sistema universitario ana g. méndez school for …€¦ · · 2014-06-26educ 106 introduction to...

EDUC 106 Introduction to Education 1

Updated, 12-13-10

Sistema Universitario Ana G. Méndez

School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, Universidad del Turabo

EDUC 106

INTRODUCTION TO EDUCATION

INTRODUCCIÓN A LA EDUCACIÓN

© Sistema Universitario Ana G. Méndez, 2010

Derechos Reservados.

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


Updated, 12-13-10

Preparado con la colaboración de:

Lilian Panagiotopoulos, Especialista en Preparación de Módulos

Nancy Arcelay, Especialista en Evaluación de Contenido

Tere Rodriguez, Especialista en Inglés

Arturo Vega, Especialista en Español

Daniel Poremba, Curriculum and Instructional Designer


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TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

GUÍA DE ESTUDIO..................................................................................................................... 5

STUDY GUIDE ........................................................................................................................... 24

TALLER UNO ............................................................................................................................ 42

WORKSHOP TWO .................................................................................................................... 51

TALLER TRES ........................................................................................................................... 62

WORKSHOP FOUR .................................................................................................................. 70

TALLER CINCO / WORKSHOP FIVE .................................................................................. 79

APÉNDICE A / APPENDIX A: SECOND LANGUAGE PROFICIENCY SCORING

RUBRICS..................................................................................................................................... 89

APPENDIX B: CLINICAL EXPERIENCE OBSERVATION TOOL ................................. 96

APPENDIX C: CLASSROOM OBSERVATION FEEDBACK FORM ............................. 108

APPENDIX D: THE WRITING PROCESS .......................................................................... 113

APÉNDICE E / APPENDIX E: KWL CHART ..................................................................... 122

APÉNDICE F / APPENDIX F: MATRIZ VALORATIVA DE LA PARTICIPACIÓN EN

CLASE DIARIA......................................................................................................................... 124

APÉNDICE G / APPENDIX G: MATRIZ VALORATIVA DEL MAPA PICTÓRICO ....... 127

APÉNDICE H / APPENDIX H: HOJA DE EVALUACIÓN-PRESENTACIÓN ORAL .. 129

APÉNDICE I / APPENDIX I: ORAL PRESENTATION .................................................... 132

APÉNDICE J /APPENDIX J: ORAL PRESENTATION RUBRIC .................................... 134

APÉNDICE K / APPENDIX K: HOJA DE EVALUACIÖN DEL INFORME ESCRITO 138

APÉNDICE L / APPENDIX L: EVALUATION SHEET-WRITTEN REPORT .............. 140

APÉNDICE M / APPENDIX M: GROUP COMPARISON-CONTRAST ESSAY RUBRIC

..................................................................................................................................................... 143

APÉNDICE N / APPENDIX N: MATRIZ VALORATIVA DEL ENSAYO GRUPAL DE

COMPARACIÓN Y CONTRASTE ....................................................................................... 147

APÉNDICE O / APPENDIX O: GROUP EXPOSITORY ESSAY RUBRIC .................... 151

APÉNDICE P / APPENDIX P: MATRIZ VALORATIVA DEL ENSAYO NARRATIVO

INDIVIDUAL ............................................................................................................................ 154

APÉNDICE Q / APPENDIX Q: EVALUACIÓN DEL PORTAFOLIO ................................. 157

APÉNDICE R / APPENDIX R: AUTO EVALUACIÓN DEL ESTUDIANTE ...................... 160

APÉNDICE S / APPENDIX S: TEMAS DE PRESENTACIONES ORALES ................... 163


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APÉNDICE T / APPENDIX T: REFLEXIVE DIARY RUBRIC ........................................ 166

APÉNDICE U / APPENDIX U: MATRIZ VALORATIVA DE LA MESA REDONDA .. 168

APÉNDICE V / APPENDIX V: DESCRIPCIÓN DEL PROCESO DE EVALUACIÓN . 172


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GUÍA DE ESTUDIO

Título del Curso: Introducción a la Educación

Codificación: EDUC 106

Créditos: Tres

Duración: 5 semanas

Prerrequisito: Ninguno

Descripción: Visión general de la educación como compromiso social y como campo académico

y profesional. Incluye entre sus áreas de estudio el análisis objetivo de la escuela, el sistema

educativo del estado, el maestro y el educando como componentes del mismo. Este curso está

diseñado para ofrecer a los aspirantes a maestro una visión panorámica del pasado y presente del

campo de la educación.

Objetivos de Contenido Generales:

Al finalizar el curso el/la estudiante estará capacitado para:

1. Exponer y argumentar el trasfondo histórico de la educación.

2. Analizar el concepto “escuela” como agencia socializadora del individuo.

3. Identificar y explicar la misión, filosofía y objetivos de la educación en los niveles

elemental, intermedio y superior.

4. Describir y analizar el concepto “magisterio” como vocación y profesión.


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5. Argumentar e interpretar la función de la educación en la formación integral del

individuo.

6. Presentar una actitud positiva hacia los procesos de enseñanza aprendizaje.

Objetivos de Lenguaje Generales:

a. Escuchar: Comprender el idioma inglés y español mediante respuestas a estímulos

auditivos tales como videos, presentaciones del facilitador, participación en la clase,

etc.

b. Hablar: Expresar sus ideas sobre los temas tratados en inglés y en español.

c. Leer: Resumir/Parafrasear las ideas principales después de leer una selección en

inglés o en español.

d. Escribir: Escribir diarios reflexivos y ensayos utilizando correctamente la gramática,

ortografía, composición y estilo tanto en inglés como en español.

Next Generation Sunshine State Standards:

STRAND: Reading/Literature - The student will apply a wide range of strategies to

comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts.

STANDARD 1: Vocabulary - The student will expand vocabulary through word study,

literature, and class discussion.

STANDARD 2: Research and Information - The student will conduct research and organize

information.


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STANDARD 3: Comprehension - The student will interact with words and concepts on the page

to understand what the writer has said.


information. Same as Standard 2

STRAND: Writing/Grammar/Mechanics and Usage - The student will express ideas

effectively in various written modes and forms for different purposes and audiences.

STANDARD 1: Writing Process - The student will use the writing process to write coherently.

STANDARD 2: Modes and Forms of Writing - The student will write for a variety of

purposes and audiences using creative, narrative, descriptive, expository, persuasive, and

reflective modes.

STANDARD 3: Grammar/Usage and Mechanics - The student will demonstrate appropriate

writing practices by applying standard English conventions to the revising and editing stages of

writing.

STANDARD 4: Oral Language/Listening and Speaking - The student will demonstrate thinking

skills in listening and speaking.

STANDARD 5: Listening - The student will listen for information and for pleasure.

STANDARD 6: Speaking - The student will express ideas and opinions in group or individual

situations.

STRAND: Knowledge of Communication:


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STANDARD 1: Demonstrate knowledge of penmanship (e.g., legibility, proper slant, and

spacing).

STANDARD 2: Demonstrate knowledge of listening and speaking strategies (e.g., questioning,

paraphrasing, eye contact, voice, gestures).

STRAND: Knowledge of Information and Media Literacy:

STANDARD 4: Demonstrate knowledge of a wide array of informational and media literacy

(e.g., Internet, printed material, artifacts, visual media, primary sources).

STANDARD 5: Demonstrate knowledge of systematic and ethical processes for collecting and

presenting authentic information.

STANDARD 4: Technology: The student develops the essential technology skills for using and

understanding conventional and current tools, materials, and processes>

STRAND: Social Sciences:

STANDARD 7: Knowledge of time, continuity, and change (i.e., history).

STANDARD 8: Knowledge of people, places, and environment (i.e., geography).

ESOL Performance Standards:

DOMAIN: Standard 2: Recognize the major differences and similarities among the different

cultural groups in the United States.

PERFORMANCE INDICATOR 1: Identify specific characteristics of U.S. culture.


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PERFORMANCE INDICATOR 2: Compare and contrast features of U.S. culture with

features of other cultures.

DOMAIN: Standard 3: Identify, expose, and reexamine cultural stereotypes relating to LEP

and non-LEP students.

PERFORMANCE INDICATOR 2: Identify teacher behaviors that indicate sensitivity to

cultural and linguistic differences.

DOMAIN: Standard 4: Use knowledge of cultural characteristics of Florida’s LEP population

to enhance instruction.



Florida Educator Accomplished Practices:

COMPETENCY 3 - Continuous Improvement: The pre-professional teacher realizes that she/he

is in the initial stages of a life-long learning process and that self-reflection is one of the key

components of that process. While her/his concentration is, of necessity, inward and personal,

the role of colleagues and school-based improvement activities increase as time passes. The

teacher's continued professional improvement is characterized by self-reflection, working with

immediate colleagues and teammates, and meeting the goals of a personal professional

development plan.


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Skills:

Uses data from her/his own learning environments as a basis for reflecting upon and

experimenting with personal teaching practices.

Participates in the design of a personal professional development plan to guide her/his

own improvement.

COMPETENCY 4 - Critical Thinking: The pre-professional teacher is acquiring performance

assessment techniques and strategies that measure higher-order thinking skills in students and is

building a repertoire of realistic projects and problem solving activities designed to assist all

students in demonstrating their ability to think creatively.

Skills:

Has strategies for utilizing discussions, group interactions, and writing to encourage

student problem solving

Demonstrates and models the use of higher-order thinking abilities

Uses technology and other appropriate tools in the learning environment

Develops short term personal and professional goals relating to critical thinking

Competency 5 - Diversity: The pre-professional teacher establishes a comfortable environment

which accepts and fosters diversity.

Skills:

Recognizes the cultural, linguistic and experiential diversity of students.


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Competency 6 - Ethics: Adheres to the Code of Ethics and Principles of Professional Conduct of

the Education Profession in Florida.

Skills:

Does not unreasonably deny a student access to diverse points of view.

Competency 12 - Technology: Uses technology as available at the school site and as appropriate

to the learner. She/he provides students with opportunities to actively use technology and

facilitates access to the use of electronic resources. Also uses technology to manage, evaluate,

and improve instruction.

Skills:

Uses, on a personal basis, learning media, computer applications, and other technology.

Utilizes instructional and other electronic networks to gather information.

Can identify and use standard references in electronic form.

PROYECTO DE EXPERIENCIA CLÍNICA

Observación de clase y de la infraestructura de la escuela para alcanzar las

responsabilidades diarias. Se requiere un mínimo de seis (6) horas de observación en una

escuela para este proyecto.

State of Florida Reading Competencies:

COMPETENCY 1:

Has substantive knowledge of language structure and function and cognition for each of the five

major components of the reading process.


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COMPETENCY 4:

Has a broad knowledge of students from differing profiles, including students with disabilities,

and students from diverse populations.

DESCRIPCIÓN DEL PROYECTO

Los estudiantes observarán en un salón de clases el concepto de la escuela como agente

socializador del individuo, la misión, la filosofía y los objetivos educativos, la función educativa

en el desarrollo integral del individuo, el concepto de carrera profesional del maestro como

vocación y profesión y su actitud positiva hacia el proceso de enseñanza. Para esta actividad los

estudiantes usarán como guía el Anejo XXX: Experiencia Clínica del Proyecto (observación de

clase). Después de esta experiencia, los estudiantes escribirán un ensayo descriptivo o narrativo

de esta actividad y compartirán la experiencia con toda la clase.


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

indicadores de ejecución, según apliquen.

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

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

Requisitos Mínimos de Laboratorio de Lenguaje: Los estudiantes deben demostrar que

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

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

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

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

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

e-lab deben de estar integradas en la sección de actividades del módulo.

Requisitos Mínimos de Laboratorio de Lenguaje: Requisitos del Laboratorio de Lenguaje o

Laboratorio Electrónico: Tell Me More, Net Tutor, Wimba Voice, Biblioteca Virtual y Voice E-

mail. Los estudiantes deben demostrar que ellos han cumplido con 10 horas de uso en el

laboratorio de lenguaje (inglés y español) por curso. Esto iguala al uso del laboratorio de

lenguaje por dos horas semanales para cada lenguaje por curso. El facilitador podría requerir más

horas de práctica basado en las necesidades para las destrezas auditivas, orales, de lectura y

escritura en cualquiera de los lenguajes mencionados.


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DESCRIPCIÓN DEL PROCESO DE EVALUACIÓN

Criterios

Tall

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Tall

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Tall

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Tall

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Tall

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Pu

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Porc

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An

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1. Asistencia 25 6 %

2. Participación en clase 50 12 % A, C & D

3. Portafolio 50 12 % M & N

4. Diarios Reflexivos 100 23% P

5. Ensayos en Equipos 75 18 % I & J

6. Ensayos Individuales 50 12 % K & L

7. Mapa Pictório 20 5 % D

8. Presentaciones Orales y

Reportes Escritos

50

12 % E, F, G , y H

Total 420 100%

Curva de Evaluación:

100-90% A 89-80% B 79-70% C 69-60% D 59-00% F

Textos Recomendados y Recursos:

Biblioteca Virtual SUAGM: http://bibliotecavirtualut.suagm.edu/.


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Bianchi, Alberto B. (2008). Historia Constitucional de los Estados Unidos. Volumen 1.

Ediciones Cátedra Jurídica.

http://site.ebrary.com/lib/bibliosuagmsp/docDetail.action?docID=10398392&p00=history%20un

ited%20states

Pullian, J. & Van Patten, J. (2006). History of Education in America (9th

Ed.).

New Jersey, U.S. Prentice Hall. ISBN 13 9780131705463 ($25).

Urban, W., Jennings, L., Wagoner, L., Urban, W. & Wagoner, J. (2009).American education:

A History (4th Ed.) . New York, U.S.. McGraw Hill Foundations of Education Timeline.

ISBN 978-0-415-96529-3. ($32)

Libros Electrónicos:

Hochschild, J.L. & Scovronick, N. (2006). The American Drean and the Public Schools

Oxford University Press ($15).

http://www.ebooks.com/ebooks/book_details.asp?IID=316385

Young, J. and King, T.( 2008). Testing Accommodations for English Language Learners: A

Review of State and District Policies. College Board Research Report No. 2008-6

ETS RR-08-48

http://professionals.collegeboard.com/profdownload/pdf/08-1788.RD.ResearchReport.pdf

http://site.ebrary.com/lib/bibliosuagmsp/docDetail.action?docID=10398392&p00=history%20united%20states





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Enlaces Electrónicos:

Answering the Challenge of a Changing World: Strengthening Education for the 21st Century.

http://www2.ed.gov/about/inits/ed/competitiveness/strengthening/strengthening.pdf

Mission of Florida Department of Education.

http://www.fldoe.org/board

ISTE Standards for Students.

http://www.iste.org/standards/nets-for-students.aspx

Educational Technology Standards and Performance Indicators for All Teachers (Standards and

Profile).

http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx

U.S. Department of Education: Vision and Mission, others. National Board for Professional

Teaching Standards' National Teacher Certification.

Guide to philosophies on the Internet.

http://www.earlham.edu/~peters/philinks.htm#philosophers

Florida Department of Education: Next Generation Standards, Teacher’s Competencies. ESOL

Standards, Reading Endorsements and others.

Linguistic Simplification: A Promising Test Accommodation for LEP Students? LEP .





http://www.earlham.edu/~peters/philinks.htm%23philosophers


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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


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

tiene que reponer.

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

facilitador ajustará la nota de las tareas repuestas.

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

opciones:

a. Si es a dos talleres, el facilitador reducirá 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 repuesta.

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

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

estudiantes también recibirán una calificación individual.

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

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

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

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

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


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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

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


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Tel. (787) 257-7373 Ext. 3936

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.


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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 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, 12-13-10

STUDY GUIDE

Course Title: Introduction to Education

Code: EDUC 106

Credits: Three

Time Length: 5 weeks

Prerequisite: None

Description:

EDUC 106 offers a general vision of education, and it’s social commitment in the academic and

professional fields. This course introduces an objective study/analysis of the state educational

system, and the role of teachers and students as the most important elements in education. The

course is designed to provide future teachers or aspiring teachers, a comprehensive vision of

education past and present.

General Content Objectives:

At the end of the course, students will:

1. Expose and argue the historical background of education

2. Analyze the concept of “school” as an individual’s socialized agency.

3. Identify and explain the mission, philosophy and educational objectives at the

elementary, intermediate and high school levels.

4. Describe and analyze the concept “teacher’s career” as a vocation and/or profession.


Updated, 12-13-10

5. Argue and interpret the educational function of an individual’s integral development.

6. Present a positive attitude toward the teaching and learning processes.

General Language Objectives:

1. Listening: Understand English and Spanish through responses to auditory stimuli such as

videos, facilitator presentations, class participation, etc.

2. Speaking: Express ideas, opinions, make oral presentations, and participate in oral

discussions in English and Spanish.

3. Reading: Summarize/paraphrase main ideas consistently after reading selections in

English and Spanish.

4. Writing: Write main ideas, journals and essays using correct structure, grammar,

spelling,

and composition in English and Spanish.

Next Generation Sunshine State Standards:

STRAND: Reading/Literature - The student will apply a wide range of strategies to

comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts.

STANDARD 1: Vocabulary - The student will expand vocabulary through word study,

literature, and class discussion.


information.

STANDARD 3: Comprehension - The student will interact with words and concepts on the page

to understand what the writer has said.


Updated, 12-13-10


information. Same as Standard 2

STRAND: Writing/Grammar/Mechanics and Usage - The student will express ideas

effectively in various written modes and forms for different purposes and audiences.

STANDARD 1: Writing Process - The student will use the writing process to write coherently.

STANDARD 2: Modes and Forms of Writing - The student will write for a variety of

purposes and audiences using creative, narrative, descriptive, expository, persuasive, and

reflective modes.

STANDARD 3: Grammar/Usage and Mechanics - The student will demonstrate appropriate

writing practices by applying standard English conventions to the revising and editing stages of

writing.

STANDARD 4: Oral Language/Listening and Speaking - The student will demonstrate thinking

skills in listening and speaking.

STANDARD 5: Listening - The student will listen for information and for pleasure.

STANDARD 6: Speaking - The student will express ideas and opinions in group or individual

situations.

STRAND: Knowledge of Communication:

STANDARD 1: Demonstrate knowledge of penmanship (e.g., legibility, proper slant, and

spacing).


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STANDARD 2: Demonstrate knowledge of listening and speaking strategies (e.g., questioning,

paraphrasing, eye contact, voice, gestures).

STRAND: Knowledge of Information and Media Literacy:

STANDARD 4: Demonstrate knowledge of a wide array of informational and media literacy

(e.g., Internet, printed material, artifacts, visual media, primary sources).

STANDARD 5: Demonstrate knowledge of systematic and ethical processes for collecting and

presenting authentic information.

STANDARD 4: Technology: The student develops the essential technology skills for using and

understanding conventional and current tools, materials, and processes>

STRAND: Social Sciences:

STANDARD 7: Knowledge of time, continuity, and change (i.e., history).

STANDARD 8: Knowledge of people, places, and environment (i.e., geography).

ESOL Performance Standards:

DOMAIN: Standard 2: Recognize the major differences and similarities among the different

cultural groups in the United States.

PERFORMANCE INDICATOR 1: Identify specific characteristics of U.S. culture.

PERFORMANCE INDICATOR 2: Compare and contrast features of U.S. culture with

features of other cultures.


Updated, 12-13-10

DOMAIN: Standard 3: Identify, expose, and reexamine cultural stereotypes relating to LEP

and non-LEP students.



DOMAIN: Standard 4: Use knowledge of cultural characteristics of Florida’s LEP population

to enhance instruction.



Florida Educator Accomplished Practices:

COMPETENCY 3 - Continuous Improvement: The pre-professional teacher realizes that she/he

is in the initial stages of a life-long learning process and that self-reflection is one of the key

components of that process. While her/his concentration is, of necessity, inward and personal,

the role of colleagues and school-based improvement activities increase as time passes. The

teacher's continued professional improvement is characterized by self-reflection, working with

immediate colleagues and teammates, and meeting the goals of a personal professional

development plan.

Skills:

Uses data from her/his own learning environments as a basis for reflecting upon and

experimenting with personal teaching practices.

Participates in the design of a personal professional development plan to guide her/his

own improvement.


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COMPETENCY 4 - Critical Thinking: The pre-professional teacher is acquiring performance

assessment techniques and strategies that measure higher-order thinking skills in students and is

building a repertoire of realistic projects and problem solving activities designed to assist all

students in demonstrating their ability to think creatively.

Skills:

Has strategies for utilizing discussions, group interactions, and writing to encourage

student problem solving

Demonstrates and models the use of higher-order thinking abilities

Uses technology and other appropriate tools in the learning environment

Develops short term personal and professional goals relating to critical thinking

Competency 5 - Diversity: The pre-professional teacher establishes a comfortable environment

which accepts and fosters diversity.

Skills:

Recognizes the cultural, linguistic and experiential diversity of students.

Competency 6 - Ethics: Adheres to the Code of Ethics and Principles of Professional Conduct of

the Education Profession in Florida.

Skills:

Does not unreasonably deny a student access to diverse points of view.

Competency 12 - Technology: Uses technology as available at the school site and as appropriate

to the learner. She/he provides students with opportunities to actively use technology and


Updated, 12-13-10

facilitates access to the use of electronic resources. Also uses technology to manage, evaluate,

and improve instruction.

Skills:

Uses, on a personal basis, learning media, computer applications, and other technology.

Utilizes instructional and other electronic networks to gather information.

Can identify and use standard references in electronic form.

Reading Competencies:

COMPETENCY 1:

Has substantive knowledge of language structure and function and cognition for each of the five

major components of the reading process.

COMPETENCY 4:

Has a broad knowledge of students from differing profiles, including students with disabilities,

and students from diverse populations.

CLINICAL EXPERIENCE PROJECT (Observation of Classroom and School

Infrastructure to achieve daily responsibilities. A minimum of six (6) hours is required at

the school site for this project.)

PROJECT DESCRIPTION

Students will observe in a classroom the concept of school as an individual’s

socialized agency, the mission, the philosophy and the educational objectives, the

educational function in an individual’s integral development, the concept of the


Updated, 12-13-10

teacher’s career as a vocation and profession, and the positive attitude towards the

process of teaching. For this activity students will use as a guide, as found in the

appendixes, Clinical Experience Project (class observation). After this experience,

students will write a descriptive essay or narrative of this activity and will share the

experience with the whole class.

NOTE: Activities and assignments in the instructional module must be aligned with the

competency and performance indicators.

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.


Updated, 12-13-10

Description of the Evaluation Process:

Criterion

Work

shop

1

1

Work

shop

2

Work

shop

3

Work

shop

4

Work

shop

5

Poin

ts

Per

cen

tage

Ru

bri

cs

(An

ejos)

1. Assistance 25 6 %

2. Participation in class 50 12 % A, C & D

3. Portfolio 50 12 % M & N

4. Reflexive Diaries 100 23% P

5. Essays in Teams 75 18 % I & J

6. Individual Essays 50 12 % K & L

7. Pictorial Map 20 5 % D

8. Oral Presentations &

Written Reports

50

12 % E, F, G ,

y H

Total 420

Evaluation curve:

100-90% A 89-80% B 79-70% C 69-60% D 59-00% F

Recommended Texts and Resources

Books:


Updated, 12-13-10

Biblioteca Virtual SUAGM: http://bibliotecavirtualut.suagm.edu/.

Bianchi, Alberto B. (2008). Historia Constitucional de los Estados Unidos. Volumen 1.



ited%20states

Pullian, J. & Van Patten, J. (2006). History of Education in America (9th Ed.). New Jersey, U.S.

Prentice Hall. ISBN 13 9780131705463 ($25)

Urban, W., Jennings, L., Wagoner, L., Urban, W. & Wagoner, J. (2009).American education: A

History (4th Ed.). New York, U.S: McGraw Hill Foundations of Education Timeline.

ISBN 978-0-415-96529-3. ($32)

Electronic books:

Hochschild, J.L. & Scovronick, N. The American Dream and the Public Schools. Oxford

University Press. $ 15


Young, J. and King, T.( 2008).Testing Accommodations for English Language Learners: A

Review of State and District Policies. College Board Research Report No. 2008-6

ETS RR-08-48


http://bibliotecavirtualut.suagm.edu/




Updated, 12-13-10

Electronic Links:

Answering the Challenge of a Changing World: Strengthening Education for the 21st Century .


Mission of Florida Department of Education.

http://www.fldoe.org/board/

ISTE Standards for Students. Retrieved from:


Educational Technology Standards and Performance Indicators for All Teachers (Standards and

Profile).


U.S. Department of Education: Vision and Mission, others. Retrieved from: http://www.ed.gov

National Board for Professional Teaching Standards' National Teacher Certification.

http://www.nbpts.org/

Guide to Philosophies on the Internet.



Standards, Reading Endorsements and others.

http://www.fldoe.org/


http://www.fldoe.org/board/







Updated, 12-13-10

Linguistic Simplification: A Promising Test Accommodation for LEP Students? LEP .

http://pareonline.net/getvn.asp?v=8&n=7

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.



Updated, 12-13-10

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

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

the absence. If it is justified, the facilitator will decide how the student will make up the

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

to make up the work, or allow the student to make up the work and assign extra work to

compensate for the missing class time.

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

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

and/or make-up work.

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

following options:

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

based on the student’s existing grade.

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

based on the student’s existing grade.

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

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

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

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

activity must include the same content and language components as the oral presentation

or special activity that was missed.


Updated, 12-13-10

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

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

Students will also receive an individual grade for their work.

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

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

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

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

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

, a Blackboard

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

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

university’s plagiarism policy. If you are a UT student, read Section 11.1 of the Student

Manual, and if you belong to UMET or UNE, refer to Chapter 13, Sections 36 and 36.1

of the respective manuals.

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

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

used will be properly cited or mentioned in the bibliography. Plagiarism will not be

tolerated and, in case of detecting an incidence, the student will obtain a zero in the

assignment or activity and could be referred to the Discipline Committee.

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

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

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

written copy of the changes must also be provided to students at the beginning of the first

workshop.


Updated, 12-13-10

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

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

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

must be on vibrate or silent mode during class session.

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


Updated, 12-13-10

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.

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

http://www.alibris.com/

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


Updated, 12-13-10

Tel. (787) 743-7979 Ext.4126

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

Tel. (787) 257-7373 Ext. 3936

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.


Updated, 12-13-10

2. Meaning requires understanding “wholes” as well as “parts”. The “parts” must be

understood in the context of “wholes”. Therefore, the learning process focuses on

primary concepts, not isolated facts.

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

perceive the world, and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own meaning, not just

memorize the "right" answers and regurgitate someone else's meaning. Since education is

inherently interdisciplinary, the only valuable way to measure learning is to make

assessment part of the learning process, thus ensuring that it provides students with

information on the quality of their learning.

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

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

the world.

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


Updated, 12-13-10

TALLER UNO

Objetivos Específicos de Contenido:

1. Analizar los conceptos básicos del módulo (ver numeral 4 de las asignaciones antes del

taller 1, página 38 de este módulo).

2. Describir el trasfondo histórico relacionado con la educación en la Florida y en los

Estados Unidos.

3. Establecer la diferencia entre los conceptos básicos del módulo. 4. Presentar los datos

históricos relacionados con los albores de la educación en la Florida y en los Estados

Unidos en términos de la enseñanza en los conventos, las primeras escuelas fundadas y

las Escuelas del Siglo XIX.

5. Establecer la importancia de la Educación Superior en el siglo XIX.

6. Identificar los estereotipos culturales relacionados con los estudiantes LEP y no- LEP en

el siglo XX.

Objetivos Específicos de Lenguaje:

Los estudiantes estarán en capacidad de:

1. Escuchar: Participar activamente en la clase mediante respuestas coherentes en español

tanto a las intervenciones de compañeros y presentaciones del facilitador como a

cualquier otro medio audiovisual utilizado.


Updated, 12-13-10

2. Hablar: Expresar sus ideas en español hablado efectivamente y mediante el uso de

organizadores gráficos.

3. Leer: Resumir las ideas principales utilizando correctamente la gramática y la ortografía

en español después de leer una selección.

4. Escribir: Escribir un ensayo comparativo usando el vocabulario, la gramática y el estilo

apropiado después de discutir hechos históricos


Biblioteca Virtual SUAGM:

http://bibliotecavirtualut.suagm.edu

Bianchi, Alberto B.(2008). Historia Constitucional de los Estados Unidos. Volumen 1.Ediciones

Cátedra Jurídica.


ited%20states

Timeline of American History:

http://www.cloudnet.com/~edrbsass/educationhistorytimeline.html

Mission of Florida Department of Education:


U.S. Department of Education: Vision and Mission, others.

http://www.ed.gov




http://www.cloudnet.com/~edrbsass/educationhistorytimeline.html


http://www.ed.gov/


Updated, 12-13-10

National Board for Professional Teaching Standards' National Teacher Certification

http://www.nbpts.org

Guide to philosophies on the Internet



Standards, Reading Endorsements and others


Linguistic Simplification: A Promising Test Accommodation for LEP Students? LEP


Asignaciones antes del Taller:

1. Lea cuidadosamente la descripción y los objetivos del curso, presentados al principio de

este módulo. Analice sobre cómo los objetivos enumerados se relacionan con sus

experiencias y metas profesionales y/o personales. Reflexione sobre cualquier otro

objetivo que considere le puede ayudar para añadir valor al curso.

2. Haga una cita en la Universidad para presentar la prueba de ubicación del programa

“Tell Me More” (inglés y español) en caso de no haberlo hecho anteriormente. Comience

la compleción de los requisitos de lenguaje establecidos en éste módulo. Lleve a su

facilitador la constancia de ésta prueba y/o copia del número de horas cumplidas (punto

de partida de éste curso) en su primera clase.






Updated, 12-13-10

3. Vaya a Blackboard y preséntese utilizando “Wimba Voice”. Diga su nombre y hable de

su experiencia y el por qué escogió la docencia como profesión.

4. Busque los conceptos básicos y venga preparado para analizarlos en la clase: trasfondo

histórico, misión. visión, filosofía, y enfoque.

5. Prepárese para discutir su opinión e ideas sobre el trasfondo histórico, la misión, visión y

filosofía del Departamento de Educación en la Florida.

6. Busque en una enciclopedia o diccionario de educación los siguientes conceptos: educar,

instruir, enseñar, aprender, adiestrar y socializar y venga preparado para contrastar y

comparar dichos términos.

7. Localice lecturas sobre datos históricos, teorías y filosofías relacionadas con la educación

en la Florida en el siglo XIX y específicamente sobre:

Las escuelas elementales y secundarias

Los institutos de educación superior

Las instituciones vocacionales y profesionales

Las escuelas normales

8. Busque información sobre los estereotipos culturales relacionados con los estudiantes

LEP (estudiantes con inglés limitado) y los Non-LEP (estudiantes con suficiencia del

idioma inglés) en el siglo XX y traiga los puntos principales en tarjetas indexadas para

ser discutidas en clase y escribir un ensayo.

9. Elabore un cronograma para cumplir 10 horas de práctica en las 5 semanas contempladas

en este curso usando el programa “Tell Me More” para adquirir y mejorar sus destrezas


Updated, 12-13-10

de idioma en las áreas específicas que requieren ser mejoradas según su prueba de

ubicación.

Vocabulario Clave de la Lección:

1. Educar

2. Instruir

3. Enseñar

4. Aprender

5. Educación Siglo XIX

6. LEP y Non-LEP

7. Filosofía de Educación

Lista de Materiales Suplementarios para el Taller

1. Organizador Gráfico

2. Mapa Pictórico


Updated, 12-13-10

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

___ 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

___ Rigurosas

_x__ Alineadas a los Objetivos

_x__ Promueven Participación

A. Preparación

_x__ 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

_x__ Meta-cognoscitivo

__x_ Socio/Afectivo


Updated, 12-13-10

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

1. Presentación del facilitador y los estudiantes a través de una actividad rompehielos a ser

seleccionada por el facilitador.

2. Presentación del bosquejo del curso, tareas a realizar y evaluación del estudiante.

3. Selección del Representante Estudiantil.

4. El estudiante completará las columnas del cuadro KWL basado en que sabe sobre

Educación y que le gustaría saber.

5. El estudiante compartirá en forma oral su conocimiento y expectativas basados en su

tabla KWL.

6. Actividad de exploración de conceptos a través de un organizador gráfico (mapa

conceptual).

7. Los estudiantes establecerán las similitudes y diferencias entre los temas usando un

organizador gráfico mediante una mesa redonda moderada por el facilitador.

8. Trabajo en equipos: Discutir la importancia de la instrucción secundaria y superior en el

siglo XIX. A cada equipo se le asignará un tema y deberán nombrar un líder, un anotador

y un presentador. Al finalizar la discusión el presentador informará los puntos relevantes

discutidos.

9. Mediante una presentación en PowerPoint, el facilitador expondrá las diferencias

principales entre los estudiantes LEP (estudiantes con ingles limitado), NOM (estudiante

de Origen Nacional/minoría que menciona otro idioma que no es inglés como el idioma


Updated, 12-13-10

hablado en casa) y los NON-LEP (estudiantes con suficiencia del idioma inglés) en las

escuelas del siglo XX.

10. En equipos de trabajo y utilizando organizadores gráficos, los estudiantes resumirán la

información buscada sobre las diferencias culturales entre los estudiantes LEP

(estudiantes con inglés limitado) y los NON-LEP (estudiantes con suficiencia del idioma

inglés) en el siglo XX. Cada equipo seleccionará a un presentador que expondrá a la clase

los puntos más importantes del tema. La clase participará y discutirá sobre el tema.

11. Cada equipo escribirá un ensayo comparativo de 5 párrafos sobre las diferencias

culturales entre los estudiantes LEP y NON-LEP en el siglo XX. (ESOL Estándar de

Actuación # 3).

12. El facilitador describirá las asignaciones para el Taller Dos y asignará el evento

histórico individual o grupal que presentarán en un mapa pictórico en el Taller Dos.

Evaluación

1. Individual: Contribuir a la construcción del conocimiento mediante su participación

activa e intercambios en la clase. (Apéndices E & G)

2. Grupal: Participar activamente en los trabajos en equipo, llegar a conclusiones y exponer

los resultados en clase. (Apéndices E & G)

3. Oral: Participar activamente en la construcción de conceptos básicos comunes sobre el

contenido del módulo. (Apéndices E & G)

4. Auditivo: Escuchar las exposiciones del facilitador y de sus compañeros y harán las

preguntas o aportes correspondientes. (Apéndice E)


Updated, 12-13-10

5. Escrito: Escribir un ensayo comparativo de 5 párrafos sobre las diferencias culturales

entre los estudiantes LEP y NON-LEP en el siglo XX. (Apéndice M)

Escribir Diario Reflexivo # 1 de lo aprendido basado en los conceptos y las actividades de

aprendizaje desarrolladas antes y durante este taller (Apéndice T).

Cierre del Taller:

1. Individual: Completar su tabla KWL exponiendo lo aprendido en la clase. (Apéndice E)

2. Grupal: Unificar lo aprendido al compartir su experiencia individual con el grupo.


Updated, 12-13-10

WORKSHOP TWO

Specific Content Objectives:

1. Recognize the educational impact of wars: Civil, Cold, Spanish-American, and World

War II.

2. Analyze and discuss the following topics:

a. Language learning and on the importance of obtaining an education

b. Community school administration (Charter Schools)

c. School supervision

d. Teachers’ performance and evaluation

e. Vouchers and private educational systems

f. Parents’ role and participation in the education of children

g. Community participation in school processes

h. Performance and integration of content standards to basic subjects (curriculum), and

the teaching and learning processes

i. Teaching standards and profile inclusion

j. Identify, compare and contrast the principal issues that the 19th century educational

system had to face vs. today’s educational system.

3. Present alternatives or possible solutions to the main issues presented and discussed in

class.

4. Analyze and explain the role teachers have as it relates to the issues presented. .


Updated, 12-13-10

Specific Language Objectives:

1. Listening and Speaking: Use effective strategies for conducting formal and informal

discussions in English, including reflection and analysis activities, while respecting the

different viewpoints of others. Students will develop ideas to solve problems effectively.

2. Reading: Students will summarize and paraphrase in English the research and readings

they completed.

3. Writing: Students will use historical data to compose a compare/contrast essay in

English. They will need to demonstrate proper use of grammar, vocabulary and style.

Electronic Links (URLs):

Biblioteca Virtual

http://bibliotecavirtualut.suagm.edu

Bianchi, Alberto B.(2008). Historia Constitucional de los Estados Unidos. Volumen 1.



ited%20states

Teaching with Historic Place. Retrieved from:

http://www.nps.gov/nr/twhp/topic.htmhttp://www.example.com

History of Education: Selected Moments of the 20th Century.

http://legacy.oise.utoronto.ca/research/edu20/moments/index.html




http://www.nps.gov/nr/twhp/topic.htmhttp:/www.example.com

http://legacy.oise.utoronto.ca/research/edu20/moments/index.html


Updated, 12-13-10

Second Language Learning Bilingualism and English as a Second Language - Early Literacy

Development of English Language Learners (ELLs), Language-of-Instruction Studies.

http://education.stateuniversity.com/pages/1789/Bilingualism-Second-Language-Learning-

English-Second-Language.html

Florida Consortium of Public Charter Schools: What is a Charter School?.

http://www.floridacharterschools.org/public/whatisacharterschool.asp

Testing teachers: New evaluation process focuses on results.

http://gazettextra.com/news/2010/oct/10/testing-teachers-new-evaluation-process-focuses-re/

Vouchers for better education: A solution?

http://www.3ieimpact.org/admin/pdfs/18.pdf

The Heritage Foundation: Leadership for America.

http://www.heritage.org/Initiatives/Education

Parents ask about parent involvement policies.

http://www.ets.org/Media/About_ETS/pdf/title1-2.pdf

Parent and Community Involvement in Florida.

http://www.fldoe.org/family/pdf/excellence.pdf

Background and Summary: 2009 Rule Development Workshops on ESOL Professional

Development Standards.

http://education.stateuniversity.com/pages/1789/Bilingualism-Second-Language-Learning-English-Second-Language.html

http://education.stateuniversity.com/pages/1789/Bilingualism-Second-Language-Learning-English-Second-Language.html

http://www.floridacharterschools.org/public/whatisacharterschool.asp

http://gazettextra.com/news/2010/oct/10/testing-teachers-new-evaluation-process-focuses-re/

http://www.3ieimpact.org/admin/pdfs/18.pdf

http://www.heritage.org/Initiatives/Education

http://www.ets.org/Media/About_ETS/pdf/title1-2.pdf

http://www.fldoe.org/family/pdf/excellence.pdf


Updated, 12-13-10

http://esolfl.blog.com/background-and-summary-2009-rule-development-workshops-on-esol-

professional-development-standards/

Assignments before the Workshop:

1. Use the Internet, books, related readings, dictionaries and/or encyclopedias to look up the

following topics:

Spanish-American War

Civil War

Cold War

World War II

2. Prepare a pictorial map to represent the historical event assigned in Workshop One. To

create it, draw and/or cut out some pictures from newspapers, journals and others. The

drawings or cutouts should be related to the historical event represented. The student

should bring this assignment to class, present and discuss it. The scoring for this task will

be 50 points. (Workshop Two)

3. Identify contemporary issues vs. those of the XIX century, and prepare to discuss in

class.

4. Find and read information about the topics to be discussed in class: Language learning

and individual’s education, Community schools administration (Charter Schools), School

supervision, Teacher’s performance and evaluation, vouchers and private educational

systems, Parent’s participation in their children’s educational processes, Community

participation in school processes, Performance and content standards integration to basic

http://esolfl.blog.com/background-and-summary-2009-rule-development-workshops-on-esol-professional-development-standards/

http://esolfl.blog.com/background-and-summary-2009-rule-development-workshops-on-esol-professional-development-standards/


Updated, 12-13-10

subject’s curriculum and the teaching and learning processes and Teacher’s standards and

profile inclusion.

5. Identify, compare and contrast the principal issues that education of the XIX century had

to face vs. the ones the educational system faces today.

6. Present alternatives or possible solutions to the principal issues presented and discussed

in class.

7. Analyze the teacher’s role in relation to the issues presented.

8. Summarize them on index cards and bring them to class.

9. Complete two (2) hours of Tell Me More, and bring proof of completion.

10. Organize a portfolio for Workshops One and Two by placing all the learning activities

done individually, and in groups, before, during, and after.

Key Vocabulary:

1. History of Education

2. Contemporary Schools

3. Charter Schools

4. School Supervision

5. Vouchers

6. Public Education


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7. Private Education

8. Parent Participation

9. Community Participation

10. Curriculum

List of Supplementary Materials for the Workshop:

1. Pictorial map

2. Video “History of American Education: From the Revolution to the 20th Century”

http://www.youtube.com/watch?v=60fXUQtwUVU&feature=related

http://www.youtube.com/watch?v=60fXUQtwUVU&feature=related


Updated, 12-13-10

SIOP Components (Sheltered-Instruction Observation Protocol). Place a checkmark on the

(___) for ALL strategies that will be included and used per workshop

B. Scaffolding

x___ Modeling

__x_ Guided Practice

__x_ Independent Practice

C. Grouping Options

__x_ Whole Class

__x_ Small Groups

___ Partners

___ Independent Work

D. Integration of Processes

_x__ Listening

_x__ Speaking

_x__ Reading

__x_ Writing

E. Application

_x__ Hands-on

x___ Meaningful/Relevant

___ Rigorous

__x_ Link to Objectives

___x Promote Engagement

A. Preparation

x___ 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

_x__ Meta-cognitive

_x__ Social/Affective


Updated, 12-13-10

Integrated Activities:

1. Using the KWL Chart, students will review what they learned in Workshop One by

completing the third column- What I Learned.

2. The class will be divided into four teams of “experts” who will discuss and analyze the

impact on education following these historical events:


Civil War

Cold War

World War II

3. After discussion, each team will choose the presenter for their group analysis to the class

using a graphic organizer.

4. A group of students will make a presentation on the assigned material for Workshop Two

about US history and educational events during:


Civil War

Cold War

World War II


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The students should use one of the strategies that were recommended. They must be creative

and concise. Their presentation will be limited to 20 minutes. All related application exercises

should evidence mastery of the concepts studied.

5. The four teams will now be divided into two teams. Their new activity will be based on

their research, oral presentations, and an overview or summary. Each team will be

assigned a specific activity as described below:

Team 1: They will identify the main problems that the educational system of the

nineteenth century had to face.

Team 2: They will identify the main problems that the present educational system has to

face. With the completion of the identification of major problems, each group will

conduct a presentation that will include all of these problems. Finally, the two groups will

get together to compare and contrast the problems identified from the nineteenth century

up to the present (discussion).

6. Teams one and two will select three (3) participants to act in the following roles:

Superintendent of Education

School Principal

Teacher

Each participant in both teams (the superintendent, principal, and teacher) will analyze and

present alternative solutions to the problems that the educational systems of the XIX century, and

the present faced respectively. The presentation will be done from their perspective, based on the

role they were assigned (discussion).


Updated, 12-13-10

7. Individually or in teams students will write an essay comparing and contrasting the

major problems that the educational system of the XIX century faced vs. the main

problems that the present educational system has to face. Students use the notes taken

during class discussions and readings done at home. The essay will be given to the

facilitator at the end of the workshop for evaluation or at the next workshop.

8. Using the notes taken during class discussions and readings done at home, the students

will write an essay about the cultural stereotypes related to students who are native or

non-native speakers of English. Students use the notes taken during class discussions and

readings done at home.

9. The facilitator will distribute the topics for oral presentations that students have to

prepare for the next class.

Assessment:

1. Individual: Active participation in class and contribution of the knowledge they have

obtained. (Appendixes E & G)

2. Group: Presentation and discussion of pictorial map prepared at home by students.

(Appendix G)

3. Written:

a) Write an essay comparing and contrasting the major problems that the

educational system of the nineteenth century faced vs. the main problems that

the present educational system has to face. (Appendix M)

b) Write Reflective Journal 2. (Appendix T)


Updated, 12-13-10

c) Write an essay about cultural stereotypes as it relates to students who are native

or non-native speakers of English. (The facilitator will decide if it is to be done

during the workshop, or if it is to be sent afterwards through e-mail,

Blackboard, or handed-in at the next workshop.)

Lesson Wrap-Up:

1. Individual: Students will complete column three (3) in the KWL Chart explaining what

they have learned in this class.

2. Group: The entire class will express how this course has helped them achieve their

expectations.


Updated, 12-13-10

TALLER TRES


1. Describir los fines y propósitos de la educación desde comienzos del siglo hasta la década

de los noventa.

2. Comparar la función de la escuela de ayer con la finalidad del sistema educativo bajo

estudio actual.

3. Presentar las tendencias educativas de la época con relación a los temas señalados en el

numeral 1 de sus asignaciones antes del Taller Tres.


1. Escuchar: comprender la participación del facilitador y de sus compañeros para así

poder participar efectivamente en español durante la clase.

2. Hablar: expresar sus ideas en español hablado con eficacia mediante el uso de

organizadores gráficos.

3. Leer: resumir las ideas principales utilizando correctamente la gramática y la ortografía

en español después de leer una selección.

4. Escribir: un ensayo expositivo en español usando el vocabulario apropiado, la gramática

y el estilo después de discutir hechos históricos.


Biblioteca Virtual


Updated, 12-13-10


Pérez Gijón, R. (2010). Docencia en el futuro o futuro de la docencia. Instituto Politécnico

Nacional ISBN: 9789701882415

What does "Education for All" mean and why does it matter?

http://www.globalactionforchildren.org/issues/basic_education/?gclid=COGkkv2p4KQCFTRa7

Aodi1kqIg

Studies in Philosophy and Education. Volume 1 / 1960 - Volume 29 / 2010.

http://www.springerlink.com/content/0039-3746

Language-Minority Students.

http://www.sullivan.leon.k12.fl.us/LTT/ESOL.html

Most significant philosophers of science of the 20th-century.

http://leiterreports.typepad.com/blog/2010/10/most-significant-philosophers-of-science-of-the-

20th-century.html

The Schools as Organizations.

http://www.newfoundations.com/OrgTheory/SchoolasOrg.html

The Impact of Effective Teachers and Principals.

http://www.esd101.net/169610923111311793/lib/169610923111311793/General_-

_The_Impact_of_Effective_Teachers_and_Principals.pdf

The Educator’s Reference Desk.


http://www.globalactionforchildren.org/issues/basic_education/?gclid=COGkkv2p4KQCFTRa7Aodi1kqIg

http://www.globalactionforchildren.org/issues/basic_education/?gclid=COGkkv2p4KQCFTRa7Aodi1kqIg

http://www.springerlink.com/content/0039-3746

http://www.sullivan.leon.k12.fl.us/LTT/ESOL.html

http://leiterreports.typepad.com/blog/2010/10/most-significant-philosophers-of-science-of-the-20th-century.html

http://leiterreports.typepad.com/blog/2010/10/most-significant-philosophers-of-science-of-the-20th-century.html

http://www.newfoundations.com/OrgTheory/SchoolasOrg.html

http://www.esd101.net/169610923111311793/lib/169610923111311793/General_-_The_Impact_of_Effective_Teachers_and_Principals.pdf

http://www.esd101.net/169610923111311793/lib/169610923111311793/General_-_The_Impact_of_Effective_Teachers_and_Principals.pdf


Updated, 12-13-10

http://www.eduref.org/index.shtml

Florida Department of Education: School Supervision, School Organization, others.

http://www.fldoe.org

US Department of Education: School Supervision, School Organization, others.

http://www.ed.gov


1. Investigue, lea y venga preparado a clase para participar activamente en el análisis de los

siguientes temas y presentar la forma oral el tema asignado en el taller anterior sobre los

siguientes temas:

Fines y propósitos de la educación desde comienzos del siglo hasta la década de los

noventa.

Función de la escuela de ayer vs. la de hoy.

Tendencias educativas de la época.

2. Buscar, investigar y leer la información acerca de los temas a tratar, y resumirlos en

tarjetas índice para la discusión en clase y la redacción de ensayos.

3. Traiga a clase revistas, fotos, ilustraciones, etc., para hacer un collage

4. Complete 2 horas de “Tell Me More” y traiga constancia de la misma a clase.

5. Organice en su portafolio el material producido individual y grupalmente antes, y

durante o después de este taller.

http://www.eduref.org/index.shtml


http://www.ed.gov/


Updated, 12-13-10

Vocabulario Clave de la Lección

1. Educación Siglo XIX-XXI

2. Función escuela

3. Tendencias educativas de la época.

Lista de Materiales Suplementarios para el Taller

1. Video: The Evolution of Educators - Part 1 (1600-1900).

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

2. Video: The Evolution of Educators - Part 2 (1600-1900).

http://www.youtube.com/watch?v=nvI6ODUAMek&feature=fvw

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

http://www.youtube.com/watch?v=nvI6ODUAMek&feature=fvw


Updated, 12-13-10


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

B. Andamiaje

__x_ Modelaje

_x__ Práctica Dirigida



_x__ Grupo Completo


___ Pares

_x__ Trabajo Independiente


__x_ Escuchar

__x_ Hablar

_x__ Leer

__x_ Escribir

E. Aplicación


__x_ Significativas y Relevantes

___ Rigurosas

__x_ Alineadas a los Objetivos

___ Promueven Participación

A. Preparación

__x_ Adaptación de Contenido

_x__ Enlaces al Conocimiento Previo


__x_ Estrategias Incorporadas



___ Cognoscitivo

___ Meta-cognoscitivo

___ Socio/Afectivo


Updated, 12-13-10

Actividades Integradas:

1. Los estudiantes repasarán los conceptos estudiados en el Taller Dos, la columna 3 de su

tabla KWL y mediantes intervenciones espontáneas e individuales y con toda la clase.

2. Clarificar cualquier pregunta sobre el portafolio que los alumnos han venido

completando.

3. Los alumnos presentarán las contribuciones de destacados educadores del siglo XIX

mediante una presentación en PowerPoint. Discusión en la clase.

4. Los estudiantes presentarán las tendencias educativas presentes en uno de los aspectos

mencionados en el objetivo de contenido específico (IV) en un ordenador gráfico. Todos

los aspectos deben ser cubiertos al final de las presentaciones.

Trabajo en Equipos: la clase se dividirá en cuatro equipos. Cada equipo discutirá y

analizara los principales componentes de los temas tratados. El análisis será útil para

identificar las consecuencias que estos problemas tienen en la educación de hoy en día.

El grupo seleccionará un líder para presentar las ideas relevantes tratadas en él.

5. Trabajo en equipos: escribirán una lista de tendencias de la educación, cuyos orígenes se

identificaron en la actividad anterior.

6. En equipos de trabajo o individualmente y mediante el uso de sus tarjetas de índice y

notas, los estudiantes escribirán un ensayo expositivo sobre las características culturales

de la población LEP de la Florida y como mejorar su instrucción. El ensayo no debe


Updated, 12-13-10

exceder de dos páginas, a doble espacio, y debe seguir el formato de APA. (ESOL de la

Norma de Desempeño # 4).

Evaluación

1. Individual: Contribución a la construcción del conocimiento en clase mediante la

participación e intercambio.

2. Grupal: Participación y discusión en la clase que promueva el intercambio del

conocimiento y el análisis de los temas correspondientes.

3. Escrito: Escribir Diario Reflexivo # 3 (Apéndice P). Ensayo grupal sobre las

características culturales de la población de LEP de la Florida y como mejorar su

instrucción.

El facilitador decidirá si este ensayo se hará en la clase o se entregará como asignación

para el próximo taller. También podrá escoger el medio de entrega por Blackboard,

correo electrónico, o en papel).

Trabajo Escrito sobre el tema asignado en las Tendencias Educativas.

4. Oral/Auditivo: Hacer una presentación oral sobre las Tendencias Educativas asignada.

Cierre del Taller

Individual: Completar y comentar lo aprendido en la clase mediante el uso de la tabla KWL

columna 3


Updated, 12-13-10

Grupal: Después de analizar las tendencias de la educación presentadas, cada grupo hará un

collage en relación con el tema asignado. Los estudiantes seleccionarán un portavoz para

explicar el sentido del collage frente a la clase.


Updated, 12-13-10

WORKSHOP FOUR

Specific Content Objectives:

1. Analyze the role of higher education institutions in relation to departments or schools of

education, curriculum development and implementation.

2. Identify the competencies and standards that the educational system demands: ESOL

Standards, Reading Endorsements, Accomplished Competencies and Next Generation

Florida Standards.

3. Recognize the professional development needs of teachers required by the Florida

Teacher Certification Examination (FTCE).

Specific Language Objectives:

1. Listening: Understand the speeches and presentations in class by replying and sharing

coherent and complete interventions in English.

2. Speaking: Use proper speaking skills/pronunciation when expressing their ideas in

English, and use graphic organizers to organize their thoughts.

3. Reading: Paraphrase and summarize the main ideas after the resources of this class.

4. Writing: Write using proper grammar and spelling in English.


Updated, 12-13-10

Electronic Links (URLs):

Virtual Library:

Ruiz Iglesias, Magalys (2010). Profesionales competentes: una respuesta educativa. Instituto

Politécnico Nacional.

http://site.ebrary.com/lib/bibliosuagmsp/docDetail.action?docID=10365558&p00=educacion%2

0superior

La Pedagogía Y El Currículo... Relaciones Por Esclarecer.

http://revista.iered.org/v1n1/pdf/maristizabal.pdf

Building A Higher Education System In Mexico. Challenges and outcomes of a public policy era

in higher education policy.

http://www.riseu.unam.mx/documentos/acervo_documental/txtid0064.pdf

International Association of Universities.

http://www.iesalc.unesco.org.ve/index.php?option=com_content&view=article&id=2378:el-rol-

de-la-asociacion-internacional-de-universidades-en-el-desarrollo-de-la-educacion-

superior&catid=126:noticias-pagina-nueva&Itemid=712&lang=es

The Role of Higher Education in America. Retrieved from:

http://www.academicleadership.org/emprical_research/The_Role_of_Higher_Education_in_Ame

rica.shtml

Florida Educator Accomplished Practices.

http://site.ebrary.com/lib/bibliosuagmsp/docDetail.action?docID=10365558&p00=educacion%20superior

http://site.ebrary.com/lib/bibliosuagmsp/docDetail.action?docID=10365558&p00=educacion%20superior

http://revista.iered.org/v1n1/pdf/maristizabal.pdf

http://www.riseu.unam.mx/documentos/acervo_documental/txtid0064.pdf

http://www.iesalc.unesco.org.ve/index.php?option=com_content&view=article&id=2378:el-rol-de-la-asociacion-internacional-de-universidades-en-el-desarrollo-de-la-educacion-superior&catid=126:noticias-pagina-nueva&Itemid=712&lang=es



http://www.academicleadership.org/emprical_research/The_Role_of_Higher_Education_in_America.shtml

http://www.academicleadership.org/emprical_research/The_Role_of_Higher_Education_in_America.shtml


Updated, 12-13-10

http://coeserver03.fiu.edu/efolio/feap.htm

Next Generation Florida Standards.

http://www.floridastandards.org/homepage/index.aspx

Florida Teacher Certification.

http://www.fldoe.org/edcert/

Del Aprendizaje Grupal Al Cooperativo. ¿Qué Hay De Nuevo? Una Exigencia Clave De La

Escuela Del Siglo XXI: La Mediación Pedagógica.

http://www.redtalento.com/Articulos/WEBSITE%20Revista%20Magister%20Articulo%204.pdf

Primero, lo primero Una generación diferente: Los NETS ¿Quiénes son? ¿Cómo son?


US Department of Education: Colleges and University Rules and Regulations, Teacher’s

Standards, Teacher’s Profile, Teacher’s Certification System, Teacher’s Role, others

http://www.ed.gov

Reading Endorsement.

http://info.fldoe.org/docushare/dsweb/Get/Document-

1004/ReadingEndorsement_Competencies.pdf

Assignments before the Workshop:

1. Research the following topics and be prepare to deliver an oral presentation on the topic

assigned in the last class:

http://coeserver03.fiu.edu/efolio/feap.htm

http://www.floridastandards.org/homepage/index.aspx

http://www.fldoe.org/edcert/



http://www.ed.gov/

http://info.fldoe.org/docushare/dsweb/Get/Document-1004/ReadingEndorsement_Competencies.pdf

http://info.fldoe.org/docushare/dsweb/Get/Document-1004/ReadingEndorsement_Competencies.pdf


Updated, 12-13-10

Growth and development of key institutions of higher education in Florida

Florida Educator Accomplished Practices

Next Generation Educational Standards Florida

Teacher Certification Requirements in the state of Florida

ESL Standards

Reading Endorsements

Teacher Accomplished Competencies

2. Highlight and summarize important facts/ideas about each topic, and write them on

index cards.

3. Be prepared to share in class the information you found based on research completed on

the topics listed above.

4. Continue working on the organization of your portfolio.

5. Complete your portfolio and hand in this class to your facilitator. (Appendixes)

Key Vocabulary:

1. Higher Education

2. ESOL

3. LEP and Non-LEP Students

4. Competencies

5. Standards

6. Certification

7. Endorsement


Updated, 12-13-10


1. Video: 21st Century

pedagogyhttp://www.youtube.com/watch?v=l72UFXqa8ZU&feature=related


Updated, 12-13-10

SIOP Features (Sheltered-Instruction Observation Protocol). Place a checkmark on the (__) for

ALL strategies that will be included and used per workshop

A. Preparation

x___ Adaptation of Content

__x_ Links to Background Knowledge

_x__ Links to Past Learning

__x_ Strategies Incorporated

CALLA Strategies


_x__ Cognitive

_x__ Meta-cognitive

x___ Social/Affective

C. Grouping Options

__x_ Whole Class

_x__ Small Groups

___ Partners

_x__ Independent Work

B. Scaffolding

__x_ Modeling

_x__ Guided Practice

__x_ Independent Practice

___ Comprehensible Input

D. Integration of Processes

_x__ Listening

_x__ Speaking

__x_ Reading

_x__ Writing

E. Application

__x_ Hands-on

_x__ Meaningful/Relevant

___ Rigorous

_x__ Link to Objectives

x___ Promote Engagement


Updated, 12-13-10

Integrated Activities:

1. Review the concepts learned or developed in Workshop Three by starting with an open

discussion.

2. Students will make a presentation on the assigned material for Workshop Four. They

should use one of the recommended strategies, be creative, and do a 10- minute oral

presentation about their topic.

3. There will be a brief discussion and analysis of the issues presented, including various

teacher preparation programs in each of the higher education institutions that have been

identified. Students will express their area of interest (specialty) as it applies to their

career development.

4. The class will be divided into two teams: Team # 1 will discuss the Florida Competencies

for Teachers; Team # 2 will discuss competencies that the private school system

demands. After group discussion, each team will present the outcome of their discussion

using a graphic organizer.

5. Research: Preparation of a chart with specific information about prestigious higher

education institutions in the state of Florida that offer teacher preparation programs.

The chart should include: the name of the institution of higher education, year founded,

accreditation, academic offerings, tuition, and other related topics that the student could

consider important. The assignment must be submitted to the facilitator and may be part of

the student evaluation or as a special bonus (at the facilitator’s discretion).


Updated, 12-13-10

6. Teamwork:

Team One - review and analyze documents for teacher certification in the state

educational system in order to recognize the licensure or certifications granted by the

Florida Department of Education in specific areas. (Teachers may become certified to

teach at different grade levels, and in individual subjects or several subject areas.)

Identify the general requirements for becoming a teacher in Florida

Identify specific requirements by area of interest as mentioned by the students.

Team two - review and analyze professional standards and profiles needed in order to

identify the required competencies and skills that aspiring teachers need as they prepare

for their teaching career, and as it pertains to the aforementioned documents. The group

should list the following:

Understanding professional standards for teachers.

Basic skills every aspiring teacher must have.

7. Group discussion: Each group will compare and contrast the following content:

General and specific requirements for practicing the teaching profession in the

state of Florida

Certifications at elementary, middle and high school levels

Certification vs. Endorsement

Competencies

Next Generation Florida Standards

ESOL Standards.


Updated, 12-13-10

Florida Accomplished Practices

After group discussion, each group will select a member to do an oral presentation of the group's

findings to the class.

Assessment:

1. Individual: Write Reflective Diary # 4 about this course.

2. Group: Discuss and come to a conclusion about the requirements needed to become a

teacher in Florida.

3. Written: Prepare a chart that contains specific information about higher education

institutions that offer teacher preparation programs, and prepare the written assignment

about the specific topic.

4. Oral: Oral presentation about higher education.

Lesson Wrap-Up:

1. Individual: Using the KWL Chart, students will demonstrate what they have learned in

this workshop.

2. Group: Open to student questions for clarification and/or to clear any doubts about this

workshop.


Updated, 12-13-10

TALLER CINCO / WORKSHOP FIVE

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!

UTILICE SOLAMENTE UN

LENGUAJE A LA VEZ!

NOTE: This is a bilingual workshop. Both

the facilitator and student should use the

language assigned for each homework and

activity. Do not combine the two languages!

LANGUAGE OF INSTRUCTION

MUST BE KEPT SEPARATE!


1. Reconocer la aportación de algunos educadores destacados durante las últimas décadas

del siglo.

2. Identificar los principios que guiaron el movimiento de reforma educativa durante la

década de 1990 al 2002 y las propuestas del actual gobierno.

3. Analizar las leyes más recientes y los nuevos proyectos de ley bajo análisis que regulan

y/o regularán la función magisterial y la educación del estado.


1. Escuchar: Responder acertada y coherentemente a las preguntas y a la dinámica de

intercambio de conocimientos y experiencias durante la clase en inglés y/o en español.

2. Hablar: Participar activamente en clase mediante un uso adecuado del idioma inglés y /o

español.


Updated, 12-13-10

3. Leer: Resumir los puntos principales que se encuentran en las lecturas realizadas

utilizando las palabras del vocabulario y la gramática correctamente en inglés y/ o en

español.

4. Escribir: Escribir un ensayo descriptivo, usando el vocabulario, la gramática y el estilo

apropiado en inglés y/o en español.

Libro Electrónico:

Biblioteca Virtual


Martínez Santiago, Roberto. (2005). Profesión docente: introducción. Organización de Estados

Iberoamericanos


Education in USA "Public" and "Private". Retrieved from:

http://maxweber.hunter.cuny.edu/pub/eres/GSR716A_KUECHLER/jamie.htm

The Encyclopedia of Informal Education (Thinkers).

http://www.infed.org/search_results.htm?cx=002444742134111643247:_g09bdygoti&cof=FORI

D:10&ie=UTF-8&q=thibkers&sa=Search

Reading Endorsement Template.

http://www.fldoe.org/profdev/doc/ret.doc

Reading Endorsement Competencies.


http://maxweber.hunter.cuny.edu/pub/eres/GSR716A_KUECHLER/jamie.htm

http://www.infed.org/search_results.htm?cx=002444742134111643247:_g09bdygoti&cof=FORID:10&ie=UTF-8&q=thibkers&sa=Search

http://www.infed.org/search_results.htm?cx=002444742134111643247:_g09bdygoti&cof=FORID:10&ie=UTF-8&q=thibkers&sa=Search

http://www.fldoe.org/profdev/doc/ret.doc


Updated, 12-13-10

http://www.justreadflorida.com/docs/Reading-Endorsement-Competencies.pdf

Next Generation Sunshine State Standards.

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

Florida Educator Accomplished Practices.

http://www.fldoe.org/dpe/publications/professional4-99.pdf

Classroom Management /Manejo de la sala de clases

http://www.intime.uni.edu/model/Spanish_Model/teacher/teac3summary.html

http://www.drapuig.info/files/Plan_para_el_manejo_de_la_sala_de_clase.doc

http://www.theteachersguide.com/ClassManagement.htm

Florida Education Foundation.

http://www.floridaeducationfoundation.org/

Answering the Challenge of a Changing World: Strengthening Education for the 21st Century.


Comparing Private Schools and Public Schools Using Hierarchical Linear Modeling.

http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006461

Overview and Inventory of State Education Reforms: 1990 to 2000.


http://www.justreadflorida.com/docs/Reading-Endorsement-Competencies.pdf

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

http://www.fldoe.org/dpe/publications/professional4-99.pdf

http://www.intime.uni.edu/model/Spanish_Model/teacher/teac3summary.html

http://www.drapuig.info/files/Plan_para_el_manejo_de_la_sala_de_clase.doc

http://www.theteachersguide.com/ClassManagement.htm

http://www.floridaeducationfoundation.org/





Updated, 12-13-10


1. Lea información relacionada con los procesos de reforma educativa.

2. Prepare una presentación en PowerPoint sobre los educadores destacados y sus

contribuciones que le fueron asignado en el taller anterior.

3. Reflexione sobre las reformas educativas implementadas durante los años 1990 - 2005.

4. Write an essay about the qualities you already have vs. those required for the teaching

profession as they relate to the Next Generation Sunshine State Standards, and the Florida

Educator Accomplished Competencies.

5. Complete your portfolio and hand it in to your facilitator to be evaluated.

Vocabulario Clave de la Lección :

1. Competencias

2. Reformas

3. Estándares

4. Magisterio

5. Educadores distinguidos

Academic Core Vocabulary :

1. Competencies

2. Reforms

3. Standards

4. Teaching Profession

5. Distinguished Educators


Video: The Importance of Education Reform: President Obama speaks about the critical need for

education reform, and discusses what his Administration has done to raise standards and

encourage excellence during a speech to the Urban League. July 29, 2010;

http://www.youtube.com/watch?v=ZCHMyFU6aEU


Updated, 12-13-10


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

B. Andamiaje

__x_ Modelaje

_x__ Práctica Dirigida


_x__ Instrucción

Comprensible


__x_ Grupo Completo


___ Pares

x___ Trabajo Independiente


__x_ Escuchar

_x__ Hablar

_x__ Leer

_x__ Escribir

E. Aplicación


_x__ Significativas y Relevantes

___ Rigurosas

_x__ Alineadas a los Objetivos

_x__ Promueven Participación

A. Preparación

_x__ Adaptación de Contenido

__x_ Enlaces al Conocimiento Previo


_x__ Estrategias Incorporadas


(Cognitive Academic Language Learning

Approach)

_x__ Cognoscitivo

_x__ Meta-cognoscitivo

__x_ Socio/Afectivo


Updated, 12-13-10

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

Actividades en español:

Mesa Redonda: Esta actividad será guiada por el facilitador, el cual será el moderador. Los

estudiantes desarrollarán una discusión de las semejanzas y diferencias entre los grupos

culturales de los Estados Unidos. Cada uno de los estudiantes participando en la mesa redonda

representará a un grupo cultural distinto, presentando sus más destacadas diferencias y

similitudes en comparación con otros grupos culturales.

Integrated Activities of Content and Language to achieve Content and Language

Objectives: Activities in English:

1. Using the notes taken during the round-table discussion, students will write a synthesis

paper (no longer than two pages, double-spaced, and in APA format), with the findings

and conclusions based on the discussion activity about differences and similarities among

the different cultural groups in the United States.

(ESOL Performance Standard # 2).

2. Students will identify and present the biographies and contributions of distinguished

educators and/or other prominent figures during the last decade, and will conduct an oral

presentation of the ones assigned in the previous class:

B.F Skinner: Behaviorist Theories of Learning

Robert Gagne: Principles of Learning

John Dewey: Educational Reform as Social Activism


Updated, 12-13-10

Lev Vygotsky: Pedagogical Psychology

Jean Piaget : Knowledge of Cognitive Development

Howard Gardner: Multiple Intelligences

Benjamin Bloom: Taxonomy of Objectives

Others

3. Students will present the major ideas related to the public educational policy regarding:

a) Cost of Education

b) Structure and Curriculum

c) Educational Organizations

d) Private Schools

4. Make a comparative analysis guided by the facilitator regarding the facts presented, and

the real facts about the educational system.

5. Present the most recent education laws and new bills under consideration.

6. The facilitator will give a lecture on new trends in education as they pertain to the new

proposed changes in legislation recently approved and/or under study. It will cover the

following topics:

The student-centered system (The teaching profession)

Rules for the appointment of teachers

Salaries, promotions, and the merit system

Teacher certification tests

Teacher assessments


Updated, 12-13-10

Group Work: Discussion, analysis and presentation of the mission, vision and philosophy of the

Florida Department of Education using graphic organizers, and the requirements to become a

teacher in the state of Florida.

7. The facilitator will present an “Overview of the Course” emphasizing main concepts and

practices studied during the five weeks.

8. Students will hand in their essays and portfolios to the facilitator.

Assessment:

1. Individual: participate actively and consistently in the round table discussion. Complete

your portfolio.

2. Group: contribute to the concept of the knowledge of “group” by individual participation.

3. Written: Write Reflective Journal # 4 (Appendix T) an essay synthesizing the qualities

you already possess compared to the requirements needed to become a teacher in the state

of Florida; relate these to the Next Generation Sunshine State Standards, the Florida

Educator Accomplished Competencies, the Reading Endorsement, and the ESOL

Standards.

4. Oral: Reply consistently to the information presented by other classmates, and complete

the oral presentation according to the topic assigned.


Updated, 12-13-10

Lesson Wrap-Up:

1. Individual: Each student will express their opinions about their learning experiences in

this course.

2. Group: The facilitator will bring closure to the workshop by making an overview of the

course, clarifying any doubts or questions, and by involving the whole class in the

evaluation of their gains and learning experiences during the last five weeks.


Updated, 12-13-10

Apéndices/Appendices


Updated, 12-13-10

APÉNDICE A / APPENDIX A: SECOND LANGUAGE PROFICIENCY SCORING

RUBRICS


Updated, 12-13-10

APÉNDICE A/APPENDIX A

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

Continues to require repetition

Follow verbal dictations

Checks off words that were heard

Repeats information heard to determine comprehension

Able to understand slow speech and multiple repetitions

Intermediate

(5 – 6 pts)

Understands more details of spoken language

May need 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)

May need 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, 12-13-10

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

Pronunciation is very poor that listener cannot understand

Speech is broken into parts making comprehension difficult

Little 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

Must repeat spoken words or phrases to be understood due to pronunciation

flaws

Grammar and word order are incorrect

Some evidence of vocabulary to support oral messages is emerging

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

Better control of grammar and word order

Begins to use basic academic vocabulary which is frequently used in class

discussions and/or oral assignments.

Speaks with some hesitation

Use of vocabulary to support oral messages is evident

Pronunciation of certain words may be difficult, listener must pay close

attention

Low

advanced

(7 – 8 pts)

Responds using elaborate phrases/sentences

Uses and interprets idiomatic expressions

Social conversations are pretty fluent

Proper use of academic vocabulary is evident in class discussions

Participates in class discussions using academic content with slight hesitation

Occasional mistakes in grammar and word order; however, these may not

interrupt meaning

Pronunciation of most words is accurate and clear

Advanced

(9 – 10 pts)

Speech is fluent

Correct use of elaborate academic vocabulary is present in all class

discussions

Participates in class discussion using academic content without hesitation

Use of appropriate vocabulary to support oral messages is evident at all times

Proper use of grammar and word order

Native like pronunciation and intonation


http://www.wida.us/


Updated, 12-13-10

Reading Rubric

Level of

proficiency

Criteria

Beginner

(1 – 2 pts)

Comprehension of a wide array of written material is not developed

Interpretation of graphs, charts, tables and forms in textbooks is not

developed

Use of pre-reading and reading skills is not developed.

Application of reading strategies to guess meanings of unfamiliar

words from context is not developed

Strategic reading skills (plans his/her reading assignments, diagnoses

reading deficiencies, resolves deficiencies independently or with the

help of others, etc.) are not developed

Low

Intermediate

(3 – 4 pts)

Comprehension 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.) is emerging

Interpretation of basic graphs, charts, tables and forms in textbooks is

done correctly

Application of pre-reading (e.g., activation of prior knowledge,

semantic maps, etc.) and reading skills (e.g., skimming, scanning,

inferences, paragraph frames, DRA, SQ4R, etc.) is emerging


words from context (e.g., definition, restatement, examples,

surrounding words, etc.) is not done yet

Understanding of the relationship between ideas (e.g., time, logical

order, comparison/contrast, cause/effect) and reading patterns to

identify literary genres (as listed above) is not done successfully yet

Strategic reading skills (as listed above) are emerging

Intermediate

(5 – 6 pts)

Comprehension of a wide array of written material (as listed above) is

evident

Interpretation of basic graphs, charts, tables and forms is done correctly

Application of pre-reading and reading skills (as listed above) is

evident


words from context (as listed above) is emerging

Understanding of the relationship between ideas (as listed above) is

emerging.

Strategic reading skills (as listed above) are evident

Low advanced

(7 – 8 pts)

Comprehension of a wide array of level-appropriate written materials

accurately (as listed above) is mature

Interpretation of increasingly complex graphs, charts, tables and forms

is done accurately

Application of pre-reading and reading skills (as listed above) is strong

Application of strategies to guess meanings of unfamiliar words from

context (as listed above) is evident


Updated, 12-13-10

Identification of signal words to understand the relationship between

ideas (as listed above) and reading patterns to identify literary genres

(as listed above) is emerging

Understanding of the relationship between ideas (as listed above) is

evident.

Strategic reading skills (as listed above) are mature

Advanced

(9 – 10 pts)

Comprehension of various types and lengths of level appropriate

written materials (as listed above) is fully developed

Interpretation of complex graphs, charts, tables and forms is done

accurately

Application of pre-reading and reading skills (as listed above) is fully

developed

Application of reading strategies to determine the meaning of

unfamiliar words in a text (as listed above) is done accurately.

Understanding of the relationship between ideas (time, logical order,

comparison/contrast, cause/effect)

Strategic reading skills (as listed above) are fully developed


http://www.wida.us/


Updated, 12-13-10

Writing Rubric

Level of

proficiency

Criteria

Beginner

(1 – 2 pts)

Writing is very unclear. There is no focus. Details are limited or

unclear. There’s no clear distinction to what is important and what is

supported.

No hook and no conclusion. Paper simply starts and ends. Lack of

transitions may it difficult to understand the paper.

Writing contains limited vocabulary or specific words to transmit

meaning of the essay. Misused part of speech makes it difficult to

understand the writing.

Sentences seem like their rambling. Sentences are incomplete or far

too long to understand. Sentences follow a simple structure and or

style.

Little or no control of spelling, punctuation capitalization and other

writing conventions. This makes it very difficult to understand the

writing.

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)] are

not developed

Low

Intermediate

(3 – 4 pts)

Writing is 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.

Writing contains what seem to be an introduction and or conclusion.

Attempt of transitions help but paper is in need of more.

Writing contains words that may not work in it. Few vocabulary terms

are used appropriately. Greater command of the parts of speech is

okay. Although, many words are utilized incorrectly.

There is an attempt to create a style of sentence structure here and

there; although, for the most part it sticks to one style.

Needs improvement control of spelling, punctuation capitalization and

other writing conventions. It is difficult to read the writing; although,

at times it’s okay.

Strategic writing skills are emerging

Intermediate

(5 – 6 pts)

Writing contains an unclear focus. Writing appears to be on one topic

but seems to get off topics at times. Support of main idea is lacking.

Reader is left with unanswered questions.

Writing contains an introduction and conclusion however, both are

dull or unclear. Transitions help connect ideas although at times they

distract the flow.

Words are used appropriately; however, they are pretty common and

lack oomph.


Updated, 12-13-10

Sentences are well written; however, there is a repetition of the style

and structure of sentences.

Satisfactory control of spelling, punctuation capitalization and other

writing conventions. However, the writing can read and sound better

by correcting conventions

Strategic writing skills are evident.

Low advanced

(7 – 8 pts)

Writing is showing a focus; however, there is room for improvement.

Few relevant details which support the main idea are present. Some

reader’s questions can be answered while others are left hanging.

Introduction and conclusion can be improved. Transition words are

used properly although there are times when a transition can help ideas

flow better

Wording is livelier. Words are appropriate. Although, there is

common wording which can be changed to improve it.

Style and structure of statements are catchy with a few mistakes or

unclear sentences at times.

Good control of spelling, punctuation capitalization and other writing

conventions. Mistakes are made but nothing distracting.

Strategic writing skills are mature.

Advanced

(9 – 10 pts)

Writing is clear and focused on a narrowed topic. Details are relevant

and accurate, and they support the main ideas. Reader’s questions are

answered

Writing has a clear introduction that’s hooks the reader and conclusion

that leaves a lasting impression. Use of transitions helps the reader to

connect ideas. Reading flows and not dull.

Words used in the writing are specific and accurate. Vivid verbs and

modifying words are present. Words used enhance the meaning of the

writing.

There is a variety in length and structure of the sentences. The style of

sentences varies on how they begin. Sentences create fluency and

rhythm.

Excellent control of spelling, punctuation capitalization and other

writing conventions.

Strategic writing skills are fully developed.


http://www.wida.us/


Updated, 12-13-10

APPENDIX B: CLINICAL EXPERIENCE OBSERVATION TOOL


Updated, 12-13-10


Florida Campuses

CLINICAL SCHOOL EXPERIENCE OBSERVATION TOOL

Part I: Accomplished Practices Matrix

(11 Pages)

Application of Florida Educator Accomplished Practices (6)

Student Intern: School:

Date: Classroom Teacher:

Lesson Subject: Grade:

Instructions:

The student must place checkmark ( √ ) under the heading for Observed or Not-

Observed for each Educator Accomplished Practice Competency.


Updated, 12-13-10


Florida Campuses

Professional Competencies Classroom Observation

of Competencies

(Total of 3 Hours)

Observed Not

Observed

( √ ) ( √ )

Describe the relevance of the competency

reserved to current education course.

#1 Quality of Instruction

The effective educator

consistently:

a) models and promotes the

importance of education

and academic

achievement to all

students;

b) plans and designs

lessons to achieve

student mastery;

c) selects appropriate

strategies to be used as

formative assessments to

monitor learning;

d) uses diagnostic student

data to design

instruction

e) develops learning

experiences that require

students to demonstrate

a variety of relevant

skills and competencies;


Updated, 12-13-10


Florida Campuses Professional Competencies Classroom Observation

of Competencies

(Total of 3 Hours)

Observed Not Observed

( √ ) ( √ )



f) appropriately sequences

lessons and concepts to

ensure coherence and

required prior

knowledge;

g) uses higher-order

questioning techniques;

h) uses varied instructional

strategies and resources,

including appropriate

technology, to teach for

student understanding;

i) delivers engaging,

challenging, and

relevant lessons;

j) differentiates instruction

based on an assessment

of student learning needs

and a recognition of

individual differences in

students;

k) respects and embraces

students’ cultural and

family background;

l) demonstrates behaviors

that are consistent with

fairness and equity;


Updated, 12-13-10


Florida Campuses Professional Competencies Classroom Observation

of Competencies

(Total of 3 Hours)


( √ ) ( √ )



m) utilizes student feedback

to monitor instructional

needs.

n) demonstrates behaviors

that are consistent with

fairness and equity;

o) utilizes student feedback

to monitor instructional

needs.

#2 Knowledge of Subject

Matter


consistently:

a) demonstrates deep and

comprehensive

knowledge of the subject

taught;

b) identifies and modifies

instruction to respond to

gaps in students’ subject

matter knowledge;

c) provides instruction to

address preconceptions

or misconceptions;


Updated, 12-13-10


Florida Campuses


of Competencies

(Total of 3 Hours)


( √ ) ( √ )



d) designs and modifies

instruction to deepen

students’ understanding

of content area and

advance student

learning;

e) selects and sequences

engaging, relevant,

standards-based content,

and then designs and

teaches lessons that are

relevant to students’

learning needs;

f) relates and integrates the

subject matter with other

disciplines during

instruction.

#3 Continuous Improvement


consistently:

a) engages in targeted

professional growth

opportunities and

reflective practices;


Updated, 12-13-10


Florida Campuses


of Competencies

(Total of 3 Hours)


( √ ) ( √ )



b) uses a variety of data,

independently and in

collaboration with

colleagues, to evaluate

learning outcomes and

to adjust planning and

practice;

c) designs purposeful

professional goals to

strengthen the

effectiveness of

instruction based on

students’ needs;

d) examines and uses data-

informed research to

improve instruction and

student achievement;

e) implements knowledge

and skills learned in

professional

development in the

teaching and learning

process.

#4 Learning Environment


consistently:


Updated, 12-13-10


Florida Campuses


of Competencies

(Total of 3 Hours)


( √ ) ( √ )



a) integrates learning

activities that

incorporate current

information and

communication

technologies;

b) adapts learning

environment to

accommodate the

differing needs and

diversity of students;

c) utilizes current and

emerging assistive

technologies that enable

students to achieve their

educational goals;

d) creates and maintains an

atmosphere of respect

for all areas of diversity.

#5 Assessment


consistently:


Updated, 12-13-10


Florida Campuses


of Competencies

(Total of 3 Hours)


( √ ) ( √ )



a) analyzes and uses data

from multiple

assessments and

measures to diagnose

students’ learning needs,

inform instruction based

on those needs, and

drive the learning

process;

b) designs and aligns

formative and

summative assessments

that match learning

objectives and lead to

mastery;

c) uses a variety of

assessment tools to

monitor student

progress, achievement

and learning gains;

d) modifies assessments

and testing conditions to

accommodate learning

styles and varying levels

of knowledge;


Updated, 12-13-10


Florida Campuses


of Competencies

(Total of 3 Hours)


( √ ) ( √ )



e) shares the importance and outcomes of student assessment data with the student and the student’s parent/caregiver(s);

f) employs technology to organize and integrate assessment information.

#6 Communication


consistently:

a) conveys high expectations;

b) supports, encourages, and provides immediate and specific feedback to students to promote student achievement;

c) models and teaches clear, acceptable oral and written communication skills;


Updated, 12-13-10


Florida Campuses


of Competencies

(Total of 3 Hours)


( √ ) ( √ )



d) fosters two-way communication with students and parent/caregiver(s); and

e) collaborates with the home, school, and larger communities to support student learning and continuous improvement.

Professional Responsibility

and Ethical Conduct

The effective educator adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida pursuant to State Board of Education Rules 6B-1.001 and 6B-1.006, F.A.C, by fulfilling the expected obligations to students, the public and the education profession.


Updated, 12-13-10


Florida Campuses

Approved by: (Classroom) Teacher’s

Signature___________________________________________

Print:_______________________________________________________Date:_____________

(University) Facilitator’s

Signature______________________________________________________

Print:_______________________________________________________Date:_____________

Received by: Intern’s Signature

_______________________________________________________

Print:_______________________________________________________Date:_____________


Updated, 12-13-10

APPENDIX C: CLASSROOM OBSERVATION FEEDBACK FORM


Updated, 12-13-10


Florida Campuses

CLINICAL SCHOOL EXPERIENCE OBSERVATION TOOL

Part II: School General Operation Activities

(4 Pages)

Student Intern:

School:

Date:

Classroom Teacher:

Lesson Subject:

Grade:


Updated, 12-13-10


Florida Campuses

Total Hours (Must

equal 4 hours)

Place a checkmark (√) under the proper activity/ meeting such as

the ones described below (see the code at the bottom of the page).

Only participate in activities or meetings that are taking place the

day you are at the school. This information will be part of the final

report required in the class.

Time Total

Hours

(Must

equal 4

hours)

IEP LEP RTI Parent

Teacher

Conference

Faculty

Meeting

Department

or Grade

Level

Meeting

Comments


Updated, 12-13-10

Total Hours (Must

equal 4 hours)

Place a checkmark (√) under the proper activity/ meeting such as

the ones described below (see the code at the bottom of the page).

Only participate in activities or meetings that are taking place the

day you are at the school. This information will be part of the final

report required in the class.

Time Total

Hours

(Must

equal 4

hours)

IEP LEP RTI Parent

Teacher

Conference

Faculty

Meeting

Department

or Grade

Level

Meeting

Comments


Updated, 12-13-10


Florida Campuses

Approved by: (Classroom) Teacher’s

Signature___________________________________________

Print:___________________________________________________Date:_________________

(University) Facilitator’s

Signature______________________________________________________

Print:___________________________________________________Date:_________________

Received by: Intern’s

Signature_______________________________________________________

Print:___________________________________________________Date:__________________

CODES: IEP=Individual Education Program, LEP=Limited English Proficient Program, RTI=Response to Intervention


Updated, 12-13-10

APPENDIX D: THE WRITING PROCESS

6-TRAITS WRITING RUBRIC


Updated, 12-13-10

APPENDIX D: 6-TRAITS WRITING RUBRIC

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 support • a thorough, balanced, in-depth explanation/ exploration of

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; 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,

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, 12-13-10

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.

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 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

The organization enhances the central idea(s) and its development. The order and structure are strong and move the reader through the text. The writing is characterized by. • effective sequencing; the organizational structure fits the topic, and the writing is easy to follow. • an inviting beginning that draws the reader in and a satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit

Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is characterized by • clear sequencing. • an organization that may be predictable. • a recognizable, developed beginning that may not be particularly inviting; a developed conclusion that may lack subtlety. • a body that is easy to follow with details that fit where placed. • transitions that may be stilted or formulaic. • organization which helps the reader, despite some weaknesses.

An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal. The writing is characterized by • attempts at sequencing, but the order or the relationship among ideas may occasionally be unclear. • a beginning and an ending which, although present, are either undeveloped or too obvious (e.g. “My topic is...”, “These are all the reasons that…”) • transitions that sometimes work. The same few transitional devices (e.g., coordinating conjunctions, numbering, etc.)

The writing lacks a clear organizational structure. An occasional organizational device is discernible; however, the writing is either difficult to follow and the reader has to reread substantial portions, or the piece is simply too short to demonstrate organizational skills. The writing is characterized by • some attempts at sequencing, but the order or the relationship among ideas is frequently unclear. • a missing or extremely

The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader remains confused. The writing is characterized by • a lack of effective sequencing. • a failure to provide an identifiable beginning, body and/or ending. • a lack of transitions. • pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along too rapidly. • a lack of organization which ultimately obscures or


Updated, 12-13-10

transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed.

where placed.

may be overused. • a structure that is skeletal or too rigid. • placement of details that may not always be effective. • organization which lapses in some places, but helps the reader in others.

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.

distorts the main point.

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 personal voice, while an expository piece

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 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.

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."

The writing seems to lack a sense of involvement or commitment. The writing is characterized by • no engagement of the writer; the writing is flat and lifeless. • a lack of audience awareness; there is no sense of “writing to be read.” • no hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing does not involve or engage the reader.


Updated, 12-13-10

may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively, or interesting. Technical writing may require greater distance.). • an exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.

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.

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

• little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and writer.

Word choice Words convey the intended message in an exceptionally interesting, precise, and natural way

Words convey the intended message in an interesting, precise, and natural way appropriate to audience and

Words effectively convey the intended message. The writer employs a variety of words that are

Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to audience and

Language is monotonous and/or misused, detracting from the meaning and impact. The writing is

The writing shows an extremely limited vocabulary or is so filled with misuses of words


Updated, 12-13-10

appropriate to audience and purpose. The writer employs a rich, broad range of words, which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, strong, specific words; powerful words energize the writing. • fresh, original expression; slang, if used, seems purposeful and is effective. • vocabulary that is striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke strong images; figurative language may be used.

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.

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.

purpose in places. The writer does not employ a variety of words, producing a sort of “generic” paper filled with familiar words and phrases. The writing is characterized by • words that work, but that rarely capture the reader’s interest. • expression that seems mundane and general; slang, if used, does not seem purposeful and is not effective. • attempts at colorful language that seem overdone or forced. • words that are accurate for the most part, although misused words may occasionally appear, technical language or jargon may be overused or inappropriately used. • reliance on clichés and overused expressions.

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.

that the meaning is obscured. Only the most general kind of message is communicated because of vague or imprecise language. The writing is characterized by • general, vague words that fail to communicate. • an extremely limited range of words. • words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong.

Sentence

fluency

The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with

The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure that makes

The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence patterns are somewhat

The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader to slow down or

The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow

The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very awkward. The


Updated, 12-13-10

consistently strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing effortlessly into the next. • extensive variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning by drawing attention to key ideas or reinforcing relationships among ideas. • varied sentence patterns that create an effective combination of power and grace. • strong control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if

expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing into the next. • variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning. • control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used sounds natural.

varied, contributing to ease in oral reading. The writing is characterized by • a natural sound; the reader can move easily through the piece, although it may lack a certain rhythm and grace. • some repeated patterns of sentence structure, length, and beginnings that may detract somewhat from overall impact. • strong control over simple sentence structures, but variable control over more complex sentences; fragments, if present, are usually effective. • occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part, but may at times sound stilted or unnatural.

reread. The writing is characterized by • some passages that invite fluid oral reading; however, others do not. • some variety in sentences structure, length, and beginnings, although the writer falls into repetitive sentence patterns. • good control over simple sentence structures, but little control over more complex sentences; fragments, if present, may not be effective. • sentences which, although functional, lack energy. • lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.

down or reread. The writing is characterized by • significant portions of the text that are difficult to follow or read aloud. • sentence patterns that are monotonous (e.g., subject-verb or subject-verb-object). • a significant number of awkward, choppy, or rambling constructions.

writing is characterized by • text that does not invite—and may not even permit—smooth oral reading. • confusing word order that is often jarring and irregular. • sentence structure that frequently obscures meaning. • sentences that are disjointed, confusing, or rambling.


Updated, 12-13-10

used, sounds natural.

Conventions The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that the reader can easily skim right over them unless specifically searching for them. The writing is characterized by • strong control of conventions; manipulation of conventions may occur for stylistic effect. • strong, effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece.

The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that they do not impede readability. The writing is characterized by • strong control of conventions. • effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex

The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Minor errors, while perhaps noticeable, do not impede readability. The writing is characterized by • control over conventions used, although a wide range is not demonstrated. • correct end-of-sentence punctuation, internal punctuation may sometimes be incorrect. • spelling that is usually correct, especially on common words. • basically sound paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • occasional lapses in correct grammar and usage; problems are not severe enough to distort

The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Errors begin to impede readability. The writing is characterized by • some control over basic conventions; the text may be too simple to reveal mastery. • end-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors. • spelling errors that distract the reader; misspelling of common words occurs. • paragraphs that sometimes run together or begin at ineffective places. • capitalization errors. • errors in grammar and usage that do not block meaning but do distract the reader. • significant need for editing.

The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability. The writing is characterized by • little control over basic conventions. • many end-of-sentence punctuation errors; internal punctuation contains frequent errors. • spelling errors that frequently distract the reader; misspelling of common words often occurs. • paragraphs that often run together or begin in ineffective places. • capitalization that is inconsistent or often incorrect. • errors in grammar and usage that interfere with readability and meaning. • substantial need for editing.

Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read. In fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message and must reread for meaning. The writing is characterized by • very limited skill in using conventions. • basic punctuation (including end-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect. • frequent spelling errors that significantly impair readability. • paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the organization of the text.


Updated, 12-13-10

Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved

from: https://www.ade.state.az.us/standards/6traits/

• little or no need

for editing.

piece. • little need for editing.

meaning or confuse the reader. • moderate need for editing.

• capitalization that appears to be random. • a need for extensive editing.


Updated, 12-13-10

APÉNDICE E / APPENDIX E: KWL CHART


Updated, 12-13-10

APÉNDICE E / APPENDIX E: KWL Chart

K

What I Know

Lo que se

W

What I Want To Learn

Lo Que Quiero Saber

L

What I Learned

Lo Que Aprendí


Updated, 12-13-10

APÉNDICE F / APPENDIX F: MATRIZ VALORATIVA DE LA PARTICIPACIÓN EN

CLASE DIARIA


Updated, 12-13-10

APÉNDICE F / APPENDIX F:

MATRIZ VALORATIVA DE LA PARTICIPACIÓN EN CLASE

DIARIA

Nombre del estudiante Curso: EDUC 106

Criterios

Taller 1

Taller 2

Taller 3

Taller 4

Taller 5 Asistencia a clases

(5 puntos c/u)

Demostración del

dominio de los temas

discutidos en clase

(2 puntos)

Cumplir con las

tareas asignadas en

clase (2 puntos)

Participación en trabajo

colaborativo (2 puntos)

Destrezas de

comunicación verbal

adecuadas (2 puntos)

Puntualidad en la

entrega de trabajos

(2 puntos)

Total puntos /taller


Updated, 12-13-10

Cada criterio se analizará a la luz de la siguiente escala:

2 = excelente; 1 = regular; 0 = deficiente o no hubo intento

5 = excelente; 4-2 = regular; 1-0 = deficiente o no hubo intento

Total de puntos__________

Observaciones:


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APÉNDICE G / APPENDIX G: MATRIZ VALORATIVA DEL MAPA PICTÓRICO


Updated, 12-13-10

APÉNDICE G / APPENDIX G

MATRIZ VALORATIVA DEL MAPA PICTÓRICO

Nombre: Curso: EDUC 106

Puntaje total:___________________________

0-N/A 1-2 Deficient 3-4 Regular 5-6 Good 7-8 Very Good 9-10 Excellent

CRITERIOS 0 1 2 3 4 5

1. The pictorial map demonstrates logic

and originality. (5 points)

2. Presents a clear, focused and

interesting message. (5 points)

3. Includes all the elements of the

selected method. (5 points)

4. Presents the most important points,

clearness and appropriate. (5 points)

5. The purpose was accomplished (5

points)

Total

Total value: 25 points

Observations:


Updated, 12-13-10

APÉNDICE H / APPENDIX H: HOJA DE EVALUACIÓN-PRESENTACIÓN ORAL


Updated, 12-13-10

APÉNDICE H / APPENDIX H: HOJA DE EVALUACIÓN: PRESENTACIÖN ORAL

Nombre/Grupo:_____________ Tema:_______________________________

Curso:______________________________Fecha:_____________________

HOJA DE EVALUACIÓN: PRESENTACIÖN ORAL

Criterios Valor Puntaje del

Estudiante

Presentación

Mantiene la atención de toda la audiencia utilizando el

contacto visual directo, y mirando las notas raramente.

2

Los movimientos son adecuados y ayudan a la

audiencia a visualizar el contenido de la presentación.

2

El estudiante demuestra estar relajado y tranquilo, sin

hacer errores.

2

El estudiante utiliza una voz clara con Buena

proyección y entonación.

2

El estudiante demuestra un conocimiento completo al

responder todas las preguntas con explicaciones y

elaboraciones.

2

El estudiante presenta la información en una secuencia

lógica e interesante la cual la audiencia puede seguir

sin problema.

2

Demuestra una actitud fuerte y positiva acerca del

tema durante toda la presentación.

2


Updated, 12-13-10

Lenguaje

Demuestra habilidad en el manejo del idioma inglés

estándar (vocabulario, sintaxis y flujo de ideas).

2

Usa la gramática de una manera

adecuada y correcta.

2

Usa una pronunciación correcta durante la

presentación.

2

Total 100 ( 70%

contenido y

30% lenguaje)

Puntaje

Total:

Nombre del estudiante:_______________________________________________

Firma del facilitador:_________________________________________________


Updated, 12-13-10

APÉNDICE I / APPENDIX I: ORAL PRESENTATION


Updated, 12-13-10

APÉNDICE I /APPENDIX I: ORAL PRESENTATION

Group:__________________________Topic:_________________________

Course:______________________________Date:______________________

Criteria Value Points Student Score

Presentation

Holds attention of entire audience

with the use of direct eye contact,

seldom looking at notes.

2

Movements seem fluid and help the

audience visualize

2

Student displays relaxed, self-

confident nature about self, with no

mistakes.

2

Student uses a clear voice with a

good projection and intonation.

2

Student demonstrates full knowledge

by answer all questions with

explanations and elaborations.

2

Student presents information in

logical, interesting sequence which

audience can follow

2

Demonstrates a strong, positive

feeling about topic during entire

presentation

2

Language

Demonstrates a command of

standard English (vocabulary, syntax

and flow of ideas)

2

Uses grammar appropriately and

correctly.

2

Uses correct pronunciation of the

language.

2

Total Points 100 ( 70% content and

30% language)

Total score:

Student’s Name:____________________________________________

Facilitator’s Signature:_______________________________________


Updated, 12-13-10

APÉNDICE J /APPENDIX J: ORAL PRESENTATION RUBRIC


Updated, 12-13-10

APÉNDICE J /APPENDIX J: ORAL PRESENTATION RUBRIC

Criterios Puntos Puntaje del

Estudiante

Contenido

La excelente organización realza la

claridad y la comprensión del

informe.

3

La relevancia del tema para la clase

o la audiencia es obvia. Es fácil de

predecir el contenido del informe ya que

los temas importantes a discutirse están

mencionados específicamente.

3

Se dan ejemplos claros para apoyar

las oraciones centrales y el propósito

general del informe; el análisis brinda

maneras novedosas para reflexionar en

el material; el material citado está bien

integrado; las ideas son profundas pero

no redundantes.

3

El tono del informe es

consistentemente profesional y

apropiado.

3


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El escritor elabora conclusiones

sucintas y precisas basadas en la

literatura existente. Se ofrecen

sugerencias para futuras

investigaciones.

3

Las referencias provienen de

revistas profesiones y otras fuentes

aprobadas. Incluye numerosas fuentes

académicas relevantes demostrando una

investigación extensa y profunda; se

apoya muy poco en fuentes terciarias de

información.

3

Se utiliza precisa y

consistentemente el estilo APA en el

informe y en la página de referencias.

Las referencias del listado concuerdan

con las citas en

el texto y todas han sido escritas

adecuadamente usando el estilo

APA.

3

Lenguaje


Updated, 12-13-10

Demuestra habilidad en el manejo

del idioma inglés estándar

(vocabulario, sintaxis y flujo de

ideas).

3

Usa la gramática de una manera

adecuada y correcta.

3

Usa la puntuación y la ortografía

correctamente.

3

Total 100 ( 70% contenido y

30% language)

Puntaje Total:


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APÉNDICE K / APPENDIX K: HOJA DE EVALUACIÖN DEL INFORME ESCRITO


Updated, 12-13-10

APÉNDICE K / APPENDIX K

HOJA DE EVALUACIÖN DEL INFORME ESCRITO

Nombre/Grupo__________________________ Tema:___________________________

Curso: EDUC 106 Fecha:

El nombre del estudiante:_________________________________________________

Firma del facilitador:_____________________________________________________


Updated, 12-13-10

APÉNDICE L / APPENDIX L: EVALUATION SHEET-WRITTEN REPORT


Updated, 12-13-10

APÉNDICE L / APPENDIX L

EVALUATION SHEET: WRITTEN REPORT

Name/Group:_________________________________Topic:__________________________

Course:______________________________________Date:___________________________


Content

Excellent organization enhances

readability and/or understandability of

the report.

3

Relevance of topic to class or

audience is apparent. The groundwork

for the report is easy to predict because

important topics that will be discussed

are specifically mentioned.

3

Clear examples to support specific

topic sentences and to support the

overall purpose; reader gains

important insight; analysis poses

novel ways to think of the material;

quoted material well integrated; depth

of coverage without being redundant.

3

The tone of the report is consistently

professional and appropriate.

3

The writer makes succinct and

precise conclusions based on the

review of literature. Suggestions for

future research offered.

3


Updated, 12-13-10

References are primarily peer

reviewed professional journals or other

approved sources; Numerous relevant

scholarly sources (and primary

sources, where available and

appropriate) demonstrating extensive,

in-depth research; little reliance on

tertiary sources.

3

text citations and all were properly

encoded in APA format.

Language

Demonstrates a command of

standard English (vocabulary, syntax

and flow of ideas)

3

Uses grammar appropriately and

correctly.

3

Uses spelling, punctuation, and

capitalization correctly.

3


30% language)

Total score:

Student’s Name:

Facilitator’s Signature:


Updated, 12-13-10

APÉNDICE M / APPENDIX M: GROUP

COMPARISON-CONTRAST ESSAY RUBRIC


Updated, 12-13-10

APÉNDICE M / APPENDIX M

GROUP COMPARISON-CONTRAST ESSAY RUBRIC

Group members: …………………………………………………….. Date: …………


Content

Introductory content is

clear & well stated.

10

Major or relevant details

are exposed in essay.

10

Compare and contrast

the information clearly

and effectively, with

precise examples.

10

Sentences are cohesive

and ideas flow as the

essay is read.

10

Establish a writer’s

relationship with the

subject, providing a clear

perspective on the compared

and contrasted subject

matter and engaging the

audience attention.

10


Updated, 12-13-10

Draw conclusions based

on the compared and

contrasted content only.

10

Demonstrate a

comprehensive grasp of

significant ideas to reach a

higher level of

understanding in an

organizational manner.

10

Language

Demonstrates a

command of standard

English (vocabulary,

syntax and flow of ideas)

10

Uses grammar

appropriately and

correctly.

10


Updated, 12-13-10

Uses spelling,

punctuation,

capitalization, and APA

format correctly.

10


30% language)

Total score:


Updated, 12-13-10

APÉNDICE N / APPENDIX N: MATRIZ VALORATIVA DEL ENSAYO

GRUPAL DE COMPARACIÓN Y CONTRASTE

APÉNDICE N / APPENDIX N

MATRIZ VALORATIVA DEL ENSAYO GRUPAL DE COMPARACIÓN Y

CONTRASTE

Integrantes del grupo: ……………………………………………Fecha: …………


Updated, 12-13-10

Criterios Puntos Puntaje del grupo

Contenido

El contenido introductorio es claro

y bien redactado.

10

Se exponen los detalles

más importantes en el ensayo.

10

Compara y contrasta la

información de una manera clara

y efectiva, con ejemplos

exactos, con ejemplos precisos.

10

Las oraciones son

coherentes y las ideas fluyen

durante la lectura del ensayo.

10

Establece una relación

del escritor(es) con el tema,

brindando una perspectiva clara

sobre el tema a comparar y

contrastar y atrayendo la atención

del lector.

10

Presenta conclusiones

basadas en el contenido

comparado y contrastado

solamente.

10


Updated, 12-13-10

Demuestra un

entendimiento total de las ideas

más importantes hasta alcanzar un

nivel superior de comprensión de

una manera organizada.

10

Lenguaje

Demuestra habilidad en

el manejo del idioma (vocabulario,

sintaxis y flujo de ideas).

10


Updated, 12-13-10

Usa la gramática de una

manera adecuada y

correcta.

10

Usa la puntuación, la

ortografía y el formato

APA correctamente.

10


30% lenguaje)

Puntaje total:


Updated, 12-13-10

APÉNDICE O / APPENDIX O: GROUP EXPOSITORY ESSAY RUBRIC


Updated, 12-13-10

APÉNDICE O / APPENDIX O

GROUP EXPOSITORY ESSAY RUBRIC

Group members: …………………………………………………….. Date: …………


Content

Introductory content is clear & well stated. 10

Major or relevant details are exposed in essay. 10

Communicates ideas based on research-based facts only.

Topic sentences are supported by supporting details

containing research- based results and data.

10

Sentences are cohesive and ideas flow as the essay is read. 10

Establish a writer’s relationship with the subject, providing

a clear perspective on the presented subject matter and

engaging the audience attention.

10

Draw conclusions based on research-based facts only. 10

Demonstrate a comprehensive grasp of significant ideas to

reach a higher level of understanding in an organizational

manner.

10

Language

Demonstrates a

command of standard English (vocabulary, syntax and

flow of ideas)

10

Uses grammar

appropriately and correctly.

10


Updated, 12-13-10

Uses spelling, punctuation, capitalization, and APA format

correctly.

10

Total Points 100 ( 70%

content and

30% language)

Total score:


Updated, 12-13-10

APÉNDICE P / APPENDIX P: MATRIZ VALORATIVA DEL ENSAYO

NARRATIVO INDIVIDUAL


Updated, 12-13-10

APÉNDICE P / APPENDIX P

MATRIZ VALORATIVA DEL ENSAYO NARRATIVO INDIVIDUAL

Nombre del Estudiante: …………………………………… Fecha: ……………..

Criterios Valor Puntaje del Estudiante

Contenido

El contenido introductorio es claro y bien

establecido.

10

Se exponen los detalles más importantes y

relevantes en el ensayo.

10

Describe y compara las cualidades individuales

del autor en comparación con las cualidades

requeridas por los estándares y perfiles del

maestro de manera clara y efectiva, brindando

ejemplos precisos y vívidos.

10

Las oraciones son coherentes y las ideas fluyen

durante la lectura del ensayo.

10

Establece una relación del autor con el tema,

brindando una perspectiva clara sobre el tema y

llamando la atención del lector.

10


Updated, 12-13-10

Establece conclusiones que reflejan las

relaciones o los resultados más importantes del

tema.

10

Demuestra un

entendimiento total de las ideas más

importantes hasta alcanzar un nivel superior de

comprensión de una manera organizada.

10


Updated, 12-13-10

APÉNDICE Q / APPENDIX Q: EVALUACIÓN DEL PORTAFOLIO


Updated, 12-13-10

APÉNDICE Q / APPENDIX Q

EVALUACIÓN DEL PORTAFOLIO

Nombre del estudiante_______________________________ Curso EDUC 106____

Excelente Regular Deficiente Total

Portfolio Content

Página de Presentación

(5 puntos)

/5

Tabla de Contenido

(5 puntos)

/5

Introducción

(15 puntos)

/10

Presentación del Tema

(30 puntos)

/30

Reacción Crítica

(15 puntos)

/10

Referencias

(5 puntos)

/5


Updated, 12-13-10

Creativity

(5 puntos)

/10

Language

Demuestra habilidad en el

manejo del idioma

inglés.estándar (vocabulario,

sintaxis y flujo de ideas).

/10


manera adecuada y correcta.

/5

Usa la puntuación, la

ortografía y el formato APA

correctamente.

/10

Total

/100

Escala:

Puntuación Nivel 1 Nivel 2 Nivel 3

5 puntos Excelente 5-4 Satisfactorio 3-2 Pobre 1-0




Updated, 12-13-10

APÉNDICE R / APPENDIX R: AUTO EVALUACIÓN DEL ESTUDIANTE


Updated, 12-13-10

APÉNDICE R / APPENDIX R

AUTO EVALUACIÓN DEL ESTUDIANTE

Aspectos generales

Mi trabajo se entiende claramente y es interesante.

Mi trabajo incluye material relevante, investigativo e incluye más que

un mensaje general.

Demuestra que entiendo la materia

Refleja sustancia lógica y originalidad.

La información no es limitada ni escasa.

Organización

La organización de mi trabajo demuestra un tema central o un

propósito.

He organizado mi trabajo y presentación tomando en cuenta la

audiencia.

Mi trabajo tiene secuencia e ideas lógicas.

Mi trabajo tiene secciones apropiadas, incluyendo introducción y

conclusión que provean al lector una visión general del texto.

Vocabulario

Utilizo un vocabulario convincente que transmite el mensaje de

forma interesante, precisa y natural.

Mi trabajo escrito es conciso, utilicé verbos de acción y

vocabulario apropiado.

He considerado al lector y al escribir he utilizado un lenguaje

que capte la atención del lector.


Updated, 12-13-10

Estructura

Mis oraciones están bien construidas, con una estructura variada,

simple y compleja, facilitando la lectura.

He utilizado buena pronunciación, puntuación.

Las oraciones tienen fluidez.

He editado mi trabajo cuidadosamente.

Este instrumento lo puede utilizar el estudiante para evaluar sus tareas y asegurarse

de haber cumplido con los requisitos mínimos.

Traducción: Manual de “Assessment and Evaluation Resource Guide, 1988”.


Updated, 12-13-10

APÉNDICE S / APPENDIX S:

TEMAS DE PRESENTACIONES ORALES: EDUC. 106


Updated, 12-13-10

APÉNDICE S / APPENDIX S

TEMAS DE PRESENTACIONES ORALES: EDUC. 106

TEMAS ESTUDIANTE

ASIGNADO

TALLER #

Reconocer el impacto educativo de las

Guerra Civil, la Guerra Fría, la Guerra

Hispano- Americana y la Segunda

Guerra Mundial

2

Impacto de las intervenciones

gubernamentales en la educación del

estado

2

Leyes escolares (reglas y

regulaciones)

2

Goals and purposes of

Education from the beginning of

the 20th century to the present

3

Educational trends of the century

regarding:

-Constitutional right to education

-Educational philosophy

-School supervision

3


Updated, 12-13-10

-Cultural characteristics of

Florida’s LEP population

-Pre-kindergarten education

-Gifted children education

-School organization, preparation,

tenure and evaluation of teachers

Desarrollo de las

instituciones de educación

superior del estado

4

El papel de las

universidades en el desarrollo de la

carrera magisterial.

4


Updated, 12-13-10

APÉNDICE T / APPENDIX T

REFLEXIVE DIARY RUBRIC


Updated, 12-13-10

APÉNDICE T / APPENDIX T

REFLEXIVE DIARY RUBRIC

Student name: Course: EDUC 106

Date:

Final score:

Criteria Excellent

(5)

Good

(4)

Satisfactory

(3)

Limited (2) Poor

(1) Concepts

Feelings

Attitudes

Self Analysis

Self Evaluation

Total


Updated, 12-13-10

APÉNDICE U / APPENDIX U

MATRIZ VALORATIVA DE LA MESA REDONDA


Updated, 12-13-10

APÉNDICE U / APPENDIX U

MATRIZ VALORATIVA DE LA MESA REDONDA

Nombre del Estudiante: …………………………………… Fecha: ……………..

Criterios Puntos Puntaje del

Estudiante

Contenido

El participante ofrece un

análisis suficientemente sólido, y

sin dudar avanza en la

conversación.

5

El participante, a través de

sus comentarios, demuestra un

conocimiento profundo del tema

y un alto entendimiento de las

preguntas elaboradas por la

audiencia.

5


Updated, 12-13-10

El participante ha venido

preparado para la discusión – con

notas y pasajes o textos

marcados o anotados.

5

El participante, a través de

sus comentarios, demuestra que

está escuchando activamente a

los otros participantes.

5

El participante ofrece

explicaciones aclaratorias y/o

seguimiento que extiende la

conversación.

5

Las observaciones del

participante frecuente se refiere

a ideas o argumentos expuestos

en la discusión.

5

El participante demuestra

una actitud y postura

profesional durante la

conversación.

5

Lenguaje


Updated, 12-13-10

Demuestra habilidad en el

manejo del idioma inglés,

estándar (vocabulario, sintaxis y

flujo de ideas).

5


manera adecuada y correcta.

5

Ante una idea controversial,

presenta un argumento persuasivo

para defender su punto de vista

personal.

5


30% lenguaje)

Puntaje Total:

El nombre del estudiante:

Firma del facilitador:


Updated, 12-13-10

APÉNDICE V / APPENDIX V



Updated, 12-13-10

APÉNDICE V / APPENDIX V


Criterios

Tall

er 1

Tall

er 2

Tall

er 3

Tall

er 4

Tall

er 5

Pu

nto

s

Porc

enta

je

Ru

bri

cas/

An

ejos

1. Asistencia 25 6 %

2. Participación en Clase 50 12 % A, C & D

3. Portafolio 50 12 % M & N

4. Diarios Reflexivos 100 23% P

5. Ensayos en Equipos 75 18 % I & J

6. Ensayos Individuales 50 12 % K & L

7. Mapa Pictórico 20 5 % D

8. Presentaciones Orales y

Reportes Escritos

50

12 %

E, F, G , y H

Total 420

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