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Sistema Universitario Ana G. Méndez School for Professional Studies
Florida Campuses Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo
EDUC 363
Curriculum Planning and Design
Planificación y Diseño Curricular
© Sistema Universitario Ana G. Méndez, 2008 Derechos Reservados.
© Ana G. Méndez University System, 2008. All rights reserved
.
EDUC 363 Curriculum Planning and Design 2
Prep. 2004. Noridis Medina, Rev. 2005 Carmen L. Lamboy, Ed.D., 2008 Fidel R. Távara, M.Ed.
TABLA DE CONTENIDO/TABLE OF CONTENTS
Páginas/Pages
Prontuario ............................................................................................................. 3
Study Guide ........................................................................................................ 12
Workshop One .................................................................................................... 20
Taller Dos ........................................................................................................... 26
Workshop Three ................................................................................................. 30
Taller Cuatro ....................................................................................................... 34
Workshop Five/Taller Cinco ................................................................................ 38
Anejo A/Appendix A ............................................................................................ 43
Anejo B/Appendix B ............................................................................................ 44
Anejo C/Appendix C ............................................................................................ 46
Anejo D/Appendix D ............................................................................................ 50
Anejo D1/Appendix D1 ........................................................................................ 52
Anejo D2/Appendix D2 ........................................................................................ 51
Anejo D3/Appendix D3 ........................................................................................ 52
Anejo D4/Appendix D4 ........................................................................................ 54
Anejo D5/Appendix D5 ........................................................................................ 55
Anejo D6/Appendix D6 ........................................................................................ 56
Anejo D7/Appendix D7 ........................................................................................ 57
Anejo D8/Appendix D8 ........................................................................................ 58
Anejo E/Appendix E ............................................................................................ 60
Anejo F/Appendix F ............................................................................................ 61
Anejo G/Appendix G ........................................................................................... 63
Anejo H/Appendix H ............................................................................................ 65
EDUC 363 Curriculum Planning and Design 3
Prep. 2004. Noridis Medina, Rev. 2005 Carmen L. Lamboy, Ed.D., 2008 Fidel R. Távara, M.Ed.
Prontuario
Título del Curso Planificación y Diseño Curricular
Codificación EDUC 363
Duración Cinco Semanas
Pre-requisito EDUC 135, EDUC172
Descripción del curso
Fundamentos y principios que rigen el diseño, evaluación, implantación y
revisión curricular. Incluye contenido por materias y las estrategias para su
aprendizaje. Cubre estudios de necesidades, planificación y los procesos para
diseñar, evaluar revisar e innovar el currículo desde el nivel preescolar hasta el
secundario.
Objetivos Generales
1. Conceptualizarán los términos diseño y evaluación curricular y sus
implicaciones en el escenario educativo.
2. Comprenderán, analizarán y compararán diferentes modelos de
evaluación curricular a la luz de los modelos de evaluación de programas.
3. Reconocerán, analizarán y aplicarán las diferentes metodologías de
evaluación curricular en sus fases de diseño, desarrollo, implantación y
evaluación
4. Aplicarán estos modelos a la realidad educativa puertorriqueña sugiriendo
alternativas de modificación para los maestros
5. Evaluarán la literatura disponible en este campo de estudio
6. Mostrarán disposición por conocer y depender más de la evaluación
curricular científica como medio para fundamentar sus decisiones de
modificación curricular
7. Identificarán los Componentes del Medular Curricular del Departamento
de Educación
8. Comprenderán y analizarán el marco teórico del Componente Medular
Curricular del Departamento de Educación
EDUC 363 Curriculum Planning and Design 4
Prep. 2004. Noridis Medina, Rev. 2005 Carmen L. Lamboy, Ed.D., 2008 Fidel R. Távara, M.Ed.
Textos y Recursos
Oliva, P. (2009). Developing the curriculum. (7th Ed.) Boston, MA: Allyn and
Bacon.
Ornstein, A & Hunkins, F. (2009). Curriculum: Foundations, principles, and
issues. (5th Ed.) Boston, MA: Allyn and Bacon
Materiales
1. Florida Department of Education CURRICULUM FRAMEWORK.
http://www.fldoe.org/workforce/dwdframe/ad/pdf/32010502.pdf
2. Sunshine State Standards
http://etc.usf.edu/flstandards/index.html
Evaluación del curso:
Criterios
Puntos
asignados
Porcentaje
1. Participación, asistencia a clases y entrega de
asignaciones
50 17%
2. Ensayo expositivo (2) 20 7%
3. Definir currículo 50 17%
4. Mesa redonda 20 6%
5. Portafolio 55 18%
6. Presentación Oral 10 3%
7. Redactar un plan y responder a las preguntas
asignadas
45 15%
8. Desarrollar un Mapa Curricular 20 7%
9. Examen para desarrollar en casa 30 10%
Total de puntos 300 100%
Curva evaluativa
A = 100 – 90% B = 89 – 80% C = 79 – 70%
D = 69 – 60% F = 59% ó menos
EDUC 363 Curriculum Planning and Design 5
Prep. 2004. Noridis Medina, Rev. 2005 Carmen L. Lamboy, Ed.D., 2008 Fidel R. Távara, M.Ed.
Evaluación del curso: EDUC-363 Diseño, Evaluación y Revisión Curricular
/ Complete las fechas de entrega de acuerdo al trim estre.
Tarea Descripción Fecha Puntuación
Participación,
asistencia a clase y
entregar
asignaciones.
La asistencia a cada taller es obligatoria y el estudiante
recibirá 10 puntos por cada clase: 3 puntos por asistencia y 7
puntos por participación. El ausentarse afectará la nota final.
Se evaluarán los siguientes criterios:
• dominio del material discutido en clase
• cumplimiento con las tareas asignadas en clase
• puntualidad en la entrega de trabajos.
Para aprobar el curso, es requisito la asistencia.
En cada taller
10 x 5 = 50
Definir currículo
Ver Anejo A
En cada una de las sesiones el aprendiz adulto debe definir
currículo. La información descrita en el papel debe ser más
enriquecedora que la del taller anterior.
En cada taller 5 x 10 = 50
Ensayo Expositivo
Ver Anejo B Se seguirán las reglas del estilo APA (5ta. Edición).
El ensayo se entregará en los Talleres Uno y Tres.
Talleres 1 & 3 2 x 10 = 20
Mesa Redonda
Ver Anejo C Cada panel traerá a la discusión contenido relevante al tema asignado o escogido y utilizará todos los recursos que le ayuden a su presentación del tema a discutir (por ejemplo: ayudas visuales, libros, afiches, etc.)
Cada panel podrá usar sus notas o leer pasajes cortos de lo que dicen los investigadores sobre su tema asignado.
Talleres 1 & 4 2 x 10 = 20
Portafolio
Ver Anejo D Todas las asignaciones escritas, juntas con la selección del trabajo hecho durante el curso, deberán ser colocadas en un portafolio y seguir estrictamente las especificaciones de su elaboración ubicadas en los Anejos Ds.
El portafolio se presentará dos veces durante este curso: La primera evaluación (Taller 3) y la evaluación final (Taller 5).
Talleres 3 & 5 55
Presentación Oral
Ver Anejo F
• Las presentaciones requeridas se realizarán de forma
oral por grupos.
• Se requiere la participación activa de todos y cada uno
de los integrantes del grupo tanto en la preparación
como en la exposición de la presentación oral.
• Se recomienda el uso de la tecnología (diapositivas,
Taller 5 1 x 10 = 10
EDUC 363 Curriculum Planning and Design 6
Prep. 2004. Noridis Medina, Rev. 2005 Carmen L. Lamboy, Ed.D., 2008 Fidel R. Távara, M.Ed.
visuales, entre otros). Cada grupo tendrán 10 minutos
para hacer su presentación oral. La presentación oral
debe realizarse de forma interesante y que impacte al
resto de la clase.
Redactar un plan y
responder a las
preguntas asignadas.
Ver Anejo G
Este trabajo consta de dos partes: pregunta s de
discusión y reflexión .
Responda a las preguntas asignadas. Utilice el libro de texto,
los módulos y/o cualquier material de apoyo que usted
entienda pueda servirle de ayuda para responder a las
preguntas. Los siguientes criterios serán considerados para
evaluar su documento de trabajo: el contenido, el dominio del
tema, la referencia literaria, la presentación del trabajo:
nombre, número de estudiante y codificación de la clase.
Las respuestas deben trabajarse en forma de bosquejo, debe
incluir tablas para comparar y contrastar, como también
utilicen los organizadores gráficos. Es importante que grape
su trabajo a la izquierda en el borde superior, no utilice
carpeta.
Taller 5 45
Mapa Curricular
Ver Anejo H
Poner en práctica las fases de un mapa curricular.
(Discusión, debates y presentar la información)
Taller 5 20
Examen para
desarrollar en casa
� Pareo
� Escoge
� Preguntas
(___________)
Fecha
30
Nota Importante: Este curso ha sido seleccionado co mo uno de los cursos
a ser integrado con los estándares de ESOL del esta do de la Florida. Los
siguientes son los estándares a ser cubiertos en es te curso:
ESOL Standard 6. Apply current and effective ESOL teaching methodologies in
planning and delivering instruction to LEP students.
ESOL Standard 8 . Select and develop appropriate ESOL content according to
student levels of proficiency in listening, speaking, reading, and writing, taking
into account: (a) Basic interpersonal communicative skills (BICS) and (b)
Cognitive academic language proficiency skills (CALP).
EDUC 363 Curriculum Planning and Design 7
Prep. 2004. Noridis Medina, Rev. 2005 Carmen L. Lamboy, Ed.D., 2008 Fidel R. Távara, M.Ed.
Descripción de las Normas del Curso
1. Este curso sigue el programa “Discipline-Based Dual Language
Immersion Model®” del Sistema Universitario Ana G. Méndez, el mismo
está diseñado para promover el desarrollo de cada estudiante como un
profesional bilingüe. Cada taller será facilitado en inglés y español,
utilizando el modelo 50/50. Esto significa que cada taller deberá ser
conducido enteramente en el lenguaje especificado. Los lenguajes serán
alternados en cada taller para asegurar que el curso se ofrece 50% en
inglés y 50% en español. Para mantener un balance, el modulo debe
especificar que se utilizaran ambos idiomas en el quinto taller, dividiendo
el tiempo y las actividades equitativamente entre ambos idiomas. Si un
estudiante tiene dificultad en hacer una pregunta en el idioma
especificado, bien puede escoger el idioma de preferencia para hacer la
pregunta. Sin embargo, el facilitador deberá contestar la misma en el
idioma designado para ese taller. Esto deberá ser una excepción a las
reglas pues es importante que los estudiantes utilicen el idioma
designado. Esto no aplica a los cursos de lenguaje que deben ser
desarrollados en el idioma propio todo en ingles o todo en español según
aplique.
2. El curso es conducido en formato acelerado, eso requiere que los
estudiantes se preparen antes de cada taller de acuerdo al módulo. Cada
taller requiere un promedio de diez (10) horas de preparación y en
ocasiones requiere más.
3. La asistencia a todos los talleres es obligatoria. El estudiante que se
ausente al taller deberá presentar una excusa razonable al facilitador. El
facilitador evaluará si la ausencia es justificada y decidirá como el
estudiante repondrá el trabajo perdido, de ser necesario. El facilitador
decidirá uno de los siguientes: permitirle al estudiante reponer el trabajo o
asignarle trabajo adicional en adición al trabajo a ser repuesto.
Toda tarea a ser completada antes de taller deberá ser entregada en la
fecha asignada. El facilitador ajustará la nota de las tareas repuestas.
EDUC 363 Curriculum Planning and Design 8
Prep. 2004. Noridis Medina, Rev. 2005 Carmen L. Lamboy, Ed.D., 2008 Fidel R. Távara, M.Ed.
4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las
siguientes opciones:
• Si es a dos talleres, el facilitador reducirá una nota por debajo
basado en la nota existente.
• Si el estudiante se ausenta a tres talleres, el facilitador reducirá la
nota a dos por debajo de la nota existente.
5. La asistencia y participación en clase de actividades y presentaciones
orales es extremadamente importante pues no se pueden reponer. Si el
estudiante provee una excusa válida y verificable, el facilitador
determinara una actividad equivalente a evaluar que sustituya la misma.
Esta actividad deberá incluir el mismo contenido y componentes del
lenguaje como la presentación oral o actividad a ser repuesta.
6. En actividades de grupo el grupo será evaluado por su trabajo final. Sin
embargo, cada miembro de grupo deberá participar y cooperar para lograr
un trabajo de excelencia, pero recibirán una calificación individual.
7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y
no plagiado. Se debe entender que todo trabajo sometido esta citado
apropiadamente o parafraseado y citado dando atención al autor. Todo
estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea
plagiado, copiado o presente trazos de otro será calificado con cero (vea
la política de honestidad académica).
8. Si el facilitador hace cambios al modulo o guía de estudio, deberá
discutirlos y entregar copia a los estudiantes por escrito al principio del
primer taller.
9. El facilitador establecerá los medios para contactar a los estudiantes
proveyendo su correo electrónico, teléfonos, y el horario disponibles.
10. EL uso de celulares está prohibido durante las sesiones de clase; de
haber una necesidad, deberá permanecer en vibración o en silencio.
11. La visita de niños y familiares no registrados en el curso no está permitida
en el salón de clases.
EDUC 363 Curriculum Planning and Design 9
Prep. 2004. Noridis Medina, Rev. 2005 Carmen L. Lamboy, Ed.D., 2008 Fidel R. Távara, M.Ed.
12. Todo estudiante está sujeto a las políticas y normas de conducta y
comportamiento que rigen SUAGM y el curso.
Nota: Si por alguna razón no puede acceder las dire cciones electrónicas
ofrecidas en el módulo, no se limite a ellas. Exis ten otros motores de
búsqueda y sitios Web que podrá utilizar para la bú squeda de la
información deseada. Entre ellas están :
• www.google.com
• www.altavista.com
• www.ask.com
• www.excite.com
• www.pregunta.com
• www.findarticles.com
• www.telemundo.yahoo.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
El/la facilitador(a) puede realizar cambios a las d irecciones electrónicas y/o
añadir algunas de ser necesario.
EDUC 363 Curriculum Planning and Design 10
Prep. 2004. Noridis Medina, Rev. 2005 Carmen L. Lamboy, Ed.D., 2008 Fidel R. Távara, M.Ed.
Filosofía y Metodología Educativa
Este curso está basado en la teoría educativa del Constructivismo.
Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de
que, reflexionando a través de nuestras experiencias, podemos construir nuestro
propio conocimiento sobre el mundo en el que vivimos.
Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales”
que utilizamos para darle sentido a nuestras experiencias. Aprender, por lo
tanto, es simplemente el proceso de ajustar nuestros modelos mentales para
poder acomodar nuevas experiencias. Como facilitadores, nuestro enfoque es el
mantener una conexión entre los hechos y fomentar un nuevo entendimiento en
los estudiantes. También, intentamos adaptar nuestras estrategias de
enseñanza a las respuestas de nuestros estudiantes y motivar a los mismos a
analizar, interpretar y predecir información.
Existen varios principios para el constructivismo, entre los cuales están:
1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje
debe comenzar con situaciones en las cuales los estudiantes estén buscando
activamente construir un significado.
2. Significado requiere comprender todas las partes. Y, las partes deben
entenderse en el contexto del todo. Por lo tanto, el proceso de aprendizaje
se enfoca en los conceptos primarios, no en hechos aislados.
3. Para enseñar bien, debemos entender los modelos mentales que los
estudiantes utilizan para percibir el mundo y las presunciones que ellos
hacen para apoyar dichos modelos.
4. El propósito del aprendizaje, es para un individuo, el construir su propio
significado, no sólo memorizar las contestaciones “correctas” y repetir el
significado de otra persona. Como la educación es intrínsicamente
interdisciplinaria, la única forma válida para asegurar el aprendizaje es hacer
del avalúo parte esencial de dicho proceso, asegurando que el mismo
provea a los estudiantes con la información sobre la calidad de su
aprendizaje.
5. La evaluación debe servir como una herramienta de auto-análisis.
EDUC 363 Curriculum Planning and Design 11
Prep. 2004. Noridis Medina, Rev. 2005 Carmen L. Lamboy, Ed.D., 2008 Fidel R. Távara, M.Ed.
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 363 Curriculum Planning and Design 12
Prep. 2004. Noridis Medina, Rev. 2005 Carmen L. Lamboy, Ed.D., 2008 Fidel R. Távara, M.Ed.
Study Guide
Course Title Curriculum Planning and Design
Code EDUC 363
Time Length Five Weeks
Prerequisite EDUC 135, EDUC 172
Course Description
This course introduces the foundations and principles that rule out the design,
evaluation, implementation and revision of curriculum. It includes content per
subject and instructional strategies. It also covers needs assessment, planning
and processes to design, reviser and innovate the curriculum from pre-K to
secondary level.
General Objectives
1. Identify concepts related to curricular design and evaluation and its
implications to the educational scene.
2. Comprehend, analyze, and compare different curriculum evaluation models.
3. Recognize, analyze and apply the different methods of curriculum evaluation
in its phases for design, development, implementation, and evaluation.
4. Apply the models to the local reality.
5. Evaluate the available literature on the topic.
6. Demonstrate disposition to know and depend more of scientific curriculum
evaluation as means of making decisions on curriculum modification.
7. Identify major concepts of curriculum in Florida.
8. Comprehend and analyze the framework of the medullar components of the
Curriculum in the Florida Department of Education.
Texts and Resources
Oliva, P. (2009). Developing the curriculum. (7th Ed.) Boston, MA: Allyn and
Bacon.
Ornstein, A & Hunkins, F. (2009). Curriculum: Foundations, principles, and
issues. (5th Ed.) Boston, MA: Allyn and Bacon
EDUC 363 Curriculum Planning and Design 13
Prep. 2004. Noridis Medina, Rev. 2005 Carmen L. Lamboy, Ed.D., 2008 Fidel R. Távara, M.Ed.
Materials
1. Florida Department of Education CURRICULUM FRAMEWORK.
http://www.fldoe.org/workforce/dwdframe/ad/pdf/32010502.pdf
2. Sunshine State Standards http:
http://etc.usf.edu/flstandards/index.html
Course Evaluation:
Criteria
Assigned
Points
Percentage
1. Participation, attendance and assignments 50 17%
2. Expository essay (2) 20 7%
3. Define Curriculum 50 17%
4. Round table (2) 20 6%
5. Portfolio 55 18%
6. Oral presentation 10 3%
7. Create a plan and respond to assigned
questions
45 15%
8. Develop a Curricular Map 20 7%
9. Take Home Exam 30 10%
Total 300 100%
Evaluation curve
A = 100 – 90% B = 89 – 80% C = 79 – 70%
D = 69 – 60% F = 59% or below
EDUC 363 Curriculum Planning and Design 14
Prep. 2004. Noridis Medina, Rev. 2005 Carmen L. Lamboy, Ed.D., 2008 Fidel R. Távara, M.Ed.
Course Evaluation: EDUC-363 Complete the dates according to the Part of Term (PT).
Task
Description Date Score
Participation,
attendance and
assignments.
Attendance to every workshop is mandatory. The student will
receive 10 points per class: 3 points for attendance, and 7
points for participation. Absences will affect the final grade.
The following criteria will also be evaluated:
• Mastery of the material discussed in class.
• Completion of assigned work.
• Turn in work on time.
Attendance is requisite in order to pass the class.
In each workshop
5 x 10 = 50
Define Curriculum
See Appendix A
In each workshop, the learner will write a definition of
curriculum. The definition should grow in each workshop. It
should be more complete and detailed than the prior
workshop.
In each workshop 5 x 10 = 50
Expository Essay
See Appendix B
• The essay should strictly follow the APA style.
• The essay will be submitted in workshops 1 and 3.
Workshops 1& 3 2 x 10 = 20
Round Table
See Appendix C
• Every panel of experts will bring into discussion the
content relevant to the assigned or selected topic, and
use all the resources that help the presentation of the
topic to be discussed (e.g. visual aids, books, posters,
etc.)
• Every panel of experts can use notes or read short
excerpts of what researchers say about their assigned
topics.
Workshops 1 & 4 2 x 10 = 20
Portfolio
See Appendix D
• All self assessment and reflection written assignments,
together with the selection of work done during the
course, will be assembled in a portfolio strictly following
the guidelines of portfolio elaboration in Appendices Ds .
• The portfolio should be submitted twice during this
course: First partial evaluation (Workshop 3), and final
evaluation (Workshop 5).
Workshops 3 & 5
55
Oral Presentation
See Appendix F
• The presentations required in this course will be oral and
in groups.
• These presentations will take place in Workshops Four
Workshop 5 1 x 10 = 10
EDUC 363 Curriculum Planning and Design 15
Prep. 2004. Noridis Medina, Rev. 2005 Carmen L. Lamboy, Ed.D., 2008 Fidel R. Távara, M.Ed.
and Five, and in the language corresponding to these
workshops.
• Active participation of each group member in preparing
and delivering the presentation is mandatory.
• Use of technology is highly recommended (PowerPoint,
visual aids, among others). Each group will have 10
minutes to deliver the oral presentation. The oral
presentation should be thought-provoking, interesting,
and meaningful to all members of the class.
Write a plan and
respond to the
assigned questions.
See Appendix G
This task has two parts: discussion questions and
reflection .
Respond to he assigned questions. Use your textbook,
module and any other resource that may be of assistance.
The following criteria will be used: content, mastery, literary
references, work presentation: name, student number, course
code.
Responses must be presented in outline form, may include
contrastive and comparative tables, and us graphic
organizers. Do NOT use a folder. Just staple your
assignment.
Workshop 5
45
Curriculum Map
See Appendix H
Practice the phases of curriculum mapping. (Discussion,
debate and present information)
Workshop 5 20
Take Home Exam � Matching
� Multiple Selection
� Questions
(__________)
Date
30
Important Note: This course has been selected as on e of the courses to be
infused with Florida ESOL Standards. The standards to be covered in this
course are the following:
ESOL Standard 6: Apply current and effective ESOL teaching methodologies in
planning and delivering instruction to LEP students.
ESOL Standard 8: Select and develop appropriate ESOL content according to
student levels of proficiency in listening, speaking, reading, and writing, taking
into account: (a) Basic interpersonal communicative skills (BICS) and (b)
Cognitive academic language proficiency skills (CALP).
EDUC 363 Curriculum Planning and Design 16
Prep. 2004. Noridis Medina, Rev. 2005 Carmen L. Lamboy, Ed.D., 2008 Fidel R. Távara, M.Ed.
Description of Course Policies
1. This course follows the Sistema Universitario Ana G. Méndez Discipline-
Based Dual Language Immersion Model® designed to promote each
student’s development as a Dual Language Professional. Workshops will be
facilitated in English and Spanish, strictly using the 50/50 model. This means
that each workshop will be conducted entirely in the language specified. The
language used in the workshops will alternate to insure that 50% of the
course will be conducted in English and 50% in Spanish. To maintain this
balance, the course module may specify that both languages will be used
during the fifth workshop, dividing that workshop’s time and activities between
the two languages. If students have difficulty with asking a question in the
target language in which the activity is being conducted, students may choose
to use their preferred language for that particular question. However, the
facilitator must answer in the language assigned for that particular day. This
should only be an exception as it is important for students to use the assigned
language. The 50/50 model does not apply to language courses where the
delivery of instruction must be conducted in the language taught (Spanish or
English only).
2. The course is conducted in an accelerated format and requires that students
prepare in advance for each workshop according to the course module. Each
workshop requires an average ten hours of preparation but could require
more.
3. Attendance at all class sessions is mandatory. A student that is absent to a
workshop must present the facilitator a reasonable excuse. The facilitator will
evaluate if the absence is justified and decide how the student will make up
the missing work, if applicable. The facilitator will decide on the following:
allow the student to make up the work, or allow the student to make up the
work and assign extra work to compensate for the missing class time.
Assignments required prior to the workshop must be completed and turned in
on the assigned date. The facilitator may decide to adjust the grade given for
late assignments and make-up work.
EDUC 363 Curriculum Planning and Design 17
Prep. 2004. Noridis Medina, Rev. 2005 Carmen L. Lamboy, Ed.D., 2008 Fidel R. Távara, M.Ed.
4. If a student is absent to more than one workshop the facilitator will have the
following options:
• If a student misses two workshops, the facilitator may lower one grade
based on the students existing grade.
• If the student misses three workshops, the facilitator may lower two
grades based on the students existing grade.
5. Student attendance and participation in oral presentations and special class
activities are extremely important as it is not possible to assure that they can
be made up. If the student provides a valid and verifiable excuse, the
facilitator may determine a substitute evaluation activity if he/she understands
that an equivalent activity is possible. This activity must include the same
content and language components as the oral presentation or special activity
that was missed.
6. In cooperative activities the group will be assessed for their final work.
However, each member will have to collaborate to assure the success of the
group and the assessment will be done collectively as well as individually.
7. It is expected that all written work will be solely that of the student and should
not be plagiarized. That is, the student must be the author of all work
submitted. All quoted or paraphrased material must be properly cited, with
credit given to its author or publisher. It should be noted that plagiarized
writings are easily detectable and students should not risk losing credit for
material that is clearly not their own (see Academic Honesty Policy).
8. If the Facilitator makes changes to the study guide, such changes should be
discussed with and given to students in writing at the beginning of the first
workshop.
9. The facilitator will establish a means of contacting students by providing an
email address, phone number, hours to be contacted and days.
10. The use of cellular phones is prohibited during sessions; if there is a need to
have one, it must be on vibrate or silent mode during class session.
11. Children or family members that are not registered in the course are not
allowed to the classrooms.
EDUC 363 Curriculum Planning and Design 18
Prep. 2004. Noridis Medina, Rev. 2005 Carmen L. Lamboy, Ed.D., 2008 Fidel R. Távara, M.Ed.
12. All students are subject to the policies regarding behavior in the university
community established by the institution and in this course.
Note: If for any reason you cannot access the URL’s presented in the
module, do not stop your investigation. There are many search engines
and other links you can use to search for informati on. These are some
examples:
• www.google.com
• www.altavista.com
• www.ask.com
• www.excite.com
• www.pregunta.com
• www.findarticles.com
• www.telemundo.yahoo.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
The facilitator may make changes or add additional web resources if
deemed necessary.
EDUC 363 Curriculum Planning and Design 19
Prep. 2004. Noridis Medina, Rev. 2005 Carmen L. Lamboy, Ed.D., 2008 Fidel R. Távara, M.Ed.
Teaching Philosophy and Methodology
This course is grounded in the learning theory of Constructivism.
Constructivism is a philosophy of learning founded on the premise that, by
reflecting on our experiences, we construct our own understanding of the world in
which we live.
Each of us generates our own “rules” and “mental models,” which we use to
make sense of our experiences. Learning, therefore, is simply the process of
adjusting our mental models to accommodate new experiences. As teachers,
our focus is on making connections between facts and fostering new
understanding in students. We will also attempt to tailor our teaching strategies
to student responses and encourage students to analyze, interpret and predict
information.
There are several guiding principles of constructivism:
1. Learning is a search for meaning. Therefore, learning must start with the
issues around which students are actively trying to construct meaning.
2. Meaning requires understanding wholes as well as parts. And parts must
be understood in the context of wholes. Therefore, the learning process
focuses on primary concepts, not isolated facts.
3. In order to teach well, we must understand the mental models that
students use to perceive the world and the assumptions they make to
support those models.
4. The purpose of learning is for an individual to construct his or her own
meaning, not just memorize the "right" answers and regurgitate someone
else's meaning. Since education is inherently interdisciplinary, the only
valuable way to measure learning is to make the assessment part of the
learning process, ensuring it provides students with information on the
quality of their learning.
5. Evaluation should serve as a self-analysis tool.
6. Provide tools and environments that help learners interpret the multiple
perspectives of the world.
7. Learning should be internally controlled and mediated by the learner.
EDUC 363 Curriculum Planning and Design 20
Prep. 2004. Noridis Medina, Rev. 2005 Carmen L. Lamboy, Ed.D., 2008 Fidel R. Távara, M.Ed.
Workshop One
Specific Content Objectives
At the end of Workshop One, students will:
1. Relate the following concepts: teaching, learning, and instruction, using a
graphic organizer.
2. Compare and contrast the philosophical, sociological and psychological
foundations of education.
3. Value the legacy of the philosophical schools: idealism, realism, pragmatism,
and existentialism, in terms of their implications in the curriculum design.
4. Apply the concepts studied through all workshops.
Specific Language Objectives
At the end of Workshop One, students will:
1. Develop ideas to solve problems in an effective way.
2. Use the reading process effectively.
3. Write an expository essay using appropriate vocabulary, grammar, and style
after analyzing and interpreting data
URLs
Glossary
http://www.hutchcc.edu/distance/glossary.htm
http://cd.edb.gov.hk/basic_guide/BEGuideeng0821/glossary.html
http://www.asdk12.org/depts/CEI/glossary.htm
Curriculum development process
http://scholar.lib.vt.edu/ejournals/JITE/v32n2/hansen.html
http://www.nicic.org/pubs/2003/019007.pdf
http://cmc.ihmc.us/papers/cmc2004-069.pdf
http://www.nsdc.org/library/publications/jsd/fitzharris203.cfm
http://org.elon.edu/catl/documents/Curriculum%20Development.pdf
Educational philosophical schools
http://www3.sympatico.ca/saburns/pg0202.htm
http://www.philosophytalk.org/pastShows/Pragmatism.html
http://oregonstate.edu/instruct/ed416/PP2.html
EDUC 363 Curriculum Planning and Design 21
Prep. 2004. Noridis Medina, Rev. 2005 Carmen L. Lamboy, Ed.D., 2008 Fidel R. Távara, M.Ed.
Assignments before Workshop One
1. Read the module assigned for this course.
2. Begin working on the definition of Curriculum and make it more elaborated in
every workshop through this course. (Appendix A )
3. Choose a pedagogical dictionary, either in English or Spanish, glossaries,
electronic journals. You can also interview a curriculum design or pedagogy
expert (cite and take note of the academic degree). You can use any of the
three mentioned resources to define the assigned concepts.
Agent of change Facilitator Revision
Axiology Philosophy System
Assessment
� Formative
� Summative
Curriculum guide
Systemic
Competencies Goals Systematic
Quality control Method Assessment techniques
Designer Model Curriculum technician
Curriculum specialist Objectives Educational Technology
Strategy Pilot
Humanistic Approach Planning
Experimentation Feedback
Important Note: This assignment is worth 5 points and should be
submitted in the first workshop
4. ESOL Standard 6 : Write a two page paper in which you propose a current
and effective ESOL teaching methodology in planning and delivering
instruction to LEP students. Make sure to include why this proposed
methodology is an effective one and how does it help ESOL students in a
classroom. Also, explain what the implications are in knowing about these
existing methodologies when planning curriculum. (Appendix B ).
5. Students will do a search about Pratt’s needs assessment in curriculum
planning and design, using the Internet and other resources and textbooks.
EDUC 363 Curriculum Planning and Design 22
Prep. 2004. Noridis Medina, Rev. 2005 Carmen L. Lamboy, Ed.D., 2008 Fidel R. Távara, M.Ed.
Activities
1. Students will define the following concepts:
Teaching:
Learning:
Instruction:
2. Students will build a graphic organizer with the figures below. The graphic
organizer should show the relation that exists or may exist between the
previously defined concepts (teaching, learning, and instruction).
3. Students will define Curriculum:
EDUC 363 Curriculum Planning and Design 23
Prep. 2004. Noridis Medina, Rev. 2005 Carmen L. Lamboy, Ed.D., 2008 Fidel R. Távara, M.Ed.
What contributes to the definition of
Curriculum?
¿What is not considered as Curriculum?
4. Students will provide examples that define and/or answer the sociological,
psychological and philosophical foundations of education. Use the following
table for this activity:
5. Using their research notes and in groups of four, students will make a chart to
present all seven groups that David Pratt recommends being consulted in the
needs assessment process as well as they will analyze if a specific group
needs to be added or deleted and what is the relevance of these groups to
design an effective curriculum. Class discussion.
6. In their groups and using their notes of the assigned reading prior to this
workshop, students will complete the following table:
Sociology of
Education
Psychology of
Education
Philosophy of
Education
EDUC 363 Curriculum Planning and Design 24
Prep. 2004. Noridis Medina, Rev. 2005 Carmen L. Lamboy, Ed.D., 2008 Fidel R. Távara, M.Ed.
Educational Philosophical Schools:
Philosophical
School
Facts Knowledge Values Teacher’s
Role
Emphasis on
teaching
Curriculum
Idealism
Realism
Pragmatism
Existentialism
EDUC 363 Curriculum Planning and Design
Prep. 2004. Noridis Medina, Rev. 2005 Carmen L. Lamboy, Ed.D., 2008 Fidel R. Távara, M.Ed.
25
7. Using their notes on graphic organizers or index cards, each group will
become a panel of experts who will discuss and analyze a chosen
educational philosophical school, using the round table discussion strategy
(Appendix C ). The facilitator will become the moderator and the other
students will be the audience who can ask questions and even defy the ideas
of the panel at the end of the discussion. The moderator can clarify doubts.
8. Students will begin working on their portfolios (Appendices Ds), including
notes of their thoughts and their self reflection on one of the most relevant
entries or activities completed in this workshop.
9. The facilitator will explain assignments corresponding to Workshop Two.
Assessment:
1. Students will complete their self reflection sheet (Appendix D3 ).
2. Students will hand in their expository essays at the beginning of this
Workshop (Appendix A ).
3. Students will define the term Curriculum (Appendix B ).
EDUC 363 Curriculum Planning and Design
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Taller Dos
Objetivos de Contenido
Al final del Taller Dos, los estudiantes:
1. Reconocerán el significado de redactar objetivos efectivos y las implicaciones
que tienen en la calidad de la experiencia de aprendizaje de los estudiantes.
2. Compararán y contrastarán las diferencias entre la redacción de objetivos y
la redacción de competencias.
3. Valorarán la relación entre metas, objetivos y competencias.
Objetivos de Lenguaje
Al final del Taller Dos, los estudiantes:
1. Desarrollarán ideas para solucionar problemas de una manera efectiva.
2. Utilizarán el proceso de lectura efectivamente.
3. Expresarán sus ideas en español oralmente de manera efectiva usando
organizadores gráficos.
Direcciones Electrónicas
Condiciones del Aprendizaje
http://www.slideshare.net/stevelyn/condiciones-del-aprendizaje/
http://www.utemvirtual.cl/plataforma/aulavirtual/assets/asigid_745/contenidos_ar
c/39247_gagne.pdf
Diseño del aprendizaje
http://www.usask.ca/education/coursework/802papers/mergel/espanol.pdf
Diseño y desarrollo instruccional
http://biblioteca.itson.mx/oa/educacion/oa32/moldelos_diseno_instruccional/z3.ht
m
Asignaciones antes del Taller Dos
1. Continúe trabajando en su definición de Currículo. Esta definición deberá ser
más elaborada y detallada que la definición presentada en el taller anterior.
(Appendix A )
2. Busque información sobre:
a. Competencias
EDUC 363 Curriculum Planning and Design
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b. Redacción de objetivos y de los dominios cognitivo, afectivo y
psicomotor.
c. Redacción de metas
3. La pregunta #2 tiene un valor de 5 puntos y deberá entregarse en este taller.
Ud. podrá encontrar esta información en diferentes recursos informativos:
libros, revistas digitales, ensayos, Internet, etc.
4. Busque información sobre los siguientes diseñadores y evaluadores de
currículo e investigación educativos. Lea y subraye lo que considere más
importante.
a. Allan C. Ornstein
b. Francis P. Hunkins
c. David G. Armstrong
d. Dick W. Carey
e. Ronald C. Doll
f. Glen Hass
5. Observe los Niveles del Diseño de Sistemas Instruccionales desde Gagné y
la teoría de Briggs y los Cuatro niveles: 1. El nivel de sistema, 2. El nivel de
curso, 3. El nivel de lección y 4. El nivel de sistema final. Existen catorce
pasos de componentes básicos. Escríbalos en una lista.
Actividades
1. Los estudiantes formarán grupos de 3 ó 4 integrantes. Reaccionarán al orden
lógico y al apareamiento de los niveles. Prepárense para compartir su
reacción con el resto de los integrantes del grupo y con la clase en general.
Nivel de sistema
· Análisis de necesidades, metas y prioridades
· Análisis de los recursos, restricciones y sistemas de distribución alternativos.
· Determinación del alcance y secuencia, diseño del sistema de distribución.
Nivel de curso
· Determinación de la estructura y secuencia del curso
· Análisis de los objetivos del curso
Nivel de lección
EDUC 363 Curriculum Planning and Design
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· Definición de los objetivos de desempeño
· Preparación de planes de lección
· Desarrollo o selección de materiales y medios
· Evaluación del desempeño del estudiante
Nivel de sistema final
· Preparación del profesor
· Evaluación formativa
· Prueba de campo, revisión
· Evaluación sumativa
· Instalación y difusión
2. Explore en grupo el propósito de definir y entender la aplicabilidad de:
a. Meta
b. Objetivo instruccional y dominios: afectivo, psicomotor y cognitivo
c. Competencias
3. Complete el siguiente ejercicio individualmente:
a. Redacte una meta
b. Elabore un objetivo instruccional con los tres dominios
4. Una vez completado el ejercicio anterior, realice lo siguiente:
a. Explique la Taxonomía de Bloom
b. Analice los verbos que le ayudan a redactar objetivos
5. Comparta los resultados de sus ejercicios con los demás miembros del
grupo.
6. Prepare un mapa conceptual relacionado a uno de los temas cubiertos en el
taller de hoy.
7. Corrija el ejercicio de práctica.
8. El facilitador discutirá las asignaciones del siguiente taller.
Avalúo
1. Criterios para evaluar casos: Una vez que responda a los criterios, desglose
la página y entréguela al facilitador (vaya a la siguiente página).
EDUC 363 Curriculum Planning and Design
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Criterios de evaluación 4
(Excelente)
3
(Bueno)
2
(Puedo
mejorar)
Puntos
Asignados
1. Completé cada parte antes
que el facilitador completara
el ejercicio.
2. Entendí Ia relación y el
significado de cada parte.
3. Reconozco que la literatura
es importante y que me
ayuda a desarrollar mi
diseño curricular adecuada
y más efectivamente.
4. Entiendo que el
alineamiento efectivo de
cada una de las partes me
conducen a un mejor
resultado.
5. El ejercicio me ayudó a
reconocer mis limitaciones y
mis fortalezas.
Total puntos
2. Complete la hoja de auto reflexión (Anejo D3 ) e insértela en su portafolio.
3. Trabaje en su definición del término Currículo (Appendix B ).
Student Name :
Facilitator’s Signature
EDUC 363 Curriculum Planning and Design
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Workshop Three
Specific Content Objectives
At the end of Workshop Three, students will:
1. Identify and classify some curriculum design models.
2. Compare and contrast models.
3. Identify strategies.
4. Value the applicability of the models in the contemporary schools.
Language Objectives
At the end of Workshop Three, students will:
1. Use the reading process effectively.
2. Write an expository essay using appropriate vocabulary, grammar, and style
after analyzing and interpreting data.
3. Use cooperative learning strategies to analyze and discuss a topic
URLs
Curriculum Design Models
http://www.ncrel.org/sdrs/areas/issues/content/currclum/cu3lk12.htm
http://xnet.rrc.mb.ca/glenh/understanding_by_design.htm
http://www.itl.usyd.edu.au/synergy/pdfs/2321.pdf
http://www.irex.org/programs/hst/HST-handbook2.pdf
Design, Development and Evaluation of Curriculum
http://www.fmdrl.org/index.cfm?event=c.getAttachment&riid=714
http://www.uwex.edu/ces/pdande/evaluation/evalcurriculum.html
Curriculum Design and Concept Mapping
http://www.utc.edu/Administration/WalkerTeachingResourceCenter/FacultyDevel
opment/ConceptMapping/
Assignments before Workshop Three
1. Continue working on your definition of Curriculum. It should be more
elaborated than the one submitted in the previous workshop. (Appendix A ).
2. Identify curriculum design models. Make a table to compare and contrast the
models. This assignment is worth 5 points. You can obtain the information
from journals, magazines, essays, the Internet, and from different textbooks.
EDUC 363 Curriculum Planning and Design
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3. For additional information related to learning strategies and experiences,
search the following authors on the Internet, print the information and read
their postulates. Highlight what you consider of importance and bring it to
class.
a. Tyler Ralph W
b. John Dewey
c. Mario Leyton Soto
d. Hilda Taba
e. J Galen Taylor, and William Alexander
f. Peter Oliva
g. Francis P Hunkins
h. Kathryn V Feyereisen, John A. Fiorino, and Arlin T Nowak
i. John I. Goodlad, and Maurice N. Ritcher
j. John P. Miller, and Wayne Seller
k. Jon Wiles, and Joseph C Bondi
Activities
1. Using a PowerPoint presentation, the facilitator will outline the major
curriculum design models.
2. Using the strategy Phillips 66 –Discussion 66- (Appendix E ), students will
talk about the identified curriculum design models. Students can use their
glossary cards, notes, or graphic organizers with information about different
models. The facilitator will write the following prompts to guide discussion:
a. Postulate(s) of the model
b. Differences between this model and the others
c. Similarities between this model and the others
d. Instructional implications
3. After Phillips 66, every group will have 10 minutes to make an oral
presentation on the assigned curriculum design model.
4. The facilitator will provide copies of two research-based articles about
different curriculum design models for analysis and discussion in class.
EDUC 363 Curriculum Planning and Design
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5. Class will make two teams. Each team will take copies of one article, read it,
and make a graphic organizer to present the information to the class. Debate.
6. ESOL Standard 8: Based on the curricular models presented during today’s
Workshop, write a two page expository essay in which you explain why it is
important to know about these curricular models and how they help in
selecting the appropriate content for ESOL students according to student
levels of proficiency in listening, speaking, reading, and writing. Provide some
examples of how content can be adapted based on different levels of
proficiency taking into account the four language arts. Use APA style
(Appendix B ).
7. Every student will pretend to be one of the authors mentioned in the third
assignment before Workshop Three. Acting out as one of the authors, every
student will present his/her theory and defend his/her own point of view.
8. Using a PowerPoint presentation, the facilitator will present a table with brief
reference of the content and instructional implications of curriculum design
models.
9. In groups of four, students will evaluate the applicability of curriculum design
models in the contemporary schools, and how schools can implement a
specific model to enhance instruction. Class discussion. The facilitator will
clarify doubts or answer questions if needed.
10. Students will continue working on their portfolios and insert all the documents
written and/or completed so far, following the guidelines of portfolio
elaboration (Appendices Ds ).
Assessment
1. Students will submit an expository essay on their assigned topic individually.
This assignment should be written in English and follow APA style (Appendix
A).
2. Students will complete the self reflection sheet (Appendix D3 ) and insert it in
their portfolio.
EDUC 363 Curriculum Planning and Design
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3. The facilitator will electronically send the Progression Follow Up Template
(Appendix D5 ) with his/her feedback and improvement recommendations
during the week before Workshop Four.
4. Students will electronically respond to the Progression Follow Up Template
before Workshop Four.
EDUC 363 Curriculum Planning and Design
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Taller Cuatro
Objetivos Específicos de Contenido
Al final del Taller Cuatro, los estudiantes:
1. Definirán avalúo.
2. Identificarán diversas técnicas de avalúo.
3. Compararán y contrastarán los conceptos de avalúo, medición y evaluación.
4. Analizarán los modelos existentes para la evaluación curricular.
Objetivos Específicos de Lenguaje
Al final del Taller Cuatro, los estudiantes:
1. Expresarán sus ideas en español oralmente de manera efectiva usando
organizadores gráficos.
2. Utilizarán el proceso de lectura efectivamente.
3. Escribirán una auto reflexión sobre el contenido y el proceso de una actividad
o tarea completada en este taller, utilizando gramática, vocabulario y estilo
adecuados.
Direcciones Electrónicas
Avalúo educativo
http://www.chasque.net/gamolnar/evaluacion%20educativa/evaluacion.04.html
http://www.eduteka.org/Profesor13.php
http://www.universia.pr/pdf/unescogestion/AvaluodelAprendizajedelosEstudiante
sCatedraUNESCO.pdf
http://www.oposicionesprofesores.com/biblio/docueduc/LA%20EVALUACI%D3N
%20EDUCATIVA.pdf
http://www.chasque.apc.org/gamolnar/evaluacion%20educativa/homeevaluacion.
html
Actividades antes del Taller Cuatro
1. Los estudiantes escribirán una definición para avalúo y otra para evaluación.
Avalúo Evaluación
EDUC 363 Curriculum Planning and Design
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2. Los estudiantes escribirán el propósito y el procedimiento de 10 técnicas
diferentes de avalúo auténtico usando la siguiente tabla:
Técnica de Avalúo Propósito Procedimiento
EDUC 363 Curriculum Planning and Design
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3. Identificarán modelos para evaluación curricular.
4. La asignación indicada en los ítems 1 – 3 vale 5 puntos. Los estudiantes
podrán encontrar esta información en libros, revistas profesionales, ensayos,
Internet, etc.
5. Para información adicional sobre avalúo, técnicas de avalúo, evaluación y
modelos de evaluación curricular, busque información sobre los siguientes
investigadores y evaluadores educativos en el Internet. Llévela a clase.
a. Irlanda Rodríguez
b. Lee Cronbach
c. Ralph Tyler
d. Stufflebeam
e. Elliot Eisner
f. Michael Scriven
g. Malvin C. Alkin
6. Continuarán trabajando en su definición de Currículo. Esta definición deberá
ser más elaborada y detallada que la presentada en el taller anterior.
(Appendix A ).
Actividades
1. El facilitador y los estudiantes desarrollarán una breve sesión de preguntas y
respuestas para revisar el material cubierto en el taller anterior.
2. Usando una presentación de diapositivas (PowerPoint), el facilitador
presentará el concepto de avalúo y el propósito del avalúo formativo y
sumativo.
3. Los estudiantes formarán cuatro equipos. El facilitador asignará a cada grupo
uno de los siguientes temas:
a. Validez interna y externa
b. Avalúo educativo
c. El modelo de Stufflebeam
d. El modelo de Ralph Tyler
Usando las notas de su investigación sobre estos temas, los estudiantes
harán un organizador gráfico con información sobre el tema asignado a sus
grupos y se prepararán para una discusión en mesa redonda.
4. Usando la técnica de discusión de la mesa redonda, los equipos se
convertirán en paneles de expertos de sus temas asignados. El facilitador
EDUC 363 Curriculum Planning and Design
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será el moderador y el resto de los estudiantes serán la audiencia quienes
podrán formular preguntas e inclusive retar las ideas expuestas por el panel
al final de la discusión. El moderador podrá aclarar cualquier duda. (Anejo
C).
5. El facilitador proveerá a los estudiantes con dos artículos científicos sobre
dos temas antagónicos de avalúo. La clase formará dos equipos. Cada
equipo leerá y discutirá el artículo asignado. Luego, el facilitador enfrentará a
los dos equipos a través de un debate.
6. Usando la técnica de discusión Phillips 66, los estudiantes formarán grupos
de 6 integrantes, quienes tendrán 6 minutos para discutir 6 técnicas
diferentes de avalúo auténtico a la luz de las siguientes preguntas guías:
a. ¿En qué consiste el instrumento de avalúo?
b. ¿Cuál es su propósito?
c. ¿Cómo lo implementarías en tu salón de clase?
Luego, los grupos compartirán la información con el resto de la clase. (Anejo
E)
7. Después de la discusión, cada panel escogerá un instrumento de avalúo
auténtico y lo dramatizará frente a la clase.
8. El facilitador enviará electrónicamente el examen a los estudiantes quienes lo
contestarán 24 horas antes del taller cinco. Los estudiantes deberán
responder el examen, imprimir las preguntas y sus respuestas y entregarlo al
facilitador al inicio del Taller Cinco.
9. Los estudiantes continuarán trabajando en sus portafolios e insertará todos
los documentos elaborados hasta ahora, siguiendo los lineamientos para la
elaboración del portafolio (Anejos Ds )
Avalúo
1. Los estudiantes completarán la hoja de auto reflexión (Anejo D3 ) y la
insertarán en su portafolio.
2. Los estudiantes continuarán trabajando en su definición de Currículo (Anejo
B)
EDUC 363 Curriculum Planning and Design
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Workshop Five/Taller Cinco
Specific Content Objectives
At the end of Workshop Five, students will:
1. Identify the necessary elements for the curriculum implementation and
improvement.
2. Recognize the quality control criteria of the curriculum implementation.
3. Define educational technology.
4. Integrate educational technology into the curriculum
5. Identify the stages of a curricular map.
6. Develop a curricular map.
Specific Language Objectives
At the end of Workshop Five, students will:
1. Develop ideas to solve problems in an effective way.
2. Use the reading process effectively.
3. Write a self reflection about the content and process of the workshop, using
appropriate vocabulary, grammar, and style.
URLs
Technology in the classroom
http://www.startechprogram.org/technology/usingtech.html
http://coe.west.asu.edu/students/hcarter/techrationale.htm
http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm
http://www.uu.edu/programs/tesl/MiddleSchool/technology_in_the_classroom.ht
m
http://tropophilia.com/2008/04/29/classroom-connections-the-role-of-technology-
in-schools/
The role of technology in education
http://horizon.unc.edu/projects/OTH/6-5.html
http://www.ed.gov/about/offices/list/os/technology/roundtable.html
http://www.4teachers.org/keynotes/roberts/
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Curriculum mapping
http://www.greece.k12.ny.us/instruction/ela/6-
12/curriculum%20mapping/index.htm
http://www.uen.org/k-2educator/currmapping.shtml
http://www.middleweb.com/ReadWrkshp/RWdownld/02CL_CurrMap.pdf
http://clerccenter.gallaudet.edu/dess/curriculum/curriculum-mapping/sci-map.doc
Elements for curriculum implementation
http://webinstituteforteachers.org/2000/curriculum/homeroommodules/curriculum
Terms/elements.htm
http://fie.engrng.pitt.edu/fie95/4b4/4b44/4b44.htm
http://www.neccs.nl/curriculum/00004/
Assignments before Workshop Five
1. Students will complete their definition of Curriculum and insert it in their
portfolio (English or Spanish).
2. Students will compare and contrast science and technology using a Venn
diagram (English).
3. In groups of five, students will defend the position assigned to each group
(English):
4. Students will complete their definition of curriculum, including all the features
and components studied across all workshops. This assignment is worth 5
points.
Teachers usually do not develop technological material sor curriculum.
Teachers will always be
important.
The old technology may be useful.
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5. Students will bring a list of the most updated educational technology used in
classrooms to share with class (in Spanish).
6. Students will bring magazines, pictures, and other illustrations related to
educational technology to make a collage in class.
Activities
1. The facilitator and students will get engaged in an activity to review the
previously covered material (Spanish).
2. Using a PowerPoint presentation, the facilitator will introduce the necessary
elements for the curriculum implementation and improvement (Spanish).
3. In groups of four and using their notes taken at home, each group will choose
two elements for the curriculum implementation and improvement, discuss
them in Spanish, and present them to the class. Groups should use visual
aids, organizers, and/or technology to make their presentations. (Appendix
F).
4. In their groups, students will discuss the Content Level of the curriculum and
complete the following illustrations and discuss in class (English):
Sources for the content Content selection criteria
Contents
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5. The facilitator will present a definition of Educational Technology using a
PowerPoint presentation (English).
6. In their groups students will discuss the most updated educational technology
used in classrooms, make a poster with this kind of technology, and share it
with class (English).
7. Using a PowerPoint presentation, the facilitator will present the concept of
Curriculum Mapping, its elaboration procedures, and its importance in
curriculum design (English).
8. In their groups, students will choose a grade K – 12, a subject (Language
Arts, Math, Social Science, or Science), and a title of a thematic unit to make
a curriculum map. Groups will draw their curriculum maps on chart papers
and implement an exhibit of their maps to the class. Some group member will
explain their concept maps while the others will walk around the classroom to
visit the other groups’ concept maps. Class discussion (English or Spanish)
9. Students will hand in their written plan and responses to the assigned
questions (Appendix G ).
10. Groups will submit their curriculum maps to the facilitator for evaluation
(Appendix H ).
11. Students will complete and submit their portfolios strictly following the
guidelines to prepare the portfolio (Appendices Ds ).
Assessment:
1. Students will complete their self reflection sheet on one or some of the most
relevant entries of this final workshop (Appendix D3 ).
2. Students will complete their overall portfolio self assessment (Appendix D4 ).
3. Students will hand in their completed definition of Curriculum (Appendix B ).
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Anejos/Appendices
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Anejo A/Appendix A
Name:
Date:
Score obtained:
Criteria:
� Define curriculum considering what was discussed in class.
� Do not repeat the content of the previous workshop.
� Make all the appropriate citations using APA.
� Ask questions related to curriculum design, evaluation, and revision.
Nombre:
Fecha:
Puntuación
obtenida:
Criterios a tomar en consideración:
� Definir currículo tomando en cuenta lo que se ha discutido durante el
taller.
� No repetir el contenido del taller anterior.
� Citar el autor del contenido que presenta.
� Plantear preguntas relacionadas al diseño, evaluación y la revisión
curricular.
Curriculum/Currículo
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Anejo B/Appendix B:
Expository Paper Rubric
Student’s name: ___________________________________________________
Course: __________________________ Date: ________________________
Criteria Value Points Student Score
Content
Thesis is clear & well stated.
1 point
Accurately explains and develops thesis and its implications based on research studies that support the author’s ideas about the topic, providing exact data and precise examples.
1 point
Major or relevant details are exposed in essay.
1 point
Sentences are cohesive and ideas flow as the essay is read.
1 point
Draw conclusions based on research-based facts only.
1 point
Establish a writer’s relationship with the subject, providing a clear perspective on the presented subject matter and engaging the audience attention.
1 point
Demonstrate a comprehensive grasp of significant ideas to reach a higher level of understanding in an organizational manner.
1 point
Language
Demonstrates a command of standard
1 point
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English (vocabulary, syntax and flow of ideas) Uses grammar and style appropriately and correctly.
1 point
Uses spelling, punctuation, capitalization, and APA format correctly throughout the document (cover page, essay body, and list of references).
1 point
Total Points ____________________ 10 points ( 70% content and 30% language)
____________________ Total score:
Nombre del estudiante: ______________________________
Firma del facilitador: _______________________________
Note: The score obtained by the student should be recorded as follows: • Excellent: 1.00 point • Good: 0.75 point • Fair: 0.50 point • Needs improvement: 0.25 point
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Anejo C/Appendix C
Round Table Rubric
Student name/Group: _______________________________________________
Course: __________________________ Date: ________________________
Criteria Value Points Student Score
Content
Participants offer an in-depth and solid analysis of the discussed content and the dialogue flows smoothly during the discussion.
1 point
Participants –through their comments– show deep knowledge of the discussed topic and a high level of understanding of questions asked by the audience.
1 point
Participants are appropriately prepared for discussion – with notes taken from their reading and passages or textbooks properly highlighted about the topic in discussion.
1 point
Participants, through their comments, show that they are paying close attention to what other participants say about the topic.
1 point
Participants provide explanations and follow up to enrich discussion.
1 point
Participants’ observations are usually related to ideas or arguments presented in this discussion.
1 point
Participants show a professional attitude and posture during the discussion.
1 point
Language
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Participants show good use of the standard English language (vocabulary, syntax and flow of ideas).
1 point
Participants use appropriate intonation in making remarks and good projection of the voice toward the audience.
1 point
Given a controversial topic during discussion, participants show a persuasive argument to support their points of view about it.
1 point
Total 10 points ( 70% content y 30% language)
Total Score:
Student name: ______________________________ Facilitator’s signature: _________________________
Note: The score obtained by the student should be recorded as follows:
• Excellent: 1.00 point • Good: 0.75 point • Fair: 0.50 point • Needs improvement: 0.25 point
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Matriz de Valoración de la Mesa Redonda
Nombre/Grupo ________________________________________________
Curso: ______________________ Fecha: ________________________
Criterios Valor Puntaje del
Estudiante
Contenido
El participante ofrece un análisis suficientemente sólido, y sin dudar avanza en la conversación.
1 punto
El participante, a través de sus comentarios, demuestra un conocimiento profundo del tema y un alto entendimiento de las preguntas elaboradas por la audiencia.
1 punto
El participante ha venido preparado para la discusión – con notas y pasajes o textos marcados o anotados.
1 punto
El participante, a través de sus comentarios, demuestra que esta escuchando activamente a los otros participantes.
1 punto
El participante ofrece explicaciones aclaratorias y/o seguimiento que extiende la conversación.
1 punto
Las observaciones del participante frecuentemente se refieren a ideas o argumentos expuestos en la discusión.
1 punto
El participante demuestra una actitud y postura profesional durante la conversación.
1 punto
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Lenguaje
Demuestra habilidad en el manejo del idioma español estándar (vocabulario, sintaxis y flujo de ideas).
1 punto
Usa la gramática de una manera adecuada y correcta.
1 punto
Ante una idea controversial, presenta un argumento persuasivo para defender su punto de vista personal.
1 punto
Total 10 puntos ( 70% contenido y 30% lenguaje)
Puntaje Total:
Nombre del estudiante: ______________________________ Firma del facilitador: _________________________
Nota: El puntaje adquirido por el estudiante podrá anotarse según la siguiente escala:
• Excelente: 1.00 punto • Bueno: 0.75 punto • Regular: 0.50 punto • Necesita mejorar: 0.25 punto
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Anejo D/Appendix D
Guidelines to prepare the portfolio
1. Determination of sources of content
The following, but not limited to, documentation will be included:.
a. Projects, surveys, and reports.
b. Oral presentations
c. Essays: dated writing samples to show progress
d. Research papers: dated unedited and edited first drafts to show
progress
e. Written pieces that illustrate critical thinking about readings: response
or reaction papers.
f. Class notes, interesting thoughts to remember, etc.
g. Learning journals, reflective diaries.
h. Self assessments, peer assessments, facilitator assessments.
i. Notes from student-facilitator conferences.
2. Organization of documentation
Documentation will be organized by workshop, and by type of assignment
within workshops. Workshops will be separated from one another using
construction paper or paper of different colors, with tabs indicating the
workshop number.
3. Presentation of the portfolio
• Documentation will be posted in a binder or in a digital version (e-
portfolio).
• The Portfolio Informational Sheet will be placed in the transparent front
pocket of the binder for identification purposes (Appendix D1 ).
• The cover page will follow exactly APA guidelines applied to a cover
page of research papers submitted at Metro Orlando Campus. This
cover page will be placed at the beginning of the portfolio.
• A log of entries that can be expanded with each new entry properly
numbered. The table, which should be located at the beginning, should
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include a brief description, date produced, date submitted, and date
evaluated (Appendix D2 ).
• Introduction and conclusion of the income and outcome of the portfolio.
• Documentation and reflection process (Appendix D3 ) required in each
workshop.
• Overall portfolio self assessment (Appendix D4 ).
• The Progression Follow-Up Template (Appendix D5 ).
• A list of references and appendices of all assignments included will be
added to the end of the portfolio.
• Letter of Use and Return or Use and Discard of Portfolio (Appendices
D6 & D7)
• The entire portfolio will follow APA style: Courier or Times New Roman
font, size 12, double space, and 1-inch margins. See a “Publication
Manual of the APA, Fifth Edition.”
4. Portfolio Evaluation (Appendix D8 )
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Anejo/Appendix D1: PORTFOLIO INFORMATIONAL SHEET
Sistema Universitario Ana G. Méndez Metro Orlando Campus
Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo Check one:
� Universidad del Este
� Universidad Metropolitana
� Universidad del Turabo
Check one:
� Undergraduate � Graduate
Concentration
Student’s Name
Facilitator’s Name
Portfolio rated as
Reason of this rate
Curriculum Planning and Design EDUC 363
51
Anejo D2/Appendix D2: Log of Entries or Table of Co ntent
Entry Description
Date of Entry
Date
Submitted
Date
Evaluated
Page #
1
2
3
4
5
6
7
8
9
10
Note: Students can elaborate a table of contents for their portfolios instead.
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Anejo D3/Appendix D3: Reflection Process
Directions: Please complete the following blanks:
This entry is an example of my strengths:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
This entry is an example of an area I really need to improve:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
This entry is an example of an area I have improved:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
I think this exercise has been very helpful for my learning because:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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Auto Reflexión
Instrucciones: Complete los siguientes espacios en blanco:
Este ingreso es un ejemplo de mis fortalezas:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Este ingreso es un ejemplo de un área que realmente necesito mejorar:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Este ingreso es un ejemplo de un área que he mejorado:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Considero que este ejercicio ha sido muy útil para mi aprendizaje porque:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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Anejo D4/Appendix D4: Overall Portfolio Self-Assess ment
Dear Student: This form will assist you in monitoring your portfolio and determining the strengths and weaknesses of your writing Part I: Read the statements below. Write the numbers that mostly honest reflects your self assessment (Scale 1-5: 5=strong, 4=moderately strong, 3=average, 2=moderately weak, 1=weak) _____ 1. My portfolio contains all of the items required by the facilitator. _____ 2. My portfolio provides strong evidence of my improvement over the course. _____ 3. My portfolio provides strong evidence of my ability to report factual
information. _____ 4. My portfolio provides strong evidence of my ability to write effectively. _____ 5. My portfolio provides strong evidence of my ability to think and write
creatively. Part II: On the lines below, write the topic of each assignment. Rate your effort for each piece (5=strong effort, 1=weak effort). In the space below write one suggestion for improving that piece. _____ 1. _______________________________________________________ _______________________________________________________ _____ 2. _______________________________________________________ _______________________________________________________ _____ 3. _______________________________________________________ _______________________________________________________ _____ 4. _______________________________________________________ _______________________________________________________ _____ 5. _______________________________________________________ _______________________________________________________ Part III: In assessing my overall portfolio, I find it to be (check one) Very satisfactory __________ Satisfactory __________ Somewhat satisfactory __________ Unsatisfactory __________ Part IV: In the space below list your goal for the next PT and two strategies you plan to achieve. Goal: ________________________________________________________________ Strategies:
1. _________________________________________________________________ 2. _________________________________________________________________
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Anejo D5/Appendix D5: Progression Follow-Up Templat e Strengths Weaknesses Improvement Ideas Facilitator’s comments
Student’s response and comments
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Anejo D6/Appendix D6: Use and Return of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System, to keep in
their records a copy of my portfolio. I understand that the portfolio is going to be
used for accreditation or educational purposes only, and that is not going to be
disclosed without my consent.
By signing this document I authorize the office of Assessment and Placement to
keep a copy of my portfolio for six months and return it to me at the end of this
period of time.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date
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Anejo D7/Appendix D7: Use and Discard of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System to keep in
their records a copy of my portfolio. I understand that the portfolio is going to be
used for accreditation or educational purposes only, and that is not going to be
disclosed without my consent.
By signing this document I authorize the Office of Placement and Assessment to
keep a copy of my portfolio for six months and discard it at the end of this period
of time.
.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date
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Anejo D8/Appendix D8: Portfolio Rubric
4 3 2 1
PORTFOLIO APPEARANCE
� Readable: Are entries typed in an appropriate font and size? Are entries free of errors? Do
ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?
� Professionalism: Is the appearance of the portfolio professional? Are graphics, colors and
portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?
� Organization: Is the portfolio organized in a manner that makes it easy to follow and easy to
quickly locate information?
PORTFOLIO CONTENT AND FUNCTION
� Content: Are all required entries included in the portfolio? Are entries relevant to the content of
the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.
� Authenticity: Are the samples and illustrations a true reflection of the student’s efforts and
abilities?
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� Growth/Development: Do samples provide thorough understanding of growth and
development related to their field of concentration? Do items show what the student has learned?
� Collaboration: Do items show examples of both individual and group work? Does the student
provide clear understanding of collaboration, and use collaboration to support his/her learning?
� Reflection and Personal growth: Do items show exceptional understanding of how to be a
reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?
� Professional Conduct: Do items show clear understanding of ethical behavior and
professional conduct? Do items display the pride the student has in his or her work?
Overall Portfolio Impact
� Is this portfolio an asset in demonstrating the student’s value (skills, abilities, knowledge) to a
potential employer or college representative?
Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Need s improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro Orlando Campus
Curriculum Planning and Design EDUC 363 60
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Rev. 09-16-2008 Fidel R. Távara, M.Ed.
Anejo E/Appendix E
Phillips 6-6
Esta técnica, conocida también como Discusión 6-6, fue creada por J. Donald
Phillips. Los estudiantes se dividen en grupos de seis para discutir el tema o
problema por un término de seis minutos con el propósito de llegar a una
conclusión en ese tiempo determinado.
Esta técnica provee la oportunidad para que los estudiantes se envuelvan en
una comunicación efectiva, ayudándolos a llegar a un consenso en relación al
tema en discusión.
Procedimiento:
• El procedimiento se debe explicar con claridad.
• Se explicará el modo de agruparse.
• Se presentarán las preguntas a discutirse durante la actividad.
• Los estudiantes tendrán solamente seis minutos para discutir las
preguntas en los respectivos equipos.
Los estudiantes tendrán seis minutos para presentar sus conclusiones al resto
de la clase.
Phillips 6-6
Also known as 6-6 Discussion, this technique was created by J. Donald Phillips.
The class is divided in groups of six students who will discuss a problem or topic
during six minutes in order to reach a general conclusion.
This technique lets students get involved in effective communication and helps
them reach consensus of the discussed topic.
Procedures:
• Procedures should be explained clearly.
• Grouping should be explained.
• Introduction of questions to be solved during the activity.
• Students will have only six minutes to discuss questions in their
corresponding teams.
Students will have six minutes to present their conclusions to the entire class.
Curriculum Planning and Design EDUC 363 61
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Anejo F/Appendix F
Oral Presentation Rubric
Name/Group ________________________________________________
Course: _____________________ Date: ________________________
Criteria Value Points Student Score
Presentation
The student/group holds attention
of entire audience with the use of
direct eye contact, seldom looking
at notes.
1 point
Movements seem fluid and help
the audience visualize
1 point
The student/group displays
relaxed, self-confident nature
about self, with no mistakes.
1 point
The student/group uses a clear
voice with a good projection and
intonation.
1 point
The student/group demonstrates
full knowledge by answer all
questions with explanations and
elaborations.
1 point
The student/group presents
information in logical, interesting
sequence which audience can
follow
1 point
The student/group uses
technology properly during the
presentation.
1 point
Curriculum Planning and Design EDUC 363 62
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Language
The student/group demonstrates
a command of standard English
(vocabulary, syntax and flow of
ideas)
1 point
The student/group uses grammar
correctly.
1 point
The student/group uses correct
pronunciation of the language.
1 point
Total Points _______________ 10 points ( 70% content and 30% language)
_______________ Total score
Student’s name: _________________________________ Facilitator’s Signature: _________________________________ Note: The score obtained by the student should be recorded as follows:
• Excellent: 1.00 point • Good: 0.75 point • Fair: 0.50 point • Needs improvement: 0.25 point
Curriculum Planning and Design EDUC 363 63
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Anejo G/Appendix G
Nombre: _______________________________ ID #: _____________________
Prof.: _________________________________ Puntuación: _______________
Este trabajo consta de dos partes: preguntas de dis cusión y reflexión .
Responda a las preguntas asignadas. Utilice el libro de texto, los módulos y/o
cualquier material de apoyo que usted entienda pueda servirle de ayuda para
responder a las preguntas. Los siguientes criterios serán considerados para
evaluar su documento de trabajo: el contenido, el dominio del tema, la referencia
literaria, la presentación del trabajo: nombre, número de estudiante y
codificación de la clase.
Las respuestas deben trabajarse en forma de bosquejo, debe incluir tablas para
comparar y contrastar, como también utilicen los organizadores gráficos. Es
importante que grape su trabajo a la izquierda en el borde superior, no utilice
carpeta.
Parte I Preguntas de discusión
Puntos
asignados
Preguntas
10 Construya un mapa conceptual que defina y muestre el alcance del
currículo.
10 Justifique el propósito y la efectividad de los componentes en el currículo.
15 Seleccione un concepto y desarrolle una:
� Meta
� Objetivos: cognitivo, psicomotor, afectivo
� Técnicas de avalúo
Parte II Reflexión
10 ¿Cómo planifica aplicar lo que ha aprendido?
10 Identifique los conceptos erróneos que tenía sobre currículo, y
señale cuales eran sus debilidades. Mencione como contribuyó el
curso a su crecimiento y que áreas fortaleció.
Curriculum Planning and Design EDUC 363 64
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Nota:
El trabajo debe entregarse el _____________________(fecha), en o antes de
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Curriculum Planning and Design EDUC 363 65
Prep. 20-01-2004. Profesora Noridis Medina Fernández Rev. 07-21-2005 Carmen L. Lamboy, Ed.D.
Rev. 09-16-2008 Fidel R. Távara, M.Ed.
Anejo H/Appendix H
Curriculum Map Scoring Rubric
Curriculum Map Entries 2.0 points
1.5 points 1.0 point 0.5 point
Name of the unit and its relevance with the content of the unit
The name of the unit is strongly related to its content and attractive to the reader.
The name of the unit shows some relation with its content, but attractive to the reader.
The name of the unit barely shows some relation with its content and it is not very attractive to the reader
The name of the unit shows no relation with its content and it is not attractive to the reader.
Standards and Performance Indicators Identifying established unit goals and standards helps to ensure curricular alignment. What are the power performance indicators and how do you analyze growth?
Clear precise evidence of alignment to power standards All standards are linked to the big ideas and essential questions. Are linked directly to the assessment evidence.
Power standards are identified but include non-essential standards as well. Not all standards aligned to the big idea and essential questions. Not all standards are reflected in the assessment.
Alignment is spotty; many entries do not correspond the big idea and essential questions
No alignment to big ideas, random selection of standards, too many standards to ever assess, no reflection of the standards in the assessment evidence.
Big Ideas What you want your students to discover on their own as a result of instruction and learning activities.
Conveys a depth of understanding of curriculum Written as statements
Shows a moderate understanding of curriculum Written as statements
Shows some understanding of curriculum Written as phrases or incomplete statement
Shows little understanding of curriculum Single word entries, questions, or objectives.
Essential Questions
• What we want students to think about.
• Essential questions are o Open ended and provocative o Written in kid friendly language o And should focus the instruction for
uncovering the big ideas
Insightful questions that align content, skills, and assessment and have more than one right answer
Clear focus questions with uneven attention to having more than one answer
Simplistic, lacking in relevance and focus
Absent
Curriculum Planning and Design EDUC 363 66
Prep. 20-01-2004. Profesora Noridis Medina Fernández Rev. 07-21-2005 Carmen L. Lamboy, Ed.D.
Rev. 09-16-2008 Fidel R. Távara, M.Ed.
Curriculum Map Entries 2.0 points
1.5 points 1.0 point 0.5 point
Topic and Content What we want students to know and understand about the unit or topic we are teaching –
• our content reflects: facts, concepts, generalizations, principles that are the focus of our curriculum.
• Consciously understood factual information.
• What students can explain to others?
Details succinct, clear, specific references to key concepts, facts, and principles in the big idea and essential questions. Relates to the nouns in the performance indicators. Identifies what students will know and understand.
Describes main concepts, and subject matter, identifies what students will know, related to big ideas and essential questions
Generic heading, vague, broad topics with no information on what student will know,, not related to big ideas and essential questions
Repeats the unit name, no information on what students will know
Skills What we want students to be able to do:
• Contain the processes, procedures, and skills students will possess that will allow them to apply the knowledge they have gained.
• Represent what the students are able to do with the content.
• Always begin with an action verb.
*Precise alignment with performance indicators *Commences with action verb; reflects standards and desired proficiencies *Time frame is realistic *Reflects what student can do with content.
*Some alignment with performance indicators *Clear action verb *Time frame is realistic
*Uneven or minimal alignment to performance indicators *Generic verb; broad process *General representation of curriculum with little attention to timeframes
*No alignment to performance indicators *Vague, missing, or inaccurate *Inaccurately displays curriculum on maps
Assessment Evidence Opportunity we provide students to demonstrate the understanding of our content and the skills they have acquired. Includes formative and summative assessments and may include demonstrations, classroom participation, discussion, presentations, projects, traditional tests and homework assignments. Assessments are:
• Observable and measurable
• Directly aligned to the standards
• Varied to address different learning styles
*Specific product and performance providing evidence of student learning; aligns with all Standards, Big idea, and skills. *Includes multiple formative assessments which may include additional standards. *Power standards are assessed. *Provides varied formats for different learning styles
Product or performance is listed with alignment to Big Ideas, and skills some Standards,
Generic products only; teacher role is noted but not students' roles (i.e.…teacher observation) poorly aligned to Standards, Big Ideas and skills
Absent, incomplete, or unfocused
Curriculum Planning and Design EDUC 363 67
Prep. 20-01-2004. Profesora Noridis Medina Fernández Rev. 07-21-2005 Carmen L. Lamboy, Ed.D.
Rev. 09-16-2008 Fidel R. Távara, M.Ed.
Curriculum Map Entries 2.0 points
1.5 points 1.0 point 0.5 point
Vocabulary
Accurate key vocabulary terms related to main concepts to create understanding throughout all entries
Vocabulary relates to most key concepts, minor revision is necessary
Some vocabulary with minimal alignment to key concepts
No vocabulary stated Vocabulary does not represent the key concepts
Resources Materials, both print and electronic that we draw upon for our instruction.
Include a wide range of materials highly aligned to all key concepts
Include a small variety of resources which are aligned to most of the key concepts
Resources from few resources, unevenly aligned to key concepts
Resources not included or poorly aligned to the key concepts
Language Language is highly professional in the use of grammar, syntax, semantics, punctuation, spelling and capitalization
Language contains minor errors in the use of grammar, syntax, semantics, punctuation, spelling, and capitalization.
Language contains consistent errors in the use of grammar, syntax, semantics, punctuation, spelling, and capitalization that prevent understanding.
Language use is poor.
Source: Retrieved from http://pcsd.wikispaces.com/space/showimage/Pioneer+Curriculum+Map+Rubric+2008.doc on
September 15, 2008.