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Sistema Universitario Ana G. Méndez
School for Professional Studies
Florida Campuses
Universidad del Este, Universidad Metropolitana, and Universidad del Turabo
EDUC 172
EDUCATIONAL PSYCHOLOGY / HUMAN GROWTH AND DEVELOPMENT
PSICOLOGIA EDUCATIVA / CRECIMIENTO Y DESARROLLO HUMANO
© Sistema Universitario Ana G. Méndez, 2010
Derechos Reservados
© Ana G. Méndez University System, 2010
All rights reserved
January 7, 2011.
EDUC 172 Educational Psychology/Human Growth and Dev… 2
Updated 07/21/2011
Preparado con la colaboración de:
Nombre Especialista en Preparación de Módulos, Credencial Académica
Lilian Panagiotopoulos, MEd.
Nombre Evaluador de Contenido, Credencial Académica
Nancy Arcelay
Nombre Evaluador de Idioma Inglés, Credencial Académica
Juanita Munera
Nombre Evaluador de Idioma Español, Credencial Académica
Paola Maino
Nombre Evaluador Diseño Instruccional, Joe Hernández
EDUC 172 Educational Psychology/Human Growth and Dev… 3
Updated 07/21/2011
TABLA DE CONTENIDO/TABLE OF CONTENTS
Página/Page
GUIA DE ESTUDIO ................................................................................................... 4
STUDY GUIDE ........................................................................................................ 19
TALLER UNO .......................................................................................................... 33
WORKSHOP TWO .................................................................................................. 40
TALLER TRES ......................................................................................................... 45
WORKSHOP FOUR ................................................................................................. 50
TALLER CINCO/WORKSHOP FIVE ..................................................................... 55
APPENDIX A: SECOND LANGUAGE PROFICIENCY SCORING RUBRICS .. 62
APPENDIX B - CLINICAL EXPERIENCE OBSERVATION TOOL ................... 67
APPENDIX C - CLINICAL EXPERIENCE OBSERVATION REPORT
TEMPLATE .............................................................................................................. 79
APPENDIX D ........................................................................................................... 82
APÉNDICE E/APPENDIX E: ESSAY RUBRIC ..................................................... 89
APÉNDICE F/APPENDIX F: ORAL PRESENTATION RUBRIC ........................ 90
APÉNDICE G/APPENDIX G: MOVIE REVIEW RUBRIC ................................... 92
APÉNDICE H/APPENDIX H: LEARNING JOURNAL ......................................... 93
APÉNDICE I\APPENDIX I: ORAL PRESENTATION SUGGESTED TOPICS ... 94
ANEJO J/APPENDIX J: LEARNING DIARY ........................................................ 96
ANEJO K/APPENDIX K: WRITTEN WORK RUBRIC ........................................ 98
ANEJO I/ APPENDIX I: PORTFOLIO .................................................................. 100
EDUC 172 Educational Psychology/Human Growth and Dev… 4
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GUIA DE ESTUDIO
Título del Curso: Psicología Educativa/Crecimiento y Desarrollo Humano
Codificación: EDUC 172
Duración: 5 semanas
Prerrequisito: Ninguno
Descripción:
Este curso ofrece una visión general de los conceptos aprendizaje e inteligencia y su
relación con el desarrollo humano. Se examinan los marcos teóricos relacionados al
aprendizaje y a la inteligencia y los diferentes estilos de aprendizaje y su relación
con las funciones del maestro
Objetivos Generales de Contenido:
Al finalizar, el estudiante será capaz de:
1. Relacionar los procesos del desarrollo cognoscitivo con la práctica educativa.
2. Reconocer diferentes teorías de aprendizaje y su relación con las funciones
del maestro.
3. Discutir y examinar las consecuencias de las pruebas psicométricas y sus
implicaciones educativas.
4. Discutir las implicaciones que tiene, para el futuro maestro, la teoría de las
múltiples inteligencias.
5. Observar a diferentes individuos en su funcionamiento escolar y discutir
cómo se refleja en ellos la teoría de la inteligencia emocional.
Objetivos Generales de Lenguaje:
1. Escuchar: Comprender el idioma inglés y español mediante respuestas a
estímulos auditivos tales como videos, presentaciones del facilitador,
participación en la clase, etc.
2. Hablar: Expresar sus ideas oral y efectivamente sobre los temas tratados en
este curso tanto en inglés como en español.
3. Leer: Resumir/Parafrasear las ideas principales después de leer una selección
en inglés y en español.
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4. Escribir: Escribir diarios reflexivos, informes y ensayos utilizando
correctamente la gramática, ortografía, composición y estilo tanto en inglés
como en español.
Next Generation Sunshine State Standards:
Content Area: HEALTH: CONCEPTS
Standard 1: Comprehend concepts related to health promotion and disease
prevention to enhance health. (HE.912.C.1)
Standard 2: Analyze the influence of family, peers, culture, media,
technology, and other factors on health behaviors. (HE.912.C.2)
Content Area: HEALTH LITERACY: RESPONSIBLE BEHAVIOR
Standard 2: Demonstrate the ability to use interpersonal communication
skills to enhance health and avoid or reduce health risks. (HE.912.B.2)
Standard 3: Demonstrate the ability to use decision-making skills to enhance
health. (HE.912.B.3)
Content Area: HEALTH LITERACY: PROMOTION
Standard 1: Demonstrate the ability to practice advocacy, health-enhancing
behaviors, and avoidance or reduction of health risks for oneself.
(HE.912.P.1)
Content Area: SCIENCE
Standard 4: Science and Nature
As tomorrow’s citizens, students should be able to identify issues about
which society could provide input, formulate scientifically investigable
questions about those issues, construct investigations of their questions,
collect and evaluate data from their investigations, and develop scientific
recommendations based upon their findings. (SC.8.N.4)
Content Area: Language Arts
Information and Media Literacy
Informational Text: The student comprehends the wide array of
informational text that is part of our day to day experiences. (LA.1112.6.1)
EDUC 172 Educational Psychology/Human Growth and Dev… 6
Updated 07/21/2011
Research Process: The student uses a systematic process for the collection,
processing, and presentation of information. (LA.1112.6.2)
ESOL Performance Standards:
Domain 4: ESOL Curriculum and Materials Development
Standard 1: Planning for Standards-Based Instruction of ELLs Teachers
will know, understand, and apply concepts, research, best practices, and
evidenced-based strategies to plan classroom instruction in a supportive
learning environment for ELLs. The teacher will plan for multilevel
classrooms with learners from diverse backgrounds using a standards-based
ESOL curriculum.
Performance Indicators
4.1.b. Create supportive, accepting, student-centered classroom
environments.
Standard 3: Classroom-Based Assessment for ELLs
Teachers will identify, develop, and use a variety of standards- and
performance-based, formative and summative assessment tools and
techniques to inform instruction and assess student learning. Teachers will
understand their uses for identification, placement, and demonstration of
language growth of ELLs from diverse backgrounds and at varying English
proficiency levels. Teachers will articulate the appropriateness of ELL
assessments to stakeholders.
Performance Indicators
5.3.e. Assist ELLs in developing necessary test-taking skills.
Florida Educator Accomplished Practices:
Competency 2: COMMUNICATION
The pre-professional teacher recognizes the need for effective communication in the
classroom and is in the process of acquiring techniques which she/he will use in the
classroom.
EDUC 172 Educational Psychology/Human Growth and Dev… 7
Updated 07/21/2011
Skills:
• Establishes positive interaction in the learning environment that uses
incentives and consequences for students.
Competency 5: DIVERSITY
The pre-professional teacher establishes a comfortable environment which accepts
and fosters diversity. The teacher must demonstrate knowledge and awareness of
varied cultures and linguistic backgrounds. The teacher creates a climate of
openness, inquiry, and support by practicing strategies such as acceptance, tolerance,
resolution, and mediation.
Skill:
Accepts and values students from diverse cultures and linguistic backgrounds
and treats all students equitably.
Competency 6: ETHICS
The pre-professional adheres to the Code of Ethics and Principles of Professional
Conduct of the Education Profession in Florida.
Skills:
• Makes reasonable effort to protect students from conditions harmful to
learning and/or to the student’s mental and/or physical health and/or safety.
Competency 7: HUMAN DEVELOPMENT AND LEARNING
Drawing upon well-established human development/learning theories and concepts
and a variety of information about students, the pre-professional teacher plans
instructional activities.
Skill:
• Recognizes learning theories, subject matter structure, curriculum
development, student development, and first and second language acquisition
processes.
Competency 9: LEARNING ENVIRONMENTS
The pre-professional teacher understands the importance of setting up effective
learning environments and has techniques and strategies to use to do so including
some that provide opportunities for student input into the processes. The teacher
EDUC 172 Educational Psychology/Human Growth and Dev… 8
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understands that she/he will need a variety of techniques and work to increase
his/her knowledge and skills.
Skills;
• Recognizes cognitive, linguistic, and affective needs of individual students
and arranges learning environments and activities to meet these needs.
Proyecto de Experiencia Clínica
Los estudiantes deberán efectuar 8 horas de observación en un salón de clases y
actividades y/o operaciones generales de la escuela. La observación deberá enfocarse
en la aplicación de la Teoría de Inteligencias Múltiples de Gardner como medio que
permite alcanzar un mismo objetivo instruccional, utilizando diferentes medios
según las necesidades y características de los alumnos y asegurando una mayor
efectividad y significado al proceso de enseñanza- aprendizaje El estudiante deberá
documentar su análisis de observaciones y actividades escolares para luego ser
entregado al facilitador. Este informe será parte de la evaluación de la clase. El
estudiante deberá completar el formulario titulado “Clinical School Experience
Observation Tool Parts I and II”que aparece en el Apéndice B. El informe
documentado deber ser firmado por el personal de la escuela, de acuerdo a la
observación de la clase y las actividades escolares y los cursos de especialización de
su programa de estudios.
Reading Competencies
COMPETENCY 2: Foundations of Research-Based Practices
Understands the principles of scientifically based reading research as the
foundation of comprehensive instruction that synchronizes and scaffolds each
of the major components of the reading process toward student mastery.
Performance Indicators:
2.F.3• Identify resources and research-based practices that create both
language-rich and print-rich environments (e.g., large and diverse classroom
EDUC 172 Educational Psychology/Human Growth and Dev… 9
Updated 07/21/2011
libraries; questioning the author; interactive response to authentic reading and
writing tasks, etc.)
COMPETENCY 3: Foundations of Assessment
Understands the role of assessments in guiding reading instruction and
instructional decision making for reading progress of struggling readers.
Performance Indicators:
3.3. Interpret students’ formal and informal test results. R , E
COMPETENCY 4: Foundations of Differentiation
Has a broad knowledge of students from differing profiles, including students
with disabilities and students from diverse populations.
Performance Indicators:
4.7. Identify principles of differentiating instruction for all students in
mainstream classes, including students with disabilities in reading, and LEP
students. *
EDUC 172 Educational Psychology/Human Growth and Dev… 10
Updated 07/21/2011
Requisitos del Laboratorio de Lenguaje o Laboratorio Electrónico: (Tell Me
More, Net Tutor, Wimba Voice, Biblioteca Virtual y Voice E-mail.)
Requisitos Mínimos de Laboratorio de Lenguaje: Los estudiantes deben
demostrar que ellos han cumplido con las horas de uso en el laboratorio de lenguaje
por curso. El facilitador podría requerir más horas de práctica basada en las
necesidades para las destrezas auditivas, orales, de lectura y escritura en cualquiera
de los lenguajes mencionados. El total de horas de práctica el el laboratorio de
lenguaje o E-Lab deben de estar integradas en la sección de actividades del
módulo.
Descripción del Proceso de Evaluación:
Criterio de Contenido Porcentaje
Asistencia a clase y Portafolio 10%
Tareas, diarios reflexivos,
trabajos escritos
25%
Informe Oral, debates, e-Lab 25%
Informe Escrito individual,
exámenes
20%
Total 100%
Escala Evaluativa;
100-90% A 89-80% B 79-70% C 69-60% D 59-00% F
Requisitos de APA (6ª. ed.) para citar los Textos a Usarse en el Módulo
Para los Textos Recomendados y Recursos utilice el estilo APA, versión 6. Incluya
al menos un libro electrónico de la Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
EDUC 172 Educational Psychology/Human Growth and Dev… 11
Updated 07/21/2011
La fecha de publicación de un libro no deberá ser mayor de 5 años según lo exige la
Comisión de Educación Independiente de la Florida.
Libros
Armstrong, T. (2009). Multiple Intelligences in the classroom. Alexandria ,VA:
Association of Supervision and Curriculum Development.,
Jensen, E. (1998). Teaching with the brain in mind. Alexandria ,VA: Association
for Supervision and Curriculum Development.,
Gardner, H. (1993). Multiple Intelligences. New York, N.Y.: Basic books.
Libro Electrónico
Seifert, K.,& Sutton R. (2009). Educational Phycology (2nd ed.). Creative Common
Attributions. Recuperado de:
http://docs.globaltext.terry.uga.edu:8095/anonymous/webdav/Educational%20Psych
ology/Educational%20Psychology.pdf
Descripción de las Normas del Curso
1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion
Model®” del Sistema Universitario Ana G. Méndez, el mismo está diseñado
para promover el desarrollo de cada estudiante como un profesional bilingüe.
Cada taller será facilitado en inglés y español, utilizando el modelo 50/50.
Esto significa que cada taller deberá ser conducido enteramente en el
lenguaje especificado. Los lenguajes serán alternados en cada taller para
asegurar que el curso se ofrece 50% en inglés y 50% en español. Para
mantener un balance, el módulo debe especificar que se utilizarán ambos
idiomas en el quinto taller, dividiendo el tiempo y las actividades
EDUC 172 Educational Psychology/Human Growth and Dev… 12
Updated 07/21/2011
equitativamente entre ambos idiomas. Las primeras dos horas son
estrictamente en español y las últimas dos en inglés. Los cursos de
lenguaje deben ser desarrollados en el idioma correspondiente, en inglés o en
español, según aplique.
2. El curso es conducido en formato acelerado y bilingüe, esto requiere que
los estudiantes sean sumamente organizados, enfocados y que se preparen
antes de cada taller de acuerdo al módulo. El estudiante debe hacer todo
esfuerzo para desarrollar las destrezas en los dos idiomas usando los recursos
de lenguaje disponibles en y fuera de la institución. Convertirse en un
profesional bilingüe es un proceso complejo y retador. Cada taller requiere
un promedio de diez (10) horas de preparación y en ocasiones requiere más
para poder tener éxito lingüístico y académico.
3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente
al taller deberá presentar una excusa razonable al facilitador. El facilitador
evaluará si la ausencia es justificada y decidirá como el estudiante repondrá
el trabajo perdido, de ser necesario. El facilitador puede elegir una de estas
dos alternativas: (a) permitirle al estudiante reponer el trabajo o (b) asignarle
trabajo adicional además del trabajo que el estudiante tiene que reponer.
Toda tarea a ser completada antes del taller deberá ser entregada en la fecha
asignada. El facilitador ajustará la nota de las tareas repuestas.
4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las
siguientes opciones:
EDUC 172 Educational Psychology/Human Growth and Dev… 13
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a. Si es a dos talleres, el facilitador reducirá la nota existente en un
grado.
b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la
nota existente en dos grados.
5. La asistencia y participación en clase de actividades y presentaciones orales
es extremadamente importante pues no se pueden reponer. Si el estudiante
provee una excusa válida y verificable, el facilitador determinará una
actividad equivalente a evaluar que sustituya la misma. Esta actividad deberá
incluir el mismo contenido y componentes del lenguaje como la presentación
oral o actividad a ser repuesta.
6. En actividades grupales, el grupo será evaluado por su trabajo final. Sin
embargo, cada miembro de grupo deberá participar y cooperar para lograr un
trabajo de excelencia. Los estudiantes también recibirán una calificación
individual.
7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no
plagiado. Se requiere que todo trabajo sometido al facilitador cumpla con
las reglas para citar apropiadamente o que esté parafraseado y citado dando
crédito al autor. Todo estudiante debe ser el autor de su propio trabajo. Todo
trabajo que sea plagiado, copiado o presente trazos del trabajo de otro
estudiante o autor será calificado con cero. El servicio de SafeAssign TM de
Blackboard será utilizado por los facilitadores para verificar la autoría de los
trabajos escritos de los estudiantes. Es responsabilidad del estudiante el leer
la política de plagio de su universidad. Si usted es estudiante de UT, deberá
EDUC 172 Educational Psychology/Human Growth and Dev… 14
Updated 07/21/2011
leer la Sección 11.1 del Manual del Estudiante. Si es estudiante de UMET y
UT, refiérase al Capítulo 13, secciones 36 y 36.1 de los respectivos
manuales.
Se espera un comportamiento ético en todas las actividades del curso. Esto
implica que TODOS los trabajos tienen que ser originales y que para toda
referencia utilizada deberá indicarse la fuente, bien sea mediante citas o
bibliografía utilizando el estilo APA (6ª. ed.).. No se tolerará el plagio y, en
caso de que se detecte casos del mismo, el estudiante se expondrá a recibir
cero en el trabajo y a ser referido al Comité de Disciplina de la institución.
Los estudiantes deben observar aquellas prácticas dirigidas a evitar el incurrir
en el plagio de documentos y trabajos pues va en contra de la ética
profesional.
8. Para el facilitador poder hacer cambios a las actividades del módulo o guía
de estudio, deberá ser aprobado por el Director de Facultad y Currículo antes
de la primera clase. Es requisito que el facilitador discuta y entregue una
copia de los cambios a los estudiantes al principio del primer taller.
9. El facilitador establecerá los medios para contactar a los estudiantes
proveyendo su correo electrónico de SUAGM, teléfonos, día y horario
disponibles.
10. El uso de celulares está prohibido durante las sesiones de clase; de haber una
necesidad, deberá permanecer en vibración o en silencio.
11. La visita de niños y familiares no registrados en el curso no está permitida en
el salón de clases.
EDUC 172 Educational Psychology/Human Growth and Dev… 15
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12. Todo estudiante está sujeto a las políticas y normas de conducta y
comportamiento que rigen al SUAGM, al curso y a un adulto profesional.
Nota: Si por alguna razón no pudiese acceder a las direcciones electrónicas ofrecidas
en el módulo, notifique al facilitador pero no se limite a ellas. Existen otros motores
de búsqueda y sitios Web que podrá utilizar para la búsqueda de la información
deseada. Algunas de éstas son:
www.google.com
www.ask.com
www.pregunta.com
www.findarticles.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
http://www.apastyle.org/
Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:
http://www.chegg.com/ (alquiler)
http://www.bookswim.com/ (alquiler)
http://www.allbookstores.com/ (compra)
http://www.alibris.com/ (compra)
Éstas son sólo algunas de las muchas compañías donde puede comprar o alquilar
libros.
EDUC 172 Educational Psychology/Human Growth and Dev… 16
Updated 07/21/2011
El facilitador puede realizar cambios a las direcciones electrónicas y/o añadir otras
de índole profesional y que contengan las investigaciones más recientes del tema del
módulo, de ser necesario.
Cumplimiento De La Ley De Investigación:
Si el facilitador o el estudiante requiriera o deseara llevar a cabo una investigación o
la administración de cuestionarios o entrevistas, deberán referirse a las normas y
procedimientos de la Oficina de Cumplimiento y solicitar su autorización. Para
acceder a los formularios de la Oficina de Cumplimiento pueden visitar este enlace:
http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios
que necesite. Además de los formularios el estudiante/facilitador puede encontrar
las instrucciones para la certificación en línea. Estas certificaciones incluyen:
Institutional Review Board (IRB), Health Information Portability Accounting Act
(HIPAA), y Responsibility Conduct for Research Act (RCR).
De tener alguna duda, favor de comunicarse con las Coordinadoras Institucionales o
a la Oficina de Cumplimiento a los siguientes teléfonos:
Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento
Tel. (787) 751-0178 Ext. 7196
Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET
Tel. (787) 766-1717 Ext. 6366
Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo
Tel. (787) 743-7979 Ext.4126
Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE
Tel. (787) 257-7373 Ext. 3936
EDUC 172 Educational Psychology/Human Growth and Dev… 17
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Filosofía y Metodología Educativa
Este curso está basado en la filosofía educativa del Constructivismo. El
Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de que,
reflexionando a través de nuestras experiencias, podemos construir nuestro propio
entendimiento sobre el mundo en el que vivimos.
Cada uno de nosotros genera sus propias “reglas “y “modelos mentales” que
utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es
simplemente el proceso de ajustar nuestros modelos mentales para poder entender
nuevas experiencias.
Como facilitadores, nuestro enfoque es el mantener una conexión entre los
hechos con las experiencias y fomentar un nuevo entendimiento en los estudiantes.
También, intentamos adaptar nuestras estrategias de enseñanza a las respuestas de
nuestros estudiantes y motivar a los mismos a analizar, interpretar, predecir
información y aplicarla a la vida diaria.
Principios Del Constructivismo:
1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe
comenzar con situaciones en las cuales los estudiantes estén buscando
activamente construir un significado.
2. Para construir “un significado” se requiere comprender todas las partes: globales
y específicas (“from whole to parts”). Ambas partes deben entenderse en el
contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los
conceptos primarios en contexto y no en hechos aislados.
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3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes
utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar
dichos modelos.
4. El propósito del aprendizaje, es para un individuo, el construir su propio
significado, no sólo memorizar las contestaciones “correctas” y repetir el
significado de otra persona. Como la educación es intrínsecamente
interdisciplinaria, la única forma válida para asegurar el aprendizaje es hacer del
Evaluación parte esencial de dicho proceso, asegurando que el mismo provea a
los estudiantes con la información sobre la calidad de su aprendizaje.
5. La evaluación debe servir como una herramienta de auto-análisis.
6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las
múltiples perspectivas que existen en el mundo.
7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.
EDUC 172 Educational Psychology/Human Growth and Dev… 19
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STUDY GUIDE
Course Title: Educational Psychology/Human Growth and Development
Code: EDUC 172
Time Length: 5 weeks
Prerequisite: None
Description
This course offers a general vision of the learning concepts and intelligence
and its relation with the human development. It examines the theoretical
aspects related to learning and intelligence, and the different learning styles.
It discusses de recently introduced theory of the multiple intelligences and
the emotional intelligence and its relation with the teacher’s role.
General Content Objectives
1. Relate the processes of the cognitive development with the educational
practice.
2. Recognize different learning theories and how they relate with the
teacher’s role.
3. Discuss and examine the consequences of the psychometric tests and their
implications in education.
4. Discuss the implications the Multiple Intelligence Theory has for the
future teacher.
5. Observe different individuals functioning in school and discuss how their
emotional intelligence is reflected.
General Language Objectives
a. Listen: Understand English and Spanish through responses to auditory
stimuli such as videos, facilitator presentations, class participation, etc.
b. Speak: Express ideas and opinions in either English or Spanish, during oral
presentations and classroom discussions.
c. Read: Summarize /Paraphrase main ideas consistently after reading
selections in English or Spanish.
EDUC 172 Educational Psychology/Human Growth and Dev… 20
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d. Write: Write journals and essays using correct structure, grammar, spelling,
and punctuation in English and Spanish.
Next Generation Sunshine State Standards:
Content Area: HEALTH: CONCEPTS
Standard 1: Comprehend concepts related to health promotion and disease
prevention to enhance health. (HE.912.C.1)
Standard 2: Analyze the influence of family, peers, culture, media,
technology, and other factors on health behaviors. (HE.912.C.2)
Content Area: HEALTH LITERACY: RESPONSIBLE BEHAVIOR
Standard 2: Demonstrate the ability to use interpersonal communication
skills to enhance health and avoid or reduce health risks. (HE.912.B.2)
Standard 3: Demonstrate the ability to use decision-making skills to enhance
health. (HE.912.B.3)
Content Area: HEALTH LITERACY: PROMOTION
Standard 1: Demonstrate the ability to practice advocacy, health-enhancing
behaviors, and avoidance or reduction of health risks for oneself.
(HE.912.P.1)
Content Area: SCIENCE
Standard 4: Science and Nature
As tomorrow’s citizens, students should be able to identify issues about
which society could provide input, formulate scientifically investigable
questions about those issues, construct investigations of their questions,
collect and evaluate data from their investigations, and develop scientific
recommendations based upon their findings. (SC.8.N.4)
Content Area: Language Arts
Information and Media Literacy
Informational Text: The student comprehends the wide array of
informational text that is part of our day to day experiences. (LA.1112.6.1)
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Research Process: The student uses a systematic process for the collection,
processing, and presentation of information. (LA.1112.6.2)
ESOL Performance Standards:
Domain 4: ESOL Curriculum and Materials Development
Standard 1: Planning for Standards-Based Instruction of ELLs Teachers
will know, understand, and apply concepts, research, best practices, and
evidenced-based strategies to plan classroom instruction in a supportive
learning environment for ELLs. The teacher will plan for multilevel
classrooms with learners from diverse backgrounds using a standards-based
ESOL curriculum.
Performance Indicators
4.1.b. Create supportive, accepting, student-centered classroom
environments.
Standard 3: Classroom-Based Assessment for ELLs
Teachers will identify, develop, and use a variety of standards- and
performance-based, formative and summative assessment tools and
techniques to inform instruction and assess student learning. Teachers will
understand their uses for identification, placement, and demonstration of
language growth of ELLs from diverse backgrounds and at varying English
proficiency levels. Teachers will articulate the appropriateness of ELL
assessments to stakeholders.
Performance Indicators
5.3.e. Assist ELLs in developing necessary test-taking skills.
Florida Educator Accomplished Practices:
Competency 2: COMMUNICATION
The pre-professional teacher recognizes the need for effective communication in the
classroom and is in the process of acquiring techniques which she/he will use in the
classroom.
Skills:
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• Establishes positive interaction in the learning environment that uses
incentives and consequences for students.
Competency 5: DIVERSITY
The pre-professional teacher establishes a comfortable environment which accepts
and fosters diversity. The teacher must demonstrate knowledge and awareness of
varied cultures and linguistic backgrounds. The teacher creates a climate of
openness, inquiry, and support by practicing strategies such as acceptance, tolerance,
resolution, and mediation.
Skill:
Accepts and values students from diverse cultures and linguistic backgrounds
and treats all students equitably.
Competency 6: ETHICS
The pre-professional adheres to the Code of Ethics and Principles of Professional
Conduct of the Education Profession in Florida.
Skills:
• Makes reasonable effort to protect students from conditions harmful to
learning and/or to the student’s mental and/or physical health and/or safety.
Competency 7: HUMAN DEVELOPMENT AND LEARNING
Drawing upon well-established human development/learning theories and concepts
and a variety of information about students, the pre-professional teacher plans
instructional activities.
Skill:
• Recognizes learning theories, subject matter structure, curriculum
development, student development, and first and second language acquisition
processes.
Competency 9: LEARNING ENVIRONMENTS
The pre-professional teacher understands the importance of setting up effective
learning environments and has techniques and strategies to use to do so including
some that provide opportunities for student input into the processes. The teacher
understands that she/he will need a variety of techniques and work to increase
his/her knowledge and skills.
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Skills;
• Recognizes cognitive, linguistic, and affective needs of individual students
and arranges learning environments and activities to meet these needs.
El estudiante deberá documentar su análisis de observaciones y actividades escolares
para luego ser entregado al facilitador encargado de la Experiencia Clínica. Este
informe será parte de la evaluación de la clase. El estudiante deberá completar el
formulario titulado “Clinical School Experience Observation Tool Parts I and
II”que aparece en el Apéndice B. El informe documentado deber ser firmado por el
personal de la escuela.
Clinical Experience Project
Students are required to engage in 8 hours of classroom observations and general
school operation activities. The observation should be focused in the application of
the Theory of Multiple Intelligences (Gardner ), as means of attaining the same goal
using different paths according to instructional needs and characteristics of students,
and ensuring greater effectiveness and meaning to the process of teaching -learning.
The Student Intern must document the analysis of observations and school activities
and submit it to the Internship Course Facilitator. This report will be part of the class
evaluation. Student Interns are required to complete the Clinical School
Experience Observation Tool Parts I and II Forms that appear in Appendix B.
The completed report must be signed by school staff, as appropriate to the classroom
observation and school activities in every core and specialization courses in their
degree program. Reading Competencies
COMPETENCY 2: Foundations of Research-Based Practices
Understands the principles of scientifically based reading research as the
foundation of comprehensive instruction that synchronizes and scaffolds each
of the major components of the reading process toward student mastery.
Performance Indicators:
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2.F.3• Identify resources and research-based practices that create both
language-rich and print-rich environments (e.g., large and diverse classroom
libraries; questioning the author; interactive response to authentic reading and
writing tasks, etc.)
COMPETENCY 3: Foundations of Assessment
Understands the role of assessments in guiding reading instruction and
instructional decision making for reading progress of struggling readers.
Performance Indicators:
3.3. Interpret students’ formal and informal test results. R , E
COMPETENCY 4: Foundations of Differentiation
Has a broad knowledge of students from differing profiles, including students
with disabilities and students from diverse populations.
Performance Indicators:
4.7. Identify principles of differentiating instruction for all students in
mainstream classes, including students with disabilities in reading, and LEP
students. *
E-Lab (Language Lab) Requirements (Tell Me More, Net Tutor, Wimba Voice,
Virtual Library, & Voice E-mail.)
Language Lab Minimum Requirement: Students must demonstrate that they have
complied with the hours of Language Lab or E-Lab usage for each language
(English and Spanish) per course. The facilitator may require a higher number of
hours for language lab practice based on the language needs for listening, speaking,
reading, and writing skills in either or both languages. The total amount of
language lab or E-lab hours is integrated in the activities for each workshop in
the module.
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Description of Evaluation:
Content Criteria Percentage
Class attendance and portfolio 10%
Assignments, reflective
journals, wrriten work
25%
Oral Report, debates, groups
discussions, and Language and
e-Lab activities
25%
Written report, tests, exams
20%
Total 100%
Grading Scale:
100-90% A 89-80% B 79-70% C 69-60% D 59-00% F
Description of Course Policies
1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based
Dual Language Immersion Model® designed to promote each student’s
development as a Dual Language Professional. Workshops will be facilitated in
either English or Spanish, strictly using the 50/50 model. This means that each
workshop will be conducted entirely in the language specified for the workshop.
The language used in each workshop needs to be alternated to insure that 50% of
the course is conducted in English and 50% in Spanish. To maintain this
balance, the course module will indicate that both languages must be used
during the fifth workshop, dividing the workshop activities between the two
languages. The first two hours will be in Spanish and the last two hours in
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English. The 50/50 model does not apply to language courses where the
delivery of instruction must be conducted in the language taught (Spanish or
English only).
2. The course is conducted in an accelerated and dual language format. This
requires that students prepare in advance for each workshop according to the
course module. Students must be structured, organized, committed, and focused
to ensure linguistic and academic success. In order to achieve proficiency
expectations in English and in Spanish, the student must strive to take advantage
of all language resources in the university and in their community since
becoming a dual language professional is a complex and challenging task. Each
workshop requires an average of ten hours of preparation, but could require
more.
3. Attendance to all class sessions is mandatory. A student who is absent to a
workshop must present a reasonable excuse to the facilitator who in turn will
evaluate the reason for the absence. If it is justified, the facilitator will decide
how the student will make up the missing work, if applicable. The facilitator will
decide on the following: allow the student to make up the work, or allow the
student to make up the work and assign extra work to compensate for the missing
class time.
Assignments required prior to the workshop must be completed and turned in on
the assigned date. The facilitator may decide to adjust the grade given for late
assignments and/or make-up work.
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4. If a student is absent to more than one workshop, the facilitator will have
the following options:
a. If a student misses two workshops, the facilitator may lower one
grade level based on the student’s existing grade.
b. If the student misses three workshops, the facilitator may lower two
grade levels based on the student’s existing grade.
5. Student attendance and participation in oral presentations and special class
activities are extremely important as it is not possible to assure that they can be
made up. If the student provides a valid and verifiable excuse, the facilitator may
determine a substitute evaluation activity if he/she understands that an equivalent
activity is possible. This activity must include the same content and language
components as the oral presentation or special activity that was missed.
6. In cooperative learning activities, the group will be assessed for their final work
as a group. However, each member will have to collaborate to assure the success
of the group. Students will also receive an individual grade for their work.
7. It is expected that all written work will be solely that of the student and should
not be plagiarized. That is, the student must be the author of all work submitted.
All quoted or paraphrased material must be properly cited, with credit given to
its author or publisher. It should be noted that plagiarized writings are easily
detectable and students should not risk losing credit for material that is clearly
not their own. SafeAssignTM, a Blackboard plagiarism deterrent service, will
be used by the facilitators to verify students’ ownership of written
assignments. It is the student’s responsibility to read the university’s plagiarism
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policy. If you are a UT student, read Section 11.1 of the Student Manual, and if
you belong to UMET or UNE, refer to Chapter 13, Sections 36 and 36.1 of the
respective manuals.
Ethical behavior is expected from the students in all course related activities.
This means that ALL papers submitted by the student must be original work, and
that all references used will be properly cited or mentioned in the bibliography.
Plagiarism will not be tolerated and, in case of detecting an incidence, the
student will obtain a zero in the assignment or activity and could be referred to
the Discipline Committee.
8. In order for the Facilitator to make changes to activities and the study guide, the
Faculty and Curriculum Director must approve such changes before the first day
of class. The Facilitator must discuss the approved changes with students in the
first class workshop. A written copy of the changes must also be provided to
students at the beginning of the first workshop.
9. The facilitator will establish a means of contacting students by providing the
SUAGM e-mail address, phone number, hours to be contacted, and days
available.
10. The use of cellular phones is prohibited during sessions; if there is a need to have
one, it must be on vibrate or silent mode during class session.
11. Children or family members that are not registered in the course are not allowed
to the classrooms.
12. All students are subject to the policies regarding behavior at the university
community established by the institution, and in this course.
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Note: If for any reason you cannot access the URL’s presented in the module, notify
the facilitator immediately but do not stop your investigation. There are many
search engines and other links you can use to search for information. These are
some examples:
www.google.com
www.ask.com
www.pregunta.com
www.findarticles.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
http://www.apastyle.org/
To buy or rent new or used textbooks or references you can visit:
http://www.chegg.com/ (rent)
http://www.bookswim.com/ (rent)
http://www.allbookstores.com/ (buy)
http://www.alibris.com/ (buy)
The facilitator may make changes or add additional challenging, research-based, and
professional educational Web Resources, if deemed necessary to reflect current
trends in the course topics.
Research Law Compliance Requirement:
If the facilitator or the student is required, or wants to perform a research, or needs to
administer a questionnaire or an interview individuals, he/she must comply with the
norms and procedures of the Institutional Review Board Office (IRB) and ask for
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authorization. To access the forms from the IRB Office or for additional
information, visit the following link:
http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.
Furthermore, in this Web site the student/facilitator will find instructions for several
online certifications related to IRB processes. These certifications include: IRB
Institutional Review Board, Health Information Portability Accounting Act
(HIPAA), and the Responsibility Conduct for Research Act (RCR).
If you have any questions, please contact the following institutional coordinators:
Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)
Tel. (787) 751-0178 Ext. 7196
Miss. Carmen Crespo, IRB Institutional Coordinator– UMET
Tel. (787) 766-1717 Ext. 6366
Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo
Tel. (787) 743-7979 Ext.4126
Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE
Tel. (787) 257-7373 Ext. 3936
Teaching Philosophy and Methodology
The activities for the course reflect the educational philosophy of
Constructivism. Constructivism is an educational philosophy founded on the
premise that, by reflecting on our experiences, we construct our own understanding
of the world in which we live.
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Each of us generates our own “rules” and “mental models,” which we use to
make sense of our experiences. Learning, therefore, is simply the process of
adjusting our mental models to accommodate new experiences.
One of the main goals facilitators have is assisting students in making
connections between their prior knowledge of facts, and fostering new understanding
that is relevant to real live experiences. We will also attempt to tailor our teaching
strategies to student responses and encourage students to analyze, interpret, and
predict information.
Constructivism Guiding Principles:
1. Learning is a search for meaning. Therefore, learning must start with the issues
around which students are actively trying to construct meaning.
2. Meaning requires understanding “wholes” as well as “parts”. The “parts” must
be understood in the context of “wholes”. Therefore, the learning process focuses
on primary concepts, not isolated facts.
3. In order to teach well, we must understand the mental models that students use to
perceive the world, and the assumptions they make to support those models.
4. The purpose of learning is for an individual to construct his or her own meaning,
not just memorize the "right" answers and regurgitate someone else's meaning.
Since education is inherently interdisciplinary, the only valuable way to measure
learning is to make assessment part of the learning process, thus ensuring that it
provides students with information on the quality of their learning.
5. Evaluation should serve as a self-analysis tool.
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6. Provide tools and environments that help learners interpret the multiple
perspectives of the world.
7. Learning should be internally controlled and mediated by the learner.
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TALLER UNO
Objetivos Específicos de Contenido
Al finalizar el taller los estudiantes estarán en capacidad de:
1. Definir los conceptos básicos de inteligencia y aprendizaje.
2. Evaluar el desarrollo histórico del área de estudio relacionada con la
inteligencia.
3. Comparar las diferentes teorías de la inteligencia.
4. Distinguir el aporte de las teorías de la inteligencia al campo de la educación.
Objetivos Específicos de Lenguaje:
1. Al finalizar el taller los estudiantes serán capaces de:
2. Escuchar: Escuchar las presentación de la clase sobre las teorías de
inteligencia y tomar apuntes en español sobre el aporte de estas teorías al
campo de la educación.
3. Hablar: Explicar el contexto histórico de las teorías de inteligencia usando el
español correctamente
4. Leer: Leer las lecturas asignadas para la clase y analizar las ideas principales
sobre la inteligencia y el aprendizaje, y prepararun organizador gráfico con
éstos.
5. Escribir: Escribir un ensayo sobre el desarrollo histórico de las teorías de la
inteligencia.
Enlaces Electrónicos:
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Howard Gardner online
http://pzweb.harvard.edu/pis/hg.htm
Applying MI in schools
http://www.marthalakecov.org/~building/strategies/mi/hoerr2.htm
New theories of intelligence
http://www.indiana.edu/~intell/emerging.shtml#rjs
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Measuring intelligence
http://www.cpsimoes.net/artigos/art_brit_6.html
Cognoscitive development
http://www.edpsycinteractive.org/topics/cogsys/piaget.html
Human Intelligence: Map
www.indiana.edu/~intell/map.shtml
Intelligence=Learning
http://serendip.brynmawr.edu/bb/neuro/neuro01/web1/Sioutis.html
Theories of intelligence
http://otec.uoregon.edu/intelligence.htm
Human intelligence
http://www.indiana.edu/~intell/
Asignaciones antes del Taller:
1. Lea cuidadosamente la descripción y los objetivos del curso, presentados al
principio de este módulo. Analice sobre cómo los objetivos enumerados se
relacionan con sus experiencias y metas profesionales y/o personales.
Reflexione sobre cualquier otro objetivo que considere le puede ayudar
para añadir valor al curso.
2. Haga una cita en la Universidad para presentar la prueba de ubicación del
programa “Tell me More” (inglés y español) en caso de no haberlo hecho
anteriormente. Complete los requisitos de lenguaje establecidos en este
módulo. Lleve a su facilitador la constancia de esta prueba y/o copia del
número de horas cumplidas (punto de partida de este curso) en su primera
clase.
3. Vaya a Blackboard y preséntese utilizando “Voice Board”. Diga su
nombre y hable sobre usted, sobre su experiencia y sobre el porqué
escogió la docencia como profesión.
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4. Busque los conceptos básicos: inteligencia y aprendizaje. Utilice la
definición encontrada para crear su propia definición y venga preparado para
analizarlos en la clase.
5. Lea información relacionada con el desarrollo histórico de las teorías de la
inteligencia. Escriba un ensayo de dos páginas. Utilice el estilo APA.
6. Vea el video: “What is multiple intelligence theory” on you tube.
http://es.youtube.com/watch?v=KEFpaY3GI-I. Tome apuntes sobre las ideas
y conceptos más importantes.
Vocabulario Clave de la Lección (Debe reflejar los objetivos y conceptos claves
del taller).
1. Inteligencia
2. Aprendizaje
Lista de Materiales Suplementarios para el Taller
1. History of Influences in the Development of Intelligence Theories.
http://www.indiana.edu/~intell/map.shtml
2. Video: “What is multiple intelligence theory”
http://es.youtube.com/watch?v=KEFpaY3GI-I
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Componentes de SIOP (Sheltered-Instruction Observation Protocol). Coloque una
marca de cotejo en la (__) en todas las estrategias por componente que se usaran en
el taller.
Actividades del inicio de la clase:
1. Presentación del facilitador y de cada uno de los estudiantes.
2. El facilitador hará la Introducción del curso:
a. Se asegurará que los estudiantes estén matriculados en el curso y
recibieron el módulo del curso.
B. Andamiaje
_x__ Modelaje
_x__ Práctica Dirigida
_x__ Práctica Independiente
_x__ Instrucción
Comprensible
C. Opciones para Agrupamiento
_x__ Grupo Completo
_x__ Grupos Pequeños
_x__ Pares
_x__ Trabajo Independiente
D. Integración del Proceso
_x__ Escuchar
_x__ Hablar
_x__ Leer
_x__ Escribir
E. Aplicación
_x__ Actividades Dinámicas de Aplicación
_x__ Significativas y Relevantes
_x__ Rigurosas
_x__ Alineadas a los Objetivos
_x__ Promueven Participación
A. Preparación
_x__ Adaptación de Contenido
_x__ Enlaces al Conocimiento Previo
_x__ Enlaces al Aprendizaje Previo
_x__ Estrategias Incorporadas
Estrategias de CALLA (Cognitive Academic Language Learning Approach)
_x__ Cognoscitivo
_x__ Meta-cognoscitivo
_x__ Socio/Afectivo
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b. Elección del representante de los estudiantes.
c. Discusión de las reglas del curso.
d. Presentación de los objetivos del curso, estrategias de enseñanza o
métodos y criterios de evaluación.
e. Explicación de los pasos a seguir para cumplir con la actividad de
Observación de una Clase.
f. Explicación de las actividades de Laboratorio.
3. El facilitador puede explicar cómo acceder al área del Foro de Discusión
(Discussion Board) y Foro de Voz (Voice Board) usando Blackboard (Bb).
El propósito de este espacio es crear una comunicación sincrónica y
asincrónica en cuestiones relacionadas con la clase.
4. Explicación de todas las actividades a cumplir para realizar la Práctica de
Observación de una Clase (Apéndice B).
5. Los estudiantes entregarán el ensayo sobre el desarrollo histórico de las
teorías de la inteligencia asignado antes del taller.
6. El instructor asignará las presentaciones orales que se realizarán en los
talleres 2, 3,4, y 5 (Apéndice G).
Actividades Integradas de Contenido y Lenguaje para lograr los objetivos del
taller (Contenido y Lenguaje):
1. Se abrirá una Mesa Redonda para introducir los conceptos básicos del
módulo: inteligencia y aprendizaje. Los participantes contribuirán
presentando sus propios conceptos.
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2. El facilitador dividirá la clase en pequeños grupos para abrir una discusión
sobre el desarrollo histórico de las teorías de inteligencia. Cada grupo
presentará un pequeño resumen de su trabajo en equipo.
3. Los grupos de trabajo elaborarán un organizador gráficosobre las teorías de
inteligencia y se abrirá un panel de presentación y análisis de éstas. Los
estudiantes elaborarán conclusiones sobre el aporte de estas teorías al campo
de la educación.
Actividades rutinarias de cierre de la clase:
4. Explicación de las asignaciones a realizarse para el próximo taller El
facilitador recordará a los alumnos que deberán organizar y enviar el
portfolio del Taller Uno antes del próximo taller vía BlackBoard. ( Apéndices
K –R)
Evaluación
1. Individual: diario reflexivo sobre sus experiencias y aprendizajes antes y
durante el Taller Uno
2. Grupal: Participación en las definiciones de términos, análisis y discusiones
de grupo (
3. Escrito:
(
Ensayo de dos páginas sobre el desarrollo histórico de las teorías de
inteligencia (
d
4. Oral/Auditivo; Presentación Oral en clase y se presentarán oralmente en
Blackboard utilizando Voice Board.
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Cierre del Taller.
1. Individual: Reacción crítica inmediata en español (5 minutos) ¿De qué
manera las Teorías de las Inteligencia favorecen la labor educativa?
Grupal:
Mapa mental: Los estudiantes reunidos en grupos pequeños dibujarán un
mapa de la mente con la información que aprendieron en la clase.
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WORKSHOP TWO
Specific Content Objectives:
At the end of the workshop, students will be able to:
1. Define the basic terminology of the module
2. Discuss the pre-scientific learning theories
3. Classify the learning theories
4. Describe the Connectionism, Edward L. Thorndike and Drive Reduction
Theory, Clark Hull.
Specific Language Objectives:
At the end of the workshop, students will:
1. Listen: Develop an understanding of Connectionism: Edward L. Thorndike
and Drive Reduction Theory: Clark Hull, by listening to oral presentations
and asking questions.
2. Speak: Conduct formal discussions by working in groups formed by students
who will present the theories of learning.
3. Read: Read different definitions of styles and motivation from any of the
recommended sources and create your own definition.
4. Write: Prepare signs about the classifications of the pre-scientific theories of
learning, and write an essay about Constructivism and Behaviorism.
Electronic Links (URLs):
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Emotional Intelligence
http://www.unh.edu/emotional_intelligence/
http://tgrajales.net/intelimaestros.htm
Personalities Theories. B.F Skinner
http://www.ship.edu/~cgboeree/skinner.html
Explorations in Learning & Instruction: The Theory into Practice Database
http://tip.psychology.org/theories.html
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Learning Theories
http://www.emtech.net/learning_theories.htm
http://www.oklahoma.net/~jnichols/learning.html
Human Memory
http://users.ipfw.edu/abbott/120/Ebbinghaus.html
Connectionism (E. Thorndike)
http://tip.psychology.org/thorn.html
Assignments Prior to the Workshop:
1. Find the definitions of the following terms and bring them to class: styles
and motivation. Create your own definitions, write them on Blackboard_
Discussion Board, and make comments on two of your classmates’
postings prior to Workshop Two.
2. Find information on constructivist cognitive and behavioral learning
theories. Write a two-page essay about Constructivism and Behaviorism.
Use APA Style.
3. Inquire about pre-scientific theories of learning. Bring information to
class for discussion.
4. Be sure you have made the arrangement to complete your observation in
a classroom.
5. Complete the E-Lab requirements for this course.
6. Be sure you have conducted your practice of class observation.
7. Continue working on your portfolio.
Key Vocabulary:
1. Pre-Scientific theories
2. Styles
3. Motivation
4. Constructivism
5. Cognitive
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6. Behaviorism
List of Supplementary Materials for the Workshop
1. Learning Theories
http://www.emtech.net/learning_theories.htm
http://www.oklahoma.net/~jnichols/learning.html
2. Emotional Intelligence
http://www.unh.edu/emotional_intelligence/
http://tgrajales.net/intelimaestros.htm
SIOP Components - Place a checkmark on the (___) for ALL strategies that will be
used in the workshop.
B. Scaffolding
__x_ Modeling
__x_ Guided Practice
__x_ Independent Practice
__x_ Comprehensible Input
C. Grouping Options
x___ Whole Class
_x__ Small Groups
_x__ Partners
_x__ Independent Work
D. Integration of Processes
_x__ Listening
_x__ Speaking
_x__ Reading
_x__ Writing
E. Application
_x__ Hands-on
_x__ Meaningful/Relevant
_x__ Rigorous
_x__ Link to Objectives
_x__ Promote Engagement
A. Preparation
_x__ Adaptation of Content
_x__ Links to Background Knowledge
_x__ Links to Past Learning
_x__ Strategies Incorporated
CALLA Strategies (Cognitive Academic Language Learning Approach)
_x__ Cognitive
_x__ Meta-cognitive
_x__ Social/Affective
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Integrated Activities:
1. Review the material learned in Workshop One by using a specific strategy..
2. Invite students to share their experiences while doing this activity on the
Discussion Board on Blackboard.
3. Students work in groups will discuss and analyze the pre-scientific theories
of learning and elaborate signs with the classifications of theories of learning.
Students will write or make comments, observations, or share any
information related to the theories.
4. Divide the group into 3 sub-groups and assign a sign to everyone. Each group
will develop and give a presentation on the theory that they have been
assigned.
5. A group of students will make the oral presentations assigned on Workshop
One about the learning theories assigned for Workshop Two: 1)
Connectionism: Edward L. Thorndike and 2) Drive Reduction Theory: Clark
Hull.
Classroom clsong activities:
1. Facilitator will explain assignments prior to Workshop Three, follow up with
students who have completed or are ready to complete the Practice: Class
Observation and complete the E-Lab requirements before finishing the
course.
6. The facilitator will remind the students that will turn in the completed
portfolio before the next workshop ().
Assessment:
1. Individual: Students will actively participate in class (Appendices A &
B).
2. Group: Students will discuss, analyze, and conclude about the main
concepts learned in class and on the Discussion Board on Blackboard.
EDUC 172 Educational Psychology/Human Growth and Dev… 44
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3. Written: Students will write a Reflective Journal entry ) and an Essay
about Constructivism and Behaviorism
4. Oral: Students will make an oral presentation
Lesson Wrap-Up
1. Individual: Students will write a summary about constructivist, cognitive,
and behavioral theories and deliver the paper to the teacher (5 minutes to
complete).
2. Group: The whole group will participate in sharing the most challenging and
interesting points in today’s workshop.
EDUC 172 Educational Psychology/Human Growth and Dev… 45
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TALLER TRES
Objetivos Específicos de Contenido
Al finalizar el taller los estudiantes serán capaces de:
1. Explicar las teorías de Inteligencias Múltiples y de Inteligencia Emocional.
2. Describir cada una de las inteligencias de la teoría de Gardner.
3. Comparar la teoría de Inteligencias Múltiples con la de Inteligencia Emocional
4. Crear una actividad educativa utilizando la teoría de las Inteligencias
Múltiples.
Objetivos Específicos de Lenguaje:
Los estudiantes estarán en capacidad de:
1. Escuchar: Comprender las Teorías de Contigüidad: Pavlov, Watson y
Guthrie y la Teoría del Desarrollo Ético_ moral de Kohlberg
2. Hablar: Explicar las diferencias entre la teoría de la inteligencia emocional
con la de inteligencias múltiples.
3. Leer: Leer las lecturas asignadas para esta clase y resumir las ideas
principales presentadas en éstas.
4. Escribir: Escribir un ensayo sobre la creación de entornos de aprendizaje
centrados en el estudiante, que tomen en cuenta las necesidades de los
estudiantes que de inglés como segunda lengua.
Enlaces Electrónicos:
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Inteligencia emocional
http://tgrajales.net/intelimaestros.htm
Inteligencias Múltiples
http://www.dia.ilce.edu.mx/fundtres.html
Inteligencia Emocional
EDUC 172 Educational Psychology/Human Growth and Dev… 46
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http://eqi.org/history.htm
http://www.haygroup.com.mx/portal/ie01.htm
Howard Gardner, Inteligencias Múltiples y Educación
http://www.infed.org/thinkers/gardner.htm
Nuevas y Emergentes Teorías de Inteligencia.
http://www.indiana.edu/~intell/emerging.shtml
Inteligencias Múltiples /Experiencia Docente
http://www.teachingexpertise.com/articles/multiple-intelligences-720
Inteligencia Emocional
http://www.valuebasedmanagement.net/methods_goleman_emotional_intelligence.h
tml
Inteligencia Emocional y rendimiento Academico
http://www.nadasisland.com/research-intell2.html
Mida su EQ
http://www.ihhp.com/quiz.php
Asignaciones antes del Taller:
1. Leer el material relacionado con las teorías de las inteligencias múltiples Escoja la
teoría que más le interese y escriba su conclusión en el foro de discusión de
Blackboard. Comente el de dos compañeros. Venga preparado para discutir todo el
material en clase.
2. Elabore un ensayo de dos páginas que refleje la aplicación del estándar ESOL
descrito a continuación:
Indicadores de actuación
4.1.b. Crear ambientes de aprendizaje centrados en el estudiante que apoyen,
acepten, a los estudiantes de inglés como segunda lengua (ELL).
3. Tome la prueba emocional (EQ) en línea y traiga los resultados a la clase.
Vocabulario Clave de la Lección
1. Emoción
2. ESOL
EDUC 172 Educational Psychology/Human Growth and Dev… 47
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3. Inteligencia Emocional
4. Inteligencias Múltiples
Lista de Materiales Suplementarios para el Taller
1. Video: Emotional and Social Intelligence_How you can use emotional and social
intelligence to improve your performance_Daniel Goleman
http://sciencestage.com/v/18413/social-intelligence-how-you-can-use-social-
intelligence-to-improve-your-performance-daniel-goleman.html
2. What is emotional intelligence? Daniel Goleman
http://www.5min.com/Video/Learn-About-Emotional-Intelligence-290923139
Componentes de SIOP (Sheltered-Instruction Observation Protocol). Coloque una
marca de cotejo en la (__) en todas las estrategias por componente que se usaran en
el taller.
B. Andamiaje
_x__ Modelaje
_x__ Práctica Dirigida
_x__ Práctica Independiente
_x__ Instrucción
Comprensible
C. Opciones para Agrupamiento
_x__ Grupo Completo
_x__ Grupos Pequeños
_x__ Pares
_x__ Trabajo Independiente
D. Integración del Proceso
_x__ Escuchar
_x__ Hablar
_x__ Leer
_x__ Escribir
E. Aplicación
_x__ Actividades Dinámicas de Aplicación
_x__ Significativas y Relevantes
_x__ Rigurosas
_x__ Alineadas a los Objetivos
_x__ Promueven Participación
A. Preparación
_x__ Adaptación de Contenido
_x__ Enlaces al Conocimiento Previo
_x__ Enlaces al Aprendizaje Previo
_x__ Estrategias Incorporadas
Estrategias de CALLA (Cognitive Academic Language Learning Approach)
_x__ Cognoscitivo
_x__ Meta-cognoscitivo
_x__ Socio/Afectivo
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Actividades Integradas:
1. Hacer un repaso del material visto en el Taller Dos utilizando cualquier
técnica de su preferencia.
2. Los estudiantes con las presentaciones orales asignadas en el Taller Uno
expondrán las Teorías de Contigüidad: Pavlov, Watson y Guthrie y la Teoría
del Desarrollo Ético_ moral de Kohlberg
3. En grupos de trabajos y utilizando organizadores gráficos, los estudiantes
analizarán las teorías de inteligencia emocional e inteligencias múltiples.
4. Compararán y contrastarán ambas teorías utilizando el Diagrama Venn.
5. El facilitador asignará a cada grupo una materia y un tema para que los
estudiantes creen actividades dirigidas a cada una de las inteligencias
contempladas en la teoría de Gardner.
6. Cada grupo hará una presentación oral de su resultado.
7. Los estudiantes compartirán y discutirán los resultados del EIQ (Emotional
Intelligence Quiz) y concluirán sobre su efectividad para manejar la
diversidad estudiantil que propicie un ambiente beneficioso para el
aprendizaje de los estudiantes de inglés como segunda lengua (ELL).
Actividades de cierre de la clase:
1. El facilitador eexplicará las asignaciones a realizarse para el próximo taller
así como todas las actividades a cumplir para realizar la Práctica de
Observación de una Clase (Apéndice B).
2. El facilitador recordará a los alumnos que deberán organizar y enviar el
portfolio del Taller Tres antes del próximo taller vía BlackBoard. (
Apéndices K –R)
EDUC 172 Educational Psychology/Human Growth and Dev… 49
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Evaluación
1. Individual: diario reflexivo
2. Grupal: Los estudiantes participarán activamente en los grupos de trabajo
y en el foro de discusión de Blackboard.
3. Escrito: Ensayo sobre el estándar de ESOL.
4. Oral/Auditivo; los estudiantes harán presentaciones orales en clase.
Cierre del Taller.
1. Individual: Reacción crítica inmediata en español (5 minutos) ¿Contribuye
la teoría de inteligencias múltiples y la teoría de inteligencia emocional a la
labor educativa. ¿ Por qué ?
2. Grupal: El Semáforo: Déle a cada dos estudiantes un dibujo de un
semáforo. En el óvalo verde los estudiantes deben escribir algo que ya sabían
sobre el tema de la clase. En el óvalo amarillo, los estudiantes deben escribir
algo que aprendieron hoy en clase, y en el óvalo rojo deben escribir algo que
no entendieron sobre el tema cubierto hoy en clase.
EDUC 172 Educational Psychology/Human Growth and Dev… 50
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WORKSHOP FOUR
Specific Content Objectives:
At the end of the workshop, students will be able to:
1. Explain the contribution of the first psychometric test of Simon and Binet.
2. Analyze the use of psychometric testing to determine levels of intelligence.
3. Describe the adaptation of psychometric testing in the United States.
4. Analyze the concept of intellectual awareness of William Stern.
5. Identify the most important aspects of Conditioning of Skinner and Social
Learning Theory of Bandura.
Specific Language Objectives:
1. Listen: Develop an understanding of psychometric testing in the US and its
implications.
2. Speak: Conduct formal discussions by setting up an “Educational Panel”
formed by students who will present Bidet and Simon’s contributions to
educational psychology.
3. Read: Read an article from a recent (no more than 3 years old) Psychology
Today magazine or any other educational magazine about testing students in
general, but especially ELLs.
4. Write: Write a 2-page essay in English based on your analysis of the use of
psychometric testing to determine levels of intelligence or summarize the
article.
Electronic Links (URLs):
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
The Role of Standardized Intelligence Measures in Testing for Giftedness
http://www.indiana.edu/~intell/giftednessTesting.shtml
Alfred Binet
http://www.indiana.edu/~intell/binet.shtml
Theodore Simon
EDUC 172 Educational Psychology/Human Growth and Dev… 51
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http://www.indiana.edu/%7Eintell/simon.shtml
Stanford-Binet Escala de Inteligencia
http://www.psicologia.freeservers.com/testes/ab-stanb.htm
William Stern
http://www.indiana.edu/~intell/stern.shtml
Binet-Simon Scale
http://psychclassics.yorku.ca/Binet/binet1.htm
Assignments Prior to the Workshop:
1. Find information on the following authors and their contributions to Educational
Psychology:
Alfred Binet
Theodore Simon
William Stern
Psychometric testing by Simon and Binet
2. Come prepared to participate in informal and/or formal discussions about the
topics presented in class.
3. Write a 2-page essay in English based on your analysis of the use of
psychometric testing to determine levels of intelligence. What are some
misconceptions and misinterpretations regarding psychometric testing?
Performance Indicators 5.3.e. Assist Ells in developing necessary test-taking skills.
4. Be ready to conduct the oral presentation assigned on Workshop One about
Conditioning of Skinner and Social Learning Theory of Bandura.
5. Complete the Language Lab hours required for this course.
6. Continue working on your portfolio and send it via Blackboard before next
Workshop.
Key Vocabulary:
1. Intellectual awareness
2. Social Intelligence
3. Test
4. Psychometric test
EDUC 172 Educational Psychology/Human Growth and Dev… 52
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List of Supplementary Materials for the Workshop
1. Test Your Awareness
http://www.youtube.com/watch?v=Ahg6qcgoay4
2. Psychometric testing
http://www.youtube.com/watch?v=k3Yi5b-hwLw&feature=related
SIOP Components - Place a checkmark on the (___) for ALL strategies that will be
used in the workshop.
B. Scaffolding
__x_ Modeling
__x_ Guided Practice
__x_ Independent Practice
__x_ Comprehensible Input
C. Grouping Options
x___ Whole Class
_x__ Small Groups
_x__ Partners
_x__ Independent Work
D. Integration of Processes
_x__ Listening
_x__ Speaking
_x__ Reading
_x__ Writing
E. Application
_x__ Hands-on
_x__ Meaningful/Relevant
_x__ Rigorous
_x__ Link to Objectives
_x__ Promote Engagement
A. Preparation
_x__ Adaptation of Content
_x__ Links to Background Knowledge
_x__ Links to Past Learning
_x__ Strategies Incorporated
CALLA Strategies (Cognitive Academic Language Learning Approach)
_x__ Cognitive
_x__ Meta-cognitive
_x__ Social/Affective
EDUC 172 Educational Psychology/Human Growth and Dev… 53
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Opening Class Activities:
1. The students will hand in their 2-page essay written in English.
2. Review the material learned in Workshop Three by using any strategy.
Integrated Activities:
1. A group of students present the assigned material for the Workshop Four
about Conditioning of Skinner and Social Learning Theory of Bandura
2. Socialized discussion on the topics covered in the oral presentations.
3. Divide the class into groups. Each group will complete a graphic organizer
which shall include the theory of William Stern.
4. Each group will present and explain your graphic organizer in class.
5. Educational panel to discuss:
• Contributions from Bidet and Simon.
• The adaptation of psychometric testing in the United States.
• Using psychometric tests.
6. Using a Round table review all the topics studied
Closing Class Activities
1. Facilitator will explain assignments prior to Workshop Five, follow up with
students who have completed or are ready to complete the Practice: Class
Observation (Appendix B) and completed the E-Lab requirements before
finishing the course.
2. The facilitator will remind the students that they must turn in the
completed portfolio before the next workshop (Appendices K-R).
Assessment:
1. Individual: Students will actively participate in class
2. Group: Students will discuss, analyze, and conclude about the main concepts
of the class
EDUC 172 Educational Psychology/Human Growth and Dev… 54
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3. Written: Students will write a Reflective Journal entry and an Essay about
ESOL: Assisting ELLs in Developing Necessary Test-taking Skills
4. Oral: Students will make an oral presentation
Lesson Wrap-Up
1. Individual: Students will write highlights about the usefulness of tests (5
minutes).
2. Group: The whole class will participate giving their opinions. There will be
time for clarification of ideas and concepts.
EDUC 172 Educational Psychology/Human Growth and Dev… 55
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Taller Cinco/Workshop Five
NOTA: Este taller es bilingüe. Tanto, el
Facilitador como los estudiantes, deberán
utilizar el idioma asignado para cada tarea y
actividad. No mezcle los dos idiomas!
UTILICE SOLAMENTE UN
LENGUAJE A LA VEZ!
NOTE: This is a bilingual workshop. Both
the facilitator and student must use the
language assigned for each homework and
activity. Do not combine the two
languages! LANGUAGE OF
INSTRUCTION MUST BE KEPT
SEPARATE!
Objetivos Específicos de Contenido:
Al final del taller, el alumno será capaz de:
1. Definir en sus propias palabras los conceptos de herencia y del medio
ambiente.
2. Analizar el enfoque del Desarrollo Cognitivo de Piaget.
3. Identificar los factores hereditarios que afectan el proceso de aprendizaje.
4. Comparar los efectos de la herencia y el medio ambiente en el proceso del
aprendizaje.
Objetivos Específicos de Lenguaje:
Al final del taller, el alumno será capaz de:
1. Escuchar: Escuchar la presentación de la clase y comprender los factores
ambientales y hereditarios que afectan al lenguaje
2.Hablar: Discutir los conceptos de Herencia y Medio Ambiente y presentar en
forma oral una definición propia.
3.Leer: Leer y resumir las ideas principales del enfoque de Desarrollo Cognitivo de
Piaget
4.Escribir: Escribir un informe en inglés que lanalice el contenido de la película
“Stand and Deliver” (1988), usando el vocabulario, la gramática y el estilo
apropiado.
Enlaces Electrónicos:
EDUC 172 Educational Psychology/Human Growth and Dev… 56
Updated 07/21/2011
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Human Relations Journal
http://hum.sagepub.com/content/current
Interrelaciones entre Herencia y Ambiente
http://www.drromeu.net/desarrol.htm
Early learning: The impact of environmental factors (MSN-Search for
“Environmental factors in early education”, # 2
http://www.pjb.co.uk/npl/bp15.htm
Begin with the brain
http://beginwiththebrain.com/physical_environment.php
Teachers as place makers
http://schoolstudio.engr.wisc.edu/placemakers.html
Creating a home environment for learning
http://www.parenting-ed.org/html/html/Improving%20L%20%20G%20Handout.htm
Asignaciones antes del Taller:
1. Investigue sobre los conceptos básicos de este taller enunciados en los
objetivos específicos. Escriba en español sus propios conceptos de Herencia
y Medio Ambiente
2. Vea la película “Stand and Deliver”(1988). Analice su contenido y elabore
un informe escrito en inglés sobre ésta. Envíelo vía Blackboard
3. Venga preparado a clases para compartir sus definiciones y sus impresiones
sobre la película (En español).
4. Asegúrese de:
a) Haber entregado todas las asignaciones a su facilitador.
b) Haber completad sus horas de Laboratorio y de entregar prueba de ello a su
facilitador.
c) Haber hecho su práctica de observación de una clase y de entregar el
informe correspondiente
EDUC 172 Educational Psychology/Human Growth and Dev… 57
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d) Haber completado el portafolio de todo el curso con los Apéndice Ks
completados e insertados.
Vocabulario Académico Clave
1. Herencia
2. Medio Ambiente
3. Proceso de Aprendizaje
Academic Core Vocabulary
1. Heredity
2. Environment
3. Learning Process
EDUC 172 Educational Psychology 58
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List of Supplementary Materials for the Workshop
1. Movie: Stand and Deliver (1988. Director Ramon Menéndez. A dedicated teacher
inspires his dropout prone students to learn calculus to build up their self-esteem and do
so well that they are accused of cheating.
SIOP Components - Place a checkmark on the (___) for ALL strategies that will be used in the
workshop.
1.
2.
3.
4.
5.
6.
7.
8.
B. Scaffolding
__x_ Modeling
__x_ Guided Practice
__x_ Independent Practice
__x_ Comprehensible Input
C. Grouping Options
x___ Whole Class
_x__ Small Groups
_x__ Partners
_x__ Independent Work
D. Integration of Processes
_x__ Listening
_x__ Speaking
_x__ Reading
_x__ Writing
E. Application
_x__ Hands-on
_x__ Meaningful/Relevant
_x__ Rigorous
_x__ Link to Objectives
_x__ Promote Engagement
A. Preparation
_x__ Adaptation of Content
_x__ Links to Background Knowledge
_x__ Links to Past Learning
_x__ Strategies Incorporated
CALLA Strategies (Cognitive Academic Language Learning Approach)
_x__ Cognitive
_x__ Meta-cognitive
_x__ Social/Affective
EDUC 172 Educational Psychology 59
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Integrated Activities
Actividades en español para las primeras dos horas del taller:
1. La clase comenzará con una revisión de lo aprendido en el Cuarto Taller
2. El facilitador colocará dos cartulinas en una pared accesible a los estudiantes con cada
uno de los conceptos a estudiar en el taller. Los estudiantes escribirán la información de
cada concepto en las cartulinas. Después de que todas las entradas se hayan completado,
el grupo se dividirá en dos. Cada grupo analizará la información escrita en la cartulina y
la evaluará basándose en su propia definición de los conceptos. Cada grupo presentará
sus definiciones a toda la clase.
3. El grupo de estudiantes que tiene asignado el tema del Desarrollo Cognitivo de Piaget
hará su presentación. Habrá tiempo para discutir los conceptos presentados y llegar a
conclusiones.
Integrated content and language activities aligned to achieve workshop objectives:
Activities in English for the last two hours of the workshop:
1. Using a circle map, the students guided by the facilitator will discuss the implications and
effects of heredity and environment in the process of learning.
2. Brief discussion about the movie “Stand and Deliver.” Each student will compare the
implications of heredity and environment, and share their reflections of the movie and
hand in the movie written report to the facilitator.
3. Course evaluation.
Assessment:
1. Individual: Students will actively participate in class (Appendices A & B).
2. Group: Students will discuss, analyze, and conclude about the main concepts of the
class (Appendix A).
3. Written: a)Written Movie Report, b) Written report of your Practice Observation of a
Class (Appendix B), and c) Portfolio (Appendices K to Q).
4. Oral: Oral presentation
EDUC 172 Educational Psychology 60
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Lesson Wrap-Up
1. Individual: Students will write a summary and highlight the implications and effects
of heredity and the environment in the process of learning (5 minutes to complete).
2. Group: The whole class will participate in a discussion expressing their opinions.
EDUC 172 Educational Psychology 62
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APPENDIX A
NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED INSTRUCTION
Retrieved from: WIDA Consortium http://www.wida.us/
EDUC 172 Educational Psychology 63
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“Can Do” Listening Rubric
National Proficiency Levels Criteria
Starting
Identifies objects
Names concrete objects
Points to picture/object of the word heard
Follows simple commands
Repeats words or simple phrases
Understands simple messages – gestures, pointing
Emerging
Draws a picture
Requires continuous repetition
Follows verbal dictations
Checks-off words that were heard
Repeats information heard to determine comprehension
Understands slow speech and multiple repetitions
Developing Understands more details of spoken language
Needs limited or no repetition and slow speech
Understands basic academic vocabulary which is frequently used in class discussions
Understands class discussions with some difficulty
Understands most of what was said
Expanding Needs limited or no repetition at normal speed speech
Understands academic vocabulary used in class discussions
Understands class discussions with little difficulty
Understands nearly everything said
Bridging Needs no repetition at normal speed speech
Understands elaborate academic vocabulary used in class discussions
Understands class discussions with no difficulty
Demonstrates a native-like English speaker’s understanding of what is said
EDUC 172 Educational Psychology 64
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“Can Do” Speaking Rubric
National Proficiency
Levels
Criteria
Starting Names concrete objects
Responds a simple yes or no to questions
Repeats words or simple phrases
Uses one word commands
Mispronounces words making it difficult to be understood
Breaks speech into parts making comprehension difficult
Uses limited or no vocabulary to support message
Emerging Uses a few more words to respond to questions although grammatically incorrect
Uses one-, two-, and multiple-word commands
Uses verb tenses interchangeably
Misuses words in daily speech
Repeats spoken words or phrases to improve understanding due to pronunciation flaws
Uses grammar and word order incorrectly
Uses vocabulary (emerging stage) to support oral messages
Developing Responds using longer phrases/sentences
Initiates and carries out conversations; however, there may be interruptions due to thinking of the
correct words to say
Applies grammar and word order correctly most of the time
Demonstrates correct use of basic academic vocabulary which is frequently used in class
discussions and/or oral assignments.
Speaks with some hesitation
Uses vocabulary to support oral messages
Speaks with less difficulty, but listener must pay close attention to pronunciation.
Expanding Responds using elaborate phrases/sentences
Uses and interprets idiomatic expressions
Converses more fluently in social settings
Uses academic vocabulary frequently in class discussions
Participates in class discussions using academic content with slight hesitation
Misuse of grammar and word order seldom occurs and does not interrupt meaning
Pronounces most words accurately and clearly
Bridging Speaks fluently
Uses elaborate academic vocabulary in all class discussions correctly
Participates in class discussion using academic content without hesitation
Uses appropriate vocabulary to support oral messages at all times
Uses correct grammar and word all the time
Speaks with native-like pronunciation and intonation
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“Can Do” Reading Rubric
National Proficiency
Levels
Criteria
Starting Lacks comprehension of a wide array of written material (not developed)
Lacks ability to interpret graphs, charts, tables, and forms in textbooks (not developed)
Struggles with use of pre-reading and reading skills (not developed)
Lacks ability to apply reading strategies in order to guess meanings of unfamiliar words from context (not
developed)
Struggles with use of strategic reading skills (in order to plan his/her reading assignments, diagnose deficiencies,
resolve deficiencies independently or with the help of others, etc.) (not developed)
Emerging Improving comprehension (slowly emerging) of a wide array of written material (e.g., fictional and non-fictional
texts that bridge personal, professional and academic themes, news articles, short stories, short novels, etc.)
Demonstrates correct interpretation of basic graphs, charts, tables and forms in textbooks
Applies limited pre-reading (e.g., activation of prior knowledge, semantic maps, etc.) and reading skills (e.g.,
skimming, scanning, inferences, paragraph frames, DRA, SQ4R, etc.) (slowly emerging)
Struggles with ability to use limited reading strategies to guess meanings of unfamiliar words from context (e.g.,
definition, restatement, examples, surrounding words, etc.) is
Strives to understand (even when not successful) the relationship between ideas (e.g., time, logical order,
comparison/contrast, cause/effect), and reading patterns in order to identify literary genres (as listed above)
Applying successful reading skills (as listed above) are still emerging
Developing Comprehends a wide array of written material (as listed above)
Interprets basic graphs, charts, tables and forms
Applies correctly pre-reading and reading skills (as listed above)
Applies correct use of reading strategies to guess meanings of unfamiliar words from context (as listed above)-
evidence of emerging.
Understands the relationship between ideas (as listed above)-evidence of emerging..
Uses strategic reading skills (as listed above) that are evident.
Expanding Comprehends a wide array of level-appropriate written materials (as listed above) with mature accuracy
Interprets increasingly complex graphs, charts, tables, and forms accurately
Applies pre-reading and reading skills (as listed above) very strongly
Applies strategies to guess meanings of unfamiliar words from context (as listed
above) which is clearly evident
Identifies signal words to understand the relationship between ideas (as listed above), and reading patterns to
identify literary genres (as listed above)- emerging strongly
Understands the relationship between ideas (as listed above)-strongly evident.
Uses strategic reading skills (as listed above) with mature accuracy
Bridging Comprehends various types and lengths of level appropriate written materials (as listed above)-fully developed
Interprets complex graphs, charts, tables, and forms accurately
Applies pre-reading and reading skills (as listed above)-fully developed
Applies reading strategies to determine the meaning of unfamiliar words in a text (as listed above) with accuracy
Understands the relationship between ideas (time, logical order, comparison/contrast, cause/effect)
Demonstrates fully developed strategic reading skills (as listed above)
EDUC 172 Educational Psychology 66
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“Can Do” Writing Rubric
National Proficiency
Levels Criteria
Starting Lacks clear writing and focus.. Details are limited or unclear. There’s no clear distinction to what is important and what is supported.
Lacks engaging and drawing a conclusion. Paper simply starts and ends. Lack of transitions make it difficult to understand the paper.
Writes with limited use of vocabulary or specific words to transmit meaning of the essay. Misuse of parts of speech makes it difficult to understand
the writing.
Rambles- use of incomplete sentences that are too long to understand. Sentences follow a simple structure and or style.
Struggles with spelling, punctuation capitalization and other writing conventions. This makes it very difficult to understand the writing.
Lacks strategic writing skills (e. g., knowledge of the writing process; declarative, procedural and conditional knowledge; and strategies for inquiry, for
drafting [such as investigating genre, considering audience, and responding to purpose], and for product revision) that are clearly not developed.
Emerging Writes sentences that are still unclear there seems to be a guide to a focused topic; however, it may drift at times. There is an attempt in details to
support main idea. Reader can still feel confused.
Attempts to write an introduction and or conclusion. Use of transitions helps, but paper is in need of more details.
Struggles with some vocabulary terms that are used inappropriately. Greater command of the parts of speech is developing,.
but many words are still used incorrectly.
Attempts to create a style of sentence structure here and there; although, for the most part it sticks to one style.
Shows need of improving spelling, punctuation, capitalization, and other writing conventions. It is still difficult to read the writing; but there are signs
of improvement.
Demonstrates emerging strategic writing skills.
Developing Writes with an unclear focus. Writing appears to be on one topic, but shifts to another topic at times. Support of main idea is lacking. Reader is left
with unanswered questions.
Attempts to write a proper introduction and conclusion however, both are dull or unclear. Transitions help connect ideas although at times they
distract the flow.
Selects and uses words appropriately; however, they are not higher level and need more vigor.
Formulates well-written sentences; however, style and structure of sentences are repetitious.
Demonstrates control of spelling, punctuation, capitalization, and other writing conventions. However, the writing could read and sound better by
improving conventions.
Utilizes strategic writing skills properly (now evident).
Expanding Writes with a focus in mind; however, there is room for improvement. Needs more relevant details to support the main idea.
Some readers’ questions can be answered, while others are left with doubt.
Uses a proper introduction and conclusion, however, some improvement is needed. Needs to continue using transitional words are properly in order to
allow the proper flow of ideas.
Selects and uses vocabulary words that are much more livelier and appropriate. Some common wording can be improved.
Writes with a definite style, and sentence structure is “catchy” with few mistakes.
Demonstrates good control of spelling, punctuation, capitalization, and other writing conventions. Mistakes are few and nothing distracts from the
writing.
Applies mature strategic writing skills.
Bridging Writing is clear and focused on a narrowed topic. Details are relevant and accurate, and they support the main ideas. Reader’s questions are answered
Writing has a clear introduction that’s hooks the reader and conclusion that leaves a lasting impression. Use of transitions helps the reader to connect
ideas. Reading flows and not dull.
Words used in the writing are specific and accurate. Vivid verbs and modifying words are present. Words used enhance the meaning of the writing.
There is a variety in length and structure of the sentences. The style of sentences varies on how they begin. Sentences create fluency and rhythm.
Excellent control of spelling, punctuation capitalization and other writing conventions.
Strategic writing skills are fully developed.
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APPENDIX B
CLINICAL SCHOOL EXPERIENCE OBSERVATION TOOL
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CLINICAL SCHOOL EXPERIENCE OBSERVATION TOOL
Part I: Matrix: Florida Educator Accomplished Practices (FEAPs) Student Intern:
School:
Date:
Classroom Teacher:
Grade:
Instructions: The student must place a checkmark (√) under the heading for Observed or Not-Observed for each Educator Accomplished Practice
Competency (10 pages).
Professional FEAP
Competencies
Classroom
Observation
of Competencies
(Total of 4 Hours)
Observed Not Observed
( √ ) ( √ )
Observation Notes: Describe the relevance of the competency evidenced
(observed) to the main core educational topics
discussed in your current education course.
#1 Quality of Instruction The effective educator consistently:
a) models and promotes the importance of education and academic achievement to all students;
b) plans and designs lessons to achieve student mastery;
c) selects appropriate strategies to be used as formative assessments to monitor learning;
d) uses diagnostic student data to design instruction
e) develops learning experiences that require students to demonstrate a variety of relevant skills and competencies;
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Student Intern Name: Date:
Professional FEAP
Competencies
Classroom
Observation
of Competencies
(Total of 4 Hours)
Observed Not Observed
( √ ) ( √ )
Observation Notes:
Describe the relevance of the competency
evidenced (observed) to the main core
educational topics discussed in your current
education course.
f) appropriately sequences
lessons and concepts to ensure
coherence and required prior
knowledge;
g) uses higher-order questioning techniques;
h) uses varied instructional strategies and resources, including appropriate technology, to teach for student understanding;
i) delivers engaging, challenging, and relevant lessons;
j) differentiates instruction based on an assessment of student learning needs and a recognition of individual differences in students;
k) respects and embraces students’ cultural and family background;
l) demonstrates behaviors that are consistent with fairness and equity;
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Student Intern Name: Date:
Professional FEAP
Competencies
Classroom Observation
of Competencies
(Total of 4 Hours)
Observed Not Observed
( √ ) ( √ )
Observation Notes:
Describe the relevance of the competency evidenced
(observed) to the main core educational topics
discussed in your current education course.
m) utilizes student feedback to monitor instructional needs;
n) demonstrates behaviors that are consistent with fairness and equity;
o) utilizes student feedback to monitor instructional needs.
#2 Knowledge of Subject Matter The effective educator consistently:
a) demonstrates deep and comprehensive knowledge of the subject taught;
b) identifies and modifies instruction to respond to gaps in students’ subject matter knowledge;
c) provides instruction to address preconceptions or misconceptions;
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Student Intern Name: Date:
Professional FEAP
Competencies
Classroom Observation
of Competencies
(Total of 4 Hours)
Observed Not Observed
( √ ) ( √ )
Observation Notes:
Describe the relevance of the competency
evidenced (observed) to the main core
educational topics discussed in your current
education course.
d) designs and modifies instruction to deepen students’ understanding of content area and advance student learning;
e) selects and sequences engaging, relevant, standards-based content, and then designs and teaches lessons that are relevant to students’ learning needs;
f) relates and integrates the subject matter with other disciplines during instruction.
#3 Continuous Improvement
The effective educator consistently:
a) engages in targeted professional growth opportunities and reflective practices;
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Student Intern Name: Date:
Professional FEAP
Competencies
Classroom Observation
of Competencies
(Total of 4 Hours)
Observed Not Observed
( √ ) ( √ )
Observation Notes:
Describe the relevance of the competency
evidenced (observed) to the main core educational
topics discussed in your current education
course..
b) uses a variety of data,
independently and in
collaboration with
colleagues, to evaluate
learning outcomes and to
adjust planning and
practice;
c) designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs;
d) examines and uses data-informed research to improve instruction and student achievement;
e) implements knowledge and skills learned in professional development in the teaching and learning process.
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Student Intern Name: Date:
Professional FEAP
Competencies
Classroom
Observation
of Competencies
(Total of 4 Hours)
Observed Not Observed
( √ ) ( √ )
Observation Notes:
Describe the relevance of the competency evidenced
(observed) to the main core educational topics
discussed in your current education course.
#4 Learning Environment The effective educator consistently:
a) integrates learning activities that incorporate current information and communication technologies;
b) adapts learning environment to accommodate the differing needs and diversity of students;
c) utilizes current and emerging assistive technologies that enable students to achieve their educational goals;
d) creates and maintains an atmosphere of respect for all areas of diversity.
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Student Intern Name: Date:
Professional FEAP
Competencies
Classroom Observation
of Competencies
(Total of 4 Hours)
Observed Not Observed
( √ ) ( √ )
Observation Notes:
Describe the relevance of the competency
evidenced (observed) to the main core educational
topics discussed in your current education course.
#5 Assessment
The effective educator consistently:
a) analyzes and uses data from multiple assessments and measures to diagnose students’ learning needs, inform instruction based on those needs, and drive the learning process;
b) designs and aligns formative and summative assessments that match learning objectives and lead to mastery;
c) uses a variety of assessment tools to monitor student progress, achievement and learning gains;
d) modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge;
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Student Intern Name: Date:
Professional FEAP
Competencies
Classroom Observation
of Competencies
(Total of 4 Hours)
Observed Not Observed
( √ ) ( √ )
Observation Notes:
Describe the relevance of the competency
evidenced (observed) to the main core educational
topics discussed in your current education course.
e) shares the importance and outcomes of student assessment data with the student and the student’s parent/caregiver(s);
f) employs technology to organize and integrate assessment information.
#6 Communication
The effective educator consistently:
a) conveys high expectations;
b) supports, encourages, and provides immediate and specific feedback to students to promote student achievement;
c) models and teaches clear, acceptable oral and written communication skills;
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Student Intern Name: Date:
Professional FEAP
Competencies
Classroom Observation
of Competencies
(Total of 4 Hours)
Observed Not Observed
( √ ) ( √ )
Observation Notes:
Describe the relevance of the competency
evidenced (observed) to the main core
educational topics discussed in your current
education course.
d) fosters two-way
communication with
students and
parent/caregiver(s); and
e) collaborates with the home, school, and larger communities to support student learning and continuous improvement.
Professional Responsibility and Ethical Conduct The effective educator adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida pursuant to State Board of Education Rules 6B-1.001 and 6B-1.006, F.A.C, by fulfilling the expected obligations to students, the public and the education profession.
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School Site Supervising Teacher: __________________________________________
Signature: _________________________________________ Date: ______________
Comments:
______________________________________________________________________________
__________________________________________________________________
Internship Course Facilitator: _____________________________________________
Signature: _________________________________________ Date: _______________
Comments:
______________________________________________________________________________
__________________________________________________________________
Student Intern: _________________________________________________________
Signature: _______________________________________ Date: _________________
Comments_______________________________________________________________
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CLINICAL SCHOOL EXPERIENCE OBSERVATION TOOL
Part II: School: General Operation Activities (1 page)
Student Intern: School:
Date:
Place a checkmark (√) under the appropriate activity or type of meeting you participated in during
your School Clinical Experience at the assigned school. You must comply with a minimum of four
hours for this requirement. IEP
Meeting
LEP
Committee
Meeting
RTI
Meeting
Faculty
Meeting
Parent/Teache
r Conference
Grade
Level
Meeting
Department
Meeting
Other: Total
Hours
COMMENTS: Specify the activity for which you are entering comments. You will refer to this document to complete the final report for the Education
course.
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
____________________________________________________________________________________________________
Internship Course Facilitator’s Signature: _____________________ Date: ________________
Student Intern’s Signature: ________________________________ Date: _______________
CODES: IEP=Individual Education Program, LEP=Limited English Proficient Program, RTI=Response to
Intervention
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APPENDIX C
CLINICAL SCHOOL EXPERIENCE OBSERVATION FEEDBACK FORM
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CLASSROOM OBSERVATION FEEDBACK FORM
Student Intern:
Signature: Date:
School Site Supervising Teacher:
Signature: Date:
Internship Course Facilitator:
Signature: Date:
Observation Notes (narrative description of lesson)
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
ESOL COMPETENCIES (Check ALL that are observed)
___ Planning Practices
___ Instructional Methods/Strategies
___ Instructional Materials
___ Assessment by L2 Level
___ Accommodations by L2 Level
___ Learning Styles/Differentiation
___ Cultural Sensitivity
___ Addresses L2 proficiency Levels
ACCOMPLISHED PRACTICES
(Check ALL that are observed)
___ Instructional Design, Lessons, and planning
___ Learning Environment
___ Instructional Delivery and Facilitation
___ Assessment
___ Continuous Professional Improvement
___ Professional Responsibility and Ethical Conduct
Exemplary Practices
Observer’s Name: ________________________
Observer’s Signature: _____________________
Date: __________________________________
Comments:
Reflective Comments
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APPENDIX D
THE WRITING PROCESS
6-TRAITS WRITING RUBRIC
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Appendix D
Six-Traits of Writing Rubric
Student’s Name:______________________________________ Date:___________________
Facilitator:______________________Course: ____________Assignment:_________________
Instructions: This rubric will be used to evaluate all written work done by the student in
both English and Spanish. Please refer to the trait that you are evaluating (i.e., Ideas and
Content) and write the score in the appropriate box. Select the criteria per level (6=
highest, 1=lowest) that best reflects the student’s writing ability.
Refer to all the Appendix (D) sheets that describe, in detail, all the writing traits that you
are evaluating in order to complete this rubric properly.
Criteria per Level
(From Highest to Lowest)
Writing Traits 6 5 4 3 2 1
Ideas and Content
Organization
Voice
Word Choice
Sentence Fluency
Conventions
Totals (Add all the totals down, then
across to obtain the Grand Total.)
Grand Total:
Final Score:_________________
Scoring Scale: (36-0)
Outstanding: 33-36 points = A
Very Good: 29-32 points = B
Satisfactory: 24-28 points =C
Fair: 19-23 points =D
Poor: 0-18 points = F
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Six Traits for Analytic Writing Rubrics
Trait #1: Idea and Content
Criteria per Level Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from
https://www.ade.state.az.us/standards/6traits/
6
The writing is exceptionally clear, focused and interesting. It holds the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support • a thorough, balanced, in-depth explanation/ exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well suited to audience and purpose.
5
The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are developed by supporting details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support. • a thorough, balanced explanation/exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well-suited to audience and purpose.
4
The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although it may be limited or rather general. The writing is characterized by • an easily identifiable purpose. • clear main idea(s) • supporting details that are relevant, but may be overly general or limited in places; when appropriate, resources are used to provide accurate support. • a topic that is explored/explained, although developmental details may occasionally be out of balance with the main idea(s); some connections and insights may be present. • content and selected details that are relevant, but perhaps not consistently well chosen for audience and purpose.
3
The reader can understand the main ideas, although they may be overly broad or simplistic, and the results may not be effective. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly off-topic. The writing is characterized by • an easily identifiable purpose and main idea(s). • predictable or overly-obvious main ideas or plot; conclusions or main points seem to echo observations heard elsewhere. • support that is attempted; but developmental details that are often limited in scope, uneven, somewhat off-topic, predictable, or overly general. • details that may not be well-grounded in credible resources; they may be based on clichés, stereotypes or questionable sources of information. • difficulties when moving from general observations to specifics.
2
Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is characterized by • a purpose and main idea(s) that may require extensive inferences by the reader. • minimal development; insufficient details. • irrelevant details that clutter the text. • extensive repetition of detail.
1 The writing lacks a central idea or purpose. The writing is characterized by • ideas that are extremely limited or simply unclear. • attempts at development that are minimal or non-existent; the paper is too short to demonstrate the development of an idea.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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Trait #2: Organization
Criteria per Level
6
The organization enhances the central idea(s) and its development. The order and structure are compelling and move the reader through the text easily. The writing is characterized by • effective, perhaps creative, sequencing; the organizational structure fits the topic, and the writing is easy to follow. • a strong, inviting beginning that draws the reader in and a strong satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed
5
The organization enhances the central idea(s) and its development. The order and structure are strong and move the reader through the text. The writing is characterized by. • effective sequencing; the organizational structure fits the topic, and the writing is easy to follow. • an inviting beginning that draws the reader in and a satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed. .
4
Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is characterized by • clear sequencing. • an organization that may be predictable. • a recognizable, developed beginning that may not be particularly inviting; a developed conclusion that may lack subtlety. • a body that is easy to follow with details that fit where placed. • transitions that may be stilted or formulaic. • organization which helps the reader, despite some weaknesses.
3
An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal. The writing is characterized by • attempts at sequencing, but the order or the relationship among ideas may occasionally be unclear. • a beginning and an ending which, although present, are either undeveloped or too obvious (e.g. “My topic is...”, “These are all the reasons that…”) • transitions that sometimes work. The same few transitional devices (e.g., coordinating conjunctions, numbering, etc.) may be overused. • a structure that is skeletal or too rigid. • placement of details that may not always be effective. • organization which lapses in some places, but helps the reader in others.
2
The writing lacks a clear organizational structure. An occasional organizational device is discernible; however, the writing is either difficult to follow and the reader has to reread substantial portions, or the piece is simply too short to demonstrate organizational skills. The writing is characterized by • some attempts at sequencing, but the order or the relationship among ideas is frequently unclear. • a missing or extremely undeveloped beginning, body, and/or ending. • a lack of transitions, or when present, ineffective or overused. • a lack of an effective organizational structure. • details that seem to be randomly placed, leaving the reader frequently confused.
1
The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader remains confused. The writing is characterized by • a lack of effective sequencing. • a failure to provide an identifiable beginning, body and/or ending. • a lack of transitions. • pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along too rapidly. • a lack of organization which ultimately obscures or distorts the main point.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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Trait #3: Voice
Criteria per Level
6
The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply committed to the topic, and there is an exceptional sense of “writing to be read.” The writing is expressive, engaging, or sincere. The writing is characterized by • an effective level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice, while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively, or interesting. Technical writing may require greater distance.). • an exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.
5
The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to the topic, and there is a sense of “writing to be read.” The writing is expressive, engaging or sincere. The writing is characterized by • an appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively or interesting. Technical writing may require greater distance.). • a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.
4
A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of “writing to be read.” In places, the writing is expressive, engaging, or sincere. The writing is characterized by • a questionable or inconsistent level of closeness to or distance from the audience. • a sense of audience; the writer seems to be aware of the reader but has not consistently employed an appropriate voice. The reader may glimpse the writer behind the words and feel a sense of interaction in places. • liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately casual or personal, or inappropriately formal and stiff.
3
The writer’s commitment to the topic seems inconsistent. A sense of the writer may emerge at times; however, the voice is either inappropriately personal or inappropriately impersonal. The writing is characterized by • a limited sense of audience; the writer’s awareness of the reader is unclear. • an occasional sense of the writer behind the words; however, the voice may shift or disappear a line or two later and the writing become somewhat mechanical. • a limited ability to shift to a more objective voice when necessary.
2
The writing provides little sense of involvement or commitment. There is no evidence that the writer has chosen a suitable voice. The writing is characterized by • little engagement of the writer; the writing tends to be largely flat, lifeless, stiff, or mechanical. • a voice that is likely to be overly informal and personal. • a lack of audience awareness; there is little sense of "writing to be read." • little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and writer.
1
The writing seems to lack a sense of involvement or commitment. The writing is characterized by • no engagement of the writer; the writing is flat and lifeless. • a lack of audience awareness; there is no sense of “writing to be read.” • no hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing does not involve or engage the reader.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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Trait #4: Word Choice
Criteria per Level
6
Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to audience and purpose. The writer employs a rich, broad range of words, which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, strong, specific words; powerful words energize the writing. • fresh, original expression; slang, if used, seems purposeful and is effective. • vocabulary that is striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke strong images; figurative language may be used.
5
Words convey the intended message in an interesting, precise, and natural way appropriate to audience and purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, specific words; word choices energize the writing. • fresh, vivid expression; slang, if used, seems purposeful and is effective. • vocabulary that may be striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke clear images; figurative language may be used
4
Words effectively convey the intended message. The writer employs a variety of words that are functional and appropriate to audience and purpose. The writing is characterized by • words that work but do not particularly energize the writing. • expression that is functional; however, slang, if used, does not seem purposeful and is not particularly effective. • attempts at colorful language that may occasionally seem overdone. • occasional overuse of technical language or jargon. • rare experiments with language; however, the writing may have some fine moments and generally avoids clichés.
3
Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to audience and purpose in places. The writer does not employ a variety of words, producing a sort of “generic” paper filled with familiar words and phrases. The writing is characterized by • words that work, but that rarely capture the reader’s interest. • expression that seems mundane and general; slang, if used, does not seem purposeful and is not effective. • attempts at colorful language that seem overdone or forced. • words that are accurate for the most part, although misused words may occasionally appear, technical language or jargon may be overused or inappropriately used. • reliance on clichés and overused expressions.
2
Language is monotonous and/or misused, detracting from the meaning and impact. The writing is characterized by • words that are colorless, flat or imprecise. • monotonous repetition or overwhelming reliance on worn expressions that repeatedly distract from the message. • images that are fuzzy or absent altogether.
1
The writing shows an extremely limited vocabulary or is so filled with misuses of words that the meaning is obscured. Only the most general kind of message is communicated because of vague or imprecise language. The writing is characterized by • general, vague words that fail to communicate. • an extremely limited range of words. • words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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Trait #5: Sentence Fluency
Criteria per Level
6
The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with consistently strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing effortlessly into the next. • extensive variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning by drawing attention to key ideas or reinforcing relationships among ideas. • varied sentence patterns that create an effective combination of power and grace. • strong control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used, sounds natural.
5
The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing into the next. • variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning. • control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used sounds natural.
4
The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence patterns are somewhat varied, contributing to ease in oral reading. The writing is characterized by • a natural sound; the reader can move easily through the piece, although it may lack a certain rhythm and grace. • some repeated patterns of sentence structure, length, and beginnings that may detract somewhat from overall impact. • strong control over simple sentence structures, but variable control over more complex sentences; fragments, if present, are usually effective. • occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part, but may at times sound stilted or unnatural.
3
The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader to slow down or reread. The writing is characterized by • some passages that invite fluid oral reading; however, others do not. • some variety in sentences structure, length, and beginnings, although the writer falls into repetitive sentence patterns. • good control over simple sentence structures, but little control over more complex sentences; fragments, if present, may not be effective. • sentences which, although functional, lack energy. • lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.
2
The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow down or reread. The writing is characterized by • significant portions of the text that are difficult to follow or read aloud. • sentence patterns that are monotonous (e.g., subject-verb or subject-verb-object). • a significant number of awkward, choppy, or rambling constructions.
1
The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very awkward. The writing is characterized by • text that does not invite—and may not even permit—smooth oral reading. • confusing word order that is often jarring and irregular. • sentence structure that frequently obscures meaning. • sentences that are disjointed, confusing, or rambling. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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Trait #6: Conventions
Criteria per Level
6
The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that the reader can easily skim right over them unless specifically searching for them. The writing is characterized by • strong control of conventions; manipulation of conventions may occur for stylistic effect. • strong, effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little or no need for editing.
5
The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that they do not impede readability. The writing is characterized by • strong control of conventions. • effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little need for editing.
4
The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Minor errors, while perhaps noticeable, do not impede readability. The writing is characterized by • control over conventions used, although a wide range is not demonstrated. • correct end-of-sentence punctuation, internal punctuation may sometimes be incorrect. • spelling that is usually correct, especially on common words. • basically sound paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • occasional lapses in correct grammar and usage; problems are not severe enough to distort meaning or confuse the reader. • moderate need for editing.
3
The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Errors begin to impede readability. The writing is characterized by • some control over basic conventions; the text may be too simple to reveal mastery. • end-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors. • spelling errors that distract the reader; misspelling of common words occurs. • paragraphs that sometimes run together or begin at ineffective places. • capitalization errors. • errors in grammar and usage that do not block meaning but do distract the reader. • significant need for editing.
2
The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability. The writing is characterized by • little control over basic conventions. • many end-of-sentence punctuation errors; internal punctuation contains frequent errors. • spelling errors that frequently distract the reader; misspelling of common words often occurs. • paragraphs that often run together or begin in ineffective places. • capitalization that is inconsistent or often incorrect. • errors in grammar and usage that interfere with readability and meaning. • substantial need for editing.
1
Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read. In fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message and must reread for meaning. The writing is characterized by • very limited skill in using conventions. • basic punctuation (including end-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect. • frequent spelling errors that significantly impair readability. • paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the organization of the text. • capitalization that appears to be random. • a need for extensive editing.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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Apéndice E/Appendix E
Essay Rubric
Level 6 (Excellent) Level 3 (Satisfactory) Level 0 (Unsatisfactory)
Criteria Posible points Points obtained
Introductory statement is clear and well stated
2
Major or relevant details are
exposed in essay
2
Present a thesis, supporting it in persuasive and
sophisticated way,
providing precise and relevant examples.
2
Sentences are cohesive and ideas
flow as the essay is read
2
Establish a writer's relationship with
the subject, providing a clear
perspective on the subject matter
and engaging the audience's
attention.
2
Draw conclusions that reflect the
relationships or significant
outcomes of the discussion.
2
Demonstrate a comprehensive
grasp of significant ideas, using
them appropriately to reach a
higher level of understanding in an
organized manner.
2
Language
Demonstrate a command of
standard English (vocabulary used,
syntax and flow of ideas)
2
Uses grammar appropriately and
correctly
2
Manages and uses verbs
appropriately and correctly
2
Total Points 20 points
70% content
and 30%
language
Total points
obtained by
student ________
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Apéndice F/Appendix F
MATRIZ VALORATIVA EVALUACIÓN DE PRESENTACIONES ORALES
NOMBRE:___________________________ NOTA FINAL:____________
FECHA:______________________ TITULO:__________________________
0-No Cumplió 1-Deficiente 2-Regular 3-Bueno 4-Muy Bueno 5-Excelente N/A-No Aplica
CRITERIOS 0 1 2 3 4 5 N/A
1. Realiza una introducción efectiva del tema.
2. Identifica el propósito, los objetivos e ideas
principales que se incluyen en la presentación.
3. Proyección efectiva, postura corporal adecuada,
y mApéndice de la audiencia.
4. Las ideas y argumentos de la presentación están
bien fundamentados en los recursos presentados,
consultados o discutidos en clase.
5. Capta la atención e interés de la audiencia y/o
promueve su participación, según aplique.
6. El resumen de los puntos principales y/o la
presentación de las conclusiones es claro y
apropiado.
7. Uso efectivo de la tecnología, ayudas visuales,
drama o ejercicios de acuerdo al ejercicio y el
tema presentado, según aplique
LENGUAJE
8. Se utiliza un lenguaje apropiado con corrección
sintáctica y gramatical.
9. Dicción clara, sin muletillas o barbarismos y
tono adecuado.
10. La presentación es organizada y coherente y
puede seguirse con facilidad.
Comentarios:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________
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RUBRIC TO EVALUATE ORAL PRESENTATIONS
NAME:__________________________ FINAL GRADE: ___________________
DATE:____________________________ TITLE: ________________________
0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD 4-VERY GOOD 5-
EXCELLENT N/A-NOT APPLY
CRITERIA 0 1 2 3 4 5 N/A
1. Performs an effective introduction of the
theme to be discussed.
2. Identifies purpose, objectives and principal
ideas included in the presentation.
3. Effective projection, adequate body posture
and audience management.
4. The presentation ideas and arguments are
based in sources presented, consulted or
discussed in class.
5. Captures audience attention and interest
and/or promotes participation, depending on
which applies.
6. The summary of principal points and/or the
presentation of conclusions are clear and
appropriate.
7. Effective use of technology, visual aids,
drama or exercises depending on the theme
or exercise presented.
LANGUAGE
8. Utilized appropriate language with
syntactical and grammatical correction.
9. Clear diction, without pet phrases,
barbarisms and with adequate tone.
10. Presentation is organized, coherent and can
be easily followed.
Comments:
______________________________________________________________________________
______________________________________________________________________
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Apéndice G/Appendix G
Análisis de Película
0-Deficiente 1-Regular 2-Muy bueno N/A No aplica (20 puntos)
Criterios 0 1 2
Contenido
1. Identifica el propósito, los objetivos e ideas principales.
2. Las ideas y los argumentos de la presentación están bien fundamentados en los
recursos presentados, consultados o discutidos en clases.
3. La presentación de las ideas es organizada y coherente.
4. El escrito incluye todas las partes o elementos del tema o tarea asignada.
5. El autor muestra dominio del tema o materia de la presentación.
6. El punto de vista del autor se presenta de manera clara y contundente.
7. El escrito demuestra sustancia lógica y originalidad.
Lenguaje
8. Utiliza vocabulario correcto y apropiado.
9. Se utiliza un lenguaje apropiado con corrección sintética y gramatical.
10. El escrito es claro, enfocado e interesante
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Apéndice H/Appendix H
Learning Journal Rubric
Rating Scale: Excellent (2) Satisfactory (1) Unsatisfactory (0)
Criteria I II III IV V Total
Student turns in their
journal on time assigned
Student answers
questions without
deviating from the
topic; ideas are well
connected and follow
a sequence
Student uses critical
thinking to express
ideas and projects a
deep understanding
of the topic discussed
in class
Sentences are written
using appropriate syntax,
punctuation, verb usage,
and grammar.
Entry indicates that the
student is learning
according to the course
outcomes.
Total Points
(Possible Points 10)
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Apéndice I\Appendix I
TEMAS PARA PRESENTACIONES ORALES – CURSO: EDUC 172
TOPICO ESTUDIANTE
ASIGNADO
TALLER
Connectionism
Thorndike
Hull
2
Desarrollo Social
Erickson
Carl Jung
Alfred Adler
Vigotsky
2
Teorías de Contiguidad
Pavlov
Watson
Guthrie
3
Desarrollo etico-moral
Kohlberg
3
Condicionamiento
Skinner
4
Teoría de aprendizaje social
Bandura
4
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Apéndice J/Appendix J
DIARIO REFLEXIVO
Nombre ____________________________
Fecha ____________________________
El propósito de este diario es el de reflexionar y escribir sobre los conceptos, los
sentimientos y las actitudes que se desatan a partir de la discusión y los trabajos de cada
taller. Este proceso le ayudará en su autoanálisis, así como propiciará la auto
evaluación.
Utilizando las siguientes preguntas guías, reflexione sobre lo presentado en el taller y
conteste las mismas en forma de ensayo con excelente gramática, ortografía y
puntuación:
1. Hoy aprendí….
2. Este tema presentado en clase me ayuda a……
3. Puedo aplicar lo discutido en la clase a mi vida y experiencias personales…
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Reflexive Diary
Name ____________________________
Date ____________________________
The purpose of this diary is to reflect and write about the concepts, feelings, and
attitudes experienced after class discussion and assignments. This process will help your
self-assessment.
Using the following questions, reflect about what was presented in this workshop and
answer the questions following an essay style using excellent grammar, syntax and
punctuation:
1. Today I learned…
2. The topic presented today helps me…
3. I can apply today’s discussion to my life and personal experiences…
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Apéndice K/Appendix K
RUBRIC TO EVALUATE WRITTEN WORK
Student Name: ______________________ Date: _______________
Criteria Value Points Student Score
Content
The paper is clear, focused and
interesting. Identifies purpose,
objectives and principal ideas
included in the paper
10
Presentation of ideas is organized,
coherent and can be easily followed
10
The paper properly explains content. 10
The presentation of ideas and
arguments are based in sources
presented, consulted or discussed in
class.
10
The paper demonstrates substance,
logic and originality.
10
The author presents his point of view
in a clear, convincing and well based
manner.
10
Contains well-constructed sentences
and paragraphs that facilitate lecture
and comprehension.
10
Language
Demonstrate a command of standard
English (vocabulary used, syntax and
flow of ideas).
10
Uses grammar appropriately and
correctly.
10
Manages and uses verbs appropriately
and correctly.
10
Total Points 100 (70% content and
30% language)
Student’s total Score:
_______
Student’s Signature: ____________________Facilitator’s Signature:___________________
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MATRIZ VALORATIVA PARA TRABAJOS ESCRITOS
Nombre del Estudiante: ______________________ Fecha: _______________
Criterio Puntos Puntuación
Contenido
Este trabajo esta claro, enfocado e interesante.
Identifica el propósito, objetivos e ideas principales del
documento o actividad.
10
La presentación de ideas es coherente y puede ser
seguida fácilmente.
10
El documento explica propiamente el contenido. 10
La presentación de ideas y argumentos esta basada en
recursos presentados, consultados o discutidos en clase.
10
El documento demuestra substancia, lógica y
originalidad.
10
El autor presenta su punto de vista en una manera clara,
convincente y bien estructurada.
10
Contiene oraciones bien estructuradas y párrafos que
facilitan la lectura y comprensión del documento.
10
Lenguaje
Demuestra un conocimiento del español (vocabulario,
sintaxis y flujo de ideas).
10
Usa gramática apropiada y correctamente. 10
Maneja verbos y acentuación apropiada y
correctamente.
10
Total Puntos 100 (70%
contenido y
30% lenguaje)
Puntuación Total:
_______
Student’s Signature: ____________________Facilitator’s Signature:___________________
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Apendice L/Appendix L
PORTFOLIO
Guidelines to prepare the portfolio
1. Determination of sources of content
2. The following, but not limited to, documentation will be included:
a. Projects, surveys, and reports.
b. Oral presentations
c. Essays: dated writing samples to show progress
d. Research papers: dated unedited and edited first drafts to show progress
e. Written pieces that illustrate critical thinking about readings: response or reaction
papers.
f. Class notes, interesting thoughts to remember, etc.
g. Learning journals, reflexive diaries.
h. Self assessments, peer assessments, facilitator assessments.
i. Notes from student-facilitator conferences.
3. Organization of documentation
Documentation will be organized by workshop, and by type of assignment within workshops.
Workshops will be separated from one another using construction paper or paper of different
colors, with tabs indicating the workshop number.
4. Presentation of the portfolio
Documentation will be posted in a binder or in a digital version (e-portfolio).
The cover page will follow exactly APA guidelines applied to a cover page of
research papers submitted at Metro Orlando Campus. This cover page will be placed
at the beginning of the portfolio.
The entire portfolio will follow APA style: Courier or Times New Roman font, size
12, double space, and 1-inch margins. See a “Publication Manual of the APA, Fifth
Edition”
A log of entries that can be expanded with each new entry properly numbered. The
table, which should be located at the beginning, should include a brief description,
date produced, date submitted, and date evaluated (Appendix K).
Introduction and conclusion of the income and outcome of the portfolio.
EDUC 172 Educational Psychology 101
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A list of references and appendixes of all assignments included will be added to the
end of the portfolio.
The Portfolio Informational Sheet will be placed in the transparent front pocket of the
binder for identification purposes (Appendix J).
5. Student-Facilitator Feedback Template: Progression follow-up
The final step in implementing portfolios, before returning them to the student or school life,
is sharing feedback with each student to review the contents, student reflections, and your
evaluations of individual items and all of the work together as related to learning targets
(Banks, 2005).
Facilitators will e-mail a feedback template to all students. This template will contain
information pertaining to weaknesses and strengths found in students’ portfolios (Appendix
N). Facilitators will focus their attention on showing students what is possible and their
progress rather than what is wrong; however, this does not mean that facilitators will not
cover weaknesses and areas for improvement during the conference. Facilitators will send
this feedback template upon completion of workshop one.
Students will also have the opportunity to respond to the facilitator’s feedback and write their
own comments and/or ideas of how to improve the quality of their portfolios, and how to
become better metacognitive learners on the feedback template. Students will e-mail the
template with their comments back to the facilitator after every workshop.
6. Portfolio storage:
Portfolio samples will be safely stored for a six-month term on campus.
Students will sign an official document empowering Ana G. Mendez University
System with rights to use their portfolios with educational or accreditation purposes
during this term (Appendix O).
After this term, and if their authors authorize Ana G. Mendez University System to
discard their portfolios by signing an official document, portfolio samples will be
destroyed; otherwise, they will be returned to their original authors (Appendix P).
EDUC 172 Educational Psychology 102
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Apéndice M/Appendix M
PORTFOLIO INFORMATIONAL SHEET
Sistema Universitario Ana G. Méndez
Florida Campus
Universidad del Este, Universidad Metropolitana, Universidad del Turabo
Check one:
Universidad del Este
Universidad Metropolitana
Universidad del Turabo
Check one:
Undergraduate
Graduate
Concentration
Student’s Name
Facilitator’s Name
Course:
Portfolio rated as
Reason of this rate
EDUC 172 Educational Psychology 103
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Apéndice N/Appendix N
Log of Entries
Entry Description
Date of Entry
Date
Submitted
Date
Evaluated
Page #
1
2
3
4
5
6
7
8
9
10
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Apéndice O/Appendix O
Checklist for Portfolio Assessment
Has the student set academic goals?
Does the portfolio include enough entries in each area to make valid
judgments?
Does the portfolio include evidence of complex learning in realistic
setting?
Does the portfolio provide evidence of various types of student learning?
Does the portfolio include students’ self-evaluations and reflections on
what was learned?
Does the portfolio enable one to determine learning progress and current
level of learning?
Does the portfolio provide clear evidence of learning to users of the
portfolio?
Does the portfolio provide for student participation and responsibility?
Does the portfolio present entries in a well-organized and useful manner?
Does the portfolio include assessments based on clearly stated criteria of
successful performance?
Does the portfolio provide for greater interaction between instruction and
assessment?
Adapted from:
Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston: Pearson Education,
Inc.
EDUC 172 Educational Psychology 105
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Apéndice P/Appendix P
Portfolio Rubric
4 3 2 1
PORTFOLIO APPEARANCE
Readable: Are entries typed in an appropriate font and size? Are
entries free of errors? Do ideas expressed in entries follow a
logical sequence with appropriate transitions among paragraphs
and topics?
Professionalism: Is the appearance of the portfolio professional?
Are graphics, colors and portfolio language consistent with
professional workplace expectations? Is the portfolio presented in
a neat and orderly manner?
Organization: Is the portfolio organized in a manner that makes
it easy to follow and easy to quickly locate information?
PORTFOLIO CONTENT AND FUNCTION
Content: Are all required entries included in the portfolio? Are
entries relevant to the content of the portfolio? Do all entries
contain the student’s reaction or reflection on the selected topics?
Do entries provide thorough understanding of content? Resume,
Activities List, Varied Samples of Written Work, Evidence of
Problem Solving, and Evidence of Decision Making.
Authenticity: Are the samples and illustrations a true reflection
of the student’s efforts and abilities?
Growth/Development: Do samples provide thorough
understanding of growth and development related to their field of
concentration? Do items show what the student has learned?
EDUC 172 Educational Psychology 106
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Collaboration: Do items show examples of both individual and
group work? Does the student provide clear understanding of
collaboration, and use collaboration to support his/her learning?
Reflection and Personal growth: Do items show exceptional
understanding of how to be a reflective thinker and how to seek
opportunities for professional growth? Does the student include
self-reflective comments? Does the student reflect enthusiasm for
learning?
Professional Conduct: Do items show clear understanding of
ethical behavior and professional conduct? Do items display the
pride the student has in his or her work?
Overall Portfolio Impact
Is this portfolio an asset in demonstrating the student’s value
(skills, abilities, knowledge) to a potential employer or college
representative?
Rating Scale
4 = Outstanding 3 = Very good 2 = Good 1 = Needs improvement
Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007.
Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement –
Metro Orlando Campus
EDUC 172 Educational Psychology 107
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Apéndice Q/Appendix Q
Portfolio Assessment Feedback Template
Strengths Weaknesses Improvement Ideas
Facilitator’s
comments
Student’s
response and
comments
EDUC 172 Educational Psychology 108
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Apéndice R/Appendix R
Use and Return of Portfolio
Sistema Universitario Ana G. Méndez
Universidad del Este, Universidad Metropolitana, Universidad del Turabo
I, ____________________________________, grant permission to the office of Assessment and
Placement of the Ana G. Méndez University System, to keep in their records a copy of my
portfolio. I understand that the portfolio is going to be used for accreditation or educational
purposes only, and that is not going to be disclosed without my consent.
By signing this document I authorize the office of Assessment and Placement to keep a copy of
my portfolio for six months and return it to me at the end of this period of time.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date
EDUC 172 Educational Psychology 109
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Apéndice S/Appendix S
Use and Discard of Portfolio
Sistema Universitario Ana G. Méndez
Universidad del Este, Universidad Metropolitana, Universidad del Turabo
I, ____________________________________, grant permission to the office of Assessment and
Placement of the Ana G. Méndez University System to keep in their records a copy of my
portfolio. I understand that the portfolio is going to be used for accreditation or educational
purposes only, and that is not going to be disclosed without my consent.
By signing this document I authorize the Office of Placement and Assessment to keep a copy of
my portfolio for six months and discard it at the end of this period of time.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date