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Integration of the Fine Arts in Special Education 1

Updated, 03-02-2011

Sistema Universitario Ana G. Méndez

School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, Universidad del Turabo

SPED 205

INTEGRATION OF THE FINE ARTS IN SPECIAL EDUCATION

INTEGRACIÓN DE LAS BELLAS ARTES EN LA EDUCACIÓN ESPECIAL

© Sistema Universitario Ana G. Méndez, 2010

Derechos Reservados.

© Ana G. Méndez University System, 2010. All rights reserved


Updated, 03-02-2011

Preparado con la colaboración de:

Luz Mariella Sullivan, M. Ed.

Angel Avila, M. Ed.

Juanita Munera, M. Ed.

Paola Maino, M.A.T., MA.

Daniel Poremba, MSCIS


Updated, 03-02-2011

TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

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

STUDY GUIDE ............................................................................................................................ 21

TALLER UNO.............................................................................................................................. 37

WORKSHOP TWO ...................................................................................................................... 43

TALLER TRES ............................................................................................................................ 49

WORKSHOP FOUR .................................................................................................................... 55

TALLER CINCO / WORKSHOP FIVE ...................................................................................... 63

APÉNDICE A / APPENDIX A: THE SECOND LANGUAGE SCORING RUBRICS ............. 72

APÉNDICE B / APPENDIX B: CLINICAL EXPERIENCE OBSERVATION TOOL ............. 79

APÉNDICE C / APPENDIX C: CLINICAL EXPERIENCE OBSERVATION REPORT ......... 80

APÉNDICE D / APPENDIX D: 6-TRAITS OF WRITING RUBRIC ........................................ 81

APÉNDICE E / APPENDIX E: RESPONSE PAPER RUBRIC ................................................. 92

APÉNDICE F / APPENDIX F: PHILLIPS 6-6 ............................................................................ 96

APÉNDICE G / APPENDIX G: MATRIZ DE VALORACIÓN-ENSAYO EXPOSITIVO ....... 99

APÉNDICE H / APPENDIX H: GUIDELINES TO PREPARE THE PORTFOLIO................ 106

APÉNDICE I / APPENDIX I: PORTFOLIO INFORMATIONAL SHEET ............................. 109

APÉNDICE J / APPENDIX J: LOG OF ENTRIES ................................................................... 111

APÉNDICE K / APPENDIX K: REFLECTION PROCESS ..................................................... 113

APÉNDICE L / APPENDIX L: OVERALL PORTFOLIO SELF-ASSESSMENT .................. 116

APÉNDICE M / APPENDIX M: STRENGHTHS AND WEAKNESSES TEMPLATE .......... 119

APÉNDICE N / APPENDIX N: USE AND RETURN OF PORTFOLIO ................................. 121

APÉNDICE O / APPENDIX O: USE AND DISCARD OF PORTFOLIO ............................... 123

APÉNDICE P / APPENDIX P: PORTFOLIO RUBRIC ........................................................... 125

APÉNDICE Q / APPENDIX Q: MATRIZ DE VALORACIÓN DEL POSTER ...................... 131

APÉNDICE R / APPENDIX R: ORAL PRESENTATION RUBRIC ....................................... 137

APÉNDICE S / APPENDIX S: MATRIZ VALORATIVA GRUPAL ...................................... 141

APÉNDICE T / APPENDIX T: KWL CHART ......................................................................... 146


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GUÍA DE ESTUDIO

Título del Curso: Integración de las bellas artes en la educación especial

Codificación: SPED 205

Créditos: Tres

Duración: Cinco semanas

Prerrequisito: SPED 101; EDUC 202; EDUC 204

Descripción:

Este es un curso en el que se estudian los diferentes componentes de las bellas artes aplicadas a

la educación especial. Se analizan las artes visuales, los movimientos corporales, la música, el

teatro así como otras manifestaciones de las bellas artes.

También se diseñan planes educativos y estrategias de enseñanza efectivas para satisfacer las

necesidades educativas de niños con alguna discapacidad. Además se desarrollan observaciones,

análisis, planificación de lecciones y el uso responsable de la tecnología. Incluye práctica,

estudios de casos, desarrollo de currículo y visitas de campo.

Objetivos de Contenido Generales

Al final del curso, los estudiantes podrán:

1. Explicar la importancia de las actividades de expresión artística para el desarrollo del ser

humano.

2. Explicar cómo las experiencias de creatividad se enfocan en un aprendizaje

multisensorial necesario para la estimulación de las áreas afectadas en diferentes

condiciones del estudiante excepcional.

3. Analizar y discutir la importancia de los conceptos estéticos en las manifestaciones del

movimiento corporal, las artes plásticas, las artes histriónicas o musicales.


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4. Aplicar los elementos aprendidos en las diferentes manifestaciones del arte para

desarrollar una clase de expresión artística utilizando la asistencia tecnológica y

fundamentada en la inclusión.

5. Aplicar los conceptos de la expresión creativa como otro medio de comunicación de

necesidades, intereses, deseos e ideas, destrezas transferibles a distintas actividades en la

vida.

6. Valorar la expresión y experiencia creativa dentro del marco del proceso de maduración

del ser humano en sus diferentes etapas del desarrollo.

7. Conocer sobre diferentes teorías de la enseñanza de la educación de las artes al igual que

se familiarizaran con proyectos de integración de las artes y con proyectos artísticos en la

Florida, y como éstos a su vez pueden ser adaptados para la población excepcional.

8. Aplicar los conceptos artísticos en el salón mediante el desarrollo de productos

individuales en las disciplinas estudiadas.

Objetivos de Lenguaje Generales

Al final del curso, los estudiantes podrán:

1. Escuchar: Asistir a varias presentaciones acerca de las diferentes teorías del arte.

2. Hablar: Discutir y analizar por medio de estrategias diversas las teorías del arte y su

implementación en la actividad escolar.

3. Leer: Leer artículos variados referentes a la expresión artística para el desarrollo del ser

humano.

4. Escribir: Reflexionar en forma escrita sobre el enfoque de la expresión artística dentro

de la actividad escolar.


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Next Generation Sunshine State Standards: (Estándares de la Florida para educación):

VA.2.C.1.2 The student will reflect on and discuss various possible meanings in work of art.

VA.2.C.2.2 The student will identify skillful techniques used in works by peers and others.

VA.2.C.3.1 The student will use accurate art vocabulary to identify connections among visual art

and other contexts.

VA.2.F.1.1 The student will use imagination to create unique art work incorporating personal

ideas and selected media.

VA.2.O.1.1 The student will employ structural elements of art and organizational principles of

design in personal work to develop awareness of the creative process.

ESOL Performance Standards: (Estándares de la Florida para programas de inglés como

segundo idioma)

STANDARD 1: Culture as a Factor in ELL’s learning

DOMAIN 1: Culture (Cross-Cultural Communications)

PERFORMANCE INDICATOR: 11.b Understand and apply knowledge of concepts of

cultural competence, particularly knowledge about how cultural identities affect learning and

academic progress for students from diverse backgrounds and at varying English proficiency

levels.

STANDARD: Language as a system

DOMAIN 2: Language and Literacy (Applied Linguistics)

PERFORMANCE INDICATORS: 2.1a Demonstrate knowledge of the components of

language and understanding of language as an integrative and communicative system.


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STANDARD 3: Effective Use of Resources and Technologies

DOMAIN 3: Methods of Teaching English to Speakers of Other Languages (ESOL).

PERFORMANCE INDICATOR: Use a variety of materials and other resources, including

L1 resources for ELLs to develop language and content area skills.

Florida Educator Accomplished Practices: (Actividades de aplicación para educadores en

la Florida-Educación solamente.)

COMPETENCY: Assessment

SKILL: Analyzes individuals’ needs and practices techniques which accommodate

differences, including linguistic and cultural differences.

COMPETENCY: Communication

SKILL: Communicates to all students high expectations for learning.

SKILL: Provides opportunities for students to learn from each other.

SKILL: Encourages students in a positive and supportive manner.

Describa el Proyecto de Experiencia Clínica

El proyecto debe estar claramente descrito para que los estudiantes entiendan las expectativas y

los requisitos. Éste debe reflejar los temas educativos principales para el curso y los estándares

del “ Florida Educator Accomplished Practices” del curso para lograr las competencias y

destrezas especificadas. Los estudiantes tienen que usar el Instrumento de Observación y la

Platilla que aparecen en la sección de anejos y demonstrar que han cumplido con el mínimo de

seis horas en el plantel escolar.


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NOTA: Las asignaciones y actividades del módulo deben reflejar las competencias y

destrezas, según apliquen.

Reading Competencies: (Competencias de la Lectura del Estado de la Florida)

COMPETENCY 1: Foundations in language and cognition

SPECIFIC INDICATOR A: Phonemic Awareness

1.A.2 Distinguish both phonological and phonemic differences in language and their

applications in written and oral discourse patterns.

SPECIFIC INDICATOR F: Integration of the major reading components

1. F.1 Identify language characteristics related to informal language and cognitive academic

language.

COMPETENCY 2: Foundations of Research- Based Practices

SPECIFIC INDICATOR F: Integration of the major reading components.

2. F.1 Identify comprehensive instructional plans that synchronize the major reading

components.

COMPETENCY 3: Foundations of Assessment

SPECIFIC INDICATOR 3.2 Understands the role of assessment in planning instruction to

meet student learning needs.

COMPETENCY 4: Foundations of Differentiation

SPECIFIC INDICATOR 4.9 Select appropriate materials that address cultural and linguistic

differences.

COMPETENCY 5: Application of Differentiated Instruction

5.13 Identify and set goals for instruction and student learning based on assessment results to


Updated, 03-02-2011

monitor student progress.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 idioma 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.

Descripción del Proceso de Evaluación

Asistencia y participación en clase (Talleres 1 – 5)

La asistencia y participación en todas las clases es obligatoria y tendrá un

puntaje de cuatro (4) puntos por cada taller. Además, cada día se

sumará el puntaje correspondiente basados en los siguientes criterios:

Demostrar el DOMINIO de los temas discutidos en clase.

Cumplir con las tareas asignadas en la clase.

Participar y cumplir con trabajo colaborativo.

Demostrar destrezas de comunicación verbal adecuadas.

Puntualidad en la entrega de los trabajos.

Es requisito asistir a todos los talleres para aprobar el curso. Las ausencias

afectarán su nota final (1 punto por asistencia y 3 puntos por participación en

cada taller).


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Portafolio (Talleres 1-5)

Todas las asignaciones escritas, juntas con la selección del trabajo hecho

durante el curso, deberán ser colocadas en un portafolio y seguir

estrictamente las especificaciones de su elaboración ubicadas en los

apéndices.

El portafolio se presentará dos veces durante este curso: La primera

evaluación (Taller 3) y la evaluación final (Taller 5).

El portafolio se evaluará utilizando los apéndices.

Ensayo expositivo (Talleres 2, 3, & 4)

Los estudiantes escribirán un ensayo expositivo grupal acerca de la

necesidad especial asignada al grupo en los talleres correspondientes.

El ensayo se evaluará usando la guía en apéndices.

Poster (Taller 2)

Los estudiantes harán un poster que represente el contenido de los temas

asignados en este taller.

Esta actividad se evaluará usando la guía en apéndices.

Ensayo de respuesta (Taller 3)

Los estudiantes escribirán un ensayo de respuesta acerca de un artículo de

base científica proporcionado por el facilitador en el Taller Tres.

Esta asignación se evaluará usando la guía en apéndices.


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Presentación oral (Taller 5)

Los estudiantes harán una presentación oral acerca de un instrumento

tecnológico diseñado para ayudar a personas con necesidades especiales.

La presentación oral se evaluará usando la guía en apéndices.

Evaluación

Asistencia y participación en clase 20 puntos

Portafolio 40 puntos

Ensayo expositivo: Tres ensayos – 10

puntos cada uno

30 puntos

Poster 10 puntos

Ensayo de respuesta 10 puntos

Experiencia Clínica 30 puntos

Presentación oral 10 puntos

Clase demostrativa 40 puntos

TOTAL 190 puntos


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Escala de Evaluación

A = 100 – 90% B= 89 – 80% C= 79 – 70% D= 69 – 60% F = 59% o menos

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

Para los Textos Recomendados y Recursos utilice el estilo APA, versión 6. Incluya al menos un

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

La fecha de publicación de un libro no deberá ser mayor de 5 años según lo exige la Comisión de

Educación Independiente de la Florida.

Textos de estudio recomendados:

Hallahan, D., et al. (2009). Exceptional learners: Introduction to special education. (11th

Ed.).

Boston, MA: Allyn & Bacon/Merrill Publishers. (Price $45.00)

(ISBN 0205571042)

Heward, W. (2009). Exceptional children: An introduction to special education. (9th

Ed.).


(ISBN 0135144361)

Lindemann, C., Hackett, P. (2010) The Musical Classroom: Background Models and SKILLs for

Elementary Teaching. San Francisco, CA: Pearson Publishers. (Price $50.00) (ISBN

0205763642)

Távara, F., & Báez, M. (2007). Portfolio assessment. Orlando, FL: Ana G. Méndez University

System. (Price $30.00) (ISBN 0131745980)

http://bibliotecavirtualut.suagm.edu/


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Libros Electrónicos

Raver, S. (2009). Early childhood education: 0-8 years: Strategies for positive outcomes.

Boston, MA: Allyn & Bacon/Merrill Publishers. (Price 57.00) (ISBN 0131745980)


Arts in Early Childhood: Curriculum and Connections:

http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=113

The Art of Teaching Art in Early Childhood Education

http://eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch

_SearchValue_0=ED443575&ERICExtSearch_SearchType_0=no&accno=ED443575

The Value of Art in Early Childhood

http://www.suite101.com/content/the-value-of-art-in-early-childhood-a292813

Early Childhood Art

http://www.teach-nology.com/teachers/early_education/subject_matter/art/



http://eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED443575&ERICExtSearch_SearchType_0=no&accno=ED443575





Updated, 03-02-2011

Descripción de las Normas del Curso

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

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

desarrollo de cada estudiante como un profesional bilingüe. Cada taller será facilitado

en inglés y español, utilizando el modelo 50/50. Esto significa que cada taller deberá ser

conducido enteramente en el lenguaje especificado. Los lenguajes serán alternados en

cada taller para asegurar que el curso se ofrece 50% en inglés y 50% en español. Para

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

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

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

cursos de lenguaje 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 en y fuera de la institución.

Convertirse en un profesional bilingüe es un proceso complejo y retador. 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 como el estudiante repondrá el trabajo perdido, de ser necesario.

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


Updated, 03-02-2011

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

que requiera respuesta.

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 una nota por debajo basado en la

nota existente.

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

por debajo de la nota existente.

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

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

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

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

del lenguaje como la presentación oral o actividad a ser respuesta.

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. El servicio de


Updated, 03-02-2011

SafeAssign TM

de Blackboard será utilizado por los facilitadores para verificar la autoría

de los trabajos escritos de los estudiantes. Es responsabilidad del estudiante el leer la

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

11.1 del Manual del Estudiante. Si es estudiante de UMET y UT, refiérase al Capítulo

13, secciones 36 y 36.1 de los respectivos manuales.

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 a 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 familiares 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. Entre ellas están:

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.

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.

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/


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CUMPLIMIENTO DE LA LEY DE INVESTIGACIÓN:

Del facilitador o el estudiante requerir o desear una investigación o la administración de

cuestionarios o entrevistas, deben referirse a las normas y procedimientos de la Oficina de

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

Cumplimiento pueden visitar este enlace:

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

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

instrucciones para la certificación en línea. Estas certificaciones incluyen: IRB

Institutional Review Board, 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 nuestras 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 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.


Updated, 03-02-2011

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

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

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

asegurar el aprendizaje es hacer del avalúo parte esencial de dicho proceso, asegurando

que el mismo provea a los estudiantes con la información sobre la calidad de su

aprendizaje.

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

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

perspectivas que existen en el mundo.

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


Updated, 03-02-2011

STUDY GUIDE

Course Title: Integration of the Fine Arts in Special Education

Code: SPED 205

Credits: Three

Time Length: Five weeks or as applicable

Prerequisite: SPED 101; EDUC 202; EDUC 204

Description:

This is an introductory course in special education. It includes the analysis of social, emotional,

and educational needs of children with exceptional qualities, diagnostic, educational and

rehabilitation services, family, community attitudes, and civil rights. It emphasizes the

educational needs and learning styles of exceptional children: teaching, methods, techniques, and

inclusion process. It also includes the analysis of the assistive technology used for the different

necessities of the exceptional children.

General Content Objectives

At the end of this course, students will:

1. Explain the importance of the activities of artistic expression in the development of a

human being.

2. Explain how the creative experiences focus on a multisensory experience needed to

stimulate areas of weaknesses in children with varied exceptionalities.

3. Analyze and discuss the importance of esthetic concepts in areas such as: corporal

movement, plastic arts, theatrical or musical dramatizations.

4. Apply learned concepts in different areas to develop a class plan to include artistic

expressions using assistive technology and inclusion.


Updated, 03-02-2011

5. Apply concepts of creative expression like other means of communication, interests,

ideas, and skills applicable to everyday life situations.

6. Study the creative expression and experience within the different developmental stages in

a child’s life.

7. Learn about a variety of teaching theories related to fine arts education; projects showing

the adaptation of the fine arts for exceptional children in the State of Florida.

8. Apply artistic concepts in the classroom by developing individual products related to the

studied topics.

General Language Objectives:

1. Listening: At the end of this course, students will listen to a variety of presentations

about the different theories in art.

2. Speaking: Discuss and analyze through diverse strategies the different theories in art and

their implementation in the classroom.

3. Reading: Participate in the reading of a variety of articles related to artistic expression in

the development of a human being.

4. Writing: Reflect in writing about the focus of the artistic expression in the classroom.

Next Generation Sunshine State Standards:

VA.2.C.1.2 The student will reflect on and discuss various possible meanings in the work of art.

VA.2.C.2.2 The student will identify skillful techniques used in works by peers and others.

VA.2.C.3.1 The student will use accurate art vocabulary to identify connections among visual art

and other contexts.

VA.2.F.1.1 The student will use imagination to create unique art work incorporating personal


Updated, 03-02-2011

ideas and selected media.

VA.2.O.1.1 The student will employ structural elements of art and organizational principles of

design in personal work to develop awareness of the creative process.

ESOL Performance Standards:

STANDARD 1: Culture as a Factor in ELL’s learning

DOMAIN 1: Culture (Cross-Cultural Communications)

PERFORMANCE INDICATOR:11.b Understand and apply knowledge of concepts of cultural

competence, particularly knowledge about how cultural identities affect learning and academic

progress for students from diverse backgrounds and at varying English proficiency levels.

STANDARD: Language as a system

DOMAIN 2: Language and Literacy (Applied Linguistics)

PERFORMANCE INDICATORs: 2.1a Demonstrate knowledge of the components of

language and understanding of language as an integrative and communicative system.

STANDARD 3: Effective Use of Resources and Technologies

DOMAIN 3: Methods of Teaching English to Speakers of Other Languages (ESOL).

PERFORMANCE INDICATOR: Use a variety of materials and other resources, including

L1 resources for ELLs to develop language and content area SKILLs.

Florida Educator Accomplished Practices:

COMPETENCY: Assessment

SKILL: Analyzes individuals’ needs and practices techniques which accommodate differences,

including linguistic and cultural differences.

COMPETENCY: Communication


Updated, 03-02-2011

SKILL: Communicates to all students high expectations for learning.

SKILL: Provides opportunities for students to learn from each other.

SKILL: Encourages students in a positive and supportive manner.

CLINICAL EXPERIENCE PROJECT

Students will need to visit an elementary school and observe a classroom with students with

varied exceptionalities where fine arts and special education are integrated. It may be a regular

setting with some special needs students; a co-taught model or a resource model. A minimum of

six (6) hours is required at the school site for this project. Keep a log of your observations. This

project is assigned as a pre-workshop activity in Workshop 4. Students are required to use the

Observation Tool and the Report Template provided in the appendix section.

Reading Competencies:

COMPETENCY 1: Foundations in language and cognition

SPECIFIC INDICATOR A: Phonemic Awareness

1.A2 Distinguish both phonological and phonemic differences in language and their applications

in written and oral discourse patterns.

SPECIFIC INDICATOR F: Integration of the major reading components

1.F.1 Identify language characteristics related to informal language and cognitive academic

language.

COMPETENCY 2: Foundations of Research- Based Practices

SPECIFIC INDICATOR F: Integration of the major reading components.

2.F.1 Identify comprehensive instructional plans that synchronize the major reading components.

COMPETENCY 3: Foundations of Assessment


Updated, 03-02-2011

SPECIFIC INDICATOR 3.2 Understands the role of assessment in planning instruction to

meet student learning needs.

COMPETENCY 4: Foundations of Differentiation

SPECIFIC INDICATOR 4.9 Select appropriate materials that address cultural and linguistic

differences.

COMPETENCY 5: Application of Differentiated Instruction

5.13 Identify and set goals for instruction and student learning based on assessment results to

monitor student progress.

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 10 hours of language lab or e-lab usage for each language (English and

Spanish) per course. This equates to the use of the language lab or e-lab for two hours

weekly for each language per course. The facilitator may require a higher number of

hours for language lab practice based on the language needs for listening, speaking,

reading, and writing skills in either or both languages. The total amount of language lab

or e-lab hours is integrated in the activities for each workshop in the module.

Evaluation’s description

1. Attendance and participation (Workshops 1 – 5)

Attendance and participation in every workshop is mandatory. The student

will receive four (4) points per workshop. The following criteria will also be


Updated, 03-02-2011

evaluated:

Mastery of the material discussed in class.

Completion of work assigned in class.

Collaboration with their peers on assigned group work.

Demonstration of proper verbal communication SKILLs.

Turn in work strictly on time.

Attendance is required to pass the course.

Absences will affect your final grade as follows: 1 point for your attendance and 3 points for

your participation in class.

Portfolio (Workshops 1 – 5)

All self-assessment and reflection written assignments, together with the

selection of work done during the course, will be assembled in a portfolio

strictly following the guidelines of portfolio elaboration in found the in the

appendixes.

The portfolio is should be submitted twice during this course: First partial

evaluation (Workshop 3), and final evaluation (Workshop 5).

The portfolio will be evaluated using guide in appendixes.

· Expository Essay (Workshops 2, 3, and 4)

Students will write a group expository paper about the special need

assigned to the group in the corresponding workshops.

This essay will be evaluated using guide in appendixes.

· Poster (Workshop 2)

Students will make a poster representing the content of the assigned topics


Updated, 03-02-2011

in this workshop.

This activity will be evaluated using guide in appendixes.

Response Paper (Workshop 3)

Students will write a response paper of a research-based article provided by

the facilitator in Workshop Three.

This assignment will be evaluated using guide in appendixes.

Clinical Field Experience (Workshop 5) Appendix B.

Oral presentation (Workshops 5)

The oral presentation will be evaluated using guide in appendixes.

Demonstrative Class (Workshop 4)

Evaluation scale

Attendance and participation 20 points

Portfolio 40 points

Expository essay: Three essays 30 points

Poster 10 points

Response paper 10 puntos

Clinical Experience 30 points

Oral presentation 10 points

Demonstrative Class 40 points

TOTAL 190 points


Updated, 03-02-2011

Evaluation curve

A = 100-90% B=89-80% C=79-70% D=69-60% F=59% or below

Requirements for the Use of APA (version 6) for Citations of Textbooks

For Recommended Texts and Resources, Use APA style version 6. Include at least ONE e-book

from the Virtual Library at http://bibliotecavirtualut.suagm.edu/

Textbooks must have a publication date of 5 years as required by the Florida Commission of

Independent Learning.

Recommended texts and resources

Hallahan, D., et al. (2009). Exceptional learners: Introduction to special education. (11th

Ed.).

Boston, MA: Allyn & Bacon/Merrill Publishers. . (Price $45.00)

(ISBN 0205571042)

Heward, W. (2009). Exceptional children: An introduction to special education. (9th

Ed.).


(ISBN 0135144361)

Lindemann, C., Hackett, P. (2010) The Musical Classroom: Background Models and SKILLs for

Elementary Teaching. San Francisco, CA: Pearson Publishers. (Price $50.00) (ISBN



Updated, 03-02-2011

0205763642)

Távara, F., & Báez, M. (2007). Portfolio assessment. Orlando, FL: Ana G. Méndez University

System. (Price $30.00) (ISBN 0131745980)

Electronic books

Raver, S. (2009). Early childhood education: 0-8 years: Strategies for positive outcomes.

Boston, MA: Allyn & Bacon/Merrill Publishers. (Price 57.00) (ISBN 0131745980)


Arts in Early Childhood: Curriculum and Connections:


The Art of Teaching Art in Early Childhood Education

http://eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_Search

Value_0=ED443575&ERICExtSearch_SearchType_0=no&accno=ED443575

The Value of Art in Early Childhood


Early Childhood Art









Updated, 03-02-2011

Description of Course Policies

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

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

Dual Language Professional. Workshops will be facilitated in 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.

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


Updated, 03-02-2011

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.

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


Updated, 03-02-2011

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.

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.


Updated, 03-02-2011

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

classrooms.

12. All students are subject to the policies regarding behavior 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/


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.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, 03-02-2011

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 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 Accounting 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, 03-02-2011

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.

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


Updated, 03-02-2011

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, 03-02-2011

TALLER UNO

Objetivos Específicos de Contenido

Al finalizar el Taller Uno, los estudiantes podrán:

1. Definir los siguientes términos relacionados con las bellas artes en la educación especial:

a. Arte f. impedimento significativo

b. Educacion especial g. Inclusión

c. Estudiante en riesgo h. etapas de desarrollo humano

d. Discapacidad i. conciencia estetica

e. Niño excepcional j. enfoque multisensorial

2. Identificar las diferentes teorías del arte y del desarrollo humano.

3. Identificar características de personas creativas.

4. Identificar elementos visuales y principios del diseño como una

expresión artística.

Objetivos Específicos de Lenguaje:

Al finalizar el Taller Uno, los estudiantes podrán:

1. Escuchar: Asistir a una presentación sobre las teorías del arte.

2. Hablar: Presentar oralmente información sobre las teorías de Eisner, Piaget y Lowenfeld.

3. Leer: Leer sobre las características de las personas creativas, así como las funciones

sociales, psicológicas y educativas del desarrollo de la creatividad.

4. Escribir: Escribir una auto reflexión acerca de una actividad completada en clase


Updated, 03-02-2011

utilizando vocabulario, gramática y estilo apropiados.

Enlaces Electrónicos:

Arte

www.primeraescuela.com/themesp/aprarte.htm

Creatividad

www.eltallerdeinventos.com.ar/

www.educarchile.cl/Portal.Base/Web/VerContenido.aspx?ID=98392

Biblioteca Virtual


Inteligencias Multiples

http://inteligenciasmultiples.idoneos.com/

Technology in Special Education

http://www.youtube.com/watch?v=QPnlC5K-CzA

Asignaciones antes del Taller:

1. Leer el módulo, enfocándose en el Taller Uno.

2. Buscar el significado de los términos claves en educación especial utilizando la

Internet, los textos recomendados así como los diarios profesionales. Crear un glosario

con tarjetas y estudiar las definiciones para una actividad de clase. Traer las tarjetas a

clase.

3. Escribir un ensayo de dos páginas sobre lo que es el lenguaje del arte: elementos

visuales y principios del diseño (ver Apéndice E). Use el estilo APA y referencias.

4. Ver el siguiente video en la siguiente dirección

http://www.primeraescuela.com/themesp/aprarte.htm

http://www.eltallerdeinventos.com.ar/

http://www.educarchile.cl/Portal.Base/Web/VerContenido.aspx?ID=98392


http://inteligenciasmultiples.idoneos.com/

http://www.youtube.com/watch?v=QPnlC5K-CzA


Updated, 03-02-2011

www.youtube.com/watch?v=h4mN4xGe5Y8&feature=related.

Prepárese para discutirlo en la clase.

Vocabulario Clave de la Lección

a. El arte f. Enfoque multisensorial

b. En riesgo g. Inclusión

c. Etapas del desarrollo h. Teoría de E. Eisner

d. Función psicológica del arte i. Teoría de V. Lowenfeld

e. Función social del arte j. Conciencia estética

Lista de Materiales Suplementarios para el Taller

1. Revistas que muestren expresiones de arte en diferentes partes del mundo.

2. Información sobre el uso del arte como medio de comunicación.


Updated, 03-02-2011

Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una marca de

cotejo (√) en la (__) en todas las estrategias por componente que se usarán en el taller.

B. Andamiaje

_X_ Modelaje

_X_ Práctica Dirigida

___ Práctica Independiente

_X_ Instrucción

Comprensible

C. Opciones para

Agrupamiento _X_ Grupo Completo

_X_ Grupos Pequeños

___ Pares

_X_ Trabajo Independiente

D. Integración del

Proceso _X_ Escuchar

_X_ Hablar

_X_ Leer

_X_ Escribir

E. Aplicación

_X_ Actividades Dinámicas de

Aplicación

_X_ Significativas y Relevantes

_X_ Rigurosas

_X_ Alineadas a los Objetivos

_X_ Promueven Participación

A. Preparación

___ Adaptación de Contenido

_X_ Enlaces al Conocimiento Previo

_X_ Enlaces al Aprendizaje Previo

_X_ Estrategias Incorporadas

Estrategias de CALLA (Cognitive Academic Language Learning

Approach)

_X_ Cognoscitivo

___ Meta-cognoscitivo

_X_ Socio/Afectivo


Updated, 03-02-2011

Actividades Integradas de Contenido y Lenguaje

1. Introducción del curso, del módulo, de los estudiantes y del facilitador.

2. Elección del estudiante que representará al grupo.

3. El facilitador y los estudiantes emprenderán una actividad para romper hielo.

4. Los estudiantes participarán en un juego con los términos estudiados en tarjetas. Se

formarán dos grupos, cada uno de los grupos escogerá una de las tarjetas y tendrá que

decir el significado del término. El grupo ganará un punto por cada término

correcto. El facilitador otorgará un punto por cada respuesta correcta. Los estudiantes

entregarán las tarjetas con los términos estudiados al facilitador.

5. El facilitador y los estudiantes verán el siguiente video en el siguiente enlace:

www.youtube.com/watch?v=Zv7573sEOkU&feature=related

6. Usando una presentación de diapositivas, el facilitador presentará los puntos más

importantes sobre la teoría de E. Eisner y las etapas del desarrollo de J. Piaget y

Viktor Lowenfield.

7. Los estudiantes participarán en una actividad de grupo en la que tendrán que leer

y compartir sus ideas en cuanto a las teorías presentadas: E.Eisner, J.Piaget, V.

Lowenfeld. H. Gardner y D. Goodman.

8. Los estudiantes participarán en una actividad de torbellino de ideas sobre los

beneficios de la enseñanza del arte a niños con alguna discapacidad.

9. Los estudiantes en parejas discutirán las funciones sociales, psicológicas y educativas del

arte.

10. Los estudiantes divididos en sub grupos crearán una actividad de arte típica de una de

las etapas del desarrollo según Piaget utilizando las inteligencias múltiples.

http://www.youtube.com/watch?v=Zv7573sEOkU&feature=related


Updated, 03-02-2011

11. El facilitador y estudiantes observarán el siguiente video sobre inteligencias múltiples

y el arte www.youtube.com/watch?v=yRDrI1Jiijw. Los estudiantes tomarán apuntes

mientras miran el video para una discusión de clase.

12. Los estudiantes empezarán a trabajar en sus portafolios siguiendo las guías del

portafolio incluida en este módulo.

13. El facilitador responderá preguntas respecto a las tareas del Taller Dos.

Evaluación

1. Asistencia y participación en clase.

2. Actividad de grupo sobre las teorías del arte.

3. Presentación sobre funciones sociales, psicológicas y educativas del arte.

4. Actividad de las etapas del desarrollo según Piaget.

Cierre del Taller

1. Los estudiantes describirán y discutirán las diferentes teorías del arte y del desarrollo

humano.

2. Los estudiantes aplicarán las teorías discutidas y desarrollarán una actividad didáctica

para ilustrar lo aprendido.

http://www.youtube.com/watch?v=yRDrI1Jiijw


Updated, 03-02-2011

WORKSHOP TWO

Specific Content Objectives:

At the end of Workshop Two, students will be able to:

1. Define the following terms in fine arts:

a. scribbling f. impressionism

b. presquematic g. sculpture

c. squematic h. creative process

d. realism i. plastic expression

e. naturalist j. assistive technology

2. Analyze definitions and plastic expressions: bidimensional and tridimensional.

3. Describe the different forms of plastic expression.

4. Apply learned elements in the different areas of the fine arts to develop a class involving

artistic expression using assistive technology and inclusion.

Specific Language Objectives:

1. Listening: Listen to the different forms of plastic expression.

2. Speaking: Use effective strategies to participate in formal and informal discussions

including

reflections and analysis, respecting different points of view.

3. Reading: Summarize main ideas using adequate grammar after reading an ample variety

of written resources.

4. Writing: Write an expository essay using adequate grammar, vocabulary and style after

reading and analyzing information from a specific topic.


Updated, 03-02-2011

Electronic Links (URLs):

Biblioteca Virtual


APA style


Stages in Drawing

www.learningdesign.com/Portfolio/DrawDev/kiddrawing.html

www.education.com/.../article/developmental-stages-drawing

Drawing techniques

www.drawingcoach.com/drawing-techniques.html

Painting Techniques

www.freekidcrafts.com/kid-painting-ideas.html

Assignments before the Workshop:

1. Explore at least two electronic addresses about the following topics:

plastic expression, impressionism, sculpture, and assistive technology in the creative

process.

2. Bring magazines or other resources with pictures, photos or drawings that may be

used to create a poster about the different forms of art.

3. The students will read the following article related to the importance of fine arts in

education: www.katyisd.org/finearts/Pages/importance.aspx. Prepare yourself to

discuss it in class.



http://www.learningdesign.com/Portfolio/DrawDev/kiddrawing.html

http://www.education.com/.../article/developmental-stages-drawing

http://www.drawingcoach.com/drawing-techniques.html

http://www.freekidcrafts.com/kid-painting-ideas.html

http://www.katyisd.org/finearts/Pages/importance.aspx


Updated, 03-02-2011

Key Vocabulary:

a. scribbling f. impressionism

b. presquematic g. sculpture

c. squematic h. creative process

d. realism i. plastic expression

e. naturalist j. assistive technology

List of Supplementary Materials for the Workshop

1. Magazines

2. Glue

3. Scissors

4. Poster board


Updated, 03-02-2011

SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be used in

the workshop.

B. Scaffolding

_X_ Modeling

_X_ Guided Practice

___ Independent Practice

_X_ Comprehensible Input

C. Grouping Options

_X_ Whole Class

_X_ Small Groups

___ Partners

_X_ Independent Work

D. Integration of Processes

_X_ Listening

_X_ Speaking

_X_ Reading

_X_ Writing

E. Application

_X Hands-on

_X_ Meaningful/Relevant

_X_ Rigorous

_X_ Link to Objectives

_X_ Promote Engagement

A. Preparation

___ Adaptation of Content

_X_ Links to Background Knowledge

_X_ Links to Past Learning

_X_ Strategies Incorporated

CALLA Strategies (Cognitive Academic Language Learning

Approach)

_X_ Cognitive

___ Meta-cognitive

_X_ Social/Affective


Updated, 03-02-2011

Integrated Activities:

1. Students will participate in a game to review and practice key glossary terms.

Students will prepare index cards with the vocabulary terms: one side of the card

should show the term and on the back its definition.

The class will be divided into two groups. One group will read the definition and the

other group will have five seconds to find the card that corresponds to the term read.

The group that answers correctly will be the winner. Prizes will be

warded.

2. The facilitator will begin this workshop by asking students to complete the first two

columns of a K-W-L chart. Students will brainstorm previous knowledge about the

assigned topics of this workshop:

a. Developmental stages of drawing

b. Drawing techniques

c. Assistive technology in the creative process

3. Students will discuss the content of the article read with the assistance of the

facilitator.

4. Using a power point presentation, the facilitator will show an outline of the most

relevant points to be discussed about each of the forms of plastic expression: drawing

and painting, impressionism, and sculpture.

5. Students will be organized according to a pre-arranged setting. Each team will

choose a form of plastic expression of interest and using their notes during the reading

session about the assigned topic; will develop a graphic organizer and a chart

illustrating the most relevant points of the topic.


Updated, 03-02-2011

6. The students will perform a gallery walk strategy to share their graphic organizers.

7. In small groups, students will develop a poster illustrating the forms of plastic

expression discussed during this workshop.

8. The facilitator will assign each student a topic related to the content covered in this

workshop.

9. The students will write an expository essay of two pages about their assigned topic

following the outline in appendixes and APA style.

10. The facilitator will provide students with drawing samples of school aged students. The

students will classify the samples according to the developmental stage of each drawing.

11. Students will complete the third column of the graphic “KWL” organizer.

12. The facilitator will clarify doubts about the topics discussed so far.

13. Students will continue working in their portfolios.

14. The facilitator will clarify doubts related to the assignments due on the next workshop.

Assessment:

1. Portfolio: to include a copy of the rough draft and final draft of the required

documents in Workshop Two and indicated by the facilitator. Students may include

relevant material to the workshop.

2. Written work rubric.

3. Rubric for class participation.

Lesson Wrap-Up

1. KWL Chart

2. Poster


Updated, 03-02-2011

TALLER TRES

Objetivos Específicos de Contenido

Al finalizar el Taller tres, los estudiantes podrán:

1. Definir los siguientes términos de educación especial:

a. Obra literaria e. Postura

b. Representación teatral f. Elementos de la representación teatral

c. Proyección de voz g. Adaptación de una obra literaria

d. Dicción

2. Identificar los elementos de la expresión histriónica, así como los elementos de la

representación teatral por medio de varias actividades.

3. Organizar y adaptar una obra literaria para niños de edad pre-escolar hasta tercer

grado.

Analizar la importancia de la asistencia tecnológica en el proceso histriónico.

Objetivos Específicos de Lenguaje:

Al finalizar el Taller Tres, los estudiantes podrán:

1. Escuchar: Asistir a una variedad de actividades relacionadas a la expresión histriónica.

2. Hablar: Usar estrategias de aprendizaje cooperativo para analizar y discutir un tema.

3. Leer: Resumir ideas principales usando la ortografía y gramática correcta en el español

después de leer una selección de recursos múltiples.

4. Writing: Escribir un ensayo expositivo basado en la lectura de un artículo utilizando el

estilo, vocabulario y gramática adecuada.


Updated, 03-02-2011

Enlaces Electrónicos:

Biblioteca Virtual


Estilo APA


Arte Teatral

http://estratidaj.blogspot.com/2008_12_01_archive.html

Preparación del actor

www.filomusica.com/cantar.html

Obras teatrales infantiles

http://pacomova.eresmas.net/paginas/teatro%20infantil.htm

Asignaciones antes del Taller:

Los estudiantes deberán:

1. Completar el ensayo expositivo empezado en el Taller Dos.

2. Explorar al menos dos direcciones electrónicas sobre:

expresión histriónica, elementos de la representación teatral y la asistencia

tecnológica en el proceso histriónico.

3. Traer materiales para preparar una marionata. (Ver materiales suplementarios)

4. Mirar el siguiente video relacionado con la expresión histriónica:

www.bing.com/videos/watch/video/houghton-mifflin-readers-

theater/49e4c37933b9411b2cf549e4c37933b9411b2cf5-

415635866234?q=readers+theather+videos&FORM=VIRE4



http://estratidaj.blogspot.com/2008_12_01_archive.html

http://www.filomusica.com/cantar.html

http://pacomova.eresmas.net/paginas/teatro%20infantil.htm

http://www.bing.com/videos/watch/video/houghton-mifflin-readers-theater/49e4c37933b9411b2cf549e4c37933b9411b2cf5-415635866234?q=readers+theather+videos&FORM=VIRE4




Updated, 03-02-2011

5. Buscar y resumir un artículo en una revista educacional o en la Internet sobre la

asistencia tecnológica en el proceso histriónico a presentarse en clase durante este taller.

Vocabulario Clave de la Lección

a. Obra literaria e. Postura

b. Representación teatral f. Elementos de la representación teatral

c. Proyección de voz g. Adaptación de una obra literaria

d. Dicción


1. Calcetines ó medias 5. Marcadores

2. Pegamento

3. Botones

4. Lana


Updated, 03-02-2011

Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una marca de

cotejo (√) en la (__) en todas las estrategias por componente que se usarán en el taller.

B. Andamiaje

_X_ Modelaje

_X_ Práctica Dirigida

___ Práctica Independiente

_X_ Instrucción

Comprensible

C. Opciones para

Agrupamiento _X_ Grupo Completo

_X_ Grupos Pequeños

___ Pares

_X_ Trabajo Independiente

D. Integración del

Proceso _X_ Escuchar

_X_ Hablar

_X_ Leer

_X_ Escribir

E. Aplicación

_X_ Actividades Dinámicas de

Aplicación

_X_ Significativas y Relevantes

_X_ Rigurosas

_X_ Alineadas a los Objetivos

_X_ Promueven Participación

A. Preparación

___ Adaptación de Contenido

_X_ Enlaces al Conocimiento Previo

_X_ Enlaces al Aprendizaje Previo

_X_ Estrategias Incorporadas

Estrategias de CALLA (Cognitive Academic Language Learning

Approach)

_X_ Cognoscitivo

___ Meta-cognoscitivo

_X_ Socio/Afectivo


Updated, 03-02-2011

Actividades Integradas de Contenido y Lenguaje para lograr los objetivos del taller

(Contenido y Lenguaje):

1. El facilitador recogerá los ensayos expositivos empezados en el Taller Dos.

2. Los estudiantes participarán en un juego sobre términos a discutirse. Los estudiantes

formaron dos líneas, cara a cara en el medio de la clase. El facilitador escogerá la

fila que empezará el juego. ¿Qué significa expresión histriónica? Una de las personas

en la otra fila responderá. Las tarjetas con las definiciones no podrán ser usadas al

responder la pregunta. El facilitador asignará los puntos ganados por cada fila. La fila

que obtenga el mayor número de puntos será la ganadora..

3. El facilitador empezará la sesión completando las dos primeras columnas del cartel

K-W-L.

Los temas a discutir en este taller son:

a. Adaptación de una obra literaria.

b. Preparación del actor.

c. La puesta en escena.

4. Los estudiantes con la ayuda del facilitador, discutirán el contenido de los videos

asignados.

5. Con la ayuda del facilitador los estudiantes escogerán un cuento con el fin de planificar

un teatro lectoral (reader’s theater).

6. Los estudiantes, en grupos pequeños, escogerán un personaje del cuento y procederán a

crear una marioneta que represente su personaje.

7. Los estudiantes presentarán su adaptación del cuento en clase utilizando proyección de

voz, dicción y postura adecuada.


Updated, 03-02-2011

8. Los estudiantes presentarán oralmente información relevante aprendida sobre el artículo

escogido en las tareas previas al taller.

9. Los estudiantes completarán la tercera columna del gráfico K-W-L.

Evaluación

1. Los estudiantes completarán la auto reflexión y la insertarán en el

Portafolio.

2. Portafolios: una copia del borrador así como copias finales de cada asignación

escrita entregada al facilitador, y notas que enriquezcan el aprendizaje debe ser

incluido en el portafolio.

3. Matriz valorativa de la participación de clase.

4. Matriz valorativa del informe escrito.

Cierre del Taller

1. El estudiante identificará los elementos de la representación teatral: la adaptación de una

obra literaria, la preparación del actor y la puesta en escena.

2. Analizar los resultados de la tabla KWL.


Updated, 03-02-2011

WORKSHOP FOUR

Specific Content Objectives:

At the end of Workshop Four, students will:

1. Define the following terms related to corporal expression: rhythm and movement

a. Corporal Expression h. body consciousness

b. Communication i. balance

c. Language Development j. Sensory consciousness

d. gestures k. Environment Awareness

e. Movement l. Coordination

f. Body Awareness m. Perception of Space

g. laterality n. Orientation

2. Identify and analyze the different corporal expressions, in terms of rhythm and movement.

3. Demonstrate through the use of ribbons, scarves, fabrics, or other objects a corporal

movement workshop.

4. Research and write a one page summary about an article related to assistive technology in

corporal expression.

5. Complete 2 to 4 hours of Clinical Field Experience in a pre-school class to observe the

integration of the fine arts in the classroom.


Updated, 03-02-2011

Specific Language Objectives:

1. Listening: Listen to a variety of activities related to corporal and musical expression.

2. Speaking: Use effective strategies to participate in formal and informal discussions

including

reflections and analysis, respecting different points of view.

3. Reading: Summarize main ideas using adequate grammar after reading an ample variety

of written resources.

4. Writing: Write an expository essay using adequate grammar, vocabulary and style after

reading and analyzing information from a specific topic.

Electronic Links (URLs):

Biblioteca Virtual


APA style


Rhythm and movement

http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_

SearchValue_0=EJ734017&ERICExtSearch_SearchType_0=no&accno=EJ734017

www.susankramer.com/Adaptive.html

Movement, balance, and coordination

www.dana.org/news/brainhealth/detail.aspx?id=10070



http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ734017&ERICExtSearch_SearchType_0=no&accno=EJ734017

http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ734017&ERICExtSearch_SearchType_0=no&accno=EJ734017

http://www.susankramer.com/Adaptive.html

http://www.dana.org/news/brainhealth/detail.aspx?id=10070


Updated, 03-02-2011

Assignments before the Workshop:

1. Each student will complete their response essays and expository essays initiated during

Workshop Three.

2. Visit an elementary school and observe a classroom with students with varied

exceptionalities where fine arts and special education are integrated. It may be a regular

setting with some special needs students; a co-taught model or a resource model. The

observation will take from two to four hours. Keep a log of your observations and include

the following information on your written report:

a. School Name and Demographics.

b. Grade Level

c. Student Population

d. Classroom Setting

e. Content and Language Objectives

f. Teaching Strategies Observed.

g. Assessment

h. Conclusion

Be prepared to share your learning experience in class.

3. Explore at least two electronic websites about the following topics: rhythm and movement

in the classroom, language development: gestures, mimics, and movement,

communication of feelings and ideas as an art expression.


Updated, 03-02-2011

4. Bring materials that may be used to create a poster or visual showing the students the steps

to a movement song.

Key Vocabulary:

a. Corporal Expression j. Sensory consciousness

b. Communication k. Environment Awareness

c. Language Development l. Perception of Space

d. Gestures m. Orientation

e. Movement n. Coordination

f. Body Awareness

g. Laterality

h. Body consciousness

i. Balance

List of Supplementary Materials for the Workshop

1. Poster board 6. Ribbons (undulating ribbons)

2. Markers 7. Scarves

3. Magazines 8. Fabric

4. Scissors

5. Glue


Updated, 03-02-2011


the workshop.

B. Scaffolding

_X_ Modeling

_X_ Guided Practice



C. Grouping Options

_X_ Whole Class

_X_ Small Groups

___ Partners



_X_ Listening

_X_ Speaking

_X_ Reading

_X_ Writing

E. Application

_X_ Hands-on


_X_ Rigorous



A. Preparation






Approach)

_X_ Cognitive

___ Meta-cognitive



Updated, 03-02-2011

Integrated Activities:

1. The facilitator will collect the expository essays and response essays initiated during

Workshop Three.

2. The students will participate in a game to help them remember the terms from the list of

terms for this workshop. Students need to prepare index cards with the vocabulary: on

one side of the card you should write the name of the term and on the opposite side the

definition of the term. The class will be divided into two teams. One group will read the

board and the other group will have five seconds to find the card with the word that

belongs to read definition. The group that responds the majority of the terms correctly

will win a prize.

3. Students will report to their classmates their experiences during their Clinical Field

Experience. (forms found in Appendix B)

4. The facilitator will ask students to complete the first two columns of the KWL chart.

Students will share their knowledge about the assigned topics in this workshop.

a. Rhythm

b. Movement

c. Balance and sensory awareness

5. Using a power point presentation, the facilitator will show an outline of the most relevant

facts of the topic to be discussed in this workshop.


Updated, 03-02-2011

6. The class will be divided into four groups; each group will have a set of words to work

with. The students will develop a way to communicate the words without using words.

They will use gestures, mimics, and movement.

7. Each group will present the words to the rest of the class. The other groups will guess

which word it is. Each time a group guesses a word correctly the facilitator will give that

group a point. The group with the most points wins the game.

8. In small groups, the students will develop a poster to be used in a pre-school setting, in

which they can show the steps to a movement song such as: “Head, Shoulders, Knees,

and Toes”, “One, Two, Buckle my Shoe”, among others (Annex G). Each group will

present their posters to the class and will ask the others to follow the steps according to

their posters.

9. After the poster activity, each student will write an expository essay with at least one

page about the chosen topic following the following outline: (Appendix E) and in APA

style.

a. Cover Page

b. Introduction

d. Integration of rhythm and movement

e. Conclusion

10. The facilitator will assign a topic to be taught in a classroom setting using rhythm and

movement. In small groups, students will design an activity integrating rhythm and


Updated, 03-02-2011

movement.

11. Each group will present their activity and classmates will provide feedback about each

presentation.

12. Students will complete the last column of the KWL chart graphic organizer to review the

topics discussed in class.

13. Students will continue working on the portfolios following the guidelines given. (

14. The facilitator will clarify related doubts about the assignments for next workshop.

Assessment:

1. Students will complete the auto-reflection paper.

2. Portfolio: will include a copy of the rough drafts and final drafts of the final documents

required for each workshop. Students may include relevant material to this workshop.

3. Rubric for written work.

4. Rubric for class participation

5. Rubric for oral presentation.

Lesson Wrap-Up:

1. KWL Chart

2. Poster


Updated, 03-02-2011

TALLER CINCO / WORKSHOP FIVE

(The statement below does not apply to modules of 8 weeks)

Objetivos específicos de contenido::

Al finalizar el Taller Cinco, los estudiantes podrán:

1. Definir los siguientes terminus de bellas artes:

a. Expresión musical

b. Elementos de la música

c. Ritmo

d. Harmonía

e. Equilibrio

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 student should

use the language assigned for each

homework and activity. DO NOT MIX

THE TWO 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.


Updated, 03-02-2011

f. Contraste

g. Proceso del desarrollo musical en los niños

h. Terapia musicalMusic as Therapy

i. Música para modificar el comportamientoMusic to Modify Behavior

j. Tecnología de asistencia en la música in music

2. Analizar las definiciones y características de los elementos musicales.

3. Describir el proceso del desarrollo musical en los niños y el uso de la música como un

medio de aprendizaje.

4. Identificar el uso apropriado de la tecnología de asistencia en la expresión musical de los

niños con necesidades especiales.

5. Analizar el papel que juega la educación especial en las bellas artes.

Objetivos específicos de lenguaje: Al finalizar el Taller Cinco, los estudiantes podrán

1. Escribir: Usar el proceso de la lectura efectivamente.

2. Hablar: Escribir una auto reflexión acerca del contenido y del proceso del taller, usando

una gramática, un vocabulario, y un estilo apropiados

3. Leer: Desarrollar ideas para resolver problemas de manera efectiva

4. Escuchar: Escuchar a una serie de actividades relacionadas a la expression

Enlaces electrónicos:

Biblioteca Virtual


APA style

http://owl.english.purdue.edu/owl/resource/560/01/



Updated, 03-02-2011

http://www.psychwww.com/resource/apacrib.htm

Assistive technology

http://www.washington.edu/accessit/articles?109

http://www.familyvillage.wisc.edu/education/at.html

http://www.gatfl.org/ldguide/

http://greg.quuxuum.org/journal/bryen.html

http://www.asha.org/public/hearing/treatment/assist_tech.htm

http://www.rehabtool.com/at.html

http://www.intellitools.com/

http://www.disability-resource.com/assistive-technology.html

Musical Therapy

www.psychiatrictimes.com/child-adolescent-psych/content/article/10168/47741

www.more4kids.info/361/music-therapy-for-children/

Asignaciones en español antes del taller:

1. Cada estudiante deberá terminar el ensayo en español empezado en el Taller 4.

2. El estudiante deberá escribir en español el significado de cada uno de los siguientes

términos y dar un ejemplo de cada uno..

3. Expresión musical

4. Elementos de la música

5. Ritmo

http://www.psychwww.com/resource/apacrib.htm

http://www.disability-resource.com/assistive-technology.html

http://www.psychiatrictimes.com/child-adolescent-psych/content/article/10168/47741

http://www.more4kids.info/361/music-therapy-for-children/


Updated, 03-02-2011

6. Harmonía

7. Equilibrio

8. Contraste

9. Proceso del desarrollo musical en los niños

10. Terapia musicalMusic as Therapy

11. Música para modificar el comportamientoMusic to Modify Behavior

12. Tecnología de asistencia en la música in music

Assignments in English before Workshop Five:

1. Students need to explore and write a summary of two websites about musical expression

and two more about music as a learning tool in the classroom.

2. Make a list of materials suitable to create a musical instrument (min. 10).

3. Bring the necessary materials to build your own musical instrument.

Academic Core Vocabulary

1. Musical Expression

2. Elements of Music

3. Rhythm

4. Harmony

5. Balance

6. Contrast

7. Process of Musical Development in Children

8. Music as Therapy


Updated, 03-02-2011

9. Music to Modify Behavior

10. Assistive technology in music


1. Materials needed for the musical instrument of choice

2. Internet


Updated, 03-02-2011


the workshop.

B. Scaffolding

_X_ Modeling

_X_ Guided Practice



C. Grouping Options

_X_ Whole Class

_X_ Small Groups

___ Partners



_X_ Listening

_X_ Speaking

_X_ Reading

_X_ Writing

E. Application

_X_ Hands-on


_X_ Rigorous



A. Preparation






Approach)

_X_ Cognitive

___ Meta-cognitive



Updated, 03-02-2011

Actividades integradas de contenido y lenguaje para lograr los objetivos del taller:

Actividades en español para las primeras dos horas del taller:

1. El facilitador recogerá los ensayos expositivos que los estudiantes empezaron en el Taller

Cuatro.

2. 2. Los estudiantes, organizados en pequeños grupos, crearán una canción que incluya el

material aprendido en el taller. Cada grupo compartirá su canción con la clase.

3. El facilitador pondrá tres esquemas en la pared. Usando la técnica Phillips 66, los

estudiantes formarán equipos de seis miembros para discutir los siguientes temas:

a. La música como terapia música.

b. La música para modificar el comportamiento

c. La tecnología de asistencia en la expresión musical

Los equipos tendrán solo 6 minutos para presenter sus ideas y sus resultados a la clase.

4. El facilitador dividirá la clase en pequeños grupos. Cada grupo creará un instrument

musical que luego será incorporado en la actividad.

5. Los estudiantes organizados en pequeños grupos preparán un escenario de clase en donde

la música se use como una herramienta de aprendizaje (como terapia o para modificar el

comportamiento). Los estudiantes presentarán su actividad a la clase usando los

instrumentos creados durante la actividad.

6. Integrated content and language activities aligned to achieve workshop objectives:

Activities in English for the last two hours of the workshop:

7. Using a PowerPoint presentation, the facilitator will provide an outline of the topic

covered during this workshop (in English).

8. Students will make three teams to discuss their knowledge about key terms to be


Updated, 03-02-2011

discussed in this workshop. Students will use their notes, and get ready for a brief

discussion of the topics (in English).

9. In their teams, students will prepare an overall closing activity of the course.

10. Students may act out a news program a role play, recite apoem, or prepare a commercial

or advertisement that wraps up the content of the course (in English).

11. Students will finish working on their portfolios to be submitted at the end of this

workshop for final evaluation.

Assessment

1. Students will complete the self-reflection sheet and insert it in

their portfolio.

2. Students will complete the overall portfolio self-assessment.

3. Students will hand in their portfolios to the facilitator for its final evaluation.

4. Class participation rubric.

5. Written report rubric.

6. Oral presentation rubric.

Lesson Wrap-up

1. Students will answer the last reflective diary.

2. Class discussion about the importance of integrating music in the learning process.


Updated, 03-02-2011

APÉNDICES/APPENDIXES


Updated, 03-02-2011

APÉNDICE A / APPENDIX A:

THE SECOND LANGUAGE PROFICIENCY SCORING RUBRICS


Updated, 03-02-2011

APPENDIX A: THE SECOND LANGUAGE PROFICIENCY SCORING RUBRICS

Listening Rubric Level of

Proficiency

Criteria

Beginner

(1 – 2 pts.) Identifies objects

Names concrete objects

Points to picture/object of the word heard

Follows simple commands

Repeats words or simple phrases

Understands simple messages – gestures, pointing

Low

Intermediate

(3 – 4 pts.)

Draws a picture

Requires continuous repetition

Follows verbal dictations

Checks-off words that were heard

Repeats information heard to determine comprehension

Understands slow speech and multiple repetitions

Intermediate

(5 – 6 pts.)

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

Low

Advanced

(7 – 8 pts.)

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

Advanced

(9 – 10 pts.)

Needs no repetition at normal speed speech

Understands elaborate academic vocabulary used in class discussions

Understands class discussions with no difficulty

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

Source used for language rubrics: WIDA Consortium http://www.wida.us/

http://www.wida.us/


Updated, 03-02-2011

Speaking Rubric Level of

Proficiency

Criteria

Beginner

(1 – 2 pts.)

Names concrete objects

Responds a simple yes or no to questions

Repeats words or simple phrases

Uses one word commands

Mispronounces words making it difficult to be understood

Breaks speech into parts making comprehension difficult

Uses limited or no vocabulary to support message

Low

Intermediate

(3 – 4 pts.)

Uses a few more words to respond to questions although grammatically

incorrect

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

Uses verb tenses interchangeably

Misuses words in daily speech

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

Intermediate

(5 – 6 pts.)

Responds using longer phrases/sentences

Initiates and carries out conversations; however, there may be interruptions

due to thinking of the correct words to say

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.

Low

Advanced

(7 – 8 pts.)

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

Advanced

(9 – 10 pts.)

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


http://www.wida.us/


Updated, 03-02-2011

Reading Rubric Level of

Proficiency

Criteria

Beginner

(1 – 2 pts.) 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)

Low

Intermediate

(3 – 4 pts.)

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

Intermediate

(5 – 6 pts.) 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.

Low

Advanced

(7 – 8 pts.)

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


Updated, 03-02-2011

Advanced

(9 – 10 pts.) 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)


http://www.wida.us/


Updated, 03-02-2011

Writing Rubric Level of

Proficiency

Criteria

Beginner

(1 – 2 pts.)

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.

Low

Intermediate

(3 – 4 pts.)

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.


Updated, 03-02-2011

Intermediate

(5 – 6 pts.)

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).

Low

Advanced

(7 – 8 pts.)

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.


http://www.wida.us/


Updated, 03-02-2011

APÉNDICE B / APPENDIX B:

CLINICAL EXPERIENCE OBSERVATION TOOL


Updated, 03-02-2011

APÉNDICE C / APPENDIX C:

CLINICAL EXPERIENCE OBSERVATION REPORT


Updated, 03-02-2011

APÉNDICE D / APPENDIX D:

6-TRAITS OF WRITING RUBRIC


Updated, 03-02-2011

APPENDIX D

THE WRITING PROCESS

6-TRAITS WRITING RUBRIC

(Rubrics must be used to evaluate all written done by student in English and in Spanish.)

Criteria per level

Traits 6 5 4 3 2 1 Ideas &

content

The writing is exceptionally clear, focused and interesting. It holds the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible

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

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

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;

Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is characterized by • a purpose and main idea(s) that may require extensive inferences by the reader. • minimal development; insufficient details. • irrelevant details that clutter the text. • extensive repetition of detail.

The writing lacks a central idea or purpose. The writing is characterized by • ideas that are extremely limited or simply unclear. • attempts at development that are minimal or non-existent; the paper is too short to demonstrate the development of an idea.


Updated, 03-02-2011

Criteria per level

Traits 6 5 4 3 2 1 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.

that are well-suited to audience and purpose.

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

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.

Organization The organization enhances the central idea(s) and its

The organization enhances the central idea(s) and its development. The

Organization is clear and coherent. Order and structure are present, but may

An attempt has been made to organize the writing;

The writing lacks a clear organizational structure. An occasional

The writing lacks coherence; organization seems


Updated, 03-02-2011

Criteria per level

Traits 6 5 4 3 2 1 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.

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.

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.

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

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.

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.


Updated, 03-02-2011

Criteria per level

Traits 6 5 4 3 2 1 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.

Voice The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply committed to the topic, and there is an exceptional sense of “writing to be read.” The writing is expressive, engaging, or sincere. The writing is characterized by • an effective level of closeness to or distance from the audience (e.g., a narrative should have a strong

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

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

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

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

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


Updated, 03-02-2011

Criteria per level

Traits 6 5 4 3 2 1 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,

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.

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.

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.

behind the words. There is rarely a sense of interaction between reader and writer.

interaction between writer and reader; the writing does not involve or engage the reader.


Updated, 03-02-2011

Criteria per level

Traits 6 5 4 3 2 1 honesty, conviction, excitement, humor, or suspense.

Word choice 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.

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.

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.

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

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.

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


Updated, 03-02-2011

Criteria per level

Traits 6 5 4 3 2 1 • ordinary words used in an unusual way. • words that evoke strong images; figurative language may be used.

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.

wrong.

Sentence

fluency

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

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

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

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

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

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.


Updated, 03-02-2011

Criteria per level

Traits 6 5 4 3 2 1 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.

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.

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.

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.

number of awkward, choppy, or rambling constructions.

• confusing word order that is often jarring and irregular. • sentence structure that frequently obscures meaning. • sentences that are disjointed, confusing, or rambling.

Conventions The writing demonstrates exceptionally strong control of standard writing conventions

The writing demonstrates strong control of standard writing conventions (e.g.,

The writing demonstrates control of standard writing conventions (e.g.,

The writing demonstrates limited control of standard

The writing demonstrates little control of standard writing conventions.

Numerous errors in usage, spelling, capitalizatio


Updated, 03-02-2011

Criteria per level

Traits 6 5 4 3 2 1 (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

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.

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.

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

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.

n, 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.


Updated, 03-02-2011

Criteria per level

Traits 6 5 4 3 2 1 need for editing.

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.

• 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, 03-02-2011

APÉNDICE E / APPENDIX E:

RESPONSE PAPER RUBRIC


Updated, 03-02-2011

Apéndice E / Appendix E

Response Paper Rubric

Name/Group ________________________________________________

Course: _____________________ Date: ________________________

Criteria Value Points Student Score

Content

Introductory content is clear

& well stated.

1 point

Major or relevant details are

exposed in essay.

1 point

Clearly explains the results

of two research-based

studies that support the

author’s ideas about the

topic, providing exact data

and precise examples.

1 point

Sentences are cohesive and

ideas flow as the essay is

read.

1 point

Establishes a writer’s

relationship with the

1 point


Updated, 03-02-2011

subject, providing a clear

perspective on the author’s

position and engaging the

audience attention.

Draw conclusions based on

research-based facts only.

1 point

Demonstrate a

comprehensive grasp of

significant ideas to reach a

higher level of

understanding in an

organizational manner.

1 point

Language

Demonstrates a command of

STANDARD English

(vocabulary, syntax and

flow of ideas)

1 point

Uses grammar appropriately

and correctly.

1 point

Uses spelling, punctuation,

capitalization, and APA

format correctly throughout

1 point


Updated, 03-02-2011

the document (cover page,

essay body, and list of

references).

Total Points

____________________

100 ( 70% content and 30%

language)

____________________

Total score:

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

Excellent: 1.00 point

Good : 0.75 point

Fair : 0.50 point

Needs improvement:: 0.25 – 0.00 point


Updated, 03-02-2011

APÉNDICE F / APPENDIX F:

PHILLIPS 6-6


Updated, 03-02-2011

Apéndice F / Appendix F

Phillips 6-6

Esta técnica, conocida también como Discusión 6-6, fue creada por J. Donald Phillips. Los

estudiantes se dividen en grupos de seis para discutir el tema o problema por un término de seis

minutos con el propósito de llegar a una conclusión en ese tiempo determinado.

Esta técnica provee la oportunidad para que los estudiantes se envuelvan en una comunicación

efectiva, ayudándolos a llegar a un consenso en relación al tema en discusión.

Procedimiento:

El procedimiento se debe explicar con claridad.

Se explicará el modo de agruparse.

Se presentarán las preguntas a discutirse durante la actividad.

Los estudiantes tendrán solamente seis minutos para discutir las preguntas en los

respectivos equipos.

Los estudiantes tendrán seis minutos para presentar sus conclusiones al resto de la clase.

Phillips 6-6

Also known as 6-6 Discussion, this technique was created by J. Donald Phillips. The class is

divided in groups of six students who will discuss a problem or topic during six minutes in order

to reach a general conclusion.

This technique lets students get involved in effective communication and helps them reach

consensus of the discussed topic.

Procedures:


Updated, 03-02-2011

Procedures should be explained clearly.

Grouping should be explained.

Introduction of questions to be solved during the activity.

Students will have only six minutes to discuss questions in their corresponding teams.

Students will have six minutes to present their conclusions to the entire class.


Updated, 03-02-2011

APÉNDICE G / APPENDIX G:

MATRIZ DE VALORACIÓN DEL ENSAYO EXPOSITIVO


Updated, 03-02-2011

Apéndice G/Appendix G

Matriz de Valoración del Ensayo Expositivo

Nombre del estudiante: _____________________________________________

Curso: __________________________ Fecha: ________________________

Criterios Valor Puntaje del Estudiante

Contenido

La tesis es clara y bien

establecida.

1 punto

Explica y desarrolla la tesis

y sus implicaciones de

manera exacta, basado en

los estudios científicos que

apoyan las ideas sobre el

tema, brindando

información exacta y

ejemplos precisos.

1 punto

Se exponen los detalles

centrales o de mayor

relevancia en el ensayo.

1 punto


Updated, 03-02-2011

Las oraciones son

coherentes y las ideas

fluyen durante la lectura del

ensayo.

1 punto

Elabora conclusiones

basadas en la evidencia

científica y objetiva.

1 punto

Establece una relación del

autor con el tema, brindando

una perspectiva clara del

tema presentado y atrayendo

la atención del lector.

1 punto

Demuestra un

entendimiento total de las

ideas más importantes hasta

alcanzar un nivel superior

de comprensión de una

manera organizada.

1 punto

Lenguaje

Demuestra habilidad en el

manejo del idioma español

ESTÁNDAR (vocabulario,

sintaxis y flujo de ideas).

1 punto


Updated, 03-02-2011

Usa la gramática de una

manera adecuada y correcta.

1 punto

Usa la puntuación, la

ortografía y el formato APA

correctamente.

2 puntos

Total 10 puntos ( 70% contenido y

30% lenguaje)

Puntaje total:

El nombre del estudiante: ______________________________

Firma del facilitador: _________________________

Nota: El puntaje adquirido por el estudiante podrá anotarse según la siguiente escala:

Excelente: 1.00 punto

Bueno: 0.75 punto

Regular: 0.50 punto

Necesita mejorar: 0.25 punto


Updated, 03-02-2011

Expository Essay Rubric

Student’s name: ___________________________________________________

Course: __________________________ Date: ________________________


Content

Thesis is clear & well

stated.

1 point

Accurately explains and

develops thesis and its

implications based on

research studies that support

the author’s ideas about the

topic, providing exact data

and precise examples.

1 point

Major or relevant details are

exposed in essay.

1 point

Sentences are cohesive and

ideas flow as the essay is

read.

1 point

Draw conclusions based on

research-based facts only.

1 point

Establish a writer’s

relationship with the

1 point


Updated, 03-02-2011

subject, providing a clear

perspective on the presented

subject matter and engaging

the audience attention.

Demonstrate a

comprehensive grasp of

significant ideas to reach a

higher level of

understanding in an

organizational manner.

1 point

Language

Demonstrates a command of

STANDARD English

(vocabulary, syntax and

flow of ideas)

1 point

Uses grammar and style

appropriately and correctly.

1 point

Uses spelling, punctuation,

capitalization, and APA

format correctly throughout

the document (cover page,

essay body, and list of

references).

1 point


Updated, 03-02-2011

Total Points

____________________

10 points ( 70% content and

30% language)

____________________

Total score:

Nombre del estudiante: ______________________________

Firma del facilitador: _______________________________


Excellent: 1.00 point

Good: 0.75 point

Fair: 0.50 point

Needs improvement: 0.25 point


Updated, 03-02-2011

APÉNDICE H / APPENDIX H:

GUIDELINES TO PREPARE THE PORTFOLIO


Updated, 03-02-2011

Apéndice H/Appendix H

Guidelines to prepare the portfolio

1. Determination of sources of content

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

a. Projects, surveys, and reports.

b. Oral presentations

c. Essays: dated writing samples to show progress

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

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

papers.

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

g. Learning journals, reflective diaries.

h. Self assessments, peer assessments, facilitator assessments.

i. Notes from student-facilitator conferences.

2. Organization of documentation

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

Workshops will be separated from one another using construction paper or paper of different

colors, with tabs indicating the workshop number.

3. Presentation of the portfolio

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

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

binder for identification purposes.


Updated, 03-02-2011

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

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

at the beginning of the portfolio.

A log of entries that can be expanded with each new entry properly numbered. The

table, which should be located at the beginning, should include a brief description,

date produced, date submitted, and date evaluated.

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

Documentation and reflection process required in each workshop.

Overall portfolio self-assessment.

The Progression Follow-Up Template.

A list of references and appendices of all assignments included will be added to the

end of the portfolio.

Letter of Use and Return or Use and Discard of Portfolio.

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

12, double space, and 1-inch margins. See the last edition of the APA Manual.

4. Portfolio Evaluation


Updated, 03-02-2011

APÉNDICE I / APPENDIX I:

PORTFOLIO INFORMATIONAL SHEET


Updated, 03-02-2011

Apéndice I/Appendix I: PORTFOLIO INFORMATIONAL SHEET


Metro Orlando Campus


Check one:

Universidad del

Este

Universidad

Metropolitana

Universidad del

Turabo

Undergraduate

Graduate

Concentration

Student’s Name

Facilitator’s Name

Portfolio rated as

Reason of this rate


Updated, 03-02-2011

APÉNDICE J / APPENDIX J:

LOG OF ENTRIES OR TABLE OF CONTENT


Updated, 03-02-2011

Apéndice J/Appendix J: Log of Entries or Table of Content

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

Note: Students can elaborate a table of contents for their portfolios instead.


Updated, 03-02-2011

APÉNDICE K / APPENDIX K:

REFLECTION PROCESS


Updated, 03-02-2011

Apéndice K/Appendix K: Reflection Process

Directions: Please complete the following blanks:

This entry is an example of my strengths:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________

This entry is an example of an area I really need to improve:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________

This entry is an example of an area I have improved:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________

I think this exercise has been very helpful for my learning because:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


Updated, 03-02-2011

Auto Reflexión

Instrucciones: Complete los siguientes espacios en blanco:

Este ingreso es un ejemplo de mis fortalezas:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________

Este ingreso es un ejemplo de un área que realmente necesito mejorar:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________

Este ingreso es un ejemplo de un área que he mejorado:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________

Considero que este ejercicio ha sido muy útil para mi aprendizaje porque:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


Updated, 03-02-2011

APÉNDICE L / APPENDIX L:

OVERALL PORTFOLIO SELF-ASSESSMENT


Updated, 03-02-2011

Apéndice L / Appendix L: Overall Portfolio Self-Assessment

Dear Student: This form will assist you in monitoring your portfolio and determining the

strengths and weaknesses of your writing

Part I: Read the statements below. Write the numbers that mostly honest reflects your self

assessment (Scale 1-5: 5=strong, 4=moderately strong, 3=average, 2=moderately weak, 1=weak)

_____ 1. My portfolio contains all of the items required by the facilitator.

_____ 2. My portfolio provides strong evidence of my improvement over the course.

_____ 3. My portfolio provides strong evidence of my ability to report factual information.

_____ 4. My portfolio provides strong evidence of my ability to write effectively.

_____ 5. My portfolio provides strong evidence of my ability to think and write creatively.

Part II: On the lines below, write the topic of each assignment. Rate your effort for each piece

(5=strong effort, 1=weak effort). In the space below write one suggestion for improving that

piece.

_____ 1. _______________________________________________________

_______________________________________________________

_____ 2. _______________________________________________________

_______________________________________________________

_____ 3. _______________________________________________________


Updated, 03-02-2011

_______________________________________________________

_____ 4. _______________________________________________________

_______________________________________________________

_____ 5. _______________________________________________________

_______________________________________________________

Part III: In assessing my overall portfolio, I find it to be (check one)

Very satisfactory __________ Satisfactory __________

Somewhat satisfactory __________ Unsatisfactory __________

Part IV: In the space below list your goal for the next PT and two strategies you plan to achieve.

Goal: ________________________________________________________________

Strategies:

1. _________________________________________________________________

2. _________________________________________________________________


Updated, 03-02-2011

APÉNDICE M / APPENDIX M:

STRENGHTHS AND WEAKNESSES TEMPLATE


Updated, 03-02-2011

Apéndice M / Appendix M: Strengths and Weaknesses Template

Strengths Weaknesses Improvement Ideas

Facilitator’s

comments

Student’s response

and comments

Progression Follow-

Up Template


Updated, 03-02-2011

APÉNDICE N / APPENDIX N:

USE AND RETURN OF PORTFOLIO


Updated, 03-02-2011

Apéndice N/Appendix N: Use and Return of Portfolio



I, ____________________________________, grant permission to the office of Assessment and

Placement of the Ana G. Méndez University System, to keep in their records a copy of my

portfolio. I understand that the portfolio is going to be used for accreditation or educational

purposes only, and that is not going to be disclosed without my consent.

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

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

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date


Updated, 03-02-2011

APÉNDICE O / APPENDIX O:

USE AND DISCARD OF PORTFOLIO


Updated, 03-02-2011

Apéndice O/Appendix O: Use and Discard of Portfolio



I, ____________________________________, grant permission to the office of Assessment and

Placement of the Ana G. Méndez University System to keep in their records a copy of my

portfolio. I understand that the portfolio is going to be used for accreditation or educational

purposes only, and that is not going to be disclosed without my consent.

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

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

.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date


Updated, 03-02-2011

APÉNDICE P / APPENDIX P:

PORTFOLIO RUBRIC


Updated, 03-02-2011

Apéndice P/Appendix P: Portfolio Rubric

4 3 2 1

PORTFOLIO APPEARANCE

Readable: Are entries typed in an

appropriate font and size? Are entries free

of errors? Do ideas expressed in entries

follow a logical sequence with appropriate

transitions among paragraphs and topics?

Professionalism: Is the appearance of the

portfolio professional? Are graphics, colors

and portfolio language consistent with

professional workplace expectations? Is the

portfolio presented in a neat and orderly

manner?


Updated, 03-02-2011

4 3 2 1

Organization: Is the portfolio organized in

a manner that makes it easy to follow and

easy to quickly locate information?

PORTFOLIO CONTENT AND FUNCTION

Content: Are all required entries included

in the portfolio? Are entries relevant to the

content of the portfolio? Do all entries

contain the student’s reaction or reflection

on the selected topics? Do entries provide

thorough understanding of content?

Resume, Activities List, Varied Samples of

Written Work, Evidence of Problem

Solving, and Evidence of Decision Making.


Updated, 03-02-2011

4 3 2 1

Authenticity: Are the samples and

illustrations a true reflection of the student’s

efforts and abilities?

Growth/Development: Do samples provide

thorough understanding of growth and

development related to their field of

concentration? Do items show what the

student has learned?

Collaboration: Do items show examples of

both individual and group work? Does the

student provide clear understanding of

collaboration, and use collaboration to

support his/her learning?


Updated, 03-02-2011

4 3 2 1

Reflection and Personal growth: Do items

show exceptional understanding of how to

be a reflective thinker and how to seek

opportunities for professional growth? Does

the student include self-reflective

comments? Does the student reflect

enthusiasm for learning?

Professional Conduct: Do items show

clear understanding of ethical behavior and

professional conduct? Do items display the

pride the student has in his or her work?

Overall Portfolio Impact


Updated, 03-02-2011

4 3 2 1

Is this portfolio an asset in demonstrating

the student’s value (SKILLs, abilities,

knowledge) to a potential employer or

college representative?

Rating Scale

4 = Outstanding 3 = Very good 2 = Good 1 = Needs improvement


Updated, 03-02-2011

APÉNDICE Q / APPENDIX Q:

MATRIZ DE VALORACIÓN DEL POSTER


Updated, 03-02-2011

Apéndice Q / Appendix Q

Matriz de Valoración del Poster

Nombre/Grupo________________________________________________

Course: _____________________ Date: ________________________

Topic: ______________________ Time: ________________________

Criterios Puntaje Puntaje del estudiante

Todos los gráficos u objetos usados

en el poster reflejan un grado de

creatividad del estudiante en su

exhibición.

1.25 punto

Las imagenes están recortadas a un

tamaño y forma apropiados y están

colocadas perfectamente. Se ha

puesto cuidado para equilibrar las

figuras a través del superficie del

poster. Las ilustraciones están

pegadas de manera limpia y firme.

1.25 punto

El poster incluye 15 ó más ítems,

cada uno diferente.

1.25 punto


Updated, 03-02-2011

Se observa mucho tiempo y esfuerzo

colocado en la planificación y el

diseño del poster. Es claro que el

estudiante trabajó en casa así como

en el salón de clase.

1.25 punto

Los títulos y el texto estaban escritos

claramente y eran fáciles de leer

desde cierta distancia.

1.25 punto

El trabajo artístico impacta

positivamente al observador en

relación al tema exhibido en el

poster.

1.25 punto

El estudiante da una explicación

razonable de cómo cada ítem del

poster se relaciona con el tema

asignado. Para la mayoría de los

ítems, la relación es clara sin

necesidad de explicación.

1.25 punto

La explicación es convincente y usa

el idioma español correctamente.

1.25 punto


Updated, 03-02-2011

Puntaje Total Posible 10 puntos

__________________

Puntaje Total Obtenido

Nombre del estudiante: _______________________

Firma del facilitador: ________________________

Nota: El puntaje obtenido se registrará como sigue:

Excelente: 1.25 punto

Bueno: 1.00 punto

Regular: 0.75 punto

Necesita mejorar: 0.50 punto

Fuente: Adaptado de www.abbotsford.k12.wi.us y

http://www.readwritethink.org/lesson_images/lesson1012/visualcollagerubric.pdf

http://www.abbotsford.k12.wi.us/

http://www.readwritethink.org/lesson_images/lesson1012/visualcollagerubric.pdf


Updated, 03-02-2011

Poster Rubric

Name/Group ________________________________________________

Course: _____________________ Date: ________________________


Content

Student can accurately answer all

questions related to facts in the

poster and processes used to create

the poster.

1.25 points

Title can be read from 6 ft. away

and is quite creative.

1.25 points

Graphics are all in focus and the

content easily viewed and identified

from 6 ft. away.

1.25 points

All items shown on the poster are

highly relevant to the topic.

1.25 points

The poster is exceptionally

attractive in terms of design, layout,

and neatness.

1.25 points

All resources used in the

elaboration of the poster were

1.25 points


Updated, 03-02-2011

reliable scientific sources

Capitalization and punctuation are

correct throughout the poster.

1.25 points

Poster presentation delivery is

exceptional and unique with regular

eye contact and no annoyances

1.25 points

Total Points

____________________

10 points

_______________

Total score:


Excellent: 1.25 points

Good : 1.00 point

Fair : 0.75 point

Needs improvement:: 0.50 point


Updated, 03-02-2011

APÉNDICE R / APPENDIX R:

ORAL PRESENTATION RUBRIC


Updated, 03-02-2011

Apéndice R / Appendix R:

Oral Presentation Rubric

Name/Group ________________________________________________

Course: _____________________ Date: ________________________


Content

The student/group holds attention of

entire audience with the use of direct

eye contact, seldom looking at notes.

2 points

Movements seem fluid and help the

audience visualize

2 points

The student/group displays relaxed,

self-confident nature about self, with

no mistakes.

2 points

The student/group uses a clear voice

with a good projection and

intonation.

2 points

The student/group demonstrates full

knowledge by answer all questions

2 points


Updated, 03-02-2011

with explanations and elaborations.

The student/group presents

information in logical, interesting

sequence which audience can follow

2 points

The student/group uses technology

properly during the presentation.

2 points

Language

The student/group demonstrates a

command of STANDARD English

(vocabulary, syntax and flow of

ideas)

2 points

The student/group uses grammar

correctly.

2 points

The student/group uses correct

pronunciation of the language.

2 points

Total Points

_______________

20 points ( 70% content

and 30% language)

_______________

Total score


Updated, 03-02-2011

Student’s name: _________________________________

Facilitator’s Signature: _________________________________


Excellent: 2.00 points

Good: 1.50 points

Fair: 1.00 point

Needs improvement: 0.50 point


Updated, 03-02-2011

APÉNDICE S / APPENDIX S:

MATRIZ VALORATIVA GRUPAL


Updated, 03-02-2011

Apéndice S / Appendix S

MATRIZ VALORATIVA PARA EVALUAR PARTICIPACIÓN EN GRUPO

NOMBRE: ___________________________NOTA FINAL ___________________

TİTULO: ____________________________ FECHA:_________________________

0-NO CUMPLIO 1-DEFICIENTE 2-REGULAR 3-BUENO 4-MUY BUENO 5-

EXCELENTE N/A-NO APLICA

CRITERIOS 0 1 2 3 4 5 N/A

1. Asistió a las reuniones o actividades del

grupo.

2. Colaboró en la planificación y

celebración de las reuniones o

actividades de grupo.

3. Participó activamente en las reuniones y

actividades.

4. Demostró interés en las discusiones y

actividades del grupo.

5. Vino preparado(a) a las reuniones,


Updated, 03-02-2011

actividades y discusiones del grupo.

6. Demostró atención y apertura a los

puntos y argumentos de sus compañeros.

7. Demostró liderazgo en las actividades del

grupo.

8. Formuló preguntas pertinentes a las

discusiones del grupo.

9. Contribuyó al grupo con material e

información adicional.

10. Completó las tareas asignadas.

Comentarios:

______________________________________________________________________________

__________________________________________________


Updated, 03-02-2011

RUBRIC TO EVALUATE PARTICIPATION IN GROUP

NAME: _______________________ FINAL GRADE: ________________

TITLE: ________________________ DATE: _________________________

0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD 4-VERY GOOD 5-

EXCELLENT N/A-NOT APPLY

CRITERIA 0 1 2 3 4 5 N/A

1. Attended group meetings and activities.

2. Collaborated in planning group meeting

and activities.

3. Actively participated in meetings and

activities.

4. Demonstrated interest in group

discussions and activities.

5. Arrived prepared to group meetings,

activities and discussions.

6. Demonstrated attention and opening

towards arguments from classmates.

7. Demonstrated leadership in group

activities


Updated, 03-02-2011

8. Formulated pertinent questions in group

discussions.

9. Contribuyó al grupo con material e

información adicional.

10. Completed assigned tasks.

Comments:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________


Updated, 03-02-2011

APÉNDICE T / APPENDIX T:

KWL CHART


Updated, 03-02-2011

Apéndice T/Appendix T

KWL Chart

K

What I KNOW

W

What I WANT to Know

L

What I LEARNED


Updated, 03-02-2011

Gráfica KWL

K

Lo que SE

W

Lo que QUIERO SABER

L

Lo que APRENDI

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