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Sistema Universitario Ana G. Méndez

School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, and Universidad del Turabo

EDUC 447

PRACTICA DOCENTE

SENIOR EDUCATION INTERNSHIP

© Sistema Universitario Ana G. Méndez, 2011

Derechos Reservados

© Ana G. Méndez University System, 2011

All rights reserved

EDUC 447 Senior Education Internship 2

Updated 07/31/2011 Prof. Marta González-García M.Ed

Preparado con la colaboración de:

Prof. Marta González-García, Especialista en Preparación de Módulos

Fidel Tavara, Evaluador de Contenido y de Idioma Inglés

Graciela Squillaro, Evaluadora de Idioma Español

Joe Hernández, Evaluación de Formato



TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

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

STUDY GUIDE ................................................................................................................ 26

TALLER UNO.................................................................................................................. 46

WORKSHOP TWO .......................................................................................................... 53

TALLER TRES ................................................................................................................ 58

WORKSHOP FOUR ....................................................................................................... 64

ANEJO A/APPENDIX A ................................................................................................. 76

ANEJO B/APPENDIX B .................................................................................................. 78

ANEJO C/APPENDIX C .................................................................................................. 81

ANEJO D / APPENDIX D ............................................................................................... 83

ANEJO E/ APPENDIX E ................................................................................................. 85

ANEJO F/APPENDIX F................................................................................................... 87

ANEJO G/APPENDIX G ................................................................................................. 89

ANEJO H/APPENDIX H ................................................................................................. 92

ANEJO I/APPENDIX I .................................................................................................... 94

ANEJO J/APPENDIX J .................................................................................................... 97

ANEJO K/APPENDIX K ............................................................................................... 112

ANEJO L/ APPENDIX L ............................................................................................... 114

ANEJO M/APPENDIX M .............................................................................................. 118

ANEJO N/APPENDIX N ............................................................................................... 122

ANEJO O/APPENDIX O ............................................................................................... 124

ANEJO P/APPENDIX P................................................................................................. 126

ANEJO Q/APPENDIX Q ............................................................................................... 129

ANEJO R/APPENDIX R ................................................................................................ 135

ANEJO S/APPENDIX S................................................................................................. 139

ANEJO T/APPENDIX T ................................................................................................ 140

ANEJO U/APPENDIX U ............................................................................................... 142

ANEJO V/APPENDIX V ............................................................................................... 144

ANEJO W /APPENDIX W ............................................................................................ 145



ANEJO X /APPENDIX X .............................................................................................. 146

ANEJO Y /APPENDIX Y .............................................................................................. 148

ANEJO Z /APPENDIX Z ............................................................................................... 149

ANEJO AA/APPENDIX AA ......................................................................................... 150

ANEJO BB /APPENDIX BB ......................................................................................... 151

ANEJO CC /APPENDIX CC ......................................................................................... 152

ANEJO DD/APPENDIX DD ......................................................................................... 154

ANEJO EE/APPENDIX EE ........................................................................................... 155

ANEJO FF/APPENDIX FF ............................................................................................ 159

ANEJO GG/APPENDIX GG ......................................................................................... 161

ANEJO HH/APPENDIX HH ......................................................................................... 163

ANEJO II/APPENDIX II ................................................................................................ 164



GUÍA DE ESTUDIO

Título del Curso: Práctica Docente

Codificación: EDUC 447

Duración: Componente Práctico, duración de 12 semanas.

Componente Académico, 5 talleres en la universidad.

Prerrequisito: Completar todos los cursos de Educación y de Inglés.

Descripción:

El curso de Educación 447 es de carácter práctico y funcional en el cual el maestro-

estudiante inicia un periodo clínico en la mayor parte de los aspectos pedagógicos del

proceso educativo. Para el estudiante-maestro es un periodo de reto y de prueba. Es en

este momento cuando el estudiante determinará definitivamente su capacidad para

convertirse en un buen maestro.

Objetivos Generales de Contenido:

1. Relacionar al estudiante-maestro con la estructura organizativa, el currículo, los

programas y las materias que se enseñan en la escuela elemental/secundaria.

2. Desarrollar en el estudiante-maestro las competencias educativas necesarias para

desempeñarse con mayor eficiencia en nuestro sistema educativo.

3. Enfrentar a los estudiantes-maestros con aquellas experiencias docentes reales del

salón de clases con el propósito de que adquieran un sentido cabal de sus

responsabilidades sociales y profesionales.

4. Permitir que el estudiante-maestro autoevalúe la autenticidad de su vocación antes

de entrar de lleno en la profesión.



5. Fomentar la participación activa del estudiante-maestro en todas aquellas

experiencias educativas que realice la escuela y que sean de beneficio para el

estudiante.

6. Afianzar los conocimientos, la perspectiva filosófica, los propósitos, los medios y

las estrategias de enseñanza que se utilizan en la escuela elemental/secundaria.

Objetivos Generales de Lenguaje

1. Escuchar: Demostrar comprensión de la información relacionada con los

tópicos de cada taller discutidos en presentaciones formales.

2. Hablar: Utilizar eficazmente las destrezas de comunicación en discusiones de

grupo.

3. Escribir: Redactar documentos relacionados con el internado en español e inglés.

4. Leer: Utilizar el proceso de lectura de manera eficaz mediante el proceso de

investigación.

Matrices de Valoración

Las matrices de valoración del lenguaje para escuchar, hablar, leer y escribir se integran

al avalúo de los estudiantes. Ver Apéndice A para las matrices de valoración a usarse.

Para evaluar trabajos escritos en los dos idiomas, el facilitador deberá usar el “Writing

Process: Six Writing Traits Rubrics” que aparece en el Apéndice B. El “Portfolio

Performance Assessment” debe ser uno de los instrumentos para evaluar el progreso

lingüístico y académico de los estudiantes. Debido a la naturaleza del modelo bilingüe

instruccional, el facilitador debe documentar que el estudiante esté progresando hacia la

meta de dominar dos idiomas académicamente. El portafolio debe cumplir con los



estándares establecidos. El facilitador del curso le proveerá al estudiante el MANUAL

DE PORTAFOLIOS.

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 han cumplido 10 horas de uso en el laboratorio de lenguaje (inglés

y español) por curso. Esto iguala al uso del laboratorio de lenguaje durante dos

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

horas de práctica basándose en las necesidades para el logro de las destrezas

auditivas, orales, de lectura y escritura en cualesquiera de los lenguajes

mencionados. El total de horas de práctica del laboratorio de lenguaje o E-

lab debe integrarse a la sección de actividades del módulo.

ESOL Performance Standards

Domain 2: Language and Literacy (Applied Linguistics)

Standard 1: Language as a System

Teachers will demonstrate understanding of language as a system, including phonology,

morphology, syntax, semantics and pragmatics; support ELLs’ acquisition of English in

order to learn and to read, write, and communicate orally in English.

Performance Indicators

2.1.a. Demonstrate knowledge of the components of language and understanding of

language as an integrative and communicative system.



2.1.b. Apply knowledge of phonology (the sound system), morphology (the structure of

words), syntax (phrase and sentence structure), semantics (word/sentence meaning), and

pragmatics (the effect of context on language) to support ELLs’ development of listening,

speaking, reading, and writing (including spelling) skills in English.

2.1.c. Demonstrate knowledge of rhetorical and discourse structures as applied to second

language and literacy learning.

2.1.d. Demonstrate proficiency in English and model for ELLs the use of appropriate

forms of English for different purposes.

2.1.e. Identify similarities and differences between English and other languages reflected

in the ELL student population.

Standard 2: Language Acquisition and Development Teachers will understand and

apply theories and research on second language acquisition and development to support

ELLs’ learning.


2.2.a. Demonstrate understanding of current and past theories and research in second

language acquisition and bilingualism as applied to ELLs from diverse backgrounds and

at varying English proficiency levels.

2.2.b. Recognize the importance of ELLs’ home languages and language varieties, and

build on these skills as a foundation for learning English.

2.2.c. Understand and apply knowledge of sociocultural, sociopolitical, and psychological

variables to facilitate ELLs’ learning of English.

2.2.d. Understand and apply knowledge of the role of individual learner variables in the

process of learning English as a second language.



Standard 3: Second Language Literacy Development Teachers will demonstrate an

understanding of the components of literacy, and will understand and apply theories of

second language literacy development to support ELLs’ learning.


2.3.a. Understand and apply current theories of second language reading and writing

development for ELLs from diverse backgrounds and at varying English proficiency

levels.

2.3.b. Demonstrate understanding of similarities and differences between L1 (home

language) and L2 (second language) literacy development.

2.3. c. Demonstrate understanding of how L1 literacy influences L2 literacy development

and apply this to support ELLs’ learning.

2.3.d. Understand and apply knowledge of sociocultural, sociopolitical, and

psychological variables to facilitate ELLs’ L2 literacy development in English.

2.3.e. Understand and apply knowledge of how principles of phonology, morphology,

syntax, semantics, and discourse affect L2 reading and writing

Domain 4: ESOL Curriculum and Materials Development

Standard 1: Planning for Standards-Based Instruction of ELLs Teachers will know,

understand, and apply concepts, research, best practices, and evidenced-based strategies

to plan classroom instruction in a supportive learning environment for ELLs. The teacher

will plan for multilevel classrooms with learners from diverse backgrounds using a

standards-based ESOL curriculum.




4.1.a. Plan for integrated standards-based ESOL and language sensitive content

instruction.

4.1.b. Create supportive, accepting, student-centered classroom environments.

4.1.c. Plan differentiated learning experiences based on assessment of students’ English

and L1 proficiency and integrating ELLs’ cultural background knowledge, learning

styles, and prior formal educational experiences.

4.1.d. Plan learning tasks for particular needs of students with limited formal schooling

(LFS).

4.1.e. Plan for instruction that embeds assessment, includes scaffolding, and provides re-

teaching when necessary for individuals and small groups to successfully meet English

language and literacy learning objectives.

Standard 2: Instructional Resources and Technology Teachers will know, select, and

adapt a wide range of standards-based materials, resources, and technologies.


4.2.a. Select and adapt culturally responsive/sensitive, age-appropriate, and linguistically

accessible materials.

4.2.b. Select and adapt a variety of materials and other resources including L1 resources,

appropriate to ELLs’ developing English language and literacy.

Domain 5: Assessment (ESOL Testing and Evaluation)

Standard 1: Assessment Issues for ELLs Teachers will understand and apply

knowledge of assessment issues as they affect the learning of ELLs from diverse

backgrounds and at varying English proficiency levels. Examples include cultural and

linguistic bias; testing in two languages; sociopolitical and psychological factors; special



education testing and assessing giftedness; the importance of standards; the difference

between formative and summative assessment; and the difference between language

proficiency and other types of assessment (e.g., standardized achievement tests).

Teachers will also understand issues around accountability. This includes the

implications of standardized assessment as opposed to performance-based assessments,

and issues of accommodations in formal testing situations.


5.1.a. Demonstrate an understanding of the purposes of assessment as they relate to ELLs

of diverse backgrounds and at varying English proficiency levels.

Florida Educator Accomplished Practices:

ACCOMPLISHED PRACTICE #1 - ASSESSMENT

Competency: Uses assessment strategies (traditional and alternate)

to assist the continuous development of the learner.

Skill: Develops short and long term personal and professional goals relating to

assessment.

ACCOMPLISHED PRACTICE #3 - CONTINUOUS IMPROVEMENT

Competency: Engages in continuous professional quality improvement for self and

school.

Skill: Shows evidence of continuous reflection and improvement in her/his performance

in teaching/learning activities and in an increased capacity to facilitate learning for

all students. ACCOMPLISHED PRACTICE #8 - KNOWLEDGE OF SUBJECT

MATTER

Competency: Demonstrates knowledge and understanding of the subject matter.



Skill: Communicates accurate knowledge of subject matter in a comprehensible manner

using language and style appropriate to the learner.

Reading Competencies

Competency 3: Foundations of assessment

Understands the role of assessments in guiding reading instruction and

instructional decision making for reading progress of struggling readers.

Indicators:

Indicator code Specific Indicator

3.1 Specific Indicators • Describe or recognize appropriate test formats

and types

of test items for assessing the major elements of

reading

growth: phonemic awareness, phonics, fluency,

vocabulary, and reading comprehension

3.2 • Understands the role of assessment in planning

instruction to meet student learning needs

3.3 • Interpret students’ formal and informal test

results. R , E

3.4 • Identify measurement concepts and

characteristics and

uses of norm-referenced and criterion-referenced

tests. R



Criterios de evaluación

Criterios Puntuación Porcentaje

Componente práctico 800

Asistencia a la práctica 100 9%

Evaluaciones (3) 300 30%

Diarios reflexivos 100 9%

Planes de lección 100 9%

Portafolio 100 9%

Proyectos finales

(Estudio de caso en español

y Ensayo Metacognitivo en

inglés)

100 9%

Componente académico 250

Asistencia al seminario 50 5%

Participación 50 5%

Tareas 50 5%

Portafolio académico 50 5%

Documento de E-Lab 50 5%

1050 100%



Descripción de los criterios de evaluación

El estudiante inscrito en la Práctica de Educación será evaluado en dos componentes:

componente práctico y componente académico de este curso. Para completar

satisfactoriamente los requisitos del curso, el estudiante deberá aprobar ambos

componentes con una puntuación mayor o igual al 70% por sección.

Componente práctico (800 puntos):

1. Asistencia a Práctica (100 puntos)-Cumplimiento diario de jornada completa

instruccional durante un periodo de 12 semanas de práctica supervisada en el

salón de clases. El estudiante necesita ser supervisado por un maestro(a) que haya

completado el curso clínico de supervisión y tenga la certificación profesional o

del estado de la Florida en instrucción. No se considerará aprobada la práctica si

no se cumple a cabalidad con este requisito. Con el propósito de mantener

evidencia de la asistencia a la Práctica, se requerirá que cada estudiante complete

la hoja de asistencia. (Anejo A).

2. Evaluaciones (300 puntos)-Tres evaluaciones en el centro de práctica (100 puntos

cada una): Dos evaluaciones formativas y una evaluación final (sumativa) que se

realizará en conjunto con el maestro supervisor del centro de práctica y el

estudiante-maestro. Para aprobar este requisito, el estudiante-maestro deberá

obtener “satisfactorio” en todas las evaluaciones. (Anejos H, I)

3. Diario Reflexivo (100 puntos): El Diario Reflexivo consistirá en un texto

narrativo, a modo de ensayo, en el idioma que corresponda al taller, de una página

en estilo APA y se realizará semanalmente. En este diario, el estudiante-maestro



deberá escribir todo aquello que documente el crecimiento de su conocimiento en

el área personal y profesional, sus relaciones con los estudiantes, el maestro-

supervisor, el profesor supervisor, el personal y el director del centro de práctica.

Se espera también que reflexione sobre su experiencia en el centro, tareas,

desarrollo de competencias, dificultades, estrategias utilizadas para la resolución

de problemas, estrategias de enseñanza, de avalúo y destrezas de manejo de clase.

(Anejo O)

4. Planes de lección (100 puntos): Incluirá todos los planes de lección elaborados

diariamente, corregidos y firmados por el maestro supervisor durante el periodo

de práctica, organizado por materias enseñadas, en orden cronológico. Los planes

de la lección, deberán incluir copia de ejercicios de práctica, exámenes, pruebas

cortas, asignaciones, evidencia de avalúo, proyectos, etc. Por lo general, en los

planes se incluirán las siguientes secciones: Nombre, fecha, materia, tema,

“Benchmarks / objectives”, estrategias de ESOL, “bellwork” / exploración,

materiales, actividades, cierre, avalúo. El facilitador recomendará las secciones

para incluir (Ejemplos en los Anejos M, N).

5. Portafolio de Práctica (100 puntos). El portafolio de práctica debe incluir todos

los documentos relacionados con la práctica docente. Los documentos son los

siguientes:

Contrato de acuerdo del internado- Anejo C

Reporte de internado del primer día-Anejo D

Documento de experiencia-Anejo E

Estipendio para maestros supervisores-Anejo F



Formas de observación-Anejo G

Planes de lección- Anejos M-N

Diarios reflexivos-Anejo O

Caso Integrado y Ensayo Metacognitivo-Anejos P-Q-R-S

6. Proyectos Finales (100 puntos cada uno):

Estudio de Caso Integrado y Ensayo Metacognitivo. (Anejos P-Q-R-S)

A. El Proyecto de estudio de caso integrado (Español). El maestro practicante someterá

un proyecto indicando de manera descriptiva la información relacionada con un grupo

pequeño de estudiantes (preferiblemente estudiantes que participen del programa bilingüe

o ESOL). El Proyecto de estudio de caso integral deberá: describir los instrumentos de

evaluación que se utilizarán para determinar las destrezas y el nivel educativo de los

estudiantes, proponer un diseño de instrucción apropiado para las áreas de necesidad,

preparar una lista de materiales que se usarán y describir las estrategias eficaces de

enseñanza diseñadas para asistir a los alumnos en el proceso de aprendizaje.

El Proyecto de estudio de caso constará del trabajo escrito antes mencionado, una

presentación oral sobre los hallazgos encontrados y un video.

Los estudiantes deben grabar un video en español donde explicarán su estudio de caso. El

video será presentado en clase durante el Taller 5.

B. El Ensayo Metacognitivo (Inglés): El maestro practicante deberá someter un trabajo

investigativo que incluya las catorce prácticas de cumplimiento, de acuerdo con los

estándares del Departamento de Educación de la Florida (Florida Department of



Education Standards). Este trabajo debe incluir una página de referencias con no menos

de tres referencias por cada una de las prácticas de cumplimiento y ejemplos de por lo

menos tres aplicaciones correspondientes al currículo, a la instrucción o al desarrollo

profesional. Los estudiantes deben grabar un video en inglés donde explicarán su

proyecto. El video será presentado en clase durante el Taller 5.

Componente Académico (200 puntos)

1. Asistencia al Seminario de Integración pedagógica (50) – La asistencia a los

talleres del seminario es obligatoria. Durante estos talleres, se coordinarán

evaluaciones en el centro de práctica, se llevarán a cabo clases e investigaciones y

se complementará la experiencia de práctica del centro.(Anejo A)

2. Participación (50) – La participación en clase consistirá en la discusión, análisis

de estrategias, retroalimentación e investigación de temas que ayudarán al

ejercicio efectivo de su tarea como educador en su experiencia durante la práctica.

3. Tareas (50 puntos)-Entrega de asignaciones y documentos (50) - de práctica e

informes requeridos por el profesor supervisor (hoja de asistencia, planes de

lección diarios, diarios reflexivos, divisiones del portafolio, etc.).

Contrato de acuerdo del internado- (Anejo C)

Reporte de internado del primer día (Anejo D)

Estipendio para maestros supervisores- (Anejo F)

Forma de Observación de clases del estudiante practicante- (Anejo G)

Hoja de evaluación de competencia del estudiante practicante- (Anejo H)



4. Portafolio académico (50 puntos)-Portafolio académico y evidencia de

preparación de las asignaciones de cada taller (50): Repaso del libro,

investigación, búsqueda y análisis de los temas.

(Anejos U-V-W-X-Y-Z-AA-BB-CC)

5. Documento del E-Lab

Es requisito de este curso y de la institución el demostrar 20 horas de uso del

laboratorio virtual y de lenguaje. Se requiere el empleo de los recursos de la

biblioteca virtual por un total de 15 horas y del laboratorio de idiomas, por 5 horas

(2.5 horas en Español y 2.5 en Inglés).

El documento incluido en el Anejo DD tiene un valor de 50 puntos y debe ser

entregado al final del curso.

Para completar satisfactoriamente los requisitos del curso, el estudiante deberá aprobar

los componentes práctico y académico con una puntuación igual o mayor al 70% en cada

uno.

* Las evaluaciones tendrán valores iguales tanto las del profesor como las del maestro

supervisor.

Escala

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

Libro(s)

Wong, H. K. & Wong, R. T. (2009). The first days of school. Mountain View, CA: Harry

K. Wong Publications, Inc.



Libro(s) Electrónico(s)

Peredo, M. (2006). Las habilidades de lectura y escolaridad. Red Perfiles educativos.

Retrieved from: http://bibliotecavirtualut.suagm.edu/ISBN: 0185-2698

Descripción de las Normas del Curso

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

Model®” del Sistema Universitario Ana G. Méndez, Inc. y está diseñado para

promover el desarrollo de cada estudiante como profesional bilingüe. Cada taller

será facilitado en inglés y español, utilizando el modelo 50/50. Esto significa que

cada taller será conducido enteramente en el lenguaje especificado. Los lenguajes

se alternarán en cada taller para asegurarse de que el curso se ofrezca 50% en

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

que se utilizarán ambos idiomas en el Taller Cinco, dividiendo el tiempo y las

actividades equitativamente entre los dos idiomas. Las primeras dos horas se

desarrollarán estrictamente en español y las últimas dos, en inglés. Los cursos

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

español, según aplique.

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

estudiantes sean sumamente organizados, activos y responsables y que se

preparen antes de cada taller de acuerdo al módulo. El estudiante debe llevar a

cabo todo el esfuerzo posible, para desarrollar las destrezas en los dos idiomas,

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

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

http://bibliotecavirtualut.suagm.edu/



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

más para poder lograr el éxito lingüístico y académico.

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

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

si la ausencia es justificada y decidirá cómo el estudiante repondrá el trabajo

perdido, si fuera necesario. El facilitador puede elegir una de estas dos

alternativas: (a) permitirle al estudiante que reponga el trabajo o (b) asignarle una

tarea adicional además del trabajo que el estudiante deba reponer.

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

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

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

siguientes opciones:

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

grado.

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

nota existente en dos grados.

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

es extremadamente importante pues 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 la

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 SafeAssign TM

de Blackboard será utilizado

por los facilitadores para verificar la autoría de los trabajos escritos de los

estudiantes. Es responsabilidad del estudiante 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 deben 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 expondrá a recibir cero en el trabajo y a

ser referido al Comité de Disciplina de la institución. Los estudiantes deben

observar aquellas prácticas dirigidas para evitar incurrir en el plagio de

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



8. Si el facilitador desea hacer cambios a las actividades del módulo o guía de

estudio, deberá solicitar la aprobación al 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; en caso de

necesidad, deberá permanecer en vibración o en silencio.

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

de clases.

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

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

Nota: Si por alguna razón no puede acceder a 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.

Algunos de estos son:

www.google.com

www.ask.com

www.pregunta.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/

http://www.findarticles.com/

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

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

http://flelibrary.org/



http://www.apastyle.org/

Para comprar o alquilar libros de texto o de referencias, nuevos o usados, puede visitar:

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

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

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

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

Estas son solo 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, que contengan las investigaciones más recientes del tópico del

módulo, de ser necesario.

CUMPLIMIENTO DE LA LEY DE INVESTIGACIÓN:

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

administración de cuestionarios o entrevistas, deberá 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, puede visitar este enlace:

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

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

las instrucciones para la certificación de investigación en línea. Estas certificaciones

incluyen: Institutional Review Board (IRB), Health Information Portability and

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

Si tiene alguna duda, por favor, comuníquese con las Coordinadoras Institucionales o con

la Oficina de Cumplimiento a los siguientes teléfonos:

Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento


http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/

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



Tel. (787) 751-0178 Ext. 7196

Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo

Tel. (787) 743-7979 Ext.4126

Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE

Tel. (787) 257-7373 Ext. 3936

Filosofía y Metodología Educativa

Este curso se basa en la filosofía educativa del Constructivismo. El Constructivismo es

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

de nuestras experiencias, podemos construir nuestro propio entendimiento sobre el

mundo en el que vivimos.

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

para darles sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente el

proceso de ajustar nuestros modelos mentales para poder entender nuevas experiencias.

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

las experiencias y fomentar un nuevo entendimiento en los estudiantes. También,

intentamos adaptar nuestras estrategias de enseñanza a las respuestas de nuestros

estudiantes y así motivarlos a analizar, interpretar y 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 busquen activamente construir

un significado.

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

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

del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos primarios

en contexto y no en hechos aislados.

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

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

modelos.

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

y no solo el de memorizar las respuestas “correctas” y repetir el significado de otra

persona. Como la educación es intrínsecamente interdisciplinaria, la única forma

válida para asegurar el aprendizaje es hacer de la evaluación una parte esencial de

dicho proceso, asegurando que el mismo provea a los estudiantes la información

sobre la calidad de su aprendizaje.

5. La evaluación debe servir como una herramienta de autoanálisis.

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

múltiples perspectivas que existen en el mundo.

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



STUDY GUIDE

Course Title: Senior Education Internship

Code: EDUC 447

Time Length: Practice component 12 Weeks,

Academic Component: 5 workshop seminars at the university.

Pre-requisite: Complete all education and English courses.

Description:

The course of Education 447 is one of a functional and practical nature in

which the student teacher experiences a clinical period of the majority of the

pedagogical aspects of the educational process. For the student teacher, it is a

period of challenge. It is at this time that the student will determine finally his/her

capacity to become a good teacher.

General Content Objectives:

1. To familiarize the student teacher with the organizing structure, the curriculum,

the programs, and the subjects taught at the elementary/secondary school level.

2. To develop in the student teacher the necessary educational competencies that

allows him/her to function with greater efficacy in our educational system.

3. To expose the student teacher to those real educational experiences of the

classroom for the purpose of acquiring a complete sense of his/her professional

and social responsibilities.

4. To allow the student teacher to evaluate the legitimacy of his vocation before

entering fully into the profession.



5. To promote the active participation of the student teacher in all those educational

experiences of the school that is of benefit for the student.

6. To ensure knowledge, philosophical perspective, purposes, means, and strategies

of teaching that are utilized in the elementary/secondary school.

General Language Objectives:

1. Listening: Listen for information on the topics of very workshop by means of

formal oral presentations.

2. Speaking: Use effective communication skills in group discussions.

3. Writing: Write academic papers and other internship-related documents in both

English and Spanish.

4. Reading: Use the reading process effectively through the process of research.

ESOL Performance Standards

Domain 2: Language and Literacy (Applied Linguistics)

Standard 1: Language as a System

Teachers will demonstrate understanding of language as a system, including phonology,

morphology, syntax, semantics and pragmatics; support ELLs’ acquisition of English in

order to learn and to read, write, and communicate orally in English.


2.1.a. Demonstrate knowledge of the components of language and understanding of

language as an integrative and communicative system.

2.1.b. Apply knowledge of phonology (the sound system), morphology (the structure of

words), syntax (phrase and sentence structure), semantics (word/sentence meaning), and



pragmatics (the effect of context on language) to support ELLs’ development of listening,

speaking, reading, and writing (including spelling) skills in English.

2.1.c. Demonstrate knowledge of rhetorical and discourse structures as applied to second

language and literacy learning.

2.1.d. Demonstrate proficiency in English and model for ELLs the use of appropriate

forms of English for different purposes.

2.1.e. Identify similarities and differences between English and other languages reflected

in the ELL student population.

Standard 2: Language Acquisition and Development Teachers will understand and

apply theories and research on second language acquisition and development to support

ELLs’ learning.


2.2.a. Demonstrate understanding of current and past theories and research in second

language acquisition and bilingualism as applied to ELLs from diverse backgrounds and

at varying English proficiency levels.

2.2.b. Recognize the importance of ELLs’ home languages and language varieties, and

build on these skills as a foundation for learning English.

2.2.c. Understand and apply knowledge of sociocultural, sociopolitical, and psychological

variables to facilitate ELLs’ learning of English.

2.2.d. Understand and apply knowledge of the role of individual learner variables in the

process of learning English as a second language.



Standard 3: Second Language Literacy Development Teachers will demonstrate an

understanding of the components of literacy, and will understand and apply theories of

second language literacy development to support ELLs’ learning.


2.3.a. Understand and apply current theories of second language reading and writing

development for ELLs from diverse backgrounds and at varying English proficiency

levels.

2.3.b. Demonstrate understanding of similarities and differences between L1 (home

language) and L2 (second language) literacy development.

2.3. c. Demonstrate understanding of how L1 literacy influences L2 literacy development

and apply this to support ELLs’ learning.

2.3.d. Understand and apply knowledge of sociocultural, sociopolitical, and

psychological variables to facilitate ELLs’ L2 literacy development in English.

2.3.e. Understand and apply knowledge of how principles of phonology, morphology,

syntax, semantics, and discourse affect L2 reading and writing

Domain 4: ESOL Curriculum and Materials Development

Standard 1: Planning for Standards-Based Instruction of ELLs Teachers will know,

understand, and apply concepts, research, best practices, and evidenced-based strategies

to plan classroom instruction in a supportive learning environment for ELLs. The teacher

will plan for multilevel classrooms with learners from diverse backgrounds using a

standards-based ESOL curriculum.




4.1.a. Plan for integrated standards-based ESOL and language sensitive content

instruction.

4.1.b. Create supportive, accepting, student-centered classroom environments.

4.1.c. Plan differentiated learning experiences based on assessment of students’ English

and L1 proficiency and integrating ELLs’ cultural background knowledge, learning

styles, and prior formal educational experiences.

4.1.d. Plan learning tasks for particular needs of students with limited formal schooling

(LFS).

4.1.e. Plan for instruction that embeds assessment, includes scaffolding, and provides re-

teaching when necessary for individuals and small groups to successfully meet English

language and literacy learning objectives.

Standard 2: Instructional Resources and Technology Teachers will know, select, and

adapt a wide range of standards-based materials, resources, and technologies.


4.2.a. Select and adapt culturally responsive/sensitive, age-appropriate, and linguistically

accessible materials.

4.2.b. Select and adapt a variety of materials and other resources including L1 resources,

appropriate to ELLs’ developing English language and literacy.

Domain 5: Assessment (ESOL Testing and Evaluation)

Standard 1: Assessment Issues for ELLs Teachers will understand and apply

knowledge of assessment issues as they affect the learning of ELLs from diverse

backgrounds and at varying English proficiency levels. Examples include cultural and

linguistic bias; testing in two languages; sociopolitical and psychological factors; special



education testing and assessing giftedness; the importance of standards; the difference

between formative and summative assessment; and the difference between language

proficiency and other types of assessment (e.g., standardized achievement tests).

Teachers will also understand issues around accountability. This includes the

implications of standardized assessment as opposed to performance-based assessments,

and issues of accommodations in formal testing situations.


5.1.a. Demonstrate an understanding of the purposes of assessment as they relate to ELLs

of diverse backgrounds and at varying English proficiency levels.

Florida Educator Accomplished Practices:

ACCOMPLISHED PRACTICE #1 - ASSESSMENT

Competency: Uses assessment strategies (traditional and alternate)

to assist the continuous development of the learner.

Skill: Develops short and long term personal and professional goals relating to

assessment.

ACCOMPLISHED PRACTICE #3 - CONTINUOUS IMPROVEMENT

Competency: Engages in continuous professional quality improvement for self and

school.

Skill: Shows evidence of continuous reflection and improvement in her/his performance

in teaching/learning activities and in an increased capacity to facilitate learning for

all students. ACCOMPLISHED PRACTICE #8 - KNOWLEDGE OF SUBJECT

MATTER

Competency: Demonstrates knowledge and understanding of the subject matter.



Skill: Communicates accurate knowledge of subject matter in a comprehensible manner

using language and style appropriate to the learner.

Reading Competencies

Competency 3: Foundations of assessment

Understands the role of assessments in guiding reading instruction and

instructional decision making for reading progress of struggling readers.

Indicators:

Indicator code Specific Indicator

3.1 Specific Indicators • Describe or recognize appropriate test formats

and types

of test items for assessing the major elements of

reading

growth: phonemic awareness, phonics, fluency,

vocabulary, and reading comprehension

3.2 • Understands the role of assessment in planning

instruction to meet student learning needs

3.3 • Interpret students’ formal and informal test

results. R , E

3.4 • Identify measurement concepts and

characteristics and

uses of norm-referenced and criterion-referenced

tests. R



Evaluation Criteria

Criteria Punctuation Percentage

Practical Component 800

Attendance to internship 100 9%

Evaluations (3) 300 30%

Reflective diaries 100 9%

Lesson Plans 100 9%

Portfolio 100 9%

Final projects

(Case study in Spanish and

Metacognitive essay in

English)

100 9%

Academic Component 200

Attendance to seminar 50 5%

Participation 50 5%

Assignments 50 5%

Academic portfolio 50 5%

E-Lab Format 50 5%

1050 100%



Scale:

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

Description of the evaluation criteria:An Internship student will be evaluated in both

components of this course, internship

experience and academic seminar. To successfully complete the requirements of

internship, student approves both components with a score of 70% or more.

Experiential Internship Component (800 points)

1. Attendance (100 points)-Successfully complete a supervised professional practice of

12 weeks in a classroom. The student must complete the daily full-time instructional

schedule for 12 weeks. The student needs to be supervised by a teacher who has fulfilled

the clinical supervision course and holds the State of Florida professional teaching

certification. This internship will not be considered approved if this requirement is not

satisfactorily completed. With the purpose of keeping evidence of attendance to the

Internship, each student will be required to fill out a document of Accumulated Hours

that must be signed and reviewed by the supervising teacher. (Attendance - Appendix A).

2. Evaluations-(300 points) - Three satisfactory evaluations at the school site (100 points

each): Two partial progress evaluations and one final evaluation to be done in

conjunction with the supervising professor and supervising teacher. Each evaluation has a

maximum possible score of 100 points (Appendixes H-I).

3. Reflective Diary (100 points) – The Reflective Diary must be written in English in a

narrative essay form, one page long in APA style on a weekly basis. The diary is a

continuous narrative where the student teacher will write everything that documents the

growth of his/her knowledge in the following areas: personal and professional needs, the



relation among students, supervising teacher, staff at the internship center, development

of teaching strategies and classroom management skills. The student will write about

his/her internship experience, tasks, competencies development, difficulties, and

strategies for problem solving. (Appendix O)

4. Daily Lesson Plans (100 points): The lesson plans must include all lessons taught and

must be approved by the supervising teacher. Lesson plans must be organized by

subjects and in chronological order. Student should include samples of activity sheets,

test, homework, and assessments. Lesson plans generally include the following sections:

Name, date, subject, topic, Benchmarks/objectives, ESOL strategies, bellwork /

exploration, materials, activities, closing, assessment. (Appendix M, N).

5. Portfolio documenting Internship experience (100 points):

This portfolio must include all the documents related to the internship. The documents to

be included are the following:

Internship Contract A- Appendix Agreement-C

First Day Internship Report-Appendix D

Experiential documentation Log-Appendix E

Supervising teachers stipend-Appendix F

observation Forms-Appendix G

Lesson Plans- Appendixes M-N

Reflective diary-Appendix O

Integrated Case Study and Metacognitive Paper-Appendix P-Q-R-S



6. Final Projects (100 points each):

Integrated Case Study and Metacognitive (Appendixes P-Q-R-S)

A. Integrated Case Study Project (Spanish): The intern will submit a descriptive

document providing information of a small group of students (preferably current or

former ESOL or bilingual students). The documents will describe the assessment

instruments to be used to determine educational levels and skills,

proposal of an instructional design, a list and description of materials to be used, and

description of effective teaching strategies. The intern will present recommendations

in written and in an oral presentation format, of the most successful strategies

used with the small group of students. The student must tape a video of themselves

explaining their case study in Spanish. The video must be presented in workshop 5.

B. Metacognitive Paper (English): The student will submit a research

paper that covers the fourteen accomplished practices, per Florida Department of

Education Standards. Students will include a final reference page with at least

three references on each accomplished practice and examples of at least three

items, or applications as it pertains to curriculum, instruction, or professional

growth. The student must prepare a video explaining their findings and bring it to

workshop five to be presented in class.

Academic Component Seminar (200 points)

1. Attendance to Pedagogical Integration Seminar (50 points): Attendance at Seminar

sessions is mandatory. During these workshops we will discuss the practicum, visitations,

and class assignments. (Appendix A)



2. Participation (50 points): Participation in group discussion, analysis of strategies,

techniques, feedback and consultation, and classroom management skills will be

discussed.

3. Documents & Paperwork (50): Bring in internship related paperwork, attendance

sheet, lesson plans, reflective diary, etc.

Internship Agreement Contract-(Appendix C)

First Day Internship Report (Appendix D)

Stipend for supervising teachers-(Appendix F)

Student Teacher Classroom Observation form (Appendix G)

Student Teacher Competency Evaluation form (Appendix H)

4. Portfolio and Class Assignments, etc. (50): Review chapters from the book,

show evidence of research and written work to discuss in class, assignments

for projects and internship requirements.

An Internship student will be evaluated in both components of this course, school

internship experience and the five academic seminars. To successfully complete the

requirements of internship, students must pass both components with a score of

70% or more. The evaluations from the professor and the supervising teacher will

have equal value.

(Appendixes U-V-W-X-Y-Z-AA-BB-CC)

E-Lab Format

It is a requirement of this course as well as of the institution to complete 20 hours of

virtual and language laboratory. In this course it is required to use the resources of the

virtual laboratory for a total of 15 hours and the use of any of the language labs for 5 (2.5



in Spanish and 2.5 in English). The document included in Appendix DD should be

turned in at the end of the course. The document has a value of 50 points.

Book

Wong, H. K. & Wong, R. T. (2009). The First Days of School. Mountain View, CA:

Harry K. Wong Publications, Inc.

E-Book (s)

Peredo, M. (2006). Las habilidades de lectura y escolaridad. Red Perfiles educativos.

Recuperado de: http://bibliotecavirtualut.suagm.edu/ ISBN: 0185-2698




Description of Course Policies

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

Dual Language Immersion Model® designed to promote each student’s

development as a Dual Language Professional. Workshops will be facilitated in

either English or Spanish, strictly using the 50/50 model. This means that each

workshop will be conducted entirely in the language specified for the workshop. The

language used in each workshop needs to be alternated to insure that 50% of the

course is conducted in English and 50% in Spanish. To maintain this balance, the

course module will indicate that both languages must be used during the fifth

workshop, dividing the workshop activities between the two languages. The first two

hours will be in Spanish and the last two hours in English. The 50/50 model does

not apply to language courses where the delivery of instruction must be conducted in

the language taught (Spanish or English only).

2. The course is conducted in an accelerated and dual language format. This requires

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

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

and academic success. In order to achieve proficiency expectations in English and in

Spanish, the student must strive to take advantage of all language resources in the

university and in their community since becoming a dual language professional is a

complex and challenging task. Each workshop requires an average of ten hours of

preparation, but could require more.

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

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



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

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

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

extra work to compensate for the missing class time.

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

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

assignments and/or make-up work.

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

following options:

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

level based on the student’s existing grade.

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

grade levels based on the student’s existing grade.

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

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

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

substitute evaluation activity if he/she understands that an equivalent activity is

possible. This activity must include the same content and language components as the

oral presentation or special activity that was missed.

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

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

group. Students will also receive an individual grade for their work.



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

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

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

publisher. It should be noted that plagiarized writings are easily detectable and

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

SafeAssignTM

, a Blackboard plagiarism deterrent service, will be used by the

facilitators to verify students’ ownership of written assignments. It is the

student’s responsibility to read the university’s plagiarism policy. If you are a UT

student, read Section 11.1 of the Student Manual, and if you belong to UMET or

UNE, refer to Chapter 13, Sections 36 and 36.1 of the respective manuals.

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

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

references used will be properly cited or mentioned in the bibliography. Plagiarism

will not be tolerated and, in case of detecting an incidence, the student will obtain a

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

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

Faculty and Curriculum Director must approve such changes before the first day of

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

class workshop. A written copy of the changes must also be provided to students at

the beginning of the first workshop.

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

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



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

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

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

the classrooms.

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

community established by the institution, and in this course.

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

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

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

www.google.com

www.ask.com

www.pregunta.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/


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

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

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

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

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

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/



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

Tel. (787) 743-7979 Ext.4126

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

Tel. (787) 257-7373 Ext. 3936

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



Teaching Philosophy and Methodology

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

Constructivism is an educational philosophy founded on the premise that, by reflecting

on our experiences, we construct our own understanding of the world in which we live.

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

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

mental models to accommodate new experiences.

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

between their prior knowledge of facts, and fostering new understanding that is relevant

to real live experiences. We will also attempt to tailor our teaching strategies to student

responses and encourage students to analyze, interpret, and predict information.

CONSTRUCTIVISM GUIDING PRINCIPLES:

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

around which students are actively trying to construct meaning.

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

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

primary concepts, not isolated facts.

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

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

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

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

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



to make 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.



TALLER UNO

Objetivos específicos de contenido:

1. Identificar las metas de los componentes de la práctica docente y el seminario

académico.

2. Investigar y aplicar los requisitos del documento de las prácticas de

cumplimiento de los educadores de la Florida.

3. Identificar las características de un maestro eficiente.

4. Aplicar estrategias de manejo de clase y de procedimientos del aula.

Objetivos específicos de lenguaje:

1. Escuchar: Escuchar atentamente una presentación formal sobre las diferentes

estrategias de manejo de grupos.

2. Hablar: Comunicar puntos de vista relacionados con el manejo de clases en una

conversación socializada en grupo.

3. Leer: Utilizar el proceso de la lectura eficazmente mediante el proceso de

investigación.

5. Escribir: Redactar un ensayo expositivo acerca de las características de un

maestro eficiente.

Enlaces electrónicos:

Biblioteca Virtual


Manejo de clases

http://apli.wordpress.com/2007/09/16/el-manejo-de-la-clase/

http://www.englishcom.com.mx/tips/manejo-control-clase.htm


http://apli.wordpress.com/2007/09/16/el-manejo-de-la-clase/



Asociación Nacional de Educación

http://www.nea.org/tools/ClassroomManagement.html

Las herramientas de un maestro eficaz

http://www.elnuevodiario.com.do/app/article.aspx?id=108991

http://712educators.about.com/od/teachingstrategies/tp/sixkeys.htm

Estrategia para manejo de clases

http://www.smartclassroommanagement.com/2010/07/24/classroom-management-

strategy-first-days-of-school/

Plan de disciplina

http://www.iloveteaching.com/1stdays/management/discipline.htm

http://www.humboldt.edu/~tha1/disciplin.html

Competencias de FTCE

(See: Professional Education Section)

http://www.fldoe.org/asp/ftce/pdf/complete-edition.pdf

http://www.heraldtribune.com/assets/pdf/SH25521213.PDF

Condados

http://ocps.k12.fl.us- Orange

http://www.osceola.k12.fl.us – Osceola

http://pcsb.k12.fl.us - Polk

http://scps.k12.fl.us - Seminole

Certification and FTCE test registration

http://www.firn.edu/doe/

http://www.nea.org/tools/ClassroomManagement.html

http://www.elnuevodiario.com.do/app/article.aspx?id=108991

http://712educators.about.com/od/teachingstrategies/tp/sixkeys.htm

http://www.smartclassroommanagement.com/2010/07/24/classroom-management-strategy-first-days-of-school/

http://www.smartclassroommanagement.com/2010/07/24/classroom-management-strategy-first-days-of-school/


http://www.firn.edu/doe/



Asignaciones antes del taller:

1. Completar el contrato de práctica docente con las firmas requeridas.

2. Leer los criterios de evaluación y anejos incluidos en el módulo. Concurrir al

taller con la preparación necesaria para la discusión de los criterios en clase.

3. Buscar información en la biblioteca virtual, libros o revistas profesionales

acerca de las características de un maestro eficiente. Preparar un mapa circular

en el cual se indiquen las características esenciales de un maestro eficiente y

luego analizarlas en un documento escrito. Se deberá explicar por qué estas

características son esenciales y cuántas de ellas aplican. Concurrir a clase

preparado para compartir el mapa circular y el análisis.

4. Definir las palabras clave del taller y buscar información sobre la importancia del

manejo de clases. Buscar al menos dos técnicas de manejo de clases para

compartir en el taller.

5. Acceder al siguiente enlace y leer los estándares de excelencia profesional.

Observar los videos de cada una de las competencias y tomar notas para discutir

en clase.

http://www.coedu.usf.edu/ap/1.htm

6. Completar el documento del laboratorio electrónico.

7. Comenzar a trabajar en el portafolio.

Vocabulario clave de la lección: (Debe reflejar los objetivos y conceptos clave del

taller.)

1. Componentes

2. Manejo de clases

3. Ética profesional

4. Estrategias

Lista de materiales suplementarios para el taller:

1. Video- Disciplina positiva

http://www.youtube.com/watch?v=Ajcb4bwZQnE&feature=fvwrel

2. Teacher’s Gazette

http://teachers.net/gazette/FEB09/

http://www.coedu.usf.edu/ap/1.htm

http://teachers.net/gazette/FEB09/



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.

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

(Contenido y Lenguaje):

1. El facilitador comenzará el taller con una actividad rompehielos.

2. El grupo de estudiantes escogerá al representante estudiantil del curso.

3. El facilitador recogerá la forma de acuerdo del internado (Anejo B).

B. Andamiaje

___ Modelaje

___ Práctica Dirigida

X Práctica Independiente

X Instrucción Comprensible

C. Opciones para Agrupamiento

X Grupo Completo

X Grupos Pequeños

X Pares

X Trabajo Independiente

D. Integración del Proceso

X Escuchar

X Hablar

X Leer

X Escribir

E. Aplicación

X Actividades Dinámicas de Aplicación

X Significativas y Relevantes

X Rigurosas

X Alineadas con los Objetivos

X Promueven Participación

A. Preparación

___ Adaptación de Contenido

X Enlaces al Conocimiento Previo

X Enlaces al Aprendizaje Previo

X Estrategias Incorporadas

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

X Cognoscitivo

X Metacognoscitivo

X Socio/Afectivo



4. Los estudiantes, dirigidos por el facilitador, discutirán la experiencia de la

práctica docente, documentos a completar y tareas a entregar.

5. El facilitador discutirá los siguientes anejos con los estudiantes:

· Anejo A – Hoja de Participación

· Anejo B – Forma de acuerdo del internado

· Anejo C – Procedimientos

· Anejo D – Reporte del primer día de clases

· Anejo E – Criterio de evaluación del internado

· Anejos -G, H, I, J, K, L, M

· Anejos –M-N – Planes de lección

· Anejos –P, Q, R, S, & T – Portafolio & Proyectos finales

· Anejo -O – Diarios reflexivos

6. El facilitador discutirá el proyecto del estudio de caso integrado a entregarse en el

Taller 4 y el Ensayo Metacognitivo. Referirse a los criterios de evaluación y

anejos incluidos en el módulo para dirigir esta actividad. (Anejos P-Q-R-S)

7. El facilitador dirigirá una actividad de grupo para discutir las características de un

maestro eficiente. Los estudiantes compartirán los mapas circulares completados

para esta actividad. El facilitador preparará una lista con las características que los

estudiantes hayan repetido frecuentemente.

8. El facilitador, mediante una discusión socializada, revisará con los alumnos el

documento del estado de la Florida titulado “ Estándares de excelencia

profesional”. La clase se dividirá en 5 grupos y se asignará una competencia a

cada uno. Los estudiantes discutirán ampliamente cada uno de los estándares y

realizarán una preparación visual y un resumen en clase.

9. Los estudiantes observarán el video sobre manejo de grupo incluido en los

materiales suplementarios. Los estudiantes, dirigidos por el facilitador, discutirán

la importancia del manejo de grupo y sus implicaciones en el aprendizaje. Los



alumnos, de manera individual, prepararán un mapa circular en el cual anotarán

palabras clave que describan la importancia del manejo de grupo en el salón de

clases.

10. Por medio de una conversación socializada, los alumnos describirán las técnicas

y los métodos hallados en sus investigaciones sobre el tópico.

11. Los estudiantes se organizarán en pares para desarrollar un plan de disciplina.

Posteriormente, reunidos en grupos de cuatro, los alumnos analizarán las

similitudes y diferencias entre los planes de disciplina completados en pares.

Cada grupo elaborará un organizador gráfico donde se compararán y

contrastarán los planes..

12. El facilitador discutirá con los estudiantes las asignaciones del próximo taller,

los documentos a completar en su transcurso y aclarará las dudas relacionadas

con los documentos de la práctica.

13. Los estudiantes completarán la hoja de autoevaluación incluida en el Anejo T

y escribirán un diario reflexivo donde analizarán los conceptos discutidos en el

taller. (Anejo O)

14. Los estudiantes completarán el registro de desarrollo del proyecto final (Estudio

de Caso Integral y el Ensayo Metacognitivo) (Anejos P-Q-R-S ) para informar

sobre sus avances en el proyecto. El registro se enviará electrónicamente por lo

menos 1 día antes del taller siguiente.

15. Los estudiantes procederán a trabajar en el portafolio del internado y el

portafolio académico. Toda la documentación referente al internado debe

incluirse en el portafolio del internado (Anejos C-D-E-F-G-M-N-O) y todos los

proyectos o trabajos relacionados con el taller deben incluirse en el portafolio

académico. (Anejos U-V-W-X-Y-Z-AA-BB-CC)

Avalúo:

1. Individual: Los estudiantes completarán un mapa circular para indicar las

características de un maestro eficiente. (Anejo HH)



2. Grupal: Los alumnos y el facilitador discutirán en grupo los Estándares de

excelencia profesional. (Anejo J)

3. Escrito: Los estudiantes completarán de manera individual un diario reflexivo

que refleje los tópicos aprendidos en clase. (Anejo O)

4. Oral/Auditivo: Los alumnos trabajarán en pares y en grupos de cuatro para

redactar un plan de disciplina. (Anejo EE)

Cierre del taller:

1. Individual: Los estudiantes discutirán la hoja de autoevaluación. (Anejo T)

2. Grupal: Los estudiantes, por medio de un organizador gráfico, compararán y

contrastarán planes de disciplina. (Anejo II)



WORKSHOP TWO

Specific Content Objectives:

1. Demonstrate knowledge of the functions of an educator.

2. Develop a lesson plan using higher order thinking skills.

3. Create effective lessons to differentiate teaching.

Specific Language Objectives:

1. Listening: Listen and reflect about the process of differentiated instruction.

2. Speaking: Discuss the components of a lesson plan using information

shared in small group activity.

3. Reading: Analyze information related to the functions of a teacher and comes

prepared to discuss in class.

4. Writing: Write a lesson plan using correct grammar, capitalization, and

punctuation in English.

Electronic Links (URLs):

Biblioteca Virtual


Bloom’s Taxonomy

http://www.teach-nology.com/worksheets/time_savers/bloom/

Higher order thinking

http://www.med.wright.edu/aa/facdev/_Files/PDFfiles/QuestionTemplates.pdf

Assessment

http://vudat.msu.edu/assess_objectives/

Lesson Plans

http://www.lessonplans4teachers.com/

Components of a lesson plan

http://frank.mtsu.edu/~mbalacha/partsofalessonplan.htm


http://www.teach-nology.com/worksheets/time_savers/bloom/

http://www.med.wright.edu/aa/facdev/_Files/PDFfiles/QuestionTemplates.pdf

http://vudat.msu.edu/assess_objectives/

http://www.lessonplans4teachers.com/

http://frank.mtsu.edu/~mbalacha/partsofalessonplan.htm



Next Generation Standards

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

Assignments before the Workshop:

1. Complete the documents required: Attendance, First Day report, etc.

2. Provide the supervisor teacher with the payment sheet.

3. Find information about the basic components of a lesson plan and complete a

graphic organizer indicating each of the components and a brief description of

each one.

4. Bring a copy of Bloom’s taxonomy.

5. Find information using the virtual library about differentiated instruction and

write an expository paper on the definition and importance of differentiated

instruction in the teaching-learning process.

6. Write an expository paper about the different types of assessments.

7. Complete the e-lab document.

8. Continue working on the portfolio.

Key Core Vocabulary:

1. Assessment

2. Higher Order Thinking

3. Skills

4. Bloom’s Taxonomy

5. Differentiated instruction

List of Supplementary Materials for the Workshop:

1. Video-Differentiated Instruction

http://www.youtube.com/watch?v=3lzzZbPN-8s

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

http://www.youtube.com/watch?v=3lzzZbPN-8s



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

used in the workshop.

Integrated Activities of Content and Language to achieve Content and Language

Objectives:

1. The facilitator will review the topics covered on last workshop in a socialized

discussion and collect the assignments/documents required in this workshop.

2. The facilitator will collect the documents required for this workshop.

3. The facilitator will guide a socialized discussion in which students will be able to

share their experiences in the classroom. The facilitator will clarify doubts,

concerns, etc.

B. Scaffolding

___Modeling

___ Guided Practice

X Independent Practice

X Comprehensible Input

C. Grouping Options

X Whole Class

X Small Groups

___ Partners

X Independent Work

D. Integration of Processes

X Listening

X Speaking

X Reading

X Writing

E. Application

X Hands-on

X Meaningful/Relevant

X Rigorous

X Link to Objectives

X Promote Engagement

A. Preparation

___ Adaptation of Content

X Links to Background Knowledge

X Links to Past Learning

X Strategies Incorporated

CALLA Strategies (Cognitive Academic Language Learning Approach)

X Cognitive

X Meta-cognitive

X Social/Affective



4. With the help of the students, the facilitator will write a list about the functions of

an educator. Using the activity Think-Pair-Share, the facilitator will group the

students in pairs to discuss each of the functions. Reconvene to, as a group come to

a consensus of the importance of each of the functions based on what they

discussed with partner

5. The facilitator will discuss the concept of differentiated instruction with the

students. The students and the facilitator will discuss how to differentiate

instruction as well as the importance of it.

6. The facilitator will divide the class in small groups and will

assign a specific lesson to each of the groups. All groups must have the same

lesson assigned. The student will need to develop activities to address the regular

education, second language learners and exceptional education students they

hypothetically have in their classrooms. The students will share the activities in

class.

6. The facilitator will discuss the components of a lesson plan and how to

incorporate higher order thinking activities in the lesson to be taught in the

classroom.

7. The facilitator will divide the class in small groups and assign a topic. The

students will prepare a lesson plan using Bloom’s taxonomy to write instructional

objectives as well as higher order thinking activities.

8. Each group will present their lesson plan in class.

9. The students will interchange lesson plans and after analyzing them they will write

activities to differentiate instruction.

10. The students will share the activities of differentiated instruction in class.

11. The facilitator will discuss the requirements of the next workshop.

12. The facilitator will schedule the student’s first observation.

13. Students will complete a reflective diary and self-evaluation.

14. The facilitator will provide a question-and-answer session to guide students on the

final project (Case Study & Meta Cognitive Essay)

15. Students will complete the Final Project Development Log to inform of their



progress on the final project. The log must be sent to the facilitator at least 24

hours prior to the beginning of the next workshop via e-mail.

(Appendixes P-Q-R- S)

16. The students will proceed to work in both of their portfolios.

All documentation related to the internship must be included in the internship

Portfolio (Appendixes C-D-E-F-G-M-N-O) and all projects, work samples and

hand outs related to this workshop must be included in the academic portfolio

(Appendixes U-V-W-X-Y-Z-AA-BB-CC)

Assessment:

1. Individual: The students will write and explain the basic components of a lesson

plan.(Appendixes M-N)

2. Group: The students will redact write a lesson plan in small groups (Appendixes

M-N)

3. Written: The students will complete a reflective journal (Appendix O)

4. Oral: The students will present their assigned Oral presentations (Appendixes

EE-GG)

Lesson Wrap-Up:

1. Individual: Each student will complete a self –evaluation by using the appendix

provided in the module. (Appendix T)

2. Group: Student will analyze lesson plans and will build a formal and an informal

assessment instrument. (Appendix FF)



TALLER TRES


1. Describir diferentes tipos de evaluación educativa.

2. Enumerar y explicar los instrumentos de evaluación educativa usados por el

Departamento de Educación de la Florida.

3. Analizar la importancia del proceso de recopilación de información como medio

evaluativo para determinar el progreso de los estudiantes.

4. Demostrar el proceso de documentación de notas y obtención de promedios.


1. Escuchar: Seguir las instrucciones de las actividades del taller completando las

tareas asignadas.

2. Hablar: Analizar y discutir el proceso de la recopilación de información en el

salón de clases utilizando estrategias cooperativas de aprendizaje.

3. Leer: Resumir las ideas centrales acerca de los diferentes tipos de evaluaciones

educativas después de leer la literatura científica que existe sobre este tema.

4. Escribir: Elaborar una tabla descriptiva con las diferentes evaluaciones

educativas asignadas.


Biblioteca Virtual


Currículo

http://cbi.izt.uam.mx/content/eventos_divisionales/Seminarios/Seminario_Diseno_Curric

ular/Modelo_educativo_y_Plan_estudio.pdf

Estándares de enseñanza de la Florida (Next Generation Standards)


http://cbi.izt.uam.mx/content/eventos_divisionales/Seminarios/Seminario_Diseno_Curricular/Modelo_educativo_y_Plan_estudio.pdf

http://cbi.izt.uam.mx/content/eventos_divisionales/Seminarios/Seminario_Diseno_Curricular/Modelo_educativo_y_Plan_estudio.pdf



http://www.fldoe.org/bii/curriculum/sss/

Evaluaciones de lectura

http://www.justreadflorida.com/educators/PrimSecDiagChart.asp

http://www.fldoe.org/eias/dataweb/database_0809/appendi.pdf

Evaluación de desarrollo de la lectura (DRA)

http://natalierathvon.com/images/DRA_Review-08-25-2006.pdf

DIBELS

https://dibels.uoregon.edu/

Running records

http://www.readinga-z.com/guided/runrecord.html

Evaluaciones de la Florida para la instrucción de la lectura

http://www.fcrr.org/FAIR/index.shtm

La importancia de las evaluaciones

http://www2.scholastic.com/browse/article.jsp?id=4454


1. Completar los documentos requeridos para el internado.

Hoja de asistencia

Planes de lección

Diarios reflexivos

3. Buscar información y preparar una tabla descriptiva sobre los siguientes tipos de

evaluación:

Formativa

Sumativa

Normativa

Diagnóstica

http://www.fldoe.org/bii/curriculum/sss/

http://www.justreadflorida.com/educators/PrimSecDiagChart.asp

http://www.fldoe.org/eias/dataweb/database_0809/appendi.pdf

http://natalierathvon.com/images/DRA_Review-08-25-2006.pdf

https://dibels.uoregon.edu/

http://www.readinga-z.com/guided/runrecord.html

http://www.fcrr.org/FAIR/index.shtm




Cualitativa

Cuantitativa

5. Investigar las evaluaciones educativas utilizadas por el Departamento de

Educación de la Florida en las áreas de Lectura y Matemática. Preparar una lista

de los instrumentos de evaluación y una descripción de los componentes que cada

uno de ellos evalúa.

4. Entrevistar al maestro supervisor acerca del proceso de recopilación y análisis de

información de cada estudiante. Formular las siguientes preguntas:

¿Qué tipo de documentación es necesaria?

¿Cómo se compara la información?

¿Cuál es la función de la recopilación de la información?

5. Documentar las horas de laboratorio electrónico requeridos por la institución.

Vocabulario clave de la lección:

1. Evaluación

2. Currículo

3. Planificación

4. Documentación

5. Recopilación

Lista de materiales suplementarios para el taller:

1. Video: http://www.youtube.com/watch?v=nkK1bT8ls0M

http://www.youtube.com/watch?v=nkK1bT8ls0M



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.

Lisis

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

(Contenido y Lenguaje):

1. El facilitador comenzará la clase repasando los conceptos estudiados en el Taller

Dos por medio de una conversación socializada.

2. El facilitador guiará a los estudiantes en un análisis grupal de las experiencias en

el centro de práctica mediante una conversación socializada.

3. Los estudiantes entregarán los documentos requeridos en el internado indicado en

las actividades antes del taller.

B. Andamiaje

___ Modelaje

___ Práctica Dirigida

X Práctica Independiente

X Instrucción Comprensible

C. Opciones para Agrupamiento

X Grupo Completo

X Grupos Pequeños

X Pares

X Trabajo Independiente

D. Integración del Proceso

X Escuchar

X Hablar

X Leer

X Escribir

E. Aplicación

X Actividades Dinámicas de Aplicación

X Significativas y Relevantes

X Rigurosas

X Alineadas con 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 Metacognoscitivo

X Socio/Afectivo



4. El facilitador dividirá la clase en grupos pequeños y asignará a cada grupo un

tipo diferente de evaluación educativa. Los estudiantes tendrán la tarea de

discutir el tipo de evaluación asignado y realizarán una presentación oral sobre

ese tema.

5. El facilitador, mediante el uso de un organizador gráfico, estará a cargo de analizar

los diferentes instrumentos de evaluación educativa utilizados en la Florida para

evaluar la lectura y las matemáticas.

6. Los estudiantes discutirán los hallazgos encontrados en relación con la

recopilación de información hecha por los maestros.

7. Los estudiantes estarán a cargo de preparar una lista de los componentes comunes

del proceso de recopilación de información. Por ejemplo, frecuencia de la

recopilación, instrumentos utilizados, proceso de monitoreo, etc. En discusión

guiada por el facilitador, los estudiantes discutirán el propósito e importancia de

la recopilación de datos para analizar el proceso individual y grupal de los

estudiantes.

8. El facilitador escogerá una actividad de su preferencia en la que los estudiantes

estarán a cargo de documentar notas y calcular el promedio de las mismas.

9. Se discutirán las tareas a completar para el Taller Cuatro.

10. Se completará la hoja de autoevaluación.

11. Se determinará la fecha en que el maestro supervisor realizará la segunda

observación.

12. Los estudiantes completarán el registro de desarrollo del proyecto final (Estudio

de Caso Integral y el Ensayo Metacognitivo) (Anejos P-Q-R-S) para informar

sobre sus avances en el proyecto. El registro se enviará electrónicamente por lo

menos 1 día antes del taller siguiente.

13. Los estudiantes procederán a trabajar en los portafolios de internado y

académico. Toda la documentación referente al internado deberá incluirse en el

portafolio del internado (Anejos C-D-E-F-G-M-N-O) y todos los proyectos o

trabajos relacionados con el taller deberán incluirse en el portafolio académico.

(Anejos U-V-W-X-Y-Z-AA-BB-CC)



Avalúo:

1. Individual: Los estudiantes completarán la investigación sobre recopilación de

datos. Los alumnos prepararán una lista de los componentes comunes de la

recopilación de datos. (Anejo FF)

2. Grupal: Los alumnos completarán una tabla descriptiva y un análisis en grupo de

los diferentes tipos de evaluación. (Anejo EE)

3. Escrito: Los estudiantes completarán un diario reflexivo sobre los tópicos

cubiertos en clase. (Anejo O)

4. Oral/Auditivo: Los alumnos estarán a cargo de una presentación oral sobre los

diferentes tipos de evaluaciones educativas.(Anejos EE-GG)

Cierre del taller:

1. Individual: Los estudiantes completarán la hoja de Autoevaluación requerida.

(Anejo T)

2. Grupal: Los estudiantes trabajarán en grupos pequeños para la documentación y

promedio de notas. (Anejo EE)



WORKSHOP FOUR

Specific Content Objectives:

1. Describe the purpose and components of each of the following documents:

a. Individualized Educational Program (IEP)

b. 504 Plan

c. Academic Need Identification (ANI)

2. Explain the process of Response to Intervention (RTI)

3 Analyze the three tiers of interventions used in the RTI process.

Specific Language Objectives:

1. Listening: Listen and reflect about the documents discussed in class

2. Speaking: Use effective communication skills in oral presentations

3. Reading: Summarize main ideas in an expository essay using correct grammar

and spelling after

reading a variety of written resources.

4. Writing: Write a descriptive essay about the process of RTI using correct

grammar, capitalization, and punctuation in English.

Electronic Links (URLs):

Biblioteca Virtual


IEP

http://kidshealth.org/parent/growth/learning/iep.html

Plan 504

http://www.greatschools.org/special-education/legal-rights/section-504.gs?content=868

IEP versus Plan 504

http://www.slc.sevier.org/iepv504.htm

Teaching strategies


http://www.gmu.edu/resources/facstaff/part-time/strategy.html


http://kidshealth.org/parent/growth/learning/iep.html

http://www.greatschools.org/special-education/legal-rights/section-504.gs?content=868

http://www.slc.sevier.org/iepv504.htm


http://www.gmu.edu/resources/facstaff/part-time/strategy.html



Response to Intervention

https://www.ocps.net/cs/ese/rti/Pages/StagesofImplementation-RtI.aspx

ELL/ESE Strategies

http://www.suite101.com/content/making-accommodations-for-esol-and-ese-students-

a127498

Assignments before the Workshop:

1. Complete the following required documents:

Attendance

Lesson Plans

Reflective diaries

2. Define the key words included in this workshop using the resources of E-Lab.

7. Ask your teacher supervisor to show you a copy of the following documents;

Individualized Educational Program (I.E.P.)

504 Plan

Academic Needs Identification (A.N.I.)

Complete a graphic organizer for each document explaining their purpose and

how the teacher is responsible to follow them. Come prepared to discuss your

findings in class.

8. Access the link provided in this workshop regarding Response to Intervention

(R.T.I) and complete the following two assignments:

Read the information and explain in an expository essay of what the

process is, how it is implemented, what do the Tiers mean, the role of the

teacher in the process and the purpose of implementing the interventions.

Interview the teacher supervisor about how R.T.I. works in her school.

Write a brief summary of your discussion.

https://www.ocps.net/cs/ese/rti/Pages/StagesofImplementation-RtI.aspx

http://www.suite101.com/content/making-accommodations-for-esol-and-ese-students-a127498

http://www.suite101.com/content/making-accommodations-for-esol-and-ese-students-a127498



9. Complete the E-Lab document.

Key Core Vocabulary:

1. Interventions

2. Accommodations

3. Modifications

4. Individualized Educational Plan

5. Components


1. I.E.P. Template

www.contourdata.com/download/...00/Florida/Florida%20IEP.dot

2. 504 Plan

http://www.sjusd.org/pdf/Student_Services_Forms/Plan-Template-WR11.pdf

3. Response to intervention (video)


http://www.contourdata.com/download/...00/Florida/Florida%20IEP.dot

http://www.sjusd.org/pdf/Student_Services_Forms/Plan-Template-WR11.pdf






Integrated Activities of Content and Language to achieve Content and Language

Objectives:

1. The facilitator will review topics discussed in workshop three.

2. The facilitator will guide a group discussion of intern field experiences.

3. The facilitator will collect all documents required for this workshop.

4. In an activity guided by the facilitator the students will discuss the following

documents:

B. Scaffolding

___ Modeling

_X Guided Practice

_X Independent Practice

_X Comprehensible Input

C. Grouping Options

__X Whole Class

__X Small Groups

__X Partners

__X Independent Work


_X Listening

_X Speaking

_X Reading

_X Writing

E. Application

_X Hands-on

_X Meaningful/Relevant

_X Rigorous

_X Link to Objectives

_X Promote Engagement

A. Preparation

_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



Individualized Educational Program.(I.E.P.)

Academic Needs Identification (A.N.I.)

504 Plan

The facilitator will use an activity of his preference to discuss the documents

(graphic organizer, descriptive table, etc) and provide the students with enough

time to analyze each of the documents to complete a Venn Diagram in which

they will compare and contrast each document.

5. The students and the facilitator will reconvene to analyze the Venn Diagrams as a

class. Clarify questions related to the documents

6. The students will define the key vocabulary of the workshop. In an activity

created by the facilitator, the student will be provided with classroom situations

and or activities and they will determine if each of them are modifications or

accommodations.

7. The class will be divided in four small groups to discuss the process of Response

to Interventions (RTI). The facilitator will assign the following topics:

Response to Intervention

Tier 1

Tier 2

Tier 3

8. Each group will make an oral presentation of the topics assigned.

9. With the use of the classroom projector, the facilitator will review the process of

R.T.I. using the link provided by the Florida Department of Education.

10. Students will share the results of their interviews about the process of R.T.I.

11. The facilitator will collect the student’s essay and interview.

12. The students will complete their self- evaluation and a quiz provided by the

facilitator.

13. Discuss assignments for workshop 5.

14. Schedule final observation.

15. The students will proceed to work in both of their portfolios. All documentation

related to the internship must be included in the internship portfolio (Appendixes



C-D-E-F-G-M-N-O) and all projects, work samples and handouts related to this

workshop must be included in the academic portfolio (Appendixes U-V-W-X-Y-

Z-AA-BB-CC).

16. Students will complete the Final Project Development Log to inform of their

progress on the final project. (Appendixes P-Q-R-S) The log must be sent to the

facilitator at least 24 hours prior to the beginning of the next workshop via e-mail.

Assessment:

1. Individual: The students will write an Essay and interview to a teacher

(Response to Intervention) (Appendix FF)

Group: The students will compare and contrast the following documents with the

use of a Venn Diagram (Appendix II)

Individualized Educational Program (I.E.P.)

504 Plan

Academic Needs Identification (A.N.I)

2. Written: The students will complete a Reflective journal about the topics

covered in class.(Appendix O)

3. Oral: The students will prepare an oral presentation of the process of response to

intervention (R.T.I.) (Appendixes EE-GG)

Lesson Wrap-Up:

1. Individual: Students will complete a self-evaluation .(Appendix T)

2. Group: The facilitator will administer a quiz related to the documents and process

of R.T.I.



Taller Cinco

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! Las primeras

dos horas se desarrollarán en español.

Las últimas dos horas, en inglés.

NOTE: This is a bilingual workshop. Both

the facilitator and the student must use the

language assigned for each homework and

activity. Do not mix both languages! USE

ONE LANGUAGE AT A TIME- KEEP

BOTH LANGUAGES SEPARATE! The

first two hours must be in Spanish. The last

two hours must be in English.

Nota Importante: El componente práctico supervisado requiere 12 completar semanas.

Important Note: The supervised practice component requires the completion of 12

weeks.


1. Evaluar las experiencias del internado.

2. Describir los requisitos del Departamento de Educación para la certificación de

maestros en el estado de la Florida.

3. Identificar las fortalezas y debilidades de cada estudiante.

4. Preparar un plan profesional, incluyendo un currículo vitae y una carta de

presentación.


1. Escuchar: Demostrar el entendimiento del tópico discutido en relación con los

exámenes de certificación de maestros en presentaciones formales.

2. Hablar: Discutir el estudio de caso en español utilizando la gramática del idioma

de manera correcta.

3. Leer: Utilizar el proceso de la lectura eficazmente mediante la investigación

del proceso de certificación de maestros en el estado de la Florida.



4. Escribir: Escribir una carta de presentación y un currículum vítae en inglés

utilizando la gramática correcta del idioma.


Biblioteca Virtual


Cómo escribir un currículo vítae

http://www.how-to-write-a-resume.org/

http://www.trincoll.edu/depts/career/guides/resume.shtml/

FTCE

http://www.fl.nesinc.com/

http://www.fldoe.org/asp/ftce/

Certificación de maestros

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


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

1. Completar el estudio de caso y el Ensayo Metacognitivo.

2. Buscar información sobre los requisitos para obtener la certificación de maestros

en el estado de la Florida.

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

3. Find information about how to write a resume and cover letter.

4. Completar los documentos requeridos para el internado.

5. Completar el portafolio y la hoja de documentación del laboratorio electrónico.


http://www.how-to-write-a-resume.org/

http://www.trincoll.edu/depts/career/guides/resume.shtml/

http://www.fl.nesinc.com/

http://www.fldoe.org/asp/ftce/

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

Vocabulario académico clave

1. Estudio de caso

2. Carta de presentación

3. Currículum vítae

4. Certificación

5. Plan profesional

Academic Core Vocabulary

1. Case study

2. Cover letter

3. Resume

4. Certification

5. Professional Plan


1. Video: http://www.youtube.com/watch?v=jLAhGJzhdzk

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





1.

2.

3.

4.

5.

6.

7.

8.

B. Scaffolding

_X_ Modeling

_X_ Guided Practice

_X_ Independent Practice

_X_ Comprehensible Input

C. Grouping Options

_X_ Whole Class

_X_ Small Groups

_X_ Partners

_X_ Independent Work


_X_ Listening

_X_ Speaking

_X_ Reading

_X_ Writing

E. Application

_X_ Hands-on

_X_ Meaningful/Relevant

_X_ Rigorous

_X_ Link to Objectives

_X_ Promote Engagement

A. Preparation

___ Adaptation of Content

_X_ Links to Background Knowledge

_X_ Links to Past Learning

_X_ Strategies Incorporated

CALLA Strategies

(Cognitive Academic Language Learning Approach)

_X Cognitive

_X_ Meta-cognitive

_X_ Social/Affective



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

1. El facilitador, por medio de una actividad de su preferencia, repasará los

conceptos estudiados en el Taller Cuatro con los estudiantes.

2. Los estudiantes tendrán la oportunidad de discutir brevemente sus experiencias en

el internado.

3. Los estudiantes presentarán los videos preparados sobre el estudio de caso

durante un periodo no mayor de 5 minutos y responderán algunas preguntas sobre

esta primera parte del proyecto. Esta actividad deberá ser grabada únicamente en

el idioma español.

Integrated content and language activities aligned to achieve workshop objectives:

1. The students will make an oral presentation of the second part of the final project

explaining their meta-cognitive paper in English. The presentation must be video

recorded for no more than 5 minutes. This activity and assignments must be

conducted in English.

2. The facilitator, using a PowerPoint will make a brief presentation of the Florida

requirements for the teacher’s certification.

3. Students and facilitator will discuss the components of each of the exams required

in the process of certification in Florida. The facilitator must use the Florida

Department of Education website link to thoroughly discuss each of the exams

with the students. A session of questions and answers should be included in this

activity.

4. The facilitator using his/her choice of activity will discuss how to write a resume

and cover letter.

5. The students will work on preparing their resume and cover letters individually.

They will share in groups their curriculum vitae as well as discussing it with the

facilitator.

6. Students will be divided in small groups to discuss their plans after graduation. A

plan of action will be completed by each student.

7. Students will share their plan of action in class.



8. As part of the final activity the students will complete the self-evaluation and

course evaluation.

9. The facilitator will collect all the documents and portfolios.

Assessment:

Individual: The students will finalize and make an oral presentation of their case

study (in Spanish) and meta-cognitive essay (in English). The presentations will

be video recorded in the classroom for a length of no more than 5 minutes

(Appendixes P-Q-R-S).

Group: The students will present their case studies in class. (Appendixes EE-GG)

Written: Oral: The students will complete a final reflective journal (Appendix O)

Lesson Wrap-Up:

1. Individual: The students will complete a final self-evaluation (Appendix T)

2. Group: The students will work in writing a professional plan of action.

(Appendix EE)



Anejo A/Appendix A

Ana G. Méndez University System

INTERNSHIP ATTENDANCE SHEET

□ Daily Attendance Sheet (Sections A & B, make copies for the 12 weeks).

□ *Summary Attendance Sheet (Section B & C only, plus the school stamp or seal).

*Submit a1- page Summary Attendance Sheet to the Internship Office at the end of the internship (to be placed in your with your records).

Student: ______________________School: _______________________

Teacher: _____________________________________ Grade /subject: _________

Room_______

School’s Phone No._____________________________ Ext. ___________

A. Complete the daily attendance sheet with signatures and place originals in your portfolio.

Date Signature Time In Time Out Total

Accumulated Hours: _________________________________________________________



B.

Intern’s Signature:___________________________________________________________

Teacher’s Signature:_________________________________________________________

Supervising Professor’s Signature:_____________________________________________

C. Submit a 1-page summary attendance sheet to the Internship Office at the end of the term (12

weeks).

Complete total accumulated hours below and have all signatures on these form.

Summary sheet will be included in the intern’s cumulative folder at the end of the internship.

Total Accumulated Hours during the internship: _______________ # of weeks_____________.

Attach any explanations or discrepancies in attendance.

Principal’s Signature or designee:_______________________________________

OFFICIAL STAMP OR SCHOOL SEAL:



Anejo B/Appendix B


Internship Agreement Contract

Student Name __________________________________ Internship dates: ___________

School Site: ____________________ Teacher: _______________________ Grade: ____

This agreement is intended to provide the student teacher with a field-based professional

supervised experience. The internship is a 12 week, full-time, all-day student teaching

experience in which the intern gradually assumes full-time teaching responsibilities and

completes his/her professional preparation. The goals for the student teacher are to:

To practice the skills they have learned during their college coursework in a real

teaching situation (lesson planning, instruction, classroom management, etc.)

To demonstrate the ability to make long- and short- term planning.

To instruct and manage a classroom for an entire day of teaching during an

extended period.

To evaluate and adapt instruction based on pupil progress and needs.

To assume all dimensions of the teacher’s role.

Ana G. Mendez University & the supervising professor agree to:

Assign a faculty internship supervisor to facilitate communication between the

University and the Internship school.

Provide orientation, assistance, consultation and professional development

opportunities.

The faculty supervisor will make three or more evaluation visits and work cooperatively

with the supervising teacher and intern during the internship period.



The supervising professor is responsible for assigning a grade upon the student’s

successful completion of the internship according to the guidelines of set for the course.

The supervising professor will establish communication with the supervising teacher and

other school personnel (as necessary) within the first week of the internship.

The supervising professor and the supervising teacher will communicate on an ongoing

basis regarding the progress or concerns during the internship period. All concerns or

questions need to be addressed, as soon as possible.

School / supervising teacher agrees to:

Assign a supervising teacher who meets the criteria.

Assign a supervising teacher with interest in internship student supervision.

Exercise the corresponding functions as a member of the internship team.

Mentor the student teacher on the application of best practices, instructional

procedures and classroom management strategies.

Provide the student with the necessary and appropriate resources to practice and learn.

Participate in the student’s midpoint and final evaluations, and complete and sign

internship related forms.

Communicate with the supervising professor and student teacher on an ongoing basis

during the internship.

Communicate progress and concerns on a timely fashion with professor and student.



Submit and sign any required documentation for the internship process.

Comply with the internship policies and procedures, schedules and professional

behavior.

Be punctual and present at the internship site. Complete attendance sheet.

Follow standard school hours for teachers at the school site.

Participate in the evaluation processes: first, midpoint and final evaluation given by the

supervising professor and the supervising teacher. Plan on remediation based on

comments.

Communicate with the supervising professor by the end of the first week regarding the

status of the internship. Ongoing communication is important and it is the responsibility

of the student, in order to monitor progress and schedule supervision dates on time.

During the first week, the intern will give the professor the supervising teacher’s

contact information and vice versa (phone numbers and e-mail), as well as the

student’s phone and e-mail.

Any questions regarding the internship should be directed to the supervising professor

immediately!

Please read the agreement and sign below: (Place the copy in your portfolio).

1. Student Teacher’s Signature:

___________________________________________ Date: _____________________.

2. Principal’s Signature:

___________________________________________ Date: _____________________.



Anejo C/Appendix C

Procedures for School Interns

Conduct, Dress, and Grooming:

· Teacher interns are regarded as members of the faculty at the assigned school.

· To determine acceptable dress and grooming, teacher interns should ask their classroom

teacher or building principal for guidance.

· Basically, follow a professional dress code and appearance for a school setting such as

comfortable clothing; shoes and jewelry (avoid clothing that may be revealing or not

suitable for the classroom environment).

· Teacher interns must conduct themselves in a manner that is consistent with

professional, ethical, and moral standards at all times. Failure to do so may result in the

termination of the internship.

· Teacher interns should not date students. It is also recommended that teacher interns do

not accept dates from any school personnel.

· Avoid flirtatious behavior or say complementary comments to school personnel or

student which may be interpreted as offensive or a form of sexual harassment.

· Always address students using the standard or formal name (check with teacher if a

different name is being used). Usually, nicknames, or terms such as “honey or sweetie”

should be avoided.

· Students need to be supervised at all times! If you need to step-out of the classroom,

you need to inform your supervising teacher or contact the main office.

· Do not have personal visits by family or friends while doing your internship.

· Do not handle personal phone calls, e-mails, etc. during instructional time. These should



be handled before / after school hours.

Special conferences with teachers or administrators:

· If at any time during the internship, the classroom teacher or the intern feels that the

procedures need to be discussed, the university professor should be contacted

immediately.

· If the classroom teacher feels that the teacher intern is in jeopardy of being unable to

complete the internship experience successfully, the university professor should be

contacted immediately.

Confidentiality

· The federal Family Educational Rights and Privacy Act of 1974 (FERPA) regulates

access to and disclosure of student information. Disclosure of confidential information

is NOT to occur.

Teacher interns must be particularly careful not to discuss student information with

anyone other than personnel within the school who have a right to know about a

student.

· Teacher interns should be careful not to discuss student grades, performance, etc. in a

setting where they can be overheard (e.g., in the hallway, teacher’s lounge, etc.).

· Student names and identification number on work samples and test that are placed on

the intern’s portfolio need to be deleted.



Anejo D / Appendix D


FIRST DAY INTERNSHIP REPORT

Observe, take notes of daily routines, overview manuals and student books and

materials.

Write a reflection about the first day.

Intern’s name ___________________________________________________________

Phone(s) _______________________________________________________________

Intern’s email___________________________________________________________

School ________________________________________________________________

Supervising Teacher _____________________________________________________

Grade and Subject _______________________________________________________

Teacher’s E-mail ________________________________________________________

School Phone ________________________(extension)__________________________

Room No.______________________________________________________________

School’s Local Address___________________________________________________

City, State _________________________________ ZIP ________________________

Principal’s name: _________________________________________________________

*Name of the person who monitors intern placements at the school level (CRT, assistant

principal, etc.)

Name/title: ____________________________________ Phone: ___________________

*The university professor will contact this person during one of the visitations.



CLASSROOM INFORMATION:

Get a schedule: Planning time, lunch time, specials, recess, etc.

Student may attach a typed schedule.

Have the teacher complete or e-mail the stipend form.

School starting time___________________ School ending time________________

Planning time____________________________

Regular time Subject/Activity Wednesday time Subject/Activity



Anejo E/ Appendix E

PORTFOLIO AND ASSIGNMENT CHECK LIST

Student’s Name __________________________________________________________

Internship dates: _________________________________________________________

· Portfolio Sections Completed Date Professor / Check

Front cover _____________________________________________________________

Log of entries ___________________________________________________________

Workshop Assignments / textbook __________________________________________

Signed Time sheets ______________________________________________________

Evaluations /observations _________________________________________________

Reflective Diaries _______________________________________________________

Lesson Plans ___________________________________________________________

Resume _______________________________________________________________

Metacognitive Paper /Case Study ___________________________________________

The student must supply an additional copy of each of the following two projects to the

Assessment Coordinator at SUAGM with intern’s identification number on the front

cover.

· Integrated Case Study (Spanish) – based on instruction and evaluation of a small group

(i.e., Guided

Reading group, math or other subject). APA Style

· Metacognitive Research Paper (English) based on the following research topics and a



summative

bibliography. The paper should reflect research with authentic examples of how the

intern has

implemented these competencies in their teaching. APA Style

Fourteen Competencies

http://www.fldoe.org/asp/ftce/pdf/complete-edition.pdf

FTCE Professional Test


Assessment

Communication

Continuous Improvement (5)

Critical Thinking

Diversity

Analysis due Workshop One To discuss in class and come up with examples of application.

Ethics

Human Development & Learning

Knowledge of Subject Matter (5)

Learning Environment

Planning

Analysis due Workshop Two To discuss in class and come up with examples of application.

Role of the Teacher

Technology

Foundations of Education (4)

ESOL

Analysis due Workshop Three Discuss in class. Final summative paper is due by Workshop Five.

http://www/




Anejo F/Appendix F

Ana G. Mendez University System

Department of Education

Documentation: Stipend for Supervising Teachers

Stipend for Supervising Teacher:

Greetings from Ana G. Mendez University System, Florida Campuses!

We value your hard work and dedication as a supervising teacher; therefore, we will be

granting a gift as a token of appreciation for the time and support you will be providing

our intern student teacher. This gift should arrive within 4-6 weeks after the internship

has been completed. Send information by the 2nd

. Week of the internship to expedite the

processing!

Thank you for your time and for helping to build future education professionals! Ana G. Mendez University, Dept. of Education Internship Team

Date: __________________

Intern’s name:

___________________________________________________________________

Supervising University Professor:

____________________________________________________

Internship Term: □ Fall Yr. _________ □ Spring Yr. ____________

For spring internships, supervising teachers may want to give their summer address

where checks can be mailed after May or June.

Supervising teacher’s full name- print & signature: (Keep a copy for your records).

E-mail:_________________________________________________________________

Name ofSchool:

______________________________________________________________

School Address:

_______________________________________________________________

Phone No. _____________________________ Grade or Subject: ____________

Principal’s full name: _____________________________________________________

Name /title of school personnel designated to oversee college interns:

______________________________________________________________

Send to the Attention of the Education Internship Coordinator:

Name_____________________


Education Internship Coordinator

5601 S. Semoran Blvd.

Orlando, FL 32822

(407) 207-3363 Ext. 1830 Voicemail only

Approved by SUAGM Administrator: ____________________________ Date:

______________

OR


Education Internship Coordinator



3520 Enterprise Way

Miramar Park of Commerce

Miramar, FL 33025



Anejo G/Appendix G

Ana G. Mendez University System / Universidad del Turabo

Student Teacher Classroom Observation Form

Name of Intern: _____________________________ School ______________________

Subject /Lesson: _________________________________________________________

Observation Date and Time: _______________________________________________

1. General Observations: (Brief summary of classroom activities/plans).

2. Accomplished Practices (FTCE Competencies). Check the ones observed. See

Append. I

Assessment Critical

Thinking

Human

Development

Planning

Communication Diversity Knowledge of

Subject

Matter

Role of a Teacher

Continuous

Improvement

Ethics Learning

Environments

Technology

See Appendix I –

Description

Foundations of

Education

ESOL

3. ESOL and Exceptionalities Strategies, as applicable

*These could also apply to students with differentiated learning styles.

Use of “wait time” Uses of context

Clues

Graphic Organizers Realia (real objects)

Role playing TPR –Total

Physical Response

Think – Pair – Share Simplifying

speech/terms.

Classroom Observation Form: □1st. (University Professor) First Evaluation

□2nd. (Supervising Teacher) Midpoint Evaluation

□3rd. (University Professor) Final Evaluation.

□ Additional observations as needed.



Language

Experience

Approach

Demonstrating

Activity

Use of technology Others observed:

Specific Areas Observed:

1. Planning

____ communicated or posted objectives clearly

____ provides clear directions or expectations during the lesson

____ lesson plan prepared and followed

____ materials prepared and available

2. Instructional Delivery

____ gained students attention before beginning instructions

____ accessed prior knowledge

3. Instruction:

____ information presented, reviewed, practiced with closure

____ link and transfer

____ circulates and assist student

____ Timing of lesson/activities – good use of time management throughout lesson.

____ gives clear directions for follow up activities and homework

____ encourages individual response (not unison)

____ stops misconduct by reengaging student

4. Strategies:

____ variety of instructional strategies used

____ effective questioning (critical thinking or higher level questions)–Bloom’s

Taxonomy.

____ sufficient wait-time given for students to answer

5. Presentation:



____ grammar /pronunciation is correct

____ Uses appropriate tone and clarity of voice

____ nonverbal communication used / body language shows interest and smiles

____ good momentum/pace of lesson

____ eye contact established

____ supported with visuals

____ gives specific academic praise

____ engages all students

6. Classroom Management:

____ smooth transitions

____ teacher proximity/circulation

____ students involved

____ effective discipline/behavior plan

7. Strengths Observed to be Maintained:

8. Recommendations for Improvement:

9. Post-Observation Conference Student Teacher’s Comment:

____________________________ ________________________________ _______

Supervising Teacher or Professor’s signature Date

______________________________________________ ______________________

Student Teacher’s signature Date



Anejo H/Appendix H


STUDENT TEACHER COMPETENCY EVALUATION FORM

Check: FIRST MIDPOINT FINAL

Additional information on competency skills may be observed during the seminars.

Intern’s Name: __________________________School: ______________________

Observation made by:

______________________________________________Date: _________________

Competencies are on based: FEAP – Florida Educator Accomplished Practices, PEC-

Professional Education

Competencies, & the FTCE Professional

Education Test. Further information is available on:

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

http://www.heraldtribune.com/assets/pdf/SH25521213.PDF; ESOL Educator Standards-

http://www.fldoe.org/aala/perstand.asp,

Rate the student teacher’s competency development on a progression during

internship.

S –Satisfactory, D –Developing, U – Unsatisfactory, N/A –not observed.

1 ASSESSMENT: Uses data to drive instruction. Uses various types of

assessment strategies to determine student levels and needs.

FEAP 1; ESOL: 20, 21, 25

2 COMMUNICATION: Uses effective communication with students, parents,

faculty, other professionals, and the public, including those whose home

language is not English. Utilizes verbal and non-verbal communication to

demonstrate acceptance, support and respect.

FEAP 2; ESOL 3,4, 18, 22, 23

3 CONTINUOUS IMPROVEMENT: Uses relevant resources, professional

literature, research and professional development to stay abreast of best

teaching practices, including linguistic instructional strategies.

FEAP 3; ESOL 7,19

4 CRITICAL THINKING: Utilizes various strategies, materials, and

technologies to promote higher order thinking skills. Enhances learning skills of

http://www/

http://www/

http://www/



diverse learners.

FEAP 4; ESOL 7, 19

5 DIVERSITY: Establishes a positive classroom climate. Accepts and values

students with cultural, linguistic, and learning style differences.

FEAP 5; ESOL 2,3,4,18

6 ETHICS: Demonstrates knowledge of Code of Ethics, Student Code of

Conduct, Principles of Professional Conduct, district policies and procedures.

Shows respect for diverse groups and perspectives, ideas, and opinions.

FEAP 6; ESOL 1, 23

7 HUMAN DEVELOPMENT AND LEARNING: Demonstrates knowledge of

human development and learning theories and plans curriculum and instruction

appropriate for the intellectual, personal, and social levels of the students.

FEAP 7; ESOL 8,9

8 KNOWLEDGE OF SUBJECT MATTER: Demonstrates basic understanding

of all subject matter being taught, demonstrates preparation, utilizes various

teaching strategies across the curriculum to increase learning.

FEAP 8; ESOL 12, 14

9 LEARNING ENVIRONMENTS: Organizes setting to facilitate an effective

learning outcome; uses various techniques and strategies aligned with student

needs, establishes rules and behavioral standards for a safe environment.

FEAP 9; ESOL 18,23

10 PLANNING: Sets up high expectations for all students. Plans a variety of

activities following standards and benchmarks. Uses teachable moments and

adjust instruction.

FEAP 10; ESOL 5,6, 7, 10, 11, 13

11 ROLE OF THE TEACHER: Works cooperatively with various education

professionals, parents, and other appropriate participants. Seeks social services/

referrals for students.

FEAP 1; ESOL 22

12 TECHNOLOGY: Demonstrates effective use of technology and available

electronics to meet the needs of all learners. He/she is aware of various

programs and websites to meet student’s educational needs. Uses technology to

manage, evaluate, and organize professional data.

FEAP 12; ESOL 15, 17

13 FOUNDATIONS OF EDUCATION: Demonstrates knowledge of the history

of education and its philosophical and sociological foundations.

FEAP 7 : ESOL 1,2

14 ESOL: Demonstrates knowledge of specific approaches, methods, and

strategies appropriate for English Language Learners (ELLs).

FEAP 5 : ESOL 12, 16, 17, 22, 24

STUDENT’S SIGNATURE:

SUPERVISOR’S SIGNATURE :



Anejo I/Appendix I

Teachers of English for Speakers of Other Languages Performance Standards

The ESOL teacher is able to: ( http://www.fldoe.org/aala/perstand.asp )

1. Conduct ESOL programs within the parameters, goals, and stipulations of the Florida

Consent Decree.

2. Recognize the major differences and similarities among the different cultural groups in

the United States.

3. Identify, expose, and reexamine cultural stereotypes relating to LEP/ELL and non-

LEP/ELL students.

4. Use knowledge of the cultural characteristics of Florida’s LEP/ELL population to

enhance instruction.

5. Determine and use appropriate instructional methods and strategies for individuals and

groups, using knowledge of first and second language acquisition processes.

6. Apply current and effective ESOL teaching methodologies in planning and delivering

instruction to LEP/ELL students.

7. Locate and acquire relevant resources in ESOL methodologies.

8. Select and develop appropriate ESOL content according to student levels of

proficiency in listening, speaking, reading, and writing, taking into account: (1) basic

interpersonal communicative skills (BICS), and (2) cognitive academic language

proficiency skills (CALPS) as they apply to the ESOL curriculum.

9. Develop experiential and interactive literacy activities for LEP/ELL students, using

current information on linguistic and cognitive processes.

http://www/



10. Analyze student language and determine appropriate instructional strategies, using

knowledge of phonology, morphology, syntax semantics, and discourse.

11. Apply essential strategies for developing and integrating the four language skills of

listening composition, oral communication, reading, and writing.

12. Apply content-based ESOL approaches to instruction.

13. Evaluate, design and employ instructional methods and techniques appropriate to

learners’ socialization and communication needs, based on knowledge of language as a

social phenomenon.

14. Plan and evaluate instructional outcomes, recognizing the effects of race, gender,

ethnicity, socioeconomic status, and religion on the results.

15. Evaluate, select, and employ appropriate instructional materials, media, and

technology for ESOL at elementary, middle, and high school levels.

16. Design and implement effective unit plans and daily lesson plans, which meet the

needs of ESOL students within the context of the regular classroom.

17. Evaluate, adapt and employ appropriate instructional materials, media, and

technology for ESOL in the content areas at elementary, middle and high school levels.

18. Create a positive classroom environment to accommodate the various learning styles

and cultural backgrounds of students.

19. Consider current trends and issues related to the testing of linguistic and culturally

diverse students when using testing instruments and techniques.

20. Administer tests and interpret test results, applying basic measurement concepts.

21. Use formal and alternative methods of assessment/evaluation of LEP/ELL students,

including measurement of language, literacy and academic content metacognition.



22. Develop and implement strategies for using school, neighborhood, and home

resources in the ESOL curriculum.

23. Identify major attitudes of local target groups toward school, teachers, discipline, and

education in general that may lead to misinterpretation by school personnel; reduce cross-

cultural barriers between students, parents, and the school setting.

24. Develop, implement, and evaluate instructional programs in ESOL, based on current

trends in research and practice.

25. Recognize indicators of learning disabilities, especially hearing and language

impairment, and limited English proficiency.



Anejo J/Appendix J

Description of the Florida Educator Accomplished Practices – FEAPs

(Competencies)

ACCOMPLISHED PRACTICE #1 – ASSESSMENT

PRE-PROFESSIONAL: The pre-professional teacher collects and uses data gathered

from a variety of sources. These sources include both traditional and alternate assessment

strategies. Furthermore, the teacher can identify and match the students’ instructional

plans with their cognitive, social, linguistic, cultural, emotional, and physical needs.

Sample Key Indicators:

· Analyzes individuals’ learning needs and practices techniques which accommodate

differences, including linguistic and cultural differences.

· Draws from a repertoire of techniques to accommodate differences in students’

behavior.

· Identifies potentially disruptive student behavior.

· Identifies students’ cognitive, social, linguistic, cultural, emotional, and physical needs

in order to design individual and group instruction.

· Employs traditional and alternative assessment strategies in determining students’

mastery of specified outcomes.

· Guides students in developing and maintaining individual portfolios.

· Modifies instruction based upon assessed student performance.

· Provides opportunities for students to assess their own work and progress.

· Assists students in designing individual plans for reaching the next performance level.

· Maintains observational and anecdotal records to monitor students’ development.



· Interprets, with assistance, data from various informal and standardized assessment

procedures.

· Reviews assessment data and identifies students’ strengths and weaknesses.

· Communicates individual student progress in student, parent, and staff conferences.

· Develops short and long term personal and professional goals related to assessment.

ACCOMPLISHED PRACTICE #2 – COMMUNICATION

PRE-PROFESSIONAL: The pre-professional teacher recognizes the need for effective

communication in the classroom and is in the process of acquiring techniques which

she/he will use in the classroom.


· Establishes positive interaction in the learning environment that uses incentives and

consequences for students.

· Establishes positive interactions between the teacher and students that are focused upon

learning.

· Varies communication (both verbal and nonverbal) according to the nature and needs of

individuals.

· Encourages students in a positive and supportive manner.

· Communicates to all students high expectations for learning.

· Acquires and adapts interaction routines (e.g., active listening) for individual work,

cooperative learning, and whole group activities.

· Provides opportunities for students to learn from each other.

· Practices strategies that support individual and group inquiry.



· Provides opportunities for students to receive constructive feedback on individual work

and behavior.

· Identifies communication techniques for use with colleagues, school/community

specialists, administrators, and families, including families whose home language is not

English.

· Develops short and long term personal and professional goals related to communication

ACCOMPLISHED PRACTICE #3 – CONTINUOUS IMPROVEMENT

PRE-PROFESSIONAL: The pre-professional teacher realizes that she/he is in the initial

stages of a lifelong 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 increases 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.


· Identifies principles and strategies for effective changes occurring in her/his classroom

and school.

· Participates in and supports the overall school improvement process.

· 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.



· Communicates student progress with students, families, and colleagues.

· Reflects respect for diverse perspectives, ideas, and opinions in planned learning

activities.

· Supports other school personnel as they manage the continuous improvement process.

· Participates in and supports the overall school improvement process.

· Works to continue the development of her/his own background in instructional

methodology, learning theories, second language acquisition theories, trends and subject

matter.

· Seeks to increase her/his own professional growth by participating in training and other

professional development experiences.

· Learns from peers and colleagues and develops professional

relationships.

· Reflects upon her/his own professional judgment and has the ability to articulate it to

colleagues, parents, and the business community.

· Develops short- and long-term personal and professional goals related to continuous

professional development.

ACCOMPLISHED PRACTICE #4 – CRITICAL THINKING

PRE-PROFESSIONAL: 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.


· Provides opportunities for students to learn higher-order thinking skills.



· Identifies strategies, materials, and technologies which she/he will use to expand

students’ thinking abilities.

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

student problem solving.

· Poses problems, dilemmas, and questions in lessons.

· Assists students in development and use of rules of evidence.

· Varies her/his role in the instructional process (instructor, coach, mentor, facilitator,

audience, critic, etc.) in relation to the purposes of instruction and the students’ needs,

including linguistic needs.

· Demonstrates and models the use of higher-order thinking abilities.

· Modifies and adapts lessons with increased attention to the learners’ creative thinking

abilities.

· Encourages students to develop open-ended projects and other activities that are

creative and innovative.

· Uses technology and other appropriate tools in the learning environment.

· Develops short-term personal and professional goals related to critical thinking.

ACCOMPLISHED PRACTICE #5 – DIVERSITY

PRE-PROFESSIONAL: The pre-professional teacher establishes a comfortable

environment which accepts and fosters diversity. The teacher must demonstrate

knowledge and awareness of varied cultures and linguistic backgrounds. The teacher

creates a climate of openness, inquiry, and support by practicing strategies such as

acceptance, tolerance, resolution, and mediation.




· Accepts and values students from diverse cultures and linguistic backgrounds and treats

all students equitably.

· Fosters a learning environment in which all students are treated equitably.

· Recognizes the cultural, linguistic, and experiential diversity of students.

· Recognizes students’ learning styles and cultural and linguistic diversity and provides

for a range of activities.

· Has a repertoire of teaching techniques and strategies to effectively instruct all students.

· Selects appropriate culturally and linguistically sensitive materials for use in the

learning process.

· Analyzes and uses school, family, and community resources in instructional activities.

· Employs techniques useful in creating a climate of openness, mutual respect, support,

and inquiry.

· Selects and introduces materials and resources that are multicultural.

· Acknowledges the importance of family and family structure to the individual learner.

· Promotes student’s responsibility, appropriate social behavior, integrity, value of

diversity, and honesty through learning activities.

· Provides learning situations which will encourage the student to practice skills and gain

knowledge needed in a diverse society.

ACCOMPLISHED PRACTICE #6 – ETHICS

PRE-PROFESSIONAL: Adheres to the Code of Ethics and Principles of Professional

Conduct of the Education Profession in Florida.




· Makes reasonable effort to protect students from conditions harmful to learning and/or

to the student’s mental and/or physical health and/or safety.

· Does not unreasonably restrain a student from pursuit of learning.

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

· Takes reasonable precautions to distinguish between personal views and those of any

educational institution or organization with which the individual is affiliated.

· Does not intentionally distort or misrepresent facts concerning an educational matter in

direct or indirect public expression.

· Does not use institutional privileges for personal gain or advantage.

· Maintains honesty in all professional dealings.

· Shall not on the basis of race, color, religion, gender, age, national or ethnic origin,

political beliefs, marital status, handicapping condition if otherwise qualified, or social

and family background deny to a colleague professional benefits or advantages or

participation in any professional organization.

· Does not interfere with a colleague’s right to exercise political or civil rights and

responsibilities.

ACCOMPLISHED PRACTICE #7 – HUMAN DEVELOPMENT AND

LEARNING

PRE-PROFESSIONAL: Drawing upon well established human development/learning

theories and concepts and a variety of information about students, the pre-professional

teacher plans instructional activities.




· Recognizes developmental levels of students and identifies differences in a group of

students.

· Uses previously acquired knowledge to link new knowledge and ideas to already

familiar ideas.

· Uses multiple activities which engage and motivate students at appropriate

developmental levels.

· Communicates with students effectively by taking into account their developmental

levels, linguistic development, cultural heritage, experiential background and interests.

· Varies activities to accommodate different student learning needs, developmental levels,

experiential backgrounds, linguistic development, and cultural heritage.

· Recognizes learning theories, subject matter structure, curriculum development, student

development, and first and second language acquisition processes.

· Uses alternative instructional strategies to develop concepts and principles and is aware

of the rationale for choosing different methods.

· Develops short-term personal and professional goals related to human development and

learning.

ACCOMPLISHED PRACTICE #8 – KNOWLEDGE OF SUBJECT

MATTER

PRE-PROFESSIONAL: The pre-professional teacher has a basic understanding of the

subject field and is beginning to understand that the subject is linked to other disciplines

and can be applied to real-world integrated settings. The teacher’s repertoire of teaching

skills includes a variety of means to assist student acquisition of new knowledge and

skills using that knowledge.



Sample Key Indicator:

· Communicates knowledge of subject matter in a manner that enables students to learn.

· Increases subject matter knowledge in order to integrate the learning activities.

· Uses the materials and technologies of the subject field in developing learning activities

for students.

· Acquires currency in her/his subject field.

· Has planned and conducted collaborative lessons with colleagues from other fields.

· Develops short and long term personal and professional goals related to knowledge of

subject matter.

ACCOMPLISHED PRACTICE #9 – LEARNING ENVIRONMENTS

PRE-PROFESSIONAL: The pre-professional teacher understands the importance of

setting up effective learning environments and has techniques and strategies to use to do

so including some that provide opportunities for student input into the processes. The

teacher understands that she/he will need a variety of techniques and work to increase

his/her knowledge and skills.


· Practices a variety of techniques for establishing smooth and efficient routines.

· Applies the established rules and standards for behaviors consistently and equitably.

· Involves students in the management of learning environments, including establishing

rules and standards for behavior.

· Recognizes cognitive, linguistic, and affective needs of individual students and arranges

learning environments and activities to meet these needs.

· Uses techniques to align student needs, instructional settings, and activities.



· Provides opportunities for students to be accountable for their own behavior.

· Provides a safe place to take risks.

· Respects any student’s right to use a home language other than English for academic

and social purposes.

· Monitors learning activities by providing feedback and reinforcement to students.

· Implements instructional activities to meet students’ cognitive, linguistic and affective

needs.

· Arranges and manages the physical environment to facilitate student learning outcomes.

Uses learning time effectively, maintains instructional momentum, and makes effective

use of time for administrative and organization activities.

· Provides clear directions for instructional activities and routines.

· Maintains academic focus of students by use of varied motivational devices.

· Develops short term personal and professional goals related to learning environments.

ACCOMPLISHED PRACTICE #10 – PLANNING

PRE-PROFESSIONAL: Recognizes the importance of setting high expectations for all

students, the pre-professional teacher works with other professionals to design learning

experiences that meet students’ needs and interests. The teacher candidate continually

seeks advice/information from appropriate resources (including feedback), interprets the

information, and modifies her/his plans appropriately. Planned instruction incorporates a

creative environment and utilizes varied and motivational strategies and multiple

resources for providing comprehensible instruction for all students. Upon reflection, the

teacher continuously refines outcome assessment and learning experiences.




· Identifies student performance outcomes for planned lessons.

· Plans and conducts lessons with identified student performance and learning outcomes.

· Plans activities to promote high standards for students through a climate which

enhances and expects continuous improvement.

· Provides comprehensible instruction based on performance standards required of

students in Florida public schools.

· Provides comprehensible instruction in effective learning procedures, study skills, and

test taking strategies.

· Plans activities that utilize a variety of support and enrichment activities and materials.

· Accesses and interprets information from multiple sources.

· Assists students in using the resources available to them.

· Incorporates the visual and physical environment when planning learning activities.

· Plans activities that engage students in learning activities and employs strategies to re-

engage students who are off task.

· Demonstrates instructional flexibility and an awareness of the teachable moment.

· Plans and conducts lessons that are interdisciplinary.

· Develops a community resource file for use in planning instructional activities.

· Develops short and long term personal and professional goals related to planning.

ACCOMPLISHED PRACTICE #11- ROLE OF THE TEACHER

PRE-PROFESSIONAL: The pre-professional teacher communicates and works

cooperatively with families and colleagues to improve the educational experiences at the

school.




· Develops and expands strategies that are effective in fulfilling the role of student

advocate and is familiar with the laws (State and Federal) and court-ordered Consent

Decrees which assure the rights of students.

· Provides meaningful feedback on student progress to students and families and seeks

assistance for self and families.

· Proposes ways in which families can support and reinforce classroom goals, objectives,

and standards.

· Uses the community to provide students with a variety of experiences.

· Works with school volunteers appropriately.

· Can describe overt signs of child abuse and severe emotional distress and knows to

whom such observations should be reported.

· Can describe overt signs of alcohol and drug abuse and knows to whom such

observations should be reported.

· Works with colleagues to identify students’ educational, social, linguistic, cultural, and

emotional needs.

Uses continuous quality improvement techniques in school improvement efforts.

· Communicates with families of culturally and linguistically diverse backgrounds.

ACCOMPLISHED PRACTICE #12 – TECHNOLOGY (revised 9-4-03)

PRE-PROFESSIONAL: The pre-professional teacher 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. The teacher also uses technology to manage, evaluate, and improve

instruction.




· Demonstrates technology competencies as defined by Document 1 (Florida Technology

Literacy Profile).

· Uses technology tools on a personal basis.

· Demonstrates awareness of and models acceptable use policies and copyright issues.

· Identifies and uses standard references in electronic media.

· Uses technology in lesson and material preparation.

· Identifies technology productivity tools to assist with management of student learning.

· Teaches students to use available computers and other forms of technology.

· Creates authentic tasks using technology tools and recognizes the need for learner-

centered environments.

· Selects and utilizes educational software tools for instructional purposes based upon

reviews and recommendations of other professionals.

· Uses digital information obtained through intranets and/or the Internet (i.e., e-mail,

research).

· Uses technology to collaborate with others.

· Develops professional goals relating to technology integration.

· The pre-professional teacher uses accessible and assistive technology to provide

curriculum access to those students who need additional support to access the information

provided in the general education curriculum as available at each school site.

ACCOMPLISHED PRACTICE #13- FOUNDATIONS OF EDUCATION

PRE-PROFESSIONAL: The pre-professional teacher has knowledge of the history of

education and its philosophical and sociological foundations.



Note: It has been said that those who are ignorant of history are doomed to repeat it.

Therefore, unless we, as professional educators, wish to replicate errors of the past, we

need to be knowledgeable about the history of education so that we can apply its lessons

to the present and to the future.


· The teacher applies historical, philosophical, and sociological perspectives to

contemporary issues in American education.

· The teacher identifies contemporary philosophical views on education that influence

teaching.

ACCOMPLISHED PRACTICE # 14 ESOL- English for Speakers of Other

Languages

PRE-PROFESSIONAL: The pre-professional teacher has knowledge of specific

approaches,

methods, and strategies appropriate for students with limited English proficiency (ESOL).


· Uses ESOL strategies to address comprehensible instruction.

· Demonstrates knowledge of BICS and CALPS stages of language learning.

· The teacher is knowledgeable about the META Consent Decree (1989).

http://www.fldoe.org/aala/cdpage2.asp

The Consent Decree is the state of Florida’s framework for compliance with the

following federal and state laws and jurisprudence regarding the education of English

language learner students:

The teacher identifies ESOL approaches, methods, and strategies (e.g., materials,

http://www.fldoe.org/aala/cdpage2.asp



adaptations, alternative assessments, and strategy documentations) appropriate for

instruction.

The teacher identifies and applies cognitive approaches, multisensory ESOL strategies,

and instructional practices that build upon students’ abilities and

promote self-worth. The teacher is knowledgeable about ESOL Performance Standards

and Codes: ESOL Teacher Performance Standards (.pdf):

http://education.ucf.edu/esol/docs/25_ESOL_perf_standards.pdf

http://faculty.saintleo.edu/ESOL/ESOL%20Performance%20Standards.htm

Limited English Proficiency Codes (.pdf):

http://education.ucf.edu/esol/docs/Limited_English_Proficiency_Status_Codes.pdf

http://education/

http://faculty/

http://education.ucf.edu/esol/docs/Limited_English_Proficiency_Status_Codes.pdf



Anejo K/Appendix K

Checklist for the Observation Visit from the Supervising Professor

______1. Arrange for a place for the supervising professor to sit and observe.

______2. Ensure that the lesson consists of direct instruction for 25 to 30

minutes with independent practice following.

______3. Make certain you are interacting with students at the time of the

visit.

______4. Provide a copy of the lesson plan (teacher’s or your own) to the

supervising professor.

______5. Provide copies of materials being used (such as worksheets,

reading mastery lessons, etc.) for the coordinator to follow.

______6. Allow for discussion time with the supervising professor after the

lesson.

Take a deep breath and relax, remember we are here to help you.



Checklist for the Observation Visit from the Supervising Professor

______1. Arrange for a place for the supervising professor to sit and observe.

______2. Ensure that the lesson consists of direct instruction for 25 to 30

minutes with independent practice following.

______3. Make certain you are interacting with students at the time of the

visit.

______4. Provide a copy of the lesson plan (teacher’s or your own) to the

supervising professor.

______5. Provide copies of materials being used (such as worksheets,

reading mastery lessons, etc.) for the coordinator to follow.

______6. Allow for discussion time with the supervising professor after the

lesson.

Take a deep breath and relax, remember we are here to help you.



Anejo L/ Appendix L

Weekly Time Line for Teaching Classes

Classroom Instruction

Once the student teacher has completed a reasonable number of observations,

has worked and interacted with students and small groups, he will assume more

responsibility in the lesson preparation and the daily lesson planning, instruction, and

classroom management.

The internship experience will take place in stages, phases, or cycles. Each one

of these will have duration of two, three, or four weeks.

The tasks the teacher will complete each cycle are as follows:

· First Cycle (approximately 2 weeks) – A cordial and professional environment

between the student teacher and the supervising teacher will be established;

there will be orientation about procedures and the school and classroom

functioning; the student will be oriented in relation to the use and management of

curricular guides, texts, and resources available at the internship center and the

community. The work team (supervising teacher, supervising professor, school

director, and internship coordinator) will have the following functions:

- Orientation about the format that will be used in the lesson plans

- Explanation about the skills and concepts that will be developed through

the daily lessons.

- Arrange for intern’s observation of classes, in class of supervising teacher

as well as other classes in the school

- Provision for the student teacher to become familiar with the following



tasks:

- Copy notes on the board.

- Prepare pictures, poster boards, assignments, games, etc.

- Help grade class work and homework completed by students.

- Participate actively in the arrangement and preparation of the classroom.

- Review the students’ official records.

- Help with administrative and test-correcting tasks.

- Distribute materials and assignments.

- Call attendance

- Read stories

- Help students individually to complete assignments.

- Organize a work area (desk, bulletin boards).

- Become familiar with the school’s emergency procedures in case of fire,

gas leaks, or inclement weather.

- Become familiar with the school facilities such as the media center,

auditorium, lunch room, clinic, photocopier, computer lab, etc.

The supervising teacher along with the supervising professor will determine the

appropriate date to introduce the student teacher to actively teach.

· Second Cycle (weeks 3 and 4) – The supervising teacher will give the student

teacher the opportunity to actively participate in the processes of planning and

developing a lesson and the evaluation of goals. Both will plan, execute, and

evaluate the lessons together. They will work as a team. The supervising

teacher will delegate a larger role to the intern in the leadership of classroom



activities. Early in this period, the intern should begin to assume total

responsibility for one class under the teacher’s observation and supervision. The

following schedule is to be followed at the discretion of the supervising teacher

with the requirement that the intern must assume total responsibility for at least

two classes during the internship.

· Third cycle (weeks 5, 6 and 7) – In this cycle, the supervising teacher will allow

the student teacher to continue total responsibility for one lesson daily under

his/her observation and supervision. By adding one class and then two during

this period, the intern will assume total responsibility for two classes daily during

week 5 and for three daily classes during weeks 6 and 7. The supervising

teacher will discuss the positive aspects of the lesson and will offer the

appropriate reinforcement and recommendations pertinent to those aspects that

the student teacher should improve upon during the learning-teaching process.

The supervising teacher should document everything that is discussed in writing,

and it must be signed by both parties. The student teacher will make notes in the

reflective diary and the professional notebook.

The supervising professor will evaluate and follow up on the student’s

effectiveness during this cycle.

· Fourth Cycle (weeks 8, 9 and 10) – The student teacher in grades K – 12 will

continue responsibility for 3 daily classes and beginning with week 8, will assume

responsibility for 4 classes and for weeks 9 and 10, the intern will assume

responsibility for all of the daily classes. The supervising teacher will always

systematically observe the work of the student teacher during the teaching learning



process, making notes of what is observed and presenting the

appropriate recommendations. All aspects mentioned before will continue to be

observed and evaluated. Enriching experiences will be provided to the student

teacher so that s/he will become familiar with all the tasks completed by a

classroom teacher during a semester, including the end of the semester

activities, such as assigning grades if necessary. The supervising professor with

the supervising teacher will evaluate the student teacher’s effectiveness during

his/her internship.

It is important to highlight that at the elementary level, the student teacher is

required to teach various content areas or subjects and to be able to work with all

abilities and levels of the students during the 10-week internship period taking into

consideration the four cycles, which must be completed. The student teacher at the

secondary level will teach several class periods a day in the area of specialty. Those

student teachers in the special education program will be required to continue with the

program of individualized instruction recommended by their supervising teachers, in

at least two daily hours of direct contact with students. The rest of the time will be

used to observe and help the supervising teacher or those professionals who work

with students with special needs.

The student teacher has to prepare typed-written daily lesson plans, tests,

practice exercises, assignments, and have them available for the supervising teacher

and the university supervisor to evaluate. The plans should be organized in

chronological order and placed in a lesson plan notebook.



Anejo M/Appendix M

Lesson Plan Format Sample (1)

Name: _________________________ School: ______________

Week of: ____________________________ Grade/subject: _______

Name:__________________________________________Schools:_________________

Week of:_______________________________Grade/Subject:____________________

Please save plans in your folder by the first date of the instructional week and by

course names.

Teacher:

Course /Periods:

Unit of Study:

Content Focus:

Resources:

MONDAY

Objective(s)

Activities

Assessment

Homework

Standards

ELL Strategies

TUESDAY

Objective(s)

Activities

Assessment

Homework

Standards

ELL Strategies

WEDNESDAY

Objective(s)

Activities

Assessment

Homework

Standards

ELL Strategies

THURSDAY

Objective(s)

Activities

Assessment

Homework

Standards

ELL Strategies

FRIDAY



Objective(s)

Activities

Assessment

Homework

Standards

ELL Strategies

Notes:



Bloom’s Taxonomy

Cognitive Level Illustrative Verbs Definitions

Knowledge

arrange, define, describe, duplicate,

identify, label, list, match, memorize,

name, order, outline, recognize, relate,

recall, repeat, reproduce, select, state

remembering previously

learned information

Comprehension

classify, convert, defend, discuss,

distinguish, estimate, explain, express,

extend, generalize, give example(s),

identify, indicate, infer, locate,

paraphrase, predict, recognize, rewrite,

report, restate, review, select,

summarize, translate

grasping the meaning of

information

Application

apply, change, choose, compute,

demonstrate, discover, dramatize,

employ, illustrate, interpret,

manipulate, modify, operate, practice,

predict, prepare, produce, relate

schedule, show, sketch, solve, use

write

applying knowledge to actual

situations

Analysis

analyze, appraise, breakdown,

calculate, categorize, classify,

compare, contrast, criticize, derive,

diagram, differentiate, discriminate,

distinguish, examine, experiment,

identify, illustrate, infer, interpret,

model, outline, point out, question,

relate, select, separate, subdivide, test

breaking down objects or

ideas into simpler parts and

seeing how the parts relate

and are organized

Synthesis

arrange, assemble, categorize, collect,

combine, comply, compose, construct,

create, design, develop, devise,

explain, formulate, generate, plan,

prepare, propose, rearrange,

reconstruct, relate, reorganize, revise,

rewrite, set up, summarize, synthesize,

tell, write

rearranging component ideas

into a new whole

Evaluation

appraise, argue, assess, attach, choose,

compare, conclude, contrast, defend,

describe, discriminate, estimate,

evaluate, explain, judge, justify,

interpret, relate, predict, rate, select,

making judgments based on

internal evidence or external

criteria



summarize, support, value

Types of written questions/activities/assignments:

Place an X in the box to the left of all that apply

Multiple choice – Four or more possible

answers to the question posed.

Short answer – Answer requires student to

write out the answer, usually in a phrase or

one sentence.

Matching – Two or more columns requiring

the student to match items in one column to

items in the other column(s).

Essay – Formal written answer of a least three

paragraphs making use of supportive evidence

for ideas stated.

Fill in the blanks/labeling – One or more

terms used to complete the sentence or idea –

Identifying a diagram, etc. with appropriate

terms. Other – (specify)



Anejo N/Appendix N

Lesson Plan Template (2)


NOTE: Interns delete the comments below and use this as a template for your lessons.

It may take several pages to plan your lessons. That is expected as an intern. Once you

are a teacher, you will follow the abbreviated lesson plan format that is used in the

schools.

Sample Lesson Format Below

1. Teacher Mrs. Intern _______ Date:_____ Time: ______

2. Subject Reading

3. Lesson Plan Title:

4. Grade Level (s):

5. Standard Addressed:

6. General Goals:

(Benchmark Code)

LA.3.1.4.3

7. Specific Objectives:

8. Materials:

9. Anticipatory Setting:

(“Warm-up”) Focus: Student’s attention is on the teacher at

this point.



Anejo O/Appendix O

Reflective Diary Name:___________________________________________

The diary is a narrative written weekly in APA style, one page in length. The

student teacher will describe what he/she has learned during the internship.

· Personal and professional needs or achievements.

· Describe the relationship with students, teacher, and staff.

· Teaching strategies and classroom management skills utilized.

· Understanding of the teacher’s role in the school and community.

· Identifying instructional strategies used to meet student needs.

· Technological tools, resources and materials used.

Reflective Diary Rubric

APA Style

(------/ 25)

The reflexive diary is

written following the

APA style.

The reflexive diary isn’t

written following the APA

style.

Length/Time

(------/ 25)

One page document as

requested and on time.

The document was either

too short or longer than

requested and/or was

late.

Grammar /Spelling

(------/ 25)

Grammar and usage

were correct and

contributed to clarity and

style.

No spelling errors.

Writer made 1-2 errors in

grammar

Writer made a few

spelling errors.

Content

(------/ 25)

Writer elaborated the

topic (s) effectively.

Writer lacks elaboration,

Ideas were not clearly

stated.

Points: ___________ Grade: ___________



Diario Reflexivo

Nombre:___________________________________________

El diario es una narrativa escrita en estilo APA, de una página de extensión. El

maestro practicante describirá lo que ha aprendido durante el internado:

· Necesidades o logros personales y profesionales.

· Descripción de la relación con estudiantes, maestro y otros miembros del

personal.

· Estrategias de enseñanza y habilidades de manejo de clase utilizadas.

· Comprensión del papel del maestro en la escuela y en la comunidad.

· Identificación de estrategias educativas usadas para la satisfacción de las

necesidades de los estudiantes.

· Instrumentos tecnológicos, recursos y materiales utilizados.

Matriz de valoración del Diario reflexivo

Estilo APA

(------/ 25)

El diario reflexivo está

redactado enteramente

en el estilo APA.

El diario reflexivo no está

redactado en el estilo

APA.

Extensión/Puntualidad

(------/ 25)

El documento tiene una

página como se ha

requerido y se ha

entregado a tiempo.

El documento fue

demasiado corto o más

largo de lo requerido y

fue entregado tarde.

Gramática/Ortografía

(------/ 25)

El uso gramatical fue

correcto y contribuyó a

traer claridad y estilo al

diario. No existen

errores ortográficos.

Se encontraron de 1 a 2

errores gramaticales.

También se encontraron

errores ortográficos.

Contenido

(------/ 25)

El autor elaboró el tema

eficazmente.

Falta elaboración. Las

ideas no fueron

establecidas claramente.



Anejo P/Appendix P

Description of the:

(1) Integrated Case Study /Spanish

(2) Metacognitive Paper / English

To comply with the licensing requirements of Ana G. Mendez University

System’s Education Program the following assessment projects are mandatory.

The student will be required to provide two research-based projects. The student

will use research-based data and information to complete these two projects and

present them during the workshop seminars. Copies will be kept by the

Assessment Coordinator’s Office.

1. Integrated Case Study Project (Spanish): The intern will submit a

rationale for collecting the descriptive information of a small group of students

(preferably current or former ESOL or bilingual students), describe the

assessment instruments to be used to determine educational levels and skills,

propose an instructional design, list and describe materials to be used, and

describe effective teaching strategies. The intern will present recommendations

in written and in an oral presentation format, of the most successful strategies

used with the small group of students.

2. Metacognitive Paper (English): The student will submit a research

paper that covers the fourteen accomplished practices, per Florida Department of

Education Standards. Students will include a final reference page with at least

three references on each accomplished practice and examples of at least three



items, or applications as it pertains to curriculum, instruction, or professional

growth.

Criteria % Language

Integrated Case Study – Workshop 4 100 Spanish

Metacognitive Paper – Workshop 5 100 English

Specific Objectives for the Integrated Case Study & Metacognitive Paper:

Teaching is a complex task that demands strong critical thinking skills, and

comprehensive understanding of educational theories and principles, as well as

FL Educator Accomplished Practices/Professional Education Competencies to

be in compliance with the requirements of the State of Florida.

It is crucial that pre-professional teachers demonstrate mastery of

effective educational strategies and techniques to reach diverse student

population in the school system. Therefore, pre-professional teachers should

show evidence of their understanding and application of educational theories and

principles, and instructional strategies and techniques through their own

reflection on the activities in the classroom and the compilation of relevant work

samples used by working with a small group of students on an ongoing basis and

documenting this data in an integrated case study.

Finally, pre- professional teachers should become agents of change;

therefore, they need to keep abreast of the most recent research related to FL

Educator Accomplished Practices/Professional Education Competencies in order

to synthesize the information and plan effective instructional approaches to meet

the individual needs of their students.



Description of the Two Projects:

(1) Integrated Case Study: (Spanish only – use the following table for

full description).

The intern will submit a rationale for collecting the information, analyze the

student grouping criteria and their academic background, propose an

instructional model, describe the assessment instruments to be used to

determine educational levels and skills, list and describe materials to be

used, and describe effective teaching strategies. The intern will present

recommendations in a written report and make an oral presentation of the

integrated case study.



Anejo Q/Appendix Q

(1) Formato: Estudio de Caso Integral (Español) Proyecto de Práctica del Programa de Educación Elemental

Parte 1

Ejemplo:

Iniciales de los estudiantes

en el grupo

Fecha del Proyecto Regular, Enseñanza de

Inglés Contenida

/Sheltered Instruction,

ESOL, etc.

Grado y edades de los

estudiantes:

Descripción del Programa

Grupo étnico (raza): Género (M/F)

Parte 2

Proyecto de Práctica del Programa de

Educación Elemental.

Ensayo escrito y presentación oral al

final del curso.

Usará el estilo APA.

Propósito y Justificación:

El maestro practicante redactará una

justificación con evidencia científica sobre

la importancia de usar estrategias eficaces o

mejores prácticas así como de diversas

técnicas de agrupación de los estudiantes

para su instrucción.

· Escribirá tres a cuatro párrafos en forma

de ensayo.

· Explicará en detalle el propósito de este

proyecto.

· Citará evidencia científica sobre el uso de

las estrategias eficaces o mejores prácticas

así como de las diversas técnicas de

agrupación de los estudiantes.

· La importancia de la enseñanza en grupos

pequeños.

Descripción del grupo: (avalúo

cualitativo)

El maestro practicante entrevistará o

encuestará al grupo seleccionado de

estudiantes para investigar sobre sus

hábitos de estudio, preferencias en la

· El maestro practicante incluirá la

siguiente información del grupo

seleccionado de estudiantes:

· Edad

· Género

· Grado



lectura (por ejemplo, la administración de

una encuesta) las fortalezas y las

debilidades en el trabajo académico

identificadas por los propios estudiantes.

El maestro practicante también podrá

recolectar esta información sobre su grupo

seleccionado de estudiantes entrevistando a

sus maestros y a sus padres (si fuese

posible), especialmente si los estudiantes

corresponden a grados primarios (K a 3).

Toda información deberá ser exacta y

verdadera, citando siempre su fuente.

· Hábitos de estudio.

· Aprovechamiento académico.

· Fortalezas y debilidades en el trabajo

académico.

· Conducta en la escuela y en el hogar.

· Participación de los padres en la

educación de los niños, tanto en el hogar

como en la escuela.

· Funcionamiento social del grupo (Cómo

los integrantes del grupo interactúan entre

ellos, con el maestro practicante y con la

clase en general).

· Escribirá cuatro párrafos como mínimo.

Avalúo educativo:

El maestro practicante administrará una

prueba de entrada y de salida al grupo de

estudiantes. Asimismo, también podrá

hacer uso de los resultados de una prueba

de entrada ya administrada por el maestro

del salón de clases (Avalúo auténtico) o por

la escuela (FCAT, DIBLES, SAT 9,

Benchmarks, etc.).

El maestro practicante elaborará un perfil

diagnóstico con la información obtenida.

· Incluirá una descripción detallada y un

ejemplo del instrumento(s) de avalúo

utilizado(s).

· Construirá una tabla descriptiva con los

resultados obtenidos por medio de los

instrumentos de avalúo.

· Analizará los resultados obtenidos.

· Informará los hallazgos encontrados en su

recopilación de los resultados del avalúo.

· Propondrá recomendaciones basadas en

los resultados.

· El estudiante redactará 3 páginas como

mínimo cubriendo los puntos anteriormente

mencionados de esta sección.

Diseño Instruccional

El maestro practicante diseñará planes de

lección basados en los resultados del

avalúo. Los planes de lección mostrarán las

mejores prácticas para enseñar en grupo

considerando sus necesidades y estilos de

aprendizaje.

· Propondrá un modelo de instrucción para

el grupo de estudiantes evaluado, según los

resultados del avalúo.

· En este modelo de instrucción se

describirá lo siguiente:

. 1 meta (como mínimo) que será lograda a

través de las minilecciones semanales

durante el periodo de práctica. Esta meta

estará relacionada con su análisis de la

información del avalúo elaborado.

. Análisis y descripción de las mejores

prácticas o estrategias eficaces para

remediar las debilidades o retar a los

estudiantes apropiadamente.

. Recursos de enseñanza eficaces: ayudas

visuales, integración de tecnología,

recursos impresos, etc.

. Técnicas de avalúo



· Se presentará como anejos:

. Los planes de lección que se

implementaron con el grupo de estudiantes

durante el periodo de práctica.

Los planes de lección deberán escribirse en

el idioma de instrucción.

. Los planes de lección seguirán el modelo

establecido en el módulo.

. Los planes reflejarán los estándares del

estado y los objetivos específicos de

lección, la aplicación de mejores prácticas

educativas, recursos de instrucción eficaces

e instrumentos de avalúo adecuados.

Diario Reflexivo

Después de cada lección, el maestro

practicante escribirá una reflexión sobre la

eficacia del plan de lección diseñado por

él.

Esta reflexión permitirá al maestro

practicante analizar los ajustes

instruccionales que deberá hacer en las

lecciones siguientes.

· Completará el formato del diario reflexivo

inmediatamente después de cada lección.

Parte 3:

Reacción crítica

Los estudiantes escribirán su reacción crítica sobre este proyecto.

Nombre del maestro practicante



(2) Format for Writing the Metacognitive Paper: (English)

The student will submit a research paper that covers a written analysis of the

fourteen accomplished practices or also known as competencies, per FL

Department of Education.

Purpose of the Metacognitive Paper:

The purpose of writing the metacognitive paper is to demonstrate an

understanding of what it means to be an educator who embodies the following

fourteen accomplished practices per Florida Department of Education Standards:

1. Assessment

2. Communication

3. Continuous Improvement

4. Critical Thinking

5. Diversity (e.g. ESOL students)

6. Ethics

7. Human Development and Learning

8. Knowledge of Subject Matter

9. Learning Environments

10. Planning

11. Role of the Teacher

12. Technology

13. *Foundations of Education

14. *ESOL



*Competencies reflected on the FTCE (Professional Exam)

The metacognitive paper should be written in English and follow APA style. It will

consist of the following:

a) Title/front cover page

b) Table of contents

c) One-page introduction. The student will write at least one page per

Accomplished Practice and their general relevance to the field of

education.

d) Provide evidence of three references citations and three items, examples

or applications as it relates to education, curriculum, professional growth,

etc.

e) Fourteen Accomplished Practices – body of paper:

i) This is a research paper that reflects the fourteen accomplished

practices per Florida Department of Education Standards.

ii) Each accomplished practice should be described in at least one

page.

iii) Research on each practice: For each FL accomplished practice the

student will include (1) the definition, (2) the rationale, and (3) the

impact on the field of education, and if it applies to the instruction of

ESOL students. The information in each of the three components of

the paper should be elaborated based on current research sources

and the intern’s reflection on the student teaching experience. There

should be at least three research source citations per accomplished



practice. Students should not use any information contained in EDUC

447 module for this part of the project.

iv) The student will research the literature of the field using a variety of

sources including, but not limited to, books, articles, the Internet and

interviews.

f) One-page conclusion: The student will write a conclusion no longer than

one page which will reflect his/her final thoughts on the fourteen FL

accomplished practices based on the research and on his/her own

teaching experience.

g) References: It will include a complete alphabetical reference list that

reflects research on all of the (14) practices at the end of the paper.

h) Presentation and discussion during the last workshop of EDUC 447.



Anejo R/Appendix R

Rubric for Metacognitive Research Paper Name _____________________________________ Date :____________ Points : _________

4 3 2 1

Appearance

_ Readable: Are entries typed in an appropriate font

and size? Are entries free of errors? Do the

ideas expressed in the entries follow a logical

sequence with appropriate transitions among

paragraphs and topics?

_ Professionalism:

Does the appearance of the Metacognitive Research

Project look professional? Is the language consistent

with professional expectations?

_ Organization: Is the Metacognitive Research

Project in a manner that makes it easy to follow

and easy to locate information? Is the Metacognitive

Research Paper presented in a neat and

orderly manner?

Content, function, and presentation

_ Content: Are all required entries included in the

Metacognitive Research Project? Is the

information relevant to current educational research?

Do entries provide thorough understanding of the

content?

_ Authenticity:

Is the content a true reflection of the student’s efforts

and abilities?

_ Growth/Development:

Does research provide thorough understanding of

growth and development related to education? Does

the research show what the student has learned?

_ Reflection and Personal growth: Does the research

show exceptional understanding of



higher level thinking and demonstrates professional

growth? Does the student reflect

enthusiasm within the information presented in the

research?

_ Professional Conduct: Does the research show a

clear understanding of ethical behavior and

professional conduct? Does the student display pride

in his or her work?

_ Presentation Skills: Does the student communicate

using proper tone and diction? Is the

student able to express ideas clearly to the audience?

Overall

_ Does the Metacognitive Research Project

demonstrate the student’s skills, abilities, and

professional knowledge of a beginning teacher at a full

potential?

Rating Scale

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

Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm Adapted 08/01/09 by

Fidel R. Távara & Tere Rodriguez, M.Ed.

http://www.lcusd/



4 3 2 1

Apariencia

_ Legible: ¿El formato del Estudio de Caso Integrado

está escrito correctamente, usando el estilo y el tamaño

de letra apropiados? ¿Las ideas siguen un orden lógico

y secuencial, usando transiciones entre párrafos y

temas?

_ Profesionalismo: ¿La apariencia del Estudio de Caso

Integrado es profesional? ¿Las gráficas, los colores y el

uso del idioma son consistentes con las expectativas

profesionales?

_ Organización: ¿El Estudio de Caso Integrado está

organizado de una manera que sea fácil de seguir y

ubicar la información? ¿El proyecto está bien escrito y

sigue una secuencia lógica?

Contenido, función y presentación

_ Contenido: ¿Todos los requisitos solicitados en el

bosquejo del proyecto fueron cumplidos en el Estudio

de Caso Integrado? ¿La investigación refleja

información actual en el área de educación y el sistema

escolar? ¿La información presentada es válida y

confiable? ¿Los temas reflejan un entendimiento claro

sobre el propósito de este proyecto? ¿Muestra evidencia

de cómo resolver problemas y tomar decisiones?

_ Autenticidad: ¿El contenido y uso de gráficas refleja

el verdadero esfuerzo y habilidad del estudiante?

_ Crecimiento y Desarrollo: ¿La información

presentada refleja entendimiento, crecimiento y

desarrollo sobre el tema de educación? ¿El proyecto

muestra lo que el/la estudiante ha aprendido?

_ Reflexión y Crecimiento Personal: ¿El proyecto

refleja un alto nivel excepcional y desarrollo personal?

¿El/la estudiante muestra entusiasmo en su descripción

del proyecto?

_ Conducta Profesional: ¿El proyecto refleja un

entendimiento claro del comportamiento ético y

conducta profesional? ¿El estudiante muestra orgullo al

hacer un buen trabajo?



_ Habilidades de Presentación: ¿El/la estudiante se

comunica claramente usando un tono y articulación

apropiados para expresar sus ideas en público?

Evaluación integral

_ ¿El proyecto de Estudio de Caso Integrado refleja las

habilidades y conocimientos profesionales para un/una

maestra principiante en todo su potencial?

Escala

4 = Superior 3 = Muy bien 2 = Satisfactorio 1 = Necesita mejorar

Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm . Adapted 08/01/09 by

Fidel R. Távara & Tere Rodriguez, M.Ed.

http://www.lcusd/



Anejo S/Appendix S

FINAL PROJECT MONITORING LOG: Estudio de Caso Integrado &

Metacognitive Paper

Directions: Complete the following final project development log on a weekly basis:

(Student comments on the status of work or project and the professor provides feedback,

monitors assignments, redirects student to assignment, as needed).

Workshop

1

Workshop

2

Workshop

3

Workshop

4

Workshop

5

Actions

Accomplished

(3 points)

Difficulties

Found

(2 points)

Student’s

Signature

Facilitator’s

Feedback



Anejo T/Appendix T

HOJA DE AUTOEVALUACIÓN DEL ESTUDIANTE

Nombre del Estudiante________________________________

Tema :_____________________________________________Fecha :_____________

Estimado Estudiante: Esta autoevaluación no constituye parte de la calificación del

curso. Sin embargo, nos ayudará a reflexionar sobre sus aspectos más importantes. Su

sincera contestación facilitará el proceso en el salón de clases y proveerá al facilitador

información valiosa sobre el ambiente y las estrategias usadas durante la clase.

Criterios de evaluación Puntuación Participación: (Mostré interés, formulé y contesté preguntas,

aporté para el beneficio de la clase)

1 - 2 - 3 - 4

Vine preparado para la clase de hoy : (Traje materiales

asignados y pude formular y responder a preguntas)

1 - 2 - 3 - 4

Estuve receptivo(a) (Escuché atentamente la opinión o

presentación de mis compañeros(as).

1 - 2 - 3 - 4

Facilitación de la clase (Propicié con mi actitud a un ambiente

saludable y creativo en el salón de clases).

1 - 2 - 3 - 4

4- Totalmente de acuerdo 3- De acuerdo 2- Parcialmente de acuerdo 1-

Necesito mejorar

Observaciones:



STUDENT’S SELF- EVALUATION

Student’s Name________________________________

Topic :_____________________________________________Date :_____________

Evaluation criteria Punctuation Participation: (showed interest, asked questions, participated in

class)

1 - 2 - 3 - 4

I was prepared for class : (Brought required assignments and

was able to respond to questions)

1 - 2 - 3 - 4

I was receptive (listened attentively to others opinions or to oral

presentations)

1 - 2 - 3 - 4

Class facilitation (created a healthy and creative environment

with my attitude)

1 - 2 - 3 - 4

4- Totally in agreement 3- Agreed 2- Partially agreed 1-Need

improvement

Observations:



Anejo U/Appendix U

Guidelines to prepare the portfolio

1. Determination of sources of content

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

Projects, surveys, and reports.

Oral presentations

Essays: dated writing samples to show progress

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

Written pieces that illustrate critical thinking about readings: response or

reaction papers.

Class notes, interesting thoughts to remember, etc.

Learning journals, reflective diaries.

Self-assessments, peer assessments, facilitator assessments.

Notes from student-facilitator conferences.

2. Organization of documentation

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

workshops. Workshops will be separated from one another using construction paper

or paper of different colors, with tabs indicating the workshop number.

3. Presentation of the portfolio

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

The Portfolio Informational Sheet will be placed in the transparent front

pocket of the binder for identification purposes (Appendix V).

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

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

placed at the beginning of the portfolio.

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

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

description, date produced, date submitted, and date evaluated (Appendix W).

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



Documentation and self-reflection sheet (Appendix X) required in each

workshop.

Overall portfolio self-assessment (Appendix Y).

The progression follow-up template will be added to the portfolio (Appendix

Z).

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

to the end of the portfolio.

Letter of Use and Return or Use and Discard of Portfolio (Appendixes AA)

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

font, size 12, double space, and 1-inch margins. See the latest edition of the

Publication Manual of the APA.

4. Portfolio evaluation (Appendix BB).



Anejo V/Appendix V PORTFOLIO INFORMATIONAL SHEET


Florida Campuses

Universidad del Este, Universidad Metropolitana, Universidad del Turabo

Check one:

Universidad del

Este

Universidad

Metropolitana

Universidad del

Turabo

Check one:

Undergraduate Graduate

Concentration

Student’s Name

Facilitator’s Name

Portfolio rated as

Reason of this rate



Anejo W /Appendix W: Log of Entries or Table of Contents

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10

Note: Students can build a table of contents instead.



Anejo X /Appendix X Self Reflection

Directions: Please complete the following blanks:

This entry is an example of my strengths:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

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

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

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

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

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

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________



Autorreflexión

Instrucciones: Complete los siguientes espacios en blanco:

Este ingreso es un ejemplo de mis fortalezas:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

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

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

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

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

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

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________



Anejo Y /Appendix Y : Overall Portfolio Self-Assessment

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

strengths and weaknesses of your writing

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

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

weak, 1=weak)

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

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

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

information.

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

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

creatively.

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

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

improving that piece.

_____ 1. _______________________________________________________

_______________________________________________________

_____ 2. _______________________________________________________

_______________________________________________________

_____ 3. _______________________________________________________

_______________________________________________________

_____ 4. _______________________________________________________

_______________________________________________________

_____ 5. _______________________________________________________

_______________________________________________________

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

Very satisfactory __________ Satisfactory __________

Somewhat satisfactory __________ Unsatisfactory __________

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

achieve.

Goal: ________________________________________________________________

Strategies:

1. _________________________________________________________________

2. _________________________________________________________________



Anejo Z /Appendix Z Progression Follow-Up Template

Strengths Weaknesses Improvement Ideas

Facilitator’s

comments

Student’s

response and

comments


Revised October, 2010. Fidel R. Távara, M.Ed.

Anejo AA/Appendix AA Use and Return of Portfolio



I, ____________________________________, grant permission to the office of

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

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

accreditation or educational purposes only, and that is not going to be disclosed without

my consent.

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

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

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date


Revised October, 2010. Fidel R. Távara, M.Ed.

Anejo BB /Appendix BB Use and Discard of Portfolio



I, ____________________________________, grant permission to the office of

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

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

accreditation or educational purposes only, and that is not going to be disclosed without

my consent.

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

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

.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date


Prep. 2003. Alicia Castillo, Ph. D., Rev.10-30- 2010. Marta Gonzalez-Garcia M.A. Ed.

Anejo CC /Appendix CC Overall Portfolio Rubric

4 3 2 1

PORTFOLIO APPEARANCE

Readable: Are entries typed in an appropriate font and size? Are entries

free of errors? Do ideas expressed in entries follow a logical sequence with

appropriate transitions among paragraphs and topics?

Professionalism: Is the appearance of the portfolio professional? Are

graphics, colors and portfolio language consistent with professional

workplace expectations? Is the portfolio presented in a neat and orderly

manner?

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

follow and easy to quickly locate information?

PORTFOLIO CONTENT AND FUNCTION

Content: Are all required entries included in the portfolio? Are entries

relevant to the content of the portfolio? Do all entries contain the student’s

reaction or reflection on the selected topics? Do entries provide thorough

understanding of content? Resume, Activities List, Varied Samples of

Written Work, Evidence of Problem Solving, and Evidence of Decision

Making.

Authenticity: Are the samples and illustrations a true reflection of the

student’s efforts and abilities?

Growth/Development: Do samples provide thorough understanding of

growth and development related to their field of concentration? Do items

show what the student has learned?

Collaboration: Do items show examples of both individual and group

work? Does the student provide clear understanding of collaboration, and



use collaboration to support his/her learning?

Reflection and Personal growth: Do items show exceptional

understanding of how to be a reflective thinker and how to seek

opportunities for professional growth? Does the student include self-

reflective comments? Does the student reflect enthusiasm for learning?

Professional Conduct: Do items show clear understanding of ethical

behavior and professional conduct? Do items display the pride the student

has in his or her work?

Overall Portfolio Impact

Is this portfolio an asset in demonstrating the student’s value (skills,

abilities, knowledge) to a potential employer or college representative?

Rating Scale

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

Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by Fidel R.

Távara, M.Ed. Coordinator of Assessment and Placement – Metro Orlando Campus.

http://www.lcusd.net/lchs/portfolio/rubric.htm



Anejo DD/Appendix DD

Rubric for E-Lab Documentation

The students should demonstrate the use of the electronic lab (E-Lab) for a total of 20

hours per course. 10 hours should be in English and 10 in Spanish. In this course it is a

requirement to include 2.5 in the English language lab and 2.5 in the Spanish language

lab (Tell me more, Rosetta stone, etc). The other 15 hours are part of all the research

indicated in the assignments to complete prior to class. This form should be completed

and given to the professor to be evaluated as part of the assessment criteria for the class.

Name___________________________________________________________________

Date E-LAB

What

source?

(15 hours)

Language

Lab

Which

language

and

program?

(5 hours)

Time

20 hours

total

Signature

(Conforming the use of the

lab)



Anejo EE/Appendix EE

Listening Rubric

Level of Proficiency Criteria

Beginner

(1 – 2 pts.)

Identifies objects

Names concrete objects

Points to picture/object of the word heard

Follows simple commands

Repeats words or simple phrases

Understands simple messages – gestures, pointing

Low Intermediate

(3 – 4 pts.)

Draws a picture

Requires continuous repetition

Follows verbal dictations

Checks-off words that were heard

Repeats information heard to determine comprehension

Understands slow speech and multiple repetitions

Intermediate

(5 – 6 pts.)

Understands more details of spoken language Needs limited or no repetition and slow speech Understands basic academic vocabulary which is frequently used in class

discussions Understands class discussions with some difficulty Understands most of what was said

Low Advanced

(7 – 8 pts.)

Needs limited or no repetition at normal speed speech

Understands academic vocabulary used in class discussions

Understands class discussions with little difficulty

Understands nearly everything said

Advanced

(9 – 10 pts.)

Needs no repetition at normal speed speech

Understands elaborate academic vocabulary used in class discussions

Understands class discussions with no difficulty Demonstrates a native-like English speaker’s understanding of what is said

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

http://www.wida.us/



Speaking Rubric

Level of Proficiency Criteria

Beginner

(1 – 2 pts.)

Names concrete objects

Responds a simple yes or no to questions

Repeats words or simple phrases

Uses one word commands

Mispronounces words making it difficult to be understood

Breaks speech into parts making comprehension difficult

Uses limited or no vocabulary to support message

Low Intermediate

(3 – 4 pts.)

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

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

Uses verb tenses interchangeably

Misuses words in daily speech

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

Uses grammar and word order incorrectly

Uses vocabulary (emerging stage) to support oral messages

Intermediate

(5 – 6 pts.)

Responds using longer phrases/sentences

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

thinking of the correct words to say

Applies grammar and word order correctly most of the time

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

discussions and/or oral assignments.

Speaks with some hesitation

Uses vocabulary to support oral messages

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

Low Advanced

(7 – 8 pts.)

Responds using elaborate phrases/sentences

Uses and interprets idiomatic expressions

Converses more fluently in social settings

Uses academic vocabulary frequently in class discussions

Participates in class discussions using academic content with slight hesitation

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

Pronounces most words accurately and clearly

Advanced

(9 – 10 pts.)

Speaks fluently

Uses elaborate academic vocabulary in all class discussions correctly

Participates in class discussion using academic content without hesitation

Uses appropriate vocabulary to support oral messages at all times

Uses correct grammar and word all the time

Speaks with native-like pronunciation and intonation

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

http://www.wida.us/



Reading Rubric Level of Proficiency Criteria

Beginner

(1 – 2 pts.) Lacks comprehension of a wide array of written material (not developed)

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

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

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

developed)

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

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

Low Intermediate

(3 – 4 pts.) Improving comprehension (slowly emerging) of a wide array of written material (e.g., fictional and non-

fictional texts that bridge personal, professional and academic themes, news articles, short stories, short

novels, etc.)

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

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

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

Struggles with ability to use limited reading strategies to guess meanings of unfamiliar words from context

(e.g., definition, restatement, examples, surrounding words, etc.) is

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

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

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

Intermediate

(5 – 6 pts.) Comprehends a wide array of written material (as listed above)

Interprets basic graphs, charts, tables and forms

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

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

evidence of emerging.

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

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

Low Advanced

(7 – 8 pts.) Comprehends a wide array of level-appropriate written materials (as listed above) with mature accuracy

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

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

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

above) which is clearly evident

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

identify literary genres (as listed above)- emerging strongly

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

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

Advanced

(9 – 10 pts.) Comprehends various types and lengths of level appropriate written materials (as listed above)-fully

developed

Interprets complex graphs, charts, tables, and forms accurately

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

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

accuracy

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

Demonstrates fully developed strategic reading skills (as listed above)



Writing Rubric

Level of

Proficiency

Criteria

Beginner

(1 – 2 pts.) Lacks clear writing and focus.. Details are limited or unclear. There’s no clear distinction to what is important and what is

supported.

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

paper.

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

to understand the writing.

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

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

writing.

Lacks strategic writing skills (e. g., knowledge of the writing process; declarative, procedural and conditional knowledge; and

strategies for inquiry, for drafting [such as investigating genre, considering audience, and responding to purpose], and for product

revision) that are clearly not developed.

Low

Intermediate

(3 – 4 pts.)

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

in details to support main idea. Reader can still feel confused.

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

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

But many words are still used incorrectly.

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

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

but there are signs of improvement.

Demonstrates emerging strategic writing skills.

Intermediate

(5 – 6 pts.) Writes with an unclear focus. Writing appears to be on one topic, but shifts to another topic at times. Support of main idea is

lacking. Reader is left with unanswered questions.

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

times they distract the flow.

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

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

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

sound better by improving conventions.

Utilizes strategic writing skills properly (now evident).

Low

Advanced

(7 – 8 pts.)

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

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

Uses a proper introduction and conclusion, however, some improvement is needed. Needs to continue using transitional words are

properly in order to allow the proper flow of ideas.

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

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

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

distracts from the writing.

Applies mature strategic writing skills.



Anejo FF/Appendix FF

RUBRIC TO EVALUATE WRITTEN WORK

Student Name: ______________________ Date: _______________

Criteria Value Points Student Score

Content

The paper is clear, focused and

interesting. Identifies purpose,

objectives and principal ideas

included in the paper

10

Presentation of ideas is organized,

coherent and can be easily followed

10

The paper properly explains content. 10

The presentation of ideas and

arguments are based in sources

presented, consulted or discussed in

class.

10

The paper demonstrates substance,

logic and originality.

10

The author presents his point of view

in a clear, convincing and well based

manner.

10

Contains well-constructed sentences

and paragraphs that facilitate lecture

and comprehension.

10

Language

Demonstrate a command of standard

English (vocabulary used, syntax and

flow of ideas).

10

Uses grammar appropriately and

correctly.

10

Manages and uses verbs appropriately

and correctly.

10

Total Points 100 (70% content and

30% language)

Student’s total Score:

_______

Student’s Signature: ____________________Facilitator’s

Signature:___________________



MATRIZ VALORATIVA PARA TRABAJOS ESCRITOS

Nombre del Estudiante: ______________________ Fecha: _______________

Criterio Puntos Puntuación

Contenido

Este trabajo está claro, enfocado e

interesante. Identifica el propósito,

objetivos e ideas principales del

documento o actividad.

10

La presentación de ideas es coherente

y puede ser seguida fácilmente.

10

El documento explica propiamente el

contenido.

10

La presentación de ideas y

argumentos está basada en recursos

presentados, consultados o discutidos

en clase.

10

El documento demuestra sustancia,

lógica y originalidad.

10

El autor presenta su punto de vista en

una manera clara, convincente y bien

estructurada.

10

Contiene oraciones bien estructuradas

y párrafos que facilitan la lectura y

comprensión del documento.

10

Lenguaje

Demuestra un conocimiento del

español (vocabulario, sintaxis y flujo

de ideas).

10

Usa gramática apropiada y

correctamente.

10

Maneja verbos y acentuación

apropiada y correctamente.

10

Total Puntos 100 (70% contenido y

30% lenguaje)

Puntuación Total:

_______

Student’s Signature: _________________Facilitator’s Signature:___________________



Anejo GG/Appendix GG

MATRIZ VALORATIVA PARA EVALUAR PRESENTACIÓN

INDIVIDUAL/GRUPAL ORAL

Nombre del estudiante: _______________________Fecha:_________________

Criterio Puntos Puntuación del

estudiante

Contenido

Realiza una introducción eficaz del tema

identificando el propósito, objetivo e ideas

principales que se incluyen en la

presentación.

10

La presentación es organizada y coherente y

puede seguirse con facilidad.

10

El presentador demuestra dominio del tema

o materia de la presentación al explicar con

propiedad el contenido y no incurrir en

errores.

10

Las ideas y los argumentos de la

presentación están bien fundamentados en

los recursos presentados, consultados o

discutidos en clase.

10

Capta la atención e interés de la audiencia

y/o promueve su participación, según

aplique.

10

Proyección eficaz, postura corporal

adecuada, manejo de la audiencia, manejo

del tiempo asignado.

10

Usa varias estrategias para hablar o definir

conceptos, interpretaciones, aplicaciones y

evaluación de procesos o experiencias en el

contenido del curso.

10

Lenguaje

La pronunciación de las palabras es clara y

de manera correcta para que se entienda el

lenguaje utilizado.

10

Uso correcto de la gramática y conjugación

de verbos en el idioma asignado.

10

Uso correcto del vocabulario para expresar

el mensaje adecuadamente.

10

Total de Puntos 100 (70% de

contenido y 30%

Lenguaje)

Puntuación del

Estudiante:

________



RUBRIC TO EVALUATE INDIVIDUAL/GROUP PRESENTATION

Student Name:____________________________Date:___________________

Criteria Value Points Student Total Score

Content

Performs an effective introduction to the

theme identifying the objectives, ideas

and principles that are included in the

presentation.

10

The presentation is organized and

coherent, and could be easily followed

10

The presenter demonstrates domain of

the theme or subject by means of

properly explaining content without

incurring in errors

10

The ideas and arguments of the

presentation are well founded by the

resources presented, consulted or

discussed in class

10

Capture of the attention and interest of

the audience and/or promote their

participation, as applicable

10

Effective personal projection, corporal

posture and manage of the audience;

10

Uses a variety of speaking strategies to

define concepts, interpretation,

application and evaluation of processes

using experience on concepts or content

of class.

10

Language

Student pronounces words in a clear and

correct manner so as to make the correct

language used understood to others.

10

Correct use of grammar and verb

conjugation.

10

Use of correct use of vocabulary words

to express message.

10

Total Points 100 (70% of content

and 30% of

language)

Student’s Total Score:

________

Student’s signature: __________________Facilitator’s Signature: __________________



Anejo HH/Appendix HH

Circle Map



Anejo II/Appendix II

Venn Diagram