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EDUC 106 Introduction to Education 1
Updated, 12-13-10
Sistema Universitario Ana G. Méndez
School for Professional Studies
Florida Campuses
Universidad del Este, Universidad Metropolitana, Universidad del Turabo
EDUC 106
INTRODUCTION TO EDUCATION
INTRODUCCIÓN A LA EDUCACIÓN
© Sistema Universitario Ana G. Méndez, 2010
Derechos Reservados.
© Ana G. Méndez University System, 2010. All rights reserve
EDUC 106 Introduction to Education 2
Updated, 12-13-10
Preparado con la colaboración de:
Lilian Panagiotopoulos, Especialista en Preparación de Módulos
Nancy Arcelay, Especialista en Evaluación de Contenido
Tere Rodriguez, Especialista en Inglés
Arturo Vega, Especialista en Español
Daniel Poremba, Curriculum and Instructional Designer
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TABLA DE CONTENIDO/TABLE OF CONTENTS
Página/Page
GUÍA DE ESTUDIO..................................................................................................................... 5
STUDY GUIDE ........................................................................................................................... 24
TALLER UNO ............................................................................................................................ 42
WORKSHOP TWO .................................................................................................................... 51
TALLER TRES ........................................................................................................................... 62
WORKSHOP FOUR .................................................................................................................. 70
TALLER CINCO / WORKSHOP FIVE .................................................................................. 79
APÉNDICE A / APPENDIX A: SECOND LANGUAGE PROFICIENCY SCORING
RUBRICS..................................................................................................................................... 89
APPENDIX B: CLINICAL EXPERIENCE OBSERVATION TOOL ................................. 96
APPENDIX C: CLASSROOM OBSERVATION FEEDBACK FORM ............................. 108
APPENDIX D: THE WRITING PROCESS .......................................................................... 113
APÉNDICE E / APPENDIX E: KWL CHART ..................................................................... 122
APÉNDICE F / APPENDIX F: MATRIZ VALORATIVA DE LA PARTICIPACIÓN EN
CLASE DIARIA......................................................................................................................... 124
APÉNDICE G / APPENDIX G: MATRIZ VALORATIVA DEL MAPA PICTÓRICO ....... 127
APÉNDICE H / APPENDIX H: HOJA DE EVALUACIÓN-PRESENTACIÓN ORAL .. 129
APÉNDICE I / APPENDIX I: ORAL PRESENTATION .................................................... 132
APÉNDICE J /APPENDIX J: ORAL PRESENTATION RUBRIC .................................... 134
APÉNDICE K / APPENDIX K: HOJA DE EVALUACIÖN DEL INFORME ESCRITO 138
APÉNDICE L / APPENDIX L: EVALUATION SHEET-WRITTEN REPORT .............. 140
APÉNDICE M / APPENDIX M: GROUP COMPARISON-CONTRAST ESSAY RUBRIC
..................................................................................................................................................... 143
APÉNDICE N / APPENDIX N: MATRIZ VALORATIVA DEL ENSAYO GRUPAL DE
COMPARACIÓN Y CONTRASTE ....................................................................................... 147
APÉNDICE O / APPENDIX O: GROUP EXPOSITORY ESSAY RUBRIC .................... 151
APÉNDICE P / APPENDIX P: MATRIZ VALORATIVA DEL ENSAYO NARRATIVO
INDIVIDUAL ............................................................................................................................ 154
APÉNDICE Q / APPENDIX Q: EVALUACIÓN DEL PORTAFOLIO ................................. 157
APÉNDICE R / APPENDIX R: AUTO EVALUACIÓN DEL ESTUDIANTE ...................... 160
APÉNDICE S / APPENDIX S: TEMAS DE PRESENTACIONES ORALES ................... 163
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APÉNDICE T / APPENDIX T: REFLEXIVE DIARY RUBRIC ........................................ 166
APÉNDICE U / APPENDIX U: MATRIZ VALORATIVA DE LA MESA REDONDA .. 168
APÉNDICE V / APPENDIX V: DESCRIPCIÓN DEL PROCESO DE EVALUACIÓN . 172
EDUC 106 Introduction to Education 5
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GUÍA DE ESTUDIO
Título del Curso: Introducción a la Educación
Codificación: EDUC 106
Créditos: Tres
Duración: 5 semanas
Prerrequisito: Ninguno
Descripción: Visión general de la educación como compromiso social y como campo académico
y profesional. Incluye entre sus áreas de estudio el análisis objetivo de la escuela, el sistema
educativo del estado, el maestro y el educando como componentes del mismo. Este curso está
diseñado para ofrecer a los aspirantes a maestro una visión panorámica del pasado y presente del
campo de la educación.
Objetivos de Contenido Generales:
Al finalizar el curso el/la estudiante estará capacitado para:
1. Exponer y argumentar el trasfondo histórico de la educación.
2. Analizar el concepto “escuela” como agencia socializadora del individuo.
3. Identificar y explicar la misión, filosofía y objetivos de la educación en los niveles
elemental, intermedio y superior.
4. Describir y analizar el concepto “magisterio” como vocación y profesión.
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5. Argumentar e interpretar la función de la educación en la formación integral del
individuo.
6. Presentar una actitud positiva hacia los procesos de enseñanza aprendizaje.
Objetivos de Lenguaje Generales:
a. Escuchar: Comprender el idioma inglés y español mediante respuestas a estímulos
auditivos tales como videos, presentaciones del facilitador, participación en la clase,
etc.
b. Hablar: Expresar sus ideas sobre los temas tratados en inglés y en español.
c. Leer: Resumir/Parafrasear las ideas principales después de leer una selección en
inglés o en español.
d. Escribir: Escribir diarios reflexivos y ensayos utilizando correctamente la gramática,
ortografía, composición y estilo tanto en inglés como en español.
Next Generation Sunshine State Standards:
STRAND: Reading/Literature - The student will apply a wide range of strategies to
comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts.
STANDARD 1: Vocabulary - The student will expand vocabulary through word study,
literature, and class discussion.
STANDARD 2: Research and Information - The student will conduct research and organize
information.
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STANDARD 3: Comprehension - The student will interact with words and concepts on the page
to understand what the writer has said.
STANDARD 4: Research and Information - The student will conduct research and organize
information. Same as Standard 2
STRAND: Writing/Grammar/Mechanics and Usage - The student will express ideas
effectively in various written modes and forms for different purposes and audiences.
STANDARD 1: Writing Process - The student will use the writing process to write coherently.
STANDARD 2: Modes and Forms of Writing - The student will write for a variety of
purposes and audiences using creative, narrative, descriptive, expository, persuasive, and
reflective modes.
STANDARD 3: Grammar/Usage and Mechanics - The student will demonstrate appropriate
writing practices by applying standard English conventions to the revising and editing stages of
writing.
STANDARD 4: Oral Language/Listening and Speaking - The student will demonstrate thinking
skills in listening and speaking.
STANDARD 5: Listening - The student will listen for information and for pleasure.
STANDARD 6: Speaking - The student will express ideas and opinions in group or individual
situations.
STRAND: Knowledge of Communication:
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STANDARD 1: Demonstrate knowledge of penmanship (e.g., legibility, proper slant, and
spacing).
STANDARD 2: Demonstrate knowledge of listening and speaking strategies (e.g., questioning,
paraphrasing, eye contact, voice, gestures).
STRAND: Knowledge of Information and Media Literacy:
STANDARD 4: Demonstrate knowledge of a wide array of informational and media literacy
(e.g., Internet, printed material, artifacts, visual media, primary sources).
STANDARD 5: Demonstrate knowledge of systematic and ethical processes for collecting and
presenting authentic information.
STANDARD 4: Technology: The student develops the essential technology skills for using and
understanding conventional and current tools, materials, and processes>
STRAND: Social Sciences:
STANDARD 7: Knowledge of time, continuity, and change (i.e., history).
STANDARD 8: Knowledge of people, places, and environment (i.e., geography).
ESOL Performance Standards:
DOMAIN: Standard 2: Recognize the major differences and similarities among the different
cultural groups in the United States.
PERFORMANCE INDICATOR 1: Identify specific characteristics of U.S. culture.
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PERFORMANCE INDICATOR 2: Compare and contrast features of U.S. culture with
features of other cultures.
DOMAIN: Standard 3: Identify, expose, and reexamine cultural stereotypes relating to LEP
and non-LEP students.
PERFORMANCE INDICATOR 2: Identify teacher behaviors that indicate sensitivity to
cultural and linguistic differences.
DOMAIN: Standard 4: Use knowledge of cultural characteristics of Florida’s LEP population
to enhance instruction.
PERFORMANCE INDICATOR 1: Identify teacher behaviors that indicate sensitivity to
cultural and linguistic differences.
Florida Educator Accomplished Practices:
COMPETENCY 3 - Continuous Improvement: The pre-professional teacher realizes that she/he
is in the initial stages of a life-long learning process and that self-reflection is one of the key
components of that process. While her/his concentration is, of necessity, inward and personal,
the role of colleagues and school-based improvement activities increase as time passes. The
teacher's continued professional improvement is characterized by self-reflection, working with
immediate colleagues and teammates, and meeting the goals of a personal professional
development plan.
EDUC 106 Introduction to Education 10
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Skills:
Uses data from her/his own learning environments as a basis for reflecting upon and
experimenting with personal teaching practices.
Participates in the design of a personal professional development plan to guide her/his
own improvement.
COMPETENCY 4 - Critical Thinking: The pre-professional teacher is acquiring performance
assessment techniques and strategies that measure higher-order thinking skills in students and is
building a repertoire of realistic projects and problem solving activities designed to assist all
students in demonstrating their ability to think creatively.
Skills:
Has strategies for utilizing discussions, group interactions, and writing to encourage
student problem solving
Demonstrates and models the use of higher-order thinking abilities
Uses technology and other appropriate tools in the learning environment
Develops short term personal and professional goals relating to critical thinking
Competency 5 - Diversity: The pre-professional teacher establishes a comfortable environment
which accepts and fosters diversity.
Skills:
Recognizes the cultural, linguistic and experiential diversity of students.
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Competency 6 - Ethics: Adheres to the Code of Ethics and Principles of Professional Conduct of
the Education Profession in Florida.
Skills:
Does not unreasonably deny a student access to diverse points of view.
Competency 12 - Technology: Uses technology as available at the school site and as appropriate
to the learner. She/he provides students with opportunities to actively use technology and
facilitates access to the use of electronic resources. Also uses technology to manage, evaluate,
and improve instruction.
Skills:
Uses, on a personal basis, learning media, computer applications, and other technology.
Utilizes instructional and other electronic networks to gather information.
Can identify and use standard references in electronic form.
PROYECTO DE EXPERIENCIA CLÍNICA
Observación de clase y de la infraestructura de la escuela para alcanzar las
responsabilidades diarias. Se requiere un mínimo de seis (6) horas de observación en una
escuela para este proyecto.
State of Florida Reading Competencies:
COMPETENCY 1:
Has substantive knowledge of language structure and function and cognition for each of the five
major components of the reading process.
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COMPETENCY 4:
Has a broad knowledge of students from differing profiles, including students with disabilities,
and students from diverse populations.
DESCRIPCIÓN DEL PROYECTO
Los estudiantes observarán en un salón de clases el concepto de la escuela como agente
socializador del individuo, la misión, la filosofía y los objetivos educativos, la función educativa
en el desarrollo integral del individuo, el concepto de carrera profesional del maestro como
vocación y profesión y su actitud positiva hacia el proceso de enseñanza. Para esta actividad los
estudiantes usarán como guía el Anejo XXX: Experiencia Clínica del Proyecto (observación de
clase). Después de esta experiencia, los estudiantes escribirán un ensayo descriptivo o narrativo
de esta actividad y compartirán la experiencia con toda la clase.
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NOTA: Las asignaciones y actividades del módulo deben reflejar las competencias y los
indicadores de ejecución, según apliquen.
Requisitos del Laboratorio de Lenguaje o Laboratorio Electrónico: (Tell Me More, Net
Tutor, Wimba Voice, Biblioteca Virtual y Voice E-mail.)
Requisitos Mínimos de Laboratorio de Lenguaje: Los estudiantes deben demostrar que
ellos han cumplido con 10 horas de uso en el laboratorio de lenguaje (inglés y español)
por curso. Esto iguala al uso del laboratorio de lenguaje por dos horas semanales para
cada lenguaje por curso. El facilitador podría requerir más horas de práctica basada en las
necesidades para las destrezas auditivas, orales, de lectura y escritura en cualquiera de los
lenguajes mencionados. El total de horas de práctica en el laboratorio de lenguaje o
e-lab deben de estar integradas en la sección de actividades del módulo.
Requisitos Mínimos de Laboratorio de Lenguaje: Requisitos del Laboratorio de Lenguaje o
Laboratorio Electrónico: Tell Me More, Net Tutor, Wimba Voice, Biblioteca Virtual y Voice E-
mail. Los estudiantes deben demostrar que ellos han cumplido con 10 horas de uso en el
laboratorio de lenguaje (inglés y español) por curso. Esto iguala al uso del laboratorio de
lenguaje por dos horas semanales para cada lenguaje por curso. El facilitador podría requerir más
horas de práctica basado en las necesidades para las destrezas auditivas, orales, de lectura y
escritura en cualquiera de los lenguajes mencionados.
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DESCRIPCIÓN DEL PROCESO DE EVALUACIÓN
Criterios
Tall
er 1
Tall
er 2
Tall
er 3
Tall
er 4
Tall
er 5
Pu
nto
s
Porc
enta
je
Ru
bri
cas/
An
ejos
1. Asistencia 25 6 %
2. Participación en clase 50 12 % A, C & D
3. Portafolio 50 12 % M & N
4. Diarios Reflexivos 100 23% P
5. Ensayos en Equipos 75 18 % I & J
6. Ensayos Individuales 50 12 % K & L
7. Mapa Pictório 20 5 % D
8. Presentaciones Orales y
Reportes Escritos
50
12 % E, F, G , y H
Total 420 100%
Curva de Evaluación:
100-90% A 89-80% B 79-70% C 69-60% D 59-00% F
Textos Recomendados y Recursos:
Biblioteca Virtual SUAGM: http://bibliotecavirtualut.suagm.edu/.
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Bianchi, Alberto B. (2008). Historia Constitucional de los Estados Unidos. Volumen 1.
Ediciones Cátedra Jurídica.
http://site.ebrary.com/lib/bibliosuagmsp/docDetail.action?docID=10398392&p00=history%20un
ited%20states
Pullian, J. & Van Patten, J. (2006). History of Education in America (9th
Ed.).
New Jersey, U.S. Prentice Hall. ISBN 13 9780131705463 ($25).
Urban, W., Jennings, L., Wagoner, L., Urban, W. & Wagoner, J. (2009).American education:
A History (4th Ed.) . New York, U.S.. McGraw Hill Foundations of Education Timeline.
ISBN 978-0-415-96529-3. ($32)
Libros Electrónicos:
Hochschild, J.L. & Scovronick, N. (2006). The American Drean and the Public Schools
Oxford University Press ($15).
http://www.ebooks.com/ebooks/book_details.asp?IID=316385
Young, J. and King, T.( 2008). Testing Accommodations for English Language Learners: A
Review of State and District Policies. College Board Research Report No. 2008-6
ETS RR-08-48
http://professionals.collegeboard.com/profdownload/pdf/08-1788.RD.ResearchReport.pdf
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Enlaces Electrónicos:
Answering the Challenge of a Changing World: Strengthening Education for the 21st Century.
http://www2.ed.gov/about/inits/ed/competitiveness/strengthening/strengthening.pdf
Mission of Florida Department of Education.
http://www.fldoe.org/board
ISTE Standards for Students.
http://www.iste.org/standards/nets-for-students.aspx
Educational Technology Standards and Performance Indicators for All Teachers (Standards and
Profile).
http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx
U.S. Department of Education: Vision and Mission, others. National Board for Professional
Teaching Standards' National Teacher Certification.
Guide to philosophies on the Internet.
http://www.earlham.edu/~peters/philinks.htm#philosophers
Florida Department of Education: Next Generation Standards, Teacher’s Competencies. ESOL
Standards, Reading Endorsements and others.
Linguistic Simplification: A Promising Test Accommodation for LEP Students? LEP .
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Descripción de las Normas del Curso
1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion Model®” del
Sistema Universitario Ana G. Méndez, el mismo está diseñado para promover el
desarrollo de cada estudiante como un profesional bilingüe. Cada taller será facilitado
en inglés y español, utilizando el modelo 50/50. Esto significa que cada taller deberá ser
conducido enteramente en el lenguaje especificado. Los lenguajes serán alternados en
cada taller para asegurar que el curso se ofrece 50% en inglés y 50% en español. Para
mantener un balance, el módulo debe especificar que se utilizarán ambos idiomas en el
quinto taller, dividiendo el tiempo y las actividades equitativamente entre ambos idiomas.
Las primeras dos horas son estrictamente en español y las últimas dos en inglés. Los
cursos de lenguaje deben ser desarrollados en el idioma correspondiente, en inglés o en
español, según aplique.
2. El curso es conducido en formato acelerado y bilingüe, esto requiere que los estudiantes
sean sumamente organizados, enfocados y que se preparen antes de cada taller de acuerdo
al módulo. El estudiante debe hacer todo esfuerzo para desarrollar las destrezas en los dos
idiomas usando los recursos de lenguaje disponibles en y fuera de la institución.
Convertirse en un profesional bilingüe es un proceso complejo y retador. Cada taller
requiere un promedio de diez (10) horas de preparación y en ocasiones requiere más para
poder tener éxito lingüístico y académico.
3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al taller
deberá presentar una excusa razonable al facilitador. El facilitador evaluará si la ausencia
es justificada y decidirá como el estudiante repondrá el trabajo perdido, de ser necesario.
El facilitador puede elegir una de estas dos alternativas: (a) permitirle al estudiante
EDUC 106 Introduction to Education 18
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reponer el trabajo o (b) asignarle trabajo adicional además del trabajo que el estudiante
tiene que reponer.
Toda tarea a ser completada antes del taller deberá ser entregada en la fecha asignada. El
facilitador ajustará la nota de las tareas repuestas.
4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las siguientes
opciones:
a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado en la
nota existente.
b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota a dos
por debajo de la nota existente.
5. La asistencia y participación en clase de actividades y presentaciones orales es
extremadamente importante pues no se pueden reponer. Si el estudiante provee una
excusa válida y verificable, el facilitador determinará una actividad equivalente a evaluar
que sustituya la misma. Esta actividad deberá incluir el mismo contenido y componentes
del lenguaje como la presentación oral o actividad a ser repuesta.
6. En actividades grupales, el grupo será evaluado por su trabajo final. Sin embargo, cada
miembro de grupo deberá participar y cooperar para lograr un trabajo de excelencia. Los
estudiantes también recibirán una calificación individual.
7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no plagiado. Se
requiere que todo trabajo sometido al facilitador cumpla con las reglas para citar
apropiadamente o que esté parafraseado y citado dando crédito al autor. Todo estudiante
debe ser el autor de su propio trabajo. Todo trabajo que sea plagiado, copiado o presente
trazos del trabajo de otro estudiante o autor será calificado con cero. El servicio de
EDUC 106 Introduction to Education 19
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SafeAssign TM
de Blackboard será utilizado por los facilitadores para verificar la autoría
de los trabajos escritos de los estudiantes. Es responsabilidad del estudiante el leer la
política de plagio de su universidad. Si usted es estudiante de UT, deberá leer la Sección
11.1 del Manual del Estudiante. Si es estudiante de UMET y UT, refiérase al Capítulo
13, secciones 36 y 36.1 de los respectivos manuales.
Se espera un comportamiento ético en todas las actividades del curso. Esto implica que
TODOS los trabajos tienen que ser originales y que para toda referencia utilizada deberá
indicarse la fuente, bien sea mediante citas o bibliografía utilizando el estilo APA,
versión 6. No se tolerará el plagio y, en caso de que se detecte casos del mismo, el
estudiante se expone a recibir cero en el trabajo y a ser referido al Comité de Disciplina
de la institución. Los estudiantes deben observar aquellas prácticas dirigidas a evitar
incurrir en el plagio de documentos y trabajos pues va en contra de la ética profesional.
8. Para el facilitador poder hacer cambios a las actividades del módulo o guía de estudio,
deberá ser aprobado por el Director de Facultad y Currículo antes de la primera clase.
Es requisito que el facilitador discuta y entregue una copia de los cambios a los
estudiantes al principio del primer taller.
9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo su
correo electrónico de SUAGM, teléfonos, día y horario disponibles.
10. El uso de celulares está prohibido durante las sesiones de clase; de haber una necesidad,
deberá permanecer en vibración o en silencio.
11. La visita de niños y familiares no registrados en el curso no está permitida en el salón de
clases.
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12. Todo estudiante está sujeto a las políticas y normas de conducta y comportamiento que
rigen al SUAGM, al curso y a un adulto profesional.
Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el módulo,
notifique al facilitador pero no se limite a ellas. Existen otros motores de búsqueda y sitios Web
que podrá utilizar para la búsqueda de la información deseada. Entre ellas están:
www.google.com
www.ask.com
www.pregunta.com
www.findarticles.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
http://www.apastyle.org/
Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:
http://www.chegg.com/ (alquiler)
http://www.bookswim.com/ (alquiler)
http://www.allbookstores.com/ (compra)
http://www.alibris.com/ (compra)
Éstos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.
El facilitador puede realizar cambios a las direcciones electrónicas y/o añadir otras de índole
profesional y que contengan las investigaciones más recientes del tópico del módulo, de ser
necesario.
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CUMPLIMIENTO DE LA LEY DE INVESTIGACIÓN:
Del facilitador o el estudiante requerir o desear una investigación o la administración de
cuestionarios o entrevistas, deben referirse a las normas y procedimientos de la Oficina de
Cumplimiento y solicitar su autorización. Para acceder a los formularios de la Oficina de
Cumplimiento pueden visitar este enlace:
http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios que
necesite. Además de los formularios el estudiante/facilitador puede encontrar las
instrucciones para la certificación en línea. Estas certificaciones incluyen: IRB
Institutional Review Board, Health Information Portability and Accountability Act
(HIPAA), y Responsibility Conduct for Research Act (RCR).
De tener alguna duda, favor de comunicarse con las Coordinadoras Institucionales o a la Oficina
de Cumplimiento a los siguientes teléfonos:
Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento
Tel. (787) 751-0178 Ext. 7196
Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET
Tel. (787) 766-1717 Ext. 6366
Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo
Tel. (787) 743-7979 Ext.4126
Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE
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Tel. (787) 257-7373 Ext. 3936
Filosofía y Metodología Educativa
Este curso está basado en la filosofía educativa del Constructivismo. El Constructivismo es una
filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a través de nuestras
experiencias, podemos construir nuestro propio entendimiento sobre el mundo en el que vivimos.
Cada uno de nosotros genera nuestras propias “reglas “y “modelos mentales” que utilizamos
para darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente el proceso de
ajustar nuestros modelos mentales para poder entender nuevas experiencias.
Como facilitadores, nuestro enfoque es el mantener una conexión entre los hechos con las
experiencias y fomentar un nuevo entendimiento en los estudiantes. También, intentamos
adaptar nuestras estrategias de enseñanza a las respuestas de nuestros estudiantes y motivar a los
mismos a analizar, interpretar, predecir información y aplicarla a la vida diaria.
PRINCIPIOS DEL CONSTRUCTIVISMO:
1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe
comenzar con situaciones en las cuales los estudiantes estén buscando activamente
construir un significado.
2. Para construir “un significado” se requiere comprender todas las partes: globales y
específicas (“from whole to parts”). Ambas partes deben entenderse en el contexto del
todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos primarios en
contexto y no en hechos aislados.
EDUC 106 Introduction to Education 23
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3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes utilizan
para percibir el mundo y las presunciones que ellos hacen para apoyar dichos modelos.
4. El propósito del aprendizaje, es para un individuo, el construir su propio significado, no
sólo memorizar las contestaciones “correctas” y repetir el significado de otra persona.
Como la educación es intrínsecamente interdisciplinaria, la única forma válida para
asegurar el aprendizaje es hacer del 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.
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STUDY GUIDE
Course Title: Introduction to Education
Code: EDUC 106
Credits: Three
Time Length: 5 weeks
Prerequisite: None
Description:
EDUC 106 offers a general vision of education, and it’s social commitment in the academic and
professional fields. This course introduces an objective study/analysis of the state educational
system, and the role of teachers and students as the most important elements in education. The
course is designed to provide future teachers or aspiring teachers, a comprehensive vision of
education past and present.
General Content Objectives:
At the end of the course, students will:
1. Expose and argue the historical background of education
2. Analyze the concept of “school” as an individual’s socialized agency.
3. Identify and explain the mission, philosophy and educational objectives at the
elementary, intermediate and high school levels.
4. Describe and analyze the concept “teacher’s career” as a vocation and/or profession.
EDUC 106 Introduction to Education 25
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5. Argue and interpret the educational function of an individual’s integral development.
6. Present a positive attitude toward the teaching and learning processes.
General Language Objectives:
1. Listening: Understand English and Spanish through responses to auditory stimuli such as
videos, facilitator presentations, class participation, etc.
2. Speaking: Express ideas, opinions, make oral presentations, and participate in oral
discussions in English and Spanish.
3. Reading: Summarize/paraphrase main ideas consistently after reading selections in
English and Spanish.
4. Writing: Write main ideas, journals and essays using correct structure, grammar,
spelling,
and composition in English and Spanish.
Next Generation Sunshine State Standards:
STRAND: Reading/Literature - The student will apply a wide range of strategies to
comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts.
STANDARD 1: Vocabulary - The student will expand vocabulary through word study,
literature, and class discussion.
STANDARD 2: Research and Information - The student will conduct research and organize
information.
STANDARD 3: Comprehension - The student will interact with words and concepts on the page
to understand what the writer has said.
EDUC 106 Introduction to Education 26
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STANDARD 4: Research and Information - The student will conduct research and organize
information. Same as Standard 2
STRAND: Writing/Grammar/Mechanics and Usage - The student will express ideas
effectively in various written modes and forms for different purposes and audiences.
STANDARD 1: Writing Process - The student will use the writing process to write coherently.
STANDARD 2: Modes and Forms of Writing - The student will write for a variety of
purposes and audiences using creative, narrative, descriptive, expository, persuasive, and
reflective modes.
STANDARD 3: Grammar/Usage and Mechanics - The student will demonstrate appropriate
writing practices by applying standard English conventions to the revising and editing stages of
writing.
STANDARD 4: Oral Language/Listening and Speaking - The student will demonstrate thinking
skills in listening and speaking.
STANDARD 5: Listening - The student will listen for information and for pleasure.
STANDARD 6: Speaking - The student will express ideas and opinions in group or individual
situations.
STRAND: Knowledge of Communication:
STANDARD 1: Demonstrate knowledge of penmanship (e.g., legibility, proper slant, and
spacing).
EDUC 106 Introduction to Education 27
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STANDARD 2: Demonstrate knowledge of listening and speaking strategies (e.g., questioning,
paraphrasing, eye contact, voice, gestures).
STRAND: Knowledge of Information and Media Literacy:
STANDARD 4: Demonstrate knowledge of a wide array of informational and media literacy
(e.g., Internet, printed material, artifacts, visual media, primary sources).
STANDARD 5: Demonstrate knowledge of systematic and ethical processes for collecting and
presenting authentic information.
STANDARD 4: Technology: The student develops the essential technology skills for using and
understanding conventional and current tools, materials, and processes>
STRAND: Social Sciences:
STANDARD 7: Knowledge of time, continuity, and change (i.e., history).
STANDARD 8: Knowledge of people, places, and environment (i.e., geography).
ESOL Performance Standards:
DOMAIN: Standard 2: Recognize the major differences and similarities among the different
cultural groups in the United States.
PERFORMANCE INDICATOR 1: Identify specific characteristics of U.S. culture.
PERFORMANCE INDICATOR 2: Compare and contrast features of U.S. culture with
features of other cultures.
EDUC 106 Introduction to Education 28
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DOMAIN: Standard 3: Identify, expose, and reexamine cultural stereotypes relating to LEP
and non-LEP students.
PERFORMANCE INDICATOR 2: Identify teacher behaviors that indicate sensitivity to
cultural and linguistic differences.
DOMAIN: Standard 4: Use knowledge of cultural characteristics of Florida’s LEP population
to enhance instruction.
PERFORMANCE INDICATOR 1: Identify teacher behaviors that indicate sensitivity to
cultural and linguistic differences.
Florida Educator Accomplished Practices:
COMPETENCY 3 - Continuous Improvement: The pre-professional teacher realizes that she/he
is in the initial stages of a life-long learning process and that self-reflection is one of the key
components of that process. While her/his concentration is, of necessity, inward and personal,
the role of colleagues and school-based improvement activities increase as time passes. The
teacher's continued professional improvement is characterized by self-reflection, working with
immediate colleagues and teammates, and meeting the goals of a personal professional
development plan.
Skills:
Uses data from her/his own learning environments as a basis for reflecting upon and
experimenting with personal teaching practices.
Participates in the design of a personal professional development plan to guide her/his
own improvement.
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COMPETENCY 4 - Critical Thinking: The pre-professional teacher is acquiring performance
assessment techniques and strategies that measure higher-order thinking skills in students and is
building a repertoire of realistic projects and problem solving activities designed to assist all
students in demonstrating their ability to think creatively.
Skills:
Has strategies for utilizing discussions, group interactions, and writing to encourage
student problem solving
Demonstrates and models the use of higher-order thinking abilities
Uses technology and other appropriate tools in the learning environment
Develops short term personal and professional goals relating to critical thinking
Competency 5 - Diversity: The pre-professional teacher establishes a comfortable environment
which accepts and fosters diversity.
Skills:
Recognizes the cultural, linguistic and experiential diversity of students.
Competency 6 - Ethics: Adheres to the Code of Ethics and Principles of Professional Conduct of
the Education Profession in Florida.
Skills:
Does not unreasonably deny a student access to diverse points of view.
Competency 12 - Technology: Uses technology as available at the school site and as appropriate
to the learner. She/he provides students with opportunities to actively use technology and
EDUC 106 Introduction to Education 30
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facilitates access to the use of electronic resources. Also uses technology to manage, evaluate,
and improve instruction.
Skills:
Uses, on a personal basis, learning media, computer applications, and other technology.
Utilizes instructional and other electronic networks to gather information.
Can identify and use standard references in electronic form.
Reading Competencies:
COMPETENCY 1:
Has substantive knowledge of language structure and function and cognition for each of the five
major components of the reading process.
COMPETENCY 4:
Has a broad knowledge of students from differing profiles, including students with disabilities,
and students from diverse populations.
CLINICAL EXPERIENCE PROJECT (Observation of Classroom and School
Infrastructure to achieve daily responsibilities. A minimum of six (6) hours is required at
the school site for this project.)
PROJECT DESCRIPTION
Students will observe in a classroom the concept of school as an individual’s
socialized agency, the mission, the philosophy and the educational objectives, the
educational function in an individual’s integral development, the concept of the
EDUC 106 Introduction to Education 31
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teacher’s career as a vocation and profession, and the positive attitude towards the
process of teaching. For this activity students will use as a guide, as found in the
appendixes, Clinical Experience Project (class observation). After this experience,
students will write a descriptive essay or narrative of this activity and will share the
experience with the whole class.
NOTE: Activities and assignments in the instructional module must be aligned with the
competency and performance indicators.
E-Lab (Language Lab) Requirements (Tell Me More, Net Tutor, Wimba Voice, Virtual
Library, & Voice E-mail.)
Language Lab Minimum Requirement: Students must demonstrate that they have
complied with 10 hours of language lab or e-lab usage for each language (English and
Spanish) per course. This equates to the use of the language lab or e-lab for two hours
weekly for each language per course. The facilitator may require a higher number of
hours for language lab practice based on the language needs for listening, speaking,
reading, and writing skills in either or both languages. The total amount of language lab
or e-lab hours is integrated in the activities for each workshop in the module.
EDUC 106 Introduction to Education 32
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Description of the Evaluation Process:
Criterion
Work
shop
1
1
Work
shop
2
Work
shop
3
Work
shop
4
Work
shop
5
Poin
ts
Per
cen
tage
Ru
bri
cs
(An
ejos)
1. Assistance 25 6 %
2. Participation in class 50 12 % A, C & D
3. Portfolio 50 12 % M & N
4. Reflexive Diaries 100 23% P
5. Essays in Teams 75 18 % I & J
6. Individual Essays 50 12 % K & L
7. Pictorial Map 20 5 % D
8. Oral Presentations &
Written Reports
50
12 % E, F, G ,
y H
Total 420
Evaluation curve:
100-90% A 89-80% B 79-70% C 69-60% D 59-00% F
Recommended Texts and Resources
Books:
EDUC 106 Introduction to Education 33
Updated, 12-13-10
Biblioteca Virtual SUAGM: http://bibliotecavirtualut.suagm.edu/.
Bianchi, Alberto B. (2008). Historia Constitucional de los Estados Unidos. Volumen 1.
Ediciones Cátedra Jurídica.
http://site.ebrary.com/lib/bibliosuagmsp/docDetail.action?docID=10398392&p00=history%20un
ited%20states
Pullian, J. & Van Patten, J. (2006). History of Education in America (9th Ed.). New Jersey, U.S.
Prentice Hall. ISBN 13 9780131705463 ($25)
Urban, W., Jennings, L., Wagoner, L., Urban, W. & Wagoner, J. (2009).American education: A
History (4th Ed.). New York, U.S: McGraw Hill Foundations of Education Timeline.
ISBN 978-0-415-96529-3. ($32)
Electronic books:
Hochschild, J.L. & Scovronick, N. The American Dream and the Public Schools. Oxford
University Press. $ 15
http://www.ebooks.com/ebooks/book_details.asp?IID=316385
Young, J. and King, T.( 2008).Testing Accommodations for English Language Learners: A
Review of State and District Policies. College Board Research Report No. 2008-6
ETS RR-08-48
http://professionals.collegeboard.com/profdownload/pdf/08-1788.RD.ResearchReport.pdf
EDUC 106 Introduction to Education 34
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Electronic Links:
Answering the Challenge of a Changing World: Strengthening Education for the 21st Century .
http://www2.ed.gov/about/inits/ed/competitiveness/strengthening/strengthening.pdf
Mission of Florida Department of Education.
http://www.fldoe.org/board/
ISTE Standards for Students. Retrieved from:
http://www.iste.org/standards/nets-for-students.aspx
Educational Technology Standards and Performance Indicators for All Teachers (Standards and
Profile).
http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx
U.S. Department of Education: Vision and Mission, others. Retrieved from: http://www.ed.gov
National Board for Professional Teaching Standards' National Teacher Certification.
http://www.nbpts.org/
Guide to Philosophies on the Internet.
http://www.earlham.edu/~peters/philinks.htm#philosophers
Florida Department of Education: Next Generation Standards, Teacher’s Competencies. ESOL
Standards, Reading Endorsements and others.
http://www.fldoe.org/
EDUC 106 Introduction to Education 35
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Linguistic Simplification: A Promising Test Accommodation for LEP Students? LEP .
http://pareonline.net/getvn.asp?v=8&n=7
Description of Course Policies
1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based Dual
Language Immersion Model® designed to promote each student’s development as a
Dual Language Professional. Workshops will be facilitated in either English or Spanish,
strictly using the 50/50 model. This means that each workshop will be conducted entirely
in the language specified for the workshop. The language used in each workshop needs
to be alternated to insure that 50% of the course is conducted in English and 50% in
Spanish. To maintain this balance, the course module will indicate that both languages
must be used during the fifth workshop, dividing the workshop activities between the
two languages. The first two hours will be in Spanish and the last two hours in
English. The 50/50 model does not apply to language courses where the delivery of
instruction must be conducted in the language taught (Spanish or English only).
2. The course is conducted in an accelerated and dual language format. This requires that
students prepare in advance for each workshop according to the course module. Students
must be structured, organized, committed, and focused to ensure linguistic and academic
success. In order to achieve proficiency expectations in English and in Spanish, the
student must strive to take advantage of all language resources in the university and in
their community since becoming a dual language professional is a complex and
challenging task. Each workshop requires an average of ten hours of preparation, but
could require more.
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3. Attendance to all class sessions is mandatory. A student who is absent to a workshop
must present a reasonable excuse to the facilitator who in turn will evaluate the reason for
the absence. If it is justified, the facilitator will decide how the student will make up the
missing work, if applicable. The facilitator will decide on the following: allow the student
to make up the work, or allow the student to make up the work and assign extra work to
compensate for the missing class time.
Assignments required prior to the workshop must be completed and turned in on the
assigned date. The facilitator may decide to adjust the grade given for late assignments
and/or make-up work.
4. If a student is absent to more than one workshop, the facilitator will have the
following options:
a. If a student misses two workshops, the facilitator may lower one grade level
based on the student’s existing grade.
b. If the student misses three workshops, the facilitator may lower two grade levels
based on the student’s existing grade.
5. Student attendance and participation in oral presentations and special class activities are
extremely important as it is not possible to assure that they can be made up. If the student
provides a valid and verifiable excuse, the facilitator may determine a substitute
evaluation activity if he/she understands that an equivalent activity is possible. This
activity must include the same content and language components as the oral presentation
or special activity that was missed.
EDUC 106 Introduction to Education 37
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6. In cooperative learning activities, the group will be assessed for their final work as a
group. However, each member will have to collaborate to assure the success of the group.
Students will also receive an individual grade for their work.
7. It is expected that all written work will be solely that of the student and should not be
plagiarized. That is, the student must be the author of all work submitted. All quoted or
paraphrased material must be properly cited, with credit given to its author or publisher.
It should be noted that plagiarized writings are easily detectable and students should not
risk losing credit for material that is clearly not their own. SafeAssignTM
, a Blackboard
plagiarism deterrent service, will be used by the facilitators to verify students’
ownership of written assignments. It is the student’s responsibility to read the
university’s plagiarism policy. If you are a UT student, read Section 11.1 of the Student
Manual, and if you belong to UMET or UNE, refer to Chapter 13, Sections 36 and 36.1
of the respective manuals.
Ethical behavior is expected from the students in all course related activities. This means
that ALL papers submitted by the student must be original work, and that all references
used will be properly cited or mentioned in the bibliography. Plagiarism will not be
tolerated and, in case of detecting an incidence, the student will obtain a zero in the
assignment or activity and could be referred to the Discipline Committee.
8. In order for the Facilitator to make changes to activities and the study guide, the Faculty
and Curriculum Director must approve such changes before the first day of class. The
Facilitator must discuss the approved changes with students in the first class workshop. A
written copy of the changes must also be provided to students at the beginning of the first
workshop.
EDUC 106 Introduction to Education 38
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9. The facilitator will establish a means of contacting students by providing the SUAGM e-
mail address, phone number, hours to be contacted, and days available.
10. The use of cellular phones is prohibited during sessions; if there is a need to have one, it
must be on vibrate or silent mode during class session.
11. Children or family members that are not registered in the course are not allowed to the
classrooms.
12. All students are subject to the policies regarding behavior at the university community
established by the institution, and in this course.
Note: If for any reason you cannot access the URL’s presented in the module, notify the
facilitator immediately but do not stop your investigation. There are many search engines and
other links you can use to search for information. These are some examples:
www.google.com
www.ask.com
www.pregunta.com
www.findarticles.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
http://www.apastyle.org/
To buy or rent new or used textbooks or references you can visit:
http://www.chegg.com/ (rent)
http://www.bookswim.com/ (rent)
http://www.allbookstores.com/ (buy)
EDUC 106 Introduction to Education 39
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http://www.alibris.com/ (buy)
The facilitator may make changes or add additional challenging, research-based, and
professional educational Web Resources, if deemed necessary to reflect current trends in the
course topics.
RESEARCH LAW COMPLIANCE REQUIREMENT:
If the facilitator or the student is required, or wants to perform a research, or needs to
administer a questionnaire or an interview individuals, he/she must comply with the norms
and procedures of the Institutional Review Board Office (IRB) and ask for authorization.
To access the forms from the IRB Office or for additional information, visit the following
link: http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.
Furthermore, in this Web site the student/facilitator will find instructions for several online
certifications related to IRB processes. These certifications include: IRB Institutional
Review Board, Health Information Portability Accounting Act (HIPAA), and the
Responsibility Conduct for Research Act (RCR).
If you have any questions, please contact the following institutional coordinators:
Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)
Tel. (787) 751-0178 Ext. 7196
Miss. Carmen Crespo, IRB Institutional Coordinator– UMET
Tel. (787) 766-1717 Ext. 6366
Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo
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Tel. (787) 743-7979 Ext.4126
Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE
Tel. (787) 257-7373 Ext. 3936
Teaching Philosophy and Methodology
The activities for the course reflect the educational philosophy of Constructivism.
Constructivism is an educational philosophy founded on the premise that, by reflecting on our
experiences, we construct our own understanding of the world in which we live.
Each of us generates our own “rules” and “mental models,” which we use to make sense of our
experiences. Learning, therefore, is simply the process of adjusting our mental models to
accommodate new experiences.
One of the main goals facilitators have is assisting students in making connections between their
prior knowledge of facts, and fostering new understanding that is relevant to real live
experiences. We will also attempt to tailor our teaching strategies to student responses and
encourage students to analyze, interpret, and predict information.
CONSTRUCTIVISM GUIDING PRINCIPLES:
1. Learning is a search for meaning. Therefore, learning must start with the issues around
which students are actively trying to construct meaning.
EDUC 106 Introduction to Education 41
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2. Meaning requires understanding “wholes” as well as “parts”. The “parts” must be
understood in the context of “wholes”. Therefore, the learning process focuses on
primary concepts, not isolated facts.
3. In order to teach well, we must understand the mental models that students use to
perceive the world, and the assumptions they make to support those models.
4. The purpose of learning is for an individual to construct his or her own meaning, not just
memorize the "right" answers and regurgitate someone else's meaning. Since education is
inherently interdisciplinary, the only valuable way to measure learning is to make
assessment part of the learning process, thus ensuring that it provides students with
information on the quality of their learning.
5. Evaluation should serve as a self-analysis tool.
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.
EDUC 106 Introduction to Education 42
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TALLER UNO
Objetivos Específicos de Contenido:
1. Analizar los conceptos básicos del módulo (ver numeral 4 de las asignaciones antes del
taller 1, página 38 de este módulo).
2. Describir el trasfondo histórico relacionado con la educación en la Florida y en los
Estados Unidos.
3. Establecer la diferencia entre los conceptos básicos del módulo. 4. Presentar los datos
históricos relacionados con los albores de la educación en la Florida y en los Estados
Unidos en términos de la enseñanza en los conventos, las primeras escuelas fundadas y
las Escuelas del Siglo XIX.
5. Establecer la importancia de la Educación Superior en el siglo XIX.
6. Identificar los estereotipos culturales relacionados con los estudiantes LEP y no- LEP en
el siglo XX.
Objetivos Específicos de Lenguaje:
Los estudiantes estarán en capacidad de:
1. Escuchar: Participar activamente en la clase mediante respuestas coherentes en español
tanto a las intervenciones de compañeros y presentaciones del facilitador como a
cualquier otro medio audiovisual utilizado.
EDUC 106 Introduction to Education 43
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2. Hablar: Expresar sus ideas en español hablado efectivamente y mediante el uso de
organizadores gráficos.
3. Leer: Resumir las ideas principales utilizando correctamente la gramática y la ortografía
en español después de leer una selección.
4. Escribir: Escribir un ensayo comparativo usando el vocabulario, la gramática y el estilo
apropiado después de discutir hechos históricos
Enlaces Electrónicos:
Biblioteca Virtual SUAGM:
http://bibliotecavirtualut.suagm.edu
Bianchi, Alberto B.(2008). Historia Constitucional de los Estados Unidos. Volumen 1.Ediciones
Cátedra Jurídica.
http://site.ebrary.com/lib/bibliosuagmsp/docDetail.action?docID=10398392&p00=history%20un
ited%20states
Timeline of American History:
http://www.cloudnet.com/~edrbsass/educationhistorytimeline.html
Mission of Florida Department of Education:
http://www.fldoe.org/board
U.S. Department of Education: Vision and Mission, others.
http://www.ed.gov
EDUC 106 Introduction to Education 44
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National Board for Professional Teaching Standards' National Teacher Certification
http://www.nbpts.org
Guide to philosophies on the Internet
http://www.earlham.edu/~peters/philinks.htm#philosophers
Florida Department of Education: Next Generation Standards, Teacher’s Competencies. ESOL
Standards, Reading Endorsements and others
http://www.fldoe.org/
Linguistic Simplification: A Promising Test Accommodation for LEP Students? LEP
http://pareonline.net/getvn.asp?v=8&n=7
Asignaciones antes del Taller:
1. Lea cuidadosamente la descripción y los objetivos del curso, presentados al principio de
este módulo. Analice sobre cómo los objetivos enumerados se relacionan con sus
experiencias y metas profesionales y/o personales. Reflexione sobre cualquier otro
objetivo que considere le puede ayudar para añadir valor al curso.
2. Haga una cita en la Universidad para presentar la prueba de ubicación del programa
“Tell Me More” (inglés y español) en caso de no haberlo hecho anteriormente. Comience
la compleción de los requisitos de lenguaje establecidos en éste módulo. Lleve a su
facilitador la constancia de ésta prueba y/o copia del número de horas cumplidas (punto
de partida de éste curso) en su primera clase.
EDUC 106 Introduction to Education 45
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3. Vaya a Blackboard y preséntese utilizando “Wimba Voice”. Diga su nombre y hable de
su experiencia y el por qué escogió la docencia como profesión.
4. Busque los conceptos básicos y venga preparado para analizarlos en la clase: trasfondo
histórico, misión. visión, filosofía, y enfoque.
5. Prepárese para discutir su opinión e ideas sobre el trasfondo histórico, la misión, visión y
filosofía del Departamento de Educación en la Florida.
6. Busque en una enciclopedia o diccionario de educación los siguientes conceptos: educar,
instruir, enseñar, aprender, adiestrar y socializar y venga preparado para contrastar y
comparar dichos términos.
7. Localice lecturas sobre datos históricos, teorías y filosofías relacionadas con la educación
en la Florida en el siglo XIX y específicamente sobre:
Las escuelas elementales y secundarias
Los institutos de educación superior
Las instituciones vocacionales y profesionales
Las escuelas normales
8. Busque información sobre los estereotipos culturales relacionados con los estudiantes
LEP (estudiantes con inglés limitado) y los Non-LEP (estudiantes con suficiencia del
idioma inglés) en el siglo XX y traiga los puntos principales en tarjetas indexadas para
ser discutidas en clase y escribir un ensayo.
9. Elabore un cronograma para cumplir 10 horas de práctica en las 5 semanas contempladas
en este curso usando el programa “Tell Me More” para adquirir y mejorar sus destrezas
EDUC 106 Introduction to Education 46
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de idioma en las áreas específicas que requieren ser mejoradas según su prueba de
ubicación.
Vocabulario Clave de la Lección:
1. Educar
2. Instruir
3. Enseñar
4. Aprender
5. Educación Siglo XIX
6. LEP y Non-LEP
7. Filosofía de Educación
Lista de Materiales Suplementarios para el Taller
1. Organizador Gráfico
2. Mapa Pictórico
EDUC 106 Introduction to Education 47
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Componentes de SIOP (Sheltered-Instruction Observation Protocol). Coloque una marca de
cotejo en la (__) en todas las estrategias por componente que se usarán en el taller
B. Andamiaje
__x_ Modelaje
__x_ Práctica Dirigida
___ Práctica Independiente
___ Instrucción Comprensible
C. Opciones para Agrupamiento
__x_ Grupo Completo
__x_ Grupos Pequeños
___ Pares
x___ Trabajo Independiente
D. Integración del Proceso
__x_ Escuchar
_x__ Hablar
_x__ Leer
_x__ Escribir
E. Aplicación
_x__ Actividades Dinámicas de Aplicación
_x__ Significativas y Relevantes
___ Rigurosas
_x__ Alineadas a los Objetivos
_x__ Promueven Participación
A. Preparación
_x__ Adaptación de Contenido
__x_ Enlaces al Conocimiento Previo
__x_ Enlaces al Aprendizaje Previo
_x__ Estrategias Incorporadas
Estrategias de CALLA
(Cognitive Academic Language Learning
Approach)
_x__ Cognoscitivo
_x__ Meta-cognoscitivo
__x_ Socio/Afectivo
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Actividades Integradas de Contenido y Lenguaje para lograr los objetivos de taller:
1. Presentación del facilitador y los estudiantes a través de una actividad rompehielos a ser
seleccionada por el facilitador.
2. Presentación del bosquejo del curso, tareas a realizar y evaluación del estudiante.
3. Selección del Representante Estudiantil.
4. El estudiante completará las columnas del cuadro KWL basado en que sabe sobre
Educación y que le gustaría saber.
5. El estudiante compartirá en forma oral su conocimiento y expectativas basados en su
tabla KWL.
6. Actividad de exploración de conceptos a través de un organizador gráfico (mapa
conceptual).
7. Los estudiantes establecerán las similitudes y diferencias entre los temas usando un
organizador gráfico mediante una mesa redonda moderada por el facilitador.
8. Trabajo en equipos: Discutir la importancia de la instrucción secundaria y superior en el
siglo XIX. A cada equipo se le asignará un tema y deberán nombrar un líder, un anotador
y un presentador. Al finalizar la discusión el presentador informará los puntos relevantes
discutidos.
9. Mediante una presentación en PowerPoint, el facilitador expondrá las diferencias
principales entre los estudiantes LEP (estudiantes con ingles limitado), NOM (estudiante
de Origen Nacional/minoría que menciona otro idioma que no es inglés como el idioma
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hablado en casa) y los NON-LEP (estudiantes con suficiencia del idioma inglés) en las
escuelas del siglo XX.
10. En equipos de trabajo y utilizando organizadores gráficos, los estudiantes resumirán la
información buscada sobre las diferencias culturales entre los estudiantes LEP
(estudiantes con inglés limitado) y los NON-LEP (estudiantes con suficiencia del idioma
inglés) en el siglo XX. Cada equipo seleccionará a un presentador que expondrá a la clase
los puntos más importantes del tema. La clase participará y discutirá sobre el tema.
11. Cada equipo escribirá un ensayo comparativo de 5 párrafos sobre las diferencias
culturales entre los estudiantes LEP y NON-LEP en el siglo XX. (ESOL Estándar de
Actuación # 3).
12. El facilitador describirá las asignaciones para el Taller Dos y asignará el evento
histórico individual o grupal que presentarán en un mapa pictórico en el Taller Dos.
Evaluación
1. Individual: Contribuir a la construcción del conocimiento mediante su participación
activa e intercambios en la clase. (Apéndices E & G)
2. Grupal: Participar activamente en los trabajos en equipo, llegar a conclusiones y exponer
los resultados en clase. (Apéndices E & G)
3. Oral: Participar activamente en la construcción de conceptos básicos comunes sobre el
contenido del módulo. (Apéndices E & G)
4. Auditivo: Escuchar las exposiciones del facilitador y de sus compañeros y harán las
preguntas o aportes correspondientes. (Apéndice E)
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5. Escrito: Escribir un ensayo comparativo de 5 párrafos sobre las diferencias culturales
entre los estudiantes LEP y NON-LEP en el siglo XX. (Apéndice M)
Escribir Diario Reflexivo # 1 de lo aprendido basado en los conceptos y las actividades de
aprendizaje desarrolladas antes y durante este taller (Apéndice T).
Cierre del Taller:
1. Individual: Completar su tabla KWL exponiendo lo aprendido en la clase. (Apéndice E)
2. Grupal: Unificar lo aprendido al compartir su experiencia individual con el grupo.
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WORKSHOP TWO
Specific Content Objectives:
1. Recognize the educational impact of wars: Civil, Cold, Spanish-American, and World
War II.
2. Analyze and discuss the following topics:
a. Language learning and on the importance of obtaining an education
b. Community school administration (Charter Schools)
c. School supervision
d. Teachers’ performance and evaluation
e. Vouchers and private educational systems
f. Parents’ role and participation in the education of children
g. Community participation in school processes
h. Performance and integration of content standards to basic subjects (curriculum), and
the teaching and learning processes
i. Teaching standards and profile inclusion
j. Identify, compare and contrast the principal issues that the 19th century educational
system had to face vs. today’s educational system.
3. Present alternatives or possible solutions to the main issues presented and discussed in
class.
4. Analyze and explain the role teachers have as it relates to the issues presented. .
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Specific Language Objectives:
1. Listening and Speaking: Use effective strategies for conducting formal and informal
discussions in English, including reflection and analysis activities, while respecting the
different viewpoints of others. Students will develop ideas to solve problems effectively.
2. Reading: Students will summarize and paraphrase in English the research and readings
they completed.
3. Writing: Students will use historical data to compose a compare/contrast essay in
English. They will need to demonstrate proper use of grammar, vocabulary and style.
Electronic Links (URLs):
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu
Bianchi, Alberto B.(2008). Historia Constitucional de los Estados Unidos. Volumen 1.
Ediciones Cátedra Jurídica.
http://site.ebrary.com/lib/bibliosuagmsp/docDetail.action?docID=10398392&p00=history%20un
ited%20states
Teaching with Historic Place. Retrieved from:
http://www.nps.gov/nr/twhp/topic.htmhttp://www.example.com
History of Education: Selected Moments of the 20th Century.
http://legacy.oise.utoronto.ca/research/edu20/moments/index.html
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Second Language Learning Bilingualism and English as a Second Language - Early Literacy
Development of English Language Learners (ELLs), Language-of-Instruction Studies.
http://education.stateuniversity.com/pages/1789/Bilingualism-Second-Language-Learning-
English-Second-Language.html
Florida Consortium of Public Charter Schools: What is a Charter School?.
http://www.floridacharterschools.org/public/whatisacharterschool.asp
Testing teachers: New evaluation process focuses on results.
http://gazettextra.com/news/2010/oct/10/testing-teachers-new-evaluation-process-focuses-re/
Vouchers for better education: A solution?
http://www.3ieimpact.org/admin/pdfs/18.pdf
The Heritage Foundation: Leadership for America.
http://www.heritage.org/Initiatives/Education
Parents ask about parent involvement policies.
http://www.ets.org/Media/About_ETS/pdf/title1-2.pdf
Parent and Community Involvement in Florida.
http://www.fldoe.org/family/pdf/excellence.pdf
Background and Summary: 2009 Rule Development Workshops on ESOL Professional
Development Standards.
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http://esolfl.blog.com/background-and-summary-2009-rule-development-workshops-on-esol-
professional-development-standards/
Assignments before the Workshop:
1. Use the Internet, books, related readings, dictionaries and/or encyclopedias to look up the
following topics:
Spanish-American War
Civil War
Cold War
World War II
2. Prepare a pictorial map to represent the historical event assigned in Workshop One. To
create it, draw and/or cut out some pictures from newspapers, journals and others. The
drawings or cutouts should be related to the historical event represented. The student
should bring this assignment to class, present and discuss it. The scoring for this task will
be 50 points. (Workshop Two)
3. Identify contemporary issues vs. those of the XIX century, and prepare to discuss in
class.
4. Find and read information about the topics to be discussed in class: Language learning
and individual’s education, Community schools administration (Charter Schools), School
supervision, Teacher’s performance and evaluation, vouchers and private educational
systems, Parent’s participation in their children’s educational processes, Community
participation in school processes, Performance and content standards integration to basic
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subject’s curriculum and the teaching and learning processes and Teacher’s standards and
profile inclusion.
5. Identify, compare and contrast the principal issues that education of the XIX century had
to face vs. the ones the educational system faces today.
6. Present alternatives or possible solutions to the principal issues presented and discussed
in class.
7. Analyze the teacher’s role in relation to the issues presented.
8. Summarize them on index cards and bring them to class.
9. Complete two (2) hours of Tell Me More, and bring proof of completion.
10. Organize a portfolio for Workshops One and Two by placing all the learning activities
done individually, and in groups, before, during, and after.
Key Vocabulary:
1. History of Education
2. Contemporary Schools
3. Charter Schools
4. School Supervision
5. Vouchers
6. Public Education
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7. Private Education
8. Parent Participation
9. Community Participation
10. Curriculum
List of Supplementary Materials for the Workshop:
1. Pictorial map
2. Video “History of American Education: From the Revolution to the 20th Century”
http://www.youtube.com/watch?v=60fXUQtwUVU&feature=related
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SIOP Components (Sheltered-Instruction Observation Protocol). Place a checkmark on the
(___) for ALL strategies that will be included and used per workshop
B. Scaffolding
x___ Modeling
__x_ Guided Practice
__x_ Independent Practice
C. Grouping Options
__x_ Whole Class
__x_ Small Groups
___ Partners
___ Independent Work
D. Integration of Processes
_x__ Listening
_x__ Speaking
_x__ Reading
__x_ Writing
E. Application
_x__ Hands-on
x___ Meaningful/Relevant
___ Rigorous
__x_ Link to Objectives
___x Promote Engagement
A. Preparation
x___ Adaptation of Content
__x_ Links to Background Knowledge
_x__ Links to Past Learning
_x__ Strategies Incorporated
CALLA Strategies
(Cognitive Academic Language Learning Approach)
_x__ Cognitive
_x__ Meta-cognitive
_x__ Social/Affective
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Integrated Activities:
1. Using the KWL Chart, students will review what they learned in Workshop One by
completing the third column- What I Learned.
2. The class will be divided into four teams of “experts” who will discuss and analyze the
impact on education following these historical events:
Spanish-American War
Civil War
Cold War
World War II
3. After discussion, each team will choose the presenter for their group analysis to the class
using a graphic organizer.
4. A group of students will make a presentation on the assigned material for Workshop Two
about US history and educational events during:
Spanish-American War
Civil War
Cold War
World War II
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The students should use one of the strategies that were recommended. They must be creative
and concise. Their presentation will be limited to 20 minutes. All related application exercises
should evidence mastery of the concepts studied.
5. The four teams will now be divided into two teams. Their new activity will be based on
their research, oral presentations, and an overview or summary. Each team will be
assigned a specific activity as described below:
Team 1: They will identify the main problems that the educational system of the
nineteenth century had to face.
Team 2: They will identify the main problems that the present educational system has to
face. With the completion of the identification of major problems, each group will
conduct a presentation that will include all of these problems. Finally, the two groups will
get together to compare and contrast the problems identified from the nineteenth century
up to the present (discussion).
6. Teams one and two will select three (3) participants to act in the following roles:
Superintendent of Education
School Principal
Teacher
Each participant in both teams (the superintendent, principal, and teacher) will analyze and
present alternative solutions to the problems that the educational systems of the XIX century, and
the present faced respectively. The presentation will be done from their perspective, based on the
role they were assigned (discussion).
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7. Individually or in teams students will write an essay comparing and contrasting the
major problems that the educational system of the XIX century faced vs. the main
problems that the present educational system has to face. Students use the notes taken
during class discussions and readings done at home. The essay will be given to the
facilitator at the end of the workshop for evaluation or at the next workshop.
8. Using the notes taken during class discussions and readings done at home, the students
will write an essay about the cultural stereotypes related to students who are native or
non-native speakers of English. Students use the notes taken during class discussions and
readings done at home.
9. The facilitator will distribute the topics for oral presentations that students have to
prepare for the next class.
Assessment:
1. Individual: Active participation in class and contribution of the knowledge they have
obtained. (Appendixes E & G)
2. Group: Presentation and discussion of pictorial map prepared at home by students.
(Appendix G)
3. Written:
a) Write an essay comparing and contrasting the major problems that the
educational system of the nineteenth century faced vs. the main problems that
the present educational system has to face. (Appendix M)
b) Write Reflective Journal 2. (Appendix T)
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c) Write an essay about cultural stereotypes as it relates to students who are native
or non-native speakers of English. (The facilitator will decide if it is to be done
during the workshop, or if it is to be sent afterwards through e-mail,
Blackboard, or handed-in at the next workshop.)
Lesson Wrap-Up:
1. Individual: Students will complete column three (3) in the KWL Chart explaining what
they have learned in this class.
2. Group: The entire class will express how this course has helped them achieve their
expectations.
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TALLER TRES
Objetivos Específicos de Contenido:
1. Describir los fines y propósitos de la educación desde comienzos del siglo hasta la década
de los noventa.
2. Comparar la función de la escuela de ayer con la finalidad del sistema educativo bajo
estudio actual.
3. Presentar las tendencias educativas de la época con relación a los temas señalados en el
numeral 1 de sus asignaciones antes del Taller Tres.
Objetivos Específicos de Lenguaje:
1. Escuchar: comprender la participación del facilitador y de sus compañeros para así
poder participar efectivamente en español durante la clase.
2. Hablar: expresar sus ideas en español hablado con eficacia mediante el uso de
organizadores gráficos.
3. Leer: resumir las ideas principales utilizando correctamente la gramática y la ortografía
en español después de leer una selección.
4. Escribir: un ensayo expositivo en español usando el vocabulario apropiado, la gramática
y el estilo después de discutir hechos históricos.
Enlaces Electrónicos:
Biblioteca Virtual
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http://bibliotecavirtualut.suagm.edu/
Pérez Gijón, R. (2010). Docencia en el futuro o futuro de la docencia. Instituto Politécnico
Nacional ISBN: 9789701882415
What does "Education for All" mean and why does it matter?
http://www.globalactionforchildren.org/issues/basic_education/?gclid=COGkkv2p4KQCFTRa7
Aodi1kqIg
Studies in Philosophy and Education. Volume 1 / 1960 - Volume 29 / 2010.
http://www.springerlink.com/content/0039-3746
Language-Minority Students.
http://www.sullivan.leon.k12.fl.us/LTT/ESOL.html
Most significant philosophers of science of the 20th-century.
http://leiterreports.typepad.com/blog/2010/10/most-significant-philosophers-of-science-of-the-
20th-century.html
The Schools as Organizations.
http://www.newfoundations.com/OrgTheory/SchoolasOrg.html
The Impact of Effective Teachers and Principals.
http://www.esd101.net/169610923111311793/lib/169610923111311793/General_-
_The_Impact_of_Effective_Teachers_and_Principals.pdf
The Educator’s Reference Desk.
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http://www.eduref.org/index.shtml
Florida Department of Education: School Supervision, School Organization, others.
http://www.fldoe.org
US Department of Education: School Supervision, School Organization, others.
http://www.ed.gov
Asignaciones antes del Taller:
1. Investigue, lea y venga preparado a clase para participar activamente en el análisis de los
siguientes temas y presentar la forma oral el tema asignado en el taller anterior sobre los
siguientes temas:
Fines y propósitos de la educación desde comienzos del siglo hasta la década de los
noventa.
Función de la escuela de ayer vs. la de hoy.
Tendencias educativas de la época.
2. Buscar, investigar y leer la información acerca de los temas a tratar, y resumirlos en
tarjetas índice para la discusión en clase y la redacción de ensayos.
3. Traiga a clase revistas, fotos, ilustraciones, etc., para hacer un collage
4. Complete 2 horas de “Tell Me More” y traiga constancia de la misma a clase.
5. Organice en su portafolio el material producido individual y grupalmente antes, y
durante o después de este taller.
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Vocabulario Clave de la Lección
1. Educación Siglo XIX-XXI
2. Función escuela
3. Tendencias educativas de la época.
Lista de Materiales Suplementarios para el Taller
1. Video: The Evolution of Educators - Part 1 (1600-1900).
http://www.youtube.com/watch?v=yiLgzZAzSJU&feature=related
2. Video: The Evolution of Educators - Part 2 (1600-1900).
http://www.youtube.com/watch?v=nvI6ODUAMek&feature=fvw
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Componentes de SIOP (Sheltered-Instruction Observation Protocol). Coloque una marca de
cotejo en la (__) en todas las estrategias por componente que se usaran en el taller.
B. Andamiaje
__x_ Modelaje
_x__ Práctica Dirigida
___ Práctica Independiente
C. Opciones para Agrupamiento
_x__ Grupo Completo
__x_ Grupos Pequeños
___ Pares
_x__ Trabajo Independiente
D. Integración del Proceso
__x_ Escuchar
__x_ Hablar
_x__ Leer
__x_ Escribir
E. Aplicación
_x__ Actividades Dinámicas de Aplicación
__x_ Significativas y Relevantes
___ Rigurosas
__x_ Alineadas a los Objetivos
___ Promueven Participación
A. Preparación
__x_ Adaptación de Contenido
_x__ Enlaces al Conocimiento Previo
__x_ Enlaces al Aprendizaje Previo
__x_ Estrategias Incorporadas
Estrategias de CALLA
(Cognitive Academic Language Learning Approach)
___ Cognoscitivo
___ Meta-cognoscitivo
___ Socio/Afectivo
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Actividades Integradas:
1. Los estudiantes repasarán los conceptos estudiados en el Taller Dos, la columna 3 de su
tabla KWL y mediantes intervenciones espontáneas e individuales y con toda la clase.
2. Clarificar cualquier pregunta sobre el portafolio que los alumnos han venido
completando.
3. Los alumnos presentarán las contribuciones de destacados educadores del siglo XIX
mediante una presentación en PowerPoint. Discusión en la clase.
4. Los estudiantes presentarán las tendencias educativas presentes en uno de los aspectos
mencionados en el objetivo de contenido específico (IV) en un ordenador gráfico. Todos
los aspectos deben ser cubiertos al final de las presentaciones.
Trabajo en Equipos: la clase se dividirá en cuatro equipos. Cada equipo discutirá y
analizara los principales componentes de los temas tratados. El análisis será útil para
identificar las consecuencias que estos problemas tienen en la educación de hoy en día.
El grupo seleccionará un líder para presentar las ideas relevantes tratadas en él.
5. Trabajo en equipos: escribirán una lista de tendencias de la educación, cuyos orígenes se
identificaron en la actividad anterior.
6. En equipos de trabajo o individualmente y mediante el uso de sus tarjetas de índice y
notas, los estudiantes escribirán un ensayo expositivo sobre las características culturales
de la población LEP de la Florida y como mejorar su instrucción. El ensayo no debe
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exceder de dos páginas, a doble espacio, y debe seguir el formato de APA. (ESOL de la
Norma de Desempeño # 4).
Evaluación
1. Individual: Contribución a la construcción del conocimiento en clase mediante la
participación e intercambio.
2. Grupal: Participación y discusión en la clase que promueva el intercambio del
conocimiento y el análisis de los temas correspondientes.
3. Escrito: Escribir Diario Reflexivo # 3 (Apéndice P). Ensayo grupal sobre las
características culturales de la población de LEP de la Florida y como mejorar su
instrucción.
El facilitador decidirá si este ensayo se hará en la clase o se entregará como asignación
para el próximo taller. También podrá escoger el medio de entrega por Blackboard,
correo electrónico, o en papel).
Trabajo Escrito sobre el tema asignado en las Tendencias Educativas.
4. Oral/Auditivo: Hacer una presentación oral sobre las Tendencias Educativas asignada.
Cierre del Taller
Individual: Completar y comentar lo aprendido en la clase mediante el uso de la tabla KWL
columna 3
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Grupal: Después de analizar las tendencias de la educación presentadas, cada grupo hará un
collage en relación con el tema asignado. Los estudiantes seleccionarán un portavoz para
explicar el sentido del collage frente a la clase.
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WORKSHOP FOUR
Specific Content Objectives:
1. Analyze the role of higher education institutions in relation to departments or schools of
education, curriculum development and implementation.
2. Identify the competencies and standards that the educational system demands: ESOL
Standards, Reading Endorsements, Accomplished Competencies and Next Generation
Florida Standards.
3. Recognize the professional development needs of teachers required by the Florida
Teacher Certification Examination (FTCE).
Specific Language Objectives:
1. Listening: Understand the speeches and presentations in class by replying and sharing
coherent and complete interventions in English.
2. Speaking: Use proper speaking skills/pronunciation when expressing their ideas in
English, and use graphic organizers to organize their thoughts.
3. Reading: Paraphrase and summarize the main ideas after the resources of this class.
4. Writing: Write using proper grammar and spelling in English.
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Electronic Links (URLs):
Virtual Library:
Ruiz Iglesias, Magalys (2010). Profesionales competentes: una respuesta educativa. Instituto
Politécnico Nacional.
http://site.ebrary.com/lib/bibliosuagmsp/docDetail.action?docID=10365558&p00=educacion%2
0superior
La Pedagogía Y El Currículo... Relaciones Por Esclarecer.
http://revista.iered.org/v1n1/pdf/maristizabal.pdf
Building A Higher Education System In Mexico. Challenges and outcomes of a public policy era
in higher education policy.
http://www.riseu.unam.mx/documentos/acervo_documental/txtid0064.pdf
International Association of Universities.
http://www.iesalc.unesco.org.ve/index.php?option=com_content&view=article&id=2378:el-rol-
de-la-asociacion-internacional-de-universidades-en-el-desarrollo-de-la-educacion-
superior&catid=126:noticias-pagina-nueva&Itemid=712&lang=es
The Role of Higher Education in America. Retrieved from:
http://www.academicleadership.org/emprical_research/The_Role_of_Higher_Education_in_Ame
rica.shtml
Florida Educator Accomplished Practices.
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http://coeserver03.fiu.edu/efolio/feap.htm
Next Generation Florida Standards.
http://www.floridastandards.org/homepage/index.aspx
Florida Teacher Certification.
http://www.fldoe.org/edcert/
Del Aprendizaje Grupal Al Cooperativo. ¿Qué Hay De Nuevo? Una Exigencia Clave De La
Escuela Del Siglo XXI: La Mediación Pedagógica.
http://www.redtalento.com/Articulos/WEBSITE%20Revista%20Magister%20Articulo%204.pdf
Primero, lo primero Una generación diferente: Los NETS ¿Quiénes son? ¿Cómo son?
http://www.redtalento.com/Articulos/WEBSITE%20Revista%20Magister%20Articulo%208.pdf
US Department of Education: Colleges and University Rules and Regulations, Teacher’s
Standards, Teacher’s Profile, Teacher’s Certification System, Teacher’s Role, others
http://www.ed.gov
Reading Endorsement.
http://info.fldoe.org/docushare/dsweb/Get/Document-
1004/ReadingEndorsement_Competencies.pdf
Assignments before the Workshop:
1. Research the following topics and be prepare to deliver an oral presentation on the topic
assigned in the last class:
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Growth and development of key institutions of higher education in Florida
Florida Educator Accomplished Practices
Next Generation Educational Standards Florida
Teacher Certification Requirements in the state of Florida
ESL Standards
Reading Endorsements
Teacher Accomplished Competencies
2. Highlight and summarize important facts/ideas about each topic, and write them on
index cards.
3. Be prepared to share in class the information you found based on research completed on
the topics listed above.
4. Continue working on the organization of your portfolio.
5. Complete your portfolio and hand in this class to your facilitator. (Appendixes)
Key Vocabulary:
1. Higher Education
2. ESOL
3. LEP and Non-LEP Students
4. Competencies
5. Standards
6. Certification
7. Endorsement
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List of Supplementary Materials for the Workshop:
1. Video: 21st Century
pedagogyhttp://www.youtube.com/watch?v=l72UFXqa8ZU&feature=related
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SIOP Features (Sheltered-Instruction Observation Protocol). Place a checkmark on the (__) for
ALL strategies that will be included and used per workshop
A. Preparation
x___ Adaptation of Content
__x_ Links to Background Knowledge
_x__ Links to Past Learning
__x_ Strategies Incorporated
CALLA Strategies
(Cognitive Academic Language Learning Approach)
_x__ Cognitive
_x__ Meta-cognitive
x___ Social/Affective
C. Grouping Options
__x_ Whole Class
_x__ Small Groups
___ Partners
_x__ Independent Work
B. Scaffolding
__x_ Modeling
_x__ Guided Practice
__x_ Independent Practice
___ Comprehensible Input
D. Integration of Processes
_x__ Listening
_x__ Speaking
__x_ Reading
_x__ Writing
E. Application
__x_ Hands-on
_x__ Meaningful/Relevant
___ Rigorous
_x__ Link to Objectives
x___ Promote Engagement
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Integrated Activities:
1. Review the concepts learned or developed in Workshop Three by starting with an open
discussion.
2. Students will make a presentation on the assigned material for Workshop Four. They
should use one of the recommended strategies, be creative, and do a 10- minute oral
presentation about their topic.
3. There will be a brief discussion and analysis of the issues presented, including various
teacher preparation programs in each of the higher education institutions that have been
identified. Students will express their area of interest (specialty) as it applies to their
career development.
4. The class will be divided into two teams: Team # 1 will discuss the Florida Competencies
for Teachers; Team # 2 will discuss competencies that the private school system
demands. After group discussion, each team will present the outcome of their discussion
using a graphic organizer.
5. Research: Preparation of a chart with specific information about prestigious higher
education institutions in the state of Florida that offer teacher preparation programs.
The chart should include: the name of the institution of higher education, year founded,
accreditation, academic offerings, tuition, and other related topics that the student could
consider important. The assignment must be submitted to the facilitator and may be part of
the student evaluation or as a special bonus (at the facilitator’s discretion).
EDUC 106 Introduction to Education 77
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6. Teamwork:
Team One - review and analyze documents for teacher certification in the state
educational system in order to recognize the licensure or certifications granted by the
Florida Department of Education in specific areas. (Teachers may become certified to
teach at different grade levels, and in individual subjects or several subject areas.)
Identify the general requirements for becoming a teacher in Florida
Identify specific requirements by area of interest as mentioned by the students.
Team two - review and analyze professional standards and profiles needed in order to
identify the required competencies and skills that aspiring teachers need as they prepare
for their teaching career, and as it pertains to the aforementioned documents. The group
should list the following:
Understanding professional standards for teachers.
Basic skills every aspiring teacher must have.
7. Group discussion: Each group will compare and contrast the following content:
General and specific requirements for practicing the teaching profession in the
state of Florida
Certifications at elementary, middle and high school levels
Certification vs. Endorsement
Competencies
Next Generation Florida Standards
ESOL Standards.
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Florida Accomplished Practices
After group discussion, each group will select a member to do an oral presentation of the group's
findings to the class.
Assessment:
1. Individual: Write Reflective Diary # 4 about this course.
2. Group: Discuss and come to a conclusion about the requirements needed to become a
teacher in Florida.
3. Written: Prepare a chart that contains specific information about higher education
institutions that offer teacher preparation programs, and prepare the written assignment
about the specific topic.
4. Oral: Oral presentation about higher education.
Lesson Wrap-Up:
1. Individual: Using the KWL Chart, students will demonstrate what they have learned in
this workshop.
2. Group: Open to student questions for clarification and/or to clear any doubts about this
workshop.
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TALLER CINCO / WORKSHOP FIVE
NOTA: Este taller es bilingüe. Tanto, el
Facilitador como los estudiantes, deberán
utilizar el idioma asignado para cada tarea
y actividad. No mezcle los dos idiomas!
UTILICE SOLAMENTE UN
LENGUAJE A LA VEZ!
NOTE: This is a bilingual workshop. Both
the facilitator and student should use the
language assigned for each homework and
activity. Do not combine the two languages!
LANGUAGE OF INSTRUCTION
MUST BE KEPT SEPARATE!
Objetivos Específicos de Contenido:
1. Reconocer la aportación de algunos educadores destacados durante las últimas décadas
del siglo.
2. Identificar los principios que guiaron el movimiento de reforma educativa durante la
década de 1990 al 2002 y las propuestas del actual gobierno.
3. Analizar las leyes más recientes y los nuevos proyectos de ley bajo análisis que regulan
y/o regularán la función magisterial y la educación del estado.
Objetivos Específicos de Lenguaje:
1. Escuchar: Responder acertada y coherentemente a las preguntas y a la dinámica de
intercambio de conocimientos y experiencias durante la clase en inglés y/o en español.
2. Hablar: Participar activamente en clase mediante un uso adecuado del idioma inglés y /o
español.
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3. Leer: Resumir los puntos principales que se encuentran en las lecturas realizadas
utilizando las palabras del vocabulario y la gramática correctamente en inglés y/ o en
español.
4. Escribir: Escribir un ensayo descriptivo, usando el vocabulario, la gramática y el estilo
apropiado en inglés y/o en español.
Libro Electrónico:
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Martínez Santiago, Roberto. (2005). Profesión docente: introducción. Organización de Estados
Iberoamericanos
Enlaces Electrónicos:
Education in USA "Public" and "Private". Retrieved from:
http://maxweber.hunter.cuny.edu/pub/eres/GSR716A_KUECHLER/jamie.htm
The Encyclopedia of Informal Education (Thinkers).
http://www.infed.org/search_results.htm?cx=002444742134111643247:_g09bdygoti&cof=FORI
D:10&ie=UTF-8&q=thibkers&sa=Search
Reading Endorsement Template.
http://www.fldoe.org/profdev/doc/ret.doc
Reading Endorsement Competencies.
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http://www.justreadflorida.com/docs/Reading-Endorsement-Competencies.pdf
Next Generation Sunshine State Standards.
http://etc.usf.edu/flstandards/index.html
Florida Educator Accomplished Practices.
http://www.fldoe.org/dpe/publications/professional4-99.pdf
Classroom Management /Manejo de la sala de clases
http://www.intime.uni.edu/model/Spanish_Model/teacher/teac3summary.html
http://www.drapuig.info/files/Plan_para_el_manejo_de_la_sala_de_clase.doc
http://www.theteachersguide.com/ClassManagement.htm
Florida Education Foundation.
http://www.floridaeducationfoundation.org/
Answering the Challenge of a Changing World: Strengthening Education for the 21st Century.
http://www2.ed.gov/about/inits/ed/competitiveness/strengthening/strengthening.pdf
Comparing Private Schools and Public Schools Using Hierarchical Linear Modeling.
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006461
Overview and Inventory of State Education Reforms: 1990 to 2000.
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2003020
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Asignaciones antes del Taller:
1. Lea información relacionada con los procesos de reforma educativa.
2. Prepare una presentación en PowerPoint sobre los educadores destacados y sus
contribuciones que le fueron asignado en el taller anterior.
3. Reflexione sobre las reformas educativas implementadas durante los años 1990 - 2005.
4. Write an essay about the qualities you already have vs. those required for the teaching
profession as they relate to the Next Generation Sunshine State Standards, and the Florida
Educator Accomplished Competencies.
5. Complete your portfolio and hand it in to your facilitator to be evaluated.
Vocabulario Clave de la Lección :
1. Competencias
2. Reformas
3. Estándares
4. Magisterio
5. Educadores distinguidos
Academic Core Vocabulary :
1. Competencies
2. Reforms
3. Standards
4. Teaching Profession
5. Distinguished Educators
List of Supplementary Materials for the Workshop:
Video: The Importance of Education Reform: President Obama speaks about the critical need for
education reform, and discusses what his Administration has done to raise standards and
encourage excellence during a speech to the Urban League. July 29, 2010;
http://www.youtube.com/watch?v=ZCHMyFU6aEU
EDUC 106 Introduction to Education 83
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Componentes de SIOP (Sheltered-Instruction Observation Protocol). Coloque una marca de
cotejo en la (__) en todas las estrategias por componente que se usaran en el taller.
B. Andamiaje
__x_ Modelaje
_x__ Práctica Dirigida
___ Práctica Independiente
_x__ Instrucción
Comprensible
C. Opciones para Agrupamiento
__x_ Grupo Completo
__x_ Grupos Pequeños
___ Pares
x___ Trabajo Independiente
D. Integración del Proceso
__x_ Escuchar
_x__ Hablar
_x__ Leer
_x__ Escribir
E. Aplicación
_x__ Actividades Dinámicas de Aplicación
_x__ Significativas y Relevantes
___ Rigurosas
_x__ Alineadas a los Objetivos
_x__ Promueven Participación
A. Preparación
_x__ Adaptación de Contenido
__x_ Enlaces al Conocimiento Previo
__x_ Enlaces al Aprendizaje Previo
_x__ Estrategias Incorporadas
Estrategias de CALLA
(Cognitive Academic Language Learning
Approach)
_x__ Cognoscitivo
_x__ Meta-cognoscitivo
__x_ Socio/Afectivo
EDUC 106 Introduction to Education 84
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Actividades Integradas de Contenido y Lenguaje para lograr los objetivos del taller:
Actividades en español:
Mesa Redonda: Esta actividad será guiada por el facilitador, el cual será el moderador. Los
estudiantes desarrollarán una discusión de las semejanzas y diferencias entre los grupos
culturales de los Estados Unidos. Cada uno de los estudiantes participando en la mesa redonda
representará a un grupo cultural distinto, presentando sus más destacadas diferencias y
similitudes en comparación con otros grupos culturales.
Integrated Activities of Content and Language to achieve Content and Language
Objectives: Activities in English:
1. Using the notes taken during the round-table discussion, students will write a synthesis
paper (no longer than two pages, double-spaced, and in APA format), with the findings
and conclusions based on the discussion activity about differences and similarities among
the different cultural groups in the United States.
(ESOL Performance Standard # 2).
2. Students will identify and present the biographies and contributions of distinguished
educators and/or other prominent figures during the last decade, and will conduct an oral
presentation of the ones assigned in the previous class:
B.F Skinner: Behaviorist Theories of Learning
Robert Gagne: Principles of Learning
John Dewey: Educational Reform as Social Activism
EDUC 106 Introduction to Education 85
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Lev Vygotsky: Pedagogical Psychology
Jean Piaget : Knowledge of Cognitive Development
Howard Gardner: Multiple Intelligences
Benjamin Bloom: Taxonomy of Objectives
Others
3. Students will present the major ideas related to the public educational policy regarding:
a) Cost of Education
b) Structure and Curriculum
c) Educational Organizations
d) Private Schools
4. Make a comparative analysis guided by the facilitator regarding the facts presented, and
the real facts about the educational system.
5. Present the most recent education laws and new bills under consideration.
6. The facilitator will give a lecture on new trends in education as they pertain to the new
proposed changes in legislation recently approved and/or under study. It will cover the
following topics:
The student-centered system (The teaching profession)
Rules for the appointment of teachers
Salaries, promotions, and the merit system
Teacher certification tests
Teacher assessments
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Group Work: Discussion, analysis and presentation of the mission, vision and philosophy of the
Florida Department of Education using graphic organizers, and the requirements to become a
teacher in the state of Florida.
7. The facilitator will present an “Overview of the Course” emphasizing main concepts and
practices studied during the five weeks.
8. Students will hand in their essays and portfolios to the facilitator.
Assessment:
1. Individual: participate actively and consistently in the round table discussion. Complete
your portfolio.
2. Group: contribute to the concept of the knowledge of “group” by individual participation.
3. Written: Write Reflective Journal # 4 (Appendix T) an essay synthesizing the qualities
you already possess compared to the requirements needed to become a teacher in the state
of Florida; relate these to the Next Generation Sunshine State Standards, the Florida
Educator Accomplished Competencies, the Reading Endorsement, and the ESOL
Standards.
4. Oral: Reply consistently to the information presented by other classmates, and complete
the oral presentation according to the topic assigned.
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Lesson Wrap-Up:
1. Individual: Each student will express their opinions about their learning experiences in
this course.
2. Group: The facilitator will bring closure to the workshop by making an overview of the
course, clarifying any doubts or questions, and by involving the whole class in the
evaluation of their gains and learning experiences during the last five weeks.
EDUC 106 Introduction to Education 89
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APÉNDICE A / APPENDIX A: SECOND LANGUAGE PROFICIENCY SCORING
RUBRICS
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APÉNDICE A/APPENDIX A
Listening Rubric
Level of
proficiency
Criteria
Beginner
(1 – 2 pts) 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
Low
Intermediate
(3 – 4 pts)
Draws a picture
Continues to require repetition
Follow verbal dictations
Checks off words that were heard
Repeats information heard to determine comprehension
Able to understand slow speech and multiple repetitions
Intermediate
(5 – 6 pts)
Understands more details of spoken language
May need 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
Low
advanced
(7 – 8 pts)
May need repetition at normal-speed speech
Understands academic vocabulary used in class discussions
Understands class discussions with little difficulty
Understands nearly everything said
Advanced
(9 – 10 pts)
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
Source used for language rubrics: WIDA Consortium http://www.wida.us/
EDUC 106 Introduction to Education 91
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Speaking Rubric
Level of
proficiency
Criteria
Beginner
(1 – 2 pts)
Names concrete objects
Responds a simple yes or no to questions
Repeats words or simple phrases
Uses one word commands
Pronunciation is very poor that listener cannot understand
Speech is broken into parts making comprehension difficult
Little or no vocabulary to support message
Low
Intermediate
(3 – 4 pts)
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
Must repeat spoken words or phrases to be understood due to pronunciation
flaws
Grammar and word order are incorrect
Some evidence of vocabulary to support oral messages is emerging
Intermediate
(5 – 6 pts)
Responds using longer phrases/sentences
Initiates and carries out conversations; however, there may be interruptions
due to thinking of the correct words to say
Better control of grammar and word order
Begins to use basic academic vocabulary which is frequently used in class
discussions and/or oral assignments.
Speaks with some hesitation
Use of vocabulary to support oral messages is evident
Pronunciation of certain words may be difficult, listener must pay close
attention
Low
advanced
(7 – 8 pts)
Responds using elaborate phrases/sentences
Uses and interprets idiomatic expressions
Social conversations are pretty fluent
Proper use of academic vocabulary is evident in class discussions
Participates in class discussions using academic content with slight hesitation
Occasional mistakes in grammar and word order; however, these may not
interrupt meaning
Pronunciation of most words is accurate and clear
Advanced
(9 – 10 pts)
Speech is fluent
Correct use of elaborate academic vocabulary is present in all class
discussions
Participates in class discussion using academic content without hesitation
Use of appropriate vocabulary to support oral messages is evident at all times
Proper use of grammar and word order
Native like pronunciation and intonation
Source used for language rubrics: WIDA Consortium http://www.wida.us/
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Reading Rubric
Level of
proficiency
Criteria
Beginner
(1 – 2 pts)
Comprehension of a wide array of written material is not developed
Interpretation of graphs, charts, tables and forms in textbooks is not
developed
Use of pre-reading and reading skills is not developed.
Application of reading strategies to guess meanings of unfamiliar
words from context is not developed
Strategic reading skills (plans his/her reading assignments, diagnoses
reading deficiencies, resolves deficiencies independently or with the
help of others, etc.) are not developed
Low
Intermediate
(3 – 4 pts)
Comprehension 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.) is emerging
Interpretation of basic graphs, charts, tables and forms in textbooks is
done correctly
Application of pre-reading (e.g., activation of prior knowledge,
semantic maps, etc.) and reading skills (e.g., skimming, scanning,
inferences, paragraph frames, DRA, SQ4R, etc.) is emerging
Application of reading strategies to guess meanings of unfamiliar
words from context (e.g., definition, restatement, examples,
surrounding words, etc.) is not done yet
Understanding of the relationship between ideas (e.g., time, logical
order, comparison/contrast, cause/effect) and reading patterns to
identify literary genres (as listed above) is not done successfully yet
Strategic reading skills (as listed above) are emerging
Intermediate
(5 – 6 pts)
Comprehension of a wide array of written material (as listed above) is
evident
Interpretation of basic graphs, charts, tables and forms is done correctly
Application of pre-reading and reading skills (as listed above) is
evident
Application of reading strategies to guess meanings of unfamiliar
words from context (as listed above) is emerging
Understanding of the relationship between ideas (as listed above) is
emerging.
Strategic reading skills (as listed above) are evident
Low advanced
(7 – 8 pts)
Comprehension of a wide array of level-appropriate written materials
accurately (as listed above) is mature
Interpretation of increasingly complex graphs, charts, tables and forms
is done accurately
Application of pre-reading and reading skills (as listed above) is strong
Application of strategies to guess meanings of unfamiliar words from
context (as listed above) is evident
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Identification of signal words to understand the relationship between
ideas (as listed above) and reading patterns to identify literary genres
(as listed above) is emerging
Understanding of the relationship between ideas (as listed above) is
evident.
Strategic reading skills (as listed above) are mature
Advanced
(9 – 10 pts)
Comprehension of various types and lengths of level appropriate
written materials (as listed above) is fully developed
Interpretation of complex graphs, charts, tables and forms is done
accurately
Application of pre-reading and reading skills (as listed above) is fully
developed
Application of reading strategies to determine the meaning of
unfamiliar words in a text (as listed above) is done accurately.
Understanding of the relationship between ideas (time, logical order,
comparison/contrast, cause/effect)
Strategic reading skills (as listed above) are fully developed
Source used for language rubrics: WIDA Consortium http://www.wida.us/
EDUC 106 Introduction to Education 94
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Writing Rubric
Level of
proficiency
Criteria
Beginner
(1 – 2 pts)
Writing is very unclear. There is no focus. Details are limited or
unclear. There’s no clear distinction to what is important and what is
supported.
No hook and no conclusion. Paper simply starts and ends. Lack of
transitions may it difficult to understand the paper.
Writing contains limited vocabulary or specific words to transmit
meaning of the essay. Misused part of speech makes it difficult to
understand the writing.
Sentences seem like their rambling. Sentences are incomplete or far
too long to understand. Sentences follow a simple structure and or
style.
Little or no control of spelling, punctuation capitalization and other
writing conventions. This makes it very difficult to understand the
writing.
Strategic writing skills [e. g., knowledge of the writing process;
declarative, procedural and conditional knowledge; and strategies for
inquiry, for drafting (such as investigating genre, considering
audience, and responding to purpose), and for product (revision)] are
not developed
Low
Intermediate
(3 – 4 pts)
Writing is still unclear. There seems to be a guide to a focused topic;
however, it may drift at times. There is an attempt in details to
support main idea. Reader can still feel confused.
Writing contains what seem to be an introduction and or conclusion.
Attempt of transitions help but paper is in need of more.
Writing contains words that may not work in it. Few vocabulary terms
are used appropriately. Greater command of the parts of speech is
okay. Although, many words are utilized incorrectly.
There is an attempt to create a style of sentence structure here and
there; although, for the most part it sticks to one style.
Needs improvement control of spelling, punctuation capitalization and
other writing conventions. It is difficult to read the writing; although,
at times it’s okay.
Strategic writing skills are emerging
Intermediate
(5 – 6 pts)
Writing contains an unclear focus. Writing appears to be on one topic
but seems to get off topics at times. Support of main idea is lacking.
Reader is left with unanswered questions.
Writing contains an introduction and conclusion however, both are
dull or unclear. Transitions help connect ideas although at times they
distract the flow.
Words are used appropriately; however, they are pretty common and
lack oomph.
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Sentences are well written; however, there is a repetition of the style
and structure of sentences.
Satisfactory control of spelling, punctuation capitalization and other
writing conventions. However, the writing can read and sound better
by correcting conventions
Strategic writing skills are evident.
Low advanced
(7 – 8 pts)
Writing is showing a focus; however, there is room for improvement.
Few relevant details which support the main idea are present. Some
reader’s questions can be answered while others are left hanging.
Introduction and conclusion can be improved. Transition words are
used properly although there are times when a transition can help ideas
flow better
Wording is livelier. Words are appropriate. Although, there is
common wording which can be changed to improve it.
Style and structure of statements are catchy with a few mistakes or
unclear sentences at times.
Good control of spelling, punctuation capitalization and other writing
conventions. Mistakes are made but nothing distracting.
Strategic writing skills are mature.
Advanced
(9 – 10 pts)
Writing is clear and focused on a narrowed topic. Details are relevant
and accurate, and they support the main ideas. Reader’s questions are
answered
Writing has a clear introduction that’s hooks the reader and conclusion
that leaves a lasting impression. Use of transitions helps the reader to
connect ideas. Reading flows and not dull.
Words used in the writing are specific and accurate. Vivid verbs and
modifying words are present. Words used enhance the meaning of the
writing.
There is a variety in length and structure of the sentences. The style of
sentences varies on how they begin. Sentences create fluency and
rhythm.
Excellent control of spelling, punctuation capitalization and other
writing conventions.
Strategic writing skills are fully developed.
Source used for language rubrics: WIDA Consortium http://www.wida.us/
EDUC 106 Introduction to Education 96
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APPENDIX B: CLINICAL EXPERIENCE OBSERVATION TOOL
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School for Professional Studies
Florida Campuses
CLINICAL SCHOOL EXPERIENCE OBSERVATION TOOL
Part I: Accomplished Practices Matrix
(11 Pages)
Application of Florida Educator Accomplished Practices (6)
Student Intern: School:
Date: Classroom Teacher:
Lesson Subject: Grade:
Instructions:
The student must place checkmark ( √ ) under the heading for Observed or Not-
Observed for each Educator Accomplished Practice Competency.
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School for Professional Studies
Florida Campuses
Professional Competencies Classroom Observation
of Competencies
(Total of 3 Hours)
Observed Not
Observed
( √ ) ( √ )
Describe the relevance of the competency
reserved to current education course.
#1 Quality of Instruction
The effective educator
consistently:
a) models and promotes the
importance of education
and academic
achievement to all
students;
b) plans and designs
lessons to achieve
student mastery;
c) selects appropriate
strategies to be used as
formative assessments to
monitor learning;
d) uses diagnostic student
data to design
instruction
e) develops learning
experiences that require
students to demonstrate
a variety of relevant
skills and competencies;
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School for Professional Studies
Florida Campuses Professional Competencies Classroom Observation
of Competencies
(Total of 3 Hours)
Observed Not Observed
( √ ) ( √ )
Describe the relevance of the competency
reserved to current education course.
f) appropriately sequences
lessons and concepts to
ensure coherence and
required prior
knowledge;
g) uses higher-order
questioning techniques;
h) uses varied instructional
strategies and resources,
including appropriate
technology, to teach for
student understanding;
i) delivers engaging,
challenging, and
relevant lessons;
j) differentiates instruction
based on an assessment
of student learning needs
and a recognition of
individual differences in
students;
k) respects and embraces
students’ cultural and
family background;
l) demonstrates behaviors
that are consistent with
fairness and equity;
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School for Professional Studies
Florida Campuses Professional Competencies Classroom Observation
of Competencies
(Total of 3 Hours)
Observed Not Observed
( √ ) ( √ )
Describe the relevance of the competency
reserved to current education course.
m) utilizes student feedback
to monitor instructional
needs.
n) demonstrates behaviors
that are consistent with
fairness and equity;
o) utilizes student feedback
to monitor instructional
needs.
#2 Knowledge of Subject
Matter
The effective educator
consistently:
a) demonstrates deep and
comprehensive
knowledge of the subject
taught;
b) identifies and modifies
instruction to respond to
gaps in students’ subject
matter knowledge;
c) provides instruction to
address preconceptions
or misconceptions;
EDUC 106 Introduction to Education 101
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School for Professional Studies
Florida Campuses
Professional Competencies Classroom Observation
of Competencies
(Total of 3 Hours)
Observed Not Observed
( √ ) ( √ )
Describe the relevance of the competency
reserved to current education course.
d) designs and modifies
instruction to deepen
students’ understanding
of content area and
advance student
learning;
e) selects and sequences
engaging, relevant,
standards-based content,
and then designs and
teaches lessons that are
relevant to students’
learning needs;
f) relates and integrates the
subject matter with other
disciplines during
instruction.
#3 Continuous Improvement
The effective educator
consistently:
a) engages in targeted
professional growth
opportunities and
reflective practices;
EDUC 106 Introduction to Education 102
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School for Professional Studies
Florida Campuses
Professional Competencies Classroom Observation
of Competencies
(Total of 3 Hours)
Observed Not Observed
( √ ) ( √ )
Describe the relevance of the competency
reserved to current education course.
b) uses a variety of data,
independently and in
collaboration with
colleagues, to evaluate
learning outcomes and
to adjust planning and
practice;
c) designs purposeful
professional goals to
strengthen the
effectiveness of
instruction based on
students’ needs;
d) examines and uses data-
informed research to
improve instruction and
student achievement;
e) implements knowledge
and skills learned in
professional
development in the
teaching and learning
process.
#4 Learning Environment
The effective educator
consistently:
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School for Professional Studies
Florida Campuses
Professional Competencies Classroom Observation
of Competencies
(Total of 3 Hours)
Observed Not Observed
( √ ) ( √ )
Describe the relevance of the competency
reserved to current education course.
a) integrates learning
activities that
incorporate current
information and
communication
technologies;
b) adapts learning
environment to
accommodate the
differing needs and
diversity of students;
c) utilizes current and
emerging assistive
technologies that enable
students to achieve their
educational goals;
d) creates and maintains an
atmosphere of respect
for all areas of diversity.
#5 Assessment
The effective educator
consistently:
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School for Professional Studies
Florida Campuses
Professional Competencies Classroom Observation
of Competencies
(Total of 3 Hours)
Observed Not Observed
( √ ) ( √ )
Describe the relevance of the competency
reserved to current education course.
a) analyzes and uses data
from multiple
assessments and
measures to diagnose
students’ learning needs,
inform instruction based
on those needs, and
drive the learning
process;
b) designs and aligns
formative and
summative assessments
that match learning
objectives and lead to
mastery;
c) uses a variety of
assessment tools to
monitor student
progress, achievement
and learning gains;
d) modifies assessments
and testing conditions to
accommodate learning
styles and varying levels
of knowledge;
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School for Professional Studies
Florida Campuses
Professional Competencies Classroom Observation
of Competencies
(Total of 3 Hours)
Observed Not Observed
( √ ) ( √ )
Describe the relevance of the competency
reserved to current education course.
e) shares the importance and outcomes of student assessment data with the student and the student’s parent/caregiver(s);
f) employs technology to organize and integrate assessment information.
#6 Communication
The effective educator
consistently:
a) conveys high expectations;
b) supports, encourages, and provides immediate and specific feedback to students to promote student achievement;
c) models and teaches clear, acceptable oral and written communication skills;
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School for Professional Studies
Florida Campuses
Professional Competencies Classroom Observation
of Competencies
(Total of 3 Hours)
Observed Not Observed
( √ ) ( √ )
Describe the relevance of the competency
reserved to current education course.
d) fosters two-way communication with students and parent/caregiver(s); and
e) collaborates with the home, school, and larger communities to support student learning and continuous improvement.
Professional Responsibility
and Ethical Conduct
The effective educator adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida pursuant to State Board of Education Rules 6B-1.001 and 6B-1.006, F.A.C, by fulfilling the expected obligations to students, the public and the education profession.
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School for Professional Studies
Florida Campuses
Approved by: (Classroom) Teacher’s
Signature___________________________________________
Print:_______________________________________________________Date:_____________
(University) Facilitator’s
Signature______________________________________________________
Print:_______________________________________________________Date:_____________
Received by: Intern’s Signature
_______________________________________________________
Print:_______________________________________________________Date:_____________
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APPENDIX C: CLASSROOM OBSERVATION FEEDBACK FORM
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Florida Campuses
CLINICAL SCHOOL EXPERIENCE OBSERVATION TOOL
Part II: School General Operation Activities
(4 Pages)
Student Intern:
School:
Date:
Classroom Teacher:
Lesson Subject:
Grade:
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School for Professional Studies
Florida Campuses
Total Hours (Must
equal 4 hours)
Place a checkmark (√) under the proper activity/ meeting such as
the ones described below (see the code at the bottom of the page).
Only participate in activities or meetings that are taking place the
day you are at the school. This information will be part of the final
report required in the class.
Time Total
Hours
(Must
equal 4
hours)
IEP LEP RTI Parent
Teacher
Conference
Faculty
Meeting
Department
or Grade
Level
Meeting
Comments
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Total Hours (Must
equal 4 hours)
Place a checkmark (√) under the proper activity/ meeting such as
the ones described below (see the code at the bottom of the page).
Only participate in activities or meetings that are taking place the
day you are at the school. This information will be part of the final
report required in the class.
Time Total
Hours
(Must
equal 4
hours)
IEP LEP RTI Parent
Teacher
Conference
Faculty
Meeting
Department
or Grade
Level
Meeting
Comments
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School for Professional Studies
Florida Campuses
Approved by: (Classroom) Teacher’s
Signature___________________________________________
Print:___________________________________________________Date:_________________
(University) Facilitator’s
Signature______________________________________________________
Print:___________________________________________________Date:_________________
Received by: Intern’s
Signature_______________________________________________________
Print:___________________________________________________Date:__________________
CODES: IEP=Individual Education Program, LEP=Limited English Proficient Program, RTI=Response to Intervention
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APPENDIX D: THE WRITING PROCESS
6-TRAITS WRITING RUBRIC
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APPENDIX D: 6-TRAITS WRITING RUBRIC
Criteria per level
Traits 6 5 4 3 2 1
Ideas &
Content
The writing is exceptionally clear, focused and interesting. It holds the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support • a thorough, balanced, in-depth explanation/ exploration of
The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are developed by supporting details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support. • a thorough, balanced explanation/exploration of the topic; the writing makes connections and shares insights. • content and selected details
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
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,
Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is characterized by • a purpose and main idea(s) that may require extensive inferences by the reader. • minimal development; insufficient details. • irrelevant details that clutter the text. • extensive repetition of detail.
The writing lacks a central idea or purpose. The writing is characterized by • ideas that are extremely limited or simply unclear. • attempts at development that are minimal or non-existent; the paper is too short to demonstrate the development of an idea.
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the topic; the writing makes connections and shares insights. • content and selected details that are well suited to audience and purpose.
that are well-suited to audience and purpose.
present. • content and selected details that are relevant, but perhaps not consistently well chosen for audience and purpose.
or overly general. • details that may not be well-grounded in credible resources; they may be based on clichés, stereotypes or questionable sources of information. • difficulties when moving from general observations to specifics.
Organization 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
The organization enhances the central idea(s) and its development. The order and structure are strong and move the reader through the text. The writing is characterized by. • effective sequencing; the organizational structure fits the topic, and the writing is easy to follow. • an inviting beginning that draws the reader in and a satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit
Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is characterized by • clear sequencing. • an organization that may be predictable. • a recognizable, developed beginning that may not be particularly inviting; a developed conclusion that may lack subtlety. • a body that is easy to follow with details that fit where placed. • transitions that may be stilted or formulaic. • organization which helps the reader, despite some weaknesses.
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.)
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
The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader remains confused. The writing is characterized by • a lack of effective sequencing. • a failure to provide an identifiable beginning, body and/or ending. • a lack of transitions. • pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along too rapidly. • a lack of organization which ultimately obscures or
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transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed.
where placed.
may be overused. • a structure that is skeletal or too rigid. • placement of details that may not always be effective. • organization which lapses in some places, but helps the reader in others.
undeveloped beginning, body, and/or ending. • a lack of transitions, or when present, ineffective or overused. • a lack of an effective organizational structure. • details that seem to be randomly placed, leaving the reader frequently confused.
distorts the main point.
Voice 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
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
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
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.
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."
The writing seems to lack a sense of involvement or commitment. The writing is characterized by • no engagement of the writer; the writing is flat and lifeless. • a lack of audience awareness; there is no sense of “writing to be read.” • no hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing does not involve or engage the reader.
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may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively, or interesting. Technical writing may require greater distance.). • an exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.
academic voice; nevertheless, both should be engaging, lively or interesting. Technical writing may require greater distance.). • a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.
and feel a sense of interaction in places. • liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately casual or personal, or inappropriately formal and stiff.
• a limited ability to shift to a more objective voice when necessary.
• little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and writer.
Word choice Words convey the intended message in an exceptionally interesting, precise, and natural way
Words convey the intended message in an interesting, precise, and natural way appropriate to audience and
Words effectively convey the intended message. The writer employs a variety of words that are
Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to audience and
Language is monotonous and/or misused, detracting from the meaning and impact. The writing is
The writing shows an extremely limited vocabulary or is so filled with misuses of words
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appropriate to audience and purpose. The writer employs a rich, broad range of words, which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, strong, specific words; powerful words energize the writing. • fresh, original expression; slang, if used, seems purposeful and is effective. • vocabulary that is striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke strong images; figurative language may be used.
purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, specific words; word choices energize the writing. • fresh, vivid expression; slang, if used, seems purposeful and is effective. • vocabulary that may be striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke clear images; figurative language may be used.
functional and appropriate to audience and purpose. The writing is characterized by • words that work but do not particularly energize the writing. • expression that is functional; however, slang, if used, does not seem purposeful and is not particularly effective. • attempts at colorful language that may occasionally seem overdone. • occasional overuse of technical language or jargon. • rare experiments with language; however, the writing may have some fine moments and generally avoids clichés.
purpose in places. The writer does not employ a variety of words, producing a sort of “generic” paper filled with familiar words and phrases. The writing is characterized by • words that work, but that rarely capture the reader’s interest. • expression that seems mundane and general; slang, if used, does not seem purposeful and is not effective. • attempts at colorful language that seem overdone or forced. • words that are accurate for the most part, although misused words may occasionally appear, technical language or jargon may be overused or inappropriately used. • reliance on clichés and overused expressions.
characterized by • words that are colorless, flat or imprecise. • monotonous repetition or overwhelming reliance on worn expressions that repeatedly distract from the message. • images that are fuzzy or absent altogether.
that the meaning is obscured. Only the most general kind of message is communicated because of vague or imprecise language. The writing is characterized by • general, vague words that fail to communicate. • an extremely limited range of words. • words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong.
Sentence
fluency
The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with
The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure that makes
The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence patterns are somewhat
The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader to slow down or
The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow
The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very awkward. The
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consistently strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing effortlessly into the next. • extensive variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning by drawing attention to key ideas or reinforcing relationships among ideas. • varied sentence patterns that create an effective combination of power and grace. • strong control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if
expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing into the next. • variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning. • control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used sounds natural.
varied, contributing to ease in oral reading. The writing is characterized by • a natural sound; the reader can move easily through the piece, although it may lack a certain rhythm and grace. • some repeated patterns of sentence structure, length, and beginnings that may detract somewhat from overall impact. • strong control over simple sentence structures, but variable control over more complex sentences; fragments, if present, are usually effective. • occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part, but may at times sound stilted or unnatural.
reread. The writing is characterized by • some passages that invite fluid oral reading; however, others do not. • some variety in sentences structure, length, and beginnings, although the writer falls into repetitive sentence patterns. • good control over simple sentence structures, but little control over more complex sentences; fragments, if present, may not be effective. • sentences which, although functional, lack energy. • lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.
down or reread. The writing is characterized by • significant portions of the text that are difficult to follow or read aloud. • sentence patterns that are monotonous (e.g., subject-verb or subject-verb-object). • a significant number of awkward, choppy, or rambling constructions.
writing is characterized by • text that does not invite—and may not even permit—smooth oral reading. • confusing word order that is often jarring and irregular. • sentence structure that frequently obscures meaning. • sentences that are disjointed, confusing, or rambling.
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used, sounds natural.
Conventions 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.
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
The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Minor errors, while perhaps noticeable, do not impede readability. The writing is characterized by • control over conventions used, although a wide range is not demonstrated. • correct end-of-sentence punctuation, internal punctuation may sometimes be incorrect. • spelling that is usually correct, especially on common words. • basically sound paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • occasional lapses in correct grammar and usage; problems are not severe enough to distort
The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Errors begin to impede readability. The writing is characterized by • some control over basic conventions; the text may be too simple to reveal mastery. • end-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors. • spelling errors that distract the reader; misspelling of common words occurs. • paragraphs that sometimes run together or begin at ineffective places. • capitalization errors. • errors in grammar and usage that do not block meaning but do distract the reader. • significant need for editing.
The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability. The writing is characterized by • little control over basic conventions. • many end-of-sentence punctuation errors; internal punctuation contains frequent errors. • spelling errors that frequently distract the reader; misspelling of common words often occurs. • paragraphs that often run together or begin in ineffective places. • capitalization that is inconsistent or often incorrect. • errors in grammar and usage that interfere with readability and meaning. • substantial need for editing.
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.
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Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved
from: https://www.ade.state.az.us/standards/6traits/
• little or no need
for editing.
piece. • little need for editing.
meaning or confuse the reader. • moderate need for editing.
• capitalization that appears to be random. • a need for extensive editing.
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APÉNDICE E / APPENDIX E: KWL Chart
K
What I Know
Lo que se
W
What I Want To Learn
Lo Que Quiero Saber
L
What I Learned
Lo Que Aprendí
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APÉNDICE F / APPENDIX F: MATRIZ VALORATIVA DE LA PARTICIPACIÓN EN
CLASE DIARIA
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APÉNDICE F / APPENDIX F:
MATRIZ VALORATIVA DE LA PARTICIPACIÓN EN CLASE
DIARIA
Nombre del estudiante Curso: EDUC 106
Criterios
Taller 1
Taller 2
Taller 3
Taller 4
Taller 5 Asistencia a clases
(5 puntos c/u)
Demostración del
dominio de los temas
discutidos en clase
(2 puntos)
Cumplir con las
tareas asignadas en
clase (2 puntos)
Participación en trabajo
colaborativo (2 puntos)
Destrezas de
comunicación verbal
adecuadas (2 puntos)
Puntualidad en la
entrega de trabajos
(2 puntos)
Total puntos /taller
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Cada criterio se analizará a la luz de la siguiente escala:
2 = excelente; 1 = regular; 0 = deficiente o no hubo intento
5 = excelente; 4-2 = regular; 1-0 = deficiente o no hubo intento
Total de puntos__________
Observaciones:
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APÉNDICE G / APPENDIX G: MATRIZ VALORATIVA DEL MAPA PICTÓRICO
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APÉNDICE G / APPENDIX G
MATRIZ VALORATIVA DEL MAPA PICTÓRICO
Nombre: Curso: EDUC 106
Puntaje total:___________________________
0-N/A 1-2 Deficient 3-4 Regular 5-6 Good 7-8 Very Good 9-10 Excellent
CRITERIOS 0 1 2 3 4 5
1. The pictorial map demonstrates logic
and originality. (5 points)
2. Presents a clear, focused and
interesting message. (5 points)
3. Includes all the elements of the
selected method. (5 points)
4. Presents the most important points,
clearness and appropriate. (5 points)
5. The purpose was accomplished (5
points)
Total
Total value: 25 points
Observations:
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APÉNDICE H / APPENDIX H: HOJA DE EVALUACIÓN-PRESENTACIÓN ORAL
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APÉNDICE H / APPENDIX H: HOJA DE EVALUACIÓN: PRESENTACIÖN ORAL
Nombre/Grupo:_____________ Tema:_______________________________
Curso:______________________________Fecha:_____________________
HOJA DE EVALUACIÓN: PRESENTACIÖN ORAL
Criterios Valor Puntaje del
Estudiante
Presentación
Mantiene la atención de toda la audiencia utilizando el
contacto visual directo, y mirando las notas raramente.
2
Los movimientos son adecuados y ayudan a la
audiencia a visualizar el contenido de la presentación.
2
El estudiante demuestra estar relajado y tranquilo, sin
hacer errores.
2
El estudiante utiliza una voz clara con Buena
proyección y entonación.
2
El estudiante demuestra un conocimiento completo al
responder todas las preguntas con explicaciones y
elaboraciones.
2
El estudiante presenta la información en una secuencia
lógica e interesante la cual la audiencia puede seguir
sin problema.
2
Demuestra una actitud fuerte y positiva acerca del
tema durante toda la presentación.
2
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Lenguaje
Demuestra habilidad en el manejo del idioma inglés
estándar (vocabulario, sintaxis y flujo de ideas).
2
Usa la gramática de una manera
adecuada y correcta.
2
Usa una pronunciación correcta durante la
presentación.
2
Total 100 ( 70%
contenido y
30% lenguaje)
Puntaje
Total:
Nombre del estudiante:_______________________________________________
Firma del facilitador:_________________________________________________
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APÉNDICE I /APPENDIX I: ORAL PRESENTATION
Group:__________________________Topic:_________________________
Course:______________________________Date:______________________
Criteria Value Points Student Score
Presentation
Holds attention of entire audience
with the use of direct eye contact,
seldom looking at notes.
2
Movements seem fluid and help the
audience visualize
2
Student displays relaxed, self-
confident nature about self, with no
mistakes.
2
Student uses a clear voice with a
good projection and intonation.
2
Student demonstrates full knowledge
by answer all questions with
explanations and elaborations.
2
Student presents information in
logical, interesting sequence which
audience can follow
2
Demonstrates a strong, positive
feeling about topic during entire
presentation
2
Language
Demonstrates a command of
standard English (vocabulary, syntax
and flow of ideas)
2
Uses grammar appropriately and
correctly.
2
Uses correct pronunciation of the
language.
2
Total Points 100 ( 70% content and
30% language)
Total score:
Student’s Name:____________________________________________
Facilitator’s Signature:_______________________________________
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APÉNDICE J /APPENDIX J: ORAL PRESENTATION RUBRIC
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APÉNDICE J /APPENDIX J: ORAL PRESENTATION RUBRIC
Criterios Puntos Puntaje del
Estudiante
Contenido
La excelente organización realza la
claridad y la comprensión del
informe.
3
La relevancia del tema para la clase
o la audiencia es obvia. Es fácil de
predecir el contenido del informe ya que
los temas importantes a discutirse están
mencionados específicamente.
3
Se dan ejemplos claros para apoyar
las oraciones centrales y el propósito
general del informe; el análisis brinda
maneras novedosas para reflexionar en
el material; el material citado está bien
integrado; las ideas son profundas pero
no redundantes.
3
El tono del informe es
consistentemente profesional y
apropiado.
3
EDUC 106 Introduction to Education 136
Updated, 12-13-10
El escritor elabora conclusiones
sucintas y precisas basadas en la
literatura existente. Se ofrecen
sugerencias para futuras
investigaciones.
3
Las referencias provienen de
revistas profesiones y otras fuentes
aprobadas. Incluye numerosas fuentes
académicas relevantes demostrando una
investigación extensa y profunda; se
apoya muy poco en fuentes terciarias de
información.
3
Se utiliza precisa y
consistentemente el estilo APA en el
informe y en la página de referencias.
Las referencias del listado concuerdan
con las citas en
el texto y todas han sido escritas
adecuadamente usando el estilo
APA.
3
Lenguaje
EDUC 106 Introduction to Education 137
Updated, 12-13-10
Demuestra habilidad en el manejo
del idioma inglés estándar
(vocabulario, sintaxis y flujo de
ideas).
3
Usa la gramática de una manera
adecuada y correcta.
3
Usa la puntuación y la ortografía
correctamente.
3
Total 100 ( 70% contenido y
30% language)
Puntaje Total:
EDUC 106 Introduction to Education 138
Updated, 12-13-10
APÉNDICE K / APPENDIX K: HOJA DE EVALUACIÖN DEL INFORME ESCRITO
EDUC 106 Introduction to Education 139
Updated, 12-13-10
APÉNDICE K / APPENDIX K
HOJA DE EVALUACIÖN DEL INFORME ESCRITO
Nombre/Grupo__________________________ Tema:___________________________
Curso: EDUC 106 Fecha:
El nombre del estudiante:_________________________________________________
Firma del facilitador:_____________________________________________________
EDUC 106 Introduction to Education 140
Updated, 12-13-10
APÉNDICE L / APPENDIX L: EVALUATION SHEET-WRITTEN REPORT
EDUC 106 Introduction to Education 141
Updated, 12-13-10
APÉNDICE L / APPENDIX L
EVALUATION SHEET: WRITTEN REPORT
Name/Group:_________________________________Topic:__________________________
Course:______________________________________Date:___________________________
Criteria Value Points Student Score
Content
Excellent organization enhances
readability and/or understandability of
the report.
3
Relevance of topic to class or
audience is apparent. The groundwork
for the report is easy to predict because
important topics that will be discussed
are specifically mentioned.
3
Clear examples to support specific
topic sentences and to support the
overall purpose; reader gains
important insight; analysis poses
novel ways to think of the material;
quoted material well integrated; depth
of coverage without being redundant.
3
The tone of the report is consistently
professional and appropriate.
3
The writer makes succinct and
precise conclusions based on the
review of literature. Suggestions for
future research offered.
3
EDUC 106 Introduction to Education 142
Updated, 12-13-10
References are primarily peer
reviewed professional journals or other
approved sources; Numerous relevant
scholarly sources (and primary
sources, where available and
appropriate) demonstrating extensive,
in-depth research; little reliance on
tertiary sources.
3
text citations and all were properly
encoded in APA format.
Language
Demonstrates a command of
standard English (vocabulary, syntax
and flow of ideas)
3
Uses grammar appropriately and
correctly.
3
Uses spelling, punctuation, and
capitalization correctly.
3
Total Points 100 ( 70% content and
30% language)
Total score:
Student’s Name:
Facilitator’s Signature:
EDUC 106 Introduction to Education 143
Updated, 12-13-10
APÉNDICE M / APPENDIX M: GROUP
COMPARISON-CONTRAST ESSAY RUBRIC
EDUC 106 Introduction to Education 144
Updated, 12-13-10
APÉNDICE M / APPENDIX M
GROUP COMPARISON-CONTRAST ESSAY RUBRIC
Group members: …………………………………………………….. Date: …………
Criteria Value Points Student Score
Content
Introductory content is
clear & well stated.
10
Major or relevant details
are exposed in essay.
10
Compare and contrast
the information clearly
and effectively, with
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 compared
and contrasted subject
matter and engaging the
audience attention.
10
EDUC 106 Introduction to Education 145
Updated, 12-13-10
Draw conclusions based
on the compared and
contrasted content only.
10
Demonstrate a
comprehensive grasp of
significant ideas to reach a
higher level of
understanding in an
organizational manner.
10
Language
Demonstrates a
command of standard
English (vocabulary,
syntax and flow of ideas)
10
Uses grammar
appropriately and
correctly.
10
EDUC 106 Introduction to Education 146
Updated, 12-13-10
Uses spelling,
punctuation,
capitalization, and APA
format correctly.
10
Total Points 100 ( 70% content and
30% language)
Total score:
EDUC 106 Introduction to Education 147
Updated, 12-13-10
APÉNDICE N / APPENDIX N: MATRIZ VALORATIVA DEL ENSAYO
GRUPAL DE COMPARACIÓN Y CONTRASTE
APÉNDICE N / APPENDIX N
MATRIZ VALORATIVA DEL ENSAYO GRUPAL DE COMPARACIÓN Y
CONTRASTE
Integrantes del grupo: ……………………………………………Fecha: …………
EDUC 106 Introduction to Education 148
Updated, 12-13-10
Criterios Puntos Puntaje del grupo
Contenido
El contenido introductorio es claro
y bien redactado.
10
Se exponen los detalles
más importantes en el ensayo.
10
Compara y contrasta la
información de una manera clara
y efectiva, con ejemplos
exactos, con ejemplos precisos.
10
Las oraciones son
coherentes y las ideas fluyen
durante la lectura del ensayo.
10
Establece una relación
del escritor(es) con el tema,
brindando una perspectiva clara
sobre el tema a comparar y
contrastar y atrayendo la atención
del lector.
10
Presenta conclusiones
basadas en el contenido
comparado y contrastado
solamente.
10
EDUC 106 Introduction to Education 149
Updated, 12-13-10
Demuestra un
entendimiento total de las ideas
más importantes hasta alcanzar un
nivel superior de comprensión de
una manera organizada.
10
Lenguaje
Demuestra habilidad en
el manejo del idioma (vocabulario,
sintaxis y flujo de ideas).
10
EDUC 106 Introduction to Education 150
Updated, 12-13-10
Usa la gramática de una
manera adecuada y
correcta.
10
Usa la puntuación, la
ortografía y el formato
APA correctamente.
10
Total 100 ( 70% contenido y
30% lenguaje)
Puntaje total:
EDUC 106 Introduction to Education 151
Updated, 12-13-10
APÉNDICE O / APPENDIX O: GROUP EXPOSITORY ESSAY RUBRIC
EDUC 106 Introduction to Education 152
Updated, 12-13-10
APÉNDICE O / APPENDIX O
GROUP EXPOSITORY ESSAY RUBRIC
Group members: …………………………………………………….. Date: …………
Criteria Value Points Student Score
Content
Introductory content is clear & well stated. 10
Major or relevant details are exposed in essay. 10
Communicates ideas based on research-based facts only.
Topic sentences are supported by supporting details
containing research- based results and data.
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 presented subject matter and
engaging the audience attention.
10
Draw conclusions based on research-based facts only. 10
Demonstrate a comprehensive grasp of significant ideas to
reach a higher level of understanding in an organizational
manner.
10
Language
Demonstrates a
command of standard English (vocabulary, syntax and
flow of ideas)
10
Uses grammar
appropriately and correctly.
10
EDUC 106 Introduction to Education 153
Updated, 12-13-10
Uses spelling, punctuation, capitalization, and APA format
correctly.
10
Total Points 100 ( 70%
content and
30% language)
Total score:
EDUC 106 Introduction to Education 154
Updated, 12-13-10
APÉNDICE P / APPENDIX P: MATRIZ VALORATIVA DEL ENSAYO
NARRATIVO INDIVIDUAL
EDUC 106 Introduction to Education 155
Updated, 12-13-10
APÉNDICE P / APPENDIX P
MATRIZ VALORATIVA DEL ENSAYO NARRATIVO INDIVIDUAL
Nombre del Estudiante: …………………………………… Fecha: ……………..
Criterios Valor Puntaje del Estudiante
Contenido
El contenido introductorio es claro y bien
establecido.
10
Se exponen los detalles más importantes y
relevantes en el ensayo.
10
Describe y compara las cualidades individuales
del autor en comparación con las cualidades
requeridas por los estándares y perfiles del
maestro de manera clara y efectiva, brindando
ejemplos precisos y vívidos.
10
Las oraciones son coherentes y las ideas fluyen
durante la lectura del ensayo.
10
Establece una relación del autor con el tema,
brindando una perspectiva clara sobre el tema y
llamando la atención del lector.
10
EDUC 106 Introduction to Education 156
Updated, 12-13-10
Establece conclusiones que reflejan las
relaciones o los resultados más importantes del
tema.
10
Demuestra un
entendimiento total de las ideas más
importantes hasta alcanzar un nivel superior de
comprensión de una manera organizada.
10
EDUC 106 Introduction to Education 157
Updated, 12-13-10
APÉNDICE Q / APPENDIX Q: EVALUACIÓN DEL PORTAFOLIO
EDUC 106 Introduction to Education 158
Updated, 12-13-10
APÉNDICE Q / APPENDIX Q
EVALUACIÓN DEL PORTAFOLIO
Nombre del estudiante_______________________________ Curso EDUC 106____
Excelente Regular Deficiente Total
Portfolio Content
Página de Presentación
(5 puntos)
/5
Tabla de Contenido
(5 puntos)
/5
Introducción
(15 puntos)
/10
Presentación del Tema
(30 puntos)
/30
Reacción Crítica
(15 puntos)
/10
Referencias
(5 puntos)
/5
EDUC 106 Introduction to Education 159
Updated, 12-13-10
Creativity
(5 puntos)
/10
Language
Demuestra habilidad en el
manejo del idioma
inglés.estándar (vocabulario,
sintaxis y flujo de ideas).
/10
Usa la gramática de una
manera adecuada y correcta.
/5
Usa la puntuación, la
ortografía y el formato APA
correctamente.
/10
Total
/100
Escala:
Puntuación Nivel 1 Nivel 2 Nivel 3
5 puntos Excelente 5-4 Satisfactorio 3-2 Pobre 1-0
10 puntos Excelente 10-8 Satisfactorio 7-5 Pobre 4-0
30 puntos Excelente 30-25 Satisfactorio 24-12 Pobre 11-0
EDUC 106 Introduction to Education 160
Updated, 12-13-10
APÉNDICE R / APPENDIX R: AUTO EVALUACIÓN DEL ESTUDIANTE
EDUC 106 Introduction to Education 161
Updated, 12-13-10
APÉNDICE R / APPENDIX R
AUTO EVALUACIÓN DEL ESTUDIANTE
Aspectos generales
Mi trabajo se entiende claramente y es interesante.
Mi trabajo incluye material relevante, investigativo e incluye más que
un mensaje general.
Demuestra que entiendo la materia
Refleja sustancia lógica y originalidad.
La información no es limitada ni escasa.
Organización
La organización de mi trabajo demuestra un tema central o un
propósito.
He organizado mi trabajo y presentación tomando en cuenta la
audiencia.
Mi trabajo tiene secuencia e ideas lógicas.
Mi trabajo tiene secciones apropiadas, incluyendo introducción y
conclusión que provean al lector una visión general del texto.
Vocabulario
Utilizo un vocabulario convincente que transmite el mensaje de
forma interesante, precisa y natural.
Mi trabajo escrito es conciso, utilicé verbos de acción y
vocabulario apropiado.
He considerado al lector y al escribir he utilizado un lenguaje
que capte la atención del lector.
EDUC 106 Introduction to Education 162
Updated, 12-13-10
Estructura
Mis oraciones están bien construidas, con una estructura variada,
simple y compleja, facilitando la lectura.
He utilizado buena pronunciación, puntuación.
Las oraciones tienen fluidez.
He editado mi trabajo cuidadosamente.
Este instrumento lo puede utilizar el estudiante para evaluar sus tareas y asegurarse
de haber cumplido con los requisitos mínimos.
Traducción: Manual de “Assessment and Evaluation Resource Guide, 1988”.
EDUC 106 Introduction to Education 163
Updated, 12-13-10
APÉNDICE S / APPENDIX S:
TEMAS DE PRESENTACIONES ORALES: EDUC. 106
EDUC 106 Introduction to Education 164
Updated, 12-13-10
APÉNDICE S / APPENDIX S
TEMAS DE PRESENTACIONES ORALES: EDUC. 106
TEMAS ESTUDIANTE
ASIGNADO
TALLER #
Reconocer el impacto educativo de las
Guerra Civil, la Guerra Fría, la Guerra
Hispano- Americana y la Segunda
Guerra Mundial
2
Impacto de las intervenciones
gubernamentales en la educación del
estado
2
Leyes escolares (reglas y
regulaciones)
2
Goals and purposes of
Education from the beginning of
the 20th century to the present
3
Educational trends of the century
regarding:
-Constitutional right to education
-Educational philosophy
-School supervision
3
EDUC 106 Introduction to Education 165
Updated, 12-13-10
-Cultural characteristics of
Florida’s LEP population
-Pre-kindergarten education
-Gifted children education
-School organization, preparation,
tenure and evaluation of teachers
Desarrollo de las
instituciones de educación
superior del estado
4
El papel de las
universidades en el desarrollo de la
carrera magisterial.
4
EDUC 106 Introduction to Education 166
Updated, 12-13-10
APÉNDICE T / APPENDIX T
REFLEXIVE DIARY RUBRIC
EDUC 106 Introduction to Education 167
Updated, 12-13-10
APÉNDICE T / APPENDIX T
REFLEXIVE DIARY RUBRIC
Student name: Course: EDUC 106
Date:
Final score:
Criteria Excellent
(5)
Good
(4)
Satisfactory
(3)
Limited (2) Poor
(1) Concepts
Feelings
Attitudes
Self Analysis
Self Evaluation
Total
EDUC 106 Introduction to Education 168
Updated, 12-13-10
APÉNDICE U / APPENDIX U
MATRIZ VALORATIVA DE LA MESA REDONDA
EDUC 106 Introduction to Education 169
Updated, 12-13-10
APÉNDICE U / APPENDIX U
MATRIZ VALORATIVA DE LA MESA REDONDA
Nombre del Estudiante: …………………………………… Fecha: ……………..
Criterios Puntos Puntaje del
Estudiante
Contenido
El participante ofrece un
análisis suficientemente sólido, y
sin dudar avanza en la
conversación.
5
El participante, a través de
sus comentarios, demuestra un
conocimiento profundo del tema
y un alto entendimiento de las
preguntas elaboradas por la
audiencia.
5
EDUC 106 Introduction to Education 170
Updated, 12-13-10
El participante ha venido
preparado para la discusión – con
notas y pasajes o textos
marcados o anotados.
5
El participante, a través de
sus comentarios, demuestra que
está escuchando activamente a
los otros participantes.
5
El participante ofrece
explicaciones aclaratorias y/o
seguimiento que extiende la
conversación.
5
Las observaciones del
participante frecuente se refiere
a ideas o argumentos expuestos
en la discusión.
5
El participante demuestra
una actitud y postura
profesional durante la
conversación.
5
Lenguaje
EDUC 106 Introduction to Education 171
Updated, 12-13-10
Demuestra habilidad en el
manejo del idioma inglés,
estándar (vocabulario, sintaxis y
flujo de ideas).
5
Usa la gramática de una
manera adecuada y correcta.
5
Ante una idea controversial,
presenta un argumento persuasivo
para defender su punto de vista
personal.
5
Total 100 ( 70% contenido y
30% lenguaje)
Puntaje Total:
El nombre del estudiante:
Firma del facilitador:
EDUC 106 Introduction to Education 172
Updated, 12-13-10
APÉNDICE V / APPENDIX V
DESCRIPCIÓN DEL PROCESO DE EVALUACIÓN
EDUC 106 Introduction to Education 173
Updated, 12-13-10
APÉNDICE V / APPENDIX V
DESCRIPCIÓN DEL PROCESO DE EVALUACIÓN
Criterios
Tall
er 1
Tall
er 2
Tall
er 3
Tall
er 4
Tall
er 5
Pu
nto
s
Porc
enta
je
Ru
bri
cas/
An
ejos
1. Asistencia 25 6 %
2. Participación en Clase 50 12 % A, C & D
3. Portafolio 50 12 % M & N
4. Diarios Reflexivos 100 23% P
5. Ensayos en Equipos 75 18 % I & J
6. Ensayos Individuales 50 12 % K & L
7. Mapa Pictórico 20 5 % D
8. Presentaciones Orales y
Reportes Escritos
50
12 %
E, F, G , y H
Total 420
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