SCFG 503 DLP 2009 - bilingualonline.net · SCFG 506 Human Development and Learning Secondary 6...

Sistema Universitario Ana G. Méndez

Florida Campuses School for Professional Studies

Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

SCFG 506

Desarrollo Humano y Aprendizaje: Secundaria

Human Development and Learning: Secondary

© Sistema Universitario Ana G. Méndez, 2009 Derechos Reservados.

© Ana G. Méndez University System, 2009. All rights reserved.

SCFG 506 Human Development and Learning Secondary 2

Prep. 04/2009. Rev. 07/2009. Jasmin Suarez-Cordero, MA.

TABLA DE CONTENIDO/TABLE OF CONTENTS

Páginas/Pages

Prontuario ........................................................................................................................ 3

Study Guide .................................................................................................................. 17

Workshop One .............................................................................................................. 30

Taller Dos ...................................................................................................................... 33

Workshop Three ............................................................................................................ 36

Taller Cuatro ................................................................................................................. 39

Workshop Five/Taller Cinco .......................................................................................... 42

Anejo A/Appendix A ...................................................................................................... 47

Anejo B/Appendix B ...................................................................................................... 49

Anejo C/Appendix C ...................................................................................................... 51

Anejo D/ Appendix D ..................................................................................................... 52

Anejo E/Appendix E ...................................................................................................... 54

Anejo F/ Appendix F ...................................................................................................... 55

Anejo G/Appendix G...................................................................................................... 57

Anejo H/Appendix H ...................................................................................................... 58

Anejo I/Appendix I ......................................................................................................... 59

Anejo J/Appendix J........................................................................................................ 60

Anejo K/Appendix K ...................................................................................................... 62

Anejo L/Appendix L ....................................................................................................... 63

Anejo M/Appendix M ..................................................................................................... 64

Anejo N/Appendix N ...................................................................................................... 65

Anejo O/Appendix O...................................................................................................... 66

Anejo P/Appendix P ...................................................................................................... 67

AnejoQ/Appendix Q....................................................................................................... 68



Prontuario

Título del Curso: Desarrollo Humano y Aprendizaje: Secundaria Codificación: SCFG 506 Duración: 5 semanas Pre-requisito: Ninguno Descripción:

Este curso se enfoca en los múltiples factores que contribuyen al periodo de la

adolescencia, entrelazando la niñez y la adultez. Se dará importancia a los procesos

intrapsíquicos, interpersonales, biológicos y socio culturales que son afectados por los

significados que el joven otorga a su identidad considerando los procesos de formación

de raza, clase social y género en el contexto de la sociedad en general. Se fomenta el

interés en el estudio interdisciplinario de teorías para examinar las implicaciones que

éstas tienen en el proceso de enseñanza y aprendizaje y el rol de las instituciones

educativas en favorecer el desarrollo saludable del joven en la sociedad. Se

fomentará el conocimiento mediante la introspección del estudiante sobre su propia

vida y presunciones, análisis crítico de teorías y observaciones de adolescentes en

una variedad de contextos.

Objetivos Generales

Al finalizar el curso, el (la) estudiante:

1. Entenderá el desarrollo normal y las variaciones individuales que se presentan a

través de las experiencias particulares del proceso de desarrollo humano.

2. Entenderá las diferencias en cómo los estudiantes construyen el conocimiento,

adquieren destrezas y desarrollan los hábitos de la mente.

3. Conocerá sobre excepcionalidades en el aprendizaje.

4. Entenderá el impacto de las experiencias individuales, talentos, aprendizaje previo,

lenguaje, cultura y familia y valores comunitarios en el aprendizaje del estudiante.

5. Entenderá el impacto del estilo de vida, la cultura y el estatus socio económico en el

aprendizaje.

6. Entenderá la motivación humana.



7. Entenderá los principios del manejo efectivo del salón de clases y desarrollará una

variedad de estrategias para promover relaciones positivas, cooperativas, positivas

y un ambiente productivo de aprendizaje.

8. Entenderá e identificará los diferentes enfoques de aprendizaje y ejecución (ej:

estilos de aprendizaje, inteligencias múltiples y modalidades de ejecución).

9. Entenderá el rol del maestro como investigador.

10. Comprenderá el impacto que tienen las creencias y conductas del maestro en el

aprendizaje del estudiante.

11. Utilizará el pensamiento, experiencias, fortalezas y errores de los estudiantes como

base para el desarrollo y como una oportunidad de aprendizaje.

12. Creará ambientes de aprendizaje que fomenten la auto estima y relaciones positivas

interpersonales entre sus estudiantes.

13. Entenderá a los humanos como individuos y componentes de un sistema social

general.

14. Identificará problemas del ser humano y sus experiencias y propondrá preguntas de

investigación.

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Bases de datos , que están disponibles en la Universidad, a través de la Biblioteca de su recinto: Social Sciences Full Text Health Source Primer MEDLINE Clinical Pharmacology General Science Full Text Applied Science Full Text Academic Search Premier Fuente Académica ADENDI Evaluación: Puntos

Asistencia (10) y participación (20) 30

Asignaciones 20

Análisis de película 50

Examen 20

Portafolio 10

Diarios de aprendizaje 20

Total 150

Curva de evaluación en términos porcentuales 100-90 A 89-80 B 79-70 C 69-60 D 59-00 F



Descripción de los Criterios de Evaluación

Asistencia y participación (Anejo A) - La asistencia es compulsoria y la puntualidad

representa ética profesional. El/la facilitador/a llevará un registro de la asistencia para

cada taller. Se espera que el(la) estudiante asista a clase preparado(a) para discutir

los temas del día y que participe activamente. El/la facilitador/a evaluará la

participación en términos de las contribuciones realizadas. Valor 30 puntos.

Asignaciones – Los estudiantes deberán entregar en cada taller las asignaciones

requeridas para el mismo. Es necesario anotar las referencias consultadas siguiendo

el estilo del Manual de la Asociación Americana de Psicología ( APA ) de publicación.

Ver Matriz valorativa para asignaciones (Anejo B). Valor 20 puntos.

Análisis de película – Los estudiantes observarán críticamente la película “Freedom

Writers” y redactarán un análisis en español de la misma. El análisis debe seguir la

Guía para el análisis crítico de una película y se utilizará la Rúbrica para evaluar

trabajo escrito para la evaluación correspondiente (Anejo C ). Valor 50 puntos.

Examen – Se administrará un examen parcial (en inglés) en el tercer taller que cubrirá

los tópicos discutidos en los talleres 1y 2. El tipo de examen será seleccionado y

elaborado por el/la facilitador/a. Valor 20 puntos.

Diarios de aprendizaje – (Anejo D) Los estudiantes reflexionarán sobre los temas

discutidos en el taller. El diario de reflexión se escribirá en el idioma del taller y se

evaluará el uso del idioma escrito. Ver rúbrica (Anejo E) para evaluación de los diarios

de aprendizaje. Cada estudiante acumulará un total de 20 puntos.

Portafolio - (Anejos F a M ) Cada estudiante preparará y organizará un Portafolio que

incluirá: introducción, asignaciones y trabajos de cada taller, diarios de aprendizaje, una

conclusión y hoja de referencias. El(la) facilitador(a) informará detalles sobre otros

documentos a ser incluidos según requerido por la institución. Los estudiantes deberán

utilizar el idioma inglés al redactar su introducción, conclusión, hoja de referencias así

como otros documentos requeridos. Valor de 10 puntos.



Descripción de las Normas del Curso

1. Este curso sigue el programa “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

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

equitativamente entre ambos idiomas. Si un estudiante tiene dificultad en hacer una

pregunta en el idioma especificado, bien puede escoger el idioma de preferencia

para hacer la pregunta. Sin embargo, el facilitador deberá contestar la misma en el

idioma designado para ese taller. Esto deberá ser una excepción a las reglas pues

es importante que los estudiantes utilicen el idioma designado. Esto no aplica a los

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

todo en español según aplique.

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

preparen antes de cada taller de acuerdo al módulo. Cada taller requiere un

promedio de diez (10) horas de preparación y en ocasiones requiere más.

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

taller deberá presentar una excusa razonable al facilitador. El facilitador evaluará si

la ausencia es justificada y decidirá como el estudiante repondrá el trabajo perdido,

de ser necesario. El facilitador decidirá uno de los siguientes: permitirle al estudiante

reponer el trabajo o asignarle trabajo adicional en adición al trabajo a ser repuesto.

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

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

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

opciones:

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

nota existente.



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

por debajo de la nota existente.

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

extremadamente importante pues no se pueden reponer. Si el estudiante provee

una excusa válida y verificable, el facilitador determinara una actividad equivalente a

evaluar que sustituya la misma. Esta actividad deberá incluir el mismo contenido y

componentes del lenguaje como la presentación oral o actividad a ser repuesta.

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

cada miembro de grupo deberá participar y cooperar para lograr un trabajo de

excelencia, pero recibirán una calificación individual.

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

plagiado. Se debe entender que todo trabajo sometido esta citado apropiadamente

o parafraseado y citado dando atención al autor. Todo estudiante debe ser el autor

de su propio trabajo. Todo trabajo que sea plagiado, copiado o presente trazos de

otro será calificado con cero (vea la política de honestidad académica).

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

entregar copia a los estudiantes por escrito al principio del primer taller.

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

correo electrónico, teléfonos, y el horario disponibles.

10. EL uso de celulares 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 SUAGM y el curso.

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

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

sitios Web que podrá utilizar para la búsqueda de l a información deseada. Entre

ellas están :

• www.google.com



• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

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

añadir algunas de ser necesario.



Filosofía y Metodología Educativa

Este curso está basado en la teoría educativa del Constructivismo. Constructivismo

es 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.

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

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

debe comenzar con situaciones en las cuales los estudiantes estén buscando

activamente construir un significado.

2. Significado requiere comprender todas las partes. Y, las partes deben

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

enfoca en los conceptos primarios, no en hechos aislados.

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

utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar

dichos modelos.

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

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

significado de otra persona. Como la educación es intrínsicamente

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

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

estudiantes con la información sobre la calidad de su aprendizaje.

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



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

múltiples perspectivas que existen en el mundo.

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



Study Guide

Course Title Human Development and Learning: Second ary

Code SCFG 506

Time Length 5 weeks

Pre-requisite None

Description

This course focuses on the multiple factors that contribute to the period of adolescence,

bridging childhood and adulthood. Particular attention is given to the intrapsychic,

interpersonal, biological, and socio-cultural processes that are mediated by the

meanings that youth give to their identity vis a vis race, class, and gender formations

within the broader society. Students will engage in interdisciplinary study of theories to

examine the implications for teaching and learning processes and the role of

educational institutions in fostering the healthy development of youth in society. Forms

of inquiry will include students’ examination of their own lives and assumptions, critique

of theory, and observations of young people in a variety of contexts.

General Objectives

At the end of the course, the student will:

1. Understand typical developmental progressions and ranges of individual within and

across developmental domains.

2. Understand differences in how students construct knowledge, acquire skills, and

develop habits of mind.

3. Know about areas of exceptionality in learning.

4. Understand the impact of individual experience, talents, prior learning, language,

culture.

5. Understand the impact of life styles, culture and social economic status on learning.

6. Understand human motivation.



7. Understand the principles of effective classroom management and develop a range

of strategies to promote positive relationships, cooperation, and a positive,

productive learning environment.

8. Understand and identify different approaches to learning and performance (e.g.

learning styles, multiple intelligences, and performance modalities).

9. Understand the role of teacher as researcher.

10. Understand the impact of teachers’ beliefs and behaviors on student learning.

11. Use student thinking, experiences, and strenghts as a basis for growth and their

errors as an opportunity for learning.

12. Create learning environments which foster self-esteem and positive interpersonal

relations among all students.

13. Understand humans as individuals and as parts of larger social systems.

14. Identify problems and frame research questions relating to humans and their

experience.

Texts and Resources

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Papalia, D.E. Wendkos Olds, S., Feldman, R. (2004). Desarrollo Humano (9th ed.).

Méjico: McGraw-Hill Interamericana.

Woolfolk, A. (2006). Psicología Educativa (9th ed.). Méjico: Pearson Educación de

Méjico, S.A. de C.V.

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The following databases are suggested. They are available through the University’s library in your campus. Social Sciences Full Text Health Source Primer MEDLINE Clinical Pharmacology General Science Full Text Applied Science Full Text Academic Search Premier Fuente Académica ADENDI

Evaluation: Points

Content Criteria

Attendance (10) and participation (20) 30

Assignments 20

Movie analysis 50

Test 20

Portfolio 10

Reflexive Diaries 20

Total 100

Grade distribution (Percentage)

100-90 A 89-80 B 79-70 C 69-60 D 59-00 F



Description of the evaluation criteria

Attendance and participation (Appendix A) – Attendance is mandatory in each one

of the workshops. The facilitator will conduct a register of each student and at the end

of the workshop each student will receive attendance points. It is expected that each

student will come to class prepared to discuss class topics using the language of the

workshop and contribute actively in group activities. The facilitator will evaluate the

student’s contribution and use of oral language using the rubric in Appendix A. Value

30 points.

Assignments – The students will complete and turn in the assignments required for

each workshop using the language of the workshop. It is important to write the

references consulted for each assignment following the American Psychological

Association Publication Manual (APA) guides. See Assignments Rubric (Appendix B) .

Value 20 points.

Movie Analysis – Each student will observe the “Freedom Writers” movie and

write a critical analysis in Spanish following the Guide provided (see Appendix

C). The facilitator will use a Rubric to evaluate the written report (Appendix C) . Value

50 points..

Test – The facilitator will prepare and administer one test in Workshop three related to

the content of workshops 1 and 2. Value 20 points.

Learning Diaries (Appendix D ) - Students will reflect on the workshop objectives and

content. The learning diary will be written according to the workshop language. The

facilitator will evaluate the use of the written language. See rubric (Appendix E ) for

evaluation criteria. Each student will complete 20 points at the end of the course.

Portfolio – (Appendix F to M ) – Each student will complete and organize all the

course work in a Portfolio. This portfolio must include: table of contents, introduction,

assignments and other works from each workshop, learning diaries, a conclusion and a

reference page. The facilitator will discuss the details about other documents that

should be included as part of the Portfolio. The students need to use the English

language to write their table of contents, introduction, conclusion and page of

references. Value 10 points.



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, the course module may

specify that both languages will be used during the fifth workshop, dividing that

workshop’s time and activities between the two languages. If students have difficulty

with asking a question in the target language in which the activity is being

conducted, students may choose to use their preferred language for that particular

question. However, the facilitator must answer in the language assigned for that

particular day. This should only be an exception as it is important for students to use

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

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

English only).

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

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

requires an average ten hours of preparation but could require more.

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

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

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

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

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

extra work to compensate for the missing class time.

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

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

assignments and make-up work.

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

following options:



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

on the students existing grade.

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

based on the students existing grade.

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

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

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

determine a substitute evaluation activity if he/she understands that an equivalent

activity is possible. This activity must include the same content and language

components as the oral presentation or special activity that was missed.

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

each member will have to collaborate to assure the success of the group and the

assessment will be done collectively as well as individually.

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

plagiarized. That is, the student must be the author of all work submitted. All quoted

or paraphrased material must be properly cited, with credit given to its author or

publisher. It should be noted that plagiarized writings are easily detectable and

students should not risk losing credit for material that is clearly not their own (see

Academic Honesty Policy).

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

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

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

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

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

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

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

the classrooms.

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

community established by the institution and in this course.



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

not stop your investigation. There are many search engines and other links you

can use to search for information. These are some examples:

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

The facilitator may make changes or add additional web resources if deemed

necessary.



Teaching Philosophy and Methodology

This course is grounded in the learning theory of Constructivism. Constructivism is 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.

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

not just memorize the "right" answers and regurgitate someone else's meaning.

Since education is inherently interdisciplinary, the only valuable way to measure

learning is to make the assessment part of the learning process, ensuring it

provides students with information on the quality of their learning.

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

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

perspectives of the world.

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



Workshop One Specific Objectives

At the end of the workshop, the students will:

1. Understand the objectives, policies, norms and evaluation criteria of the course.

2. Describe the characteristics of effective educators and their roles as researchers.

3. Compare the main contributions in human development of S. Freud, E. Erickson, J.

Piaget with emphasis in the adolescent behavior.

4. Analyze the implications of the cognitive/ constructivist learning approaches related to

the adolescent learning process.

Language Objectives

The students will:

1. Express themselves orally and in writing using correct grammar and spelling in

English.

2. Summarize main ideas and identify relevant details in writing using a conceptual

map.

Electronic Links (URL’s)

Human development

http://www.nichd.nih.gov/

Jean Piaget

http://encarta.msn.com/encyclopedia_761560870/Piaget_Jean.html

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

Erickson

http://psychology.about.com/library/weekly/aa091500a.htm

Eric Erickson Development Stages


http://psychology.about.com/library/weekly/aa91500b.htm

Constructivism approaches in learning

http://carbon.cudenver.edu/~mryder/itc_data/constructivism.html

Characteristics of effective teachers

http://almazcruz.wordpress.com/2008/01/15/caracteristicas-de-los-maestros-efectivos/



Assignments before Workshop One

1. Read the module. Pay special attention to the course objectives, policies, evaluation

criteria and rubrics, since they will be used to assess your knowledge.

2. Search the internet, texts and reference books, related articles or encyclopedias and

read about characteristics of effective educators/teachers and their role as

observers/researchers.

3. Identify the main characteristics of effective teachers (Write the references consulted

following APA style).

4. Write a Reflexive essay (two pages) about the role of the educator as an

observer/researcher and its implications in the learning process.

5. Read about the main human development approaches (Psychoanalysis S. Freud),

E. Erickson and Cognitive theory (J. Piaget) and identify the major changes an

adolescent faces in the biological, cognitive and psychosocial aspects . Come ready

to share your findings.

6. Read about the social cognitive perspective in learning. Pay special attention to the

socio/cultural constructivism approach of Lev Vygotsky.

7. Reflect in the Constructivist theory of learning and complete the following sentence.

The constructivist approach in learning suggests that we learn by

___________________________________________________________

__________________________________________________________.

Therefore, it is important for the adolescent to have the following experiences

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

_________________________________________________.

Activities

1. Introduction activity: The facilitator will prepare an ice breaker activity to promote

the integration of the group and a positive learning environment.

2. The facilitator will explain the objectives, policies, and norms of the course. Special

attention will be given to the evaluation criteria of the course. A student

representative of the course will be chosen.



3. T-Chart activity – Students will be working in two groups to share their findings about

the characteristics of an effective educator and his role as an observer/researcher.

Each group will develop a T-Chart (Appendix N) and choose a leader to present

their information.

4. The facilitator will introduce the topic about the main changes that occur in the

adolescence stage according to psychological theories ( psycho analytical (S.

Freud, E. Erickson) and cognitive (J. Piaget) using “Power Point” or other

educational resources.

5. Small Group activity - The class will be divided in three groups to develop a

conceptual map (Appendix O ) about the socio cultural constructivist theory of

learning (L. Vygotsky). The conceptual maps will be displayed in the classroom wall

and a leader of each group will explain their concepts.

6. The facilitator will discuss and clarify definitions, concepts and doubts according to

the student’s needs..

7. Whole class activity – The facilitator will invite the students to share their “complete

the sentence” assignment related to the implications of the constructivist theory in

the adolescent learning process.

8. Students will complete the learning diary.

Assesment

1. Learning diary – (Appendix D) – Students will reflect in the characteristics of an

effective educator and identify which of these they possess and what strategies they

might implement to acquire other traits that are important.

2. The facilitator will give feedback about the written (conceptual maps, T-charts) use

of the English language.



Taller Dos Objetivos específicos

Al finalizar el taller, los estudiantes:

1. Compararán las aportaciones de las teorías conductistas y de aprendizaje social.

2. Reconocerán las aportaciones del modelo de procesamiento de información y las

investigaciones del cerebro al entendimiento del aprendizaje del adolescente.

3. Compararán las teorías humanista de C. Rogers y A. Maslow y sus implicaciones en

la motivación del ser humano.

4. Argumentar sobre la importancia del proceso de motivación en el aprendizaje del

adolescente.

Objetivos de lenguaje

Los estudiantes:

1. Se expresarán adecuadamente de forma oral utilizando el español como lenguaje

de comunicación.

2. Desarrollarán un ensayo comparativo de dos modelos teóricos usando la gramática,

ortografía y acentuación correcta en español.

Direcciones electrónicas

Aspectos biológicos – Funcionamiento de los hemisferios cerebrales en el

procesamiento de información

http://www.personarte.com/hemisferios.htm

Relaciones humanas, motivación y familia

http://www.gestiopolis.com/recursos/documentos/fulldocs/rrhh/relacioneshumanas1.htm

Teorías de la motivación y su aplicación al salón de clases

http://www.monografias.com/trabajos46/educacion-secundaria/

Tareas a realizar antes del taller dos

1. Buscar información en libros de textos, enciclopedias y/o internet y leer sobre las

teorías de aprendizaje conductista y de aprendizaje social.

2. Seleccionar uno de los modelos teóricos (conductual o aprendizaje social) y escribir

un ensayo de dos páginas comparando dicha teoría con la teoría constructivista

del aprendizaje.



3. Leer sobre el Modelo de procesamiento de información. Traer preguntas para ser

discutidas en el salón de clases.

4. Recopilar información sobre estudios recientes del cerebro.

5. Escribir un breve resumen (entre 2 a 4 párrafos) explicando el objetivo, hallazgos y

conclusiones de uno de los estudios recopilados. (Traer copia del estudio

seleccionado).

6. Buscar la definición de los siguientes conceptos: motivación, motivación intrínseca,

motivación extrínseca, jerarquía de necesidades, autorrealización, aceptación

positiva incondicional.

7. Observar película “Freedom Writers” considerando la

Guía sugerida para el análisis crítico de la misma.

Actividades

1. El/la facilitador(a) dividirá el grupo en tres sub grupos. Cada grupo trabajará un

Mapa de Círculo (Anejo P) para presentar una de las teorías de aprendizaje

asignada: conductista, aprendizaje social y o procesamiento de información.

2. El/la facilitador(a) clarificará dudas y las preguntas presentadas por los estudiantes

en torno a las diferentes teorías de aprendizaje.

3. El/la facilitador(a) dirigirá una discusión grupal en torno a las implicaciones que

tienen los diferentes modelos teóricos en el aprendizaje del adolescente.

4. Actividad “Pair and Share” - Cada estudiante compartirá con unos de sus

compañeros de clase su resumen de un estudio reciente del cerebro. El/la

facilitador(a) dará oportunidad para compartir algunos de estos hallazgos en sesión

plenaria.

5. El/la facilitador(a) iniciará la discusión sobre el tema de la motivación y su

importancia en el proceso de aprendizaje.

6. Los estudiantes compartirán el conocimiento obtenido a través de sus lecturas

sobre las teorías de Abraham Maslow y Carl Rogers. La clase se dividirá en dos

grupos y trabajarán un Diagrama de Venn (Anejo Q) para comparar ambos

modelos teóricos. Un líder de cada grupo presentará el Diagrama en plenaria.

7. El/la facilitador(a) dirigirá un debate en torno a las implicaciones que tiene el

fenómeno de la motivación en el aprendizaje del adolescente.



8. Los estudiantes reflexionarán sobre el aprendizaje obtenido completando su hoja de

diario de aprendizaje.

Avalúo

1. Diario de aprendizaje – Los estudiantes redactarán dos Anotaciones cortas en su

hoja de diario de aprendizaje sobre lo aprendido en torno al Modelo de

procesamiento de información en el aprendizaje.

2. Retro-comunicación acerca del uso escrito del español en el ensayo reflexivo.



Workshop Three Specific Objectives


1. Describe the most important characteristics of the physiological (puberty)

development of the adolescent.

2. Recognize and analyze the implications of an early/late biological development in

the adolescent.

3. Understand the cognitive changes in adolescents and its impact in the learning

process.

4. Recognize the psychosocial changes and challenges in the life of adolescents.

Language Objectives

The students will:

1. Express themselves clearly, orally and written, using English as the language of

communication during the discussion of the findings of the adolescent’s interview

and the written report.

2. Use a variety of vocabulary in the oral discussion of the psychosocial changes and

challenges of the adolescent stage.


Jean Piaget

http://encarta.msn.com/encyclopedia_761560870/Piaget_Jean.html

http://crystalinks.com/piaget.html

Erickson


Stages of Development according to Eric Erickson


http://psychology.about.com/library/weekly/aa91500b.htm

Adolescence (Definition, theories)

http://www.psyking.net/id183.htm

Risk Behaviors in adolescents

http://www.sciencedaily.com/releases/2004/10/041030131905.htm



Assignments before Workshop Three

1. Review content of Workshops 1 and 2 for test.

2. Search the internet, texts and reference books, related articles or encyclopedias

and define the following concepts: biological maturity, puberty, menarche, primary

sex characteristics, secondary sex characteristics, grow spurt.

3. Read (textbooks, dictionaries, encyclopedia) about the physical and psychosocial

changes that occur in the adolescence stage.

4. Prepare a “collage ” (poster size) with drawings, pictures, photos, newspaper,

magazines that represent the physical, cognitive (way of thinking) and psychosocial

(interest, emotions, interpersonal relations) changes in adolescence.

5. Gather information about early/late physiological conditions (e.g. , dwarfism,

gigantism, premature puberty, Attention-Deficit Hyperactivity Disorder (ADHD) that

impact the normal development of an adolescent. Bring a copy of the article to be

discussed.

6. Read about the cognitive stages of the Jean Piaget theory and the characteristics of

the adolescent thinking process (according to David Elkind, 1984;1998). Come

ready to discuss in class how this characteristics impact the teenager learning

process.

7. Mini Research – Interview a teenager (between 12 and 18 years old). Gather

relevant data about psychosocial challenges and changes he/she is facing presently

(e.g. identity of self, self-esteem, career decision, sexual activity, pregnancy,

consumption of drugs (alcohol, marihuana, pills, etc.) interests, peer pressure, etc.

Write a report (one page minimum) with your findings. (Do not write any personal

data of the adolescent, just the age). Please assure the teenager that the

information given will be kept anonymous.

Activities

1. Review for test - Students will bring questions or doubts about the content of

Workshops 1 and 2.

2. Test - The facilitator will administer a partial test about the content of the previous

workshops.



3. The facilitator will introduce the topic of adolescence (definition, theories) using a

variety of educational resources.

4. Gallery Exposition – Students will display the Collages that show the physiological,

cognitive and psychosocial changes of the adolescents. Students will walk through

the classroom observing and taking notes about those images that impact them for

discussion.

5. The facilitator will invite the students to share their articles about the early/late

conditions that may impact the physiological/cognitive and or psychosocial

development of a teenager.

6. Role Play – The class will be divided in two groups. All members of a team will

work together to develop questions about the experience interviewing adolescents.

Each team will choose a reporter to ask the questions to the other group. Each

group will alternate turns during the activity.

7. The facilitator and students will discuss the main characteristics of the adolescent’s

thinking process according to J. Piaget’s theory and David Elkind (1984) and

analyze the impact in the learning process.

Assessment

1. Partial Test

2. Learning diary – Students will choose one of the bio/psychosocial changes or

challenges adolescents face and will explain how the teacher might help a student

achieve a positive adjustment to that experience.

3. The facilitator will give feedback about the correct use of the English grammar and

spelling in the role play activity.



Taller Cuatro Objetivos específicos

Al finalizar el taller, el/la estudiante podrá:

1. Destacar la importancia del sistema familiar en la vida del adolescente.

2. Reconocer el impacto de la cultura, lenguaje, raza y género en el adolescente.

3. Entender el constructo de la inteligencia y los sesgos presentados en la medición de

este fenómeno.

4. Discutir el impacto de la teoría de las inteligencias múltiples de H. Gardner en la

expresión humana.

Objetivos de Lenguaje

1. Los estudiantes utilizarán oralmente el español en su discusión de los tópicos con

corrección gramatical y semántica.

2. Los estudiantes redactarán el ensayo con ortografía, acentuación y gramática

correcta en español.

Direcciones electrónicas

Influencia de la cultura familiar y escolar en la formación de la identidad del adolescente

http://www.monografias.com/trabajos15/cultura-familiar-escolar.shtml?monosearch

¿Qué es inteligencia?

http://www.geocities.com/paginadeas/quees.htm

Límites de la inteligencia

http://www.geocities.com/limite_inteligencia/princip/ven_pra4.html

Definición y ejemplos de cada una de las 8 tipos de inteligencias según la Teoría de

inteligencias múltiples de H. Gardner

http://www.dia.ilce.edu.mx/fundtres.html

Inteligencias Múltiples de Howard Gardner

www.youtube.com/watch?v=2bfph8_k0qI

¿Cómo influye la cultura en el comportamiento humano?

http://www.saludalia.com/docs/Salud/web_saludalia/vivir_sano/doc/psicologia/doc/doc_

cultura.htm



Tareas a realizar antes del taller cuatro

1. Leer sobre las relaciones entre los adolescentes y su sistema familiar.

2. Identificar estrategias que pueden usar los padres para fortalecer y/o mejorar las

relaciones entre padres e hijos en la etapa de la adolescencia.

3. Buscar y leer información sobre cómo la cultura, la raza, el lenguaje y el género

impactan la vida del adolescente. (Traer copia del artículo(s).

4. Redactar un ensayo de una página sobre cómo la cultura, la raza, el lenguaje o el

género (escoger una de estas variables) impactan la vida del adolescente. Anotar

las referencias usadas siguiendo el estilo APA de publicación).

5. Buscar en la Internet, libros de textos, libros de referencias, enciclopedias u otros

recursos y definir los siguientes conceptos: inteligencia, cociente intelectual, sesgos

en la medición de inteligencia.

6. Leer sobre la teoría de las inteligencias múltiples de Howard Gardner y venir

preparado para analizar el impacto de esta teoría al entendimiento de cómo el

maestro puede contribuir al desarrollo de los diferentes tipo de inteligencia.

7. Completar el informe escrito del análisis de la película “Freedom Writers” para

evaluación preliminar del facilitador(a).

Actividades

1. El/la facilitador(a) introducirá el tema de la influencia del sistema familiar en el

adolescente mediante una película educativa o algún segmento de la película

“Freedom Writers” e invitará a los estudiantes a compartir información relevante al

tópico.

2. Actividad en grupos pequeños - El(la) facilitador(a) invitará a los estudiantes a

compartir el aprendizaje obtenido sobre como la familia, raza, el género, lenguaje,

cultura impactan la vida del adolescente.

3. Dramatización – La clase se dividirá en dos grupos. Un grupo presentará cómo el

lenguaje (jerga) y la cultura impactan la vida del adolescente y el otro grupo

dramatizará una situación que revele la raza y el género como variables importantes

en la vida un joven.



4. El/la facilitador(a) introducirá el tema de la inteligencia y los sesgos en el proceso

de medición de la misma. Compartirá los supuestos básicos de la teoría de las

inteligencias múltiples de H. Gardner con las contribuciones de los estudiantes.

5. Mini-clase – El(la) facilitador(a) dividirá la clase para trabajar en equipos de dos

estudiantes. Asignará un tipo de inteligencia a cada par de estudiantes para que

sea presentada al resto del grupo con un ejemplo didáctico (seleccionar una

materia: ciencias, estudios sociales, música, matemáticas) de cómo el maestro

podría fomentar este tipo de inteligencia con una población estudiantil de nivel

secundario.

6. El/la facilitador(a) fomentará un diálogo abierto sobre las implicaciones de la teoría

de inteligencias múltiples en el proceso de enseñanza y aprendizaje con el

adolescente.

Avalúo

1. Diario de aprendizaje - Los estudiantes completarán la siguiente oración. Para mi

______________(escoger: raza, lenguaje, género, cultura) ejerce mucha influencia

en la vida del adolescente

porque__________________________________________________.

2. El(la) facilitador(a) ofrecerá retro comunicación escrita sobre la gramática,

acentuación y sintaxis del español en el ensayo reflexivo solicitado.

3. Retro comunicación sobre el Análisis crítico preliminar (informe escrito) de la

película “Freedom Writers”.



Workshop Five/Taller Cinco

NOTA: Este taller es bilingüe. Tanto,

el Facilitador como los estudiantes,

deberán utilizar el idioma asignado

para cada tarea y actividad.

NOTE: This is a bilingual workshop.

Both the facilitator and student

should use the language assigned

for each homework and activity.

Specific Objectives


1. Understand and identify different approaches to learning and performance (e.g.

learning styles, performance modalities).

2. Recognize areas of exceptionality in learning.

3. Understand the principles of effective classroom management and develop a range

of strategies to promote positive relationships, cooperation and a positive, productive

learning environment.

4. Compare different Models of discipline that facilitate the learning process. (Kohn,

Glasser, Dreikurs, Gordon).

Language Objectives

1. Express themselves orally and in writing using English and Spanish as the language

of communication with correct grammar, syntax and verb usage.

2. Use the correct technical jargon in English when discussing the topic of children

exceptionalities.

3. Identify relevant details when discussing classroom management strategies in

Spanish.


Kolb’s Learning Style Model

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

Learning difficulties: A historic and conceptual analysis

http://www.cuc.udg.mx/psicologia/ribes/aprendizaje.html

Educational Interventions in working with special needs students



(Presentación sobre intervenciones educativas para atender necesidades especiales de

los estudiantes por la Dra. Ana G. Miró (2006)

http://academic.uprm.edu/~morengo/instrucciondiferenciada.pdf

Exceptionalities in the learning process

http://www.hardee.k12.fl.us/ese/exceptionalities.htm

Classroom Management

http://www.static.kern.org/gems/schcom/ClassroomManagement.pdf

Basic information on how to deal with children with exceptionalities

http://www.monografias.com/trabajos18/ninos-especiales/ninos-especiales.shtml

Pictoric Art of children with exceptionalities in Cusco, Perú (Arte pictórico realizado por

niňos con excepcionalidades-Centro de Educación Básica Especial)

http://www.youtube.com/watch?v=YHM6h40fvt0

Assignments before Workshop Five

1. Search (internet, text books, references, encyclopedias) and read information about

learning styles.

2. Make a list and define briefly at least 5 learning exceptionalities. (English)

3. Reflect and write a one page essay about the educator’s role in teaching

adolescents with learning exceptionalities (take in consideration the transition of the

teenager to adulthood). (English)

4. Read (internet, text books, references, encyclopedias) about effective classroom

management strategies. Briefly explain three strategies and its impact in a

classroom environment. (Spanish)

5. Reflect in a secondary level classroom situation and present an example of the

application of one or two effective classroom strategies that will help the teacher

maintain a positive learning environment. (Spanish)

6. Review literature and reflect about the importance of developing and maintaining a

positive learning environment in the classroom with adolescents. Come ready to

share your reflection. (Spanish)

7. Read about the Models of discipline (A. Kohn, W. Glasser, T. Gordon, Dreikurs)

and write an outline of one of the Models that will help a teacher deal with individual

behavior. (English)



8. Organize and complete your Portfolio for final evaluation.

9. Complete the final report of the Freedom Writers movie to be turned in.

Activities

1. The facilitator will use audiovisual resources to introduce the learning styles topic.

(English)

2. Fill the Sentence Activity- I prefer learning by_____________

_________________(watching, doing, feeling, thinking)

because___________________________________________________.The

facilitator will give each student paper or cards to write the sentence. The paper or

cards will be displayed in the classroom for analysis. (English)

3. Small Group Activity – The class will be divided in 4 groups to work an acronym

related to one of the learning exceptionalities. The acronym should describe the

exceptionality that was chosen. (English)

4. The facilitator will lead an open discussion about classroom management strategies

and how to develop and maintain a positive, productive learning environment with

secondary level students. (Spanish)

5. Role Play - The class will be divided in two groups to present a role play that

demonstrate the use of effective strategies in classroom management. (Spanish)

6. Conceptual Map Activity (Appendix O ) – Students will work in 3 groups to develop a

conceptual map about one Model of discipline that can be applied with adolescent

students. The facilitator will assign each group a Model that will be presented to the

rest of the class. (English)

7. The facilitator will clarify concepts and student’s doubts related to the different

Models of discipline.

8. Some of the students (volunteers) will share their movie analysis report.(Spanish).

9. Closing activity – to be determined by the facilitator.

Assessment

1. Reflexive diary - Reflect about the topics discussed in the Workshop and identify the

topic that is more challenging for you as a future educator of secondary level

students. Briefly explain how you might face it effectively.



2. The facilitator will provide feedback about the correct use of the English and Spanish

grammar and verb usage during the oral and written activities.

3. Class participation rubric.

4. Course evaluation by the student representative.



Anejos/Appendixes



Anejo A/Appendix A

Attendance and Participation Rubric

Name:________________________________________________________ Date________________ PT:________________ Attendance and Punctuality _____ 0= Absence in 4 or more workshops/ Absence in 3 workshops and was late in two workshops _____ 2= Absence in three workshops/ Absence in two workshops and was late in three workshops _____ 5= Absence in two workshops/ Absence in 1 workshop but was late in three or more workshops _____ 7= Absence in 1 workshop/ No absent but was late in three workshops _____ 9= No absent but was late in 1 or two workshops _____10= No absent or late in any of the workshops

Total______/10 pts.

Participation

Criteria Value Points Student Score

Content

Students offer an in-depth and solid analysis of the discussed content and the dialogue flows smoothly during the discussion.

2 points

Students –through their comments– show deep knowledge and interest of the discussed topic and originate high level questions.

2 points

Students are appropriately prepared for discussion – with notes taken from their reading and passages or textbooks properly highlighted about the topic in discussion.

2 points

Students, through their comments, show that they are paying close attention to what other participants say about the topic.

2 points

Students provide 2 points



explanations and follow up to enrich discussion. Students’ observations are usually related to ideas or arguments presented in this discussion.

2 points

Students show a professional attitude and posture during the discussion.

2 points

Language

Students show good use of the standard English and Spanish language (vocabulary, syntax and flow of ideas).

2 points

Students use appropriate intonation and fluency in their contributions to the topics discussed

2 points

Given a controversial topic during discussion, students show a persuasive argument to support their points of view about it.

2 points

Total 20 points ( 70% content and 30% language)

Total Score:

Student name: ______________________________ Facilitator’s signature: _________________________

Note: The score obtained by the student should be recorded as follows:

• Excellent: 2.00 points • Good: 1.5 points • Fair: 1.00 points • Needs improvement: .0 point



Anejo B/Appendix B

Assignments Rubric

Workshops Content Criteria Pts. I II III IV V Total

Student turns in their homework in time

1

Student answers homework without deviating from the topic; ideas are well connected and follow a sequence

1

Student uses critical thinking to express ideas and projects a deep understanding of the topics assigned

.80

Language Criteria Sentences are written using appropriate syntax, punctuation, verb usage, and grammar.

1.2

Total Points (Possible Points 4) 70% Content ; 30% language



Anejo C/Appendix C

Guía para redactar el trabajo escrito del Análisis Crítico de una película

(Este proceso ayudará al estudiante a ser un análi sis profundo de la película)

I. Introducción – Escriba un breve resumen de la película observada (no más de dos párrafos). (Se refiere a lo que usted observó, no incluya su opinión personal).

II. Análisis del Impacto producido en usted

a. Sentimientos experimentados

b. Nuevas ideas y/o actitudes generadas por la película

III. Análisis de contenido

a. Identifique detalles curiosos que le ayudaron a interpretar la película

b. Escenas más importantes.

c. Escenas con mensajes profundos.

IV. Análisis de aspectos económicos, sociológicos y filosóficos

a. Estructuras/clases sociales y su impacto en los personajes principales

b. Aspectos históricos relevantes

c. Conflictos socio/económicos

d. Análisis de lenguaje

V. Aspectos filosóficos y éticos que son planteados por los personajes

VI. Conclusión – Su opinión e interpretación de la película. Puede incluir aspectos

positivos y negativos de la misma, aprendizaje obtenido y recomendaciones

para una futura audiencia.



Anejo C/Appendix C

Matriz Valorativa para Análisis de película

CURSO:______________________ PT_________ Total: 50 puntos/_______ NOMBRE:__________________________________________________________

NC-No Cumplió

D=Deficiente R-Regular B-Bueno MB-Muy Bueno

E-Excele nte

Criterios de contenido Pts. NC D R B MB E Total

1. El escrito es claro, enfocado e interesante.

3

2. Identifica el propósito, los objetivos e ideas principales que se incluyen en el escrito.

4

3. La presentación de las ideas es organizada y coherente y puede seguirse con facilidad.

4

4. El escrito incluye todas las partes o elementos del tema o tarea asignada de manera directa y apropiada.

4

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

4

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

3

7. El resumen de los puntos principales y/o la presentación de las conclusiones es claro y apropiado.

4

8. Se cumplieron los objetivos o propósitos anunciados en la guía provista.

3

9. El punto de vista del autor se presenta de manera clara, contundente y bien fundamentado.

3

10. El escrito demuestra sustancia, lógica y originalidad.

3

Criterios de lenguaje 11. Se utiliza un lenguaje apropiado con corrección

sintáctica y gramatical. 4

12. Utiliza vocabulario preciso, correcto y apropiado.

4

13. Contiene oraciones y párrafos bien construidos que facilitan la lectura y comprensión del escrito.

4

14. El escrito demuestra uso correcto de la acentuación en espaňol.

3

Total: ( 70% contenido; 30% lenguaje ) 50 Escala – Excelente o Muy bueno= 3 ó 4; Bueno o Regular= 2 ó 3; Deficiente o No cumplió = 0 ó 1



Anejo D/ Appendix D

Diario de Aprendizaje

Utiliza esta hoja para contestar la pregunta de reflexión del taller.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________



Learning Diary

Use this page to answer the reflexive question of t he workshop. ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________



Anejo E/Appendix E

Reflexive Diary Rubric Workshops

Criteria Pts. I II III IV V Total Student turns in their journal on time assigned

1

Student answers questions without deviating from the topic; ideas are well connected and follow a sequence

.80

Student uses critical thinking to express ideas and projects a deep understanding of the topic discussed in class

1

Language Sentences are written using appropriate syntax, punctuation, verb usage, and grammar.

1.2

Total Points (70% Content ; 30% language)

4



Anejo F/ Appendix F

PORTFOLIO

Guidelines to prepare the portfolio

1. Determination of sources of content

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

a. Projects, surveys, and reports.

b. Oral presentations

c. Essays: dated writing samples to show progress

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

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

reaction papers.

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

g. Learning journals, reflexive diaries.

h. Self assessments, peer assessments, facilitator assessments.

i. Notes from student-facilitator conferences.

3. Organization of documentation

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

workshops. Workshops will be separated from one another using construction paper

or paper of different colors, with tabs indicating the workshop number.

4. Presentation of the portfolio

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

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

research papers submitted at Metro Orlando Campus. This cover page will be

placed at the beginning of the portfolio.

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

size 12, double space, and 1-inch margins. See a “Publication Manual of the

APA, Fifth Edition”

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

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

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

(Appendix H ).



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

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

to the end of the portfolio.

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

of the binder for identification purposes (Appendix G ).

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

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

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

reflections, and your evaluations of individual items and all of the work together as

related to learning targets (Banks, 2005).

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

information pertaining to weaknesses and strengths found in students’ portfolios

(Appendix K ). Facilitators will focus their attention on showing students what is

possible and their progress rather than what is wrong; however, this does not mean

that facilitators will not cover weaknesses and areas for improvement during the

conference. Facilitators will send this feedback template upon completion of

workshop one.

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

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

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

template. Students will e-mail the template with their comments back to the facilitator

after every workshop.

6. Portfolio storage:

• Portfolio samples will be safely stored for a six-month term on campus.

• Students will sign an official document empowering Ana G. Mendez

University System with rights to use their portfolios with educational or

accreditation purposes during this term (Appendix L ).

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

System to discard their portfolios by signing an official document, portfolio

samples will be destroyed; otherwise, they will be returned to their original

authors (Appendix M ).



Anejo G/Appendix G

PORTFOLIO INFORMATIONAL SHEET

Sistema Universitario Ana G. Méndez Florida Campuses

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

� Graduate

Concentration

Student’s Name

Facilitator’s Name

Course:

Portfolio rated as

Reason of this rate



Anejo H/Appendix H

Log of Entries

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10



Anejo I/Appendix I

Checklist for Portfolio Assessment

Has the student set academic goals?

Does the portfolio include enough entries in each area to make

valid judgments?

Does the portfolio include evidence of complex learning in realistic

setting?

Does the portfolio provide evidence of various types of student

learning?

Does the portfolio include students’ self-evaluations and

reflections on what was learned?

Does the portfolio enable one to determine learning progress and

current level of learning?

Does the portfolio provide clear evidence of learning to users of

the portfolio?

Does the portfolio provide for student participation and

responsibility?

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

manner?

Does the portfolio include assessments based on clearly stated

criteria of successful performance?

Does the portfolio provide for greater interaction between

instruction and assessment?

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

Education, Inc.



Anejo J/Appendix J

Portfolio Rubric

Student Name___________________________________

Excelent Regular Poor Total Portfolio Content Portfolio Appearance

/1

Reflexives Diaries /1

Introduction

/1

Homework demonstrate relevant and meaningful content support by scientific literature

/1

Homework revised

/1

Conclusion

/1

References

/1

Langua ge Appropriate use of the English and Spanish (vocabulary, syntax, semantics, etc).

/1

Appropriate use of grammar. /1 Use APA guidelines correctly in content, citations and references.

/1

Total (70% content; 30% language)

/10



Matriz Valorativa para evaluar el Portafolio

Nombre del estudiante___________________________________

Excelente Regular Deficiente Total Conten ido del Portafolio Presentación y organización del Portafolio

/1

Diarios reflexivos /1

Introducción

/1

Asignaciones son relevantes y significativas apoyadas en la revisión de literatura científica

/1

Revisión de asignaciones

/1

Conclusión

/1

Referencias

/1

Lenguaje Demuestra habilidad en el manejo del idioma inglés y español estándar (vocabulario, sintaxis, semántica, etc.).

/1

Usa la gramática de una manera adecuada y correcta.

/1

Usa el estilo APA correctamente (contenido, citaciones, referencias).

/1

Total (70% Contenido; 30% Lenguaje)

/10



Anejo K/Appendix K

Portfolio Assessment Feedback Template Strengths Weaknesses Improvement Ideas Facilitator’s comments

Student’s response and comments

SCFG 506 Human Development and Learning: Secondary 63

Prep.04/09 Rev. 07/09. Jasmin Suárez Cordero, M.A.

Anejo L/Appendix L

Use and Return of Portfolio

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

I, ____________________________________, grant permission to the office of

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

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

accreditation or educational purposes only, and that is not going to be disclosed without

my consent.

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

copy of my portfolio for six months and return it to me at the end of this period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date



Anejo M/Appendix M

Use and Discard of Portfolio

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

I, ____________________________________, grant permission to the office of

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

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

accreditation or educational purposes only, and that is not going to be disclosed without

my consent.

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

copy of my portfolio for six months and discard it at the end of this period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date



Anejo N/Appendix N

Gráfico de T/ T-Chart



Anejo O/Appendix O

Mapa Conceptual/Conceptual Map



Anejo P/Appendix P

Mapa de Círculo en Contexto/Circle Map

Referencias/References

D

Mapa de Círculo/Circle Map

Tema/Topic

SCFG 506 Human Development and Learning:Secondary 68

Prep. 04-09. Rev 07-09 Jasmin Suárez Cordero, M.A.

AnejoQ/Appendix Q

Diagrama Venn/Venn Diagram

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