MASTER’S DEGREE IN TEACHING ENGLISH AS A ... Guía...Master Degree Program in Teaching of English as a Second Language Table of content Title page I. Program Description 3 II. Rationale

Sistema Universitario Ana G. Méndez © derechos reservados Page 1

MASTER’S DEGREE IN TEACHING

ENGLISH AS A SECOND LANGUAGE,

CURRICULAR MAP AND COMPETENCES

Vice-Chancellor of Academic Affairs

Academic Development

Revision 2014

Sistema Universitario Ana G. Méndez © derechos reservados 2

Master Degree Program in Teaching of English as a Second Language

Table of content Title page

I. Program Description 3

II. Rationale 3

III. Philosophical Principles of the Program 3

IV. Alignment of UAGM-CV Mission to Program mission 5

V. Alignment of UAGM-CV Vision to Program vision 5

VI. Institutional Profile

VII. Program Goals

6

6

VIII. Program competences 7

IX. Student Learning Outcomes Objectives 8

X. Teaching method & Study Plan 9

XI. Learning Assessment Process 10

XII. Grade system 11

XIII. Appendixes

A. Curricular sequence

B. Alignment of Student Profile, Goals, Competences and SLO of Program

C. Competence Chart

D.. Curricular mapping course guide

E. General References

12

13

14

18

20

73


Master Degree Program in Teaching of English as a Second Language

I. Program Description

This specialty is designed to provide candidates with a background in the principles,

theories and practice of second language acquisition, learning and teaching. It seeks to

prepare educators who can assume positions of leadership in ESL education as teachers

or English supervisors in public or private schools and as professors in institutions of

higher education.

II. Rationale

The scientific and technological demands of the present as well as the globalization

process require the utilization of the English language as a means of communication in

local, national, and international transactions. In order to become productive citizens,

individuals should be empowered to be able to communicate and respond to the

challenges of the 21st century. These challenges impose new educational approaches,

novel positions, and the design and implementation of programs of study that facilitate

the achievement of solutions to the new demands.

Implementation of a successful program of study calls for creative ways to develop

discriminating and analytical thinking skills and competencies necessary to respond to

the changes of the present. Similarly, educational practices should take into

consideration graduate students’ needs, interests, and experiences in the teaching/learning

process on how to learn and undertake life’s commitments. Thus, individuals will be

prepared to fulfill the duties and responsibilities which will lead them to become

knowledgeable, accountable, and happy citizens.

The Graduate Program in the Teaching of English as a Second Language of the Virtual

University of the Sistema Universitario Ana G. Méndez is a response to the challenges

imposed by the need of competent professionals with the direction, flexibility, and

adaptability to achieve an effective communicative process in English at present.

III. Philosophical Principles of the Program

The philosophy of the Graduate Program in the Teaching of English as a Second

Language is in agreement with the goals established by the Virtual University and aligned

with the bylaws of the Sistema Universitario Ana G. Méndez.

The Graduate Program in the Teaching of English as a Second Language is committed to

the improvement of education in Puerto Rico. It enables professionals to contribute to the

continual development of an educational system which meets the communicative needs

of the contemporary world. This is attained through the efficient leadership and service of

these professionals. The Graduate Program in the Teaching of English as a Second


Language envisions education as complex. The improvement of social, cultural, political,

ethic, and aesthetic dimensions present in society are the Program’s major pursuit. It

considers its position within the Caribbean and Latin context, as well as in the

international community.

The Graduate Program in the Teaching of English as a Second Language is designed to

develop professionals in all aspects related to this area. These professionals will be able

to integrate and apply their competence in teaching English as a Second Language both in

Puerto Rico and abroad.

The Graduate Program in the Teaching of English as a Second Language foresees the

students in a continuous search for truth, contributing to the advancement of science and

creative competitive knowledge. The students will exhibit an inquiring and critical

attitude proper of the educational endeavor. The Graduate Program in English as a

Second Language fosters a continuous and interactive learning process, and the

promotion of collaborative learning and teaching strategies.

The Graduate Program in the Teaching of English as a Second Language looks forward to

develop educators who are generous, active, and aware of our modern and constantly

changing society. It will enable educators to ponder about their personal goals and values

within a democratic society, their rights, and the responsibilities which result from the

diversity, dignity, solidarity, and human liberty that it provides. All the undertakings of

the Program are geared to help students develop their social consciousness and

awareness. This will prepare students to change themselves and their society according

to a standard based on better human relations within a democratic framework.

The goals of the Graduate Program in the Teaching of English as a Second Language are

directed toward the overall development of the individual. These goals are to be met

within the framework of social globalization. The constructivist and creative discussion

characteristic of a society with a democratic philosophy will be the basis and starting

point of formative principles.


IV. Alignment of UAGM-CV Mission to Program mission

UAGM-VC Mission Program Mission The Universidad Ana G. Méndez-Campus

Virtual is a higher education institution that

offers distance learning programs through the

integration of emerging technologies. The

university also offers a holistic academic

bilingual education aimed to promote and

develop students into becoming agents of

change. The institution emphasizes inclusion

and respect for diversity in local and

international communities.

The mission of the Graduate Program in

the Teaching of English as a Second

Language is to offer the necessary

provisions for the preparation of

professionals who can create and change

educational practices based on research,

and through the recognition of diversity,

and the use of technological advancements

for effective communication in English.

These professionals will also undertake

leadership roles on the basis of originality,

disclosure of knowledge, and community

action.

V. Alignment of UAGM-CV Vision to Program vision

UAGM-CV Vision Program Vision

The Universidad Ana G. Méndez-Campus

Virtual will be recognized, locally and

internationally, as the first Puerto Rican

Distance Education University with the

highest standards of quality and academic

excellence. The institution will contribute

to the social and economic development of

Puerto Rico. In addition, UAGM-CV will

be recognized, for its educational services

to Hispanic communities in the United

States and Latin American countries.

The Graduate Program in the Teaching of

English as a Second Language envisions the

advancement of professionals who are able to

respond to the academic and technological

challenges of the world at large. It also

stresses the development of creative and

critical thinkers, decision makers, and

communicators of the English language who

are proficient in the skills of information of

the 21st century.


VI. Institutional Profile

Ana G. Méndez University-Campus Virtual expects its graduate student to fully develop the

following competencies:

1. Professional Competencies- Mastery of knowledge, theories and skills that enable

graduate students to become outstanding professional leaders and change agents.

2. Communicative Competencies- Fluency and accuracy in oral, written and non-verbal

communication in both English and Spanish.

3. Critical Thinking and Research Competencies- Mastery of complex analysis and

evaluation skills to conduct research, find and examine information, solve problems,

make decisions and be creative in the performance of their professional and personal

roles.

4. Information and Digital Literacy Competencies- Responsibility in the use of

technology to research and document their contributions in the work environment,

seeking truth, and respecting copyright laws and policies to access and disclose

information.

5. Ethical-moral attitude and Respect for Diversity Competencies – Achievement of a

respectful attitude for diversity, knowledge and respect for laws, social and professional

standards, to assume ethical-moral positions in their professional and personal

performance.

VII. Program Goals:

The Graduate Program in the Teaching of English as a Second Language has formulated

the following goals, to:

1. Prepare professionals who can integrate and apply their knowledge to the design,

teaching, and evaluation of a program of study of English as a Second Language.

2. Develop professionals to search for innovative alternatives to the demands

presented by a dynamic and changing society for the teaching and learning of

English as a Second Language.

3. Facilitate experiences that stimulate the development of goals common to the

components of curricular development and evaluation related to the Teaching of


4. Provide these professionals with a theoretical background, solid practice, and

adequate mastery of research skills, and knowledge in curriculum and teaching in

the area of English as a Second Language.

5. Stimulate an interest in research in the field of Teaching English as a Second

Language, and as a result, become researchers of remarkable investigations and

projects in the area.

6. Develop the capacity to analyze problems, focus, and modern techniques present

in the area of the Teaching of English as a Second Language.


7. Develop the necessary skills that will permit these professionals to present

alternatives for problems related to the Teaching of English as a Second Language

that will have an impact on the global society of the 21st century.

8. Develop communicative skills in order to improve their performance as

professionals.

9. Improve the quality of the educational experience from the scientific, individual,

and social dimensions of the professionals through the development of their

creativity in the Teaching of English as a Second Language.

10. Stimulate in these educators a positive attitude toward learning as a continuous

process, and the development and improvement of their professional and personal

well-being.

VIII. Program Competences

Upon completion of the Program in the Teaching of English as a Second Language,

graduates will be able to:

1. Demonstrate an in-depth knowledge of the principles related to the teaching of

English as a Second Language and apply these principles to their teaching.

2. Apply integrated knowledge in both the content and professional components to

the teaching-learning process.

3. Research and offer alternatives to educational problems in the Teaching of


4. Communicate effectively in spoken and written English.

5. Exhibit a humanistic position in harmony with those of the society at large, the

Sistema Universitario Ana G. Méndez, and the Virtual University.

6. Apply knowledge in the areas of social and educational psychology to the

teaching of English as a Second Language.

7. Examine the concept of second language acquisition from the perspective of the

linguist, the sociologist, the psychologist, and the educator with the purpose of

finding solutions to the problems faced by second language learners.

8. Demonstrate knowledge and understanding of what oral communication is and the

skills necessary to teach it to students of English as a Second Language.

9. Demonstrate knowledge and understanding of the reading processes and skills

needed to teach English as a Second Language, developing in ESL students an

interest and appreciation of the English language and literature.

10. Demonstrate knowledge of what the teaching of writing is and of the

methodology related to the teaching of writing in English.


11. Analyze strategies to guide diverse groups towards the achievement of the

objectives of the organization: students, parents, teachers, school councils, and

community, as it pertains to the Teaching of English as a Second Language.

12. Design and adapt assessment instruments that evaluate and evidence language

acquisition in second language settings.

13. Practice the use of technological tools that enhance the acquisition of language

skills of the second language learners.

14. Create instructional designs, activities, and resources pertinent to the present

social circumstances and contemporary education.

15. Examine the nature of scientific research and its application to the process of

educational research and its impact in language learning strategies.

16. Conceptualize a study in the area of the Teaching of English as a Second

Language including the corresponding components of research.

17. Demonstrate knowledge of statistical procedures and research tools in educational

research.

18. Use diverse methods to teach English as a Second Language based on principles,

and varied resources appropriate for the different methods studied.

IX. Teaching Method and Study Plan

Ana G. Méndez University- Campus Virtual Blackboard Learning Management

System (LMS) is the platform used to deliver the online graduate program. It provides

the necessary functionality to correctly administer distance or online educational

programs. It incorporates a solid environment for sharing and administering content,

conduct online evaluations, follow-up with students, manage tasks and assignments, and

conduct online collaborations. The platform provides for the delivery of synchronous as

well as asynchronous education. Asynchronous delivery is accomplished via discussion

forums, course email, lessons, modules and exams and quizzes. The majority of course

activities are designed for asynchronous delivery, which provides student with the

greatest flexibility in fulfilling academic requirements. For synchronous mode of

delivery, tools like chat, whiteboard and desktop space sharing using a feature called

Blackboard Collaborate allows faculty to deliver instruction in real time.

Study plan:

Contact and out of class hours:

Credits Contact hrs. Estimated of out of class

hrs.

Total hrs.

1 15 hrs. + 30 hrs. 45 hrs.

2 30 hrs. + 60 hrs. 90 hrs.

3 45 hrs. + 90 hrs. 135 hrs.

4 60 hrs. + 120 hrs. 180 hrs.


Course 3 credits equivalent to 45 contact hours and with 90 out of class hours.

Total hours 135 hours.

Out of class estimated hours for learning activities

Activities Estimated Time

Participate in chats and discussion forums,

complete assignments, exercises and

organize course content.

Approximately 3 hours weekly

Complete readings, written assignments

and conduct research (essays, projects,

reports)


Identify resources and materials to

research on topics for projects,

presentations or complete documents.


Work on final projects, designs, groups etc. Approximately 6 hours weekly

Total out of class weekly hours

17 hours

In 8 weeks: 136 hrs.

X. Learning assessment process

Faculty assigned to courses are required to provide a minimum of three partial grades and

one final evaluation activity with the value of a partial grade, during every given term.

Students are assessed using a variety of methods including discussion forums, weekly

written assignments and essays. The timeframe for assessments varies among courses and

the faculty is expected to provide guidance to the students during the entire term. This is

a process related to institutional effectiveness that seeks to maintain high retention rates.

Among other assessment activities use to evidence student achievement the professor

uses: forum and chats discussions, exams, written essays, case studies, professional

journals articles reactions, research papers, project presentations, portfolios, creation of

models, midterm summary papers, annotated bibliographies and role playing.

The level of competences developed by the student will be collected by means of rubrics,

checklist and templates with criteria of performance achieve on each assessment activity.

Some strategies will provide indirect evidence (student perception) to support the direct

evidences (student performance) collected in the administration of the assessment

instruments.


XI. Grade System

The unit of measure for determining the course value is the credit. Scholastic standing in

completed courses is indicated by the following letter grades:

Letter grade system and grade points per credit.

A (90 - 100) - 4 excellent

B (80 - 89) - 3 good

C (70 - 79) - 2 satisfactory

D (60 - 69) - 1 deficient

F (0 - 59) - 0 failure (no grade credit)

A minimum average of “B” is required for graduate degree.


XII. Appendixes:

A. Curricular Sequence

B. Competence Chart

C. Curricular Map

D. Alignment of Student Profile, Goal, Competences and SLO of TESOL

Program.

E. General References


Appendix A- Curricular sequence MASTER’S DEGREE IN ENGLISH AS A SECOND LANGUAGE

CORE COURSES DESCRIPTION CREDITS PRE-REQUISITE

EDUC 501 Principles and Systematic Development of Curriculum

3

EDUC 510 Classroom Based Language Assessment Methods for ESL

3

6

Specialization courses

TESL 550 Second Language Acquisition 3

TESL 551 Reading Processes in ESL 3

TESL 552 The Teaching of Writing: Theory and Practice 3

TESL 553 Language, Cognition, and ESL Curriculum Development

3

TESL 554 Methods of Teaching a Second Language 3

TESL 555 Development of Communication Skills in ESL 3

EDUC 564 Applied Linguistics for English as a Second Language Teachers

3

21

Elective courses (Select 6 credits)

EDUC 511 The Use of Computers in ESL Curriculum and Instruction

3

EDUC 504 Leadership, Communication, and Teamwork 3

EDUC 512 Innovations and Educational Strategies 3

EDUC 630 Statistics for Pedagogical Research 3

6

Requirements for Degree

TESL 600 Research Methods 3 EDUC 501 TESL 550 and TESL

555

EDUC 617 Research Seminar 3 TESL 600

6

TOTAL CREDITS : 39

Summary credits Core courses 6

Specialization courses 21

Elective course 6

Requirements for Degree (capstone courses)

6

Total: 39 crs.


Appendix B: Alignment of Student Profiles, Goals, and TESOL Competences

Student Profile Program Goals Program Competences

1. Professional-

Mastery of knowledge,

theories and skills that

enable graduate

students to become an

outstanding

professional leader and

change agent.

11. Prepare professionals who can

integrate and apply their

knowledge to the design, teaching,

and evaluation of a program of

study of English as a Second

Language.

4. Provide these professionals with a

theoretical background, solid

practice, and adequate mastery of

research skills, and knowledge in

curriculum and teaching in the

area of English as a Second

Language.

1. Demonstrate an in-depth knowledge of the

principles related to the teaching of English

as a Second Language and apply these

principles to their teaching.

6. Apply knowledge in the areas of social and

educational psychology to the teaching of


8. Demonstrate knowledge and

understanding of what oral

communication is and the skills

necessary to teach it to students of


9. Demonstrate knowledge and

understanding of the reading processes

and skills needed to teach English as a

Second Language, developing in ESL

students an interest and appreciation of

the English language and literature.

10. Demonstrate knowledge of what the

teaching of writing is and of the

methodology related to the teaching of

writing in English. 18. Use diverse methods to teach English as a

Second Language based on principles, and

varied resources appropriate for the

different methods studied. 2. Communicative-

Fluency and accuracy

in oral, written and

non-verbal

communication in both

8. Develop communicative skills in

order to improve their

performance as professionals.

3. Facilitate experiences that

4. Communicate effectively in spoken and

written English.


English and Spanish. stimulate the development of

goals common to the components

of curricular development and

evaluation related to the Teaching

of English as a Second Language.

3. Critical thinking and

research- Mastery of

complex analysis and

evaluation skills to

conduct research, find

and examine

information, solve

problems, make

decisions and be

creative in the

performance of their

professional and

personal roles.

2. Develop professionals to search

for innovative alternatives to the

demands presented by a dynamic

and changing society for the

teaching and learning of English as

a Second Language.

6. Develop the capacity to analyze

problems, focus, and modern

techniques present in the area of

the Teaching of English as a

Second Language.

9. Improve the quality of the

educational experience from the

scientific, individual, and social

dimensions of the professionals

through the development of their

creativity in the Teaching of


2. Apply integrated knowledge in both

the content and professional

components to the teaching-learning

process.

3. Research and offer alternatives to

educational problems in the Teaching

of English as a Second Language.

7. Examine the concept of second

language acquisition from the

perspective of the linguist, the

sociologist, the psychologist, and the

educator with the purpose of finding

solutions to the problems faced by

second language learners. 12. Design and adapt assessment instruments

that evaluate and evidence language

acquisition in a second language setting

14. Create instructional designs, activities,

and resources pertinent to the present

social circumstances and contemporary

education.

15. Examine the nature of scientific

research and its application to the

process of educational research and

its impact in language learning


strategies.

16. Conceptualize a study in the area of

the Teaching of English as a Second

Language including the

corresponding components of

research.

17. Demonstrate knowledge of statistical

procedures and research tools in

educational research.

4. Information and digital literacy-

Responsibility in the

use of technology to

research and

document their

contributions in the

work environment,

seeking truth, and

respecting copyright

laws and policies to

access and disclose

information.

5. Stimulate an interest in research in

the field of Teaching English as a

Second Language, and as a result,

become researchers of remarkable

investigations and projects in the

area.

7. Develop the necessary skills that

will permit these professionals to

present alternatives for problems

related to the Teaching of English

as a Second Language that will

have an impact on the global

society of the 21st century.

13. Practice the use of technological tools that

enhance the acquisition of language skills,

in second language learners.

5. Ethical-moral attitude and Respect for diversity -

Achievement of a

respectful attitude for

diversity, knowledge

10. Stimulate in these educators a

positive attitude toward learning as

a continuous process, and the

development and improvement of

5. Exhibit a humanistic position in harmony

with those of the society at large, the

Sistema Universitario Ana G. Méndez, and

the Virtual University.

11. Analyze strategies to guide diverse

groups towards the achievement of the


and respect for laws,

social and professional

standards, to assume

ethical-moral

positions in their

professional and

personal performance.

their professional and personal

well-being.

objectives of the organization: students,

parents, teachers, school councils, and

community, as it pertains to the

Teaching of English as a Second

Language.


Appendix C: Competence Chart

Course and Code

Student Learning Outcomes Objectives

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Core Courses

EDUC 501 Principles and Systematic Development of Curriculum

x x x x x x x x

EDUC 510 Classroom Based Language Assessment Methods for ESL

x x x x x x x x x

Specialization courses

TESL 550 Second language Acquisition

x x x x x x x x x x x x x

TESL 551 Reading Processes in ESL

x x x x x x x x x x

TESL 552 The Teaching of Writing: Theory and Practice

x x x x x x x x x x

TESL 553 Language , Cognition, and ESL Curriculum Development

x x x x x x x x x x x x

TESL 554 Methods of Teaching a Second Language

x x x x x x x x x x x x x x

TESL 555 Development of Communication Skills in ESL




Elective courses (Select 2 courses)

EDUC 511 The use of computers in ESL Curriculum and Instruction

x x x x x x

EDUC 504 Leadership, Communication, and Teamwork

x x x x x x x

EDUC 512 Innovations and Educational Strategies

x x x x x x x x

EDUC 630 Statistics for Pedagogical Use

x x x x x x

Requirements for Degree

EDUC 600 Research Methods

x x x x x x x x x x

EDUC 617 Research Seminar

x x x x x x x x x x


Appendix D: CURRICULAR MAP GRADUATE PROGRAM IN

ENGLISH AS A SECOND LANGUAGE

This document includes key components: competences, content, objectives, activities, assignments and assessments of the courses in the graduate program Teaching

English as a Second Language (TESL)

EDUC 501 – Principles and Systematic Development of Curriculum/ Principios y Desarrollo Sistemático del Currículo

Study of relationships and differences between the foundations of education and the domains of curriculum. Discussion of theory, practice and the roles of the major participants in the

design and development of curriculum. Analysis of curriculum development theories according to different philosophical viewpoints. Study of different models of curriculum development.

CORE COURSE Pre-requisites- None 3 credits = 45 contact hrs. 90 out of class hours Revised:

Competences Objectives Assessment Activities Assessment Instruments

A. Professional:


principles related to the teaching of English as a

Second Language and apply these principles to

their teaching.




18. Use diverse methods to teach English as a


varied resources appropriate for the different

methods studied.

Módulo 1: Introducción al Estudio del

Currículo

Analizar diferentes postulados

relativos a la conceptualización del

término Currículo.

Desarrollar una definición propia

sobre el concepto currículo de forma

general y específica.

Ensayo: ¿Cuál es el plan de estudio?

Foro Temático: Cap. 1 Armstrong

Diario Reflexivo

Rúbrica con clave de corrección

o 1, 2, 4, 5

Matriz de actividades colaborativas

o 1, 2, 4, 5

Formato de diario reflexivo

Módulo 2: Fundamentos Filosóficos

Explicar cómo la filosofía educativa

que adopta un sistema escolar

determina el currículo que se aplicará

Ensayo: Fundamentos Filosóficos

Foro temático: Cap.5 Armstrong

Diario Reflexivo

Formato y rúbrica con clave de corrección

o 1, 2, 4, 14


(cotejar)

o 1, 4, 5


19


B. Communicative

4. Communicate effectively in spoken and written

English

C. Critical Thinking and Research:

2. Apply integrated knowledge in both the content

and professional components to teaching-

learning process.

12. Design and adapt assessment instruments that

evaluate and evidence language acquisition in a

second language setting

14. Create instructional designs, activities, and

resources pertinent to the present social

circumstances and contemporary education.

D. Information and digital literacy:


enhance the acquisition of language skills, in

second language learners.

E. Ethical-moral:

5.Exhibit a humanistic position in harmony with

those of the society at large, the Sistema

Universitario Ana G. Méndez, and the Virtual

University.

Módulo 3: Fundamentos Históricos y

Sociológicos

Contrastar la educación durante el

período colonial español y el período

de gobierno de EE.UU.

Determinar qué elementos de la vida

cotidiana son componentes en la

sociología de la educación.

Presentación Prioridades

Socioeducativas

Entrevista estructurada/Ensayo

Diario Reflexivo

Matriz de valoración para presentaciones

en PowerPoint.

o 2, 4, 5

Matriz de valoración de ensayos.

o 1, 2, 3, 4, 5


Módulo 4: Fundamentos Psicológicos

Reconocer los diversos estilos de

aprendizaje e inteligencias múltiples y

su relación con el currículo.

Ejercicio: Descripción de inteligencias

Tabla de progreso estilo de aprendizaje

Foro temático: Cap. 4 Ornstein

Diario Reflexivo

Formato de ejercicio y matriz de

valoración de trabajos escritos.

o 1, 2, 4, 18

Formato o “model sheet” con matriz de

valoración de trabajos escritos.

o 1, 2, 4, 18, 14, 13, 5



Módulo 5: Teoría Curricular

Explicar el papel que desempeñan las

teorías curriculares en el diseño y

planificación del currículo.

Determinar cuál de los diseños o

modelos de plan de estudios se ha

utilizado en el sistema escolar en el

pasado, y que uno puede ser favorable

para el futuro.

Ejercicio : Comparación Modelos

Curriculares

Blogs: Teorías Curriculares

Autoevaluación 1

Formato de ejercicio y rúbrica con clave

de corrección

o 1, 18, 4

Matriz de valoración

o 4, 13, 14

Formato de auto-evaluación

Módulo 6: Principios de Desarrollo del

Currículo y Uso de Mapas Curriculares

Búsqueda efectiva en Internet

Elaboración del bosquejo de un mapa

curricular

Formato con matriz de valoración

o 1, 4, 13

Formato con matriz de valoración.

20


Reconocer las dimensiones que deben

ser consideradas al desarrollar una

unidad curricular.

Construir a través de la elaboración

de un mapa curricular el desarrollo

del mismo.

Elaborar criterios para seleccionar el

contenido que debe incluir en el

currículo.

Chat: Desarrollo del Currículo

Elaboración de una Tirilla Cómica

o 1, 2, 18, 4, 14, 13, 5


o 2, 4, 13, 5

Formato con matriz de valoración.

o 1, 2, 4, 5

Módulo 7: Principios de Diseño del

Currículo

Construir una unidad curricular

basándose en los criterios y las

dimensiones que definen un plan de

estudios bien planificado.

Elaboración de una nueva unidad

curricular

Mapa curricular de la nueva unidad

curricular

Foro

Diario Reflexivo

Formato

Formato



Módulo 8: Integración de Conceptos:

Diseño de la Unidad Curricular

Presentar el mapa y diseño de la

nueva unidad curricular basándose en

las guías y formatos facilitados en el

curso.

Elaboración de una nueva unidad

curricular

Mapa curricular de la nueva unidad

curricular

Autoevaluación Final

Matriz de valoración de trabajos escritos.

o 1, 2, 18, 4, 14, 13

Matriz de valoración de trabajos escritos

o 1, 2, 18, 4, 12, 14, 13

Formato de autoevaluación

Texto sugerido: Posner, George J. (2005). Análisis de Currículo.Tercera edición. México: McGraw- Hill Interamericana del Caribe, Inc

EDUC 510 – Classroom Based Language Assessment Methods for ESL

This course will examine the nature of language assessments in terms of the relationship of language competence, proficiency and academic achievement. It will provide the student with exposure

21

to the uses, techniques and procedures of classroom based assessment.

CORE COURSE 3 credits = 45 contact hrs.

Competences Objectives Assessment Activity Assessment Instrument

A. Professional:




their teaching.


Second Language based on principles, and varied

resources appropriate for the different methods

studied.

B. Communicative:

8. Demonstrate knowledge and understanding of

what oral communication is and the skills

necessary to teach it to students of English as a

Second Language.


the reading processes and the skills needed to

teach English as a Second Language, developing

in ESL students an interest and appreciation of

the English Language and literature.

10. Demonstrate knowledge of what the teaching of

writing is and of the methodology related to the

Module 1: Introduction to Classroom

Based Language Assessment

Demonstrate an understanding of

Language, Learning Styles, and

Language Competence.

Understand basic assessment

terminology.

Demonstrate knowledge in ESL

methods.

Explain the characteristics of

Classroom Based Assessment.

Discussion Board /Topic: ESL

Methods

Topic: Tests discussion board

Article Review on TESL Assessment

Searching the Net for Classroom Based

Assessment

Rubric for discussion forum (group

activity)

o 1, 2, 18, 4


activity)

o 1, 2, 4, 13, 17, 5

Template and rubric to evaluate a

paper.

o 1, 2, 4, 13, 17, 5

Template and rubric for written paper.

o 2, 4, 12, 14

Module 2: Integrating Classroom

Assessment Techniques

o Describe the benefits of Classroom

o Assessment Techniques for

instructors and students.

o Describe the Classroom

Assessment Project Cycle.

o Understand the steps and stages of

the CAP.

o Develop and design a CAP plan.

Teaching Goals Inventory

Discussion Board: Teaching Goals

Inventory

Discussion Board: What’s the best for

ESL students?

Development of two classroom

assessment plans

Concept Map

Teaching Goals Inventory (TGI) Results

Iowa’s Center for teaching.


activity)

o 1, 2, 4, 13


activity)

o 1, 2, 4, 5

Template and rubric for written

assignments.

o 2, 17, 4, 12, 14

Rubric for classroom assessment Plan

(CAP)

o 1, 2, 18, 4, 12, 14

22


teaching of writing in English.


English

B. Critical Thinking and Research


and professional components to the teaching-

learning process.



second language classroom.




17. Demonstrate knowledge of statistical procedures

and research tools in educational research.

C. Information and digital literacy




D. Ethical-moral

Module 3: Moving Toward Authentic

Assessment

Explain the purpose of ELL

assessment

Define Authentic Assessment

Understand and explain the types of

authentic assessment

Analyze Bloom’s Taxonomies in ELL

Design rubrics

Discussion board-Topic: Authentic

Assessment and Portfolios

Rubric Creation

Discussion board- Topic: Types of

authentic assessment

ESL Classroom based Assessment

Model


activity)

o 1, 18, 4


assignments

o 12, 14


activity)

o 1, 18, 4

Template and rubric for task analysis.

o 1, 18, 4, 2, 12, 14, 17, 13, 5

Module 4: Integrating Alternative

Assessment

Define Alternative Assessment

Develop alternative assessment

strategies for their classrooms

Define student-teacher centered

classroom

Understand the types of Portfolio

Assessment for the ESL classroom

Combine alternative and authentic

assessment

Survey: Teacher Centered vs Student

Centered classrooms

Discussion board Topic: Teacher

centered vs Student centered

Discussion board Topic: Self-

Assessment

Criteria Chart

Lesson Plan

Survey Results in Bb

o 5


activity)

o 1, 2, 4

Rubric for discussion forum

o 1, 2, 4, 5

Rubric for written assignments.

o 12, 14


assignments.

o 1, 18, 2, 12, 14, 13

Module 5: Designing Tests and Testing

Learners

Discussion board Topic: Test anxiety

Discussion board Topic: Validity vs

Rubric for discussion forums

o 1, 4, 13

23


5. Exhibit a humanistic position in harmony with



University.

Understand the types and importance

of language testing

Develop a knowledge on the concept

of validity and reliability

Design a language test

Apply the concept of test anxiety

Reliability

ESL Test Creation

Implementation plan for ESL/CBA

model


o 1, 4, 13, 5

Rubric for written assignments

o 12, 14


o 1, 2, 18, 4, 12, 14

Module 6: Understanding Oral Language

Assessment Methods

Develop an understanding of the

language functions

Apply oral language assessment

Design oral language assessment for

their classrooms

Design rubrics following the criteria

for oral language assessment

Reading Assignments

Discussion board Topic: Oral

Assessment in ELL

Article Review

Scoring Rubric

Role play or Simulation Rating scale


o 18, 4, 12, 8


o 1, 18, 4, 8

Scoring rubric

o 12, 14, 8

Rating scale for self-assessment and

peer assessment of oral language

proficiency

o 12, 14, 8

Module 7: Designing Reading Assessment

for the Classroom

Understand the reading models

Design authentic assessment for

reading

Develop knowledge in reading testing

for different ELL levels

Assessment for Reading Forum

Cloze Test

Implications for Assessment

Sample reading test and comprehension

questions

ESL reading lesson plan


o 1, 4, 2, 5, 9

Rubric for written assignment

o 12, 14, 9


o 1, 4, 2, 5, 9


o 12, 14, 9

Lesson Plan Template and rubric

o 1, 9, 18, 4, 2, 12, 14

Module 8: Assessing Writing in the ESL

Classroom

Discussion Board: Final Reflection

Writing Prompt and rubric Rubric for discussion forum

24


Understand writing assessment

Design different assessment strategies

for writing

Understand the new ways of teaching

writing to ESL students

Writing tasks and analysis

Final Classroom Based Assessment

Model

o 1,18, 2, 12


o 10, 12, 14,


o 10,12, 14

Rubric for written paper.

o 1, 18, 4, 2, 12, 14, 17, 13, 5, 8,

9, 10

Texto sugerido:

25

TESL 550- Second Language Acquisition

The course Second Language Acquisition focuses on the process of acquiring a second language. Issues in second language acquisition are discussed based on recent relevant research. It also

includes aspects of the research process in second language acquisition. A critical examination of the theories and models in second language acquisition and their implications for second

language teaching, are the fundamental bases of the course.

Specialization courses 3 Credits = 45 contact hours 8 weeks

Competencia(s) Objetivos específicos Estrategias instruccionales (tareas y

actividades) Instrumentos de assessment

A. Professional




their teaching.







Second Language.




methods studied.

Module 1: Introduction to Language

Acquisition

Identify the basic difference between a

first language (L1) and a second

language (L2).

Specify the objectives of various fields

of study within second language

acquisition (SLA) research.

Essay: Judgment of Grammaticality

Test in Second Language Acquisition

Discussion Forum

Reflective Journal

Rubric for Essay

o 1, 4

Rubric for discussion fórum

o 4

Template and rubric

o 4

Module 2: The Nature of Language

Learning

To identify important aspects of the role

of natural ability in language learning.

To identify the importance of the role of

social experience in language learning.

To compare and contrast first and

second language development.

Essay

Discussion Forum

Rubric for written essays

o 6


o 4, 6

26



B. Communicative


English.

C. Critical Thinking and Research



learning process.

3. Research and offer alternatives to educational

problems in the Teaching of English as a

Second Language.

7. Examine the concept of second language

acquisition from the perspective of the linguist,

the sociologist, the psychologist, and the

educator with the purpose of finding solutions to

the problems faced by second language learners.




15. Examine the nature of scientific research and its

application to the process of educational

research and its impact in language learning

strategies.

D. Information and digital literacy




E. Ethical-Moral


Module 3: Acquisition in Early Childhood

Identify the stages and developmental

sequences of first language acquisition

Describe the order of selected

grammatical morphemes and sentence

structures in L1 acquisition

Study (Case)

Study

Essay


assignments

o 2, 15


o 3

Essay rubric

o 4, 8, 12, 13, 18

Module 4: The Process of Second

Language Acquisition (SLA)/Linguistic

Theoretical Perspectives

Identify the basic characteristics and

levels of language.

Describe the early approaches to the

study of SLA.

Relate UG to SLA

Describe the functional approaches to

SLA.

Timeline

Discussion Forum

Essay


o 7


o 4, 7

Rubric for written assignments/Essay

o 7

Module 5: Psychological theoretical

perspectives

Analyze how the location and

organization of the brain might differ

between monolinguals and second

language learners.

o Focus on different learning

processes related to SLA.

o Identify differences among second

language learners.

Activities

Essay


o 15, 5


o 2, 4, 7

27





University.

Módulo 6: Social theoretical perspectives

Analyze the microsocial contexts that

affect language learning.

Identify the macrosocial contexts that

affect language learning.

Activities Reading comprehension

Discussion Forum


o 7


o 5, 7

Module 7: Acquiring knowledge for L2 use

Describe communicative competence.

Distinguish between language needed

for academic functions and language for

interpersonal functions.

Discussion Forum

Essay

Reflective Journal


o 4, 5, 8


o 2, 4

Template and rubric

o 2, 4

Module 8: Learning and Teaching L2:

Implications of research findings for L2

teaching

Review the answers to the three basic

questions posed during the entire

course.

Discuss a set of implications for L2

learning and teaching.

Essay

Test


o 15, 4

Test Results (2)

Testos sugeridos:

American Psychological Association. (2009). Publication manual of the American Psychological Association (6a ed.). Washington, DC: Author. Curtin, E. (2009). Pathways to teaching series: Practical strategies for teaching English language learners. Boston, MA: Allyn & Bacon. Lessow-Hurley, J. (2009). The foundations of dual-language instruction (5a edition). Boston, MA: Allyn & Bacon

28



VanPatten, B. (2002). From input to output: A teacher’s guide to second language acquisition. USA: McGraw-Hill.

29

TESL 551 Reading Processes in ESL

This course provides an overview of learning to read and reading comprehension as cognitive processes. Emphasis is given to the application of brain-based learning theory, the Whole Language

Approach, and integration of phonics within the Whole Language Approach as a foundation for developing decoding skills. Likewise, metacognitive and schema theories are examined as the basis

for developing reading comprehension skills. Implications for the teaching of ESL reading are also discussed.

Specialization course 3 Credits = 45 contact hours 8 weeks



A. Professional




their teaching.





the reading processes and skills needed to teach

English as a Second Language, developing in

ESL students an interest and appreciation of the

English language and literature.




methods studied.

Module 1: Reading Theories in L1

Describe what a reading model is.

Identify the key features of top-down,

bottom-up, interactive, and

psycholinguistic reading models in L1

reading.

Identify the importance of relating brain

functions to reading processes.

Compare and contrast psycholinguistic,

interactive, and brain-based theories of

reading as a first language.

Analyze the relationship between a

reader and text as the basis for an

interactive model of reading.

Module 2: Application of L1 Reading

Glossary

Discussion Board: Important Concepts

Survey: Important Concepts (Not

graded)

Critique Paper

o 1, 4

Rubric for discussion board

o 1, 4

Rubric for written assignments.

o 1, 4, 2, 3, 6

30



B. Communicative


English.




learning process.



Second Language.








E. Ethical-Moral




University. (5)

Theories to L2

Identify key components of content and

formal schemata and discuss their

importance in L2 reading.

List the disadvantages of relying on an

exclusive linear model of reading.

Discuss the description of reading in a

second language as an interactive

process.

Identify factors that should be

considered in describing reading in a

second language.

Module 3: Language and Reading

Methods in Comprehension and Early

Production Stages in L2

Summarize four factors that should be

taken into consideration in the

preparation and design of a reading

course.

Describe characteristics of the

Comprehension Stage and the Early

Production Stage in L2.

Describe the language and reading

activities that are suitable for both

stages.

Identify the components of lesson plans

for L2 reading classes.

Glossary

Website Analysis

Discussion Board: Website Analysis

Argumentative Essay

Glossary

Class Glossary

Website Analysis


Nursery Rhyme Recording

Survey (Not graded)

Lesson Plan

o 4, 1


assignments

o 9, 13


o 4, 9

Rubric for written assignments/essay

o 4, 5, 9, 13

* Template for web analysis and rubric

* Rubric for discussion board

o 1, 4

*Nursery Rhyme rubric

o 13,14

*Rubric for written assignment

o 14

31



Module 4: Language and Reading

Methods in the Speech Emergence Stage

of L2 Acquisition

Describe characteristics of the Speech

Emergence Stage in L2.

Describe the language and reading

activities that are suitable for this stage.

Identify the components of lesson plans

for L2 reading classes that focus on

fluency, vocabulary, and shared

reading.

Analyze the oral reading of a L2

learner to classify the reader’s

difficulties in fluency.

Glossary

Fluency Assessment

Forum: Fluency Assess, Vocabulary,

Big Books

Lesson/Activity Evaluation

o 1, 4


o 4, 2


o 4, 8, 9


o 5, 13,14,

Module 5: Comprehension Strategies and

Skills

Identify strategies and skills in reading

that facilitate comprehension.

Contrast strategies and skills in reading

comprehension.

Describe the techniques that are

suitable for teaching strategies and

skills in the teaching of reading

comprehension.

Design a reading activity that focuses

on the explicit teaching of a strategy

and a skill.

Glossary

Forum: Strategies, skills and phases

Teaching Activity Design


o 4, 9


o 14

32



Module 6: Guided Reading

1. Define guided reading.

2. Relate guided reading to scaffolding.

3. Evaluate techniques that are suggested

for teaching guided reading.

4. Design a monitoring comprehension

chart to be used in guided reading.

5. Design a graphic organizer that can be

used in guided reading.

Glossary

Discussion Board

Brief Essay

Comprehension Monitoring Chart


o 4, 9, 13


o 9

Rubric for graphic organizar

o 9, 14

Module 7: Reading in Specific Contexts:

Content-based Instruction and Literature

Define content-based instruction (CBI).

Describe the components of a task-

based model of English for Academic

Purposes (EAP).

Analyze teaching techniques used in a

task-based model for EAP: language

skills, study skills, and test-taking skills.

Design one teaching technique used in

the task-based model for EAP.

Analyze the components of three

models for teaching literature in L2

reading.

Glossary

Website Analysis


Survey: Most valuable Website (not

graded)

Analysis of Procedures and Activities

Website template and rubric

o 9, 13

Rubric for discussion boards

o 4


o 4, 9

Module 8: Assessment and Evaluation in

Reading

Identify alternative methods for

assessing and evaluating reading.

Describe the retelling assessment

procedure in reading.

Carry out a qualitative and a

quantitative analysis of a recall protocol

Glossary

Rubrics: Quantitative Analysis

Composition of a multiple choice

question

Forum on Quantitative Analysis

Template and scoring rubric

o 9, 18


o 14


o 4

33



in retelling.

Compose multiple choice questions

based on specifications used for testing

reading.

Quantitative Analysis Scoring rubric for narratives

o 1, 4, 9, 18

Textos sugeridos:

Allington, R. (2011). What really matters for struggling readers: Designing research-based programs (3rd ed.). Boston, MA: Pearson. ISBN-10: 0137057008; ISBN-13: 970137057009 Anderson, N.J. & Han, ZhaoHong (2009), Second language reading research and instruction: Crossing the boundaries. Ann Arbor, MI: University of Michigan Press. ISBN-10: 0472033506 ISBN-13: 978-0472033508 Armstrong, T. (2009). Multiple intelligences in the classroom (3rd ed.). Alexandria, VA: Association for Curriculum and Development. ISBN-10: 1416607897; ISBN-13: 9781416607892 Calderon, M.E. (2007). Teaching reading to English language learners, grades 6-12: A framework for improving achievement in the content areas (1st ed.). Thousand Oaks, CA; Corwin Press. ISBN-10: 1412909260; ISBN-13: 978-1412909266 Chen, L. & Mora-Flores, E. (2006). Balanced literacy for English language learners: K-2 (1st ed.). Portsmouth, NH: Heinemann. ISBN-10: 0325008809; ISBN-13: 978-0325008806

Cloud, N., Genesee, F. & Hamayan, E. (2009). Literacy instruction for English language learners: A teacher’s guide to research-based practices. Portsmouth, NH: Heinemann. ISBN-10: 032502264X; ISBN-13: 978-0325022642

Connell, D.J. (2005). Brain-based strategies to reach every learner. New York, NY: Scholastic. ISBN-10: 0439590205; ISBN-13: 978-0439590204

Gottlieb, M.H. (2006). Assessing English language learners: Bridges from language proficiency to academic achievement. Thousand Oaks, CA: Corwin Press. ISBN-10: 0761988890; ISBN- 13: 978-0761988892

Harvery, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement (2nd ed.). Portland, ME: Stenhouse Publishers. ISBN-10: 157110481X; ISBN-13: 978-1571104816

Herald, D.T. (2005). Genreflecting: A guide to popular reading interest (6th ed.). Englewood, CO: Libraries Unlimited. ISBN-10: 1591582865; ISBN-13: 978-1591582861 Herrera, S., Perez, D.R. & Escamilla, K. (2009). Teaching reading to English language learners: Differentiated literacies. New York, NY: Allyn and Bacon. ISBN-10: 0137147708; ISBN-13: 978-0137147700

http://www.amazon.com/Brain-Based-Strategies-Reach-Every-Learner/dp/0439590205/ref=sr_1_2?s=books&ie=UTF8&qid=1348844065&sr=1-2&keywords=learning+styles+and+strategies

34



Hudson, T. (2007). Teaching second language reading. New York, NY: Oxford University Press. ISBN-10: 0194422836; ISBN-13: 978-0194422833 Lems, K., Miller, L.D. & Soro, T.M. (2009). Teaching reading to English language learners: Insights from linguistics (1st ed.). New York, NY: The Guilford Press. ISBN-10: 1606234684; ISBN-13: 978-1606234686 Mitchell, R. & Myles, F. (2004). Second language learning theories (2nd ed.). New York, NY: Routledge. ISBN-10: 0340807660; ISBN-13: 978-0340807668 Opitz, M. & Guccione, L. (2009). Comprehension and English language learners: 25 oral reading strategies that cross proficiency levels. Portsmouth, NH: Heinemann. ISBN-10: 0325026785; ISBN-13: 978-0325026787 Routman, R. (2002). Reading essentials: The specifics you need to teach reading well. Portsmouth, NH: Heinmann. ISBN-10: 0325004927; ISBN-13: 978-0325004921 Taberski, S. (2000). On solid ground: Strategies for teaching reading K-3. Portsmouth, NH: Heinemann Publishers. ISBN-10: 0325002274; ISBN-13: 978-0325002279 Tovani, C. & Oliver, E. (2000). I read it but I don’t get it: Comprehension strategies for adolescent readers. Portland, ME: Stenhouse Publishers. ISBN-10: 157110089X; ISBN13: 978-1571100894 Uribe, M. & Nathenson-Mejia, S. (2008). Literacy essentials for English language learners: Successful transitions. New York, NY: Teachers College Press. ISBN-10: 0807749044; ISBN-13: 978-080774904

Weaver, C. (2002). Reading process and practice (3rd ed.). Portsmouth, NH: Heinemann. ISBN-10: 0325003777; ISBN-13: 978-0325003771

35

TESL 552 The teaching of Writing Theory and Practice / La enseñanza de la teoría y práctica de la escritura. (El curso no está montado en Blackboard, el mapa se elaboró con unas

plantillas que trabajó la Dra. Irizarry)

Study and analysis of theoretical and the practical issues related to the teaching of writing. Students will improve their own writing while learning the writing process and the cognitive theory to

which the writing process and the cognitive theory to which the writing process is related. They will learn and practice strategies for teaching the thinking/writing process and applications to ESL

teaching. The course uses a workshop format and is designed to model the strategies students’ will be learning and practicing.




A. Professional




their teaching.










methods studied.

B. Communicative


English.

Module 1: Research on Second Language

Writing

Analyze and explain the latest research

on second language writing.

Explain issues regarding the teaching of

writing to second language learners.

Module 2: Views of Writing

Explain the difference between the

traditional view of writing and process

writing or sociolinguistic view.

Describe and explain the:

a. traditional view

b. the process view.

Discussion Board on Trends and

Controversial issues regarding the

teaching of writing to second language

learners.

Two Page Reaction Paper to his/her

experience working with Module 1

Reflective Journal

Semantic Map on the multifaceted

nature of writing

One page narrative using a prompt.

One page short story on one of the

Rubric for forums

o 1, 4, 10


o 1, 4, 5, 6, 10

o 1, 2, 3, 10, 13, 14, 18

o 4

36






learning process.



Second Language.








E. Ethical-Moral




University.

Analyze and discuss Peregoy’s and

Boyle’s position on research, process

writing, and teaching strategies for

second language learners and

Freeman’s distinction between

Traditional and Process Writing.

genres.

One Page Reflective Journal

o 5, 10, 14

Module 3: Writing Workshop 1 Writing

Narrative Discourse

Explain how to write in a second

language a narrative essay.

Prepare a semantic map.

Write a one page narrative essay.

Write a one page short story.

Semantic Map

One Page Narrative

One Page Story

One Page Reflective Journal

o 1, 2, 3, 10, 13, 14, 18

o 1, 4, 10

o 1, 4, 10

o 4, 5, 10

Module 4: Writing Workshop 2: Writing

Persuasive and Expository Discourse

a. Explain

a. how to write a persuasive essay.

b. an author’s voice.

b. Analyze and explain the

a. elements of the author’s voice.

b. information to be included in a

rubric to assess the author’s voice in

a persuasive essay.

c. Write a one page persuasive essay.

Write a Persuasive Essay

Write a Haiku poem

Reflective Journal

Rubric for Persuasive Essays

o 1, 4, 5, 10

o 14,18

Module 5: Writing Workshop 3: Writing

Lyrical Discourse

Define, analyze, and explain

o Lyrics

o Lyrical poetry

o The characteristics of lyrical

Write and submit a summary of the

Freeman’s pages read.

Submit two Haiku poems

Reflective Journal

o 1, 4, 10

o 1, 10, 14

37



poetry.

Compare

o Poetry writing

o Lyrical writing.

Analyze and explain the Haiku poem

o Its origins

o Themes

o Techniques

Write Haiku poems

Module 6: Teaching Strategies and

Writing Levels

Analyze the stages of writing

development.

Describe and explain the different

teaching strategies and writing levels in

English as a second language.

Answers to questions 4 and 5 on

Peregoy’s reading

Summary of Freeman’s reading

o 4, 10

o 4, 10

Module 7: Evaluating ESL Students’

Writing

Define, explain, and apply knowledge

about classroom assessment that

promotes ESL writing skills

development.

Evaluate and write samples of rubrics

for ESL writing assessment.

Prepare Portfolio to be submitted

Samples of rubrics

Reflective Journal

o 10, 13

o 12

Module 8: Portfolio Assessment

At the completion of the course,

students will demonstrate their

achievement in TESL 552, The

Teaching of Writing: Theory and

Portfolio o 1, 2, 4, 10, 13, 14, 18

38



Practice, through the organization and

submission of a portfolio.

Texto sugerido:

39

TESL 553 Language, Cognition and ESL/Curriculum Development

This course is divided in two parts. The first part deals with recent research findings on the biological and psychological foundations of language. It also analyzes the psycholinguistic theoretical

frameworks that give rise to the development of cognitive psychology and the information processing learning theory. The second part of the course deals with pedagogical implications and ESL

curriculum development.


Competences Specific Objectives Estrategias instruccionales (tareas y


A. Professional




their teaching.







methods studied.

B. Communicative


English.




Module 1: Introduction of Basic Concepts

Analyze and explain wisdom, brain, and

evolution according to Dr. H. Acosta.

Explain and illustrate basic concepts

regarding language, cognition, and ESL

Curriculum.

Discussion Forum

Reflective Diary

Rubric for group activity

o 1, 4

Rubric for reflective journal and

instructions.

o 1, 4

Module 2: Mind vs Brain: Neuroscience

Explain the difference between the

mind and the brain.

Describe and explain the fundamental

facts about the brain.

a. How the brain processes

information.

b. How memory forms.

c. Stages and types of memory.

d. The relationship between

retention and learning.

e. The implications of

neuroscience for learning.

Analyze and discuss Greeno, Collins,

Discussion Forum

Analysis

Reflexive Diary


o 1, 4, 6

Rubric for group activity (group

activity)

o 1, 4


instructions.

o 1, 4

40



learning process.



Second Language.









strategies.





E. Ethical-Moral




University.

and Resnick’s position on cognition

and language learning.

Module 3: Theoretical and Historical

Overview of language Learning Theories

Explain language learning theories

from the perspective of behaviorism

and nativism.

Evaluate behaviorists’ and nativists’

position regarding language learning.

Discussion Forum

Analysis

Reflective Diary


o 1, 4, 7


o 1, 4, 7


instructions.

o 1, 4, 7

Module 4: Early Influence of

Neuroscience, Cognitivism and

Constructivism

Explain the early influence of

neuroscience on cognition,

constructivism, and language.

Analyze and explain cognitivism and

constructivism.

Discussion Forum

Analysis

Reflexive Diary


o 1, 4


o 1, 3, 6, 7, 13, 15


instructions.

o 1, 4

Module 5: The Neuro-biological

Foundations of Language and Cognition

Explain the neuro-biological

foundations of language and cognition.

Analyze and explain the brain functions

and anatomy.

Discussion Forum

Analysis


o 1, 4

Rubric for Annotated Bibliography

o 1, 6, 7, 13

41



Module 6: The Neurological Processes of

Language and Cognition

Describe and explain the neurological

basis of language and cognition.

Analyze the primary neurobiological

processes in learning a language.

Discussion Forum

Analysis

Reflexive Diary


o 1, 4


o 1, 3, 6, 7, 15


instructions.

o 1, 4

Module 7: Application of Neuroscience

Research to Language

Define, explain, and apply knowledge

about classroom learning environments

that promote ESL skills development

using brain-based learning.

Evaluate the implications of brain-based

learning for the ESL teacher.

Discussion Forum

Analysis

Reflexive Diary


o 1, 4


o 1, 2, 3, 7, 15


instructions.

o 1, 4

Module 8: Test Taking/ Retention,

Learning, and ESL teaching and Brain-

based teaching and learning for ESL

At the completion of a test

administration, students will

demonstrate their achievement in TESL

553, Language, Cognition, and ESL

Curriculum.

Test

Rubric for essay questions

o 4, 5

42



Textos sugeridos:

Jensen, E. (1998). Teaching with the Brain in Mind. Association of Supervision and Curriculum Development, Va.

Sousa, D. (1995). How the Brain Learns. National Association of Secondary School Principals, Va.

Christison, M.A. (1999). “ Applications of Brain-Based Research for Second Language Teaching and Learning: Part 1” TESOL Matters, 9(2) and 9(3).

43

TESL 554 Methods of Teaching a Second Language/ Métodos para enseñar un segundo leguaje

The course focuses on the various methods of second language teaching, the principles on which these methods are based, and the materials appropriate for the different methods, as they apply to

the teaching of English as a Second Language (ESL) and Spanish as a Second Language (SSL). It also includes aspects of research application in the development of second language pedagogy. A

critical analysis of current methodology for the teaching of ESL and SSL, the role of research on method development and selection, and effective instructional planning and practice are the

foundations of the course.


Competencia(s) Objetivos específicos Instrumentos de assessment

A. Professional




their teaching.







Second Language.




methods studied.

B. Communicative


English.


Module 1: Language Teaching Methods

By the end of this module, participants

should be able to describe and analyze

elements of a language teaching

method.

a. Understanding methods and

methodology.

b. Using a research framework to

analyze methods.

Discussion Board: Trends in describing

methods

Autobiography


o 1, 4

Rubric for language learning

autobiography

o 4, 6

Module 2: Foreign/ Second Language

instruction in classical times


should be able to identify elements of

classical methods in contemporary

classrooms.

a. Reviewing the history of

Discussion Board

Essay


o 1, 4


o 4, 18

44




learning process.



Second Language.















strategies.

16. Conceptualize a study in the area of the

Teaching of English as a Second Language

including the corresponding components of

research.





E. Ethical-Moral

language teaching during

classical times.

b. Analyzing a lesson to find

traces of those methods

Module 3: The twentieth century: Direct

Method, Grammar-Translation,

Audiolingualism and the Cognitive

Revolution.


should be able to identify elements of

classical methods in contemporary

classrooms.

a. Reviewing the history of

language teaching during

classical times.

b. Analyzing a lesson to find

traces of those methods.

Discussion Board

Essay


o 3, 7


o 3, 7

Module 4: The twentieth century:

“Fringe” methods (Suggestopedia, Total

Physical Response, Counseling Learning,

The Silent Way).


should be able to identify the main

characteristics of "fringe" methods that

they implement in their current

teaching situations.

a. Familiarizing yourself with the

fringe methods and analyzing

them in light of the framework

we have used so far.

Complete the table

Essay


o 3, 7, 15

45





University.

Module 5: The Communicative

Revolution. Communicate Language

Teaching and its evolution.


should be able to provide a critical

account of the communicative

paradigm by applying its main tenets to

methods previously analyzed.

a. Communicative language

teaching: Its origins and

evolution.

Discussion Board: Textbook analysis

Discussion board: Summary

Critique Paper


o 4, 8

o 2, 8

o 1, 3, 8

Module 6: Recent communicative

developments


should be able to select the method or

methods that would best cater for

current teachers' needs in Puerto Rican

schools.

a. Recent communicative

developments.

Discussion Board

Research Project

Graphic Organizer

o 2, 13, 15

Rubric

o 5, 13, 15, 16

46


Module 7: The post method condition and

its implications


should be able to articulate the

limitations of a "methods" perspective

and also identify its advantages.

a. Other developments in the field.

b. The post-method condition: caveats

and options.

Method Analysis Chart

Discussion Board

Autobiography


o 1, 15, 18

Rubric for discussion forum (Table)

o 4, 15


o 1, 2, 4, 5, 6, 7, 8, 18

Module 8: A practical approach to

organizing our knowledge about language

teaching methods


should be able to describe all the

methods surveyed using at least two

typologies for doing so.

Discussion Board: Table

Lesson Plan

o 1, 4, 15


o 12, 14, 18

Textos sugeridos:

47

TESL 555 Development of Communication Skills in ESL

This course provides the students with both the theoretical and practical development of communication skills in the ESL classroom. The course will first focus on communication as a process and

the social and psychological aspects involved. Throughout a number of types of syllabuses which are aimed at developing communicative skills specifically, the course will also cover the

importance regarding discourse and text analysis. Some of these syllabuses are: communicative language teaching, communicative competence, situational notional/functional, and other.




A. Professional




their teaching.







Second Language.









Module 1: Native and non-native speakers


should be able to account for the main

differences between a native speaker

and a second language learner

Reflective Journal

Code Switching group activity

Discussion Board

Case Study

Rubric for assessing reflective journal

entries

o 4

Rubric for evaluating online

participation

o 4

Rubric for assessing a Case Study o 1, 6

Module 2: Goals of teaching and learning

English in the Twenty-first century


should be able to apply ACTFL

standards and guidelines to their

current teaching situation.

Reflective Journal

Discussion Board

Discussion Board: Goals for teaching

English in P.R.

Write an Academic Article


entries

o 4

Rubric for assessing discussion board

entries

o 4

Rubric for assessing the writing of an

academic article o 2, 7

Module 3: Models of L2 Learning





Reflection: On local descriptions of

language proficiency

Discussion Board: How to unpack

standards

Rubric for assessing written assignments

o 4

Rubric for assessing the unpacking

standards

o 1, 4

48






methods studied.

B. Communicative


English.




learning process.



Second Language.













Module 4: Learning and teaching styles


should be able to describe the most

common language learning and

teaching styles in Puerto Rican schools.

Reflective Journal: On personal

teaching style

Discussion Board: Students learning

Styles

Research Report: Analysis of local

teachers’ teaching style


entries

o 4

Rubric for discussion boards

o 4

Rubric for assessing the writing a

research report o 1, 7, 13

Module 5: Standards for foreign language

learning and teaching





Reflective Journal: On local

descriptions of Language proficiency

Discussion Board: On how to unpack

standards

Written Assignment: Unpacking

Standard


entries

o 4

Rubric for online participation

o 4

Rubric for assessing the unpacking

standard

o 2, 9

Module 6: Classroom interaction and

conversation analysis.


should be able to analyze the

interactive patterns present in a

classroom and identify advantages and

disadvantages.

Reflective Journal

Discussion Board: Description of a

typical lesson

Analysis of interaction patterns in an

observed lesson


entries

o 4


o 4

Rubric for lesson observation and

comments

o 8, 9, 10, 18, 7

Module 7: Introducing Task-based

Learning


should be able to plan and deliver a

Task-Based Lesson.

Reflective Journal

Discussion board: Summarizing TBL

Lesson Plan and video of the class


entries

o 4


o 4

Assignment Rubric

Task-based lesson comment rubric

o 14, 13,5,3

49



E. Ethical-Moral




University.

Module 8: Assessing communication


should be able to create a formative and

a summative communicative assessment

instrument and account for their use in a

specific teaching and learning context.

Reflective Journal

Forum

Design one formative assessment

instrument and one summative

assessment instrument


entries

o 4


o 4

Assessment design rubric

o 14

Textos sugeridos:

Gunderson , L. (2008). ESL (ELL) Literacy Instruction: A Guidebook to Theory and Practice. Routledge, Inc.

50


Applied Linguistics for ESL Teachers” provides the student with a substantial knowledge of the key concepts, issues, insights, and pedagogical implications of research in some of the issues

related to ESL and applied linguistics. Some of the applied linguistic issues that will be examined in the course include: the use of phonics and phonemic awareness in learning to read, factors in

teaching oral communication in social contexts, irregularities in English orthography and implications for teaching, word formation in vocabulary development and writing, and language

proficiency in ESL.


Competences Specific Objectives Instructional strategies Assessment instruments

A. Professional




their teaching.







Second Language.







Module 1:

Module 2:

Module 3:

Module 4:

Module 5:

Module 6:

Module 7:

Module 8:

51







methods studied.

B. Communicative


English.




learning process.


problems in the Teaching of English as a Second

Language.










52





E. Ethical-Moral




University.

Texto sugerido:

O’Grady, et al. (2004). Contemporary Linguistics. 5th edition. Bedford/St. Martin’s Press. ISBN: 978031249363

53

EDUC 511 The use of computers in ESL Curriculum and Instruction

Discussion of the ways in which microcomputers can be used to enhance the learning of ESL. Emphasis will be placed the strategies for integrating effectively the use of the computer and ESL

curriculum. On hand evaluation of ESL software using tutorials, simulations, and drill and practice.

Elective course 3 Credits = 45 contact hours 8 weeks



A. Professional




methods studied.

B. Communicative


English.




learning process.




Module 1: Introduction to the Use of

Computers in ESL

By the end of this unit the student will:

Understand new terminology

Define CALL

Develop an article review oriented

toward technology

Demonstrate the use of computers in

ESL

Article Review

Discussion Board: Call Software

Forum: Technology and ESL students


assignments

o 2, 4

Rubric for forum participation

o 4

Module 2: Welcome to the New World

Wide Web

By the end of this unit the student will:

1. Recognize the Read and Write Web

and the Web 2.0

2. Compare the Web 2.0 with the Web

1.0

3. Evaluate and contrast web pages

4. Explore the Internet and find ESL

oriented web pages

Discussion board: Video

Web Page and Software evaluation

Forum: Analyze video

Web 2.0 sites

Rubric for forum participation

o 4


assignments

o 13, 18


o 4


o 13

Module 3: Blogging as a Tool for the

ESL Classroom

By the end of this unit the students will:

1. Apply their knowledge in ESL

Discussion Boards

Create a Blog

Start a VDD


o 4

Rubric for assessing a blog

54







E. Ethical-Moral




University.

oriented activities

2. Create a virtual disk drive using

box.net

3. Design an educational blog

4. Describe the use of blogs in the ESL

classroom

o 14, 2, 13


o 14,13, 2

Module 4: Multimedia Publishing:

Advantages for ESL


1. Design a Podcast

2. Synchronize a Podcast

3. Examine different oriented podcasts

web sites

4. Evaluate their educational blog

Discussion Boards:

o Podcasting in Plain English

o Searching for ESL Podcasts

o Live Streaming: Another Tool

Create a Podcast

Polish your Blog


o 4,14,13

Rubric for assessing assignments

o 13, 14, 18

Module 5: The Social Web


1. Examine the social web

2. Create an account on Facebook

3. Differentiate different social networks

Discussion Boards

o The Social Web

o Social Networking in Plain

English

Create a Facebook account

Finish Blog

Create an account on

http://delicious.com


o 4

Rubric for assessing assignments

o 4, 5, 13

Module 6: Using Wikis for ESL

Instruction


1. Create and develop a Wiki

2. Understand the use of Wikis in ESL

3. Evaluate ESL oriented activities for a

Wiki

Discussion Board:

o Wikis for ESL

o Evaluating ESL Activities

with a Wiki

Create a Wiki

Lesson Plan


o 4

Rubric for assessing a wiki

o 4,14,13,5,18

Rubric for PowerPoint assignments

o 2, 4,14

http://delicious.com/

55



Module 7: Using Flickr


Evaluate web links

Create a Flickr account

Develop ESL oriented activities using

Flickr

Discussion Boards

o Working with Flickr

o Looking for links

Looking for images

Finishing the Wiki


o 4, 13

Rubric for assessing a Wiki

o 13, 14

Module 8: Reachable Technology: Open

Source Software


Understand the new trends in software

Collaborate in looking open source

sites

Reflect on the course

Discussion Board

o Open Source Video

o Open Source Links

o A look back at the course

Rubric for assessing discussion boards.

o 4, 13

Texto sugerido:

56

EDUC 504- Leadership, Communication and Teamwork/Liderazgo, comunicación y trabajo en equipo

Study and analysis of leadership concepts and practices, communication and team work as applied to the role of the school principal.

Elective Course 3 Credits = 45 contact hours 8 weeks



A. Professional




B. Communicative


English.




learning process.





the problems faced by second language learners

.




Módulo 1: Relaciones de Poder y liderato

Entenderá que el liderato no es una

característica innata del sujeto.

Conocerá la relación entre el ejercicio

del liderato y las relaciones de poder

en un contexto escolar.

Pre-prueba

Lecturas asignadas

Pelicula “Emmanuel’s Gift”

Foro temático: Relaciones de poder

Reflexión

Pre prueba con clave de corrección

o 6, 2


o 4, 2


o 4

Plantilla y matriz de valoración

o 4

Módulo 2: Relaciones de Poder y liderato

II

Reconocerá las funciones básicas del

liderato: facilitación de procesos y

coordinación de acciones.

Conocerá los postulados sobre el

liderato, el poder y la resonancia del

liderato presentados por teóricos

contemporáneos.

Identificará ejemplos contemporáneos

de líderes resonantes.

Autoevaluará sus competencias para el

liderato resonante.

Lecturas asignadas

Película The Ron Clark Story

Plantilla de revisión y análisis

Reflexión

Autoevaluación


o 5, 11


o 6, 11

Formato Educational Leadership

Profile (ELP) o 13, 5 , 11

57




E. Ethical-Moral




University.

11. Analyze strategies to guide diverse groups

towards the achievement of the objectives of the

organization: students, parents, teachers, school

councils, and community, as it pertains to the

Teaching of English as a Second Language.

Módulo 3 El líder y las destrezas

socioemocionales

Identificará las principales destrezas

emocionales y sociales y las

reconocerá como promotoras del

liderato resonante.

Comparará la educación tradicional

con el movimiento internacional de

educación socioemocional (Social and

Emotional Learning) a través de los

trabajos de Collaborative for

Academic, Social and Emotional

Learning (CASEL).

Estudiará, analizará y evaluará el

Proyecto de Ley Federal H.R. 4223 de

8 de diciembre de 2009 para apoyar el

desarrollo de programas de desarrollo

social y emocional basados en

evidencia.

Revisión y análisis: Video

Lecturas asignadas

Revisión y análisis: Website

Foro temático

Reflexión

Plantilla con clave de corrección

o 6, 11


o 5, 2

Preguntas guías y matriz de valoración o 4, 6

Matriz de valoración o 4

Módulo 4 Facilitación de procesos:

Destrezas socioemocionales y el maestro

de la sala de clase

Reconsiderará el rol del maestro, no

como un líder en quien se concentra el

poder, sino como alguien que facilita

procesos en torno a un fin.

Ejercerá el liderazgo como maestro

mientras se compromete

profundamente con los actores del

proceso educativo.

Lecturas asignadas

Revisión y análisis: Video

Revisión y análisis: “Websites”

Foro temático

Reflexión

Plantilla y rúbrica con clave de

corrección

o 5, 11

Rubrica para foros de discusión

o 2, 13

Rubrica con criterios de calificación

o 4

Matriz de valoración

o 4

58



Identificará y podrá aplicar programas

que promueven al maestro como un

facilitador de procesos en la sala de

clase.

Módulo 5 Facilitación de procesos:

Destrezas de comunicación efectiva

Diferenciará dos tipos de persuasión:

sistemática y periferal.

Conocerá los cuatro factores que hacen

que la persuasión sea efectiva:

comunicador, contenido, canal y

audiencia.

Reflexionará y evaluará el proceso de

resistir a una comunicación efectiva.

o Lecturas asignadas

o Revisión y análisis: Website

o Película Music Within

o Reflexión

o Plantillas con criterios de

corrección

o 13, 2, 6

o Rúbrica con criterios de calificación

o 4

Módulo 6 Coordinación de acciones l:

comunicación y trabajo colaborativo

Explicar las razones por las que el

proceso de comunicación es la base del

desarrollo del liderato resonante.

Analizar el uso del lenguaje y varios

discursos acerca de la escolarización.

Resumir los resultados de

investigaciones internacionales sobre

el trabajo colaborativo y la

coordinación de las acciones de un

grupo.

Lecturas asignadas

Revisión y análisis: Video: Common

Learning

Reflexión

Autoevaluación: Perfil personal y

cuadrantes

Plantilla con clave de corrección

o 13, 2, 6


o 4

Formato

o 4

59



Módulo 7 Coordinación de acciones ll:

comunicación y trabajo en equipo

Explicar la relación que existe entre el

proceso de comunicación y el modelo

de trabajo en equipo.

Analizar el rol de la motivación en el

funcionamiento del equipo

Identificar instancias de comunicación

efectiva ante situaciones de conflicto al

interior del equipo utilizando la

mediación como ejemplo.

Lecturas asignadas

Foro

Autoevaluación

Reflexión

Matriz de valoración para foro de

discusión

o 4

Se ofrecieron alternativas al profesor no

ha definido actividad de auto-

evaluación

Guía y matriz de valoración

o 4, 2

Módulo 8 Coordinación de acciones ll:

Trabajo en equipo

Investigar dos centros para el

desarrollo de la educación y resumir la

opinión que tienen los docentes de

cada centro acerca del trabajo en

equipo entre educadores.

Expresar por escrito su opinión

personal acerca de este debate.

Lecturas asignadas

Autoevaluación

Foro

Post-prueba

Flujograma

o 13,4

Matriz de valoración para foros de

discusión

o 4

Prueba con clave de corrección

o 6, 2, 13

Texto sugerido:

EDUC 512 Innovations and Educational Strategies CD Dr. Toledo

This module describes the future and contemporary tendencies, models, curriculum paradigms, philosophy, and educational changes. School reform concepts and recent findings on educational

research are included.

60



A. Professional

1. Demonstrate an in-depth knowledge of the principles

related to the teaching of English as a Second

Language and apply these principles to their

teaching.

14. Create instructional designs, activities, and resources

pertinent to the present social circumstances and

contemporary education.

B. Communicative


English.





research.


13. Practice the use of technological tools that enhance

Module 1: UNIT 1 Diagnostics of Student

Needs Part 1

After completing this module, students

will be able to:

1. Evaluate and assess the needs

of ESL students in the

language arts: Reading,

writing, listening

comprehension, and oral

communication.

1.1 Analyze external and

internal threats and

opportunities that may

influence or hinder

student achievement

1.2 Design a diagnostic

instrument capable of

assessing student mastery

of the language arts

adapting it to available

technology.

1.1 FORUM: Analyze external and internal threats and opportunities that may influence or hinder student achievement 1.2 ASSIGNMENT: Design a diagnostic instrument capable of assessing student mastery of the language arts adapting it to available technology.

1.1 The SWOT Analysis Rubric o 1, 5

1.2 Designing a Diagnostic Test

o 14

Module 2: UNIT 2 Diagnostics of Student

Needs Part 2

Expected Performance Outcomes

2.1 JOURNAL: Describe experience

administering instrument to a sample of 15

students.

2.2 ASSIGNMENT: Interpret results and

Rubric 2.1 Journal: Diagnostic

Administration for Validation

(Assessment)

o 4, 5

Elective course 3 Credits = 45 contact hours 8 weeks

61



the acquisition of language skills, in second

language learners.

E. Ethical-Moral

5. Exhibit a humanistic position in harmony with those

of the society at large, the Sistema Universitario Ana

G. Méndez, and the Virtual University.

After completing this module,

students will be able to:

1. Evaluate and assess the needs of ESL students in the language arts: Reading, writing, listening comprehension, and oral communication.

1.2 Design a diagnostic instrument capable of assessing student mastery of the language arts adapting it to available technology.

generate a report describing student

weaknesses and strengths based on

diagnostic test results.

Rubric for assignment 2.2 Basic

Statistics: Interpreting Diagnostic

Results

o 1, 4, 5, 16

Module 3 UNIT 3 Finding Innovative Tools for Student Improvement Expected Performance Outcomes



1. Implement a course field research project testing an innovative strategy, method, or learning theory for effectiveness.

1.1. Compare and contrast the methodologies of various research designs.

3.1 ASSIGNMENT: Based on diagnostic

results, Choose a language art to do

research on, and search the literature for an

innovative strategy, theory, or method to

test. (Annotated bibliography).

3.2 ASSESSMENT: Venn Diagram

Compare and contrast the methodologies

of various research designs.

Task 3.1 Searching for an Innovative

Strategy, Theory, or Method: The

Annotated Bibliography

Task 3.2 Comparing and Contrasting

Research Designs and Methodologies

Rubric for assessment 3.1

o 1, 13, 16

Rubric for assessment 3.2

o 1, 13

62



1.2. Define a problem and generate a literature review that substantiates and justifies the research design and methodology chosen.

Module 4 UNIT 4 Designing Research

Expected Performance Outcomes

After completing this module, students

will be able to:

4. Design a basic field research proposal

for testing an innovative strategy,

method, or learning theory.

4.1. Define a problem and generate a

literature review that substantiates

and justifies the research design

and methodology chosen.

4.1 ASSIGNMENT: Define a problem

and generate an initial draft of a

literature review (using annotated

bibliography references) that

substantiates and justifies the

research design and project

parameters (methodology) chosen.

4.2 Midterm

Task 4.1 Assignment: Draft of a Research

Proposal

Rubric for proposal draft.

o 1, 4, 14, 16

Task 4.2 Midterm Test 100 pts.

o 1, 4, 16

Module 5 UNIT 5 Innovations in

Curriculum and Evaluation/ Assessment



5. Explore tried-and-true foundations and examine innovations in curriculum, assessment and evaluation,

5.1 WIKI: Compare and contrast

different types of curriculum

models

5.2 ASSIGNMENT: Differentiate the

characteristics and uses of

assessment and evaluation.

Rubric for WIKI 5.1

o 1, 4, 13

Rubric for Essay 5.2

o 1, 4

63



instructional design, teaching techniques and strategies for the ESL teaching and learning process.

5.1. Compare and contrast different types of curriculum models

5.2. Differentiate the characteristics and uses of assessment and evaluation

Module 6 : Innovations in Instructional

Design and Classroom Techniques

6. Explore tried-and-true foundations and

examine innovations in curriculum,

assessment and evaluation,

instructional design, teaching

techniques and strategies for the ESL

teaching and learning process.

6.1 Choose an instructional design and

create a lesson plan

6.2 Design an innovative activity

applying a technique or strategy

6.1 ASSIGNMENT: Choose an

instructional design and create a

lesson plan

6.2 ASSESSMENT: Design an innovative

activity applying a classroom

technique or strategy

Task 6.1 Assignment Create a Lesson

Plan for 3 days (1 hour period each

day) based on an Instructional

Design.

o 13, 14

Assessment 6.2 Designing an

Innovative Technique or Strategy

o 13, 14

Module 7 UNIT 7 Innovations in

Educational Technology


7.1 JOURNAL: Explain the need for a

Digital Bloom’s Taxonomy

7.2 ASSIGNMENT: Integrate blended

7.1 Journal: Digital Bloom’s

Taxonomy

Rubric for journal

64




7. Evaluate technological innovations which can enrich and facilitate ESL teaching and learning.

7.1. Explain the need for a Digital Bloom’s Taxonomy

7.2. Integrate blended learning principles into a lesson plan and create the online resource

learning principles into a lesson

plan (from 6.1) and create the

online resource

o 4, 13

7.2 Integrating Web Resources into

the Lesson Planning and delivery

Process

Rubric for blended lesson plan

o 13, 14

Module 8 UNIT 8 Completing Research



8. Evaluate technological innovations which can enrich and facilitate ESL teaching and learning.

8.1. Describe uses and

application of computers, the Internet, smart phones, tablets, i-pads and other technologies in the ESL learning process.

8.2. Define a problem and generate a literature review

8.1 FORUM: Describe uses and

application of computers, the

Internet, smart phones, tablets, i-

pads and other technologies in the

ESL learning process

8.2 FINAL PROJECT: Finalize and

submit a revised basic research

proposal (from 4.1)

Task 8.1 Forum: Uses and application of

Technology in the ESL learning process

Rubric for discussion forum 8.1

o 4, 13

Task 8.2 Final Submission Course Project:

Mini-Research Proposal

Rubric for research proposal 8.2

o 1, 4, 14, 16

65



that substantiates and justifies the research design and methodology chosen (Final submission).

Textos sugeridos:

American Psychological Association. (2009). Publication manual of the America Psychological Association (6a ed.). Washington, DC: Author

Calle, M., Remolina, N., y Velásquez, B., (2006). El maestro como cultor y formador de la vida. Editorial Tabula Rasa. Recuperado de e-library Universidad del Turabo:

http://site.ebrary.com/lib/bibliosuagmsp/docDetail.action?docID=10113445&p00=educacion%20estrategias 11/08/2010.

Herrell, A.L. & Jordan, M., (2012). 50 strategies for teaching English language learners. (4a ed.). Boston, MA: Pearson. ISBN-13: 978-0-13-248740-4. Joyce, B. & Weil, M., (2008). Models of teaching. (8a. ed.). Boston, MA: Allyn & Bacon. ISBN-13: 978-0205593453 . Marzano, R. & Brown, J., (2009). A handbook for the art and science of teaching. (1a ed.). Alexandria, VA: ASCD. ISBN-13: 978-1416608189 McLaughlin, M. & Talbert, J., (2006). Building school-based teacher learning communities: Professional strategies to improve student achievement (series on school reform). (1a ed.). New York: Teachers College Press. ISBN-13: 978-0807746797 . Santana, J., (2005). Administración educativa inclusiva: retos para los sistemas educativos en el nuevo milenio. Hato Rey, P.R.: Publicaciones Puertorriqueñas. ISBN-10: 1933485027.

EDUC 630 Statistics for Pedagogical Research

Identification of the adequate research approach for the solution of pedagogical problems. Emphasis is made in topics related to descriptive and inferential data analysis making emphasis

in results' interpretation. Other topics that will be covered include elementary notions of probability, estimation, sampling, hypothesis testing, experts’ criteria and experimental design.

Elective course 3 credit=45 contact hours, 8 weeks

http://site.ebrary.com/lib/bibliosuagmsp/docDetail.action?docID=10113445&p00=educacion%20estrategias

66

Competences Specific objectives Instructional Strategies) Assessment Instruments

A. Professional




their teaching.

B. Communicative


English.




learning process.


problems in the Teaching of English as a Second

Language.


application to the process of educational research

and its impact in language learning strategies

17. Demonstrate knowledge of statistical procedures

and research tools in educational research.





E. Ethical-Moral


Módulo 1: El problema y la hipótesis de

investigación

1. Definir que es investigación

2. Aplicar el modelo de investigación

científica a la investigación

3. Explicar e ilustrar mediante ejemplos lo

que es la hipótesis

Preguntas de investigación

Portafolio

Diario Reflexivo


o 1, 2, 3, 5

Matriz de trabajos escritos

o 1, 2, 3, 5

Formato con clave de corrección

o 4

Módulo 2: Estadística: Conceptos Básicos

Demostrar que se tiene conocimiento de

los términos básicos de la estadística

Diferenciar entre las ramas de la

estadística

Identificar tipos de datos y variables

Identificar el nivel de medición para los

distintos tipos de variables

Diferenciar entre los diversos tipos de

muestreo

Establecer diferencias entre estudios

experimentales y de observación

Explicar cuando la estadística está bien

utilizada y cuando no.

Ejercicio: Cómo se usa la estadística en

el diario vivir

Revistas Profesionales: Preguntas guías

Portafolio

Diario Reflexivo


o 5, 17


o 15, 17


o 1, 2


o 4

Módulo 3: Distribuciones de frecuencia y

presentación gráfica

Organizar datos usando distribuciones

de frecuencia

Representar e interpretar los datos

organizados en tablas de frecuencias

usando histogramas, polígonos y ojivas

Representar e interpretar datos usando

gráficas lineales, gráficas circulares y

Gráficas

Estudio de caso

Portafolio con gráficas

Diario Reflexivo


o 5, 17, 13


o 3, 17


o 13, 17


o 4

67



University.

gráficas de barra

Graficar e interpretar la gráfica de tallos

y hojas

Módulo 4: Estadística descriptiva:

Medidas de ubicación

Resumir los datos coleccionados

usando las medidas de tendencia central

que incluyen la media, la mediana y la

moda

Interpretar resultados mediante el uso

de las medidas de tendencia central

Calcular e interpretar datos usando las

medidas de dispersión que incluyen la

amplitud, la varianza y la desviación

estándar

Utilizar la regla empírica y el teorema

de Chebyschev según su relación con

un conjunto de valores

Estudio de caso Portafolio Diario Reflexivo

Rúbrica con clave de corrección o 3, 13, 17

Matriz de trabajos escritos o 4

Formato con clave de corrección o 4

Módulo 5: Medidas de ubicación y

exploración de las observaciones

Identificar la posición de valores en el

conjunto de observaciones usando

medidas de posición tales como

puntuaciones típicas, percentiles y

cuartiles

Usar técnicas de exploración de análisis

de datos como los diagramas de cajas y

bigote y diagramas de dispersión para

descubrir distintas características de los

datos.

Estudio de caso

Portafolio

Diario Reflexivo


o 3, 17


o 4, 17


o 4

Módulo 6: Estadística inferencial:

Conceptos básicos de probabilidad y la

distribución normal

Definir y utilizar conceptos elementales

de probabilidad

Entender los términos experimento,

evento, resultado, probabilidad

Ejercicios: Aplicando los conceptos

Portafolio

Foro de discusión

Diario Reflexivo

Rubrica con clave de corrección

o 17


o 3, 17


o 4


68

Textos sugeridos:

condicional y probabilidad conjunta

Calcular probabilidades utilizando

reglas de adición y de multiplicación

Utilizar diagramas para organizar y

calcular probabilidades

o 4

Módulo 7: Regresión y Correlación lineal

Trazar un diagrama de dispersión

Calcular e interpretar el término

coeficiente de correlación

Calcular la ecuación para la línea de

regresión por el método de los mínimos

cuadrados

Ejercicios: Aplicando los conceptos

Portafolio

Diario Reflexivo


o 17


o 4

Formato y matriz de valoración de diario

reflexivo

o 4

Módulo 8: Prueba de Hipótesis

Entender el vocabulario usado en las

pruebas de hipótesis

Establecer hipótesis nula e hipótesis

alterna

Hallar valores críticos

Establecer los pasos usados en la

prueba de hipótesis

Explicar la diferencia entre errores Tipo

I y Tipo II

Hacer prueba de hipótesis para la

relación entre dos variables

Portfolio

Diario Reflexivo

Foro de discusión

Matriz de valoración de portafolio

o 17

Formato y matriz de valoración de diario

reflexivo

o 4


o 4

69

TESL 600 Research Methods

This course covers the study of the nature of scientific investigation and its application to the educational research process. It also studies the different research methods and its investigative

phases. Emphasis will be given to the proposal design: problem identification, hypothesis or guide questions, literature review and the investigation methodology. The student will present a

research proposal at the end of the course.

Pre requisite EDUC 501 TESL 550 TESL 555 Requirement for degree 3 Credits = 45 contact hours 8 weeks



A. Professional




methods studied.

B. Communicative


English. (4)




learning process.



Second Language.



Module 1: Introduction to Educational

Research

By the end of this module participants

should be able to differentiate between

quantitative and qualitative research

and explain how research contributes

to the enhancement of the teaching

profession.

By the end of this section you should

be able to specify the main characteristics of professional research.

Discussion Board

Wikis: Difference between Quantitative

and Qualitative Research Paradigms

Discussion Board: Summary

Test: Multiple Choice

Reflective Journal


o 4

Rubric

o 2, 13, 17

o 4, 2

o 4, 2

Module 2: Ethical consideration in

research in the social sciences


should be able to evaluate and apply a

set of ethical guidelines for carrying

out research and spot inconsistencies

and overlaps with other similar

models. This will be evidenced by

their ability to produce an informed

consent form.

Discussion Forums:

o Guidelines for conducting

research

o Analyze Consent forms

Essay


o 15, 4


o 15, 4, 5, 14, 11

o 4, 16,14, 11

70







strategies.




research.


procedures and research tools in educational

research.





E. Ethical-Moral




University.


towards the achievement of the objectives of the

organization: students, parents, teachers, school

councils, and community, as it pertains to the

Teaching of English as a Second Language.

Module 3: Validity and Reliability in

research design


should be able to define validity and

reliability and identify methods of

triangulation used in standard research

in TESOL.

Multiple Choice Test (Validity)

Multiple Answers test (Reliability)

Critique Paper

Answer key

o 2, 17

Answer key

o 2, 17

Assignment rubric

o 4, 3

Module 4: Research question and

sampling design

By the end of this module each

participant should be able to produce

and refine a workable question and

sample for a small-scale inquiry in the

field of TESOL.


be able to select a viable research topic

and pose a realistic research question

or hypothesis.

Discussion Forum: Creating a research

question

Matching Exercise

Essay: Write a proposal for an

individual research question

Rubric for discussion fórums

o 2, 3

Answer key

o 2


o 16, 4

Module 5: Identifying relevant support

literature


should be able to name and select at

least four methods for identifying

relevant literature and critically

appraise its suitability to their research

topic.

Discussion Forum (Literature Review)

Citing References

Reflective Diary


o 15


o 15

Format and rubric for reflective diary

o 4

Module 6: Research methods


should be able to identify and select

adequate research methods to suit their

individual small-scale research.


be able to explain why different

methods are suitable for particular

Matching Exercise

Discussion Board

Essay: Methodology of research

proposal

Not graded

Rubric for discussions fórums

o 16, 17, 15, 13


o 15, 16, 4

71



research designs.

Module 7: Organizing and analyzing data


should be able to name and identify

data analysis methods suitable for their

small-scale inquiry.


be able to apply statistical analysis

methods to a set of quantitative data.

Readings

Essay: data analysis strategy

Case Studies

o Case study of quantitative data

analysis.

o Case study of qualitative data

analysis.

o Case Studies (not graded)


o 15, 17 , 16

Module 8: Putting together a research

proposal


should be able to produce a small-scale

research proposal and critically

appraise those of their peers.

Research Proposal Rubric for written assignments

o 15, 16, 17

Textos sugeridos:

72

EDUC 617 Research Seminar

Curso de investigación en el cual el estudiante aplicará los conocimientos teóricos adquiridos en su programa de estudios así como las destrezas prácticas desarrolladas a través de su participación

en un escenario educativo. El estudiante desarrollará un proyecto que consiste en una aportación al sistema educativo, bien sea el salón de clases, la escuela o el distrito.

Pre Requisite EDUC 600 Requirement for degree 3 Credits = 45 contact hours 8 weeks

Competencia(s) Objetivos del curso Estrategias instruccionales (tareas y


A. Professional




methods studied.

B. Communicative

4. Communicate effectively in spoken and

written English.


2. Apply integrated knowledge in both the

content and professional components to the

teaching-learning process.

3. Research and offer alternatives to

educational problems in the Teaching of





15. Examine the nature of scientific research and

its application to the process of educational


1. Analizar e identificar problemas

educativos a través de un estudio

sistémico de las necesidades de un

escenario

*Se presentan los objetivos

generales del curso, el facilitador

distribuye el contenido.

2. Asumir un enfoque

interdisciplinario que fomente la

reflexión sobre las nuevas prácticas

a los problemas educativos.

3. Aplicar soluciones científicas y

pragmáticas a los problemas

educativos.

4. Integrar los variados conocimientos

, destrezas y actitudes adquiridas y

desarrolladas durante las

experiencias educativas del

programa de estudio

5. Identificar un problema de

investigación en el escenario

73



strategies.




research.


procedures and research tools in educational

research.





E. Ethical-Moral

5. Exhibit a humanistic position in harmony

with those of the society at large, the Sistema

Universitario Ana G. Méndez, and the

Virtual University.


towards the achievement of the objectives of

the organization: students, parents, teachers,

School councils, and community, as it

pertains to the Teaching of English as a

Second Language.

educativo

6. Llevar a cabo una investigación que

presente alternativas para solucionar

el problema planteado o un proyecto

innovador según sea el caso del

proyecto particular del estudiante.

*Se presentan los objetivos

generales del curso, el facilitador

distribuye el contenido.

74



Textos sugeridos:


Appendix D: General References

Bibliographic References:

Adams, J.F. (2000). Taking charge of curriculum: Teacher networks and curriculumImplementation. New York: Teacher College.

Armstrong, T. (1994). Multiple Intelligences in the Classroom. Alexandria, Va. ASCD.

Cornbeth, C. (2000). Curriculum Politics, Policy, Practice: Cases in Comparative Context. Albany, State University of New York. Departamento de Educación del Estado Libre Asociado de Puerto Rico. Proyecto de Renovación Curricular. Fundamentos Teóricos y Metodológicos (2004). Instituto Nacional para el Desarrollo Curricular: San Juan, Puerto Rico. Diamond, R.(1998). Designing & Assesing Courses & Curriculum A Practical Guide. San Francisco: Jossey-Bass Publishers. Genese, F. (2000). “Brain Research: Implications for Second Language Learning”. ERIC Digests. ED 447727

LoCastro, V. (1994). Learning Strategies and Learning Environments. TESOL Quarterly, 28(2), 409-414. McNeill, J. (1999). Curriculum: the teacher’s initiative. New Yersey: Prentice Hall, Inc. Marsh, C. & Willis, G. (2003). Curriculum alternative approaches, ongoing issues. New Jersey: Merrill Prentice Hall.

Nunan, D. (1995). Closing the Gap Between Learning and Instruction. TESOL Quarterly, 29(1), 133-158.

Nunan, D. (1996). Learner Strategy Training in the Classroom: An action research study. TESOL Journal, 6(1), 35-41. Orstein, A.C. y F.P. Hunkins (1998). Curriculum Foundations, Principles and Issues. New Jersey: Prentice Hall.

76

Ortiz, A.L. (2001). Diseño y evaluación Curricular. Río Piedras: Editorial Edil, Inc.

Oxford, R. (1992/1993). Language Learning Strategies in a Nutshell: Update and ESL Suggestions. TESOL Journal, 2(2), 18-22.

Razik, T. & Swanson, A., (2009). Fundamental concepts of educational leadership and management. (3a ed.). Upper Saddle River, New Jersey: Prentice Hall. ISBN-13: 978- 0132332712.

Riestra, M.A.(2000). Fundamentos filosóficos de la Educación. Editorial UPR.: P.R.

Rigg, P., & Scott, D. (1986). Children in ESL: Integrating Perspectives. Washington, D.C. Teachers of English to Speakers of other Languages.

Rubin, J. (1975). What the "Good Language Learner" can Teach Us. TESOL Quarterly, 9(1), 41-51. Saylor, J., A.,W. & Lewis, A. (1981). Curriculum planning for better teaching and learning. Holt, Rinehart & Winston. Stark, J. & Lattuca, I. (1997). Shapping the College Curriculum.Allyn & Bacon. Torres, J. (1994). El currículo oculto. S.L.: Ediciones Morata.

Electronic references:

Almendarez Barron M. The Implication of Brain Research.

http://isers/stargate.net/~cokids/brain.html

Bruer T. J In Search of… Brain-Based Education, Kappan_v.80.no.9 may 1999

http://www.pdkintl.org/kappan/kbru9905.htm

Cohen P. Educators Seek to Apply Brain Based Research

http://www.ascd.org/readingroom/edupdate/1995/1sep.html

http://isers/stargate.net/~cokids/brain.html

http://www.pdkintl.org/kappan/kbru9905.htm

http://www.ascd.org/readingroom/edupdate/1995/1sep.html

77

Understanding the Brain Vol. 37, September 1995

Conant B. Learning: What we’ve Leaned.

http://members.tripod.com/ozpk/brain.html

Brain-Compatible Learning

http://users.stargate.net/~cokids/articlelearning.html

How can Teachers Address the Implication of Brain-Based Learning?

http://www.pgcps.pg.k12.md.us/~elc/brain10.html

How Does the Brain Construct Meaning?


The Brain http://members.aol.com/Rss51540/brain.html

Turning Your Classroom into a Learning Organization

http://216.239.37.100/search?q=cache:2DA_q_wQproC:www.clexchange.org/ftp/conference/cle_2000/session08/session%252008.pdf+using+brain+based+learning+in+the+classroom&hl=en

Understanding How the Brain Works

http://www.tbiguide.com/howbrainworks.html

What is Dimensions of Learning?

http://members.tripod.com/ozpk/brain.html

http://users.stargate.net/~cokids/articlelearning.html



http://members.aol.com/Rss51540/brain.html



http://www.tbiguide.com/howbrainworks.html

78

http://www.mcrel.org/products/dimensions/whathow.asp

TESOL Pre-K-12 English Language Proficiency Standards Framework http://www.tesol.org/docs/books/bk_prek-12elpstandards_framework_318.pdf?sfvrsn=2 TESOL Connections – Keeping English Language Professionals Connected: http://newsmanager.commpartners.com/tesolc/issues Performance Standards for Teachers of English for Speakers of Other Languages (Florida): http://www.fldoe.org/aala/perstand.asp?style=print Teacher Competencies for Teachers of ESOL K – 12 (Florida - actual) http://www.fldoe.org/asp/ftce/pdf/47ESOL-rev.pdf Teacher Competencies for Teachers of ESOL K – 12 (Florida - for 2013) http://www.fldoe.org/asp/ftce/ftcecomp.asp Common Core State Standards http://www.corestandards.org Performance Standards for ESOL (clusters and rubric) http://www.cdnportfolio.net/site_esol.php Rule 6A-4.02451. Performance Standards, Skills, and Competencies for the Endorsement in ESOL (Florida) http://www.fldoe.org/aala/perstand.asp Performance Indicators by Grade Level (New York State) http://www.p12.nysed.gov/biling/resource/ESL/standards.html 100 Best Resources and Guides for ESL Teachers http://www.teachingtips.com/blog/2008/06/24/100-best-resources-and-guides-for-esl-teachers/

http://www.mcrel.org/products/dimensions/whathow.asp

http://www.tesol.org/docs/books/bk_prek-12elpstandards_framework_318.pdf?sfvrsn=2

http://newsmanager.commpartners.com/tesolc/issues

http://www.fldoe.org/aala/perstand.asp?style=print

http://www.fldoe.org/asp/ftce/pdf/47ESOL-rev.pdf

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

http://www.corestandards.org/

http://www.cdnportfolio.net/site_esol.php

http://www.fldoe.org/aala/perstand.asp

http://www.p12.nysed.gov/biling/resource/ESL/standards.html

http://www.teachingtips.com/blog/2008/06/24/100-best-resources-and-guides-for-esl-teachers/

79

Language Proficiency Standards for ELLs (Pennsylvania) http://www.projectshine.org/sites/default/files/Language%20Proficiency%20Standards%20for%20ESL.pdf Understanding the WIDA (World-Class Instructional Design and Assessment) English Language Proficiency Standards (2007 Edition) http://nrms.schoolwires.net/cms/lib/NC01001555/Centricity/Domain/136/PDF/standards_resource_guide.pdf Doing What Works – Research-based Education Practices Online http://dww.ed.gov/ National Clearinghouse for English Language Acquisition (NCELA) http://www.ncela.gwu.edu/ Handbook for Educators for Students Who Are English Language Learners with Suspected Disabilities http://www.doe.virginia.gov/instruction/esl/standards_resources/resources/handbook_educators.pdf Virginia ESL Standards, Assessments, and Resources http://www.doe.virginia.gov/instruction/esl/standards_resources/index.shtml# Glossary of Instructional Strategies http://www.beesburg.com/edtools/glossary.html Eureka! AGORA (Assemblage of Great Online Resources for Adults) http://literacy.kent.edu/eureka/strategies/otherstrategies.html Teaching 2030 http://www.teachingquality.org/sites/default/files/Teaching_2030_Visual_Handbook_Online_sm.pdf Glossary of Terms http://www.stetson.edu/artsci/education/home/glossary.php 75 ESL Teaching Ideas http://iteslj.org/Techniques/Houston-TeachingIdeas.html

http://www.projectshine.org/sites/default/files/Language%20Proficiency%20Standards%20for%20ESL.pdf

http://nrms.schoolwires.net/cms/lib/NC01001555/Centricity/Domain/136/PDF/standards_resource_guide.pdf

http://dww.ed.gov/

http://www.ncela.gwu.edu/

http://www.doe.virginia.gov/instruction/esl/standards_resources/resources/handbook_educators.pdf

http://www.doe.virginia.gov/instruction/esl/standards_resources/index.shtml

http://www.beesburg.com/edtools/glossary.html

http://literacy.kent.edu/eureka/strategies/otherstrategies.html

http://www.teachingquality.org/sites/default/files/Teaching_2030_Visual_Handbook_Online_sm.pdf

http://www.stetson.edu/artsci/education/home/glossary.php

http://iteslj.org/Techniques/Houston-TeachingIdeas.html

80

Language Study (Teaching Vocabulary in Context) http://doritsasson.suite101.com/teaching-vocabulary-in-context-a38469 40 Helpful Hints & Tips, for Making Your ESL Teaching Easier and More Fun! http://www.handsonenglish.com/40tips.html 20 Teaching Tips http://www.tefl.net/teacher-training/teaching-tips.htm The Online Teacher Resource (Links to lesson plans and other resources) http://www.teach-nology.com/teachers/lesson_plans/esl/ WIDA’s Standards (2012 Draft) http://www.wida.us/standards/elp.aspx Lesson Plans Template Sample (Florida) http://sharepoint.leon.k12.fl.us/apc/Shared%20Documents/Lesson%20Plan%20Template%20WEEK.pdf Lesson Plans Sample for Social Studies (Do Florida!) http://www.splashpublications.com/files/dofllessonplans.pdf Designing Lessons for the Diverse Classroom – A Handbook for Teachers (although published in 2002, this handbook contains relevant information) http://www.cpt.fsu.edu/ese/pdf/dsinlssn.pdf Educational Videos, Lesson Plans, and Others https://www.teachingchannel.org Educational Videos, Lessons and Games for K-12 School Kids www.neok12.com

BIBLIOTECA VIRTUAL http://bibliotecavirtualut.suagm.edu/ Curricular Development

http://doritsasson.suite101.com/teaching-vocabulary-in-context-a38469

http://www.handsonenglish.com/40tips.html

http://www.tefl.net/teacher-training/teaching-tips.htm

http://www.teach-nology.com/teachers/lesson_plans/esl/

http://www.wida.us/standards/elp.aspx

http://sharepoint.leon.k12.fl.us/apc/Shared%20Documents/Lesson%20Plan%20Template%20WEEK.pdf

http://www.splashpublications.com/files/dofllessonplans.pdf

http://www.cpt.fsu.edu/ese/pdf/dsinlssn.pdf

https://www.teachingchannel.org/

http://www.neok12.com/

http://bibliotecavirtualut.suagm.edu/

81

http://www.turningpts.org/pdf/Curriculum.pdf http://www.scribd.com/doc/32190622/components-of-curriculum-development http://biblioteca-digital.ucentral.cl/documentos/ministerio/Desarrollo/contenido1.htm http://www.ascd.org/ http://www.teach-nology.com/edleadership/curriculum_development/ Interview/You Tube http://www.youtube.com/watch?v=p8tk9srFsko Models of Curriculum Development

https://cbase.som.sunysb.edu/som/fac_retreat_uploads/69.pdf http://www.oei.org.co/iberfop/limagil/index.htm http://www.ceap.wcu.edu/Houghton/LearnerNCcurricplanning/curricdesignhome.html

http://coe.sdsu.edu/people/jmora/moramodules/currdev.htm

Education Standards, Competencies, Goals, Objectives

http://ineedce.com/courses/1561/PDF/ed_goals_objctvs.pdf.

http://www.educationworld.com/standards

http://www.cde.state.co.us/cdeadult/download/pdf/CompetencyBasedEducation.pdf

http://www.ed.gov

http://www.ceph.org/pdf/Competencies_TA.pdf

American Educational Research Association

http://www.aera.net/

B001H6M9V4

National Center for Education Research

http://ies.ed.gov/ncer/

Education Research Information Center

http://www.turningpts.org/pdf/Curriculum.pdf

http://www.turningpts.org/pdf/Curriculum.pdf

http://www.scribd.com/doc/32190622/components-of-curriculum-development

http://www.scribd.com/doc/32190622/components-of-curriculum-development

http://biblioteca-digital.ucentral.cl/documentos/ministerio/Desarrollo/contenido1.htm

http://biblioteca-digital.ucentral.cl/documentos/ministerio/Desarrollo/contenido1.htm

http://www.ascd.org/

http://www.teach-nology.com/edleadership/curriculum_development/

http://www.teach-nology.com/edleadership/curriculum_development/

http://www.youtube.com/watch?v=p8tk9srFsko

http://www.youtube.com/watch?v=p8tk9srFsko

https://cbase.som.sunysb.edu/som/fac_retreat_uploads/69.pdf

http://www.oei.org.co/iberfop/limagil/index.htm

http://www.ceap.wcu.edu/Houghton/LearnerNCcurricplanning/curricdesignhome.html

http://coe.sdsu.edu/people/jmora/moramodules/currdev.htm

http://ineedce.com/courses/1561/PDF/ed_goals_objctvs.pdf

http://www.educationworld.com/standards

http://www.cde.state.co.us/cdeadult/download/pdf/CompetencyBasedEducation.pdf

http://www.ed.gov/

http://www.ceph.org/pdf/Competencies_TA.pdf

http://www.aera.net/

http://ies.ed.gov/ncer/

82

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

Scientifically Based Research

http://www.aera.net/AboutAERA/KeyPrograms/EducationResearchandResearchPolicy/AERAOffersDefinitionofScientificallyBasedRes/tabid/10877/Default.aspx

What Is Educational Research?

http://www.education.com/definition/educational-research/

http://www.ugr.uaeu.ac.ae/acads/ugrujournal/docs/PEER.pdf

http://www.scribd.com/doc/7089906/Lecture-2-Meaning-of-Educational-Research

http://www.ecs.org/html/educationissues/research/primer/appendixa.asp#sub4

http://researchrundowns.wordpress.com/intro/whatisedresearch/

Glossary for Educational Research

http://www.education.com/terms/glossary/

Selecting and Defining a Research Topic

http://mariaesposito.org/9800%20Chapter%202%20Presentation%20of%20Educational%20Research.pdf

Sample Research Topics

http://www.ascd.org/research-a-topic.aspx

http://academic.brooklyn.cuny.edu/education/cpse/cuny-ed-tops.htm

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

http://www.aera.net/AboutAERA/KeyPrograms/EducationResearchandResearchPolicy/AERAOffersDefinitionofScientificallyBasedRes/tabid/10877/Default.aspx

http://www.education.com/definition/educational-research/

http://www.ugr.uaeu.ac.ae/acads/ugrujournal/docs/PEER.pdf

http://www.scribd.com/doc/7089906/Lecture-2-Meaning-of-Educational-Research

http://www.ecs.org/html/educationissues/research/primer/appendixa.asp#sub4

http://researchrundowns.wordpress.com/intro/whatisedresearch/

http://www.education.com/terms/glossary/

http://mariaesposito.org/9800%20Chapter%202%20Presentation%20of%20Educational%20Research.pdf

http://www.ascd.org/research-a-topic.aspx

http://academic.brooklyn.cuny.edu/education/cpse/cuny-ed-tops.htm

83

http://www.ask.com/web?q=topics%20for%20research%20paper&askid=4acb7048-f5be-4884-84b0-5a364747eb3d-0-

us_gsb&kv=sdb&dqi=examples%20of%20educational%20research%20topics&qsrc=999&o=102272&l=dir

http://actionresearch.asb-wiki.wikispaces.net/Research+Topics

http://www.drawntoscience.org/educators/action-research/action-research-examples.html

Center for Collaborative Action Research

http://cadres.pepperdine.edu/ccar/define.html

Action Research in the Classroom (You Tube)

http://www.youtube.com/watch?v=MDVH0u4tUWo

Education Research Methods

http://www.qem.org/edresearchneworleans/fashola_qemmethodsofeducationresearch.ppt.pdf

http://www2.warwick.ac.uk/fac/soc/ier/glacier/tlrp/

http://www.education.com/reference/article/research-methods-an-overview/

http://www.fhi360.org/nr/rdonlyres/etl7vogszehu5s4stpzb3tyqlpp7rojv4waq37elpbyei3tgmc4ty6dunbccfzxtaj2rvbaubzmz4f/overview1.pdf

http://www.staff.blog.utm.my/pszresearchsupport/2011/09/19/4-major-types-of-qualitative-research/

http://www.socialresearchmethods.net/kb/qual.php

http://www.alzheimer-europe.org/Research/Understanding-dementia-research/Types-of-research/The-four-main-approaches

http://ksumail.kennesaw.edu/~rouyang/ED-research/topics.htm

http://www.umdnj.edu/idsweb/shared/quantitative_research_design_summary.htm

http://www.southalabama.edu/coe/bset/johnson/lectures/lec2.pdf

http://www.english.iup.edu/mmwimson/ResearchResources/Bibliographiesetc/Quantitative.Research.Overview.htm

http://wilderdom.com/research/QualitativeVersusQuantitativeResearch.html

http://www.edu.plymouth.ac.uk/resined/Quantitative/quanthme.htm#B

http://www.ask.com/web?q=topics%20for%20research%20paper&askid=4acb7048-f5be-4884-84b0-5a364747eb3d-0-us_gsb&kv=sdb&dqi=examples%20of%20educational%20research%20topics&qsrc=999&o=102272&l=dir

http://www.ask.com/web?q=topics%20for%20research%20paper&askid=4acb7048-f5be-4884-84b0-5a364747eb3d-0-us_gsb&kv=sdb&dqi=examples%20of%20educational%20research%20topics&qsrc=999&o=102272&l=dir

http://actionresearch.asb-wiki.wikispaces.net/Research+Topics

http://www.drawntoscience.org/educators/action-research/action-research-examples.html

http://cadres.pepperdine.edu/ccar/define.html

http://www.youtube.com/watch?v=MDVH0u4tUWo

http://www.qem.org/edresearchneworleans/fashola_qemmethodsofeducationresearch.ppt.pdf

http://www2.warwick.ac.uk/fac/soc/ier/glacier/tlrp/

http://www.education.com/reference/article/research-methods-an-overview/

http://www.fhi360.org/nr/rdonlyres/etl7vogszehu5s4stpzb3tyqlpp7rojv4waq37elpbyei3tgmc4ty6dunbccfzxtaj2rvbaubzmz4f/overview1.pdf

http://www.staff.blog.utm.my/pszresearchsupport/2011/09/19/4-major-types-of-qualitative-research/

http://www.socialresearchmethods.net/kb/qual.php

http://www.alzheimer-europe.org/Research/Understanding-dementia-research/Types-of-research/The-four-main-approaches

http://ksumail.kennesaw.edu/~rouyang/ED-research/topics.htm

http://www.umdnj.edu/idsweb/shared/quantitative_research_design_summary.htm

http://www.southalabama.edu/coe/bset/johnson/lectures/lec2.pdf

http://www.english.iup.edu/mmwimson/ResearchResources/Bibliographiesetc/Quantitative.Research.Overview.htm

http://wilderdom.com/research/QualitativeVersusQuantitativeResearch.html

http://www.edu.plymouth.ac.uk/resined/Quantitative/quanthme.htm#B

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http://www.education.com/reference/article/qualitative-research/

http://eea.anthro.uga.edu/index.php/eea/article/viewFile/26/36

http://diversifiedtopics.com/tag/mixed-methods-research-definition/

http://www.prlog.org/10814294-mixed-method-research-defined.html

http://www.fischlerschool.nova.edu/Resources/uploads/app/35/files/ARC_Doc/mixed_methods.pdf

http://www.sagepub.com/upm-data/35003_Chapter1.pdf

http://www.niu.edu/~lynch/mixed_methods.pdf

How to Write a Scientific Paper http://www.esc.edu/ESConline/Across_ESC/WritersComplex.nsf/wholeshortlinks2/Research+Room+Menu

Key Elements of the Research Proposal http://www.bcps.org/offices/lis/researchcourse/key_elements.html

Samplings http://www.okstate.edu/ag/agedcm4h/academic/aged5980a/5980/newpage15.htm

How to Write a Research Proposal

http://freedownloadb.com/doc/bapa-b-bresearch-b-bproposal-b-boutline-b-oglala-lakota-college-244904.html (APA Style)

http://freedownloadb.com/doc/the-bresearch-b-bproposal-b-btemplate-b-a-unique-profile-in-4027090.html (template)

http://freedownloadb.com/doc/detailed-boutline-b-of-bresearch-b-paper-proficientwriterscom-541909.html (example outline of full proposal)

http://www.meaning.ca/archives/archive/art_how_to_write_P_Wong.htm

http://ocw.mit.edu/courses/biology/7-16-experimental-molecular-biology-biotechnology-ii-spring-2005/scientific-comm/lec03_resch_prop.pdf

http://www.studygs.net/proposal.htm

http://www.eastchance.com/howto/res_prop.asp

http://www2.smumn.edu/deptpages/~tcwritingcenter/forms_of_writing/researchproposal.htm

B001IGQI6K

Scientific Method

http://www.sciencebuddies.org/science-fair-projects/project_scientific_method.shtml

http://www.google.com/search?q=scientific+method+steps&hl=en&prmd=imvns&tbm=isch&tbo=u&source=univ&sa=X&ei=iUyRUMPPBOPU2AW-

5IDwDg&ved=0CCIQsAQ&biw=1280&bih=822

http://www.education.com/reference/article/qualitative-research/

http://eea.anthro.uga.edu/index.php/eea/article/viewFile/26/36

http://diversifiedtopics.com/tag/mixed-methods-research-definition/

http://www.prlog.org/10814294-mixed-method-research-defined.html

http://www.fischlerschool.nova.edu/Resources/uploads/app/35/files/ARC_Doc/mixed_methods.pdf


http://www.niu.edu/~lynch/mixed_methods.pdf

http://www.esc.edu/ESConline/Across_ESC/WritersComplex.nsf/wholeshortlinks2/Research+Room+Menu

http://www.bcps.org/offices/lis/researchcourse/key_elements.html

http://www.okstate.edu/ag/agedcm4h/academic/aged5980a/5980/newpage15.htm

http://freedownloadb.com/doc/bapa-b-bresearch-b-bproposal-b-boutline-b-oglala-lakota-college-244904.html

http://freedownloadb.com/doc/the-bresearch-b-bproposal-b-btemplate-b-a-unique-profile-in-4027090.html

http://freedownloadb.com/doc/detailed-boutline-b-of-bresearch-b-paper-proficientwriterscom-541909.html

http://www.meaning.ca/archives/archive/art_how_to_write_P_Wong.htm

http://ocw.mit.edu/courses/biology/7-16-experimental-molecular-biology-biotechnology-ii-spring-2005/scientific-comm/lec03_resch_prop.pdf

http://www.studygs.net/proposal.htm

http://www.eastchance.com/howto/res_prop.asp

http://www2.smumn.edu/deptpages/~tcwritingcenter/forms_of_writing/researchproposal.htm

http://www.sciencebuddies.org/science-fair-projects/project_scientific_method.shtml

http://www.google.com/search?q=scientific+method+steps&hl=en&prmd=imvns&tbm=isch&tbo=u&source=univ&sa=X&ei=iUyRUMPPBOPU2AW-5IDwDg&ved=0CCIQsAQ&biw=1280&bih=822

http://www.google.com/search?q=scientific+method+steps&hl=en&prmd=imvns&tbm=isch&tbo=u&source=univ&sa=X&ei=iUyRUMPPBOPU2AW-5IDwDg&ved=0CCIQsAQ&biw=1280&bih=822

85

Methodology

http://www.bcps.org/offices/lis/researchcourse/develop_writing.html#methodology

http://www.buzzle.com/articles/how-to-write-a-good-research-methodology.html

http://www.slideshare.net/aidenyeh/research-writing-methodology

Introduction for Research Proposal http://www.bcps.org/offices/lis/researchcourse/develop_write_introduction.html

Research Ethics

http://www.apa.org/monitor/jan03/principles.aspx

http://science.efpa.eu/information-/proposed-standards-for-research-ethics-evaluation-procedures/

http://www.coloradocollege.edu/other/irb/principles-of-ethical-research.dot

Literature Review

http://homepages.wmich.edu/~applegab/EMR640/litrevw.pdf

https://www.wesleyan.edu/libr/guides/litrev/whatsalitreview.html


Instrumentation http://www.bcps.org/offices/lis/researchcourse/develop_writing_data_instrument.html

Investigations http://www.s-cool.co.uk/a-level/psychology/research-methods/revise-it/types-of-investigations-and-research-design

Primary, Secondary, Tertiary Sources

http://www.lib.umd.edu/guides/primary-sources.html#primary

http://www.library.illinois.edu/village/primarysource/mod1/pg1.htm

ESOL Educational Research http://www.ehow.com/info_8632859_esl-qualitative-quantitative-research-methods.html

http://www.bcps.org/offices/lis/researchcourse/develop_writing.html#methodology

http://www.buzzle.com/articles/how-to-write-a-good-research-methodology.html

http://www.slideshare.net/aidenyeh/research-writing-methodology

http://www.bcps.org/offices/lis/researchcourse/develop_write_introduction.html

http://www.apa.org/monitor/jan03/principles.aspx

http://science.efpa.eu/information-/proposed-standards-for-research-ethics-evaluation-procedures/

http://www.coloradocollege.edu/other/irb/principles-of-ethical-research.dot

http://homepages.wmich.edu/~applegab/EMR640/litrevw.pdf

https://www.wesleyan.edu/libr/guides/litrev/whatsalitreview.html


http://www.bcps.org/offices/lis/researchcourse/develop_writing_data_instrument.html

http://www.s-cool.co.uk/a-level/psychology/research-methods/revise-it/types-of-investigations-and-research-design

http://www.lib.umd.edu/guides/primary-sources.html#primary

http://www.library.illinois.edu/village/primarysource/mod1/pg1.htm

http://www.ehow.com/info_8632859_esl-qualitative-quantitative-research-methods.html

86

Research Design http://www.mc3edsupport.org/community/knowledgebases/types-of-research-design-800.html

Purdue Online Writing Lab (excellent resource)

Conciseness: http://owl.english.purdue.edu/owl/resource/572/01/

Overview and Contradictions (Plagiarism): http://owl.english.purdue.edu/owl/resource/589/01/

Paragraph & Topic Sentences: http://owl.english.purdue.edu/owl/resource/606/01

Strategies for Variation: http://owl.english.purdue.edu/owl/resource/573/01/

Transitions: http://owl.english.purdue.edu/owl/resource/574/01/

Research and Citations: http://owl.english.purdue.edu/owl/section/2/

APA Style: http://owl.english.purdue.edu/owl/section/2/10/

http://www.mc3edsupport.org/community/knowledgebases/types-of-research-design-800.html

http://owl.english.purdue.edu/owl/resource/572/01/


http://owl.english.purdue.edu/owl/resource/606/01



http://owl.english.purdue.edu/owl/section/2/

http://owl.english.purdue.edu/owl/section/2/10/