sistema universitario ana g · 2014-06-26 · educ 645 introduction to school counseling 6 updated...

Sistema Universitario Ana G. Méndez, Inc.

School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, and Universidad del Turabo

EDUC 645

Introduction to School Counseling

Introducción a la Consejería Escolar

© Sistema Universitario Ana G. Méndez, Inc. 2013

Derechos Reservados

© Ana G. Méndez University System, Inc. 2013

All rights reserved

May 28, 2013.

EDUC 645 Introduction to School Counseling 2

Updated 05/28/2013

Please include all applicable information below:

Prepared based on the course syllabus (2011) of the School of Professional Studies, with the

collaboration of:

Lorine Guzmán, M.S., Module Development Specialist

Karen Carlson, Content Evaluator

Luis D. Díaz, English Language Specialist

Bárbaro Forteza, Spanish Language Specialist

Diane Duren, Curriculum and Instructional Design


Updated 05/28/2013

TABLA DE CONTENIDO/TABLE OF CONTENTS

PÁGINA/PAGE

GUÍA DE ESTUDIO.........................................................................................................................4

STUDY GUIDE .............................................................................................................................. 16

TALLER UNO ............................................................................................................................... 30

WORKSHOP TWO ........................................................................................................................ 36

TALLER TRES .............................................................................................................................. 42

WORKSHOP FOUR ...................................................................................................................... 48

TALLER CINCO/WORKSHOP FIVE ........................................................................................... 55

APÉNDICE A/APPENDIX A: SECOND LANGUAGE PROFICIENCY SCORING RUBRICS ... 64

APÉNDICE B/APPENDIX B SIX-TRAITS OF WRITING RUBRIC ................................................ 69

APÉNDICE C/APPENDIX C EVALUACIÓN ............................................................................... 77

APÉNDICE D / APPENDIX D OUTLINE OF THE COUNSELOR INTERVIEW ....................... 79

APÉNDICE E/APPENDIX E DIARIO DE APRENDIZAJE ......................................................... 81

APÉNDICE F /APPENDIX F REACCIÓN ESCRITA INMEDIATA/ IMMEDIATE RESPONSE 82

APÉNDICE G/APPENDIX G INSTRUCCIONES PARA ESCRIBIR LA MONOGRAFÍA .......... 84

APÉNDICE H/APPENDIX H MATRIZ VALORATIVA PARA EVALUAR TRABAJOS

ESCRITOS ..................................................................................................................................... 85

APÉNDICE I/APPENDIX I INFORMACIÓN ACERCA DEL LABORATORIO DE IDIOMAS Y

EL E-LAB ....................................................................................................................................... 86

APÉNDICE J/APPENDIX J LANGUAGE LAB/E-LAB DOCUMENTATION ............................. 90


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GUÍA DE ESTUDIO

Título del Curso: Introducción a la Consejería Escolar

Codificación: EDUC 645

Créditos: 3 créditos

Duración: 45 horas al semestre

Prerrequisito: EDUC 580, EDUC 584

Descripción

Introducción al rol y función del consejero escolar. Examina los aspectos profesionales que

incluyen historia, estructura organizacional, estándares multiculturalismo, aspectos éticos y

legales. Explora la consejería escolar como carrera, y enfatiza en el área cognoscitiva,

emocional, afectiva, académica y social de niños y adolescentes.

Objetivos de Contenido Generales

Al finalizar este curso, el estudiante será capaz de:

1. Conocer la historia y filosofía de la profesión de consejería escolar. (CACREP, 1 a).

2. Entender los roles profesionales, función del consejero escolar y su interacción con los

proveedores de los servicios de salud mental, agencias inter-agenciales y su relación con

los roles de otro personal escolar. (CACREP, 1b).

3. Conocer modelos, procesos y prácticas de la supervisión escolar. (CACREP, 1e, ASCA).

4. Aplicar conceptos, principios, estrategias, programas y prácticas diseñadas a promover el

éxito escolar y prevenir la deserción escolar. (CACREP, SC- K2)

5. Analizar los diseños curriculares, planes educativos, estrategias de manejo de la sala de

clases y la relación del proceso de enseñanza con la consejería. (CACREP, SC-K3).

6. Discutir la importancia de la integración de la escuela con la familia y la comunidad.


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(CACREP, SC-M1, M5)

7. Entender la influencia de los múltiples factores que afectan el área personal, social y el

entender y aplicar los modelos teóricos y los procesos de consultoría, intervención en

crisis, modelos de prevención de suicidio, recuperación ante la adversidad en el escenario

escolar en colaboración de psicólogos (CACREP, 5f, 5g , II 3D)

8. Reconocer la importancia y aplicación de la investigación incluyendo estudio de

necesidades y programas de evaluación en la consejería escolar. (CACREP, 8 a, 8 d)

9. Entender los modelos de los programas de consejería (American School Counselor

Association , ASCA) e integrarlos en los programas educativos. (CACREP, SC, A5)

10. Entender el rol del consejero escolar como agente de cambio, líder y asesor escolar.

(CACREP, SC -04, 05).

11. Entender aspectos del desarrollo y crecimiento humano, salud y enfermedad, habilidad

del lenguaje y los problemas multiculturales que pueden afectar al estudiante. (CACREP,

II -3 D).

Objetivos de Lenguaje Generales

Al finalizar este taller, el estudiante será capaz de:

1. Escuchar: Desarrollar habilidades para escuchar, comprender, sintetizar, y reflexionar

acerca de la información y tomar debida nota

2. Hablar: Vocalizar y pronunciar con claridad las palabras claves introducidas en cada

taller.

3. Leer: Desarrollar competencias comunicativas e identificaran conceptos relacionados

con el trabajo de consejería escolar.

4. Escribir: Analizar varios ensayos y redactar su reflexión utilizando la gramática, la

ortografía y el estilo adecuado.


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Requisitos del Laboratorio de Lenguaje o Laboratorio Electrónico: (Tell Me More,Net

Tutor, Wimba Voice, Biblioteca Virtual y Voice E-mail.)

Requisitos mínimos de laboratorio de lenguaje: Los estudiantes deben demostrar que

ellos han cumplido con 10 horas de uso en el laboratorio de lenguaje (inglés y español)

por curso. Esto iguala al uso del laboratorio de lenguaje por dos horas semanales para

cada lenguaje por curso. El facilitador podría requerir más horas de práctica basado en las

necesidades para las destrezas auditivas, orales, de lectura y escritura en cualquiera de los

lenguajes mencionados. El total de horas de práctica el laboratorio de lenguaje o e-

lab deben de estar integradas en la sección de actividades del módulo. Refiérase a

los apéndices I y J.

Descripción del proceso de evaluación: Debe de integrar el uso del laboratorio de lenguaje o

laboratorio de lenguaje electrónico en las rúbricas de evaluación. Las rúbricas del lenguaje para

escuchar, hablar, leer, y escribir se integran en el avalúo de los estudiantes. Ver Apéndice A para

las rúbricas a usarse. Para evaluar trabajos escritos en los dos idiomas, el facilitador deberá usar

el “Writing Process: Six Writing Traits Rubrics” que aparecen en el Apéndice B. El Digital

Performance Portfolio Assessment es uno de los instrumentos para evaluar el progreso

lingüístico y académico de los estudiantes. Por tal razón, es imperativo que el facilitador

documente el progreso del alumno, a medida que se acerca a la meta de dominar dos idiomas

académicamente. El portafolio debe cumplir con los estándares establecidos. El facilitador

publicará el documento Digital Performance Portfolio Assessment Handbook en la plataforma

electrónica Blackboard, de donde los estudiantes podrán accederlo.


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La calificación final del curso será determinada por el porcentaje recibido por el estudiante

basado en la demostración de aprendizaje de contenido del curso y dominio de las destrezas del

idioma (inglés y español). La calificación final del estudiante reflejará 30% destrezas de idioma

y 70% de conocimiento de contenido y aplicación.

Para poder evaluar el contenido de este curso y obtener la calificación final basada en: exámenes,

asignaciones, proyectos, trabajos escritos, presentaciones orales, el laboratorio de

idioma/electrónico etc., este debe reflejar el 50% de la evaluación en inglés y el 50% en español.

El facilitador es responsable de tener evidencia de que este requisito se cumplió.

Ejemplo: Examen Parcial

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

Además de este requisito de idioma, debe haber evidencia de que 30% de la calificación muestra

dominio de las destrezas de idioma.

Escala: (90-100 A, 89-80 B, 79-70 C, 69-60 D, 59-0 F)

Otros: Rúbricas para variedades de asignaciones

Requisitos de APA (versión 6) para citar los Textos a Usarse en el Módulo

Para los textos recomendados y recursos utilice el estilo APA, (6ª. Ed.). Incluya al menos un

libro electrónico de la Biblioteca Virtual http://bibliotecavirtualut.suagm.edu/

.

http://bibliotecavirtualut.suagm.edu/


Updated 05/28/2013

Libro(s)

Neukrug E. (2011). The World of the Counselor: An introduction to the counseling profession

(4th. Ed.). Brooks Cole. ISBN-0840034318 ISBN-13: 978-0840034311

Price: $155.01

Corey G. (2013). Student Manual for Corey’s Theory and Practice of Counseling and

Psychotherapy, (9th. Ed.). Cengage Learning. ISBN: ISBN-13: 978-1133309345

Price: $69.83

Libro(s) electrónico(s)

Wing Sue D. (2011). Counseling the Culturally Diverse: Theory and Practice (Kindle Edition)

Publisher: Wiley ASIN:B0050C3MS Price $66.00

Corey G. (2012). Theory and Practice of Counseling and Psychotherapy (Kindle Edition)

Publisher: Brooks Cole. ASIN: B006VGG9K2 Price: 93.38

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

American psychological association (6th ed.). Washington, DC: American Psychological

Association. ISBN-10: 1433805618; ISBN-13: 978-1433805615

McMillan, J.H. & Wergin, J.F. (2009).Understanding and evaluating educational research

(4th ed.). Boston, MA: Pearson. ISBN-10: 0135016789; ISBN-13: 978-0135016787


Updated 05/28/2013

Descripción de las normas del curso

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

Sistema Universitario Ana G. Méndez, Inc. el cual está diseñado para promover el

desarrollo de cada estudiante como un profesional bilingüe. Cada taller 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 ofrezca 50% en inglés y 50% en español. Para

mantener un balance, el módulo debe especificar que se utilizarán ambos idiomas en el

quinto taller, dividiendo el tiempo y las actividades equitativamente entre ambos idiomas.

Las primeras dos horas son estrictamente en español y las últimas dos en inglés. Los

cursos de idiomas deben ser desarrollados en el idioma correspondiente, en inglés o en

español, según aplique.

2. El curso es conducido en formato acelerado y bilingüe, esto requiere que los estudiantes

sean sumamente organizados, enfocados y que se preparen antes de cada taller de acuerdo

al módulo. El estudiante debe hacer todo esfuerzo para desarrollar las destrezas en los dos

idiomas usando los recursos de lenguaje disponibles dentro y fuera de la institución. El

convertirse en un profesional bilingüe es un proceso complejo y exigente. Cada taller

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

poder tener éxito lingüístico y académico.

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 cómo el estudiante repondrá el trabajo perdido, de ser necesario.


Updated 05/28/2013

2El facilitador puede elegir una de estas dos alternativas: (a) permitirle al estudiante

reponer el trabajo o (b) asignarle trabajo adicional además del trabajo que el estudiante

tenga que reponer.

Toda tarea a ser completada antes del taller deberá ser entregada en la fecha asignada. El

facilitador ajustará la nota de las tareas repuestas.

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

opciones:

a. Si es a dos talleres, el facilitador reducirá la nota existente en un grado.

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

existente en dos grados.

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

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

excusa válida y verificable, el facilitador determinará una actividad equivalente a evaluar

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

del lenguaje como la presentación oral o actividad que requiera repuesta.

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

miembro de grupo deberá participar y cooperar para lograr un trabajo de excelencia. Los

estudiantes también recibirán una calificación individual.

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

requiere que todo trabajo sometido al facilitador cumpla con las reglas para citar

apropiadamente o que esté parafraseado y citado dando crédito al autor. Todo estudiante

debe ser el autor de su propio trabajo. Todo trabajo que sea plagiado, copiado o presente

trazos del trabajo de otro estudiante o autor será calificado con cero.


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El servicio de SafeAssign TM

de Blackboard será utilizado por los facilitadores para

verificar la autoría de los trabajos escritos de los estudiantes. Es responsabilidad del

estudiante de leer la política de plagio de su universidad. Si usted es estudiante de UT,

deberá leer la Sección 11.1 del Manual del Estudiante.

Si es estudiante de UMET y UT, refiérase al Capítulo 13, secciones 36 y 36.1 de los

respectivos manuales.

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

TODOS los trabajos tienen que ser originales y que para toda referencia utilizada deberá

indicarse la fuente, bien sea mediante citas o bibliografía utilizando el estilo APA,

versión 6. No se tolerará el plagio y, en caso de que se detecte casos del mismo, el

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

de la institución. Los estudiantes deben observar aquellas prácticas dirigidas para evitar

incurrir en el plagio de documentos y trabajos pues va en contra de la ética profesional.

8. Para el facilitador poder hacer cambios a las actividades del módulo o guía de estudio,

deberá ser aprobado por el Director de Facultad y Currículo antes de la primera clase.

Es requisito que el facilitador discuta y entregue una copia de los cambios a los

estudiantes al principio del primer taller.

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

correo electrónico de SUAGM, teléfonos, día y horario disponibles.

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

deberá permanecer en vibración o en silencio.

11. La visita de niños y parientes no registrados en el curso no está permitida en el salón de

clases.


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

rigen al SUAGM, al curso y a un adulto profesional.

Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el módulo,

notifique al facilitador pero no se limite a ellas. Existen otros motores de búsqueda y sitios Web

que podrá utilizar para la búsqueda de la información deseada. Algunas de éstos son:

www.google.com

www.ask.com

www.pregunta.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/

http://www.apastyle.org/

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

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

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

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

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

Éstos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.

http://www.findarticles.com/

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

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

http://flelibrary.org/


http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/


Updated 05/28/2013

El facilitador puede realizar cambios a las direcciones electrónicas y/o añadir otras de índole

profesional y que contengan las investigaciones más recientes del tópico del módulo, de ser

necesario.

CUMPLIMIENTO DE LA LEY DE INVESTIGACIÓN:

Si el facilitador o el estudiante requiere o desea llevar a cabo una investigación o quiere

administrar cuestionarios o entrevistas, éstos deberán referirse a las normas y

procedimientos de la Oficina de Cumplimiento y solicitar su autorización. Para acceder a

los formularios de la Oficina de Cumplimiento pueden visitar este enlace:

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios que

necesite. Además de los formularios el estudiante/facilitador puede encontrar las

instrucciones para la certificación de investigación en línea. Estas certificaciones incluyen:

Institutional Review Board (IRB), Health Information Portability and Accountability Act

(HIPAA), y Responsibility Conduct for Research Act (RCR).

De tener alguna duda, favor de comunicarse con las Coordinadoras Institucionales o a la Oficina

de Cumplimiento a los siguientes teléfonos:

Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento

Tel. (787) 751-0178 Ext. 7196

Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo

Tel. (787) 743-7979 Ext.4126

Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE

Tel. (787) 257-7373 Ext. 3936

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


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Filosofía y metodología educativa

Este curso está basado en la filosofía educativa del Constructivismo. El Constructivismo es una

filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a través de nuestras

experiencias, podemos construir nuestro propio entendimiento sobre el mundo en el que vivimos.

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

darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente el proceso de

ajustar nuestros modelos mentales para poder entender nuevas experiencias.

Como facilitadores, nuestro enfoque es el de mantener una conexión entre los hechos con las

experiencias 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, predecir información y aplicarla a la vida diaria.

PRINCIPIOS DEL CONSTRUCTIVISMO:

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

con situaciones en las cuales los estudiantes estén buscando activamente construir un

significado.

2. Para construir “un significado” se requiere comprender todas las partes: globales y

específicas (“from whole to parts”). Ambas partes deben entenderse en el contexto del todo.

Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos primarios en contexto y no

en hechos aislados.

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

percibir el mundo y las presunciones que ellos hacen para apoyar dichos modelos.


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4. El propósito del aprendizaje, es para un individuo, el construir su propio significado, y no

sólo el de memorizar las respuestas “correctas” y repetir el significado de otra persona.

Como la educación es intrínsecamente interdisciplinaria, la única forma válida para asegurar

el aprendizaje es hacer de la evaluación parte esencial de dicho proceso, asegurando que el

mismo provea a los estudiantes con la información sobre la calidad de su aprendizaje.

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

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

perspectivas que existen en el mundo.

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


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STUDY GUIDE

Course Title: Introduction to Guidance and Counseling

Code: EDUC 645

Credits: 3

Time Length: 45 semester hours

Pre-requisite: EDUC 580, EDUC 584

Description

This course introduces the role and function of a school counselor. The conceptual framework of

counseling is examined along with its history, organizational structure, multicultural standards,

and its legal and ethical implications. Furthermore, this course explores the field of school

counseling as a profession and gives emphasis to the cognitive, emotional, affective, academic

and social development in children and adolescents.

General Content Objectives

At the end of this course, the student will be able to:

1. Understands the history, philosophy and trends in school counseling. (CACREP, 1 a).

2. Understand professional roles, functions, and relationships with other mental health

service providers, including interagency and other school personnel. . (CACREP, 1b).

3. Understand counseling supervision models, processes, and practices. (CACREP, 1e,

ASCA).

4. Apply concepts, principles, strategies, programs and designed practices to promote

school success and prevent scholar desertion. (CACREP, SC- K2)


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5. Analyze curriculum designs, educational plans, classroom management strategies and the

teaching process in relationship with counseling (CACREP, SC-K3).

6. Discuss the importance of the integration of school, family and community (CACREP,

SC-M1, M5).

7. Determine the influence of multiple factors that affect personal and social bounds,

and understand and apply the theoretical models and counseling processes, crisis

intervention, suicide prevention models, and recovery despite the adversity in the

school setting with the collaboration of psychologists (CACREP, 5f, 5g , II 3D).

8. Recognize the importance and the application of research including the study of needs of

assessment and program evaluation in the school counseling program

(CACREP, 8 a, 8 d).

9. Understand the methods in the counseling programs (American School Counselor

Association, ASCA) and integrate them to the educational setting (CACREP, SC, A5).

10. Recognizes the role of a school counselor as an agent of change, leader, and school

counselor (CACREP, SC -04, 05).

11. Understand aspects of growth and human development, health and sickness, language

and multicultural problems and how they can affect the student. (CACREP, II -3 D).


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General Language Objectives:

At the end of this course, the student will be able to:

1. Listening: Students will comprehend content vocabulary.

2. Speaking: Student will orally summarize, predict and share experiences.

3. Reading: Students will participate in choral reading, share understanding and interpret.

4. Writing: Students will summarize, ask/answer questions and write their ideas in the

journal.

E-Lab (Language Lab) Requirements (Tell Me More, Net Tutor, Wimba Voice, Virtual

Library, & Voice E-mail.)

Language Lab Minimum Requirement: Students must demonstrate that they have

complied with the requirements for language lab or e-lab usage for each language

(English and Spanish) per course. . The facilitator may require more language lab

practice based on the language needs for listening, speaking, reading, and writing skills in

either or both languages. The total amount of language lab or e-lab work is integrated

in the activities for each workshop in the module. Refer to Appendixes I and J.


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Description of the Evaluation Process: Integrate the use of the language lab and e-lab to all

evaluation rubrics used in the instructional module. The language rubrics for listening, speaking,

reading, and writing provided in Appendix A are integrated to assess student performance in all

courses. The Writing Process: Six Writing Traits Rubrics provided in Appendix B must be used

to evaluate all writing activities in both languages in all courses.

The Digital Performance Portfolio Assessment is one of the tools used to assess students’

linguistic and academic progress. For this reason, it is imperative that the facilitator documents

the students’ progress as they achieve mastery of the course content, as well as proficiency in

both English and Spanish. The portfolio must comply with the established standards to ensure

that students reach the goal of becoming dual language professionals. The facilitator will post

the Digital Performance Portfolio Assessment Manual on Blackboard for students to access.


Updated 05/28/2013

METHOD OF EVALUATION: Specific assignment information will be

provided the first night of class by the instructor.

The final grade for the course will be determined by the percentage earned for demonstration of

learning and achievement of course outcomes, and the learning and mastery of language skills

(English and Spanish). The student’s final grade will reflect 30% of language proficiency and

70% of content knowledge.

In order to evaluate the content of this course and to obtain the final grade based on: exams,

assignments, projects, written documents, oral presentations, Language Lab/E-Lab etc., it must

reflect 50% of the evaluation in English and 50% of the evaluation in Spanish. It is the

facilitator’s responsibility to have evidence that this requirement was fulfilled.

Example: Midterm

If the midterm has 40 items, 20 items must be in English and 20 must be in Spanish. In addition

to this language requirement, there must be evidence that 30% of the grade demonstrates mastery

of language skills.


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Scale: (90-100 A, 89-80 B, 79-70 C, 69-60 D, 59-0 F)

Other: Rubrics for a variety of assignments

Book(s)

Neukrug E. (2011). The World of the Counselor: An introduction to the counseling profession

(4th. Ed.). Brooks Cole. ISBN-0840034318

Gerald C. (2012). Student Manual for Corey’s Theory and Practice of Counseling and

Psychotherapy, (9th. Ed.). ISBN-10: 1133309348

E-Book (s)

Derald S. (2011). Counseling the Culturally Diverse: Theory and Practice (Kindle Edition)

Publisher: Wiley ASIN:B0050C3MS

Gerald C. (2012). Theory and Practice of Counseling and Psychotherapy (Kindle Edition)

Publisher: Brooks Cole. ASIN: B006VGG9K2

American Psychological Association (2009). Publication manual of the

American psychological association (6th ed.). Washington, DC: American Psychological

Association. ISBN-10: 1433805618; ISBN-13: 978-1433805615

McMillan, J.H. & Wergin, J.F. (2009). Understanding and evaluating educational research

(4th ed.). Boston, MA: Pearson. ISBN-10: 0135016789; ISBN-13: 978-0135016787


Updated 05/28/2013

Description of Course Policies

1. This course follows the Sistema Universitario Ana G. Méndez, Inc. Discipline-Based Dual

Language Immersion Model® designed to promote each student’s development as a dual

language professional. Workshops will be facilitated in either English or Spanish, strictly

using the 50/50 model. This means that each workshop will be conducted entirely in the

language specified for the workshop. The language used in each workshop needs to be

alternated to insure that 50% of the course is conducted in English and 50% in Spanish. To

maintain this balance, the course module will indicate that both languages must be used

during the fifth workshop, dividing the workshop activities between the two languages. The

first two hours will be in Spanish and the last two hours in English. 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 and dual language format. This requires that

students prepare in advance for each workshop according to the course module. Students

must be structured, organized, committed, and focused to ensure linguistic and academic

success. In order to achieve proficiency expectations in English and in Spanish, the student

must strive to take advantage of all language resources in the university and in their

community since becoming a dual language professional is a complex and challenging task.

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


Updated 05/28/2013

3. Attendance to all class sessions is mandatory. A student who is absent to a workshop must

present a reasonable excuse to the facilitator who in turn will evaluate the reason for the

absence. If it is justified, the facilitator will 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/or make-

up work.

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

options:

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

based on the student’s existing grade.

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

based on the student’s existing grade.

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

extremely important as it is not possible to assure that they can be made up. If the student

provides a valid and verifiable excuse, the facilitator may determine a substitute evaluation

activity if he/she understands that an equivalent activity is possible. This activity must

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

that was missed.


Updated 05/28/2013

6. In cooperative learning activities, the group will be assessed for their final work as a group.

However, each member will have to collaborate to assure the success of the group. Students

will also receive an individual grade for their work.

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

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

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

should be noted that plagiarized writings are easily detectable and students should not risk

losing credit for material that is clearly not their own. SafeAssignTM

, a Blackboard

plagiarism deterrent service, will be used by the facilitators to verify students’

ownership of written assignments. It is the student’s responsibility to read the university’s

plagiarism policy. If you are a UT student, read Section 11.1 of the Student Manual, and if

you belong to UMET or UNE, refer to Chapter 13, Sections 36 and 36.1 of the respective

manuals.

Ethical behavior is expected from the students in all course related activities. This means

that ALL papers submitted by the student must be original work, and that all references used

will be properly cited or mentioned in the bibliography. Plagiarism will not be tolerated and,

in case of detecting an incidence, the student will obtain a zero in the assignment or activity

and could be referred to the Discipline Committee.

8. In order for the Facilitator to make changes to activities and the study guide, the Faculty and

Curriculum Director must approve such changes before the first day of class. The Facilitator

must discuss the approved changes with students in the first class workshop. A written copy

of the changes must also be provided to students at the beginning of the first workshop.


Updated 05/28/2013

9. The facilitator will establish a means of contacting students by providing the SUAGM e-mail

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

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 in the

classrooms.

12. All students are subject to the policies regarding behavior at 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, notify the

facilitator immediately but do not stop your investigation. There are many search engines and

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

www.google.com

www.ask.com

www.pregunta.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/


http://www.findarticles.com/

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

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

http://flelibrary.org/



Updated 05/28/2013

To buy or rent new or used textbooks or references you can visit:

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

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

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

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

The facilitator may make changes or add additional challenging, research-based, and

professional educational Web Resources, if deemed necessary to reflect current trends in the

course topics.

http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/


Updated 05/28/2013

RESEARCH LAW COMPLIANCE REQUIREMENT:

If the facilitator or the student is required, or wants to perform a research, or needs to

administer a questionnaire or an interview to individuals, he/she must comply with the

norms and procedures of the Institutional Review Board Office (IRB) and ask for

authorization. To access the forms from the IRB Office or for additional information, visit

the following link: http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the

forms needed. Furthermore, in this Web site the student/facilitator will find instructions

for several online certifications related to IRB processes. These certifications include: IRB

Institutional Review Board, Health Information Portability and Accountability Act

(HIPAA), and the Responsibility Conduct for Research Act (RCR).

If you have any questions, please contact the following institutional coordinators:

Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)

Tel. (787) 751-0178 Ext. 7196

Miss. Carmen Crespo, IRB Institutional Coordinator– UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo

Tel. (787) 743-7979 Ext.4126

Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE

Tel. (787) 257-7373 Ext. 3936

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


Updated 05/28/2013

Teaching Philosophy and Methodology

The activities for the course reflect the educational philosophy of Constructivism.

Constructivism is an educational philosophy 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.

One of the main goals facilitators have is assisting students in making connections between their

prior knowledge of facts, and fostering new understanding that is relevant to real live

experiences. We will also attempt to tailor our teaching strategies to student responses and

encourage students to analyze, interpret, and predict information.


Updated 05/28/2013

CONSTRUCTIVISM GUIDING PRINCIPLES:

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”. The “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 assessment

part of the learning process, thus ensuring that 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.


Updated 05/28/2013

TALLER UNO

Objetivos específicos de contenido


1. Identificar y analizar los objetivos generales de este curso y los requisitos para el

2. logro de estos objetivos.

3. Entender y describir los antecedentes históricos de la asesoría incluyendo: origen,

4. evolución y situación actual.

5. Reconocer el código de conducta ética y sus implicaciones en la orientación y

asesoramiento profesional.

6. Analizar la relación entre el asesoramiento y otras carreras profesionales.

Objetivos específicos de lenguaje


1. Escuchar: Leer y analizar varios tipos de información para determinar compresión de

lectura.

2. Hablar: Expresarse oralmente en español con pronunciación, gramática, sintaxis, y uso

de verbo y vocabulario correcto.

3. Leer: Determinar la idea central e identificar los detalles relevantes en diversos tipos de

materiales escrito.

4. Escribir: Revisar las etapas del proceso de consejería, analizarán el texto, también

elaboraran un bosquejo de su ensayo.


Updated 05/28/2013

Enlaces electrónicos:

Biblioteca Virtual


Tema: CACREP

www.cacrep.or

Ethical Code of the American Counseling Association

http://www.counseling.org/Resources/CodeOfEthics/TP/Home/CT2.aspx.

Tema: History of Counseling

http://www.iupui.edu/flip/overviewpp/

Tema: Consejería Multicultural

http://www.highbeam.com/doc/1G1-69750662.html

http://radicalpsychology.org/vol4-1/che.html

Tema: Ethical Aspects

http://www.library.ncat.edu/info/reference/guides1/counselingethics.pdf

Asignaciones antes del taller:

1. Lea el módulo completamente y resaltar cualquier pregunta o inquietud que tenga

y que necesite aclaración.

2. Esté preparado para compartir en la clase tus experiencias personales, los desafíos

y opiniones relacionadas a la profesión de consejería escolar.

3. Defina individualmente cada vocabulario clave y aplique un ejemplo de cada una

en su opinión.

4. Busque información sobre los antecedentes históricos de consejería

incluyendo el origen y desarrollo. Debes incluir un mapa conceptual explicando los

antecedentes históricos de consejería.

5. Prepare un análisis crítico de un artículo relacionados con la terapia que utilizara en

su papel final. ‘Diseño de un módulo de consejería”.

6. Trabaje en su e-portafolio siguiendo las directrices del Manual de Evaluación

7. Practique sus habilidades de idioma utilizando los recursos sugeridos del e-lab

(Apéndice I) y llene el formulario (Apéndice J) para presentar evidencia de su trabajo.


http://www.cacrep.or/

http://www.counseling.org/Resources/CodeOfEthics/TP/Home/CT2.aspx

http://www.iupui.edu/flip/overviewpp/

http://www.highbeam.com/doc/1G1-69750662.html

http://radicalpsychology.org/vol4-1/che.html

http://www.library.ncat.edu/info/reference/guides1/counselingethics.pdf


Updated 05/28/2013

Vocabulario clave de la lección:

1. Código de ética

2. Multiculturalismo

3. Cognitivo

4. Emocional

5. Módulos de consejería

6. Terapia/Teorías

Lista de materiales suplementarios para el taller:

1. Tema: The Role of the School Counselor in Crisis Planning and Intervention

http://counselingoutfitters.com

2. Tema: Consejería Individual

www.cesa.edu.com

3. Tema: Los Modelos Cognitivos-Afectivos

www.ftp://tesis.bbtk.ull.es/ccssyhum/cs55.pdf

4. Tema: Entrevista Inicial

http://www.springerlink.com/content/qg0h633x83040338/

http://smhp.psych.ucla.edu/qf/assess&screen_qt/counselinginterview.pdf

http://counselingoutfitters.com/

http://www.cesa.edu.com/

http://www.ftp/tesis.bbtk.ull.es/ccssyhum/cs55.pdf




Updated 05/28/2013

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

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

de destrezas de lenguaje y académicas en cada clase.

A. Preparación de la lección

X Adaptación del contenido

X Enlaces con el conocimiento previo

X Enlaces con el aprendizaje previo

X Estrategias incorporadas

B. Andamiaje (Scaffolding)

X Modelaje

X Práctica dirigida

X Práctica independiente

X Entrada (Input) comprensible

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

El facilitador debe especificar la estrategia(s) que usará en cada lección y explicarlas a

los estudiantes.

X Cognitiva

X Metacognitiva

X Socioafectiva

1)___________________

1)___________________

1)___________________

2)___________________

2)___________________

2)___________________

C. Opciones de agrupamiento

X Grupo completo

X Grupos pequeños

X Trabajo en parejas

X Trabajo independiente

D. Integración de los dominios de

idioma

X Escuchar

X Hablar

X Leer

X Escribir

E. Aplicación de

aprendizaje

X Dinámica

X Significativa y relevante

X Rigurosa

X Vinculada a los objetivos

X Promueve la participación


Updated 05/28/2013

Actividades:

1. El facilitador discutirá la descripción del curso, los objetivos y expectativas, así como

las asignaciones, los criterios de evaluación, las rúbricas, y su uso para actividades de

clase con los alumnos. Dudas y preguntas con respecto a cualquier componente de este

curso serán aclaradas por el facilitador.

2. El juego del nombre: la primera persona le dará su nombre y añadir un adjetivo a su

nombre que comienza con la misma letra (ej. Guapo Gary, maravillosa María,

potente Pedro, blue-eyed Bob, el sabroso Samuel). La segunda persona le dará el primer nombre

de la persona y el adjetivo y, a continuación, añadir su propio nombre y el

adjetivo. La tercera persona comenzará en el principio, recitando cada persona antes

que él/ella y agregando sí mismo/a. s Este juego continua hasta que todos

hayan tenido la oportunidad de presentarse a sí mismos, o el facilitador decide cambiar

el orden de las presentaciones para que la mayoría de los alumnos intenten recordar una

lista más larga de nombres.

3. Dos verdades y mentiras: Cada estudiante debe presentarse por indicar dos verdades

acerca de sí mismos y una mentira. Los demás participantes tratarán de adivinar cuál de las

declaraciones es la mentira. Esta dinámica continúa hasta que todos hayan participado.,

4. La clase seleccionará un representante de los estudiantes.

5. El/la facilitador(a) le entregará una copia de la evaluación del portafolio digital y se discute

en detalle con los estudiantes.

6. El facilitador discutirá la descripción del curso, los objetivos y expectativas, así como

las asignaciones, los criterios de evaluación, las rúbricas, y su uso para actividades de

clase con los alumnos. Dudas y preguntas con respecto a cualquier componente de

este curso será dirigida por el facilitador(a).


Updated 05/28/2013

7. En grupos pequeños se discutirán los antecedentes históricos y orígenes de asesoría

de las escuelas profesionales. Los estudiantes presentarán su mapa conceptual y lo

presentarán individualmente.

Evaluación:

1. Individual: Participación activa y efectiva en las discusiones de clase aportado

valiosa información, hacer preguntas que reflejan un alto grado de pensamiento

crítico y analítico, y ser receptivos a los compañeros de comentarios o sugerencias

2. Grupal: Colaboración y participación grupal activa en la preparación de todos los

materiales discutidos en clase incluyendo todas las informaciones determinada por

el facilitador(a).

3. Escrito: La auto-reflexión sobre el tema de investigación elegido utilizando el

correcto español estándar y siguiendo todas las directrices establecidas por el

facilitador(a).

4. Oral/Auditivo: Dialogando asesorías de las escuelas y vocabulario básico

académico en el taller. También los debates acerca de la investigación y la información

sobre la revisión de la literatura.

Cierre del taller:

1. Individual: Oralmente, el estudiante contextualizará de qué forma podría aplicar el tópico

que le haya parecido más interesante en este taller, a su ámbito profesional.

2. Grupal: Los estudiantes, reunidos en grupos, resolverán un ejercicio descriptivo que

consistirá en completar textos con vacíos léxicos tomando como referencia una serie de

definiciones para resolverlos.


Updated 05/28/2013

WORKSHOP TWO

Specific Content Objectives

At the end of this workshop, the student will be able to:

1. Identify the different theories used in the profession of school

counseling.

2. Analyze and apply the different techniques and theories used in the professional

school counseling setting.

3. Distinguish, define, and explain professional counseling skills and techniques.

4. Refer to the links in this course but do not limit yourself to these, take notes on

each of the steps and prepare to share in small groups.

Specific Language Objectives:


1. Listening: Demonstrate effective listening skills by taking notes as appropriate

during class discussions on theories, techniques, and best practices.

2. Speaking: Use academic language to actively participate in small or whole class

group learning.

3. Reading: Examine in depth resources on sources of information and be able to

share with peers on these concepts.

4. Writing: Interpret and produce written works in the language required of the

workshop expressing a personal, critical, and creative point of view. Use correct

spelling, grammar, coherence, and an emphasis on the requirements for effective

and clear communication.


Updated 05/28/2013

Electronic Links (URLs):

Biblioteca Virtual


Topic: Rational Emotive Therapy

http://onlinelibrary.wiley.com

Topic: The Counseling Psychologist

http://tcp.sagepub.com

Topic: ACA


http://www.schoolcounselor.org/content.asp?contentid=173

http://www.goodtherapy.org/Code-of-Ethics-for-Counselors-and-Therapists.html

Topic: Adlerian Therapy

http://www.psychologycampus.com/psychology-counseling/adlerian-therapy.html

http://organizedwisdom.com/Adlerian_Therapy

Assignments before the Workshop:

1. Conduct a research on the meaning of the following theories, and

write a summary for each of the theories and be prepared to discuss them in class.

1. Person Center Therapy

2. Behavioral Therapy

3. Existential Therapy

4. Rational Emotive Therapy

5. Gestalt Therapy

6. Psychoanalytical Therapy

2. Write a minimum one page essay on the following questions:

a. Name two counseling theories that you favor and would consider using in your world of

work as a school counselor and explain why.

b. How will the counseling process help to improve the quality of life of an

elementary school student vs. a high school student?


http://onlinelibrary.wiley.com/

http://tcp.sagepub.com/




http://www.psychologycampus.com/psychology-counseling/adlerian-therapy.html



Updated 05/28/2013

3. Using the language lab resources, complete the activities designed to develop and enhance

your linguistic skills in English in the domains of listening, speaking, reading, and writing.

Students must document their work in the e-lab form (Refer to Appendix J) and submit it to

the facilitator.

4. Complete a draft of your final project including an introduction, statement of problem,

concern, and setting. This assignment will be submitted at the conclusion of this workshop.

Key Core Vocabulary:

1. RET

2. Theory and Therapy

3. Eclectic

4. Dysfunction

List of Supplementary Materials for the Workshop:

1. Book: Counseling Adults in Transition: Linking Practice with Theory

By: NK Schlossberg

2. Book: Personality in Adulthood: A Five-factor theory perspective

By: RR McCrae, PT Costa Jr.

Topic: All About Counseling

http://www.allaboutcounseling.com/

Topic: Freud (Psychoanalysis)

http://webspace.ship.edu/cgboer/freud.html

Topic: Types of Therapies

http://psychcentral.com/therapy.htm

http://www.allaboutcounseling.com/

http://webspace.ship.edu/cgboer/freud.html

http://psychcentral.com/therapy.htm


Updated 05/28/2013

SIOP Components (Sheltered Instruction Observation Protocol): The “X” on the line indicates

the teaching strategies that will be used in each class to support and increase students’ linguistic

and academic performance.

A. Lesson Preparation

X Adaptation of Content

X Links to Background Knowledge

X Links to Past Learning

X Strategies Incorporated

B. Scaffolding

X Modeling

X Guided Practice

X Independent Practice

X Comprehensible Input

CALLA Strategies (Cognitive Academic Language Learning Approach) The

facilitator must specify the CALLA learning strategy/strategies that will be used in

the lesson and explain each one to the students.

X Cognitive

X Metacognitive

X Social/Affective

1)___________________

1)___________________

1)___________________

2)___________________

2)___________________

2)___________________

C. Grouping Options

X Whole Class

X Small Groups

X Partners

X Independent Work

D. Integration of Language

Domains

X Listening

X Speaking

X Reading

X Writing

E. Learning Application

X Dynamic

X Meaningful/Relevant

X Rigorous

X Linked to Objectives

X Promote Engagement


Updated 05/28/2013

Integrated Activities:

1. Students will be divided in groups of three-Case Assignment: You are all college students

and decide to open a counseling practice together. As partners you will need to choose a

counseling theory or theories that will be used in your practice. Remember to take into

consideration what population you will be wanting to target and any other issues that are

important to consider when making the decision. Give your “group/practice” a name that

will be used for the rest of the class. The group has 20 minutes to prepare and present to

class their decision.

2. The facilitator will discuss in depth the different counseling theories in the helping

process. The class will be divided into groups- each group will develop a consensus on

how the counseling process can improve the life for people in crisis. Students will present

their consensus using a conceptual map.

3. Create a Venn diagram on your most interested theorist, prepare to show and tell during

class.

4. Prepare the class for an activity on a debate: The class will be divided into two

groups. Each member must be allowed to voice his/her opinion during the debate on the

selected topic from your facilitator.

5. Students will take Quiz#1

6. Continue working on the language lab exercises and the interactive activities designed to

develop or improve / enhance linguistic skills in English. The students will submit the

language lab. /e-lab documentation form (Appendix J).

7. Students will continue working on their E-portfolio following the guidelines of

Performance Evaluation Digital Portfolio Manual. The portfolio is to be handed

during workshop five.


Updated 05/28/2013

Assessment:

1. Individual: Completion of assignments, as determined by the facilitator, on core

vocabulary of the week including an accurate definition and explanation of the term as it

applies to the course content.

2. Group: Group collaboration and active participation in the preparation of integrated

activities, including all the information determined by the facilitator.

3. Written: Written explanation and rationale for having chosen a specific topic for the

class assignments. .

4. Oral: Effective presentation, demonstrating critical and analytical thinking and

application of new knowledge and academic vocabulary. Contributing relevant

information that will be helpful to colleagues.

Lesson Wrap-Up:

1. Individual: Self-reflection addressing the following:

a. Choose a specific concept learned in class which you consider to be very important

and valuable.

b. How do you plan to apply this concept in your profession as an educator?

c. How do you think this new information will benefit you in your professional life?

d. How will it benefit the institution you will be working for?

2. Group: Who knows the Answer?

a. Students will ask a colleague a question on a topic they may not fully understand.

b. If the colleague cannot answer the question, he/she will ask another student until it is

finally answered.

c. Facilitator will allot a determined amount of time for this activity.

d. When time is called, the class will come together, and the facilitator will take note of

any questions, doubts and any unanswered questions to be clarified in the next

workshop. .


Updated 05/28/2013

TALLER TRES



1. Identificar las etapas en el proceso de consejería.

2. Identificar, explicar y discutir varios asesoramientos y ajuste de consejería.

3. Evaluar la importancia de la ética en la profesión de orientación escolar.

4. Entender y aplicar los códigos de ética de ACA y ASCA.

Objetivos específicos de lenguaje:


1. Escuchar: Leer y analizar varios tipos de información para determinar compresión de

lectura.

2. Hablar: Expresarse oralmente en español con pronunciación, gramática, sintaxis, y uso

de verbo y vocabulario correcto que le corresponda al taller.

3. Leer: Determinar la idea central e identificar los detalles relevantes en diversos tipos de

materiales escritos.

4. Escribir: Revisar las etapas del proceso de consejería, analizar el texto, también

elaborarán un bosquejo de su ensayo.


Updated 05/28/2013


Tema: Entrevista Inicial



http://www.williams.edu/go/careers/interview.php

Tema: ACA




Tema: Estudiantes alto riesgo

http://www.dinero.com/wf_InfoArticulo.aspx?IdArt=28020


1. Prepare un análisis crítico de un artículo relacionado con la terapia que utilizara en

su papel final. ‘Diseño de un módulo de consejería”.

2. Leer un libro de introducción a la orientación de conserjería y contestar las

siguientes preguntas:

a. Discutir los diferentes contactos que llevaste a cabo con profesionales de ayuda

durante la época escolar (consejero, trabajador social, psicólogo escolar,

enfermera escolar, otros.

b. Como consejero potencial explique si existen algunas preparaciones o tema

importante en las que le gustaría participar como parte de su adiestramiento

3. Escriba un ensayo de dos páginas que incluye otras normas éticas que son investigados,

su importancia y los pasos que se siguen para asegurarse de que ha cumplido con estas

directrices, y algunas posibles consecuencias negativas que pueden resultar cuando los

principios ético no son considerados.




http://www.dinero.com/wf_InfoArticulo.aspx?IdArt=28020


Updated 05/28/2013

4. Continúe trabajando en los ejercicios de laboratorio de idiomas diseñados para desarrollar

y mejorar las habilidades lingüísticas en Español. Complete el apéndice J.

5. Los estudiantes continuaran trabajando en su portafolio digital siguiendo

las directrices del Manual de Evaluación del Desempeño Digital Porfolio. El mismo será

entregado en el taller cinco.

Vocabulario clave de la lección:

a. Formalización

b. Utilización

c. Ejemplos de instituciones privadas

d. Escuelas públicas versus escuelas privadas

e. Ética

f. Principios éticos

Lista de materiales suplementarios para el taller:

Consejeros

http://www.stat.bls.gov/oco/pdf/ocos067.pdf

Roles del consejero

http://www.reacademica.redp.edu.com

Consejería de educación

http://www.juntadeandalucia.es/educacion/nav/contenido.jsp?pag=/Contenidos/PC/Orden

03Agosto2010

Consejería individual

www.consejeriaprofesional.org

CACREP

http://www.cacrep.org/doc/2009%20Standards%20with%20cover.pdf

http://www.stat.bls.gov/oco/pdf/ocos067.pdf

http://www.reacademica.redp.edu.com/

http://www.juntadeandalucia.es/educacion/nav/contenido.jsp?pag=/Contenidos/PC/Orden03Agosto2010

http://www.juntadeandalucia.es/educacion/nav/contenido.jsp?pag=/Contenidos/PC/Orden03Agosto2010

http://www.consejeriaprofesional.org/



Updated 05/28/2013










X Modelaje






los estudiantes.

X Cognitiva

X Metacognitiva

X Socioafectiva

1)___________________

1)___________________

1)___________________

2)___________________

2)___________________

2)___________________


X Grupo completo

X Grupos pequeños




idioma

X Escuchar

X Hablar

X Leer

X Escribir

E. Aplicación de

aprendizaje

X Dinámica


X Rigurosa




Updated 05/28/2013

Actividades integradas:

1. El/la facilitador(a) guiará la clase en una discusión sobre diferentes entornos como

consejero(a) que también incluye el tema de la ética de asesoramiento.

2. El facilitador(a) divide a la clase en cuatro grupos, cada grupo elegirá, definirá y

explicará un código ético.

3. Continuación en grupos- Preparar y presentar un ejemplo de un dilema ético.

4. Los estudiantes trabajarán en pareja durante una cantidad determinada de tiempo para

compartir sus ensayos sobre las directrices éticas. Se llegará a un consenso sobre los diez

conceptos más importantes que investigó y los presentarán a la clase. Deben incluir las

aplicaciones de estos principios éticos, con ejemplos concretos.

5. Explique los pasos para asegurar que estos lineamientos se sigan, y discutir algunas de las

consecuencias negativas que pueden resultar cuando los principios éticos no son

considerados. Los colegas deben contribuir a estas presentaciones, ofreciendo

retroalimentación efectiva y expresión de la opinión personal racionalmente apoyando

con hechos.

6. Los estudiantes continuarán trabajando en su portafolio digital. El portafolio digital será

entregado en el taller cinco.

7. Continúe trabajando en los ejercicios de laboratorio de idiomas diseñados para desarrollar

y mejorar las habilidades lingüísticas en español. Complete el apéndice J.

8. El/la facilitador(a) dispondrá de tiempo para reunirse individualmente con los

estudiantes que necesitan ayuda y proporcionará información según sea necesario.


Updated 05/28/2013

Evaluación:

1. Individual: La participación efectiva y activa en las discusiones de clase aportan información

valiosa, haciendo preguntas que reflejan un alto grado de pensamiento crítico y analítico, ser

receptivo a los comentarios de sus colegas o sugerencias

2. Grupal: Presentación del grupo de trabajo asignado, lo que demuestra la adquisición de

nuevos conocimientos, la aplicación del vocabulario académico y la colaboración en grupo

eficaz.

3. Escrito: La auto-reflexión sobre el trabajo asignado, utilizando estándares correctos en

español y siguiendo todas pautas establecidas por el facilitador(a).

4. Oral/Auditivo: Debate sobre el vocabulario básico del taller y de la información investigada

en la revisión de la literatura.

Cierre del taller:

1. Individual: Hágalo a través de la actividad. Cada estudiante tendrá la oportunidad de pensar

en algo que tendrían que hacer de otra manera (asignación, participación oral, examen u otra

actividad de clase) si tenían el día / clase otra vez. Ellos escribirán en español un análisis

corto que explica su razón de ser y lo que específicamente se le dará otra oportunidad. Esto

puede ayudar a los estudiantes estar mejor preparados para las próximas tareas y clases. Los

estudiantes también tendrán la oportunidad de hacer preguntas y aclarar dudas sobre las ideas

y conceptos discutidos en clase, así como sobre las tareas futuras y proyectos.

2. Grupal: Los estudiantes compartirán sus "Do-over" análisis con el grupo, dar y recibir

comentarios en español, los estudiantes también tendrán la oportunidad de trabajar en grupos

para aclarar cualquier duda sobre el proyecto final en el taller de cinco.


Updated 05/28/2013

WORKSHOP FOUR

Specific Content Objectives


1. Understand and analyze the characteristics and principles of an effective counselor.

2. Identify, explain and discuss the importance of effective communication in the

counseling process.

3. Define the term assessment as it relates to school counseling and analyze its components.

Specific Language Objectives:


1. Listening: Demonstrate effective listening skills by paying close attention to their

colleagues’ presentations, asking thought-provoking questions, and offering helpful

feedback.

2. Speaking: Demonstrate effective speaking skills.

3. Reading: Examine in depth materials on course objectives and take notes to be

used for class work and discussion.

4. Writing: Submit a two page essay explaining your counseling interview, include setting

and location.


Updated 05/28/2013

Electronic Links (URLs):

CACREP


Topic: English Writing

http://owl.english.purdue.edu

Topic: American Publishing Association

http://www.apastyle.org

Topic: Myers-Briggs Types Indicator

http://www.chimaeraconsulting.com/mbti.htm

Topic: Projective Techniques

http://facultyweb.berry.edu/nmiller/classinfo/323/2.1/projective_techniques.htm

Topic: Legal Issues in Therapy

http://resources.atcmhmr.com/poc/view_doc.php?id=2240&type=book&cn=216

http://bubl.ac.uk/archive/journals/wat/v20n0297.htm#th

Assignments before the Workshop:

1. Interview a counselor in a professional institution; utilize Appendix D as your guide. Write

an outline about the interview, this will help you be prepared to write your final paper as well

as share with the class during workshop five.

2. Create/design a conceptual map that includes stages of the counseling process- (this

assignment will be used in a group activity and graded both individually as well as group

work).

3. Investigate and take notes on the qualities that an effective counselor should have. You may

refer to but not limit yourself to the links listed in this guide. Be prepared to share your notes

in small groups and present information to the class.


their linguistic skills in English in the domains of listening, speaking, reading, and writing.


http://owl.english.purdue.edu/


http://www.chimaeraconsulting.com/mbti.htm

http://facultyweb.berry.edu/nmiller/classinfo/323/2.1/projective_techniques.htm


http://bubl.ac.uk/archive/journals/wat/v20n0297.htm#th


Updated 05/28/2013


the facilitator.

4. Students will continue working on their e-portfolios. The e-portfolio will be handed in during

workshop five.

Key Core Vocabulary:

1. Effective

2. Affective

3. Referral

4. Empathy

5. Sympathy


Updated 05/28/2013

SIOP Components (Sheltered Instruction Observation Protocol): The “X” on the line

indicates the teaching strategies that will be used in each class to support and increase students’

linguistic and academic performance.

A. Lesson Preparation

X Adaptation of Content

X Links to Background Knowledge

X Links to Past Learning

X Strategies Incorporated

B. Scaffolding

X Modeling

X Guided Practice

X Independent Practice

X Comprehensible Input

CALLA Strategies (Cognitive Academic Language Learning Approach) The

facilitator must specify the CALLA learning strategy/strategies that will be used in

the lesson and explain each one to the students.

X Cognitive

X Metacognitive

X Social/Affective

1)___________________

1)___________________

1)___________________

2)___________________

2)___________________

2)___________________

C. Grouping Options

X Whole Class

X Small Groups

X Partners

X Independent Work

D. Integration of Language

Domains

X Listening

X Speaking

X Reading

X Writing

E. Learning Application

X Dynamic

X Meaningful/Relevant

X Rigorous

X Linked to Objectives

X Promote Engagement


Updated 05/28/2013


Topic: Meeting the Guidance and Counseling Needs of Gifted students in School Settings

By: Elijah, Karen, Journal of School Counseling v9 n14 2011.19pp.

Topic: Counseling High School Students for Post-Secondary and Workplace Success.

The Progress of Education Reform. Volume 9, Number 3

By: Dounay, Jennifer, Education Commision of the States. 2008. 6pp

Topic: Art Therapy

http://en.wikipedia.org/wiki/Art_therapy

Topic: Group Counseling

http://www.ericdigests.org/1994/group.htm

CACREP


Integrated Activities:

1. Students will share questions formulated as an assignment prior to the workshop to

review and discuss potential problems or challenges. The facilitator will clarify any

doubts students may still have. The students will have the opportunity to work in small

groups to share and discuss their assignments on the counselor interview.

2. The students will list at least two specific things they learned from their

colleagues during group discussions.

3. Each student will be given allotted time to present their counselor interview

experience, referring to your outline or brief notes is acceptable.

http://en.wikipedia.org/wiki/Art_therapy

http://www.ericdigests.org/1994/group.htm



Updated 05/28/2013

4. The class will be divided into groups of three or four students. They will share their

conceptual maps about the counseling process. The facilitator will provide paper and

markers so that each group member incorporates there conceptual map. The goal is to

create one piece as a group and present it to the whole class.

5. The facilitator will have a whole class discussion on factors and the importance of

effective communication with clients.

6. Students will submit their essay about the counselor interview, ensuring that all

components have been accurately completed and all other guidelines have been

followed.

7. Students will continue working on their e-portfolio following the guidelines in the Digital

Performance Portfolio Assessment Manual. This portfolio will be handed in during

workshop five.

8. Students will take Quiz #2.

9. Facilitator will review and discuss any exercises that may have been assigned in this

workshop.

10. Continue working on the language lab exercises and the interactive activities designed to

develop or improve / enhance linguistic skills in English. The students will submit the

language lab. /e-lab documentation form (Refer to Appendix J).

Assessment:

1. Individual: Displaying new information that was researched in preparation for this

workshop.

2. Group: Dialogue with a partner on key vocabulary words, contributing valuable

information and collaborating effectively when presenting to the whole class.

3. Written: Assignments that include all information essential for the effective completion

of this workshop.


Updated 05/28/2013

4. Oral: Demonstration of effective speaking skills in the presentation of assessment

tools, as well as providing effective feedback to colleagues.

Lesson Wrap-Up:

Individual: Student will write a self-reflection addressing the following:

a. Compare and contrast Effective vs. Affective

b. Compare and contrast Sympathy vs. Empathy

Group: Students will engage in a whole class discussion on effective counseling and ethical

principles. Students will contribute specific ideas on this topic, supporting their point of view

effectively, explaining their rationale and providing the specific source of information.


Updated 05/28/2013

Taller Cinco/Workshop Five

(TWO HOURS IN SPANISH AND TWO HOURS IN ENGLISH)

NOTA: Este taller es bilingüe. Tanto, el

Facilitador como los estudiantes, deberán utilizar

el idioma asignado para cada tarea y actividad.

No mezcle los dos idiomas! UTILICEN

SOLAMENTE UN LENGUAJE A LA VEZ!

Las primeras dos horas serán en español. Las

últimas dos horas serán en inglés.

NOTE: This is a bilingual workshop. Both the

facilitator and the student must use the language

assigned for each homework and activity. Do not

mix both languages! USE ONE LANGUAGE

AT A TIME- KEEP BOTH LANGUAGES

SEPARATE! The first two hours must be in

Spanish. The last two hours must be in

English.


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

1. Demostrar compresión de todos los conceptos aprendidos durante el curso de la

aplicación efectiva de ellos para componer un proyecto final, incluyendo todos sus

componentes.

2. Explicar todo los componentes importantes de un consejero(a) de escuela efectivo.

3. Aplicar los contenidos del curso y la demostración de un pensamiento crítico y

analítico de una manera eficaz.

4. Demostrar comprensión de todos los conceptos aprendidos durante el curso de la

aplicación efectiva de ellos para componer un proyecto final.


Updated 05/28/2013

Objetivos específicos de lenguaje

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

1. Escuchar: Demostrar atención durante las presentaciones de sus colegas mirando el

altavoz, control de nivel de actividad personal, fomentando el presentador de las señales

no verbales, haciendo preguntas relevantes que reflejan un alto grado de pensamiento

crítico y analítico y proveer retroalimentación efectiva.

2. Hablar: Demostrar buenas habilidades en hablar, demostrando una vitalidad en el

intercambio de conocimientos, inculcar un sentido de entusiasmo, apareciendo preparado

y en el control de la presentación, hacer realistas recomendaciones apropiadas y perspicaz

claramente apoyando por la información que se presenta, el uso correcto estándar en

inglés y en español.

3. Leer: Examinar en profundidad consejos para dar y recibir retroalimentación efectiva y

tomar notas de los datos más importantes.

4. Escribir: Completar el proyecto definitivo tras todas las directrices estipuladas y demostrar

la escritura eficaz en inglés y en español, así como la aplicación de formato de estilo APA.


Tema: Terminación de la Sesión de Consejería

http://www.counselling-directory.org.uk/counselloradvice9657.html

http://www.lightyourfire.com/ending-a-relationship-because-of-my-child.htm

http://www.free-relationship-advice.info/ending-a-relationship.htm

Tema: Consejería Niños y Adolescentes

http://www.ncbi.nlm.nih.gov/books/bv.fcgi?rid=hstat6.section.5699


Tema: Consejería Individual

www.consejeriaprofesional.org

http://www.counselling-directory.org.uk/counselloradvice9657.html

http://www.lightyourfire.com/ending-a-relationship-because-of-my-child.htm

http://www.free-relationship-advice.info/ending-a-relationship.htm

http://www.ncbi.nlm.nih.gov/books/bv.fcgi?rid=hstat6.section.5699


http://www.consejeriaprofesional.org/


Updated 05/28/2013


Asignaciones a discutirse durante las primeras dos (2) horas de instrucción en español

1. Prepare su presentación. Los estudiantes comenzarán su presentación oral sobre la entrevista

en orientación de consejería. El mismo no deberá tomar más de cinco minutos.

2. Entregar su monografía final sobre entrevista de asesoramiento, incluyendo los

recursos y el estilo APA (Apéndice G).

3. Termine su portafolio digital. Los estudiantes deben haber completado su portafolio digital

con todos los trabajos incluidos listo para ser entregado durante este último taller.

4. Traiga una revista en español.

5. Continúe trabajando en los ejercicios de laboratorio de idiomas diseñados para desarrollar y

mejorar las habilidades lingüísticas en Español. Complete el apéndice J.

Assignments to be discussed during the last two (2) hours of instruction in English.

1. Read and review your final written assignment on your counselor interview. Be sure to

include references of sources that you obtained any additional supporting information..

Students will individually present their oral presentation on the counsel or interview, duration

of five minutes.

2. Facilitator will have an open discussion for any questions related to this course. At this time

all digital portfolios will be collected.

3. Divide the class into four groups- have students pick a color from a basket distributed by the

facilitator with one of the key vocabulary words written on the back. Within their small

group prepare to give a meaningful description of that vocabulary word.


Updated 05/28/2013


their linguistic skills in English in the domains of listening, speaking, reading, and writing.


the facilitator.

Vocabulario académico clave:

1. Terminación/Cierre

2. Sin prejuicios

3. Retroalimentación Objetiva

Academic Core Vocabulary:

1. Termination/Closure

2. Non-Judgmental

3. Objective feedback


Updated 05/28/2013










X Modelaje






los estudiantes.

X Cognitiva

X Metacognitiva

X Socioafectiva

1)___________________

1)___________________

1)___________________

2)___________________

2)___________________

2)___________________


X Grupo completo

X Grupos pequeños




idioma

X Escuchar

X Hablar

X Leer

X Escribir

E. Aplicación de

aprendizaje

X Dinámica


X Rigurosa




Updated 05/28/2013


Tema: Educar Comunidades Virtuales

http://www.educar.org/articulos

Tema: Reglamento

http://www.consejeriapr.com

Topic: Legal Issues in Therapy


http://bubl.ac.uk/archive/journals/wat/v20n0297.htm#the

Actividades integradas:

Actividades en español para las primeras dos horas del taller:

1. La clase se dividirá en grupos de dos pares. Van a describir los elementos del proceso de

consejería con niños y adolescentes y luego lo van a presentar.

2. Los estudiantes van a diseñar un collage en español con diez conceptos aprendidos en clase. El

collage debe ser original y creativo y el facilitador(a) proporcionará tijeras, pegamento y papel para

los estudiantes.

Activities in English to be delivered on the last two hours of the workshop:

1. The students will each have five minutes for their oral presentations on a counselor interview, and

an additional 2-3 minutes for colleagues to ask questions and the presenters to respond.

2. The facilitator will lead a class discussion on the most effective counseling skills-

i.e. active listening, giving feedback objectively and nonjudgmental approach/response.

http://www.educar.org/articulos

http://www.consejeriapr.com/


http://bubl.ac.uk/archive/journals/wat/v20n0297.htm#the


Updated 05/28/2013

Assessment:

1. Individual: Final project, presentation and end-of-course reflection.

2. Group: Demonstration of appropriate interpersonal skills during the presentations.

3. Written: Oral: Demonstration of appropriate English and Spanish skills in the

completion of the final project/assignments. Including correct use of verb tenses,

punctuation and capitalization, complete and well-constructed sentences, syntactical and

grammatical rules as well as accurate application of the APA style format. Students’

writing must also demonstrate a sophisticated clarity, conciseness and correctness,

including all the relevant data and well-organized information.

Lesson Wrap-Up:

1. Individual: Students will write an end-of-course reflection addressing the following:

a. Explain your most significant learning experience from this course.

b. Did the learning fit into your personal learning objectives? Explain.

c. How will you apply this learning in your profession?

2. Group: Students will share their end-of-course reflections. They will also have the

opportunity to ask questions for clarification of ideas and concepts covered during the

duration of the course.


Updated 05/28/2013

APÉNDICES / APPENDIXES


Updated 05/28/2013

APPENDIX A

NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED INSTRUCTION

Retrieved from: WIDA Consortium http://www.wida.us/

http://www.wida.us/


Updated 05/28/2013

“Can Do” Listening Rubric

National Proficiency Levels Criteria

Starting

Identifies objects

Names concrete objects

Points to picture/object of the word heard

Follows simple commands

Repeats words or simple phrases

Understands simple messages – gestures, pointing

Emerging

Draws a picture

Requires continuous repetition

Follows verbal dictations

Checks-off words that were heard

Repeats information heard to determine comprehension

Understands slow speech and multiple repetitions

Developing Understands more details of spoken language

Needs limited or no repetition and slow speech

Understands basic academic vocabulary which is frequently used in class discussions

Understands class discussions with some difficulty

Understands most of what was said

Expanding Needs limited or no repetition at normal speed speech

Understands academic vocabulary used in class discussions

Understands class discussions with little difficulty

Understands nearly everything said

Bridging Needs no repetition at normal speed speech

Understands elaborate academic vocabulary used in class discussions

Understands class discussions with no difficulty

Demonstrates a native-like English speaker’s understanding of what is said


Updated 05/28/2013

“Can Do” Speaking Rubric

National Proficiency

Levels

Criteria

Starting Names concrete objects

Responds a simple yes or no to questions

Repeats words or simple phrases

Uses one word commands

Mispronounces words making it difficult to be understood

Breaks speech into parts making comprehension difficult

Uses limited or no vocabulary to support message

Emerging Uses a few more words to respond to questions although grammatically incorrect

Uses one-, two-, and multiple-word commands

Uses verb tenses interchangeably

Misuses words in daily speech

Repeats spoken words or phrases to improve understanding due to pronunciation flaws

Uses grammar and word order incorrectly

Uses vocabulary (emerging stage) to support oral messages

Developing Responds using longer phrases/sentences

Initiates and carries out conversations; however, there may be interruptions due to thinking of the

correct words to say

Applies grammar and word order correctly most of the time

Demonstrates correct use of basic academic vocabulary which is frequently used in class discussions

and/or oral assignments.

Speaks with some hesitation

Uses vocabulary to support oral messages

Speaks with less difficulty, but listener must pay close attention to pronunciation.

Expanding Responds using elaborate phrases/sentences

Uses and interprets idiomatic expressions

Converses more fluently in social settings

Uses academic vocabulary frequently in class discussions

Participates in class discussions using academic content with slight hesitation

Misuse of grammar and word order seldom occurs and does not interrupt meaning

Pronounces most words accurately and clearly

Bridging Speaks fluently

Uses elaborate academic vocabulary in all class discussions correctly

Participates in class discussion using academic content without hesitation

Uses appropriate vocabulary to support oral messages at all times

Uses correct grammar and word all the time

Speaks with native-like pronunciation and intonation


Updated 05/28/2013

“Can Do” Reading Rubric


Levels

Criteria

Starting Lacks comprehension of a wide array of written material (not developed)

Lacks ability to interpret graphs, charts, tables, and forms in textbooks (not developed)

Struggles with use of pre-reading and reading skills (not developed)

Lacks ability to apply reading strategies in order to guess meanings of unfamiliar words from context (not developed)

Struggles with use of strategic reading skills (in order to plan his/her reading assignments, diagnose deficiencies, resolve

deficiencies independently or with the help of others, etc.) (not developed)

Emerging Improving comprehension (slowly emerging) of a wide array of written material (e.g., fictional and non-fictional texts that

bridge personal, professional and academic themes, news articles, short stories, short novels, etc.)

Demonstrates correct interpretation of basic graphs, charts, tables and forms in textbooks

Applies limited pre-reading (e.g., activation of prior knowledge, semantic maps, etc.) and reading skills (e.g., skimming,

scanning, inferences, paragraph frames, DRA, SQ4R, etc.) (slowly emerging)

Struggles with ability to use limited reading strategies to guess meanings of unfamiliar words from context (e.g.,

definition, restatement, examples, surrounding words, etc.) is

Strives to understand (even when not successful) the relationship between ideas (e.g., time, logical order,

comparison/contrast, cause/effect), and reading patterns in order to identify literary genres (as listed above)

Applying successful reading skills (as listed above) are still emerging

Developing Comprehends a wide array of written material (as listed above)

Interprets basic graphs, charts, tables and forms

Applies correctly pre-reading and reading skills (as listed above)

Applies correct use of reading strategies to guess meanings of unfamiliar words from context (as listed above)-evidence of

emerging.

Understands the relationship between ideas (as listed above)-evidence of emerging..

Uses strategic reading skills (as listed above) that are evident.

Expanding Comprehends a wide array of level-appropriate written materials (as listed above) with mature accuracy

Interprets increasingly complex graphs, charts, tables, and forms accurately

Applies pre-reading and reading skills (as listed above) very strongly

Applies strategies to guess meanings of unfamiliar words from context (as listed

above) which is clearly evident

Identifies signal words to understand the relationship between ideas (as listed above), and reading patterns to identify

literary genres (as listed above)- emerging strongly

Understands the relationship between ideas (as listed above)-strongly evident.

Uses strategic reading skills (as listed above) with mature accuracy

Bridging Comprehends various types and lengths of level appropriate written materials (as listed above)-fully developed

Interprets complex graphs, charts, tables, and forms accurately

Applies pre-reading and reading skills (as listed above)-fully developed

Applies reading strategies to determine the meaning of unfamiliar words in a text (as listed above) with accuracy

Understands the relationship between ideas (time, logical order, comparison/contrast, cause/effect)

Demonstrates fully developed strategic reading skills (as listed above)


Updated 05/28/2013

“Can Do” Writing Rubric


Levels Criteria

Starting Lacks clear writing and focus.. Details are limited or unclear. There’s no clear distinction to what is important and what is supported.

Lacks engaging and drawing a conclusion. Paper simply starts and ends. Lack of transitions make it difficult to understand the paper.

Writes with limited use of vocabulary or specific words to transmit meaning of the essay. Misuse of parts of speech makes it difficult to understand the writing.

Rambles- use of incomplete sentences that are too long to understand. Sentences follow a simple structure and or style.

Struggles with spelling, punctuation capitalization and other writing conventions. This makes it very difficult to understand the writing.

Lacks strategic writing skills (e. g., knowledge of the writing process; declarative, procedural and conditional knowledge; and strategies for inquiry, for drafting [such as investigating genre, considering audience, and responding to purpose], and for product revision) that are clearly not developed.

Emerging Writes sentences that are still unclear there seems to be a guide to a focused topic; however, it may drift at times. There is an attempt in details to

support main idea. Reader can still feel confused.

Attempts to write an introduction and or conclusion. Use of transitions helps, but paper is in need of more details.

Struggles with some vocabulary terms that are used inappropriately. Greater command of the parts of speech is developing,.

but many words are still used incorrectly.

Attempts to create a style of sentence structure here and there; although, for the most part it sticks to one style.

Shows need of improving spelling, punctuation, capitalization, and other writing conventions. It is still difficult to read the writing; but there are signs

of improvement.

Demonstrates emerging strategic writing skills.

Developing Writes with an unclear focus. Writing appears to be on one topic, but shifts to another topic at times. Support of main idea is lacking. Reader is left

with unanswered questions.

Attempts to write a proper introduction and conclusion however, both are dull or unclear. Transitions help connect ideas although at times they distract the flow.

Selects and uses words appropriately; however, they are not higher level and need more vigor.

Formulates well-written sentences; however, style and structure of sentences are repetitious.

Demonstrates control of spelling, punctuation, capitalization, and other writing conventions. However, the writing could read and sound better by

improving conventions.

Utilizes strategic writing skills properly (now evident).

Expanding Writes with a focus in mind; however, there is room for improvement. Needs more relevant details to support the main idea.

Some readers’ questions can be answered, while others are left with doubt.

Uses a proper introduction and conclusion, however, some improvement is needed. Needs to continue using transitional words are properly in order to allow the proper flow of ideas.

Selects and uses vocabulary words that are much more livelier and appropriate. Some common wording can be improved.

Writes with a definite style, and sentence structure is “catchy” with few mistakes.

Demonstrates good control of spelling, punctuation, capitalization, and other writing conventions. Mistakes are few and nothing distracts from the

writing.

Applies mature strategic writing skills.

Bridging Writing is clear and focused on a narrowed topic. Details are relevant and accurate, and they support the main ideas. Reader’s questions are answered

Writing has a clear introduction that’s hooks the reader and conclusion that leaves a lasting impression. Use of transitions helps the reader to connect ideas. Reading flows and not dull.

Words used in the writing are specific and accurate. Vivid verbs and modifying words are present. Words used enhance the meaning of the writing.

There is a variety in length and structure of the sentences. The style of sentences varies on how they begin. Sentences create fluency and rhythm.

Excellent control of spelling, punctuation capitalization and other writing conventions.

Strategic writing skills are fully developed.


Updated 05/28/2013

APPENDIX B

THE WRITING PROCESS

6-TRAITS WRITING RUBRIC


Updated 05/28/2013

Appendix B

Six-Traits of Writing Rubric

Student’s Name:______________________________________ Date:___________________

Facilitator:______________________Course: ____________Assignment:_________________

Instructions: This rubric will be used to evaluate all written work done by the student in both

English and Spanish. Please refer to the trait that you are evaluating (i.e., Ideas and Content)

and write the score in the appropriate box. Select the criteria per level (6= highest, 1=lowest)

that best reflects the student’s writing ability.

Refer to all the Appendix (D) sheets that describe, in detail, all the writing traits that you are

evaluating in order to complete this rubric properly.

Criteria per Level

(From Highest to Lowest)

Writing Traits 6 5 4 3 2 1 1. Ideas and Content 2. Organization 3. Voice 4. Word Choice 5. Sentence Fluency 6. Conventions

Totals (Add all the totals down, then

across to obtain the Grand Total.)

Grand Total:

Final Score:_________________

Scoring Scale: (36-0)

Outstanding: 33-36 points = A

Very Good: 29-32 points = B

Satisfactory: 24-28 points =C

Fair: 19-23 points =D

Poor: 0-18 points = F


Updated 05/28/2013

Six Traits for Analytic Writing Rubrics

Trait #1: Idea and Content

Criteria per Level Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/

6

The writing is exceptionally clear, focused and interesting. It holds the reader’s attention throughout. Main ideas stand out and

are developed by strong support and rich details suitable to audience and purpose. The writing is characterized by

• clarity, focus, and control.

• main idea(s) that stand out.

• supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support

• a thorough, balanced, in-depth explanation/ exploration of the topic; the writing makes connections and shares insights.

• content and selected details that are well suited to audience and purpose.

5

The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are developed by

supporting details suitable to audience and purpose. The writing is characterized by

• clarity, focus, and control.

• main idea(s) that stand out.

• supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support.

• a thorough, balanced explanation/exploration of the topic; the writing makes connections and shares insights.

• content and selected details that are well-suited to audience and purpose.

4

The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although it may be limited

or rather general. The writing is characterized by

• an easily identifiable purpose.

• clear main idea(s)

• supporting details that are relevant, but may be overly general or limited in places; when appropriate, resources are used to

provide accurate support.

• a topic that is explored/explained, although developmental details may occasionally be out of balance with the main idea(s);

some connections and insights may be present.

• content and selected details that are relevant, but perhaps not consistently well chosen for audience and purpose.

3

The reader can understand the main ideas, although they may be overly broad or simplistic, and the results may not be effective.

Supporting detail is often limited, insubstantial, overly general, or occasionally slightly off-topic. The writing is characterized by

• an easily identifiable purpose and main idea(s).

• predictable or overly-obvious main ideas or plot; conclusions or main points seem to echo observations heard elsewhere.

• support that is attempted; but developmental details that are often limited in scope, uneven, somewhat off-topic, predictable, or

overly general.

• details that may not be well-grounded in credible resources; they may be based on clichés, stereotypes or questionable sources

of information.

• difficulties when moving from general observations to specifics.

2

Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is characterized by

• a purpose and main idea(s) that may require extensive inferences by the reader.

• minimal development; insufficient details.

• irrelevant details that clutter the text.

• extensive repetition of detail.

1 The writing lacks a central idea or purpose. The writing is characterized by

• ideas that are extremely limited or simply unclear.

• attempts at development that are minimal or non-existent; the paper is too short to demonstrate the development of an idea. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/


Updated 05/28/2013

Trait #2: Organization

Criteria per Level

6

The organization enhances the central idea(s) and its development. The order and structure are compelling and move

the reader through the text easily. The writing is characterized by

• effective, perhaps creative, sequencing; the organizational structure fits the topic, and the writing is easy to follow.

• a strong, inviting beginning that draws the reader in and a strong satisfying sense of resolution or closure.

• smooth, effective transitions among all elements (sentences, paragraphs, and ideas).

• details that fit where placed

5

The organization enhances the central idea(s) and its development. The order and structure are strong and move the

reader through the text. The writing is characterized by.

• effective sequencing; the organizational structure fits the topic, and the writing is easy to follow.

• an inviting beginning that draws the reader in and a satisfying sense of resolution or closure.

• smooth, effective transitions among all elements (sentences, paragraphs, and ideas).

• details that fit where placed. .

4

Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is

characterized by

• clear sequencing.

• an organization that may be predictable.

• a recognizable, developed beginning that may not be particularly inviting; a developed conclusion that may lack

subtlety.

• a body that is easy to follow with details that fit where placed.

• transitions that may be stilted or formulaic.

• organization which helps the reader, despite some weaknesses.

3

An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal. The

writing is characterized by

• attempts at sequencing, but the order or the relationship among ideas may occasionally be unclear.

• a beginning and an ending which, although present, are either undeveloped or too obvious (e.g. “My topic is...”,

“These are all the reasons that…”)

• transitions that sometimes work. The same few transitional devices (e.g., coordinating conjunctions, numbering,

etc.) may be overused.

• a structure that is skeletal or too rigid.

• placement of details that may not always be effective.

• organization which lapses in some places, but helps the reader in others.

2

The writing lacks a clear organizational structure. An occasional organizational device is discernible; however, the

writing is either difficult to follow and the reader has to reread substantial portions, or the piece is simply too short

to demonstrate organizational skills. The writing is characterized by

• some attempts at sequencing, but the order or the relationship among ideas is frequently unclear.

• a missing or extremely undeveloped beginning, body, and/or ending.

• a lack of transitions, or when present, ineffective or overused.

• a lack of an effective organizational structure.

• details that seem to be randomly placed, leaving the reader frequently confused.

1

The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader remains

confused. The writing is characterized by

• a lack of effective sequencing.

• a failure to provide an identifiable beginning, body and/or ending.

• a lack of transitions.

• pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along too rapidly.

• a lack of organization which ultimately obscures or distorts the main point. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/


Updated 05/28/2013

Trait #3: Voice

Criteria per Level

6

The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply committed to the topic,

and there is an exceptional sense of “writing to be read.” The writing is expressive, engaging, or sincere. The writing is

characterized by

• an effective level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice, while an

expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be

engaging, lively, or interesting. Technical writing may require greater distance.).

• an exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message

most effectively. The reader may discern the writer behind the words and feel a sense of interaction.

• a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction,

excitement, humor, or suspense.

5

The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to the topic, and there

is a sense of “writing to be read.” The writing is expressive, engaging or sincere. The writing is characterized by

• an appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice while an

expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be

engaging, lively or interesting. Technical writing may require greater distance.).

• a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively.

The reader may discern the writer behind the words and feel a sense of interaction.

• a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction,

excitement, humor, or suspense.

4

A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of “writing to be read.” In places,

the writing is expressive, engaging, or sincere. The writing is characterized by

• a questionable or inconsistent level of closeness to or distance from the audience.

• a sense of audience; the writer seems to be aware of the reader but has not consistently employed an appropriate voice. The

reader may glimpse the writer behind the words and feel a sense of interaction in places.

• liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately casual or personal,

or inappropriately formal and stiff.

3

The writer’s commitment to the topic seems inconsistent. A sense of the writer may emerge at times; however, the voice is either

inappropriately personal or inappropriately impersonal. The writing is characterized by

• a limited sense of audience; the writer’s awareness of the reader is unclear.

• an occasional sense of the writer behind the words; however, the voice may shift or disappear a line or two later and the writing

become somewhat mechanical.

• a limited ability to shift to a more objective voice when necessary.

2

The writing provides little sense of involvement or commitment. There is no evidence that the writer has chosen a suitable voice.

The writing is characterized by

• little engagement of the writer; the writing tends to be largely flat, lifeless, stiff, or mechanical.

• a voice that is likely to be overly informal and personal.

• a lack of audience awareness; there is little sense of "writing to be read."

• little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and writer.

1

The writing seems to lack a sense of involvement or commitment. The writing is characterized by

• no engagement of the writer; the writing is flat and lifeless.

• a lack of audience awareness; there is no sense of “writing to be read.”

• no hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing does not involve or

engage the reader. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/


Updated 05/28/2013

Trait #4: Word Choice

Criteria per Level

6

Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to

audience and purpose. The writer employs a rich, broad range of words, which have been carefully chosen and

thoughtfully placed for impact. The writing is characterized by

• accurate, strong, specific words; powerful words energize the writing.

• fresh, original expression; slang, if used, seems purposeful and is effective.

• vocabulary that is striking and varied, but that is natural and not overdone.

• ordinary words used in an unusual way.

• words that evoke strong images; figurative language may be used.

5

Words convey the intended message in an interesting, precise, and natural way appropriate to audience and

purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully placed for

impact. The writing is characterized by

• accurate, specific words; word choices energize the writing.

• fresh, vivid expression; slang, if used, seems purposeful and is effective.

• vocabulary that may be striking and varied, but that is natural and not overdone.

• ordinary words used in an unusual way.

• words that evoke clear images; figurative language may be used

4

Words effectively convey the intended message. The writer employs a variety of words that are functional and

appropriate to audience and purpose. The writing is characterized by

• words that work but do not particularly energize the writing.

• expression that is functional; however, slang, if used, does not seem purposeful and is not particularly effective.

• attempts at colorful language that may occasionally seem overdone.

• occasional overuse of technical language or jargon.

• rare experiments with language; however, the writing may have some fine moments and generally avoids clichés.

3

Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to audience and

purpose in places. The writer does not employ a variety of words, producing a sort of “generic” paper filled with

familiar words and phrases. The writing is characterized by

• words that work, but that rarely capture the reader’s interest.

• expression that seems mundane and general; slang, if used, does not seem purposeful and is not effective.

• attempts at colorful language that seem overdone or forced.

• words that are accurate for the most part, although misused words may occasionally appear, technical language

or jargon may be overused or inappropriately used.

• reliance on clichés and overused expressions.

2

Language is monotonous and/or misused, detracting from the meaning and impact. The writing is characterized by

• words that are colorless, flat or imprecise.

• monotonous repetition or overwhelming reliance on worn expressions that repeatedly distract from the message.

• images that are fuzzy or absent altogether.

1

The writing shows an extremely limited vocabulary or is so filled with misuses of words that the meaning is

obscured. Only the most general kind of message is communicated because of vague or imprecise language. The

writing is characterized by

• general, vague words that fail to communicate.

• an extremely limited range of words.

• words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/


Updated 05/28/2013

Trait #5: Sentence Fluency

Criteria per Level

6

The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with consistently

strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by

• a natural, fluent sound; it glides along with one sentence flowing effortlessly into the next.

• extensive variation in sentence structure, length, and beginnings that add interest to the text.

• sentence structure that enhances meaning by drawing attention to key ideas or reinforcing relationships among

ideas.

• varied sentence patterns that create an effective combination of power and grace.

• strong control over sentence structure; fragments, if used at all, work well.

• stylistic control; dialogue, if used, sounds natural.

5

The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure that

makes expressive oral reading easy and enjoyable. The writing is characterized by

• a natural, fluent sound; it glides along with one sentence flowing into the next.

• variation in sentence structure, length, and beginnings that add interest to the text.

• sentence structure that enhances meaning.

• control over sentence structure; fragments, if used at all, work well.

• stylistic control; dialogue, if used sounds natural.

4

The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence patterns

are somewhat varied, contributing to ease in oral reading. The writing is characterized by

• a natural sound; the reader can move easily through the piece, although it may lack a certain rhythm and grace.

• some repeated patterns of sentence structure, length, and beginnings that may detract somewhat from overall

impact.

• strong control over simple sentence structures, but variable control over more complex sentences; fragments, if

present, are usually effective.

• occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part, but may at times sound

stilted or unnatural.

3

The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader to

slow down or reread. The writing is characterized by

• some passages that invite fluid oral reading; however, others do not.

• some variety in sentences structure, length, and beginnings, although the writer falls into repetitive sentence

patterns.

• good control over simple sentence structures, but little control over more complex sentences; fragments, if

present, may not be effective.

• sentences which, although functional, lack energy.

• lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.

2

The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow down or

reread. The writing is characterized by

• significant portions of the text that are difficult to follow or read aloud.

• sentence patterns that are monotonous (e.g., subject-verb or subject-verb-object).

• a significant number of awkward, choppy, or rambling constructions.

1

The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very awkward.

The writing is characterized by

• text that does not invite—and may not even permit—smooth oral reading.

• confusing word order that is often jarring and irregular.

• sentence structure that frequently obscures meaning.

• sentences that are disjointed, confusing, or rambling. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/


Updated 05/28/2013

Trait #6: Conventions

Criteria per Level

6

The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling, capitalization,

paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that the reader can easily skim right over them unless specifically searching for them. The writing is characterized by

• strong control of conventions; manipulation of conventions may occur for stylistic effect.

• strong, effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words.

• paragraph breaks that reinforce the organizational structure.

• correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece.

• little or no need for editing.

5

The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks,

grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that they do not impede readability. The writing is characterized by

• strong control of conventions.

• effective use of punctuation that guides the reader through the text.

• correct spelling, even of more difficult words.

• paragraph breaks that reinforce the organizational structure.

• correct capitalization; errors, if any, are minor. • correct grammar and usage that contribute to clarity and style.

• skill in using a wide range of conventions in a sufficiently long and complex piece.

• little need for editing.

4

The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar

and usage). Minor errors, while perhaps noticeable, do not impede readability. The writing is characterized by

• control over conventions used, although a wide range is not demonstrated. • correct end-of-sentence punctuation, internal punctuation may sometimes be incorrect.

• spelling that is usually correct, especially on common words.

• basically sound paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor.

• occasional lapses in correct grammar and usage; problems are not severe enough to distort meaning or confuse the reader.

• moderate need for editing.

3

The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks,

grammar and usage). Errors begin to impede readability. The writing is characterized by

• some control over basic conventions; the text may be too simple to reveal mastery. • end-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors.

• spelling errors that distract the reader; misspelling of common words occurs.

• paragraphs that sometimes run together or begin at ineffective places. • capitalization errors.

• errors in grammar and usage that do not block meaning but do distract the reader.

• significant need for editing.

2

The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability. The writing is characterized by

• little control over basic conventions.

• many end-of-sentence punctuation errors; internal punctuation contains frequent errors. • spelling errors that frequently distract the reader; misspelling of common words often occurs.

• paragraphs that often run together or begin in ineffective places.

• capitalization that is inconsistent or often incorrect. • errors in grammar and usage that interfere with readability and meaning.

• substantial need for editing.

1

Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read. In fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message and must reread for

meaning. The writing is characterized by

• very limited skill in using conventions.

• basic punctuation (including end-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect.

• frequent spelling errors that significantly impair readability.

• paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the organization of the text. • capitalization that appears to be random.

• a need for extensive editing. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/


Updated 05/28/2013

PARAGRAPH CONSTRUCTION RUBRIC

*What are transitions words and how they are used in effective writing? Transition words are: phrases or words used to connect one idea to the next; used by the writer to help the reader

progress from one significant idea to the next; show the relationship within a paragraph (or within a sentence) between the main idea and the support the writer gives for those ideas; different

transition words do different things.... (https://www.msu.edu/user/jdowell/135/transw.html).

Evaluation Areas SCORE___________

3 2 1

Topic Sentence Topic sentence is clear as it

relates to the assigned topic and

correctly place as the first

sentence.

Topic sentence is either

unclear as to the assigned

topic or incorrectly placed.

There is no evident topic

sentence, or it is unrelated to

the assigned topic, and

incorrectly placed.

Explanation of Topic Sentence

(Supporting Ideas)

Three sentences explaining

topic sentence related to the

assigned topic.

Two sentences explaining

topic sentence or explanation

is too general.

There is none to one sentence

explaining the topic sentence

related to the assigned topic.

Evidence for Topic Sentence

(Elaborating Details)

Evidence for all three

explanation sentences related to

the assigned topic provided.

Evidence for two explanation

sentences related to the

assigned topic provided or

evidence is too general. No

specificity.

None to one evidence

sentence related to the

assigned topic provided.

Conclusion Sentence Conclusion sentence rephrases

the topic sentence related to the

assigned topic and explains

importance.

Conclusion sentence rephrases

the topic sentence, but doesn’t

explain importance.

No conclusion sentence or

unrelated conclusion sentence

to the topic.

Run-on and fragment sentences No run-on or fragment

sentences.

1 run-on or fragment sentence. 2 or more run-on or fragment

sentences.

Use of Transition Words*

Transition words used

throughout the written work

effectively.

Transitions used throughout,

but one transition word used

incorrectly or missing one or

two transition words.

Transition words not used, or

all incorrectly used. Or

missing five or more

transitions.

Grammar Paragraph has no errors in

punctuation, capitalization, and

spelling.

Legible

Paragraph has two errors in

punctuation, capitalization and

spelling, use or verb tenses,

word agreement, Or in the use

of personal pronouns.

Marginally Legible

Paragraph has more than

three errors in punctuation,

capitalization and spelling,

use of verb tenses, word

agreement or use of personal

pronouns that get on the way

for understanding.

Not legible

https://www.msu.edu/user/jdowell/135/transw.html


Updated 05/28/2013

Apéndice C/Appendix C

Evaluación

Criterio De Contenido Puntuación Porciento

Asistencia y participación en clase 10 20

Tareas Semanales 10 20

Entrevista a un orientador consejero(a) en

ingls

20 20

Diario de aprendizaje 5 20

Reacción escrita inmediata 5 20

Análisis crítico de artículos 10 20

E-Portafolio 10 20

Presentación de entrevista en inglés 10

(Proyecto Final) Monografía en español 20 20

Total 100 200

Asistencia:

La asistencia a cada taller es obligatoria. Se atribuirán 2 puntos al final de cada

sesión para una suma total de 10 puntos de la nota final.

Participación en clase: La participación en cada taller es obligatoria y los estudiantes tiene que

completar y participar en diferentes actividades en el salón de clase.

Tareas semanales- La comunicación es parte esencial del proceso de consejería, así como, una

destreza de aprendizaje invaluable. Es por esto que en este curso se incluyen trabajos escritos,

tales como, monografías (Apéndice G), análisis crítico de artículos profesionales, etc. Estas

asignaciones serán evaluadas tanto en la calidad técnica de la escritura (gramática, acentuación,

puntuación).

Diario de Aprendizaje (Anejo E): El estudiante contestará una pregunta o frase relacionada con

el tema de la clase. El diario de aprendizaje se escribirá en el idioma del taller.

Reacción Escrita Inmediata El estudiante completará su reacción escrita inmediata y entregará

el mismo al Facilitador al finalizar cada taller. La reacción escrita inmediata se escribirá en el

idioma del taller

Entrevista a un Consejero: Los estudiantes entrevistarán a un consejero del área de su

predilección (Consejero Escolar, Gerontología, Salud Mental, Consejero de Matrimonios y

Familia, etc.). Para la entrevista el estudiante utilizará como guía el bosquejo proveído en el

(Anejo D) La entrevista será para el taller número tres y presentará un resumen de la misma en

clase para el taller cinco. La presentación de la entrevista será en inglés y la monografía será

escrita en español.


Updated 05/28/2013

Monografía: Cada estudiante tendrá la tarea de escribir tres páginas sobre una teoría de

consejería. La monografía será en inglés y seguirá el estilo de escritura de APA (6ta. Edición) y

será entregado en el taller número tres (Ver Anejo G).

Análisis Crítico de Artículos- Cada estudiante tendrá la tarea de escribir varios análisis crítico sobre la teoría de consejería que

corresponde a la monografía. El análisis crítico deberá contener dos artículos. El estudiante

deberá seguir el estilo de escritura de APA (6ta.Edicion). El estudiante deberá seguir el estilo de

escritura de APA (6ta. Edición).

Proyecto Final- Individualmente los estudiantes completaran su entrevista de consejería y la

presentarán en el último taller. Cada entrevista deben verse reflejadas claramente las etapas del

proceso de consejería, así como varias técnicas de consejería. Mientras el consejero y el cliente

interactúan, el observador debe a notar información y datos. Cada estudiante debe entregar una

reacción del proceso desde la perspectiva observación consejero y cliente. Esto será presentado

en el último taller.

Cada estudiante tendrá un máximo de cinco minutos para presentar su trabajo. El facilitador

evaluará la presentación en clase y el trabajo escrito.

Cada grupo llevará a cabo su entrevista en inglés, presentación oral en inglés y el trabajo escrito

deberá presentarse en español.

Portafolio Académico: Cada estudiante deberá prepara un portafolio digital del curso donde

reflexionará sobre los temas del curso y cómo éste se va desarrollando. Es importante que cada

estudiante trabaje este portafolio a partir de la primera semana de clases, lo mantenga actualizado

y lo traiga a clases cada semana para que lo pueda utilizar y el Facilitador lo pueda revisar. El

portafolio deberá incluir las siguientes partes:

1. Portada estilo APA

2. Tabla de Contenido

3. Introducción

4. División en cinco talleres

Asignaciones

Avalúo

5. Conclusión- Evaluación final

6. Bibliografía- Referencias estilo APA

Nota: Vea copia de DIGITAL PERFORMANCE PORTFOLIO ASSESSMENT HANDBOOK


Updated 05/28/2013

APÉNDICE D / APPENDIX D

Outline of the counselor interview

1. Demographic data: Name of the school, college or university and general data. School type

(public/ private); localization, telephone, population served and some characteristics.

2. During the interview, emphasize:

a. Tasks of that particular work setting

b. Services offered to the population: From his/her personal perspective: Which services are

more time consuming? Why?

c. Characteristics and needs of the population served

d. Relations with other team members (Is team work a priority?) What kind of activities do you

do as a team?

e. Some task or function related to its role that does not please him. Why?

f. Does he/she do individual counseling frequently? Which problematic situation is the most

frequent along those receiving the individual counseling?

g. Does he/she do group counseling?

h. Does he/she do career counseling? What materials does he/she use in this area?

i. Is he/she satisfied with his/her role? Why?

3. Work plan analysis and facilities description

a. Brief description of the work plan and towards which activities the greater effort of the

counselor goes.

b. Physical facilities and resources of area/office/center (brief description of the facilities and

resources, if some). It may include samples of some promotional didactic materials of the center

c. What activities does he/she have related and not related to his/her position?


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4. Comparison/Analysis

5. How does the theoretical knowledge that you have until this moment compares with the

daily basis practice that you observed in this center or office in terms of:

a. Philosophy

b. Services

c. Activities hosted by the program

d. Counselor’s role

e. Respect for the career of Professional Counseling

Outline of counselor interview cont.

6. Evaluation of this experience

How would you evaluate this experience in terms of:

a. Learning

b. Personal growth

c. Professional growth

d. What characteristics do you consider a good counselor should possess


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APÉNDICE E/APPENDIX EError! Bookmark not defined.

DIARIO DE APRENDIZAJE

El propósito de este diario es el de reflexionar y escribir sobre los conceptos, que se desatan a

partir de la discusión y los trabajos de cada taller. Este proceso le ayudará en su autoanalizáis, así

como propiciará la auto evaluación con relación a lo aprendido en clase.

Luego de concluir cada taller, usted deberá reflexionar sobre lo presentado en él y contestará las

preguntas que aparecen en cada taller, analizando los trabajos de ese día. El análisis de cada

taller será incluido como parte de los trabajos de su e-portafolio.


Updated 05/28/2013

APÉNDICE F /APPENDIX F

REACCIÓN ESCRITA INMEDIATA

Después de cada taller, usted deberá contestar las siguientes preguntas y devolver este

documento a el/la facilitador/a. Estas contestaciones le proveerán a el/la facilitador/a información

valiosa acerca de sus dudas respecto a los temas o asuntos discutidos en el taller de hoy.

1. El tema importante del taller de hoy fue…….

2. Después de discutir el tema, aun me quedan algunas dudas, que son….

3. Me agradaría que se retomara la discusión de los siguientes aspectos relacionados al tema, ya

que estos son de importancia para mí.


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IMMEDIATE RESPONSE

APPENDIX F

After each workshop, you must answer the following questions and return the document to the

facilitator. These answers will provide the facilitator with valuable information regarding your

doubts about the topics or concepts discussed in class today.

1. The most important topic or theme of today’s workshop was……..

2. After discussing the topic, some questions are still unanswered, they are….

3. It is important for me to have clarification on the following topic:


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APÉNDICE G/APPENDIX G

Instrucciones para escribir la Monografía

Introducción general:

Presentación de la teoría cubriendo los siguientes criterios:

a. Breve introducción de la teoría y se deben incluir los puntos más importantes.

b. Exponente

c. Concepto de la persona

d. Conceptos básicos asociados a ésta

e. Teoría/ proceso de terapia

f. Metas (¿Qué se espera del proceso)

g. Implicaciones para la consejería

h. Estado actual de la teoría

I. Evaluación personal/ aprendizaje

J. Bibliografía*

*Debe contener al menos diez fichas bibliográficas en estilo APA, sin incluir el texto de la clase.


Updated 05/28/2013

APÉNDICE H/APPENDIX H

MATRIZ VALORATIVA PARA EVALUAR TRABAJOS ESCRITOS

Fecha__________

Nombre: _____________________________ NOTA FINAL _________

Criterios:

Deficiente

(1)

Regular

(2)

Bueno

(3)

Muy Bueno

(4)

Excelente

(5)

N/A-No Aplica

1. El escrito es claro, enfocado e interesante, identifica el propósito, los objetivos e ideas principales

que se incluyen en el escrito. ____________

2. Se cumplieron los objetivos o propósitos anunciados en la introducción. ___________

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

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

apropiada. _________

5. El autor demuestra dominio del tema o materia de la presentación al explicar con propiedad el

contenido y no incurrir en errores. _________

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

consultados o discutidos en clase. _______

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

_______

Criterios del lenguaje::

8. Se utiliza un lenguaje apropiado en inglés o español con corrección sintáctica y gramatical.

_______


Updated 05/28/2013

Apéndice I/Appendix I

Información acerca del Laboratorio de Idiomas y el E-Lab

El Laboratorio de Idiomas y el E-Lab están diseñados para ayudar a los estudiantes a desarrollar

sus habilidades lingüísticas en inglés y en español y a lograr los objetivos de aprendizaje a lo

largo de su carrera. Ambos recursos cuentan con una amplia variedad de ejercicios visuales y

auditivos en línea, herramientas de investigación y actividades de escritura guiada, que les

permiten a los estudiantes mejorar sus habilidades de comprensión auditiva y de lectura,

pronunciación, desarrollo de vocabulario, gramática y escritura.

Además, el Laboratorio de Idiomas también ofrece un paquete de 140 páginas web de English

for Speakers of Other Languages (ESOL, por sus siglas en inglés: Inglés para hablantes de otros

idiomas) seleccionadas cuidadosamente, así como otras páginas web en español, con el fin de

satisfacer las necesidades de los estudiantes. También, el Laboratorio de Idiomas y el E-Lab

cuentan con otros programas tecnológicos para el aprendizaje del idioma y del contenido

académico, tales como Tell Me More, NetTutor y Wimba Voice.

Por otro lado, Tell Me More es un sistema eficaz para el aprendizaje de inglés y español, que les

permite a los alumnos reforzar sus destrezas y además cumplir con las las tareas requeridas por el

facilitador. Para poder usar este programa, es necesario contar con Internet, el navegador Internet

Explorer y el acceso a la plataforma Blackboard.

El sistema inicialmente evaluará el nivel de conocimientos de los estudiantes y creará un

programa de aprendizaje, adaptado a las especificidades de lenguaje de cada uno, lo que

permitirá medir el progreso individual. A su vez, los alumnos mejorarán su pronunciación, la

gramática y las destrezas auditivas, desde el nivel de principiante hasta el nivel avanzado, con

dos perfiles diferentes: lenguaje de comunicación y lenguaje de negocios.

Por otra parte, NetTutor es un servicio de tutoría en línea, que provee asistencia en directo para

materias cuánticas y computacional (tiene horarios fijos). En los cursos en los que no se ofrece


Updated 05/28/2013

tutoría en directo, los estudiantes pueden expresar sus dudas por escrito; ya que serán

contestadas en un lapso de 72 horas. El sistema también cuenta con un banco de preguntas y

respuestas frecuentes, disponible las 24 horas del día. Finalmente, NetTutor se puede acceder

remotamente, siempre que se cuente con la conexión de Internet. Este servicio ofrece tutorías en

las siguientes materias:

Inglés (disponible para todos los cursos)

Español (disponible para todos los cursos)

Estadísticas (el estudiante debe estar matriculado en el curso)

Matemáticas (el estudiante debe estar matriculado en el curso)

Contabilidad (el estudiante debe estar matriculado en el curso)

Sistemas de información computarizada (el estudiante debe estar matriculado en el

curso).

Igualmente, Wimba Voice es una herramienta electrónica que promueve el uso de la voz en línea

durante el desarrollo del material académico y permite a su vez la interacción entre los

estudiantes y el facilitador. Los alumnos usarán Wimba Voice para participar en los foros de

discusión oral en línea, preparar presentaciones orales, enviar mensajes de voz y cumplir con

otras asignaciones/tareas.

Por favor asegúrese de obtener la última versión de Java instalada en su computadora. Puede

verificar su versión de Java visitando http://www.java.com/en/download/installed.jsp y

siguiendo las instrucciones que aparecen en la pantalla de su monitor.

El programa cuenta con cinco funciones que permiten las siguientes actividades, bajo cada

aplicación:

Voice Authoring: graba y escucha contenido oral en páginas web.

Voice Discussion Board: publica y escucha mensajes orales en un foro de discusión en

línea.

Voice Presentation: presenta contenido de páginas web con mensajes de voz.

Voice E-mail: envia correos electrónicos con mensajes de voz.

Voice Podcaster: crea y distribuiye mensajes orales a los participantes.

http://www.java.com/en/download/installed.jsp


Updated 05/28/2013

Language Lab and E-Lab Information

The Language Lab and E-Lab are designed to help students strengthen their linguistic skills in English

and Spanish and to fulfill the content objectives of the course. Both labs count with a wide variety of

visual and auditory on-line exercises, Internet-based research, and guided writing activities, that allow

students to improve their skills in listening and reading comprehension, pronunciation, vocabulary

building, grammar, and writing.

The Language Lab also includes a package of 140 carefully selected English for Speakers of Other

Languages (ESOL) Web sites, as well as other Spanish Web pages to meet the students’ needs.

Additionally, the Language Lab and E-Lab have other software to boost language and academic content

learning such as Tell Me More, NetTutor, and Wimba Voice.

Tell Me More is an effective system for English and Spanish learning that allows students to strengthen

their skills and fulfill the language lab hours required in each class. Students must have Internet

connection, Internet Explorer browser, and access to Blackboard to be able to use this program.

The system will initially assess students’ knowledge and create a learning path specifically tailored to

each student’s needs, thus allowing facilitators to measure every student’s progress. Students will be able

to improve pronunciation, grammar and listening skills from beginner to advanced levels with two

different profiles: everyday language and business oriented language.

NetTutor is an online tutoring service, which provides live tutoring for numerical and computer classes

(scheduled hours apply). For those classes which do not have live tutoring, students can post questions

and they will be answered within 72 hours. The system also has a “Frequently Asked Questions” section

available 24/7. NetTutor can be accessed remotely with an Internet connection. This service offers

tutoring for the following subjects:

English (available for all courses)

Spanish (available for all courses)

Statistics (student must be enrolled in the course)

Mathematics (student must be enrolled in the course)

Accounting (student must be enrolled in the course)

Computer Information Systems (student must be enrolled in the course)


Updated 05/28/2013

Wimba Voice is an electronic tool that promotes the use of voice online during the development

of the academic content, and allows students/facilitator interaction. Students will use Wimba

Voice to create voice posts for discussion boards, prepare voice presentations, send voice e-

mails, and for other assignments.

Please make sure that you have the latest Java version installed on your computer. You can

verify your Java version by visiting http://www.java.com/en/download/installed.jsp and

following the instructions that appear on the screen.

The Wimba Voice program has 5 functions:

Voice Authoring: allows recording and listening to voice content on a webpage.

Voice Discussion Board: allows posting and listening to voice messages within discussion

boards.

Voice Presentation: allows presenting web content alongside voice messages.

Voice E-mail: allows sending voice messages via e-mail.

Voice Podcaster: allows creating and distributing voice messages to participants.

http://www.java.com/en/download/installed.jsp


Updated 05/28/2013

APÉNDICE J/APPENDIX J

LANGUAGE LAB/E-LAB DOCUMENTATION

Each student will complete this form and give it to the facilitator to be included as part of the assessment

criteria for the class. Students will receive one (1) point for every hour spent in the language lab for a

total of up to four (4) points per workshop for the completion of the exercises recommended.

Ana G. Méndez University System

Language Lab/E-Lab Attendance Log

Student’s Name: _______________________________________________________

Student’s ID Number: _____________________

Course Requiring Lab Hours (e.g. ENGL 050, MANA 501): ___________________

Facilitator’s Name: _____________________________________________________

Semester: ___________________ PT: _____________________


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Appendix J

Language Lab/E-Lab Documentation

Each student should complete this form and submit it weekly to the facilitator as part of the class

evaluation.

Points: _____

AREAS OF

IMPROVEMENT

AND/OR

SUGGESTED BY

FACILITATOR

DATE ELECTRONIC

RESOURCES USED

AND

TASKS

COMPLETED

AGM CLASSROOM

LAB. (L)

OFF-CAMPUS

PRACTICE (O)

STAFF/FACULTY

SIGNATURE

Tell Me More

NetTutor


Updated 05/28/2013

Wimba Voice

Internet-Based

Research (Virtual

Library)

English

and/or

Spanish

Websites

Activities

Total number of hours: _______

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