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Sistema Universitario Ana G. Méndez © derechos reservados Page 1
MASTER’S DEGREE IN TEACHING
ENGLISH AS A SECOND LANGUAGE,
CURRICULAR MAP AND COMPETENCES
Vice-Chancellor of Academic Affairs
Academic Development
Revision 2014
Sistema Universitario Ana G. Méndez © derechos reservados 2
Master Degree Program in Teaching of English as a Second Language
Table of content Title page
I. Program Description 3
II. Rationale 3
III. Philosophical Principles of the Program 3
IV. Alignment of UAGM-CV Mission to Program mission 5
V. Alignment of UAGM-CV Vision to Program vision 5
VI. Institutional Profile
VII. Program Goals
6
6
VIII. Program competences 7
IX. Student Learning Outcomes Objectives 8
X. Teaching method & Study Plan 9
XI. Learning Assessment Process 10
XII. Grade system 11
XIII. Appendixes
A. Curricular sequence
B. Alignment of Student Profile, Goals, Competences and SLO of Program
C. Competence Chart
D.. Curricular mapping course guide
E. General References
12
13
14
18
20
73
Sistema Universitario Ana G. Méndez © derechos reservados Page 3
Master Degree Program in Teaching of English as a Second Language
I. Program Description
This specialty is designed to provide candidates with a background in the principles,
theories and practice of second language acquisition, learning and teaching. It seeks to
prepare educators who can assume positions of leadership in ESL education as teachers
or English supervisors in public or private schools and as professors in institutions of
higher education.
II. Rationale
The scientific and technological demands of the present as well as the globalization
process require the utilization of the English language as a means of communication in
local, national, and international transactions. In order to become productive citizens,
individuals should be empowered to be able to communicate and respond to the
challenges of the 21st century. These challenges impose new educational approaches,
novel positions, and the design and implementation of programs of study that facilitate
the achievement of solutions to the new demands.
Implementation of a successful program of study calls for creative ways to develop
discriminating and analytical thinking skills and competencies necessary to respond to
the changes of the present. Similarly, educational practices should take into
consideration graduate students’ needs, interests, and experiences in the teaching/learning
process on how to learn and undertake life’s commitments. Thus, individuals will be
prepared to fulfill the duties and responsibilities which will lead them to become
knowledgeable, accountable, and happy citizens.
The Graduate Program in the Teaching of English as a Second Language of the Virtual
University of the Sistema Universitario Ana G. Méndez is a response to the challenges
imposed by the need of competent professionals with the direction, flexibility, and
adaptability to achieve an effective communicative process in English at present.
III. Philosophical Principles of the Program
The philosophy of the Graduate Program in the Teaching of English as a Second
Language is in agreement with the goals established by the Virtual University and aligned
with the bylaws of the Sistema Universitario Ana G. Méndez.
The Graduate Program in the Teaching of English as a Second Language is committed to
the improvement of education in Puerto Rico. It enables professionals to contribute to the
continual development of an educational system which meets the communicative needs
of the contemporary world. This is attained through the efficient leadership and service of
these professionals. The Graduate Program in the Teaching of English as a Second
Sistema Universitario Ana G. Méndez © derechos reservados 4
Language envisions education as complex. The improvement of social, cultural, political,
ethic, and aesthetic dimensions present in society are the Program’s major pursuit. It
considers its position within the Caribbean and Latin context, as well as in the
international community.
The Graduate Program in the Teaching of English as a Second Language is designed to
develop professionals in all aspects related to this area. These professionals will be able
to integrate and apply their competence in teaching English as a Second Language both in
Puerto Rico and abroad.
The Graduate Program in the Teaching of English as a Second Language foresees the
students in a continuous search for truth, contributing to the advancement of science and
creative competitive knowledge. The students will exhibit an inquiring and critical
attitude proper of the educational endeavor. The Graduate Program in English as a
Second Language fosters a continuous and interactive learning process, and the
promotion of collaborative learning and teaching strategies.
The Graduate Program in the Teaching of English as a Second Language looks forward to
develop educators who are generous, active, and aware of our modern and constantly
changing society. It will enable educators to ponder about their personal goals and values
within a democratic society, their rights, and the responsibilities which result from the
diversity, dignity, solidarity, and human liberty that it provides. All the undertakings of
the Program are geared to help students develop their social consciousness and
awareness. This will prepare students to change themselves and their society according
to a standard based on better human relations within a democratic framework.
The goals of the Graduate Program in the Teaching of English as a Second Language are
directed toward the overall development of the individual. These goals are to be met
within the framework of social globalization. The constructivist and creative discussion
characteristic of a society with a democratic philosophy will be the basis and starting
point of formative principles.
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IV. Alignment of UAGM-CV Mission to Program mission
UAGM-VC Mission Program Mission The Universidad Ana G. Méndez-Campus
Virtual is a higher education institution that
offers distance learning programs through the
integration of emerging technologies. The
university also offers a holistic academic
bilingual education aimed to promote and
develop students into becoming agents of
change. The institution emphasizes inclusion
and respect for diversity in local and
international communities.
The mission of the Graduate Program in
the Teaching of English as a Second
Language is to offer the necessary
provisions for the preparation of
professionals who can create and change
educational practices based on research,
and through the recognition of diversity,
and the use of technological advancements
for effective communication in English.
These professionals will also undertake
leadership roles on the basis of originality,
disclosure of knowledge, and community
action.
V. Alignment of UAGM-CV Vision to Program vision
UAGM-CV Vision Program Vision
The Universidad Ana G. Méndez-Campus
Virtual will be recognized, locally and
internationally, as the first Puerto Rican
Distance Education University with the
highest standards of quality and academic
excellence. The institution will contribute
to the social and economic development of
Puerto Rico. In addition, UAGM-CV will
be recognized, for its educational services
to Hispanic communities in the United
States and Latin American countries.
The Graduate Program in the Teaching of
English as a Second Language envisions the
advancement of professionals who are able to
respond to the academic and technological
challenges of the world at large. It also
stresses the development of creative and
critical thinkers, decision makers, and
communicators of the English language who
are proficient in the skills of information of
the 21st century.
Sistema Universitario Ana G. Méndez © derechos reservados 6
VI. Institutional Profile
Ana G. Méndez University-Campus Virtual expects its graduate student to fully develop the
following competencies:
1. Professional Competencies- Mastery of knowledge, theories and skills that enable
graduate students to become outstanding professional leaders and change agents.
2. Communicative Competencies- Fluency and accuracy in oral, written and non-verbal
communication in both English and Spanish.
3. Critical Thinking and Research Competencies- Mastery of complex analysis and
evaluation skills to conduct research, find and examine information, solve problems,
make decisions and be creative in the performance of their professional and personal
roles.
4. Information and Digital Literacy Competencies- Responsibility in the use of
technology to research and document their contributions in the work environment,
seeking truth, and respecting copyright laws and policies to access and disclose
information.
5. Ethical-moral attitude and Respect for Diversity Competencies – Achievement of a
respectful attitude for diversity, knowledge and respect for laws, social and professional
standards, to assume ethical-moral positions in their professional and personal
performance.
VII. Program Goals:
The Graduate Program in the Teaching of English as a Second Language has formulated
the following goals, to:
1. Prepare professionals who can integrate and apply their knowledge to the design,
teaching, and evaluation of a program of study of English as a Second Language.
2. Develop professionals to search for innovative alternatives to the demands
presented by a dynamic and changing society for the teaching and learning of
English as a Second Language.
3. Facilitate experiences that stimulate the development of goals common to the
components of curricular development and evaluation related to the Teaching of
English as a Second Language.
4. Provide these professionals with a theoretical background, solid practice, and
adequate mastery of research skills, and knowledge in curriculum and teaching in
the area of English as a Second Language.
5. Stimulate an interest in research in the field of Teaching English as a Second
Language, and as a result, become researchers of remarkable investigations and
projects in the area.
6. Develop the capacity to analyze problems, focus, and modern techniques present
in the area of the Teaching of English as a Second Language.
Sistema Universitario Ana G. Méndez © derechos reservados 7
7. Develop the necessary skills that will permit these professionals to present
alternatives for problems related to the Teaching of English as a Second Language
that will have an impact on the global society of the 21st century.
8. Develop communicative skills in order to improve their performance as
professionals.
9. Improve the quality of the educational experience from the scientific, individual,
and social dimensions of the professionals through the development of their
creativity in the Teaching of English as a Second Language.
10. Stimulate in these educators a positive attitude toward learning as a continuous
process, and the development and improvement of their professional and personal
well-being.
VIII. Program Competences
Upon completion of the Program in the Teaching of English as a Second Language,
graduates will be able to:
1. Demonstrate an in-depth knowledge of the principles related to the teaching of
English as a Second Language and apply these principles to their teaching.
2. Apply integrated knowledge in both the content and professional components to
the teaching-learning process.
3. Research and offer alternatives to educational problems in the Teaching of
English as a Second Language.
4. Communicate effectively in spoken and written English.
5. Exhibit a humanistic position in harmony with those of the society at large, the
Sistema Universitario Ana G. Méndez, and the Virtual University.
6. Apply knowledge in the areas of social and educational psychology to the
teaching of English as a Second Language.
7. Examine the concept of second language acquisition from the perspective of the
linguist, the sociologist, the psychologist, and the educator with the purpose of
finding solutions to the problems faced by second language learners.
8. Demonstrate knowledge and understanding of what oral communication is and the
skills necessary to teach it to students of English as a Second Language.
9. Demonstrate knowledge and understanding of the reading processes and skills
needed to teach English as a Second Language, developing in ESL students an
interest and appreciation of the English language and literature.
10. Demonstrate knowledge of what the teaching of writing is and of the
methodology related to the teaching of writing in English.
Sistema Universitario Ana G. Méndez © derechos reservados 8
11. Analyze strategies to guide diverse groups towards the achievement of the
objectives of the organization: students, parents, teachers, school councils, and
community, as it pertains to the Teaching of English as a Second Language.
12. Design and adapt assessment instruments that evaluate and evidence language
acquisition in second language settings.
13. Practice the use of technological tools that enhance the acquisition of language
skills of the second language learners.
14. Create instructional designs, activities, and resources pertinent to the present
social circumstances and contemporary education.
15. Examine the nature of scientific research and its application to the process of
educational research and its impact in language learning strategies.
16. Conceptualize a study in the area of the Teaching of English as a Second
Language including the corresponding components of research.
17. Demonstrate knowledge of statistical procedures and research tools in educational
research.
18. Use diverse methods to teach English as a Second Language based on principles,
and varied resources appropriate for the different methods studied.
IX. Teaching Method and Study Plan
Ana G. Méndez University- Campus Virtual Blackboard Learning Management
System (LMS) is the platform used to deliver the online graduate program. It provides
the necessary functionality to correctly administer distance or online educational
programs. It incorporates a solid environment for sharing and administering content,
conduct online evaluations, follow-up with students, manage tasks and assignments, and
conduct online collaborations. The platform provides for the delivery of synchronous as
well as asynchronous education. Asynchronous delivery is accomplished via discussion
forums, course email, lessons, modules and exams and quizzes. The majority of course
activities are designed for asynchronous delivery, which provides student with the
greatest flexibility in fulfilling academic requirements. For synchronous mode of
delivery, tools like chat, whiteboard and desktop space sharing using a feature called
Blackboard Collaborate allows faculty to deliver instruction in real time.
Study plan:
Contact and out of class hours:
Credits Contact hrs. Estimated of out of class
hrs.
Total hrs.
1 15 hrs. + 30 hrs. 45 hrs.
2 30 hrs. + 60 hrs. 90 hrs.
3 45 hrs. + 90 hrs. 135 hrs.
4 60 hrs. + 120 hrs. 180 hrs.
Sistema Universitario Ana G. Méndez © derechos reservados 9
Course 3 credits equivalent to 45 contact hours and with 90 out of class hours.
Total hours 135 hours.
Out of class estimated hours for learning activities
Activities Estimated Time
Participate in chats and discussion forums,
complete assignments, exercises and
organize course content.
Approximately 3 hours weekly
Complete readings, written assignments
and conduct research (essays, projects,
reports)
Approximately 4 hours weekly
Identify resources and materials to
research on topics for projects,
presentations or complete documents.
Approximately 4 hours weekly
Work on final projects, designs, groups etc. Approximately 6 hours weekly
Total out of class weekly hours
17 hours
In 8 weeks: 136 hrs.
X. Learning assessment process
Faculty assigned to courses are required to provide a minimum of three partial grades and
one final evaluation activity with the value of a partial grade, during every given term.
Students are assessed using a variety of methods including discussion forums, weekly
written assignments and essays. The timeframe for assessments varies among courses and
the faculty is expected to provide guidance to the students during the entire term. This is
a process related to institutional effectiveness that seeks to maintain high retention rates.
Among other assessment activities use to evidence student achievement the professor
uses: forum and chats discussions, exams, written essays, case studies, professional
journals articles reactions, research papers, project presentations, portfolios, creation of
models, midterm summary papers, annotated bibliographies and role playing.
The level of competences developed by the student will be collected by means of rubrics,
checklist and templates with criteria of performance achieve on each assessment activity.
Some strategies will provide indirect evidence (student perception) to support the direct
evidences (student performance) collected in the administration of the assessment
instruments.
Sistema Universitario Ana G. Méndez © derechos reservados 10
XI. Grade System
The unit of measure for determining the course value is the credit. Scholastic standing in
completed courses is indicated by the following letter grades:
Letter grade system and grade points per credit.
A (90 - 100) - 4 excellent
B (80 - 89) - 3 good
C (70 - 79) - 2 satisfactory
D (60 - 69) - 1 deficient
F (0 - 59) - 0 failure (no grade credit)
A minimum average of “B” is required for graduate degree.
Sistema Universitario Ana G. Méndez © derechos reservados 11
XII. Appendixes:
A. Curricular Sequence
B. Competence Chart
C. Curricular Map
D. Alignment of Student Profile, Goal, Competences and SLO of TESOL
Program.
E. General References
Sistema Universitario Ana G. Méndez © derechos reservados 12
Appendix A- Curricular sequence MASTER’S DEGREE IN ENGLISH AS A SECOND LANGUAGE
CORE COURSES DESCRIPTION CREDITS PRE-REQUISITE
EDUC 501 Principles and Systematic Development of Curriculum
3
EDUC 510 Classroom Based Language Assessment Methods for ESL
3
6
Specialization courses
TESL 550 Second Language Acquisition 3
TESL 551 Reading Processes in ESL 3
TESL 552 The Teaching of Writing: Theory and Practice 3
TESL 553 Language, Cognition, and ESL Curriculum Development
3
TESL 554 Methods of Teaching a Second Language 3
TESL 555 Development of Communication Skills in ESL 3
EDUC 564 Applied Linguistics for English as a Second Language Teachers
3
21
Elective courses (Select 6 credits)
EDUC 511 The Use of Computers in ESL Curriculum and Instruction
3
EDUC 504 Leadership, Communication, and Teamwork 3
EDUC 512 Innovations and Educational Strategies 3
EDUC 630 Statistics for Pedagogical Research 3
6
Requirements for Degree
TESL 600 Research Methods 3 EDUC 501 TESL 550 and TESL
555
EDUC 617 Research Seminar 3 TESL 600
6
TOTAL CREDITS : 39
Summary credits Core courses 6
Specialization courses 21
Elective course 6
Requirements for Degree (capstone courses)
6
Total: 39 crs.
Sistema Universitario Ana G. Méndez © derechos reservados Page 13
Appendix B: Alignment of Student Profiles, Goals, and TESOL Competences
Student Profile Program Goals Program Competences
1. Professional-
Mastery of knowledge,
theories and skills that
enable graduate
students to become an
outstanding
professional leader and
change agent.
11. Prepare professionals who can
integrate and apply their
knowledge to the design, teaching,
and evaluation of a program of
study of English as a Second
Language.
4. Provide these professionals with a
theoretical background, solid
practice, and adequate mastery of
research skills, and knowledge in
curriculum and teaching in the
area of English as a Second
Language.
1. Demonstrate an in-depth knowledge of the
principles related to the teaching of English
as a Second Language and apply these
principles to their teaching.
6. Apply knowledge in the areas of social and
educational psychology to the teaching of
English as a Second Language.
8. Demonstrate knowledge and
understanding of what oral
communication is and the skills
necessary to teach it to students of
English as a Second Language.
9. Demonstrate knowledge and
understanding of the reading processes
and skills needed to teach English as a
Second Language, developing in ESL
students an interest and appreciation of
the English language and literature.
10. Demonstrate knowledge of what the
teaching of writing is and of the
methodology related to the teaching of
writing in English. 18. Use diverse methods to teach English as a
Second Language based on principles, and
varied resources appropriate for the
different methods studied. 2. Communicative-
Fluency and accuracy
in oral, written and
non-verbal
communication in both
8. Develop communicative skills in
order to improve their
performance as professionals.
3. Facilitate experiences that
4. Communicate effectively in spoken and
written English.
Sistema Universitario Ana G. Méndez © derechos reservados 14
English and Spanish. stimulate the development of
goals common to the components
of curricular development and
evaluation related to the Teaching
of English as a Second Language.
3. Critical thinking and
research- Mastery of
complex analysis and
evaluation skills to
conduct research, find
and examine
information, solve
problems, make
decisions and be
creative in the
performance of their
professional and
personal roles.
2. Develop professionals to search
for innovative alternatives to the
demands presented by a dynamic
and changing society for the
teaching and learning of English as
a Second Language.
6. Develop the capacity to analyze
problems, focus, and modern
techniques present in the area of
the Teaching of English as a
Second Language.
9. Improve the quality of the
educational experience from the
scientific, individual, and social
dimensions of the professionals
through the development of their
creativity in the Teaching of
English as a Second Language.
2. Apply integrated knowledge in both
the content and professional
components to the teaching-learning
process.
3. Research and offer alternatives to
educational problems in the Teaching
of English as a Second Language.
7. Examine the concept of second
language acquisition from the
perspective of the linguist, the
sociologist, the psychologist, and the
educator with the purpose of finding
solutions to the problems faced by
second language learners. 12. Design and adapt assessment instruments
that evaluate and evidence language
acquisition in a second language setting
14. Create instructional designs, activities,
and resources pertinent to the present
social circumstances and contemporary
education.
15. Examine the nature of scientific
research and its application to the
process of educational research and
its impact in language learning
Sistema Universitario Ana G. Méndez © derechos reservados 15
strategies.
16. Conceptualize a study in the area of
the Teaching of English as a Second
Language including the
corresponding components of
research.
17. Demonstrate knowledge of statistical
procedures and research tools in
educational research.
4. Information and digital literacy-
Responsibility in the
use of technology to
research and
document their
contributions in the
work environment,
seeking truth, and
respecting copyright
laws and policies to
access and disclose
information.
5. Stimulate an interest in research in
the field of Teaching English as a
Second Language, and as a result,
become researchers of remarkable
investigations and projects in the
area.
7. Develop the necessary skills that
will permit these professionals to
present alternatives for problems
related to the Teaching of English
as a Second Language that will
have an impact on the global
society of the 21st century.
13. Practice the use of technological tools that
enhance the acquisition of language skills,
in second language learners.
5. Ethical-moral attitude and Respect for diversity -
Achievement of a
respectful attitude for
diversity, knowledge
10. Stimulate in these educators a
positive attitude toward learning as
a continuous process, and the
development and improvement of
5. Exhibit a humanistic position in harmony
with those of the society at large, the
Sistema Universitario Ana G. Méndez, and
the Virtual University.
11. Analyze strategies to guide diverse
groups towards the achievement of the
Sistema Universitario Ana G. Méndez © derechos reservados 16
and respect for laws,
social and professional
standards, to assume
ethical-moral
positions in their
professional and
personal performance.
their professional and personal
well-being.
objectives of the organization: students,
parents, teachers, school councils, and
community, as it pertains to the
Teaching of English as a Second
Language.
Sistema Universitario Ana G. Méndez © derechos reservados Page 17
Appendix C: Competence Chart
Course and Code
Student Learning Outcomes Objectives
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Core Courses
EDUC 501 Principles and Systematic Development of Curriculum
x x x x x x x x
EDUC 510 Classroom Based Language Assessment Methods for ESL
x x x x x x x x x
Specialization courses
TESL 550 Second language Acquisition
x x x x x x x x x x x x x
TESL 551 Reading Processes in ESL
x x x x x x x x x x
TESL 552 The Teaching of Writing: Theory and Practice
x x x x x x x x x x
TESL 553 Language , Cognition, and ESL Curriculum Development
x x x x x x x x x x x x
TESL 554 Methods of Teaching a Second Language
x x x x x x x x x x x x x x
TESL 555 Development of Communication Skills in ESL
x x x x x x x x x x x x x
EDUC 564 Applied Linguistics for English as a Second Language Teachers
x x x x x x x x x x x x x
Elective courses (Select 2 courses)
EDUC 511 The use of computers in ESL Curriculum and Instruction
x x x x x x
EDUC 504 Leadership, Communication, and Teamwork
x x x x x x x
EDUC 512 Innovations and Educational Strategies
x x x x x x x x
EDUC 630 Statistics for Pedagogical Use
x x x x x x
Requirements for Degree
EDUC 600 Research Methods
x x x x x x x x x x
EDUC 617 Research Seminar
x x x x x x x x x x
Sistema Universitario Ana G. Méndez © derechos reservados Page 18
Appendix D: CURRICULAR MAP GRADUATE PROGRAM IN
ENGLISH AS A SECOND LANGUAGE
This document includes key components: competences, content, objectives, activities, assignments and assessments of the courses in the graduate program Teaching
English as a Second Language (TESL)
EDUC 501 – Principles and Systematic Development of Curriculum/ Principios y Desarrollo Sistemático del Currículo
Study of relationships and differences between the foundations of education and the domains of curriculum. Discussion of theory, practice and the roles of the major participants in the
design and development of curriculum. Analysis of curriculum development theories according to different philosophical viewpoints. Study of different models of curriculum development.
CORE COURSE Pre-requisites- None 3 credits = 45 contact hrs. 90 out of class hours Revised:
Competences Objectives Assessment Activities Assessment Instruments
A. Professional:
1. Demonstrate an in-depth knowledge of the
principles related to the teaching of English as a
Second Language and apply these principles to
their teaching.
6. Apply knowledge in the areas of social and
educational psychology to the teaching of
English as a Second Language.
18. Use diverse methods to teach English as a
Second Language based on principles, and
varied resources appropriate for the different
methods studied.
Módulo 1: Introducción al Estudio del
Currículo
Analizar diferentes postulados
relativos a la conceptualización del
término Currículo.
Desarrollar una definición propia
sobre el concepto currículo de forma
general y específica.
Ensayo: ¿Cuál es el plan de estudio?
Foro Temático: Cap. 1 Armstrong
Diario Reflexivo
Rúbrica con clave de corrección
o 1, 2, 4, 5
Matriz de actividades colaborativas
o 1, 2, 4, 5
Formato de diario reflexivo
Módulo 2: Fundamentos Filosóficos
Explicar cómo la filosofía educativa
que adopta un sistema escolar
determina el currículo que se aplicará
Ensayo: Fundamentos Filosóficos
Foro temático: Cap.5 Armstrong
Diario Reflexivo
Formato y rúbrica con clave de corrección
o 1, 2, 4, 14
Matriz de actividades colaborativas
(cotejar)
o 1, 4, 5
Formato de diario reflexivo
19
Competences Objectives Assessment Activities Assessment Instruments
B. Communicative
4. Communicate effectively in spoken and written
English
C. Critical Thinking and Research:
2. Apply integrated knowledge in both the content
and professional components to teaching-
learning process.
12. Design and adapt assessment instruments that
evaluate and evidence language acquisition in a
second language setting
14. Create instructional designs, activities, and
resources pertinent to the present social
circumstances and contemporary education.
D. Information and digital literacy:
13. Practice the use of technological tools that
enhance the acquisition of language skills, in
second language learners.
E. Ethical-moral:
5.Exhibit a humanistic position in harmony with
those of the society at large, the Sistema
Universitario Ana G. Méndez, and the Virtual
University.
Módulo 3: Fundamentos Históricos y
Sociológicos
Contrastar la educación durante el
período colonial español y el período
de gobierno de EE.UU.
Determinar qué elementos de la vida
cotidiana son componentes en la
sociología de la educación.
Presentación Prioridades
Socioeducativas
Entrevista estructurada/Ensayo
Diario Reflexivo
Matriz de valoración para presentaciones
en PowerPoint.
o 2, 4, 5
Matriz de valoración de ensayos.
o 1, 2, 3, 4, 5
Formato de diario reflexivo
Módulo 4: Fundamentos Psicológicos
Reconocer los diversos estilos de
aprendizaje e inteligencias múltiples y
su relación con el currículo.
Ejercicio: Descripción de inteligencias
Tabla de progreso estilo de aprendizaje
Foro temático: Cap. 4 Ornstein
Diario Reflexivo
Formato de ejercicio y matriz de
valoración de trabajos escritos.
o 1, 2, 4, 18
Formato o “model sheet” con matriz de
valoración de trabajos escritos.
o 1, 2, 4, 18, 14, 13, 5
Matriz de actividades colaborativas
Formato de diario reflexivo
Módulo 5: Teoría Curricular
Explicar el papel que desempeñan las
teorías curriculares en el diseño y
planificación del currículo.
Determinar cuál de los diseños o
modelos de plan de estudios se ha
utilizado en el sistema escolar en el
pasado, y que uno puede ser favorable
para el futuro.
Ejercicio : Comparación Modelos
Curriculares
Blogs: Teorías Curriculares
Autoevaluación 1
Formato de ejercicio y rúbrica con clave
de corrección
o 1, 18, 4
Matriz de valoración
o 4, 13, 14
Formato de auto-evaluación
Módulo 6: Principios de Desarrollo del
Currículo y Uso de Mapas Curriculares
Búsqueda efectiva en Internet
Elaboración del bosquejo de un mapa
curricular
Formato con matriz de valoración
o 1, 4, 13
Formato con matriz de valoración.
20
Competences Objectives Assessment Activities Assessment Instruments
Reconocer las dimensiones que deben
ser consideradas al desarrollar una
unidad curricular.
Construir a través de la elaboración
de un mapa curricular el desarrollo
del mismo.
Elaborar criterios para seleccionar el
contenido que debe incluir en el
currículo.
Chat: Desarrollo del Currículo
Elaboración de una Tirilla Cómica
o 1, 2, 18, 4, 14, 13, 5
Matriz de actividades colaborativas
o 2, 4, 13, 5
Formato con matriz de valoración.
o 1, 2, 4, 5
Módulo 7: Principios de Diseño del
Currículo
Construir una unidad curricular
basándose en los criterios y las
dimensiones que definen un plan de
estudios bien planificado.
Elaboración de una nueva unidad
curricular
Mapa curricular de la nueva unidad
curricular
Foro
Diario Reflexivo
Formato
Formato
Matriz de actividades colaborativas
Formato de diario reflexivo
Módulo 8: Integración de Conceptos:
Diseño de la Unidad Curricular
Presentar el mapa y diseño de la
nueva unidad curricular basándose en
las guías y formatos facilitados en el
curso.
Elaboración de una nueva unidad
curricular
Mapa curricular de la nueva unidad
curricular
Autoevaluación Final
Matriz de valoración de trabajos escritos.
o 1, 2, 18, 4, 14, 13
Matriz de valoración de trabajos escritos
o 1, 2, 18, 4, 12, 14, 13
Formato de autoevaluación
Texto sugerido: Posner, George J. (2005). Análisis de Currículo.Tercera edición. México: McGraw- Hill Interamericana del Caribe, Inc
EDUC 510 – Classroom Based Language Assessment Methods for ESL
This course will examine the nature of language assessments in terms of the relationship of language competence, proficiency and academic achievement. It will provide the student with exposure
21
to the uses, techniques and procedures of classroom based assessment.
CORE COURSE 3 credits = 45 contact hrs.
Competences Objectives Assessment Activity Assessment Instrument
A. Professional:
1. Demonstrate an in-depth knowledge of the
principles related to the teaching of English as a
Second Language and apply these principles to
their teaching.
18. Use diverse methods to teach English as a
Second Language based on principles, and varied
resources appropriate for the different methods
studied.
B. Communicative:
8. Demonstrate knowledge and understanding of
what oral communication is and the skills
necessary to teach it to students of English as a
Second Language.
9. Demonstrate knowledge and understanding of
the reading processes and the skills needed to
teach English as a Second Language, developing
in ESL students an interest and appreciation of
the English Language and literature.
10. Demonstrate knowledge of what the teaching of
writing is and of the methodology related to the
Module 1: Introduction to Classroom
Based Language Assessment
Demonstrate an understanding of
Language, Learning Styles, and
Language Competence.
Understand basic assessment
terminology.
Demonstrate knowledge in ESL
methods.
Explain the characteristics of
Classroom Based Assessment.
Discussion Board /Topic: ESL
Methods
Topic: Tests discussion board
Article Review on TESL Assessment
Searching the Net for Classroom Based
Assessment
Rubric for discussion forum (group
activity)
o 1, 2, 18, 4
Rubric for discussion forum (group
activity)
o 1, 2, 4, 13, 17, 5
Template and rubric to evaluate a
paper.
o 1, 2, 4, 13, 17, 5
Template and rubric for written paper.
o 2, 4, 12, 14
Module 2: Integrating Classroom
Assessment Techniques
o Describe the benefits of Classroom
o Assessment Techniques for
instructors and students.
o Describe the Classroom
Assessment Project Cycle.
o Understand the steps and stages of
the CAP.
o Develop and design a CAP plan.
Teaching Goals Inventory
Discussion Board: Teaching Goals
Inventory
Discussion Board: What’s the best for
ESL students?
Development of two classroom
assessment plans
Concept Map
Teaching Goals Inventory (TGI) Results
Iowa’s Center for teaching.
Rubric for discussion forum (group
activity)
o 1, 2, 4, 13
Rubric for discussion forum (group
activity)
o 1, 2, 4, 5
Template and rubric for written
assignments.
o 2, 17, 4, 12, 14
Rubric for classroom assessment Plan
(CAP)
o 1, 2, 18, 4, 12, 14
22
Competences Objectives Assessment Activity Assessment Instrument
teaching of writing in English.
4. Communicate effectively in spoken and written
English
B. Critical Thinking and Research
2. Apply integrated knowledge in both the content
and professional components to the teaching-
learning process.
12. Design and adapt assessment instruments that
evaluate and evidence language acquisition in a
second language classroom.
14. Create instructional designs, activities, and
resources pertinent to the present social
circumstances and contemporary education.
17. Demonstrate knowledge of statistical procedures
and research tools in educational research.
C. Information and digital literacy
13. Practice the use of technological tools that
enhance the acquisition of language skills, in
second language learners.
D. Ethical-moral
Module 3: Moving Toward Authentic
Assessment
Explain the purpose of ELL
assessment
Define Authentic Assessment
Understand and explain the types of
authentic assessment
Analyze Bloom’s Taxonomies in ELL
Design rubrics
Discussion board-Topic: Authentic
Assessment and Portfolios
Rubric Creation
Discussion board- Topic: Types of
authentic assessment
ESL Classroom based Assessment
Model
Rubric for discussion forum (group
activity)
o 1, 18, 4
Template and rubric for written
assignments
o 12, 14
Rubric for discussion forum (group
activity)
o 1, 18, 4
Template and rubric for task analysis.
o 1, 18, 4, 2, 12, 14, 17, 13, 5
Module 4: Integrating Alternative
Assessment
Define Alternative Assessment
Develop alternative assessment
strategies for their classrooms
Define student-teacher centered
classroom
Understand the types of Portfolio
Assessment for the ESL classroom
Combine alternative and authentic
assessment
Survey: Teacher Centered vs Student
Centered classrooms
Discussion board Topic: Teacher
centered vs Student centered
Discussion board Topic: Self-
Assessment
Criteria Chart
Lesson Plan
Survey Results in Bb
o 5
Rubric for discussion forum (group
activity)
o 1, 2, 4
Rubric for discussion forum
o 1, 2, 4, 5
Rubric for written assignments.
o 12, 14
Template and rubric for written
assignments.
o 1, 18, 2, 12, 14, 13
Module 5: Designing Tests and Testing
Learners
Discussion board Topic: Test anxiety
Discussion board Topic: Validity vs
Rubric for discussion forums
o 1, 4, 13
23
Competences Objectives Assessment Activity Assessment Instrument
5. Exhibit a humanistic position in harmony with
those of the society at large, the Sistema
Universitario Ana G. Méndez, and the Virtual
University.
Understand the types and importance
of language testing
Develop a knowledge on the concept
of validity and reliability
Design a language test
Apply the concept of test anxiety
Reliability
ESL Test Creation
Implementation plan for ESL/CBA
model
Rubric for discussion forums
o 1, 4, 13, 5
Rubric for written assignments
o 12, 14
Rubric for written assignments
o 1, 2, 18, 4, 12, 14
Module 6: Understanding Oral Language
Assessment Methods
Develop an understanding of the
language functions
Apply oral language assessment
Design oral language assessment for
their classrooms
Design rubrics following the criteria
for oral language assessment
Reading Assignments
Discussion board Topic: Oral
Assessment in ELL
Article Review
Scoring Rubric
Role play or Simulation Rating scale
Rubric for discussion forums
o 18, 4, 12, 8
Rubric for written assignments
o 1, 18, 4, 8
Scoring rubric
o 12, 14, 8
Rating scale for self-assessment and
peer assessment of oral language
proficiency
o 12, 14, 8
Module 7: Designing Reading Assessment
for the Classroom
Understand the reading models
Design authentic assessment for
reading
Develop knowledge in reading testing
for different ELL levels
Assessment for Reading Forum
Cloze Test
Implications for Assessment
Sample reading test and comprehension
questions
ESL reading lesson plan
Rubric for discussion forum
o 1, 4, 2, 5, 9
Rubric for written assignment
o 12, 14, 9
Rubric for discussion forum
o 1, 4, 2, 5, 9
Rubric for written assignments
o 12, 14, 9
Lesson Plan Template and rubric
o 1, 9, 18, 4, 2, 12, 14
Module 8: Assessing Writing in the ESL
Classroom
Discussion Board: Final Reflection
Writing Prompt and rubric Rubric for discussion forum
24
Competences Objectives Assessment Activity Assessment Instrument
Understand writing assessment
Design different assessment strategies
for writing
Understand the new ways of teaching
writing to ESL students
Writing tasks and analysis
Final Classroom Based Assessment
Model
o 1,18, 2, 12
Rubric for written assignments
o 10, 12, 14,
Rubric for written assignments
o 10,12, 14
Rubric for written paper.
o 1, 18, 4, 2, 12, 14, 17, 13, 5, 8,
9, 10
Texto sugerido:
25
TESL 550- Second Language Acquisition
The course Second Language Acquisition focuses on the process of acquiring a second language. Issues in second language acquisition are discussed based on recent relevant research. It also
includes aspects of the research process in second language acquisition. A critical examination of the theories and models in second language acquisition and their implications for second
language teaching, are the fundamental bases of the course.
Specialization courses 3 Credits = 45 contact hours 8 weeks
Competencia(s) Objetivos específicos Estrategias instruccionales (tareas y
actividades) Instrumentos de assessment
A. Professional
1. Demonstrate an in-depth knowledge of the
principles related to the teaching of English as a
Second Language and apply these principles to
their teaching.
6. Apply knowledge in the areas of social and
educational psychology to the teaching of
English as a Second Language.
8. Demonstrate knowledge and understanding of
what oral communication is and the skills
necessary to teach it to students of English as a
Second Language.
18. Use diverse methods to teach English as a
Second Language based on principles, and
varied resources appropriate for the different
methods studied.
Module 1: Introduction to Language
Acquisition
Identify the basic difference between a
first language (L1) and a second
language (L2).
Specify the objectives of various fields
of study within second language
acquisition (SLA) research.
Essay: Judgment of Grammaticality
Test in Second Language Acquisition
Discussion Forum
Reflective Journal
Rubric for Essay
o 1, 4
Rubric for discussion fórum
o 4
Template and rubric
o 4
Module 2: The Nature of Language
Learning
To identify important aspects of the role
of natural ability in language learning.
To identify the importance of the role of
social experience in language learning.
To compare and contrast first and
second language development.
Essay
Discussion Forum
Rubric for written essays
o 6
Rubric for discussion fórum
o 4, 6
26
Competencia(s) Objetivos específicos Estrategias instruccionales (tareas y
actividades) Instrumentos de assessment
B. Communicative
4. Communicate effectively in spoken and written
English.
C. Critical Thinking and Research
2. Apply integrated knowledge in both the content
and professional components to the teaching-
learning process.
3. Research and offer alternatives to educational
problems in the Teaching of English as a
Second Language.
7. Examine the concept of second language
acquisition from the perspective of the linguist,
the sociologist, the psychologist, and the
educator with the purpose of finding solutions to
the problems faced by second language learners.
12. Design and adapt assessment instruments that
evaluate and evidence language acquisition in a
second language classroom.
15. Examine the nature of scientific research and its
application to the process of educational
research and its impact in language learning
strategies.
D. Information and digital literacy
13. Practice the use of technological tools that
enhance the acquisition of language skills, in
second language learners.
E. Ethical-Moral
5. Exhibit a humanistic position in harmony with
Module 3: Acquisition in Early Childhood
Identify the stages and developmental
sequences of first language acquisition
Describe the order of selected
grammatical morphemes and sentence
structures in L1 acquisition
Study (Case)
Study
Essay
Template and rubric for written
assignments
o 2, 15
Rubric for written assignments
o 3
Essay rubric
o 4, 8, 12, 13, 18
Module 4: The Process of Second
Language Acquisition (SLA)/Linguistic
Theoretical Perspectives
Identify the basic characteristics and
levels of language.
Describe the early approaches to the
study of SLA.
Relate UG to SLA
Describe the functional approaches to
SLA.
Timeline
Discussion Forum
Essay
Rubric for written assignments
o 7
Rubric for discussion forums
o 4, 7
Rubric for written assignments/Essay
o 7
Module 5: Psychological theoretical
perspectives
Analyze how the location and
organization of the brain might differ
between monolinguals and second
language learners.
o Focus on different learning
processes related to SLA.
o Identify differences among second
language learners.
Activities
Essay
Rubric for written assignments
o 15, 5
Rubric for written assignments/Essay
o 2, 4, 7
27
Competencia(s) Objetivos específicos Estrategias instruccionales (tareas y
actividades) Instrumentos de assessment
those of the society at large, the Sistema
Universitario Ana G. Méndez, and the Virtual
University.
Módulo 6: Social theoretical perspectives
Analyze the microsocial contexts that
affect language learning.
Identify the macrosocial contexts that
affect language learning.
Activities Reading comprehension
Discussion Forum
Rubric for written assignments
o 7
Rubric for discussion forum
o 5, 7
Module 7: Acquiring knowledge for L2 use
Describe communicative competence.
Distinguish between language needed
for academic functions and language for
interpersonal functions.
Discussion Forum
Essay
Reflective Journal
Rubric for discussion forum
o 4, 5, 8
Rubric for written assignments
o 2, 4
Template and rubric
o 2, 4
Module 8: Learning and Teaching L2:
Implications of research findings for L2
teaching
Review the answers to the three basic
questions posed during the entire
course.
Discuss a set of implications for L2
learning and teaching.
Essay
Test
Rubric for written assignments/Essay
o 15, 4
Test Results (2)
Testos sugeridos:
American Psychological Association. (2009). Publication manual of the American Psychological Association (6a ed.). Washington, DC: Author. Curtin, E. (2009). Pathways to teaching series: Practical strategies for teaching English language learners. Boston, MA: Allyn & Bacon. Lessow-Hurley, J. (2009). The foundations of dual-language instruction (5a edition). Boston, MA: Allyn & Bacon
28
Competencia(s) Objetivos específicos Estrategias instruccionales (tareas y
actividades) Instrumentos de assessment
VanPatten, B. (2002). From input to output: A teacher’s guide to second language acquisition. USA: McGraw-Hill.
29
TESL 551 Reading Processes in ESL
This course provides an overview of learning to read and reading comprehension as cognitive processes. Emphasis is given to the application of brain-based learning theory, the Whole Language
Approach, and integration of phonics within the Whole Language Approach as a foundation for developing decoding skills. Likewise, metacognitive and schema theories are examined as the basis
for developing reading comprehension skills. Implications for the teaching of ESL reading are also discussed.
Specialization course 3 Credits = 45 contact hours 8 weeks
Competencia(s) Objetivos específicos Estrategias instruccionales (tareas y
actividades) Instrumentos de assessment
A. Professional
1. Demonstrate an in-depth knowledge of the
principles related to the teaching of English as a
Second Language and apply these principles to
their teaching.
6. Apply knowledge in the areas of social and
educational psychology to the teaching of
English as a Second Language.
9. Demonstrate knowledge and understanding of
the reading processes and skills needed to teach
English as a Second Language, developing in
ESL students an interest and appreciation of the
English language and literature.
18. Use diverse methods to teach English as a
Second Language based on principles, and
varied resources appropriate for the different
methods studied.
Module 1: Reading Theories in L1
Describe what a reading model is.
Identify the key features of top-down,
bottom-up, interactive, and
psycholinguistic reading models in L1
reading.
Identify the importance of relating brain
functions to reading processes.
Compare and contrast psycholinguistic,
interactive, and brain-based theories of
reading as a first language.
Analyze the relationship between a
reader and text as the basis for an
interactive model of reading.
Module 2: Application of L1 Reading
Glossary
Discussion Board: Important Concepts
Survey: Important Concepts (Not
graded)
Critique Paper
o 1, 4
Rubric for discussion board
o 1, 4
Rubric for written assignments.
o 1, 4, 2, 3, 6
30
Competencia(s) Objetivos específicos Estrategias instruccionales (tareas y
actividades) Instrumentos de assessment
B. Communicative
4. Communicate effectively in spoken and written
English.
C. Critical Thinking and Research
2. Apply integrated knowledge in both the content
and professional components to the teaching-
learning process.
3. Research and offer alternatives to educational
problems in the Teaching of English as a
Second Language.
14. Create instructional designs, activities, and
resources pertinent to the present social
circumstances and contemporary education.
D. Information and digital literacy
13. Practice the use of technological tools that
enhance the acquisition of language skills, in
second language learners.
E. Ethical-Moral
5. Exhibit a humanistic position in harmony with
those of the society at large, the Sistema
Universitario Ana G. Méndez, and the Virtual
University. (5)
Theories to L2
Identify key components of content and
formal schemata and discuss their
importance in L2 reading.
List the disadvantages of relying on an
exclusive linear model of reading.
Discuss the description of reading in a
second language as an interactive
process.
Identify factors that should be
considered in describing reading in a
second language.
Module 3: Language and Reading
Methods in Comprehension and Early
Production Stages in L2
Summarize four factors that should be
taken into consideration in the
preparation and design of a reading
course.
Describe characteristics of the
Comprehension Stage and the Early
Production Stage in L2.
Describe the language and reading
activities that are suitable for both
stages.
Identify the components of lesson plans
for L2 reading classes.
Glossary
Website Analysis
Discussion Board: Website Analysis
Argumentative Essay
Glossary
Class Glossary
Website Analysis
Discussion Board: Website Analysis
Nursery Rhyme Recording
Survey (Not graded)
Lesson Plan
o 4, 1
Template and rubric for written
assignments
o 9, 13
Rubric for discussion forum
o 4, 9
Rubric for written assignments/essay
o 4, 5, 9, 13
* Template for web analysis and rubric
* Rubric for discussion board
o 1, 4
*Nursery Rhyme rubric
o 13,14
*Rubric for written assignment
o 14
31
Competencia(s) Objetivos específicos Estrategias instruccionales (tareas y
actividades) Instrumentos de assessment
Module 4: Language and Reading
Methods in the Speech Emergence Stage
of L2 Acquisition
Describe characteristics of the Speech
Emergence Stage in L2.
Describe the language and reading
activities that are suitable for this stage.
Identify the components of lesson plans
for L2 reading classes that focus on
fluency, vocabulary, and shared
reading.
Analyze the oral reading of a L2
learner to classify the reader’s
difficulties in fluency.
Glossary
Fluency Assessment
Forum: Fluency Assess, Vocabulary,
Big Books
Lesson/Activity Evaluation
o 1, 4
Rubric for written assignments
o 4, 2
Rubric for discussion forum
o 4, 8, 9
Rubric for written assignments
o 5, 13,14,
Module 5: Comprehension Strategies and
Skills
Identify strategies and skills in reading
that facilitate comprehension.
Contrast strategies and skills in reading
comprehension.
Describe the techniques that are
suitable for teaching strategies and
skills in the teaching of reading
comprehension.
Design a reading activity that focuses
on the explicit teaching of a strategy
and a skill.
Glossary
Forum: Strategies, skills and phases
Teaching Activity Design
Rubric for discussion fórum
o 4, 9
Rubric for written assignments
o 14
32
Competencia(s) Objetivos específicos Estrategias instruccionales (tareas y
actividades) Instrumentos de assessment
Module 6: Guided Reading
1. Define guided reading.
2. Relate guided reading to scaffolding.
3. Evaluate techniques that are suggested
for teaching guided reading.
4. Design a monitoring comprehension
chart to be used in guided reading.
5. Design a graphic organizer that can be
used in guided reading.
Glossary
Discussion Board
Brief Essay
Comprehension Monitoring Chart
Rubric for discussion fórum
o 4, 9, 13
Rubric for written assignments/Essay
o 9
Rubric for graphic organizar
o 9, 14
Module 7: Reading in Specific Contexts:
Content-based Instruction and Literature
Define content-based instruction (CBI).
Describe the components of a task-
based model of English for Academic
Purposes (EAP).
Analyze teaching techniques used in a
task-based model for EAP: language
skills, study skills, and test-taking skills.
Design one teaching technique used in
the task-based model for EAP.
Analyze the components of three
models for teaching literature in L2
reading.
Glossary
Website Analysis
Discussion Board: Website Analysis
Survey: Most valuable Website (not
graded)
Analysis of Procedures and Activities
Website template and rubric
o 9, 13
Rubric for discussion boards
o 4
Rubric for written assignments
o 4, 9
Module 8: Assessment and Evaluation in
Reading
Identify alternative methods for
assessing and evaluating reading.
Describe the retelling assessment
procedure in reading.
Carry out a qualitative and a
quantitative analysis of a recall protocol
Glossary
Rubrics: Quantitative Analysis
Composition of a multiple choice
question
Forum on Quantitative Analysis
Template and scoring rubric
o 9, 18
Rubric for written assignments
o 14
Rubric for discussion board
o 4
33
Competencia(s) Objetivos específicos Estrategias instruccionales (tareas y
actividades) Instrumentos de assessment
in retelling.
Compose multiple choice questions
based on specifications used for testing
reading.
Quantitative Analysis Scoring rubric for narratives
o 1, 4, 9, 18
Textos sugeridos:
Allington, R. (2011). What really matters for struggling readers: Designing research-based programs (3rd ed.). Boston, MA: Pearson. ISBN-10: 0137057008; ISBN-13: 970137057009 Anderson, N.J. & Han, ZhaoHong (2009), Second language reading research and instruction: Crossing the boundaries. Ann Arbor, MI: University of Michigan Press. ISBN-10: 0472033506 ISBN-13: 978-0472033508 Armstrong, T. (2009). Multiple intelligences in the classroom (3rd ed.). Alexandria, VA: Association for Curriculum and Development. ISBN-10: 1416607897; ISBN-13: 9781416607892 Calderon, M.E. (2007). Teaching reading to English language learners, grades 6-12: A framework for improving achievement in the content areas (1st ed.). Thousand Oaks, CA; Corwin Press. ISBN-10: 1412909260; ISBN-13: 978-1412909266 Chen, L. & Mora-Flores, E. (2006). Balanced literacy for English language learners: K-2 (1st ed.). Portsmouth, NH: Heinemann. ISBN-10: 0325008809; ISBN-13: 978-0325008806
Cloud, N., Genesee, F. & Hamayan, E. (2009). Literacy instruction for English language learners: A teacher’s guide to research-based practices. Portsmouth, NH: Heinemann. ISBN-10: 032502264X; ISBN-13: 978-0325022642
Connell, D.J. (2005). Brain-based strategies to reach every learner. New York, NY: Scholastic. ISBN-10: 0439590205; ISBN-13: 978-0439590204
Gottlieb, M.H. (2006). Assessing English language learners: Bridges from language proficiency to academic achievement. Thousand Oaks, CA: Corwin Press. ISBN-10: 0761988890; ISBN- 13: 978-0761988892
Harvery, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement (2nd ed.). Portland, ME: Stenhouse Publishers. ISBN-10: 157110481X; ISBN-13: 978-1571104816
Herald, D.T. (2005). Genreflecting: A guide to popular reading interest (6th ed.). Englewood, CO: Libraries Unlimited. ISBN-10: 1591582865; ISBN-13: 978-1591582861 Herrera, S., Perez, D.R. & Escamilla, K. (2009). Teaching reading to English language learners: Differentiated literacies. New York, NY: Allyn and Bacon. ISBN-10: 0137147708; ISBN-13: 978-0137147700
34
Competencia(s) Objetivos específicos Estrategias instruccionales (tareas y
actividades) Instrumentos de assessment
Hudson, T. (2007). Teaching second language reading. New York, NY: Oxford University Press. ISBN-10: 0194422836; ISBN-13: 978-0194422833 Lems, K., Miller, L.D. & Soro, T.M. (2009). Teaching reading to English language learners: Insights from linguistics (1st ed.). New York, NY: The Guilford Press. ISBN-10: 1606234684; ISBN-13: 978-1606234686 Mitchell, R. & Myles, F. (2004). Second language learning theories (2nd ed.). New York, NY: Routledge. ISBN-10: 0340807660; ISBN-13: 978-0340807668 Opitz, M. & Guccione, L. (2009). Comprehension and English language learners: 25 oral reading strategies that cross proficiency levels. Portsmouth, NH: Heinemann. ISBN-10: 0325026785; ISBN-13: 978-0325026787 Routman, R. (2002). Reading essentials: The specifics you need to teach reading well. Portsmouth, NH: Heinmann. ISBN-10: 0325004927; ISBN-13: 978-0325004921 Taberski, S. (2000). On solid ground: Strategies for teaching reading K-3. Portsmouth, NH: Heinemann Publishers. ISBN-10: 0325002274; ISBN-13: 978-0325002279 Tovani, C. & Oliver, E. (2000). I read it but I don’t get it: Comprehension strategies for adolescent readers. Portland, ME: Stenhouse Publishers. ISBN-10: 157110089X; ISBN13: 978-1571100894 Uribe, M. & Nathenson-Mejia, S. (2008). Literacy essentials for English language learners: Successful transitions. New York, NY: Teachers College Press. ISBN-10: 0807749044; ISBN-13: 978-080774904
Weaver, C. (2002). Reading process and practice (3rd ed.). Portsmouth, NH: Heinemann. ISBN-10: 0325003777; ISBN-13: 978-0325003771
35
TESL 552 The teaching of Writing Theory and Practice / La enseñanza de la teoría y práctica de la escritura. (El curso no está montado en Blackboard, el mapa se elaboró con unas
plantillas que trabajó la Dra. Irizarry)
Study and analysis of theoretical and the practical issues related to the teaching of writing. Students will improve their own writing while learning the writing process and the cognitive theory to
which the writing process and the cognitive theory to which the writing process is related. They will learn and practice strategies for teaching the thinking/writing process and applications to ESL
teaching. The course uses a workshop format and is designed to model the strategies students’ will be learning and practicing.
Specialization courses 3 Credits = 45 contact hours 8 weeks
Competencia(s) Objetivos específicos Estrategias instruccionales (tareas y
actividades) Instrumentos de assessment
A. Professional
1. Demonstrate an in-depth knowledge of the
principles related to the teaching of English as a
Second Language and apply these principles to
their teaching.
6. Apply knowledge in the areas of social and
educational psychology to the teaching of
English as a Second Language.
10. Demonstrate knowledge of what the teaching of
writing is and of the methodology related to the
teaching of writing in English.
18. Use diverse methods to teach English as a
Second Language based on principles, and
varied resources appropriate for the different
methods studied.
B. Communicative
4. Communicate effectively in spoken and written
English.
Module 1: Research on Second Language
Writing
Analyze and explain the latest research
on second language writing.
Explain issues regarding the teaching of
writing to second language learners.
Module 2: Views of Writing
Explain the difference between the
traditional view of writing and process
writing or sociolinguistic view.
Describe and explain the:
a. traditional view
b. the process view.
Discussion Board on Trends and
Controversial issues regarding the
teaching of writing to second language
learners.
Two Page Reaction Paper to his/her
experience working with Module 1
Reflective Journal
Semantic Map on the multifaceted
nature of writing
One page narrative using a prompt.
One page short story on one of the
Rubric for forums
o 1, 4, 10
Rubric for written assignments
o 1, 4, 5, 6, 10
o 1, 2, 3, 10, 13, 14, 18
o 4
36
Competencia(s) Objetivos específicos Estrategias instruccionales (tareas y
actividades) Instrumentos de assessment
C. Critical Thinking and Research
2. Apply integrated knowledge in both the content
and professional components to the teaching-
learning process.
3. Research and offer alternatives to educational
problems in the Teaching of English as a
Second Language.
14. Create instructional designs, activities, and
resources pertinent to the present social
circumstances and contemporary education.
D. Information and digital literacy
13. Practice the use of technological tools that
enhance the acquisition of language skills, in
second language learners.
E. Ethical-Moral
5. Exhibit a humanistic position in harmony with
those of the society at large, the Sistema
Universitario Ana G. Méndez, and the Virtual
University.
Analyze and discuss Peregoy’s and
Boyle’s position on research, process
writing, and teaching strategies for
second language learners and
Freeman’s distinction between
Traditional and Process Writing.
genres.
One Page Reflective Journal
o 5, 10, 14
Module 3: Writing Workshop 1 Writing
Narrative Discourse
Explain how to write in a second
language a narrative essay.
Prepare a semantic map.
Write a one page narrative essay.
Write a one page short story.
Semantic Map
One Page Narrative
One Page Story
One Page Reflective Journal
o 1, 2, 3, 10, 13, 14, 18
o 1, 4, 10
o 1, 4, 10
o 4, 5, 10
Module 4: Writing Workshop 2: Writing
Persuasive and Expository Discourse
a. Explain
a. how to write a persuasive essay.
b. an author’s voice.
b. Analyze and explain the
a. elements of the author’s voice.
b. information to be included in a
rubric to assess the author’s voice in
a persuasive essay.
c. Write a one page persuasive essay.
Write a Persuasive Essay
Write a Haiku poem
Reflective Journal
Rubric for Persuasive Essays
o 1, 4, 5, 10
o 14,18
Module 5: Writing Workshop 3: Writing
Lyrical Discourse
Define, analyze, and explain
o Lyrics
o Lyrical poetry
o The characteristics of lyrical
Write and submit a summary of the
Freeman’s pages read.
Submit two Haiku poems
Reflective Journal
o 1, 4, 10
o 1, 10, 14
37
Competencia(s) Objetivos específicos Estrategias instruccionales (tareas y
actividades) Instrumentos de assessment
poetry.
Compare
o Poetry writing
o Lyrical writing.
Analyze and explain the Haiku poem
o Its origins
o Themes
o Techniques
Write Haiku poems
Module 6: Teaching Strategies and
Writing Levels
Analyze the stages of writing
development.
Describe and explain the different
teaching strategies and writing levels in
English as a second language.
Answers to questions 4 and 5 on
Peregoy’s reading
Summary of Freeman’s reading
o 4, 10
o 4, 10
Module 7: Evaluating ESL Students’
Writing
Define, explain, and apply knowledge
about classroom assessment that
promotes ESL writing skills
development.
Evaluate and write samples of rubrics
for ESL writing assessment.
Prepare Portfolio to be submitted
Samples of rubrics
Reflective Journal
o 10, 13
o 12
Module 8: Portfolio Assessment
At the completion of the course,
students will demonstrate their
achievement in TESL 552, The
Teaching of Writing: Theory and
Portfolio o 1, 2, 4, 10, 13, 14, 18
38
Competencia(s) Objetivos específicos Estrategias instruccionales (tareas y
actividades) Instrumentos de assessment
Practice, through the organization and
submission of a portfolio.
Texto sugerido:
39
TESL 553 Language, Cognition and ESL/Curriculum Development
This course is divided in two parts. The first part deals with recent research findings on the biological and psychological foundations of language. It also analyzes the psycholinguistic theoretical
frameworks that give rise to the development of cognitive psychology and the information processing learning theory. The second part of the course deals with pedagogical implications and ESL
curriculum development.
Specialization course 3 Credits = 45 contact hours 8 weeks
Competences Specific Objectives Estrategias instruccionales (tareas y
actividades) Instrumentos de assessment
A. Professional
1. Demonstrate an in-depth knowledge of the
principles related to the teaching of English as a
Second Language and apply these principles to
their teaching.
6. Apply knowledge in the areas of social and
educational psychology to the teaching of
English as a Second Language.
18. Use diverse methods to teach English as a
Second Language based on principles, and
varied resources appropriate for the different
methods studied.
B. Communicative
4. Communicate effectively in spoken and written
English.
C. Critical Thinking and Research
2. Apply integrated knowledge in both the content
and professional components to the teaching-
Module 1: Introduction of Basic Concepts
Analyze and explain wisdom, brain, and
evolution according to Dr. H. Acosta.
Explain and illustrate basic concepts
regarding language, cognition, and ESL
Curriculum.
Discussion Forum
Reflective Diary
Rubric for group activity
o 1, 4
Rubric for reflective journal and
instructions.
o 1, 4
Module 2: Mind vs Brain: Neuroscience
Explain the difference between the
mind and the brain.
Describe and explain the fundamental
facts about the brain.
a. How the brain processes
information.
b. How memory forms.
c. Stages and types of memory.
d. The relationship between
retention and learning.
e. The implications of
neuroscience for learning.
Analyze and discuss Greeno, Collins,
Discussion Forum
Analysis
Reflexive Diary
Rubric for discussion forum
o 1, 4, 6
Rubric for group activity (group
activity)
o 1, 4
Rubric for reflective journal and
instructions.
o 1, 4
40
Competences Specific Objectives Estrategias instruccionales (tareas y
actividades) Instrumentos de assessment
learning process.
3. Research and offer alternatives to educational
problems in the Teaching of English as a
Second Language.
7. Examine the concept of second language
acquisition from the perspective of the linguist,
the sociologist, the psychologist, and the
educator with the purpose of finding solutions to
the problems faced by second language learners.
15. Examine the nature of scientific research and its
application to the process of educational
research and its impact in language learning
strategies.
D. Information and digital literacy
13. Practice the use of technological tools that
enhance the acquisition of language skills, in
second language learners.
E. Ethical-Moral
5. Exhibit a humanistic position in harmony with
those of the society at large, the Sistema
Universitario Ana G. Méndez, and the Virtual
University.
and Resnick’s position on cognition
and language learning.
Module 3: Theoretical and Historical
Overview of language Learning Theories
Explain language learning theories
from the perspective of behaviorism
and nativism.
Evaluate behaviorists’ and nativists’
position regarding language learning.
Discussion Forum
Analysis
Reflective Diary
Rubric for discussion forum
o 1, 4, 7
Rubric for written assignments
o 1, 4, 7
Rubric for reflective journal and
instructions.
o 1, 4, 7
Module 4: Early Influence of
Neuroscience, Cognitivism and
Constructivism
Explain the early influence of
neuroscience on cognition,
constructivism, and language.
Analyze and explain cognitivism and
constructivism.
Discussion Forum
Analysis
Reflexive Diary
Rubric for discussion forum
o 1, 4
Rubric for written assignments
o 1, 3, 6, 7, 13, 15
Rubric for reflective journal and
instructions.
o 1, 4
Module 5: The Neuro-biological
Foundations of Language and Cognition
Explain the neuro-biological
foundations of language and cognition.
Analyze and explain the brain functions
and anatomy.
Discussion Forum
Analysis
Rubric for discussion forum
o 1, 4
Rubric for Annotated Bibliography
o 1, 6, 7, 13
41
Competences Specific Objectives Estrategias instruccionales (tareas y
actividades) Instrumentos de assessment
Module 6: The Neurological Processes of
Language and Cognition
Describe and explain the neurological
basis of language and cognition.
Analyze the primary neurobiological
processes in learning a language.
Discussion Forum
Analysis
Reflexive Diary
Rubric for discussion forum
o 1, 4
Rubric for written assignments
o 1, 3, 6, 7, 15
Rubric for reflective journal and
instructions.
o 1, 4
Module 7: Application of Neuroscience
Research to Language
Define, explain, and apply knowledge
about classroom learning environments
that promote ESL skills development
using brain-based learning.
Evaluate the implications of brain-based
learning for the ESL teacher.
Discussion Forum
Analysis
Reflexive Diary
Rubric for discussion forum
o 1, 4
Rubric for written assignments
o 1, 2, 3, 7, 15
Rubric for reflective journal and
instructions.
o 1, 4
Module 8: Test Taking/ Retention,
Learning, and ESL teaching and Brain-
based teaching and learning for ESL
At the completion of a test
administration, students will
demonstrate their achievement in TESL
553, Language, Cognition, and ESL
Curriculum.
Test
Rubric for essay questions
o 4, 5
42
Competences Specific Objectives Estrategias instruccionales (tareas y
actividades) Instrumentos de assessment
Textos sugeridos:
Jensen, E. (1998). Teaching with the Brain in Mind. Association of Supervision and Curriculum Development, Va.
Sousa, D. (1995). How the Brain Learns. National Association of Secondary School Principals, Va.
Christison, M.A. (1999). “ Applications of Brain-Based Research for Second Language Teaching and Learning: Part 1” TESOL Matters, 9(2) and 9(3).
43
TESL 554 Methods of Teaching a Second Language/ Métodos para enseñar un segundo leguaje
The course focuses on the various methods of second language teaching, the principles on which these methods are based, and the materials appropriate for the different methods, as they apply to
the teaching of English as a Second Language (ESL) and Spanish as a Second Language (SSL). It also includes aspects of research application in the development of second language pedagogy. A
critical analysis of current methodology for the teaching of ESL and SSL, the role of research on method development and selection, and effective instructional planning and practice are the
foundations of the course.
Specialization courses 3 Credits = 45 contact hours 8 weeks
Competencia(s) Objetivos específicos Instrumentos de assessment
A. Professional
1. Demonstrate an in-depth knowledge of the
principles related to the teaching of English as a
Second Language and apply these principles to
their teaching.
6. Apply knowledge in the areas of social and
educational psychology to the teaching of
English as a Second Language.
8. Demonstrate knowledge and understanding of
what oral communication is and the skills
necessary to teach it to students of English as a
Second Language.
18. Use diverse methods to teach English as a
Second Language based on principles, and
varied resources appropriate for the different
methods studied.
B. Communicative
4. Communicate effectively in spoken and written
English.
C. Critical Thinking and Research
Module 1: Language Teaching Methods
By the end of this module, participants
should be able to describe and analyze
elements of a language teaching
method.
a. Understanding methods and
methodology.
b. Using a research framework to
analyze methods.
Discussion Board: Trends in describing
methods
Autobiography
Rubric for discussion board
o 1, 4
Rubric for language learning
autobiography
o 4, 6
Module 2: Foreign/ Second Language
instruction in classical times
By the end of this module, participants
should be able to identify elements of
classical methods in contemporary
classrooms.
a. Reviewing the history of
Discussion Board
Essay
Rubric for discussion forum
o 1, 4
Rubric for written assignments/Essay
o 4, 18
44
Competencia(s) Objetivos específicos Instrumentos de assessment
2. Apply integrated knowledge in both the content
and professional components to the teaching-
learning process.
3. Research and offer alternatives to educational
problems in the Teaching of English as a
Second Language.
7. Examine the concept of second language
acquisition from the perspective of the linguist,
the sociologist, the psychologist, and the
educator with the purpose of finding solutions to
the problems faced by second language learners.
12. Design and adapt assessment instruments that
evaluate and evidence language acquisition in a
second language classroom.
14. Create instructional designs, activities, and
resources pertinent to the present social
circumstances and contemporary education.
15. Examine the nature of scientific research and its
application to the process of educational
research and its impact in language learning
strategies.
16. Conceptualize a study in the area of the
Teaching of English as a Second Language
including the corresponding components of
research.
D. Information and digital literacy
13. Practice the use of technological tools that
enhance the acquisition of language skills, in
second language learners.
E. Ethical-Moral
language teaching during
classical times.
b. Analyzing a lesson to find
traces of those methods
Module 3: The twentieth century: Direct
Method, Grammar-Translation,
Audiolingualism and the Cognitive
Revolution.
By the end of this module, participants
should be able to identify elements of
classical methods in contemporary
classrooms.
a. Reviewing the history of
language teaching during
classical times.
b. Analyzing a lesson to find
traces of those methods.
Discussion Board
Essay
Rubric for discussion forum
o 3, 7
Rubric for written assignments
o 3, 7
Module 4: The twentieth century:
“Fringe” methods (Suggestopedia, Total
Physical Response, Counseling Learning,
The Silent Way).
By the end of this module, participants
should be able to identify the main
characteristics of "fringe" methods that
they implement in their current
teaching situations.
a. Familiarizing yourself with the
fringe methods and analyzing
them in light of the framework
we have used so far.
Complete the table
Essay
Rubric for written assignments
o 3, 7, 15
45
Competencia(s) Objetivos específicos Instrumentos de assessment
5. Exhibit a humanistic position in harmony with
those of the society at large, the Sistema
Universitario Ana G. Méndez, and the Virtual
University.
Module 5: The Communicative
Revolution. Communicate Language
Teaching and its evolution.
By the end of this module, participants
should be able to provide a critical
account of the communicative
paradigm by applying its main tenets to
methods previously analyzed.
a. Communicative language
teaching: Its origins and
evolution.
Discussion Board: Textbook analysis
Discussion board: Summary
Critique Paper
Rubric for written assignments
o 4, 8
o 2, 8
o 1, 3, 8
Module 6: Recent communicative
developments
By the end of this module, participants
should be able to select the method or
methods that would best cater for
current teachers' needs in Puerto Rican
schools.
a. Recent communicative
developments.
Discussion Board
Research Project
Graphic Organizer
o 2, 13, 15
Rubric
o 5, 13, 15, 16
46
Competencia(s) Objetivos específicos Instrumentos de assessment
Module 7: The post method condition and
its implications
By the end of this module, participants
should be able to articulate the
limitations of a "methods" perspective
and also identify its advantages.
a. Other developments in the field.
b. The post-method condition: caveats
and options.
Method Analysis Chart
Discussion Board
Autobiography
Rubric for written assignments
o 1, 15, 18
Rubric for discussion forum (Table)
o 4, 15
Rubric for written assignments
o 1, 2, 4, 5, 6, 7, 8, 18
Module 8: A practical approach to
organizing our knowledge about language
teaching methods
By the end of this module, participants
should be able to describe all the
methods surveyed using at least two
typologies for doing so.
Discussion Board: Table
Lesson Plan
o 1, 4, 15
Rubric for written assignments
o 12, 14, 18
Textos sugeridos:
47
TESL 555 Development of Communication Skills in ESL
This course provides the students with both the theoretical and practical development of communication skills in the ESL classroom. The course will first focus on communication as a process and
the social and psychological aspects involved. Throughout a number of types of syllabuses which are aimed at developing communicative skills specifically, the course will also cover the
importance regarding discourse and text analysis. Some of these syllabuses are: communicative language teaching, communicative competence, situational notional/functional, and other.
Specialization course 3 Credits = 45 contact hours 8 weeks
Competencia(s) Objetivos específicos Estrategias instruccionales (tareas y
actividades) Instrumentos de assessment
A. Professional
1. Demonstrate an in-depth knowledge of the
principles related to the teaching of English as a
Second Language and apply these principles to
their teaching.
6. Apply knowledge in the areas of social and
educational psychology to the teaching of
English as a Second Language.
8. Demonstrate knowledge and understanding of
what oral communication is and the skills
necessary to teach it to students of English as a
Second Language.
9. Demonstrate knowledge and understanding of
the reading processes and skills needed to teach
English as a Second Language, developing in
ESL students an interest and appreciation of the
English language and literature.
10. Demonstrate knowledge of what the teaching of
writing is and of the methodology related to the
teaching of writing in English.
Module 1: Native and non-native speakers
By the end of this module, participants
should be able to account for the main
differences between a native speaker
and a second language learner
Reflective Journal
Code Switching group activity
Discussion Board
Case Study
Rubric for assessing reflective journal
entries
o 4
Rubric for evaluating online
participation
o 4
Rubric for assessing a Case Study o 1, 6
Module 2: Goals of teaching and learning
English in the Twenty-first century
By the end of this module, participants
should be able to apply ACTFL
standards and guidelines to their
current teaching situation.
Reflective Journal
Discussion Board
Discussion Board: Goals for teaching
English in P.R.
Write an Academic Article
Rubric for assessing reflective journal
entries
o 4
Rubric for assessing discussion board
entries
o 4
Rubric for assessing the writing of an
academic article o 2, 7
Module 3: Models of L2 Learning
By the end of this module, participants
should be able to apply ACTFL
standards and guidelines to their
current teaching situation.
Reflection: On local descriptions of
language proficiency
Discussion Board: How to unpack
standards
Rubric for assessing written assignments
o 4
Rubric for assessing the unpacking
standards
o 1, 4
48
Competencia(s) Objetivos específicos Estrategias instruccionales (tareas y
actividades) Instrumentos de assessment
18. Use diverse methods to teach English as a
Second Language based on principles, and
varied resources appropriate for the different
methods studied.
B. Communicative
4. Communicate effectively in spoken and written
English.
C. Critical Thinking and Research
2. Apply integrated knowledge in both the content
and professional components to the teaching-
learning process.
3. Research and offer alternatives to educational
problems in the Teaching of English as a
Second Language.
7. Examine the concept of second language
acquisition from the perspective of the linguist,
the sociologist, the psychologist, and the
educator with the purpose of finding solutions to
the problems faced by second language learners.
14. Create instructional designs, activities, and
resources pertinent to the present social
circumstances and contemporary education.
D. Information and digital literacy
13. Practice the use of technological tools that
enhance the acquisition of language skills, in
second language learners.
Module 4: Learning and teaching styles
By the end of this module, participants
should be able to describe the most
common language learning and
teaching styles in Puerto Rican schools.
Reflective Journal: On personal
teaching style
Discussion Board: Students learning
Styles
Research Report: Analysis of local
teachers’ teaching style
Rubric for assessing reflective journal
entries
o 4
Rubric for discussion boards
o 4
Rubric for assessing the writing a
research report o 1, 7, 13
Module 5: Standards for foreign language
learning and teaching
By the end of this module, participants
should be able to apply ACTFL
standards and guidelines to their
current teaching situation.
Reflective Journal: On local
descriptions of Language proficiency
Discussion Board: On how to unpack
standards
Written Assignment: Unpacking
Standard
Rubric for assessing reflective journal
entries
o 4
Rubric for online participation
o 4
Rubric for assessing the unpacking
standard
o 2, 9
Module 6: Classroom interaction and
conversation analysis.
By the end of this module, participants
should be able to analyze the
interactive patterns present in a
classroom and identify advantages and
disadvantages.
Reflective Journal
Discussion Board: Description of a
typical lesson
Analysis of interaction patterns in an
observed lesson
Rubric for assessing reflective journal
entries
o 4
Rubric for online participation
o 4
Rubric for lesson observation and
comments
o 8, 9, 10, 18, 7
Module 7: Introducing Task-based
Learning
By the end of this module, participants
should be able to plan and deliver a
Task-Based Lesson.
Reflective Journal
Discussion board: Summarizing TBL
Lesson Plan and video of the class
Rubric for assessing reflective journal
entries
o 4
Rubric for online participation
o 4
Assignment Rubric
Task-based lesson comment rubric
o 14, 13,5,3
49
Competencia(s) Objetivos específicos Estrategias instruccionales (tareas y
actividades) Instrumentos de assessment
E. Ethical-Moral
5. Exhibit a humanistic position in harmony with
those of the society at large, the Sistema
Universitario Ana G. Méndez, and the Virtual
University.
Module 8: Assessing communication
By the end of this module, participants
should be able to create a formative and
a summative communicative assessment
instrument and account for their use in a
specific teaching and learning context.
Reflective Journal
Forum
Design one formative assessment
instrument and one summative
assessment instrument
Rubric for assessing reflective journal
entries
o 4
Rubric for online participation
o 4
Assessment design rubric
o 14
Textos sugeridos:
Gunderson , L. (2008). ESL (ELL) Literacy Instruction: A Guidebook to Theory and Practice. Routledge, Inc.
50
EDUC 564 Applied Linguistics for English as a Second Language Teachers
Applied Linguistics for ESL Teachers” provides the student with a substantial knowledge of the key concepts, issues, insights, and pedagogical implications of research in some of the issues
related to ESL and applied linguistics. Some of the applied linguistic issues that will be examined in the course include: the use of phonics and phonemic awareness in learning to read, factors in
teaching oral communication in social contexts, irregularities in English orthography and implications for teaching, word formation in vocabulary development and writing, and language
proficiency in ESL.
Specialization courses 3 Credits = 45 contact hours 8 weeks
Competences Specific Objectives Instructional strategies Assessment instruments
A. Professional
1. Demonstrate an in-depth knowledge of the
principles related to the teaching of English as a
Second Language and apply these principles to
their teaching.
6. Apply knowledge in the areas of social and
educational psychology to the teaching of
English as a Second Language.
8. Demonstrate knowledge and understanding of
what oral communication is and the skills
necessary to teach it to students of English as a
Second Language.
9. Demonstrate knowledge and understanding of
the reading processes and skills needed to teach
English as a Second Language, developing in
ESL students an interest and appreciation of the
English language and literature.
10. Demonstrate knowledge of what the teaching of
Module 1:
Module 2:
Module 3:
Module 4:
Module 5:
Module 6:
Module 7:
Module 8:
51
Competences Specific Objectives Instructional strategies Assessment instruments
writing is and of the methodology related to the
teaching of writing in English.
18. Use diverse methods to teach English as a
Second Language based on principles, and
varied resources appropriate for the different
methods studied.
B. Communicative
4. Communicate effectively in spoken and written
English.
C. Critical Thinking and Research
2. Apply integrated knowledge in both the content
and professional components to the teaching-
learning process.
3. Research and offer alternatives to educational
problems in the Teaching of English as a Second
Language.
7. Examine the concept of second language
acquisition from the perspective of the linguist,
the sociologist, the psychologist, and the
educator with the purpose of finding solutions to
the problems faced by second language learners.
14. Create instructional designs, activities, and
resources pertinent to the present social
circumstances and contemporary education.
D. Information and digital literacy
52
Competences Specific Objectives Instructional strategies Assessment instruments
13. Practice the use of technological tools that
enhance the acquisition of language skills, in
second language learners.
E. Ethical-Moral
5. Exhibit a humanistic position in harmony with
those of the society at large, the Sistema
Universitario Ana G. Méndez, and the Virtual
University.
Texto sugerido:
O’Grady, et al. (2004). Contemporary Linguistics. 5th edition. Bedford/St. Martin’s Press. ISBN: 978031249363
53
EDUC 511 The use of computers in ESL Curriculum and Instruction
Discussion of the ways in which microcomputers can be used to enhance the learning of ESL. Emphasis will be placed the strategies for integrating effectively the use of the computer and ESL
curriculum. On hand evaluation of ESL software using tutorials, simulations, and drill and practice.
Elective course 3 Credits = 45 contact hours 8 weeks
Competencia(s) Objetivos específicos Estrategias instruccionales (tareas y
actividades) Instrumentos de assessment
A. Professional
18. Use diverse methods to teach English as a
Second Language based on principles, and
varied resources appropriate for the different
methods studied.
B. Communicative
4. Communicate effectively in spoken and written
English.
C. Critical Thinking and Research
2. Apply integrated knowledge in both the content
and professional components to the teaching-
learning process.
14. Create instructional designs, activities, and
resources pertinent to the present social
circumstances and contemporary education.
Module 1: Introduction to the Use of
Computers in ESL
By the end of this unit the student will:
Understand new terminology
Define CALL
Develop an article review oriented
toward technology
Demonstrate the use of computers in
ESL
Article Review
Discussion Board: Call Software
Forum: Technology and ESL students
Template and rubric for written
assignments
o 2, 4
Rubric for forum participation
o 4
Module 2: Welcome to the New World
Wide Web
By the end of this unit the student will:
1. Recognize the Read and Write Web
and the Web 2.0
2. Compare the Web 2.0 with the Web
1.0
3. Evaluate and contrast web pages
4. Explore the Internet and find ESL
oriented web pages
Discussion board: Video
Web Page and Software evaluation
Forum: Analyze video
Web 2.0 sites
Rubric for forum participation
o 4
Template and rubric for written
assignments
o 13, 18
Rubric for online participation
o 4
Rubric for written assignments
o 13
Module 3: Blogging as a Tool for the
ESL Classroom
By the end of this unit the students will:
1. Apply their knowledge in ESL
Discussion Boards
Create a Blog
Start a VDD
Rubric for online participation
o 4
Rubric for assessing a blog
54
Competencia(s) Objetivos específicos Estrategias instruccionales (tareas y
actividades) Instrumentos de assessment
D. Information and digital literacy
13. Practice the use of technological tools that
enhance the acquisition of language skills, in
second language learners.
E. Ethical-Moral
5. Exhibit a humanistic position in harmony with
those of the society at large, the Sistema
Universitario Ana G. Méndez, and the Virtual
University.
oriented activities
2. Create a virtual disk drive using
box.net
3. Design an educational blog
4. Describe the use of blogs in the ESL
classroom
o 14, 2, 13
Rubric for written assignments
o 14,13, 2
Module 4: Multimedia Publishing:
Advantages for ESL
By the end of this unit the students will:
1. Design a Podcast
2. Synchronize a Podcast
3. Examine different oriented podcasts
web sites
4. Evaluate their educational blog
Discussion Boards:
o Podcasting in Plain English
o Searching for ESL Podcasts
o Live Streaming: Another Tool
Create a Podcast
Polish your Blog
Rubric for online participation
o 4,14,13
Rubric for assessing assignments
o 13, 14, 18
Module 5: The Social Web
By the end of this unit the students will:
1. Examine the social web
2. Create an account on Facebook
3. Differentiate different social networks
Discussion Boards
o The Social Web
o Social Networking in Plain
English
Create a Facebook account
Finish Blog
Create an account on
http://delicious.com
Rubric for online participation
o 4
Rubric for assessing assignments
o 4, 5, 13
Module 6: Using Wikis for ESL
Instruction
By the end of this unit the students will:
1. Create and develop a Wiki
2. Understand the use of Wikis in ESL
3. Evaluate ESL oriented activities for a
Wiki
Discussion Board:
o Wikis for ESL
o Evaluating ESL Activities
with a Wiki
Create a Wiki
Lesson Plan
Rubric for online participation
o 4
Rubric for assessing a wiki
o 4,14,13,5,18
Rubric for PowerPoint assignments
o 2, 4,14
55
Competencia(s) Objetivos específicos Estrategias instruccionales (tareas y
actividades) Instrumentos de assessment
Module 7: Using Flickr
By the end of this unit the students will:
Evaluate web links
Create a Flickr account
Develop ESL oriented activities using
Flickr
Discussion Boards
o Working with Flickr
o Looking for links
Looking for images
Finishing the Wiki
Rubric for online participation
o 4, 13
Rubric for assessing a Wiki
o 13, 14
Module 8: Reachable Technology: Open
Source Software
By the end of this unit the students will:
Understand the new trends in software
Collaborate in looking open source
sites
Reflect on the course
Discussion Board
o Open Source Video
o Open Source Links
o A look back at the course
Rubric for assessing discussion boards.
o 4, 13
Texto sugerido:
56
EDUC 504- Leadership, Communication and Teamwork/Liderazgo, comunicación y trabajo en equipo
Study and analysis of leadership concepts and practices, communication and team work as applied to the role of the school principal.
Elective Course 3 Credits = 45 contact hours 8 weeks
Competencia(s) Objetivos específicos Estrategias instruccionales (tareas y
actividades) Instrumentos de assessment
A. Professional
6. Apply knowledge in the areas of social and
educational psychology to the teaching of
English as a Second Language.
B. Communicative
4. Communicate effectively in spoken and written
English.
C. Critical Thinking and Research
2. Apply integrated knowledge in both the content
and professional components to the teaching-
learning process.
7. Examine the concept of second language
acquisition from the perspective of the linguist,
the sociologist, the psychologist, and the
educator with the purpose of finding solutions to
the problems faced by second language learners
.
D. Information and digital literacy
13. Practice the use of technological tools that
enhance the acquisition of language skills, in
Módulo 1: Relaciones de Poder y liderato
Entenderá que el liderato no es una
característica innata del sujeto.
Conocerá la relación entre el ejercicio
del liderato y las relaciones de poder
en un contexto escolar.
Pre-prueba
Lecturas asignadas
Pelicula “Emmanuel’s Gift”
Foro temático: Relaciones de poder
Reflexión
Pre prueba con clave de corrección
o 6, 2
Rúbrica con clave de corrección
o 4, 2
Matriz de actividades colaborativas
o 4
Plantilla y matriz de valoración
o 4
Módulo 2: Relaciones de Poder y liderato
II
Reconocerá las funciones básicas del
liderato: facilitación de procesos y
coordinación de acciones.
Conocerá los postulados sobre el
liderato, el poder y la resonancia del
liderato presentados por teóricos
contemporáneos.
Identificará ejemplos contemporáneos
de líderes resonantes.
Autoevaluará sus competencias para el
liderato resonante.
Lecturas asignadas
Película The Ron Clark Story
Plantilla de revisión y análisis
Reflexión
Autoevaluación
Plantilla y matriz de valoración
o 5, 11
Plantilla y matriz de valoración
o 6, 11
Formato Educational Leadership
Profile (ELP) o 13, 5 , 11
57
Competencia(s) Objetivos específicos Estrategias instruccionales (tareas y
actividades) Instrumentos de assessment
second language learners.
E. Ethical-Moral
5. Exhibit a humanistic position in harmony with
those of the society at large, the Sistema
Universitario Ana G. Méndez, and the Virtual
University.
11. Analyze strategies to guide diverse groups
towards the achievement of the objectives of the
organization: students, parents, teachers, school
councils, and community, as it pertains to the
Teaching of English as a Second Language.
Módulo 3 El líder y las destrezas
socioemocionales
Identificará las principales destrezas
emocionales y sociales y las
reconocerá como promotoras del
liderato resonante.
Comparará la educación tradicional
con el movimiento internacional de
educación socioemocional (Social and
Emotional Learning) a través de los
trabajos de Collaborative for
Academic, Social and Emotional
Learning (CASEL).
Estudiará, analizará y evaluará el
Proyecto de Ley Federal H.R. 4223 de
8 de diciembre de 2009 para apoyar el
desarrollo de programas de desarrollo
social y emocional basados en
evidencia.
Revisión y análisis: Video
Lecturas asignadas
Revisión y análisis: Website
Foro temático
Reflexión
Plantilla con clave de corrección
o 6, 11
Plantilla y matriz de valoración
o 5, 2
Preguntas guías y matriz de valoración o 4, 6
Matriz de valoración o 4
Módulo 4 Facilitación de procesos:
Destrezas socioemocionales y el maestro
de la sala de clase
Reconsiderará el rol del maestro, no
como un líder en quien se concentra el
poder, sino como alguien que facilita
procesos en torno a un fin.
Ejercerá el liderazgo como maestro
mientras se compromete
profundamente con los actores del
proceso educativo.
Lecturas asignadas
Revisión y análisis: Video
Revisión y análisis: “Websites”
Foro temático
Reflexión
Plantilla y rúbrica con clave de
corrección
o 5, 11
Rubrica para foros de discusión
o 2, 13
Rubrica con criterios de calificación
o 4
Matriz de valoración
o 4
58
Competencia(s) Objetivos específicos Estrategias instruccionales (tareas y
actividades) Instrumentos de assessment
Identificará y podrá aplicar programas
que promueven al maestro como un
facilitador de procesos en la sala de
clase.
Módulo 5 Facilitación de procesos:
Destrezas de comunicación efectiva
Diferenciará dos tipos de persuasión:
sistemática y periferal.
Conocerá los cuatro factores que hacen
que la persuasión sea efectiva:
comunicador, contenido, canal y
audiencia.
Reflexionará y evaluará el proceso de
resistir a una comunicación efectiva.
o Lecturas asignadas
o Revisión y análisis: Website
o Película Music Within
o Reflexión
o Plantillas con criterios de
corrección
o 13, 2, 6
o Rúbrica con criterios de calificación
o 4
Módulo 6 Coordinación de acciones l:
comunicación y trabajo colaborativo
Explicar las razones por las que el
proceso de comunicación es la base del
desarrollo del liderato resonante.
Analizar el uso del lenguaje y varios
discursos acerca de la escolarización.
Resumir los resultados de
investigaciones internacionales sobre
el trabajo colaborativo y la
coordinación de las acciones de un
grupo.
Lecturas asignadas
Revisión y análisis: Video: Common
Learning
Reflexión
Autoevaluación: Perfil personal y
cuadrantes
Plantilla con clave de corrección
o 13, 2, 6
Plantilla y matriz de valoración
o 4
Formato
o 4
59
Competencia(s) Objetivos específicos Estrategias instruccionales (tareas y
actividades) Instrumentos de assessment
Módulo 7 Coordinación de acciones ll:
comunicación y trabajo en equipo
Explicar la relación que existe entre el
proceso de comunicación y el modelo
de trabajo en equipo.
Analizar el rol de la motivación en el
funcionamiento del equipo
Identificar instancias de comunicación
efectiva ante situaciones de conflicto al
interior del equipo utilizando la
mediación como ejemplo.
Lecturas asignadas
Foro
Autoevaluación
Reflexión
Matriz de valoración para foro de
discusión
o 4
Se ofrecieron alternativas al profesor no
ha definido actividad de auto-
evaluación
Guía y matriz de valoración
o 4, 2
Módulo 8 Coordinación de acciones ll:
Trabajo en equipo
Investigar dos centros para el
desarrollo de la educación y resumir la
opinión que tienen los docentes de
cada centro acerca del trabajo en
equipo entre educadores.
Expresar por escrito su opinión
personal acerca de este debate.
Lecturas asignadas
Autoevaluación
Foro
Post-prueba
Flujograma
o 13,4
Matriz de valoración para foros de
discusión
o 4
Prueba con clave de corrección
o 6, 2, 13
Texto sugerido:
EDUC 512 Innovations and Educational Strategies CD Dr. Toledo
This module describes the future and contemporary tendencies, models, curriculum paradigms, philosophy, and educational changes. School reform concepts and recent findings on educational
research are included.
60
Competencia(s) Objetivos específicos Estrategias instruccionales (tareas y
actividades) Instrumentos de assessment
A. Professional
1. Demonstrate an in-depth knowledge of the principles
related to the teaching of English as a Second
Language and apply these principles to their
teaching.
14. Create instructional designs, activities, and resources
pertinent to the present social circumstances and
contemporary education.
B. Communicative
4. Communicate effectively in spoken and written
English.
C. Critical Thinking and Research
16. Conceptualize a study in the area of the
Teaching of English as a Second Language
including the corresponding components of
research.
D. Information and digital literacy
13. Practice the use of technological tools that enhance
Module 1: UNIT 1 Diagnostics of Student
Needs Part 1
After completing this module, students
will be able to:
1. Evaluate and assess the needs
of ESL students in the
language arts: Reading,
writing, listening
comprehension, and oral
communication.
1.1 Analyze external and
internal threats and
opportunities that may
influence or hinder
student achievement
1.2 Design a diagnostic
instrument capable of
assessing student mastery
of the language arts
adapting it to available
technology.
1.1 FORUM: Analyze external and internal threats and opportunities that may influence or hinder student achievement 1.2 ASSIGNMENT: Design a diagnostic instrument capable of assessing student mastery of the language arts adapting it to available technology.
1.1 The SWOT Analysis Rubric o 1, 5
1.2 Designing a Diagnostic Test
o 14
Module 2: UNIT 2 Diagnostics of Student
Needs Part 2
Expected Performance Outcomes
2.1 JOURNAL: Describe experience
administering instrument to a sample of 15
students.
2.2 ASSIGNMENT: Interpret results and
Rubric 2.1 Journal: Diagnostic
Administration for Validation
(Assessment)
o 4, 5
Elective course 3 Credits = 45 contact hours 8 weeks
61
Competencia(s) Objetivos específicos Estrategias instruccionales (tareas y
actividades) Instrumentos de assessment
the acquisition of language skills, in second
language learners.
E. Ethical-Moral
5. Exhibit a humanistic position in harmony with those
of the society at large, the Sistema Universitario Ana
G. Méndez, and the Virtual University.
After completing this module,
students will be able to:
1. Evaluate and assess the needs of ESL students in the language arts: Reading, writing, listening comprehension, and oral communication.
1.2 Design a diagnostic instrument capable of assessing student mastery of the language arts adapting it to available technology.
generate a report describing student
weaknesses and strengths based on
diagnostic test results.
Rubric for assignment 2.2 Basic
Statistics: Interpreting Diagnostic
Results
o 1, 4, 5, 16
Module 3 UNIT 3 Finding Innovative Tools for Student Improvement Expected Performance Outcomes
After completing this module,
students will be able to:
1. Implement a course field research project testing an innovative strategy, method, or learning theory for effectiveness.
1.1. Compare and contrast the methodologies of various research designs.
3.1 ASSIGNMENT: Based on diagnostic
results, Choose a language art to do
research on, and search the literature for an
innovative strategy, theory, or method to
test. (Annotated bibliography).
3.2 ASSESSMENT: Venn Diagram
Compare and contrast the methodologies
of various research designs.
Task 3.1 Searching for an Innovative
Strategy, Theory, or Method: The
Annotated Bibliography
Task 3.2 Comparing and Contrasting
Research Designs and Methodologies
Rubric for assessment 3.1
o 1, 13, 16
Rubric for assessment 3.2
o 1, 13
62
Competencia(s) Objetivos específicos Estrategias instruccionales (tareas y
actividades) Instrumentos de assessment
1.2. Define a problem and generate a literature review that substantiates and justifies the research design and methodology chosen.
Module 4 UNIT 4 Designing Research
Expected Performance Outcomes
After completing this module, students
will be able to:
4. Design a basic field research proposal
for testing an innovative strategy,
method, or learning theory.
4.1. Define a problem and generate a
literature review that substantiates
and justifies the research design
and methodology chosen.
4.1 ASSIGNMENT: Define a problem
and generate an initial draft of a
literature review (using annotated
bibliography references) that
substantiates and justifies the
research design and project
parameters (methodology) chosen.
4.2 Midterm
Task 4.1 Assignment: Draft of a Research
Proposal
Rubric for proposal draft.
o 1, 4, 14, 16
Task 4.2 Midterm Test 100 pts.
o 1, 4, 16
Module 5 UNIT 5 Innovations in
Curriculum and Evaluation/ Assessment
After completing this module,
students will be able to:
5. Explore tried-and-true foundations and examine innovations in curriculum, assessment and evaluation,
5.1 WIKI: Compare and contrast
different types of curriculum
models
5.2 ASSIGNMENT: Differentiate the
characteristics and uses of
assessment and evaluation.
Rubric for WIKI 5.1
o 1, 4, 13
Rubric for Essay 5.2
o 1, 4
63
Competencia(s) Objetivos específicos Estrategias instruccionales (tareas y
actividades) Instrumentos de assessment
instructional design, teaching techniques and strategies for the ESL teaching and learning process.
5.1. Compare and contrast different types of curriculum models
5.2. Differentiate the characteristics and uses of assessment and evaluation
Module 6 : Innovations in Instructional
Design and Classroom Techniques
6. Explore tried-and-true foundations and
examine innovations in curriculum,
assessment and evaluation,
instructional design, teaching
techniques and strategies for the ESL
teaching and learning process.
6.1 Choose an instructional design and
create a lesson plan
6.2 Design an innovative activity
applying a technique or strategy
6.1 ASSIGNMENT: Choose an
instructional design and create a
lesson plan
6.2 ASSESSMENT: Design an innovative
activity applying a classroom
technique or strategy
Task 6.1 Assignment Create a Lesson
Plan for 3 days (1 hour period each
day) based on an Instructional
Design.
o 13, 14
Assessment 6.2 Designing an
Innovative Technique or Strategy
o 13, 14
Module 7 UNIT 7 Innovations in
Educational Technology
After completing this module,
7.1 JOURNAL: Explain the need for a
Digital Bloom’s Taxonomy
7.2 ASSIGNMENT: Integrate blended
7.1 Journal: Digital Bloom’s
Taxonomy
Rubric for journal
64
Competencia(s) Objetivos específicos Estrategias instruccionales (tareas y
actividades) Instrumentos de assessment
students will be able to:
7. Evaluate technological innovations which can enrich and facilitate ESL teaching and learning.
7.1. Explain the need for a Digital Bloom’s Taxonomy
7.2. Integrate blended learning principles into a lesson plan and create the online resource
learning principles into a lesson
plan (from 6.1) and create the
online resource
o 4, 13
7.2 Integrating Web Resources into
the Lesson Planning and delivery
Process
Rubric for blended lesson plan
o 13, 14
Module 8 UNIT 8 Completing Research
After completing this module,
students will be able to:
8. Evaluate technological innovations which can enrich and facilitate ESL teaching and learning.
8.1. Describe uses and
application of computers, the Internet, smart phones, tablets, i-pads and other technologies in the ESL learning process.
8.2. Define a problem and generate a literature review
8.1 FORUM: Describe uses and
application of computers, the
Internet, smart phones, tablets, i-
pads and other technologies in the
ESL learning process
8.2 FINAL PROJECT: Finalize and
submit a revised basic research
proposal (from 4.1)
Task 8.1 Forum: Uses and application of
Technology in the ESL learning process
Rubric for discussion forum 8.1
o 4, 13
Task 8.2 Final Submission Course Project:
Mini-Research Proposal
Rubric for research proposal 8.2
o 1, 4, 14, 16
65
Competencia(s) Objetivos específicos Estrategias instruccionales (tareas y
actividades) Instrumentos de assessment
that substantiates and justifies the research design and methodology chosen (Final submission).
Textos sugeridos:
American Psychological Association. (2009). Publication manual of the America Psychological Association (6a ed.). Washington, DC: Author
Calle, M., Remolina, N., y Velásquez, B., (2006). El maestro como cultor y formador de la vida. Editorial Tabula Rasa. Recuperado de e-library Universidad del Turabo:
http://site.ebrary.com/lib/bibliosuagmsp/docDetail.action?docID=10113445&p00=educacion%20estrategias 11/08/2010.
Herrell, A.L. & Jordan, M., (2012). 50 strategies for teaching English language learners. (4a ed.). Boston, MA: Pearson. ISBN-13: 978-0-13-248740-4. Joyce, B. & Weil, M., (2008). Models of teaching. (8a. ed.). Boston, MA: Allyn & Bacon. ISBN-13: 978-0205593453 . Marzano, R. & Brown, J., (2009). A handbook for the art and science of teaching. (1a ed.). Alexandria, VA: ASCD. ISBN-13: 978-1416608189 McLaughlin, M. & Talbert, J., (2006). Building school-based teacher learning communities: Professional strategies to improve student achievement (series on school reform). (1a ed.). New York: Teachers College Press. ISBN-13: 978-0807746797 . Santana, J., (2005). Administración educativa inclusiva: retos para los sistemas educativos en el nuevo milenio. Hato Rey, P.R.: Publicaciones Puertorriqueñas. ISBN-10: 1933485027.
EDUC 630 Statistics for Pedagogical Research
Identification of the adequate research approach for the solution of pedagogical problems. Emphasis is made in topics related to descriptive and inferential data analysis making emphasis
in results' interpretation. Other topics that will be covered include elementary notions of probability, estimation, sampling, hypothesis testing, experts’ criteria and experimental design.
Elective course 3 credit=45 contact hours, 8 weeks
66
Competences Specific objectives Instructional Strategies) Assessment Instruments
A. Professional
1. Demonstrate an in-depth knowledge of the
principles related to the teaching of English as a
Second Language and apply these principles to
their teaching.
B. Communicative
4. Communicate effectively in spoken and written
English.
C. Critical Thinking and Research
2. Apply integrated knowledge in both the content
and professional components to the teaching-
learning process.
3. Research and offer alternatives to educational
problems in the Teaching of English as a Second
Language.
15. Examine the nature of scientific research and its
application to the process of educational research
and its impact in language learning strategies
17. Demonstrate knowledge of statistical procedures
and research tools in educational research.
D. Information and digital literacy
13. Practice the use of technological tools that
enhance the acquisition of language skills, in
second language learners.
E. Ethical-Moral
5. Exhibit a humanistic position in harmony with
Módulo 1: El problema y la hipótesis de
investigación
1. Definir que es investigación
2. Aplicar el modelo de investigación
científica a la investigación
3. Explicar e ilustrar mediante ejemplos lo
que es la hipótesis
Preguntas de investigación
Portafolio
Diario Reflexivo
Rúbrica con clave de corrección
o 1, 2, 3, 5
Matriz de trabajos escritos
o 1, 2, 3, 5
Formato con clave de corrección
o 4
Módulo 2: Estadística: Conceptos Básicos
Demostrar que se tiene conocimiento de
los términos básicos de la estadística
Diferenciar entre las ramas de la
estadística
Identificar tipos de datos y variables
Identificar el nivel de medición para los
distintos tipos de variables
Diferenciar entre los diversos tipos de
muestreo
Establecer diferencias entre estudios
experimentales y de observación
Explicar cuando la estadística está bien
utilizada y cuando no.
Ejercicio: Cómo se usa la estadística en
el diario vivir
Revistas Profesionales: Preguntas guías
Portafolio
Diario Reflexivo
Rúbrica con clave de corrección
o 5, 17
Rúbrica con clave de corrección
o 15, 17
Matriz de trabajos escritos
o 1, 2
Formato con clave de corrección
o 4
Módulo 3: Distribuciones de frecuencia y
presentación gráfica
Organizar datos usando distribuciones
de frecuencia
Representar e interpretar los datos
organizados en tablas de frecuencias
usando histogramas, polígonos y ojivas
Representar e interpretar datos usando
gráficas lineales, gráficas circulares y
Gráficas
Estudio de caso
Portafolio con gráficas
Diario Reflexivo
Rúbrica con clave de corrección
o 5, 17, 13
Rúbrica con clave de corrección
o 3, 17
Matriz de trabajos escritos
o 13, 17
Formato con clave de corrección
o 4
67
those of the society at large, the Sistema
Universitario Ana G. Méndez, and the Virtual
University.
gráficas de barra
Graficar e interpretar la gráfica de tallos
y hojas
Módulo 4: Estadística descriptiva:
Medidas de ubicación
Resumir los datos coleccionados
usando las medidas de tendencia central
que incluyen la media, la mediana y la
moda
Interpretar resultados mediante el uso
de las medidas de tendencia central
Calcular e interpretar datos usando las
medidas de dispersión que incluyen la
amplitud, la varianza y la desviación
estándar
Utilizar la regla empírica y el teorema
de Chebyschev según su relación con
un conjunto de valores
Estudio de caso Portafolio Diario Reflexivo
Rúbrica con clave de corrección o 3, 13, 17
Matriz de trabajos escritos o 4
Formato con clave de corrección o 4
Módulo 5: Medidas de ubicación y
exploración de las observaciones
Identificar la posición de valores en el
conjunto de observaciones usando
medidas de posición tales como
puntuaciones típicas, percentiles y
cuartiles
Usar técnicas de exploración de análisis
de datos como los diagramas de cajas y
bigote y diagramas de dispersión para
descubrir distintas características de los
datos.
Estudio de caso
Portafolio
Diario Reflexivo
Rúbrica con clave de corrección
o 3, 17
Matriz de trabajos escritos
o 4, 17
Formato con clave de corrección
o 4
Módulo 6: Estadística inferencial:
Conceptos básicos de probabilidad y la
distribución normal
Definir y utilizar conceptos elementales
de probabilidad
Entender los términos experimento,
evento, resultado, probabilidad
Ejercicios: Aplicando los conceptos
Portafolio
Foro de discusión
Diario Reflexivo
Rubrica con clave de corrección
o 17
Matriz de trabajos escritos
o 3, 17
Matriz de actividades colaborativas
o 4
Formato con clave de corrección
68
Textos sugeridos:
condicional y probabilidad conjunta
Calcular probabilidades utilizando
reglas de adición y de multiplicación
Utilizar diagramas para organizar y
calcular probabilidades
o 4
Módulo 7: Regresión y Correlación lineal
Trazar un diagrama de dispersión
Calcular e interpretar el término
coeficiente de correlación
Calcular la ecuación para la línea de
regresión por el método de los mínimos
cuadrados
Ejercicios: Aplicando los conceptos
Portafolio
Diario Reflexivo
Matriz de trabajos escritos
o 17
Matriz de trabajos escritos
o 4
Formato y matriz de valoración de diario
reflexivo
o 4
Módulo 8: Prueba de Hipótesis
Entender el vocabulario usado en las
pruebas de hipótesis
Establecer hipótesis nula e hipótesis
alterna
Hallar valores críticos
Establecer los pasos usados en la
prueba de hipótesis
Explicar la diferencia entre errores Tipo
I y Tipo II
Hacer prueba de hipótesis para la
relación entre dos variables
Portfolio
Diario Reflexivo
Foro de discusión
Matriz de valoración de portafolio
o 17
Formato y matriz de valoración de diario
reflexivo
o 4
Matriz de actividades colaborativas
o 4
69
TESL 600 Research Methods
This course covers the study of the nature of scientific investigation and its application to the educational research process. It also studies the different research methods and its investigative
phases. Emphasis will be given to the proposal design: problem identification, hypothesis or guide questions, literature review and the investigation methodology. The student will present a
research proposal at the end of the course.
Pre requisite EDUC 501 TESL 550 TESL 555 Requirement for degree 3 Credits = 45 contact hours 8 weeks
Competencia(s) Objetivos específicos Estrategias instruccionales (tareas y
actividades) Instrumentos de assessment
A. Professional
18. Use diverse methods to teach English as a
Second Language based on principles, and
varied resources appropriate for the different
methods studied.
B. Communicative
4. Communicate effectively in spoken and written
English. (4)
C. Critical Thinking and Research
2. Apply integrated knowledge in both the content
and professional components to the teaching-
learning process.
3. Research and offer alternatives to educational
problems in the Teaching of English as a
Second Language.
14. Create instructional designs, activities, and
resources pertinent to the present social
Module 1: Introduction to Educational
Research
By the end of this module participants
should be able to differentiate between
quantitative and qualitative research
and explain how research contributes
to the enhancement of the teaching
profession.
By the end of this section you should
be able to specify the main characteristics of professional research.
Discussion Board
Wikis: Difference between Quantitative
and Qualitative Research Paradigms
Discussion Board: Summary
Test: Multiple Choice
Reflective Journal
Rubric for discussion forums
o 4
Rubric
o 2, 13, 17
o 4, 2
o 4, 2
Module 2: Ethical consideration in
research in the social sciences
By the end of this module participants
should be able to evaluate and apply a
set of ethical guidelines for carrying
out research and spot inconsistencies
and overlaps with other similar
models. This will be evidenced by
their ability to produce an informed
consent form.
Discussion Forums:
o Guidelines for conducting
research
o Analyze Consent forms
Essay
Rubric for discussion forums
o 15, 4
Rubric for written assignments
o 15, 4, 5, 14, 11
o 4, 16,14, 11
70
Competencia(s) Objetivos específicos Estrategias instruccionales (tareas y
actividades) Instrumentos de assessment
circumstances and contemporary education.
15. Examine the nature of scientific research and its
application to the process of educational
research and its impact in language learning
strategies.
16. Conceptualize a study in the area of the
Teaching of English as a Second Language
including the corresponding components of
research.
17. Demonstrate knowledge of statistical
procedures and research tools in educational
research.
D. Information and digital literacy
13. Practice the use of technological tools that
enhance the acquisition of language skills, in
second language learners.
E. Ethical-Moral
5. Exhibit a humanistic position in harmony with
those of the society at large, the Sistema
Universitario Ana G. Méndez, and the Virtual
University.
11. Analyze strategies to guide diverse groups
towards the achievement of the objectives of the
organization: students, parents, teachers, school
councils, and community, as it pertains to the
Teaching of English as a Second Language.
Module 3: Validity and Reliability in
research design
By the end of this module participants
should be able to define validity and
reliability and identify methods of
triangulation used in standard research
in TESOL.
Multiple Choice Test (Validity)
Multiple Answers test (Reliability)
Critique Paper
Answer key
o 2, 17
Answer key
o 2, 17
Assignment rubric
o 4, 3
Module 4: Research question and
sampling design
By the end of this module each
participant should be able to produce
and refine a workable question and
sample for a small-scale inquiry in the
field of TESOL.
By the end of this section you should
be able to select a viable research topic
and pose a realistic research question
or hypothesis.
Discussion Forum: Creating a research
question
Matching Exercise
Essay: Write a proposal for an
individual research question
Rubric for discussion fórums
o 2, 3
Answer key
o 2
Rubric for written assignments
o 16, 4
Module 5: Identifying relevant support
literature
By the end of this module participants
should be able to name and select at
least four methods for identifying
relevant literature and critically
appraise its suitability to their research
topic.
Discussion Forum (Literature Review)
Citing References
Reflective Diary
Rubric for discussion fórum
o 15
Rubric for written assignments
o 15
Format and rubric for reflective diary
o 4
Module 6: Research methods
By the end of this module, participants
should be able to identify and select
adequate research methods to suit their
individual small-scale research.
By the end of this section you should
be able to explain why different
methods are suitable for particular
Matching Exercise
Discussion Board
Essay: Methodology of research
proposal
Not graded
Rubric for discussions fórums
o 16, 17, 15, 13
Rubric for written assignments
o 15, 16, 4
71
Competencia(s) Objetivos específicos Estrategias instruccionales (tareas y
actividades) Instrumentos de assessment
research designs.
Module 7: Organizing and analyzing data
By the end of this module, participants
should be able to name and identify
data analysis methods suitable for their
small-scale inquiry.
By the end of this section you should
be able to apply statistical analysis
methods to a set of quantitative data.
Readings
Essay: data analysis strategy
Case Studies
o Case study of quantitative data
analysis.
o Case study of qualitative data
analysis.
o Case Studies (not graded)
Rubric for written assignments
o 15, 17 , 16
Module 8: Putting together a research
proposal
By the end of this module, participants
should be able to produce a small-scale
research proposal and critically
appraise those of their peers.
Research Proposal Rubric for written assignments
o 15, 16, 17
Textos sugeridos:
72
EDUC 617 Research Seminar
Curso de investigación en el cual el estudiante aplicará los conocimientos teóricos adquiridos en su programa de estudios así como las destrezas prácticas desarrolladas a través de su participación
en un escenario educativo. El estudiante desarrollará un proyecto que consiste en una aportación al sistema educativo, bien sea el salón de clases, la escuela o el distrito.
Pre Requisite EDUC 600 Requirement for degree 3 Credits = 45 contact hours 8 weeks
Competencia(s) Objetivos del curso Estrategias instruccionales (tareas y
actividades) Instrumentos de assessment
A. Professional
18. Use diverse methods to teach English as a
Second Language based on principles, and
varied resources appropriate for the different
methods studied.
B. Communicative
4. Communicate effectively in spoken and
written English.
C. Critical Thinking and Research
2. Apply integrated knowledge in both the
content and professional components to the
teaching-learning process.
3. Research and offer alternatives to
educational problems in the Teaching of
English as a Second Language.
14. Create instructional designs, activities, and
resources pertinent to the present social
circumstances and contemporary education.
15. Examine the nature of scientific research and
its application to the process of educational
research and its impact in language learning
1. Analizar e identificar problemas
educativos a través de un estudio
sistémico de las necesidades de un
escenario
*Se presentan los objetivos
generales del curso, el facilitador
distribuye el contenido.
2. Asumir un enfoque
interdisciplinario que fomente la
reflexión sobre las nuevas prácticas
a los problemas educativos.
3. Aplicar soluciones científicas y
pragmáticas a los problemas
educativos.
4. Integrar los variados conocimientos
, destrezas y actitudes adquiridas y
desarrolladas durante las
experiencias educativas del
programa de estudio
5. Identificar un problema de
investigación en el escenario
73
Competencia(s) Objetivos del curso Estrategias instruccionales (tareas y
actividades) Instrumentos de assessment
strategies.
16. Conceptualize a study in the area of the
Teaching of English as a Second Language
including the corresponding components of
research.
17. Demonstrate knowledge of statistical
procedures and research tools in educational
research.
D. Information and digital literacy
13. Practice the use of technological tools that
enhance the acquisition of language skills, in
second language learners.
E. Ethical-Moral
5. Exhibit a humanistic position in harmony
with those of the society at large, the Sistema
Universitario Ana G. Méndez, and the
Virtual University.
11. Analyze strategies to guide diverse groups
towards the achievement of the objectives of
the organization: students, parents, teachers,
School councils, and community, as it
pertains to the Teaching of English as a
Second Language.
educativo
6. Llevar a cabo una investigación que
presente alternativas para solucionar
el problema planteado o un proyecto
innovador según sea el caso del
proyecto particular del estudiante.
*Se presentan los objetivos
generales del curso, el facilitador
distribuye el contenido.
74
Competencia(s) Objetivos del curso Estrategias instruccionales (tareas y
actividades) Instrumentos de assessment
Textos sugeridos:
Sistema Universitario Ana G. Méndez © derechos reservados Page 75
Appendix D: General References
Bibliographic References:
Adams, J.F. (2000). Taking charge of curriculum: Teacher networks and curriculumImplementation. New York: Teacher College.
Armstrong, T. (1994). Multiple Intelligences in the Classroom. Alexandria, Va. ASCD.
Cornbeth, C. (2000). Curriculum Politics, Policy, Practice: Cases in Comparative Context. Albany, State University of New York. Departamento de Educación del Estado Libre Asociado de Puerto Rico. Proyecto de Renovación Curricular. Fundamentos Teóricos y Metodológicos (2004). Instituto Nacional para el Desarrollo Curricular: San Juan, Puerto Rico. Diamond, R.(1998). Designing & Assesing Courses & Curriculum A Practical Guide. San Francisco: Jossey-Bass Publishers. Genese, F. (2000). “Brain Research: Implications for Second Language Learning”. ERIC Digests. ED 447727
LoCastro, V. (1994). Learning Strategies and Learning Environments. TESOL Quarterly, 28(2), 409-414. McNeill, J. (1999). Curriculum: the teacher’s initiative. New Yersey: Prentice Hall, Inc. Marsh, C. & Willis, G. (2003). Curriculum alternative approaches, ongoing issues. New Jersey: Merrill Prentice Hall.
Nunan, D. (1995). Closing the Gap Between Learning and Instruction. TESOL Quarterly, 29(1), 133-158.
Nunan, D. (1996). Learner Strategy Training in the Classroom: An action research study. TESOL Journal, 6(1), 35-41. Orstein, A.C. y F.P. Hunkins (1998). Curriculum Foundations, Principles and Issues. New Jersey: Prentice Hall.
76
Ortiz, A.L. (2001). Diseño y evaluación Curricular. Río Piedras: Editorial Edil, Inc.
Oxford, R. (1992/1993). Language Learning Strategies in a Nutshell: Update and ESL Suggestions. TESOL Journal, 2(2), 18-22.
Razik, T. & Swanson, A., (2009). Fundamental concepts of educational leadership and management. (3a ed.). Upper Saddle River, New Jersey: Prentice Hall. ISBN-13: 978- 0132332712.
Riestra, M.A.(2000). Fundamentos filosóficos de la Educación. Editorial UPR.: P.R.
Rigg, P., & Scott, D. (1986). Children in ESL: Integrating Perspectives. Washington, D.C. Teachers of English to Speakers of other Languages.
Rubin, J. (1975). What the "Good Language Learner" can Teach Us. TESOL Quarterly, 9(1), 41-51. Saylor, J., A.,W. & Lewis, A. (1981). Curriculum planning for better teaching and learning. Holt, Rinehart & Winston. Stark, J. & Lattuca, I. (1997). Shapping the College Curriculum.Allyn & Bacon. Torres, J. (1994). El currículo oculto. S.L.: Ediciones Morata.
Electronic references:
Almendarez Barron M. The Implication of Brain Research.
http://isers/stargate.net/~cokids/brain.html
Bruer T. J In Search of… Brain-Based Education, Kappan_v.80.no.9 may 1999
http://www.pdkintl.org/kappan/kbru9905.htm
Cohen P. Educators Seek to Apply Brain Based Research
http://www.ascd.org/readingroom/edupdate/1995/1sep.html
77
Understanding the Brain Vol. 37, September 1995
Conant B. Learning: What we’ve Leaned.
http://members.tripod.com/ozpk/brain.html
Brain-Compatible Learning
http://users.stargate.net/~cokids/articlelearning.html
How can Teachers Address the Implication of Brain-Based Learning?
http://www.pgcps.pg.k12.md.us/~elc/brain10.html
How Does the Brain Construct Meaning?
http://www.pgcps.pg.k12.md.us/~elc/brain5.html
The Brain http://members.aol.com/Rss51540/brain.html
Turning Your Classroom into a Learning Organization
http://216.239.37.100/search?q=cache:2DA_q_wQproC:www.clexchange.org/ftp/conference/cle_2000/session08/session%252008.pdf+using+brain+based+learning+in+the+classroom&hl=en
Understanding How the Brain Works
http://www.tbiguide.com/howbrainworks.html
What is Dimensions of Learning?
78
http://www.mcrel.org/products/dimensions/whathow.asp
TESOL Pre-K-12 English Language Proficiency Standards Framework http://www.tesol.org/docs/books/bk_prek-12elpstandards_framework_318.pdf?sfvrsn=2 TESOL Connections – Keeping English Language Professionals Connected: http://newsmanager.commpartners.com/tesolc/issues Performance Standards for Teachers of English for Speakers of Other Languages (Florida): http://www.fldoe.org/aala/perstand.asp?style=print Teacher Competencies for Teachers of ESOL K – 12 (Florida - actual) http://www.fldoe.org/asp/ftce/pdf/47ESOL-rev.pdf Teacher Competencies for Teachers of ESOL K – 12 (Florida - for 2013) http://www.fldoe.org/asp/ftce/ftcecomp.asp Common Core State Standards http://www.corestandards.org Performance Standards for ESOL (clusters and rubric) http://www.cdnportfolio.net/site_esol.php Rule 6A-4.02451. Performance Standards, Skills, and Competencies for the Endorsement in ESOL (Florida) http://www.fldoe.org/aala/perstand.asp Performance Indicators by Grade Level (New York State) http://www.p12.nysed.gov/biling/resource/ESL/standards.html 100 Best Resources and Guides for ESL Teachers http://www.teachingtips.com/blog/2008/06/24/100-best-resources-and-guides-for-esl-teachers/
79
Language Proficiency Standards for ELLs (Pennsylvania) http://www.projectshine.org/sites/default/files/Language%20Proficiency%20Standards%20for%20ESL.pdf Understanding the WIDA (World-Class Instructional Design and Assessment) English Language Proficiency Standards (2007 Edition) http://nrms.schoolwires.net/cms/lib/NC01001555/Centricity/Domain/136/PDF/standards_resource_guide.pdf Doing What Works – Research-based Education Practices Online http://dww.ed.gov/ National Clearinghouse for English Language Acquisition (NCELA) http://www.ncela.gwu.edu/ Handbook for Educators for Students Who Are English Language Learners with Suspected Disabilities http://www.doe.virginia.gov/instruction/esl/standards_resources/resources/handbook_educators.pdf Virginia ESL Standards, Assessments, and Resources http://www.doe.virginia.gov/instruction/esl/standards_resources/index.shtml# Glossary of Instructional Strategies http://www.beesburg.com/edtools/glossary.html Eureka! AGORA (Assemblage of Great Online Resources for Adults) http://literacy.kent.edu/eureka/strategies/otherstrategies.html Teaching 2030 http://www.teachingquality.org/sites/default/files/Teaching_2030_Visual_Handbook_Online_sm.pdf Glossary of Terms http://www.stetson.edu/artsci/education/home/glossary.php 75 ESL Teaching Ideas http://iteslj.org/Techniques/Houston-TeachingIdeas.html
80
Language Study (Teaching Vocabulary in Context) http://doritsasson.suite101.com/teaching-vocabulary-in-context-a38469 40 Helpful Hints & Tips, for Making Your ESL Teaching Easier and More Fun! http://www.handsonenglish.com/40tips.html 20 Teaching Tips http://www.tefl.net/teacher-training/teaching-tips.htm The Online Teacher Resource (Links to lesson plans and other resources) http://www.teach-nology.com/teachers/lesson_plans/esl/ WIDA’s Standards (2012 Draft) http://www.wida.us/standards/elp.aspx Lesson Plans Template Sample (Florida) http://sharepoint.leon.k12.fl.us/apc/Shared%20Documents/Lesson%20Plan%20Template%20WEEK.pdf Lesson Plans Sample for Social Studies (Do Florida!) http://www.splashpublications.com/files/dofllessonplans.pdf Designing Lessons for the Diverse Classroom – A Handbook for Teachers (although published in 2002, this handbook contains relevant information) http://www.cpt.fsu.edu/ese/pdf/dsinlssn.pdf Educational Videos, Lesson Plans, and Others https://www.teachingchannel.org Educational Videos, Lessons and Games for K-12 School Kids www.neok12.com
BIBLIOTECA VIRTUAL http://bibliotecavirtualut.suagm.edu/ Curricular Development
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http://www.turningpts.org/pdf/Curriculum.pdf http://www.scribd.com/doc/32190622/components-of-curriculum-development http://biblioteca-digital.ucentral.cl/documentos/ministerio/Desarrollo/contenido1.htm http://www.ascd.org/ http://www.teach-nology.com/edleadership/curriculum_development/ Interview/You Tube http://www.youtube.com/watch?v=p8tk9srFsko Models of Curriculum Development
https://cbase.som.sunysb.edu/som/fac_retreat_uploads/69.pdf http://www.oei.org.co/iberfop/limagil/index.htm http://www.ceap.wcu.edu/Houghton/LearnerNCcurricplanning/curricdesignhome.html
http://coe.sdsu.edu/people/jmora/moramodules/currdev.htm
Education Standards, Competencies, Goals, Objectives
http://ineedce.com/courses/1561/PDF/ed_goals_objctvs.pdf.
http://www.educationworld.com/standards
http://www.cde.state.co.us/cdeadult/download/pdf/CompetencyBasedEducation.pdf
http://www.ed.gov
http://www.ceph.org/pdf/Competencies_TA.pdf
American Educational Research Association
http://www.aera.net/
B001H6M9V4
National Center for Education Research
http://ies.ed.gov/ncer/
Education Research Information Center
82
http://www.eric.ed.gov/
Scientifically Based Research
http://www.aera.net/AboutAERA/KeyPrograms/EducationResearchandResearchPolicy/AERAOffersDefinitionofScientificallyBasedRes/tabid/10877/Default.aspx
What Is Educational Research?
http://www.education.com/definition/educational-research/
http://www.ugr.uaeu.ac.ae/acads/ugrujournal/docs/PEER.pdf
http://www.scribd.com/doc/7089906/Lecture-2-Meaning-of-Educational-Research
http://www.ecs.org/html/educationissues/research/primer/appendixa.asp#sub4
http://researchrundowns.wordpress.com/intro/whatisedresearch/
Glossary for Educational Research
http://www.education.com/terms/glossary/
Selecting and Defining a Research Topic
http://mariaesposito.org/9800%20Chapter%202%20Presentation%20of%20Educational%20Research.pdf
Sample Research Topics
http://www.ascd.org/research-a-topic.aspx
http://academic.brooklyn.cuny.edu/education/cpse/cuny-ed-tops.htm
83
http://www.ask.com/web?q=topics%20for%20research%20paper&askid=4acb7048-f5be-4884-84b0-5a364747eb3d-0-
us_gsb&kv=sdb&dqi=examples%20of%20educational%20research%20topics&qsrc=999&o=102272&l=dir
http://actionresearch.asb-wiki.wikispaces.net/Research+Topics
http://www.drawntoscience.org/educators/action-research/action-research-examples.html
Center for Collaborative Action Research
http://cadres.pepperdine.edu/ccar/define.html
Action Research in the Classroom (You Tube)
http://www.youtube.com/watch?v=MDVH0u4tUWo
Education Research Methods
http://www.qem.org/edresearchneworleans/fashola_qemmethodsofeducationresearch.ppt.pdf
http://www2.warwick.ac.uk/fac/soc/ier/glacier/tlrp/
http://www.education.com/reference/article/research-methods-an-overview/
http://www.fhi360.org/nr/rdonlyres/etl7vogszehu5s4stpzb3tyqlpp7rojv4waq37elpbyei3tgmc4ty6dunbccfzxtaj2rvbaubzmz4f/overview1.pdf
http://www.staff.blog.utm.my/pszresearchsupport/2011/09/19/4-major-types-of-qualitative-research/
http://www.socialresearchmethods.net/kb/qual.php
http://www.alzheimer-europe.org/Research/Understanding-dementia-research/Types-of-research/The-four-main-approaches
http://ksumail.kennesaw.edu/~rouyang/ED-research/topics.htm
http://www.umdnj.edu/idsweb/shared/quantitative_research_design_summary.htm
http://www.southalabama.edu/coe/bset/johnson/lectures/lec2.pdf
http://www.english.iup.edu/mmwimson/ResearchResources/Bibliographiesetc/Quantitative.Research.Overview.htm
http://wilderdom.com/research/QualitativeVersusQuantitativeResearch.html
http://www.edu.plymouth.ac.uk/resined/Quantitative/quanthme.htm#B
84
http://www.education.com/reference/article/qualitative-research/
http://eea.anthro.uga.edu/index.php/eea/article/viewFile/26/36
http://diversifiedtopics.com/tag/mixed-methods-research-definition/
http://www.prlog.org/10814294-mixed-method-research-defined.html
http://www.fischlerschool.nova.edu/Resources/uploads/app/35/files/ARC_Doc/mixed_methods.pdf
http://www.sagepub.com/upm-data/35003_Chapter1.pdf
http://www.niu.edu/~lynch/mixed_methods.pdf
How to Write a Scientific Paper http://www.esc.edu/ESConline/Across_ESC/WritersComplex.nsf/wholeshortlinks2/Research+Room+Menu
Key Elements of the Research Proposal http://www.bcps.org/offices/lis/researchcourse/key_elements.html
Samplings http://www.okstate.edu/ag/agedcm4h/academic/aged5980a/5980/newpage15.htm
How to Write a Research Proposal
http://freedownloadb.com/doc/bapa-b-bresearch-b-bproposal-b-boutline-b-oglala-lakota-college-244904.html (APA Style)
http://freedownloadb.com/doc/the-bresearch-b-bproposal-b-btemplate-b-a-unique-profile-in-4027090.html (template)
http://freedownloadb.com/doc/detailed-boutline-b-of-bresearch-b-paper-proficientwriterscom-541909.html (example outline of full proposal)
http://www.meaning.ca/archives/archive/art_how_to_write_P_Wong.htm
http://ocw.mit.edu/courses/biology/7-16-experimental-molecular-biology-biotechnology-ii-spring-2005/scientific-comm/lec03_resch_prop.pdf
http://www.studygs.net/proposal.htm
http://www.eastchance.com/howto/res_prop.asp
http://www2.smumn.edu/deptpages/~tcwritingcenter/forms_of_writing/researchproposal.htm
B001IGQI6K
Scientific Method
http://www.sciencebuddies.org/science-fair-projects/project_scientific_method.shtml
http://www.google.com/search?q=scientific+method+steps&hl=en&prmd=imvns&tbm=isch&tbo=u&source=univ&sa=X&ei=iUyRUMPPBOPU2AW-
5IDwDg&ved=0CCIQsAQ&biw=1280&bih=822
85
Methodology
http://www.bcps.org/offices/lis/researchcourse/develop_writing.html#methodology
http://www.buzzle.com/articles/how-to-write-a-good-research-methodology.html
http://www.slideshare.net/aidenyeh/research-writing-methodology
Introduction for Research Proposal http://www.bcps.org/offices/lis/researchcourse/develop_write_introduction.html
Research Ethics
http://www.apa.org/monitor/jan03/principles.aspx
http://science.efpa.eu/information-/proposed-standards-for-research-ethics-evaluation-procedures/
http://www.coloradocollege.edu/other/irb/principles-of-ethical-research.dot
Literature Review
http://homepages.wmich.edu/~applegab/EMR640/litrevw.pdf
https://www.wesleyan.edu/libr/guides/litrev/whatsalitreview.html
http://www.sagepub.com/upm-data/29986_Chapter3.pdf
Instrumentation http://www.bcps.org/offices/lis/researchcourse/develop_writing_data_instrument.html
Investigations http://www.s-cool.co.uk/a-level/psychology/research-methods/revise-it/types-of-investigations-and-research-design
Primary, Secondary, Tertiary Sources
http://www.lib.umd.edu/guides/primary-sources.html#primary
http://www.library.illinois.edu/village/primarysource/mod1/pg1.htm
ESOL Educational Research http://www.ehow.com/info_8632859_esl-qualitative-quantitative-research-methods.html
86
Research Design http://www.mc3edsupport.org/community/knowledgebases/types-of-research-design-800.html
Purdue Online Writing Lab (excellent resource)
Conciseness: http://owl.english.purdue.edu/owl/resource/572/01/
Overview and Contradictions (Plagiarism): http://owl.english.purdue.edu/owl/resource/589/01/
Paragraph & Topic Sentences: http://owl.english.purdue.edu/owl/resource/606/01
Strategies for Variation: http://owl.english.purdue.edu/owl/resource/573/01/
Transitions: http://owl.english.purdue.edu/owl/resource/574/01/
Research and Citations: http://owl.english.purdue.edu/owl/section/2/
APA Style: http://owl.english.purdue.edu/owl/section/2/10/
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