Post on 17-Mar-2020
Updated January 12, 2011
Sistema Universitario Ana G. Méndez
Schoolfor Professional Studies
Florida Campuses
Universidad del Este, Universidad Metropolitana, Universidad del Turabo
INBU 350
INTERNATIONAL BUSINESS
NEGOCIOS INTERNACIONALES
© Sistema Universitario Ana G. Méndez, 2010
Derechos Reservados.
© Ana G. Méndez University System, 2010. All rights reserved
INBU 350 International Business 2
Updated: 01-11-2011
Preparado con la colaboración de:
Bernardo Gil, MBA
Chalie Colón, MBA
Juanita Munera, MS
Jacqueline Centeno, MS
Daniel Poremba, MSCIS, MCP, A+
INBU 350 International Business 3
Updated: 01-11-2011
TABLA DE CONTENIDO/TABLE OF CONTENTS
Página/Page
Guía de Estudio ............................................................................................................................... 4
Study Guide .................................................................................................................................. 15
Taller Uno ..................................................................................................................................... 25
Workshop Two.............................................................................................................................. 32
Taller Tres ..................................................................................................................................... 38
Workshop Four ............................................................................................................................. 45
Taller Cinco/Workshop Five......................................................................................................... 51
Appendix A/Anejo A .................................................................................................................... 57
Appendix B/Anejo B..................................................................................................................... 62
Appendix C/Anejo C..................................................................................................................... 70
Appendix D/Anejo D .................................................................................................................... 72
Appendix E/Anejo E ..................................................................................................................... 74
Appendix F/Anejo F ..................................................................................................................... 76
Appendix G/Anejo G .................................................................................................................... 78
Appendix H/Anejo H .................................................................................................................... 80
INBU 350 International Business 4
Updated: 01-11-2011
GUIA DE ESTUDIO
Título del curso: Negocios Internacionales
Codificación: INBU 350
Créditos: Tres
Duración: Cinco semanas
Pre-requisito: Ninguno
Descripción:
En este curso se presentan a los estudiantes los conceptos y las implicaciones administrativas en
la práctica de los negocios internacionales en la comercialización de productos y servicios
alrededor del mundo. En adición, el curso se enfatiza en los pros y contras de las teorías
económicas, las políticas gubernamentales, las estrategias de negocio y la estructura
organizacional de los negocios internacionales.
Objetivos de Contenido Generales
1. Al finalizar el curso el estudiante estará capacitado para:
2. Comprender el proceso del comercio internacional en el contexto de la
globalización de los negocios.
3. Entender la importancia de los aspectos culturales a la hora de iniciar negocios con los
respectivos países.
4. Entender el por qué el comercio entre países genera riquezas.
5. Conocer los diversos tratados internacionales y los países que participan en cada
uno de ellos.
6. Comprender los movimientos internacionales de mercancías, servicios y
finanzas.
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7. Establecer la logística indispensable para la distribución del producto.
8. Entender los conceptos de balanza de pagos, mercados de divisas,
productividad y factores de producción.
9. Entender la teoría de la paridad del poder adquisitivo.
10. Conocer los mecanismos legales para efectuar negocios en países extranjeros.
11. Formular y ejecutar estrategias de mercadotecnia conducentes a penetrar
exitosamente uno o varios mercados exteriores.
Objetivos de Lenguaje Generales
1. Escuchar: Los estudiantes proveerán retroalimentación constructiva luego de escuchar
una selección de videos relacionados a los conceptos del curso o luego de escuchar las
exposiciones del(a) facilitador(a) sobre un tema en particular.
2. Hablar: Los estudiantes deberán discutir el material correspondiente al curso mediante
participación oral en clase utilizando términos y vocabulario adecuados, con
pronunciación clara y fluidez oral tanto en el idioma inglés como el español.
3. Leer: Los estudiantes deberán buscar, leer y retener información en el lenguaje indicado
para ser analizada y utilizada en la preparación sobre los temas discutidos en cada taller
del curso.
4. Escribir: Los estudiantes aplicarán las seis características del proceso de escritura (ver
anejo D) en formato APA (6ta edición) y sin errores gramaticales o de sintaxis. También
utilizarán una variedad de estrategias para escribir textos con fluidez en ambos idiomas,
en las notas, ensayos y en los resúmenes que demuestran la comprensión y la síntesis de
contenido, de los procesos, y de las experiencias de una variedad de medios.
Textos recomendados y recursos
INBU 350 International Business 6
Updated: 01-11-2011
Hill, CharlesW.L. (2010). International Business: Competing in the Global Marketplace
(7th ed.). Boston, MA: McGraw-Hill. ISBN 987-0-07-338-134-3 $90 (valor aproximado)
(también versión electrónica disponible por $49 aprox.)
Libro electrónico
Aneas, Assumpta; Simons, George & Lambert, Junamay (2008). Competencia Global: 50
actividades de formación para lograr éxito en proyectos y negocios internacionales,
Editorial: Ediciones Díaz de los Santos. Recuperado de:
http://site.ebrary.com/lib/bibliosuagmsp/search.action?p00=Competencia+Global
Grath, Anders (2008). Handbook of International Trade and Finance.
Recuperado de:
http://www.netlibrary.com.librarylogin.suagm.edu:84/Details.aspx?ProductId=224389&
Terms=International+TRade+and+Finance&ReturnLabel=lnkSearchResults&ReturnPath
=/Search/SearchResults.aspx
Requisitos del Laboratorio de Lenguaje o Laboratorio Electrónico: (Tell Me More, Net
Tutor, WimbaVoice, Biblioteca Virtual y Voice E-mail)
Requisitos mínimos de laboratorio de lenguaje: Los estudiantes deben demostrar que
ellos han cumplido con 20 horas de uso en el laboratorio de lenguaje (10 en inglés y 10
en español) por curso. Esto es igual al uso del laboratorio de lenguaje por dos horas
semanales para cada lenguaje por curso. El facilitador podría requerir más horas de
práctica basada en las necesidades para las destrezas auditivas, orales, de lectura y
escritura en cualquiera de los lenguajes mencionados. El total de horas de práctica en el
laboratorio de lenguaje o e-lab deben de estar integradas en la sección de
actividades del módulo.
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Descripción del Proceso de Evaluación: Debe de integrar el uso del laboratorio de lenguaje o
laboratorio de lenguaje electrónico en las rúbricas de evaluación. Las rúbricas del lenguaje para
escuchar, hablar, leer, y escribir se integran en el avalúo de los estudiantes. Ver Anejo A para las
rúbricas a usarse. Para evaluar trabajos escritos en los dos idiomas, el facilitador deberá usar el
“Writing Process: Six Writing Traits Rubrics” que aparecen en el Anejo B. “Portfolio
Performance Assessment” tiene que ser uno de los instrumentos para evaluar el progreso
lingüístico y académico de los estudiantes. Debido a la naturaleza del modelo bilingüe
instruccional, el facilitador tiene que documentar que el estudiante está progresando hacia la
meta de dominar dos idiomas académicamente. El portfolio tiene que cumplir con los estándares
establecidos.
La evaluación se hará de acuerdo con los métodos y procedimientos establecidos por las Normas
Académicas vigentes que incluye:
Ensayo antes del taller uno 25 puntos 5%
Ensayo antes del taller dos 25 puntos 5%
Ensayo antes del taller tres 25 puntos 5%
Ensayo antes del taller cuatro 25 puntos 5%
Análisis de caso taller cuatro 100 puntos 20%
Examen en taller cinco 100 puntos 20%
Trabajo final (incluye reporte escrito en
español y presentación oral en inglés)
100 puntos 20%
Asistencia a los talleres 50 puntos 10%
Participación y Contribución a la clase 50 puntos 10%
Totales 500 puntos 100%
Escala:
100-90 A 89-80 B 79-70 C 69-60 D 59-00 F
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Requisitos de APA (versión 6) para citar los Textos a Usarse en el Módulo
Para los Textos Recomendados y Recursos utilice el estilo APA, versión 6. Incluya al menos un
libro electrónico de la Biblioteca Virtual http://bibliotecavirtualut.suagm.edu/
La fecha de publicación de un libro no deberá ser mayor de 5 años según lo exige la Comisión de
Educación Independiente de la Florida.
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Descripción de las normas del curso
1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion Model®” del
Sistema Universitario Ana G. Méndez, el mismo está diseñado para promover el
desarrollo de cada estudiante como un profesional bilingüe. Cada taller será facilitado
en inglés y español, utilizando el modelo 50/50. Esto significa que cada taller deberá ser
conducido enteramente en el lenguaje especificado. Los lenguajes serán alternados en
cada taller para asegurar que el curso se ofrece 50% en inglés y 50% en español. Para
mantener un balance, el módulo debe especificar que se utilizarán ambos idiomas en el
quinto taller, dividiendo el tiempo y las actividades equitativamente entre ambos idiomas.
Esto no aplica a los cursos de lenguaje que deben ser desarrollados en el idioma propio
todo en inglés o todo en español según aplique.
2. El curso es conducido en formato acelerado, eso requiere que los estudiantes se preparen
antes de cada taller de acuerdo al módulo. Cada taller requiere un promedio de diez (10)
horas de preparación y en ocasiones requiere más.
3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al taller
deberá presentar una excusa razonable al facilitador. El facilitador evaluará si la
ausencia es justificada y decidirá como el estudiante repondrá el trabajo perdido, de ser
necesario. El facilitador decidirá uno de los siguientes: permitirle al estudiante reponer el
trabajo o asignarle trabajo adicional en adición al trabajo a ser repuesto.
Toda tarea a ser completada antes del taller deberá ser entregada en la fecha asignada. El
facilitador ajustará la nota de las tareas repuestas.
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4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las siguientes
opciones:
a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado en la
nota existente.
b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota a dos
por debajo de la nota existente.
5. La asistencia y participación en clase de actividades y presentaciones orales son
extremadamente importantes pues no se pueden reponer. Si el estudiante provee una
excusa válida y verificable, el facilitador determinará una actividad equivalente a evaluar
que sustituya la misma. Esta actividad deberá incluir el mismo contenido y componentes
del lenguaje como la presentación oral o actividad a ser repuesta.
6. En actividades de grupo, el grupo será evaluado por su trabajo final. Sin embargo, cada
miembro de grupo deberá participar y cooperar para lograr un trabajo de excelencia, pero
recibirán una calificación individual.
7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no plagiado. Se
debe entender que todo trabajo sometido esta citado apropiadamente o parafraseado y
citado dando atención al autor. Todo estudiante debe ser el autor de su propio trabajo.
Todo trabajo que sea plagiado, copiado o presente trazos de otro será calificado con cero.
El servicio de SafeAssignTM
de Blackboard será utilizado por los facilitadores para
verificar la autoría de los trabajos escritos de los estudiantes. Es responsabilidad del
estudiante el leer la política de plagio de su universidad. Si usted es estudiante de UT,
deberá leer la Sección 11.1 del Manual del Estudiante. Si es estudiante de UMET y UT,
refiérase al Capítulo 13, secciones 36 y 36.1 de los respectivos manuales.
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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 bibliografía. No se tolerará el plagio y, en
caso de que se detecte casos del mismo, el estudiante se expone a recibir cero en el
trabajo y a ser referido al Comité de Disciplina de la institución. Los estudiantes deben
observar aquellas prácticas dirigidas a evitar incurrir en el plagio de documentos y
trabajos.
8. Si el facilitador hace cambios al módulo o guía de estudio, deberá discutirlos y entregar
copia a los estudiantes por escrito al principio del primer taller.
9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo su
correo electrónico, teléfonos, y el horario disponibles.
10. El uso de celulares está prohibido durante las sesiones de clase; de haber una necesidad,
deberá permanecer en vibración o en silencio.
11. La visita de niños y familiares no registrados en el curso no está permitida en el salón de
clases.
12. Todo estudiante está sujeto a las políticas y normas de conducta y comportamiento que
rigen al SUAGM y el curso.
Nota: Si por alguna razón no pueden acceder las direcciones electrónicas ofrecidas en el módulo,
no se limite a ellas. Existen otros motores de búsqueda y sitios Web que podrá utilizar para la
búsqueda de la información deseada. Entre ellas están:
www.google.com
www.ask.com
www.pregunta.com
INBU 350 International Business 12
Updated: 01-11-2011
www.findarticles.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
http://www.apastyle.org/
Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:
http://www.chegg.com/(alquiler)
http://www.bookswim.com/ (alquiler)
http://www.allbookstores.com/ (compra)
http://www.alibris.com/(compra)
Estos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.
El/la facilitador(a) puede realizar cambios a las direcciones electrónicas y/o añadir algunas de ser
necesario.
CUMPLIMENTO DE LA LEY DE INVESTIGACIÓN: Del facilitador o el estudiante
requerir o desear una investigación o la administración de cuestionarios o entrevistas,
deben referirse a las normas y procedimientos de la Oficina de Cumplimiento y solicitar su
autorización. Para acceder a los formularios de la Oficina de Cumplimiento pueden visitar
este enlace
http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios que
necesite.
Además de los formularios el estudiante/facilitador puede encontrar las instrucciones para
la certificación en línea. Estascertificacionesincluyen: IRB Institutional Review Board,
INBU 350 International Business 13
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Health Information Portability and Accountability Act (HIPAA), y Responsibility Conduct
for Research Act (RCR).
De tener alguna duda, favor de comunicarse con las Coordinadoras Institucionales o a la Oficina
de Cumplimiento a los siguientes teléfonos:
Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento
Tel. (787) 751-0178 Ext. 7196
Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET
Tel. (787) 766-1717 Ext. 6366
Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo
Tel. (787) 743-7979 Ext.4126
Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE
Tel. (787) 257-7373 Ext. 3936
Filosofía y metodología educativa
Este curso está basado en la teoría educativa del Constructivismo. Constructivismo es una
filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a través de nuestras
experiencias, podemos construir nuestro propio conocimiento sobre el mundo en el que vivimos.
Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales” que utilizamos para
darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente el proceso de
ajustar nuestros modelos mentales para poder acomodar nuevas experiencias. Como
facilitadores, nuestro enfoque es el mantener una conexión entre los hechos y fomentar un nuevo
entendimiento en los estudiantes. También, intentamos adaptar nuestras estrategias de enseñanza
a las respuestas de nuestros estudiantes y motivar a los mismos a analizar, interpretar y predecir
información.
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Existen varios principios para el constructivismo, entre los cuales están:
1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe
comenzar con situaciones en las cuales los estudiantes estén buscando activamente
construir un significado.
2. Significado requiere comprender todas las partes. Y, las partes deben entenderse en el
contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos
primarios, no en hechos aislados.
3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes utilizan
para percibir el mundo y las presunciones que ellos hacen para apoyar dichos modelos.
4. El propósito del aprendizaje, es para un individuo, el construir su propio significado, no
sólo memorizar las contestaciones “correctas” y repetir el significado de otra persona.
Como la educación es intrínsecamente interdisciplinaria, la única forma válida para
asegurar el aprendizaje es hacer del avalúo parte esencial de dicho proceso, asegurando
que el mismo provea a los estudiantes con la información sobre la calidad de su
aprendizaje.
5. La evaluación debe servir como una herramienta de auto-análisis.
6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las múltiples
perspectivas que existen en el mundo.
7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.
INBU 350 International Business 15
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STUDY GUIDE
Course Title: International Business
Code: INBU 350
Time Length: Five (5) weeks
Prerequisite: NONE
Description:
In this course students will learn about the concepts and administrative implications that global
organizational practices have on international commerce, and its effect on products and services.
In addition, this course emphasizes the advantages and disadvantages of several global economic
theories, government policies, business strategies and organizational structures.
General Content Objectives
At the end of this course, students will be able to:
1. Comprehend the process of international commerce within the context of business
globalization.
2. Understand the importance of cultural aspects when initiating business with other
countries.
3. Understand why commerce between countries generates wealth.
4. Recognize all related international treaties and the countries participating in these treaties.
5. Comprehend the international movements of goods, services and finances.
6. Establish the basic logistics for product distribution in global business.
7. Understand the concepts of Balance of Payments, Foreign Exchange Market, Productivity
and Factors of Production.
8. Understand the theory of Purchasing Power Parity.
INBU 350 International Business 16
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9. Comprehend the legal aspects involved in conducting negotiations with foreign countries.
10. Establish and implement marketing strategies in order to obtain successful access to one
or more foreign markets.
General Language Objectives
1. Listening: Students will provide positive feedback after listening to selected videos
related to the concepts introduced in the course or after the facilitator discusses a specific
topic.
2. Speaking: Student will be able to offer oral discussion about the course material, using
excellent vocabulary clear pronunciation and fluent speech in both English and Spanish.
3. Reading: Students will search, read and retain information related to the subjects
discussed on each of the course workshops.
4. Writing: Students will demonstrate proper writing conventions (refer to Appendix D –
Six Traits for Writing), and by applying APA style format version six (6), without any
grammatical or syntax errors in both English and Spanish. They will write notes, essays,
workshop summaries that demonstrate comprehension, synthesis of content, reflective
journals and experiences from a variety of media.
Recommended Texts and Resources
Hill, Charles W.L. (20010). International Business: Competing in the Global
Marketplace (7thed.). Boston, MA: McGraw-Hill. ISBN 987-0-07-338-134-3 $90
(approximately) also electronic download available for $49
E-Books
Aneas, Assumpta; Simons, George & Lambert, Junamay (2008). Competencia Global:
50 actividades de formación para lograr éxito en proyectos y negocios internacionales,
INBU 350 International Business 17
Updated: 01-11-2011
Editorial: Ediciones Díaz de los Santos. Retrieved from:
http://site.ebrary.com/lib/bibliosuagmsp/search.action?p00=Competencia+Global
Grath, Anders (2008). Handbook of International Trade and Finance.
Retrieved from:
http://www.netlibrary.com.librarylogin.suagm.edu:84/Details.aspx?ProductId=224389&
Terms=International+TRade+and+Finance&ReturnLabel=lnkSearchResults&ReturnPath
=/Search/SearchResults.aspx
E-Lab (Language Lab) Requirements (Tell Me More, Net Tutor, Wimba Voice, Virtual Library,
& Voice E-mail.)
Language Lab Minimum Requirement: Students must demonstrate that they have
complied with 20 hours of language lab usage for each language (10 in English and 10
Spanish) per course. This equates to the use of the language lab for two hours weekly for
each language per course. The facilitator may require a higher number of hours for
language lab practice based on the language needs for listening, speaking, reading, and
writing skills in either or both languages.
Description of the Evaluation Process: Integrate the use of the language lab and e-lab to all
evaluation rubrics used in the instructional module. The language rubrics for listening, speaking,
reading, and writing provided in Appendix A are integrated to assess student performance in all
courses. The Writing Process: Six Writing Traits Rubrics provided Appendix B must be used to
evaluate all writing activities in both languages in courses. Portfolio Performance Assessment
must be one of the evaluation instruments used in the module and throughout the content of all
workshops and appendices. This instrument must follow established guidelines. Due to the
INBU 350 International Business 18
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nature of our dual language instructional model, documentation must be provided on the growth
of students towards mastery of linguistic and academic skills in both languages (English and
Spanish.)
Essay before Workshop One 25 points 5%
Essay before Workshop Two 25 points 5%
Essay before Workshop Three 25 points 5%
Essay before Workshop Four 25 points 5%
Case Study Workshop Four 100 points 20%
Exam Workshop Five 100 points 20%
Final Project ( includes oral presentation
in English and written report in Spanish)
100 points 20%
Attendance 50 points 10%
Participation / Class Contribution 50 points 10%
Totals 500 points 100%
Scale
100-90 A 89-80 B 79-70 C 69-60 D 59-00 F
Description of Course Policies
1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based Dual
Language Immersion Model® designed to promote each student’s development as a Dual
Language Professional. Workshops will be facilitated in English and Spanish, strictly
using the 50/50 model. This means that each workshop will be conducted entirely in the
language specified. The language used in the workshops will alternate to insure that 50%
of the course will be conducted in English and 50% in Spanish. To maintain this balance,
INBU 350 International Business 19
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the course module may specify that both languages will be used during the fifth
workshop, dividing that workshop’s time and activities between the two languages. The
50/50 model does not apply to language courses where the delivery of instruction must be
conducted in the language taught (Spanish or English only).
2. The course is conducted in an accelerated format and requires that students prepare in
advance for each workshop according to the course module. Each workshop requires an
average ten hours of preparation, but could require more.
3. Attendance at all class sessions is mandatory. A student that is absent to a workshop
must present the facilitator a reasonable excuse. The facilitator will evaluate if the
absence is justified and decide how the student will make up the missing work, if
applicable. The facilitator will decide on the following: allow the student to make up the
work, or allow the student to make up the work and assign extra work to compensate for
the missing class time. Assignments required prior to the workshop must be completed
and turned in on the assigned date. The facilitator may decide to adjust the grade given
for late assignments and make-up work.
4. If a student is absent to more than one workshop the facilitator will have the
following options:
a. If a student misses two workshops, the facilitator may lower one grade level
based on the students existing grade.
b. If the student misses three workshops, the facilitator may lower two grade
levels based on the students existing grade.
5. Student attendance and participation in oral presentations and special class activities are
extremely important as it is not possible to assure that they can be made up. If the student
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provides a valid and verifiable excuse, the facilitator may determine a substitute
evaluation activity if he/she understands that an equivalent activity is possible. This
activity must include the same content and language components as the oral presentation
or special activity that was missed.
6. In cooperative learning activities, the group will be assessed for their final work.
However, each member will have to collaborate to assure the success of the group and the
assessment will be done collectively as well as individually.
7. It is expected that all written work will be solely that of the student and should not be
plagiarized. That is, the student must be the author of all work submitted. All quoted or
paraphrased material must be properly cited, with credit given to its author or publisher.
It should be noted that plagiarized writings are easily detectable and students should not
risk losing credit for material that is clearly not their own. SafeAssignTM
, a Blackboard
plagiarism deterrent service, will be used by the facilitators to verify students’ ownership
of written assignments.It is the student’s responsibility to read the university’s plagiarism
policy. If you are a UT student, read Section 11.1 of the Student Manual, and if you
belong to UMET or UNE, refer to Chapter 13, Sections 36 and 36.1 of the respective
manuals.
Ethical behavior is expected from the students in all course related activities. This means
that ALL papers submitted by the student must be original work and that all references
used will be properly cited or mentioned in the bibliography. Plagiarism will not be
tolerated and, in case of detecting an incidence, the student will obtain a zero in the
assignment or activity and could be referred to the Discipline Committee.
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8. If the Facilitator makes changes to the study guide, such changes should be discussed
with and given to students in writing at the beginning of the first workshop.
9. The facilitator will establish a means of contacting students by providing an email
address, phone number, hours to be contacted and days.
10. The use of cellular phones is prohibited during sessions; if there is a need to have one, it
must be on vibrate or silent mode during ALL class sessions.
11. Children or family members who are not registered in the course are not allowed in the
classrooms.
12. All students are subject to the policies regarding behavior in the university community
established by the institution and in this course.
Note: If for any reason you cannot access the URL’s presented in the module, do not stop your
investigation. There are many search engines and other links you can use to search for
information. These are some examples:
www.google.com
www.ask.com
www.pregunta.com
www.findarticles.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
http://www.apastyle.org/
To buy or rent new or used textbooks or references you can visit:
INBU 350 International Business 22
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http://www.chegg.com/(rent)
http://www.bookswim.com/ (rent)
http://www.allbookstores.com/ (buy)
http://www.alibris.com/(buy)
These are just a few of the many companies where you may buy or rent books.
The facilitator may make changes or add additional challenging, research-based, and
professional educational Web resources, if deemed necessary to reflect current trends in the
course topics.
RESEACRH LAW COMPLIANCE REQUIREMENT:
If the facilitator or the student is required or wants to perform a research or needs to administer a
questionnaire or an interview, he/she must comply with the norms and procedures of the
Institutional Review Board Office (IRB) and ask for authorization. To access the forms from
the IRB Office or for additional information, visit the following link:
http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.
Furthermore, in this Website the student/facilitator will find instructions for several online
certifications related to IRB processes. These certifications include: IRB Institutional Review
Board, Health Information Portability Accounting Act (HIPAA), y Responsibility Conduct for
Research Act (RCR).
If you have any question, please contact the following Institutional Coordinators:
Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)
Tel. (787) 751-0178 Ext. 7196
Miss. Carmen Crespo, IRB Institutional Coordinator– UMET
Tel. (787) 766-1717 Ext. 6366
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Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo
Tel. (787) 743-7979 Ext.4126
Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE
Tel. (787) 257-7373 Ext. 3936
Teaching Philosophy and Methodology
This course is grounded in the learning theory of Constructivism. Constructivism is a
philosophy of learning founded on the premise that, by reflecting on our experiences, we
construct our own understanding of the world in which we live.
Each of us generates our own “rules” and “mental models,” which we use to make sense of our
experiences. Learning, therefore, is simply the process of adjusting our mental models to
accommodate new experiences. As teachers, our focus is on making connections between facts
and fostering new understanding in students. We will also attempt to tailor our teaching
strategies to student responses and encourage students to analyze, interpret and predict
information.
There are several guiding principles of constructivism:
1. Learning is a search for meaning. Therefore, learning must start with the issues around
which students are actively trying to construct meaning.
2. Meaning requires understanding “wholes” as well as “parts”. And parts must be
understood in the context of wholes. Therefore, the learning process focuses on primary
concepts, not isolated facts.
3. In order to teach well, we must understand the mental models that students use to
perceive the world and the assumptions they make to support those models.
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4. The purpose of learning is for an individual to construct his or her own meaning, not just
memorize the "right" answers and regurgitate someone else's meaning. Since education is
inherently interdisciplinary, the only valuable way to measure learning is to make the
assessment part of the learning process, ensuring it provides students with information on
the quality of their learning.
5. Evaluation should serve as a self-analysis tool.
6. Provide tools and environments that help learners interpret the multiple perspectives of
the world.
7. Learning should be internally controlled and mediated by the learner.
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TALLER UNO
Objetivos específicos de contenido:
Al finalizar el taller, el/la estudiante podrá:
1. Definir globalización de mercados y globalización de producción.
2. Explicar el origen de las instituciones mundiales.
3. Comprender el proceso del comercio internacional en el contexto de la globalización de
los negocios.
4. Identificar cuáles son los impulsores de la globalización.
5. Entender la importancia de los aspectos culturales a la hora de iniciar negocios con los
respectivos países.
6. Explicar qué se entiende por ética en los negocios internacionales.
Objetivos específicos de lenguaje:
Al finalizar el taller, el/la estudiante podrá:
1. Escuchar: Proveer retroalimentación constructiva luego de escuchar un video sobre los
factores de crecimiento de los negocios internacionales.
2. Hablar: Utilizar términos de vocabulario adecuados y pronunciar todas las palabras de
manera clara, durante la discusión de forma oral en clase sobre la importancia de los
aspectos culturales al realizar un comercio internacional.
3. Leer: Comprender y aplicar el concepto de globalización de mercados mediante el uso de
lecturas en español.
4. Escribir: Utilizar el vocabulario correcto y sin errores gramaticales o de sintaxis para la
escritura de un ensayo en formato APA (6ta edición) sobre los negocios internacionales.
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Enlaces electrónicos:
Bibliotecas Virtuales del Sistema
Universidad del Turabo
http://bibliotecavirtualut.suagm.edu/
Universidad del Este
http://www.suagm.edu/une/portal%5Fde%5Fbiblioteca/
Universidad Metropolitana
http://www.suagm.edu/umet/biblioteca/se_biblioteca.asp
Producción Internacional
http://www.global-production.com/
Globalización
http://www.ee-iese.com/113/afondo.php
http://definanzas.com/2009/05/14/concepto-de-globalizacion/
Ventaja Competitiva
http://www.eumed.net/libros/2007b/299/44.htm
Implicaciones Culturales
http://www.encolombia.com/economia/Diferenciasculturales2.htm
Ética en negocios internacionales
http://www.revistasice.com/cmsrevistasICE/pdfs/ICE_823_69-
86__43F236286221355AAD287AD969F2222B.pdf
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Asignaciones antes del taller:
1. Leer cuidadosamente la descripción y los objetivos del curso y de cada uno de los
talleres. Debe venir preparado para hacer cualquier pregunta sobre el módulo al(a)
facilitador(a).
2. Leer y revisar la 6ta edición del estilo de escritura APA. Todos los trabajos escritos
asignados deberán utilizar el estilo de escritura APA (6ta edición) para la redacción de
ensayos, citar y referenciar definiciones y/o conceptos teóricos. Todos los trabajos
escritos deben ser enviados a través de Blackboard al facilitador del curso antes de cada
taller. No se aceptarán trabajos en papel o por correos electrónicos que no sean de
SUAGM.
3. El/la estudiante realizará una investigación utilizando diferentes fuentes de información
sobre el campo de los negocios internacionales y redactará un ensayo en formato APA
que conteste los siguientes puntos:
a. ¿Qué se entiende por negocios internacionales?
b. ¿Cómo cambian las condiciones externas de una empresa que decide operar
internacionalmente?
c. ¿Cuál es la importancia de la misión, objetivos y estrategia de una empresa
que opera internacionalmente?
d. ¿Cuáles son los cuatro factores a los cuales se le atribuye el crecimiento de
los negocios internacionales?
4. El/la estudiante debe estar preparado para compartir su trabajo de ensayo con el resto de
la clase.
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5. Tomar el examen de nivel de lenguaje español y en inglés en E-Lab. Entregar copia del
resultado al(a) facilitador(a) al comienzo del taller.
Vocabulario clave de la lección
1. Globalización de los negocios
2. Globalización de mercados
3. Globalización de producción
4. Aspectos culturales en los negocios internacionales
5. Empresas internacionales
6. Economía mundial
Componentes de SIOP (Sheltered-Instruction Observation Protocol). Coloque una marca de
cotejo en la (_√_) en todas las estrategias por componente que se usarán en el taller.
B. Andamiaje
_√_ Modelaje
_√_ Práctica Dirigida
_√_ Práctica Independiente
_√_ Instrucción Comprensible
C. Opciones para Agrupamiento
_√_ Grupo Completo
_√_ Grupos Pequeños
___ Pares
_√_ Trabajo Independiente
D. Integración del
Proceso
_√_ Escuchar
_√_ Hablar
_√_ Leer
_√_ Escribir
E. Aplicación
_√_ Actividades Dinámicas de Aplicación
_√_ Significativas y Relevantes
_√_ Rigurosas
_√_ Alineadas a los Objetivos
_√_ Promueven Participación
A. Preparación
_√_Adaptación de Contenido
_√_ Enlaces al Conocimiento Previo
_√_ Enlaces al Aprendizaje Previo
_√_ Estrategias Incorporadas
Estrategias de CALLA (Cognitive Academic Language Learning Approach)
_√_ Cognoscitivo
_√_ Meta-cognoscitivo
_√_ Socio/Afectivo
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Actividades integradas de contenido y lenguaje para lograr los objetivos del taller:
1. El/la facilitador/a se presentará y expondrá los objetivos, metodología de facilitación,
expectativas, criterios de avalúo y evaluación del curso INBU 350.
2. El/la facilitador/a indicará canales de comunicación, horario y días de contacto.
3. Luego de que todos los participantes del curso se presenten, se seleccionará el/la
representante estudiantil.
4. El/la facilitador/a explicará la forma de enviar tareas mediante la plataforma de
Blackboard.
5. El/la facilitador/a explicará el foro de discusión en Blackboard y explicará la importancia
de entrar al foro de discusión como parte de los proyectos y asignación de algunos talleres.
6. Se seleccionarán los grupos de trabajo para los casos de estudio (cuarto taller) y el trabajo
final a presentar en el taller cinco. Los grupos no deben exceder de 4 participantes.
7. El/la facilitador/a asignará a cada grupo los casos de estudio para presentar en el taller
cuatro.
8. El/la facilitador/a explicará cuales serán los elementos que debe contener los análisis de
caso y explicará el formato tanto del trabajo escrito como de la presentación oral.
9. El/la facilitador/a asignará a cada grupo una empresa y un país para el proyecto final (ver
instrucciones en el Anejo J).
10. El/la facilitador/a procederá a discutir con las clase los temas asignados antes del taller.
Este seleccionará el método que entienda más adecuado.
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11. El/la facilitador/a mostrará un video que explique los factores del crecimiento de los
negocios internacionales. La clase se dividirá en grupos para escribir un mapa conceptual
que resuma estos factores.
12. La clase se dividirá en grupos para ofrecer un resumen en forma oral que explique en
detalle los siguientes factores a tomar en consideración al establecer un negocio
internacional:
a. Aspectos culturales
b. Ética
c. Economía
d. Infraestructura de los países
e. Nivel de educación de los países
13. El/la facilitador/a resumirá los puntos más importantes de los temas presentados durante
la clase. El/la facilitador/a procederá a discutir los temas asignados para el próximo taller.
Avalúo
1. Los estudiantes harán su evaluación del curso llenando el diario reflexivo con el Anejo
E y lo entregarán al facilitador al finalizar el taller.
2. El facilitador utilizará el Anejo H para evaluar los ensayos/trabajos escritos/resúmenes o
abstractos.
3. El facilitador utilizará el Anejo F para evaluar asistencia y participación individual.
4. El facilitador utilizará el Anejo I para evaluar participación en grupo.
5. El facilitador utilizará el Anejo G para evaluar presentación individual.
6. El facilitador utilizará el Anejo A para evaluar el cumplimiento de los objetivos
específicos de lenguaje para el taller.
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Cierre del taller
1. El/la facilitador/a repasará con los estudiantes todos los objetivos específicos de contenido
del taller para verificar si éstos fueron cumplidos exitosamente.
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WORKSHOP TWO
Specific Content Objectives:
At the end of this workshop, the student will be able to:
1. Explore why business exchange between countries generates wealth.
2. Learn about international treaties and countries that participate in them.
3. Study the meaning of political economics on international business.
4. Recognize what is direct foreign investment.
5. Understand what regional economic integration is.
6. Analyze the following concepts: International Monetary Fund, Foreign Exchange Market,
Productivity, and Factors of Production.
Specific Language Objectives:
At the end of this workshop, the student will be able to:
1. Listening: Understand the concepts of International Monetary Fund, Foreign Exchange
Market, Productivity, Factors of Production and Purchasing Power Parity after listening
to the facilitator’s presentation.
2. Speaking: Use the basic academic vocabulary to respond to questions from the facilitator
about regional economic integration.
3. Reading: Identify major points after reading about international business and politics.
4. Writing: Demonstrate good control of spelling, punctuation, capitalization, and other
writing conventions when writing an essay on the meaning of political aspects of
international business.
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Electronic Links (URLs):
Bibliotecas Virtuales del Sistema
Universidad del Turabo
http://bibliotecavirtualut.suagm.edu/
Universidad del Este
http://www.suagm.edu/une/portal%5Fde%5Fbiblioteca/
Universidad Metropolitana
http://www.suagm.edu/umet/biblioteca/se_biblioteca.asp
Producción Internacional
http://www.global-production.com/
International Treaties
http://www.global-production.com
http://www.natlaw.com/treaties.htm
http://trade.gov/fta/
Direct Foreign Investment
http://www.economywatch.com/foreign-direct-investment/
http://www.going-global.com/articles/understanding_foreign_direct_investment.htm
Regional Economic Integration
http://www.allbusiness.com/economy-economic-indicators/economic-news/11787540-1.html
Assignments Before the Workshop:
1. Each student will write an essay that explains the meaning of political aspects of
international business. This essay will be in word format and APA style version 6. The
essay will be sent to the facilitator through Blackboard platform, prior to beginning
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Workshop Two. Students will provide a copy to the facilitator as evidence that the essay
was sent correctly and later it will be used for class discussion.
2. Bring a newspaper article (online Web site is accepted, like www.cnn.com ) related to
international business and politics. Prepare a summary of the article and come prepare to
discuss it during one of the workshop activities.
3. As part of the language study required activities (E-lab), use Tell Me More to read and
pronounce concepts related to international treaties. Students must prepare to participate
in a group activity.
4. In Blackboard platform students will go into Discussion Board and discuss on the
following: How do the economy and the government policies of a country affect the
productivity of an international business? The facilitator will assess this assignment as
part of the grade for participation in class. The facilitator will follow up on the activity
in class.
5. Read about the Foreign Exchange Market. Students must prepare to participate in a group
activity.
Key Vocabulary:
1. Global Economy
2. Direct Foreign Investment
3. Quotas & Tariffs
4. International Politics
5. International Monetary Fund
6. World Trade Organization
7. Purchasing Power Parity
8. Factors of Production
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SIOP Components - Place a checkmark on the (_√_) for ALL strategies that will be used
in the workshop.
Integrated Activities of Content and Language to Achieve Content and Language
Objectives
1. The facilitator will engage the students in a short review of the last workshop material
and answer any questions or concerns students might have.
B. Scaffolding
_√_ Modeling
_√_ Guided Practice
_√_ Independent Practice
_√_ Comprehensible Input
C. Grouping Options
_√_ Whole Class
_√_ Small Groups
___ Partners
_√_ Independent Work
D. Integration of Processes
_√_ Listening
_√_ Speaking
_√_ Reading
_√_ Writing
E. Application
_√_ Hands-on
_√_ Meaningful/Relevant
_√_ Rigorous
_√_ Link to Objectives
_√_ Promote Engagement
A. Preparation
_√_ Adaptation of Content
_√_ Links to Background Knowledge
_√_ Links to Past Learning
_√_ Strategies Incorporated
CALLA Strategies (Cognitive Academic Language Learning Approach)
_√_ Cognitive
_√_ Meta-cognitive
_√_ Social/Affective
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2. After providing a detailed explanation of all the objectives for the workshop, the
facilitator will randomly select several students to perform a brief oral presentation (no
longer than 5 minutes per student) of their assigned essay for the workshop.
3. Students, selected in random order, will share with the rest of the class their newspaper
article from assignment 2.
4. Students will divide into 2 groups, for a class debate. One group will argue that the
economy of a country is the main factor that affects the productivity of an international
business. The other group will have to convince the class that instead of the economy is
the country’s government policies.The subject of this activity will be assigned on
Discussion Board.
5. Class will be divided in 5 groups of no more than 4 students per group. Depending on the
class size, this activity can be done in pairs instead of groups. Each group will discuss an
international treaty related to international business.
6. Same groups that were organized for the prior activity will discuss the meaning of
regional economic integration. Each group will prepare a drawing that represents the
most important points of a regional economic integration and will share it with the rest of
the class. The facilitator must provide relevant feedback to each group.
7. The facilitator and students will discuss the aspects of International Monetary Fund,
Foreign Exchange Market, Productivity, Factors of Production and Purchasing Power
Parity. The facilitator can choose from a variety of alternatives (video, panel discussion,
power point presentation, etc.) for this activity.
8. The facilitator will discuss the assignments for the next workshop.
Assessment:
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1. Students will assess the workshop by completing the reflective journal using Appendix E
and then turning it in to the facilitator.
2. The facilitator will use Appendix H to assess essays/written reports/summaries or
abstracts.
3. The facilitator will use Appendix F to assess attendance and individual participation.
4. The facilitator will use Appendix I to assess group participation.
5. The facilitator will use Appendix G to assess individual presentations.
6. The facilitator will use Appendix A to assess the specific language objectives for the
workshop.
Lesson Wrap-Up
1. The facilitator will summarize the workshop by asking questions to verify if each student
understood the objectives and different concepts taught in class.
2. Each group that worked together on the workshop activities will write on the board or on
a chart a bullet-point summary of all the concepts learned in the workshop.
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TALLER TRES
Objetivos específicos de contenido:
Al finalizar el taller, el/la estudiante podrá:
1. Analizar cómo las empresas pueden evaluar y seleccionar mercados extranjeros
específicos en los cuales ingresar.
2. Formular y ejecutar estrategias de mercadotecnia conducentes a penetrar exitosamente
uno o varios mercados exteriores.
3. Describir las cuotas y tarifas como mecanismos de control de importaciones y
exportaciones tanto de Estados Unidos como otros países extranjeros.
4. Entender cuáles son las diferentes estrategias de entrada a mercados extranjeros y lo que
son las alianzas estratégicas.
5. Explicar la importancia de la exportación, importación e intercambio.
Objetivos específicos de lenguaje:
Al finalizar el taller, el/la estudiante podrá:
1. Escuchar: Proveer retroalimentación constructiva luego de escuchar la exposición del
facilitador sobre las estrategias de entrada a mercados extranjeros.
2. Hablar: Utilizar términos de vocabulario adecuados y pronunciar todas las palabras de
manera clara, durante la discusión de forma oral en clase sobre la importancia de los
aspectos culturales al establecer estrategias de comercio internacional.
3. Leer: Comprender y aplicar el concepto de globalización de mercados mediante el uso de
lecturas en español.
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4. Escribir: Utilizar un vocabulario académico correcto y sin errores gramaticales o de
sintaxis para la escritura de un ensayo en formato APA (6ta edición) sobre los negocios
internacionales.
Enlaces electrónicos:
Bibliotecas Virtuales del Sistema
Universidad del Turabo
http://bibliotecavirtualut.suagm.edu/
Universidad del Este
http://www.suagm.edu/une/portal%5Fde%5Fbiblioteca/
Universidad Metropolitana
http://www.suagm.edu/umet/biblioteca/se_biblioteca.asp
Producción Internacional
http://www.global-production.com/
Fondo Monetario Internacional
http://www.imf.org/EXTERNAL/SPANISH/INDEX.HTM
Estrategia Internacional
http://www.bygalicia.eu/es/claves_de_la_internacionalizacion/estrategia_internacional/
http://www.quickmba.com/strategy/global/marketentry/
www.intracen.org
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Asignaciones antes del taller:
1. Como parte de los requisitos de estudio de lenguaje (E-lab), los estudiantes utilizarán
herramientas como Net Tutor, Biblioteca Virtual, y la red cibernética para buscar y leer
información sobre los conceptos y definiciones expuestos en la sección de vocabulario
clave de la lección.
2. Los estudiantes harán un ensayo en formato APA (6ta edición) y no menos de 3 páginas
sobre los riesgos y oportunidades que representa entrar a mercados extranjeros. El ensayo
debe ser enviado al facilitador antes del taller tres (3) a través de la plataforma de
Blackboard. Una copia impresa debe ser presentada al facilitador como evidencia de que
el ensayo fue enviado a tiempo y correctamente. El/la estudiante debe venir preparado
para discutir su ensayo en una de las actividades del taller.
3. Visite la página del “International Trace Centre” (www.intracen.org ). Conduzca un
estudio avanzado en la red cibernética para analizar las posiciones de no menos de 5
países en términos de exportaciones, niveles de educación e infraestructura. Prepare una
tabla comparativa de los cinco países seleccionados y venga preparado para discutirlo en
clase durante una de las actividades del taller.
4. Los grupos que fueron formados para el proyecto final deberán reunirse y preparar un
bosquejo del proyecto, el cual deben entregar al facilitador. Los estudiantes deben venir
preparados para discutir cualquier pregunta que necesiten aclarar con el/la facilitador/a.
5. El/la facilitador/a colocará en la plataforma Blackboard (Discussion Board) la siguiente
pregunta de discusión: ¿Hasta qué punto una empresa debe adaptar sus productos y
estrategias de mercadeo de cada país extranjero? Esta asignación es requisito para el
taller y será evaluada por el/la facilitador/a, por la cual todos los estudiantes deberán
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participar en la discusión.
Vocabulario clave de la lección (Debe reflejar los objetivos y conceptos claves del taller).
1. Mercados Extranjeros
2. Métodos de Entrada a Mercados Extranjeros:
a. Inversión Extranjera Directa (Vertical vs Horizontal)
b. Licencias
c. Exportaciones / Importaciones
d. Alianzas (“JointVentures”)
e. Manufactura
3. Mercados de la Triada (Estados Unidos, Japón, Comunidad Europea)
4. Estrategias de mercadeo internacional
5. Cuotas / Tarifas
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Componentes de SIOP (Sheltered-Instruction Observation Protocol). Coloque una marca de
cotejo en la (_√_) en todas las estrategias por componente que se usarán en el taller.
Actividades integradas de contenido y lenguaje para lograr los objetivos del taller
(Contenido y Lenguaje):
1. El/la facilitador/a hará un resumen de la clase anterior y aclarará los temas más
confusos para el estudiante.
2. El/la facilitador/a presentará y explicará los objetivos correspondientes al taller.
B. Andamiaje
_√_ Modelaje
_√_ Práctica Dirigida
_√_ Práctica Independiente
_√_ Instrucción Comprensible
C. Opciones para Agrupamiento
_√_ Grupo Completo
_√_ Grupos Pequeños
___ Pares
_√_ Trabajo Independiente
D. Integración del Proceso
_√_ Escuchar
_√_ Hablar
_√_ Leer
_√_ Escribir
E. Aplicación
_√_ Actividades Dinámicas de Aplicación
_√_ Significativas y Relevantes
_√_ Rigurosas
_√_ Alineadas a los Objetivos
_√_ Promueven Participación
A. Preparación
_√_Adaptación de Contenido
_√_ Enlaces al Conocimiento Previo
_√_ Enlaces al Aprendizaje Previo
_√_ Estrategias Incorporadas
Estrategias de CALLA (Cognitive Academic Language Learning Approach)
_√_ Cognoscitivo
_√_ Meta-cognoscitivo
_√_ Socio/Afectivo
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3. La clase se dividirá en dos grupos para hacer un debate. Un grupo tendrá que exponer las
ventajas u oportunidades de una empresa que entra al mercado extranjero y el otro grupo
deberá debatirlo exponiendo posibles riesgos que puede experimentar una empresa que
entra al los mercados extranjeros. El/la facilitador/a servirá de moderador/a y proveerá
retroalimentación y sugerencias sobre los aspectos que surjan de la discusión.
4. El/la facilitador/a procederá a discutir con las clase lo métodos de entrada a los mercados
extranjeros. Este seleccionará el método que entienda más adecuado para su exposición.
5. El/la facilitador/a seleccionará de manera aleatoria y creativa, cinco estudiantes a los
cuales asignará un método de entrada a mercados extranjeros. Cada estudiante compartirá
con el resto de la clase, en forma de presentación oral breve, un resumen del método
asignado de entrada a mercados extranjeros.
6. El/la facilitador/a modelará el proceso de una empresa escoger un país para entrar la clase
en grupos. Este seleccionará el método que entienda más adecuado para su exposición.
7. El/la facilitador/a dividirá la clase en por lo menos cinco (5) grupos no mayores de 4
integrantes. Cada grupo se reunirá durante unos 10 minutos y escogerá uno de los países
analizados en la asignación # 3 del taller. Cada grupo escogerá un integrante para
presentar su análisis al resto de la clase.
8. El/la facilitador/a presentará algunas estrategias de mercadotecnia para competir en los
mercados globales. Este seleccionará el método que entienda más adecuado para su
exposición.
9. El/la facilitador/a seleccionará de manera aleatoria y creativa, algunos estudiantes para
que compartan con el resto de la clase, en forma de presentación oral breve, un resumen
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sobre sus hallazgos de lectura relacionados a las cuotas y tarifas de Estados Unidos y
algunos mercados extranjeros.
10. Mientras los estudiantes trabajan en detalles del proyecto final a presentar en el taller
cinco (5), el/la facilitador/a llevará cabo sesiones “uno a uno” con cada grupo para revisar
el bosquejo asignado y aclarar cualquier duda.
11. El/la facilitador/a resumirá los puntos más importantes de los temas presentados durante
la clase. El/la facilitador/a procederá a discutir los temas asignados para el próximo taller.
Avalúo
1. Los estudiantes harán su evaluación del curso llenando el diario reflexivo con el Anejo
E y lo entregará al facilitador al finalizar el taller.
2. El facilitador utilizará el Anejo H para evaluar los ensayos/trabajos escritos/resúmenes o
abstractos.
3. El facilitador utilizará el Anejo F para evaluar asistencia y participación individual y el
Anejo I para evaluar participación en grupo.
4. El facilitador utilizará el Anejo G para evaluar presentación individual.
5. El facilitador utilizará el Anejo A para evaluar el cumplimiento de los objetivos
específicos de lenguaje para el taller.
Cierre del taller
1. El/la facilitador/a repasará con los estudiantes todos los objetivos específicos del taller para
verificar si éstos fueron cumplidos exitosamente.
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WORKSHOP FOUR
Specific Content Objectives:
At the end of this workshop, the student will be able to:
1. Analyze the concepts of global production and distribution logistics.
2. Comprehend and differentiate the meaning of a country’s absolute advantage,
comparative advantage and competitive advantage in terms of global production.
3. Understand the different organizational structures of a global operation and the
importance of an effective Global Human Resources Management.
4. Examine new trends related to the use of foreign countries for outsourcing services
and/or organization departments.
5. Demonstrate the major challenges of facing accounting globally.
Specific Language Objectives:
1. Listening: Understand the meaning of a country’s absolute advantage, comparative
advantage, and competitive advantage in terms of global production after listening to the
facilitator’s presentation.
2. Speaking: Use the appropriate vocabulary to support the message of the oral discussion
about outsourcing services to foreign countries.
3. Reading: Understand the main concepts found in the assigned article about Global
Human Resources Management.
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4. Writing: Demonstrate a good control of spelling, punctuation, capitalization and other
writing conventions when writing an essay about global distribution logistics.
Electronic Links (URLs):
Bibliotecas Virtuales del Sistema
Universidad del Turabo
http://bibliotecavirtualut.suagm.edu/
Universidad del Este
http://www.suagm.edu/une/portal%5Fde%5Fbiblioteca/
Universidad Metropolitana
http://www.suagm.edu/umet/biblioteca/se_biblioteca.asp
Producción Internacional
http://www.global-production.com/
Absolute Advantage versus Comparative Advantage
http://www.econlib.org/library/Topics/Details/comparativeadvantage.html
Global Human Resources Management
http://www.citehr.com/107160-challenges-operating-globally-increasing-importance-global-
human-resource-unde.html#axzz18btMH9F0
Assignments Before the Workshop:
1. Each student will write an essay that explains the aspects of global production and
distribution logistics. This essay will be in word format and APA style version 6. This
essay will be sent to the facilitator through Blackboard platform, prior to the start of
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Workshop Four. Students will print a copy and give it to the facilitator as evidence that
the essay was sent correctly and later it will be used for class discussion.
2. As part of the language study required activities (E-lab), read and look for key vocabulary
concepts using NetTutor, internet and textbooks related to Global Human Resources
Management. Prepare a summary and come prepared to discuss it during one of the
workshop activities.
3. Prepare a list of no less than ten (10) corporations that outsource services or resources.
Bring a copy as evidence and it will be used for class discussion.
4. Also, as part of the e-lab required activities, read and look for key vocabulary concepts
using Virtual Library, Internet, and textbooks related to Global Accounting. Prepare a
summary and come prepared to discuss it during one of the workshop activities.
5. Each group must be prepared to present the Case Study assigned at the first workshop.
6. Each group must continue working on the final project and bring any updates or
questions to the facilitator.
Key Vocabulary:
1. Global Production
2. Global Human Resources Management
3. Absolute Advantage
4. Comparative Advantage
5. Competitive Advantage
6. Opportunity Cost
7. Global Accounting
8. Balance of Payments
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SIOP Components - Place a checkmark on the (_√_) for ALL strategies that will be used
in the workshop.
Integrated Activities of Content and Language to Achieve Content and Language
Objectives
1. The facilitator will engage the students in a short review of the curriculum that was
covered at the last workshop, and answer any questions or concerns students might have.
B. Scaffolding
_√_ Modeling
_√_ Guided Practice
_√_ Independent Practice
_√_ Comprehensible Input
C. Grouping Options
_√_ Whole Class
_√_ Small Groups
___ Partners
_√_ Independent Work
D. Integration of Processes
_√_ Listening
_√_ Speaking
_√_ Reading
_√_ Writing
E. Application
_√_ Hands-on
_√_ Meaningful/Relevant
_√_ Rigorous
_√_ Link to Objectives
_√_ Promote Engagement
A. Preparation
_√_ Adaptation of Content
_√_ Links to Background Knowledge
_√_ Links to Past Learning
_√_ Strategies Incorporated
CALLA Strategies (Cognitive Academic Language Learning Approach)
_√_ Cognitive
_√_ Meta-cognitive
_√_ Social/Affective
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2. After providing a detailed explanation of all the objectives for the workshop, the
facilitator will randomly select the order of groups to present the assigned study case.
3. Each group will have about 15 to 20 minutes for their oral presentation of the case study
assigned at the first workshop.
4. The facilitator will randomly select a few students to share their essay about global
production and distribution logistics with the rest of the class. The facilitator will provide
feedback to the students and clarify any concepts that were not covered by the students
regarding global production.
5. The facilitator will present in detail the meaning of a country’s absolute advantage,
comparative advantage and competitive advantage in terms of global production. The
facilitator will illustrate (with a basic example): Two countries competing for the
production of one or two products, the main differences between absolute advantage,
comparative advantage, and competitive advantage.
6. The class will be divided into 5 groups of no more than 4 students per group. Depending
on the class size, this activity may be done in pairs instead of groups. Each group will
discuss the importance of an effective Global Human Resources Management and
prepare a drawing that illustrates and summarizes their discussion. The facilitator will
provide feedback and present examples of global organizational structures used by
international companies.
7. Each student, in the order randomly selected by the facilitator, will write on the board an
example of a business that is currently outsourcing one or more of their services to or
from a foreign market. The facilitator will engage students in a discussion about the
results of any business losses or gains as a result of their outsourcing.
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8. The facilitator and students will discuss basic accounting concepts for international
organizations as well as major global challenges. The facilitator may choose from a
variety of alternatives (video, panel discussion, power point presentation, etc.) for this
activity.
9. The facilitator will review all the concepts that will be included in the final exam during
the next workshop.
Assessment:
1. Students will assess the workshop by completing the reflective journal using Appendix E
and turning it in to the facilitator.
2. The facilitator will use Appendix H to assess essays/written reports/summaries or
abstracts.
3. The facilitator will use Appendix F to assess attendance and individual participation and
Appendix I to assess group participation.
4. The facilitator will use Appendix G to assess individual presentations.
5. The facilitator will use Appendix A to assess the specific language objectives for the
workshop.
Lesson Wrap-Up
1. The facilitator will summarize the workshop by asking questions to verify if each student
understood the objectives and different concepts taught in class.
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Taller Cinco/Workshop Five
NOTA: Este taller es bilingüe. Tanto, el
Facilitador como los estudiantes, deberán
utilizar el idioma asignado para cada tarea
y actividad. ¡NO MEZCLE LOS DOS
IDIOMAS!
NOTE: This is a bilingual workshop.
Both the facilitator and student should use
the language assigned for each homework
and activity. DO NOT MIX THE TWO
LANGUAGES!
Objetivos específicos de contenido:
Al finalizar el taller, el/la estudiante podrá:
1. Analizar el efecto de las fluctuaciones del dólar americano en los negocios internacionales.
2. Comprender todos los conceptos sobre negocios internacionales discutidos a lo largo del
curso.
3. Determine the possible threats and opportunities that a company could face when entering
into the global market.
4. Explain how to the determined threats and opportunities them as a base to formulate
strategies for selecting foreign markets to establish business operations.
Objetivos específicos de lenguaje:
Al finalizar el taller, el/la estudiante podrá:
1. Escuchar: Proveer retroalimentación constructiva luego de escuchar la exposición en
inglés del facilitador sobre el efecto de las fluctuaciones del dólar en el comercio
internacional.
2. Hablar: Utilizar términos de vocabulario adecuados y pronunciar todas las palabras de
manera clara en inglés, durante las presentaciones orales finales.
3. Reading: Understand and apply the concept of the fluctuations of the dollar by way of
lecturing in English.
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4. Writing: Utilize the six characteristics of the writing process (see Appendix B) for the
Final Project editorial in Spanish, using the APA format (6th edition).
Enlaces electrónicos:
Bibliotecas Virtuales del Sistema
Universidad del Turabo
http://bibliotecavirtualut.suagm.edu/
Universidad del Este
http://www.suagm.edu/une/portal%5Fde%5Fbiblioteca/
Universidad Metropolitana
http://www.suagm.edu/umet/biblioteca/se_biblioteca.asp
Producción Internacional
http://www.global-production.com/
Riesgos y Oportunidades en el comercio internacional
http://www.bygalicia.eu/es/claves_de_la_internacionalizacion/gestion_de_riesgos_seguros/riesg
os_en_el_comercio_internacional/
Asignaciones antes del taller:
1. Como parte de la preparación para el examen final, escriban un resumen de todos los
conceptos discutidos en los cuatro talleres anteriores.
2. As part of the required activities for the study of English language (E-lab), use tools like
Net Tutor, Internet, and textbooks to read about the effect of fluctuations of the American
dollar on international business. Prepare a summary in English and come prepared to
discuss it during one of the workshop activities.
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3. Each group must revise the final written work and oral presentation,-making sure there
are no errors in grammar, and all ideas flow seamlessly.
4. All students must come prepared to describe their personal experience with the course
and how it will enhance their professional development.
Vocabulario clave de la lección
1. Money Market
2. Currency Converter
SIOP Components - Place a checkmark on the (_√_) for ALL strategies that will be used in the
workshop.
B. Scaffolding
_√_ Modeling
_√_ Guided Practice
_√_ Independent Practice
_√_ Comprehensible Input
C. Grouping Options
_√_ Whole Class
_√_ Small Groups
___ Partners
_√_ Independent Work
D. Integration of Processes
_√_ Listening
_√_ Speaking
_√_ Reading
_√_ Writing
E. Application
_√_ Hands-on
_√_ Meaningful/Relevant
_√_ Rigorous
_√_ Link to Objectives
_√_ Promote Engagement
A. Preparation
_√_ Adaptation of Content
_√_ Links to Background Knowledge
_√_ Links to Past Learning
_√_ Strategies Incorporated
CALLA Strategies (Cognitive Academic Language Learning Approach)
_√_ Cognitive
_√_ Meta-cognitive
_√_ Social/Affective
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Actividades integradas de contenido y lenguaje para lograr los objetivos del taller
(Contenido y Lenguaje):
1. El/la facilitador/a presentará un breve resumen de los conceptos discutidos a lo largo del
curso. (Español)
2. El/lafacilitador/a explicará los objetivos para el taller y explicará la agenda de actividades
a llevarse a cabo en el taller final. (Español)
3. El/la facilitador/a dará paso al representante estudiantil a llevar a cabo la actividad de
evaluación del facilitador.(Español)
4. El/la facilitador/a distribuirá el exámen final a los estudiantes. El mismo deberá
completarse en un tiempo máximo de 90 minutos. (Español)
5. Once all students have concluded the exam, the facilitator will discuss all the possible
consequences that the American dollar fluctuations could have on the international
businesses. (English)
6. All groups will prepare to perform their oral presentations. Each group should take no
more than 20 minutes for their presentation. (English)
7. After each presentation, the facilitator will conduct a brief Q & A session. (English)
8. The facilitator will lead a closing activity. (English)
Avalúo
1. Los estudiantes evaluarán el desempeño del facilitador, utilizando los formularios
establecidos por la administración.
2. El facilitador utilizará el Anejo H para evaluar los ensayos/trabajos escritos/resúmenes o
abstractos.
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3. El facilitador utilizará el Anejo F para evaluar asistencia y participación individual en
clase.
4. Students will assess the course by completing the reflective journal using Appendix E
and turning it in to the facilitator.
5. The facilitator will use Appendix I to assess group participation during the oral
presentations.
6. The facilitator will use Appendix A to assess the specific language objectives for the
workshop.
Lesson Wrap-Up
1. The facilitator will summarize the workshop by asking questions to verify if each student
understood the specific content objectives of course.
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Appendix A (English) - Listening Rubric
Level of proficiency Criteria
Beginner
(1 – 2 pts)
Identifies objects
Names concrete objects
Points to picture/object of the word heard
Follows simple commands
Repeats words or simple phrases
Understands simple messages – gestures, pointing
Low Intermediate
(3 – 4 pts)
Draws a picture
Continues to require repetition
Follow verbal dictations
Checks off words that were heard
Repeats information heard to determine comprehension
Able to understand slow speech and multiple repetitions
Intermediate
(5 – 6 pts)
Understands more details of spoken language May need repetition and slow speech Understands basic academic vocabulary which is frequently used in class
discussions Understands class discussions with some difficulty Understands most of what was said
Low advanced
(7 – 8 pts)
May need repetition at normal-speed speech
Understands academic vocabulary used in class discussions
Understands class discussions with little difficulty
Understands nearly everything said
Advanced
(9 – 10 pts)
Needs no repetition at normal-speed speech
Understands elaborate academic vocabulary used in class discussions
Understands class discussions with no difficulty Demonstrates a native like English speaker’s understanding of what is said
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Appendix A (English) - Speaking Rubric
Level of proficiency Criteria
Beginner
(1 – 2 pts)
Names concrete objects
Responds a simple yes or no to questions
Repeats words or simple phrases
Uses one word commands
Pronunciation is very poor that listener cannot understand
Speech is broken into parts making comprehension difficult
Little or no vocabulary to support message
Low Intermediate
(3 – 4 pts)
Uses a few more words to respond to questions although grammatically incorrect
Uses one-, two-, and multiple-word commands
Uses verb tenses interchangeably
Misuses words in daily speech
Must repeat spoken words or phrases to be understood due to pronunciation flaws
Grammar and word order are incorrect
Some evidence of vocabulary to support oral messages is emerging
Intermediate
(5 – 6 pts)
Responds using longer phrases/sentences
Initiates and carries out conversations; however, there may be interruptions due to
thinking of the correct words to say
Better control of grammar and word order
Begins to use basic academic vocabulary which is frequently used in class discussions
and/or oral assignments.
Speaks with some hesitation
Use of vocabulary to support oral messages is evident
Pronunciation of certain words may be difficult, listener must pay close attention
Low advanced
(7 – 8 pts)
Responds using elaborate phrases/sentences
Uses and interprets idiomatic expressions
Social conversations are pretty fluent
Proper use of academic vocabulary is evident in class discussions
Participates in class discussions using academic content with slight hesitation
Occasional mistakes in grammar and word order; however, these may not interrupt
meaning
Pronunciation of most words is accurate and clear
Advanced
(9 – 10 pts)
Speech is fluent
Correct use of elaborate academic vocabulary is present in all class discussions
Participates in class discussion using academic content without hesitation
Use of appropriate vocabulary to support oral messages is evident at all times
Proper use of grammar and word order
Native like pronunciation and intonation
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Appendix A (English) - Reading Rubric
Level of proficiency Criteria
Beginner
(1 – 2 pts)
Comprehension of a wide array of written material is not developed
Interpretation of graphs, charts, tables and forms in textbooks is not developed
Use of pre-reading and reading skills is not developed.
Application of reading strategies to guess meanings of unfamiliar words from
context is not developed
Strategic reading skills (plans his/her reading assignments, diagnoses reading
deficiencies, resolves deficiencies independently or with the help of others, etc.) are
not developed
Low Intermediate
(3 – 4 pts)
Comprehension of a wide array of written material (e.g., fictional and non-fictional
texts that bridge personal, professional and academic themes, news articles, short
stories, short novels, etc.) is emerging
Interpretation of basic graphs, charts, tables and forms in textbooks is done
correctly
Application of pre-reading (e.g., activation of prior knowledge, semantic maps,
etc.) and reading skills (e.g., skimming, scanning, inferences, paragraph frames,
DRA, SQ4R, etc.) is emerging
Application of reading strategies to guess meanings of unfamiliar words from
context (e.g., definition, restatement, examples, surrounding words, etc.) is not done
yet
Understanding of the relationship between ideas (e.g., time, logical order,
comparison/contrast, cause/effect) and reading patterns to identify literary genres
(as listed above) is not done successfully yet
Strategic reading skills (as listed above) are emerging
Intermediate
(5 – 6 pts)
Comprehension of a wide array of written material (as listed above) is evident
Interpretation of basic graphs, charts, tables and forms is done correctly
Application of pre-reading and reading skills (as listed above) is evident
Application of reading strategies to guess meanings of unfamiliar words from context (as
listed above) is emerging
Understanding of the relationship between ideas (as listed above) is emerging.
Strategic reading skills (as listed above) are evident
Low advanced
(7 – 8 pts)
Comprehension of a wide array of level-appropriate written materials accurately (as listed
above) is mature
Interpretation of increasingly complex graphs, charts, tables and forms is done accurately
Application of pre-reading and reading skills (as listed above) is strong
Application of strategies to guess meanings of unfamiliar words from context (as listed
above) is evident
Identification of signal words to understand the relationship between ideas (as listed above)
and reading patterns to identify literary genres (as listed above) is emerging
Understanding of the relationship between ideas (as listed above) is evident.
Strategic reading skills (as listed above) are mature
Advanced
(9 – 10 pts)
Comprehension of various types and lengths of level appropriate written materials (as listed
above) is fully developed
Interpretation of complex graphs, charts, tables and forms is done accurately
Application of pre-reading and reading skills (as listed above) is fully developed
Application of reading strategies to determine the meaning of unfamiliar words in a text (as
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listed above) is done accurately.
Understanding of the relationship between ideas (time, logical order, comparison/contrast,
cause/effect) Strategic reading skills (as listed above) are fully developed
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Appendix A (English) - Writing Rubric Level of
proficiency
Criteria
Beginner (1 – 2 pts)
Writing is very unclear. There is no focus. Details are limited or unclear. There’s no clear distinction to what is important and what is
supported.
No hook and no conclusion. Paper simply starts and ends. Lack of transitions may it difficult to understand the paper.
Writing contains limited vocabulary or specific words to transmit meaning of the essay. Misused part of speech makes it difficult to
understand the writing.
Sentences seem like their rambling. Sentences are incomplete or far too long to understand. Sentences follow a simple structure and
or style.
Little or no control of spelling, punctuation capitalization and other writing conventions. This makes it very difficult to understand the
writing.
Strategic writing skills [e. g., knowledge of the writing process; declarative, procedural and conditional knowledge; and strategies for
inquiry, for drafting (such as investigating genre, considering audience, and responding to purpose), and for product (revision)] are not
developed Low Intermediate
(3 – 4 pts)
Writing is still unclear. There seems to be a guide to a focused topic; however, it may drift at times. There is an attempt in details to
support main idea. Reader can still feel confused.
Writing contains what seem to be an introduction and or conclusion. Attempt of transitions help but paper is in need of more.
Writing contains words that may not work in it. Few vocabulary terms are used appropriately. Greater command of the parts of
speech is okay. Although, many words are utilized incorrectly.
There is an attempt to create a style of sentence structure here and there; although, for the most part it sticks to one style.
Needs improvement control of spelling, punctuation capitalization and other writing conventions. It is difficult to read the writing;
although, at times it’s okay.
Strategic writing skills are emerging Intermediate
(5 – 6 pts) Writing contains an unclear focus. Writing appears to be on one topic but seems to get off topics at times. Support of main idea is
lacking. Reader is left with unanswered questions.
Writing contains an introduction and conclusion however, both are dull or unclear. Transitions help connect ideas although at times
they distract the flow.
Words are used appropriately; however, they are pretty common and lack oomph.
Sentences are well written; however, there is a repetition of the style and structure of sentences.
Satisfactory control of spelling, punctuation capitalization and other writing conventions. However, the writing can read and sound
better by correcting conventions
Strategic writing skills are evident. Low
advanced (7 – 8 pts)
Writing is showing a focus; however, there is room for improvement. Few relevant details which support the main idea are present.
Some reader’s questions can be answered while others are left hanging.
Introduction and conclusion can be improved. Transition words are used properly although there are times when a transition can help
ideas flow better
Wording is livelier. Words are appropriate. Although, there is common wording which can be changed to improve it.
Style and structure of statements are catchy with a few mistakes or unclear sentences at times.
Good control of spelling, punctuation capitalization and other writing conventions. Mistakes are made but nothing distracting.
Strategic writing skills are mature.
Advanced
(9 – 10 pts) Writing is clear and focused on a narrowed topic. Details are relevant and accurate, and they support the main ideas. Reader’s
questions are answered
Writing has a clear introduction that’s hooks the reader and conclusion that leaves a lasting impression. Use of transitions helps the
reader to connect ideas. Reading flows and not dull.
Words used in the writing are specific and accurate. Vivid verbs and modifying words are present. Words used enhance the meaning
of the writing.
There is a variety in length and structure of the sentences. The style of sentences varies on how they begin. Sentences create fluency
and rhythm.
Excellent control of spelling, punctuation capitalization and other writing conventions.
Strategic writing skills are fully developed.
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Appendix B
THE WRITING PROCESS
6-TRAITS WRITING RUBRIC
(Rubrics must be used to evaluate all written done by student in English and in Spanish.)
Criteria per level
Traits 6 5 4 3 2 1 Ideas &
content
The writing is exceptionally clear, focused and interesting. It holds the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support • a thorough, balanced, in-depth explanation/ exploration of the topic; the
The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are developed by supporting details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support. • a thorough, balanced explanation/exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well-
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.
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.
Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is characterized by • a purpose and main idea(s) that may require extensive inferences by the reader. • minimal development; insufficient details. • irrelevant details that clutter the text. • extensive repetition of detail.
The writing lacks a central idea or purpose. The writing is characterized by • ideas that are extremely limited or simply unclear. • attempts at development that are minimal or non-existent; the paper is too short to demonstrate the development of an idea.
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Criteria per level
Traits 6 5 4 3 2 1 writing makes connections and shares insights. • content and selected details that are well suited to audience and purpose.
suited to audience and purpose.
• content and selected details that are relevant, but perhaps not consistently well chosen for audience and purpose.
• details that may not be well-grounded in credible resources; they may be based on clichés, stereotypes or questionable sources of information. • difficulties when moving from general observations to specifics.
Organization The organization enhances the central idea(s) and its development. The order and structure are compelling and move the reader through the text easily. The writing is characterized by • effective, perhaps creative, sequencing; the organizational structure fits the topic, and the writing is easy to follow. • a strong, inviting beginning that draws the reader in and a strong satisfying sense of resolution or closure. • smooth, effective transitions
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).
Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is characterized by • clear sequencing. • an organization that may be predictable. • a recognizable, developed beginning that may not be particularly inviting; a developed conclusion that may lack subtlety. • a body that is easy to follow with details that fit where placed. • transitions that may be stilted or formulaic. • organization which helps the reader, despite some
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,
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
The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader remains confused. The writing is characterized by • a lack of effective sequencing. • a failure to provide an identifiable beginning, body and/or ending. • a lack of transitions. • pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along too rapidly. • a lack of organization which ultimately obscures or distorts the main
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Criteria per level
Traits 6 5 4 3 2 1 among all elements (sentences, paragraphs, and ideas). • details that fit where placed.
• details that fit where placed.
weaknesses.
numbering, etc.) may be overused. • a structure that is skeletal or too rigid. • placement of details that may not always be effective. • organization which lapses in some places, but helps the reader in others.
extremely undeveloped beginning, body, and/or ending. • a lack of transitions, or when present, ineffective or overused. • a lack of an effective organizational structure. • details that seem to be randomly placed, leaving the reader frequently confused.
point.
Voice The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply committed to the topic, and there is an exceptional sense of “writing to be read.” The writing is expressive, engaging, or sincere. The writing is characterized by • an effective level of closeness to or distance from the audience (e.g., a narrative should have a strong personal
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
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 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
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
The writing seems to lack a sense of involvement or commitment. The writing is characterized by • no engagement of the writer; the writing is flat and lifeless. • a lack of audience awareness; there is no sense of “writing to be read.” • no hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing does not involve or engage the reader.
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Criteria per level
Traits 6 5 4 3 2 1 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. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.
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. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.
The reader may glimpse the writer behind the words and feel a sense of interaction in places. • liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately casual or personal, or inappropriately formal and stiff.
become somewhat mechanical. • a limited ability to shift to a more objective voice when necessary.
sense of "writing to be read." • little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and writer.
Word choice Words convey the intended message in an exceptionally
Words convey the intended message in an interesting, precise, and
Words effectively convey the intended message. The
Language is quite ordinary, lacking interest, precision and variety, or
Language is monotonous and/or misused, detracting from
The writing shows an extremely limited vocabulary or is so filled with
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Criteria per level
Traits 6 5 4 3 2 1 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. • words that evoke strong images; figurative language may be used.
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. • words that evoke clear images; figurative language may be used.
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. • rare experiments with language; however, the writing may have some fine moments and generally avoids clichés.
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. • reliance on clichés and overused expressions.
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. • images that are fuzzy or absent altogether.
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. • words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong.
Sentence
fluency
The writing has an effective flow and rhythm.
The writing has an easy flow and rhythm.
The writing flows; however, connections
The writing tends to be mechanical rather than fluid.
The writing tends to be either choppy
The writing is difficult to follow or to read aloud.
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Criteria per level
Traits 6 5 4 3 2 1 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
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. • stylistic control; dialogue, if used sounds natural.
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. • occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part, but may at times sound stilted or unnatural.
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. • lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.
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). • a significant number of awkward, choppy, or rambling constructions.
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. • sentences that are disjointed, confusing, or rambling.
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Criteria per level
Traits 6 5 4 3 2 1 well. • stylistic control; dialogue, if used, sounds natural.
Conventions The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that the reader can easily skim right over them unless specifically searching for them. The writing is characterized by • strong control of conventions; manipulation of conventions may occur for stylistic effect. • strong, effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of
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.
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
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
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
Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read. In fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message and must reread for meaning. The writing is characterized by • very limited skill in using conventions. • basic punctuation (including end-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect. • frequent spelling errors that significantly impair readability. • paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the organization of the text.
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Criteria per level
Traits 6 5 4 3 2 1 conventions in a sufficiently long and complex piece.
• little or no need for editing.
• skill in using a wide range of conventions in a sufficiently long and complex piece. • little need for editing.
lapses in correct grammar and usage; problems are not severe enough to distort meaning or confuse the reader. • moderate need for editing.
block meaning but do distract the reader. • significant need for editing.
readability and meaning. • substantial need for editing.
• capitalization that appears to be random. • a need for extensive editing.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved
from: https://www.ade.state.az.us/standards/6traits/
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Anejo C (Español)
Diario Reflexivo
Instrucciones: Escriba sus comentarios sobre los temas a continuación:
Este ingreso es un ejemplo de mis fortalezas:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________
Este ingreso es un ejemplo de un área que realmente necesito mejorar:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________
Este ingreso es un ejemplo de un área que he mejorado:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________
Considero que este ejercicio ha sido muy útil para mi aprendizaje porque:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________
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Appendix C (English)
Reflective Journal
Directions: Please write a journal entry about each topic listed below:
This entry is an example of my strengths:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________
This entry is an example of an area I really need to improve:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________
This entry is an example of an area I have improved:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________
I think this exercise has been very helpful for my learning because:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________
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Anejo D (Español)
MATRIZ VALORATIVA PARA EVALUAR ASISTENCIA Y PARTICIPACIÓN EN
CLASE
NOMBRE: _________________________ FECHA: ___________________
1- Asistencia y puntualidad: ______ 2 - Aportación a la clase: ______Puntuación Total: __________
____ 0 = Faltó al taller; _____ 1-5 = Asistió pero llegó tarde al taller; ____ 6-10= Asistió a tiempo
____ 0= Faltó al taller; _____ 1-5 = Participación:Poca a regular; _____ 6-10= Buena a excelente
0-No Cumplió 2-Deficiente 4-Regular 6-Bueno 8-Muy Bueno 10-ExcelenteN/A-No Aplica
CRITERIOS PARA APORTACIÓN A LA CLASE 0 2 4 6 8 10 N/A
1. Participa activamente de todas las actividades de la
clase, especialmente en las actividades de grupo.
2. Demuestra iniciativa y creatividad en las actividades
de clase, incluyendo las de grupos.
3. Demuestra interés en las discusiones presentadas en la
clase.
4. Viene preparado a clase.
5. Contribuye a la clase con material e información
adicional.
6. Demuestra atención y apertura a los puntos y
argumentos de sus compañeros.
7. Respeta las preguntas y planteamientos de sus
compañeros.
8. Contribuye frecuentemente a las discusiones en clase
utilizando el idioma del taller.
9. Contesta preguntas del facilitador y sus compañeros
utilizando el idioma del taller.
10. Formula preguntas pertinentes al tema de la clase
utilizando el idioma del taller.
Comments:_______________________________________________________________________
___________________________________________________________________
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Appendix D (English)
RUBRIC TO EVALUATE ATTENDANCE AND CLASS PARTICIPATION
STUDENT’S NAME __________________________ DATE: __________
1- Attendance and Punctuality: ______ 2 - Participation: ______Total Points: __________
____ 0 =absent; ____1-5 = Attended late to workshop; ____ 6-10= Attended on time
___ 0=absent; _____ 1-5 = Good Participation; _____ 6-10= Very good to excellent
0-Not Comply 2-Deficient 4-Regular 6-Good 8-Very Good 10-ExcellentN/A-Not Applicable
CRITERIA FOR CLASS PARTICIPATION 0 2 4 6 8 10 N/A
1. Participates actively in class especially in group
activities.
2. Demonstrates initiative and creativity in class
activities including group activities.
3. Demonstrates interest in class discussions.
4. Comes prepared for the class.
5. Contributes to class with material and additional
information.
6. Demonstrates attention and interest on peers
arguments and discussions.
7. Respects peers expositions and questions.
8. Contributes frequently to class discussions using the
workshop language.
9. Answers facilitators and peers questions using the
workshop language.
10. Formulates questions on the topic discussed in
workshop using the workshop language.
Comments:_______________________________________________________________________
_____________________________________________________________________
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Anejo E (Español)
MATRIZ VALORATIVA PARA EVALUAR PRESENTACIÓN ORAL INDIVIDUAL
Nombre del estudiante: ________________________ Fecha:___________
Criterio Puntos Puntuación del
estudiante
Contenido
Realiza una introducción efectiva del tema identificando el propósito,
objetivo e ideas principales que se incluyen en la presentación.
10
La presentación es organizada y coherente que puede seguirse con
facilidad.
10
El presentador demuestra dominio del tema o materia de la
presentación al explicar con propiedad el contenido y no incurrir en
errores.
10
Las ideas y argumentos de la presentación están bien fundamentados
en los recursos presentados, consultados o discutidos en clase.
10
Capta la atención e interés de la audiencia y/o promueve su
participación, según aplique.
10
Proyección efectiva, postura corporal adecuada, manejo de la
audiencia, manejo del tiempo asignado.
10
Usa varias estrategias para hablar o definir conceptos,
interpretaciones, aplicaciones y evaluación de procesos o
experiencias en contenido del curso.
10
Lenguaje
Pronunciación de las palabras es clara y de manera correcta para que
se entienda el lenguaje utilizado.
10
Uso correcto de la gramática y conjugación de verbos en el idioma
asignado.
10
Uso correcto del vocabulario para expresar el mensaje
adecuadamente.
10
Total de Puntos
(70% de contenido y 30% lenguaje)
100% Puntuación:
______
Firma de Estudiante: __________________________
Firma de Facilitador: __________________________
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Appendix E (English)
RUBRIC TO EVALUATE INDIVIDUAL ORAL PRESENTATIONS
Student Name: _____________________________Date:__________________
Criteria Value Points Student Total
Score
Content
Performs an effective introduction to the theme identifying the
objectives, ideas and principles that are included in the
presentation.
10
The presentation is organized and coherent, and could be
easily followed
10
The presenter demonstrates domain of the theme or subject by
means of properly explaining content without incurring in
errors
10
The ideas and arguments of the presentation are well founded
by the resources presented, consulted or discussed in class
10
Captures of the attention and interest of the audience and/or
promote their participation, as applicable
10
Effective personal projection, captivates audience and uses
time adequately
10
Uses a variety of speaking strategies to define concepts,
interpretation, application and evaluation of processes using
experience on concepts or content of class,.
10
Language
Student pronounces words in a clear andcorrect manner so as
to make the correct language used understood to others.
10
Correct use of grammar and verb conjugation 10
Use of correct vocabulary words to express message 10
Total Points
(70% of content and 30% of language)
100% Total Score:
________
Student’s signature: ___________________ Facilitator’s Signature:___________________
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Anejo F (Español)
MATRIZ VALORATIVA PARA EVALUAR ENSAYOS Y TRABAJOS O REPORTES
ESCRITOS
Nombre de Estudiante: ______________________ Fecha: _______________
Criterio Puntos Puntuación del
estudiante
Contenido
Tiene página de cubierta y el párrafo de introducción está claro
y bien redactado.
10
Detalles relevantes discutidos en clase y/o modulo son
expuestos en ensayo.
10
Presenta una tesis, bien redactada y persuasiva presentada en
forma organizada, proveyendo ejemplos relevantes y sigue el
estilo APA citando y utilizando referencia en el escrito y en la
bibliografía.
10
Las oraciones tienen coherencia, las ideas fluyen según se lee el
ensayo y los párrafos están bien escritos con oraciones
conteniendo la idea principal y oraciones que apoyan la idea.
10
El escritor establece una relación con el tema, proveyendo una
perspectiva clara del tema y captando la atención del que lee.
10
Llega a conclusiones que reflejan una relación o resultado de
la discusión.
10
Demuestra un toque comprensivo de ideas que tienen
significado, usándolas apropiadamente para alcanzar un nivel
de entendimiento profesional y escrito de manera organizada.
10
Lenguaje
Demuestra un vocabulario profesional y escrito de manera clara
y correcta utilizando el lenguaje adecuado.
10
Uso correcto de la gramática y conjugación de verbos en el
idioma asignado.
10
Uso correcto del vocabulario para expresar el mensaje
adecuadamente.
10
Total de Puntos
(70% contenido y 30% lenguaje)
100% Puntuación:
_______
Firma de Estudiante: ________________________ Firma de Facilitador: ___________________
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Appendix F (English)
RUBRIC TO EVALUATE ESSAYS AND WRITTEN REPORTS
Student Name: ______________________ Date: _______________
Criteria Value Points Student Score
Content
Uses front page and clear and well stated introductory
statement.
10
Major or relevant details discussed in class/module are exposed
in essay.
10
Presents a thesis, supporting it in a persuasive and sophisticated
way, providing precise relevant examples and following APA
format using citations in the paragraphs and in the bibliography.
10
Sentences are cohesive andideas flow as the essay is read;
paragraphs are well written with topic and supporting
sentences.
10
Establishes a writer's relationship with the subject, providing a
clear perspective on the subject matter and engaging the
reader’s attention.
10
Draws conclusions that reflect the relationships or significant
outcomes of the discussion.
10
Demonstrates a comprehensive grasp of significant ideas, using
them appropriately to reach a higher level of understanding in
an organized manner.
10
Language
Demonstrates a command of standard English (vocabulary
used, syntax and flow of ideas).
10
Uses grammar appropriately and correctly. 10
Manages and uses verbs appropriately and correctly. 10
Total Points
(70% content and 30% language)
100 Student’s total
Score: _______
Student’s Signature: __________________________Facilitator’s Signature:____________________
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Anejo G (Español)
MATRIZ VALORATIVA PARA EVALUAR PRESENTACIONES O ACTIVIDADES DE GRUPO
Grupo: ________________________ Fecha:___________
Criterio Puntos Puntuación del
estudiante
Contenido
Realizan una introducción efectiva del tema identificando el
propósito, objetivo e ideas principales que se incluyen en la
presentación.
10
La presentación/actividad es organizada y coherente que puede
seguirse con facilidad.
10
El presentador/grupo demuestra(n) dominio del tema o materia de la
presentación al explicar con propiedad el contenido y no incurrir en
errores.
10
Las ideas y argumentos de la presentación/actividad están bien
fundamentados en los recursos presentados, consultados o discutidos
en clase.
10
Captan la atención e interés de la audiencia y/o promueven su
participación, según aplique.
10
Proyección efectiva, manejo de la audiencia, manejo del tiempo
asignado y sobre todo proyección de trabajo en grupo. Todos los
miembros del grupo trabajan en conjunto.
10
Usan varias estrategias para presentar la idea o definir conceptos,
interpretaciones, aplicaciones y evaluación de procesos o
experiencias en contenido del curso.
10
Lenguaje
Pronuncian las palabras claramente y de manera correctas para que
se entienda el lenguaje utilizado.
10
Uso correcto de la gramática y conjugación de verbos en el idioma
asignado.
10
Uso correcto del vocabulario para expresar el mensaje
adecuadamente.
10
Total de Puntos(70% de contenido y 30% lenguaje)
100% Puntuación:
______
Iniciales de Estudiantes en grupo: ________/_________/__________ Firma del Facilitador: ________
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Appendix G (English)
RUBRIC TO EVALUATE GROUP PRESENTATIONS OR ACTIVITIES
Group: _____________________________ Date:__________________
Criteria Value Points Student Total
Score
Content
Group performs an effective introduction to the theme
identifying the objectives, ideas and principles that are
included in the presentation/activity.
10
The presentation/activity is well organized, coherent, and
could be easily followed.
10
The presentersdemonstrate domain of the theme or subject by
properly explaining content without incurring in errors.
10
The ideas and arguments of the presentation/activity are well
founded by the resources presented, consulted or discussed in
class.
10
The group captures the attention and interest of the audience
and/or promotes their participation, as applicable.
10
Effective projection, management of the audience, time
management and specially team work projection. The entire
group project team worked and participated on the
presentation.
10
Use a variety of speaking strategies to define concepts,
interpretation, application and evaluation of processes using
experiences on concepts of class content.
10
Language
Students pronounce words in a clear andcorrect manner using
the correct language.
10
Correct use of grammar and verb conjugation 10
Use of correct vocabulary words to express message 10
Total Points
(70% of content and 30% of language)
100% Group Score:
________
Student’s initials: __________/____________/___________ Facilitator’s Signature: ____________
INBU 350 International Business 80
Updated: 01-11-2011
Anejo H (Español)
Instrucciones para Proyecto Final
Trabajo final consta de análisis escrito en español y presentación oral en inglés.
El/la facilitador/a dividirá la clase en grupos no mayores de 4 integrantes.
El/la facilitador/a asignará a cada grupo una de las siguientes industrias:
o Automotriz
o Textil
o Tecnología
o Agricultura
o Farmacéutica
Cada grupo escogerá una empresa perteneciente a la industria asignada y preparará un
análisis de por lo menos dos posibles países a establecer negocios internacionales. El
análisis debe tener como resultado el que uno de los dos países escogidos no será elegido
para establecer negocios internacionales (cada grupo deberá explicar en detalle porqué no se
escogerá uno país y el otro sí).
El trabajo escrito debe incluir lo siguiente (el/la facilitador/a puede añadir otros criterios y
requisitos para el trabajo):
o Análisis de factores demográficos, sociales, culturales, políticos, infraestructura,
nivel de educación de la población de cada país
o Factores económicos, salario mínimo y promedio del país, factores tecnológicos y
recursos naturales de cada país.
o Análisis de estrategia de entrada al país seleccionado para establecer comercio
internacional.
INBU 350 International Business 81
Updated: 01-11-2011
Appendix H (English)
Instructions for the Final Project
Final Project includes a written analysis in Spanish and oral presentation in English.
The facilitator will select groups of no more than 4 students per group.
The facilitator will assign to each group on of the following industries:
o Auto industry
o Textile
o Technology
o Agriculture
o Pharmaceutical
Each group will select a company from the assigned industries and prepare an analytical report of two
countries that can potentially be selected to participate or be part of their international business. The
result of the analysis must include the two countries selected, only one country will be chosen to
establish international business. (Each group will explain in detail why one country was selected and
the other one was not).
Written analysis must include the following (the facilitator may add more analysis criteria or
requirements for the project):
o Analysis of each country’s demographic factors, social, cultural and political aspects,
infrastructure, and education level.
o Economy, minimum and/or average salary, technological aspects, and natural resources of
each country.
o Analysis of the market entry strategy used to select the country chosen to establish
international business.