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Sistema Universitario Ana G. Méndez

School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

SCFG 503

Human Development and Learning: The Early Years and Elementary

Desarrollo Humano y el Aprendizaje: La Escuela Elem ental y los Años

Primarios

© Sistema Universitario Ana G. Méndez, 2007

Derechos Reservados.

© Ana G. Méndez University System, 2007. All rights reserved.

SCFG 503 Human Development and Learning 2

Rev. January, 2008 Magaly Pacheco Ed. D.

TABLA DE CONTENIDO/TABLE OF CONTENT

Páginas/Pages

PRONTUARIO ...................................................................................................... 3

STUDY GUIDE ................................................................................................... 12

WORKSHOP ONE .............................................................................................. 20

TALLER DOS ........................................ ............................................................. 23

WORKSHOP THREE ......................................................................................... 27

TALLER CUATRO ..................................... ........................................................ 30

WORKSHOP FIVE ............................................................................................. 33

ANEJO A/APPENDIX A ................................ ..................................................... 37

ANEJO B/APPENDIX B ................................ ..................................................... 38

ANEJO C/ APPENDIX C ............................... ..................................................... 40

ANEJO D/ APPENDIX D ............................... ..................................................... 42

ANEJO E/ APPENDIX E ............................... ..................................................... 44

ANEJO F/ APPENDIX F ............................... ...................................................... 45

ANEJO G/ APPENDIX G ............................... ..................................................... 46

ANEJO H/APPENDIX H ................................ ..................................................... 49

ANEJO I/APPENDIX I ................................ ........................................................ 50

ANEJO J/APPENDIX J ................................ ...................................................... 51

ANEJO K/APPENDIX K ................................ ..................................................... 53

ANEJO L/APPENDIX L ................................ ...................................................... 54

ANEJO M/APPENDIX M ................................ .................................................... 55

ANEJO N/APPENDIX N ................................ ..................................................... 57

ANEJO O/APPENDIX O ................................ ..................................................... 58

ANEJO P/APPENDIX P ................................ ..................................................... 59



Prontuario

Título del Curso Desarrollo Humano y el Aprendizaje:

En La Escuela Elemental y Los Años Primarios

Codificación SCFG 503

Duración Cinco Sesiones

Prerrequisit os

Descripción

Este curso examina las bases filosóficas y teóricas del aprendizaje y el

desarrollo humano desde la edad pre-escolar hasta el nivel elemental. Además,

comprende el estudio y las implicaciones que tiene el desarrollo humano y el

aprendizaje en la práctica educativa durante los grados pre-escolares y

elementales Se enfatiza la influencia de la educación multicultural en los años

primarios y elementales y entender como interacciona con el desarrollo humano

del niño.

Objetivos Generales

1. Demostrar conocimiento del desarrollo humano y como las diferencias

individuales y la cultura afectan el aprendizaje del niño en el salón de clases.

2. Demostrar conocimiento de las teorías del aprendizaje cognoscitivo de Piaget

y Vygotsky.

3. Demostrar la habilidad para identificar y describir el uso de diferentes tipos de

evaluaciones que se llevan a cabo con estudiantes de educación especial. .

4. Discutir y entender los principios éticos en la educación elemental y los años

primarios.

5. Entender el aspecto cognoscitivo, socio emocional y el lenguaje en el

desarrollo niño.

6. Demostrar entendimiento de las experiencias primarias y el ajuste escolar del

niño.

7. Demostrar entendimiento del desarrollo del niño como aprendiz y su

motivación para aprender en la escuela elemental.

8. Discutir y tener conocimiento de los aspectos multiculturales en el desarrollo

del niño.



Referencias y material suplementario

Ackley, L. (2004). Introducing Cognitive Development, University of Coventry

Publishing Company.

Golden, S. (2004) The Resilience of Language: What Gesture Creation in Deaf

Children Can Tell Us About How All Children Learn Language. University

Of Chicago, Publishing Company.

Meadows, S. (1996). The Child as Thinker (2nd ed.), Bristol University Publishing

University.

Evaluación

Criterio Puntuación % Nota

Asistencia y Participación 25 10%

Exámenes 20 10%

Actividad de Aprendizaje 30 10%

Portafolio 25 10%

Diario de Aprendizaje 25 10%

Observación a niños 50 10%

Análisis de noticias 25 10%

Criterios de Lenguaje

Ensayo escrito en Inglés 50 15%

Monografía en inglés 25 15%

Presentación Oral de grupo 25 10%

Totales 300 100

Asistencia y Participación

La asistencia y participación a cada taller es obligatoria. Se atribuirán 5 puntos

al final de cada sesión para una suma total de 25 entre ambos criterios. La

puntuación obtenida representará un 10% de la nota final (Ver Anejos B y C ).

Exámenes

Como comprobación de lecturas, el facilitador incluirá dos pruebas cortas con un

valor total de 20 puntos correspondientes al 10% de la nota final. Las pruebas

cortas serán distribuidas entre los cinco talleres a discreción del facilitador.



Actividad de Aprendizaje

Cada estudiante tendrá la tarea de diseñar una actividad interactiva de

aprendizaje educativa que promueva el aprendizaje en el salón de clases con

niños de escuela elemental. La actividad interactiva de aprendizaje será en

ingles y deberá estar basada en una de las teorías cognoscitivas del

aprendizaje. La misma tendrá un valor de 30 puntos (Ver Anejo A ) y se llevará a

cabo durante el taller cinco.

Diario de Aprendizaje

El estudiante realizará el Diario de Aprendizaje después de cada taller. Al

finalizar las cinco sesiones su diario de aprendizaje deberá ser incluido como

parte del Portafolio. Para dicho diario el estudiante reaccionará a diferentes

aseveraciones o preguntas relacionadas con la información relacionada con la

clase.

Portafolio

Para la evaluación del portafolio se revisarán los criterios que aparecen en los

Anejos G, H, I, J, K, L, M, N, O, P El portafolio tendrá un valor de 25 puntos o

un 10 por ciento de la nota final.

Observación de niños

Los estudiantes tendrán la tarea de observar el ajuste escolar de niños por

treinta minutos en una escuela pre-escolar ó en una escuela elemental. El lugar

de observación deberá ser informado al facilitador durante el segundo taller.

Luego de llevar a cabo la observación los estudiantes tienen que escribir un

informe escrito de dos páginas en inglés que será entregado al facilitador

durante el tercer taller. En la observación se deberá incluir lugar, actividad de

aprendizaje que los niños están llevando a cabo, reglas ó código de disciplina y

observación personal.

Análisis Críticos de Noticias

Durante cada taller los estudiantes tendrán la tarea de buscar una noticia que

este relacionada con un aspecto educativo en el ámbito pre- escolar y elemental.

El análisis crítico consistirá de una sola página y seguirá las reglas de escritura

del Manual de la Asociación Americana de Psicología más reciente. Las partes



que se deben incluir en el análisis crítico de la noticia son el titulo, utilizadas y la

opinión personal del estudiante con relación al aprendizaje educativo..Los

análisis escritos de noticias utilizarán el mismo lenguaje del taller y tendrán un

valor de 25 puntos.

Ensayo Escrito en Inglés

Cada estudiante deberá escribir un ensayo de dos paginas donde se expone la

importancia de mantener los principios éticos en la educación primaria y

elemental. El ensayo debe seguir las reglas de escritura de la Asociación

Americana de Psicología y será entregado durante el tercer taller. Los criterios

de evaluación para el ensayo aparecen en el Anejo F y el mismo tiene un valor

de 50 puntos.

Monografía en Inglés

Los estudiantes tienen que escribir una monografía en inglés de tres páginas

sobre la influencia de los aspectos multiculturales en el aprendizaje del niño a

nivel pre-escolar y elemental. La monografía debe ser entregada durante el

quinto taller con un valor de 25 puntos (Ver Anejo E ).

Presentación Oral de grupo

Los estudiantes llevarán a cabo una presentación grupal visual grupal sobre un

tema relacionado con la clase. La presentación deberá llevarse a cabo en quince

minutos durante el quinto taller. Los estudiantes pueden seleccionar el idioma de

su preferencia para la presentación oral. El Anejo C presenta los criterios de

evaluación para la misma y tiene un valor de 25 puntos.



Descripción de las Normas del Curso

1. Este curso sigue el programa “Discipline-Based Dual-Language Model®”

del Sistema Universitario Ana G. Méndez, el mismo esta diseñado para

promover el desarrollo de cada estudiante como un profesional bilingüe.

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

Esto significa que cada taller deberá ser conducido enteramente en el

lenguaje especificado. Los lenguajes serán alternados en cada taller para

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

mantener un balance, el modulo debe especificar que se utilizaran ambos

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

equitativamente entre ambos idiomas. Si un estudiante tiene dificultad en

hacer una pregunta en el idioma especificado, bien puede escoger el

idioma de preferencia para hacer la pregunta. Sin embargo, el facilitador

deberá contestar la misma en el idioma designado para ese taller. Esto

deberá ser una excepción a las reglas pues es importante que los

estudiantes utilicen el idioma designado. Esto no aplica a los cursos de

lenguaje que deben ser desarrollados en el idioma propio todo en ingles o

todo en español según aplique.

2. El curso es conducido en formato acelerado, eso requiere que los

estudiantes se preparen antes de cada taller de acuerdo al módulo. Cada

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

ocasiones requiere más.

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

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

facilitador evaluará si la ausencia es justificada y decidirá como el

estudiante repondrá el trabajo perdido, de ser necesario. El facilitador

decidirá uno de los siguientes: permitirle al estudiante reponer el trabajo o

asignarle trabajo adicional en adición al trabajo a ser repuesto.

Toda tarea a ser completada antes de taller deberá ser entregada en la

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



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

siguientes opciones:

a. Si es a dos talleres, el facilitador reducirá una nota por debajo

basado en la nota existente.

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

nota a dos por debajo de la nota existente.

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

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

estudiante provee una excusa valida y verificable, el facilitador

determinara una actividad equivalente a evaluar que sustituya la misma.

Esta actividad deberá incluir el mismo contenido y componentes del

lenguaje como la presentación oral o actividad a ser repuesta.

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

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

un trabajo de excelencia, pero recibirán una calificación individual.

7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y

no plagiado. Se debe entender que todo trabajo sometido esta citado

apropiadamente o parafraseado y citado dando atención al autor. Todo

estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea

plagiado, copiado o presente trazos de otro será calificado con cero (vea

la política de honestidad académica).

8. Si el facilitador hace cambios al modulo o guía de estudio, deberá

discutirlos y entregar copia a los estudiantes por escrito al principio del

primer taller.

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

proveyendo su correo electrónico, teléfonos, y el horario disponibles.

10. EL uso de celulares esta prohibido durante las sesiones de clase; de

haber una necesidad, deberá permanecer en vibración o en silencio.

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

en el salón de clases.



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

comportamiento que rigen SUAGM y el curso.

Nota: Si por alguna razón no puede acceder las dire cciones electrónicas

ofrecidas en el módulo, no se limite a ellas. Exis ten otros motores de

búsqueda y sitios Web que podrá utilizar para la bú squeda de la

información deseada. Entre ellas están :

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

El/la facilitador(a) puede realizar cambios a las d irecciones electrónicas y/o

añadir algunas de ser necesario.



Filosofía y Metodología Educativa

Este curso está basado en la teoría educativa del Constructivismo.

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

que, reflexionando a través de nuestras experiencias, podemos construir nuestro

propio conocimiento sobre el mundo en el que vivimos.

Cada persona genera sus propias “reglas” y “métodos mentales” que

utiliza para darle sentido a sus experiencias. Aprender, por lo tanto, es

simplemente el proceso de ajustar nuestros modelos mentales para poder

acomodar nuevas experiencias. Como facilitadores, nuestro enfoque es el

mantener una conexión entre los hechos y fomentar un nuevo entendimiento en

los estudiantes. También, intentamos adaptar nuestras estrategias de

enseñanza a las respuestas de nuestros estudiantes y motivar a los mismos a

analizar, interpretar y predecir información.

Existen varios principios para el constructivismo, entre los cuales están:

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

debe comenzar con situaciones en las cuales los estudiantes estén buscando

activamente construir un significado.

2. Significado requiere comprender todas las partes; y las partes deben

entenderse en el contexto del todo. Por lo tanto, el proceso de aprendizaje

se enfoca en los conceptos primarios, no en hechos aislados.

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

estudiantes utilizan para percibir el mundo y las presunciones que ellos

hacen para apoyar dichos modelos.

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

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

significado de otra persona. Como la educación es intrínsicamente

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

del avalúo parte esencial de dicho proceso, asegurando que el mismo

provea a los estudiantes con la información sobre la calidad de su

aprendizaje.

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



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

las múltiples perspectivas que existen en el mundo.

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

estudiante.



Study Guide

Course Title Human Development and Learning: The Early Years

and Elementary

Code SCFG 503

Time Length 5 weeks

Pre-requisite None

Description

This course examines in depth the human growth and theory experiences with

learning and development in preschool through elementary level children.

Additionally, students will understand the implications which development and

learning has during the preschool and elementary grade years in the classroom.

Emphasized the influence of multicultural education in early childhood and

elementary education, which students need to be aware of and understand how it

interacts with child development.

General Objectives

1. Demonstrate an understanding of human growth and development and

how individual differences and culture affect children’s learning in the

classroom.

2. Demonstrate and understand Piaget’s and Vygostsky’s theories on

cognitive development and learning.

3. Demonstrate their ability to identify and describe the uses of different

types of tests and assessment used with children with special needs.

4. Identify and understand the ethical principles of early childhood and

elementary profession.

5. Discuss and understand Cognitive development, language and social

emotional development in children.

6. Demonstrate their understanding of early experiences and school

adjustment.

7. Demonstrate understanding of children’s development as a learner:

identity and motivation to earn in school.

8. Discuss multicultural issues in child development.



References and Supplementary Materials

Ackley, L. (2004). Introducing Cognitive Development. University of Coventry

Publishing Company.

Golden, S. (2004). The Resilience of Language: What Gesture Creation in Deaf

Children Can Tell Us about How All Children Learn Language. University

Of Chicago, Publishing Company.

Meadows , S. (1996). The Child as Thinker (2nd ed.), Bristol University

Publishing University.

Evaluation

Criteria Points % Grade

Attendance & Participation 25 10

Tests 20 10

Learning activity 30 10

Portfolio 25 10

Learning diary 25 10

Children observation 50 10

News analysis 25 10

Language Criteria

Essay 50 15

Term Paper 25 10

Oral presentation 25 10

Totals 300 100

Attendance and Participation

Assistance and Participation to each workshop is mandatory. At the end of each

workshop, each student will obtain 5 points for a total of 25 points between both.

Tests

As an evidence of the work completed in class the facilitator will administered two

tests during any of the workshops. The students will accumulated a total of 20

points with both tests.



Learning Activity

Each student will have the task of creating an interactive learning activity design

to promote learning in the classroom with elementary children. This activity

interactive activity must be in English and need to be developing using one of the

learning cognitive theories. It will be presented during workshop five (See

Appendix A ).

Learning Diary

Each student will complete a written learning diary at the end of each workshop.

Also, the learning diary need to be included as part of the portfolio. In the

learning diary the students will react to different questions and statements related

to the class material.

Portfolio

To evaluate the work done in the portfolio the facilitator will revised the criterion

appeared at the Appendixes G, H, I, J, K, L, M, N, O, P.

Children Observation

The students will have the task of observed the school adjustment of children at

a pre school or elementary setting. The observation setting must be informed to

the facilitator during the second workshop. After completing the observation the

students will need to write a paper of two pages that will be given to the facilitator

during the third workshop. The students need to include in the written paper the

name of the place, rules or disciplinary that children need to follow, learning

activity observed and personal opinion.

News critical analysis

During each workshop the students will have the task of searching news related

to the elementary setting. The critical analysis will consist of a single page and

the students will include the title of the news, a summary and their personal

opinion. The news critical analysis will have a value of 25 points.

Essay

Each student will write a two pages English essay stating the importance of the

ethical in the pre-school and elementary setting. The essay must follow the

written guidelines of the latest American Psychology Association. The essay will



need to be completed during the third workshop and the evaluation criteria are

going to be in Appendix D and have a value of 50 points (See Appendix F ).

English Term Paper

The students will write a three pages term paper about how learning can be

influence by the multicultural aspects at the pre-school and elementary setting.

The term paper is going to completed during the last workshop with a value of 25

points (Appendix E ).

Group Oral Presentation

The students are going to be divided in groups of four and will design an oral

presentation about a topic related to the class. The presentation must be

completed in fifteen minutes and all the group member must participate. For this

oral presentation the students will have the opportunity to choose their language

of preference At the Appendix C the students will see the evaluation criteria. The

oral group presentation will have a value of 25 points.

Description of Course Policies

1. This course follows the Sistema Universitario Ana G. Méndez Dual-Language

Discipline-Based Immersion Model® designed to promote each student’s

development as a Dual Language Professional. Workshops will be facilitated

in English and Spanish, strictly using the 50/50 model. This means that each

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

used in the workshops will alternate to insure that 50% of the course will be

conducted in English and 50% in Spanish. To maintain this balance, the

course module may specify that both languages will be used during the fifth

workshop, dividing that workshop’s time and activities between the two

languages. If students have difficulty with asking a question in the target

language in which the activity is being conducted, students may choose to

use their preferred language for that particular question. However, the

facilitator must answer in the language assigned for that particular day. This

should only be an exception as it is important for students to use the assigned

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



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

English only).

2. The course is conducted in an accelerated format and requires that students

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

workshop requires an average ten hours of preparation but could require

more.

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

workshop must present the facilitator a reasonable excuse. The facilitator will

evaluate if the absence is justified and decide how the student will make up

the missing work, if applicable. The facilitator will decide on the following:

allow the student to make up the work, or allow the student to make up the

work and assign extra work to compensate for the missing class time.

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

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

late assignments and make-up work.

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

following options:

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

based on the students existing grade.

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

grades based on the students existing grade.

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

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

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

facilitator may determine a substitute evaluation activity if he/she understands

that an equivalent activity is possible. This activity must include the same

content and language components as the oral presentation or special activity

that was missed.

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

However, each member will have to collaborate to assure the success of the

group and the assessment will be done collectively as well as individually.



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

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

submitted. All quoted or paraphrased material must be properly cited, with

credit given to its author or publisher. It should be noted that plagiarized

writings are easily detectable and students should not risk losing credit for

material that is clearly not their own (see Academic Honesty Policy).

8. If the Facilitator makes changes to the study guide, such changes should be

discussed with and given to students in writing at the beginning of the first

workshop.

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

email address, phone number, hours to be contacted and days.

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

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

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

allowed to the classrooms.

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

community established by the institution and in this course.

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

module, do not stop your investigation. There are many search engines

and other links you can use to search for informati on. These are some

examples:

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/



• www.flelibrary.org/

The facilitator may make changes or add additional web resources if

deemed necessary.



Teaching Philosophy and Methodology

This course is grounded in the learning theory of Constructivism.

Constructivism is the philosophy of learning founded on the premise that, by

reflecting on our experiences, we construct our own understanding of the world in

which we live.

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

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

adjusting our mental models to accommodate new experiences. As teachers,

our focus is on making connections between facts and fostering new

understanding in students. We will also attempt to tailor our teaching strategies

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

information.

There are several guiding principles of constructivism:

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

issues around which students are actively trying to construct meaning.

2. Meaning requires understanding wholes as well as parts. And parts must

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

focuses on primary concepts, not isolated facts.

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

students use to perceive the world and the assumptions they make to

support those models.

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

meaning, not just memorize the "right" answers and regurgitate someone

else's meaning. Since education is inherently interdisciplinary, the only

valuable way to measure learning is to make the assessment part of the

learning process, ensuring it provides students with information on the

quality of their learning.

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

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

perspectives of the world.

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



Workshop One

Specific Objectives

At the end of this workshop, the student:

1. Will be familiarized with the basic concepts of human growth.

2. Will be introduced to the child’s development and its implication in the

learning process.

3. Demonstrate and understand the Piaget’s and Vygotsky’s theories on

cognitive development.

Language Objectives

1. Students will be able to express themselves orally in written using English as

the language of communication with correct pronunciation, syntax, verb

usage and vocabulary.

2. Students will determine the main idea and will identify the relevant details of

several documents.

3. Students will generate written ideas from multiple answers. The student

engages in the writing process, writes to communicate ideas and

experiences.

URLs

Piaget and the Cognitive Development Theory

http://chiron.valdosta.edu/whuitt/col/cogsys/piaget.html

http://www.funderstanding.com/piaget.cfm

http://www.childdevelopmentinfo.com/development/piaget.shtml

Lev Vygotsky and the Cognitive Development Theory

http://en.wikipedia.org/wiki/Lev_Vygotsky

http://www.funderstanding.com/vygotsky.cfm

http://starfsfolk.khi.is/solrunb/vygotsky.htm

Maslow’s Hierarchy of Needs

http://www.businessballs.com/maslow.htm

http://www.netmba.com/mgmt/ob/motivation/maslow/

Motivation in the Classroom

http://www.geocities.com/edclass04/motivationintheclassroom.doc



http://www.unm.edu/~jka/courses/archive/archive.html

http://www.unm.edu/~jka/courses/archive/deep.html

Assignments before Workshop One

1. Read the module. Pay close attention to the rubrics since they will be used to

assess your knowledge.

2. The student needs to review the suggested URL’s, look for supplementary

readings and make their own research about topics to be discussed.

3. The student is assigned to read, research, and define educational human

growth and development. Write in your own words a short summary.

4. Describe in writing the influence of the cognitive theories in the elementary

setting.

5. Be prepared to explain Piaget’s cognitive theory of learning. Add it to the

previous summary.

6. Define and summarize in your own words Vygotsky’s cognitive theory. Bring

it to the classroom.

7. Using a concept map, describe Maslow’s hierarchy of necessities. For more

information on concept maps, please visit

http://cmap.ihmc.us/Publications/ResearchPapers/TheoryCmaps/TheoryUnde

rlyingConceptMaps.htm or

http://www.udel.edu/chem/white/teaching/ConceptMap.html

8. Search for an elementary education news and write a one page critical

analysis.

Activities

1. Introductory activity: Students will design a game that promotes learning in

the elementary classroom.

2. The students will define educational human growth and development using a

drawing.

3. The facilitator will make an interactive presentation about educational human

growth and the influence in the learning process.

4. The students will be divided in groups of four and each group is going to

present Piaget’s developmental stages using a diagram.



5. The facilitator is going to divide the class in two groups. Each group will have

6. to present Vygotsky’s cognitive theory using a song.

7. The facilitator will discuss the influence of the cognitive theories in the

learning process of elementary students. The students will have the task of

designing a poster that represents how Piaget’s or Vygotsky’s theory

promotes the learning process of students in the elementary setting. The

facilitator will need to provide markers and papers to students.

8. The facilitator will give students an index card with information related to one

cognitive theory. The students need to identify the name of the theory.

9. The students will write a paragraph stating the importance of Maslow’s

hierarchy of needs in the learning process of elementary students. The

students will have ten minutes to write their paragraphs and will read them

orally to the class.

10. The facilitator is going to ask each student to elaborate a lesson that

addresses cognitive development with elementary students.

11. The students will orally discuss their news critical analysis.

12. The facilitator will discuss the assignments prior next workshop.

Assessment

1. Learning Diary: explain the importance of the cognitive theories in the

learning process of elementary students.



Taller Dos Objetivos Específicos

Al finalizar el taller, el estudiante:

1. Discutirá y será capaz de describir la importancia del desarrollo socio

emocional en el niño.

2. Analizará y comprenderá las diferentes teorías de desarrollo social y

emocional en los niños.

3. Descubrirá la influencia del lenguaje en el desarrollo del niño.

Objetivos de Lenguaje

1. Los estudiantes podrán expresarse de forma oral y escrita utilizando el

español como lenguaje de comunicación haciendo uso correcto del

vocabulario, gramática y verbos.

2. Los estudiantes serán capaces de construir significado a través de diversos

textos utilizando la sintaxis, gramática y el uso correcto de los verbos.

3. Los estudiantes serán capaz de organizar la información escrita de forma

creativa. El estudiante es capaz de desarrollar y demostrar el uso de

creatividad en la escritura.

Direcciones Electrónicas

Educación

http://www.geocities.com/heartland/farm/8810/investig/separac1.html

http://www.educacioninicial.com/ei/areas/evolutiva/Index.asp

Desarrollo del Niño

http://www.ericdigests.org/2002-2/ninos.htm

http://www.childdevelopmentinfo.com/development/erickson.shtml

http://classweb.gmu.edu/awinsler/ordp/social.html

Conducta, Desarrollo y Autoestima

http://www.igdi.ku.edu/interventions/IPCI_interventions/Supporting_Positive_Beh

avior_Key_Elements_Workbook-Spanish.pdf

http://articleset.net/Parenting_articles_es_Desarrollo-emocional-y-la-autoestima-

en-ninos.htm



http://www.psicomotricidadpuertorico.org/la%20clase%20de%20los%20pies%20

descalzos.htm

http://www.cluborl.com.ar/Articulos/Psicopedagogia/El_Lenguaje_y_los_Ninos.do

c

http://www.scre.ac.uk/rie/nl60/nl60howe.html

Teoría Social de Bandura

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

Tareas a realizar antes del Taller Dos

1. El estudiante deberá revisar las páginas electrónicas sugeridas, lecturas

relacionadas en textos complementarios y/o realizar sus propias búsquedas

de información sobre el tema a discutir.

2. Realizará una búsqueda en el Internet sobre el desarrollo social y emocional

en los niños.

3. Observe el siguiente video. Resuma la idea principal de la teoría social de

Bandura (http://video.google.com/videoplay?docid=-2953790276071699877).

Si el enlace no funciona, busque información y describa en un documento de

no menos de dos páginas la teoría social de Albert Bandura.

4. Escriba un ensayo que exponga la influencia del desarrollo social en la

autoestima de los niños de escuela pre-escolar.

5. Prepárese para explicar si existe alguna relación entre la música y el

desarrollo del lenguaje del niño de 3 a 4 años.

6. Defina los trastornos sociales afectivos en los niños: auto-erotismo,

agresividad y el diagnóstico diferencial.

7. Escribir una lista de diez juegos educativos que pueden ser utilizados con

niños de escuela elemental.

8. Buscar un lugar de educación pre-escolar ó escuela elemental para llevar a

cabo la observación de un grupo de niños. Debe tener autorización escrita.

Consulte con su facilitador.

9. Escoja una noticia sobre el ámbito educativo elemental y escriba un análisis

crítico de la misma.

10. Estudie para una prueba corta



Actividades

1. El facilitador comenzará la clase con un breve repaso.

2. Actividad de introducción: El facilitador le pedirá a los estudiantes que formen

un círculo en el medio del salón. Le indicará a cada estudiante que no puede

utilizar palabras para esta actividad. Cada estudiante tiene que escoger una

pareja y ambos van a presentar una actividad que promueve el aprendizaje

cooperativo sin utilizar palabras.

3. Los estudiantes tomarán una prueba corta que cubre el material discutido del

taller número uno y dos.

4. El facilitador divide la clase en cuatro grupos. Cada grupo tiene la tarea de

presentar la teoría social de Bandura de forma creativa.

5. Los estudiantes van a explicar la influencia del desarrollo social en el proceso

de aprendizaje con estudiantes pre-escolares utilizando un mapa circular.

6. La clase se divide en dos grupos. Cada grupo tiene que desarrollar una

actividad que promueve el autoestima en los niños de escuela elemental.

7. El facilitador llevará a cabo una discusión oral donde expone la influencia del

lenguaje en el proceso de aprendizaje del niño.

8. Los estudiantes van a explicar la influencia de la música en el desarrollo del

lenguaje del niño de 3 a 4 años utilizando dibujos.

9. Guiados por el facilitador, los estudiantes van a presentar de forma oral

diferentes juegos educativos que promueven el aprendizaje en niños de

edades pre-escolar y de escuela elemental.

10. El facilitador le pedirá a los estudiantes que diseñen un póster con reglas de

comportamiento para niños de cuatro años.

11. La clase se divide en tres grupos y cada grupo va a presentar una noticia

educativa del ámbito elemental.

12. Los estudiantes tienen que diseñar una actividad que promueva la

interacción social con estudiantes de edad pre-escolar.

13. El facilitador discutirá las asignaciones a entregar antes del taller.



Evaluación 1. Diario de Aprendizaje: explicar la importancia del aspecto social emocional

en el aprendizaje de niños de edades pre-escolar.



Workshop Three

Specific Objectives


1. Will be familiarized and able to identify the ethical principles of early childhood

at the elementary profession.

2. Will recognize the importance of early experiences and school adjustment in

the elementary setting.

3. Will be introduced to other child development theories.

Language Objectives

1. Students will be able to express themselves orally and in written using

English as the language of communication with correct pronunciation, syntax,

verb usage and vocabulary.

2. Students will determine the main idea and identify relevant details in a variety

of types of written material.

3. Students will generate written ideas from multiple sources.

URLs

Dewey

http://www.bgsu.edu/departments/acs/1890s/dewey/dewey.html

http://plato.stanford.edu/entries/dewey-moral/

http://www.iep.utm.edu/d/dewey.htm#H4

Code of Ethics

http://www.palmbeach.k12.fl.us/jobs/codeofethics/slideshow.pps

http://childparenting.about.com/cs/childdevelopment/a/temperament.htm

Child Development

http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.js

p?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED332825&ERICExtSearch_

SearchType_0=no&accno=ED332825

http://www.springerlink.com/content/j220u5636605h2rk/



Assignments before Workshop Three

1. The student should read the URL’s assigned, and review supplementary

readings about the topics to be discussed in class.

2. The students will complete the children adjustment observations and write a

two page summary.

3. The student will do a search to find information about John Dewey’s ethical

principles of education. Bring it to the classroom.

4. Write a disciplinary plan for the preschool or elementary students.

5. Design and write your own code of ethics for the elementary setting.

6. Write a two pages essay stating the importance of following a code of

principles in the preschool and elementary setting.

7. Bring an elementary or preschool setting news critical analysis (one page).

8. You should be working with your portfolio.

Activities

1. The facilitator will start the class with a short review.

2. Introductory activity: The facilitator will divide the class in groups. Each group

will have the task of designing a game that promotes social adjustment in the

preschool setting.

3. The facilitator will introduce students to John Dewy’s theory. The students will

need to identify Dewy’s ethical principles and present them to class. Be

creative.

4. The facilitator will provide each student with a paper. The student needs to

write their own code of ethics and compare it with four other students. Select

the best options and make a written summary.

5. The facilitator will divide the class into two groups. Each group will have the

task of creating an elementary school news article where the code of ethics

was not follow.

6. Using drawings and diagrams the students will present their social adjustment

observations.

7. The facilitator and the students will create a disciplinary plan for the

elementary setting.



8. Debate: the class will debate the need of a disciplinary plan in the preschool

setting.

9. The students are going to work in pairs and identify games that will promote

social adjustment in the preschool or elementary setting.

10. The students will present the elementary news critical analysis.

11. The facilitator will discuss the assignments prior to the next workshop.

Assessment

1. Learning Diary: Explain the importance of the social adjustment in the

learning process of elementary students.



Taller Cuatro

Objetivos Específicos

Al finalizar el Taller, el estudiante:

1. Estará familiarizado y podrá identificar las teorías que promueven la

motivación en el aprendizaje de edad preescolar y de escuela elemental.

2. Reconocer la importancia de la motivación en el desarrollo del niño.

3. Conocer e identificar la teoría de Inteligencia Múltiples de Gardner.

Direcciones Electrónicas

Teoría de Motivación de Herzberg

http://pareonline.net/getvn.asp?v=5&n=11

Motivación

http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.js

p?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED479864&ERICExtSearch_

SearchType_0=no&accno=ED479864

http://www.ericdigests.org/1995-1/learn.htm

Inteligencia Múltiples

http://www.newhorizons.org/strategies/mi/wilson1.htm

http://everyonelearns.blogspot.com/2006/04/multiple-intelligences-and.html

http://wetsk.com/course5.html

http://www.ncrel.org/sdrs/areas/issues/students/atrisk/at6lk69.htm

Tareas a realizar antes del Taller Cuatro

1. El estudiante deberá leer las páginas electrónicas y material suplementario

para la clase.

2. Escriba su propia definición del concepto motivación.

3. Defina motivación intrínseca y extrínseca.

4. Busque información sobre la teoría motivacional de Herzberg.

5. Compare en una tabla las diferencias y similitudes de la teoría de Herzberg

con la teoría de Abraham Maslow.

6. Describa en un mapa conceptual las inteligencias Múltiples de Gardner.

7. Cree una actividad educativa para ser presentada en clase que promueva la

motivación en el salón de clases en la escuela elemental.



8. Estudie el material de los talleres tres y cuatro.

9. Escoja una noticia educativa y escriba un análisis crítico de la misma.

Actividades

1. El facilitador comenzara la clase con un breve repaso del material cubierto.

2. Actividad de introducción: cada estudiante presentará su actividad creativa

que promueve la motivación en el salón de clases en la escuela elemental.

3. El facilitador le proveerá a cada estudiante una tarjeta (index card). En la

tarjeta los estudiantes van a escribir su definición personal del concepto

motivación y luego se la pegan en la frente. El facilitador le indica a los

estudiantes que tienen que crear otra definición del concepto motivación

utilizando las definiciones de los compañeros de clase.

4. El facilitador le pedirá a los estudiantes que lleven a cabo una presentación

sobre la teoría motivacional de Herzberg utilizando diagramas y dibujos.

5. El facilitador escribirá diferentes situaciones motivacionales y los estudiantes

tienen que identificarlas como intrínsecas o extrínsecas.

6. El facilitador llevará a cabo una presentación digital sobre las inteligencias

Múltiples de Gardner. Los estudiantes aportaran a la discusión utilizando el

mapa conceptual creado en la asignación.

7. La clase se divide en grupos y cada grupo tiene que explicar como la

aplicación de las inteligencias múltiples puede proveerle motivación a los

estudiantes preescolares y de escuela elemental.

8. Los estudiantes van a escoger una de las inteligencias múltiples de Gardner

y van a diseñar una actividad educativa que promueve el aprendizaje en el

ámbito preescolar.

9. Los estudiantes tomarán una prueba que contiene le material asignado y

discutido durante los talleres tres y cuatro.

10. Los estudiantes van a discutir la noticia educativa y entregar al facilitador el

análisis escrito sobre la misma.

11. El facilitador aclarará dudas relacionadas con las asignaciones del próximo

taller.

12. El facilitador asignará los temas para la presentación del próximo taller.



Evaluación

1. Diario de aprendizaje: explicar la importancia que existe de proveerle

estrategias motivacionales de enseñanza a los estudiantes preescolares y de

escuela elemental.



Workshop Five

NOTA: Este taller es bilingüe. Tanto,

el Facilitador como los estudiantes,

deberán utilizar el idioma asignado

para cada tarea y actividad.

NOTE: This is a bilingual workshop.

Both the facilitator and the students

should use the language assigned

for each homework and activity.

Specific Objectives


1. Will discuss and understand multicultural issues related to child development.

2. Will identify and describe the uses of different types of assessment used with

children with special needs.

3. Will understand section 504 of the Vocational Rehabilitation Act

Language Objectives

1. Students will be able to express themselves orally and in written using

English or Spanish as the language of communication with correct

pronunciation, syntax, verb usage and vocabulary.

2. The student will use writing effectively and produces final documents that

have been edited for correct spelling, punctuation, sentence formation and

verb agreement.

3. The student will be able to engage in the writing process and writes to

communicate ideas and experiences accurately.

URLs

http://susanohanian.org/show_special_news.html?id=386

http://www.ecqnet.org/FLIEP/IEP_FAQ.cfm

http://www.schwablearning.org/articles.aspx?r=747

http://www.newhorizons.org/spneeds/inclusion/teaching/front_teaching.html

http://www.4children.org/news/999divrs.htm

http://www.acei.org/misconceptions.htm



Assignments before Workshop Five

1. The student will write term paper in English describing how learning can be

influenced by the multicultural aspects in the elementary setting.

2. The students will prepare for a group oral presentation (English or Spanish).

3. The students will need to bring a magazine in Spanish related to any of the

subjects covered in class.

4. The students will have time to complete the class portfolio.

5. The students will present a learning activity based on a cognitive theory (in

Spanish).

6. Define students with disabilities, assessment, inclusion and section 504

Vocational Rehabilitation Act (in English).

Activities

1. The facilitator will start the class with a short review (in English).

2. Introductory activity: students will be designing a collage that will include 10

concepts learned in class during the last four workshops. The facilitator will

need to provide the students with paper, scissors and glue. The concepts

used in the collage need to be written in Spanish.

3. The students are going to be presenting their cognitive learning activities to

the class in English.

4. The facilitator will ask the students to design a learning activity for special

needs students at a preschool level. The activity must be conducted in

Spanish.

5. The students are going to make a drawing showing the tests used with

special needs students at the elementary setting.

6. The students will define the multicultural issues in preschool and elementary

using a song or a drama in English.

7. The facilitator will request the students to create a Spanish brochure with

learning activities designed for elementary school English language learners.

8. The students will orally present their news critical analysis in the language of

their preference.



Assessment

1. Learning Diary: explain the importance of addressing the needs of special

children and English Language learners at the preschool and elementary

setting.



ANEJOS/ APPENDIXES



Anejo A/Appendix A

Learning Activity Student Name: Content Criteri a Points The student was able to engage the whole class in the activity.

The learning activity was completed on time.

A cognitive theory was applied. The activity was interactive and students were motivated to learn.

The student used visuals, media and technology in the presentation.

The activity was design specifically for preschool or elementary students.

The activity promotes hands on participation.

Language Criteria The student demonstrates that is able to communicate appropriately in English.

Verbs and grammar were used correctly.

The presentation was done in English Total of points. Student signature: Teacher Comments:---------------------------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------



Anejo B/Appendix B

MATRIZ VALORATIVA PARA PARTICIPACIÓN EN CLASE

CURSO:______________________ PT_________ SECCIÓN____________ NOMBRE:________________________________________________________ Asistencia y puntualidad:______% Aportación a la c lase:______% _____ 0= Faltó a 4 o más talleres o faltó a 3 talleres y llegó tarde a 2 talleres _____ 1= Faltó a 3 talleres o faltó a 2 talleres pero llegó tarde a tres talleres _____ 2= Faltó a 2 talleres o faltó a 1 taller pero llego tarde a tres o más talleres _____ 3= Faltó a 1 taller o no faltó pero llegó tarde a tres talleres _____ 4= No faltó a los talleres pero llegó tarde a uno o dos talleres _____ 5= No faltó ni llegó tarde a los talleres

0- No

Cumplió

1- Deficiente 2- Regular 3- Bueno 4- Muy Bueno 5- Excelente N/A-

No

Aplica

CRITERIOS 0 1 2 3 4 5 N/A

1. Contribuye frecuentemente a las discusiones en clase.

2. Demuestra interés en las discusiones en clase.

3. Contesta preguntas del facilitador y sus compañeros.

4. Formula preguntas pertinentes al tema de la clase.

5. Viene preparado(a) a clase.

6. Contribuye a la clase con material e información

adicional.

7. Presenta argumentos fundamentados en las lecturas y

trabajos de la clase

8. Demuestra atención y apertura a los puntos y

argumentos de sus compañeros.

9. Contesta preguntas y planteamientos de sus

compañeros.

10. Demuestra iniciativa y creatividad en las actividades

de clase.

Nota (Comentarios, al dorso)



RUBRIC TO EVALUATE CLASS PARTICIPATION

NAME: __________________________ FINAL GRADE ____________ DATE: __________________________

Attendance and Punctuality: ______%

_____ 0=Absent in 4 or more workshops or absent in 3 workshops and was late in 2 workshops

_____ 1=Absent in 3 workshops or absent in 2 workshops and was late in 3 or more workshops _____ 2=Absent in 2 workshops or absent in 1 workshops and was late in 3 or more workshops _____ 3=Absent in 1 workshop or attended all workshops but was late in 3 workshops _____ 4=Attended all workshops but was late in 1 or 2 workshops _____ 5=Perfect attendance

Class Participation:______% 0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD 4-VERY GOOD 5-EXCELLENT N/A- NOT APPLY

CRITERIA 0 1 2 3 4 5 N/A 1. Contributes frequently to class

discussion.

2. Demonstrates interest in class discussion.

3. Answers questions made by the facilitators and classmates.

4. Asks questions pertinent to the class subject.

5. Arrive prepared to class. 6. Contributes to class with additional

material and information.

7. Presents arguments based on class lecture and work.

8. Demonstrates attention and opening towards arguments from classmates.

9. Answers questions and expositions from classmates.

10. Demonstrates initiative and creativity in class activities.

Comments: ______________________________________________________



ANEJO C/ APPENDIX C

MATRIZ VALORATIVA PARA EVALUAR PRESENTACION

INDIVIDUAL/GRUPAL ORAL

Nombre del estudiante: _______________________Fecha:_________________

Criteri o Puntos Puntuación del estudiante

Conten ido Realiza una introducción efectiva del tema identificando el propósito, objetivo e ideas principales que se incluyen en la presentación.

10

La presentación es organizada y coherente y puede seguirse con facilidad.

10

El presentador demuestra dominio del tema o materia de la presentación al explicar con propiedad el contenido y no incurrir en errores.

10

Las ideas y argumentos de la presentación están bien fundamentados en los recursos presentados, consultados o discutidos en clase.

10

Capta la atención e interés de la audiencia y/o promueve su participación, según aplique.

10

Proyección efectiva, postura corporal adecuada, manejo de la audiencia, manejo del tiempo asignado.

10

Usa varias estrategias para hablar o definir conceptos, interpretaciones, aplicaciones y evaluación de procesos o experiencias en el contenido del curso.

10

Lenguaje Pronunciación de las palabras es clara y de manera correcta para que se entienda el lenguaje utilizado.

10

Uso correcto de la gramática y conjugación de verbos en el idioma asignado.

10

Uso correcto del vocabulario para expresar el mensaje adecuadamente.

10

Total de Puntos 100 (70% de contenido y 30%

Lenguaje)

Puntuación del Estudiante:

________ Firma del Estudiante: _________________ Firma del Facilitador: ____________________



RUBRIC TO EVALUATE INDIVIDUAL/GROUP PRESENTATION

Student Name:____________________________Date:___________________

Criteria Value Points Student Total Score

Content Performs an effective introduction to the theme identifying the objectives, ideas and principles that are included in the presentation.

10

The presentation is organized and coherent, and could be easily followed

10

The presenter demonstrates domain of the theme or subject by means of properly explaining content without incurring in errors

10

The ideas and arguments of the presentation are well founded by the resources presented, consulted or discussed in class

10

Capture of the attention and interest of the audience and/or promote their participation, as applicable

10

Effective personal projection, corporal posture and manage of the audience;

10

Uses a variety of speaking strategies to define concepts, interpretation, application and evaluation of processes using experience on concepts or content of class.

10

Language Student pronounces words in a clear and correct manner so as to make the correct language used understood to others.

10

Correct use of grammar and verb conjugation.

10

Use of correct use of vocabulary words to express message.

10

Total Points 100 (70% of content and 30% of language)

Student’s Total Score: ________

Student’s Signature: __________________Facilitator’s Signature: __________________



Anejo D/ Appendix D

RUBRIC TO EVALUATE PARTICIPATION IN GROUP

NAME: ________________________ FINAL GRADE: ________________ TITLE: ________________________ DATE: _________________________ 0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD 4-VERY GOOD 5-EXCELLENT N/A-NOT APPLY

CRITERIA 0 1 2 3 4 5 N/A 1. Attended group meetings and

activities.

2. Collaborated in planning group meeting and activities.

3. Demonstrated disposition to cooperate with the group.

4. Contributes frequently to group discussion.

5. Actively participated in meetings and activities.

6. Demonstrated interest in group discussions and activities.

7. Arrived prepared to group meetings, activities and discussions.

8. Demonstrated attention and opening towards arguments from classmates.

9. Demonstrated leadership in group activities

10. Formulated pertinent questions in group discussions.

11. Contribuyó al grupo con material e información adicional.

12. Demonstrates initiative and creativity in group activities.

13. Completed assigned tasks. 14. Significantly contributed to work

presented by the group.

Comments



MATRIZ VALORATIVA PARA PARTICIPACIÓN EN GRUPO

CURSO:___________________ PT_________SECCIÓN_________________ NOMBRE:________________________________________________________

0- No Cumplí 1- Deficiente 2- Regular 3- Bueno 4- Muy Bueno 5- Excelente N/A-

No

Aplica

CRITERIOS 0 1 2 3 4 5 N/A

1. Asistí a las reuniones o actividades del grupo.

2. Colaboré en la planificación y celebración de las reuniones o

actividades de grupo.

3. Demostré disposición para cooperar con el grupo.

4. Contribuí frecuentemente a las discusiones del grupo

5. Participé activamente en las reuniones y actividades.

6. Demostré interés en las discusiones y actividades del grupo.

7. Vino preparado(a) a las reuniones, actividades y discusiones del

grupo.

8. Demostré atención y apertura a los puntos y argumentos de sus

compañeros.

9. Demostré liderazgo en las actividades del grupo.

10. Formulé preguntas pertinentes a las discusiones del grupo.

11. Contribuí al grupo con material e información adicional.

12. Demostré iniciativa y creatividad en las actividades de grupo.

13. Completé las tareas asignadas.

14. Contribuí significativamente al trabajo que presenté el grupo Nota (Comentarios, al dorso)



ANEJO E/ APPENDIX E

RUBRIC TO EVALUATE WRITTEN WORK Student Name: ______________________ Date: _______________

Criteria Value Points Student Score

Content

The paper is clear, focused and interesting. Identifies purpose, objectives and principal ideas included in the paper

10

Presentation of ideas is organized, coherent and can be easily followed

10

The paper properly explains content. 10

The presentation of ideas and arguments are based in sources presented, consulted or discussed in class.

10

The paper demonstrates substance, logic and originality.

10

The author presents his point of view in a clear, convincing and well based manner.

10

Contains well-constructed sentences and paragraphs that facilitate lecture and comprehension.

10

Language Demonstrate a command of standard English (vocabulary used, syntax and flow of ideas).

10

Uses grammar appropriately and correctly.

10

Manages and uses verbs appropriately and correctly.

10

Total Points 100 (70% content and 30% language)

Student’s total Score: _______

Student’s Signature: ____________________Facilitator’s

Signature:___________________



ANEJO F/ APPENDIX F

Essay Rubric Student Name:………………………..Date:……………………….. Criteria Value Points Student Score

Content

Introductory content is clear & well stated. 10 Major or relevant details are exposed in essay. 10 Present a thesis, supporting it in a persuasive way , providing precise examples.

10

Sentences are cohesive and ideas flow as the essay is read.

10

Establish a writer’s relationship with the subject , providing a clear perspective on the subject manner and engaging the audience attention.

10

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

10

Demonstrate a comprehensive grasp of significant ideas to reach a higher level of understanding in an organizational manner.

10

Language Demonstrate a command of standard English

(vocabulary, syntax and flow of ideas)

10

Uses grammar appropriately and correctly. 10

Manages and uses verbs correctly. 10

Total Points 100 ( 70% content and 30% language)

Total score:

Student’s name:------------------------------------ --------- Facilitator’s Signature---------------------------- ---------



Anejo G/ Appendix G

Guidelines to prepare the portfolio

1. Determination of sources of content

The following, but not limited to, documentation will be included:

a. Projects, surveys, and reports.

b. Oral presentations

c. Essays: dated writing samples to show progress

d. Research papers: dated unedited and edited first drafts to show

progress

e. Written pieces that illustrate critical thinking about readings: response

or reaction papers.

f. Class notes, interesting thoughts to remember, etc.

g. Learning journals, reflexive diaries.

h. Self assessments, peer assessments, facilitator assessments.

i. Notes from student-facilitator conferences.

2. Organization of documentation

Documentation will be organized by workshop, and by type of assignment

within workshops. Workshops will be separated from one another using

construction paper or paper of different colors, with tabs indicating the

workshop number.

3. Presentation of the portfolio

• Documentation will be posted in a binder or in a digital version (e-

portfolio).

• The cover page will follow exactly APA guidelines applied to a cover

page of research papers submitted at Metro Orlando Campus. This

cover page will be placed at the beginning of the portfolio.

• The entire portfolio will follow APA style: Courier or Times New Roman

font, size 12, double space, and 1-inch margins. See a “Publication

Manual of the APA, Fifth Edition”



• A log of entries that can be expanded with each new entry properly

numbered. The table, which should be located at the beginning, should

include a brief description, date produced, date submitted, and date

evaluated (Appendix I ).

• Introduction and conclusion of the income and outcome of the portfolio.

• A list of references and appendixes of all assignments included will be

added to the end of the portfolio.

• The Portfolio Informational Sheet will be placed in the transparent front

pocket of the binder for identification purposes (Appendix H ).

4. Student-Facilitator Feedback Template: Progression follow-up

The final step in implementing portfolios, before returning them to the student

or school life, is sharing feedback with each student to review the contents,

student reflections, and your evaluations of individual items and all of the

work together as related to learning targets (Banks, 2005).

Facilitators will e-mail a feedback template to all students. This template will

contain information pertaining to weaknesses and strengths found in students’

portfolios (Appendix O ). Facilitators will focus their attention on showing

students what is possible and their progress rather than what is wrong;

however, this does not mean that facilitators will not cover weaknesses and

areas for improvement during the conference. Facilitators will send this

feedback template upon completion of workshop one.

Students will also have the opportunity to respond to the facilitator’s feedback

and write their own comments and/or ideas of how to improve the quality of

their portfolios, and how to become better metacognitive learners on the

feedback template. Students will e-mail the template with their comments

back to the facilitator after every workshop.

5. Portfolio storage:

o Portfolio samples will be safely stored for a six-month term on

campus.



o Students will sign an official document empowering Ana G.

Mendez University System with rights to use their portfolios with

educational or accreditation purposes during this term.

o After this term, and if their authors authorize Ana G. Mendez

University System to discard their portfolios by signing an official

document, portfolio samples will be destroyed; otherwise, they

will be returned to their original authors (Appendix P ).



Anejo H/Appendix H: PORTFOLIO INFORMATIONAL SHEET

Sistema Universitario Ana G. Méndez Metro Orlando Campus

Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo Check one:

� Universidad del Este

� Universidad Metropolitana

� Universidad del Turabo Check one:

� Undergraduate

� Graduate

Concentration

Student’s Name

Facilitator’s Name

Course:

Portfolio rated as

Reason of this rate

Anejo I/Appendix I: Log of Entries

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10



Anejo J/Appendix J: Reflection Process

Directions: Please complete the following blanks:

This entry is an example of my strengths:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

This entry is an example of an area I really need to improve:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

This entry is an example of an area I have improved:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

I think this exercise has been very helpful for my learning because:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________



Direcciones: Por favor complete los siguientes blancos:

Esta entrada en un ejemplo de mis fortalezas:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Esta entrada en un ejemplo de areas que necesito mejorar:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Esta entrada en un ejemplo de áreas que he mejorado:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Este ejercicio ha sido provechoso por que::

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________



Anejo K/Appendix K: Self-Assessment

Dear Student: This form will assist you in monitoring your portfolio and determining the strengths and weaknesses of your writing Part I: Read the statements below. Write the numbers that mostly honest reflects your self assessment (Scale 1-5: 5=strong, 4=moderately strong, 3=average, 2=moderately weak, 1=weak) _____ 1. My portfolio contains all of the items required by the facilitator. _____ 2. My portfolio provides strong evidence of my improvement over the course. _____ 3. My portfolio provides strong evidence of my ability to report factual

information. _____ 4. My portfolio provides strong evidence of my ability to write effectively. _____ 5. My portfolio provides strong evidence of my ability to think and write creatively. Part II: On the lines below, write the topic of each assignment. Rate your effort for each piece (5=strong effort, 1=weak effort). In the space below write one suggestion for improving that piece. _____ 1. ______________________________________________________________ ______________________________________________________________ _____ 2. ______________________________________________________________ ______________________________________________________________ _____ 3. ______________________________________________________________ ______________________________________________________________ _____ 4. ______________________________________________________________ ______________________________________________________________ _____ 5. ______________________________________________________________ ______________________________________________________________ Part III: In assessing my overall portfolio, I find it to be (check one) Very satisfactory __________ Satisfactory __________ Somewhat satisfactory __________ Unsatisfactory __________ Part IV: In the space below list your goal for the next week and two strategies you plan to achieve it. Goal: _________________________________________________________________ Strategies:

1. _______________________________________________________________________ 2. _______________________________________________________________________



Anejo L/Appendix L:

Checklist for Portfolio Assessment

Has the student set academic goals?

Does the portfolio include enough entries in each area to make

valid judgments?

Does the portfolio include evidence of complex learning in realistic

setting?

Does the portfolio provide evidence of various types of student

learning?

Does the portfolio include students’ self-evaluations and

reflections on what was learned?

Does the portfolio enable one to determine learning progress and

current level of learning?

Does the portfolio provide clear evidence of learning to users of

the portfolio?

Does the portfolio provide for student participation and

responsibility?

Does the portfolio present entries in a well-organized and useful

manner?

Does the portfolio include assessments based on clearly stated

criteria of successful performance?

Does the portfolio provide for greater interaction between

instruction and assessment?

Adapted from: Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston: Pearson

Education, Inc.



Anejo M-Appendix M: Portfolio Rubric

4 3 2 1

PORTFOLIO APPEARANCE

� Readable: Are entries typed in an appropriate font and size? Are entries free of errors? Do

ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?

� Professionalism: Is the appearance of the portfolio professional? Are graphics, colors and

portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?

� Organization: Is the portfolio organized in a manner that makes it easy to follow and easy to

quickly locate information?

PORTFOLIO CONTENT AND FUNCTION

� Content: Are all required entries included in the portfolio? Are entries relevant to the content of

the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.

� Authenticity: Are the samples and illustrations a true reflection of the student’s efforts and

abilities?

� Growth/Development: Do samples provide thorough understanding of growth and



development related to their field of concentration? Do items show what the student has learned?

� Collaboration: Do items show examples of both individual and group work? Does the student

provide clear understanding of collaboration, and use collaboration to support his/her learning?

� Reflection and Personal growth: Do items show exceptional understanding of how to be a

reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?

� Professional Conduct: Do items show clear understanding of ethical behavior and

professional conduct? Do items display the pride the student has in his or her work?

Overall Portfolio Impact

� Is this portfolio an asset in demonstrating the student’s value (skills, abilities, knowledge) to a

potential employer or college representative?

Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Need s improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro Orlando Campus



Anejo N-Appendix N: Portfolio Assessment Feedback T emplate Strengths Weaknesses Improvement Idea s Facilitator’s comments

Student’s response and comments

EDUC 584 Individual Counseling Techniques 58

Prep. 2005: Lorna M. Gardón, M.Ed. Rev. 2008 Magaly Pacheco, Ed.D.

Anejo O/Appendix O: Use and Return of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System, to keep in

their records a copy of my portfolio. I understand that the portfolio is going to be

used for accreditation or educational purposes only, and that is not going to be

disclosed without my consent.

By signing this document I authorize the office of Assessment and Placement to

keep a copy of my portfolio for six months and return it to me at the end of this

period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date

EDUC 584 Individual Counseling Techniques 59

Prep. 2005: Lorna M. Gardón, M.Ed. Rev. 2008 Magaly Pacheco, Ed.D.

Anejo P/Appendix P: Use and Discard of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System to keep in

their records a copy of my portfolio. I understand that the portfolio is going to be

used for accreditation or educational purposes only, and that is not going to be

disclosed without my consent.

By signing this document I authorize the Office of Placement and Assessment to

keep a copy of my portfolio for six months and discard it at the end of this period of

time.

.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature

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