Sistema Universitario Ana G. Méndez, Inc. School for ... · 1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion Model®” del Sistema Universitario Ana G

Sistema Universitario Ana G. Méndez, Inc.

School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, and Universidad del Turabo

COIS 433

MANAGING COMPUTER NETWORKS AND DATA COMMUNICATIONS

ADMINISTRACIÓN DE REDES DE COMPUTADORAS Y COMUNICACIÓN DE

DATOS

© Sistema Universitario Ana G. Méndez, Inc. 2011

Derechos Reservados

© Ana G. Méndez University System, Inc. 2011

All rights reserved

January, 2013.

COIS 433 WIRELESS LOCAL AREA NETWORK 2

Updated 01/20/2013

Prepared based on the course syllabus (2004) of the School of Business Administration Turabo

University, with the collaboration of:

Fernando Wilches, MS, Module Development Specialist

Joe Hernández, MS, Content Evaluator

Luis L. Díaz, English Language Specialist

Bárbaro Forteza Cáceres, Ms. Spanish Language Specialist

Joe Hernández, Curriculum and Instructional Design


Updated 01/20/2013

TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

GUÍA DE ESTUDIO.............................................................................................................4

STUDY GUIDE .................................................................................................................. 15

TALLER UNO ................................................................................................................... 25

WORKSHOP TWO ............................................................................................................ 31

TALLER TRES .................................................................................................................. 36

WORKSHOP FOUR .......................................................................................................... 42

TALLER CINCO/WORKSHOP FIVE ............................................................................... 47

APPENDIX A NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED

INSTRUCTION .................................................................................................................. 53

APPENDIX B THE WRITING PROCESS ......................................................................... 57

APPENDIX C MATRIZ DE VALORACIÓN PARA ENSAYOS ....................................... 65

APPENDIX D MATRIZ DE VALORACIÓN PARA PRESENTACIONES ORALES ....... 66

APÉNDICE E INSTRUCCIONES PARA PREPARAR EL INFORME ESCRITO DEL

PROYECTO COLABORATIVO ....................................................................................... 67

APPENDIX F PORTFOLIO RUBRIC ............................................................................... 69

APÉNDICE G / APPENDIX G PORTFOLIO ASSESSMENT FEEDBACK

TEMPLATE/PLANTILLA DE AVALUO DE PORTAFOLIO .......................................... 72

APÉNDICE H / APPENDIX H USE AND RETURN OF PORTFOLIO/USO Y REGRESO

DE PORTAFOLIO ............................................................................................................. 73

APPENDIX I REFLECTIVE JOURNAL ........................................................................... 74


Updated 01/20/2013

GUÍA DE ESTUDIO

Título del Curso: Administración de Redes de Computadoras y Comunicación de

Datos.

Codificación: COIS 433

Créditos: Tres

Duración: 5 Semanas

Prerrequisito: COIS 250

Descripción: Curso que describe las tecnologías envueltas dentro de una red local de

computadoras, y como los dispositivos personales inalámbricos interactúan y se comunican entre

sí. Utilizando un enfoque práctico el estudiante aprenderá como los dispositivos inalámbricos se

comunican con las redes locales inalámbricas mediante protocolos y puntos de acceso. Además

aprenderán a diseñar, instalar y diagnosticar redes inalámbricas dentro de un ambiente seguro,

aplicando reglas en el programado del sistema para la manipulación del dispositivo.

Objetivos de Contenido Generales

Al finalizar el curso, el estudiante será capaz de:

1. Reconocer e identificar las metodologías y dispositivos utilizados en las redes locales

y computadoras inalámbricas.

2. Identificar como se diseña y desarrolla una red de comunicaciones local inalámbrica.

3. Examinar la Implantación y administración de una red local inalambrica.

4. Diagnosticar problemas y errores en la red inalámbrica.

5. Identificar Aplicaciones de seguridad y protección de datos en la red inalámbrica.

6. Definir y documentar accesos de dispositivos móbiles en la red inalámbrica.


Updated 01/20/2013

Objetivos de Lenguaje Generales

1. Escuchar atentamente lo que el facilitador y compañeros presentan, discuten o

leen, comprendiendo y recordando lo más significativo.

2. Hablar para expresar oralmente su opinión, dudas, presentaciones o

comentarios de forma clara y con seguridad.

3. Leer cuidadosamente materiales escritos, en voz alta o en silencio,

interpretando su significado con exactitud.

4. Escribir ensayos, logros, dudas y asignaciones sobre Administración de Redes

de Computadores y Comunicación de Datos en Word o PowerPoint,

evidenciando el uso de un idioma culto y profesional.

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

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

1. Requisitos Mínimos de Laboratorio de Lenguaje: Los estudiantes

deben demostrar que ellos han cumplido con 10 horas de uso en el

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

laboratorio de lenguaje por dos horas semanales para cada lenguaje por

curso. El facilitador podría requerir más horas de práctica basado 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 laboratorio de lenguaje o e-lab deben de estar integradas en la

sección de actividades del módulo.


Updated 01/20/2013

Descripción del Proceso de Evaluación:

Trabajos Individuales y Presentaciones Orales 100 puntos

Proyecto Grupal 100 puntos

Proyecto Individual 100 puntos

Examen final 100 puntos

Materiales Educativos y Aportaciones Tecnológicas (Blackboard,

Wimba, etc.) y Portafolio Digital

100 puntos

Participación y Asistencia (5) 20 puntos (c/u) 100 puntos

Total Puntuación 600 puntos

Los apéndices /anejos incluidos en el módulo, incluyen las matrices de valoración para la

evaluación de cada tarea. Utilice éstas para guiar la preparación de cada tarea. El facilitador y el

estudiante pueden modificar, añadir y/o eliminar criterios.

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

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

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

han cumplido con 10 horas de uso en el laboratorio de lenguaje (inglés y español) por curso. Esto

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

facilitador podría requerir más horas de práctica basada en las necesidades para las destrezas

auditivas, orales, de lectura y escritura en cualquiera de los lenguajes mencionados.

Las rúbricas del lenguaje para escuchar, hablar, leer, y escribir se integran en el avalúo de los

estudiantes. Ver Apéndice A para las rúbricas a usarse. Para evaluar trabajos escritos en los dos

idiomas, el facilitador deberá usar el “Writing Process: Six Writing Traits Rubrics” que aparecen


Updated 01/20/2013

en el Apéndice B. “Portfolio Performance Assessment” tiene que ser uno de los instrumentos

para evaluar el progreso lingüístico y académico de los estudiantes. Debido a la naturaleza del

modelo bilingüe instruccional, el facilitador tiene que documentar que el estudiante está

progresando hacia la meta de dominar dos idiomas académicamente. El portafolio tiene que

cumplir con los estándares establecidos. El facilitador del curso le proveerá el estudiante el

MANUAL DE PORTAFOLIOS.

Curva de Evaluación

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

Otros:

Requisitos de APA (versión 6) para citar los Textos a Usarse en el Módulo

Para los Textos Recomendados y Recursos utilice el estilo APA, (6ª. Ed.). Incluya al menos un

libro electrónico de la Biblioteca Virtual http://bibliotecavirtualut.suagm.edu/

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.

Libro(s)

Pahlavan, K., & Krishnamurthy, P. (2009). Networking fundamentals: Wide, local and personal

area communications. Chichester: Wiley.

Ahmad, A. (2005). Wireless and Mobile Data Networks. New York, Wiley.

Belding-Royer, E. M., Al Agha, Khaldoun, Pujolle, Guy (2005). Mobile and Wireless

Communications Networks. New York, Springer.

Ciampa, M. (2005). CWNA Guide to Wireless LANs. New York, Course Technology.

http://bibliotecavirtualut.suagm.edu/


Updated 01/20/2013

Jim Doherty, N. A. (2006). Wireless Home Networking Simplified. Indiana, Cisco Press.

Stefan Raab, M. W. C. (2005). Mobile IP Technology and Applications. Indiana, Cisco Press.

Jyh-Cheng Chen, T. Z. (2004). IP-Based Next-Generation Wireless Networks: Systems,

Architectures, and Protocols. New York, Wiley.

Libro(s) Electrónico(s)

Pahlavan, K., & Wiley InterScience (Online service). (2009). Networking fundamentals: Wide,

local, and personal area communications. Chichester, West Sussex, U.K: Wiley.


Updated 01/20/2013

Descripción de las Normas del Curso

1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion Model®” del

Sistema Universitario Ana G. Méndez, Inc. el cual 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 ofrezca 50% en inglés y 50% en español. Para

mantener un balance, el módulo debe especificar que se utilizarán ambos idiomas en el

quinto taller, dividiendo el tiempo y las actividades equitativamente entre ambos idiomas.

Las primeras dos horas son estrictamente en español y las últimas dos en inglés. Los

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

español, según aplique.

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

sean sumamente organizados, 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 dentro y fuera de la institución. El convertirse en un

profesional bilingüe es un proceso complejo y exigente. 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 tenga que reponer.


Updated 01/20/2013

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

facilitador ajustará la nota de las tareas repuestas.

5. Si un estudiante se ausenta a más de un taller el facilitador tendrá las siguientes opciones:

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

Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota existente en dos

grados.

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

extremadamente importante pues éstas 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 que requiera repuesta.

7. 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.

8. 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 de leer la política de plagio de su universidad. Si usted es

estudiante de UT, deberá leer la Sección 11.1 del Manual del Estudiante. Si es estudiante de

UMET y UT, refiérase al Capítulo 13, secciones 36 y 36.1 de los respectivos manuales.


Updated 01/20/2013

Se espera un comportamiento ético en todas las actividades del curso. Esto implica que TODOS

los trabajos tienen que ser originales y que para toda referencia utilizada deberá indicarse la

fuente, bien sea mediante citas o bibliografía utilizando el estilo APA, versión 6. No se tolerará el

plagio y, en caso de que se detecte casos del mismo, el estudiante se expone a recibir cero en el

trabajo y a ser referido al Comité de Disciplina de la institución. Los estudiantes deben observar

aquellas prácticas dirigidas para evitar incurrir en el plagio de documentos y trabajos pues va en

contra de la ética profesional.

9. 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.

10. El facilitador establecerá los medios para contactar a los estudiantes proveyendo su

correo electrónico de SUAGM, teléfonos, día y horario disponibles.

11. El uso de celulares está prohibido durante las sesiones de clase; de haber una necesidad,

deberá permanecer en vibración o en silencio.

12. La visita de niños y parientes no registrados en el curso no está permitida en el salón de

clases.

13. Todo estudiante está sujeto a las políticas y normas de conducta y comportamiento que

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

Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el módulo,

notifique al facilitador pero no se limite a ellas. Existen otros motores de búsqueda y sitios Web

que podrá utilizar para la búsqueda de la información deseada. Algunas de éstos son:

www.google.com

www.findarticles.com

http://www.findarticles.com/


Updated 01/20/2013

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/

http://www.apastyle.org/

Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:

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

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

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

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

Éstos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.

El facilitador puede realizar cambios a las direcciones electrónicas y/o añadir otras de índole

profesional y que contengan las investigaciones más recientes del tópico del módulo, de ser

necesario.

CUMPLIMIENTO DE LA LEY DE INVESTIGACIÓN:

Si el facilitador o el estudiante requiera o deseara llevar a cabo una investigación o la

administración de cuestionarios o entrevistas, éstos 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

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

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

http://flelibrary.org/


http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/

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


Updated 01/20/2013

certificación de investigación en línea. Estas certificaciones incluyen: Institutional Review Board

(IRB), Health Information Portability and Accountability Act (HIPAA), y Responsibility Conduct

for Research Act (RCR).

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

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 de mantener una conexión entre los hechos con las

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


Updated 01/20/2013

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.

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

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

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

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

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

asegurar el aprendizaje es hacer de la evaluación 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.


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STUDY GUIDE

Course Title: Wireless Local Area Network

Code: COIS 433

Credits: Three

Time Length: 5 Weeks

Pre-requisite: COIS 250

Description: Course that describes the technologies involved in all aspects within a local

computer network and how wireless personal devices interact and communicate with each other.

Using a practical approach, students will learn wireless devices communicate with wireless local

area networks through protocols and access points. Students will also learn how to design, install

and troubleshoot a wireless LAN network on a safe-base environment applying rules in the

program to manage a device.

General Content Objectives:

At the end of the course, students will be able to:

1. Recognize and identify the methods and devices used in wireless local computer

networks.

2. Identify how to design and develop a wireless local area network.

3. Examine the implementation and management of a wireless LAN.

4. Diagnose problems and errors in the wireless network.

5. Identify Security applications and data protection in the LAN.

6. Define and document access to mobile devices in the wireless network.

General Language Objectives:

1. Listening: Students will listen carefully to what the facilitator and

classmates present, discuss, or read, comprehend and remember the most

significant facts.


Updated 01/20/2013

2. Speaking: Orally express their opinions, concerns, or comments and make

presentations clearly and with confidence.

3. Reading: Carefully read class related material, assigned in class or before

each workshop, aloud or silently and interpret its meaning accurately.

4. Writing: Students will write a summary without grammatical errors about

management of computer networks and data communications.

E-Lab (Language Lab) Requirements (Tell Me More, Net Tutor, Wimba Voice, Virtual

Library, & Voice E-mail.)

Language Lab Minimum Requirement: Students must demonstrate that they have

complied with 10 hours of language lab or e-lab usage for each language (English and

Spanish) per course. This equates to the use of the language lab or e-lab for two hours

weekly for each language per course. The facilitator may require a higher number of

hours for language lab practice based on the language needs for listening, speaking,

reading, and writing skills in either or both languages. The total amount of language lab

or e-lab hours is integrated in the activities for each workshop in the module.


Updated 01/20/2013

Description of the Evaluation Process

Individual Works and Oral Presentations 100 points

Group Projects 100 points

Individual project 100 points

Final Exam 100 points

Instructional Materials and Technology Contribution (Blackboard,

Wimba, NetTutor, etc.) and Digital Porfolio

100 points

Participation and Attendance (5) 20 points (each one) 100 points

Total Points = 600 points

Scale: (100-90 A 89-80 B 79-70 C 69-60 D 59-00 F)

Other:

Requirements for the Use of APA (Version 6) for Citations of Textbooks

For Recommended Texts and Resources, Use APA style version 6. Include at least ONE e-book

from the Virtual Library at http://bibliotecavirtualut.suagm.edu/

Textbooks must have a publication date of 5 years as required by the Florida Commission of

Independent Learning.

Book(s)

Pahlavan, K., & Krishnamurthy, P. (2009). Networking fundamentals: Wide, local and personal

area communications. Chichester: Wiley. ISBN: 0470992905

Ahmad, A. (2005). Wireless and Mobile Data Networks. New York, Wiley.

Belding-Royer, E. M., Al Agha, K. &, Pujolle, G. (2008). Mobile and Wireless Communications

Networks. New York, Springer. ISBN: 0387514406



Updated 01/20/2013

Ciampa, M. (2012). CWNA Guide to Wireless LANs. New York, Course Technology.

ISBN:1133132170

Jim Doherty, N. A. (2006). Wireless Home Networking Simplified. Indiana, Cisco Press.

Stefan Raab, M. W. C. (2005). Mobile IP Technology and Applications. Indiana, Cisco Press.

E-Book (s)

Pahlavan, K., & Wiley InterScience (Online service). (2009). Networking fundamentals: Wide,

local, and personal area communications. Chichester, West Sussex, U.K: Wiley.

Description of Course Policies

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

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

a Dual Language Professional. Workshops will be facilitated in either English or

Spanish, strictly using the 50/50 model. This means that each workshop will be

conducted entirely in the language specified for the workshop. The language used in

each workshop needs to be alternated to insure that 50% of the course is conducted in

English and 50% in Spanish. To maintain this balance, the course module will indicate

that both languages must be used during the fifth workshop, dividing the workshop

activities between the two languages. The first two hours will be in Spanish and the

last two hours in English. The 50/50 model does not apply to language courses where

the delivery of instruction must be conducted in the language taught (Spanish or English

only).

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

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

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


Updated 01/20/2013

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.

4. 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.

5. 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 level

based on the student’s existing grade.

6. If the student misses three workshops, the facilitator may lower two grade levels based on

the student’s existing grade.

7. 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


Updated 01/20/2013

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

or special activity that was missed.

8. 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.

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

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

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

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

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

, a Blackboard

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

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

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

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

of the respective manuals.

10. 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.

11. 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


Updated 01/20/2013

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

workshop.

12. 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.

13. 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.

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

classrooms.

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

established by the institution, and in this course.

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

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

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

www.google.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/


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

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

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

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

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

http://www.findarticles.com/

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

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

http://flelibrary.org/


http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/


Updated 01/20/2013

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 to individuals, he/she must comply with the norms and procedures

of the Institutional Review Board Office (IRB) and ask for authorization. To access the forms

from the IRB Office or for additional information, visit the following link:

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed. Furthermore,

in this Web site the student/facilitator will find instructions for several online certifications

related to IRB processes. These certifications include: IRB Institutional Review Board, Health

Information Portability and Accountability Act (HIPAA), and the Responsibility Conduct for

Research Act (RCR).

If you have any questions, please contact the following institutional coordinators:

Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)

Tel. (787) 751-0178 Ext. 7196

Miss. Carmen Crespo, IRB Institutional Coordinator– UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo

Tel. (787) 743-7979 Ext.4126

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

Tel. (787) 257-7373 Ext. 3936

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


Updated 01/20/2013

Teaching Philosophy and Methodology

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

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

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

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

experiences. Learning, therefore, is simply the process of adjusting our mental models to

accommodate new experiences.

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

prior knowledge of facts, and fostering new understanding that is relevant to real live experiences.

We will also attempt to tailor our teaching strategies to student responses and encourage students

to analyze, interpret, and predict information.

CONSTRUCTIVISM GUIDING PRINCIPLES:

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

which students are actively trying to construct meaning.

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

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

primary concepts, not isolated facts.

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

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

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

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

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


Updated 01/20/2013

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

information on the quality of their learning.

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

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

the world.

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


Updated 01/20/2013

TALLER UNO

Objetivos específicos de contenido:

Los estudiantes serán capaces de:

1. Definir conceptos básicos relacionados con redes locales inalámbricas (WLAN).

2. Identificar los inicios del sistema inalámbrico (Wireless)

3. Describir el concepto wireless LAN (WLAN)

4. Diferenciar conceptos acerca de wireless PAN y Wireless LAN

5. Describir detalladamente la estructura de una red local inalámbrica (WLAN).

6. Identificar los diferentes tipos de antenas usados en (WLAN)

7. Comparar y contrastar conceptos acerca de WI-FI y WI-MAX

Objetivos específicos de lenguaje:

1. Escuchar: El estudiante escuchará cuidadosamente el material discutido por el

facilitador y sus compañeros, y reaccionará al mismo de forma verbal o escrita de

acuerdo a las instrucciones del facilitador.

2. Hablar: El estudiante se expresará verbalmente utilizando el vocabulario técnico

correspondiente a cada actividad del taller.

3. Leer: El estudiante leerá cuidadosamente el material necesario para cumplimentar

con las asignaciones definidas antes del taller.

4. Escribir: El estudiante escribirá un ensayo expositivo de al menos tres páginas

(900 palabras) donde explicará la importancia que en la actualidad se le da a las

redes locales inalámbricas

Enlaces electrónicos:

Biblioteca Virtual


Historia de la Wireless

http://www.youtube.com/watch?v=X5jPoQzEh-M


http://www.youtube.com/watch?v=X5jPoQzEh-M


Updated 01/20/2013

Asignaciones antes del taller:

1. Lea el módulo con detenimiento para que se familiarícese con la descripción del

curso, los objetivos generales y las reglas del salón de clases.

2. Revise las matrices de valoración que encontrará en la sección de Apéndices.

Esto le permitirá tener una mejor idea de cómo será evaluado durante el curso.

3. Busque la definición de los siguientes términos relacionados con el contenido red

local inalámbrica; llévelas a clase para su discusión.

a) Datos de transporte

b) Radiofrecuencias

c) Interfaz de red inalámbrica

d) Punto de acceso inalámbrico

4. Lea y analice los siguientes tópicos y prepare un breve resumen escrito para

entregar: (Valoración 5 pts)

a) Historia del sistema inalámbrico (wireless)

b) ¿Qué es un sistema inalámbrico?

c) Describa las ventajas y desventajas del uso de un sistema inalámbrico

5. Prepare, para entregar, una tabla donde establezca cinco diferencias básicas entre

el Wireless PAN – Wireless LAN. (Valoración 5 pts)

6. Usando las herramientas del blackboard (Wimba, Elab, etc.) Investigue la

evolución sobre las redes locales inalámbricas. Realice un bosquejo describiendo

las mismas. Prepárese para discutirlo en clase. (Valoración 10 pts)

7. Utilice la Biblioteca Virtual e investigue la estructura de una red local

inalámbrica. (Valoración 5 pts)

8. Prepare un ensayo en estilo APA de 900 palabras sobre las redes inalámbricas y

su impacto en la computación y por ende en la vida moderna. (Valoración 20

pts)

9. Entregue al facilitador(a) en el primer taller las tareas, utilizando el estilo APA.

10. Comience a trabajar en su portafolio digital.

Vocabulario clave de la lección:

1. Sistema inalámbrico

2. Datos de transporte


Updated 01/20/2013

3. Radiofrecuencias

4. Interfaz de red inalámbrica

5. Punto de acceso inalámbrico

6. Wireless PAN – Wireless LAN.

7. Redes locales inalámbricas

8. WI-MAX

Lista de materiales suplementarios para el taller:

1. La Internet

2. Blackboard

3. Biblioteca Virtual

4. Word


Updated 01/20/2013

Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una marca de

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

B. Andamiaje

__X_ Modelaje

__X_ Práctica Dirigida

__X_ Práctica Independiente

___ Instrucción Comprensible

C. Opciones para Agrupamiento

_X_Grupo Completo

_X_ Grupos Pequeños

_X_ Pares

___ Trabajo Independiente

D. Integración del Proceso

_X__ Escuchar

_X__ Hablar

_X__ Leer

___ Escribir

E. Aplicación

_X__ Actividades Dinámicas de Aplicación

_X__ Significativas y Relevantes

_X__ Rigurosas

_X__ Alineadas a los Objetivos

___ 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

___ Socio/Afectivo


Updated 01/20/2013

Actividades integradas:

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

(Contenido y Lenguaje):

1. El facilitador realizará una actividad “rompe hielo” y discutirá los objetivos del

curso, matrices valorativas y criterios de evaluación.

2. El facilitador se asegurará de que los estudiantes estén registrados en el curso y

que tienen acceso a Blackboard, al correo electrónico y al E-lab.

3. Los estudiantes se reunirán en grupos de acuerdo al tamaño de la clase. Los

mismos discutirán las asignaciones antes del taller. Un miembro del grupo

tomará notas de lo más importante para compartirlas con la clase. Esta actividad

será evaluada por el facilitador.

4. Entre todos se presentarán las definiciones del vocabulario básico, y de cualquier

palabra del material leído para la clase. (Podrán utilizar para esta actividad las

herramientas del balckboard como: wimba, Elab, Netutor). Puntuación asignada

por el facilitador.

5. Cada grupo se reunirá y preparará una presentación audiovisual (PowerPoint,

diagrama, dibujo, etc.) sobre la estructura de una red local inalámbrica,

explicando cada paso.

6. El facilitador utilizará el laboratorio en el que se encuentran para explicar como

este funciona; identificará el tipo de red y como está distribuida.

7. Los estudiantes se reunirán en grupos de dos y utilizando la Biblioteca Virtual

buscarán la diferencia entre antena omnidireccional y antena direccional.

8. Los estudiantes realizarán una discusión liderada por el facilitador sobre wi-fi y

wi-max, durante el debate los estudiantes expondrán su opinión sobre los aportes

positivos y negativos de las redes inalámbricas.

9. Los estudiantes por grupos realizarán una dinámica para explicar la historia de

las redes inalámbricas (Ejemplo: Un video en youtube.com).

10. El facilitador informará sobre el tema del proyecto en grupo a desarrollar durante

la clase, para entregar en el taller cinco. El cual consistirá en la instalación de una

simple WLAN para 18 computadoras de una empresa pequeña, para la cual


Updated 01/20/2013

seleccionarán el equipo necesario tal como: el AP, el NICs, servicio de internet,

seguridad, y determinarán el costo total etc.

11. El facilitador explicará las normativas establecidas sobre el portafolio digital

(ver Manual de Portafolio Digital) y aclarará las dudas que los estudiantes

puedan tener sobre Blackboard.

Evaluación: (DIFERENCIADO POR LOS NIVELES DE DOMINIO DE UN SEGUNDO

IDIOMA)

1. Individual: Ensayo de 300 palabras acerca de lo aprendido en el taller uno,

haciendo énfasis en la historia y definiciones de una red inalámbrica. Utilizar

Apéndice B – “Six Writing Tratis” para evaluación.

2. Grupal: En grupos, resumirán las principales ideas expuestas en el taller uno

Apéndice A: Can do Writing”.

3. Escrito: Definiciones del taller.

4. Oral/Auditivo: El facilitador usará la matriz de Valoración (apéndice A

“Listening, Speaking”) para evaluar la presentación del ensayo de los grupos.

Cierre del taller: (Actividades para determinar si todos los estudiantes lograron los

objetivos del taller.)

1. Individual: Los estudiantes tendrán un minuto para escribir sobre lo más

importante que aprendieron durante el taller.

2. Grupal: La clase se dividirá en grupos, el facilitador entregará tarjetas a cada

grupo. Cada grupo escribirá en la tarjeta un aspecto positivo y uno negativo sobre

el uso de redes locales inalámbricas, luego compartirán con el resto de la clase su

resumen, este puede ser presentado a través de un mapa conceptual u otro tipo de

gráfico que sintetice la información.


Updated 01/20/2013

WORKSHOP TWO

Specific Content Objectives:

At the end of the workshop, students will be able to:

1. Differentiate between access point (AP) and wireless network interface card

(NIC)

2. Describe what roaming is.

3. Identify what wi-fi topology is, and wi-fi media access control.

4. Mention the concepts CSMA/CA DCF and CSMA/CA PCF.

5. Identify the two types of WIMAX.

6. Identify the difference between wi-fi and Ethernet.

Specific Language Objectives:

1. Listening: The student will listen carefully to the class discussion on advantages

of publishing pages, and will follow instructions.

2. Speaking: The student will effectively discuss the workshop’s material such as

Wifi topologies according to the facilitator activities.

3. Reading: The student will carefully read course related material and will

summarize it using proper grammar and syntax.

4. Writing: The student will write their draft of their individual projects using

technical vocabulary without grammatical or syntax errors.

Electronic Links (URLs) :

Biblioteca Virtual


Assignments before the Workshop :

1. Look up the definitions of the following words: (Value 5 points)

1. NIC

2. AP

3. Error control

4. Data rates

2. Prepare a Venn Diagram to compare and contrast the difference between wi-fi topology,

and wi-fi media access control. (Value 10 pts). Be prepared to discuss it in class.

3. Describe in writing the meaning of roaming and how it works. (Value 5 pts)



Updated 01/20/2013

4. Go to Blackboard and use the blackboard’s tools (Wimba, Elab, etc.) answer the question

posted by the facilitator. Reply to at least one of your classmates’ postings.

5. Find information about topology and media access control of WIMAX. Summarize it and

bring it to class for discussion. (Value 5 pts)

6. Prepare a writing summary about wireless media. (Example: UMTS, EV-DO,

Infrared…etc) Be prepared to discuss it in class. (Value 10 20 pts)

7. Be ready to start working on the individual project. The following exercises will be

presented at Workshop Five. (Value 100 pts)

a. Exercise 1.

South West State University installed a series of, four Wi-Fi Omni directional

APs, spread across the ceiling of the main floor of their library. The main floor

has several large, open areas plus two dozen or so small offices spread around the

outside walls. The WLAN worked well for one semester, but now more students

have laptops with Wi-Fi built in, and performance has deteriorated significantly.

What would you recommend that they do? Be sure to support your

recommendations.

b. Exercise 2.

Central University wants to add a wireless overlay network to one 20,000 square

foot floor in its business school. They have a bid for 802.11g access points at a

cost of $100 each and a bid for 802.11n access points at a cost of $300 each.

Students will buy their own computers, most of which will come with 802.11n

NICs what would you recommend? Why?

Sketch preliminary planning and bring it to a class. (Value 10 pts)

8. Continue working with your portfolio.

9. Complete the e-lab hours as recommended

Key Core Vocabulary:

1. NIC

2. AP

3. Error control

4. Data rates

5. CSMA/CA DCF


Updated 01/20/2013

6. CSMA/CA PCF

7. Access point (AP)

8. Wireless network interface card (NIC)

9. Roaming

List of Supplementary Materials for the Workshop:

1. The Internet

2. Blackboard

3. Portfolio

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

used in the workshop.

B. Scaffolding

___ Modeling

_x__ Guided Practice

_x__ Independent Practice

_x__ Comprehensible Input

C. Grouping Options

_x_ Whole Class

_x_ Small Groups

_x_ Partners

_x_ Independent Work

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


_x__ Cognitive

_x__ Meta-cognitive

_x__ Social/Affective


Updated 01/20/2013

Integrated Activities of Content and Language to achieve Content and Language

Objectives:

1. The facilitator will start the class with a short review of the last workshop.

2. The students will meet in pairs to discuss and clarify doubts about the

assignments.

3. Go to Blackboard and using the blackboard’s tools (Wimba, Elab, etc.). The

students will meet in groups to discuss how Wi-Fi differs from shared Ethernet in

terms of topology, media access control, and error control.

4. Students will present their Venn Diagrams.

5. Group discussions to explain how you decide the amount of APs needed and

where they should be placed for best performance. (Value 10 pts)

6. Students will meet in groups of 2 to discuss what CSMA/CA DCF and

CSMA/CA PCF are, and how they work. (Write a summarize and handle to a the

facilitator. (Value 5 pts)

7. A session of questions and answers will follow each discussion. (Value 10 pts)

8. Using the blackboard’s tools (Wimba, Elab, etc.). The students will design a

Concept Map about Wi-Fi vs. Ethernet for discussion. (Value 10 pts)

9. The facilitator will provide time to work on their group project. The entire

classroom may share knowledge, ideas, and information on how to develop the

assignment. The project will be submitted at workshop five, however, this is the

opportunity to work on the project, listen to suggestions and ask questions. The

written document will be in Spanish and the oral presentation in English.

10. Start working with the reflexive journal Appendix M

11. The facilitator will discuss the assignments for the next workshop.

12.

Assessment:

1. Individual: Students will complete their Reflective Journal Appendix M.

2. Group: Speaking and listening assessment using Appendix A

3. Written: Venn diagram about Wi-Fi vs. Ethernet (use Appendix B).

4. Oral: The facilitator will use the Speaking rubric to assess student’s

presentations.


Updated 01/20/2013

Lesson Wrap-Up:

1. Individual: The facilitator will ask random questions related to the

material to individual students.

2. Group: Students will use the talk aloud technique to explain what they

have learned during the workshop.


Updated 01/20/2013

TALLER TRES


Al finalizar el taller, el estudiante será capaz de:

1. Describir un enrutador (router) en relación a LANs.

2. Identificar la diferencia entre mutiplexers, hubs, puentes, switches, y

controladores.

3. Distinguir los diferentes protocolos de redes.

4. Comparar y contrastar las diferentes clases de puentes.

5. Investigar las topologías LAN más populares, cómo funcionan y cuántos tipos

hay

6. Identificar la tecnología inalámbrica “Bluetooth”

7. Distinguir brouters y gateways.


1. Escuchar: El estudiante escuchará cuidadosamente el material discutido por el

facilitador y sus compañeros sobre enrutador (router), mutiplexers, hubs, puentes,

switches, controladores, protocolos de redes y topologías LAN, y reaccionará al

mismo de forma verbal o escrita, de acuerdo a las instrucciones del taller.

2. Hablar: El estudiante se expresará verbalmente utilizando el vocabulario

técnico relacionado a las redes de computadoras.

3. Leer: El estudiante leerá cuidadosamente el material disponible en la

sección de las asignaciones antes del taller para responder con precisión

las asignaciones.

4. Escribir: El estudiante escribirá un ensayo expositivo de 600 palabras

sobre la importancia de la Administración de Redes y las Tecnologias

Inalámbricas..

Enlaces electrónicos:.

Biblioteca Virtual


Ensayo Expositivo



Updated 01/20/2013

http://llc.illinoisstate.edu/fsanch/116/ComposicionLAN116-15/index.html

Information on networks and network topologies.

http://www.abcdatos.com/tutoriales/tutorial/z2763.html

http://www.pc-doctor.com.mx/Radio%20Formula/temas/Redes.htm

Wireless Networks.

http://www.maestrosdelweb.com/editorial/redeswlan/

http://www.abcdatos.com/tutoriales/redes/inalambricas.html

Enrutamientos como funcionan

http://cesarcabrera.info/blog/%C2%BFcomo-se-configura-el-enrutamiento/

Principios de enrutamiento

https://sites.google.com/site/comdatosgrupo4/contenidos/cap4_conmutacion-enrutamiento

Estándares Inalámbricos

http://www.metrologicmexico.com/contenido1/informacion_tecnica/estandares_inalambricos.php

Es bluetooth la tecnología del futuro?

http://www.ejemplosde.net/tps/bluetooth.html


1. Utilice los recursos bibliográficos disponibles en la biblioteca virtual e investigue

sobre los repetidores. Prepárese para discutir en clase (Valor 5 puntos)

2. Investigue y responda las preguntas siguientes: para entregar al facilitador (Valor

5 puntos)

a) ¿Qué es un puente?

b) ¿Cuál es su funcion?

c) ¿Cuáles son los tipos de puentes? Explique cada uno

3. Usando las herramientas del blackboard: Wimba, Elab, etc. Elabore un mapa

conceptual explicando que es la tecnología inalámbrica “Bluetooth”, cuál es la

función de esta tecnología y por qué ha tomado tanta importancia en la

actualidad. (Valor 10 puntos)

4. Investigue y responda: ¿Cuáles son los criterios para la selección de medios de

transportación? Compare con sus compañeros (Valor 10 puntos) (Ejemplo:

Costo, velocidad, expandibilidad etc…)

http://llc.illinoisstate.edu/fsanch/116/ComposicionLAN116-15/index.html

http://www.abcdatos.com/tutoriales/tutorial/z2763.html

http://www.pc-doctor.com.mx/Radio%20Formula/temas/Redes.htm

http://www.maestrosdelweb.com/editorial/redeswlan/

http://www.abcdatos.com/tutoriales/redes/inalambricas.html

http://cesarcabrera.info/blog/%C2%BFcomo-se-configura-el-enrutamiento/

https://sites.google.com/site/comdatosgrupo4/contenidos/cap4_conmutacion-enrutamiento

http://www.metrologicmexico.com/contenido1/informacion_tecnica/estandares_inalambricos.php

http://www.ejemplosde.net/tps/bluetooth.html


Updated 01/20/2013

5. Entre a la plataforma electrónica Blackboard y usando las

herramientas existentes responda la pregunta publicada por el facilitador.

Compare su respuesta con al menos un compañero de clase. (Valoración a

cargo del facilitador).

6. Continúe con sus cuatro horas mínimas de práctica con los recursos del e-

lab y con su portafolio digital.

Vocabulario clave de la lección:

1. Tecnologia inalámbrica

2. Bluetooh

3. Enrutador (router)

4. Mutiplexers

5. Hubs

6. Puentes

7. Switches

8. Controladores.

9. Protocolos de redes.

10. Topologías LAN

Lista de materiales suplementarios para el taller:

1. La Internet

2. Blackboard


4. Tell Me More


Updated 01/20/2013

Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una marca de

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

B. Andamiaje

_x_ Modelaje

_x_ Práctica Dirigida

_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

___ Adaptación de Contenido

_x__ Enlaces al Conocimiento Previo

_x__ Enlaces al Aprendizaje Previo

_x__ Estrategias Incorporadas

Estrategias de CALLA


_x__ Cognoscitivo

_x__ Meta-cognoscitivo

_x__ Socio/Afectivo


Updated 01/20/2013

Actividades integradas:

1. El facilitador realizará un breve resumen del taller anterior. Cada estudiante

escribirá en la pizarra o abundará sobre algo aprendido en el taller anterior.

2. En grupos, los estudiantes prepararán un recurso visual (PowerPoint, diagrama,

dibujo, etc.) sobre las topologías LAN más populares. Podrán utilizar para esta

actividad las herramientas del Blackboard como: Wimba, Elab, Netutor.

Puntuación asignada por el facilitador.

3. Los estudiantes realizarán una discusión liderada por el facilitador sobre la

diferencia entre mutiplexers, hubs, puentes, switches, y controladores.

4. Discusion liderada por el facilitador acerca de los protocolos de red. Los

estudiantes por grupos realizaran una tabla en la que resumirán los principales

aspectos relacionados con los protocolos y la entregaran al facilitador Valoración

5 puntos)

5. Guiados por el facilitador, los estudiantes se reunirán en grupos de 2-3 personas,

y utilizando los recursos del blackboard (Wimba, Elab…etc.) investigarán sobre

brouters y gateways. Al final cada grupo compartirá con los otros grupos un

resumen de lo investigado. Para ser entregado al facilitador (Valoración 10

puntos)

6. El facilitador proveerá tiempo para que los estudiantes trabajen en sus Proyectos

Individuales que entregarán en el taller cuatro.

7. Los grupos prepararán un ensayo de 600 palabras sobre la importancia de la

Administración de Redes y las Tecnologías Inalámbricas. (Valoración 10 puntos)

8. El facilitador contestará preguntas sobre las asignaciones para el próximo

taller.

Evaluación:

1. Individual: Resumen analítico (usar apéndice B).

2. Grupal: El facilitador asignará una actividad a desarrollar por grupos, la

que será evaluada según el Apéndice H.

3. Escrito: Ensayo en grupo sobre la importancia de la Administración de

Redes y las Tecnologias Inalámbricas. (Ver apéndice G).


Updated 01/20/2013

4. Oral/Auditivo: El facilitador usará la matriz de Valoración (Apéndice A

“Listening, Speaking”) para evaluar la descripción oral breve dada por los

estudiantes destacando los aspectos más relevantes del taller. Apéndice H

Cierre del taller:

1. Individual: Cada estudiante expresará lo aprendido durante el taller,

escribiendo su diario reflexivo.

2. Grupal: La clase se dividirá en grupos y por medio de una actividad

breve escogida por los grupos resaltarán los puntos más relevantes del

taller.


Updated 01/20/2013

WORKSHOP FOUR

Specific Content Objectives:

At the end of the workshop, students will be able to:

1. Identify how WLAN performance can be improving

2. Describe the advantages and disadvantages of WLAN design

3. Compare and contrast WLAN security SSID, WEP, WPA and WPA2

4. Differentiate between war driving and war chalking.

5. Identify the advantages of working with WLAN security WAP

6. Compare the different types of WLAN technologies.

Specific Language Objectives)

1. Listening: The student will carefully listen to the class discussion and

especially to their classmates’ project presentations and will follow the

facilitator’s instructions.

2. Speaking: The student will effectively discuss the workshop’s

material according to the facilitator’s activities.

3. Reading: The student will carefully read course related material and

will summarize it using technical vocabulary.

4. Writing: The students will write a summary of their individual project

using technical vocabulary without grammatical or syntax errors.

Electronic Links (URLs):)

Biblioteca Virtual


How to improve performance in a wireless network

http://help.virginmedia.com/system/selfservice.controller?CONFIGURATION=1002&PARTITI

ON_ID=1&TIMEZONE_OFFSET&USERTYPE=1&VM_CUSTOMER_TYPE=Cable&CMD=

VIEW_ARTICLE&ARTICLE_ID=245803

http://www.ehow.com/how_4592839_improve-speed-slow-wireless-network.html

http://www.home-network-help.com/wireless-network-performance.html


http://help.virginmedia.com/system/selfservice.controller?CONFIGURATION=1002&PARTITION_ID=1&TIMEZONE_OFFSET&USERTYPE=1&VM_CUSTOMER_TYPE=Cable&CMD=VIEW_ARTICLE&ARTICLE_ID=245803



http://www.ehow.com/how_4592839_improve-speed-slow-wireless-network.html

http://www.home-network-help.com/wireless-network-performance.html


Updated 01/20/2013

Wi-Fi Standards

http://www.makeuseof.com/tag/understanding-common-wifi-standards-technology-explained/

Wireless security

http://ptgmedia.pearsoncmg.com/images/9781587132179/samplechapter/1587132176_Day6.pdf

Differentiate between war driving and war chalking.

http://mll.csie.ntu.edu.tw/papers/AnalysisAndComparisonBetweenWarDrivingAndWarWalkingI

nMetropolitanWiFiRadioMaps_Ubicomp08.pdf

Assignments before the Workshop:

1. Make sure you complete your Final Project. It should be submitted and presented

orally during workshop five. The oral presentation will be in English and the

written project in Spanish.

2. Prepare a Venn diagram to compare and contrast the difference between war

driving and war chalking. Summarize it and bring it to class for discussion.

(Value 5 pts.)

a. Using the virtual library find the definition of WLAN designs (Value 5

pts.)

b. Submit to the facilitator the exercises mentioned above.

3. Why is security important for WLANs?

4. What do you think WLAN security will look like in 3 years?

5. Are today’s WLAN secure? Explain

6. List the .IEEE.802.11b/a/g/n standards in order of lowest transmission to highest

transmission speed

a. Answer the following questions by groups: And bring them to class for

discussion (Value 5 pts)

7. How many different types of conducted media are in place in your business or

school? How are they used? Draw a rough diagram showing the approximate

locations and types of wire.

8. Using any sources possible, investigate a company that can offer a microwave

service in your area. Report on what kinds of applications can be supported, what

equipment will be necessary, where the equipment will be located, and what

services this company offers.

http://www.makeuseof.com/tag/understanding-common-wifi-standards-technology-explained/

http://ptgmedia.pearsoncmg.com/images/9781587132179/samplechapter/1587132176_Day6.pdf

http://mll.csie.ntu.edu.tw/papers/AnalysisAndComparisonBetweenWarDrivingAndWarWalkingInMetropolitanWiFiRadioMaps_Ubicomp08.pdf

http://mll.csie.ntu.edu.tw/papers/AnalysisAndComparisonBetweenWarDrivingAndWarWalkingInMetropolitanWiFiRadioMaps_Ubicomp08.pdf


Updated 01/20/2013

9. Using any sources possible, investigate a company that can offer VSAT satellite

service in your area. Report on what kinds of applications can be supported, what

equipment will be necessary, where the equipment will be located, and what

services this company offers.

a. Prepare to take a written exam in order to assess the knowledge acquired

during this class.

b. Go to Blackboard and answer the question posted by the facilitator.

Reply to at least one of your classmates’ postings.

c. Continue working with your digital portfolio.

d. Complete the e-lab hours.

Key Core Vocabulary:

1. WLAN design

2. WLAN security

3. WLAN security SSID

4. WLAN security WEP

5. WLAN security WAP

6. War driving

7. War chalking


1. The internet

2. Blackboard

3. Digital Portfolio


Updated 01/20/2013

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

the workshop.

Integrated Activities:

Integrated Activities of Content and Language to achieve Content and Language

Objectives:

1. The facilitator will engage students in a whole class review activity. Each

student will be given a piece of paper to write one question based on previous

workshop’s material. Once finished writing, student will hand the questions to

another classmate. The classmate will read and answer the question.

2. The facilitator will clarify the doubts about the topics covered and about the

project.

B. Scaffolding

_x__ Modeling

___ Guided Practice

_x__ Independent Practice

_x__ Comprehensible Input

C. Grouping Options

_x__ Whole Class

_x__ Small Groups

___ Partners

_x__ Independent Work


_x__ Listening

_x__ Speaking

_x__ Reading

_x__ Writing E. Application

_x__ Hands-on

_x__ Meaningful/Relevant

___ Rigorous

_x__ Link to Objectives

_x__ Promote Engagement

A. Preparation

_x__ Adaptation of Content

_x__ Links to Background Knowledge

_x__ Links to Past Learning

___ Strategies Incorporated

CALLA Strategies


_x__ Cognitive

_x__ Meta-cognitive

___ Social/Affective


Updated 01/20/2013

3. Students will conduct a discussion led by the facilitator on the advantages and

disadvantages of WLAN design. Students will make a table to compare and

summarize the results. (Value 5 pts)

4. Students will meet in groups of 2-3 people using the virtual library to search the

difference between WLAN security SSID, WEP, WAP and WAP2. Students will

share the results in a short PowerPoint presentation. ( Value 20 pts)

5. Students will meet in small groups to describe and explain types of WLAN

technologies and the advantages of working with it. One representative of each

group will share the results with the rest of the class. (Example IEEE 802.11b)

(Value 20 pts)

6. Continue working on the Final Project. This project will be presented and

submitted at workshop five.

7. The facilitator will discuss the assignments for the next workshop and will clarify

any doubts about the digital portfolio (see Portfolio Handbook) and will clarify

questions related the final exam.

Assessment:

1. Individual: Each student will write a question that will be answered

randomly by a fellow student about the workshop material presented.

2. Group: Groups will make an oral presentation about the most important

aspects of networks in general. They will be evaluated with rubric of the

appendix J

3. Written: Students will complete their Reflective Journal. Appendix M

4. Oral: The facilitator will ask the students to give a brief oral description

highlighting the most important aspects of their written report.

Lesson Wrap-Up:

1. Individual: The facilitator will ask individual students random questions

related to the material covered.

2. Group: Students will meet in groups of three. Each group will ask class related

questions to the other groups.


Updated 01/20/2013

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!

UTILICEN SOLAMENTE UN LENGUAJE

A LA VEZ! Las primeras dos horas serán en

español. Las últimas dos horas serán en

inglés.

NOTE: This is a bilingual workshop. Both the

facilitator and the student must use the language

assigned for each homework and activity. Do

not mix both languages! USE ONE

LANGUAGE AT A TIME- KEEP BOTH

LANGUAGES SEPARATE! The first two

hours must be in Spanish. The last two hours

must be in English.


Al final del taller, los estudiantes serán capaces de:

1. Describir detalladamente las formas más seguras de proteger información en la

red.

2. Identificar que es el punto de acceso y su función.

3. Comparar y contrastar los tipos de protocolos que garantizan la seguridad en las

redes.

4. Distinguir el concepto de protocolo

5. Diferenciar conceptos sobre filtrado de MAC e IPSEC


1. Escuchar: El estudiante escuchará atentamente la presentación de sus

compañeros y del facilitador, y aportará a la discusión.

2. Hablar: El estudiante se expresará verbalmente utilizando el vocabulario

técnico en las correspondientes actividades del taller o respondiendo

preguntas del facilitador.

3. Leer: El estudiante leerá cuidadosamente el material recomendado para

hacer las asignaciones antes del taller.


Updated 01/20/2013

4. Escribir: El estudiante escribirá una tabla comparativa sin cometer errores

ortográficos.

Enlaces electrónicos:)

Biblioteca Virtual


Seguridad de redes:

http://www.abcdatos.com/tutoriales/tutorial/o149.html

http://www.microsoft.com/spanish/MSDN/estudiantes/redes/seguridadredes/default.asp

Descripción de encriptación (encryption):

http://www.terra.cl/info/index.cfm?subtel=3

http://www.geocities.com/CapeCanaveral/2566/encrip/encrip.html

Descripción de virus, antivirus y firewalls:

http://www.lawebdelprogramador.com/cursos/mostrar.php?id=123&texto=Virus/Antivirus

http://www.henciclopedia.org.uy/autores/Bortagaray/internet.htm


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

1. Termine su portafolio para entregarlo durante el taller. Utilice el manual de portafolio

para más detalles.

2. Describa que son: (Prepárese para discutir en clase valor 5 pts.)

a. Filtrado de MAC b. IPSEC

3. Recuerde tener listo su Proyecto final. Debe entregarlo y presentarlo oralmente en

este taller. Refiérase a las instrucciones al inicio del módulo.

Assignments to be discussed during the last two hours of instruction (2).

1. Describe: The secure ways of protecting information online. Be prepared to discuss it

in class. (Value 5 pts)

2. Research online tools to save information. Give at least 3 examples.

3. Prepare a table in Word to compare and contrast the types of protocols that ensure

network security. Be prepared to discuss it in class. (Value 10 points).


http://www.abcdatos.com/tutoriales/tutorial/o149.html

http://www.microsoft.com/spanish/MSDN/estudiantes/redes/seguridadredes/default.asp

http://www.terra.cl/info/index.cfm?subtel=3

http://www.geocities.com/CapeCanaveral/2566/encrip/encrip.html

http://www.lawebdelprogramador.com/cursos/mostrar.php?id=123&texto=Virus/Antivirus

http://www.henciclopedia.org.uy/autores/Bortagaray/internet.htm


Updated 01/20/2013

4. Go to Blackboard and answer the question posted by the facilitator. Reply to at

least one of your classmates’ postings.

5. Complete the e-lab hours as recommended by the facilitator.

Vocabulario académico clave (Debe

reflejar los objetivos y conceptos claves del

taller.) Verifique que el estudiante domine el

vocabulario clave en los dos idiomas.

1. Punto de Acceso

2. Protocolos

3. Filtrado de MAC

4. IPSEC

Academic Core Vocabulary (Must reflect

objectives and important concepts of the

workshop.) Verify that the student masters

the core vocabulary in both languages.

a. Access Point

b. Protocols

c. MAC Filtering

d. IPSEC


1. La Internet

2. Blackboard


4. Tell Me More


Updated 01/20/2013

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

___ Modeling

_X__ Guided Practice

_X__ Independent Practice

_X__ Comprehensible Input

C. Grouping Options

X__ Whole Class

X___ Small Groups

___ Partners

X___ Independent Work


_X__ Listening

_X__ Speaking

_X__ Reading

_X__ Writing E. Application

_X__ Hands-on

_X__ Meaningful/Relevant

___ Rigorous

_X__ Link to Objectives

_X__ Promote Engagement

A. Preparation

___ Adaptation of Content

_X__ Links to Background Knowledge

_X__ Links to Past Learning

___ Strategies Incorporated

CALLA Strategies


_X__ Cognitive

_X__ Meta-cognitive

_X__ Social/Affective


Updated 01/20/2013

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

Actividades en español para las primeras dos horas del taller:

1. El facilitador comenzará la clase con un breve repaso. Todos los estudiantes aportarán

a la discusión.

2. El facilitador liderará una discusión para explicar como se realiza el diagnóstico de

problemas en la red local inalambrica.

3. Guiados por el facilitador, los estudiantes investigarán en la biblioteca virtual sobre la

solución de problemas en la red local inalámbrica. (Ejemplo: lentitud, conectividad,

seguridad, acceso, y costo).

Integrated content and language activities aligned to achieve workshop objectives:

Activities in English for the last two hours of the workshop:

1. Each group will have the opportunity to present their projects orally. Other students will

have the opportunity to comment on the presentations.

2. The facilitator will hand in the final exam.

3. The students will fill out and submit the end of course evaluation. (Spanish or English)

Assessment: LAST TWO HOURS OF THE WORKSHOP (DIFFERENTIATED BY SECOND

LANGUAGE PROFICIENCY LEVELS)

1. Individual: Students will complete their Reflective Journal.

2. Group: Students will perform peer evaluations.

3. Written: The facilitator will use Appendix G to evaluate the writing process.

4. Oral: Students will verbally discuss the main topics learned during this class. The

facilitator will use Appendix H.

Lesson Wrap-Up:

1. Individual: Students will write a three paragraphs summary of the most important

aspects of the course.

2. Group: Students will meet in groups of three to share their individual summaries. They

will prepare a group summary of what they learned in class. To be submitted to the

facilitator.


Updated 01/20/2013

APÉNDICES / APPENDIXES


Updated 01/20/2013

APPENDIX A

NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED INSTRUCTION

Retrieved from: WIDA Consortium http://www.wida.us/

“Can Do” Listening Rubric

National Proficiency Levels Criteria

Starting

1. Identifies objects

2. Names concrete objects

3. Points to picture/object of the word heard

4. Follows simple commands

5. Repeats words or simple phrases

6. Understands simple messages – gestures, pointing

Emerging

1. Draws a picture

2. Requires continuous repetition

3. Follows verbal dictations

4. Checks-off words that were heard

5. Repeats information heard to determine comprehension

6. Understands slow speech and multiple repetitions

Developing 1. Understands more details of spoken language

2. Needs limited or no repetition and slow speech

3. Understands basic academic vocabulary which is frequently used in class

discussions

4. Understands class discussions with some difficulty

5. Understands most of what was said

Expanding 1. Needs limited or no repetition at normal speed speech

2. Understands academic vocabulary used in class discussions

3. Understands class discussions with little difficulty

4. Understands nearly everything said

Bridging 1. Needs no repetition at normal speed speech

2. Understands elaborate academic vocabulary used in class discussions

3. Understands class discussions with no difficulty

4. Demonstrates a native-like English speaker’s understanding of what is

said

http://www.wida.us/


Updated 01/20/2013

“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


Updated 01/20/2013

“Can Do” Reading Rubric


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)


Updated 01/20/2013

“Can Do” Writing Rubric


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.


Updated 01/20/2013

APPENDIX B

THE WRITING PROCESS

6-TRAITS WRITING RUBRIC


Updated 01/20/2013

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

1. Ideas and Content

2. Organization

3. Voice

4. Word Choice

5. Sentence Fluency

6. 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


Updated 01/20/2013

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/


Updated 01/20/2013

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/


Updated 01/20/2013

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/


Updated 01/20/2013

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/


Updated 01/20/2013

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/


Updated 01/20/2013

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/


Updated 01/20/2013

APPENDIX C

MATRIZ DE VALORACIÓN PARA ENSAYOS Nombre/Grupo ________________________________________________

Curso: __________ ___________ Fecha: ________________________

Tema: ______________________ Tiempo: ________________________

Criterios Valor Puntuación del Estudiante

Contenido

El ensayo está bien organizado y es fácil de leer. 3

El ensayo incluye detalles e información específica, relevante

y descriptible.

3

El ensayo contiene abundante lenguaje descriptivo. 3

El ensayo incluye abundantes imágenes verbales que ayudan al

lector a visualizar lo que se presente describir.

3

El ensayo contiene abundante lenguaje figurado, tales como la

metáfora, el símil, etc. y brinda comparaciones interesantes.

3

Crea una impresión importante y memorable apoyada con el

uso efectivo de detalles sensoriales relevantes.

3

Se utiliza precisa y consistentemente el estilo APA en el

informe y en la página de referencias. Las referencias del

listado concuerdan con las citas en el texto y todas han sido

escritas adecuadamente usando el estilo APA.

3

Lenguaje

Demuestra habilidad en el manejo del idioma inglés estándar

(vocabulario, sintaxis y flujo de ideas).

3

Usa estructuras de oraciones variadas y hace un excelente uso

del vocabulario.

3

Usa la puntuación y la ortografía correctamente. 3

Total 100 ( 70%

contenido y

30%

lenguaje)

Puntuación Total:

El nombre del estudiante: ______________________________

Firma del facilitador: _________________________


Updated 01/20/2013

APPENDIX D

MATRIZ DE VALORACIÓN PARA PRESENTACIONES ORALES

Nombre/Grupo ________________________________________________

Curso: ___________________ Fecha: ________________________

Tema: ______________________ Tiempo: ________________________

Criterios Valor Puntuación del Estudiante

Presentación

Mantiene la atención de toda la audiencia utilizando el

contacto visual directo, y mirando las notas raramente.

2

Los movimientos son adecuados y ayudan a la audiencia

a visualizar el contenido de la presentación.

2

El estudiante demuestra estar relajado y tranquilo, sin

hacer errores.

2

El estudiante utiliza una voz clara con buena proyección y

entonación.

2

El estudiante demuestra un conocimiento completo al

responder todas las preguntas con explicaciones y

elaboraciones.

2

El estudiante presenta la información en una secuencia

lógica e interesante la cual la audiencia puede seguir sin

problema.

2

Demuestra una actitud fuerte y positiva acerca del tema

durante toda la presentación.

2

Lenguaje

Demuestra habilidad en el manejo del idioma inglés

estándar (vocabulario, sintaxis y flujo de ideas).

2

Usa la gramática de una manera adecuada y correcta. 2

Usa una pronunciación correcta durante la presentación. 2

Total 100 ( 70%

contenido y 30%

lenguaje)

Puntuación Total:

Student’s Name: _________________ Facilitator’s Signature: _____________________


Updated 01/20/2013

APÉNDICE E

INSTRUCCIONES PARA PREPARAR EL INFORME ESCRITO DEL PROYECTO

COLABORATIVO

LEER TODO: CONTIENE INFORMACIÓN IMPORTANTE

Información general e instrucciones

Las actividades asociadas a la realización de este proyecto colaborativo pueden ser realizadas por

reuniones presenciales o a través de la comunicación vía correo electrónico. Cada estudiante tendrá

responsabilidades asignadas, por lo que es responsable de su propio trabajo y de realizarlo, además,

cooperativamente. Los pasos son:

1. Formar grupos de trabajo de no más de 4 personas.

2. Identificar el proyecto a realizar.

3. Cada grupo debe elegir un nombre que les identifique y les distinga.

4. La comunicación puede ser a través de correo electrónico, por lo que deben asegurarse de

tener todas las direcciones de cada integrante del grupo.

5. De cada reunión o comunicación vía e-mail, debe haber evidencia. Puede imprimir los

correos electrónicos enviados y recibidos (e-mails) y preparar una hoja de asistencia para

las reuniones presenciales donde firman los presentes. Esta evidencia formará parte del

informe escrito.

6. Cada uno será responsable de desempeñar tareas como las siguientes:

a. Velar de que todas las personas integrantes del grupo participen activamente

b. Velar por terminar a tiempo la tarea encomendada.

c. Distribuir para compartir cualquier material útil para preparar el proyecto.

d. Tomar nota de los acuerdos y organizar la correspondencia recibida.

e. Velar que ningún integrante del grupo deje de participar o se quede con dudas

sobre lo que debe hacer.


Updated 01/20/2013

Una vez realizado el proyecto, el producto final se le entregará al facilitador o facilitadora. Este producto

final debe entregarse en una carpeta y contener lo siguiente:

Proyecto grabado en algún medio magnético

Título del Proyecto

Portada creativa

Índice

Breve resumen de información de referencia encontrada y útil en la preparación del

proyecto y que fue leída y compartida en el grupo. El número de páginas para este

resumen no debe exceder de las cinco páginas.

Análisis grupal. El grupo debe ponerse de acuerdo para presentar un análisis crítico

grupal. En este análisis expresarán su opinión, juicio o cualquier comentario relacionado

con la experiencia de aprendizaje para la realización del proyecto. Lo más importante es

que en este análisis, todos deben participar.

Reflexión final. Cada integrante del grupo incluirá en el proyecto una reflexión

individual. En ella expresarán cómo se sintieron en el proceso de realizar el trabajo y con

el resultado final.

Bibliografía electrónica. Deben citarse todas las páginas y referencias electrónicas

utilizadas de acuerdo a las normas establecidas por APA para este propósito. Si tiene

dudas, puede consultar cualquiera de estas dos direcciones:

Página oficial de la American Phicological Association:


Plantilla para crear fichas bibliográficas:

http://www.landmark-project.com/citation_machine/index.php

Auto evaluación grupal. Ésta debe ser entregada como parte del proyecto (ver

rúbrica para la auto-evaluación del grupo).


http://www.landmark-project.com/citation_machine/index.php


Updated 01/20/2013

APPENDIX F

PORTFOLIO RUBRIC

4 3 2 1

PORTFOLIO APPEARANCE

1. 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?

2. 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?

3. Organization: Is the portfolio organized in a manner that

makes it easy to follow and easy to quickly locate

information?

PORTFOLIO CONTENT AND FUNCTION

1. 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.

2. Authenticity: Are the samples and illustrations a true

reflection of the student’s efforts and abilities?


Updated 01/20/2013

3. 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?

4. 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?

5. 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?

6. 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

1. 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


Updated 01/20/2013

Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted

02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro Orlando

Campus

http://www.lcusd.net/lchs/portfolio/rubric.htm


Updated 01/20/2013

APÉNDICE G / APPENDIX G

PORTFOLIO ASSESSMENT FEEDBACK TEMPLATE/PLANTILLA DE AVALUO DE

PORTAFOLIO

Portfolio Assessment Feedback Template

Strengths Weaknesses Improvement Ideas

Facilitator’s

comments

Student’s

response and

comments


Updated 01/20/2013]

APÉNDICE H / APPENDIX H

USE AND RETURN OF PORTFOLIO/USO Y REGRESO DE PORTAFOLIO

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 it 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


Updated 01/20/2013]

APPENDIX I

REFLECTIVE JOURNAL

Name: _____________________________ Date: ______________________

Complete the sentences and place it in the portfolio.

My strategy to complete the assignments was:

During Workshop Two I felt...

My experience with creating media (projected or non projected, audio) has been...


Updated 01/20/2013]

DIARIO REFLEXIVO

Nombre: _____________________________ Fecha: ____________________

Completa las oraciones y coloque en su portafolio.

Hasta hoy he logrado...

Durante el Taller Tres me sentí...

Mi experiencia con procesadores de palabras, hojas de trabajo y PowerPoint ha sido...

Documents

Sistema Universitario Ana G. Méndez, Inc. School for ... · 1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion Model®” del Sistema Universitario Ana G