sistema universitario ana g. méndez school for ... 363 dlp... · evaluación curricular a la luz...

Sistema Universitario Ana G. Méndez School for Professional Studies

Florida Campuses Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

EDUC 363

Curriculum Planning and Design

Planificación y Diseño Curricular

© Sistema Universitario Ana G. Méndez, 2008 Derechos Reservados.

© Ana G. Méndez University System, 2008. All rights reserved

.

EDUC 363 Curriculum Planning and Design 2

Prep. 2004. Noridis Medina, Rev. 2005 Carmen L. Lamboy, Ed.D., 2008 Fidel R. Távara, M.Ed.

TABLA DE CONTENIDO/TABLE OF CONTENTS

Páginas/Pages

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

Study Guide ........................................................................................................ 12

Workshop One .................................................................................................... 20

Taller Dos ........................................................................................................... 26

Workshop Three ................................................................................................. 30

Taller Cuatro ....................................................................................................... 34

Workshop Five/Taller Cinco ................................................................................ 38

Anejo A/Appendix A ............................................................................................ 43

Anejo B/Appendix B ............................................................................................ 44

Anejo C/Appendix C ............................................................................................ 46

Anejo D/Appendix D ............................................................................................ 50

Anejo D1/Appendix D1 ........................................................................................ 52








Anejo E/Appendix E ............................................................................................ 60

Anejo F/Appendix F ............................................................................................ 61

Anejo G/Appendix G ........................................................................................... 63

Anejo H/Appendix H ............................................................................................ 65



Prontuario

Título del Curso Planificación y Diseño Curricular

Codificación EDUC 363

Duración Cinco Semanas

Pre-requisito EDUC 135, EDUC172

Descripción del curso

Fundamentos y principios que rigen el diseño, evaluación, implantación y

revisión curricular. Incluye contenido por materias y las estrategias para su

aprendizaje. Cubre estudios de necesidades, planificación y los procesos para

diseñar, evaluar revisar e innovar el currículo desde el nivel preescolar hasta el

secundario.

Objetivos Generales

1. Conceptualizarán los términos diseño y evaluación curricular y sus

implicaciones en el escenario educativo.

2. Comprenderán, analizarán y compararán diferentes modelos de

evaluación curricular a la luz de los modelos de evaluación de programas.

3. Reconocerán, analizarán y aplicarán las diferentes metodologías de

evaluación curricular en sus fases de diseño, desarrollo, implantación y

evaluación

4. Aplicarán estos modelos a la realidad educativa puertorriqueña sugiriendo

alternativas de modificación para los maestros

5. Evaluarán la literatura disponible en este campo de estudio

6. Mostrarán disposición por conocer y depender más de la evaluación

curricular científica como medio para fundamentar sus decisiones de

modificación curricular

7. Identificarán los Componentes del Medular Curricular del Departamento

de Educación

8. Comprenderán y analizarán el marco teórico del Componente Medular

Curricular del Departamento de Educación



Textos y Recursos

Oliva, P. (2009). Developing the curriculum. (7th Ed.) Boston, MA: Allyn and

Bacon.

Ornstein, A & Hunkins, F. (2009). Curriculum: Foundations, principles, and

issues. (5th Ed.) Boston, MA: Allyn and Bacon

Materiales

1. Florida Department of Education CURRICULUM FRAMEWORK.

http://www.fldoe.org/workforce/dwdframe/ad/pdf/32010502.pdf

2. Sunshine State Standards

http://etc.usf.edu/flstandards/index.html

Evaluación del curso:

Criterios

Puntos

asignados

Porcentaje

1. Participación, asistencia a clases y entrega de

asignaciones

50 17%

2. Ensayo expositivo (2) 20 7%

3. Definir currículo 50 17%

4. Mesa redonda 20 6%

5. Portafolio 55 18%

6. Presentación Oral 10 3%

7. Redactar un plan y responder a las preguntas

asignadas

45 15%

8. Desarrollar un Mapa Curricular 20 7%

9. Examen para desarrollar en casa 30 10%

Total de puntos 300 100%

Curva evaluativa

A = 100 – 90% B = 89 – 80% C = 79 – 70%

D = 69 – 60% F = 59% ó menos



Evaluación del curso: EDUC-363 Diseño, Evaluación y Revisión Curricular

/ Complete las fechas de entrega de acuerdo al trim estre.

Tarea Descripción Fecha Puntuación

Participación,

asistencia a clase y

entregar

asignaciones.

La asistencia a cada taller es obligatoria y el estudiante

recibirá 10 puntos por cada clase: 3 puntos por asistencia y 7

puntos por participación. El ausentarse afectará la nota final.

Se evaluarán los siguientes criterios:

• dominio del material discutido en clase

• cumplimiento con las tareas asignadas en clase

• puntualidad en la entrega de trabajos.

Para aprobar el curso, es requisito la asistencia.

En cada taller

10 x 5 = 50

Definir currículo

Ver Anejo A

En cada una de las sesiones el aprendiz adulto debe definir

currículo. La información descrita en el papel debe ser más

enriquecedora que la del taller anterior.

En cada taller 5 x 10 = 50

Ensayo Expositivo

Ver Anejo B Se seguirán las reglas del estilo APA (5ta. Edición).

El ensayo se entregará en los Talleres Uno y Tres.

Talleres 1 & 3 2 x 10 = 20

Mesa Redonda

Ver Anejo C Cada panel traerá a la discusión contenido relevante al tema asignado o escogido y utilizará todos los recursos que le ayuden a su presentación del tema a discutir (por ejemplo: ayudas visuales, libros, afiches, etc.)

Cada panel podrá usar sus notas o leer pasajes cortos de lo que dicen los investigadores sobre su tema asignado.

Talleres 1 & 4 2 x 10 = 20

Portafolio

Ver Anejo D 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 Anejos Ds.

El portafolio se presentará dos veces durante este curso: La primera evaluación (Taller 3) y la evaluación final (Taller 5).

Talleres 3 & 5 55

Presentación Oral

Ver Anejo F

• Las presentaciones requeridas se realizarán de forma

oral por grupos.

• Se requiere la participación activa de todos y cada uno

de los integrantes del grupo tanto en la preparación

como en la exposición de la presentación oral.

• Se recomienda el uso de la tecnología (diapositivas,

Taller 5 1 x 10 = 10



visuales, entre otros). Cada grupo tendrán 10 minutos

para hacer su presentación oral. La presentación oral

debe realizarse de forma interesante y que impacte al

resto de la clase.

Redactar un plan y

responder a las

preguntas asignadas.

Ver Anejo G

Este trabajo consta de dos partes: pregunta s de

discusión y reflexión .

Responda a las preguntas asignadas. Utilice el libro de texto,

los módulos y/o cualquier material de apoyo que usted

entienda pueda servirle de ayuda para responder a las

preguntas. Los siguientes criterios serán considerados para

evaluar su documento de trabajo: el contenido, el dominio del

tema, la referencia literaria, la presentación del trabajo:

nombre, número de estudiante y codificación de la clase.

Las respuestas deben trabajarse en forma de bosquejo, debe

incluir tablas para comparar y contrastar, como también

utilicen los organizadores gráficos. Es importante que grape

su trabajo a la izquierda en el borde superior, no utilice

carpeta.

Taller 5 45

Mapa Curricular

Ver Anejo H

Poner en práctica las fases de un mapa curricular.

(Discusión, debates y presentar la información)

Taller 5 20

Examen para

desarrollar en casa

� Pareo

� Escoge

� Preguntas

(___________)

Fecha

30

Nota Importante: Este curso ha sido seleccionado co mo uno de los cursos

a ser integrado con los estándares de ESOL del esta do de la Florida. Los

siguientes son los estándares a ser cubiertos en es te curso:

ESOL Standard 6. Apply current and effective ESOL teaching methodologies in

planning and delivering instruction to LEP students.

ESOL Standard 8 . Select and develop appropriate ESOL content according to

student levels of proficiency in listening, speaking, reading, and writing, taking

into account: (a) Basic interpersonal communicative skills (BICS) and (b)

Cognitive academic language proficiency skills (CALP).



Descripción de las Normas del Curso

1. Este curso sigue el programa “Discipline-Based Dual Language

Immersion Model®” del Sistema Universitario Ana G. Méndez, el mismo

está diseñado para promover el desarrollo de cada estudiante como un

profesional bilingüe. Cada taller será facilitado en inglés y español,

utilizando el modelo 50/50. Esto significa que cada taller deberá ser

conducido enteramente en el lenguaje especificado. Los lenguajes serán

alternados en cada taller para asegurar que el curso se ofrece 50% en

inglés y 50% en español. Para mantener un balance, el modulo debe

especificar que se utilizaran ambos idiomas en el quinto taller, dividiendo

el tiempo y las actividades equitativamente entre ambos idiomas. Si un

estudiante tiene dificultad en hacer una pregunta en el idioma

especificado, bien puede escoger el idioma de preferencia para hacer la

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

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

reglas pues es importante que los estudiantes utilicen el idioma

designado. Esto no aplica a los cursos de lenguaje que deben ser

desarrollados en el idioma propio todo en ingles o todo en español según

aplique.

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

estudiantes se preparen antes de cada taller de acuerdo al módulo. Cada

taller requiere un promedio de diez (10) horas de preparación y en

ocasiones requiere más.

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

ausente al taller deberá presentar una excusa razonable al facilitador. El

facilitador evaluará si la ausencia es justificada y decidirá como el

estudiante repondrá el trabajo perdido, de ser necesario. El facilitador

decidirá uno de los siguientes: permitirle al estudiante reponer el trabajo o

asignarle trabajo adicional en adición al trabajo a ser repuesto.

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

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



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

siguientes opciones:

• Si es a dos talleres, el facilitador reducirá una nota por debajo

basado en la nota existente.

• Si el estudiante se ausenta a tres talleres, el facilitador reducirá la

nota a dos por debajo de la nota existente.

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

orales es extremadamente importante pues no se pueden reponer. Si el

estudiante provee una excusa válida y verificable, el facilitador

determinara una actividad equivalente a evaluar que sustituya la misma.

Esta actividad deberá incluir el mismo contenido y componentes del

lenguaje como la presentación oral o actividad a ser repuesta.

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

embargo, cada miembro de grupo deberá participar y cooperar para lograr

un trabajo de excelencia, pero recibirán una calificación individual.

7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y

no plagiado. Se debe entender que todo trabajo sometido esta citado

apropiadamente o parafraseado y citado dando atención al autor. Todo

estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea

plagiado, copiado o presente trazos de otro será calificado con cero (vea

la política de honestidad académica).

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

discutirlos y entregar copia a los estudiantes por escrito al principio del

primer taller.

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

proveyendo su correo electrónico, teléfonos, y el horario disponibles.

10. EL uso de celulares está prohibido durante las sesiones de clase; de

haber una necesidad, deberá permanecer en vibración o en silencio.

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

en el salón de clases.



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

comportamiento que rigen SUAGM y el curso.

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

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

búsqueda y sitios Web que podrá utilizar para la bú squeda de la

información deseada. Entre ellas están :

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

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

añadir algunas de ser necesario.



Filosofía y Metodología Educativa

Este curso está basado en la teoría educativa del Constructivismo.

Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de

que, reflexionando a través de nuestras experiencias, podemos construir nuestro

propio conocimiento sobre el mundo en el que vivimos.

Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales”

que utilizamos para darle sentido a nuestras experiencias. Aprender, por lo

tanto, es simplemente el proceso de ajustar nuestros modelos mentales para

poder acomodar nuevas experiencias. Como facilitadores, nuestro enfoque es el

mantener una conexión entre los hechos y fomentar un nuevo entendimiento en

los estudiantes. También, intentamos adaptar nuestras estrategias de

enseñanza a las respuestas de nuestros estudiantes y motivar a los mismos a

analizar, interpretar y predecir información.

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

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

debe comenzar con situaciones en las cuales los estudiantes estén buscando

activamente construir un significado.

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

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

se enfoca en los conceptos primarios, no en hechos aislados.

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

estudiantes utilizan para percibir el mundo y las presunciones que ellos

hacen para apoyar dichos modelos.

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

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

significado de otra persona. Como la educación es intrínsicamente

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

del avalúo parte esencial de dicho proceso, asegurando que el mismo

provea a los estudiantes con la información sobre la calidad de su

aprendizaje.

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



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

las múltiples perspectivas que existen en el mundo.

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

estudiante.



Study Guide

Course Title Curriculum Planning and Design

Code EDUC 363

Time Length Five Weeks

Prerequisite EDUC 135, EDUC 172

Course Description

This course introduces the foundations and principles that rule out the design,

evaluation, implementation and revision of curriculum. It includes content per

subject and instructional strategies. It also covers needs assessment, planning

and processes to design, reviser and innovate the curriculum from pre-K to

secondary level.

General Objectives

1. Identify concepts related to curricular design and evaluation and its

implications to the educational scene.

2. Comprehend, analyze, and compare different curriculum evaluation models.

3. Recognize, analyze and apply the different methods of curriculum evaluation

in its phases for design, development, implementation, and evaluation.

4. Apply the models to the local reality.

5. Evaluate the available literature on the topic.

6. Demonstrate disposition to know and depend more of scientific curriculum

evaluation as means of making decisions on curriculum modification.

7. Identify major concepts of curriculum in Florida.

8. Comprehend and analyze the framework of the medullar components of the

Curriculum in the Florida Department of Education.

Texts and Resources

Oliva, P. (2009). Developing the curriculum. (7th Ed.) Boston, MA: Allyn and

Bacon.

Ornstein, A & Hunkins, F. (2009). Curriculum: Foundations, principles, and

issues. (5th Ed.) Boston, MA: Allyn and Bacon



Materials

1. Florida Department of Education CURRICULUM FRAMEWORK.

http://www.fldoe.org/workforce/dwdframe/ad/pdf/32010502.pdf

2. Sunshine State Standards http:

http://etc.usf.edu/flstandards/index.html

Course Evaluation:

Criteria

Assigned

Points

Percentage

1. Participation, attendance and assignments 50 17%

2. Expository essay (2) 20 7%

3. Define Curriculum 50 17%

4. Round table (2) 20 6%

5. Portfolio 55 18%

6. Oral presentation 10 3%

7. Create a plan and respond to assigned

questions

45 15%

8. Develop a Curricular Map 20 7%

9. Take Home Exam 30 10%

Total 300 100%

Evaluation curve

A = 100 – 90% B = 89 – 80% C = 79 – 70%

D = 69 – 60% F = 59% or below



Course Evaluation: EDUC-363 Complete the dates according to the Part of Term (PT).

Task

Description Date Score

Participation,

attendance and

assignments.

Attendance to every workshop is mandatory. The student will

receive 10 points per class: 3 points for attendance, and 7

points for participation. Absences will affect the final grade.

The following criteria will also be evaluated:

• Mastery of the material discussed in class.

• Completion of assigned work.

• Turn in work on time.

Attendance is requisite in order to pass the class.

In each workshop

5 x 10 = 50

Define Curriculum

See Appendix A

In each workshop, the learner will write a definition of

curriculum. The definition should grow in each workshop. It

should be more complete and detailed than the prior

workshop.

In each workshop 5 x 10 = 50

Expository Essay

See Appendix B

• The essay should strictly follow the APA style.

• The essay will be submitted in workshops 1 and 3.

Workshops 1& 3 2 x 10 = 20

Round Table

See Appendix C

• Every panel of experts will bring into discussion the

content relevant to the assigned or selected topic, and

use all the resources that help the presentation of the

topic to be discussed (e.g. visual aids, books, posters,

etc.)

• Every panel of experts can use notes or read short

excerpts of what researchers say about their assigned

topics.

Workshops 1 & 4 2 x 10 = 20

Portfolio

See Appendix D

• 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 Appendices Ds .

• The portfolio should be submitted twice during this

course: First partial evaluation (Workshop 3), and final

evaluation (Workshop 5).

Workshops 3 & 5

55

Oral Presentation

See Appendix F

• The presentations required in this course will be oral and

in groups.

• These presentations will take place in Workshops Four

Workshop 5 1 x 10 = 10



and Five, and in the language corresponding to these

workshops.

• Active participation of each group member in preparing

and delivering the presentation is mandatory.

• Use of technology is highly recommended (PowerPoint,

visual aids, among others). Each group will have 10

minutes to deliver the oral presentation. The oral

presentation should be thought-provoking, interesting,

and meaningful to all members of the class.

Write a plan and

respond to the

assigned questions.

See Appendix G

This task has two parts: discussion questions and

reflection .

Respond to he assigned questions. Use your textbook,

module and any other resource that may be of assistance.

The following criteria will be used: content, mastery, literary

references, work presentation: name, student number, course

code.

Responses must be presented in outline form, may include

contrastive and comparative tables, and us graphic

organizers. Do NOT use a folder. Just staple your

assignment.

Workshop 5

45

Curriculum Map

See Appendix H

Practice the phases of curriculum mapping. (Discussion,

debate and present information)

Workshop 5 20

Take Home Exam � Matching

� Multiple Selection

� Questions

(__________)

Date

30

Important Note: This course has been selected as on e of the courses to be

infused with Florida ESOL Standards. The standards to be covered in this

course are the following:

ESOL Standard 6: Apply current and effective ESOL teaching methodologies in

planning and delivering instruction to LEP students.

ESOL Standard 8: Select and develop appropriate ESOL content according to

student levels of proficiency in listening, speaking, reading, and writing, taking

into account: (a) Basic interpersonal communicative skills (BICS) and (b)

Cognitive academic language proficiency skills (CALP).



Description of Course Policies

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

Based Dual Language Immersion Model® designed to promote each

student’s development as a Dual Language Professional. Workshops will be

facilitated in English and Spanish, strictly using the 50/50 model. This means

that each workshop will be conducted entirely in the language specified. The

language used in the workshops will alternate to insure that 50% of the

course will be conducted in English and 50% in Spanish. To maintain this

balance, the course module may specify that both languages will be used

during the fifth workshop, dividing that workshop’s time and activities between

the two languages. If students have difficulty with asking a question in the

target language in which the activity is being conducted, students may choose

to use their preferred language for that particular question. However, the

facilitator must answer in the language assigned for that particular day. This

should only be an exception as it is important for students to use the assigned

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

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

English only).

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

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

workshop requires an average ten hours of preparation but could require

more.

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

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

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

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

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

work and assign extra work to compensate for the missing class time.

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

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

late assignments and make-up work.



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

following options:

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

based on the students existing grade.

• If the student misses three workshops, the facilitator may lower two

grades based on the students existing grade.

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

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

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

facilitator may determine a substitute evaluation activity if he/she understands

that an equivalent activity is possible. This activity must include the same

content and language components as the oral presentation or special activity

that was missed.

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

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

group and the assessment will be done collectively as well as individually.

7. It is expected that all written work will be solely that of the student and should

not be plagiarized. That is, the student must be the author of all work

submitted. All quoted or paraphrased material must be properly cited, with

credit given to its author or publisher. It should be noted that plagiarized

writings are easily detectable and students should not risk losing credit for

material that is clearly not their own (see Academic Honesty Policy).

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

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

workshop.

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

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

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

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

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

allowed to the classrooms.



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

community established by the institution and in this course.

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

module, do not stop your investigation. There are many search engines

and other links you can use to search for informati on. These are some

examples:

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

The facilitator may make changes or add additional web resources if

deemed necessary.



Teaching Philosophy and Methodology

This course is grounded in the learning theory of Constructivism.

Constructivism is a philosophy of learning founded on the premise that, by

reflecting on our experiences, we construct our own understanding of the world in

which we live.

Each of us generates our own “rules” and “mental models,” which we use to

make sense of our experiences. Learning, therefore, is simply the process of

adjusting our mental models to accommodate new experiences. As teachers,

our focus is on making connections between facts and fostering new

understanding in students. We will also attempt to tailor our teaching strategies

to student responses and encourage students to analyze, interpret and predict

information.

There are several guiding principles of constructivism:

1. Learning is a search for meaning. Therefore, learning must start with the

issues around which students are actively trying to construct meaning.

2. Meaning requires understanding wholes as well as parts. And parts must

be understood in the context of wholes. Therefore, the learning process

focuses on primary concepts, not isolated facts.

3. In order to teach well, we must understand the mental models that

students use to perceive the world and the assumptions they make to

support those models.

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

meaning, not just memorize the "right" answers and regurgitate someone

else's meaning. Since education is inherently interdisciplinary, the only

valuable way to measure learning is to make the assessment part of the

learning process, ensuring it provides students with information on the

quality of their learning.

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

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

perspectives of the world.

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



Workshop One

Specific Content Objectives

At the end of Workshop One, students will:

1. Relate the following concepts: teaching, learning, and instruction, using a

graphic organizer.

2. Compare and contrast the philosophical, sociological and psychological

foundations of education.

3. Value the legacy of the philosophical schools: idealism, realism, pragmatism,

and existentialism, in terms of their implications in the curriculum design.

4. Apply the concepts studied through all workshops.

Specific Language Objectives

At the end of Workshop One, students will:

1. Develop ideas to solve problems in an effective way.

2. Use the reading process effectively.

3. Write an expository essay using appropriate vocabulary, grammar, and style

after analyzing and interpreting data

URLs

Glossary

http://www.hutchcc.edu/distance/glossary.htm

http://cd.edb.gov.hk/basic_guide/BEGuideeng0821/glossary.html

http://www.asdk12.org/depts/CEI/glossary.htm

Curriculum development process

http://scholar.lib.vt.edu/ejournals/JITE/v32n2/hansen.html

http://www.nicic.org/pubs/2003/019007.pdf

http://cmc.ihmc.us/papers/cmc2004-069.pdf

http://www.nsdc.org/library/publications/jsd/fitzharris203.cfm

http://org.elon.edu/catl/documents/Curriculum%20Development.pdf

Educational philosophical schools

http://www3.sympatico.ca/saburns/pg0202.htm

http://www.philosophytalk.org/pastShows/Pragmatism.html

http://oregonstate.edu/instruct/ed416/PP2.html



Assignments before Workshop One

1. Read the module assigned for this course.

2. Begin working on the definition of Curriculum and make it more elaborated in

every workshop through this course. (Appendix A )

3. Choose a pedagogical dictionary, either in English or Spanish, glossaries,

electronic journals. You can also interview a curriculum design or pedagogy

expert (cite and take note of the academic degree). You can use any of the

three mentioned resources to define the assigned concepts.

Agent of change Facilitator Revision

Axiology Philosophy System

Assessment

� Formative

� Summative

Curriculum guide

Systemic

Competencies Goals Systematic

Quality control Method Assessment techniques

Designer Model Curriculum technician

Curriculum specialist Objectives Educational Technology

Strategy Pilot

Humanistic Approach Planning

Experimentation Feedback

Important Note: This assignment is worth 5 points and should be

submitted in the first workshop

4. ESOL Standard 6 : Write a two page paper in which you propose a current

and effective ESOL teaching methodology in planning and delivering

instruction to LEP students. Make sure to include why this proposed

methodology is an effective one and how does it help ESOL students in a

classroom. Also, explain what the implications are in knowing about these

existing methodologies when planning curriculum. (Appendix B ).

5. Students will do a search about Pratt’s needs assessment in curriculum

planning and design, using the Internet and other resources and textbooks.



Activities

1. Students will define the following concepts:

Teaching:

Learning:

Instruction:

2. Students will build a graphic organizer with the figures below. The graphic

organizer should show the relation that exists or may exist between the

previously defined concepts (teaching, learning, and instruction).

3. Students will define Curriculum:



What contributes to the definition of

Curriculum?

¿What is not considered as Curriculum?

4. Students will provide examples that define and/or answer the sociological,

psychological and philosophical foundations of education. Use the following

table for this activity:

5. Using their research notes and in groups of four, students will make a chart to

present all seven groups that David Pratt recommends being consulted in the

needs assessment process as well as they will analyze if a specific group

needs to be added or deleted and what is the relevance of these groups to

design an effective curriculum. Class discussion.

6. In their groups and using their notes of the assigned reading prior to this

workshop, students will complete the following table:

Sociology of

Education

Psychology of

Education

Philosophy of

Education



Educational Philosophical Schools:

Philosophical

School

Facts Knowledge Values Teacher’s

Role

Emphasis on

teaching

Curriculum

Idealism

Realism

Pragmatism

Existentialism

EDUC 363 Curriculum Planning and Design


25

7. Using their notes on graphic organizers or index cards, each group will

become a panel of experts who will discuss and analyze a chosen

educational philosophical school, using the round table discussion strategy

(Appendix C ). The facilitator will become the moderator and the other

students will be the audience who can ask questions and even defy the ideas

of the panel at the end of the discussion. The moderator can clarify doubts.

8. Students will begin working on their portfolios (Appendices Ds), including

notes of their thoughts and their self reflection on one of the most relevant

entries or activities completed in this workshop.

9. The facilitator will explain assignments corresponding to Workshop Two.

Assessment:

1. Students will complete their self reflection sheet (Appendix D3 ).

2. Students will hand in their expository essays at the beginning of this

Workshop (Appendix A ).

3. Students will define the term Curriculum (Appendix B ).



26

Taller Dos

Objetivos de Contenido

Al final del Taller Dos, los estudiantes:

1. Reconocerán el significado de redactar objetivos efectivos y las implicaciones

que tienen en la calidad de la experiencia de aprendizaje de los estudiantes.

2. Compararán y contrastarán las diferencias entre la redacción de objetivos y

la redacción de competencias.

3. Valorarán la relación entre metas, objetivos y competencias.

Objetivos de Lenguaje

Al final del Taller Dos, los estudiantes:

1. Desarrollarán ideas para solucionar problemas de una manera efectiva.

2. Utilizarán el proceso de lectura efectivamente.

3. Expresarán sus ideas en español oralmente de manera efectiva usando

organizadores gráficos.

Direcciones Electrónicas

Condiciones del Aprendizaje

http://www.slideshare.net/stevelyn/condiciones-del-aprendizaje/

http://www.utemvirtual.cl/plataforma/aulavirtual/assets/asigid_745/contenidos_ar

c/39247_gagne.pdf

Diseño del aprendizaje

http://www.usask.ca/education/coursework/802papers/mergel/espanol.pdf

Diseño y desarrollo instruccional

http://biblioteca.itson.mx/oa/educacion/oa32/moldelos_diseno_instruccional/z3.ht

m

Asignaciones antes del Taller Dos

1. Continúe trabajando en su definición de Currículo. Esta definición deberá ser

más elaborada y detallada que la definición presentada en el taller anterior.

(Appendix A )

2. Busque información sobre:

a. Competencias



27

b. Redacción de objetivos y de los dominios cognitivo, afectivo y

psicomotor.

c. Redacción de metas

3. La pregunta #2 tiene un valor de 5 puntos y deberá entregarse en este taller.

Ud. podrá encontrar esta información en diferentes recursos informativos:

libros, revistas digitales, ensayos, Internet, etc.

4. Busque información sobre los siguientes diseñadores y evaluadores de

currículo e investigación educativos. Lea y subraye lo que considere más

importante.

a. Allan C. Ornstein

b. Francis P. Hunkins

c. David G. Armstrong

d. Dick W. Carey

e. Ronald C. Doll

f. Glen Hass

5. Observe los Niveles del Diseño de Sistemas Instruccionales desde Gagné y

la teoría de Briggs y los Cuatro niveles: 1. El nivel de sistema, 2. El nivel de

curso, 3. El nivel de lección y 4. El nivel de sistema final. Existen catorce

pasos de componentes básicos. Escríbalos en una lista.

Actividades

1. Los estudiantes formarán grupos de 3 ó 4 integrantes. Reaccionarán al orden

lógico y al apareamiento de los niveles. Prepárense para compartir su

reacción con el resto de los integrantes del grupo y con la clase en general.

Nivel de sistema

· Análisis de necesidades, metas y prioridades

· Análisis de los recursos, restricciones y sistemas de distribución alternativos.

· Determinación del alcance y secuencia, diseño del sistema de distribución.

Nivel de curso

· Determinación de la estructura y secuencia del curso

· Análisis de los objetivos del curso

Nivel de lección



28

· Definición de los objetivos de desempeño

· Preparación de planes de lección

· Desarrollo o selección de materiales y medios

· Evaluación del desempeño del estudiante

Nivel de sistema final

· Preparación del profesor

· Evaluación formativa

· Prueba de campo, revisión

· Evaluación sumativa

· Instalación y difusión

2. Explore en grupo el propósito de definir y entender la aplicabilidad de:

a. Meta

b. Objetivo instruccional y dominios: afectivo, psicomotor y cognitivo

c. Competencias

3. Complete el siguiente ejercicio individualmente:

a. Redacte una meta

b. Elabore un objetivo instruccional con los tres dominios

4. Una vez completado el ejercicio anterior, realice lo siguiente:

a. Explique la Taxonomía de Bloom

b. Analice los verbos que le ayudan a redactar objetivos

5. Comparta los resultados de sus ejercicios con los demás miembros del

grupo.

6. Prepare un mapa conceptual relacionado a uno de los temas cubiertos en el

taller de hoy.

7. Corrija el ejercicio de práctica.

8. El facilitador discutirá las asignaciones del siguiente taller.

Avalúo

1. Criterios para evaluar casos: Una vez que responda a los criterios, desglose

la página y entréguela al facilitador (vaya a la siguiente página).



29

Criterios de evaluación 4

(Excelente)

3

(Bueno)

2

(Puedo

mejorar)

Puntos

Asignados

1. Completé cada parte antes

que el facilitador completara

el ejercicio.

2. Entendí Ia relación y el

significado de cada parte.

3. Reconozco que la literatura

es importante y que me

ayuda a desarrollar mi

diseño curricular adecuada

y más efectivamente.

4. Entiendo que el

alineamiento efectivo de

cada una de las partes me

conducen a un mejor

resultado.

5. El ejercicio me ayudó a

reconocer mis limitaciones y

mis fortalezas.

Total puntos

2. Complete la hoja de auto reflexión (Anejo D3 ) e insértela en su portafolio.

3. Trabaje en su definición del término Currículo (Appendix B ).

Student Name :

Facilitator’s Signature



30

Workshop Three


At the end of Workshop Three, students will:

1. Identify and classify some curriculum design models.

2. Compare and contrast models.

3. Identify strategies.

4. Value the applicability of the models in the contemporary schools.

Language Objectives

At the end of Workshop Three, students will:


2. Write an expository essay using appropriate vocabulary, grammar, and style

after analyzing and interpreting data.

3. Use cooperative learning strategies to analyze and discuss a topic

URLs

Curriculum Design Models

http://www.ncrel.org/sdrs/areas/issues/content/currclum/cu3lk12.htm

http://xnet.rrc.mb.ca/glenh/understanding_by_design.htm

http://www.itl.usyd.edu.au/synergy/pdfs/2321.pdf

http://www.irex.org/programs/hst/HST-handbook2.pdf

Design, Development and Evaluation of Curriculum

http://www.fmdrl.org/index.cfm?event=c.getAttachment&riid=714

http://www.uwex.edu/ces/pdande/evaluation/evalcurriculum.html

Curriculum Design and Concept Mapping

http://www.utc.edu/Administration/WalkerTeachingResourceCenter/FacultyDevel

opment/ConceptMapping/

Assignments before Workshop Three

1. Continue working on your definition of Curriculum. It should be more

elaborated than the one submitted in the previous workshop. (Appendix A ).

2. Identify curriculum design models. Make a table to compare and contrast the

models. This assignment is worth 5 points. You can obtain the information

from journals, magazines, essays, the Internet, and from different textbooks.



31

3. For additional information related to learning strategies and experiences,

search the following authors on the Internet, print the information and read

their postulates. Highlight what you consider of importance and bring it to

class.

a. Tyler Ralph W

b. John Dewey

c. Mario Leyton Soto

d. Hilda Taba

e. J Galen Taylor, and William Alexander

f. Peter Oliva

g. Francis P Hunkins

h. Kathryn V Feyereisen, John A. Fiorino, and Arlin T Nowak

i. John I. Goodlad, and Maurice N. Ritcher

j. John P. Miller, and Wayne Seller

k. Jon Wiles, and Joseph C Bondi

Activities

1. Using a PowerPoint presentation, the facilitator will outline the major

curriculum design models.

2. Using the strategy Phillips 66 –Discussion 66- (Appendix E ), students will

talk about the identified curriculum design models. Students can use their

glossary cards, notes, or graphic organizers with information about different

models. The facilitator will write the following prompts to guide discussion:

a. Postulate(s) of the model

b. Differences between this model and the others

c. Similarities between this model and the others

d. Instructional implications

3. After Phillips 66, every group will have 10 minutes to make an oral

presentation on the assigned curriculum design model.

4. The facilitator will provide copies of two research-based articles about

different curriculum design models for analysis and discussion in class.



32

5. Class will make two teams. Each team will take copies of one article, read it,

and make a graphic organizer to present the information to the class. Debate.

6. ESOL Standard 8: Based on the curricular models presented during today’s

Workshop, write a two page expository essay in which you explain why it is

important to know about these curricular models and how they help in

selecting the appropriate content for ESOL students according to student

levels of proficiency in listening, speaking, reading, and writing. Provide some

examples of how content can be adapted based on different levels of

proficiency taking into account the four language arts. Use APA style

(Appendix B ).

7. Every student will pretend to be one of the authors mentioned in the third

assignment before Workshop Three. Acting out as one of the authors, every

student will present his/her theory and defend his/her own point of view.

8. Using a PowerPoint presentation, the facilitator will present a table with brief

reference of the content and instructional implications of curriculum design

models.

9. In groups of four, students will evaluate the applicability of curriculum design

models in the contemporary schools, and how schools can implement a

specific model to enhance instruction. Class discussion. The facilitator will

clarify doubts or answer questions if needed.

10. Students will continue working on their portfolios and insert all the documents

written and/or completed so far, following the guidelines of portfolio

elaboration (Appendices Ds ).

Assessment

1. Students will submit an expository essay on their assigned topic individually.

This assignment should be written in English and follow APA style (Appendix

A).

2. Students will complete the self reflection sheet (Appendix D3 ) and insert it in

their portfolio.



33

3. The facilitator will electronically send the Progression Follow Up Template

(Appendix D5 ) with his/her feedback and improvement recommendations

during the week before Workshop Four.

4. Students will electronically respond to the Progression Follow Up Template

before Workshop Four.



34

Taller Cuatro

Objetivos Específicos de Contenido

Al final del Taller Cuatro, los estudiantes:

1. Definirán avalúo.

2. Identificarán diversas técnicas de avalúo.

3. Compararán y contrastarán los conceptos de avalúo, medición y evaluación.

4. Analizarán los modelos existentes para la evaluación curricular.

Objetivos Específicos de Lenguaje

Al final del Taller Cuatro, los estudiantes:

1. Expresarán sus ideas en español oralmente de manera efectiva usando

organizadores gráficos.

2. Utilizarán el proceso de lectura efectivamente.

3. Escribirán una auto reflexión sobre el contenido y el proceso de una actividad

o tarea completada en este taller, utilizando gramática, vocabulario y estilo

adecuados.

Direcciones Electrónicas

Avalúo educativo

http://www.chasque.net/gamolnar/evaluacion%20educativa/evaluacion.04.html

http://www.eduteka.org/Profesor13.php

http://www.universia.pr/pdf/unescogestion/AvaluodelAprendizajedelosEstudiante

sCatedraUNESCO.pdf

http://www.oposicionesprofesores.com/biblio/docueduc/LA%20EVALUACI%D3N

%20EDUCATIVA.pdf

http://www.chasque.apc.org/gamolnar/evaluacion%20educativa/homeevaluacion.

html

Actividades antes del Taller Cuatro

1. Los estudiantes escribirán una definición para avalúo y otra para evaluación.

Avalúo Evaluación



35

2. Los estudiantes escribirán el propósito y el procedimiento de 10 técnicas

diferentes de avalúo auténtico usando la siguiente tabla:

Técnica de Avalúo Propósito Procedimiento



36

3. Identificarán modelos para evaluación curricular.

4. La asignación indicada en los ítems 1 – 3 vale 5 puntos. Los estudiantes

podrán encontrar esta información en libros, revistas profesionales, ensayos,

Internet, etc.

5. Para información adicional sobre avalúo, técnicas de avalúo, evaluación y

modelos de evaluación curricular, busque información sobre los siguientes

investigadores y evaluadores educativos en el Internet. Llévela a clase.

a. Irlanda Rodríguez

b. Lee Cronbach

c. Ralph Tyler

d. Stufflebeam

e. Elliot Eisner

f. Michael Scriven

g. Malvin C. Alkin

6. Continuarán trabajando en su definición de Currículo. Esta definición deberá

ser más elaborada y detallada que la presentada en el taller anterior.

(Appendix A ).

Actividades

1. El facilitador y los estudiantes desarrollarán una breve sesión de preguntas y

respuestas para revisar el material cubierto en el taller anterior.

2. Usando una presentación de diapositivas (PowerPoint), el facilitador

presentará el concepto de avalúo y el propósito del avalúo formativo y

sumativo.

3. Los estudiantes formarán cuatro equipos. El facilitador asignará a cada grupo

uno de los siguientes temas:

a. Validez interna y externa

b. Avalúo educativo

c. El modelo de Stufflebeam

d. El modelo de Ralph Tyler

Usando las notas de su investigación sobre estos temas, los estudiantes

harán un organizador gráfico con información sobre el tema asignado a sus

grupos y se prepararán para una discusión en mesa redonda.

4. Usando la técnica de discusión de la mesa redonda, los equipos se

convertirán en paneles de expertos de sus temas asignados. El facilitador



37

será el moderador y el resto de los estudiantes serán la audiencia quienes

podrán formular preguntas e inclusive retar las ideas expuestas por el panel

al final de la discusión. El moderador podrá aclarar cualquier duda. (Anejo

C).

5. El facilitador proveerá a los estudiantes con dos artículos científicos sobre

dos temas antagónicos de avalúo. La clase formará dos equipos. Cada

equipo leerá y discutirá el artículo asignado. Luego, el facilitador enfrentará a

los dos equipos a través de un debate.

6. Usando la técnica de discusión Phillips 66, los estudiantes formarán grupos

de 6 integrantes, quienes tendrán 6 minutos para discutir 6 técnicas

diferentes de avalúo auténtico a la luz de las siguientes preguntas guías:

a. ¿En qué consiste el instrumento de avalúo?

b. ¿Cuál es su propósito?

c. ¿Cómo lo implementarías en tu salón de clase?

Luego, los grupos compartirán la información con el resto de la clase. (Anejo

E)

7. Después de la discusión, cada panel escogerá un instrumento de avalúo

auténtico y lo dramatizará frente a la clase.

8. El facilitador enviará electrónicamente el examen a los estudiantes quienes lo

contestarán 24 horas antes del taller cinco. Los estudiantes deberán

responder el examen, imprimir las preguntas y sus respuestas y entregarlo al

facilitador al inicio del Taller Cinco.

9. Los estudiantes continuarán trabajando en sus portafolios e insertará todos

los documentos elaborados hasta ahora, siguiendo los lineamientos para la

elaboración del portafolio (Anejos Ds )

Avalúo

1. Los estudiantes completarán la hoja de auto reflexión (Anejo D3 ) y la

insertarán en su portafolio.

2. Los estudiantes continuarán trabajando en su definición de Currículo (Anejo

B)



38

Workshop Five/Taller Cinco


At the end of Workshop Five, students will:

1. Identify the necessary elements for the curriculum implementation and

improvement.

2. Recognize the quality control criteria of the curriculum implementation.

3. Define educational technology.

4. Integrate educational technology into the curriculum

5. Identify the stages of a curricular map.

6. Develop a curricular map.

Specific Language Objectives

At the end of Workshop Five, students will:

1. Develop ideas to solve problems in an effective way.


3. Write a self reflection about the content and process of the workshop, using

appropriate vocabulary, grammar, and style.

URLs

Technology in the classroom

http://www.startechprogram.org/technology/usingtech.html

http://coe.west.asu.edu/students/hcarter/techrationale.htm

http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm

http://www.uu.edu/programs/tesl/MiddleSchool/technology_in_the_classroom.ht

m

http://tropophilia.com/2008/04/29/classroom-connections-the-role-of-technology-

in-schools/

The role of technology in education

http://horizon.unc.edu/projects/OTH/6-5.html

http://www.ed.gov/about/offices/list/os/technology/roundtable.html

http://www.4teachers.org/keynotes/roberts/



39

Curriculum mapping

http://www.greece.k12.ny.us/instruction/ela/6-

12/curriculum%20mapping/index.htm

http://www.uen.org/k-2educator/currmapping.shtml

http://www.middleweb.com/ReadWrkshp/RWdownld/02CL_CurrMap.pdf

http://clerccenter.gallaudet.edu/dess/curriculum/curriculum-mapping/sci-map.doc

Elements for curriculum implementation

http://webinstituteforteachers.org/2000/curriculum/homeroommodules/curriculum

Terms/elements.htm

http://fie.engrng.pitt.edu/fie95/4b4/4b44/4b44.htm

http://www.neccs.nl/curriculum/00004/

Assignments before Workshop Five

1. Students will complete their definition of Curriculum and insert it in their

portfolio (English or Spanish).

2. Students will compare and contrast science and technology using a Venn

diagram (English).

3. In groups of five, students will defend the position assigned to each group

(English):

4. Students will complete their definition of curriculum, including all the features

and components studied across all workshops. This assignment is worth 5

points.

Teachers usually do not develop technological material sor curriculum.

Teachers will always be

important.

The old technology may be useful.



40

5. Students will bring a list of the most updated educational technology used in

classrooms to share with class (in Spanish).

6. Students will bring magazines, pictures, and other illustrations related to

educational technology to make a collage in class.

Activities

1. The facilitator and students will get engaged in an activity to review the

previously covered material (Spanish).

2. Using a PowerPoint presentation, the facilitator will introduce the necessary

elements for the curriculum implementation and improvement (Spanish).

3. In groups of four and using their notes taken at home, each group will choose

two elements for the curriculum implementation and improvement, discuss

them in Spanish, and present them to the class. Groups should use visual

aids, organizers, and/or technology to make their presentations. (Appendix

F).

4. In their groups, students will discuss the Content Level of the curriculum and

complete the following illustrations and discuss in class (English):

Sources for the content Content selection criteria

Contents



41

5. The facilitator will present a definition of Educational Technology using a

PowerPoint presentation (English).

6. In their groups students will discuss the most updated educational technology

used in classrooms, make a poster with this kind of technology, and share it

with class (English).

7. Using a PowerPoint presentation, the facilitator will present the concept of

Curriculum Mapping, its elaboration procedures, and its importance in

curriculum design (English).

8. In their groups, students will choose a grade K – 12, a subject (Language

Arts, Math, Social Science, or Science), and a title of a thematic unit to make

a curriculum map. Groups will draw their curriculum maps on chart papers

and implement an exhibit of their maps to the class. Some group member will

explain their concept maps while the others will walk around the classroom to

visit the other groups’ concept maps. Class discussion (English or Spanish)

9. Students will hand in their written plan and responses to the assigned

questions (Appendix G ).

10. Groups will submit their curriculum maps to the facilitator for evaluation

(Appendix H ).

11. Students will complete and submit their portfolios strictly following the

guidelines to prepare the portfolio (Appendices Ds ).

Assessment:

1. Students will complete their self reflection sheet on one or some of the most

relevant entries of this final workshop (Appendix D3 ).

2. Students will complete their overall portfolio self assessment (Appendix D4 ).

3. Students will hand in their completed definition of Curriculum (Appendix B ).



42

Anejos/Appendices



43

Anejo A/Appendix A

Name:

Date:

Score obtained:

Criteria:

� Define curriculum considering what was discussed in class.

� Do not repeat the content of the previous workshop.

� Make all the appropriate citations using APA.

� Ask questions related to curriculum design, evaluation, and revision.

Nombre:

Fecha:

Puntuación

obtenida:

Criterios a tomar en consideración:

� Definir currículo tomando en cuenta lo que se ha discutido durante el

taller.

� No repetir el contenido del taller anterior.

� Citar el autor del contenido que presenta.

� Plantear preguntas relacionadas al diseño, evaluación y la revisión

curricular.

Curriculum/Currículo



44

Anejo B/Appendix B:

Expository Paper Rubric

Student’s name: ___________________________________________________

Course: __________________________ Date: ________________________

Criteria Value Points Student Score

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 subject, providing a clear perspective on the presented subject matter and engaging the audience attention.

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

1 point



45

English (vocabulary, syntax and flow of ideas) 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

Total Points ____________________ 10 points ( 70% content and 30% language)

____________________ Total score:

Nombre del estudiante: ______________________________

Firma del facilitador: _______________________________

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 point



46

Anejo C/Appendix C

Round Table Rubric

Student name/Group: _______________________________________________

Course: __________________________ Date: ________________________


Content

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

1 point

Participants –through their comments– show deep knowledge of the discussed topic and a high level of understanding of questions asked by the audience.

1 point

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

1 point

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

1 point

Participants provide explanations and follow up to enrich discussion.

1 point

Participants’ observations are usually related to ideas or arguments presented in this discussion.

1 point

Participants show a professional attitude and posture during the discussion.

1 point

Language



47

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

1 point

Participants use appropriate intonation in making remarks and good projection of the voice toward the audience.

1 point

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

1 point

Total 10 points ( 70% content y 30% language)

Total Score:

Student name: ______________________________ Facilitator’s signature: _________________________

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 point



48

Matriz de Valoración de la Mesa Redonda

Nombre/Grupo ________________________________________________

Curso: ______________________ Fecha: ________________________

Criterios Valor Puntaje del

Estudiante

Contenido

El participante ofrece un análisis suficientemente sólido, y sin dudar avanza en la conversación.

1 punto

El participante, a través de sus comentarios, demuestra un conocimiento profundo del tema y un alto entendimiento de las preguntas elaboradas por la audiencia.

1 punto

El participante ha venido preparado para la discusión – con notas y pasajes o textos marcados o anotados.

1 punto

El participante, a través de sus comentarios, demuestra que esta escuchando activamente a los otros participantes.

1 punto

El participante ofrece explicaciones aclaratorias y/o seguimiento que extiende la conversación.

1 punto

Las observaciones del participante frecuentemente se refieren a ideas o argumentos expuestos en la discusión.

1 punto

El participante demuestra una actitud y postura profesional durante la conversación.

1 punto



49

Lenguaje

Demuestra habilidad en el manejo del idioma español estándar (vocabulario, sintaxis y flujo de ideas).

1 punto

Usa la gramática de una manera adecuada y correcta.

1 punto

Ante una idea controversial, presenta un argumento persuasivo para defender su punto de vista personal.

1 punto

Total 10 puntos ( 70% contenido y 30% lenguaje)

Puntaje Total:

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



50

Anejo D/Appendix D

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 (Appendix D1 ).

• 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



51

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

evaluated (Appendix D2 ).

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

• Documentation and reflection process (Appendix D3 ) required in each

workshop.

• Overall portfolio self assessment (Appendix D4 ).

• The Progression Follow-Up Template (Appendix D5 ).

• 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 (Appendices

D6 & D7)

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

font, size 12, double space, and 1-inch margins. See a “Publication

Manual of the APA, Fifth Edition.”

4. Portfolio Evaluation (Appendix D8 )



52

Anejo/Appendix D1: PORTFOLIO INFORMATIONAL SHEET

Sistema Universitario Ana G. Méndez Metro Orlando Campus

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

� Universidad del Este

� Universidad Metropolitana

� Universidad del Turabo

Check one:

� Undergraduate � Graduate

Concentration

Student’s Name

Facilitator’s Name

Portfolio rated as

Reason of this rate

Curriculum Planning and Design EDUC 363

51

Anejo D2/Appendix D2: Log of Entries or Table of Co ntent

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10

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



52

Anejo D3/Appendix D3: 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:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________



53

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:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________



54

Anejo D4/Appendix D4: Overall Portfolio Self-Assess ment

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. _______________________________________________________ _______________________________________________________ _____ 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. _________________________________________________________________



55

Anejo D5/Appendix D5: Progression Follow-Up Templat e Strengths Weaknesses Improvement Ideas Facilitator’s comments

Student’s response and comments



56

Anejo D6/Appendix D6: Use and Return of Portfolio

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

I, ____________________________________, grant permission to the office of

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

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

used for accreditation or educational purposes only, and that is not going to be

disclosed without my consent.

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

keep a copy of my portfolio for six months and return it to me at the end of this

period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date



57

Anejo D7/Appendix D7: Use and Discard of Portfolio

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

I, ____________________________________, grant permission to the office of

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

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

used for accreditation or educational purposes only, and that is not going to be

disclosed without my consent.

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

keep a copy of my portfolio for six months and discard it at the end of this period

of time.

.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date

Curriculum Planning and Design EDUC 363 58

Prep. 20-01-2004. Profesora Noridis Medina Fernández Rev. 07-21-2005 Carmen L. Lamboy, Ed.D.

Rev. 09-16-2008 Fidel R. Távara, M.Ed.

Anejo D8/Appendix D8: Portfolio Rubric

4 3 2 1

PORTFOLIO APPEARANCE

� Readable: Are entries typed in an appropriate font and size? Are entries free of errors? Do

ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?

� Professionalism: Is the appearance of the portfolio professional? Are graphics, colors and

portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?

� Organization: Is the portfolio organized in a manner that makes it easy to follow and easy to

quickly locate information?

PORTFOLIO CONTENT AND FUNCTION

� Content: Are all required entries included in the portfolio? Are entries relevant to the content of

the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.

� Authenticity: Are the samples and illustrations a true reflection of the student’s efforts and

abilities?




� Growth/Development: Do samples provide thorough understanding of growth and

development related to their field of concentration? Do items show what the student has learned?

� Collaboration: Do items show examples of both individual and group work? Does the student

provide clear understanding of collaboration, and use collaboration to support his/her learning?

� Reflection and Personal growth: Do items show exceptional understanding of how to be a

reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?

� Professional Conduct: Do items show clear understanding of ethical behavior and

professional conduct? Do items display the pride the student has in his or her work?

Overall Portfolio Impact

� Is this portfolio an asset in demonstrating the student’s value (skills, abilities, knowledge) to a

potential employer or college representative?

Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Need s improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro Orlando Campus




Anejo E/Appendix E

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:

• 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.




Anejo F/Appendix F

Oral Presentation Rubric

Name/Group ________________________________________________

Course: _____________________ Date: ________________________


Presentation

The student/group holds attention

of entire audience with the use of

direct eye contact, seldom looking

at notes.

1 point

Movements seem fluid and help

the audience visualize

1 point

The student/group displays

relaxed, self-confident nature

about self, with no mistakes.

1 point

The student/group uses a clear

voice with a good projection and

intonation.

1 point

The student/group demonstrates

full knowledge by answer all

questions with explanations and

elaborations.

1 point

The student/group presents

information in logical, interesting

sequence which audience can

follow

1 point

The student/group uses

technology properly during the

presentation.

1 point




Language

The student/group demonstrates

a command of standard English

(vocabulary, syntax and flow of

ideas)

1 point

The student/group uses grammar

correctly.

1 point

The student/group uses correct

pronunciation of the language.

1 point

Total Points _______________ 10 points ( 70% content and 30% language)

_______________ Total score

Student’s name: _________________________________ Facilitator’s Signature: _________________________________ 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 point




Anejo G/Appendix G

Nombre: _______________________________ ID #: _____________________

Prof.: _________________________________ Puntuación: _______________

Este trabajo consta de dos partes: preguntas de dis cusión y reflexión .

Responda a las preguntas asignadas. Utilice el libro de texto, los módulos y/o

cualquier material de apoyo que usted entienda pueda servirle de ayuda para

responder a las preguntas. Los siguientes criterios serán considerados para

evaluar su documento de trabajo: el contenido, el dominio del tema, la referencia

literaria, la presentación del trabajo: nombre, número de estudiante y

codificación de la clase.

Las respuestas deben trabajarse en forma de bosquejo, debe incluir tablas para

comparar y contrastar, como también utilicen los organizadores gráficos. Es

importante que grape su trabajo a la izquierda en el borde superior, no utilice

carpeta.

Parte I Preguntas de discusión

Puntos

asignados

Preguntas

10 Construya un mapa conceptual que defina y muestre el alcance del

currículo.

10 Justifique el propósito y la efectividad de los componentes en el currículo.

15 Seleccione un concepto y desarrolle una:

� Meta

� Objetivos: cognitivo, psicomotor, afectivo

� Técnicas de avalúo

Parte II Reflexión

10 ¿Cómo planifica aplicar lo que ha aprendido?

10 Identifique los conceptos erróneos que tenía sobre currículo, y

señale cuales eran sus debilidades. Mencione como contribuyó el

curso a su crecimiento y que áreas fortaleció.




Nota:

El trabajo debe entregarse el _____________________(fecha), en o antes de

las 10:00 p.m. de la noche. No se aceptará después de ese día ni tampoco

se repondrá con material suplementario.




Anejo H/Appendix H

Curriculum Map Scoring Rubric

Curriculum Map Entries 2.0 points

1.5 points 1.0 point 0.5 point

Name of the unit and its relevance with the content of the unit

The name of the unit is strongly related to its content and attractive to the reader.

The name of the unit shows some relation with its content, but attractive to the reader.

The name of the unit barely shows some relation with its content and it is not very attractive to the reader

The name of the unit shows no relation with its content and it is not attractive to the reader.

Standards and Performance Indicators Identifying established unit goals and standards helps to ensure curricular alignment. What are the power performance indicators and how do you analyze growth?

Clear precise evidence of alignment to power standards All standards are linked to the big ideas and essential questions. Are linked directly to the assessment evidence.

Power standards are identified but include non-essential standards as well. Not all standards aligned to the big idea and essential questions. Not all standards are reflected in the assessment.

Alignment is spotty; many entries do not correspond the big idea and essential questions

No alignment to big ideas, random selection of standards, too many standards to ever assess, no reflection of the standards in the assessment evidence.

Big Ideas What you want your students to discover on their own as a result of instruction and learning activities.

Conveys a depth of understanding of curriculum Written as statements

Shows a moderate understanding of curriculum Written as statements

Shows some understanding of curriculum Written as phrases or incomplete statement

Shows little understanding of curriculum Single word entries, questions, or objectives.

Essential Questions

• What we want students to think about.

• Essential questions are o Open ended and provocative o Written in kid friendly language o And should focus the instruction for

uncovering the big ideas

Insightful questions that align content, skills, and assessment and have more than one right answer

Clear focus questions with uneven attention to having more than one answer

Simplistic, lacking in relevance and focus

Absent






Topic and Content What we want students to know and understand about the unit or topic we are teaching –

• our content reflects: facts, concepts, generalizations, principles that are the focus of our curriculum.

• Consciously understood factual information.

• What students can explain to others?

Details succinct, clear, specific references to key concepts, facts, and principles in the big idea and essential questions. Relates to the nouns in the performance indicators. Identifies what students will know and understand.

Describes main concepts, and subject matter, identifies what students will know, related to big ideas and essential questions

Generic heading, vague, broad topics with no information on what student will know,, not related to big ideas and essential questions

Repeats the unit name, no information on what students will know

Skills What we want students to be able to do:

• Contain the processes, procedures, and skills students will possess that will allow them to apply the knowledge they have gained.

• Represent what the students are able to do with the content.

• Always begin with an action verb.

*Precise alignment with performance indicators *Commences with action verb; reflects standards and desired proficiencies *Time frame is realistic *Reflects what student can do with content.

*Some alignment with performance indicators *Clear action verb *Time frame is realistic

*Uneven or minimal alignment to performance indicators *Generic verb; broad process *General representation of curriculum with little attention to timeframes

*No alignment to performance indicators *Vague, missing, or inaccurate *Inaccurately displays curriculum on maps

Assessment Evidence Opportunity we provide students to demonstrate the understanding of our content and the skills they have acquired. Includes formative and summative assessments and may include demonstrations, classroom participation, discussion, presentations, projects, traditional tests and homework assignments. Assessments are:

• Observable and measurable

• Directly aligned to the standards

• Varied to address different learning styles

*Specific product and performance providing evidence of student learning; aligns with all Standards, Big idea, and skills. *Includes multiple formative assessments which may include additional standards. *Power standards are assessed. *Provides varied formats for different learning styles

Product or performance is listed with alignment to Big Ideas, and skills some Standards,

Generic products only; teacher role is noted but not students' roles (i.e.…teacher observation) poorly aligned to Standards, Big Ideas and skills

Absent, incomplete, or unfocused






Vocabulary

Accurate key vocabulary terms related to main concepts to create understanding throughout all entries

Vocabulary relates to most key concepts, minor revision is necessary

Some vocabulary with minimal alignment to key concepts

No vocabulary stated Vocabulary does not represent the key concepts

Resources Materials, both print and electronic that we draw upon for our instruction.

Include a wide range of materials highly aligned to all key concepts

Include a small variety of resources which are aligned to most of the key concepts

Resources from few resources, unevenly aligned to key concepts

Resources not included or poorly aligned to the key concepts

Language Language is highly professional in the use of grammar, syntax, semantics, punctuation, spelling and capitalization

Language contains minor errors in the use of grammar, syntax, semantics, punctuation, spelling, and capitalization.

Language contains consistent errors in the use of grammar, syntax, semantics, punctuation, spelling, and capitalization that prevent understanding.

Language use is poor.

Source: Retrieved from http://pcsd.wikispaces.com/space/showimage/Pioneer+Curriculum+Map+Rubric+2008.doc on

September 15, 2008.

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