eced 173 introduction to early childhood … 173 dlp... · los lenguajes serán alternados en cada...
TRANSCRIPT
Sistema Universitario Ana G. Méndez
School for Professional Studies
Florida Campuses
Universidad del Este, Universidad Metropolitana, Universidad del Turabo
ECED 173
INTRODUCTION TO EARLY CHILDHOOD EDUCATION INTRODUCCIÓN AL CAMPO DE LA EDUCACION TEMPRANA
© Sistema Universitario Ana G. Méndez, 2003 Derechos Reservados.
© Ana G. Méndez University System, 2003. All rights reserved.
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Table of Contents/Tabla de Contenido
Page/Páginas
Prontuario ......................................................................................................................3
Study Guide .................................................................................................................10
Workshop One.............................................................................................................16
Taller Dos .....................................................................................................................18
Workshop Three ..........................................................................................................20
Taller Cuatro ................................................................................................................23
Workshop Five/Taller Cinco .......................................................................................25
Anejo A/Appendix A ....................................................................................................28
Anejo B/ Appendix B ...................................................................................................29
Anejo C/Appendix C ....................................................................................................30
Anejo D/Appendix D ....................................................................................................31
Anejo E/Appendix E ....................................................................................................32
Anejo F/ Appendix F....................................................................................................33
Anejo G/Appendix G....................................................................................................34
Anejo H/Appendix H ....................................................................................................35
Anejo I/Appendix I .......................................................................................................36
Anejo J/ Appendix J ....................................................................................................37
Anejo K/Appendix K ....................................................................................................39
Anejo L/Appendix L.....................................................................................................40
Anejo M/Appendix M ...................................................................................................41
Anejo N/Appendix N ....................................................................................................42
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Prontuario
Título del Curso Introduction to Early Childhood Education
Codificación ECED 173
Duración 5 semanas
Prerrequisito Ninguno
Descripción
Este curso ofrece una visión panorámica del campo de la educación temprana en
términos filosóficos, curriculares, históricos y profesionales. Analiza la
conceptualizacion de la educación preescolar como campo, distinto a otros niveles
educativos, relacionado con otras disciplinas y las distintas alternativas programáticas.
Se estudia la evolución histórica, legislación y política en torno a esta. También se
analiza la profesión de la educación temprana. Esto es, las características del educador
preescolar, alternativas de carreras dentro del campo, código de ética, profesionalismo
y estilos de aprendizaje.
Objetivos Generales
1. Trazar la visión general del campo de la educación temprana y de sus
componentes.
2. Especificar el desarrollo histórico del campo de la educación temprana.
3. Determinar la importancia del campo de la educación temprana a través del
desarrollo histórico.
4. Señalar y examinar las distintas alternativas de trabajo dentro del campo.
5. Analizar las características profesionales y personales de la educación
temprana.
6. Proyectar una visión libre de prejuicio donde se valore las diferencias
individuales y culturales.
7. Analizarla política publica establecida relacionada con los servicios para los
niños/as de edad temprana.
8. Valorar la participación de los padres en el desarrollo del nino/a de educación
temprana
Texto y Recursos
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Miles, A., & Williams, K. (2001). La infancia y su desarrollo. 5th ed. Estados Unidos:
Delmar.
Referencias y material suplementario
Driscoll, A., & Ángel, N. (2000). Early childhood education: birth to 8. USA:
Allyn & Bacon.
Morrison, G. (1998). Early childhood education today. USA: Merrill.
Evaluación
Criterios Puntos Por ciento
Asistencia y Participación
(Anejo A)
100
19%
Investigación de Programas de educación Temprana
(Anejo B) 20
5%
Plan de lección
(Anejo C)
100
19%
Informe oral
(Anejo D y M)
100
19%
Diarios reflexivos
(Anejo E) 100 19%
Portafolio
(Anejo F-M) 100 19%
Totales
520
100%
Curva de evaluación
100-90 A 89-80 B 79-70 C 69-60 D 59-00 F
Descripción de las Normas del Curso
1. Este curso sigue el programa “Discipline-Based Dual-Language Model®” del
Sistema Universitario Ana G. Méndez, el mismo esta diseñado para promover el
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desarrollo de cada estudiante como un profesional bilingüe. Cada taller será
facilitado en inglés y español, utilizando el modelo 50/50. Esto significa que cada
taller deberá ser conducido enteramente en el lenguaje especificado. Los lenguajes
serán alternados en cada taller para asegurar que el curso se ofrece 50% en inglés
y 50% en español. Para mantener un balance, el modulo debe especificar que se
utilizaran ambos idiomas en el quinto taller, dividiendo el tiempo y las actividades
equitativamente entre ambos idiomas. Si un estudiante tiene dificultad en hacer una
pregunta en el idioma especificado, bien puede escoger el idioma de preferencia
para hacer la pregunta. Sin embargo, el facilitador deberá contestar la misma en el
idioma designado para ese taller. Esto deberá ser una excepción a las reglas pues
es importante que los estudiantes utilicen el idioma designado. Esto no aplica a los
cursos de lenguaje que deben ser desarrollados en el idioma propio todo en ingles o
todo en español según aplique.
2. El curso es conducido en formato acelerado, eso requiere que los estudiantes se
preparen antes de cada taller de acuerdo al módulo. Cada taller requiere un
promedio de diez (10) horas de preparación y en ocasiones requiere más.
3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al
taller deberá presentar una excusa razonable al facilitador. El facilitador evaluará si
la ausencia es justificada y decidirá como el estudiante repondrá el trabajo perdido,
de ser necesario. El facilitador decidirá uno de los siguientes: permitirle al estudiante
reponer el trabajo o asignarle trabajo adicional en adición al trabajo a ser repuesto.
Toda tarea a ser completada antes de taller deberá ser entregada en la fecha
asignada. El facilitador ajustará la nota de las tareas repuestas.
4. Si un estudiante se ausenta a mas de un taller el facilitador tendrá las siguientes
opciones:
a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado en
la nota existente.
b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota a
dos por debajo de la nota existente.
5. La asistencia y participación en clase de actividades y presentaciones orales es
extremadamente importante pues no se pueden reponer. Si el estudiante provee
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una excusa valida y verificable, el facilitador determinara una actividad equivalente a
evaluar que sustituya la misma. Esta actividad deberá incluir el mismo contenido y
componentes del lenguaje como la presentación oral o actividad a ser repuesta.
6. En actividades de grupo el grupo será evaluado por su trabajo final. Sin embargo,
cada miembro de grupo deberá participar y cooperar para lograr un trabajo de
excelencia, pero recibirán una calificación individual.
7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no
plagiado. Se debe entender que todo trabajo sometido esta citado apropiadamente
o parafraseado y citado dando atención al autor. Todo estudiante debe ser el autor
de su propio trabajo. Todo trabajo que sea plagiado, copiado o presente trazos de
otro será calificado con cero (vea la política de honestidad académica).
8. Si el facilitador hace cambios al modulo o guía de estudio, deberá discutirlos y
entregar copia a los estudiantes por escrito al principio del primer taller.
9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo su
correo electrónico, teléfonos, y el horario disponibles.
10. EL uso de celulares esta prohibido durante las sesiones de clase; de haber una
necesidad, deberá permanecer en vibración o en silencio.
11. La visita de niños y familiares no registrados en el curso no está permitida en el
salón de clases.
12. Todo estudiante esta sujeto a las políticas y normas de conducta y comportamiento
que rigen SUAGM y el curso.
Nota: Si por alguna razón no puede acceder las direcciones electrónicas
ofrecidas en el módulo, no se limite a ellas. Existen otros motores de búsqueda y
sitios Web que podrá utilizar para la búsqueda de la información deseada. Entre
ellas están:
• www.google.com
• www.altavista.com
• www.ask.com
• www.excite.com
• www.pregunta.com
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• www.findarticles.com
• www.telemundo.yahoo.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
El/la facilitador(a) puede realizar cambios a las direcciones electrónicas y/o
añadir algunas de ser necesario.
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Filosofía y Metodología Educativa
Este curso está basado en la teoría educativa del Constructivismo.
Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de que,
reflexionando a través de nuestras experiencias, podemos construir nuestro propio
conocimiento sobre el mundo en el que vivimos.
Cada uno de nosotros genera nuestras propias “reglas” y “métodos mentales”
que utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es
simplemente el proceso de ajustar nuestros modelos mentales para poder acomodar
nuevas experiencias. Como facilitadores, nuestro enfoque es el mantener una
conexión entre los hechos y fomentar un nuevo entendimiento en los estudiantes.
También, intentamos adaptar nuestras estrategias de enseñanza a las respuestas de
nuestros estudiantes y motivar a los mismos a analizar, interpretar y predecir
información.
Existen varios principios para el constructivismo, entre los cuales están:
1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe
comenzar con situaciones en las cuales los estudiantes estén buscando
activamente construir un significado.
2. Significado requiere comprender todas las partes, las cuales deben entenderse en
el contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los
conceptos primarios, no en hechos aislados.
3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes
utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar
dichos modelos.
4. El propósito del aprendizaje es para un individuo el construir su propio significado,
no sólo memorizar las contestaciones “correctas” y repetir el significado de otra
persona. Como la educación es intrínsicamente interdisciplinaria, la única forma
válida para asegurar el aprendizaje es hacer del avalúo parte esencial de dicho
proceso, asegurando que el mismo provea a los estudiantes con la información
sobre la calidad de su aprendizaje.
5. La evaluación debe servir como una herramienta de auto-análisis.
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6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las
múltiples perspectivas que existen en el mundo.
7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.
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Study Guide
Course Title Introduction to Early Childhood Education
Code ECED 173
Time Length 5 weeks
Pre-requisite None
Description
This course offers a panoramic vision of teaching in early childhood in philosophical,
curricular, historical and professional terms. Analyze the conceptualization of preschool
education, different from other educational levels, related to other disciplines and its
distinctive programmatic alternatives. It studies the historical evolution, legislation, and
politics related to it. It also analyzes the profession in the early childhood area. These
are the characteristics of a preschool teacher, alternatives in careers, code of ethics,
professionalism and learning styles.
General Objectives
At the end of the course, students will:
1. Trace the general vision of early childhood education and its components.
2. Specify the historical development of early childhood education.
3. Determine the importance of early childhood development through out history.
4. Examine various opportunities of employment in the area of childhood education.
5. Analyze the professional and personal characteristics of early childhood
development.
6. Project a vision free of prejudice where individual and cultural differences are
valued.
Texts and Resources
Miles, A., & Williams, K. (2001). La infancia y su desarrollo. 5th ed. Estados Unidos:
Delmar.
References and Supplementary Materials:
Driscoll, A., & Ángel, N. (2000). Early childhood education: birth to 8. USA:
Allyn & Bacon.
Evaluation
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Criteria Points Percentage
Assistance and Participation
(Appendix A)
100
19%
Research of Early Childhood programs
(Appendix B)
20
5%
Lesson Plan
(Appendix C)
100
19%
Oral Presentations
(Appendixes D and M)
100
19%
Reflexive diaries
(Appendix E) 100 19%
Portaflio
(Appendix F-M) 100 19%
Totals
520
100%
Evaluation curve
100-90 A 89-80 B 79-70 C 69-60 D 59-00 F
Description of Course Policies
1. This course follows the Sistema Universitario Ana G. Méndez Dual-Language
Discipline-Based Immersion Model® designed to promote each student’s
development as a Dual Language Professional. Workshops will be facilitated in
English and Spanish, strictly using the 50/50 model. This means that each workshop
will be conducted entirely in the language specified. The language used in the
workshops will alternate to insure that 50% of the course will be conducted in
English and 50% in Spanish. To maintain this balance, the course module may
specify that both languages will be used during the fifth workshop, dividing that
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workshop’s time and activities between the two languages. If students have difficulty
with asking a question in the target language in which the activity is being
conducted, students may choose to use their preferred language for that particular
question. However, the facilitator must answer in the language assigned for that
particular day. This should only be an exception as it is important for students to use
the assigned language. The 50/50 model does not apply to language courses where
the delivery of instruction must be conducted in the language taught (Spanish or
English only).
2. The course is conducted in an accelerated format and requires that students prepare
in advance for each workshop according to the course module. Each workshop
requires an average ten hours of preparation but could require more.
3. Attendance at all class sessions is mandatory. A student that is absent to a
workshop must present the facilitator a reasonable excuse. The facilitator will
evaluate if the absence is justified and decide how the student will make up the
missing work, if applicable. The facilitator will decide on the following: allow the
student to make up the work, or allow the student to make up the work and assign
extra work to compensate for the missing class time.
Assignments required prior to the workshop must be completed and turned in on the
assigned date. The facilitator may decide to adjust the grade given for late
assignments and make-up work.
4. If a student is absent to more than one workshop the facilitator will have the
following options:
a. If a student misses two workshops, the facilitator may lower one grade based
on the students existing grade.
b. If the student misses three workshops, the facilitator may lower two grades
based on the students existing grade.
5. Student attendance and participation in oral presentations and special class
activities are extremely important as it is not possible to assure that they can be
made up. If the student provides a valid and verifiable excuse, the facilitator may
determine a substitute evaluation activity if he/she understands that an equivalent
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activity is possible. This activity must include the same content and language
components as the oral presentation or special activity that was missed.
6. In cooperative activities the group will be assessed for their final work. However,
each member will have to collaborate to assure the success of the group and the
assessment will be done collectively as well as individually.
7. It is expected that all written work will be solely that of the student and should not be
plagiarized. That is, the student must be the author of all work submitted. All quoted
or paraphrased material must be properly cited, with credit given to its author or
publisher. It should be noted that plagiarized writings are easily detectable and
students should not risk losing credit for material that is clearly not their own (see
Academic Honesty Policy).
8. If the Facilitator makes changes to the study guide, such changes should be
discussed with and given to students in writing at the beginning of the first workshop.
9. The facilitator will establish a means of contacting students by providing an email
address, phone number, hours to be contacted and days.
10. The use of cellular phones is prohibited during sessions; if there is a need to have
one, it must be on vibrate or silent mode during class session.
11. Children or family members that are not registered in the course are not allowed to
the classrooms.
12. All students are subject to the policies regarding behavior in the university
community established by the institution and in this course.
Note: If for any reason you cannot access the URL’s presented in the module, do
not stop your investigation. There are many search engines and other links you
can use to search for information. These are some examples:
• www.google.com
• www.altavista.com
• www.ask.com
• www.excite.com
• www.pregunta.com
• www.findarticles.com
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• www.telemundo.yahoo.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
The facilitator may make changes or add additional web resources if deemed
necessary.
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Teaching Philosophy and Methodology
This course is grounded in the learning theory of Constructivism. Constructivism
is a philosophy of learning founded on the premise that, by reflecting on our
experiences, we construct our own understanding of the world in which we live.
Each of us generates our own “rules” and “mental models,” which we use to
make sense of our experiences. Learning, therefore, is simply the process of adjusting
our mental models to accommodate new experiences. As teachers, our focus is on
making connections between facts and fostering new understanding in students. We
will also attempt to tailor our teaching strategies to student responses and encourage
students to analyze, interpret and predict information.
There are several guiding principles of constructivism:
1. Learning is a search for meaning. Therefore, learning must start with the issues
around which students are actively trying to construct meaning.
2. Meaning requires understanding wholes as well as parts. And parts must be
understood in the context of wholes. Therefore, the learning process focuses on
primary concepts, not isolated facts.
3. In order to teach well, we must understand the mental models that students use to
perceive the world and the assumptions they make to support those models.
4. The purpose of learning is for an individual to construct his or her own meaning, not
just memorize the "right" answers and regurgitate someone else's meaning. Since
education is inherently interdisciplinary, the only valuable way to measure learning is
to make the assessment part of the learning process, ensuring it provides students
with information on the quality of their learning.
5. Evaluation should serve as a self-analysis tool.
6. Provide tools and environments that help learners interpret the multiple perspectives
of the world.
7. Learning should be internally controlled and mediated by the learner.
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Workshop One
Content Objectives
At the end of workshop one, students will be able to:
1. Trace de historical development of early childhood in Europe and the United States.
2. Analyze the philosophical vision of early childhood from the XVIII century to present
times.
3. Identify basic learning and developmental theories
Language Objectives
Students will:
1. Summarize the main ideas using correct grammar and spelling in English.
2. Contribute through a conversation in English, the discussion of the stages of
development in early childhood.
3. Engage in the writing process to communicate ideas and points of view with the
correct grammar.
URLs
Child development theories
http://psychology.about.com/childth/
Jean Piaget
http://www.piaget.org/aboutPiaget.html
Multiple Intelligences
http://www.thomasarmstrong.com/multiple_intelligences.htm
Learning theories
http://www.emtech.net/learning_theories.htm
Developmental Psychology
http://www.socialpsychology.org/develop.htm
Assignments before Workshop One
1. Take a look at the module. Pay close attention to the rubrics since they will be used
to assess your knowledge.
2. Examine each of the URL’s suggested in this workshop. Come prepared to discuss
each of the topics.
3. Create a PowerPoint presentation about the multiple intelligences.
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Activities
1. The facilitator will start the class with an ice breaker activity.
2. General presentation of the course. Discuss objectives, rubrics and expectations.
3. The facilitator will discuss the projects to be completed by the students.
4. Students will select the Student Representative.
5. Socialized discussion will take place to discuss the historical development of early
childhood education.
6. Students will write in the board the philosophical vision aspects of early childhood
development from the XVIII century to present times.
7. Divide the class in small groups to discuss the stages of development. Each group
will present a brief summary.
8. Students will show their PowerPoint presentations. A session of questions and
answers will follow each presentation.
9. Students will create a concept map about multiple intelligences. They will share the
map with the rest of the class.
10. The facilitator will clarify any doubts and will talk about the assignments prior the
next workshop.
Assessment
1. Reflexive diary-Write three paragraphs (Introduction, analysis, and conclusion) about
today’s topic.
• What new information did you learn today?
• What information impacted you the most?
• How would you use the information learned in the classroom?
• Open discussion
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Taller Dos
Objetivos de Contenido
Al final del taller dos, los estudiantes serán capaces de:
1. Señalar la definición, extensión y límites de la educación temprana.
2. Identificar las características del desarrollo integral en niños infantes, maternales,
andarines, trotones y preescolares.
3. Identificar metas, propósitos y función de la educación temprana en la educación del
niño de hoy.
Objetivos de Lenguaje:
1. El estudiante buscará información, la leerá y la discutirá en clase.
2. El estudiante resumirá las ideas principales utilizando correctamente la gramática,
deletreo y puntuación en español.
3. Los alumnos se expresarán en el lenguaje del taller usando un vocabulario y
entonación correctos.
Direcciones Electrónicas
Edad Temprana
http://www.ed.gov/parents/earlychild/ready/resources.html
Asociación de educación de la Edad Temprana
http://www.ecaoffl.org/
Visión de la cuidado y desarrollo del niño
http://www.child-abuse.com/childhouse/early_childhood/eccd.html
La educación en la edad temprana
http://pre20031103.stm.fi/english/pao/publicat/child_education/child_education.htm
http://www.ed.gov/parents/earlychild/ready/resources.html
Tareas a realizar antes del Taller Dos
1. Examinar las direcciones electrónicas sugeridas en este taller.
2. Buscar la definición de edad temprana, desarrollo, infante, maternal, andarín, trotón
y preescolar. En Word crea una definición propia de no más de dos oraciones.
Envíala por correo electrónico al facilitador(a).
3. Investigar sobre las metas, propósitos y funciones de la educación temprana.
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4. Buscar información sobre poblaciones típicas y atípicas. Llévala al salón de clases.
Actividades
1. Repasar el material estudiado en el Taller Uno.
2. Discusión socializada sobre las definiciones.
3. Señalar las características de la población típica y de la población atípica. Los
estudiantes crearán una tabla en la pizarra donde compararán y contrastarán las
mismas.
4. Trabajar individualmente un mapa de conceptos sobre la educación temprana en la
educación del niño actual que presente las metas, propósitos y función de la misma.
Compartir con el resto del grupo.
5. Trabajo en sub-grupos para señalar las características de:
• Infantes
• Maternales
• Andarines
• Trotones
• Preescolares
Cada grupo seleccionará una de las características, las analizará y discutirá frente
al resto de la clase.
6. Los estudiantes discutirán sobre el abuso de menores, su implicación a la sociedad
y como la educación puede prevenir el mismo. El rol del maestro será parte de la
discusión.
7. El facilitador entregará las definiciones corregidas.
8. Discutir las tareas a realizarse en el próximo taller.
Avalúo
1. Diario reflexivo - El estudiante escribirá sobre lo aprendido en clase. Incluirá el
punto más confuso (3 párrafos).
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Workshop Three
Content Objectives
At the end of this workshop, students will be able to:
1. Analyze state and federal politics already established related to early childhood.
2. Design a lesson plan for early childhood children.
3. Recognize the Bloom’s taxonomy components.
4. Create a series of class objectives.
Language Objectives
1. The student will write objectives using correct verb conjugation in English.
2. Express themselves clearly and understandable in English.
3. Student will discuss the activities related to the lesson plan completed using correct
vocabulary
URLs
Bloom’s taxonomy
http://www.nwlink.com/~donclark/hrd/bloom.html
Lesson Plan Format
http://cyberedtech.fau.edu/kscarola/FAUlessonplan.html
How to write a lesson plan
http://www.forlessonplans.com/lesson_teacher/index.php
Basic lesson plan components
http://coe.winthrop.edu/fergusonc/ECED433/Basic%20Lesson%20Plan%20Component
s.htm
Understanding objectives
http://edweb.sdsu.edu/Courses/EDTEC540/objectives/objectiveshome.html
The taxonomy of educational objectives
http://www.humboldt.edu/~tha1/bloomtax.html
Assignments before Workshop Three
1. Research about the state and federal laws related to education. Print a series of
laws that you found interesting. Bring them to class.
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2. Visit the following website: http://www.fldoe.org/NCLB/. Write a two pages summary
of the most important parts of this law. Express your personal opinion. This
summary will be handed to the facilitator.
3. Examine the URL’s given in this workshop.
4. Read about the different types of learning objectives. Create a list of three
objectives for a fictitious lesson plan. Use the ABCD model. For more information
about the ABCD model visit the following links:
http://slate.it.utk.edu/~bobannon/writing_objectives.html and
http://www.personal.psu.edu/bxb11/Objectives/
5. Bring books and materials to be used in your lesson plan. Remember that all
didactic material should be related to early childhood education.
Activities
1. The facilitator will review the material covered in Workshop Two.
2. Open discussion about state and federal law related to early childhood. Using a
Venn diagram, the students will compare and contrast these laws.
3. Using a circular map or any other graphic organizer, the students will identify the
components of a lesson plan, describing each one briefly.
4. Open discussion about Florida’s No Child Left Behind law.
5. Students will create a list of objectives using the Bloom’s taxonomy types of
learning. These objectives will be verbally shared with the rest of the group.
6. Divide the class in three groups and assign different objectives (Cognitive, Affective
and Psychomotor). Each group will discuss the objective created and will be in
charged of presenting it to the rest of the class.
7. After all groups have presented their objectives, the facilitator will clarify doubts
about each objective. Provide time for the student to experience the redaction of
each of the objectives.
8. Divide the class in small groups. Each group will write a lesson plan using the
objectives and components of the lesson plan previously discussed. Each group will
present their lesson plan to the class. Hand in the lesson plans to the facilitator.
9. The facilitator will assign the topics for the next workshop’s presentations (Appendix
N – Suggested topics).
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10. The facilitator will explain in detail the research work, and other assignments that
must be completed before the next workshop.
Assessment
1. Reflexive diary-Write three paragraphs (Introduction, analysis, and conclusion) about
today’s topic.
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Taller Cuatro
Objetivos de Contenido
Al terminar el taller, el estudiante será capaz de:
1. Analizar las características profesionales y personales de la educación temprana.
2. Señalar y examinar las distintas alternativas de trabajo dentro del campo.
3. Evaluar las características primordiales que debe poseer un educador.
Objetivos de Lenguaje
1. El estudiante buscará, leerá y discutirá información relacionada a los objetivos del
taller.
2. El estudiante expresará ideas usando pronunciación y conjugación de verbos
adecuados.
3. El estudiante escribirá un documento investigativo utilizando gramática y sintaxis
correcta.
Direcciones electrónicas
Reglamento de Estudiantes
http://biscayne.dadeschools.net/ParentStudentHandbook%20Spanish.htm
Redacción de Documentos Investigativos
http://owl.english.purdue.edu/workshops/hypertext/ResearchW/
http://owl.english.purdue.edu/handouts/research/r_ressteps.html
http://www.ipl.org/div/aplus/
Formación docente
http://ses4.sep.gob.mx/dg/dgespe/cuader/cuad1/5_desa.htm
Edad temprana
http://ses4.sep.gob.mx/dg/dgespe/cuader/cuad1/5_desa.htm
Tareas a realizar antes del Taller Cuatro
1. Preparar un documento investigativo sobre programas de educación temprana.
Usted puede someter un tema relacionado pero el mismo debe ser aprobado por el
facilitador. Recuerde que el plagio es ilegal y no es permitido en nuestra institución.
2. Leer sobre el material a cubrirse en las presentaciones orales de este taller.
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3. Preparar presentaciones orales asignadas para el taller. Recuerde traer copias de
la presentación para entregar a los estudiantes (Anejo N – Temas sugeridos).
4. Busque una tirilla cómica en blanco. Imprímala y llévela al salón de clases. Visite
los siguientes sitios Web para más información:
http://www.readwritethink.org/materials/comic/
http://www.learninglaffs.com/free.htm
5. No olvide que debe ir trabajando con el portafolio.
Actividades
1. Repasar el material estudiado en el Taller Tres.
2. Dividir la pizarra en dos. Escribir características profesionales de un educador en
una parte y personales en la otra. Pedir a los estudiantes que escriben información
encontrada relacionada a cada tópico en cada sección de la pizarra.
3. Discutir ampliamente con los estudiantes sobre las características profesionales y
personales de un profesor de edad temprana basado en lo escrito anteriormente.
4. Dividir el grupo en pequeños grupos para discutir los programas de edad temprana
investigados. Cada grupo presentará sus hallazgos en clase.
5. Entregar el trabajo de investigación sobre programa de edad temprana al profesor.
6. Presentaciones orales asignadas en este taller. Máximo de 20 minutos por cada
presentación.
7. Los estudiantes prepararán una tirilla cómica relacionada al material del taller.
Comparta su tirilla con el resto del grupo.
8. El facilitador asignará los temas para las presentaciones del siguiente taller.
9. Discutir tareas a realizarse en el Taller 5.
Avalúo
1. Diario reflexivo - Reflexione sobre los aprendido en clase acerca del desarrollo del
niño. Escriba 3 cosas de las que ya tenía conocimiento y tres de las que aprendió
hoy en clase. Añada una lista de características personales y profesionales que
posea.
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Workshop Five/Taller Cinco
NOTA: Este taller será bilingüe.
Algunas de las mini-clases serán en
inglés y otras en español. El
facilitador hablará español o inglés,
dependiendo del informe que esté
ofreciendo el estudiante.
NOTE: This will be a bilingual
workshop. Some of the
demonstrative lessons will be in
Spanish and others in English. The
facilitator will use the language of
instruction used in each lesson as
well.
Content Objectives
At the end of this wokshop, the students will:
1. Value the parents’ participation in the development of their children.
2. Project a vision free of prejudice where individual and cultural differences are
valued.
3. Effectively present in PowerPoint an assigned topic.
Language Objectives
Students will:
1. Express ideas in writing using correct grammar, syntax and verb usage.
2. Use concepts related to this workshop and prior workshops correctly in either
language (English and Spanish).
3. Carefully read and analyze class related material.
URLs
Classroom Management
http://www.educa.aragob.es/aplicadi/didac/dida50.htm
http://www.intime.uni.edu/model/Spanish_Model/teacher/teac3summary.html
http://www.drapuig.info/files/Plan_para_el_manejo_de_la_sala_de_clase.doc
Parent’s involvement in school
http://www.education-world.com/a_special/parent_involvement.shtml
Getting involved at your child’s school
http://www.kidshealth.org/parent/positive/learning/school.html
Assignments before Workshop Five
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1. Visit the URL’s assigned for this workshop.
2. Give the final touches to your portfolio.
3. Research about the topics of the oral presentation related to this workshop.
4. Prepare oral presentation if you have one assigned for this workshop. Don’t forget
to bring hand outs for the students. You can use the language of your preference for
the presentation.
Activities
1. Review the material covered in Workshop Four (in English).
2. Open discussion about how to involve parents in the learning process and
development of their children (in English).
3. Divide the class in small groups and have them write a mission and vision about
early childhood. Make sure that individual and cultural differences are included (in
Spanish).
4. Each group will verbally share their mission and vision (in Spanish).
5. Students will present their topic in an oral presentation (English or Spanish).
6. Overall discussion of what the students have learned in this course (in Spanish).
7. Course evaluation
8. Hand in the class portfolio.
9. Closing activity – to be determined by the facilitator.
Assessment
1. Final reflexive diary. Write three paragraphs about what you have learned in this
course. Include the draft in your portfolio (in English).
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Anejos/Appendixes
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Anejo A/Appendix A
Rubric to evaluate class participation
Attendance and Punctuality _____%
0= absent in 4 or more workshops or absent in 3 workshops and was late in 2 workshops. 1= absent in 3 workshops or absent in 2 workshops and was late in 3 or more workshops. 2= absent in 2 workshops or absent in 1 workshop and was late in 3 or more workshops. 3= absent in 1 workshop or attended all workshops but was late in 3 workshops 4=Attended all workshops but was late in 1 or 2 workshops. 5=Perfect attendance
Workshop 1 Workshop 2 Workshop 3 Workshop 4 Workshop 5
Present ____
Absent____
Late_____
Total_____
Present ____
Absent____
Late_____
Total_____
Present ____
Absent____
Late_____
Total_____
Present ____
Absent____
Late_____
Total_____
Present ____
Absent____
Late_____
Total_____
Criteria 0 1 2 3 4 5 N/A
1. Contributes frequently to class discussion
2. Demonstrates interest in class discussion.
3. Answers questions made by the facilitator and
classmates.
4. Asks questions pertinent to the class subject.
5. Arrives prepare to class.
6. Contributes to class with additional material.
7. Present arguments based on class lecture and work.
8. Demonstrates attention and opening towards
arguments.
9. Answers questions and expositions from classmates.
10. Demonstrates initiative and creativity in class
activities.
0-Poor 1-Deficient 2-Average 3-Good 4-Very Good 5-Excellent N/A Not applicable.
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Anejo B/ Appendix B
Trabajo Investigativo
0-Deficiente 1-Regular 2-Muy bueno N/A No aplica (20 puntos)
Criterios 0 1 2
Contenido
1. Identifica el propósito, los objetivos e ideas principales.
2. Las ideas y los argumentos de la presentación están bien
fundamentadas en los recursos presentados, consultados o discutidos
en clases.
3. La presentación de las ideas es organizada y coherente.
4. El escrito incluye todas las partes o elementos del tema o tarea
asignada.
5. El autor muestra dominio del tema o materia de la presentación.
6. El punto de vista del autor se presenta de manera clara y
contundente.
7. El escrito demuestra sustancia lógica y originalidad.
Lenguaje
8. Utiliza vocabulario correcto y apropiado.
9. Se utiliza un lenguaje apropiado con corrección sintética y
gramatical.
10. El escrito es claro, enfocado e interesante
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Anejo C/Appendix C
Lesson plan
Criteria Value
Points
Student
score
All components of the lesson plan are presented
including modifications ELL’s
10
Language and content objectives are clearly stated and
well written
10
Students provide a clear list of materials to be used. 10
Steps are clearly stated and understood; they follow a
sequence.
10
Multicultural activities, personal experiences and
learning strategies are clearly stated.
10
Alternative assessment instruments are provided. 10
Guidelines and ELL modifications for conducting lesson
plan activities are clearly stated.
10
Language 10
Technical vocabulary is accurately and correctly used. 10
Grammar and syntax is appropriate and correct. 10
Use of verbs are correct and appropriate 10
Total Points
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Anejo D/Appendix D
HOJA DE EVALUACIÓN: PRESENTACIÓN ORAL
Nombre/Grupo ________________________________________________ Curso: __EDUC 173___________ Fecha: ________________________ Tema: ______________________ Tiempo: ________________________ Criterios Valor Puntos Obtenidos
Contenido
Mantiene la atención de toda la audiencia utilizando el contacto visual directo, y mirando las notas raramente.
2
Los movimientos son adecuados y ayudan a la audiencia a visualizar el contenido de la presentación.
2
El estudiante demuestra estar relajado y tranquilo, sin hacer errores.
2
El estudiante utiliza una voz clara con Buena proyección y entonación.
2
El estudiante demuestra un conocimiento completo al responder todas las preguntas con explicaciones y elaboraciones.
2
El estudiante presenta la información en una secuencia lógica e interesante la cual la audiencia puede seguir sin problema.
2
Demuestra una actitud fuerte y positiva acerca del tema durante toda la presentación.
2
Lenguaje
Demuestra habilidad en el manejo del idioma inglés estándar (vocabulario, sintaxis y flujo de ideas).
2
Usa la gramática de una manera adecuada y correcta.
2
Usa una pronunciación correcta durante la presentación.
2
Total 100 ( 70% contenido y 30% lenguaje)
Puntaje Total:
El nombre del estudiante: ______________________________ Firma del facilitador: _________________________
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Anejo E/Appendix E
Reflexive Journal
Criteria 1 2 3 4 5
Student turn in the journal on time
assigned
Student answers questions without
deviating from the topic, ideas are
well connected and follow a
sequence.
Students uses critical thinking to
express ideas and projects adequate
understanding of the topic
discussed in class
Sentences are written using
appropriate syntax, punctuation,
verb usage and grammar.
Totals-100 /20 /20 /20 /20 /20
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Anejo F/ Appendix F
Guías para completar el portafolio.
Como requisito para este curso, los estudiantes deben completar un portafolio con los ejercicios asignados. El portafolio debe incluir: 1. Pagina de Presentación. 2. Tabla de contenido 3. Una introducción explicando de forma general el contenido del portafolio (1 pagina) 4. Copias de todos los trabajos requeridos por taller. 5. El portafolio debe ser entregado en carpeta (binder). 6. El portafolio debe ser entregado en le taller 5. Incluir una copia electrónica del mismo (CD o DVD). 7. Al final del portafolio debe escribir una conclusión acerca de lo aprendido en clase (1 pagina)
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Anejo G/Appendix G PORTFOLIO INFORMATIONAL SHEET
Sistema Universitario Ana G. Méndez Metro Orlando Campus
Universidad del Este, Universidad Metropolitana, Universidad del Turabo Check one: � Universidad del Este � Universidad Metropolitana � Universidad del Turabo Check one: � Undergraduate
� Graduate
Concentration
Student’s Name
Facilitator’s Name
Course:
Portfolio rated as
Reason of this rate
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Anejo H/Appendix H Log of Entries
Entry Description
Date of Entry
Date
Submitted
Date
Evaluated
Page #
1
2
3
4
5
6
7
8
9
10
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Anejo I/Appendix I
Checklist for Portfolio Assessment
Has the student set academic goals?
Does the portfolio include enough entries in each area to make
valid judgments?
Does the portfolio include evidence of complex learning in realistic
setting?
Does the portfolio provide evidence of various types of student
learning?
Does the portfolio include students’ self-evaluations and
reflections on what was learned?
Does the portfolio enable one to determine learning progress and
current level of learning?
Does the portfolio provide clear evidence of learning to users of
the portfolio?
Does the portfolio provide for student participation and
responsibility?
Does the portfolio present entries in a well-organized and useful
manner?
Does the portfolio include assessments based on clearly stated
criteria of successful performance?
Does the portfolio provide for greater interaction between
instruction and assessment?
Adapted from: Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston: Pearson
Education, Inc.
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Anejo J/ Appendix J
Portfolio Rubric
4 3 2 1
PORTFOLIO APPEARANCE
� Readable: Are entries typed in an appropriate font and size? Are
entries free of errors? Do ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?
� Professionalism: Is the appearance of the portfolio
professional? Are graphics, colors and portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?
� Organization: Is the portfolio organized in a manner that makes
it easy to follow and easy to quickly locate information?
PORTFOLIO CONTENT AND FUNCTION
� Content: Are all required entries included in the portfolio? Are
entries relevant to the content of the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.
� Authenticity: Are the samples and illustrations a true reflection
of the student’s efforts and abilities?
� Growth/Development: Do samples provide thorough
understanding of growth and development related to their field of concentration? Do items show what the student has learned?
� Collaboration: Do items show examples of both individual and
group work? Does the student provide clear understanding of collaboration, and use collaboration to support his/her learning?
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� Reflection and Personal growth: Do items show exceptional
understanding of how to be a reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?
� Professional Conduct: Do items show clear understanding of
ethical behavior and professional conduct? Do items display the pride the student has in his or her work?
Overall Portfolio Impact
� Is this portfolio an asset in demonstrating the student’s value
(skills, abilities, knowledge) to a potential employer or college representative?
Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Needs improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement –
Metro Orlando Campus
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Anejo K/Appendix K Portfolio Assessment Feedback Template
Strengths Weaknesses Improvement Ideas Facilitator’s comments
Student’s response and comments
Anejo L/Appendix L
Use and Return of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System, to keep in
their records a copy of my portfolio. I understand that the portfolio is going to be
used for accreditation or educational purposes only, and that is not going to be
disclosed without my consent.
By signing this document I authorize the office of Assessment and Placement to
keep a copy of my portfolio for six months and return it to me at the end of this
period of time.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date
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Anejo M/Appendix M
Use and Discard of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System to keep in
their records a copy of my portfolio. I understand that the portfolio is going to be
used for accreditation or educational purposes only, and that is not going to be
disclosed without my consent.
By signing this document I authorize the Office of Placement and Assessment to
keep a copy of my portfolio for six months and discard it at the end of this period
of time.
.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature
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Anejo N/Appendix N
Temas Sugeridos para Presentaciones Orales***
Tópico
Taller Estudiante
Piaget
4
Erickson
4
Gardner
4
Evaluación del desarrollo y proceso del niño
5
Programas de preparación de maestros: licencias, certificaciones, acreditaciones y asociaciones de
profesionales
5
Requisitos para la implementación y administración de programas escolares
5
El salón de clases en la edad temprana
5
***Otros temas serán asignados de ser necesario