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Ana G. Méndez University System

School for Professional Studies

Discipline-Based Dual Language Immersion Model®

Universidad del Este, Universidad Metropolitana, Universidad del Turabo

QYLE 110

Attitude Development and University Adaptation

Desarrollo de Actitudes y Adaptación a la Vida Universitaria

© Sistema Universitario Ana G. Méndez, 2013

Derechos Reservados.

© Ana G. Méndez University System, 2013. All rights reserved

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QYLE 110 Desarrollo de Actitudes y Adaptación a la Vida Universitaria 2

Prepared based on the course syllabus (2010) of the School of Professional Studies, with the collaboration

of:

Prof. Ángel A. Toledo López, Ph.D., Esq.

Prof. Abigail Ríos-Parnell, MPA, Module Development Specialist

Jeannette Labrador, Spanish Language Specialist

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TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

GUIA DE ESTUDIO ---------------------------------------------------------------------------------------------------- 6

STUDY GUIDE --------------------------------------------------------------------------------------------------------- 22

WORKSHOP ONE ----------------------------------------------------------------------------------------------------- 33

TALLER DOS ----------------------------------------------------------------------------------------------------------- 44

WORKSHOP THREE ------------------------------------------------------------------------------------------------- 50

TALLER CUATRO ----------------------------------------------------------------------------------------------------- 60

WORKSHOP FIVE ---------------------------------------------------------------------------------------------------- 65

WORKSHOP SIX ------------------------------------------------------------------------------------------------------ 74

TALLER SIETE -------------------------------------------------------------------------------------------------------- 82

WORKSHOP EIGHT -------------------------------------------------------------------------------------------------- 91

APPENDIX A NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED ----------------------------- 101

APPENDIX B THE WRITING PROCESS SIX TRAIT ANALYTIC WRITING RUBRIC ------------------- 106

APÉNDICE C/APPENDIX C LANGUAGE LAB AND E-LAB INFORMATION ------------------------------ 115

APÉNDICE D/APPENDIX D LANGUAGE LAB/E-LAB DOCUMENTATION ------------------------------ 120

APPENDIX E PARAGRAPH CONSTRUCTION RUBRIC ------------------------------------------------------ 123

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APÉNDICE F/APPENDIX F RÚBRICA PARA EVALUAR ASISTENCIA Y PUNTUALIDAD ------------ 125

ANEJO G/APPENDIX G RÚBRICA PARA EVALUAR PARTICIPACIÓN EN CLASE --------------------- 127

ANEJO H /APPENDIX H RÚBRICA PARA EVALUAR TRABAJOS ESCRITOS --------------------------- 129

ANEJO I/APPENDIX I RÚBRICA PARA EVALUAR UN ENSAYO ------------------------------------------- 130

ANEJO J/APPENDIX J RÚBRICA EVALUACIÓN DE PRESENTACIONES ORALES ---------------------- 133

ANEJO K/APPENDIX K COURSE OBJECTIVES VS. YOUR EXPECTATIONS ----------------------------- 135

ANEJO L/APPENDIX L RUBRICA PARA OBSERVAR LENGUAJE ORAL --------------------------------- 136

ANEJO M/APPENDIX M GIVE ME 3-2-1 ----------------------------------------------------------------------- 138

ANEJO N/APPENDIX N ONE MINUTE- PAPER ------------------------------------------------------------- 139

ANEJO O/APPENDIX O MULTIPLE INTELLIGENCES INVENTORY -------------------------------- 140

ANEJO P/APPENDIX P DIARIO REFLEXIVO ------------------------------------------------------------------- 145

ANEJO Q/APPENDIX Q IMMEDIATE WRITTEN REACTION ---------------------------------------- 147

ANEJO R/APPENDIX R WRITING A SUMMARY SENTENCE ----------------------------------------------- 148

ANEJO S/APPENDIX S THE NO-TEST TEST ---------------------------------------------------------------- 149

ANEJO T/APPENDIX T USE OF TECHNOLOGY IN THE CLASSROOM ----------------------------------- 150

ANEJO U/APPENDIX U GOOD ORAL PRESENTATIONS ---------------------------------------------------- 151

ANEJO V/APPENDIX V INTELIGENCIAS MÚLTIPLES ------------------------------------------------------ 152

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ANEJO W/APPENDIX W COMIC STRIP RUBRIC ------------------------------------------------------------- 153

ANEJO X/APPENDIX X DIVERSIDAD CULTURAL - TALLER 7 ------------------------------------ 154

ANEJO Y/APPENDIX Y THE WHIP ------------------------------------------------------------------------------ 155

APPENDIX Z COMPETENCIAS DE LOS ESTUDIANTES DEL PROGRAMA BILINGÜE© --------------- 156

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GUÍA DE ESTUDIO

Nombre del curso: Desarrollo de Actitudes y Adaptación a la Vida Universitaria

Codificación: QYLE110

Créditos:

Duración: Ocho semanas

Prerrequisito: Ninguno

Descripción:

Análisis y evaluación de los valores, las actitudes y los prejuicios en la vida universitaria y en el mundo

laboral. Estudio del efecto que tiene la conducta en los demás y cómo esta afecta la propia. Evaluación de

los diferentes estilos de conducta ética desde distintas perspectivas filosóficas que le permitan seleccionar

aquel que le provea mayor control de su persona, con énfasis en el entorno universitario. Aplicación de

conceptos mediante el uso de mapas conceptuales, autorreflexión, discusión de casos, representación de

roles, trabajo en equipo y el uso responsable de la tecnología.

Objetivos generales de contenido

Al finalizar el curso, el estudiante será capaz de:

1. Construir una visión crítica de sí mismo a través del análisis de los valores, las actitudes y

necesidades propias.

2. Identificar y utilizar efectivamente los servicios que ofrecen las oficinas de Admisiones, Asistencia

Económica, Registraduría, Tesorería, Consejería, el Centro de Recursos para el Aprendizaje y el

Laboratorio de Idiomas.

3. Valorar la importancia de un programa flexible y bilingüe para adultos, basado en la filosofía y

metodología educativa del constructivismo.

4. Reconocer e identificar los diferentes componentes de un módulo en línea.

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5. Reconocer e interpretar los criterios de evaluación de clases.

6. Reconocer la importancia de las matrices valorativas como componentes de evaluación.

7. Emplear los componentes de la herramienta Blackboard en el proceso académico de aprendizaje.

8. Dominar los principios básicos del manual de la American Psychological Association (APA) que

usará para redactar informes y citas bibliográficas con el fin de evitar el plagio.

9. Investigar diferentes fuentes confiables de información a través del uso responsable de la tecnología.

10. Valorar la importancia del portafolio como herramienta académica y de desarrollo profesional.

11. Adoptar y emplear técnicas para que la comunicación oral y escrita sea eficaz tanto en inglés como

en español.

12. Valorar la diversidad cultural y social contemporánea para estructurar relaciones que consideren sus

valores, prejuicios y actitudes, respecto a sus experiencias presentes y pasadas.

13. Aplicar técnicas de estudio adecuadas que respondan y faciliten el logro de sus metas académicas.

14. Perfeccionar las técnicas de pensamiento crítico que le permitan desarrollar la inteligencia

académica y emocional.

15. Adoptar y emplear diferentes estrategias sobre el manejo del tiempo para evitar la procrastinación y

el estrés.

16. Aplicar efectivamente las técnicas de entrevista y redacción de resumés que faciliten su

empleabilidad.

Objetivos generales de lenguaje

Al finalizar el curso, el estudiante será capaz de:

Escuchar: Comprender discursos orales en inglés/español reconociendo sus

diversas finalidades y las situaciones de comunicación en que se producen;

compartir, comparar y desarrollar ideas nuevas acerca de las actitudes y la adaptación a la vida

universitaria, de manera colaborativa; lograr aprendizajes significativos, basados en la experiencia y en

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temas motivadores; responder a estímulos auditivos tales como vídeos, presentaciones audiovisuales y

actividades interactivas.

Hablar: Expresarse oralmente en inglés/español con coherencia y corrección,

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

estilo expresivo propio; analizar, opinar y comunicar oralmente puntos de vistas e

ideas; desarrollar habilidades y competencias que lo capaciten para su trabajo escolar,

vida laboral y vida cotidiana; utilizar el lenguaje para adquirir conocimientos nuevos

acerca de las actitudes y la adaptación a la vida universitaria y para aprender

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

tradicionales y la tecnología informática.

Leer: Investigar, analizar, resumir, parafrasear y comprender en inglés/español

la información recogida en los diversos medios de información sobre el tema de

las actitudes y la adaptación a la vida universitaria; desarrollar actitudes críticas ante los mensajes de los

medios de comunicación, valorar la importancia de sus manifestaciones y beneficiarse autónomamente

de la lectura como fuente de información y enriquecimiento cultural.

Escribir: Interpretar y producir textos en inglés/español desde una postura personal crítica y creativa,

con una ortografía correcta y con la coherencia y el énfasis que se requiere para establecer una

comunicación clara y efectiva; utilizar la escritura como medio de comunicación y para proveer

información relacionada a las actitudes y a la adaptación a la vida universitaria.

Requisitos de APA (6ta edición) para citar los textos que se usarán en el módulo

Utilice el estilo APA (6ta edición) para reseñar los textos y recursos recomendados.

http://www.apastyle.org/

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



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Libros recomendados:

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

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

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

Ellis, D. (2011). Becoming a master student (13th ed.). Boston, MA: Wadsworth, Cengage Learning.

ISBN-13: 9781439081747

Carter, C., Bishop, J., & Kravits, S. L. (2011). Keys to success: building analytical, creative, and practical

skills. Upper Saddle River, NJ: Prentice Hall. ISBN-13: 9780137073603

ISBN: 0137073607 eISBN: 0132700859 eISBN-13: 9780132700856

Domenech, G., Pérez Pérez, A., & Guzman, Z. (2010). Universidad: Un mundo de posibilidades hacia el

exito. [S.l.: s.n.].

Reglamento de estudiantes Sistema Universitario Ana G. Méndez. (versión más reciente). Río Piedras, P.R.:

Sistema Universitario Ana G. Méndez.

Reiss, J. (2012). 120 content strategies for English language learners: Teaching for

academic success in secondary school (2a ed.). Boston, MA: Pearson.

(ISBN-10: 0132479753; ISBN-13: 978-0132479752)

Wormeli, R. (2005). Summarization in any subject: 50 techniques to improve student learning.

Alexandria, Va. Assoc. for Supervision and Curriculum Development. eBook ISBN:

9781416601753 ISBN: 1416600191 ISBN-13: 978-1416600190

Libro(s) electrónico(s) recomendados:

Willis, J (2008). Teaching the brain to read: Strategies for improving fluency, vocabulary and

comprehension. Recuperado de http://ebrary.com

Recursos adicionales y recursos electrónicos – se recomienda que los estudiantes

http://www.alibris.com/search/books/isbn/9781439081747



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accedan los siguientes enlaces, pero que no se limiten a ellos:

Biblioteca Virtual

http://bibliotecavirtualut.suagm.edu/

Diccionario de la Real Academia Española

http://www.rae.es/

Diccionario panhispánico de dudas de la Real Academia Española

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

Fundación del Español Urgente

http://www.fundeu.es/


http://www.rae.es/



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Descripción de la evaluación:

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

Escala:

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

MÉTODO DE EVALUACIÓN: El facilitador proporcionará información específica para las asignaciones

durante la primera noche de clase.

Descripción del proceso de evaluación:

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

demostrar su nivel de aprendizaje del contenido del curso y al dominar las destrezas del idioma

(inglés y español). La calificación final del alumno reflejará 30 % por dominio de destrezas de

idioma y 70 % por el conocimiento y la aplicación del contenido del curso.

El dominio del contenido del curso se evalúa a través de exámenes, asignaciones, proyectos,

trabajos escritos, presentaciones orales, ejercicios del Laboratorio de Idiomas y del E-Lab,

CRITERIOS %

Asistencia y participación 20%

Trabajos escritos/ensayos 20%

Presentaciones orales 20%

Tareas/trabajos en clase/exámenes 20%

Portafolio digital 20%

Total 100%

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etcétera. La calificación deberá reflejar el 50 % de la evaluación en inglés y el 50 % en

español. El facilitador es responsable de evidenciar que dicho requisito se cumplió.

Ejemplo: Examen parcial

Si el examen parcial consta de 40 opciones, 20 deben ser en inglés y 20 deben ser en español.

Además del requisito anterior, debe evidenciar que el 30 % de la calificación se basa en el

dominio de las destrezas de idioma.

2. La naturaleza del Discipline-Based Dual Language Immersion Model® es desarrollar y

maximizar las destrezas de idioma de los estudiantes para potenciarlos como futuros profesionales

bilingües. Por lo tanto, toda evaluación de destrezas escritas y orales estará basada en un 30 % de

idioma y un 70 % de contenido. El facilitador se dejará guiar por el Apéndice A para identificar los

niveles de las destrezas de idioma (escuchar, hablar, leer y escribir) de cada estudiante y utilizará los

niveles de medición de habilidades Can Do. También, es responsable de diferenciar su enseñanza

para atender a las necesidades específicas de cada alumno, de modo que maximice su

aprovechamiento académico. Por otro lado, usará los criterios de evaluación de los Apéndices B, E

y H para medir las destrezas analíticas de escritura de los documentos que el alumno redacte.

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

mail, y Biblioteca Virtual):

El Laboratorio de Idiomas y el E-Lab forman parte integral de la evaluación y las actividades

del curso que el estudiante realizará.

El Apéndice C cuenta con información específica sobre los recursos del Laboratorio de

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

Idiomas y el E-Lab en las asignaciones y actividades del curso. Las horas de práctica en

el Laboratorio de Idiomas y el E-Lab deberán completarse de acuerdo con las

especificaciones del facilitador.

Como parte de los criterios de evaluación de este curso, cada estudiante completará la

información del Apéndice D y lo entregará al facilitador.

La sección de actividades del módulo debe integrar la utilización del Laboratorio de

Idiomas/E-Lab.

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4. Portafolio digital:

Cada estudiante deberá preparar un portafolio digital.

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

lingüístico y académico de los alumnos. Por tal razón, es esencial que el facilitador

documente el progreso del estudiante a medida que este vaya dominando el contenido del

curso. Igualmente, evidenciará la evolución de las competencias lingüísticas en inglés y

español.

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

Performance Portfolio Assessment Handbook que se encuentra en Blackboard.

En el Taller Uno, el facilitador discutirá en detalle los procesos y las expectativas

relacionadas al uso del portafolio digital para demostrar progreso académico y lingüístico y

para alcanzar la meta de convertirse en un profesional bilingüe exitoso.

El portafolio digital se entregará al facilitador en el Taller Ocho.

5. Examen final/pruebas cortas: Este programa requiere un examen final o dos pruebas cortas, las

cuales se incluirán en la evaluación final. Dicha prueba/pruebas se efecturará(n) para medir los

conocimientos del contenido del curso, según sus objetivos, al igual que la competencia lingüística

en ambos idiomas.

6. Asistencia y participación: Para aprobar la clase, la asistencia a cada taller es compulsoria; las

ausencias afectarán la nota final. Refiérase al Apéndice F para información adicional. También se

evaluarán los siguientes criterios:

Dominio de los temas que se discutan en clase

Cumplimiento de las tareas asignadas

Demostración de las destrezas adecuadas de comunicación

Participación y cumplimiento del trabajo colaborativo

Puntualidad en la entrega de los proyectos/asignaciones

7. Diario autorreflexivo:

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Como actividad de cierre de cada taller, los estudiantes escribirán su diario autorreflexivo,

acerca de un tema que se encuentra en el Apéndice P u otro asunto que determine el

facilitador.

Cada diario se evaluará en términos de su realización (5 puntos por autorreflexión).

Descripción de las normas del curso:

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

Universitario Ana G. Méndez, Inc., el cual está diseñado para promover el desarrollo de cada

estudiante como un profesional bilingüe. Cada taller se brindará en inglés o español, utilizando el

modelo 50/50. Esto significa que cada taller deberá conducirse enteramente en el lenguaje

especificado. Los lenguajes se alternarán en cada taller para asegurar que el curso se ofrezca 50 %

en inglés y 50 % en español. Para mantener un balance, el módulo especificará que se utilizarán

ambos idiomas en los cursos de cinco semanas. Es decir, el tiempo y las actividades se dividirán

equitativamente entre ambos idiomas a lo largo del Taller Cinco. Las primeras dos horas se

realizarán estrictamente en español; durante las últimas dos horas solo se hablará inglés. El

modelo 50/50 no aplica a los cursos de idiomas. La presentación de estos cursos es exclusivamente

en el idioma de instrucción, ya sea en inglés o español, según aplique.

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

sumamente organizados, enfocados y que se preparen antes de cada taller de acuerdo con el módulo.

El estudiante debe hacer todo el esfuerzo posible para desarrollar las destrezas en los dos idiomas

usando los recursos de lenguaje disponibles dentro y fuera de la institución. Convertirse en un

profesional bilingüe es un proceso complejo y exigente. Cada taller requiere un promedio de diez

horas de preparación; en ocasiones exige más para poder tener éxito lingüístico y académico.

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

presentar una excusa razonable al facilitador. El facilitador evaluará si la ausencia es justificada y

decidirá cómo el estudiante repondrá el trabajo perdido, de ser necesario. El facilitador escogerá una

de las siguientes opciones: permitirle al estudiante reponer el trabajo o asignarle uno adicional,

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además del que no entregó inicialmente. Todas las tareas asignadas deben completarse y entregarse

antes que inicie el taller y en la fecha estipulada. 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 falta a dos talleres, se reducirá la puntuación al nivel inferior respecto a la nota existente.

Es decir, de “A” podría bajar a “B”.

b. Si no asiste a tres talleres, se reducirá la puntuación a dos niveles inferiores respecto a la

nota existente. Es decir, de “A” podría bajar a “C”.

5. La asistencia y participación en actividades de la clase y en presentaciones orales son

extremadamente importantes, pues no se asegura que estas se puedan reponer. Si el estudiante

provee una excusa válida y verificable, para propósitos de evaluación, el facilitador determinará una

actividad equivalente que sustituya la misma. Dicha actividad deberá incluir el mismo contenido y

los componentes del lenguaje, tales como la presentación oral o actividad que repondría.

6. En actividades grupales, el equipo se evaluará por el producto final. Sin embargo, cada miembro del

grupo deberá participar y cooperar para lograr un trabajo de excelencia, pues recibirá una

calificación individual.

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

entender que todo el contenido del escrito está citado/parafraseado apropiadamente y da crédito al

autor original. Todo estudiante debe ser el autor de su propio trabajo, basado en el estudio y la

citación de fuentes confiables (Wikipedia y otras páginas wiki (colaborativas) no son referencias

confiables.) Todo trabajo que contenga material plagiado o presente trazos de contenido sin citar, se

calificará como cero. Para reducir/evitar esta práctica, se utilizará SafeAssignTM

de Blackboard,

sistema que verifica la autoría de los documentos que generan los estudiantes. Esto implica

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

de UT, deberá leer la Sección11.1 del Manual del Estudiante. Si es alumno de la UMET o UNE,

refiérase al Capítulo 13, secciones 36 y 36.1 de los respectivos manuales.

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Se espera un comportamiento ético en todas las actividades del curso. Esto implica que TODOS los

trabajos tienen que ser originales y que de toda referencia utilizada, deberá indicarse la fuente, bien

sea mediante citas o en la página de referencias. No se tolerará el plagio; en caso de que se detecte

el mismo, el estudiante se expone a recibir cero en el trabajo y a ser referido al Comité de Disciplina

de la institución. Todos los alumnos deben cumplir todas las prácticas dirigidas a evitar el plagio de

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

8. Si el facilitador hiciera cambios al módulo o guía de estudio, este deberá discutirlos y entregar copia

a los estudiantes por escrito, al principio del primer taller.

9. El facilitador establecerá los medios para contactar a los alumnos; proveerá su correo electrónico,

teléfonos y su horario disponible.

10. El uso de celulares está prohibido durante las sesiones de clase; de haber una necesidad apremiante,

deberá permanecer en vibración o en silencio.

11. No se permite la visita de niños y familiares que no estén registrados en el curso.

12. Todo estudiante está sujeto a las políticas y normas de conducta y comportamiento que rigen al

SUAGM y al curso.

Nota: Si por alguna razón el estudiante no puede acceder los enlaces electrónicos provistos en el módulo,

deberá informar al facilitador, pero no limitarse a ellos. Existen otros motores de búsqueda y sitios web que

podrá utilizar para buscar la información que necesita. Entre ellos están:

www.google.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/


http://www.findarticles.com/

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

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

http://flelibrary.org/


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Para acceder vídeos, puede visitar los siguientes sitios web:

ustream.tv

sedueradio.com

videoblocks.com

youtube.com

vimeo.com

skype.com (por solicitud y coordinación previa)

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

http://www.chegg.com/ (alquiler)

http://www.bookswim.com/ (alquiler)

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

http://www.alibris.com/ (compra)

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

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

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

CUMPLIMIENTO DE LA LEY DE INVESTIGACIÓN:

Si el facilitador o el estudiante requirieran o desearan realizar un estudio/investigación o administrar

cuestionarios o entrevistas, deberán referirse a las normas y procedimientos de la Oficina de Cumplimiento

y solicitar su autorización. Para acceder los formularios de la Oficina de Cumplimiento y a otra

información pertinente, puede visitar el enlace: http://www.suagm.edu/ac_aa_re_ofi_comites_irbnet.asp y

ahí puede seleccionar los formularios que necesite. En adición, el estudiante/facilitador podrá acceder las

instrucciones para las certificaciones de investigación en línea visitando el enlace:

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

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

RCR (Responsible Conduct of Research), y otras.

http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/

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

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

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De tener alguna duda, favor de comunicarse con la directora de cumplimiento o con las coordinadoras de

cumplimiento:

Evelyn Rivera Sobrado, directora de cumplimiento

Tel. (787) 751-0178 ext. 7196

Carmen C. Crespo Díaz, coordinadora de cumplimiento – UMET

Tel. (787) 751-0178 ext. 6366

Josefina Melgar Gómez, coordinadora de cumplimiento – UT

Tel. (787) 743-7979 ext. 4126

Natalia Torres Berríos, coordinadora de cumplimiento – UNE

Tel. (787) 257-7373 ext. 2279

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 que vivimos.

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

nuestras experiencias. Aprender, por lo tanto, es simplemente el proceso de ajustar nuestros modelos

mentales para poder entender nuevas experiencias.

Como facilitadores, nuestro enfoque es el de ayudar a nuestros estudiantes hacer la conexión entre el

conocimiento previo y las experiencias reales de la vida. De esta manera, fomentamos un nuevo

entendimiento que es relevante para los estudiantes. También, intentamos adaptar nuestras estrategias de

enseñanza a las respuestas de nuestros estudiantes y motivarlos a analizar, interpretar y predecir

información para aplicarla a la vida diaria.

19


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.

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 y no solo el de

memorizar las respuestas “correctas” y repetir el significado de otra persona. Como la educación es

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

evaluación parte esencial de dicho proceso, asegurando que el mismo provea a los estudiantes

información sobre la calidad de su aprendizaje.

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

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

múltiples perspectivas que existen en el mundo.

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

20


Método de instrucción del modelo bilingüe:

El currículo del modelo bilingüe integra el Protocolo de Observación de Inglés Protegido (SIOP, por sus

siglas en inglés: Sheltered Instruction Observation Protocol).

El estudiante estará expuesto a los ocho componentes interrelacionados de SIOP para facilitar una

instrucción comprensible. Estos componentes son:

Preparación de la lección

Conocimientos previos

Instrucción comprensible

Estrategias

Interacción

Práctica/aplicación

Desarrollo de la lección

Repaso/evaluación

Las estrategias de instrucción están ligadas a cada uno de estos componentes, permitiendo que tanto el

diseño como la presentación de las lecciones respondan a las necesidades académicas y lingüísticas de los

alumnos que aprenden un segundo idioma. Cada lección de este curso integra estrategias bilingües y

enfoques de instrucción que garantizan el éxito lingüístico y académico de los estudiantes.

21


Componentes de SIOP (Sheltered Instruction Observation Protocol)

Las estrategias de instrucción bilingüe aparecen debajo de cada componente de SIOP (A-E). Estas

estrategias permiten diseñar e impartir una lección que responda a las necesidades académicas y lingüísticas

de los estudiantes que aprenden un segundo idioma. El facilitador debe seleccionar las estrategias de

Enfoque Académico Cognitivo de Aprendizaje de Idioma (CALLA, por sus siglas en inglés: Cognitive

Academic Language Learning Approach), que mejor correspondan a los objetivos específicos de contenido

y lenguaje del taller, e integrarlas en las actividades para que los estudiantes puedan obtener el máximo

provecho académico.

B. Andamiaje (Scaffolding)

___ Modelaje

___ Práctica dirigida

___ Práctica independiente

___ Entrada (input) comprensible

C. Opciones de agrupamiento

___ Grupo completo

___ Grupos pequeños

___ Trabajo en parejas

___ Trabajo independiente

D. Integración de los dominios de idioma

___ Escuchar

___ Hablar

___ Leer

___ Escribir

E. Aplicación de aprendizaje

___ Dinámica

___ Significativa y relevante

___ Rigurosa

___ Vinculada a los objetivos

___ Promueve la participación

A. Preparación de la lección

___ Adaptación del contenido

___ Enlaces con el conocimiento previo

___ Enlaces con el aprendizaje previo

___ Estrategias incorporadas

Estrategias de CALLA

(Cognitive Academic Language Learning Approach)

___ Cognitiva

___ Metacognitiva

___ Socioafectiva

22


STUDY GUIDE

Course Title: Attitude Development and University Adaptation

Code: QYLE 110

Time Length: Eight weeks

Prerequisite: None

Description: Analysis and evaluation of the values, attitudes, and prejudices in the academic and

professional life. Studies the effect that students’ behavior has in their lives and in other people’s lives as

well. Evaluates different styles of ethical behavior from different philosophical perspectives. This allows

them to choose the perspectives that foster greater self-control particularly in the academic setting. Students

apply concepts through concept maps, self-reflections, case study, role-playing, group work, and the

responsible use of technology.

General Objectives:

1. Construct a critical vision of themselves thorough the analysis of their own values, attitudes, and

needs.

2. Identify the services offered by the Office of Admissions, Financial Aid, Office of the Registrar,

Bursar’s Office, Advising, the Learning Resources Center, and the Language Lab so that students

can use them effectively.

3. Value the importance of a flexible and bilingual program for adults, based on the philosophy and

methodology of constructivism.

4. Identify the different components of an on-line module

5. Recognize and interpret courses’ evaluation criteria.

6. Recognize the importance of rubrics as an evaluation tool.

23


7. Incorporate and use the different Blackboard components in the learning process.

8. Master the basic principles of the Publication Manual of the American Psychological Association,

which will be used in written works and citations to avoid plagiarism.

9. Investigate trustworthy information resources through the responsible use of technology.

10. Value the importance of the portfolio as an academic tool for professional development to

implement it effectively in all courses.

11. Adopt and implement effective oral and written communication skills in both English and Spanish.

12. Value cultural and social diversity to structure sound relationships that consider their values,

prejudices, and attitudes as they relate to their past and present experiences.

13. Apply effective studying techniques that respond to and facilitate the attainment of their academic

goals.

14. Develop critical thinking techniques that facilitate the development of academic and emotional

intelligence.

15. Adopt and implement time-management skills to avoid procrastination and stress.

16. Apply effective interview and resume-writing techniques to facilitate employability.

Recommended Texts and Resources:

Ellis, D. (2011). Becoming a Master Student (13th ed.). Boston, MA: Wadsworth, Cengage Learning.

ISBN-13: 9781439081747

Carter, C., Bishop, J., & Kravits, S. L. (2011). Keys to Success: Building Analytical, Creative, and Practical

Skills. Upper Saddle River, NJ: Prentice Hall. ISBN-13: 9780137073603

ISBN: 0137073607 eISBN: 0132700859 eISBN-13: 9780132700856

Domenech, G., Pérez Pérez, A., & Guzman, Z. (2010). Universidad: un mundo de posibilidades hacia el

exito. [S.l.: s.n.].




24


Publication Manual of the American Psychological Association (6th ed.). (2010). Washington, DC:

American Psychological Association. ISBN: 978-1-4338-0561-5

Mastering APA style: student’s workbook and training guide. 2010. Washington, DC: American

Psychological Association. ISBN-13: 9781557980854 ISBN: 1557980853

Reglamento de estudiantes Sistema Universitario Ana G. Méndez. (latest version). Rio Piedras, P.R.:

Sistema Universitario Ana G. Méndez.

Wormeli, R. (2005). Summarization in Any Subject: 50 Techniques to Improve Student Learning.

Alexandria, Va. Assoc. for Supervision and Curriculum Development. eBook ISBN:

9781416601753

Evaluation:

Grading Scale:

The facilitator will assign grades based on the following standard scale:

90-100 A

80-89 B

70-79 C

CRITERIA %

Attendance and Punctuality 20%

Participation y contribution in class 20%

Written papers/essays/Tests 25%

Oral Presentations 25%

Digital Portfolio 10%

Total 100%

25


60-69 D

0-59 F

Description of the evaluation criteria:

1. Attendance and participation: Attendance is mandatory and punctuality reflects good professional

ethics. Both are necessary but not sufficient for the students’ success in the course. Effective participation

in class is equally important because it shows that the student is interested and prepared to attend to their

different tasks. Students must attend class prepared to discuss the different course topics and homework

assigned for the workshop. The facilitator will register each student’s attendance to and participation in

every workshop. At the end of the course, the facilitator will evaluate each student with the rubric in

Appendix D. Similarly, during the eight weeks, students will participate in a series of exercises during

class. The facilitator will use the rubric in Appendix E to evaluate students’ participation in each of the

eight workshops. At the end of the semester, the facilitator will evaluate students taking into consideration

their attendance and participation in each workshop.

2. Written papers and/or essays: One of the best tools for in-depth learning of an issue or topic is the

written paper or essay. Therefore, this tool is an important part of a student’s college education. Each

facilitator will use rubrics to evaluate these papers or essays. Seventy per-cent of the student’s grade refers

to the paper’s content and 30% evaluates their appropriate use of language. All written works must follow

the guidelines of the last edition of the Publication Manual of the American Psychological Association.

The facilitator will evaluate these assignments using Appendix B for written papers and Appendix F or G

for essays.

3. Oral Presentations: Oral presentations allow facilitators to assess what students know about a subject,

and the clarity and precision with which they can present it. Oral presentations show our ability to

synthesize and summarize important information about a specific topic. Oral presentations are also

26


evaluated for their content (70%) and correct use of language (30%). Students must use professional

attire for their oral presentations. These oral presentations are evaluated using rubrics with a value of

70% for content and 30% for language. The facilitator will evaluate these assignments using Appendix H.

4. Homework assignments/classwork: The constructivist philosophy that our University System abides by

values both the learning process as well as the results of this process. In other words, course evaluations

will take into consideration assignments that students will complete before, during, and after each

workshop, as well as their outcome in projects and assignments that are discussed here. Facilitators will,

thus, evaluate the students’ academic progress and not simply the result or outcome obtained in

assignments or tests. As a result, it is important for students to attend class prepared for discussion;

complete their assignments and submit them on time; and actively participate in all classwork and

exercises.

5. Course portfolio: The academic portfolio is a compilation of students’ works and reflections that illustrate

their learning process. Through a cooperative process between the student and the facilitator, students will

compile important work product tat shows their progress in the course (National Education Association,

1993). Students must each prepare and submit a course portfolio that evidences their work and reflection

on course topics and their professional development. It is important that all students work on their

portfolio starting on the first week of class, and that they keep it up to date. They should also bring it to

class for discussion and evaluation with the facilitator. Students will submit their final portfolio during the

last week of class. Facilitators will consider content, appropriate use of language, and presentation to

evaluate the portfolio. The facilitator will evaluate the final portfolio with rubrics of the Digital Portfolio

Handbook.

6. Submission of a digital portfolio is strongly recommended. This portfolio must be submitted through

Blackboard. The portfolio must follow the Digital Portfolio Handbook and should include the following

sections:

27


a. APA style cover page

b. Table of Contents

c. Introduction

d. Autobiography

e. Eight sections each of which corresponds to one workshop that include:

i. Assignments: Students should make the corrections that the facilitator suggested before

including the assignments in their portfolio. They should include all of the assignments

required for each workshop. The student may review, correct and improve the

assignments based on the facilitator’s comments and suggestions and what was learned in

class.

ii. Assessment activities: The portfolio should include all assessment activities. The

facilitator will assess these activities based on what students learned during the

workshops, and on their language proficiency.

iii. Appendices: Additional material that the students used or that the facilitator provided in

class.

f. Conclusion

g. References

Course rules and norms

1. This course follows the Ana G. Méndez University System’s Discipline-Based Dual Language

Immersion Model® designed to promote each student’s development as a dual language professional.

Workshops will be facilitated in English and Spanish, strictly using the 50/50 model. This means that

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

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

28


Spanish. If students have difficulty asking a question in the language used for the activity, they may

choose to use their preferred language for that particular question. However, the facilitator must answer

in the language assigned for that particular day. This should only be an exception as it is important for

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

delivery of instruction must be conducted in the language taught (Spanish or English only).

2. The School of Professional Studies conducts its courses using a flexible and convenient format.

Therefore, students must prepare in advance for each workshop, according to the instructions in the

course module. This course lasts eight weeks, and meets for four hours each week. Students must

complete the remaining semester hours through homework assignments, exercises, research, and the

language lab, among other tasks. Students must use the different tools in Blackboard to complete and

submit their work.

3. Attendance to all class sessions is mandatory. Students who are absent to one workshop must provide a

reasonable excuse. The facilitator will evaluate if the absence is justified and will decide how the

student will make up for the missing work. The facilitator will decide on one of 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. The facilitator will adjust the grade assigned to make-up work

and homework that was turned in late.

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 will lower one full grade to the grade

obtained in the course.

b. If the student misses three workshops, the facilitator will lower two full grades to the grade

obtained in the course.

29


c. This does not mean that the University condones absences to any workshops. These are the

measures that facilitators must consider if these situations occur. Students must not

continue in a course if they are absent to more than three workshops.

5. Both attendance and participation in oral presentations and special class activities are extremely

important. These exercises cannot be made up. If the student provides a valid and verifiable excuse, the

facilitator will assign a make-up activity if he/she understands that an equivalent activity is possible.

This activity must include the same content and language components as the oral presentation or special

activity that was missed.

6. Facilitators will evaluate both the learning process and the final outcome of group activities. Each group

member must participate and cooperate to guarantee that the final product meets standards of

excellence. Final grades will be assigned individually and will represent the students’ progress and the

quality of their final work.

7. Students must be the sole authors of the works they submit. Plagiarism will not be allowed or

condoned. Direct quotes or paraphrased sections must include appropriate citations; credit must be

given to the author(s) or publisher(s). Plagiarized work will be graded with a cero (0). Facilitators will

use Blackboard’s SafeAssignTM to verify the ownership of the submitted work. Students are responsible

of reading the University’s policy against plagiarism. These policies will be discussed in class. Ethical

behavior is expected from every 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 and

included in the bibliography. Students who incur in this practice will be referred to the Discipline

Committee for application of the corresponding rules and norms.

8. If the facilitator makes any changes to the study guide, such changes must be discussed with and given

to students in writing at the beginning of the first workshop.

30


9. Facilitators must provide students an email address, phone number, and contact hours in case students

want to contact them.

10. The use of cellular phones is prohibited during class sessions. If there is a specific need or an

emergency that requires the use of a cellular phone, such phone must be on vibrate or silent mode during

the class session. Students must not answer calls or hold conversations not related to class inside the

classroom. If students must answer or make a phone call, they must leave the classroom and come back

after they have finished.

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

12. All students are subject to all of SUAGM’s and this course’s rules of conduct and behavior.

13. Students must not limit themselves to the URLs suggested in this module. If, for any reason, they

cannot access the URLs suggested here, they can use are many other search engines and links. 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/


14. To buy or rent new or used textbooks or references, students can visit:

http://www.chegg.com/ (rent)

http://www.bookswim.com/ (rent)

http://www.findarticles.com/


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

http://flelibrary.org/


http://www.chegg.com/

http://www.bookswim.com/

31


http://www.allbookstores.com/ (buy)

http://www.alibris.com/ (buy)

These are only some alternatives from where students can buy or rent books.

15. Facilitators may recommend additional web resources and links.

16. Any exercise that requires the administration of questionnaires or interviews to human subjects, or that

engages in any type of research that will be divulged, published, or presented in any way, must be

evaluated and approved by the University’s Compliance Office. Instructions on how to submit projects

and contact the compliance office can be found in

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

17. Students and facilitators must also complete and obtain the following certifications if they want to

engage in any type of research: IRB Institutional Review Board, Health Information Portability

Accounting Act (HIPAA), y Responsibility Conduct for Research Act (RCR). These certifications can

be obtained online. Each certification has its characteristics. Students and facilitators must contact the

Compliance Office to check if any additional certifications are required for their investigation. If you

have any question, you may contact the Institutional Coordinators or Compliance Officers. Their

contact information can be located in the following web address:

http://www.suagm.edu/pdf/Coordinadores_Anejo18.pdf:

Teaching Philosophy and Methodology

This course is grounded in the learning theory of constructivism. Constructivism is a philosophy of

learning founded on the premise that individuals construct their own understanding of the world by

reflecting on newly acquired information in light of prior knowledge and past experiences.

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

experiences. Thus, learning is simply the process of adjusting our mental models to accommodate new

experiences. As facilitators, our focus is on making connections between facts and fostering new

http://www.allbookstores.com/

http://www.alibris.com/

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

http://www.suagm.edu/pdf/Coordinadores_Anejo18.pdf

32


understanding in students. We must also attempt to tailor our teaching strategies to student responses and

encourage students to analyze, interpret, and predict information.

Several guiding principles of constructivism include:

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

are actively trying to construct meaning.

2. Meaning requires understanding the whole as well as its parts. Parts must be understood in the context

of whole. Therefore, the learning process focuses on primary concepts, not on isolated facts.

3. We will foster good learning processes if we understand the mental models that students use to perceive

the world and the assumptions they make to support those models.

4. Learning helps individuals construct their own meaning, not just memorize the "right" answers and

regurgitate someone else's meaning. Education is inherently interdisciplinary. This means that the only

valid way of guaranteeing an effective learning process is to make of assessment techniques part of this

process. Assessment techniques must provide students with information on the quality of their learning.

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

6. Facilitators must provide tools and environments that help learners interpret the multiple existing

perspectives and paradigms.

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

33


Taller Uno

(Este taller se llevará a cabo en el Laboratorio de Computadoras)

Objetivos específicos de contenido

Al terminar este taller, el estudiante será capaz de:

1. Identificar la función y los deberes y las responsabilidades que tienen como estudiantes con los

siguientes departamentos administrativos: Asistencia Económica; Tesorería; Consejería Académica;

Registraduría; Centro de Recursos para el Aprendizaje.

2. Aplicar la norma de progreso académico al análisis y a la evaluación de al menos dos casos

distintos.

3. Evaluar los casos determinados en los que el facilitador puede otorgar una calificación de

incompleto y desglosar los pasos que el estudiante debe seguir para removerlo.

4. Estudiar y demostrar cómo acceder la plataforma Blackboard, el área de contenido, la sección de

herramientas y los recursos del E-Lab (Apéndice C).

5. Analizar un módulo electrónico y evaluar las diferentes partes del mismo.

6. Evaluar el modelo flexible y conveniente que emplea la Escuela de Estudios Profesionales y

clasificar, en orden de importancia, al menos tres de sus ventajas.

7. Examinar los principios del modelo 50/50 de nuestro Discipline-Based Dual Language Immersion

Model® y enumerar al menos cinco efectos que tiene este modelo en su proceso de enseñanza-

aprendizaje.

8. Desarrollar un plan para emplear al menos dos herramientas del Laboratorio de Idiomas.

34


Objetivos específicos de lenguaje


1. Escuchar: Prestar atención al vídeo de orientación académica que detalla las funciones de cada

división administrativa y los deberes que los estudiantes tienen con ellas.

2. Hablar: Participar en las discusiones relacionadas con nuestro método de enseñanza flexible y

conveniente y el modelo 50/50.

3. Leer: Estudiar y resumir las normas de progreso académico, bajas administrativas, bajas,

competencias de los estudiantes del programa bilingüe y la asignación de la calificación

denominada como incompleto.

4. Escribir: Contestar las preguntas relacionadas a los diferentes objetivos del taller.

Enlaces electrónicos (URLs):

Biblioteca Virtual



http://www.rae.es/





Avalúo

http://tep.uoregon.edu/workshops/teachertraining/learnercentered/assessing/definition.html

http://www.oaklandcc.edu/assessment/Definition.htm

http://www.ncrel.org/sdrs/areas/as0cont.htm


http://www.rae.es/



http://tep.uoregon.edu/workshops/teachertraining/learnercentered/assessing/definition.html

http://www.oaklandcc.edu/assessment/Definition.htm

http://www.ncrel.org/sdrs/areas/as0cont.htm

35


http://www.ncrel.org/sdrs/areas/issues/methods/assment/as7stud.htm

Blackboard

http://ecampus.suagm.edu/webapps/portal/frameset.jsp

Constructivismo

http://www.funderstanding.com/content/constructivism

http://www.thirteen.org/edonline/concept2class/constructivism/index.htm

http://phobias.about.com/od/glossary/g/constructivdef.htm

Matrices valorativas

http://k6educators.about.com/od/educationglossary/g/grubric.htm

http://www.merriam-webster.com/dictionary/rubric

http://www.ncsu.edu/midlink/rubrics/what.htm#today

http://712educators.about.com/od/rubrics/Rubrics_Writing_and_Grading_Rubrics.htm

Biblioteca Virtual de la Universidad del Este (UNE)

http://www.suagm.edu/une/portal_de_biblioteca/

Biblioteca Virtual de la Universidad Metropolitana (UMET)

http://www.suagm.edu/umet/biblioteca/se_biblioteca.asp

Biblioteca Virtual de la Universidad del Turabo (UT)


Normas académicas de la Universidad del Este (UNE)

http://www.suagm.edu/une/pdf/manualNormasAcademicasAdministrativasSubgraduado.pdf

Normas de progreso académico de la Universidad Metropolitana (UMET)

http://www.suagm.edu/umet/pdf/asuntos_estudiantiles/um-hl-manual_normas.pdf

Normas académicas de la Universidad del Turabo (UT)

http://www.suagm.edu/utdoctoral/aa_ut/pdfs/Normas_Acad_Prog_Subgrad_05.pdf

http://www.ncrel.org/sdrs/areas/issues/methods/assment/as7stud.htm



http://www.thirteen.org/edonline/concept2class/constructivism/index.htm

http://phobias.about.com/od/glossary/g/constructivdef.htm

http://k6educators.about.com/od/educationglossary/g/grubric.htm

http://www.merriam-webster.com/dictionary/rubric

http://www.ncsu.edu/midlink/rubrics/what.htm#today

http://712educators.about.com/od/rubrics/Rubrics_Writing_and_Grading_Rubrics.htm




http://www.suagm.edu/une/pdf/manualNormasAcademicasAdministrativasSubgraduado.pdf

http://www.suagm.edu/umet/pdf/asuntos_estudiantiles/um-hl-manual_normas.pdf

http://www.suagm.edu/utdoctoral/aa_ut/pdfs/Normas_Acad_Prog_Subgrad_05.pdf

36


Discipline-Based Dual Language Immersion Model®

http://agmusventures.com/images/avdualanguage.pdf

Instrucciones importantes para los estudiantes:

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

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

electrónico y la plataforma de Blackboard.

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

información en Blackboard. Además, compartirá recordatorios sobre las asignaciones,

los proyectos y la importancia de completar los ejercicios del Laboratorio de Idiomas/E-

Lab durante el curso. Lea esta información con frecuencia a lo largo del curso.

3. Antes del Taller Uno, el facilitador explicará el Digital Performance Portfolio

Assessment Handbook que se encuentra en Blackboard. Dicho documento contiene

instrucciones detalladas para completar el portafolio digital eficazmente. Familiarícese

con dicho manual. El facilitador explicará todos los aspectos relacionados al mismo

durante el Taller Uno.

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

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

usted escribe y le ofrece retroalimentación. El facilitador enviará los trabajos escritos a

SafeAssignTM para detectar casos de plagio. Limite el uso de información copiada

directamente de la Internet, utilice el estilo APA y mencione las referencias.

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

facilitador por medio de Voice E-mail.

6. Abra una cuenta en Tell Me More y comience a trabajar en los ejercicios interactivos

diseñados para desarrollar/mejorar las destrezas lingüísticas en español. Tome el examen

de ubicación de idiomas de Tell Me More y realice los ejercicios interactivos en el

Laboratorio de Idiomas correspondientes al nivel de inglés y de español que haya

obtenido. Refiérase al Apéndice C para información adicional.

Complete el documento del Apéndice D e indique el tiempo que trabajó en las

actividades y ejercicios del Laboratorio de Idiomas/E-Lab. Este documento se entregará

http://agmusventures.com/images/avdualanguage.pdf

37


semanalmente al facilitador; el mismo forma parte de la nota final y se incluye en el

portafolio digital.

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

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

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

para la siguiente clase. De esta manera, seguirá puliendo el proceso de aprendizaje.

Procure prestar atención a las actividades de lenguaje. Recuerde que el 30 % de su nota

depende de las competencias lingüísticas que demuestre en inglés y español (según el

idioma del taller) y 70 % recae en el dominio del contenido del curso.

Asignaciones que se realizarán antes del taller:

1. Comience su glosario del curso con los conceptos detallados en la sección “Vocabulario clave de la

lección” siguiendo las instrucciones del facilitador.

2. Utilice la Biblioteca Virtual, el Internet y otros recursos académicos para desarrollar un plan para

emplear al menos dos herramientas del Laboratorio de Idiomas. (Parte de la evaluación)

3. Redacte un documento sobre la aplicación de la norma de progreso académico al análisis y a la

evaluación de al menos dos casos distintos. Asegúrese de incluir las referencias y de enviar el

documento a NetTutor para recibir retroalimentación. (Parte de la evaluación)

4. Comience a practicar sus destrezas de lenguaje en español utilizando las herramientas de Tell Me

More.

5. Analice concienzudamente el Apéndice Z, que contiene las Competencias de los estudiantes del

programa bilingüe. Prepárese para discutir el tema en clase. Finalmente, entregue por escrito las

respuestas a las siguientes preguntas:

38


a. ¿En qué medida las competencias de los estudiantes del programa bilingüe forman e influyen

en el perfil y la imagen del profesional que domina plenamente el inglés y español?

b. ¿Qué importancia tiene el conocer los beneficios y ventajas de ser bilingüe y bicultural en el

mundo profesional?

6. Empiece a preparar el portafolio digital siguiendo las instrucciones estipuladas en el Digital

Performance Portfolio Assessment Handbook.

6. Acceda su cuenta de Blackboard y entre al enlace correspondiente al curso de QYLE 110. Presione

sobre el enlace titulado Content. Examine la Guía de estudio, los objetivos específicos de cada taller

y los apéndices. Escriba las dudas que tenga sobre el contenido del curso y venga preparado para

discutirlas en clase.

7. Acceda su cuenta de Blackboard y entre en el enlace correspondiente al curso de QYLE 110.

Presione sobre los enlaces titulados E-Lab y Tools. Evalúe las diferentes herramientas que hay

disponibles. Prepare un listado de las diferentes herramientas disponibles e indique cuál es la

función de cada una. Venga preparado para discutir sus hallazgos.

8. Visite la página electrónica que contiene las normas académicas de su universidad. El enlace se

detalló anteriormente en la sección “Enlaces electrónicos” de este taller. Vaya a la sección que

discute la norma de progreso académico y léala cuidadosamente. Resuma en un párrafo lo que

establece la norma de progreso académico de su universidad.

9. Utilice los enlaces que se recomiendan o cualquiera otro de su preferencia y evalúe qué es el

Discipline-Based Dual Language Immersion Model®. Escriba al menos tres elementos clave sobre

cómo usted entiende que este modelo le permitirá alcanzar sus metas académicas y profesionales.

Venga preparado para discutir dichos aspectos en clase. El facilitador utilizará el Apéndice F para

evaluar este trabajo. (Parte de la evaluación)

39


10. Vea el vídeo de orientación académica sobre los diferentes departamentos administrativos de la

Universidad. Conteste las preguntas que se enumeran a continuación y entréguelas las respuestas al

finalizar el taller.

a. Enumere todos los departamentos administrativos de los que se compone la Universidad.

b. ¿Cuál(es) es/son la(s) función(es) principal(es) de cada uno de los departamentos?

c. ¿Qué servicios provee cada departamento al estudiantado?

Vocabulario clave de la lección: (Debe reflejar los objetivos y conceptos clave del taller.)

(El facilitador proveerá esta información.)

1.

2.

3.

Lista de materiales suplementarios para el taller: El facilitador podrá añadir más información.)

1. Blackboard

2. Tell Me More

3. NetTutor

4. Wimba

5. Voice E-mail

40


Componentes de SIOP (Sheltered Instruction Observation Protocol): La “X” en la línea indica las

estrategias de enseñanza que se utilizarán para ayudar a los estudiantes a desarrollar/mejorar su dominio de

las destrezas lingüísticas y académicas en cada taller.

A. Preparación de la lección B. Andamiaje (Scaffolding)

_X_ Adaptación de contenido _X_ Modelaje

_X_ Enlaces con el conocimiento previo _X_ Práctica dirigida

_X_ Enlaces con el aprendizaje previo _X_ Práctica independiente

_X_ Estrategias incorporadas _X_ Entrada (input) comprensible

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

El facilitador debe especificar las estrategias que usará en cada lección y explicarlas a

los estudiantes.

_X_ Cognitiva 1)___________________ 2)__________________

_X_ Metacognitiva 1)___________________ 2)__________________

_X_ Socioafectiva 1)___________________ 2)__________________

C. Opciones de agrupamiento D. Integración de los dominios de idioma

_X_ Grupo completo _X_ Escuchar

_X_ Grupos pequeños _X_ Hablar

_X_ Trabajo en pares _X_ Leer

_X_ Trabajo independiente _X_ Escribir


_X_ Dinámica

_X_ Significativa y relevante

_X_ Rigurosa

_X_ Vinculada a los objetivos

_X_ Promueve la participación

41


Actividades integradas de contenido y lenguaje para lograr los objetivos del taller:

1. El facilitador realizará las siguientes actividades:

Diseñará una actividad, puede ser rompehielos, en la cual el facilitador y los alumnos

participarán.

Proveerá a los estudiantes su información de contacto, y se elegirá al representante

estudiantil.

Determinará las fechas en las que se administrará el examen final o las dos pruebas cortas.

Los alumnos son responsables de cumplir con lo que estipule el facilitador.

2. El facilitador realizará lo siguiente:

Explicará la descripción y los objetivos del curso, el proceso de evaluación, las expectativas

de la clase, los apéndices, las asignaciones, políticas y otras normas que regirán el desarrollo

de la clase. El facilitador contestará preguntas relevantes.

Demostrará la utilidad y funcionalidad de las herramientas del Laboratorio de Idiomas/E-Lab

y cómo las incorporará en clase para el beneficio de los estudiantes. El facilitador utilizará

Wimba, en Blackboard, para establecer un foro de discusión oral sobre los temas del taller y

explicará cómo se usa dicha herramienta.

Aclarará las directrices y dudas sobre el Digital Performance Portfolio Assessment

Handbook. El alumno es responsable de completar las tareas pendientes semanalmente,

hasta cumplir con todos los requisitos e instrucciones del manual y del facilitador.

3. El facilitador repasará las asignaciones que los alumnos completaron antes del taller, para

comprobar que hayan comprendido el material. Habrá oportunidad para aclarar dudas.

4. Los estudiantes se reunirán en grupos para discutir los componentes del módulo y las preguntas que

trajeron en cuanto al mismo. Deberán discutir los objetivos, el contenido, los criterios de

evaluación, la metodología de enseñanza, el método 50/50 y el Discipline-Based Dual Language

Immersion Model. Luego de discutir, cada grupo preparará un listado de sus preguntas con las

respuestas que generaron y compartirá los hallazgos con el resto de la clase. Esta presentación debe

incluir una explicación de lo que implica el Discipline-Based Dual Language Immersion Model y

cómo se aplica en nuestros cursos.

5. El facilitador demostrará la plataforma Blackboard, cómo acceder a ella y cómo se utiliza. Se

enfocará específicamente en los enlaces de Content, E-Lab y Tools. Los estudiantes seguirán esta

demostración desde su cuenta personal de Blackboard. Cada alumno estará asignado a una

42


computadora. Durante la presentación, el facilitador explicará nuestro modelo flexible y conveniente

de enseñanza y lo imprescindible que es la utilización de la plataforma Blackboard para implantar

este modelo eficazmente.

6. Los estudiantes tendrán a la mano las preguntas que contestaron relacionadas con el vídeo de

orientación académica que debían ver antes de la clase. Reunidos en grupos, preorganizados por el

facilitador, prepararán un organizador gráfico (algunos ejemplos son: diagrama de Venn, tabla en

forma de T, diagrama de flujo, diagrama de árbol, cronología y otros) que determine el facilitador

sobre la identificación, función y los deberes y las responsabilidades que tienen como estudiantes

con los siguientes departamentos administrativos: Asistencia Económica; Tesorería; Consejería

Académica; Registraduría; Centro de Recursos para el Aprendizaje. (Parte de la evaluación)

a. ¿Cuáles son los deberes que usted tiene como estudiante con cada uno de los departamentos

administrativos?

b. A su juicio, ¿cómo puede ayudarle a usted cada uno de los departamentos administrativos?

Enumere al menos dos (2) ventajas para cada uno de los departamentos.

7. El facilitador y los alumnos discutirán las competencias de los estudiantes del programa bilingüe; los

estudiantes entregarán la asignación escrita sobre el tema y analizarán las respuestas oralmente.

8. Finalmente, el facilitador mencionará y aclarará las tareas que realizarán, antes de llegar a la

próxima reunión.

43


Evaluación:

(DIFERENCIADO POR LOS NIVELES DE DOMINIO DE UN SEGUNDO IDIOMA)

1. Individual: Plan para emplear al menos dos herramientas del Laboratorio de Idiomas

2. Grupal: Trabajo en equipo al diseñar y discutir el organizador gráfico sobre la identificación,

función y los deberes y las responsabilidades que tienen como estudiantes con los departamentos

administrativos.

3. Escrita: Documento sobre la aplicación de la norma de progreso académico al análisis y a la

evaluación de al menos dos casos distintos.

4. Oral/Auditiva: Discusión sobre cómo entiende que los elementos clave del modelo bilingüe le

permitirán alcanzar sus metas académicas y profesionales.

Cierre del taller:

1. Individual: Los estudiantes escribirán su autorreflexión basados en la(s) pregunta(s) que escoja(n) o

se les asigne en el Apéndice P. El facilitador podrá elegir otro tema para que redacten la

autorreflexión individual.)

2. Grupal:

a. ¿Cómo dice, qué dijo?

i. Cada alumno le preguntará a otro sobre un tema que el primero no entienda bien. El

receptor del mensaje le contestará lo que entiende del concepto. Si no queda claro o

no se ha explicado bien, el facilitador aclarará la duda.

44


Workshop Two

This workshop will take place in the Computer Lab

Specific Objectives:

After this workshop, students will be able to:

1. Operate Blackboard effectively and use this platform to submit assignments and files.

2. Employ the Blackboard Discussion Board to post comments and respond to threads.

3. Manage Tell Me More, Net Tutor, Wimba, and the Virtual Library as Blackboard tools that facilitate

their learning of both language and content.

4. Judge the proper and improper uses of technology in the classroom and in their day-to-day lives.

5. Determine the importance of the portfolio as a tool for academic and personal development.

6. Compile academic and personal data to generate their digital portfolio through the responsible use of

technology.

Language Objectives:


1. Read: Paraphrase information related to the digital portfolio and its uses in the academic and

professional world.

2. Write: Describe the importance of technology and how can Blackboard facilitate academic learning.

3. Speak: Participate in discussions and ask and answer questions about the use of Blackboard in the

classroom.

4. Listen: Evaluate different videos to determine how technology can be used for both proper and

improper purposes.

Electronic links (URLs):

Responsible use of technology

45


http://escritoriofamilias.educ.ar/datos/uso-responsable-tic.html

http://www.youtube.com/watch?v=urN1tsHDFIs

http://www.youtube.com/watch?v=1FlU_y9Otns

http://www.youtube.com/watch?v=ycTXnPkOg7I

http://www.youtube.com/watch?v=_Bo86a6t1PY

http://www.youtube.com/watch?v=WDkx8nqXH10

http://www.youtube.com/watch?v=QM9qceMz6IY

Blackboard

http://ondemand.blackboard.com


http://help-archives.blackboard.com/Blackboard-Learn/9.1/SP08/EN US/NAHE/Student/index.htm

Digital Portfolios

http://digitalportfolio.wikispaces.com/What+is+a+digital+portfolio%3F

http://www.educause.edu/ero/article/digital-portfolios-age-readwrite-web

http://electronicportfolios.org/portfolios/howto/

http://classroom.synonym.com/digital-portfolio-2449.html

“E-portfolio Handbook” tab in http://ecampus.suagm.edu/webapps/portal/frameset.jsp

Assignments before the workshop:

1. You will access your Blackboard accounts. Explore Tell Me More, Net Tutor, Wimba and the

Virtual Library to determine how to access these applications. Write three “recipe style”

instructions that spell out each step that Blackboard users must follow to access these applications.

These recipes must be written in English. You will discuss your recipes in class, and you will turn

http://escritoriofamilias.educ.ar/datos/uso-responsable-tic.html

http://www.youtube.com/watch?v=urN1tsHDFIs

http://www.youtube.com/watch?v=1FlU_y9Otns

http://www.youtube.com/watch?v=ycTXnPkOg7I

http://www.youtube.com/watch?v=_Bo86a6t1PY

http://www.youtube.com/watch?v=WDkx8nqXH10

http://www.youtube.com/watch?v=QM9qceMz6IY

http://ondemand.blackboard.com/


http://help-archives.blackboard.com/Blackboard-Learn/9.1/SP08/EN-US/NAHE/Student/index.htm

http://digitalportfolio.wikispaces.com/What+is+a+digital+portfolio%3F

http://www.educause.edu/ero/article/digital-portfolios-age-readwrite-web

http://electronicportfolios.org/portfolios/howto/

http://classroom.synonym.com/digital-portfolio-2449.html


46


them in to the facilitator at the end of the workshop. The facilitator will use Appendix F to evaluate

your work.

2. Use the suggested links or other links to learn more about digital portfolios and how they are used in

the academic environment. You will be asked to explain in your own words how you think the

portfolio helps you evaluate your learning process.

3. Use the suggested links or other links that you may find to assess the importance of technology as a

tool for learning. Evaluate the pros and cons of technological development as it applies to the

classroom and academic setting. Use the table in Appendix R to develop a list of advantages and

disadvantages of the use of technology in today’s academic settings. Be prepared to discuss your

findings in class and to submit your work at the end of the workshop.

4. Compile important details of your academic career and personal life that can be included in your

autobiography for the digital portfolio. Write a brief autobiography in English. Then, follow the

facilitator’s comments and suggestions on last week’s works and assignments to correct any errors

or omissions, if any. Bring your autobiography and your graded and corrected work to class to learn

how it will be incorporated in the digital portfolio. Remember that you must bring both the

facilitator’s comments and corrected assignments in digital format. The facilitator will use

Appendix F to evaluate your autobiography.

5. You will use Microsoft Word to write and bring to class a reflective diary about Workshop 1. You

will use Appendix N to complete this reflective diary. You must bring this diary to class in digital

format.

6. Work on English reading and writing skills using Tell Me More.

Activities:

47


1. The facilitator will begin the class with a discussion of the questions or concerns that students had

after Workshop 1. The facilitator will use students’ responses to the first week’s “Dame 3-2-1”

assessment activity.

2. The class will break down into groups. Students will use their list of advantages and disadvantages

of the use of technology to generate a discussion. They will also discuss the advantages of using

Blackboard as a tool for learning. This activity must be done in English and the facilitator must

evaluate their use of the English language using Appendix J. Each group will develop its list of

advantages and disadvantages and share it with the class.

3. The facilitator will lead a discussion on the safe, legal, and ethical use of technology. Students will

actively participate in this discussion, posing interesting questions or suggesting answers and

alternatives about the topic.

4. Students will work in pairs. Each student will be assigned to one computer. Students in each pair

will exchange the recipes they wrote to access Tell Me More, Net Tutor, and the Virtual Library.

They will work independently to follow their partner’s recipe to access the different Blackboard

applications. If they encounter any problems or difficulties following the steps in the recipe, they

must ask their partner to clarify. Under no circumstances will the partner do the work for his/her

classmate. Students will explain if they were successfully able to access the different applications

using their partners’ recipes. They will explain problems or difficulties encountered and how they

were resolved.

5. The facilitator will explain what Tell Me More, Net Tutor, Wimba, and the Virtual Library are and

how the students will use each of these tools in their learning processes.

6. The facilitator will model how to access and participate in a discussion board. After the facilitator’s

explanation, the group will engage in an interesting discussion related to the use of technology in the

classroom setting. Students must submit at least one post and respond to at least two of their

48


classmates. Students can help each other with this task by engaging in conversation and helping

each other. The facilitator will, then, create a new discussion board for students to participate on at

home, once they have completed this workshop.

7. The facilitator will ask students to use their computers to open the reflective diary they wrote for the

first workshop. The facilitator will model how to upload a file into Blackboard assignments.

Students will follow the facilitator’s steps and instructions to upload the first week’s reflective diary

into an assignment that the facilitator must have previously created. Afterwards, the facilitator will

explain and model how to use the Assignment link in Blackboard to write assignments directly into

the platform and submit them. In this second assignment submission, students must briefly explain,

in their own words, what a digital portfolio is and why it is used in the academic and professional

setting. The facilitator must have created this assignment in Blackboard before the workshop.

8. The facilitator will use the information in the “Digital Portfolio Handbook” tab in Blackboard to

illustrate how a digital portfolio is constructed, with special attention to organization of the

information. The facilitator must review the specific content and language requirements of the

portfolio we require at SUAGM. Students will follow the explanation and discussion in the

computers assigned to them. Students must participate asking questions, responding to the

facilitator’s questions or instructions, and clarifying doubts to other classmates.

9. Students were required to write a brief autobiography and to bring last week’s graded work and

corrections to class. In other words, they must have their autobiography, the facilitator’s comments

to last week’s assignments, and the corrections already incorporated to last week’s assignments.

Based on the instructions and the discussion concerning the organization and construction of the

digital portfolio, students will begin creating their own digital portfolio with the information they

brought to class. The facilitator will mentor them through the process and will foster peer

collaboration and discussion.

49


7. Finally, the facilitator will explain the assignments for the next workshop.

Assessment:

1. Students will write this week’s Reflective Diary using Appendix N.

2. Students will use Appendix O to write an “Immediate Written Reaction”. This reaction must be

uploaded into Blackboard as an assignment. The facilitator will use the students’ responses to this

assessment tool to initiate the discussion in Workshop Three.

50


TALLER TRES

(Este taller se llevará a cabo en el Laboratorio de Computadoras)


Al final de este taller, el estudiante será capaz de:

1. Evaluar las técnicas de redacción de ensayos con el fin de producir escritos argumentativos y

expositivos que cumplan con los requisitos de redacción y estilo que establece el Manual de

publicación de la American Psychological Association (APA).

2. Aplicar los principios generales de redacción de ensayos expositivos y argumentativos que establece

la última edición del Manual de publicación de la American Psychological Association.

3. Adoptar las técnicas de citación de fuentes y la lista de referencias que establece la última edición

del Manual de publicación de la American Psychological Association con el fin de evitar el plagio.

4. Desarrollar y emplear la sintaxis, ortografía, gramática y el estilo descritos en la última edición del

Manual de publicación de la American Psychological Association.

5. Valorar la importancia de la honestidad académica y la política de plagio de la universidad.

6. Desarrollar y adoptar las técnicas de búsqueda de referencias e información en el internet.

7. Evaluar fuentes electrónicas para determinar su confiabilidad y uso en el campo académico.

51


Objetivos específicos del lenguaje:

Al final de este taller, cada estudiante podrá:

1. Escuchar: Elaborar sus propias conclusiones en cuanto a la honestidad académica y la redacción de

escritos, como resultado de las discusiones en clase y la evaluación de tutoriales en línea.

2. Hablar: Participar en discusiones sobre la redacción de ensayos, la búsqueda de información en

línea, las fuentes electrónicas confiables y el plagio.

3. Leer: Evaluar páginas de internet para determinar su confiabilidad.

4. Escribir: Redactar ensayos argumentativos y expositivos que transmitan eficazmente las ideas y que

cumplan con las normas de redacción y estilo establecidas.

Enlaces electrónicos:

Biblioteca Virtual



http://www.rae.es/





Estilo APA

http://bibliotecahnodavidmediavilla.org/pdfs/Presentacion%20Estilo%20APA%206ta%20Edicion%

20Presentacion%20final%20%20(Arquidiosesis%20Escuelas%20Catolicas).pdf

http://www.suagm.edu/umet/biblioteca/pdf/GuiaRevMarzo2012APA6taEd.pdf




http://www.rae.es/



http://www.suagm.edu/umet/biblioteca/pdf/GuiaRevMarzo2012APA6taEd.pdf



52


http://www.ccc.commnet.edu/apa/

http://writing.wisc.edu/Handbook/DocAPA.html

http://www.vanguard.edu/faculty/ddegelman/index.aspx?doc_id=796

www.rscc.cc.tn.us/owl&writingcenter/OWL/Types.html

http://www.cibem.org/paginas/img/apa6.pdf

Ensayos

http://pegasus.cc.ucf.edu/~bcelaya/Guia_redaccion.htm

http://www.suagm.edu/umet/biblioteca/pdf/ensayo.pdf

http://espanolsinmisterios.blogspot.com/p/redaccion-de-ensayos.html

http://www.weebly.com/uploads/8/4/4/6/8446807/ensayo_academico_ulsa_act_27sep111.pdf

ftp://ftp.drivehq.com/cavasco/grupom/DebatesGerman2011.pdf

http://reglasespanol.about.com/od/clases-ensayos/a/ensayo-expositivo.htm

http://lklivingston.tripod.com/essay/

http://owl.english.purdue.edu/handouts/research/r_apa.html

Plagio y honestidad académica

http://www2.uah.es/bibliotecaformacion/BECO/plagio/1_qu_es_el_plagio.html

http://www.pucp.edu.pe/documento/pucp/plagio.pdf

http://www.suagm.edu/une/portal_de_biblioteca/documents/plagio.pdf

http://www.suagm.edu/pdf/GUIA_VPAPIC_SOBREplagio.pdf

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

http://www.youtube.com/watch?v=3qcBt321qps

http://www.youtube.com/watch?v=5sqqlJc1xVc (Tutorial)

www.APAStyle.org

http://www.ccc.commnet.edu/apa/

http://writing.wisc.edu/Handbook/DocAPA.html

http://www.vanguard.edu/faculty/ddegelman/index.aspx?doc_id=796

http://pegasus.cc.ucf.edu/~bcelaya/Guia_redaccion.htm

http://www.suagm.edu/umet/biblioteca/pdf/ensayo.pdf

http://espanolsinmisterios.blogspot.com/p/redaccion-de-ensayos.html

http://www.weebly.com/uploads/8/4/4/6/8446807/ensayo_academico_ulsa_act_27sep111.pdf

ftp://ftp.drivehq.com/cavasco/grupom/DebatesGerman2011.pdf

http://reglasespanol.about.com/od/clases-ensayos/a/ensayo-expositivo.htm

http://lklivingston.tripod.com/essay/

http://owl.english.purdue.edu/handouts/research/r_apa.html

http://www2.uah.es/bibliotecaformacion/BECO/plagio/1_qu_es_el_plagio.html

http://www.pucp.edu.pe/documento/pucp/plagio.pdf

http://www.suagm.edu/une/portal_de_biblioteca/documents/plagio.pdf

http://www.suagm.edu/pdf/GUIA_VPAPIC_SOBREplagio.pdf

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

http://www.youtube.com/watch?v=3qcBt321qps

http://www.youtube.com/watch?v=5sqqlJc1xVc


53


http://ipt.boisestate.edu/files/APASixthEditionAug09.pdf


http://www.lib.ncsu.edu/guides/apaplag/plagiarism.html

Búsquedas en internet

http://bibliotecavirtualut.suagm.edu/Instruccion/conceptos_busquedas.htm

http://bibliotecavirtualut.suagm.edu/Instruccion/Tutor%20catalogo/procedimiento_para_hacer_una_

búsqueda%20avanzada.htm

http://www.suagm.edu/une/propuestas/rise/pdf/Destrezas%20básicas%20de%20investigación.pdf

http://www.slideshare.net/jeanette_gc/cmo-realizar-bsquedas-efectivas-en-el-internet

http://www.educarchile.cl/Portal.Base/Web/VerContenido.aspx?ID=195962

Fuentes confiables de información

https://sites.google.com/site/confiabilidaddeinformacion/impacto

http://biblioteca.itson.mx/oa/educacion/oa36/fuentes_informacion/index.htm (Tutorial)

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

http://www.suagm.edu/une/portal_de_biblioteca/pdf/Revision%20de%20literatura.pdf

Bibioteca Virtual Universidad del Este (UNE)


Biblioteca Virtual Universidad Metropolitana (UMET)


Biblioteca Virtual Universidad del Turabo (UT)


Asignaciones que realizará antes del taller:

http://ipt.boisestate.edu/files/APASixthEditionAug09.pdf


http://www.lib.ncsu.edu/guides/apaplag/plagiarism.html

http://bibliotecavirtualut.suagm.edu/Instruccion/conceptos_busquedas.htm

http://bibliotecavirtualut.suagm.edu/Instruccion/Tutor%20catalogo/procedimiento_para_hacer_una_búsqueda%20avanzada.htm

http://bibliotecavirtualut.suagm.edu/Instruccion/Tutor%20catalogo/procedimiento_para_hacer_una_búsqueda%20avanzada.htm

http://www.suagm.edu/une/propuestas/rise/pdf/Destrezas%20básicas%20de%20investigación.pdf

http://www.slideshare.net/jeanette_gc/cmo-realizar-bsquedas-efectivas-en-el-internet

http://www.educarchile.cl/Portal.Base/Web/VerContenido.aspx?ID=195962

https://sites.google.com/site/confiabilidaddeinformacion/impacto

http://biblioteca.itson.mx/oa/educacion/oa36/fuentes_informacion/index.htm

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

http://www.suagm.edu/une/portal_de_biblioteca/pdf/Revision%20de%20literatura.pdf




54


1. Continúe trabajando en su glosario del curso con los conceptos detallados en la sección

“Vocabulario clave de la lección”; siga las instrucciones del facilitador.

2. Utilice la Biblioteca Virtual, el Internet y otros recursos académicos para investigar sobre la

estructura del ensayo y las características del ensayo argumentativo y el expositivo; tome apuntes

para que aplique dicha estructura y las características de cada documento al redactar sus ensayos.

3. Acceda Wimba Voice y valore la importancia de la honestidad académica y la política de plagio de

la universidad.

4. Escriba un ensayo argumentativo en el que conteste y debata sobre las siguientes preguntas: ¿Es

Wikipedia una fuente confiable para realizar investigaciones y trabajos universitarios? ¿Sí, no, por

qué? El facilitador determinará la cantidad de páginas. Asegúrese de incluir las referencias y de

enviarlo a NetTutor para recibir retroalimentación. El facilitador enviará los trabajos escritos a

SafeAssign TM

para detectar plagio.

Prepárese para debatir y expresar su punto de vista en clase.

(Parte de la evaluación)

5. Continúe trabajando en su portafolio digital siguiendo las instrucciones estipuladas en el Digital


6. Continúe practicando sus destrezas de lenguaje en español utilizando las herramientas de Tell Me

More. Complete y entregue el Apéndice D al facilitador; indique el tiempo que trabajó en las

actividades y ejercicios del Laboratorio de Idiomas/E-Lab.




8. Visite el enlace electrónico www.apastyle.org o cualquiera de los sugeridos e investigue cómo

redactar, citar las fuentes y organizar referencias. Presente sus hallazgos en clase.

9. Visite el enlace http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx y complete el tutorial

sobre el estilo APA. Comparta sus hallazgos y dudas en clase.

10. Use las referencias que se indican a continuación para evaluar los enlaces electrónicos y determinar

si son fuentes de información confiables. A la luz de sus hallazgos, determine si las siguientes

páginas web son fuentes confiables de información. Explique en clase qué las hace confiables.


http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx

55


a. www.census.gov/#

b. http://sethgodin.typepad.com

c. http://html.rincondelvago.com/aborigenes-argentinos.html

d. http://www.eric.ed.gov/ERICWebPortal/resources/html/collection/about_collection.html



1.

2.

3.

Lista de materiales suplementarios para el taller:

1. Blackboard

2. Tell Me More

3. NetTutor

4. Wimba

5. Voice E-mail

http://www.census.gov/

http://sethgodin.typepad.com/

http://html.rincondelvago.com/aborigenes-argentinos.html

http://www.eric.ed.gov/ERICWebPortal/resources/html/collection/about_collection.html

56












los estudiantes.

_X_ Cognitiva 1)___________________ 2)__________________

_X_ Metacognitiva 1)___________________ 2)__________________

_X_ Socioafectiva 1)___________________ 2)__________________







_X_ Dinámica


_X_ Rigurosa



57


Actividades integradas de contenido y lenguaje para lograr los objetivos del taller

1. El facilitador repasará los temas más importantes del taller anterior. Asimismo, recordará los

trabajos que se entregarán en este taller y la importancia utilizar las herramientas del Laboratorio de

Idiomas.

2. El facilitador preparará una actividad constructivista para repasar las asignaciones que los alumnos

completaron antes del taller y comprobará que hayan comprendido los temas. Habrá oportunidad

para aclarar dudas.

3. Los estudiantes se reunirán en grupos y discutirán sus hallazgos sobre las características y la

estructura del ensayo. Generarán un listado de los aspectos que deben considerarse al redactar un

ensayo y los compartirán con el resto de la clase. Además, hablarán sobre la estructura del ensayo,

según recomiendan las reglas de estilo. Compararán y contrastarán los ensayos argumentativos y los

expositivos. También compartirán sus conclusiones con el resto de la clase. El facilitador aclarará

dudas y destacará lo que es un ensayo, cómo se escribe, sus elementos principales y las técnicas de

redacción efectiva. (Parte de la evaluación)

4. Los alumnos compartirán su sentir, sus preocupaciones y dudas sobre el material del tutorial sobre el

estilo APA. También aclararán las normas de redacción efectiva, la citación de fuentes y la lista de

referencias. El facilitador guiará la discusión para que se cubra el material detalladamente.

5. Los estudiantes regresarán a sus estaciones de computadora. Cada uno trabajará desde su propio

ordenador. El facilitador mostrará diferentes páginas web y explicará específicamente cómo

evaluar/distinguir las fuentes electrónicas confiables. Los alumnos lo seguirán desde sus estaciones.

A la luz de la discusión, los estudiantes revisarán las respuestas que ofrecieron a la tarea 9, asignada

en la sección “Asignaciones que realizará antes del taller”. Analizarán sus respuestas y desvelarán si

acertaron una, algunas o todas las contestaciones. Finalmente explicarán en qué basaron sus

decisiones correctas o en qué consistió su error al evaluar la fuente. (Parte de la evaluación)

6. Visite el enlace http://www.youtube.com/watch?v=5sqqlJc1xVc y vea y escuche el corto tutorial

que ahí se presenta sobre el plagio. Basado en las siguientes preguntas, redacte un ensayo

expositivo; envíe su escrito por Blackboard. El facilitador determinará la cantidad de páginas.

http://www.youtube.com/watch?v=5sqqlJc1xVc

58


Asegúrese de incluir las referencias y de enviarlo a NetTutor para recibir retroalimentación. El

facilitador enviará los trabajos escritos a SafeAssign TM

para detectar plagio.

El/La facilitador(a)

utilizará el Apéndice F para evaluar esta tarea. (Parte de la evaluación)

a. ¿Qué es plagio?

b. Señale al menos tres ejemplos de conducta que promueven el plagio.

c. Mencione por lo menos tres formas en las que podemos evitar el plagio.

d. Destaque un mínimo de tres consecuencias del plagio.

7. Finalmente, el facilitador mencionará y aclarará las tareas que realizarán, antes de llegar a la próxima

reunión.

Evaluación: (DIFERENCIADO POR LOS NIVELES DE DOMINIO DE UN SEGUNDO IDIOMA)

1. Individual: Evaluación de enlaces electrónicos confiables

2. Grupal: Trabajo en equipo sobre las características del ensayo

3. Escrita: Ensayo argumentativo y ensayo expositivo

4. Oral/Auditiva: Debate sobre Wikipedia

59


Cierre del taller:

1. Individual: Los estudiantes escribirán su autorreflexión basados en la(s) pregunta(s) que escoja(n) o

se les asigne en el Apéndice I. El facilitador podrá elegir otro tema para que redacten la

autorreflexión individual.

2. Grupal: Debate sobre el uso de Wikipedia como fuente informativa (Parte de la evaluación)

a) ¿Es Wikipedia una fuente confiable para realizar trabajos investigativos y universitarios?

60


Workshop Four

This workshop will take place in the Computer Lab

Specific Objectives: After this workshop, students will be able to:

1. Develop and apply the basic principles of effective oral presentations.

2. Use technology responsibly and effectively in the preparation of oral presentations.

3. Operate PowerPoint as a presentation-making tool.

4. Determine the positive and negative effects of verbal and nonverbal communication on an audience.

5. Evaluate different communication styles to determine their effectiveness.

Language Objectives: After this workshop, students will be able to:

1. Read: Evaluate tips and suggestions on how to make good oral presentations.

2. Write: Use PowerPoint to construct a list of five important components of oral presentations and

five suggestions on how to deliver good oral presentations.

3. Speak: Present an interesting topic of their choice and interest using good public speaking skills.

4. Listen: Participate in oral discussions and evaluations of other students’ presentations.

Electronic Links (URLs):

Effective oral presentations

http://www.rcs.k12.va.us/wbhs/studyskills/oral%20presentations/Rice%20OWL%20Designing%20Effectiv

e%20Oral%20Presentations.htm

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1857815/

http://www.fs.fed.us/r5/ccc/student-resources/tips.presentation.pdf

http://www.etsu.edu/scitech/langskil/oral.htm

http://www.youtube.com/watch?v=EFJg1T2hMk8

http://www.youtube.com/watch?v=esHfJOH_0VE

http://www.rcs.k12.va.us/wbhs/studyskills/oral%20presentations/Rice%20OWL%20Designing%20Effective%20Oral%20Presentations.htm

http://www.rcs.k12.va.us/wbhs/studyskills/oral%20presentations/Rice%20OWL%20Designing%20Effective%20Oral%20Presentations.htm

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1857815/

http://www.fs.fed.us/r5/ccc/student-resources/tips.presentation.pdf



http://www.youtube.com/watch?v=esHfJOH_0VE

61


http://www.youtube.com/watch?v=iq2oZRNl0Zk

Effective communication/Observing body language

http://www.youtube.com/watch?v=VfE7aVa_mSo

http://www.youtube.com/watch?v=IqqiDw58NSE

http://www.youtube.com/watch?v=hdBNUDIOIP8

http://www.youtube.com/watch?v=7KALbXMxItQ

http://www.youtube.com/watch?v=mbDipVRt5aE

http://www.youtube.com/watch?v=1gtMDX3dIKE

http://www.youtube.com/watch?v=AykYRO5d_lI

PowerPoint tutorials

http://www.youtube.com/watch?v=3ZUwFwooMrY

http://www.youtube.com/watch?v=Ua4AR_uylFo

http://www.youtube.com/watch?v=iqI149PD4v4

Designing presentations

http://www.youtube.com/watch?v=HJgeF3ALl0g

http://www.youtube.com/watch?v=i68a6M5FFBc

Assignments before the workshop:

1. During Workshop 3, students worked together to write a five sentence paragraph containing one

topic sentence, three supporting sentences, and one concluding sentence. This paragraph was about

academic honesty and/or plagiarism. Before the fourth workshop, students must complete and

submit this essay. The final essay must contain four paragraphs. Each paragraph must contain, at

least, five sentences. Students must use APA style and proper rules for citation of references. They

must submit this assignment through a previously created assignment in Blackboard. The facilitator

will use Appendix B to evaluate this assignment.

http://www.youtube.com/watch?v=iq2oZRNl0Zk

http://www.youtube.com/watch?v=VfE7aVa_mSo


http://www.youtube.com/watch?v=hdBNUDIOIP8

http://www.youtube.com/watch?v=7KALbXMxItQ

http://www.youtube.com/watch?v=mbDipVRt5aE

http://www.youtube.com/watch?v=1gtMDX3dIKE

http://www.youtube.com/watch?v=AykYRO5d_lI


http://www.youtube.com/watch?v=Ua4AR_uylFo

http://www.youtube.com/watch?v=iqI149PD4v4

http://www.youtube.com/watch?v=HJgeF3ALl0g

http://www.youtube.com/watch?v=i68a6M5FFBc

62


2. Evaluate the following website http://www.etsu.edu/scitech/langskil/oral.htm. Use Appendix S to

construct a list of “Dos” and “Don’ts” of good oral presentations. Include in your list the basic

components of an oral presentation.

3. View the tutorial in http://www.youtube.com/watch?v=IqqiDw58NSE on using body language and

communication skills during a presentation. Afterwards, view the following tutorial

http://www.youtube.com/watch?v=3ZUwFwooMrY on how to design PowerPoint presentations.

Create a 3-5 slide PowerPoint presentation on how to communicate and use body language

effectively during oral presentations. You must bring your conclusions and presentation to class for

discussion.

4. The video in http://www.youtube.com/watch?v=EFJg1T2hMk8 shows two stories of the same

entrepreneur giving the same presentation using two different presentation styles. View this video

and evaluate the differences and similarities between the two. Highlight the “Dos” and “Don’ts” of

oral presentations. When you compare the two stories, identify the problems in one of the

presentation styles and explain how they were solved in the other presentation. Bring your findings

to class for discussion.

5. Continue working on your language skills using Tell Me More.

6. Write the Reflective Diary corresponding to Workshop Three using Appendix N.

Activities:

1. The facilitator will begin discussing the students’ admission tickets submitted prior to class. These

tickets were distributed at the end of Workshop Three and contained five questions related to the

topics discussed during such workshop. The facilitator will summarize students’ areas of strength

and answer questions or discuss the topics or areas where they need additional help.





63


2. Students will be assigned to their own computers. The facilitator will illustrate and model how to

make a concept map. The facilitator will explain what concept maps are and how they are used to

summarize information and facilitate learning. After modeling the concept map, students will divide

in groups. They will share with classmates their responses to the questions in item 4 under the

“Assignments before the workshop” section. They will discuss the different presentation styles that

they observed; the “Dos” and “Don’ts” of oral presentations; and the differences between the two

presentation styles that they observed in the video. Based on this information, they will prepare a

concept map that contains the components of good oral presentations. The concept map must

include presentation style, communication skills, non-verbal communication, and dress, among other

areas.

3. The facilitator will explain what effective verbal and non-verbal communication is and will discuss

specific characteristics of good oral presentations. The facilitator will use the suggested links and

videos to illustrate with examples.

4. Afterwards, the facilitator will show students how to use PowerPoint to prepare a good presentation.

This explanation must discuss content, organization, amount of information per slide, graphs and

illustrations, and length of presentation, among other topics.

5. Students will work in pairs. They will share with each other the PowerPoint presentation they

prepared as part of assignment number 3 under the “Assignments before the workshop” section.

They will evaluate each other’s presentation and provide suggestions as to how to elaborate or make

it better. After evaluating their presentations, each pair of student must prepare a PowerPoint

presentation about how to communicate and use body language effectively during oral presentations,

and how to use technology responsibly and effectively in the preparation of oral presentations.

Students can use parts of the presentations they prepared as assignment, but each team must come up

with a single presentation. After they are finished with their PowerPoint presentations, each team

64


will present their work to the class. They must use effective communication skills, verbal and non-

verbal communication, good eye contact, appropriate organization, and effective use of graphs,

illustrations, and technology in their presentation. The facilitator must previously determine and

announce the length in time that each group has to present. This will depend on how big each class

is. The facilitator will use Appendix H to evaluate this exercise.

6. Students will write a summary paragraph about the most important points they learned during this

workshop. They will submit this summary paragraph as an assignment through Blackboard. The

facilitator will use Appendix F to evaluate this exercise.

7. The facilitator must explain in detail the assignments for next workshop. One of the assignments for

next week requires students to submit five exam questions. They must submit these questions with

enough time prior to the next workshop so that facilitators can prepare an exam that will be

administered online through Blackboard.

Assessment: Students will use Appendix N to write this week’s reflective diary.

65


TALLER CINCO (La primera hora de este taller se llevará a cabo en el Laboratorio de Computadoras)

Objetivos específicos de contenido:


1. Reconocer la forma personal de aprendizaje y cómo influye en su desempeño académico.

2. Emplear la teoría de las múltiples inteligencias en el desarrollo de técnicas de estudio y aprendizaje

que le favorezcan.

3. Valorar y aceptar la diversidad en los estilos de aprendizaje y las múltiples inteligencias entre

compañeros.

4. Analizar el modelo de las inteligencias múltiples y su rol en las capacidades del proceso de

enseñanza/aprendizaje.

5. Clasificar características que correspondan a la inteligencia emocional, en comparación con la

inteligencia racional.

6. Emplear técnicas de pensamiento crítico al evaluar y analizar asuntos de la vida real.

7. Evaluar las cuatro p de del proceso para la solucionar problemas: definir el problema, generar

posibilidades, crear un plan e implementarlo.

Objetivos específicos de lenguaje:


1. Escuchar: Evaluar situaciones que plantean problemas del diario vivir para proveer alternativas a

través del pensamiento crítico y para tomar decisiones.

2. Hablar: Elaborar y compartir argumentos que le permitan justificar la utilización de técnicas de

enseñanza específicas que guarden relación con su estilo de aprendizaje.

3. Leer: Completar ejercicios que le permitirán determinar qué tipo de inteligencia(s) le caracteriza(n).

4. Escribir: Redactar contestaciones claras y precisas a preguntas relacionadas con su tipo de

inteligencia y las metodologías de enseñanza que mejor se ajustan a ellas.


Biblioteca Virtual




66


http://www.rae.es/





Inteligencias múltiples de Howard Gardner

http://www.google.com/search?sourceid=chrome&ie=UTF-

8&q=9+inteligencias+multiples+de+gardner

http://www.slideshare.net/mayrafumerton/teora-de-las-inteligencias-mltiples-de-howard-gardner-

presentation

http://www.youtube.com/watch?v=LhkFiY4xGmY

http://www.cca.org.mx/profesores/cursos/cep21/modulo_2/inteligencias_mutiples.htm

http://quizfarm.com/quizzes/Inteligencias+Multiples/profesorrod/test-de-inteligencias-multiples/

http://www.pbs.org/wnet/gperf/education/ed_mi_overview.html

http://www.infed.org/thinkers/gardner.htm

http://skyview.vansd.org/lschmidt/Projects/The%20Nine%20Types%20of%20Intelligence.htm

Inteligencia emocional de Daniel Goleman

http://www.slideshare.net/rosel1000/inteligencia-emocional-daniel-goleman-4019412

http://www.helios3000.net/tests/eq.shtml

http://www.youtube.com/watch?v=gJ_XB7vjROk

http://www.youtube.com/watch?v=NeJ3FF1yFyc (De las palabras de Goleman)

http://extension.uned.es/archivos_publicos/webex_actividades/4980/iegfernandez6.pdf

http://www.crbard.com/uploadedFiles/CorpSite/Healthcare_Professionals/emotional-intelligence.pdf

http://www.youtube.com/watch?v=iVUT4ydXYJg

Estilos de aprendizaje

http://www.estilosdeaprendizaje.es

http://www.slideshare.net/ProyectoPipe/estilos-de-aprendizaje-resumen-general

http://www.youtube.com/watch?v=krg9DxMDn5I

http://www.youtube.com/watch?v=GO249GDnQDY

http://www.rae.es/



http://www.google.com/search?sourceid=chrome&ie=UTF-8&q=9+inteligencias+multiples+de+gardner

http://www.google.com/search?sourceid=chrome&ie=UTF-8&q=9+inteligencias+multiples+de+gardner

http://www.slideshare.net/mayrafumerton/teora-de-las-inteligencias-mltiples-de-howard-gardner-presentation

http://www.slideshare.net/mayrafumerton/teora-de-las-inteligencias-mltiples-de-howard-gardner-presentation

http://www.youtube.com/watch?v=LhkFiY4xGmY

http://www.cca.org.mx/profesores/cursos/cep21/modulo_2/inteligencias_mutiples.htm


http://www.pbs.org/wnet/gperf/education/ed_mi_overview.html

http://www.infed.org/thinkers/gardner.htm

http://skyview.vansd.org/lschmidt/Projects/The%20Nine%20Types%20of%20Intelligence.htm


http://www.helios3000.net/tests/eq.shtml

http://www.youtube.com/watch?v=gJ_XB7vjROk

http://www.youtube.com/watch?v=NeJ3FF1yFyc

http://extension.uned.es/archivos_publicos/webex_actividades/4980/iegfernandez6.pdf

http://www.crbard.com/uploadedFiles/CorpSite/Healthcare_Professionals/emotional-intelligence.pdf

http://www.youtube.com/watch?v=iVUT4ydXYJg

http://www.estilosdeaprendizaje.es/

http://www.slideshare.net/ProyectoPipe/estilos-de-aprendizaje-resumen-general

http://www.youtube.com/watch?v=krg9DxMDn5I

http://www.youtube.com/watch?v=GO249GDnQDY

67


Pensamiento crítico

http://www.criticalthinking.org/resources/PDF/SP-ConceptsandTools.pdf

http://www.up.edu.mx/document.aspx?doc=31259

http://www.ceide-fsm.com/2013/06/pensamiento-critico/

http://www.intime.uni.edu/model/spanish_model/democracy/crit.html

http://www.youtube.com/watch?v=hgb1xdpapZc

http://www.youtube.com/watch?v=IPgdBai7HxY

http://www.youtube.com/watch?v=-vSy_qWvOGE

http://www.youtube.com/watch?v=JOhDDSJf-OU

http://www.criticalthinking.org/

http://www.alamo.edu/sac/history/keller/accditg/ssct.htm

http://www.criticalreading.com/critical_thinking.htm

http://www.dsmexercises.com/

http://austhink.com/critical/

http://www.virtualsalt.com/crebook2.htm

Las cuatro p para resolver problemas

http://www.slideshare.net/brad90/the-four-ps-of-problem-solving

http://www.camcinc.com/library/Problem%20Solving.pdf

http://teacher.scholastic.com/lessonrepro/lessonplans/steppro.htm



“Vocabulario clave de la lección”; siga las instrucciones del facilitador.

2. Utilice los recursos electrónicos académicos ilustrados para investigar sobre la inteligencia

emocional y la inteligencia racional (IQ por sus siglas en inglés).

3. Acceda Wimba Voice y discuta oralmente sobre (escriba aquí el tema de discusión).

4. Visite el siguiente enlace electrónico, o cualquiera de los sugeridos, para analizar qué es la

inteligencia emocional y compararla con la inteligencia racional (IQ por sus siglas en inglés):

http://www.slideshare.net/rosel1000/inteligencia-emocional-daniel-goleman-4019412 Luego de

evaluar la presentación, utilice el Apéndice V para preparar una tabla que compare las

características que definen la inteligencia emocional con las que identifican la inteligencia racional o

http://www.criticalthinking.org/resources/PDF/SP-ConceptsandTools.pdf

http://www.up.edu.mx/document.aspx?doc=31259

http://www.ceide-fsm.com/2013/06/pensamiento-critico/

http://www.intime.uni.edu/model/spanish_model/democracy/crit.html


http://www.youtube.com/watch?v=IPgdBai7HxY

http://www.youtube.com/watch?v=-vSy_qWvOGE


http://www.criticalthinking.org/

http://www.alamo.edu/sac/history/keller/accditg/ssct.htm

http://www.criticalreading.com/critical_thinking.htm

http://www.dsmexercises.com/

http://austhink.com/critical/

http://www.virtualsalt.com/crebook2.htm

http://www.slideshare.net/brad90/the-four-ps-of-problem-solving

http://www.camcinc.com/library/Problem%20Solving.pdf

http://teacher.scholastic.com/lessonrepro/lessonplans/steppro.htm


68


el IQ. Luego, deberá enviar la tabla como asignación a través de la plataforma de Blackboard.

Asegúrese de incluir las referencias y de enviar su escrito a NetTutor para recibir retroalimentación.

El facilitador enviará los trabajos escritos a SafeAssign TM

para detectar plagio. . El facilitador

utilizará el Apéndice H para evaluar este trabajo.






7. Cada estudiante contestará cinco preguntas del examen, que estarán relacionadas a los temas que se

discutieron en los primeros cuatro talleres. Dichas preguntas podrían ser de selección múltiple,

cierto o falso, pareo de conceptos, llena blancos, mencione, discuta brevemente, entre otros. Enviará

cada pregunta, junto a su respuesta; además, añadirá una explicación que justifique por qué su

contestación es correcta. Mandará el examen a contestado través de la plataforma Blackboard, en la

fecha que indique el facilitador. Es importante que sus preguntas sean interesantes y que guarden

relación con los temas de la clase. Su respuesta y justificación deben ser claras, correctas y precisas.


El facilitador enviará los trabajos escritos a SafeAssign TM

para detectar plagio. El facilitador(a)

evaluará esta tarea con el Apéndice H. Finalmente, deberán repasar las notas que tomaron en los

talleres 1-4 y llegar preparados para contestar una prueba sobre el contenido de dicho material.

(Parte de la evaluación)

8. Individualmente, los alumnos accederán siguiente enlace electrónico que contiene una prueba sobre

las inteligencias múltiples:


Se trata de un test que mide el tipo de inteligencia que le caracteriza. Complete la prueba y registre

el resultado final. En un ensayo expositivo, incluya su tipo de inteligencia y la descripción.

Además, como conclusión, aclare si el test concuerda efectivamente con lo que usted sabe y piensa

de su forma de aprender y qué le pareció. El facilitador indicará la cantidad de páginas. Llegue

preparado para discutir sus resultados en clase. Nota: Si, por alguna razón, no tiene acceso a dicho

enlace entonces deberá completar el Inventario de inteligencias múltiples que se encuentra en el

Apéndice O y traerlo a clase para discutirlo. Asegúrese de incluir las referencias y de enviar su


69


escrito a NetTutor para recibir retroalimentación. El facilitador enviará los trabajos escritos a

SafeAssign TM

para detectar plagio. Envié su escrito por Blackboard. (Parte de la evaluación)

9. Cada estudiante verá el vídeo que se encuentra en: http://www.youtube.com/watch?v=hgb1xdpapZc

Este trata sobre el pensamiento crítico y cómo dicho proceso nos ayuda a razonar tanto en el mundo

académico y profesional como en el personal. A la luz de la información que se desprende del

vídeo, evalúe el siguiente enlace: http://www.youtube.com/watch?v=JOhDDSJf-OU

Dicho enlace presenta una situación en forma de cuento. La historia trata varios conflictos que

requieren la aplicación del pensamiento crítico para tomar decisiones. Respecto a dicho vídeo, vaya

al foro de discusión en Blackboard y conteste las siguientes preguntas:

Evalúe ¿quién o quiénes utilizaron el pensamiento crítico para tomar decisiones en el cuento?

¿Cuáles fueron los principales problemas que se presentaron en el vídeo?

¿En qué consistió la evaluación crítica que llevó a cabo cada personaje?

¿Cómo cree que el pensamiento crítico ayuda a solucionar problemas?

Finalmente, reaccionará a las respuestas y opiniones de al menos dos compañeros.


El facilitador enviará las respuestas a SafeAssign TM

para detectar plagio. El facilitador evaluará sus

respuestas y sus aportaciones con el Apéndice F.



1.

2.

3.

Lista de materiales suplementarios para el taller:

1. Blackboard

2. Tell Me More

3. NetTutor

4. Wimba

5. Voice E-mail



70








_X_ Elaces con el aprendizaje previo _X_ Práctica independiente




los estudiantes.

_X_ Cognitiva 1)___________________ 2)__________________

_X_ Metacognitiva 1)___________________ 2)__________________

_X_ Socioafectiva 1)___________________ 2)__________________







_X_ Dinámica


_X_ Rigurosa



71



1. El facilitador repasará los temas más importantes del taller anterior. Asimismo, recordará los trabajos

que se entregarán en este taller y la importancia utilizar las herramientas del Laboratorio de Idiomas.

2. El facilitador preparará una actividad constructivista para repasar las asignaciones que los alumnos

completaron antes del taller y comprobará que hayan comprendido los temas. Habrá oportunidad para

aclarar dudas.

3. Durante la primera hora de clase, los estudiantes tomarán una prueba a través de Blackboard. Esta

guarda relación con los temas que se discutieron en los primeros cuatro talleres. El facilitador la

preparará, basado en las respuetas que sometieron los estudiantes sobre los mismos temas, en la

sección “Asignaciones que realizaran antes del taller”. El facilitador estipulará la duración de la

prueba. (Parte de la evaluación)

4. Una vez finalice la prueba, el facilitador indicará si se quedan en el Laboratorio de Computadoras o

van al salón de clases. Los estudiantes utilizarán los resultados que obtuvieron en su test sobre

inteligencias múltiples para dividirse en subgrupos. Se reunirán por tipo de inteligencia, de manera

que todos los visuales estén juntos; los auditivos en su equipo, los kinestésicos en un tercer subgrupo y

así por el estilo... Cada equipo discutirá su manera de trabajar y estudiar. Hablarán acerca de lo fácil

o difícil que les resulta aprender con diferentes técnicas de enseñanza. Determinarán cuáles son los

estilos de aprendizaje que más se acomodan a su tipo de inteligencia. Cada subgrupo presentará los

resultados de sus análisis al resto de la clase ilustrativa y creativamente. Además, explicará cuál es su

tipo de inteligencia y cómo les resulta más fácil aprender. El facilitador utilizará el Apéndice J para

evaluar el uso correcto del lenguaje. (Parte de la evaluación)

3. El facilitador dirigirá una discusión sobre las múltiples inteligencias de Gardner y los estilos de

aprendizaje asociados con cada tipo de inteligencia. Además, explicará la diferencia entre la

inteligencia emocional de Goleman y la inteligencia racional también conocida como IQ o coeficiente

intelectual. Los estudiantes participarán activamente en dicha discusión y aportarán ejemplos de sus

experiencias personales y académicas. Podrán utilizar la tabla que prepararon con el Apéndice T para

ayudarles en la discusión.

4. El facilitador utilizará los “tangramas” para introducir el tema del pensamiento crítico. La clase se

dividirá en grupos y cada grupo tendrá un “tangrama”. Un “tangrama” es un rompecabezas chino que

consiste de siete piezas; es poligonal y puede unirse para formar diferentes patrones. El facilitador

podrá obtener las piezas del “tangrama” e imprimirlas utilizando Google Image. Accederá a

72


www.google.com y presionara sobre el enlace de “imagen” que se encuentra en la parte superior de la

pantalla. En la barra de búsqueda escribirá la palabra tangram. Aparecerán las piezas del “tangrama”

y cientos de figuras que puede seleccionar para realizar esta actividad. Lo importante es que los

estudiantes no sepan qué diseños escogió el facilitador para que ellos los construyan en sus grupos.

Cada subgrupo realizará la próxima imagen, una vez haya completado satisfactoriamente la anterior.

El facilitador deberá tener consigo al menos diez 10 imágenes, aunque no las utilice todas. El

propósito de esta actividad es que los estudiantes desarrollen el pensamiento crítico, la capacidad para

tomar decisiones y las destrezas interpersonales al trabajo en equipo. Una vez finalicen este ejercicio,

cada equipo explicará qué tan fácil o difícil le fue crear cada imagen. Los estudiantes señalarán las

dificultades del proceso y las técnicas que utilizaron para completar cada tangram. Además,

explicarán cómo utilizaron las técnicas de pensamiento crítico para evaluar los problemas y llegar a

las conclusiones en grupo. (Parte de la evaluación)

5. El/La facilitador(a) dirigirá una discusión sobre lo que es el pensamiento crítico y cómo ayuda en el

proceso de toma de decisiones. Analizará el tema del pensamiento crítico dentro del contexto

académico y explicará cómo se integra el pensamiento crítico en la redacción de escritos académicos y

preparación de trabajos para clases.

6. Finalmente, el facilitador mencionará y aclarará las tareas que realizarán, antes de llegar a la próxima

reunión.


1. Individual: Contestaciones a las preguntas del examen y la prueba en el salón sobre el

material de los talleres 1-4

2. Grupal: Trabajo en equipo sobre los tangrams

3. Escrita: Ensayo expositivo sobre su tipo de inteligencia y el test que tomó.

4. Oral/Auditiva: Análisis, comparación, contraste y presentación de los resultados del test

sobre tipos de inteligencia

http://www.google.com/

73


Cierre del taller:

1. Individual: Los estudiantes escribirán su autorreflexión basados en la(s) pregunta(s) que

escoja(n) o se les asigne en el Apéndice I. El facilitador podrá elegir otro tema para que redacten

la autorreflexión individual.

2. Grupal: El facilitador entregará y administrara un “boleto de salida”. Esa taquilla contendrá

cuatro preguntas de avalúo relacionadas con los temas que se discutieron en este taller. El

ejercicio servirá para medir qué entendieron los alumnos y para aclarar el material. Para poder

salir de la clase, los estudiantes deberán haber participado en la discusión final, contestado las

preguntas y aclarado sus dudas. Finalmente, entregaran su taquilla y “podran salir del salón”, si

el facilitador “lo aprueba”.

74


Workshop Six



1. Analyze what constructivism is and reflect on how it is effectively employed in the educational

setting.

2. Generate sound and effective alternatives to deal with procrastination and its effects on academic

performance and on life.

3. Select time management strategies that will allow integration between work, family and college

duties and responsibilities.

4. Analyze the causes and consequences of stress and how it affects academic performance.

5. Create a plan for managing stress, and for maintaining good mental and physical health and energy.

6. Examine one’s life goals to develop strategies for their attainment.



1. Read: Summarize the importance of constructivism in the classroom setting the impact it has on

learning.

2. Write: Compose their own definitions of constructivism and procrastination that will help them

understand these concepts and their impact on life and on learning.

3. Speak: Engage in in-depth discussions about goal seeking and time management skills that can be

used in their academic career and in their lives.

4. Listen: Evaluate situations and real life experiences to determine how to deal with procrastination,

manage stress, and focus on goals.

75



Constructivism


http://www.thirteen.org/edonline/concept2class/constructivism/

http://viking.coe.uh.edu/~ichen/ebook/et-it/constr.htm

http://www.exploratorium.edu/ifi/resources/constructivistlearning.html

http://carbon.ucdenver.edu/~mryder/itc/constructivism.html

https://ssl.niu.edu/facdev/programs/handouts/constructivism.pdf

http://www.youtube.com/watch?v=Xa59prZC5gA

http://www.youtube.com/watch?v=QaOQPac4ifk

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

http://www.youtube.com/watch?v=5MDWc0zQe5A

Procrastination

http://www.sas.calpoly.edu/asc/ssl/procrastination.html

http://www.getmoredone.com/

http://ub-counseling.buffalo.edu/stressprocrast.shtml

http://www.hsf.net/uprogram_toolkit.aspx?id=2434

http://www.collegeview.com/articles/article/overcoming-procrastination

http://www.princeton.edu/mcgraw/library/for-students/avoiding-procrastination/

http://www.psychologytoday.com/articles/200308/procrastination-ten-things-know

http://www.apa.org/gradpsych/2010/01/procrastination.aspx

Stress

http://www.medicalnewstoday.com/articles/145855.php


http://www.thirteen.org/edonline/concept2class/constructivism/

http://viking.coe.uh.edu/~ichen/ebook/et-it/constr.htm

http://www.exploratorium.edu/ifi/resources/constructivistlearning.html

http://carbon.ucdenver.edu/~mryder/itc/constructivism.html

https://ssl.niu.edu/facdev/programs/handouts/constructivism.pdf

http://www.youtube.com/watch?v=Xa59prZC5gA

http://www.youtube.com/watch?v=QaOQPac4ifk

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

http://www.youtube.com/watch?v=5MDWc0zQe5A

http://www.sas.calpoly.edu/asc/ssl/procrastination.html

http://www.getmoredone.com/

http://ub-counseling.buffalo.edu/stressprocrast.shtml

http://www.hsf.net/uprogram_toolkit.aspx?id=2434

http://www.collegeview.com/articles/article/overcoming-procrastination

http://www.princeton.edu/mcgraw/library/for-students/avoiding-procrastination/

http://www.psychologytoday.com/articles/200308/procrastination-ten-things-know

http://www.apa.org/gradpsych/2010/01/procrastination.aspx

http://www.medicalnewstoday.com/articles/145855.php

76


http://www.medicinenet.com/stress/article.htm

http://www.webmd.com/balance/stress-management/stress-management-topic-overview

http://stress.about.com/od/understandingstress/a/what_is_stress.htm

http://www.ulifeline.org/articles/427-managing-stress

Time Management

http://www.mindtools.com/pages/main/newMN_HTE.htm

http://www.mindtools.com/pages/article/newHTE_88.htm

http://www.time-management-guide.com/time-management-skills.html

http://www.mayoclinic.com/health/time-management/wl00048

Reaching goals

http://www.webmd.com/balance/features/how-to-reach-your-goals

http://www.drphil.com/articles/article/45

http://www.lifehack.org/articles/lifehack/top-10-reasons-why-people-dont-reach-their-goals.html

http://stress.about.com/od/resolutionsandchanges/a/goals.htm

Assignments before the Workshop:

1. Use the recommended resources or any other of your preference to find three definitions of

constructivism in the academic field. Summarize what constructivism is and how it is used in the

classroom setting. Remember to cite your references properly. Use this summary to develop your

own definition using fifteen words or less. Bring your definition and your resources to discuss in

class. You must post your definition in a discussion board in Blackboard. Share your thoughts and

ideas about the definitions of at least two other students. The facilitator will use Appendix F to

evaluate your written work.

2. After reading the recommended resources on procrastination, use the web, magazines, or any other

printed source to find ten pictures, illustrations, and/or photos that depict what procrastination is, the

http://www.medicinenet.com/stress/article.htm

http://www.webmd.com/balance/stress-management/stress-management-topic-overview

http://stress.about.com/od/understandingstress/a/what_is_stress.htm


http://www.mindtools.com/pages/main/newMN_HTE.htm


http://www.time-management-guide.com/time-management-skills.html

http://www.mayoclinic.com/health/time-management/wl00048

http://www.webmd.com/balance/features/how-to-reach-your-goals

http://www.drphil.com/articles/article/45

http://www.lifehack.org/articles/lifehack/top-10-reasons-why-people-dont-reach-their-goals.html

http://stress.about.com/od/resolutionsandchanges/a/goals.htm

77


effects of procrastination, and/or how procrastination can be dealt with. Print your images and bring

then to class. They will be used for an in-class exercise.

3. Watch this video about procrastination: http://www.youtube.com/watch?v=RQqtEM-Qcb8 . After

watching the video, determine the different types of procrastinators and the effect that

procrastination has on a student’s life. According to the speaker, what are the top three lies that

college students when they procrastinate? Submit this homework as an assignment through

Blackboard and bring your answers to class for discussion. The facilitator will use Appendix F to

evaluate your written work.

4. Visit http://www.mindtools.com/pages/article/newHTE_88.htm and take the Time Management test.

Then, visit any of the following websites and take the Procrastination Test.

a. http://www.mindtools.com/pages/article/newHTE_99.htm

b. http://discoveryhealth.queendom.com/procrastination_short_access.html

c. http://homeworktips.about.com/library/blpages/blprocrasquiz.htm

d. http://psychologytoday.tests.psychtests.com/bin/transfer?req=MTF8MTMzM3wxNDc5OTA

yfDB8MQ==&refempt=

After analyzing your results, write a five-paragraph essay explaining what procrastination is and

how it affects one’s life. Your essay must also propose solutions to avoid procrastination to improve

your academic performance. The Facilitator will evaluate this essay using Appendix B or G .

5. Visit the following websites and watch the videos about time management. Select those time

management strategies that will allow integration between your work, family and college duties and

responsibilities. Make a list of at least five time management strategies and bring them to discuss in

class. Use Blackboard to submit this assignment.

a. http://www.youtube.com/watch?v=rM1A9zFkfHw

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

http://www.youtube.com/watch?v=RQqtEM-Qcb8



http://discoveryhealth.queendom.com/procrastination_short_access.html

http://homeworktips.about.com/library/blpages/blprocrasquiz.htm

http://psychologytoday.tests.psychtests.com/bin/transfer?req=MTF8MTMzM3wxNDc5OTAyfDB8MQ==&refempt=

http://psychologytoday.tests.psychtests.com/bin/transfer?req=MTF8MTMzM3wxNDc5OTAyfDB8MQ==&refempt=

http://www.youtube.com/watch?v=rM1A9zFkfHw

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

78


c. http://vimeo.com/420238

d. http://www.dailymotion.com/video/x7r3ok_time-management-tips-be-more-produc

6. Read this article on stress management in college: http://www.ulifeline.org/articles/427-managing-

stress. Using this resource or any other of your preference, research on stress and its consequences

in college life and in life in general. Use the following resources or any other you may deem useful

to find out what comic strips are and how they look:

a. http://larryferlazzo.edublogs.org/2011/12/13/the-best-comic-strips-for-students-teachers-in-

2011/

b. http://www.customcomicstrips.com/examples/

c. http://www.wikihow.com/Make-a-Comic-Strip

After evaluating different comic strips and learning what they are, create your own comic strip about

a character or characters dealing with stress and time management issues in college or school. Be

creative and make sure that your story includes healthy alternatives for stress management. Bring

your work to class for discussion and to turn in to the facilitator. The facilitator will use Appendix

U to evaluate your comic strip.

7. Draw a list of your short-term and long-term goals. Review the suggested readings on reaching

goals and on why some people cannot reach their goals. Brainstorm on how you can reach both

your short-term and long-term goals. Write down your ideas in no particular order. Bring your draft

to class for discussion.

8. Students must each select one country of the world and inform it to the facilitator. No two students

can share the same country; each must have a country different from the other. The facilitator will

take note of the countries that each student selects. This will be necessary for next week’s

workshop.

9. Work on your language skills using Tell Me More.

http://vimeo.com/420238

http://www.dailymotion.com/video/x7r3ok_time-management-tips-be-more-produc



http://larryferlazzo.edublogs.org/2011/12/13/the-best-comic-strips-for-students-teachers-in-2011/

http://larryferlazzo.edublogs.org/2011/12/13/the-best-comic-strips-for-students-teachers-in-2011/

http://www.customcomicstrips.com/examples/

http://www.wikihow.com/Make-a-Comic-Strip

79


10. Remember to write and submit via Blackboard your Reflective Diary for last week’s workshop.

You will use Appendix N to write your reflective diary. Make sure that you bring your portfolio to

the next workshop.

Activities:

1. The facilitator will use last week’s “Exit Tickets” to clarify questions and review important details

discussed in the last class.

2. The facilitator will divide the class into groups. Students will discuss what constructivism means

and how it influences the learning process. The facilitator will provide students with a “time

capsule” that they will use to go back in time to the beginning of this course. They will draw a list

of constructivist techniques and strategies that have been used in this course. They will go further

back in time to draw a second list of teaching/learning techniques and strategies used in a traditional

classroom setting. Students will compare and contrast both methodologies and will determine which

one facilitates learning and fosters a good academic environment. Students will share their findings

with the rest of the class.

3. As students share their findings on constructivism, the facilitator will lead a discussion on this topic.

This discussion will integrate the basic tenets of constructivism with the principles on multiple

intelligences and learning styles. Students will use their experiences and past knowledge to discover

which constructivist techniques help them better in their learning processes.

4. Students will continue working in groups. They will use their pictures, photos, and illustrations

from item 2 in Assignments Before the Workshop to create a collage about procrastination, the

effects of procrastination, and how to deal with or avoid procrastination. Groups will work on a

poster board or a sheet of paper from an easel pad to create their collages. Their collages must

depict what procrastination is, how it affects them, and how to avoid it. After this activity, groups

80


will have 3-5 minutes to present their results and tell their story. The facilitator will evaluate this

oral presentation using Appendix H.

5. The facilitator will lead a discussion about time management, procrastination, and stress. Students

will use their results in the Time Management Test and the Procrastination Test to contribute to the

discussion. The facilitator will focus on the impact of stress and procrastination on physical, mental,

and emotional health. Based on this in-depth discussion and on their analysis of the suggested

readings, students will work in groups to develop “Recipes for Success.” These recipes must

include steps for a stress-free college career and life. Students will use their comic strips to share

their stories with the group members and help them develop their recipes. Each group will share its

recipe with the rest of the class. The facilitator will collect the comic strips at the end of this

exercise. The facilitator will use Appendix U to evaluate the comic strips.

6. The Facilitator will lead a discussion on personal goals and academic goals. This discussion must

analyze the different types of goals (short-term vs. long-term), why some people do not reach their

goals, and different goal-reaching techniques. During this discussion, students will share their list of

short and long-term goals. They will analyze the importance of staying focused and developing

alternatives to facilitate the attainment of goals. Finally, they will develop their plan for reaching

their life and academic goals. Students will share their plans with the rest of the class.

7. Students will work in groups to answer the “No-test Test” included in Appendix Q. This

assessment tool will allow students to summarize the most important points of today’s workshop.

Students will submit their work at the end of the workshop. The facilitator will use this exercise to

determine the areas in which students need additional help. The next workshop will begin with a

discussion of this activity.

8. The facilitator will use “Portfolio Progress Follow-Up”, to discuss the students’ progress on their

portfolios.

81


Assessment:

1. Students will use Appendix N to write a reflective diary for this workshop. This diary as well as the

ones corresponding to all other workshops must be included in the digital portfolio.

82


TALLER SIETE



1. Valorar la diversidad cultural como uno de los ingredientes necesarios para promover la paz social.

2. Aceptar y acoger la diversidad de ideas, visiones, pensamientos y posturas dentro del marco social.

3. Defender la tolerancia y la coexistencia como parte integral del crecimiento personal, profesional y

académico.

4. Entender la diversidad cultural de manera que pueda desarrollar y adoptar técnicas eficaces de

comunicación intercultural.

5. Analizar sucesos de la vida real para evaluar concienzudamente si toleran o no la diversidad.

Objetivos específicos del lenguaje


1. Escuchar: Analizar sucesos de la vida real para evaluar cómo la intolerancia a la diversidad cultural

afecta la convivencia social y la estabilidad individual.

2. Hablar: Exponer con claridad los elementos, las tradiciones y costumbres que lo caracterizan como

individuo y como parte de un colectivo.

3. Leer: Examinar escritos y documentos oficiales para evaluar cómo los países y las instituciones

trabajan para promover la diversidad cultural y social y para erradicar la intolerancia y el discrimen.

4. Escribir: Desarrollar planes y propuestas claras sobre cómo podemos contribuir a una sociedad más

tolerante a la diversidad.

83



Biblioteca Virtual



http://www.rae.es/





Diversidad cultural/Tolerancia/Coexistencia

http://www.unesco.org/new/es/education/themes/leading-the-international-agenda/education-for-

sustainable-development/cultural-diversity/

http://portal.unesco.org/culture/es/ev.php-

URL_ID=34321&URL_DO=DO_TOPIC&URL_SECTION=201.html

http://www.mincultura.gov.co/?idcategoria=36184

http://www.diversidadcultural.mx/index.php/Conoce/diversidad-cultural.html

http://www.cdc-ccd.org/?lang=es

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

http://www.youtube.com/watch?v=X4cevgPH0XA

http://www.youtube.com/watch?v=a_1ObpbOceA

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

Comunicación intercultural

http://www.educacion.navarra.es/documents/57308/57732/2011_comintercultural.pdf/8bcd2117-

0621-4ad8-973b-8d13f83ce0f0

http://www.ehu.es/zer/hemeroteca/pdfs/zer01-05-alsina.pdf

http://www.slideshare.net/librarojita/comunicacin-intercultural

http://cvc.cervantes.es/ensenanza/biblioteca_ele/diccio_ele/diccionario/comintercult.htm

http://www.uri.edu/iaics/content/2012v21n1/08VivianRomeuAldaya.pdf

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


http://www.rae.es/



http://www.unesco.org/new/es/education/themes/leading-the-international-agenda/education-for-sustainable-development/cultural-diversity/

http://www.unesco.org/new/es/education/themes/leading-the-international-agenda/education-for-sustainable-development/cultural-diversity/

http://portal.unesco.org/culture/es/ev.php-URL_ID=34321&URL_DO=DO_TOPIC&URL_SECTION=201.html

http://portal.unesco.org/culture/es/ev.php-URL_ID=34321&URL_DO=DO_TOPIC&URL_SECTION=201.html

http://www.mincultura.gov.co/?idcategoria=36184

http://www.diversidadcultural.mx/index.php/Conoce/diversidad-cultural.html

http://www.cdc-ccd.org/?lang=es


http://www.youtube.com/watch?v=X4cevgPH0XA

http://www.youtube.com/watch?v=a_1ObpbOceA


http://www.educacion.navarra.es/documents/57308/57732/2011_comintercultural.pdf/8bcd2117-0621-4ad8-973b-8d13f83ce0f0

http://www.educacion.navarra.es/documents/57308/57732/2011_comintercultural.pdf/8bcd2117-0621-4ad8-973b-8d13f83ce0f0

http://www.ehu.es/zer/hemeroteca/pdfs/zer01-05-alsina.pdf

http://www.slideshare.net/librarojita/comunicacin-intercultural

http://cvc.cervantes.es/ensenanza/biblioteca_ele/diccio_ele/diccionario/comintercult.htm

http://www.uri.edu/iaics/content/2012v21n1/08VivianRomeuAldaya.pdf


84




“Vocabulario clave de la lección” siguiendo las instrucciones del facilitador.

2. Utilice la Biblioteca Virtual, el Internet y otros recursos académicos para investigar sobre el país que

escogió en el taller anterior. Asegúrese de contar con todos los datos que pide la asignación nueve de

esta sección.

3. Vaya a Wimba Voice y discuta oralmente qué opina sobre la Declaración Universal de los Derechos

Humanos de la UNESCO.

4. Visite el siguiente enlace: http://www.youtube.com/watch?v=NBfhSHzOtrg . Luego de examinar su

contenido, vaya al foro de discusión en Blackboard y siga las siguientes instrucciones:

a. En una sola oración, defina lo que, a su juicio, es la comunicación intercultural. Su trabajo

debe ser original y a la vez reflejar su dominio del tema. Puede utilizar los recursos

sugeridos o los que tenga a su alcance. Asegúrese de seguir las reglas de APA, incluir las

referencias y de enviar su oración a NetTutor para recibir retroalimentación. El facilitador

enviará los trabajos escritos a SafeAssign TM

para detectar plagio. Puede utilizar el Apéndice

P para ayudarle con este ejercicio. (Parte de la evaluación)




More. Complete y entregue el Apéndice D al facilitador indicando el tiempo que trabajó en las


7. En el Taller Seis, cada estudiante seleccionó un país del mundo y lo informó al facilitador. Si algún

estudiante se ausentó al taller pasado, deberá contactar al facilitador para informarle el país de su

selección y asegurarse de que ningún otro compañero ecogió dicho país. Cada alumno utilizará los

motores de búsqueda de la web para encontrar e imprimir la bandera, el escudo y la imagen de un

nativo vestido con el atuendo típico del país. Es importante que imprima cada una de la imágenes a

colores o que los pinte utilizando crayones o lápices de colores. Además, buscará, al menos cinco

detalles interesantes e importantes del país seleccionado. También traerá las imágenes y la


85


información a clase para discutir y participar de los ejercicios. Finalmente,, preparará una

presentación oral que no exceda de cinco minutos.

8. Cada estudiante utilizará los motores de búsqueda de la web para encontrar e imprimir la bandera, el

escudo y a vestimenta típica de su país de nacimiento. Es importante que imprima cada uno de estos

a colores o que los pinte utilizando crayones o lápices de colores. Deberán traer las imágenes a clase

para discutir y participar de los ejercicios.

9. Revise la Declaración Universal de los Derechos Humanos de la UNESCO, sobre la diversidad

cultural en el siguiente enlace:

http://portal.unesco.org/es/ev.phpURL_ID=26053&URL_DO=DO_TOPIC&URL_SECTION=201.

html

Para esta tarea solo revisará la Declaración Universal, aunque, si desea, puede leer la totalidad del

escrito. A la luz de la información provista y de otras fuentes que tenga disponibles, redacte su

propia definición de los siguientes conceptos: identidad, diversidad cultural, cultura y patrimonio

cultural. Recuerde que debe citar sus fuentes siguiendo el formato APA. Resuma, además, qué

recomendaciones establece la UNESCO para promover la diversidad cultural. Entregue esta tarea a

través de Blackboard. Asegúrese de seguir las reglas de APA, incluir las referencias y de enviar su

oración a NetTutor para recibir retroalimentación. El facilitador enviará los trabajos escritos a

SafeAssign TM

para detectar plagio. Finalmente reúnase con una pareja para discutir sus

hallazgos/opiniones. El facilitador utilizará el Apéndice F para evaluar este trabajo. (Parte de la

evaluación)

10. Visite el siguiente enlace que relata las vivencias de varios estudiantes latinoamericanos víctimas de

discrimen: http://www.youtube.com/watch?v=5wusnfdTNzo . Evalúe las experiencias de cada uno

de los participantes y determine si usted o alguien que usted conoce ha sido víctima de situaciones

similares de intolerancia a la diversidad cultural. A la luz de estos relatos evalúe la siguiente

afirmación: vivimos en una sociedad que discrimina. Por eso no podemos demonizar a nuestros

alumnos. Sabemos que nuestors alumnos están reproduciendo lo que aprenden en sus casas o lo que

escuchan en la televisión… Juzgue, a la luz del vídeo, de las lecturas sugeridas y de su experiencia, si esta

afirmación es cierta o falsa. Explique su pensar. Incluya en su respuesta alternativas para fomentar una

sociedad más tolerante a la diversidad cultural. Luego, escriba un ensayo argumentativo de tres párrafos

(al menos cinco oraciones en cada uno) que justifique su posición. Asegúrese de incluir las

referencias y de enviarlo a NetTutor para recibir retroalimentación. El facilitador enviará los

http://portal.unesco.org/es/ev.phpURL_ID=26053&URL_DO=DO_TOPIC&URL_SECTION=201.html

http://portal.unesco.org/es/ev.phpURL_ID=26053&URL_DO=DO_TOPIC&URL_SECTION=201.html


86


trabajos escritos a SafeAssign TM

para detectar casos de plagio.

Entregue esta tarea a través de

Blackboard y lleve sus apuntes a clase para que discuta el contenido. El facilitador(a) utilizará el

Apéndice F para evaluar este trabajo.



1.

2.

3.

Lista de materiales suplementarios para el taller: (Escriba a continuación materiales que requieran las

actividades del taller. Algunos ejemplos son: tarjetas guía, organizador gráfico, vídeo en YouTube,

etcétera. Incluya el # 1 al # 5 en todos los talleres. El facilitador podrá añadir más información.)

1. Blackboard

2. Tell Me More

3. NetTutor

4. Wimba

5. Voice E-mail

6. Deberán traer a clase una caja de crayolas o de lápices de colores.

7. Cinta adhesiva

87












los estudiantes.

_X_ Cognitiva 1)___________________ 2)__________________

_X_ Metacognitiva 1)___________________ 2)__________________

_X_ Socioafectiva 1)___________________ 2)__________________







_X_ Dinámica


_X_ Rigurosa



88



1. El facilitador llevará a cabo un repaso de los tópicos cubiertos en el taller anterior para asegurar la

comprensión de los estudiantes.

2. El facilitador preparará una actividad constructivista para repasar las asignaciones completadas antes

del taller y comprobar la comprensión de los alumnos. Habrá oportunidad para aclarar dudas.

3. El facilitador repasará las fortalezas y las necesidades que reflejaron los estudiantes en el No-test

Test del taller anterior.

4. El/ facilitador utilizará el equipo tecnológico disponible en el salón de clases para proyectar sobre la

pizarra un mapamundi. Los alumnos utilizarán la información y las ilustraciones que recopilaron del

país que seleccionaron para crear un “mapa humano de culturas”. Cada estudiante tomará un turno

para explicar al resto de la clase los detalles importantes del país que seleccionó. Utilizará las

imágenes que imprimió o coloreó en su exposición. Una vez finalice su presentación, usará cinta

adhesiva para pegar la imagen de la persona con vestimenta típica en el lugar del mapa donde ubica

el país seleccionado. El facilitador utilizará el Apéndice H para evaluar la presentación oral. (Parte

de la evaluación)

5. Una vez todos los alumnos hayan terminado, el facilitador dirigirá una discusión sobre la diversidad

cultural y cómo esta se refleja en el mapa humano de culturas. Enfatizará sobre lo que es la

diversidad cultural, la cultura, la identidad y el patrimonio cultural. . Discutirán, además, las

diferentes formas en las que se refleja la intolerancia a la diversidad social y cómo esto afecta al

individuo y a los grupos. Podrán utilizar experiencias propias o las de los estudiantes que

participaron en el documental que evaluaron.

6. Culminada esta discusión, el facilitador utilizará el internet o cualquier otro medio que le resulte

conveniente para ilustrar y modelar a los estudiantes lo que es un acróstico y cómo podemos

creamos un acróstico. Luego, los(as) estudiantes trabajarán en grupo para establecer alternativas que

permitan trabajar con la intolerancia y el discrimen de todo tipo. Crearán un acróstico utilizando

como base alguna palabra clave de su selección que guarde relación con el tema de este taller. Cada

grupo compartirá su acróstico con el resto de la clase y explicará detalladamente su contenido.

7. Los estudiantes trabajarán individualmente con el Apéndice V. Para completar esta tarea, los

estudiantes podrían necesitar las imágenes que trajeron de la bandera, escudo y vestimenta típica de

su país, según solicitado. Cada alumno utilizará lápices de colores o crayolas para completar este

ejercicio. Dibujarán la bandera y escudo de su país; la flor o árbol típico; un plato autóctono de su

89


país y escribirán palabras que no conocemos, pero que son parte del vocabulario de su país de

origen. Finalmente, escribirán una o varias normas de cultura social de su país, que nos permite a

los extranjeros conocer cómo podemos mostrar tolerancia o respeto hacia ellos. Al finalizar sus

dibujos, cada estudiante tomará turnos para exponer los detalles que hacen de su país uno único

dentro de nuestra diversidad cultural. Es importante que incluya en su presentación las palabras o

frases propias de su país, ya que serán necesarias para la próxima actividad. El facilitador utilizará

el Apéndice J para evaluar el lenguaje oral.

8. El facilitador dirigirá una discusión sobre diversidad la cultural y la comunicación intercultural.

Antes de comenzar la discusión, el facilitador proyectará el siguiente vídeo para que todos los

estudiantes puedan observarlo y escucharlo: http://www.youtube.com/watch?v=FXFeuQGokHA.

Los alumnos utilizarán sus experiencias para ilustrar las dificultades que podemos enfrentar cuando

intentamos comunicarnos con personas de otros países, aun cuando hablan nuestro mismo idioma.

Utilizarán, además, los conceptos, las frases y palabras propias de su país para ejemplificar cómo

podemos utilizar una misma palabra para identificar distintas ideas en diferentes países o cómo

personas de otros países pudieran no entender lo que estamos diciendo, a pesar de que hablamos el

mismo idioma. Finalizarán la discusión proveyendo alternativas sobre cómo podemos zanjar las

diferencias y promover una cultura de paz entre países y naciones que aceptan y promueven la

diversidad cultural.

9. A la luz de la discusión en clase, los estudiantes tendrán la oportunidad de revisar y reformular la

oración que escribieron para resumir el concepto de “comunicación intercultural”. Los estudiantes

deberán entregar este resumen al la facilitador al finalizar el taller.


90


10. Finalmente, el facilitador aclarará dudas y contestará preguntas sobre las asignaciones a ser

realizadas antes del próximo taller.


1. Individual: Definición de comunicación intercultural

2. Grupal: Trabajo en equipo sobre la discusión y opinión de la Declaración Universal de la

UNESCO.

3. Escrita: Informe sobre la Declaración Universal de la UNESCO.

4. Oral/Auditiva: Presentación oral sobre el país que escogió.

Cierre del taller:

1. Individual: Los alumnos escribirán su autorreflexión basados en la(s) pregunta(s) que escojan o se

les asigne en el Apéndice I. El facilitador podrá elegir otro tema para la autorreflexión individual.

2. Grupal: ¿Cómo dice, qué dijo?

i. Cada alumno le preguntará a otro sobre un tema que el primero no entienda bien. El

receptor del mensaje le contestará lo que entiende del concepto. Si no queda claro o no se

ha explicado bien, el facilitador aclarará la duda.

91


Workshop Eight



1. Identify and make use of good studying habits and techniques that foster academic development and

progress.

2. Develop and apply techniques for memory enhancement and concentration.

3. Classify in order of preference at least three different reading strategies that foster good intellectual

and academic productivity and performance.

4. Select and use adequate note-taking strategies that facilitate learning and studying.

5. Determine which planning and organization strategies better help them prepare for exams and avoid

anxiety and stress.

6. Value the benefits of teamwork and how it helps them grow as better students and professionals.

7. Employ effective resume-writing techniques in the creation of their own professional resume.

8. Choose and apply techniques and skills to execute effectively in a job interview.



1. Read: Develop and adopt reading techniques that will facilitate the process of learning.

2. Write: Attend to lectures, newscasts, and documentaries, among other oral presentations, and

effectively employ note-taking techniques.

3. Listen: Collaborate effectively in group activities while employing teamwork techniques.

4. Speak: Favorably execute in job interviews using good interviewing techniques as well as stress

management strategies.


Managing Anxiety Before Tests

92


http://www.studygs.net/tstprp8.htm

http://www.ctl.ua.edu/ctlstudyaids/studyskillsflyers/testpreparation/testanxiety.htm

http://www.counselingcenter.illinois.edu/?page_id=114

http://www.brookes.ac.uk/student/services/health/exams.html

http://www.psicologia-online.com/autoayuda/examenes/examenes.shtml

http://www.estudiantes.info/tecnicas_de_estudio/examenes/ansiedad_nervios_examen.htm

http://laansiedadantelosexamenes.blogspot.com/

http://www.psicologoscapital.com.ar/psicologia_detalles.asp?titulo=Ansiedad%20frente%20a%20loa%20e

xamenes&categoria=Psicologia%20Jovenes%20y%20Adultos

http://fisica.usach.cl/~jlay/html/estudiar.htm#stress

Concentration and Memory Skills

http://www.self-guided.com/concentration-skills.html

http://schoolofeducators.com/2010/03/volume-3-month-3-day-16-developing-concentration-skill-in-

students/

http://www.lumosity.com (Brain Games and Brain Training)

http://www.psicopedagogia.com/tecnicas-de-estudio/memoria

http://www.psicopedagogia.com/tecnicas-de-estudio/reglas-mnemotecnicas

http://www.psicopedagogia.com/tecnicas-de-estudio/atencion

Note-taking Skills and Techniques

http://jerz.setonhill.edu/writing/academic1/taking-notes-5-college-success-tips/

http://www.ehow.com/how_4752782_improve-taking-skills.html

http://www.google.com/search?aq=f&sourceid=chrome&ie=UTF-8&q=como+tomar+notas

http://www.academictips.org/acad/literature/notetaking.html

http://www.testtakingtips.com/note/

http://www.studygs.net/tstprp8.htm

http://www.ctl.ua.edu/ctlstudyaids/studyskillsflyers/testpreparation/testanxiety.htm

http://www.counselingcenter.illinois.edu/?page_id=114

http://www.brookes.ac.uk/student/services/health/exams.html

http://www.psicologia-online.com/autoayuda/examenes/examenes.shtml

http://www.estudiantes.info/tecnicas_de_estudio/examenes/ansiedad_nervios_examen.htm

http://laansiedadantelosexamenes.blogspot.com/

http://www.psicologoscapital.com.ar/psicologia_detalles.asp?titulo=Ansiedad%20frente%20a%20loa%20examenes&categoria=Psicologia%20Jovenes%20y%20Adultos

http://www.psicologoscapital.com.ar/psicologia_detalles.asp?titulo=Ansiedad%20frente%20a%20loa%20examenes&categoria=Psicologia%20Jovenes%20y%20Adultos

http://fisica.usach.cl/~jlay/html/estudiar.htm#stress

http://www.self-guided.com/concentration-skills.html

http://schoolofeducators.com/2010/03/volume-3-month-3-day-16-developing-concentration-skill-in-students/

http://schoolofeducators.com/2010/03/volume-3-month-3-day-16-developing-concentration-skill-in-students/

http://www.lumosity.com/

http://www.psicopedagogia.com/tecnicas-de-estudio/memoria

http://www.psicopedagogia.com/tecnicas-de-estudio/reglas-mnemotecnicas

http://www.psicopedagogia.com/tecnicas-de-estudio/atencion

http://jerz.setonhill.edu/writing/academic1/taking-notes-5-college-success-tips/

http://www.ehow.com/how_4752782_improve-taking-skills.html

http://www.google.com/search?aq=f&sourceid=chrome&ie=UTF-8&q=como+tomar+notas

http://www.academictips.org/acad/literature/notetaking.html

http://www.testtakingtips.com/note/

93


http://cai.bc.inter.edu/CIBERINFO/ciber-info_destrezasde_notas.htm

http://thinkwasabi.com/2010/05/5-claves-para-tomar-notas-de-forma-eficaz/

Effective Reading Strategies

http://writing2.richmond.edu/writing/wweb/effread.html

http://www.mindtools.com/rdstratg.html

http://www.adlit.org/article/19844/

http://www.gpb.org/blogs/passion-for-learning/2013/04/08/effective-strategies-for-the-struggling-reader

http://www.lc.unsw.edu.au/onlib/read1.html

http://www.psicopedagogia.com/articulos/?articulo=394

http://www.psicopedagogia.com/tecnicas-de-estudio/lectura

http://www.psicopedagogia.com/tecnicas-de-estudio/lectura-comprensiva

Study Habits

http://www.gearup.wa.gov/resource/good-study-habits

http://psychcentral.com/lib/2006/top-10-most-effective-study-habits/all/1/

http://www.studygs.net/attmot4.htm

http://www.military.com/education/keys-to-success/developing-good-study-habits.html

http://www.psychologytoday.com/blog/ulterior-motives/201202/developing-good-study-habits-really-works

http://www.estudiantes.info/tecnicas_de_estudio/tecnicas_de_estudio.htm

http://www.studygs.net/espanol/

http://metodoparaestudiar.blogspot.com/2008/01/hbitos-de-estudio.html

http://fisica.usach.cl/~jlay/html/estudiar.htm#estudiar

Summary Writing

http://www.sdc.uwo.ca/writing/handouts/Summary%20Writing.pdf

http://pearsonkt.com/writeToLearn/demoMode/writingHelpSummaryStatic.html

http://cai.bc.inter.edu/CIBERINFO/ciber-info_destrezasde_notas.htm

http://thinkwasabi.com/2010/05/5-claves-para-tomar-notas-de-forma-eficaz/

http://writing2.richmond.edu/writing/wweb/effread.html

http://www.mindtools.com/rdstratg.html

http://www.adlit.org/article/19844/

http://www.gpb.org/blogs/passion-for-learning/2013/04/08/effective-strategies-for-the-struggling-reader

http://www.lc.unsw.edu.au/onlib/read1.html

http://www.psicopedagogia.com/articulos/?articulo=394

http://www.psicopedagogia.com/tecnicas-de-estudio/lectura

http://www.psicopedagogia.com/tecnicas-de-estudio/lectura-comprensiva

http://www.gearup.wa.gov/resource/good-study-habits

http://psychcentral.com/lib/2006/top-10-most-effective-study-habits/all/1/


http://www.military.com/education/keys-to-success/developing-good-study-habits.html

http://www.psychologytoday.com/blog/ulterior-motives/201202/developing-good-study-habits-really-works

http://www.estudiantes.info/tecnicas_de_estudio/tecnicas_de_estudio.htm

http://www.studygs.net/espanol/

http://metodoparaestudiar.blogspot.com/2008/01/hbitos-de-estudio.html

http://fisica.usach.cl/~jlay/html/estudiar.htm#estudiar

http://www.sdc.uwo.ca/writing/handouts/Summary%20Writing.pdf

http://pearsonkt.com/writeToLearn/demoMode/writingHelpSummaryStatic.html

94


http://users.drew.edu/~sjamieso/summary.html

http://www.slideshare.net/Jennwei/summary-writing-skills-1835397

http://depts.washington.edu/owrc/Handouts/How%20to%20Write%20a%20Summary.pdf

http://www.enotes.com/how-write-summary-how-to/how-write-summary

http://www.psicopedagogia.com/tecnicas-de-estudio/resumen

http://www.slideshare.net/candrada08/10-consejos-para-hacer-un-buen-resumen

http://www.scribd.com/doc/15674978/Como-elaborar-un-resumen

Writing in College

http://writing-program.uchicago.edu/resources/collegewriting/

http://ezinearticles.com/?Essential-Writing-Techniques-For-College-Students&id=6934091

http://www.csi.cuny.edu/wac/pdf/Student_Writing_Handbook.pdf

http://www.ehow.com/info_7984838_basic-writing-techniques-college-papers.html

http://www.psicopedagogia.com/tecnicas-de-estudio/tecnicas-de-relajacion

http://fisica.usach.cl/~jlay/html/estudiar.htm

http://www.psicopedagogia.com/tecnicas-de-estudio/

Resume Writing Tips and Techniques

http://www.dailywritingtips.com/resume-writing-tips/

http://jobsearch.about.com/od/resumetips/tp/resumetips.htm

http://tulane.edu/hiretulane/students/resume.cfm

https://fortress.wa.gov/esd/worksource/StaticContent.aspx?Context=ResumeWriting

http://www.careers.state.mn.us/res-tip

https://www.asme.org/career-education/articles/job-hunting/6-tips-for-writing-an-effective-resume

http://www.yale.edu/hronline/startcareer/resumetips.html

http://www.careerperfect.com/content/resume-writing-help/

http://users.drew.edu/~sjamieso/summary.html

http://www.slideshare.net/Jennwei/summary-writing-skills-1835397

http://depts.washington.edu/owrc/Handouts/How%20to%20Write%20a%20Summary.pdf

http://www.enotes.com/how-write-summary-how-to/how-write-summary

http://www.psicopedagogia.com/tecnicas-de-estudio/resumen

http://www.slideshare.net/candrada08/10-consejos-para-hacer-un-buen-resumen

http://www.scribd.com/doc/15674978/Como-elaborar-un-resumen

http://writing-program.uchicago.edu/resources/collegewriting/

http://ezinearticles.com/?Essential-Writing-Techniques-For-College-Students&id=6934091

http://www.csi.cuny.edu/wac/pdf/Student_Writing_Handbook.pdf

http://www.ehow.com/info_7984838_basic-writing-techniques-college-papers.html

http://www.psicopedagogia.com/tecnicas-de-estudio/tecnicas-de-relajacion

http://fisica.usach.cl/~jlay/html/estudiar.htm

http://www.psicopedagogia.com/tecnicas-de-estudio/

http://www.dailywritingtips.com/resume-writing-tips/

http://jobsearch.about.com/od/resumetips/tp/resumetips.htm

http://tulane.edu/hiretulane/students/resume.cfm

https://fortress.wa.gov/esd/worksource/StaticContent.aspx?Context=ResumeWriting

http://www.careers.state.mn.us/res-tip

https://www.asme.org/career-education/articles/job-hunting/6-tips-for-writing-an-effective-resume

http://www.yale.edu/hronline/startcareer/resumetips.html

http://www.careerperfect.com/content/resume-writing-help/

95


Job Interviews

http://jobsearch.about.com/od/preparation/interview-preparation-tips.htm

http://jobsearch.about.com/od/interviewsnetworking/ss/job-interview.htm

http://money.usnews.com/money/blogs/outside-voices-careers/2011/02/07/how-to-prepare-for-a-job-

interview

http://guides.wsj.com/careers/how-to-succeed-in-a-job-interview/how-to-prepare-for-a-job-interview/

http://theundercoverrecruiter.com/how-best-prepare-your-job-interview/

http://www.kucareerhawk.com/s/762/images/editor_documents/handouts/InterviewBook.pdf

http://www.wa.gov/esd/guides/jobsearch/strategy/interview_effective.htm

http://www.cbsnews.com/video/watch/?id=7394625n

http://www.flexjobs.com/blog/post/11-best-job-interview-preparation-tips/

http://careers.guardian.co.uk/careers-blog/job-interview-checklist-how-to-prepare

http://www.salisbury.edu/careerservices/students/Interviews/Stress.html

http://www.msvu.ca/site/media/msvu/Tips%20for%20Managing%20Anxiety%20at%20a%20Job%20Interv

iew.pdf

Teamwork skills

https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/tips-students/being-

part-team/teamwork-skills-being-effective-group-member

http://www.sccoe.k12.ca.us/depts/ell/cpm/Feb22-2008/3.Teamwork%20-wiki.pdf

http://bellinghamschools.org/sites/default/files/studentgal/onlineresearch/oldonline/mod8team.htm

http://www.agileadvice.com/2009/10/12/linkstoagileinfo/seven-essential-teamwork-skills/

http://www.strath.ac.uk/careers/skills/peopleskills/teamworkcollaborationskills/

http://www.law.unimelb.edu.au/lasc/professional-skills/tips-for-effective-teamwork

http://www.youtube.com/watch?v=o9mdHMtxOjY what’s a team

http://jobsearch.about.com/od/preparation/interview-preparation-tips.htm

http://jobsearch.about.com/od/interviewsnetworking/ss/job-interview.htm

http://money.usnews.com/money/blogs/outside-voices-careers/2011/02/07/how-to-prepare-for-a-job-interview

http://money.usnews.com/money/blogs/outside-voices-careers/2011/02/07/how-to-prepare-for-a-job-interview

http://guides.wsj.com/careers/how-to-succeed-in-a-job-interview/how-to-prepare-for-a-job-interview/

http://theundercoverrecruiter.com/how-best-prepare-your-job-interview/

http://www.kucareerhawk.com/s/762/images/editor_documents/handouts/InterviewBook.pdf

http://www.wa.gov/esd/guides/jobsearch/strategy/interview_effective.htm

http://www.cbsnews.com/video/watch/?id=7394625n

http://www.flexjobs.com/blog/post/11-best-job-interview-preparation-tips/

http://careers.guardian.co.uk/careers-blog/job-interview-checklist-how-to-prepare

http://www.salisbury.edu/careerservices/students/Interviews/Stress.html

http://www.msvu.ca/site/media/msvu/Tips%20for%20Managing%20Anxiety%20at%20a%20Job%20Interview.pdf

http://www.msvu.ca/site/media/msvu/Tips%20for%20Managing%20Anxiety%20at%20a%20Job%20Interview.pdf

https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/tips-students/being-part-team/teamwork-skills-being-effective-group-member

https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/tips-students/being-part-team/teamwork-skills-being-effective-group-member

http://www.sccoe.k12.ca.us/depts/ell/cpm/Feb22-2008/3.Teamwork%20-wiki.pdf

http://bellinghamschools.org/sites/default/files/studentgal/onlineresearch/oldonline/mod8team.htm

http://www.agileadvice.com/2009/10/12/linkstoagileinfo/seven-essential-teamwork-skills/

http://www.strath.ac.uk/careers/skills/peopleskills/teamworkcollaborationskills/

http://www.law.unimelb.edu.au/lasc/professional-skills/tips-for-effective-teamwork

http://www.youtube.com/watch?v=o9mdHMtxOjY

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http://www.youtube.com/watch?v=wuo13FrNX6g examples of teamwork

Assignments Before the Workshop:

1. Students will use a graphic organizer for this assignment. Use the suggested resources or any others

of your preference to prepare a summary chart that includes at least five details, tips, or techniques

for each one of the following topic areas: study habits; reading strategies; enhancing memory; taking

notes; preparing for exams. Students can access the following site to view different styles and types

of graphic organizers: http://www.enchantedlearning.com/graphicorganizers/vocab/ . The one that

most resembles the summary chart is the T-Chart. However, your summary chart, instead of having

two columns, must include five columns, one for each of the topic areas: study habits; reading

strategies; enhancing memory; taking notes; preparing for exams. Under each of the topic areas you

will enumerate your five selected tips, techniques, or strategies of preference. You must submit

your summary chart as an assignment through Blackboard. The facilitator will use Appendix F to

evaluate your work. Bring your summary chart to class for discussion.

2. Visit the following website: http://www.studygs.net/attmot4.htm . Complete the Study Habits Test.

Write your score down together with its interpretation. Bring your interpretation to class for

discussion.

3. Use the suggested readings or any other of your choice to determine your five best strategies for

note-taking. Write these five strategies in your order of preference from good to best. Review these

strategies as you will use them for this exercise. For this assignment you will need your computer, a

notebook or several pieces of paper, and a pen or pencil. Sit down and relax in front of your

computer. Make sure that you set aside between 45 minutes to 1 hour to do this assignment. Avoid

all interruptions and distractions. Choose any of the documentaries listed below.

http://www.youtube.com/watch?v=tQCLxpp4TTQ (The Pentagon and its Secrets)

http://www.youtube.com/watch?v=Ch3ha8Wda50 (World Under water)

http://www.youtube.com/watch?v=wuo13FrNX6g

http://www.enchantedlearning.com/graphicorganizers/vocab/


http://www.youtube.com/watch?v=tQCLxpp4TTQ

http://www.youtube.com/watch?v=Ch3ha8Wda50

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http://www.youtube.com/watch?v=Rr27Z7HEE0Y (Cuba)

http://www.youtube.com/watch?v=m2fjWRK66wk(The Italian mafia)

http://www.youtube.com/watch?v=WfmbsqIJ_xA (The Slums of India)

http://www.youtube.com/watch?v=RMIwInXJi-A (America’s Poor Children)

http://www.youtube.com/watch?v=ZzWjXI4prhA (The Great Inca Rebellion)

http://www.youtube.com/watch?v=qji-NMX3b5s (Hitler’s Secret Weapon)

http://www.youtube.com/watch?v=vYSkxfLrRVM (Extreme Prison Gangs)

http://www.youtube.com/watch?v=yUD4vTW5SS4 (Secrets of the Dollar Bill)

http://www.youtube.com/watch?v=g2FoG5h1obo (Alcatraz Prisoners)

http://www.youtube.com/watch?v=ushmgPM7HT8 (Creating Life)

http://www.youtube.com/watch?v=gMEj2lirPPc (Empowerment or Exploitation)

These are all interesting documentaries that vary in topics and ideas. As you watch the documentary

you selected, take notes using the strategies you chose. Make sure that your notes are clear and that

you use the different note-taking strategies, techniques and tips that you selected. After you have

finished taking your notes, reflect on the following questions: was note taking an easy or difficult

task? Explain your response. What specific changes will you make to your note-taking techniques

after this lesson? Post your answers on a discussion board in Blackboard and comment on the

responses of at least two of your classmates. Bring them to class for discussion.

4. Create a detailed plan that specifies how you will work on your study habits, planning and

organizing for exams, and your reading techniques during your college career. Use the suggested

resources or any other of your choice to select the best techniques and strategies that match your

learning style and type of intelligence. Write a list of these techniques and strategies and explain

how they match your learning style and intelligence type. Submit your answers through Blackboard

and bring them to class for discussion.

http://www.youtube.com/watch?v=Rr27Z7HEE0Y

http://www.youtube.com/watch?v=m2fjWRK66wk

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

http://www.youtube.com/watch?v=RMIwInXJi-A

http://www.youtube.com/watch?v=ZzWjXI4prhA

http://www.youtube.com/watch?v=qji-NMX3b5s

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

http://www.youtube.com/watch?v=yUD4vTW5SS4

http://www.youtube.com/watch?v=g2FoG5h1obo

http://www.youtube.com/watch?v=ushmgPM7HT8

http://www.youtube.com/watch?v=gMEj2lirPPc

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5. Use the suggested resources or any others of your choice to write a rough draft of your professional

resume. If you already have a resume, you can use that one. Bring your resume to class for

discussion.

6. Imagine that you are the boss of a big company, or the human resources director. After reviewing

the readings and links about ways to prepare for a job interview, write two or three questions that

you would ask an applicant for a job. Bring your questions to class for discussion.

7. Use Tell Me More to continue working on your language skills.

Activities:

1. The facilitator will begin the class discussing students’ questions and concerns as they were

reflected in last week’s summary of intercultural communication skills and techniques.

2. Students will work in groups to discuss the summary table that they constructed using the graphic

organizer. This exercise corresponds to item 1 in the Assignments Before the Workshop section.

Students will discuss their chosen techniques and strategies. As a group, they will reach consensus

about the five best strategies that work with each of the five topic areas: study habits; reading

strategies; enhancing memory; taking notes; preparing for exams. Each group will share its

summary table with the rest of the class. The facilitator will use Appendix J to evaluate this

activity.

3. Based on the groups’ presentations, the facilitator will lead a discussion related to good tips and

techniques for studying, reading, note-taking, planning and organizing, and memory enhancement.

Students will compare and contrast their answers in the previous exercise. They will justify their

choices of strategies and techniques and explain how they relate to their learning style and type of

intelligence. They may use their results in the Study Habits Exam and the note taking exercise

(items 2 and 3, respectively, in the Assignments Before the Workshop section) to support their

positions.

99


4. Students will work in pairs to discuss the questions they would ask an applicant if they were the

owner of a company or the human resources director. This exercise corresponds to item number 6

of the Assignments Before the Workshop section. As they discuss, they will come up with a list of

interesting and valuable questions that could be asked in a job interview. They will have several

minutes to develop their list. Once they have finished, each pair will join another pair of students.

The students in pair 1 will be interviewers, while the students in pair 2 will be the applicants. The

students in pair 1 will administer their interview to both students in pair 2 as if they had to choose

between one and the other for a job. Once the first interview has concluded, the students will trade

places so that those who initially interviewed will now be the applicants, and those who were

initially interviewed will now be bosses. They will repeat the same activity as if the new bosses had

to choose whom to hire from the pair of interviewees. The facilitator will establish a time frame for

these interviews to take place. All groups and interviews must finish when the time concludes. The

facilitator will lead a discussion about the difficulties that may arise before, during, and after a job

interview, and the alternatives that exist to overcome such difficulties. Students will share their

experiences and discuss the results of their interviews.

5. Students will hand in their digital portfolio.

6. Students will complete the exit survey. The student representative will be in charge of administering

it and taking it back to the designated office.

Asessment:

1. The facilitator will administer an assessment tool titled “The Whip.” This assessment tool is located

in Appendix W. Students must return these assessment tools to the facilitator before leaving class.

100


Apéndices/Appendices

101


APPENDIX A

NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED INSTRUCTION

Retrieved from: WIDA Consortium http://www.wida.us/

“Can Do” Listening Rubric

http://www.wida.us/

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National Proficiency Levels Criteria

Starting

Identifies objects.

Names concrete objects.

Points to picture/object of the word heard.

Follows simple commands.

Repeats words or simple phrases.

Understands simple messages – gestures, pointing.

Emerging

Draws a picture.

Requires continuous repetition.

Follows verbal dictations.

Checks-off words that were heard.

Repeats information heard to determine comprehension.

Understands slow speech and multiple repetitions.

Developing Understands more details of spoken language.

Needs limited or no repetition and slow speech.

Understands basic academic vocabulary which is frequently used in class

discussions.

Understands class discussions with some difficulty.

Understands most of what was said.

Expanding Needs limited or no repetition at normal speed speech.

Understands academic vocabulary used in class discussions.

Understands class discussions with little difficulty.

Understands nearly everything said.

Bridging Needs no repetition at normal speed speech.

Understands elaborate academic vocabulary used in class discussions.

Understands class discussions with no difficulty.

Demonstrates a native-like English speaker’s understanding of what is said.

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“Can Do” Speaking Rubric

National Proficiency

Levels

Criteria

Starting Names concrete objects.

Responds a simple yes or no to questions.

Repeats words or simple phrases.

Uses one word commands.

Mispronounces words making it difficult to be understood.

Breaks speech into parts making comprehension difficult.

Uses limited or no vocabulary to support message.

Emerging Uses a few more words to respond to questions although grammatically incorrect.

Uses one-, two-, and multiple-word commands.

Uses verb tenses interchangeably.

Misuses words in daily speech.

Repeats spoken words or phrases to improve understanding due to pronunciation flaws.

Uses grammar and word order incorrectly.

Uses vocabulary (emerging stage) to support oral messages.

Developing Responds using longer phrases/sentences.

Initiates and carries out conversations; however, there may be interruptions due to thinking of the

correct words to say.

Applies grammar and word order correctly most of the time.

Demonstrates correct use of basic academic vocabulary which is frequently used in class discussions

and/or oral assignments.

Speaks with some hesitation.

Uses vocabulary to support oral messages.

Speaks with less difficulty, but listener must pay close attention to pronunciation.

Expanding Responds using elaborate phrases/sentences.

Uses and interprets idiomatic expressions.

Converses more fluently in social settings.

Uses academic vocabulary frequently in class discussions.

Participates in class discussions using academic content with slight hesitation.

Misuse of grammar and word order seldom occurs and does not interrupt meaning.

Pronounces most words accurately and clearly.

Bridging Speaks fluently.

Uses elaborate academic vocabulary in all class discussions correctly.

Participates in class discussion using academic content without hesitation.

Uses appropriate vocabulary to support oral messages at all times.

Uses correct grammar and word all the time.

Speaks with native-like pronunciation and intonation.

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“Can Do” Reading Rubric

National

Proficiency

Levels

Criteria

Starting Lacks comprehension of a wide array of written material (not developed).

Lacks ability to interpret graphs, charts, tables, and forms in textbooks (not developed).

Struggles with use of pre-reading and reading skills (not developed).

Lacks ability to apply reading strategies in order to guess meanings of unfamiliar words from context (not developed).

Struggles with use of strategic reading skills (in order to plan his/her reading assignments, diagnose deficiencies, resolve

deficiencies independently or with the help of others, etc.) (not developed).

Emerging Improving comprehension (slowly emerging) of a wide array of written material (e.g., fictional and non-fictional texts that

bridge personal, professional and academic themes, news articles, short stories, short novels, etc.).

Demonstrates correct interpretation of basic graphs, charts, tables and forms in textbooks.

Applies limited pre-reading (e.g., activation of prior knowledge, semantic maps, etc.) and reading skills (e.g., skimming,

scanning, inferences, paragraph frames, DRA, SQ4R, etc.) (slowly emerging).

Struggles with ability to use limited reading strategies to guess meanings of unfamiliar words from context (e.g., definition, restatement, examples,

surrounding words, etc.).

Strives to understand (even when not successful) the relationship between ideas (e.g., time, logical order, comparison/contrast, cause/effect), and

reading patterns in order to identify literary genres (as listed above).

Applying successful reading skills (as listed above) are still emerging.

Developing Comprehends a wide array of written material (as listed above).

Interprets basic graphs, charts, tables and forms.

Applies correctly pre-reading and reading skills (as listed above).

Applies correct use of reading strategies to guess meanings of unfamiliar words from context (as listed above)-evidence of

emerging.

Understands the relationship between ideas (as listed above)-evidence of emerging..

Uses strategic reading skills (as listed above) that are evident.

Expanding Comprehends a wide array of level-appropriate written materials (as listed above) with mature accuracy.

Interprets increasingly complex graphs, charts, tables, and forms accurately.

Applies pre-reading and reading skills (as listed above) very strongly.

Applies strategies to guess meanings of unfamiliar words from context (as listed above) which is clearly evident.

Identifies signal words to understand the relationship between ideas (as listed above), and reading patterns to identify literary

genres (as listed above)- emerging strongly.

Understands the relationship between ideas (as listed above)-strongly evident.

Uses strategic reading skills (as listed above) with mature accuracy.

Bridging Comprehends various types and lengths of level appropriate written materials (as listed above)-fully developed.

Interprets complex graphs, charts, tables, and forms accurately.

Applies pre-reading and reading skills (as listed above)-fully developed.

Applies reading strategies to determine the meaning of unfamiliar words in a text (as listed above) with accuracy.

Understands the relationship between ideas (time, logical order, comparison/contrast, cause/effect).

Demonstrates fully developed strategic reading skills (as listed above).

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“Can Do” Writing Rubric

National

Proficiency

Levels

Criteria

Starting Lacks clear writing and focus.. Details are limited or unclear. There’s no clear distinction to what is important and what is supported.

Lacks engaging and drawing a conclusion. Paper simply starts and ends. Lack of transitions make it difficult to understand the paper.

Writes with limited use of vocabulary or specific words to transmit meaning of the essay. Misuse of parts of speech makes it difficult to

understand the writing.

Rambles- use of incomplete sentences that are too long to understand. Sentences follow a simple structure and or style.

Struggles with spelling, punctuation capitalization and other writing conventions. This makes it very difficult to understand the writing.

Lacks strategic writing skills (e. g., knowledge of the writing process; declarative, procedural and conditional knowledge; and strategies for inquiry, for drafting [such as

investigating genre, considering audience, and responding to purpose], and for product revision) that are clearly not developed.

Emerging Writes sentences that are still unclear 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.

Attempts to write an introduction and or conclusion. Use of transitions helps, but paper is in need of more details.

Struggles with some vocabulary terms that are used inappropriately. Greater command of the parts of speech is developing,.

but many words are still used incorrectly.

Attempts to create a style of sentence structure here and there; although, for the most part it sticks to one style.

Shows need of improving spelling, punctuation, capitalization, and other writing conventions. It is still difficult to read the writing; but there are

signs of improvement.

Demonstrates emerging strategic writing skills.

Developing Writes with an unclear focus. Writing appears to be on one topic, but shifts to another topic at times. Support of main idea is lacking. Reader is

left with unanswered questions.

Attempts to write a proper introduction and conclusion however, both are dull or unclear. Transitions help connect ideas although at times they

distract the flow.

Selects and uses words appropriately; however, they are not higher level and need more vigor.

Formulates well-written sentences; however, style and structure of sentences are repetitious.

Demonstrates control of spelling, punctuation, capitalization, and other writing conventions. However, the writing could read and sound better by improving conventions.

Utilizes strategic writing skills properly (now evident).

Expanding Writes with a focus in mind; however, there is room for improvement. Needs more relevant details to support the main idea.

Some readers’ questions can be answered, while others are left with doubt.

Uses a proper introduction and conclusion, however, some improvement is needed. Needs to continue using transitional words are properly in order to allow the proper flow of

ideas.

Selects and uses vocabulary words that are much more livelier and appropriate. Some common wording can be improved.

Writes with a definite style, and sentence structure is “catchy” with few mistakes.

Demonstrates good control of spelling, punctuation, capitalization, and other writing conventions. Mistakes are few and nothing distracts from the writing.

Applies mature strategic writing skills.

Bridging Writing is clear and focused on a narrowed topic. Details are relevant and accurate, and they support the main ideas. Reader’s questions are answered

Writing has a clear introduction that’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.

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APPENDIX B

THE WRITING PROCESS

SIX TRAIT ANALYTIC WRITING RUBRIC

Retrieved from:

http://www.azed.gov/standards-development-assessment/six-traits/

http://www.azed.gov/standards-development-assessment/six-traits/

107


APPENDIX B

THE WRITING PROCESS

SIX TRAIT ANALYTIC WRITING RUBRIC

Student’s name:__________________________________ Date:___________________

Facilitator:______________________Course: ________ Assignment:_______________

Instructions: This rubric will be used to evaluate written work done by the student in both English and

Spanish. Please refer to the trait that you are evaluating (i.e., Ideas and Content, etc.). Select the criteria per

level (6 = highest, 1 = lowest) that best reflect the student’s writing ability. Refer to all the Appendix B

sheets that describe, in detail, all the writing traits that you are evaluating in order to complete this rubric

properly.

Write an “X” in the box that applies for each criterion. Add the corresponding numbers down and across to

obtain the total. Divide by six to obtain the number of points for the written work (maximum of six points

per written work).

Criteria per Level

(From Highest to Lowest)

Writing Traits 6 5 4 3 2 1

1. Ideas and Content

2. Organization

3. Voice

4. Word Choice

5. Sentence Fluency

6. Conventions

TOTALS

Total:

___________

Number of

Points:____

108


Scoring Scale: (36 - 0)

Outstanding: 33-36 points = A

Very Good: 29-32 points = B

Satisfactory: 24-28 points =C

Fair: 19-23 points =D

Poor: 0-18 points = F

109


Six Traits for Analytic Writing Rubrics

Trait #1: Idea and Content

Criteria per Level

6

The writing is exceptionally clear, focused and interesting. It holds the reader’s attention throughout. Main ideas stand

out and are developed by strong support and rich details suitable to audience and purpose. The writing is characterized

by:

• clarity, focus, and control,

• main idea(s) that stands out,

• supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible

support,

• a thorough, balanced, in-depth explanation/ exploration of the topic; the writing makes connections and shares insights,

and

• content and selected details that are well suited to audience and purpose.

5

The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are developed by

supporting details suitable to audience and purpose. The writing is characterized by:

• clarity, focus, and control,

• main idea(s) that stands out,

• supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible

support,

• a thorough, balanced explanation/exploration of the topic; the writing makes connections and shares insights, and

• content and selected details that are well-suited to audience and purpose.

4

The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although it may be

limited or rather general. The writing is characterized by:

• an easily identifiable purpose,

• clear main idea(s),

• supporting details that are relevant, but may be overly general or limited in places; when appropriate, resources are used

to provide accurate support,

• a topic that is explored/explained, although developmental details may occasionally be out of balance with the main

idea(s); some connections and insights may be present, and

• content and selected details that are relevant, but perhaps not consistently well chosen for audience and purpose.

3

The reader can understand the main ideas, although they may be overly broad or simplistic, and the results may not be

effective. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly off-topic. The writing is

characterized by:

• an easily identifiable purpose and main idea(s),

• predictable or overly-obvious main ideas or plot; conclusions or main points seem to echo observations heard

elsewhere,

• support that is attempted, but developmental details that are often limited in scope, uneven, somewhat off-topic,

predictable, or overly general,

• details that may not be well-grounded in credible resources; they may be based on clichés, stereotypes or questionable

sources of information, and

• difficulties when moving from general observations to specifics.

2

Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is characterized by:

• a purpose and main idea(s) that may require extensive inferences by the reader,

• minimal development; insufficient details,

• irrelevant details that clutter the text, and

• extensive repetition of detail.

1 The writing lacks a central idea or purpose. The writing is characterized by:

• ideas that are extremely limited or simply unclear and

• attempts at development that are minimal or non-existent; the paper is too short to demonstrate the development of an

idea.

110


Trait #2: Organization

Criteria per Level

6

The organization enhances the central idea(s) and its development. The order and structure are compelling and

move the reader through the text easily. The writing is characterized by:

• effective, perhaps creative, sequencing; the organizational structure fits the topic, and the writing is easy to

follow,

• a strong, inviting beginning that draws the reader in and a strong satisfying sense of resolution or closure,

• smooth, effective transitions among all elements (sentences, paragraphs, and ideas), and

• details that fit where placed.

5

The organization enhances the central idea(s) and its development. The order and structure are strong and

move the reader through the text. The writing is characterized by:

• effective sequencing; the organizational structure fits the topic, and the writing is easy to follow,

• an inviting beginning that draws the reader in and a satisfying sense of resolution or closure,

• smooth, effective transitions among all elements (sentences, paragraphs, and ideas), and

• details that fit where placed.

4

Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is

characterized by:

• clear sequencing,

• an organization that may be predictable,

• a recognizable, developed beginning that may not be particularly inviting; a developed conclusion that may

lack subtlety,

• a body that is easy to follow with details that fit where placed,

• transitions that may be stilted or formulaic, and

• organization which helps the reader, despite some weaknesses.

3

An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal.

The writing is characterized by:

• attempts at sequencing, but the order or the relationship among ideas may occasionally be unclear,

• a beginning and an ending which, although present, are either undeveloped or too obvious (e.g. “My topic

is...”, “These are all the reasons that…”),

• transitions that sometimes work. The same few transitional devices (e.g., coordinating conjunctions,

numbering, etc.) may be overused,

• a structure that is skeletal or too rigid,

• placement of details that may not always be effective, and

• organization which lapses in some places, but helps the reader in others.

2

The writing lacks a clear organizational structure. An occasional organizational device is discernible;

however, the writing is either difficult to follow and the reader has to reread substantial portions, or the piece

is simply too short to demonstrate organizational skills. The writing is characterized by:

• some attempts at sequencing, but the order or the relationship among ideas is frequently unclear,

• a missing or extremely undeveloped beginning, body, and/or ending,

• a lack of transitions, or when present, ineffective or overused,

• a lack of an effective organizational structure, and

• details that seem to be randomly placed, leaving the reader frequently confused.

1

The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader

remains confused. The writing is characterized by:

• a lack of effective sequencing,

• a failure to provide an identifiable beginning, body and/or ending,

• a lack of transitions,

• pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along too rapidly,

and

• a lack of organization which ultimately obscures or distorts the main point.

111


Trait #3: Voice

Criteria per Level

6

The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply

committed to the topic, and there is an exceptional sense of “writing to be read.” The writing is expressive,

engaging, or sincere. The writing is characterized by:

• an effective level of closeness to or distance from the audience (e.g., a narrative should have a strong

personal voice, while an expository piece may require extensive use of outside resources and a more

academic voice; nevertheless, both should be engaging, lively, or interesting; technical writing may require

greater distance),

• an exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to

communicate the message most effectively; the reader may discern the writer behind the words and feel a

sense of interaction, and

• a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness,

honesty, conviction, excitement, humor, or suspense.

5

The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to

the topic, and there is a sense of “writing to be read.” The writing is expressive, engaging or sincere. The

writing is characterized by:

• an appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong

personal voice while an expository piece may require extensive use of outside resources and a more academic

voice; nevertheless, both should be engaging, lively or interesting; technical writing may require greater

distance),

• a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the

message most effectively; the reader may discern the writer behind the words and feel a sense of interaction,

and

• a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness,

honesty, conviction, excitement, humor, or suspense.

4

A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of “writing to

be read.” In places, the writing is expressive, engaging, or sincere. The writing is characterized by:

• a questionable or inconsistent level of closeness to or distance from the audience,

• a sense of audience; the writer seems to be aware of the reader but has not consistently employed an

appropriate voice; the reader may glimpse the writer behind the words and feel a sense of interaction in

places, and

• liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately

casual or personal, or inappropriately formal and stiff.

3

The writer’s commitment to the topic seems inconsistent. A sense of the writer may emerge at times; however,

the voice is either inappropriately personal or inappropriately impersonal. The writing is characterized by:

• a limited sense of audience; the writer’s awareness of the reader is unclear,

• an occasional sense of the writer behind the words; however, the voice may shift or disappear a line or two

later and the writing become somewhat mechanical, and

• a limited ability to shift to a more objective voice when necessary.

2

The writing provides little sense of involvement or commitment. There is no evidence that the writer has

chosen a suitable voice. The writing is characterized by:

• little engagement of the writer; the writing tends to be largely flat, lifeless, stiff, or mechanical,

• a voice that is likely to be overly informal and personal,

• a lack of audience awareness; there is little sense of "writing to be read," and

• little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and

writer.

1

The writing seems to lack a sense of involvement or commitment. The writing is characterized by:

• no engagement of the writer; the writing is flat and lifeless,

• a lack of audience awareness; there is no sense of “writing to be read,” and

• no hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing

does not involve or engage the reader.

112


Trait #4: Word Choice

Criteria per Level

6

Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to

audience and purpose. The writer employs a rich, broad range of words, which have been carefully chosen

and thoughtfully placed for impact. The writing is characterized by:

• accurate, strong, specific words; powerful words energize the writing,

• fresh, original expression; slang, if used, seems purposeful and is effective,

• vocabulary that is striking and varied, but that is natural and not overdone,

• ordinary words used in an unusual way, and

• words that evoke strong images; figurative language may be used.

5

Words convey the intended message in an interesting, precise, and natural way appropriate to audience and

purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully

placed for impact. The writing is characterized by:

• accurate, specific words; word choices energize the writing,

• fresh, vivid expression; slang, if used, seems purposeful and is effective,

• vocabulary that may be striking and varied, but that is natural and not overdone,

• ordinary words used in an unusual way, and

• words that evoke clear images; figurative language may be used.

4

Words effectively convey the intended message. The writer employs a variety of words that are functional

and appropriate to audience and purpose. The writing is characterized by:

• words that work but do not particularly energize the writing,

• expression that is functional; however, slang, if used, does not seem purposeful and is not particularly

effective,

• attempts at colorful language that may occasionally seem overdone,

• occasional overuse of technical language or jargon, and

• rare experiments with language; however, the writing may have some fine moments and generally avoids

clichés.

3

Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to audience and

purpose in places. The writer does not employ a variety of words, producing a sort of “generic” paper filled

with familiar words and phrases. The writing is characterized by:

• words that work, but 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, and

• reliance on clichés and overused expressions.

2

Language is monotonous and/or misused, detracting from the meaning and impact. The writing is

characterized by:

• words that are colorless, flat or imprecise,

• monotonous repetition or overwhelming reliance on worn expressions that repeatedly distract from the

message, and

• images that are fuzzy or absent altogether.

1

The writing shows an extremely limited vocabulary or is so filled with misuses of words that the meaning is

obscured. Only the most general kind of message is communicated because of vague or imprecise language.

The writing is characterized by:

• general, vague words that fail to communicate,

• an extremely limited range of words, and

• words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong.

113


Trait #5: Sentence Fluency

Criteria per Level

6

The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with

consistently strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is

characterized by:

• a natural, fluent sound; it glides along with one sentence flowing effortlessly into the next,

• extensive variation in sentence structure, length, and beginnings that add interest to the text,

• sentence structure that enhances meaning by drawing attention to key ideas or reinforcing relationships

among ideas,

• varied sentence patterns that create an effective combination of power and grace,

• strong control over sentence structure; fragments, if used at all, work well, and

• stylistic control; dialogue, if used, sounds natural.

5

The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure

that makes expressive oral reading easy and enjoyable. The writing is characterized by:

• a natural, fluent sound; it glides along with one sentence flowing into the next,

• variation in sentence structure, length, and beginnings that add interest to the text,

• sentence structure that enhances meaning,

• control over sentence structure; fragments, if used at all, work well, and

• stylistic control; dialogue, if used sounds natural.

4

The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence

patterns are somewhat varied, contributing to ease in oral reading. The writing is characterized by:

• a natural sound; the reader can move easily through the piece, although it may lack a certain rhythm and

grace,

• some repeated patterns of sentence structure, length, and beginnings that may detract somewhat from

overall impact,

• strong control over simple sentence structures, but variable control over more complex sentences;

fragments, if present, are usually effective, and

• occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part, but may at times

sound stilted or unnatural.

3

The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader

to slow down or reread. The writing is characterized by:

• some passages that invite fluid oral reading; however, others do not,

• some variety in sentences structure, length, and beginnings, although the writer falls into repetitive sentence

patterns,

• good control over simple sentence structures, but little control over more complex sentences; fragments, if

present, may not be effective,

• sentences which, although functional, lack energy, and

• lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.

2

The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow

down or reread. The writing is characterized by:

• significant portions of the text that are difficult to follow or read aloud,

• sentence patterns that are monotonous (e.g., subject-verb or subject-verb-object), and

• a significant number of awkward, choppy, or rambling constructions.

1

The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very

awkward. The writing is characterized by:

• text that does not invite—and may not even permit—smooth oral reading,

• confusing word order that is often jarring and irregular,

• sentence structure that frequently obscures meaning, and

• sentences that are disjointed, confusing, or rambling.

114


Trait #6: Conventions

Criteria per Level

6

The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling, capitalization,

paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that the

reader can easily skim right over them unless specifically searching for them. The writing is characterized by: • strong control of conventions; manipulation of conventions may occur for stylistic effect,

• strong, effective use of punctuation that guides the reader through the text, • correct spelling, even of more difficult words,

• paragraph breaks that reinforce the organizational structure,

• correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece, and

• little or no need for editing.

5

The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks,

grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that they do not impede readability. The writing is characterized by:

• strong control of conventions,

• effective use of punctuation that guides the reader through the text, • correct spelling, even of more difficult words,

• paragraph breaks that reinforce the organizational structure,

• correct capitalization; errors, if any, are minor, • correct grammar and usage that contribute to clarity and style,

• skill in using a wide range of conventions in a sufficiently long and complex piece, and

• little need for editing.

4

The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar

and usage). Minor errors, while perhaps noticeable, do not impede readability. The writing is characterized by:

• control over conventions used, although a wide range is not demonstrated, • correct end-of-sentence punctuation, internal punctuation may sometimes be incorrect,

• spelling that is usually correct, especially 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 meaning or confuse the reader, and

• moderate need for editing.

3

The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks,

grammar and usage). Errors begin to impede readability. The writing is characterized by:

• some control over basic conventions; the text may be too simple to reveal mastery, • end-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors,

• spelling errors that distract the reader; misspelling of common words occurs,

• paragraphs that sometimes run together or begin at ineffective places, • capitalization errors,

• errors in grammar and usage that do not block meaning but do distract the reader, and

• significant need for editing.

2

The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability. The writing is characterized by:

• little control over basic conventions,

• many end-of-sentence punctuation errors; internal punctuation contains frequent errors, • spelling errors that frequently distract the reader; misspelling of common words often occurs,

• paragraphs that often run together or begin in ineffective places,

• capitalization that is inconsistent or often incorrect, • errors in grammar and usage that interfere with readability and meaning, and

• substantial need for editing.

1

Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read. In

fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message and must reread for

meaning. The writing is characterized by:

• very limited skill in using conventions, • basic punctuation (including end-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect,

• frequent spelling errors that significantly impair readability,

• paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the organization of the text, • capitalization that appears to be random, and

• a need for extensive editing.

115


APÉNDICE C/APPENDIX C

INFORMACIÓN ACERCA DEL LABORATORIO DE IDIOMAS

Y EL E-LAB

LANGUAGE LAB AND E-LAB INFORMATION

116


Información acerca del Laboratorio de Idiomas y el E-Lab

El Laboratorio de Idiomas y el E-Lab están diseñados para ayudar a los estudiantes a desarrollar sus

habilidades lingüísticas en inglés y en español y a lograr los objetivos de aprendizaje a lo largo de su

carrera. Ambos cuentan con una amplia variedad de ejercicios visuales y auditivos en línea, recursos de

investigación y actividades de escritura guiada, que les permiten a los alumnos mejorar sus habilidades de

comprensión auditiva y de lectura, pronunciación, desarrollo de vocabulario, gramática y escritura.

El Laboratorio de Idiomas también ofrece un paquete de 140 páginas web de English for Speakers of Other

Languages (ESOL, por sus siglas en inglés: Inglés para hablantes de otros idiomas) que han sido

seleccionadas cuidadosamente. Así también, cuenta con otras páginas electrónicas en español, con el fin de

satisfacer las necesidades de los estudiantes. Además, el Laboratorio de Idiomas y el E-Lab cuentan con

otros programas informáticos que fomentan el aprendizaje del idioma y del contenido académico, tales

como Tell Me More, NetTutor y Wimba Voice.

Tell Me More es un sistema eficaz para el aprendizaje de inglés y español, que les permite a los estudiantes

reforzar sus destrezas y además cumplir con las horas de laboratorio requeridas en sus clases. Para poder

usar este programa, los estudiantes necesitan tener Internet, el navegador Internet Explorer y acceso a la

plataforma Blackboard.

El sistema inicialmente evaluará el nivel de conocimiento de los estudiantes y creará un programa de

aprendizaje adaptado a las especificidades de lenguaje de cada uno, lo que permitirá medir el progreso

individual. Los estudiantes podrán mejorar su pronunciación, gramática y destrezas auditivas desde el nivel

de principiante hasta el nivel avanzado con dos perfiles diferentes: lenguaje de comunicación y lenguaje de

negocios.

NetTutor es un servicio de tutoría en línea, que cuenta con tutoría en directo para materias cuánticas y de

computación (tiene horarios fijos). En los cursos en los que no se ofrece tutoría en directo, los estudiantes

pueden publicar sus dudas, las cuales se contestarán en un lapso de 72 horas. El sistema también cuenta con

un banco de preguntas y respuestas frecuentes, que está disponible 24 horas al día, los 7 días de la semana.

117


NetTutor puede accederse remotamente, siempre y cuando cuente con conexión a Internet. Este servicio

ofrece tutorías en las siguientes materias:

Inglés (disponible para todos los cursos)

Español (disponible para todos los cursos)

Estadísticas (el estudiante debe estar matriculado en el curso)

Matemáticas (el estudiante debe estar matriculado en el curso)

Contabilidad (el estudiante debe estar matriculado en el curso)

Sistemas de información computarizada (el estudiante debe estar matriculado en el curso).

Wimba Voice es una herramienta electrónica que promueve el uso de la voz en línea durante el desarrollo

del material académico y permite a su vez la interacción entre los estudiantes y el facilitador. Los

estudiantes usarán Wimba Voice para participar en los foros de discusión oral en línea, preparar

presentaciones orales, enviar mensajes de voz y cumplir con otras asignaciones. El programa cuenta con

cinco funciones:

Voice Authoring: permite grabar y escuchar contenido oral en páginas web.

Voice Discussion Board: puede publicar y escuchar mensajes orales en un foro de discusión en

línea.

Voice Presentation: posibilita la presentación del contenido de páginas electrónicas con mensajes

de voz.

Voice E-mail: sirve para enviar correos electrónicos con mensajes de voz.

Voice Podcaster: facilita la creación y distribuición de mensajes orales para los participantes.

Language Lab and E-Lab Information

118


The Language Lab and E-Lab are designed to help students strengthen their linguistic skills in English and

Spanish and to fulfill the content objectives of the course. Both labs count on a wide variety of visual and

auditory on-line exercises, Internet-based research, and guided writing activities, that allow students to

improve their listening and reading comprehension skills, pronunciation, vocabulary building, grammar,

and writing.

The Language Lab also offers a package of 140 carefully selected English for Speakers of Other Languages

(ESOL) Web sites, as well as other Spanish Web pages designed to meet the students’ needs. Additionally,

the Language Lab and E-Lab provide other software, such as Tell Me More, NetTutor and Wimba Voice,

that promote language and academic content learning.

Tell Me More is an effective system for English and Spanish learning that allows students to strengthen

their skills and fulfill the language lab hours required in each class. Students must have Internet connection,

Internet Explorer browser, and access to Blackboard to be able to use this program.

The system will initially assess students’ knowledge and create a learning path specifically tailored to each

student’s needs, thus allowing facilitators to measure every student’s progress. Students will be able to

improve pronunciation, grammar and listening skills from beginner to advanced levels with two different

profiles: everyday language and business oriented language.

NetTutor is an online tutoring service, which provides live tutoring for numerical and computer classes

(scheduled hours apply). Students can post their questions for classes which do not offer live tutoring.

These will be answered within 72 hours. The system also has a “Frequently Asked Questions” section

available 24/7. NetTutor can be accessed remotely with an Internet connection. This service offers tutoring

for the following subjects:

English (available for all courses),

Spanish (available for all courses),

Statistics (student must be enrolled in the course),

Mathematics (student must be enrolled in the course),

Accounting (student must be enrolled in the course), and

Computer Information Systems (student must be enrolled in the course).

119


Wimba Voice is an electronic tool that promotes the use of voice online during the development of the

academic content and allows interaction between the students and the facilitator. Students will use Wimba

Voice to create voice posts for online discussion boards, prepare voice presentations, send voice e-mails,

and complete other assignments. The Wimba Voice program allows the following five functions:

Voice Authoring: record and listen to voice content on webpages.

Voice Discussion Board: post and listen to voice messages on discussion boards.

Voice Presentation: present web content with voice messages.

Voice E-mail: send voice messages via e-mail.

Voice Podcaster: create and distribute voice messages to participants.

120


APÉNDICE D/APPENDIX D

LANGUAGE LAB/E-LAB DOCUMENTATION

Each student will complete the following forms and give it to the facilitator to be included as part of the

assessment criteria for the class.


Language Lab/E-Lab

Attendance Log

Student’s Name: _______________________________________________________

Student’s ID Number: _____________________

Course Requiring Lab Hours (e.g. ENGL 050, MANA 501): ___________________

Facilitator’s Name: _____________________________________________________

Semester: ___________________ PT: _____________________

121


Language Lab/E-Lab Documentation

Each student should complete this form and submit it weekly to the facilitator as part of the class evaluation.

AREAS OF

IMPROVEMENT

AND/OR

SUGGESTED BY

FACILITATOR

DATE ELECTRONIC

RESOURCES

USED AND

TASKS

COMPLETED

AGM

CLASSROOM

LAB. (L)

OFF-CAMPUS

PRACTICE (O)

STAFF/FACULTY

SIGNATURE

Tell Me More

NetTutor

122


Wimba Voice

Internet-Based

Research

(Virtual

Library)

English

and/or

Spanish

Websites

Activities

Total number of hours: _______

123


APPENDIX E: PARAGRAPH CONSTRUCTION RUBRIC

Evaluation Areas SCORE: GRADE**:

3 Points Each 2 Points Each 1 Point Each

Topic Sentence Topic sentence is clear as it

relates to the assigned topic,

and it is correctly placed as

the first sentence.

Topic sentence is either

unclear as to the assigned

topic, or it is incorrectly

placed.

There is no evident topic

sentence. It is unrelated

to the assigned topic,

and/or it is incorrectly

placed.

Explanation of Topic

Sentence (Supporting Ideas)

There are three sentences

explaining the topic sentence

related to the assigned topic.

There are only two sentences

explaining the topic sentence,

or the explanation is too

general.

There is only one or no

sentence explaining the

topic sentence related to

the assigned topic.

Evidence for Topic Sentence

(Elaborating Details)

Evidence for all three

explanation sentences related

to the assigned topic is

provided.

Evidence for two explanation

sentences related to the

assigned topic is provided, or

evidence is too general.

There is no specificity.

Only one or no evidence

sentence related to the

assigned topic is

provided.

Conclusion Sentence Conclusion sentence

rephrases the topic sentence

related to the assigned topic,

and it explains its

importance.

Conclusion sentence

rephrases the topic sentence,

but it doesn’t explain its

importance.

There is no conclusion

sentence, or conclusion

sentence is unrelated to

the topic.

Fragments and Run-on

Sentences

There are no fragments or

run-on sentences.

There is one fragment or run-

on sentence.

There are two or more

fragments or run-on

sentences.

Use of Transition Words*

Transition words are used

effectively throughout the

written work.

Transitions are used

throughout, but one transition

word is used incorrectly. It is

missing one or two transition

words.

Transition words are not

used, are all incorrectly

used, or five or more

transitions are missing.

Grammar Paragraph has no errors in

punctuation, capitalization

and spelling, use of verb

tenses, word agreement, or in

the use of personal pronouns.

Legible

Paragraph has two errors in

punctuation, capitalization

and spelling, use of verb

tenses, word agreement, or in

the use of personal pronouns.

Marginally Legible

Paragraph has more than

three errors in

punctuation,

capitalization and

spelling, use of verb

tenses, word agreement,

or use of personal

pronouns that make

understanding difficult.

Not legible

124


*What are transitions words and how they are used in effective writing? Transition words: are phrases or words used to connect one idea

to the next; are used by the writer to help the reader progress from one significant idea to the next; show the relationship within a

paragraph (or within a sentence) between the main idea and the support the writer gives for those ideas. Different transition words have

different functions. Refer to: (https://www.msu.edu/user/jdowell/135/transw.html).

GRADE BASED ON SCORES:

A: All Green B: 20 Points (Green/Yellow) C: All Yellow Scores

D: 13 Points (Yellow/Red) F: All Red Scores

Add the number of points obtained in each evaluation area to obtain the total. Divide by seven to

obtain the number of points for the paragraph (maximum of three points per paragraph).

https://www.msu.edu/user/jdowell/135/transw.html

125


Apéndice F/Appendix F

RÚBRICA PARA EVALUAR ASISTENCIA Y PUNTUALIDAD

NOMBRE: ________________________ NOTA FINAL ___________%

FECHA: __________________________

La asistencia a cada taller es obligatoria y la puntualidad representa ética profesional. El facilitador llevará

un registro de las mismas para cada taller y, al finalizar el curso, utilizará este Apéndice para evaluar a cada

estudiante.

NOTA: 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.

_____ 0= Faltó a 4 o más talleres o faltó a 3 talleres y llegó tarde a 2 talleres

_____ 1= Faltó a 3 talleres o faltó a 2 talleres pero llegó tarde a tres talleres

_____ 2= Faltó a 2 talleres o faltó a 1 taller pero llego tarde a tres o más talleres

_____ 3= Faltó a 1 taller o no faltó pero llegó tarde a tres talleres

_____ 4= No faltó a los talleres pero llegó tarde a uno o dos talleres

_____ 5= Asistencia perfecta

Comentarios:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

_____________________________________________________.

126


Appendix F

RUBRIC TO EVALUATE ATTENDANCE AND PUNCTUALITY

NAME: ________________________ FINAL GRADE ___________%

DATE: _______________________________

Attendance is mandatory, and being punctual reflects a professional ethic. The facilitator will register the

student’s performance for both in every workshop. At the end of the course, the Facilitator will evaluate

each student with this rubric.

NOTE: If a student is absent to more than one workshop the facilitator will have the following options:

a. If a student misses two workshops, the facilitator may lower one grade based on the students existing

grade.

b. If the student misses three workshops, the facilitator may lower two grades based on the students existing

grade.

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

_____ 1= Absent in 3 workshops or absent in 2 workshops and was late in 3 or more workshops.

_____ 2= Absent in 2 workshops or absent in 1 workshops and was late in 3 or more workshops.

_____ 3= Absent in 1 workshop or attended all workshops but was late in 3 workshops.

_____ 4= Attended all workshops but was late in 1 or 2 workshops.

_____ 5= Perfect attendance.

Comments:

______________________________________________________________________________________

______________________________________________________________________________________

_____________________________________________________________.

127


Apéndice G/Appendix G

RÚBRICA PARA EVALUAR PARTICIPACIÓN EN CLASE

NOMBRE: _________________________ NOTA FINAL: ___________%

DATE: ____________________________

5-Excelente 4-Bueno 3-Regular 2-Pobre 1-Deficiente 0-No cumplió con el criterio

CRITERIOS 5 4 3 2 1 0

1. Participó activamente de todas las actividades

del taller.

2. Demostró iniciativa y creatividad en las

actividades del taller.

3. Demostró interés en las discusiones

presentadas durante el taller.

4. Vino preparado/a al taller.

5. Demostró atención y apertura a los puntos y

argumentos de sus compañeros.

6. Respetó las preguntas y planteamientos de sus

compañeros.

7. Entregó tareas asignadas por taller.

LENGUAJE

8. Contribuyó frecuentemente a las discusiones

en clase utilizando el idioma del taller.

9. Contestó preguntas del facilitador y sus

compañeros utilizando el idioma del taller.

10. Formuló preguntas pertinentes al tema de la

clase utilizando el idioma del taller.

Comentarios:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________.

128


Appendix G

RUBRIC TO EVALUATE CLASS PARTICIPATION

NAME: __________________________ FINAL GRADE ___________%

DATE: __________________________

5-Excellent 4-Good 3-Regular 2-Poor 1-Deficient 0-Do not comply with criteria

CRITERIA 5 4 3 2 1 0

1. Active participation in class.

2. Demonstrated initiative and creativity for the

workshop activities.

3. Demonstrated interest in class discussion.

4. Arrived prepared to class.

5. Demonstrated attention and opening towards

arguments from classmates.

6. Respected questions and expositions from

classmates.

7. Turned assignments in.

LANGUAGE

8. Frequently contributed to class discussion in the

workshop’s language.

9. Answered questions made by the facilitators and

classmates in the workshop’s language.

10. Formulated questions pertinent to the class subject

in the workshop’s language.

Comments:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

____________________________________________________________.

129


Apéndice H /Appendix H

RÚBRICA PARA EVALUAR TRABAJOS ESCRITOS

NOMBRE: _________________________ NOTA FINAL ___________%

TÍTULO:__________________________ FECHA:________________________



1. Identifica el propósito, los objetivos e ideas principales

que se incluyen en el escrito.

2. La presentación de las ideas es organizada y coherente y

puede seguirse con facilidad.

3. El autor demuestra dominio del tema o materia de la

presentación al explicar con propiedad el contenido y no

incurrir en errores.

4. Las ideas y argumentos de la presentación están bien

fundamentadas en los recursos presentados, consultados

o discutidos en clase.

5. El resumen de los puntos principales / la presentación de

las conclusiones es claro y apropiado.

6. Se cumplieron los objetivos o propósitos anunciados en

la introducción.

7. El punto de vista del autor se presenta de manera clara,

contundente y bien fundamentada.

LENGUAJE

8. Se utiliza un lenguaje apropiado con corrección

sintáctica y gramatical.

9. Utiliza vocabulario preciso, correcto y apropiado.

10. Contiene oraciones y párrafos bien construidos que

facilitan la lectura y comprensión del escrito.

Comentarios:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

_____________________________________.

130


Appendix H

RUBRIC TO EVALUATE WRITTEN PAPERS

NAME: _______________________ FINAL GRADE: ___________%

TITLE: _______________________ DATE: _________________________



1. Identifies purpose, objectives and principal ideas

included in the paper.

2. Presentation of ideas is organized, coherent and can be

easily followed.

3. The author demonstrates mastery of the presentation

theme or matter, as it properly explains content and

does not incur in mistakes.

4. The presentation ideas and arguments are based in

sources presented, consulted or discussed in class.

5. The summary of principal points and/or the

presentation of conclusions are clear and appropriate.

6. The author presents his point of view in a clear,

convincing and well-based manner.

7. The paper demonstrates substance, logic and

originality.

LANGUAGE

8. Utilizes appropriate language with grammatical and

syntactical correction.

9. Utilizes precise, correct and appropriate vocabulary.

10. Contains well-constructed sentences and paragraphs

that facilitate lecture and comprehension.

Comments:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

_____________________________________________________.

Apéndice I/Appendix I

131


RÚBRICA PARA EVALUAR UN ENSAYO

NOMBRE: ____________________________ NOTA FINAL ___________%

FECHA: ______________________________ TÍTULO: ____________________________


Criterios de Contenido 5 4 3 2 1 0

1. Realiza una introducción efectiva y establece

claramente la oración declaratoria.

2. Redacta oraciones con ideas cohesivas que facilitan

la comprensión del tema.

3. El orden y conexión de párrafos con palabras

transicionales refuerza el contenido del tema.

4. Demuestra dominio del tema utilizando ejemplos /

reflexiones sobre el contenido.

5. Excelente análisis, síntesis / evaluación del tema.

6. Realiza una conclusión efectiva con un resumen

muy claro que incluye el propósito y los objetivos

establecidos en la oración declaratoria.

7. Formato, citaciones y referencias estilo APA.

Criterios de Lenguaje

8. Excelente gramática y sintáxis.

9. No tiene errores ortográficos, de acentuación,

puntuación o de conjugación de verbos.

10. Voz activa, apropiada para el tema.

Total 50 puntos

Comentarios:

______________________________________________________________________________________

______________________________________________________________________________________

_____________________________________________________________.

132


RUBRIC TO EVALUATE AN ESSAY

NAME: ____________________________ FINAL GRADE ___________%

DATE: _____________________________ TITLE: ______________________________


Content Criteria 5 4 3 2 1 0

1. Realize an effective introduction and clearly

establish a thesis statement.

2. Write sentences with cohesive ideas that facilitate

the understanding of the subject.

3. The order and connection of paragraphs with

transitional words reinforces the content of the

topic.

4. Demonstrate knowledge of the subject using

examples and/or reflection on the content.

5. Excellent analysis, synthesis and / or evaluation of

the content.

6. Make an effective conclusion with a very clear

summary that includes the purpose and objectives

established in the thesis statement.

7. Format, citations, and references APA style.

Language Criteria

8. Excellent grammar and syntax.

9. No errors in spelling, accentuation, punctuation or

verb conjugations.

10. Active voice, appropriate to the theme.

Total 50 points

Comments:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________

133


Apéndice J/Appendix J

RÚBRICA EVALUACIÓN DE PRESENTACIONES ORALES

NOMBRE: ________________________ NOTA FINAL: ___________%

FECHA: __________________________ TITULO: __________________________



1. Vestimenta y apariencia profesional.

2. Realiza una introducción efectiva del tema e

identifica el propósito, los objetivos e ideas

principales de la presentación.

3. Presenta el tema de forma organizada y

demuestra, dominio del tema y cita sus

referencias.

4. Capta la atención e interés de la audiencia /

promueve su participación.

5. Resume los puntos principales en su conclusión.

6. Uso adecuado de recursos visuales / tecnológicos

para enriquecer su presentación.

7. Utiliza adecuadamente el tiempo disponible para

su presentación.

LENGUAJE

8. Pronunciación y enunciación es clara. No exhibe

disfluencias tales como “ahs”, “uhms”.”okay”,

entre otras.

9. Demuestra dominio del idioma (vocabulario,

sintáxis y gramática).

10. Variación del volumen y el tono para dar énfasis

e interés.

Comentarios:

______________________________________________________________________________________

______________________________________________________________________________________

_____________________________________________________________.

134


RUBRIC TO EVALUATE ORAL PRESENTATIONS

NAME:__________________________ FINAL GRADE: ___________________

DATE:____________________________ TITLE: ________________________



1. Professionally dress and appearance.

2. Performs an effective introduction of the theme

and identifies purpose, objectives and principal

ideas of the in the presentation.

3. Introduced the subject in an organized manner

and demonstrates knowledge of the subject and

cites his references.

4. Captures audience attention and interest and/or

promotes participation.

5. Summarizes the main points in the conclusion.

6. Appropriate use of visual aids and/or

technology to enhance the presentation.

7. Properly use the time available for presentation.

LANGUAGE

8. Pronunciation and enunciation is clear. Does not

exhibit disfluencies such as "ahs," "UHMS"

“okay ", among others.

9. Demonstrates a command of language

(vocabulary, syntax and grammar).

10. Change in volume and tone for emphasis and

interest.

Comments:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

_____________________________________.

135


Apéndice K/Appendix K

“Course Objectives vs. Your Expectations”

Objective: This exercise examines if the stated objectives of this course are in general agreement with those

of the students. Students will share their views and thoughts with the class.

Expectations of the Course Your Expectations

136


Apéndice L/Appendix L

RUBRICA PARA OBSERVAR LENGUAJE ORAL

NOMBRE: __________________________ NOTA FINAL ____________

FECHA: ____________________________


Comentarios:


Comprensión El/la estudiante transmite el mensaje de una manera

entusiasta y animada. El volumen varía para dar énfasis e

interés.

1.

Fluidez

Utiliza lenguaje fluido. Exhibe pocas disfluencias tales

como "ahs", "ums", “este” o "tú sabes", entre otras.

2.

Vocabulario

Usa correctamente el vocabulario para transmitir el

mensaje.

3.

Pronunciación La pronunciación y enunciación son muy claras. El/La

estudiante pronuncia las palabras de forma clara y correcta.

Gramática Uso correcto de la gramática y el orden de las palabras.

137


ORAL LANGUAGE OBSERVATION RUBRIC

NAME: __________________________ FINAL GRADE ____________

DATE: __________________________

5-Excellent 4-Good 3-Regular 2-Poor 1-Deficient 0-Does not comply with criteria

Comments:


Comprehension

4. The student delivers the message in a lively and

enthusiastic fashion. Uses inflection to add emphasis and

interest.

Fluency

5. The message is delivered fluently and effortlessly. The

speaker does not use "ahs”, "uhms" or "you know," among

other disfluencies.

Vocabulary

Correctly uses vocabulary words to express the message.

Pronunciation

6. Pronunciation and enunciation are very clear. Student

pronounces words in a clear and correct manner so as to

make the message understood to others.

Grammar

Correct use of grammar and word order.

138


Apéndice M/Appendix M

139


Apéndice N/Appendix N

ONE MINUTE- PAPER

Name ________________________ Date _________________________

Answers to the following questions will provide the facilitator with valuable information regarding the

students’ doubts regarding the topics or concepts discussed in class.

1. The most important topic or theme of today’s workshop was…

2. After discussing the topic, some questions are still unanswered. These are…

3. I would like this discussion to go further into these other/s topic/s that are very important for me.

140


Apéndice O/Appendix O

Multiple Intelligences Inventory

Copyright 1999 Walter McKenzie

Note: This is not a test - it is a snapshot in time of an individual's perceived MI preferences.

Part I

Complete each section by placing a “1” next to each statement you feel accurately describes you. If you do

not identify with a statement, leave the space provided blank. Then total the column in each section.

Section 1 _____ I enjoy categorizing things by common traits

_____ Ecological issues are important to me

_____ Classification helps me make sense of new data

_____ I enjoy working in a garden

_____ I believe preserving our National Parks is important

_____ Putting things in hierarchies makes sense to me

_____ Animals are important in my life

_____ My home has a recycling system in place

_____ I enjoy studying biology, botany and/or zoology

_____ I pick up on subtle differences in meaning

_____ TOTAL for Section 1

Section 2

_____ I easily pick up on patterns

_____ I focus in on noise and sounds

_____ Moving to a beat is easy for me

_____ I enjoy making music

_____ I respond to the cadence of poetry

_____ I remember things by putting them in a rhyme

_____ Concentration is difficult for me if there is background noise

_____ Listening to sounds in nature can be very relaxing

_____ Musicals are more engaging to me than dramatic plays

_____ Remembering song lyrics is easy for me


Section 3

_____ I am known for being neat and orderly

_____ Step-by-step directions are a big help

_____ Problem solving comes easily to me

_____ I get easily frustrated with disorganized people

_____ I can complete calculations quickly in my head

_____ Logic puzzles are fun

_____ I can't begin an assignment until I have all my "ducks in a row"

_____ Structure is a good thing

141


_____ I enjoy troubleshooting something that isn't working properly

_____ Things have to make sense to me or I am dissatisfied


Section 4

_____ It is important to see my role in the “big picture” of things

_____ I enjoy discussing questions about life

_____ Religion is important to me

_____ I enjoy viewing art work

_____ Relaxation and meditation exercises are rewarding to me

_____ I like traveling to visit inspiring places

_____ I enjoy reading philosophers

_____ Learning new things is easier when I see their real world application

_____ I wonder if there are other forms of intelligent life in the universe

_____ It is important for me to feel connected to people, ideas and beliefs


Section 5

_____ I learn best interacting with others

_____ I enjoy informal chat and serious discussion

_____ The more the merrier

_____ I often serve as a leader among peers and colleagues

_____ I value relationships more than ideas or accomplishments

_____ Study groups are very productive for me

_____ I am a “team player”

_____ Friends are important to me

_____ I belong to more than three clubs or organizations

_____ I dislike working alone


Section 6

_____ I learn by doing

_____ I enjoy making things with my hands

_____ Sports are a part of my life

_____ I use gestures and non-verbal cues when I communicate

_____ Demonstrating is better than explaining

_____ I love to dance

_____ I like working with tools

_____ Inactivity can make me more tired than being very busy

_____ Hands-on activities are fun

_____ I live an active lifestyle


Section 7

142


_____ Foreign languages interest me

_____ I enjoy reading books, magazines and web sites

_____ I keep a journal

_____ Word puzzles like crosswords or jumbles are enjoyable

_____ Taking notes helps me remember and understand

_____ I faithfully contact friends through letters and/or e-mail

_____ It is easy for me to explain my ideas to others

_____ I write for pleasure

_____ Puns, anagrams and spoonerisms are fun

_____ I enjoy public speaking and participating in debates


Section 8

_____ My attitude effects how I learn

_____ I like to be involved in causes that help others

_____ I am keenly aware of my moral beliefs

_____ I learn best when I have an emotional attachment to the subject

_____ Fairness is important to me

_____ Social justice issues interest me

_____ Working alone can be just as productive as working in a group

_____ I need to know why I should do something before I agree to do it

_____ When I believe in something I give more effort towards it

_____ I am willing to protest or sign a petition to right a wrong


Section 9

_____ Rearranging a room and redecorating are fun for me

_____ I enjoy creating my own works of art

_____ I remember better using graphic organizers

_____ I enjoy all kinds of entertainment media

_____ Charts, graphs and tables help me interpret data

_____ A music video can make me more interested in a song

_____ I can recall things as mental pictures

_____ I am good at reading maps and blueprints

_____ Three dimensional puzzles are fun

_____ I can visualize ideas in my mind


143


Part II

Now carry forward your total from each section and multiply by 10 below:

Section Total Forward Multiply Score

1 X10

2 X10

3 X10

4 X10

5 X10

6 X10

7 X10

8 X10

9 X10

Part III

Now plot your scores on the bar graph provided:

100

90

80

70

60

50

40

30

20

10

0 Sec 1 Sec 2 Sec 3 Sec 4 Sec 5 Sec 6 Sec 7 Sec 8 Sec 9

144


Part IV

Key:

Section 1 – This reflects your Naturalist strength

Section 2 – This suggests your Musical strength

Section 3 – This indicates your Logical strength

Section 4 – This illustrates your Existential strength

Section 5 – This shows your Interpersonal strength

Section 6 – This tells your Kinesthetic strength

Section 7 – This indicates your Verbal strength

Section 8 – This reflects your Intrapersonal strength

Section 9 – This suggests your Visual strength

Remember:

Everyone has all the intelligences!

You can strengthen each intelligence!

This inventory is meant as a snapshot in time - it can change!

MI is meant to empower, not label learners!

145


Apéndice P/Appendix P

Diario Reflexivo

Nombre ____________________________

Fecha ____________________________

El propósito de este diario es el de reflexionar y escribir sobre los conceptos, los sentimientos y las actitudes

que surgen a partir de la discusión y los trabajos de cada taller. Este proceso le ayudará en su autoanálisis,

así como propiciará la auto evaluación. Luego de concluido cada taller, usted deberá reflexionar sobre lo

presentado en él. Analizará los trabajos del día y contestará las preguntas que aparecen a continuación. El

análisis de cada taller será incluido como parte de los trabajos de su portafolio digital.

1. Hoy aprendí….

2. Los temas presentado en clase me ayudan a……

3. Puedo aplicar lo discutido en la clase a mi vida profesional o a otras experiencias personales…

146


Reflective Diary

Name ____________________________

Date ____________________________

The purpose of this diary is to reflect on the concepts, feelings, and attitudes that develop from a discussion

and exercises in each workshop. This process will help you work on your self-evaluation. After completing

each workshop, you should reflect on what went on during the workshop. You will answer the questions

included here as you analyze the day’s work. You will include these reflections in your digital portfolio.

1. Today I learned….

2. The topics discussed in class help me to …

3. I can apply what I learned in class to my professional and personal life… (explain how)

147


Apéndice Q/Appendix Q

IMMEDIATE WRITTEN REACTION

Name: ___________________________ Date : ___________________________

After this workshop, you will answer these questions and submit your responses to the facilitator. Your

answers reflect your doubts and concerns about the topics discussed in class. The facilitator uses this

information to clarify and expand on previous discussions.

1. The most important topic of today’s workshop is …

2. After discussing the different topics, I still have some doubts or questions. These are …

3. I would like to expand on the following interesting and important topics…

148


Apéndice R/Appendix R

149


Apéndice S/Appendix S

The No-Test Test

Objective: To enable students to summarize the contents of a class.

Activity: Students will be divided in groups. They will identify 3 or 4 of the most important points or ideas

and summarize them. They will use their own words.

Class Review

The No-Test Test

150




Dual Language Immersion Program


Appendix T – Workshop 2

Assess the importance of technology as a tool for learning. Evaluate the pros and cons of technological

development as it applies to the classroom and academic setting. Use the following table to develop a list of

advantages and disadvantages of the use of technology in today’s academic settings. Be prepared to discuss

your findings in class and to submit your work at the end of the workshop.

Use of Technology in the Classroom

Advantages

Disadvantages

151






Appendix U – Workshop 4

Evaluate the following website http://www.etsu.edu/scitech/langskil/oral.htm. Use this table to construct a

list of “Dos” and “Don’ts” of good oral presentations. Include in your list the basic components of an oral

presentation.

Good Oral Presentations

Dos

Don’ts


152






Apéndice V – Taller 5

Visite el siguiente enlace electrónico o cualquier de los sugeridos para evaluar qué es la inteligencia

emocional y cómo compara con la inteligencia racional (IQ).


Luego de evaluar la vídeo, utilice esta tabla para comparar las características que definen la inteligencia

emocional con las que identifican la inteligencia racional, también conocido como cociente intelectual o IQ.

Deberá someter esta tabla como asignación a través de la plataforma de Blackboard. Deberá traer la tarea a

clase para discusión.

Inteligencias múltiples

Inteligencia emocional

Inteligencia racional


153


Appendix W: Comic Strip Rubric

Name___________________________________________

Element 3 2 1 0

Frames Contains 6 or more

frames

Contains 4-5 frames Contains 2-3 frames Contains 1 frame

Art Exceptional artwork

and creativity. Pictures

enhance the captions

and help explain the

concept. No pencil

marks are present

Neat and creative

artwork. Pictures

show the events in the

captions. No pencil

marks are present.

Pictures show the

events in the

captions, but lack

neatness and/or

creativity. Stray

pencil marks are

present

Pictures do not show

the events in the text

and do not reflect

effort or creativity.

Artwork is done

solely in pencil.

Captions Captions explain the

events of the frame

exceptionally well, and

are neatly written in pen

or are typed

Captions explain the

events of the frame

well and are neatly

written in pen or are

typed

Captions do not

reflect the events of

the frame and are

sloppily written in

pencil or pen.

Captions are not

present in comic

strip.

Vocabulary All vocabulary terms

are included and

underlined.

Some vocabulary

terms are included

and are underlined.

Few terms are

included in the

captions. Not all

terms are underlined.

Little to no terms

are included in the

captions.

Mechanics None to two

grammatical, spelling,

or punctuation errors.

Three to four

grammatical, spelling,

or punctuation errors.

Five to six

grammatical,

spelling, or

punctuation errors.

More than six

grammatical,

spelling, or

punctuation errors.

Title The title is found above

the first panel and is

neatly written in pen or

typed. The title is well

related to the story.

The title is found in a

location other than

above the first panel,

it is neatly written, but

is somewhat unrelated

to the story.

The title is found in

a location other than

above the first panel,

it is not related to the

story, and is not

neatly written

Title is not present

Assignment grade: ________________/ 18 = ________________%

Adapted from www.shelleyssciencespot.com

http://www.shelleyssciencespot.com/

154






Apéndice X: Diversidad Cultural - Taller 7

Nombre______________________________________________

Fecha________________________________________________

Instrucciones: En el taller de hoy discutiremos temas relacionados con la cultura, el relativismo cultural, y la

tolerancia/diversidad cultural. Parte de este ejercicio requiere que todos(as) identifiquemos rasgos particulares de

nuestras culturas para luego compararlos con otras y establecer qué podemos hacer para demostrar tolerancia y

respeto hacia la diversidad. Este taller lo trabajaremos durante la clase.

I. Mi país es_________________________________

II. La bandera de mi país es:

III. Algún símbolo nacional de mi país es:

IV. Alguna comida típica de mi país es:

V. Estas son algunas palabras autóctonas de mi país.

VI. Estas son algunas formas en las que podemos mostrar tolerancia y respeto hacia las personas de mi país.

155


Appendix Y

The “Whip”

Objetive:

Students will express their thoughts and ideas about what they learned in today’s class. The facilitator will

emphasize on the most important concepts to clarify questions or doubts.

Students will answer the following questions at the end of the workshop. The facilitator will use their

answers to final discussion and/or clarify doubts at the end of this class.

Mention 2 important things that you learned during this workshop.

Specify what areas or topics you need to clarify.

What was most surprising to you about what was discussed in class.

What topic were you most interested in? Why?

156


Appendix Z

Competencias de los estudiantes del programa bilingüe©

Disciplined-Based Dual Language Immersion Model®

Las competencias son los conocimientos medibles y observables, destrezas, habilidades y comportamientos

críticos para desempeñarse exitosamente en el Dual Language Immersion Model®. Las competencias de los

estudiantes de idioma dual describen lo que los estudiantes deben saber y ser capaces de hacer al finalizar el

programa de estudios.

ÁREA CONOCIMIENTO Y DOMINIO DE COMPETENCIAS

El estudiante es capaz de demostrar:

IDIOMA - Competencias bilingües y biculturales, en español e inglés, en la disciplina de

estudio y en cada ámbito del idioma al:

Hablar: Comunicarse con propiedad y corrección en entornos profesionales y

sociales; hablar apropiadamente de acuerdo con la situación y crear mensajes

comprensibles, utilizando correctamente la gramática, sintaxis, el tono, la

expresión y el énfasis.

Escuchar: Comprender los mensajes de los interlocutores y utilizar técnicas

específicas para aclarar lo que escuchan, aplicar sus habilidades como

individuos, y como miembros de un grupo, en una variedad de entornos.

Leer: Analizar con fluidez, comprender y adquirir conocimientos a través de

una amplia gama de materiales escritos, tanto impresos como electrónicos, en su

disciplina, las estrategias de uso y los procesos de construcción de significado,

antes, durante y después de la lectura.

Escribir: Demostrar sus conocimientos al redactar para audiencias y propósitos

variados, con diferentes estilos; maximizar sus destrezas al escribir y presentar

documentos que evidencien la planificación y organización previa, así como

transmitir efectivamente la intención del mensaje y el significado.

- Comprender TESOL* y los Estándares de WIDA** para apoyar el

aprendizaje en dos idiomas.

- Usar adecuadamente los recursos lingüísticos, como el E-Lab, para mejorar

las habilidades que necesitan los profesionales bilingües.

- Conocer los principios básicos del aprendizaje acelerado y los métodos de

facilitación del Dual Language Immersion Model®.

- Conocer el punto de encuentro entre el español e inglés en las comunidades

bilingües y la influencia del profesional bilingüe.

DUAL LANGUAGE STUDENT COMPETENCIES©

Soltero/ Ortiz/Zayas August 2013 AGMUS Ventures, Inc. All Rights Reserved 2

ÁREA CONOCIMIENTO Y DOMINIO DE COMPETENCIAS

El estudiante es capaz de demostrar:

DISCIPLINA - Competencias bilingües y biculturales, en español e inglés, en la disciplina de

estudio y en cada ámbito del idioma al:

- Conocer los objetivos académicos del programa de estudios.

- Comprender los principios y las habilidades que exige la disciplina para

aplicarlos a situaciones y entornos profesionales y reales.

- Aplicar el pensamiento crítico y las destrezas bilingües y biculturales para

solucionar problemas, mientras emplea los conocimientos y las habilidades

que ha adquirido.

- Utilizar la jerga de la disciplina de estudio para formular soluciones, según la

lógica y la evidencia.

- Usar sus habilidades bilingües y biculturales para leer, escuchar y

comprender a los demás y para comunicarse con propiedad y corrección al

hablar y escribir.

- Saber cómo buscar, seleccionar y entender una variedad de fuentes, que

incluye textos y recursos visuales, para contribuir eficazmente al aprendizaje

individual y grupal.

- Asimilar la conexión que existe entre el aprendizaje recién adquirido y sus

conocimientos previos; entre su lengua materna y su segundo idioma, a

través de disciplinas, en los cuatro ámbitos lingüísticos, entre culturas y

normas.

- Dominar el uso de la tecnología para aprender, crear, explorar y aplicar los

conocimientos y las habilidades lingüísticas en ambos idiomas y en los cuatro

ámbitos del lenguaje.

- Manejar efectivamente la aplicación de las herramientas tecnológicas y los

medios digitales pertinentes a la disciplina de estudio para acceder la

información, procesar ideas, resolver problemas, gestionar proyectos y

comunicar los resultados.

BILINGÜISMO - Conocer los beneficios y las ventajas de ser bilingüe y bicultural.

- Entender la necesidad de contar con mano de obra bicultural y bilingüe.

CULTURA - Comprender la necesidad de tener conocimiento intercultural y entender la fuerza trabajadora.

- Adquirir actitudes interculturales positivas y comportamientos necesarios para el mercado global.

- Saber cómo los procesos socioculturales concilian el plan de estudios para alcanzar logros académicos y lingüísticos.

DUAL LANGUAGE STUDENT COMPETENCIES©

Soltero/ Ortiz/Zayas August 2013 AGMUS Ventures, Inc. All Rights Reserved 3

Disciplined-Based Dual Language Immersion Model®

Competencies are the measurable and observable knowledge, skills, abilities, and behaviors

critical for successful performance in the Disciplined-Based Dual Language Immersion Model®.

The Dual Language Student Competencies describe what students should know and be able to do

upon completion of the degree program.

AREA KNOWLEDGE AND PROFICIENCY COMPETENCIES

The Student is able to demonstrate:

LANGUAGE - Bilingual/biliterate proficiency in Spanish and English in the professional

discipline of study in each language domain: Speaking: orally communicate effectively in professional and social settings; speak

appropriately according to the situation and make messages understood, using correct

grammar, sentence structure, tone, expression, and emphasis.

Listening: understand messages spoken by others, and listen using specific techniques

to clarify what they have heard; apply listening skills as individuals and members of a

group in a variety of settings.

Reading: read fluently, comprehend, and acquire knowledge through a broad range of

written materials, both traditional and electronic print, in their discipline; use strategies

and processes for constructing meaning before, during, and after reading.

Writing: demonstrate knowledge through writing for a variety of audiences and

purposes in differing styles; develop high-levels of writing skills and produce

documents that show planning and organization as well as effectively convey the

intended message and meaning.

- Understanding of TESOL* and WIDA** Standards to support learning in two

languages.

- Appropriate use of language resources such as E-Lab to enhance skills needed

by dual language professionals.

- Understanding of the basic principles of accelerated learning and facilitation

within the dual language model.

- Knowledge of the intersection of Spanish and English in bilingual communities

and impact as a dual language professional.

- Understanding how the dual language approaches and strategies used in the

classroom support learning in two languages.

*TESOL Teachers of English to Speakers of Other Languages

**WIDA World-Class Instructional Design and Assessment

QYLE 110 Attitude Development and University Adaptation 4

Revised July 2013

AREA KNOWLEDGE AND PROFICIENCY COMPETENCIES

The Student is able to demonstrate:

DISCIPLINE - Knowledge of the academic goals of the program of study. - Understanding of discipline knowledge and skills by applying them to real life

professional situations and environments.

- Engagement in problem-solving and critical thinking using bilingual and

biliterate abilities while applying newly acquired knowledge and skills.

- Formulation of solutions supported by reason and evidence using language

appropriate to the discipline of study. - Use of bilingual and biliterate skills to speak clearly and communicate orally;

listen to and understand others; read and comprehend text; and write effectively.

- Knowledge of how to search, select, and understand a variety of sources, including written text and visual media, to effectively contribute to individual and group learning.

- Knowledge of how to make connections in learning between newly acquired

information and their prior knowledge; between their first and second

language; across disciplines; among the four language domains; between

cultures and norms.

- Knowledge of how to use technology to learn, create, explore, and apply

acquired knowledge and skills in both languages and through all four language

domains.

- Knowledge of how to apply technological tools and digital media relevant to

the discipline of study to access information, process ideas, solve problems,

manage projects, and communicate results.

BILINGUALISM - Knowledge of the benefits and advantages of being bilingual and biliterate.

- Understanding of the need for biliterate and bilingual workforce.

CULTURE - Understanding of the need for cross-cultural knowledge and understanding in the workforce.

- Positive cross-cultural attitudes and behaviors needed for the global market. - Knowledge of how socio-cultural processes meditate the curriculum for

academic and linguistic achievement.

ana g. méndez university system school for professional ... 110 dlp 2013 … · ana g. méndez...

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