8. Discussion Board





http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html

http://www.cpacinc.org/materials-publications/legal-rights/family-educational-rights-and-privacy-act-ferpa-the-buckley-amendment-parents%E2%80%99-and-students%E2%80%99-rights-to-school-records/



http://www.help4adhd.org/education/rights

http://www.pbs.org/parents/education/learning-disabilities/special-education-and-ieps/educational-rights-of-children-with-disabilities/educational-rights-overview/

http://www.pbs.org/parents/education/learning-disabilities/special-education-and-ieps/educational-rights-of-children-with-disabilities/educational-rights-overview/

https://www.law.cornell.edu/uscode/text/20/1232g

http://evergreen.edu/registration/confidentiality.htm



Assignments to Be Completed Prior to the Workshop

1. Follow the facilitator’s instructions to work on your glossary for the words detailed in

the Technical Vocabulary of the Discipline section.

2. Using the Virtual Library, E-Lab, Internet, and other academic resources, research

information on three reasons or situations in which a counselor can be sued. Take

appropriate notes that can be helpful for class discussion and for study.

3. The facilitator will create an oral discussion forum using the Voice Board tool in

Blackboard. Students will orally discuss the importance of confidentiality as a

counselor and react to the comments of at least three colleagues.

4. Write an essay (number of pages determined by the facilitator) about the Family

Educational Rights and Privacy Act of 1974 (20 U.S.C. § 1232g), popularly known as

the Buckley Amendment or FERPA, including the information indicated by the

facilitator. Be sure to use APA style, include bibliographic citations and references,

and submit the essay to NetTutor for feedback. The facilitator will send written works

to SafeAssignTM to check for plagiarism.

5. Prepare a Venn diagram comparing and contrasting the terms confidentiality and

privacy. Be prepared to participate in a cooperative learning activity in class.

6. The facilitator will create a written discussion forum using the Discussion Board tool

in Blackboard. Students will answer the following questions:

a. How can your values, experiences, and preferences affect a counseling session?

b. How can a counselor’s biased opinion interfere with the counseling process?

7. Continue working on the organization and completion of the digital portfolio following

the guidelines stipulated in the Digital Performance Portfolio Assessment Handbook.

8. Go to Tell Me More and continue working on the interactive exercises designed to

develop/improve linguistic skills in English. Submit the document found in Appendix

E: Language Lab/E-Lab Documentation, indicating the amount of time spent working

on the Language Lab/E-Lab activities and exercises.

9. Research information on the exemptions to confidentiality in counseling and write a

paragraph summarizing your findings.

10. Explore the ways in which a counselor is liable and could be sued. Bring your findings

to class.



11. Prepare a work schedule, ensuring that the schedule is clear and explicit and that the

supervisor knows when you will be in the setting each week. Inform your site

supervisor well in advance if there are dates when you plan to be away from campus or

have other commitments during regularly scheduled hours or days. Share your schedule

with your faculty supervisor.

12. Follow all of the instructions stipulated in the Education Internship Handbook

regarding the timely completion and submission of the required practicum forms.

Clarify any doubts with the facilitator.

13. Coordinate your first supervisory visit to the site and review with your faculty

supervisor the

Form(s) which must be completed at this time.

14. Prepare an outline describing your student affairs department; include information on

policies and procedures, as well as any new terms learned at your practicum this week.

15. Compose a personal journal that describes your practicum experiences during the past

week. Include meetings, tasks accomplished, conversations, services rendered, and any

other relevant information.

16. Review Appendices V, W, and DD on the final project and ensure compliance with all

of the requirements for its accurate completion.



This section of the module corresponds to the following three phases of The 5E

Constructivist Instructional Model:

Phase 2: Explore

The facilitator engages the students in one or more topics in accordance with the course

objectives, allowing them to construct their own knowledge, discover new skills, and

examine their thinking.

Phase 3: Explain

The facilitator provides students with the opportunity to connect their prior knowledge to

new learning, and share what they have learned, its meaning, and how they will apply this

knowledge in their professional lives.

Phase 4: Elaborate

The facilitator encourages students to apply their new knowledge to new or similar situations

and continue to explore its implications in their area of expertise.

Integrated Content and Language Activities to Achieve the Objectives of the Workshop

1. The facilitator will lead the class in a review of the topics covered in the previous

workshop to ensure students’ comprehension.

2. The facilitator will prepare a constructivist activity to review the assignments

completed by the students prior to the workshop and to ensure student comprehension.

All the reading and writing activities must be linked to the technical vocabulary of the

discipline of the workshop.

3. The facilitator will conduct a pronunciation exercise for the technical vocabulary of the

discipline of the workshop. This activity is designed to develop/enhance oral skills,

and it does not involve written activities. The facilitator will use the following seven

steps to teach the vocabulary as the initial activity of the workshop:

a. The facilitator pronounces the word and asks students to repeat it at least three

times.

b. The facilitator uses the word in context from a text used in class.



c. The facilitator provides the dictionary definition/definitions as it/they appear in

the text used in class.

d. The facilitator explains the meaning using terminology that can be understood

by the students (student-friendly language).

e. The facilitator highlights specific linguistic aspects, such as grammar, spelling,

polysemy, and others.

f. The facilitator engages the students in an activity designed to develop word

knowledge skills and the application of the concept to the profession. The

facilitator divides the students in pairs to engage in a “ping pong” activity, in

which each partner provides sentences using the word in context.

g. The facilitator indicates how and when to use the vocabulary required during

the reading and writing activities of the workshop.

4. The students will continue filling out the last three columns of the KWHLAQ Chart

found in Appendix K on the topic determined by the facilitator in Workshop One.

Remember that this assignment will be discussed in the last workshop. 5. Students will work independently to answer practice questions provided by the

facilitator, related to the state exam for teachers and/or the National Counselor

Examination for Licensure and Certification (NCE). The facilitator will lead the class

in a discussion to review their answers, providing an explanation for each. The

facilitator will provide feedback, clarify doubts, and answer questions.

6. The facilitator will conduct a whole class discussion on reasons or situations in which

a counselor can be sued. Students will refer to the notes taken prior to the workshop to

contribute valuable and useful information to the discussion.

7. Students will work in small groups to share the highlights of their essays written prior

to the workshop on the Family Educational Rights and Privacy Act (FERPA), including

the information previously indicated by the facilitator.

a. Each group will prepare five graphic organizers of their choice explaining the

major concepts they learned from their research and from one another’s essays.

b. Feedback and question and answer sessions will follow each group

presentation.



8. Students will actively participate in a whole class discussion comparing and contrasting

the terms confidentiality and privacy. They will refer to the Venn diagrams prepared

prior to the workshop. 9. The facilitator will then divide the class into two groups. One group will discuss,

present, and evaluate the importance of confidentiality, and the other group will

discuss, present, and evaluate the importance of the client’s privacy. Both groups will

use role-playing techniques to deliver their presentations and dramatize specific

scenarios and examples.

10. Students will divide in pairs and share and discuss the paragraphs written prior to the

workshop on a counselor’s confidentiality exemptions. Each set of partners will

formulate a hypothetical example of such a situation and describe it to the class.

Students will give and receive feedback from one another. 11. Students will work in small groups to share information from their personal journals,

describing their practicum experiences during the past week and including meetings,

tasks accomplished, conversations, services rendered, and any other relevant

information and share their practicum experiences

a. In addition, they will discuss information about their student affairs

departments, including information on policies and procedures, as well as any

new terms learned at their practicum this week.

b. Students will summarize their findings, and a spokesperson for each group will

share this information with the whole class.

12. In the same small groups indicated above, students will also discuss cases from their

experiences at the practice center. They will reach a consensus on one specific case

and present it to the class for analysis

13. Students will submit all documents and forms required at this time for the facilitator’s

signature.

14. The facilitator will discuss and clarify doubts regarding the assignments due prior to

the next workshop.



Phase 5: Evaluate

The facilitator uses different assessments to ensure that the students have understood the topics

of the workshop and have progressed towards the attainment of their educational goals.

Assessment – final phase of The 5E Constructivist Instructional Model (differentiated by

second language proficiency levels)

1. Individual: Accurate completion of a Venn diagram distinguishing between

confidentiality and privacy.

2. Group: Effective group collaboration in the preparation, presentation, and explanation

of the graphic organizers on the major concepts they learned from their research and

from one another’s essays on the Family Educational Rights and Privacy Act (FERPA).

3. Written: Use of APA style and correct Standard English in the completion of the essay

on the Family Educational Rights and Privacy Act, including all the information

indicated by the facilitator. 4. Oral: Demonstration of appropriate speaking skills in the presentations of the graphic

organizers on the major concepts they learned from their research and from one

another’s essays on the Family Educational Rights and Privacy Act (FERPA).

Lesson Wrap-Up

1. Individual: Students will write a self-reflection on one or more of the questions found

in Appendix I: Self-Reflection which either they or the facilitator selects. 2. Group: In a whole class discussion, students will discuss the strengths and weaknesses

they observed in themselves in their practicum experience. They will provide

productive feedback to one another.

3. Application of New Knowledge: The facilitator will have prepared beforehand slips

of paper with a different topic or concept covered in this workshop written on each one.

Each student will select one paper at random and specifically share how he/she will

apply that topic/concept in his/her field of work.



TALLER TRES





Fase 1: Enfocar





1. Explorar el rol del consejero en su centro de práctica.

2. Evaluar los aspectos desafiantes que han tenido hasta ahora en su experiencia de

práctica.

3. Explicar las cuatro etapas del ciclo de aprendizaje del modelo de aprendizaje

experimental de Kolb.


Al terminar este taller, el estudiante será capaz de:

1. Escuchar: Escuchar con atención los comentarios de los compañeros en el foro de

discusión oral sobre los estilos de aprendizaje de Kolb, para poder reaccionar a dichos

comentarios demostrando netiqueta y pensamiento crítico y analítico.

2. Hablar: Demostrar nuevos conocimientos, pensamiento crítico y analítico y aplicación

del vocabulario técnico de la disciplina durante las discusiones sobre el rol del

consejero de asuntos estudiantiles en la educación superior y durante la presentación

acerca de una de las etapas del ciclo de aprendizaje del modelo de aprendizaje

experimental de Kolb y uno o más de sus estilos de aprendizaje, según asignado por el

facilitador.



3. Leer: Examinar recursos confiables para buscar información sobre los estilos de

aprendizaje de Kolb y las cuatro etapas de su ciclo de aprendizaje para poder realizar

eficazmente las asignaciones requeridas para el taller.

4. Escribir: Redactar un ensayo que explique las cuatro etapas del ciclo de aprendizaje

del modelo de aprendizaje experimental de Kolb.



1. Evaluación: Comparar los diferentes estilos de aprendizaje de Kolb y saber cómo

aplicarlos a su experiencia de práctica.

2. Síntesis: Explicar las cuatro etapas del ciclo de aprendizaje del modelo de aprendizaje


3. Análisis: Examinar el rol y las funciones del consejero de una institución de educación

superior.


1. estilos de aprendizaje

2. rol del consejero

3. ciclo de aprendizaje

4. asuntos estudiantiles

5. consejería de educación superior









Nivel 1











Biblioteca Virtual








Modelo de aprendizaje de Kolb

• http://www.cca.org.mx/profesores/cursos/cep21/modulo_2/modelo_kolb.htm

• https://sites.google.com/site/estilosdeaprendizajeitt/home/modelo-de-kolb

• http://inspvirtual.mx/espm30/alumnos/kolb.php





http://www.rae.es/



http://www.cca.org.mx/profesores/cursos/cep21/modulo_2/modelo_kolb.htm

https://sites.google.com/site/estilosdeaprendizajeitt/home/modelo-de-kolb

http://inspvirtual.mx/espm30/alumnos/kolb.php




1. Blackboard

2. Tell Me More

3. NetTutor



6. e-libro


Asignaciones que realizará antes del taller:

1. Continúe trabajando en su glosario del curso con los conceptos detallados en la sección

“Vocabulario técnico de la disciplina”; siga las instrucciones del facilitador.

2. Utilice la Biblioteca Virtual, el Internet y otros recursos académicos del E-Lab, como

libros electrónicos, para investigar sobre los estilos de aprendizaje de Kolb. Prepare un

resumen o un bosquejo y llévelo a clases para contribuir a la discusión del material y

aclarar dudas.


Blackboard. En dicho foro, el estudiante discutirá oralmente uno de los estilos de

aprendizaje de Kolb. El resto de la clase reaccionará oralmente a al menos tres

comentarios de los compañeros.

4. Utilice la Biblioteca Virtual, el Internet y otros recursos académicos confiables para

buscar información sobre las cuatro etapas del ciclo de aprendizaje del modelo de

aprendizaje experimental de Kolb. Escriba un ensayo (número de páginas determinado

por el facilitador) explicando estos conceptos. Asegúrese de redactar según APA,

incluya las citas y referencias y envíelo a NetTutor para recibir retroalimentación. El

facilitador enviará los trabajos escritos a SafeAssignTM

para detectar casos de plagio.

5. Prepare un mapa conceptual sobre las cuatro etapas del ciclo de aprendizaje del modelo

de aprendizaje experimental de Kolb. Prepárese para participar en una actividad

colaborativa en clase.

6. El facilitador creará un foro de discusión escrita, en la herramienta Discussion Board.

En dicho foro los alumnos contestarán la siguiente pregunta:



a. ¿Cómo el ambiente social, académico y físico impacta a los estudiantes de educación superior?

7. Siga practicando los ejercicios de Tell Me More que se han diseñado para desarrollar

sus destrezas lingüísticas en español.

8. Continúe trabajando en su portafolio digital; siga las instrucciones estipuladas en el

Digital Performance Portfolio Assessment Handbook.

9. Utilice la Biblioteca Virtual, el Internet, los enlaces que se encuentran al principio del

módulo en la sección titulada Enlaces relacionados con la certificación docente

(aquellos que aplican al estado en que reside) y otros recursos académicos del E-Lab,

como libros electrónicos, para buscar información sobre los exámenes que el estado

requiere para ejercer como docente y/o sobre el contenido y desarrollo del National

Counselor Examination for Licensure and Certification (NCE, por sus siglas en inglés),

según indique el facilitador. En un resumen escrito, detalle los pasos que debe seguir

para tomar dichas pruebas y/o para el proceso de aplicación al NCE; también ilustre la

información determinada por el facilitador en un organizador gráfico. Asegúrese de

incluir las referencias y de enviarlo a NetTutor para recibir retroalimentación.

10. Investigue el rol del consejero de asuntos estudiantiles en la educación superior. Diseñe

un organizador gráfico de su elección explicando este concepto.

11. Continúe trabajando en su proyecto final de acuerdo con la información y los requisitos

detallados en los Apéndices V, W y DD.

12. Asegúrese de haber cumplido con la entrega oportuna de los documentos relacionados

con la práctica.

13. Escriba, a manera de diario reflexivo, un ensayo de sus experiencias de esta semana en

su centro de práctica, incluyendo reuniones, logros, servicios prestados, retos, y

cualquier otra información relevante.





__ Adaptación de contenido __ Modelaje __ Enlaces con el conocimiento previo __ Práctica dirigida __ Enlaces con el aprendizaje previo __ Práctica independiente __ Estrategias incorporadas __ Entrada (input) comprensible

Fase 2: Explorar; Fase 3: Explicar; Fase 4: Extender (Refiérase a las explicaciones de estas tres etapas de la lección). Estrategias de CALLA (Cognitive Academic Language Learning Approach) El facilitador debe especificar las estrategias que usará en cada lección y explicarlas a los estudiantes. Nombres de las estrategias __ Cognitiva 1)___________________ 2)__________________ __ Metacognitiva 1)___________________ 2)__________________ __ Socioafectiva 1)___________________ 2)__________________ C. Opciones de agrupamiento D. Integración de las artes del lenguaje __ Grupo completo __ Escuchar __ Grupos pequeños __ Hablar __ Trabajo en pares __ Leer __ Trabajo independiente __ Escribir El facilitador debe explicar las técnicas de colaboración que utilizará en clase. Fase 5: Elaboración (Refiérase a la explicación de esta etapa de la lección.) E. Aplicación de aprendizaje __ Dinámica __ Significativa y relevante __ Rigurosa __ Vinculada a los objetivos __ Promueve la participación





Fase 2: Explorar



Fase 3: Explicar

El facilitador provee al alumno la oportunidad de comunicar lo que ha aprendido, lo que


Fase 4: Elaborar

El facilitador promueve que el estudiante aplique los conocimientos nuevos y explore sus



1. El facilitador repasará los temas que se cubrieron en el taller anterior para asegurarse

de que los alumnos comprendan el material.

2. El facilitador preparará una actividad constructivista para repasar las asignaciones que

los estudiantes completaron antes del taller y para comprobar que entendieron el

material. Habrá oportunidad para aclarar dudas. Todas las actividades de lectura y

escritura tienen que estar relacionadas con el vocabulario técnico de la disciplina.






a. El facilitador pronunciará la palabra y los estudiantes la repetirán tres veces.

b. El facilitador usará el vocablo en el contexto de enseñanza, del artículo o de la

lectura que utiliza en clase.

c. El facilitador definirá el concepto según el diccionario, artículo o texto que

estudien.



d. El facilitador explicará sencillamente el significado del término para que el

alumno lo entienda; empleará un lenguaje básico, claro y familiar para los

estudiantes.

e. El facilitador se enfocará en algunos aspectos lingüísticos, tales como la

gramática, el deletreo y la polisemia, entre otros.

f. El facilitador involucrará a los estudiantes en actividades que fomenten el

desarrollo de destrezas y el dominio del vocabulario, dentro del contexto de la

disciplina de estudio. El facilitador reagrupará a los estudiantes en parejas.

Cada tándem (pareja) participará en la actividad conocida como tenis de mesa

(ping pong) en la que cada participante creará una oración a la que aplicará la

palabra del vocabulario, según el contexto que estudió.

g. El facilitador indicará cómo y cuándo los estudiantes utilizarán el vocabulario

en el resto de las actividades de lectura y escritura del taller.

4. Reunidos en parejas, los alumnos realizarán una o ambas de las actividades que siguen,

según indique el facilitador: a. Compararán los resúmenes y los organizadores gráficos, preparados antes del

taller, sobre los exámenes que el estado requiere para ejercer como docente y

los pasos que deben seguir para tomar dichas pruebas; los conciliarán en un solo

organizador y un solo resumen, de manera que presenten sus conclusiones a la

clase.

b. Compararán los resúmenes y los organizadores gráficos, preparados antes del

taller, sobre el contenido y desarrollo de NCE y los requisitos y proceso de

aplicación. Finalmente, conciliarán su información en un solo organizador y

un solo resumen, de manera que presenten sus conclusiones a la clase.

5. El facilitador dividirá la clase en cinco grupos y cada grupo explicará una de las

palabras de vocabulario utilizando un organizador gráfico.

6. El facilitador dirigirá una discusión sobre el rol del consejero de asuntos estudiantiles

en la educación superior. Los estudiantes se referirán a los organizadores gráficos

preparados antes del taller para contribuir información importante a dicha discusión.

7. El facilitador dividirá a los estudiantes en cuatro grupos.

a. Le asignará a cada grupo una de las etapas del ciclo de aprendizaje del modelo

de aprendizaje experimental de Kolb y uno o más de sus estilos de aprendizaje.



b. Los estudiantes se referirán a los resúmenes, bosquejos y ensayos realizados

antes del taller para recopilar información.

c. Cada grupo preparará una presentación explicando los temas asignados,

utilizando organizadores gráficos, ilustraciones, dibujos, PowerPoint, etcétera,

para hacer la misma más comprensible e interesante.

d. Cada miembro del grupo deberá participar en dicha presentación y explicación.

8. Recuerde seguir llenando el resto de las columnas del Apéndice K: KWHLAQ Chart a

lo largo del curso, de manera que las discutan en la última semana.


próximo taller.

Fase 5: Evaluar



Evaluación - Etapa final del modelo de instrucción constructivista de las 5E (diferenciada por


1. Individual: Demostración de netiqueta y de pensamiento crítico y analítico al contestar

la pregunta del foro de discusión escrita: ¿Cómo el ambiente social, académico y físico

impacta a los estudiantes de educación superior?

2. Grupal: Demostración de colaboración grupal y de participación activa en la

preparación y realización de la presentación sobre una de las etapas del ciclo de

aprendizaje del modelo de aprendizaje experimental de Kolb y uno o más de sus estilos

de aprendizaje, según asignado por el facilitador.

3. Escrita: Uso correcto del español y del estilo APA en la redacción del ensayo,

explicando las cuatro etapas del ciclo de aprendizaje del modelo de aprendizaje


4. Oral/Auditiva: Demostración de buenas destrezas orales durante la presentación sobre

una de las etapas del ciclo de aprendizaje del modelo de aprendizaje experimental de

Kolb y uno o más de sus estilos de aprendizaje, según asignado por el facilitador y



durante la discusión sobre el rol del consejero de asuntos estudiantiles en la educación

superior.

Cierre del taller

1. Individual: Los estudiantes escribirán su autorreflexión basados en la(s) pregunta(s)

que escojan o se les asigne(n) del Apéndice I: Autorreflexión.

2. Grupal: Los estudiantes formarán un círculo y cada uno compartirá con la clase sus

experiencias en su centro de práctica esta semana; ofrecerán y recibirán

retroalimentación productiva del facilitador y de sus colegas.

3. Aplicación de nuevo conocimiento: Cada estudiante elegirá un concepto aprendido

durante este taller y explicarán cómo lo aplicará específicamente en su profesión de

consejero.



WORKSHOP FOUR





Phase 1: Engage





1. Explore the history and categories of the Student Development Theory.

2. Evaluate Erikson’s eight stages of psychosocial development.

3. Explain Chickering’s seven vectors of development.



1. Listen: Demonstrate effective listening skills during colleagues’ presentations on

topics regarding Erikson’s and Chikering’s theories by taking notes as appropriate,

keeping eye contact with the speaker, asking relevant questions, and providing

productive feedback.

2. Speak: Demonstrate collaborative skills in the preparation of the presentations on

topics regarding Erikson’s psychosocial stages and Chickering’s seven vectors, as well

as effective speaking skills in English in the delivery of said presentations.

3. Read: Research information on different student development theories, Chickering’s

seven vectors, and Erikson’s psychosocial stages in order to complete assignments and

tasks effectively, efficiently, and accurately.

4. Write: Use correct Standard English and APA style to write an essay on Erikson’s

psychosocial stages, including all the information determined by the facilitator.






1. Evaluation: Evaluate the importance and impact of Erikson’s and Chickering’s

theories in the field of counseling in student affairs in higher education.

2. Synthesis: Design/create organizers or other visuals that explain Erikson’s assigned

psychosocial stage(s).

3. Analysis: Examine Chickering’s seven vectors and their relevance and impact on

counseling in student affairs in higher education.

Technical Vocabulary of the Discipline

1. interpersonal

2. interdependence

3. integrity

4. identity

5. competence







Tier 2 are information processing words that nest Tier 3 words in long sentences, polysemous words - homonyms or homographs (solution, power, table, roll, left), transition words (however, as well as, nevertheless, for instance), connectors (for cause and effect – because, due to, as a result; for contrast – but, although, in contrast; for addition or comparison – and, also, moreover), phrase clusters (scope and sequence, academic language) and idioms (give me a break, walk in her shoes), and more sophisticated words for discussions and specificity in descriptions (examples of specificity for the word “talk” are argue, declare, converse).


Tier 1 Simple Words


Words




Electronic Links





Virtual Library


Erickson’s Stages of Psychosocial Development

• http://www.haverford.edu/psych/ddavis/p109g/erikson.stages.html • http://socialscientist.us/nphs/psychIB/psychpdfs/Erikson.pdf • http://www.ocfcpacourts.us/assets/files/list-758/file-1038.pdf • http://info.psu.edu.sa/psu/maths/Erikson%27s%20Theory%20of%20Psychosocial

%20Development%20%282%29.pdf

Chickering’s Vectors of Development • https://www.cabrini.edu/communications/ProfDev/cardevChickering.html • http://jacada.iupui.edu/NewAdvisorResources/AdvisingPhilosophy/ChickeringsPs

ychosocialTheory.aspx • http://faculty.winthrop.edu/fullerb/QEP/7%20vectors%20of%20development.pdf • http://www.westfield.ma.edu/uploads/parents/identitydevelopment.pdf

Student Development Theory

• http://www.niu.edu/engagedlearning/themed_learning/A%20Brief%20Introductio

n%20to%20Student%20Development%20Theory.pdf





http://www.haverford.edu/psych/ddavis/p109g/erikson.stages.html

http://socialscientist.us/nphs/psychIB/psychpdfs/Erikson.pdf

http://www.ocfcpacourts.us/assets/files/list-758/file-1038.pdf

http://info.psu.edu.sa/psu/maths/Erikson%27s%20Theory%20of%20Psychosocial%20Development%20%282%29.pdf

http://info.psu.edu.sa/psu/maths/Erikson%27s%20Theory%20of%20Psychosocial%20Development%20%282%29.pdf

https://www.cabrini.edu/communications/ProfDev/cardevChickering.html

http://jacada.iupui.edu/NewAdvisorResources/AdvisingPhilosophy/ChickeringsPsychosocialTheory.aspx

http://jacada.iupui.edu/NewAdvisorResources/AdvisingPhilosophy/ChickeringsPsychosocialTheory.aspx

http://faculty.winthrop.edu/fullerb/QEP/7%20vectors%20of%20development.pdf

http://www.westfield.ma.edu/uploads/parents/identitydevelopment.pdf

http://www.niu.edu/engagedlearning/themed_learning/A%20Brief%20Introduction%20to%20Student%20Development%20Theory.pdf

http://www.niu.edu/engagedlearning/themed_learning/A%20Brief%20Introduction%20to%20Student%20Development%20Theory.pdf




1. Blackboard

2. Tell Me More

3. NetTutor


5. Virtual Library

6. e-books

7. variety of graphic organizers

Assignments to Be Completed Prior to the Workshop:



2. Using the Virtual Library, Internet, and/or other academic resources from the E-Lab,

research information on different student development theories. Take notes that will

be useful for class discussion and future study.


Blackboard. After researching all of Chickering’s vectors and taking detailed notes,

select two of them and orally discuss their impact on an individual’s development.

React to the comments of at least three colleagues.

4. Examine reliable academic sources to obtain information on Erikson’s psychosocial

stages.

a. Write an essay (number of pages determined by the facilitator) describing each

of the eight stages, including the basic conflict, important events, and outcomes

of each stage.

b. Be sure to use APA style, include bibliographic citations and references, and

submit to NetTutor for feedback.

c. The facilitator will send written works to SafeAssignTM to check for

plagiarism.

5. Prepare a timeline on the history of student development theories. Be prepared to

participate in a class learning activity.




in Blackboard. Students will address the following:

a. At which stage of Erikson’s psychosocial stages are you at this time of your

life?

b. Explain this particular stage and indicate at least three of the characteristics of

this stage which you have experienced.





E: Language Lab/E-Lab Documentation indicating the amount of time spent working


9. Coordinate your second supervisory visit to the site and review with your faculty

supervisor any documents or forms required at this time.

10. Continue your personal journal that describes your practicum experiences during the

past week. Include meetings, tasks accomplished, conversations, services rendered, and

any other relevant information.

11. Continue working on your final project and the Final Project Development Log as

indicated in Appendices V, W, and DD. Clarify any doubts you may have with the

facilitator.





Phase 2: Explore


objectives, allowing them to construct their own knowledge, discover new skills, and examine

their thinking.

Phase 3: Explain

The facilitator provides students with the opportunity to connect their prior knowledge to new

learning, and share what they have learned, its meaning, and how they will apply this


Phase 4: Elaborate















times.


















Remember that this assignment will be discussed in the last workshop.

5. The facilitator will conduct a whole class discussion on the history of student

development theories. Students will refer to the timelines prepared prior to the

workshop to contribute to the creation of a class timeline on this topic.

6. The students will be divided into small groups and the facilitator will assign to each

group one or more of the stages of Erikson’s psychosocial stages.

a. Each group will prepare one or more graphic organizers explaining their

assigned stage(s) in detail, including the name of the stage, basic conflict,

important events, outcomes, importance, and any other information determined

by the facilitator.

b. Students may also use drawings, illustrations, PowerPoints, and any other

visuals that will make their presentation more comprehensible.

c. Students are encouraged to use role-playing techniques.

d. Students should refer to the essays written prior to the workshop for

information.

e. Each group member must actively participate in the preparation and the delivery

of the presentation.



f. Emphasis must be given to the application of the assigned topics to the field of

counseling in student affairs in higher education.

g. Feedback and question/answer sessions will follow each presentation.

7. Students will work with a partner to discuss and share notes on Chickering’s seven

vectors.

a. The facilitator will assign to each set of partners one or more of Chickering’s

vectors.

b. They will analyze and examine their assigned topic(s) and develop a short

creative presentation to share with the class.

c. Once again, emphasis must be given to the application of the assigned topics to

the field of counseling in student affairs in higher education.

d. Feedback and question/answer sessions will follow each presentation.


the next workshop.

Phase 5: Evaluate

The facilitator will assess and evaluate the students’ understanding and progress toward

educational goals.



1. Individual: Demonstration of netiquette and correct use of oral and written English in

both the oral and the written discussion forums on the assigned topics. 2. Group: Group collaboration and active participation in the preparation of the

presentations on the assigned topics regarding Erikson’s psychosocial stages and

Chickering’s seven vectors, including all the information determined by the facilitator. 3. Written: Demonstration of critical and analytical thinking, as well as the correct use

of Standard English and APA style in the essay on Erikson’s psychosocial stages,



describing each of the eight stages, including the basic conflict, important events,

outcomes of each stage, and any other information determined by the facilitator.

4. Oral: Effective delivery of the presentations on the assigned topics regarding Erikson’s

psychosocial stages and Chickering’s seven vectors, demonstrating critical and

analytical thinking, application of new knowledge and academic vocabulary, and

effective speaking skills in English.

Lesson Wrap-Up


in Appendix I: Self-Reflection which either they or the facilitator selects. 2. Group: Students will discuss two specific situations or problems they encountered in

their practicum experience and explain how they resolved them. They will provide

productive feedback to one another.

3. Application of New Knowledge: Students will have one minute to draw/illustrate one

important concept they learned in this workshop. They will then share it with the class

and explain how they will specifically apply it in their profession.



TALLER CINCO





Fase 1: Enfocar





1. Explorar estrategias o técnicas que un consejero puede implementar para promover el

desarrollo estudiantil.

2. Evaluar la diferencia entre la educación de escuela superior y la educación

universitaria.

3. Explicar las etapas de transición de los estudiantes a la vida universitaria.



1. Escuchar: Escuchar atentamente las contribuciones de los colegas al foro de discusión

oral sobre cómo los consejeros pueden disminuir el estrés que los estudiantes

experimentan en su primer año universitario, para poder reaccionar de manera eficaz a

dichos comentarios.

2. Hablar: Demostrar aplicación de nuevo conocimiento, al igual que pensamiento crítico

y analítico, en las discusiones grupales y de clase sobe los requisitos académicos en la

escuela superior y en la universidad, estrategias que un consejero puede implementar

para promover el desarrollo estudiantil, el proceso de transición de los estudiantes

durante su primer año universitario y las etapas de dicha transición, algunos de los

cambios evidentes de la educación universitaria comparada con la educación de la

escuela superior y otros temas relacionados.



3. Leer: Investigar sobre las estrategias que un consejero puede implementar para

promover el desarrollo estudiantil, el proceso de transición de los estudiantes durante

su primer año universitario y las etapas de dicha transición.

4. Escribir: Demostrar buen uso del español y del estilo APA y aplicación de nuevos

conocimientos y vocabulario académico, en la redacción del ensayo explicando los

ajustes de un estudiante universitario durante su primer año y cómo el consejero puede

ayudarlo en esta transición.



1. Evaluación: Determinar los ajustes de un estudiante universitario durante su primer

año y evaluar cómo el consejero puede ayudarlo en esta transición.

2. Síntesis: Explicar las etapas de transición de los estudiantes universitarios.

3. Análisis: Examinar las funciones del consejero de una institución de educación

superior durante la primera etapa de transición del estudiante.


1. transición

2. deserción

3. retención

4. apoyo

5. académico









Nivel 1











Biblioteca Virtual








Retención y deserción estudiantil en la educación superior

• http://www.alfaguia.org/alfaguia/files/1318958524Modelo%20de%20analisis

%20de%20la%20desercion%20estudiantil%20en%20la%20educacion%20sup

erior.pdf

Teoría social cognitiva

• http://revistagriot.uprrp.edu/archivos/2012050103.pdf

Diferencia entre la educación en la escuela secundaria y en la universitaria

• http://www.mentesliberadas.com.ar/2012/04/08/10-diferencias-entre-la-

universidad-y-la-secundaria/

• http://web.calstatela.edu/parentacademy/docs/HSvsCollege-es.pdf





http://www.rae.es/



http://www.alfaguia.org/alfaguia/files/1318958524Modelo%20de%20analisis%20de%20la%20desercion%20estudiantil%20en%20la%20educacion%20superior.pdf



http://revistagriot.uprrp.edu/archivos/2012050103.pdf

http://www.mentesliberadas.com.ar/2012/04/08/10-diferencias-entre-la-universidad-y-la-secundaria/

http://www.mentesliberadas.com.ar/2012/04/08/10-diferencias-entre-la-universidad-y-la-secundaria/

http://web.calstatela.edu/parentacademy/docs/HSvsCollege-es.pdf




1. Blackboard

2. Tell Me More

3. NetTutor



6. e-libro

7. organizadores gráficos (tabla de T, mapa conceptual, y otros)





libros electrónicos, para investigar sobre las estrategias que un consejero puede

implementar para promover el desarrollo estudiantil. Prepare un resumen o un

bosquejo y llévelo a clases para contribuir a la discusión del material y aclarar dudas.


Blackboard. En dicho foro, el estudiante discutirá oralmente sobre cómo los consejeros

pueden disminuir el estrés que los estudiantes experimentan en su primer año

universitario. El resto de la clase reaccionará oralmente a tres comentarios de los

compañeros.

4. Escriba un ensayo (número de páginas determinado por el facilitador) que explique los

ajustes de un estudiante universitario durante su primer año y evalúe cómo el consejero

puede ayudarlo en esta transición. Asegúrese de redactar según APA, incluya las citas

y referencias y envíelo a NetTutor para recibir retroalimentación. El facilitador enviará

los trabajos escritos a SafeAssignTM


5. Prepare una tabla de T comparando la educación de escuela superior y la educación

universitaria. Prepárese para participar en una actividad colaborativa en clase.


libros electrónicos, para investigar sobre los siguientes temas. Resuma por escrito la



importancia que tienen los mismos para usted, como profesional en el ámbito de la

educación y llegue preparado para hablar al respecto.

a. National Common Core State Standards (NCCSS) o los estándares del estado

en que reside

b. Requisitos de lectura del estado en que reside

c. Requisitos de ESOL (English for Speakers of Other Languages)


En dicho foro los alumnos contestarán las siguientes preguntas:

a. ¿Cuál fue el ajuste o situación más difícil que usted tuvo en su primer año

universitario?

b. ¿Cómo se enfrentó a este ajuste o situación?

c. ¿Recibió ayuda de algún consejero?





10. Investigue sobre el proceso de transición de los estudiantes durante su primer año

universitario e identifique las etapas de dicha transición. Diseñe uno o más

organizadores gráficos que expliquen dichas etapas.

11. Busque información sobre algunos de los cambios evidentes de la educación

universitaria comparada con la educación de la escuela superior. Explique sus

hallazgos utilizando un mapa de burbujas u otro organizador gráfico.

12. Escriba un párrafo sobre cómo el consejero de asuntos estudiantiles puede orientar al

estudiante en el proceso de integración y adaptación al sistema universitario.

13. Escriba, a manera de diario reflexivo, un ensayo de sus experiencias de esta semana en

su centro de práctica, incluyendo reuniones, logros, servicios prestados, retos, y

cualquier otra información relevante.

14. Continúe trabajando en el proyecto final, siguiendo todas las instrucciones y

estipulaciones indicadas en los Apéndices V, W y DD.





__ Adaptación de contenido __ Modelaje __ Enlaces con el conocimiento previo __ Práctica dirigida __ Enlaces con el aprendizaje previo __ Práctica independiente __ Estrategias incorporadas __ Entrada (input) comprensible

Fase 2: Explorar; Fase 3: Explicar; Fase 4: Extender (Refiérase a las explicaciones de estas tres etapas de la lección). Estrategias de CALLA (Cognitive Academic Language Learning Approach) El facilitador debe especificar las estrategias que usará en cada lección y explicarlas a los estudiantes. Nombres de las estrategias __ Cognitiva 1)___________________ 2)__________________ __ Metacognitiva 1)___________________ 2)__________________ __ Socioafectiva 1)___________________ 2)__________________ C. Opciones de agrupamiento D. Integración de las artes del lenguaje __ Grupo completo __ Escuchar __ Grupos pequeños __ Hablar __ Trabajo en pares __ Leer __ Trabajo independiente __ Escribir El facilitador debe explicar las técnicas de colaboración que utilizará en clase. Fase 5: Elaboración (Refiérase a la explicación de esta etapa de la lección.) E. Aplicación de aprendizaje __ Dinámica __ Significativa y relevante __ Rigurosa __ Vinculada a los objetivos __ Promueve la participación





Fase 2: Explorar



Fase 3: Explicar



Fase 4: Elaborar



















estudien.





estudiantes.











4. El facilitador dividirá la clase en tres grupos y les asignará sendos temas de

investigación de la siguiente lista. (El facilitador podrá diseñar un ejercicio creativo

que gire en torno al mismo material de esta actividad).

a. Grupo 1 - National Common Core State Standards (NCCSS) o los estándares

del estado en que reside

b. Grupo 2 - Requisitos de lectura del estado en que reside

c. Grupo 3 - Requisitos de ESOL (English for Speakers of Other Languages)



importancia que tiene para el profesional docente e incluirá la información específica

que indique el facilitador. Los estudiantes deberán referirse a los resúmenes que

escribieron como asignación antes del taller. El facilitador utilizará la rúbrica del

Apéndice H: Rúbrica de Presentación Oral y Audiovisual Individual/Grupal que se

encuentra en la sección de apéndices. El facilitador es responsable de explicar la

rúbrica y la manera en que evaluará a los alumnos.





6. Los estudiantes se dividirán en dos grupos. Un grupo discutirá sobre los requisitos

académicos en la escuela superior y el otro grupo discutirá lo que se requiere

académicamente en la universidad. Cada grupo discutirá los requisitos

correspondientes y la relación entre ambos, refiriéndose a las tablas T creadas antes del

taller.

7. Los estudiantes trabajarán en grupos pequeños para compartir los organizadores

gráficos que prepararon sobre el proceso de transición de los estudiantes durante su

primer año universitario y las etapas de dicha transición. Llegarán a un consenso

sobre los organizadores que mejor expliquen estos conceptos, y los creadores de

dichos organizadores los explicarán a la clase.

8. El facilitador dirigirá una discusión acerca de algunos de los cambios evidentes de la

educación universitaria comparada con la educación de la escuela superior. Los

alumnos se referirán a los mapas de burbujas u otros organizadores gráficos que

prepararon antes del taller para contribuir información a dicha discusión.

9. Los estudiantes compartirán en pequeños grupos los párrafos que escribieron antes

del taller sobre cómo el consejero puede orientar al estudiante en el proceso de

integración y adaptación al sistema universitario. Crearán una lista de los cinco

conceptos más importantes sobre este tema y lo compartirán con el resto de la clase.

10. El facilitador dirigirá una discusión sobre los ajustes de un estudiante universitario

durante su primer año y, como clase, evaluarán cómo el consejero puede ayudarlo en esta

transición. Los alumnos se referirán a los ensayos sobre este tema, escritos antes del

taller, para contribuir a dicha discusión. Además, compartirán algunas situaciones

personales relevantes a este tema.

11. Recuerde seguir llenando el resto de las columnas del Apéndice K: KWHLAQ Chart a

lo largo del curso, de manera que las discutan en la última semana.


próximo taller.



Fase 5: Evaluar




los niveles del dominio de un segundo idioma):

1. Individual: Demostración de netiqueta y buenas destrezas orales y de escritura al

participar en los respectivos foros de discusión sobre cómo los consejeros pueden

disminuir el estrés que los estudiantes experimentan en su primer año universitario y

las preguntas indicadas por el facilitador.

2. Grupal: Demostración de destrezas de colaboración grupal en las discusiones sobre

los requisitos académicos en la escuela superior, lo que se requiere académicamente en

la universidad, el proceso de transición de los estudiantes durante su primer año

universitario y las etapas de dicha transición.

3. Escrita: Buen uso del español y del estilo APA en la redacción del ensayo explicando

los ajustes de un estudiante universitario durante su primer año y cómo el consejero

puede ayudarlo en esta transición.

4. Oral/Auditiva: Demostración de pensamiento crítico y analítico y de buenas destrezas

orales durante la presentación acerca de los temas asignados.

Cierre del taller



2. Grupal: Los alumnos formarán un círculo y cada uno discutirá con la clase sus

experiencias en su centro de práctica esta semana. Ofrecerán y recibirán

retroalimentación productiva del facilitador y de los colegas.

3. Aplicación de nuevo conocimiento: Cada estudiante escribirá en un papel un concepto

específico aprendido en este taller. El facilitador recogerá los papeles y le repartirá uno

a cada alumno. Cada estudiante explicará cómo aplicará en su profesión de consejero

el concepto que recibió.



WORKSHOP SIX





Phase 1: Engage





1. Explore career counseling in higher education.

2. Evaluate Holland’s Theory of Career Choice and the Holland Code Career test.

3. Explain the Myers-Briggs Personality Test and its psychological scales.

4. Analyze Krumboltz’s Learning Theory of Career Counseling, its influential factors,

and other relevant components of this theory.



1. Listen: Demonstrate effective listening skills during colleagues’ presentations on how

they, as counselors, can specifically assist students in the process of making career

decisions or choosing an educational program, by showing attentiveness, providing

feedback, and asking relevant questions.

2. Speak: Demonstrate effective speaking skills in English and application of new

knowledge by actively participating in the class discussions on the counselor’s role

regarding assisting students in the process of making career decisions or choosing an

educational program, timelines on the history of career counseling, and the purposes,

formats, and components of the Myers-Briggs Personality Test and the Holland Code

Career Test.



3. Read: Research information on Holland’s Theory of Career Choice and personality

traits, the counselor’s role regarding assisting students in the process of making career

decisions or choosing an educational program, and on the purposes, formats, and

components of the Myers-Briggs Personality Test and the Holland Code Career Test in

order to complete class assignments and activities effectively and efficiently.

4. Write: Use correct writing skills in English and application of APA style in the

effective completion of the essay on the counselor’s role regarding assisting students

in the process of making career decisions or choosing an educational program; accurate

completion of the timeline on important advances in the field of career counseling.




1. Evaluation: Evaluate different career and personality tests and their importance in

student affairs counseling. 2. Synthesis: Create/design one or more graphic organizers summarizing the most

important features of Krumboltz’s Learning Theory of Career Counseling, as well as

a Venn diagram comparing and contrasting the Myers-Briggs Personality Test and the

Holland Code Career Test.

3. Analysis: Examine one’s personal results of the Myers-Briggs Personality Test or

the Holland Code Career Test.


1. personality test

2. career counseling

3. social learning

4. vocational identity

5. career decisions









Tier 1 Simple Words


Words




Electronic Links





Virtual Library


Closing the Gap between Academic Advising and Career Counseling

• http://dus.psu.edu/mentor/old/articles/990913mf.htm

Career and Personality Tests

• http://www.truity.com/test/holland-code-career-test

• http://www.humanmetrics.com/cgi-win/jtypes2.asp

• http://www.myersbriggs.org/my-mbti-personality-type/mbti-basics/

• http://www.teamtechnology.co.uk/mmdi/questionnaire/

Holland’s Theory and Personality Types

• http://www.careerkey.org/choose-a-career/hollands-theory-of-career-

choice.html#.VTFaVenwuUk

• http://www.careerkey.org/choose-a-career/holland-personality-

types.html#.VTFa_OnwuUk

• http://www.careers.govt.nz/educators-practitioners/career-practice/career-theory-

models/hollands-theory/





http://dus.psu.edu/mentor/old/articles/990913mf.htm

http://www.truity.com/test/holland-code-career-test

http://www.humanmetrics.com/cgi-win/jtypes2.asp

http://www.myersbriggs.org/my-mbti-personality-type/mbti-basics/

http://www.teamtechnology.co.uk/mmdi/questionnaire/

http://www.careerkey.org/choose-a-career/hollands-theory-of-career-choice.html#.VTFaVenwuUk

http://www.careerkey.org/choose-a-career/hollands-theory-of-career-choice.html#.VTFaVenwuUk

http://www.careerkey.org/choose-a-career/holland-personality-types.html#.VTFa_OnwuUk

http://www.careerkey.org/choose-a-career/holland-personality-types.html#.VTFa_OnwuUk

http://www.careers.govt.nz/educators-practitioners/career-practice/career-theory-models/hollands-theory/

http://www.careers.govt.nz/educators-practitioners/career-practice/career-theory-models/hollands-theory/



Krumboltz’s Learning Theory of Career Counseling

• https://prezi.com/vsl7bvcpq0ga/john-krumboltzs-learning-theory-of-career-

counseling/

• http://www.guidance-research.org/EG/impprac/ImpP2/traditional/learning-

theory/indexfolder_printall


1. Blackboard

2. Tell Me More

3. NetTutor


5. Virtual Library

6. e-books

7. graphic organizers




2. Using the Virtual Library, E-Lab, recommended links, Internet, and other academic

resources, research information on Holland’s Theory of Career Choice and personality

traits. Take notes that will be helpful for class discussion and completion of

activities/tasks.


Blackboard. Students will orally discuss the importance, value, and long-range effects

of career counseling in higher education and react to the comments of at least three

colleagues.

4. Research information on the counselor’s role regarding assisting students in the process

of making career decisions or choosing an educational program.

a. Write an essay (number of pages determined by the facilitator) explaining this

role and evaluating its importance in these decision-making processes.

https://prezi.com/vsl7bvcpq0ga/john-krumboltzs-learning-theory-of-career-counseling/

https://prezi.com/vsl7bvcpq0ga/john-krumboltzs-learning-theory-of-career-counseling/

http://www.guidance-research.org/EG/impprac/ImpP2/traditional/learning-theory/indexfolder_printall

http://www.guidance-research.org/EG/impprac/ImpP2/traditional/learning-theory/indexfolder_printall



b. Be sure to use APA style, include bibliographic citations and references, and

submit the essay to NetTutor for feedback.

c. The facilitator will send written works to SafeAssignTM to check for plagiarism.

5. Research information on the purposes, formats, and components of the Myers-Briggs

Personality Test and the Holland Code Career Test. Take one of these tests prior to the

next workshop, analyze the results, and be prepared to share your findings in class. In

addition, create a Venn diagram comparing and contrasting these two tests.


in Blackboard. Students will address the following:

a. Explain the meaning of vocational identity, according to Holland.

b. Explain two of the basic principles of Holland’s Trait and Factor Theories.

c. Explain how your knowledge of these topics helps you fulfill your role as

counselor.





E: Language Lab/E-Lab Documentation, indicating the amount of time spent working


9. Research information on the history of career counseling, and create a timeline

depicting important advances in this field. Be prepared to share in a cooperative

learning activity.

10. Research information on Krumboltz’s Learning Theory of Career Counseling and

create one or more graphic organizers summarizing the most important features of this

theory.

11. Coordinate your next supervisory visit to the site and review with your faculty

supervisor the site supervisor’s evaluation form. Ensure that you have complied with

completing all the documents required at this time.

12. Continue writing your personal journal that describes your practicum experiences

during the past week. Once again, include meetings, tasks accomplished,

conversations, services rendered, and any other relevant information.



13. Continue working on Activity 1 of the final project which must be completed in

Spanish and submitted in Workshop Seven and on Activity 2 which must be completed

in English and submitted in Workshop Eight. Be prepared to orally share a brief

summary of each of these activities during their respective workshops and to explain

in Workshop Eight a PowerPoint presentation summarizing both of these activities. Be

sure to comply with all the stipulations found in Appendices V, W, and DD.



SIOP Components (Sheltered Instruction Observation Protocol)

The dual language instructional strategies are indicated below each SIOP component (A-E). These strategies allow the design and delivery of a lesson that addresses the academic and linguistic needs of second language learners. The facilitator must select the Cognitive Academic Language Learning Approach (CALLA) strategies that best align to the specific content and language objectives of the workshop and integrate them in the lesson activities to ensure maximum learning and academic performance.







Phase 2: Explore



their thinking.

Phase 3: Explain




Phase 4: Elaborate















times.


















Remember that this assignment will be discussed in the last workshop. 5. The facilitator will conduct a whole class discussion on Holland’s Theory of Career

Choice, including personality types, types of work environment, the correlation

between them, and any other relevant information. Students will refer to the notes taken

prior to the workshop to contribute efficiently and effectively to the discussion.

6. Students will work in small groups to share and discuss the timelines on the history of

career counseling, created prior to the workshop. They will reach a consensus and

either select the timeline that best depicts this information or create a new timeline with

the required information. A representative from each group will explain the timeline

to the rest of the class.

7. Students will work with a partner to share and discuss the graphic organizers created

prior to the workshop on Krumboltz’s Learning Theory of Career Counseling. They

will consolidate their information, create one or more organizers explaining these

concepts, and explain it/them to their colleagues.

8. Students will discuss in detail the purposes, formats, and components of the Myers-

Briggs Personality Test and the Holland Code Career Test.

a. They will then share the Venn diagrams comparing and contrasting them.



b. Students will voluntarily share the results of their own tests with the rest of the

class.

c. In addition, they will discuss their personal experience taking the test, how they

feel regarding the test results, any possible changes they may make in their

plans as a result of the findings of the test, and any other relevant information.

d. They will also voice their personal opinions regarding the value and importance

of students taking these tests.

e. Students will give and provide productive feedback.

9. The facilitator will divide the class into two groups, and each group will design a

concept map explaining Holland’s personality codes. Each group will present its

findings to the class.

10. The students will work in groups and analyze how they, as counselors, can specifically

assist students in the process of making career decisions or choosing an educational

program.

a. They will refer to the essays written prior to the workshop to gather information.

b. Each group will prepare an oral presentation, using illustrations, graphic

organizers, drawings, mock interviews, role-playing, and/or PowerPoint to

make their information more comprehensible and interesting.

c. Each group member must participate in the delivery of the presentation.

d. Feedback and question/answer sessions will follow each presentation.


the next workshop.



Phase 5: Evaluate

The facilitator uses different assessments to ensure that the students have understood the topics

of the workshop and have progressed towards the attainment of their educational goals.



1. Individual: Demonstration of netiquette and correct use of oral and written English in

the oral and written discussion forums on the importance, value, and long-range effects

of career counseling in higher education and the questions indicated by the facilitator;

effective completion of the Myers-Briggs Personality Test or the Holland Code Career

Test.

2. Group: Group collaboration and active participation in the preparation of the

presentation on how they, as counselors, can specifically assist students in the process

of making career decisions or choosing an educational program.

3. Written: Demonstration of correct writing skills in English and the use of APA in the

effective completion of the essay on the counselor’s role regarding assisting students

in the process of making career decisions or choosing an educational program.

4. Oral: Effective delivery of the presentation on how they, as counselors, can specifically

assist students in the process of making career decisions or choosing an educational

program, demonstrating critical and analytical thinking, application of new knowledge

and academic vocabulary, effective speaking skills, and creative presentation

techniques.



Lesson Wrap-Up


in Appendix I: Self-Reflection which either they or the facilitator selects.

2. Group: Students will select one specific situation or challenge they faced in their

practicum experience and share it with their colleagues, emphasizing the steps they

took to resolve this situation.

3. Application of New Knowledge: Students will reflect on how they will specifically

apply their new knowledge regarding the different career and personality tests in their

profession as a counselor and share their thoughts with their colleagues.



TALLER SIETE





Fase 1: Enfocar





1. Explorar las diferentes etapas del proceso de consejería.

2. Describir los tipos de estrés.

3. Evaluar diferentes estrategias para reducir el estrés.

4. Explicar el proceso de búsqueda de empleo y estrategias para una entrevista de trabajo

efectiva.



1. Escuchar: Escuchar con atención las contribuciones de los compañeros al foro de

discusión oral sobre consejos o elementos necesarios para realizar una entrevista de

empleo efectiva, para poder reaccionar de manera eficaz a dichos comentarios.

2. Hablar: Demostrar buenas destrezas orales, al igual que aplicación de nuevo

conocimiento y pensamiento crítico y analítico en las discusiones de clase sobre las

diferentes estrategias o técnicas que se pueden utilizar con los estudiantes para lidiar

con el estrés, consejos o elementos necesarios para realizar una entrevista de empleo

efectiva, las etapas del proceso de consejería y el rol del consejero en la etapa final del

estudiante universitario.



3. Leer: Investigar sobre las diferentes estrategias o técnicas que se pueden utilizar con

los estudiantes para lidiar con el estrés y leer, de manera crítica y analítica, el resumé

preparado por un compañero para poder ofrecer retroalimentación productiva.

4. Escribir: Demostrar buen uso del español y el estilo APA, al igual que la aplicación

de nuevos conocimientos y el vocabulario técnico del taller en la redacción del ensayo

sobre las etapas del proceso de consejería y el rol del consejero en la etapa final del

estudiante universitario.



1. Evaluación: Recomendar diferentes estrategias o técnicas que se pueden utilizar con

los estudiantes para lidiar con el estrés.

2. Síntesis: Explicar las etapas del proceso de consejería y el rol del consejero en la etapa

final del estudiante universitario.

3. Análisis: Examinar y aplicar las técnicas para preparar un resumé efectivo, eficaz y

preciso.


1. resumé

2. entrevista

3. consejería ocupacional

4. destrezas

5. intereses









Nivel 1











Biblioteca Virtual








Resumé

• http://www.modelocurriculum.net/wp-content/resume_estandar_espanol.pdf

• http://trabajo.about.com/od/curriculum_vitae/a/Consejos-Para-Preparar-Tu-

Resume.htm

• http://www.ece.uprm.edu/coop/coop/spanish/preparandote/resume.htm

Entrevista de empleo

• http://www.entrevistadetrabajo.org/

• http://www.donempleo.com/entrevista-trabajo.asp

• http://www.gipe.ua.es/es/consejos-para-superar-una-entrevista-de-trabajo

Manejo del estrés

• http://www.studygs.net/espanol/stress.htm

• http://www.medicina21.com/doc.php?op=especialidad3&id=2365

• http://www.apa.org/centrodeapoyo/tipos.aspx





http://www.rae.es/



http://www.modelocurriculum.net/wp-content/resume_estandar_espanol.pdf

http://trabajo.about.com/od/curriculum_vitae/a/Consejos-Para-Preparar-Tu-Resume.htm

http://trabajo.about.com/od/curriculum_vitae/a/Consejos-Para-Preparar-Tu-Resume.htm

http://www.ece.uprm.edu/coop/coop/spanish/preparandote/resume.htm

http://www.entrevistadetrabajo.org/

http://www.donempleo.com/entrevista-trabajo.asp

http://www.gipe.ua.es/es/consejos-para-superar-una-entrevista-de-trabajo

http://www.studygs.net/espanol/stress.htm

http://www.medicina21.com/doc.php?op=especialidad3&id=2365

http://www.apa.org/centrodeapoyo/tipos.aspx




1. Blackboard

2. Tell Me More

3. NetTutor



6. e-libro






libros electrónicos, para investigar sobre las diferentes estrategias o técnicas que se

pueden utilizar con los estudiantes para lidiar con el estrés. Prepare un resumen o un

bosquejo y llévelo a clases para contribuir a la discusión del material y aclarar dudas.


Blackboard. En dicho foro, el estudiante discutirá oralmente cuatro consejos o

elementos necesarios para realizar una entrevista de empleo efectiva. El resto de la

clase reaccionará oralmente a los comentarios de tres compañeros.

4. Investigue sobre las etapas del proceso de consejería y el rol del consejero en la etapa

final del estudiante universitario. Escriba un ensayo (número de páginas determinado

por el facilitador) que explique estos temas. Asegúrese de redactar según APA, incluya

las citas y referencias y envíelo a NetTutor para recibir retroalimentación. El facilitador

enviará los trabajos escritos a SafeAssignTM



libros electrónicos, para investigar sobre los siguientes temas. Resuma por escrito la

importancia que tienen los mismos para usted, como profesional, y llegue preparado

para hablar al respecto.

a. Requisitos de educación bilingüe



b. Exámenes de certificación de maestros del estado en que reside y/o de consejero

nacional y/o del estado en que reside

c. Integración de la tecnología de instrucción en el salón de clase y/o en la

profesión de consejero.


En dicho foro los alumnos contestarán las siguientes preguntas:

a. ¿Qué haría usted como consejero para reducir el estrés de un estudiante que está

terminando sus cursos y está listo para entrar al mundo laboral?

b. Explique dos estrategias en detalle.





9. Examine el proceso de una entrevista de empleo y los pasos a seguir antes, durante y

después de la entrevista. Diseñe uno o más organizadores gráficos que expliquen

estos pasos.

10. Haga una lista de diez de las preguntas más comunes que usualmente se hacen

durante una entrevista.

11. Busque información sobre los elementos necesarios y las características que debe

tener un resumé efectivo, eficaz y preciso. Escriba sus hallazgos utilizando un

organizador gráfico y traiga el mismo a la clase.

12. Basado en sus hallazgos sobre las características que debe tener un resumé efectivo,

eficaz y preciso, escriba su resumé o uno ficticio y esté preparado para compartirlo en

clase.

13. Escriba a manera de diario reflexivo un ensayo de sus experiencias esta semana en su

centro de práctica, incluyendo reuniones, logros, servicios prestados, retos y cualquier

otra información relevante.

14. Finalice la Actividad 1 del proyecto final redactada en español para entregar en este

taller. Continúe trabajando en la Actividad 2 que será entregada en inglés en el Taller

Ocho. Esté preparado para compartir oralmente un breve resumen de cada actividad

en el taller correspondiente y para explicar su presentación en PowerPoint sobre ambas

actividades en el Taller Ocho.



Componentes de SIOP (Sheltered Instruction Observation Protocol) Las estrategias de instrucción bilingüe aparecen debajo de cada componente de SIOP (A-E). Estas estrategias permiten diseñar e impartir una lección que responda a las necesidades académicas y lingüísticas de los estudiantes que aprenden un segundo idioma. El facilitador debe seleccionar las estrategias de Enfoque Académico Cognitivo de Aprendizaje de Idioma (Cognitive Academic Language Learning Approach, conocido como CALLA por sus siglas en inglés), que mejor correspondan a los objetivos específicos de contenido y lenguaje del taller, para integrarlas en las actividades de manera que los alumnos puedan obtener el máximo provecho académico. Fase 1: Enfocar (Refiérase al diagrama del modelo de instrucción constructivista de las 5E.) A. Preparación de la lección B. Andamiaje (Scaffolding)






Fase 2: Explorar



Fase 3: Explicar



Fase 4: Elaborar



















estudien.





estudiantes.











4. El facilitador dividirá la clase en tres grupos y les asignará sendos (uno a cada uno)

temas de investigación de la siguiente lista. (El facilitador podrá diseñar un

ejercicio creativo que gire en torno al mismo material de esta actividad).

a. Grupo 1 - Requisitos de educación bilingüe

b. Grupo 2 - Exámenes de certificación de maestros del estado en que reside

y/o de consejero nacional y/o del estado en que reside

c. Grupo 3 - Integración de la tecnología de instrucción en el salón de clase

y/o en la profesión de consejero.



importancia que tiene para el profesional docente e incluirá la información

específica que indique el facilitador. Los estudiantes deberán referirse a los

resúmenes que escribieron como asignación antes del taller. El facilitador utilizará

la rúbrica del Apéndice H: Rúbrica de Presentación Oral y Audiovisual

Individual/Grupal que se encuentra en la sección de apéndices. El facilitador es

responsable de explicar la rúbrica y la manera en que evaluará a los alumnos.





6. El facilitador dirigirá un discusión sobre sobre las diferentes estrategias o técnicas

que se pueden utilizar con los estudiantes para lidiar con el estrés. Los alumnos se

referirán a los resúmenes o bosquejos preparados antes del taller para contribuir

información valiosa a dicha discusión.

7. Los alumnos trabajarán en parejas y discutirán cuatro consejos o elementos

necesarios para realizar una entrevista de empleo efectiva. Cada pareja presentará

a la clase un juego de rol dramatizando lo discutido.

8. Los estudiantes trabajarán en pequeños grupos y compartirán los ensayos escritos

antes del taller sobre las etapas del proceso de consejería y el rol del consejero en

la etapa final del estudiante universitario. Como grupo, formularán una lista de los

cinco conceptos más importantes que aprendieron sobre cada uno de estos temas y

representantes del grupo los explicarán al resto de la clase.

9. El facilitador dividirá la clase en cuatro grupos y le asignará a cada grupo uno de

los siguientes temas:

a. pasos a seguir antes de una entrevista de empleo,

b. pasos a seguir durante una entrevista de empleo,

c. pasos a seguir después de una entrevista de empleo o

d. diez de las preguntas más comunes que usualmente se hacen durante una

entrevista de empleo.

Los estudiantes se referirán a los organizadores gráficos o listas que prepararon

antes del taller para preparar un resumen de los hallazgos del grupo. Un

representante de cada grupo presentará la información de su grupo al resto de la

clase.

10. El facilitador dirigirá una discusión sobre los elementos necesarios y las

características que debe tener un resumé efectivo, eficaz y preciso.

a. Los estudiantes compartirán los organizadores gráficos preparados antes del

taller sobre este tema.

b. También explorarán los diferentes estilos de resumé.

c. Cada grupo presentará a la clase un resumen de lo discutido utilizando un

organizador gráfico.

11. Los estudiantes compartirán con un colega el resumé que escribieron antes del

taller. Cada alumno examinará de manera crítica y analítica el trabajo de su



compañero y ofrecerá retroalimentación productiva. Luego compartirán lo que

aprendieron de dichas críticas con el resto de la clase.

12. Recuerde seguir llenando el resto de las columnas del Apéndice K: KWHLAQ Chart

a lo largo del curso, de manera que las discutan en la última semana.

13. Cada estudiante entregará la Actividad 1 de su proyecto final según determine el

facilitador y compartirá un breve resumen del mismo con la clase.


próximo taller.

Fase 5: Evaluar





1. Individual: Demostración de netiqueta y buenas destrezas orales y de escritura al

participar en los respectivos foros de discusión sobre consejos o elementos necesarios

para realizar una entrevista de empleo efectiva y al contestar las preguntas indicadas

por el facilitador.

2. Grupal: Demostración de colaboración grupal y participación activa en las discusiones

de clase sobre las diferentes estrategias o técnicas que se pueden utilizar con los

estudiantes para lidiar con el estrés y consejos o elementos necesarios para realizar una

entrevista de empleo efectiva.

3. Escrita: Uso de buen español y el estilo APA en la redacción del ensayo sobre las

etapas del proceso de consejería y el rol del consejero en la etapa final del estudiante

universitario y en la redacción de la Actividad 1 del proyecto final.

4. Oral/Auditiva: Demostración de buenas destrezas orales al trabajar en parejas y

discutir cuatro consejos o elementos necesarios para realizar una entrevista de empleo

efectiva, mediante un juego de rol dramatizando lo discutido.



Cierre del taller



2. Grupal: Los estudiantes formarán un círculo y cada uno compartirá con la clase sus

experiencias en su centro de práctica esta semana, dándole énfasis a situaciones

retadoras y a sus logros; ofrecerán y recibirán retroalimentación productiva del

facilitador y de sus colegas.

3. Aplicación de nuevo conocimiento: Basado en lo aprendido en este taller, la clase

preparará, como grupo, un resumé ficticio con los componentes esenciales de un

resumé efectivo, eficaz y preciso.



WORKSHOP EIGHT





Phase 1: Engage





1. Summarize the practicum experience and the termination of counseling services.

2. Evaluate the practicum, site supervision, and faculty supervision experience.

3. Formulate suggestions for future placement.

4. Describe the action plan designed to address an area of need at the practicum site.



1. Listen: Demonstrate effective listening skills during colleagues’ explanation of their

final project PowerPoint presentation by keeping eye contact with the speaker, asking

relevant questions, not interrupting the speaker needlessly to make a point, and

providing productive feedback.

2. Speak: Demonstrate effective speaking skills in the explanation of the PowerPoint

presentation on Activity 1 and Activity 2 of the final project.

3. Read: Research information to formulate an action plan designed to address an area

of need at the practicum site.

4. Write: Compose an essay on his/her practicum experiences, demonstrating effective

writing skills in English, use of APA style, creative and analytical thinking, and the

application of new knowledge and the technical vocabulary of the course.






1. Evaluation: Evaluate his/her experience during the practicum experience in student

affairs counseling.

2. Synthesis: Summarize one’s experience in practicing counseling in higher education.

3. Analysis: Examine the different final projects presented in class by one’s peers.


1. conclusion

2. evaluation

3. expectations

4. termination

5. goals







Tier 2 are information processing words that nest Tier 3 words in long sentences, polysemous words - homonyms or homographs (solution, power, table, roll, left), transition words (however, as well as, nevertheless, for instance), connectors (for cause and effect – because, due to, as a result; for contrast – but, although, in contrast; for addition or comparison – and, also, moreover), phrase clusters (scope and sequence, academic language) and idioms (give me a break, walk in her shoes), and more sophisticated words for discussions and specificity in descriptions (examples of specificity for the word “talk” are argue, declare, converse).


Tier 1 Simple Words


Words




Electronic Links





Virtual Library


Psychotherapy Termination

• http://societyforpsychotherapy.org/say-goodbye-research-psychotherapy-

termination/

Example of Practicum in Counseling Handbook

• http://its.nmhu.edu/IntranetUploads/002732-PracticumHa-1210201211607.3.pdf


1. Blackboard

2. Tell Me More

3. NetTutor


5. Virtual Library

6. e-books

7. graphic organizers





http://societyforpsychotherapy.org/say-goodbye-research-psychotherapy-termination/

http://societyforpsychotherapy.org/say-goodbye-research-psychotherapy-termination/

http://its.nmhu.edu/IntranetUploads/002732-PracticumHa-1210201211607.3.pdf






2. Using the Virtual Library, Internet, and/or other academic resources from the E-Lab,

research information on the termination of counseling services. Write a summary to

discuss in class.


Blackboard. Students will orally discuss a minimum of three suggestions for future

placement. React to the comments of at least three colleagues.

4. Write an essay (number of pages determined by the facilitator) about your practicum

experience. Be sure to use APA style, include bibliographic citations and references,

and submit to NetTutor for feedback. The facilitator will send written works to

SafeAssignTM to check for plagiarism.

5. Prepare a tree chart or another graphic organizer of your choice describing five

highlights of your practicum experiences. Be prepared to participate in a cooperative

learning activity in class.


in Blackboard. Students will answer the following question:

a. What three tips would you give a student who is starting his/her practicum

experience?

b. Is there anything that you would have done differently during your practicum

experience? Explain.

7. Finalize the organization and completion of the digital portfolio following the

guidelines stipulated in the Digital Performance Portfolio Assessment Handbook.

Follow the facilitator’s instructions regarding the submission of the portfolio.

8. Go to Tell Me More and finalize the interactive exercises designed to develop/improve

linguistic skills in English. Submit the document found in Appendix E: Language

Lab/E-Lab Documentation indicating the amount of time spent working on the

Language Lab/E-Lab activities and exercises.

9. Finalize Activity 2 of the final project and be prepared to orally share a brief summary

with the class.



10. Complete ALL the forms and documents including, among others, those indicated

below, that are required at this time, and bring them to the last workshop.

a. Appendix R, Practicum Hours Accounting Log

b. Appendix T, Site Supervisor Student Evaluation

c. Appendix Y, Practicum Student Self-Evaluation

d. Appendix Z, Practicum Student Evaluation of Site Supervision

e. Appendix BB, Practicum Agreement

11. Prepare a PowerPoint presentation of the topic you chose for your final project. Include

a maximum of six slides, three slides for Activity 1 and three slides for Activity 2,

which summarize the highlights of your project. Be prepared to present it in class.



This section of the module corresponds to the following three phases of The 5E Constructivist Instructional Model:

Phase 2: Explore



their thinking.

Phase 3: Explain




Phase 4: Elaborate















times.
















4. The students will complete the last three columns of the KWHLAQ Chart found in

Appendix K on the topic determined by the facilitator in Workshop One and share their

information. A whole class discussion will follow, including a question and answer

session and a feedback session.

5. The facilitator will conduct a whole class discussion on the termination of counseling

services. Students will refer to the summaries written prior to the workshop to

contribute valuable information to the discussion.

6. Students will work in small groups to share some of the highlights of their practicum

experiences. They will refer to the essays and organizers prepared prior to the

workshop to contribute to the discussion. As a group, they will reach a consensus and

select five specific experiences that stand out from the rest and share them with the

class.

7. Students, working with a partner, will select and analyze a real case from one of their

practicum sites, and share their analysis with the rest of the class.

8. Each student will orally share a brief summary of Activity 2 of the final project with

the class.

9. Each student will deliver his/her PowerPoint presentation on the final project.

Feedback and question/answer sessions will follow each presentation.

10. Working individually, the students will discuss their final evaluation with the

facilitator.



11. Students will complete Appendix Y: Practicum Students Self-Evaluation and

compare it with the one they completed in Workshop Two.

12. Working in small groups, students will design and create a poster depicting and

representing their practicum experiences. Students are encouraged to be creative in

the creation of their work. Each group will pick a student to explain the poster to the

class.

13. Students will write a one-page summary using correct Standard English, explaining

how the language/e-lab activities contributed to and benefitted the acquisition,

improvement, and/or enhancement of their English and Spanish linguistic skills.

14. Students will complete the final course evaluation.

Phase 5: Evaluate

The facilitator will assess and evaluate the students’ understanding and progress toward

educational goals.



1. Individual: Demonstration of effective oral and written skills in English in the

participation in the discussion forums on suggestions for future placement and the

questions indicated by the facilitator.

2. Group: Demonstration of collaborative skills in the analysis of an actual case from one

of their practicum sites.

3. Written: Demonstration of effective writing skills in English, as well as compliance

with all of the facilitator’s instructions, in the accurate completion of Activity 2 of the

final project and in the completion of the essay on the practicum experience.

4. Oral: Demonstration of effective speaking skills in English, application of new

knowledge, as well as creative and analytical thinking, in the explanation of the

PowerPoint presentation on the final project.



Lesson Wrap-Up

1. Individual: Students will write an end-of-course reflection addressing the following:

a. Explain your most significant learning from this course?

b. Did that learning fit into your personal learning objectives? Explain.

c. What was the most valuable lesson you learned from your practicum

experience?

2. Group: Students will share their end-of-course reflections and provide productive

feedback to one another.

3. Application of New Knowledge: Each student will share how he/she will apply their

most significant learning from this course and the most valuable lesson learned from

the practicum experience in their profession as a counselor in student affairs in higher

education.



Apéndices/Appendices

Explanatory Note for Appendices Section: All the appendices in the module are identified with the words Apéndice and/or Appendix, in both Spanish and/or English, followed by a letter. Any document that is retrieved/cited will appear only in the language in which it was originally written. However, the majority of the documents and/or rubrics that are the sole property of the Ana G. Méndez University System will appear in both English and Spanish. Nota aclaratoria de la sección de apéndices: Todos los apéndices del módulo están identificados con las palabras <<Apéndice>> o <<Appendix>> y están acompañados de su correspondiente letra. Todo el material citado, en la sección de apéndices, aparecerá en el idioma que se escribió originalmente. En cambio, la mayoría de los recursos y rúbricas que pertenecen al Sistema Universitario Ana G. Méndez aparecerán en ambos idiomas (inglés y español).



Appendix A

National Proficiency Levels for Differentiated Instruction

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

http://www.wida.us/



Appendix A National Proficiency Levels for Differentiated Instruction

“Can Do” Listening Rubric Instructions to use these rubrics: The facilitator will use these rubrics to diagnose the different levels of proficiency of the students in the class. Once the facilitator has identified the students by proficiency levels, he/she can use this information to assign groups and activities utilizing differentiated instruction. These rubrics do not have an evaluation scale because they are used as an informal diagnostic tool.

National Proficiency Levels Criteria Starting

• Identifies objects. • Names concrete objects. • Points to picture/object of the word heard. • Follows simple commands. • Repeats words or simple phrases. • Understands simple messages – gestures, pointing.

Emerging

• Draws a picture. • Requires continuous repetition. • Follows verbal dictations. • Checks-off words that were heard. • Repeats information heard to determine comprehension. • Understands slow speech and multiple repetitions.

Developing • Understands more details of spoken language. • Needs limited or no repetition and slow speech. • Understands basic academic vocabulary which is frequently used in class

discussions. • Understands class discussions with some difficulty. • Understands most of what was said.

Expanding • Needs limited or no repetition at normal speed speech. • Understands academic vocabulary used in class discussions. • Understands class discussions with little difficulty. • Understands nearly everything said.

Bridging • Needs no repetition at normal speed speech. • Understands elaborate academic vocabulary used in class discussions. • Understands class discussions with no difficulty. • Demonstrates a native-like English speaker’s understanding of what is said.



“Can Do” Speaking Rubric

National Proficiency Levels

Criteria

Starting • Names concrete objects. • Responds a simple yes or no to questions. • Repeats words or simple phrases. • Uses one word commands. • Mispronounces words, making it difficult to be understood. • Breaks speech into parts, making comprehension difficult. • Uses limited or no vocabulary to support message.

Emerging • Uses a few more words to respond to questions although grammatically incorrect. • Uses one-, two-, and multiple-word commands. • Uses verb tenses interchangeably. • Misuses words in daily speech. • Repeats spoken words or phrases to improve understanding due to pronunciation flaws. • Uses grammar and word order incorrectly. • Uses vocabulary (emerging stage) to support oral messages.

Developing • Respond using longer phrases/sentences. • Initiates and carries out conversations; however, there may be interruptions due to thinking

of the correct words to say. • Applies grammar and word order correctly most of the time. • Demonstrates correct use of basic academic vocabulary which is frequently used in class

discussions and/or oral assignments. • Speaks with some hesitation. • Uses vocabulary to support oral messages. • Speaks with less difficulty, but listener must pay close attention to pronunciation.

Expanding • Responds using elaborate phrases/sentences. • Uses and interprets idiomatic expressions. • Converses more fluently in social settings. • Uses academic vocabulary frequently in class discussions. • Participates in class discussions using academic content with slight hesitation. • Misuse of grammar and word order seldom occurs and does not interrupt meaning. • Pronounces most words accurately and clearly.

Bridging • Speaks fluently. • Uses elaborate academic vocabulary in all class discussions correctly. • Participates in class discussion using academic content without hesitation. • Uses appropriate vocabulary to support oral messages at all times. • Uses correct grammar and word order all of the time. • Speaks with native-like pronunciation and intonation.



“Can Do” Reading Rubric


Criteria

Starting • Lacks comprehension of a wide array of written material (not developed). • Lacks ability to interpret graphs, charts, tables, and forms in textbooks (not developed). • Struggles with use of pre-reading and reading skills (not developed). • Lacks ability to apply reading strategies in order to guess meanings of unfamiliar words from context (not developed). • Struggles with use of strategic reading skills (in order to plan his/her reading assignments, diagnose deficiencies, resolve

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

Emerging • Improving comprehension (slowly emerging) of a wide array of written material (e.g., fictional and non-fictional texts that bridge personal, professional and academic themes, news articles, short stories, short novels, etc.).

• Demonstrates correct interpretation of basic graphs, charts, tables and forms in textbooks. • Applies limited pre-reading (e.g., activation of prior knowledge, semantic maps, etc.) and reading skills (e.g., skimming,

scanning, inferences, paragraph frames, DRA, SQ3R, etc.) (slowly emerging). • Struggles with ability to use limited reading strategies to guess meanings of unfamiliar words from context (e.g., definition,

restatement, examples, surrounding words, etc.). • Strives to understand (even when not successful) the relationship between ideas (e.g., time, logical order, comparison/

contrast, cause/effect), and reading patterns in order to identify literary genres (as listed above). • Applying successful reading skills (as listed above) is still emerging.

Developing • Comprehends a wide array of written material (as listed above). • Interprets basic graphs, charts, tables and forms. • Applies correctly pre-reading and reading skills (as listed above). • Applies correct use of reading strategies to guess meanings of unfamiliar words from context (as listed above) - evidence of

emerging. • Understands the relationship between ideas (as listed above) - evidence of emerging. • Uses strategic reading skills (as listed above) that are evident.

Expanding • Comprehends a wide array of level-appropriate written materials (as listed above) with mature accuracy. • Interprets increasingly complex graphs, charts, tables, and forms accurately. • Applies pre-reading and reading skills (as listed above) very strongly. • Applies strategies to guess meanings of unfamiliar words from context (as listed above), which is clearly evident. • Identifies signal words to understand the relationship between ideas (as listed above) and reading patterns to identify literary

genres (as listed above) – strongly emerging. • Understands the relationship between ideas (as listed above) - strongly evident. • Uses strategic reading skills (as listed above) with mature accuracy.

Bridging • Comprehends various types and lengths of level-appropriate written materials (as listed above) - fully developed. • Interprets complex graphs, charts, tables, and forms accurately. • Applies pre-reading and reading skills (as listed above) - fully developed. • Applies reading strategies to determine the meaning of unfamiliar words in a text (as listed above) with accuracy. • Understands the relationship between ideas (time, logical order, comparison/contrast, cause/effect). • Demonstrates fully developed strategic reading skills (as listed above).



“Can Do” Writing Rubric


Criteria

Starting • Lacks clear writing and focus. Details are limited or unclear. There’s no clear distinction to what is important and what is supported. • Lacks engaging introduction and drawing a conclusion. Paper simply starts and ends. Lack of transitions make it difficult to

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

difficult to understand the writing. • Rambles - use of incomplete sentences that are too long to understand. Sentences follow a simple structure and/or style. • Struggles with spelling, punctuation, capitalization, and other writing conventions. This makes it very difficult to understand the

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

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

Emerging • Writes sentences that are still unclear, although there seems to be a guide to a focused topic; however, it may drift at times. There is an attempt in using details to support main idea. Reader can still feel confused.

• Attempts to write an introduction and or conclusion. Use of transitions helps, but paper is in need of more details. • Struggles with some vocabulary terms that are used inappropriately. Greater command of the parts of speech is developing, but many

words are still used incorrectly. • Attempts to create a style of sentence structure here and there; although, for the most part, it sticks to one style. • Shows need of improving spelling, punctuation, capitalization, and other writing conventions. It is still difficult to read the writing;

but there are signs of improvement. • Demonstrates emerging strategic writing skills.

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

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

• Selects and uses words appropriately; however, they are not higher level and need more vigor. • Formulates well-written sentences; however, style and structure of sentences are repetitious. • Demonstrates control of spelling, punctuation, capitalization, and other writing conventions; however, the writing could read and

sound better by improving conventions. • Utilizes strategic writing skills properly (now evident).

Expanding • Writes with a focus in mind; however, there is room for improvement. Needs more relevant details to support the main idea. Some readers’ questions can be answered, while others are left with doubt.

• Uses a proper introduction and conclusion; however, some improvement is needed. Needs to continue using transitional words properly in order to allow the proper flow of ideas.

• Selects and uses vocabulary words that are livelier and more appropriate. Some common wording can be improved. • Writes with a definite style, and sentence structure is “catchy” with few mistakes. • Demonstrates good control of spelling, punctuation, capitalization, and other writing conventions. Mistakes are few, and nothing

distracts from the writing. • Applies mature strategic writing skills.

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

• Writing has a clear introduction that hooks the reader and a conclusion that leaves a lasting impression. Use of transitions helps the reader to connect ideas. Reading flows and is not dull.

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

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

• Demonstrates excellent control of spelling, punctuation, capitalization and other writing conventions. • Strategic writing skills are fully developed.



Appendix B

Paragraph Construction Rubric

Adapted from:

http://www.sunprairie.k12.wi.us/faculty/nmolsen/Perfect%20Paragraph%20Rubric%20(mine).pdf





Paragraph Construction Rubric

Student’s Name: __________________________________ Date: _______________

Facilitator’s Name: ______________________Course: ________ Assignment: __________ Instructions: This rubric is used to assess paragraph construction. The facilitator will use the results to provide the participants with the remediation needed according to their evaluation.

*What are transitions, and how are they used in effective writing? Transitions: are phrases or words used to connect one idea to the next; are used by the writer to help the reader progress from one significant idea to the next; show the relationship within a paragraph (or within a sentence) between the main idea and the support the writer gives for those ideas. Different transitional words have different functions. Refer to: (https://www.msu.edu/user/jdowell/135/transw.html). **GRADE BASED ON SCORES: A: All Green B: 20 Points (Green/Yellow) C: All Yellow Scores D: 13 Points (Yellow/Red) F: All Red Scores

Evaluation Areas SCORE: GRADE**:

3 Points Each 2 Points Each 1 Point Each

Topic Sentence Topic sentence is clear as it relates to the assigned topic, and it is correctly placed as the first sentence.

Topic sentence is either unclear as to the assigned topic, or it is incorrectly placed.

There is no evident topic sentence. It is unrelated to the assigned topic, and/or it is incorrectly placed.

Explanation of Topic Sentence (Supporting Ideas)

There are three sentences explaining the topic sentence related to the assigned topic.

There are only two sentences explaining the topic sentence, or the explanation is too general.

There is only one or no sentence explaining the topic sentence related to the assigned topic.

Evidence for Topic Sentence (Elaborating Details)

Evidence for all three explanation sentences related to the assigned topic is provided.

Evidence for two explanation sentences related to the assigned topic is provided, or evidence is too general. There is no specificity.

Only one or no evidence sentence related to the assigned topic is provided.

Conclusion Sentence

Conclusion sentence rephrases the topic sentence related to the assigned topic, and it explains its importance.

Conclusion sentence rephrases the topic sentence, but it doesn’t explain its importance.

There is no conclusion sentence, or conclusion sentence is unrelated to the topic.

Fragments and Run-on Sentences

There are no fragments or run-on sentences.

There is one fragment or run-on sentence.

There are two or more fragments or run-on sentences.

Use of Transitions*

Transitional words are used effectively throughout the written work.

Transitions are used throughout, but one transitional word is used incorrectly. It is missing one or two transitions.

Transitions are not used, are all incorrectly used, or five or more transitions are missing.

Grammar Paragraph has no errors in punctuation, capitalization and spelling, use of verb tenses, word agreement, or in the use of personal pronouns. Legible

Paragraph has two errors in punctuation, capitalization and spelling, use of verb tenses, word agreement, or in the use of personal pronouns. Marginally Legible

Paragraph has more than three errors in punctuation, capitalization and spelling, use of verb tenses, word agreement, or use of personal pronouns that make understanding difficult. Not legible

TOTAL POINTS:

https://www.msu.edu/user/jdowell/135/transw.html



Appendix C

The Writing Process

Six-Trait Analytic Writing Rubric

Retrieved from:

http://www.literatelearner.com/6traits/page_template6t.php?f=main

http://www.literatelearner.com/6traits/page_template6t.php?f=main



APPENDIX C

THE WRITING PROCESS

SIX-TRAIT ANALYTIC WRITING RUBRIC

Student’s name: _________________________________ Date: ______________ Facilitator’s name: ______________________________ Course: ____________ Assignment: ____________________________________ Instructions: This rubric will be used to evaluate written work completed by the student in both English and Spanish. Please refer to the trait that you are evaluating (i.e., Ideas and Content, etc.). Select the criteria per level (6 = highest, 1 = lowest) that best reflect the student’s writing ability. Refer to all the Appendix C sheets that describe, in detail, all the writing traits that you are evaluating in order to properly complete this rubric.

Criteria per Level (From Highest to Lowest)

Writing Traits 6 5 4 3 2 1 Ideas and Content Organization Voice Word Choice Sentence Fluency Conventions

TOTALS - add all the totals down and then across to obtain the Grand Total.

Grand Total: ___________

Final Score: ___/36_

Grading Scale: (36- 0) Excellent: 32-36 points = A Good: 29-31 points = B Satisfactory: 25-28 points = C Needs Improvement: 22-24 points = D Unacceptable: 00-21 points = F



Six-Trait Analytic Writing Rubric

Trait #1: Idea and Content

Criteria per Level

6

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

5

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

4

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

3

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

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

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



Trait #2: Organization

Criteria per Level

6

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

5

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

4

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

3

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

2

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

1

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



Trait #3: Voice

Criteria per Level

6

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

5

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

4

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

3

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

2

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

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



Trait #4: Word Choice

Criteria per Level

6

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

5

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

4

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

3

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

2

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

1

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



Trait #5: Sentence Fluency

Criteria per Level

6

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

5

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

4

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

3

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

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

1

The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very awkward. The writing is characterized by: • text that does not invite, and may not even permit, smooth oral reading, • confusing word order that is often jarring and irregular, • sentence structure that frequently obscures meaning, and • sentences that are disjointed, confusing, or rambling.



Trait #6: Conventions

Criteria per Level

6

The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that the reader can easily skim right over them unless specifically searching for them. The writing is characterized by: • strong control of conventions; manipulation of conventions may occur for stylistic effect, • strong, effective use of punctuation that guides the reader through the text, • correct spelling, even of more difficult words, • paragraph breaks that reinforce the organizational structure, • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece, and • little or no need for editing.

5

The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that they do not impede readability. The writing is characterized by: • strong control of conventions, • effective use of punctuation that guides the reader through the text, • correct spelling, even of more difficult words, • paragraph breaks that reinforce the organizational structure, • correct capitalization; errors, if any, are minor, • correct grammar and usage that contribute to clarity and style, • skill in using a wide range of conventions in a sufficiently long and complex piece, and • little need for editing.

4

The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Minor errors, while perhaps noticeable, do not impede readability. The writing is characterized by: • control over conventions used, although a wide range is not demonstrated, • correct end-of-sentence punctuation; internal punctuation may sometimes be incorrect, • spelling that is usually correct, especially of common words, • basically sound paragraph breaks that reinforce the organizational structure, • correct capitalization; errors, if any, are minor, • occasional lapses in correct grammar and usage; problems are not severe enough to distort meaning or confuse the reader, and • moderate need for editing.

3

The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Errors begin to impede readability. The writing is characterized by: • some control over basic conventions; the text may be too simple to reveal mastery, • end-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors, • spelling errors that distract the reader; misspelling of common words occurs, • paragraphs that sometimes run together or begin at ineffective places, • capitalization errors, • errors in grammar and usage that do not block meaning but do distract the reader, and • significant need for editing.

2

The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability. The writing is characterized by: • little control over basic conventions, • many end-of-sentence punctuation errors; internal punctuation contains frequent errors, • spelling errors that frequently distract the reader; misspelling of common words often occurs, • paragraphs that often run together or begin in ineffective places, • capitalization that is inconsistent or often incorrect, • errors in grammar and usage that interfere with readability and meaning, and • substantial need for editing.

1

Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read. In fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message and must reread for meaning. The writing is characterized by: • very limited skill in using conventions, • basic punctuation (including end-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect, • frequent spelling errors that significantly impair readability, • paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the organization of the text, • capitalization that appears to be random, and • a need for extensive editing.



Apéndice D

Información acerca del Laboratorio de Idiomas y el E-Lab

Appendix D

Language Lab and E-Lab Information



Apéndice D

Información acerca del Laboratorio de Idiomas y el E-Lab El Laboratorio de Idiomas y el E-Lab están diseñados para ayudar a los estudiantes a desarrollar sus habilidades lingüísticas en inglés y en español y a lograr los objetivos de aprendizaje a lo largo de su carrera. Ambos cuentan con una amplia variedad de ejercicios visuales y auditivos en línea, recursos de investigación y actividades de escritura guiada, que les permiten a los alumnos mejorar sus habilidades de comprensión auditiva y de lectura, pronunciación, desarrollo de vocabulario, gramática y escritura. El Laboratorio de Idiomas también ofrece una gran cantidad de páginas web de English for Speakers of Other Languages (ESOL, por sus siglas en inglés: Inglés para hablantes de otros idiomas) que han sido seleccionadas cuidadosamente. Así también, cuenta con otras páginas electrónicas en español, con el fin de satisfacer las necesidades de los estudiantes. Además, el Laboratorio de Idiomas y el E-Lab cuentan con otras aplicaciones informáticas que fomentan el aprendizaje del idioma y del contenido académico, tales como Tell Me More, NetTutor y Blackboard Collaborate. Tell Me More es un sistema eficaz para aprender inglés y español, que les permite a los estudiantes reforzar sus destrezas y además cumplir con las horas de laboratorio que requieren sus clases. Para poder usar este programa, los estudiantes necesitan Internet, el navegador Internet Explorer y acceso a la plataforma Blackboard. Inicialmente, el sistema evalúa el nivel de conocimiento de los estudiantes y crea un programa de aprendizaje, adaptado a las especificidades de lenguaje de cada uno, lo que permite medir el progreso individual. Los alumnos pueden mejorar su pronunciación, gramática y destrezas auditivas, desde el nivel de principiante hasta el nivel avanzado, con dos perfiles diferentes: lenguaje cotidiano y lenguaje de negocios. NetTutor es un servicio de tutoría en línea, que cuenta con tutoría en directo para materias cuánticas y de computación (tiene horarios fijos). En los cursos en los que no se ofrece tutoría en directo, los estudiantes pueden publicar sus dudas, las cuales se contestarán en un lapso de 72 horas. El sistema también cuenta con un banco de preguntas y respuestas frecuentes, que está disponible 24 horas al día, los siete días de la semana. NetTutor puede accederse remotamente, siempre y cuando cuente con conexión a Internet. Este servicio ofrece tutorías en las siguientes materias:

• Inglés (disponible para todos los cursos) • Español (disponible para todos los cursos) • Estadísticas (el estudiante debe estar matriculado en el curso) • Matemáticas (el estudiante debe estar matriculado en el curso) • Contabilidad (el estudiante debe estar matriculado en el curso) • Sistemas de información computarizada (el estudiante debe estar matriculado en el curso)



Blackboard Collaborate es una herramienta electrónica que, entre otros aspectos, promueve el uso de la voz en línea para que los alumnos y el facilitador interactúen y para desarrollar material didáctico. Los estudiantes usan Blackboard Collaborate para participar en los foros de discusión oral en línea, preparar presentaciones orales, enviar mensajes de voz y cumplir con otras asignaciones. La aplicación principal de uso de voz se llama Voice Authoring, que cuenta con las siguientes herramientas:

• Voice Board: puede publicar y escuchar mensajes orales en un foro de discusión en línea y postear comentarios orales y escritos.

• Voice E-mail: sirve para enviar correos electrónicos con mensajes de voz y escritos. • Voice Podcaster: facilita la creación y distribución de mensajes orales de los participantes.



Appendix D:

Language Lab and E-Lab Information The Language Lab and E-Lab are designed to help students strengthen their linguistic skills in English and Spanish and to fulfill the content objectives of the course. Both labs count on a wide variety of visual and auditory on-line exercises, Internet-based research, and guided writing activities that allow students to improve their listening and reading comprehension skills, pronunciation, vocabulary building, grammar, and writing. The Language Lab also offers a package of several carefully selected English for Speakers of Other Languages (ESOL) websites, as well as other Spanish web pages designed to meet the students’ needs. Additionally, the Language Lab and E-Lab provide other software applications, such as Tell Me More, NetTutor and Blackboard Collaborate, that promote language and academic content learning. Tell Me More is an effective system for English and Spanish learning that allows students to strengthen their skills and fulfill the language lab hours required in their classes. Students must have Internet connection, Internet Explorer browser, and access to Blackboard to be able to use this program. The system initially assesses students’ knowledge and creates a learning path specifically tailored to each student’s needs, thus allowing facilitators to measure every student’s progress. Students can improve their pronunciation, grammar and listening skills, from beginner to advanced levels, with two different profiles: everyday language and business oriented language. NetTutor is an online tutoring service which provides live tutoring for numerical and computer classes (scheduled hours apply). Students can post their questions for classes which do not offer live tutoring. These will be answered within 72 hours. The system also has a “Frequently Asked Questions” section available 24/7. NetTutor can be accessed remotely with an Internet connection. This service offers tutoring for the following subjects:

• English (available for all courses), • Spanish (available for all courses), • Statistics (student must be enrolled in the course), • Mathematics (student must be enrolled in the course), • Accounting (student must be enrolled in the course), and • Computer Information Systems (student must be enrolled in the course).



Blackboard Collaborate is an electronic tool that, among other aspects, promotes the use of voice online, allowing students and the facilitator to interact and to develop academic content. Students use Blackboard Collaborate to participate in oral online discussion forums prepare oral presentations, send voice e-mails, and complete other assignments. The main voice application is Voice Authoring which includes the following tools:

• Voice Board: allows participants to post and listen to voice messages on discussion boards and to post oral and written comments.

• Voice E-mail: allows participants to send voice and written messages via e-mail. • Voice Podcaster: facilitates the creation and distribution of participants’ voice messages.



Apéndice E

Documentación del Laboratorio de Idiomas/E-Lab

Appendix E

Language Lab/E-Lab Documentation



Apéndice E Documentación del Laboratorio de Idiomas/E-Lab

Instrucciones: Cada estudiante llenará los siguientes formularios y los entregará al facilitador para que los considere como parte de los criterios de evaluación de la clase.

Sistema Universitario Ana G. Méndez

Registro de asistencia del

Laboratorio de Idiomas/E-Lab

Nombre del estudiante:_____________________________________________________

Número de estudiante:________________________

Curso: ___________________

Nombre del facilitador: ____________________________________________________

Semestre: ___________________ Periodo lectivo (PT): ________________________



Apéndice E Documentación del Laboratorio de Idiomas/E-Lab Instrucciones: Cada estudiante debe llenar este formulario y enviarlo semanalmente al facilitador como parte de la evaluación de la clase, que está basada en las tareas que asignó el facilitador.

Áreas de

oportunidad y asignaciones provistas por el

facilitador

Fecha

Recursos

electrónicos que usó y las tareas que

completó

Laboratorio Sala de

cómputos (AGM)

Práctica fuera del campus (F)

Firma del representante de la facultad o del laboratorio

Tell Me More

NetTutor

Herramientas de Blackboard

Collaborate

Investigación electrónica (Biblioteca

Virtual)

Actividades de

las páginas electrónicas en inglés y español

Total de horas: _______



Appendix E Language Lab/E-Lab Documentation

Instructions: Each student will complete the following forms and give them to the facilitator to be included as part of the assessment criteria for the class.

Ana G. Méndez University System

Language Lab/E-Lab

Attendance Log

Student’s Name: ______________________________________________________ Student’s ID Number: _____________________ Course: ___________________ Facilitator’s Name:____________________________________________________ Semester: ___________________ Part of Term (PT): _____________________



Language Lab/E-Lab Documentation Instructions: Each student should complete this form and submit it weekly to the facilitator as part of the class evaluation based on assignments given by the facilitator.

AREAS OF IMPROVEMENT

AND ASSIGNMENTS PROVIDED BY FACILITATOR

DATE ELECTRONIC RESOURCES

USED AND TASKS

COMPLETED

AGM CLASSROOM

LAB. (L)

OFF-CAMPUS PRACTICE (O)

STAFF/FACULTY SIGNATURE

Tell Me More

NetTutor

Blackboard Collaborate

Tools

Internet-Based Research (Virtual Library)

English and/or

Spanish Websites Activities

Total number of hours: _______



Apéndice F

Rúbrica de ensayo

Appendix F

Essay Rubric



Apéndice F Rúbrica de ensayo

Los estudiantes y los facilitadores deben utilizar esta rúbrica para evaluar los ensayos. Nombre del estudiante: ___________________________________________________ Fecha: _____________________________ Tema: _____________________________ Instrucciones: Por favor refiérase a los criterios que evalúa y déjese llevar por la escala, de manera que asigne los puntos que mejor reflejen la escritura del ensayo del alumno. Cinco corresponde a la máxima puntuación, mientras uno refleja la puntuación mínima. También puede escribir sus comentarios (opcional). Escriba una “X” en el encasillado que aplique a cada criterio. Para obtener el total, sume los números correspondientes hacia abajo y luego hacia el lado. Utilice la escala evaluativa para determinar la calificación final.

Criterios 5

4

3

2

1

Comentarios (opcional)

Contenido 1. Propósito: El propósito o argumento central del escritor es evidente al lector.

2. Contenido: La presentación de información relevante y legítima apoya el propósito o argumento central claramente y demuestra un análisis profundo de un tema significativo. El lector adquiere percepciones importantes.

3. Organización: Las ideas están organizadas de manera lógica para apoyar el propósito o argumento. Las ideas fluyen fácilmente entre sí y están claramente vinculadas. El lector sigue el razonamiento con facilidad.

4. Cautiva al lector y mantiene su interés a través del trabajo. 5. Pensamiento crítico: Critica el contexto del discurso académico en términos de las suposiciones del estudiante. Integra diferentes maneras epistemológicas y disciplinarias de aprendizaje e incluye evidencia de autorreflexión y autoevaluación.

6. Formula conclusiones basadas en lo investigado. 7. Demuestra que entiende las ideas significativas para alcanzar organizadamente un nivel alto de comprensión.

Lenguaje 8. Demuestra dominio del español, incluyendo el vocabulario académico, la sintaxis y el flujo de ideas.

9. Usa correctamente la ortografía, puntuación y el estilo APA.

10. Emplea un nivel de formalidad del idioma que es apropiado para el tipo de documento.

Totales (70 % para contenido y 30 % para lenguaje)

Total de puntos

________

Firma del facilitador: ______________________________ Fecha: ____________________________

Escala evaluativa (0-50) 5 - Excelente 45-50 puntos = A 4 - Bueno 40-44 puntos = B 3 - Satisfactorio 35-39 puntos = C 4 - Necesita mejorar 30-34 puntos = D 5 - Inaceptable 0-29 puntos = F



Appendix F Essay Rubric Student’s Name: _________________________________________________________ Date: _____________________________ Topic: _____________________________

Students and facilitators are required to use this rubric to evaluate students’ essays.

Instructions: • Please refer to each criterion listed below in order to evaluate students’ essays • Apply the points that best reflect the student’s essay writing as follows:

(5 = Highest, 1 = Lowest) • Place an “X” in the box that applies for each criterion and feel free to write any comments. • To obtain the Final Total Score, add the corresponding numbers down and then across. • Use the Grading Scale to apply the final grade.

Criteria 5

4

3

2

1

Comments (optional)

Content 1. Purpose: Writer's purpose or central argument is readily apparent to the reader.

2. Content: Presentation of relevant and legitimate information clearly supports a central purpose or argument and shows a thoughtful, in-depth analysis of a significant topic. Reader gains important insights.

3. Organization: Ideas are arranged in a logical order to support the purpose or argument. They flow smoothly from one to another and are clearly linked to each other. Reader can easily follow the line of reasoning.

4. Writing is compelling. It hooks the reader and sustains interest throughout.

5. Critical Thinking: Critiques context of the scholarly discourse in terms of the student’s assumptions. Integrates different disciplinary and epistemological ways of learning and includes evidence of reflection and self-assessment.

6. Draws conclusions based on research-based facts. 7. Demonstrates a comprehensive grasp of significant ideas to reach a higher level of understanding in an organized manner.

Language 8. Demonstrates a command of the English language, including academic vocabulary, syntax, and flow of ideas.

9. Uses spelling, punctuation, and APA style correctly. 10. Uses a level of formality of language that is appropriate for the nature of the document.

Totals (70% for content and 30% for language)

Total Points

_______

Grading Scale (0-50) 5 - Excellent 45-50 points = A 4 - Good 40-44 points = B 3 - Satisfactory 35-39 points = C 2 - Needs Improvement 30-34 points = D 1 - Unacceptable 0-29 points = F

Facilitator’s Signature: _____________________________________ Date: _________________________



Apéndice G

Rúbrica de participación en clase

Appendix G

Class Participation Rubric



Apéndice G Rúbrica de participación en clase

Los estudiantes y los facilitadores deben utilizar esta rúbrica para evaluar la participación en clase. Nombre del estudiante: __________________________ Fecha: _______________

Tema: ________________________________________ Taller: _______________

Instrucciones: Por favor refiérase a los criterios que evalúa y déjese llevar por la escala, de manera que asigne los puntos que mejor reflejen la participación en clase del alumno. Cinco corresponde a la máxima puntuación, mientras uno refleja la puntuación mínima. También puede escribir sus comentarios (opcional). Escriba una “X” en el encasillado que aplique a cada criterio. Para obtener el total, sume los números correspondientes hacia abajo y luego hacia el lado. Utilice la escala evaluativa para determinar la calificación final.

Escala: 5 = Puntuación máxima 1 = Puntuación mínima

5 4 3 2 1 Comentarios

(opcional)

Criterios de contenido 1. Participación, recursos y herramientas de la clase y en línea: Participa activamente en todas las actividades de la clase, incluyendo las herramientas de Blackboard Collaborate y los foros de discusión.

2. Iniciativa y creatividad: Demuestra iniciativa y creatividad en las actividades de la clase.

3. Discusiones y comentarios (escritos y orales): Evidencia su interés en las discusiones que se presentan y expresa comentarios pertinentes, por escrito y oralmente, de manera oportuna.

4. Publicación de trabajos y retroalimentación: Publica oportunamente el trabajo asignado, dando tiempo suficiente para recibir retroalimentación.

5. Información adicional: Contribuye a la clase con material e información adicional.

6. Atención y empatía: Demuestra atención y empatía hacia las opiniones y los argumentos de sus compañeros.

7. Respeto sin prejuicios: Respeta las preguntas y planteamientos de los compañeros.




5 4 3 2 1

Criterios de lenguaje 8. Uso apropiado del español académico y técnico: Contribuye frecuentemente a las discusiones en clase y emplea el vocabulario académico y técnico, en español, con propiedad y corrección.

9. Formulación y contestación de preguntas: Formula y contesta preguntas pertinentes al tema de la clase y utiliza el español con propiedad y corrección consistentemente.

10. Expresividad y articulación: Habla claramente, sin errores gramaticales y pronuncia todos los términos correcta y precisamente.

Totales (70 % de contenido y 30 % de lenguaje)

Total de

puntos

______

Criterios de contenido (70 %) Subtotales por criterio Participación en clase y en línea Iniciativa y creatividad Discusiones y comentarios (escritos y orales) Publicación de trabajos y retroalimentación Información adicional Atención y empatía Respeto sin prejuicios Criterios de lenguaje (30 %)

Uso apropiado del vocabulario académico y técnico Formulación y contestación de preguntas Expresividad y articulación

TOTAL (Sume todos los subtotales para determinar la puntuación y calificación final.)

Puntuación final: ___/50_ Calificación:_____

Firma del facilitador: __________________________ Fecha: ___________________




Appendix G Class Participation Rubric

Students and facilitators are required to use this rubric to evaluate students’ class participation.

Student’s Name: _________________________ Date:_______________________________

Topic: __________________________________ Workshop:__________________________ Instructions:

1. Please refer to each criterion listed below in order to evaluate the students’ class participation. 2. Apply the points that best reflect the student’s participation in class as follows:

(5 = Highest, 1 = Lowest) 3. Place an “X” in the box that applies for each criterion and feel free to write any comments. 4. To obtain the Final Total Score, add the corresponding numbers down and then across. 5. Use the Grading Scale to apply the final grade.

Scale:

5 = Highest 1 = Lowest 5 4 3 2 1 Comments

(optional) Content Criteria

1. Participation in Class or Online with Tools/Resources: Participates actively in all class activities, including the Blackboard Collaborate Tools and the Discussion Board.

2. Initiative and Creativity: Demonstrates initiative and creativity in class activities.

3. Discussions and Oral/Written Comments: Demonstrates interest in class discussions by posting relevant written and oral comments in a timely manner.

4. Uploads and Feedback: Uploads required work in a timely manner, allowing for sufficient time for feedback.

5. Additional Information: Contributes to class with additional material and information.

6. Attention and Empathy: Demonstrates attention and empathy towards classmates’ opinions and contributions.

7. Respectful and Non-judgmental: Shows respect towards classmates’ questions and expositions.



Scale: 5 = Highest 1 = Lowest

5 4 3 2 1 Comments (optional)

Language Criteria 8. Proper Use of Academic and Technical Vocabulary: Contributes frequently to class discussions in English using proper and correct academic and technical vocabulary.

9. Formulating and Responding to Questions: Formulates and responds to questions pertinent to the class topic correctly and consistently in English.

10. Expressiveness/Articulation: Speaks clearly with no grammatical errors and pronounces all terms correctly and precisely.

Totals (70% for Content and 30% for Language)

Total Points

________

Content Criteria (70%) Subtotals per Criterion Participation in Class or Online with Tools/Resources Initiative and Creativity Discussions and Oral/Written Comments Uploads and Feedback Additional Information Attention and Empathy Respectful and Non-judgmental

Language Criteria (30%) Proper Use of Academic and Technical Vocabulary Formulating and Responding to Questions Expressiveness/Articulation TOTAL (Add all the totals to obtain the final score and grade.)

Final Score: ___/50_ Grade: _______

Grading Scale (0-50)

5 - Excellent 45-50 points = A 4 - Good 40-44 points = B 3 - Satisfactory 35-39 points = C 2 - Needs Improvement 30-34 points = D 1 - Unacceptable 0-29 points = F

Facilitator’s Signature: _____________________________ Date: _______________



Apéndice H

Rúbrica de presentación oral y audiovisual individual/grupal

Appendix H

Individual/Group Oral and Audiovisual Presentation Rubric



Apéndice H

Rúbrica de presentación oral y audiovisual individual/grupal Los estudiantes y los facilitadores deben utilizar esta rúbrica para evaluar las destrezas

de comunicación oral y las presentaciones audiovisuales. Nombre del estudiante: _____________________ Fecha: _______________

Tema: ___________________________________ Taller: _______________ Instrucciones: Por favor refiérase a los criterios que evalúa y déjese llevar por la escala, de manera que asigne los puntos que mejor reflejen la presentación oral o audiovisual individual/grupal. Cinco corresponde a la máxima puntuación, mientras uno refleja la puntuación mínima. También puede escribir sus comentarios (opcional). Escriba una “X” en el encasillado que aplique a cada criterio. Para obtener el total, sume los números correspondientes hacia abajo y luego hacia el lado. Utilice la escala evaluativa para determinar la calificación final.

Escala:

5 = Puntuación máxima 1 = Puntuación mínima


(opcional)

Criterios de contenido

1. Objetivos, ideas y principios: Introduce el tema efectivamente e identifica los objetivos, principios y las ideas de la presentación oral/audiovisual.

2. Coherencia y claridad: Organiza la presentación para que sea coherente y fácil de seguir. Proyecta consistentemente los conceptos con un enfoque claro.

3. Dominio del contenido: Domina y explica el contenido apropiadamente, sin cometer errores.

4. Vínculo con el material de la clase: Basa las ideas y argumentos en el material y los recursos de la clase.

5. Captación de la audiencia: Captura la atención y el interés de la audiencia y promueve su participación, si aplica.

6. Alto nivel de comprensión: Evidencia un alto y claro nivel de comprensión de las ideas significativas.

7. Tipografía y diseño gráfico: La tipografía y el diseño gráfico cumplen eficazmente con su propósito y son apropiados para la audiencia.




5 4 3 2 1

Criterios de lenguaje 8. Destrezas lingüísticas: Domina las destrezas lingüísticas en español, por escrito y orales, incluyendo la sintaxis y el flujo de ideas.

9. Vocabulario académico: Aplica el vocabulario académico eficaz y correctamente.

10. Propiedad y corrección: Emplea la gramática correctamente. El texto no tiene errores.


Total de

puntos ______

Criterios de contenido (70 %) Subtotales por criterio

Objetivos, ideas y principios Coherencia y claridad Dominio del contenido Vínculo con material de la clase Captación de la audiencia Alto nivel de comprensión Tipografía y diseño gráfico Criterios de lenguaje (30 %) Destrezas lingüísticas Vocabulario académico Propiedad y corrección


Puntuación final: ___/50_ Calificación:_____

Escala evaluativa (0-50) 5 - Excelente 45-50 puntos = A 4 - Bueno 40-44 puntos = B 3 - Satisfactorio 35-39 puntos = C 2 - Necesita mejorar 30-34 puntos = D 1 - Inaceptable 0-29 puntos = F Al completar esta rúbrica, el facilitador también deberá completar Apéndice N: Speaking Rubric. Para obtener la nota final:

1. Sume el total de puntos del Apéndice H: Rúbrica de presentación oral y audiovisual individual /grupal y el total de puntos del Apéndice N: Speaking Rubric.

2. Use la siguiente escala evaluativa para obtener la nota final.

Escala evaluativa (0 - 75) 5 - Excelente 68 - 75 puntos = A 4 - Bueno 60 - 67 puntos = B 3 - Satisfactorio 53 - 59 puntos = C 2 – Necesita mejorar 45 - 52 puntos = D 1 - Inaceptable 0 - 44 puntos = F

Firma del facilitador: _______________________ Fecha: ____________________



Appendix H Individual/Group Oral and Audiovisual Presentation Rubric

Students and facilitators are required to use this rubric to evaluate students’ oral and audiovisual presentations.

Student’s Name: _________________________ Date: _______________________

Topic: __________________________________ Workshop Number: _____________ Instructions: • Please refer to each criterion listed below in order to evaluate students’ individual/group oral/audiovisual

presentations. • Apply the points that best reflect the student’s presentation as follows: (5 = Highest, 1 = Lowest). • Place an “X” in the box that applies for each criterion and feel free to write any comments. • To obtain the Final Total Score, add the corresponding numbers down and then across. • Use the Grading Scale to apply the final grade.



Content Criteria 1. Objectives, Ideas, and Principles:

Presents an effective introduction to the topic, identifying the objectives, ideas, and principles that are included in the oral/audiovisual presentation.

2. Coherence and Clarity: Presentation is organized and coherent and can be

easily followed. Presentation projects the concepts in a comprehensible manner and reflects a clear and consistent focus.

3. Content Mastery: Demonstrates mastery of the topic or subject of

discussion and properly explains the content without incurring in errors.

4. Resources/Material Support Presentation: Ideas and arguments of the oral/audiovisual

presentation are well-supported by the resources and material presented or discussed in class.

5. Captivated Audience: Captures the attention and interest of the audience and

encourages participation, if applicable.

6. High Level of Comprehension: Demonstrates a clear understanding of significant

ideas and projects a high level of comprehension.

7. Text Format and Visual Design: Text and visual design effectively fulfill their purpose

and are appropriate for the audience.





Language Criteria 8. Oral and Written Proficiency:

Demonstrates excellent oral and written linguistic skills in English, including syntax and flow of ideas.

9. Academic/Technical Vocabulary: Applies academic/technical vocabulary effectively and correctly to convey the message.

10. Conventions: Uses proper and correct grammar. Text is free of errors.


Total Points _____

Content Criteria (70%) Subtotals per Criterion Objectives, Ideas, and Principles Coherence and Clarity Content Mastery Resources/Material Support Presentation Captivated Audience High Level of Comprehension Text Format and Visual Design Language Criteria (30%) Oral and Written Proficiency Academic Vocabulary Conventions TOTAL (Add all the subtotals to obtain the final score and grade.) Final Score: ___/50_ Grade: ____


5 - Excellent 45-50 points = A 4 - Good 40-44 points = B 3 - Satisfactory 35-39 points = C 2 - Needs Improvement 30-34 points = D 1 - Unacceptable 0-29 points = F

After completing this rubric, the facilitator must also complete Appendix N: Speaking Rubric. To obtain the Final Grade:

1. Add the Total Points from Appendix H: Individual/Group Oral and Audiovisual Presentation Rubric and the Total Points from Appendix N: Speaking Rubric.

2. Use the grading scale provided below to obtain the Final Grade.

Grading Scale (0 - 75) 5 - Excellent 68 - 75 points = A 4 - Good 60 - 67 points = B 3 - Satisfactory 53 - 59 points = C 2 - Needs Improvement 45 - 52 points = D 1 - Unacceptable 0 - 44 points = F

Facilitator’s Signature: _____________________________ Date: __________________



Apéndice I

Autorreflexión

Appendix I

Self-Reflection



Apéndice I Autorreflexión Nombre del estudiante: __________________________ Fecha: _____________________

Instrucciones: Complete la(s) pregunta(s) que determine el facilitador usando palabras, oraciones, dibujos o historias. El facilitador puede elegir otros temas para que complete la autorreflexión. Sea honesto y apunte ideas que sean importantes y valiosas para usted. Para evaluar cada autorreflexión, se utilizará el Apéndice C. En las siguientes páginas, encontrará una explicación de lo que es un diario reflexivo, sus beneficios, el formato y algunas preguntas adicionales. Léalo cuidadosamente antes de comenzar a escribir sus autorreflexiones.

1. ¿Qué conocimiento previo traje a la clase esta semana?

2. ¿Cuáles eran mis expectativas para esta semana? ¿Las cumplí?

3. ¿Cuál fue mi mayor logro esta semana, cómo lo aplicaré a mi vida personal o trabajo?

4. ¿Cuál fue mi mayor reto esta semana, qué pasos tomé o tomaré para superarlo?

5. ¿Cuál es la prioridad #1 que deseo realizar antes del próximo taller, cómo lo lograré?

6. ¿Cuáles fueron algunos conceptos, factores e ideas que yo descubrí/aprendí esta semana?

Recuerde que tal vez esté familiarizado con el concepto; trate de escribir algo nuevo sobre el

mismo.

7. ¿En qué área específica necesito ayuda, qué puedo hacer para ayudarme a mí mismo?

8. ¿Alcancé mis metas esta semana? Si es así, ¿qué hice específicamente para ayudarme? Si no,

¿qué puedo hacer para mejorar este aspecto, qué haré de manera diferente la próxima vez?

9. ¿Qué hice específicamente para contribuir al aprendizaje de mis compañeros esta semana? ¿Qué

aprendí de ellos?

10. ¿Sobre qué quiero aprender más y por qué?

11. ¿Cómo crecí, mejoré y me desarrollé esta semana? Sea específico; explique cómo aplicará esto

a su vida personal o profesional.



Appendix I Self-Reflection

Directions: Complete the question/questions below determined by the facilitator using words, sentences, pictures, or stories. The facilitator may specify other topics. Be honest and record ideas that are important and meaningful to you. Self-reflections will be evaluated using Appendix C: The Writing Process Six-Trait Analytic Writing Rubric. On the next page, you will find an explanation of what a reflective journal is, its benefits, format, and some additional questions. Read this carefully before working on your reflective journal.

1. What prior knowledge did I bring to the class this week?

2. What were my expectations for this week? Were they fulfilled?

3. What was my greatest accomplishment this week, and how will I apply it in my personal life or

place of work?

4. What was my greatest challenge this week, and what steps did I take or will take to overcome it?

5. What is the #1 priority that I need to accomplish before the next workshop, and how will I achieve

it?

6. What were some important concepts, factors and ideas that I discovered/learned this week?

Remember that you may have already heard or known about the concept before; if so, try to write

something new about it.

7. In what specific area do I still need help, and what can I do to help myself?

8. Did I reach my goals for this week? If so, what did I specifically do to help myself? If not, what

can I do to improve, and what will I do differently next time?

9. What did I do specifically to contribute to my peers’ learning this week? What did I learn from

them?

10. What do I want to learn more about and why?

11. How did I grow, improve, and develop myself this week? Be specific. Explain how you will

apply this to your personal or work life.



What Is a Reflective Journal? A reflective journal is a steadily growing document where learners record their reflections and thoughts on what they are learning required for their degree area and application to real-life job situations. Benefits By keeping a record of their teaching and learning experiences, students are able to push themselves forward on their professional development journey. There's an old saying that states, "You don't know what you know until you've written it down." Several research studies have found this to be true. By writing what you've learned, you can track the progress you've made, and you can also begin to notice the gaps in your knowledge and skills as a dual language professional. Format You may write your journal in a free flowing essay form or respond to the following entries (questions) that may apply for a particular workshop session: • Two main ideas/concepts I found particularly useful in this week’s workshop are … • Some personal beliefs about teaching and learning that have changed as a result of this workshop are

… • One concept I learned in this workshop which I may be able to apply in the future is ... • Some issues that greatly interested me and that I would like to study in greater detail are ... • I am still unsure about ... • Some topics which, in my opinion, should have been covered but were not covered are … • Some learning strategies that I have used in the past and were reinforced by this workshop are … • Some particularly interesting facts I learned in this session are ...

Note: Use the Six-Trait Analytic Writing Rubric found in Appendix C for evaluation purposes. Vijay Gambhir July 8, 2010 Adapted from: Learning Journals http://www.audiencedialogue.net/journal.html

http://www.audiencedialogue.net/journal.html



Apéndice J

Rúbrica de dramatización de roles

Appendix J

Role-playing Rubric



Apéndice J Rúbrica de dramatización de roles

Los estudiantes y los facilitadores deben utilizar esta rúbrica para evaluar las dramatizaciones de roles.

Nombre del estudiante: _______________________ Fecha: _______________

Tema: ________________________________________ Taller: _______________

Instrucciones: Por favor refiérase a los criterios que evalúa y déjese llevar por la escala, de manera que asigne los puntos que mejor reflejen la dramatización de roles. Cinco corresponde a la máxima puntuación, mientras uno refleja la puntuación mínima. También puede escribir sus comentarios (opcional). Escriba una “X” en el encasillado que aplique a cada criterio. Para obtener el total, sume los números correspondientes hacia abajo y luego hacia el lado. Utilice la escala evaluativa para determinar la calificación final.



(opcional) Criterios de contenido

1. Objetivos y conceptos: Introduce los objetivos efectivamente y proyecta los conceptos de manera comprensible, a través de la presentación, el modelaje o la dramatización de roles.

2. Captación de audiencia: Captura y mantiene la atención e interés del aprendiz del lenguaje inglés (ELL) al introducir la lección y a lo largo de la demostración.

3. Coherencia y claridad: Presenta la lección organizada, lógica y coherentemente de manera que el ELL puede entenderla con facilidad.

4. Dominio del material y desempeño: Domina el material y evidencia que comprende el contenido sin cometer errores. Se presenta relajado, bien preparado, seguro de sí mismo y no consulta sus apuntes.

5. Interacción y evidencia de actividades educativas: Los ELL son el centro de la lección. La interacción entre los alumnos, y entre los estudiantes y el maestro, es significativa y eficaz durante toda la demostración. Las actividades comunicativas que se evidencian en la lección son auténticas, pertinentes y eficaces.

6. Estrategias, procesos, proyección y técnicas: Implementa estrategias y procesos significativos de asesoramiento, que son apropiados para el grado y la edad, y están basados en las tareas. Demuestra eficazmente la proyección personal, postura corporal y las técnicas de manejo de la clase que mantienen a los estudiantes concentrados en sus tareas todo el tiempo, si aplica.

7. Medios audiovisuales y tecnológicos: Utiliza los medios audiovisuales y tecnológicos correcta y eficazmente durante la demostración.





(opcional) Criterios de lenguaje

8. Destrezas lingüísticas: Demuestra habilidades lingüísticas, en español, incluyendo el vocabulario, la sintaxis y el flujo de ideas. Aplica el vocabulario académico eficaz y correctamente.

9. Manejo de la voz: Pronuncia y entona apropiadamente y proyecta su voz de manera eficaz y clara.

10. Propiedad y corrección: Usa la gramática con propiedad y corrección.


Total puntos

_______

Criterios de contenido (70 %)

Subtotales por criterio

Objetivos y conceptos Captación de audiencia Coherencia y claridad Dominio del material y desempeño Interacción y evidencia de actividades educativas Estrategias, procesos, proyección y técnicas Medios audiovisuales y tecnológicos

Criterios de lenguaje (30 %) Destrezas lingüísticas Manejo de la voz Propiedad y corrección TOTAL (Sume todos los subtotales para determinar

la puntuación y calificación final.)

Puntuación final: ___/50_

Calificación:_____

Escala evaluativa (0-50)

5 - Excelente 45-50 puntos = A 4 - Bueno 40-44 puntos = B 3 - Satisfactorio 35-39 puntos = C 2 – Necesita mejorar 30-34 puntos = D 1 - Inaceptable 0-29 puntos = F




Appendix J Role-playing Rubric

Students and facilitators are required to use this rubric to evaluate students’ role-playing.

Student’s Name: ____________________________ Date: _______________________

Topic: _____________________________________ Workshop Number: ____________

Instructions: 1. Please refer to each criterion listed below when evaluating students’ role-playing. 2. Apply the points that best reflect the student’s role playing as follows:


Scale:

5 = Highest 1 = Lowest 5 4 3 2 1 Comments

(optional) Content Criteria

1. Objectives and Concepts: Introduces the objectives effectively through a presentation,

modeling, or role playing that clearly demonstrates the concepts in a comprehensible manner.

2. Captivated Audience: Captures the attention and interest of the English Language

Learner (ELL) at the introduction of the lesson and maintains it throughout the duration of the lesson.

3. Coherence and Clarity: Presents the lesson in an organized, logical, and coherent

manner that can be easily understood by the ELL.

4. Mastery of Content and Performance: Demonstrates mastery of the topic or subject of discussion by effectively demonstrating knowledge of content without incurring in errors. Appears relaxed, well-prepared, self-confident, and does not refer to notes.

5. Interaction and Evidence of Educational Activities: ELLs are the center of the lesson. Interaction among the students and between students and teacher is meaningful and effective at all times during the lesson. Communicative activities demonstrated in the lesson are authentic, relevant, and effective.

6. Strategies, Procedures, Projection, and Techniques: Implements meaningful, grade and age-appropriate strategies and task-based assessment procedures. Demonstrates effective personal projection, corporal posture, and effective classroom presentation/management techniques that keep the students on task at all times, if applicable.

7. Audiovisual Aids and Technology: Uses audiovisual aids and technology properly and effectively during the demonstration.





Language Criteria

8. Linguistic Skills: Demonstrates linguistic skills in English, including vocabulary, syntax, and flow of ideas. Applies academic vocabulary effectively to convey the message.

9. Voice: Uses correct pronunciation and intonation and projects his/her voice clearly and precisely.

10. Conventions: Uses proper and correct grammar.


Total Points

Content Criteria (70%) Subtotals per Criterion

Objectives and Concepts Captivated Audience Coherence and Clarity Mastery of Content and Performance Interaction and Evidence of Educational Activities Strategies, Procedures, Projection, and Techniques Audiovisual Aids and Technology Language Criteria (30%)

Linguistic Skills Voice Conventions

TOTAL (Add all the totals to obtain the final score and grade.)

Final Score: ___/50_ Grade: ________


5 - Excellent 45-50 points = A 4 - Good 40-44 points = B 3 - Satisfactory 35-39 points = C 2 – Needs Improvement 30-34 points = D 1 - Unacceptable 0-29 points = F

Facilitator’s Signature: ___________________________ Date: ___________________



Appendix K

KWHLAQ CHART



APPENDIX K: KWHLAQ CHART

KWHLAQ Chart-21st. Century Style

Q

This upgrade group instruction activity developed by Donna Ogle (1986) Re. Upgrade your KWL Chart to the 21st Century (2011, July 21) was retrieved from http://langwitches.org/blog/2011/07/21/upgrade-your-kwl-chart-to-the-21st-century/

A

L

H

W

K What do I

know? What do I want to

know?

How do I find out?

What have I

learned?

What action will I take?

What new Questions do I have?



Apéndice L

Rúbrica del foro de discusión escrita

Appendix L

Written Discussion Forum Rubric



Apéndice L Rúbrica del foro de discusión escrita Tanto estudiantes como facilitadores deben utilizar esta rúbrica para evaluar los foros de discusión escrita.

Nombre del estudiante: _________________________________ Fecha: _____________________________ Tema: _______________________________________________ Taller: _____________________________ Instrucciones: Por favor refiérase a los criterios que evalúa y déjese llevar por la escala, de manera que asigne los puntos que mejor reflejen el foro de discusión escrita. Cinco corresponde a la máxima puntuación, mientras uno refleja la puntuación mínima. También puede escribir sus comentarios (opcional). Escriba una “X” en el encasillado que aplique a cada criterio. Para obtener el total, sume los números correspondientes hacia abajo y luego hacia el lado. Utilice la escala evaluativa para determinar la calificación final.

Criterios 5

4

3

2

1

Comentarios (opcional)

Contenido 1. Propósito: El propósito o argumento central del escritor es evidente al lector.

2. Contenido: La presentación de información es relevante, legítima y contesta las preguntas con precisión y argumentos claros que demuestran un análisis profundo del tema. El lector adquiere percepciones importantes.

3. Organización: Las ideas están organizadas de manera lógica para apoyar el propósito o argumento. Fluyen fácilmente entre sí y están claramente vinculadas con las preguntas del foro. El lector sigue el razonamiento con facilidad.

4. Cautiva al lector y mantiene su interés al contestar las preguntas. 5. Pensamiento crítico: Critica el contexto del discurso académico en términos de las suposiciones del estudiante. Integra diferentes maneras epistemológicas y disciplinarias de saber.

6. Formula conclusiones basadas en lo investigado.

7. Demuestra que entiende las ideas significativas para alcanzar organizadamente un nivel alto de comprensión.

Lenguaje 8. Demuestra dominio del idioma español, incluyendo el vocabulario académico, la sintaxis y el flujo de ideas.

9. Usa correctamente la ortografía, puntuación y el estilo APA.

10. Emplea un nivel de formalidad del idioma que es apropiado para el tipo de documento.

Totales (70 % para contenido y 30 % para lenguaje)

Total de puntos

Firma del facilitador: ______________________________ Fecha: ____________________________

Escala evaluativa (0-50) 5 - Excelente 45-50 puntos = A 4 - Bueno 40-44 puntos = B 3 - Satisfactorio 35-39 puntos = C 2 – Necesita mejorar 30-34 puntos = D 1 - Inaceptable 0-29 puntos = F



Appendix L Written Discussion Forum Rubric

Both students and facilitators must use this rubric to evaluate students’ written discussion forums.

Student’s Name: ______________________________ Date: __________________ Topic: _________________________________ Workshop Number: ____________ Instructions:

1. Please refer to each criterion listed below when evaluating students’ written discussion forums. 2. Apply the points that best reflect the student’s written discussion forum as follows:

(5 = Highest, 1 = Lowest) 3. Place an “X” in the box that applies for each criterion, and feel free to write any comments. 4. To obtain the Final Total Score, add the corresponding numbers down and then across. 5. Use the Grading Scale to apply the final grade.

Criteria 5 4 3 2 1 Comments (optional)

Content 1. Purpose: Writer’s purpose or central argument is readily apparent to the reader.

2. Content: Presentation of information is relevant and legitimate and answers questions precisely and with clear arguments which demonstrate an in-depth analysis of the topic. The reader acquires important perceptions.

3. Organization: Ideas are arranged in a logical order to support the purpose or argument. They flow smoothly from one to another and are clearly linked to the forum questions. The reader can easily follow the lines of reasoning.

4. The writing hooks the reader and sustains interest upon answering the questions.

5. Critical Thinking: Critiques context of the academic discourse in terms of the student’s assumptions. Integrates different disciplinary and epistemological ways of knowing.

6. Draws conclusions based on research-based facts. 7. Demonstrates a comprehensive grasp of significant ideas to reach a higher level of understanding in an organized manner.

Language 8. Demonstrates a command of the English language, including academic vocabulary, syntax, and flow of ideas.

9. Uses spelling, punctuation, and APA style correctly. 10. Uses a level of formality of language that is appropriate for the nature of the document.

Totals (70% for content and 30% for language)

Total Points ____

Facilitator’s Signature: ______________________________ Date: ______________________

Grading Scale (0-50) 5 - Excellent 45-50 points = A 4 - Good 40-44 points = B 3 - Satisfactory 35-39 points = C 2 – Needs Improvement 30-34 points = D 1 – Unacceptable 0-29 points = F



Apéndice M

Rúbrica del foro de discusión oral

Appendix M

Oral Discussion Forum Rubric



Apéndice M Rúbrica del foro de discusión oral

Los estudiantes y los facilitadores deben utilizar esta rúbrica para evaluar los foros de discusión oral.

Nombre del estudiante: _______________________ Fecha: _______________

Tema: ________________________________________ Taller: _______________ Instrucciones: Por favor refiérase a los criterios que evalúa y déjese llevar por la escala, de manera que asigne los puntos que mejor reflejen el foro de discusión oral. Cinco corresponde a la máxima puntuación, mientras uno refleja la puntuación mínima. También puede escribir sus comentarios (opcional). Escriba una “X” en el encasillado que aplique a cada criterio. Para obtener el total, sume los números correspondientes hacia abajo y luego hacia el lado. Utilice la escala evaluativa para determinar la calificación final.

Escala:

5 = Puntuación máxima 1 = Puntuación mínima


(opcional)

Criterios de contenido

1. Objetivos, ideas y principios: Introduce efectivamente las ideas del tema que discutirá.

2. Coherencia y claridad: Organiza concisa, coherente y precisamente las ideas. La comunicación es coherente y fácil de seguir y proyecta consistentemente los conceptos con un enfoque claro.

3. Dominio del contenido: Domina y explica el contenido apropiadamente, sin cometer errores.

4. Vínculo con el material de la clase: Basa las ideas y argumentos en el material y los recursos de la clase.

5. Captación de la audiencia: Captura la atención y el interés de la audiencia al emplear un tono adecuado que invita y promueve la participación.

6. Manejo de la voz: Proyecta la voz claramente, con énfasis y un volumen adecuado. Controla hábilmente la velocidad, el ritmo, las pausas y la entonación.

7. Alto nivel de comprensión: Evidencia un alto y claro nivel de comprensión de las ideas significativas que expresa.



Escala:

5 = Puntuación máxima 1 = Puntuación mínima 5 4 3 2 1

Criterios de lenguaje 8. Destrezas lingüísticas: Domina las destrezas de comunicación oral en español, incluyendo la sintaxis y el flujo de ideas.

9. Vocabulario académico: Aplica el vocabulario académico eficaz y correctamente.

10. Propiedad y corrección: Emplea la gramática correctamente. El texto no tiene errores.

Subtotales (70 % de contenido y 30 % de lenguaje)

Total de

puntos ______

Criterios de contenido (70 %) Subtotales por criterio

Objetivos, ideas y principios Coherencia y claridad Dominio del contenido Vínculo con material de la clase Captación de la audiencia Manejo de la voz Alto nivel de comprensión Criterios de lenguaje (30 %) Destrezas lingüísticas Vocabulario académico Propiedad y corrección


Puntuación final: ___/50_

Calificación:_____





Appendix M Oral Discussion Forum Rubric

Students and facilitators are required to use this rubric to evaluate students’ oral discussion forums.

Student’s Name: ______________________________ Date: ________________________

Topic: _________________________________ Workshop Number:

____________

Instructions:

1. Please refer to each criterion listed below when evaluating students’ oral discussion forums. 2. Apply the points that best reflect the student’s presentation/role playing as follows:


Scale:

5 = Highest 1 = Lowest

5 4 3 2 1 Comments

(optional)

Content Criteria

1. Objectives, Ideas, and Principles: Presents an effective introduction to the ideas of the topic that will be discussed.

2. Coherence and Clarity: Organizes the ideas in a concise, coherent, and precise manner. Communication is easy to follow and consistently projects the concepts with a clear focus.

3. Content Mastery: Demonstrates mastery of the topic or subject of discussion and properly explains the content without incurring in errors.

4. Class Resources/Material Support: Ideas and arguments are well-supported by the material and resources presented in class.

5. Captivated Audience: Captures the attention and interest of the audience by using an appropriate tone which invites and encourages participation.

6. Voice Control: Projects voice clearly, with appropriate stress and volume. Skillfully controls speed, rhythm, pauses, and intonation.

7. High Level of Comprehension: Demonstrates a high and clear level of comprehension of the expressed significant ideas.



Scale:

5 = Highest 1 = Lowest 5 4 3 2 1

Language Criteria 8. Linguistic skills: Demonstrates mastery of oral communication skills in English, including syntax and flow of ideas.

9. Academic Vocabulary: Applies academic vocabulary effectively and correctly.

10. Conventions: Uses correct grammar, and the text is free of errors.

Subtotals (70% for content and 30% for language)

Total Points

______

Content Criteria (70%) Subtotals per Criteria

Objectives, Ideas, and Principles Coherence and Clarity Content Mastery Class Resources/Material Support Captivated Audience Voice Control High Level of Comprension Language Criteria (30%) Linguistic Skills Academic Vocabulary Conventions

TOTAL (Add all the subtotals to obtain the final score and grade.)

Final Score: ___/50_

Grade:_____

Grading Scale (0-50) 5 - Excellent 45-50 points = A 4 - Good 40-44 points = B 3 - Satisfactory 35-39 points = C 2 - Needs Improvement 30-34 points = D 1 - Unacceptable 0-29 points = F Facilitator’s Signature: ___________________________ Date: ____________________



Appendix N Speaking Rubric Students and facilitators are required to use this rubric to evaluate students’ speaking skills.

Student’s Name: ___________________ Date: _______________________________

Topic: ____________________________ Workshop: __________________________ Instructions:

1. Please refer to each criterion listed below in order to evaluate the student’s speaking skills. 2. Apply the points that best reflect the student’s speaking skills as follows: (5 = Highest, 1 =

Lowest) 3. Place an “X” in the box that applies for each criterion and feel free to write any comments. 4. To obtain the Final Total Score, add the corresponding numbers down and then across. 5. Use the Grading Scale to apply the final grade.



Criteria 1. Body Language:

Demonstrates appropriate nonverbal communication, where thoughts, intentions, or feelings are expressed by physical behaviors, including facial expressions, posture, gestures, movement, touch, and use of space.

2. Eye Contact: Maintains visual contact with the audience and establishes a balance when consulting notes.

3. Voice: Projects voice clearly, with appropriate emphasis, strength, volume, rhythm, and intonation; controls speed and pauses.

4. Vocabulary: Uses appropriate vocabulary to adequately express ideas with a language that is clear, precise, and grammatically correct.

5. Pronunciation: Pronounces words clearly, distinctly, and fluently; transmits message eloquently and coherently.

TOTALS

Total Points _____

Facilitator’s Signature: ___________________________ Date: ____________________




Appendix O Listening Rubric Students and facilitators are required to use this rubric to evaluate students’ listening skills

during targeted planned activities and tasks, such as listening to videos, PowerPoint presentations, oral presentations, discussion forums, and facilitator’s readings, among others.

Student’s Name: ___________________ Date: _______________________________ Topic: ____________________________ Workshop: __________________________ Instructions:

1. Please refer to each criterion listed below in order to evaluate the student’s speaking skills as indicated above.

2. Apply the points that best reflect the student’s listening skills as follows: (5 = Highest, 1 = Lowest)

3. Place an “X” in the box that applies for each criterion and feel free to write any comments. 4. To obtain the Final Total Score, add the corresponding numbers down and then across. 5. Use the Grading Scale to apply the final grade.



Criteria 1. Attention:

Focuses attention on the speaker’s lips, facial expressions, gestures, and body language to gain greater insight into the topic.

2. Feedback: Provides specific, user-friendly, and positive feedback that can help the speaker reach his/her goals, if applicable.

3. Questions: Asks related and relevant questions, and seeks clarification when needed.

4. Non-verbal Cues: Is aware of his/her own body language and is mindful that posture, demeanor, and facial expressions, such as a nod and a smile, are open and inviting, putting the speaker at ease.

5. Understanding of Content: Demonstrates understanding by providing answers that are accurate and relevant to the ideas and information presented; includes specific details in his/her responses.

6. Respect and Courtesy: Refrains from needlessly interrupting the speaker, avoids making assumptions, demonstrates empathy, and is non-judgmental; asserts his/her opinion respectfully.

7. Response to Guided Questions: Demonstrates understanding by providing accurate, precise, and relevant answers to guiding questions provided by the facilitator.

8. Paraphrasing: Paraphrases the speaker appropriately to verify that his/her interpretation is accurate.

TOTALS Total Points ______

___________________________

Facilitator’s Signature: ________________________ Date: ____________________




Appendix P Reading Comprehension Rubric

Students and facilitators are required to use this rubric to evaluate students’ reading comprehension skills during targeted planned activities and tasks, such as reading books,

articles, journals, colleagues’ works, postings on written discussion forums, and information accessed on the Internet, among others.

Student’s Name: ___________________ Date: _______________________________ Topic: ____________________________ Workshop: __________________________ Instructions:

1. Please refer to each criterion listed below in order to evaluate the student’s reading comprehension skills, as indicated above.

2. Apply the points that best reflect the student’s reading comprehension skills as follows: (5 = Highest, 1 = Lowest)

3. Place an “X” in the box that applies for each criterion and feel free to write any comments. 4. To obtain the Final Total Score, add the corresponding numbers down and then across. 5. Use the Grading Scale to apply the final grade.



Criteria 1. Purpose:

Establishes a clear and focused purpose prior to reading.

2. Prior Knowledge: Makes numerous connections which activate prior knowledge; makes elaborate and valid text-to-self, text-to-text, and text-to-real world connections.

3. Main Idea: Identifies a main idea and uses supporting details from the text to demonstrate an overall understanding.

4. Text Features: Analyzes text features to facilitate comprehension and demonstrate understanding of the text; refers to text features and correlates their importance to the content of the text.

5. Questioning: Consistently demonstrates understanding of questioning before, during, and after reading; asks challenging questions that demonstrate higher level thinking and raise issues to think about.

6. Sensory Imagery: Provides elaborately visualized descriptions when expressing through writing, drawing, and/or discussion.

7. Monitoring of Comprehension: Uses a variety of strategies (e.g. reread, adjust reading rate, use word parts and context clues) to monitor comprehension automatically and effectively to clarify confusion, answer questions about the text, and build meaning when comprehension breaks down.





8. Predicting/Drawing Conclusions/ Making Inferences: Develops insightful predictions and conclusions that include connections between the text and the reader’s knowledge, beliefs, and ideas; recognizes subtle clues in selection to make valid inferences.

9. Summarizing/Synthesizing: Summarizes in own words by connecting details, facts, and information from throughout the text, identifying main points and elaborating with evidence.

10. Interpretation of Vocabulary: Decodes meanings of unfamiliar words by applying word structure, origin, and context clues

11. Compare and Contrast: Analyzes similarities and differences by elaborating with well-chosen examples that demonstrate understanding of the text.

12. Cause and Effect: Analyzes text and makes in-depth connections to interpret the relationship between cause and effect.

13. Fact and Opinion: Expresses an opinion and uses specific evidence/facts to support the opinion and enhance interpretation of the text.

14. Extends Information Beyond the Text: Consistently and accurately applies information in the text to own life, world, and/or profession.

15. Evaluates Reasoning: Evaluates reasoning of ideas and themes and makes solid, defendable judgments about ideas and concepts related to the text.

TOTALS

Total Points

___

Facilitator’s Signature: ___________________________ Date: ____________________




Appendix Q

Practicum Site Request Letter



Sistema Universitario Ana G. Méndez School of Professional Studies

Universidad del Turabo Date: _______________ To whom it may concern: The School for Professional Studies of the Sistema Universitario Ana G. Méndez (SUAGM) currently offers in Florida the first bilingual Counseling in Student Affairs in Higher Education Master’s Degree Program in an accelerated format. Acknowledging the needs of our population, SUAGM and the University of Turabo have created and adapted this program to educate high quality bilingual professionals in counseling services. As part of this academic program, our students are required to meet for 100 hours of supervised practicum experience in a higher education counseling center during a period of 8 weeks. Said hours should be spread out in three days, approximately 4.5 hours per day. This experience is scheduled to begin by ________________________. A practicum site supervisor or collaborator counselor is required to work with the student. SUAGM requests your collaboration to help our students meet their educational goals. Our institution invites you to participate in our student site practicum placement program. We would appreciate your response by _______________________, so that we can begin to make placement arrangements and comply with any special requirements from your site. In addition, you will find a description of site supervisor and practicum site profiles for your review. Please feel free to contact Professor __________________ at _________________ to clarify any questions or doubts. Yours truly, _________________________________ Faculty and Curriculum Director Ana G. Méndez University System Tel. (407) 207-3363 Fax: (407) 207-3373 Tel. (954) 885-5595 Fax (954) 885-5861



The collaborative practicum site supervisor is the facilitator and collaborative counselor who represents the counseling practicum site. He/she will advise and offer consultation services to the student during the practicum experience. The faculty practicum supervisor will also provide one-on-one supervision, make observations, evaluate student performance, and offer feedback and recommendations regarding methods, skills, techniques, and case management. Furthermore, triadic meetings with the intern, faculty practicum supervisor, and the practicum site supervisor will take place to discuss the internship experience, as well as concerns that may arise.

A. Profile 1. Must be a professional, state-certified or licensed counselor with at least

two years of experience in professional counseling services with satisfactory or excellent evaluations; must have demonstrated moral and ethical professional qualifications in his/her practice.

B. Duties 1. Encourage the intern and involve him/her in opportunities to practice and

execute a variety of counseling activities under supervision. 2. Evaluate students’ performance in said activities. 3. Complete and sign the practicum student evaluation forms. 4. Coordinate faculty practicum supervisor site visits and intern’s

evaluations. 5. Discuss the intern’s performance, progress, and concerns with the faculty

practicum supervisor. 6. Ensure that the practicum site offers the intern an adequate setting to

conduct individual and group counseling sessions with guaranteed privacy, adequate space to execute his/her duties, appropriate equipment, and relevant materials, such as required forms and documents, to handle clients’ records in accordance with site policies.

7. Collaborate with the student to establish weekly schedules at the site, in order to fulfill contact hour requirements.

The practicum site is the institution approved by SUAGM in which the intern will complete his/her practicum experience.

A. Site selection criteria 1. Demonstrates positive and assertive perception of counseling and assistance

services. 2. Offers services in counseling that follow legal and professional standards,

including the following: a. Abides by the professional code of ethics and standards of the

American Counseling Association (ACA), the National Board for Certified Counselors (NBCC), the American School Counselor Association (ASCA), and others specific to its services.

b. Demonstrates competency in the use of assessment instruments with clients.

c. Exhibits a strong and steady belief in teamwork and group collaboration.

d. Promotes preventive, remedial, and therapeutic models.



e. Ensures clients’ rights and counselor’s responsibilities, and also promotes respect in the peer training processes.

f. Respects human diversity rights and civil laws concerning professional counseling practice.

3. Participates in student training with professionalism, expertise, and respect. 4. Implements the appropriate resources to provide quality supervision. 5. Provides appropriate physical facilities in which the intern can practice with a

high degree of confidentiality. 6. Provides the required human resources to facilitate students’ achievement of

the counseling practicum goals, as well as opportunities to offer effective and significant experiences of professional training.

7. Accommodates students for the required 100 hours, spread out in three days, approximately 4 hours, 10 minutes per day for 8 weeks of supervised practicum experience, thus allowing students to practice counseling and guidance skills.

8. Provides mentoring in case management, interviewing skills, problem identification and solving skills, therapeutic planning, and termination processes.



Appendix R

Practicum Hours Log



Practicum Hours Log

Intern: __________________________ Practicum Site: __________________________ Site Supervisor: _________________________ The practicum experience requires our interns to complete a minimum of 100 hours in counseling skills practice. Seminar/class hours are not included in this log. Students must keep this document updated with all the required information. They must submit a copy of this document to the faculty practicum supervisor at every session of the practicum seminar or evaluation visit. Indicate in the columns below, the amount of time (minutes, hours) spent in each activity under its corresponding initials, as well as the time you begin and end each one.

DS: Direct Service OO: One-on-one Counseling or Guidance GC: Group Counseling or Guidance SS: Site Supervision TS: Triadic Supervision IS: Indirect Service, Professional Development, Staff Meetings, and Others

Date Time

In Time Out

Total Hours

DS

OO

GC

IS

TS

SS

Intern’s Initials

Site Supervisor’s

Initials

TOTAL

_____________________________________ ______________________ Faculty Practicum Supervisor’s Signature Intern’s Signature



Appendix S

Summary of Practicum Hours



Practicum Hours Summary

Intern: ___________________ Practicum Site: ____________________ Site Supervisor: __________________ Faculty Supervisor: _____________________ Students will use the data from the Practicum Hours Logs of all of their practicum site experiences to break down and consolidate said information into the following summary.

Activity Number of Hours Direct Service (Minimum 40 hours)

One-on-one Counseling or Guidance

Group Counseling or Guidance

Indirect Service (Professional Development, Staff Meetings, and Others)

Site Supervision

Triadic Supervision

Other: _______________________________________ (Please specify)

TOTAL

_________________________ Date: __________________ Intern’s Signature _________________________ Date: __________________ Site Supervisor’s Signature _________________________ Date: __________________ Practicum Faculty Supervisor’s Signature _________________________



Appendix T

Site Supervisor’s Intern Evaluation Form



Site Supervisor’s Intern Evaluation Form

Maximum Score: 385 points Intern’s Score________

Grade: _______________ Intern: _________________________ Date: _______________________________ Site Supervisor: _______________________ Site: ________________________________ ________________________________ Using the following criteria, evaluate the intern’s achievement in the practicum experience in each category. Circle the number that best describes the student’s performance. To calculate the intern’s final grade

• add all the subtotals for each category, • subtract 5 points for each NA from the above subtotal to get the final total, and • divide the final total by the maximum of points which is 385.

1 Poor

(Demonstrates no knowledge or

skills)

2 Below

Average (Requires extensive

training and ongoing

supervision)

3 Average

(Demonstrates adequate skills,

but would benefit from training and supervision)

4 Above

Average (Demonstrates high levels of competencies)

5 Excellent

(Demonstrates

exemplary levels of mastery)

NA

(Not applicable)

I. Professional Behavior 1. Shows personal commitment to develop professional competencies.

1 2 3 4 5 NA

2. Invests time and energy in becoming an effective counselor. 1 2 3 4 5 NA 3. Exhibits ethical and professional behavior. 1 2 3 4 5 NA 4. Accepts and uses criticism to enhance self-development and counseling skills.

1 2 3 4 5 NA

5. Accurately assesses one’s own skills and competencies. 1 2 3 4 5 NA 6. Engages in open, comfortable, and clear communication with peers and supervisors.

1 2 3 4 5 NA

7. Recognizes one’s own deficiencies and actively works to overcome them with the help of peers and supervisors.

1 2 3 4 5 NA

8. Completes case reports and records punctually and conscientiously.

1 2 3 4 5 NA

9. Exhibits a professional appearance to the counseling site. 1 2 3 4 5 NA 10. Attends all sessions on a regular basis; justifies absences. 1 2 3 4 5 NA



11. Arrives promptly to appointments with clients, staff, and supervisors.

1 2 3 4 5 NA

12. Contacts the practicum supervisor if delayed or absent. 1 2 3 4 5 NA 13. Shows respect for clients and coworkers, regardless of race, color, religion, sex, age, national or ethnic origin, political beliefs, marital status, disability or handicap, sexual orientation, and social and family background.

1 2 3 4 5 NA

14. Evidences honesty in professional dealings. 1 2 3 4 5 NA 15. Shows respect for clients, colleagues, and supervisory staff. 1 2 3 4 5 NA 16. Takes reasonable precautions to distinguish personal views from institutional or supervisors’ views.

1 2 3 4 5 NA

Subtotal

II. Assessment Skills 1. Identifies assessment techniques appropriately. 1 2 3 4 5 NA 2. Interprets assessment results effectively and efficiently. 1 2 3 4 5 NA 3. Assesses clients’ problems or concerns. 1 2 3 4 5 NA 4. Appraises client’s specific needs. 1 2 3 4 5 NA 5. Selects effective and appropriate evaluation tools and techniques to address each specific situation.

1 2 3 4 5 NA

6. Implements effective assessment techniques on a case-by-case basis.

7. Identifies one’s counseling limitations by means of the analysis of collected data.

1 2 3 4 5 NA

8. Self-assesses the results of one’s interventions. 1 2 3 4 5 NA 9. Integrates assessment tools and their results into intervention

planning. 1 2 3 4 5 NA

10. Interprets tests and effectively communicates results to clients.

1 2 3 4 5 NA

11. Demonstrates skills and knowledge in selecting the appropriate tests for different situations.

1 2 3 4 5 NA

12. Explains test procedures and their use to clients in a comprehensible manner.

1 2 3 4 5 NA

13. Interprets test results in an unbiased, effective, and honest manner.

1 2 3 4 5 NA

14. Recognizes the impact of gender, socio-cultural, and ethnic influences on the assessment process.

1 2 3 4 5 NA

15. Develops treatment plans according to assessment results. 1 2 3 4 5 NA Subtotal



III. Case Management Skills 1. Reviews and documents clients’ information. 1 2 3 4 5 NA 2. Maintains accurate and current records. 1 2 3 4 5 NA 3. Compiles case information, summaries, and reports in an organized manner that can be easily understood when reviewing the case.

1 2 3 4 5 NA

4. Coordinates appropriate services with community offices or other agencies relevant to the case.

1 2 3 4 5 NA

5. Engages in appropriate consultations, as needed. 1 2 3 4 5 NA 6. Makes appropriate referrals. 1 2 3 4 5 NA 7. Collaborates effectively with colleagues and efficiently coordinates services.

1 2 3 4 5 NA

Subtotal IV. Counseling Skills 1. Researches referrals prior to first interviews. 1 2 3 4 5 NA 2. Demonstrates interpersonal skills when establishing a counseling relationship with a child or adult client.

1 2 3 4 5 NA

3. Implements effective communication skills with clients. 1 2 3 4 5 NA 4. Develops a therapeutic relationship, characterized by empathy and positive regard for the client.

1 2 3 4 5 NA

5. Demonstrates the capacity to consistently and effectively counsel clients.

1 2 3 4 5 NA

6. Effectively handles confrontational situations. 1 2 3 4 5 NA 7. Effectively discerns when to remain silent. 1 2 3 4 5 NA 8. Evidences reflection skills. 1 2 3 4 5 NA 9. Involves clients in establishing realistic counseling goals. 1 2 3 4 5 NA 10. Adjusts counseling style or approaches according to clients’ cognitive and personal characteristics.

1 2 3 4 5 NA

11. Selects appropriate assessment techniques. 1 2 3 4 5 NA 12. Conceptualizes and actively implements a treatment plan. 1 2 3 4 5 NA 13. Demonstrates the appropriate use of counseling techniques and intervention skills.

1 2 3 4 5 NA

14. Acknowledges one’s limitations. 1 2 3 4 5 NA 15. Focuses on identifying and clarifying clients’ concerns, issues, and problems.

1 2 3 4 5 NA

16. Conceptualizes and proactively implements a treatment plan. 1 2 3 4 5 NA 17. Periodically evaluates one’s counseling goals and interventions.

1 2 3 4 5 NA

18. Identifies social, economic, and environmental factors that may adversely affect the clients’ recovery process.

1 2 3 4 5 NA

19. Appropriately uses referral resources, and adequately prepares the client and oneself for termination.

1 2 3 4 5 NA

20. Enhances the counseling process by Integrating technology in an effective and efficient manner.

1 2 3 4 5 NA

Subtotal



V. Group Strategies 1. Accurately assesses group members. 1 2 3 4 5 NA 2. Recognizes group dynamics and implements appropriate strategies.

1 2 3 4 5 NA

3. Facilitates group dynamics. 1 2 3 4 5 NA 4. Takes the necessary measures to protect group members from emotional or physical harm.

1 2 3 4 5 NA

5. Organizes materials in an organized, logical, and sequential manner.

1 2 3 4 5 NA

6. Exhibits effective presentation skills, including all participants in the discussions.

1 2 3 4 5 NA

7. Demonstrates effective group management skills. 1 2 3 4 5 NA Subtotal

VI. Acknowledgement of Diversity Issues 1. Identifies issues of diversity that may impact understanding and intervention in the counseling relationship.

1 2 3 4 5 NA

2. Uses the appropriate intervention, taking into account multicultural perspectives.

1 2 3 4 5 NA

3. Demonstrates knowledge of the appropriate referral processes and of the resources available to address the needs of diverse populations.

1 2 3 4 5 NA

4. Exhibits awareness of empirical and theoretical bases for treating a diverse clientele.

1 2 3 4 5 NA

5. Demonstrates awareness and understanding of one’s own cultural identity and how that may impact counseling processes.

1 2 3 4 5 NA

Subtotal VII. Ethics 1. Evidences understanding the importance of ethics and practices it accordingly, as outlined by the profession.

1 2 3 4 5 NA

2. Assumes responsibility for cases and requests supervision, as needed.

1 2 3 4 5 NA

3. Maintains and demonstrates a respect for confidentiality. 1 2 3 4 5 NA 4. Shows respect when discussing cases. 1 2 3 4 5 NA 5. Provides critical feedback in a respectful manner. 1 2 3 4 5 NA 6. Accepts and utilizes critical feedback from supervisors and peers.

1 2 3 4 5 NA

7. Uses supervision in a developmentally appropriate manner, and shows an increasingly collaborative approach to supervision.

1 2 3 4 5 NA

Subtotal



VIII. Summarize the intern’s achievement of the objectives observed during the practicum experience. Include areas of strengths and areas in need of further development. Add comments which can benefit the intern in attaining his/her goals. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ___________________________________________________________________________

Calculation Table

Criteria Maximum Possible

Score

Total Points for Each Category

I. Professional Behavior 80 II. Assessment Skills 75 III. Case Management Skills

35

IV. Counseling Skills 100 V. Group Strategies 35 VI. Acknowledgement of Diversity Issues

25

VIII. Ethics 35 Totals 385 Total points minus 5 points for

each NA = _____________ Final Total Points

Final Total Points divided by 385 = Final Grade

_____________ ÷ 385 = _______________ _____________________________ _____________________ Site Supervisor’s Signature Date ______________________________ _____________________ Intern’s Signature Date ______________________________ _____________________ Faculty Practicum Supervisor’s Signature Date



Appendix U

Practicum Site Intern Evaluation Form



Practicum Site Student Evaluation Form

Maximum Value: 130 pts Score: _______________

Intern: __________________ Date: _________________________ Period in Practicum setting: ________ Hours Completed: _______________ Practicum Site: _____________________________________ Practicum Collaborative Supervisor: ____________________ Practicum Faculty Supervisor: _________________________ I. Overall Practicum Experience Using the following criteria, evaluate the following aspects of your practicum experience. Circle the number that corresponds to your appraisal.

1 2 3 4 5 Deficient Adequate Excellent

a. Overall quality of your personal practicum experience 1 2 3 4 5 b. Overall quality of the supervision 1 2 3 4 5 c. Breadth/broadness of the experience 1 2 3 4 5 d. Depth/intensity of the experience 1 2 3 4 5 e. Overall professional atmosphere 1 2 3 4 5 f. Overall training atmosphere 1 2 3 4 5

II. Educative Practicum Experience Considering the details of your practicum site, use the following criteria to evaluate the following aspects of your practicum experience. Write the number that corresponds to your appraisal beside each item. 1 2 3 4 5 Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree

a. The primary supervision I received was effective and beneficial, resulting in helping me achieve professional growth.

b. The amount of supervision I received was constructive, competent, and valuable.

c. I was exposed to several opportunities for professional development. d. Role models worthy of replicating were evident. e. Professional legal and ethical practices were always implemented. f. Opportunities to develop counseling skills with individuals were made available.

g. Opportunities to develop counseling skills with groups were made available.

h. The practicum environment and personnel were supportive.



i. I received peer support during the experience. j. The practicum experience provided me with professional challenges. k. My peers and supervisor treated me respectfully and courteously. l. I was encouraged to grow professionally. m. I was encouraged to grow personally. n. Both emotional and training support were readily available. o. Training was not limited to service delivery. p. The setting was appropriate and supportive for my professional activities. q. Site counseling goals were thoroughly explained to me. r. Site policies and procedures were thoroughly explained to me. t. I was involved in setting up and organizing operational dynamics. u. I was given the opportunity to learn and use related community services.

Subtotal III. Briefly describe some specific experiences you had at this practicum site that helped you develop and/or enhance your counseling skills. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ IV. Describe the most beneficial and productive practicum experience at this site and explain why it was so helpful. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ V. Describe the practicum experience at this site that was, in your opinion, the least useful and valuable. Explain why. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ VI. What actions can be taken to improve the practicum experience at this site? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



VII. Would you recommend this site to future practicum students? Explain your response. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ VIII. Check all activities in which you participated at this practicum site.

□ Individual counseling □ Personal/social □ Academic □ Occupational/career development □ Crisis

□ Group counseling □ Co-leading □ Leading □ Planning □ Guidance reports □ Record keeping □ Educational activities □ Referrals/community resources □ Center-wide guidance activities □ Use of assessment instruments □ Necessities studies □ Special projects planning □ Participation in site activities □ Individual supervision □ Meetings with parent/tutors

□ Advisory services with parents, tutors, and/or teachers □ Administrative, work team, and/or staff meetings □ Follow-up programs □ Student orientations □ Child study team meetings □ Technological assisted activities □ Other: _____________________________________________________________

__________________________________________________________________ _____________________________ _____________ Practicum Student’s Signature Date



Apéndice V

Proyecto Final

Appendix V

Final Project



Proyecto final

Descripción

Este proyecto incluye dos actividades relacionadas cada una a un análisis en el área de

consejería escolar. Los estudiantes escribirán un informe sobre cada actividad. Redactarán en

el idioma español para la actividad uno y en el idioma inglés para la actividad dos. Ambas

actividades se fundamentan en el análisis y resolución de una situación en el centro de

práctica, para evaluar las habilidades de los estudiantes en el campo de la consejería.

Actividad Uno - Identificación y análisis de un área de necesidad en el centro de

práctica

Contenido

1. Identifique un área de necesidad de la población a servir en su centro de práctica.

2. Realice una investigación referente al área de necesidad seleccionada.

3. Redacte un ensayo analítico sobre dicha área de necesidad en el que incluya lo

siguiente:

a. información sobre el área de necesidad (tema) escogida,

b. información sobre la población a servir en dicha área de necesidad,

c. explicación de cómo puede usted, como consejero, atender esta área de

necesidad y

d. justificación de cómo su plan beneficiará a la población a servir.



Activity Two - Action Plan for an Area of Need at the Practicum Site

Content

1. Research how the area of need identified in Activity One can be addressed.

2. Develop an action plan based on your research.

3. Write an expository essay that includes the following:

a. explanation of the action plan that addresses the population and the area of

need chosen for Activity One;

b. analysis of the objectives, activities, and evaluation of the action plan;

c. detailed explanation of the process, strategies, and techniques to be used to

implement the action plan; and

d. conclusion on how this action plan can benefit the population to be served.

Los alumnos deberán entregarle al facilitador dos copias escritas del proyecto final, como se

especifica a continuación:

1. La primera copia debe incluir

a. portada en formato APA,

b. su nombre completo y

c. su número de estudiante.

2. La segunda copia debe incluir

a. portada en formato APA y

b. el número de estudiante solamente, en vez del nombre completo. El

facilitador le entregará esta copia al director académico del centro.

Students will submit two written copies of the final project to the facilitator, and adhere to

the following specifications:

1. The first copy must include the following:

a. cover page in APA format,

b. student’s full name, and

c. student’s identification number.

2. The second copy must include the following:

d. cover page in APA format and

a. only the student’s number, instead of the student’s full name. The

facilitator will submit this copy to the campus academic director.



Appendix W

Final Project Development Log



Final Project Development Log

Student’s Name ________________________________

Week Project Task Completed Not Completed

Facilitator’s Comments

One Design inventory of needs for student population

Two Analyze compiled data

Three Administer inventory of needs and identify areas of need

Four Compose a research literature review

Five Write analytical theme paper

Six Implement the project at school

Seven Carry out observations

Eight Present project in class

Student’s Signature ____________________________________ Supervisor’s Signature _________________________________



Appendix X

Practicum Weekly Schedule



Practicum Weekly Schedule

Intern: ________________________________________________________________ Practicum Site: _________________________________________________________ Site Address: ___________________________________________________________ ___________________________________________________________

Week from _______________ to_______________

Schedule

Day Hours

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

AM

PM

Total

_______________________ Intern’s Signature

_______________________

Site Supervisor’s Signature

_______________________ Date



Appendix Y

Intern’s Self-Evaluation



Intern’s Self-Evaluation

Intern: _______________________________________________ Date: ________________________________________________ Site: _________________________________________________ The purpose of this activity is for you to self-reflect and identify the areas in which you feel you have met your goals and the areas in which you feel you need to work on. The points you give yourself will not affect your final grade. It is essential that you be honest with yourself so that you can specifically determine what you need to do to achieve your highest potential. Using the following criteria, circle the number that best corresponds to your personal performance in this practicum experience. 1 2 3 4 5 Poor Satisfactory Good

NA = No opportunity to execute; Not applicable

I. Overall Experience

1 Personally commits to developing professional competencies.

1 2 3 4 5 NA

2 Invests time and energy in becoming an effective counselor.

1 2 3 4 5 NA

3 Accepts and uses criticism to enhance self-development and counseling skills.

1 2 3 4 5 NA

4 Engages in open, comfortable, and clear communication with peers and supervisors.

1 2 3 4 5 NA

5 Recognizes one’s own deficiencies and actively works to overcome them with the help of peers and supervisors.

1 2 3 4 5 NA

7 Documents case reports and records punctually, accurately, and conscientiously.

1 2 3 4 5 NA

Subtotal II. Counseling Skills

1 Researches referrals prior to initial interviews. 1 2 3 4 5 NA

2 Demonstrates effectiveness in personal and group counseling.

1 2 3 4 5 NA

3 Demonstrates group management skills. 1 2 3 4 5 NA 4 Demonstrates skills in establishing a counseling

relationship with a child or adult client. 1 2 3 4 5 NA

5 Communicates effectively with clients 1 2 3 4 5 NA



6 Demonstrates self-reflection skills. 1 2 3 4 5 NA 7 Demonstrates skills to manage disputes and

confrontations. 1 2 3 4 5 NA

8 Remains silent when the situation warrants it. 1 2 3 4 5 NA 9 Focuses on identifying and clarifying client’s concerns

and problems. 1 2 3 4 5 NA

10 Assists clients in building self-esteem. 1 2 3 4 5 NA 11 Selects the appropriate assessment techniques. 1 2 3 4 5 NA 13 Conceptualizes and implements an appropriate

treatment plan. 1 2 3 4 5 NA

14 Actively involves clients in establishing realistic counseling goals.

1 2 3 4 5 NA

15 Appropriately uses counseling techniques and intervention skills.

1 2 3 4 5 NA

16 Periodically evaluates counseling and intervention goals.

1 2 3 4 5 NA

17 Uses referral sources appropriately. 1 2 3 4 5 NA 18 Appropriately prepares the client and oneself for

successful termination. 1 2 3 4 5 NA

13 Integrates technology resources. 1 2 3 4 5 NA Subtotal

III. Group Counseling and Guidance and Group Presentations

1 Accurately assesses group members. 1 2 3 4 5 NA 2 Facilitates group dynamics. 1 2 3 4 5 NA 3 Recognizes group dynamics and uses appropriate

strategies. 1 2 3 4 5 NA

4 Protects group members from emotional or physical harm.

1 2 3 4 5 NA

5 Organizes materials logically and sequentially. 1 2 3 4 5 NA 6 Demonstrates effective and appropriate presentation

skills. 1 2 3 4 5 NA

7 Involves all classroom members in discussions. 1 2 3 4 5 NA 8 Properly manages group behavior. 1 2 3 4 5 NA Subtotal

IV. Diversity Issues

1 Identifies issues of diversity that may impact understanding and intervention in the counseling relationship.

1 2 3 4 5 NA

2 Uses appropriate intervention, considering multicultural perspectives.

1 2 3 4 5 NA

3 Is familiar with resources for diverse populations and with appropriate referral processes.

1 2 3 4 5 NA



4 Demonstrates awareness of empirical and theoretical bases for treatment of a diverse clientele.

1 2 3 4 5 NA

5 Demonstrates awareness of one’s own cultural identity and how that may impact counseling processes.

1 2 3 4 5 NA

Subtotal 1 2 3 4 5 NA V. Assessment

1 Effectively implements assessment techniques. 1 2 3 4 5 NA 2 Displays skills and knowledge in selecting the

appropriate tests. 1 2 3 4 5 NA

3 Explains test procedures and test uses to clients. 1 2 3 4 5 NA 4 Interprets test results correctly. 1 2 3 4 5 NA 5 Recognizes the impact of gender, socio-cultural, and

ethnic influences on assessment. 1 2 3 4 5 NA

6 Develops treatment plans according to assessment results.

1 2 3 4 5 NA

Subtotal VI. Ethics

1 Evidences understanding and practicing the code of ethics outlined by the profession.

1 2 3 4 5 NA

2 Assumes responsibility for cases and seeks supervision, as needed.

1 2 3 4 5 NA

3 Maintains confidentiality. 1 2 3 4 5 NA 4 Demonstrates respect when discussing cases. 1 2 3 4 5 NA 5 Provides critical feedback in a respectful manner. 1 2 3 4 5 NA 6 Accepts and utilizes critical feedback from supervisors

and peers. 1 2 3 4 5 NA

7 Uses supervision in a developmentally appropriate manner, and shows an increasingly collaborative approach to supervision.

1 2 3 4 5 NA

Subtotal VI. Professionalism

1 Presents a professional appearance at the counseling site.

1 2 3 4 5 NA

2 Attends all sessions on a regular basis; justifies absences.

1 2 3 4 5 NA

3 Arrives promptly to appointments with clients, staff, and supervisors.

1 2 3 4 5 NA

4 Contacts the practicum supervisor if arrival is delayed or must be absent.

1 2 3 4 5 NA

5 Respects clients, colleagues, and supervisors, irrespective of race, color, religion, sex, age, nationality, ethnic origin, political beliefs, marital status, disability, sexual orientation, or social and family background.

1 2 3 4 5 NA



6 Demonstrates honesty and integrity in all professional situations.

1 2 3 4 5 NA

8 Distinguishes between personal views and the views of the institution or of supervisors.

1 2 3 4 5 NA

Subtotal VII. Additional Comments __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_________________________________ Practicum Student’s Signature

_________________________________ Date



Appendix Z

Practicum Student’s Evaluation of Site Supervision



Practicum Student’s Evaluation of Site Supervision

Practicum Student _______________________________________ Faculty Supervisor _______________________________________ Site Supervisor __________________________________________ Please respond to the following about your practicum site supervision experience. Keep in mind that your feedback is extremely valuable and that we appreciate your honesty and willingness to help us improve the practicum experience for future students. Be aware that the information you provide to us will not be shared with the site personnel. Use the back of this sheet for additional comments. 1. Describe your supervision experience, including both positive and negative aspects, if

any. Provide specific examples.

2. Provide suggestions that could enhance and/or improve the practicum experience.

_________________________ _________________ Practicum Student’s Signature Date



Apéndice AA

Ejercicio de autoevaluación y autoconocimiento para consejeros



Ejercicio de autoevaluación y autoconocimiento para consejeros Objetivo Resulta útil para un consejero identificar actitudes y comportamientos que pudieran facilitar o intervenir en una relación de ayuda positiva. Mediante esta lista, usted identificará las problemáticas y las áreas que necesita mejorar o trabajar. Lea cuidadosamente y marque aquellas que mejor lo describen. Actitud _____ La retroalimentación me hace sentir incompetente o dudoso de mí mismo. _____ Me decepciono con frecuencia. _____ Me siento plenamente confiado sobre mí mismo como consejero. _____ Siempre estoy preocupado pensando que no seré un buen consejero. _____ Cuando recibo comentarios positivos sobre mi trabajo no los creo. _____ Me trazo metas realistas y alcanzables. _____ Creo que un cliente hostil puede hacerme sentir incómodo e incompetente. _____ Siempre me encuentro disculpándome por mi propio comportamiento. _____ Estoy poco confiado que seré un consejero exitoso. _____ Frecuentemente me trazo metas muy difíciles de conseguir. Carácter _____ Pienso que mis métodos de consejero son superiores a los de otros. _____ Trato que siempre se haga lo que yo digo, y me enojo si un cliente me lleva la contraria o no sigue mi dirección en la entrevista. _____ Me molesto cuando trabajo con un cliente que se resiste o tiene mal genio. _____ Predicar no es problema para mí. _____ Me incomoda un cliente con una visión diferente a la mía. _____ Me molesta referir mi cliente a otro consejero, especialmente si este tiene un estilo diferente al mío. _____ A veces se me hace difícil evitar luchas de poder con algunos clientes. Disposición _____ Hay veces en que actúo más rudo de lo que en realidad soy. _____ Es difícil para mí expresar sentimientos positivos a un cliente. _____ Hay clientes que me gustarían más como amigos que como clientes. _____ Me hace sentir mal no gustarle o caerle bien a un cliente. _____ Cuando siento que un cliente tiene algo en mi contra, trato de discutirlo mejor que evitarlo. _____ Me siento más cómodo manteniendo distancia profesional con mi cliente. _____ Estar cerca de las personas no me hace sentir incómodo. _____ Me siento más cómodo cuando estoy más relajado y suelto. _____ Soy muy sensitivo en cuanto a cómo se sienten los clientes hacia mí, especialmente si es negativo. _____ Puedo aceptar retroalimentación o comentarios negativos sobre mí sin mayor problema. _____ Es difícil para mí confrontar a un cliente.



¿Qué conflictos de valores identificó usted? ¿Qué conflictos de estereotipos identificó usted? ¿Qué conflictos éticos encontró usted? ¿Qué conflictos sobre diversidad encontró usted? ¿Cuáles son las áreas en que debe trabajar para mejorar su práctica?



Appendix BB

Practicum Agreement



Practicum Agreement This agreement is made to provide the Counseling in Student Affairs in Higher Education Graduate School Program student with a field-based professional supervised experience. Students must complete 100 hours of supervised practicum experience in a higher education counseling center during a period of 8 weeks. Said hours should be spread out in three days, approximately 4.5 hours per day. The School for Professional Studies Florida Campus agrees to

- assign a faculty practicum supervisor to facilitate communication between the university and the field site.

- conduct three formal student evaluation visits. - work collaboratively with the site supervisor and practicum student.

Practicum site agrees to

- assign a supervisor who is a licensed or certified counselor with a minimum of two years experience in the field.

- provide opportunities for the student to engage in a variety of supervised counseling activities that will be evaluated.

- provide the students with necessary and appropriate resources to practice and help them develop their counseling skills.

- complete two formal practicum evaluations and sign all pertinent forms and documents.

Practicum student agrees to

- submit and sign any required documents corresponding to the practicum site. - adhere to the practicum site’s administrative policies, rules, standards, schedules,

and clinical practices. - be punctual and present at the agreed practicum scheduled times. - complete the necessary evaluations, including two partial and one final

evaluation, a self-evaluation, supervisor evaluation, and practicum site evaluation.



Sistema Universitario Ana G. Méndez Guidance and Counseling Graduate Studies Program

This agreement is made on ____________________ by____________________________ Date Practicum Site ___________________________________ This agreement will be effective from __________________ to ___________________ Date Date for a total of 100 hours of supervised practicum experience in a higher education counseling center during a period of 8 weeks. Said hours should be spread out in three days, approximately 4.5 hours per day. Students will also complete three credit hours on campus. Student’s Name _______________________________________________ ___________________________ ___________________________ _____________ Practicum Site Supervisor’s Printed Name Practicum Site Supervisor’s Signature Date

___________________________ ___________________________ _____________ Practicum Faculty Supervisor’s Printed Name Practicum Faculty Supervisor’s Signature Date

___________________________ ___________________________ _____________ Practicum Student’s Printed Name Practicum Student’s Signature Date



Appendix CC

Faculty Supervisor’s Site Visit Report



Faculty Supervisor’s Site Visit Report

Faculty Supervisor _________________________________ Date _________ Practicum Site ____________________________________ Visit # _________ Site Supervisor ____________________________________ Practicum Student Visited ___________________________

___ Progress Evaluation ___ Partial Evaluation ___ Final Evaluation

Observations

Site Supervisor’s

Comments

Agreements

Recommendations to Practicum Student

___________________________ ___________________________ _____________ Practicum Site Supervisor’s Printed Name Practicum Site Supervisor’s Signature Date

___________________________ ___________________________ _____________ Practicum Faculty Supervisor’s Printed Name Practicum Faculty Supervisor’s Signature Date

___________________________ ___________________________ _____________ Practicum Student’s Printed Name Practicum Student’s Signature Date



Appendix DD

Final Project Rubric



Final Project Rubric

Content Criteria Excellent 10% Good 8% Needs Improvement 5% Purpose(s) of the special project is/are clearly identified.

Objectives are written, considering human development competencies.

Space is provided for population’s reactions to the special project.

Implementation of the activities of the special project follow a logical sequence.

Time management of the special project is extremely adequate.

Includes a detailed description of the activities of the special project to be followed.

Counseling strategies to be used are explained adequately.

Language Criteria Demonstrates proper use of written language.

Material is free of grammatical errors.

Demonstrates appropriate speech and language intonation.

Total 100 ( 70% content and 30% language)

Student’s Signature: ___________________________________________ Facilitator’s Signature: _________________________________________