Sistema Universitario Ana G. Méndez, Inc. School for ... · matriz valorativa para evaluar trabajos escritos que se encuentra bajo el Anejo B. 4. Análisis de mini-casos y escenarios:

Sistema Universitario Ana G. Méndez, Inc.

School for Professional Studies

Florida Campuses

Discipline-Based Dual Language Immersion Model®

Universidad del Este, Universidad Metropolitana, and Universidad del Turabo

MARK 455

MARKETING PROJECT

PROYECTO DE MERCADOTECNIA

© Sistema Universitario Ana G. Méndez, Inc. 2013

Derechos Reservados

All rights reserved

November 11, 2013

MARK 455 Marketing Project 2

Updated November 11, 2013

Prepared based on the course syllabus (2011) of the School of Business Administration, with the

collaboration of:

Bernardo Gil, MBA

José Penso, Content Evaluator

Maribel Román, English Language Evaluator

Joanna Dávila, Spanish Language Evaluator

Joe Hernández, Format and Module Design



TABLA DE CONTENIDO/TABLE OF CONTENTS

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

STUDY GUIDE ............................................................................................................................ 24

TALLER UNO.............................................................................................................................. 44

WORKSHOP TWO ...................................................................................................................... 52

TALLER TRES ............................................................................................................................ 61

WORKSHOP FOUR .................................................................................................................... 70

TALLER CINCO/WORKSHOP FIVE ........................................................................................ 76

APPENDIX A: NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED

INSTRUCTION ............................................................................................................................ 84

APPENDIX B: 6-TRAITS WRITING RUBRIC ......................................................................... 89

APPENDIX C: DIARIO REFLEXIVO ........................................................................................ 97

ANEJO D: MATRIZ PARA EVALUAR ASISTENCIA Y PARTICIPACIÓN EN CLASE .........

99

ANEJO E: MATRIZ VALORATIVA PARA EVALUAR PRESENTACIÓN ORAL

INDIVIDUAL 101

ANEJO F: MATRIZ PARA EVALUAR PARTICIPACIÓN EN GRUPO ............................... 103

ANEJO F/APPENDIX F............................................................................................................. 103

ANEJO G/ APPENDIX G PROYECTO DE MERCADOTECNIA .......................................... 105

ANEJO H LISTA FOCALIZADA ............................................................................................. 106

APÉNDICE I/APPENDIX I LANGUAGE LAB AND E-LAB INFORMATION.................... 107

APÉNDICE J/APPENDIX J LANGUAGE LAB/E-LAB DOCUMENTATION ...................... 112

APPENDIX K PARAGRAPH CONSTRUCTION RUBRIC .................................................... 115



GUÍA DE ESTUDIO

Título del curso: PROYECTO DE MERCADOTECNIA

Codificación: MARK 455

Créditos: TRES (3)

Duración: UN TÉRMINO (5 SEMANAS)

Pre-requisito: MARK 133, MARK 206, MARK 301, MARK 318, MARK 320

Descripción:

En este curso se aplican los conocimientos adquiridos en el área de mercadotecnia a través de

toda la carrera. Se pueden aplicar, entre otros, los temas siguientes: la función de la

mercadotecnia en la organización, desarrollo de estrategias de mercadotecnia, desarrollo de

tácticas, implantación y control de un plan de mercadotecnia.

Objetivos generales de contenido

Al finalizar el curso, se espera que el estudiante haya adquirido las destrezas para:

1. Desarrollar un proyecto de mercadotecnia (mercadeo) donde deba aplicar todos

los conocimientos adquiridos durante su carrera como estudiante de mercadeo.

2. Demostrar conocimiento y experiencia práctica sobre el proceso de análisis, planificación, ejecución y

control que envuelve el mercadeo.

3. Identificar y analizar los aspectos que envuelve el mercadeo desde una perspectiva

real aplicando el pensamiento crítico y proceso de solución de problemas,

manteniendo los principios éticos en el proceso de toma de decisiones.

4. Demostrar entendimiento y capacidad para manejar el ambiente de cambio que existe



en el mercadeo actual.

5. Aplicar las funciones básicas gerenciales en las empresas.

6. Utilizar los sistemas de información para el análisis cuantitativo y cualitativo en la

solución de problemas empresariales.

7. Analizar asuntos ambientales de actualidad y proponer alterativas dirigidas al mejor

uso de los recursos ambientales en la organización.

8. Integrar los conocimientos de mercadeo en los diferentes escenarios simulados en las

organizaciones.

Objetivos generales de lenguaje

a. Escuchar: Los estudiantes implementarán, exitosamente, un proyecto de mercadotecnia,

luego de escuchar una selección de videos y/o grabaciones relacionados con los

conceptos del curso o después de escuchar las exposiciones del facilitador acerca de un

tema en particular sobre los conceptos del curso.

b. Hablar: Los estudiantes mostrarán dominio del material correspondiente al curso

mediante presentaciones orales y su participación oral en clase

c. utilizando términos y vocabulario adecuados con pronunciación clara y fluidez oral tanto

en el idioma inglés como el español.

d. Leer: Los estudiantes resumirán teorías y conceptos relacionados con el curso luego de

leer artículos y libros de texto, recomendados en el lenguaje indicado durante la

preparación previa a cada taller del curso.

e. Escribir: Los estudiantes aplicarán las seis características del proceso de escritura (ver

Anejo B) en formato APA (última edición) y sin errores gramaticales o de sintaxis.



También utilizarán una variedad de estrategias para escribir textos con fluidez en ambos

idiomas, en las notas, los ensayos y en los resúmenes que demuestran la comprensión y la

síntesis de contenido, de los procesos y de las experiencias de una variedad de medios.

Requisitos del laboratorio de lenguaje o laboratorio electrónico: (Tell Me More, Net Tutor,

WimbaVoice, Biblioteca Virtual y Voice E-mail.)

Requisitos mínimos de laboratorio de lenguaje: Los estudiantes deben demostrar que

ellos han cumplido con las horas de uso en el laboratorio de. El facilitador podría

requerir más horas de práctica basándose en las necesidades para las destrezas auditivas,

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

horas de práctica del laboratorio de lenguaje o E-lab debe integrarse a la sección de

actividades del módulo.

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

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

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

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

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

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

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

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

estándares establecidos. El facilitador del curso le proveerá al estudiante acceso al

MANUAL DE PORTAFOLIOS (Digital Performance Portfolio Assessment Handbook).

Escala:

El facilitador del curso determinará las fechas para la administración de pruebas, entrega de



trabajos, portafolio y otras tareas.

Curva de Evaluación

A

B

C

D

F

100% - 90%

89% - 80%

79% - 70%

69% - 60%

59% - 00



Criterios de Evaluación

La nota final de cada estudiante estará basada en la participación de todas las actividades de

aprendizaje, tanto individual como grupal. La nota final de cada estudiante se basará en la

ejecución de las siguientes actividades de acuerdo a su peso relativo:

Criterios de evaluación

Por ciento (%)

Puntuación

Asistencia (5 puntos por cada taller) 5% 25

Participación (15 puntos por cada taller) 15% 75

Diarios reflexivos 5% 25

Propuesta de proyecto final de mercadeo 5% 25

Análisis de mini-casos y escenarios 10% 50

Otras tareas (ensayo y foros de discusión) 10% 50

Examen 10% 50

Actividades de E-lab 5% 25

Portafolio digital 10% 50

Proyecto de mercadeo – Presentación oral (inglés) 10% 50

Proyecto de mercadeo – Trabajo escrito 15% 75

Total 100% 500



NOTA: Las matrices valorativas que se utilizarán en cada actividad se incluyen como anejos.

Los estudiantes serán evaluados en términos de su dominio del contenido del curso, además de

su dominio de los lenguajes de español e inglés.

Descripción de la evaluación

1. Asistencia: La asistencia a todos los talleres del curso es obligatoria. El estudiante recibirá

hasta 5 puntos por cada taller. El faltar a un taller puede afectar la nota final, ya que el

estudiante perderá puntos por asistencia, participación, diario reflexivo y otras tareas

asignadas al taller. La matriz valorativa para asistencia se encuentra en el Anejo D.

2. Participación: La participación en clase será evaluada mediante las discusiones de los

diferentes temas y las actividades que se desarrollen en el transcurso del taller. El estudiante

recibirá hasta 15 puntos por su participación en cada taller. La participación del estudiante

debe ser en el lenguaje designado para el taller. La matriz valorativa para la participación se

encuentra en el Anejo D.

3. Diarios reflexivos: El diario reflexivo consistirá en un texto narrativo de una página, a

modo de ensayo, en el idioma que corresponda al taller y en observancia a las normas de

estilo APA, este se realizará semanalmente. En este diario, el estudiante deberá escribir todo

aquello que documente el crecimiento de su conocimiento en la clase. Se debe llevar a cabo

un diario reflexivo por taller y estos deben ser añadidos al portafolio digital (refiérase al

manual del portafolio digital). Estos formarán parte del portafolio digital.



Propuesta escrita: Previo al segundo taller, los estudiantes deberán enviar por correo

electrónico una propuesta del trabajo final de mercadeo (ver instrucciones específicas en las

asignaciones para el Taller dos). Los trabajos escritos se prepararán de acuerdo con la última

edición del formato APA. Para evaluar las propuestas escritas, el/la facilitador/a se guiará por la

matriz valorativa para evaluar trabajos escritos que se encuentra bajo el Anejo B.

4. Análisis de mini-casos y escenarios: Los estudiantes deberán preparar un informe escrito o

grabación de voz sobre un mini-caso o un escenario de trabajo como parte de asignaciones

en el taller 3 y en el taller 4. Ambas tareas deben incluir una breve presentación oral.

Ambos informes deben ser redactados y presentados en el idioma designado del taller. El

análisis de mini-casos o escenarios de trabajo deben ser expuestos de manera individual,

pero el facilitador puede modificar las actividades dependiendo del tamaño del grupo.

5. Otras tareas: Los estudiantes deberán redactar un ensayo de una página durante el segundo

taller. El facilitador asignará el tema antes de comenzar la escritura, la cual puede hacerse

utilizando Microsoft Office, reservando con anticipación el uso del laboratorio móvil. El

lenguaje del ensayo será en inglés y tendrá un valor de 30 puntos. En adición, los

estudiantes utilizarán el foro de discusión de la plataforma Blackboard para una asignación

previa al tercer y cuarto taller, en la cual deberán publicar su opinión y responder a la

opinión de otros estudiantes sobre un tema expuesto por el facilitador. Cada asignación del

Foro de Discusión tiene un valor de 15 puntos. Para evaluar la escritura de los estudiantes en

estas tareas, el facilitador deberá usar el “Writing Process: Six Writing Traits Rubrics” que

aparece en el Apéndice B.

6. Examen: Se administrará una prueba a través de la plataforma de “Blackboard”. Esa

prueba estará disponible luego del taller 4 y debe ser completada antes del taller cinco. La



misma se redactará en los idioma inglés y español (50% y 50% cada uno). El formato de la

prueba puede ser objetivo, de un tema a desarrollar o preguntas cortas, a discreción del

facilitador. A través de sus respuestas, cada estudiante debe evidenciar que domina la

materia o el tema al que se hace referencia.

7. Actividades de E-lab: Los estudiantes obtendrán un valor de 5% de la nota al demostrar,

mediante actividades de laboratorio de lenguaje asignadas por el facilitador y, mediante

documento aprobado por el facilitador o por el representante de laboratorio de lenguaje, que

ellos han cumplido con 20 horas de uso en el laboratorio de lenguaje (10 horas en inglés y

10 horas en español) por curso.

8. Portafolio del curso: Cada estudiante deberá preparar un portafolio en formato digital.

Previo al comienzo del curso, el/la facilitador/a colocará en Blackboard una copia de la

última edición oficial del manual de portafolio (en inglés, “Performance Portfolio

Assessment Handbook”). Durante el primer taller, el/la facilitador/a discutirá en detalle el

proceso y las expectativas del uso del portafolio digital para demostrar el progreso

académico y lingüístico, de manera que los estudiantes puedan alcanzar la meta de

convertirse en profesionales bilingües.

9. Proyecto final de mercadotecnia: Los estudiantes deberán realizar un proyecto de

mercadeo. El proyecto final debe ser individual, pero el facilitador puede modificar la

actividad dependiendo del tamaño del grupo. Las instrucciones específicas, sobre el trabajo

final, se encuentran en el primer taller y en el Anejo G.

Libro(s)

Wheelen, T. L. & Hunger, J. David (2007). Administración Estratégica y Política de Negocios.



(10th ed.) Pearson Educación. ISBN: 978-9-70260878-3

Puede acceder el texto descrito arriba a través de Google Books:

http://books.google.com.pr/books?id=UyYks_L0Wr8C&pg=PA369&lpg=PA369&d

q=Tabla+EFAS&source=bl&ots=bxeQikm9eU&sig=QB6CNFJMsc752XMPmystY

3Vpg0k&hl=en&ei=VLFrTYrALY-tgQfvr-

zKCg&sa=X&oi=book_result&ct=result&resnum=4&ved=0CC4Q6AEwAw#v=one

page&q=Tabla%20EFAS&f=false

Farris, P. W., Bendle, N. T., Pfeifer, P. E. & Reibstein, D. J. (2010). Marketing Metrics:

The Definitive Guide to Measuring Marketing Performance (2nd ed.) Pearson

Education, Inc. IBSN: 978-0-13-705829-7

Kerin, R.A. & Peterson, R.A. (2010). Strategic Marketing Problems Cases and Comments.

(12th ed.) Pearson-Prentice Hall. ISBN: 978-0-13-610706-4

Vicente, M. A., (2009). Marketing y Competitividad: Nuevos Enfoques para Nuevas

Realidades. (1ra

ed.) Pearson Educación. ISBN: 978-9-87615071-2

Libro(s) y recursos rlectrónico(s)

Hague, Paul (2008) Practical Guide to Market Research. Grosvenor House Publishing

ISBN 1-905529-30-9 Retrieved from: http://www.b2binternational.com/b2b-blog/b2b-

presentations/free-ebook-a-practical-guide-to-market-research/

Estudios de casos de Mercadeo

http://www.icmrindia.org/casestudies/Case_Studies.asp?cat=marketing%20management

Adquisición de textos por capítulos

http://books.google.com.pr/books?id=UyYks_L0Wr8C&pg=PA369&lpg=PA369&dq=Tabla+EFAS&source=bl&ots=bxeQikm9eU&sig=QB6CNFJMsc752XMPmystY3Vpg0k&hl=en&ei=VLFrTYrALY-tgQfvr-zKCg&sa=X&oi=book_result&ct=result&resnum=4&ved=0CC4Q6AEwAw#v=onepage&q=Tabla%20EFAS&f=false





http://www.b2binternational.com/b2b-blog/b2b-presentations/free-ebook-a-practical-guide-to-market-research/






http://www.cengagebrain.com/market/index.html

Bibliotecas del Sistema

Universidad del Turabo (Para algunos recursos debes utilizar su nombre de

usuario (email) y contraseña)

http://bibliotecavirtualut.suagm.edu/

Bases de datos


Catálogo de Biblioteca (identificar textos disponibles en la biblioteca)

http://ut.suagm.edu/cgi-bin/Pwebrecon.cgi?DB=local&PAGE=First

Universidad del Este

http://www.suagm.edu/une/portal_de_biblioteca/

Base de datos (para algunos recursos debes utilizar tu nombre de usuario

(email y contraseña)

http://www.suagm.edu/une/portal_de_biblioteca/dbase.htm

Catálogo de biblioteca (identificar textos disponibles en la biblioteca)

http://une.suagm.edu/cgi-bin/Pwebrecon.cgi?DB=local&PAGE=First

Universidad Metropolitana

http://www.suagm.edu/umet/biblioteca/se_biblioteca.asp

Base de datos (Para algunos recursos debes utilizar tu nombre de usuario (email y

contraseña)

http://infotrac.galegroup.com/default

http://www.doaj.org/

Catálogo de biblioteca (identificar textos disponibles en la biblioteca)













Enlace

Manual de publicación de estilo de la American Psychological Association

(APA)

http://www.apastyle.org/index.aspx

http://www.suagm.edu/une/portal_de_biblioteca/manualesEstilos.htm

Derechos de autor y plagio

http://www.suagm.edu/umet/biblioteca/se_biblioteca_derecho_autor.asp

http://www.suagm.edu/une/portal_de_biblioteca/autorPlagio.htm

Información para estudiantes: publicaciones, reglamentos, manuales, etc.

http://www.suagm.edu/umet/ve_publicaciones.asp

http://www.suagm.edu/turabo/con_manuales_docs_estudiante.asp

http://www.suagm.edu/une/con_rec_publicaciones.asp

http://www.suagm.edu/une/pdf/manualNormasAcademicasAdministrativas

Subgraduado2009.pdf

Aviso: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en

el módulo, no se limite a ellas. Existen otros “websites” que podrá utilizar para la

búsqueda de la información deseada. Entre ellos están:








http://www.suagm.edu/une/pdf/manualNormasAcademicasAdministrativasSubgraduado2009.pdf




http://scholar.google.cl/schhp?hl=es

http://www.scirus.com/

http://digital.ub.uni-bielefeld.de/index.php

www.Findarticles.com


El facilitador puede realizar cambios a las direcciones electrónicas y/o añadir algunas de ser

necesario.

Tutoriales

Acceda a los tutoriales para utilizar las herramientas de Blackboard:

1. Foro de discusión

2. Chat

3. Group Pages

4. E-mail

5. Cotejar notas

6. Acceder a un curso

7. Someter una tarea

8. Enviar correo electrónico

9. Audio con Audacity

10. Video con Windows Moviemaker

Acceda a los tutoriales para el uso de la biblioteca:


http://www.suagm.edu/une/portal_de_biblioteca/tutoriales.htm

Universidad del Turabo

http://bibliotecavirtualut.suagm.edu/Instruccion/tutoriales.htm




http://www.findarticles.com/


http://www.suagm.edu/SUAGM/mycampus/participar-foro_demo/participar-foro_demo.htm

http://www.suagm.edu/SUAGM/CETED/Tutoriales/Induccion/chat/Chat.htm

http://www.suagm.edu/SUAGM/CETED/Tutoriales/Induccion/GroupPages/Group_Pages_Discussion_Board.htm

http://www.suagm.edu/SUAGM/CETED/Tutoriales/Induccion/email/Send%20Email%202.htm

http://www.suagm.edu/SUAGM/mycampus/como-cotejar-mis-notas_demo/como-cotejar-mis-notas_demo.htm

http://www.suagm.edu/SUAGM/mycampus/como-acceder_demo/como-acceder_demo.htm

http://www.suagm.edu/SUAGM/mycampus/como-someter_demo/como-someter-una-tarea_demo.htm

http://www.suagm.edu/SUAGM/mycampus/correo-electronico-con-sin-anejo_demo/correo-electronico-con-sin-anejo_demo.htm

http://www.suagm.edu/SUAGM/CETED/Tutoriales/audacity/Audacity.htm

http://www.suagm.edu/SUAGM/CETED/Tutoriales/moviemaker/Moviemaker.htm






http://www.suagm.edu/umet/biblioteca/se_biblioteca_tutoriales.asp

Descripción de las normas del curso

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

Sistema Universitario Ana G. Méndez, Inc. y está diseñado para promover el desarrollo

de cada estudiante como profesional bilingüe. Cada taller será facilitado en inglés y

español utilizando el modelo 50/50. Esto significa que cada taller será conducido

enteramente en el lenguaje especificado. Los lenguajes se alternarán en cada taller para

asegurarse de que el curso se ofrezca 50% en inglés y 50% en español. Para mantener un

balance, el módulo debe especificar que se utilizarán ambos idiomas en el taller cinco,

dividiendo el tiempo y las actividades equitativamente entre los dos idiomas. Las

primeras dos horas se desarrollarán estrictamente en español y las últimas dos, en

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

inglés o en español, según aplique.

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

sean sumamente organizados, activos y responsables y que se preparen antes de cada

taller de acuerdo al módulo. El estudiante debe llevar a cabo todo el esfuerzo posible,

para desarrollar las destrezas en los dos idiomas, usando los recursos de lenguaje

disponibles dentro y fuera de la institución. El convertirse en un profesional bilingüe es

un proceso complejo y exigente. Cada taller requiere un promedio de diez (10) horas de

preparación y en ocasiones requiere más para poder lograr el éxito lingüístico y

académico.




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

deberá presentar una excusa razonable al facilitador. El facilitador evaluará si la ausencia

es justificada y decidirá cómo el estudiante repondrá el trabajo perdido, si fuera

necesario. El facilitador puede elegir una de estas dos alternativas: (a) permitirle al

estudiante que reponga el trabajo o (b) asignarle una tarea adicional además del trabajo

que el estudiante deba reponer.

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

facilitador ajustará la nota de las tareas repuestas.

Si un estudiante se ausenta a más de un taller el facilitador tendrá las siguientes

opciones:

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

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

existente en dos grados.



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

extremadamente importante pues no se pueden reponer. Si el estudiante provee una

excusa válida y verificable, el facilitador determinará una actividad equivalente a evaluar

que sustituya la misma. Esta actividad deberá incluir el mismo contenido y componentes

del lenguaje como la presentación oral o la actividad a ser repuesta.

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.

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

SafeAssignTM de Blackboard será utilizado por los facilitadores para verificar la autoría

de los trabajos escritos de los estudiantes. Es responsabilidad del estudiante leer la

política de plagio de su universidad. Si usted es estudiante de UT, deberá leer la Sección

11.1 del Manual del Estudiante. Si es estudiante de UMET y UNE, refiérase al Capítulo

13, secciones 36 y 36.1 de los respectivos manuales.



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

TODOS los trabajos deben ser originales y que para toda referencia utilizada deberá

indicarse la fuente, bien sea mediante citas o bibliografía utilizando el estilo APA, (6ª. ed.).

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.

Si el facilitador desea hacer cambios a las actividades del módulo o guía de estudio,

deberá solicitar la aprobación del 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.

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

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

El uso de celulares está prohibido durante las sesiones de clase; en caso de necesidad,

deberá permanecer en vibración o en silencio.

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

clases.

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

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

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

notifique



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

utilizar para la búsqueda de la información deseada. Algunos de estos son:

www.google.com

www.ask.com

www.pregunta.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/

http://www.apastyle.org/

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

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

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

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

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

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

de ser necesario.


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/



CUMPLIMIENTO DE LA LEY DE INVESTIGACIÓN:

Si el facilitador o el estudiante requieren o desean llevar a cabo una investigación,la

administración de cuestionarios o entrevistas, deberá referirse a las normas y

procedimientos de la oficina de cumplimiento y solicitar su autorización. Para acceder a los

formularios de la oficina de cumplimiento, puede visitar este enlace:

http://www.suagm.edu/ac_aa_re_ofi_listado_formularios2.asp y seleccionar los formularios

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

instrucciones para la certificación de investigación en línea. Estas certificaciones incluyen:

Institutional Review Board (IRB), Health Information Portability and Accountability Act

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

Si tiene alguna duda, por favor, comuníquese con las coordinadoras institucionales o con la

oficina de cumplimiento, a los siguientes teléfonos:

Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento

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

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



Filosofía y metodología educativa

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

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

experiencias, podemos construir nuestro propio entendimiento sobre el mundo en el que vivimos.

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

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

ajustar nuestros modelos mentales para poder entender nuevas experiencias.

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

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

adaptar nuestras estrategias de enseñanza a las respuestas de nuestros estudiantes y así

motivarlos a analizar, interpretar y predecir información, y aplicarla a la vida diaria.

PRINCIPIOS DEL CONSTRUCTIVISMO:

1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe comenzar

con situaciones en las cuales los estudiantes busquen activamente construir un significado.

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

(“from whole to parts”). Ambas partes deben entenderse en el contexto del todo. Por lo

tanto, el proceso de aprendizaje se enfoca en los conceptos primarios en contexto y no en

hechos aislados.



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

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

4. El propósito del aprendizaje es, para un individuo, el construir su propio significado, y no

solo el de memorizar las respuestas “correctas” y repetir el significado de otra persona.

Como la educación es intrínsecamente interdisciplinaria, la única forma válida para asegurar

el aprendizaje es hacer, de la evaluación, una parte esencial de dicho proceso, asegurando

que el mismo provea a los estudiantes la información sobre la calidad de su aprendizaje.

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

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

perspectivas que existen en el mundo.

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



STUDY GUIDE

Course Title: MARKETING PROJECT

Code: MARK 455

Credits: THREE (3)

Time Length: FIVE (5) WEEKS

Pre-requisite: MARK 133, MARK 206, MARK 301, MARK 318, MARK 320

Description:

MARK 455 is a course in which students must apply all the knowledge of the marketing field

obtained during their professional and /or academic careers. This course will apply, but not be

limited to, the following subjects: Function of Marketing in the Organization, Development of

Marketing Strategies, Development of Marketing Tactics, Implementation and Control of a

Marketing Plan.

General Content Objectives:

At the end of this course, it is expected that students will attain the skills to:

1. Develop a Marketing Project where students should apply all the acquired knowledge

during their academic careers.

2. Demonstrate practical knowledge and experience on the analysis, planning,

implementation, and control processes, that comprises the marketing field.



3. Identify and analyze marketing aspects from a real perspective, applying critical thinking

and the problem solving process, while maintaining ethical principles during the decision

making process.

4. Demonstrate an understanding and ability to manage the changing environment that

exists in modern marketing.

5. Apply all basic management functions for business organizations.

6. Utilize information systems for quantitative and qualitative analysis during business

problem solutions.

7. Analyze existing environmental issues and propose alternatives to the organizations that

target a better use of our natural resources.

8. Apply marketing knowledge to a variety of simulated scenarios in various types of

organizations.

General Language Objectives

1. Listening: Students will successfully develop a Marketing Project, after

watching/listening to selected videos and recordings related to the concepts introduced in

the course, or after the facilitator discusses a specific topic about the course’s concepts.

2. Speaking: Students will show clear understanding of all the course concepts through oral

presentations and class participation, using excellent vocabulary, clear pronunciation, and

fluent speech in both, English and Spanish languages.



3. Reading: Students will summarize theories and concepts related to the course, after

reading recommended books and articles in English and Spanish languages, as a

preparation for each workshop.

4. Writing: Students will demonstrate proper writing conventions (refer to Appendix B –

Six Traits for Writing), and apply APA style format version six (6), without any

grammatical or syntax error in both languages, English and Spanish. They will write

notes, essays, reflective journals, and workshop summaries that demonstrate content

comprehension, and synthesis from a variety of media. (or… They will utilize a variety

of strategies to write texts, notes, essays, and summaries that demonstrate comprehension

and synthesis of contents, processes, and experiences.

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

Library, & Voice E-mail.)

Language Lab Minimum Requirement: Students must demonstrate that they have

complied with the hours of language lab or e-lab usage 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.

The language rubrics for listening, speaking, reading, and writing provided in Appendix

A are integrated to assess student’s performance in all courses. The Writing Process: Six

Writing Traits Rubrics provided in Appendix B must be used to evaluate all writing

activities in both languages in all courses. Portfolio Performance Assessment must be

one of the evaluation instruments used in the module and throughout the content of all



workshops and appendices. This instrument must follow established guidelines. Due to

the nature of our dual language instructional model, documentation must be provided on

the growth of students towards mastery of linguistic and academic skills in both

languages (English and Spanish.) The course facilitator will provide the student access to

the Digital Performance Portfolio Assessment Handbook.

Grading Scale

A

B

C

D

F

100% - 90%

89% - 80%

79% - 70%

69% - 60%

59% - 00

Evaluation Criteria:

The final grade of each student will be based on the participation of all individual and group

learning activities. The final grade will be based on the execution of the following activities and

their relative weight:



Evaluation Criteria

Percentage (%)

Points

Attendance (5 points per workshop) 5% 25

Participation (15 points per workshop) 15% 75

Reflective Journals 5% 25

Marketing Project Proposal 5% 25

Analysis of Mini-cases and Work Scenarios 10% 50

Other Assignments (1 Essay and 2 Discussion Boards) 10% 50

Exam 10% 50

E-lab Activities 5% 25

Digital Portfolio 10% 50

Marketing Project – Oral Presentation (English) 10% 50

Marketing Project – Written Work (Spanish) 15% 75

Total 100% 500

NOTE: The rubrics to be used for these evaluations are included at the end of the module. The

student will be evaluated in terms of their dominion of the content of the course and, also the

dominion of the languages both English and Spanish.

Description of the Evaluation Process:

1. Attendance: Attendance is mandatory, and being punctual reflects a professional ethic.

The student will earn up to 5 points per workshop based on attendance. Missing

attendance to one workshop can affect the final grade since student will lose points not

only by attendance but participation, reflective journal and other activities as well. The



2. Facilitator will evaluate each student attendance using the rubric in Appendix D.

3. Participation: All students are expected to attend class prepared to discuss workshop

topics and, to actively participate in class. Class participation throughout the course

should be in the language of the workshop. The student can receive up to 15 points per

his/her participation on each workshop. At the end of each workshop, the Facilitator will

evaluate the student’s class participation using Appendix D. The Facilitator will provide

feedback to each student in regards of participation and contribution.

4. Reflective Journals: The Reflective Journal must be written in the language of the

workshop and it must be written in a narrative essay form, one page long, in APA style

on a weekly basis. The journal is a continuous narrative where the student will write

everything that documents the growth of his/her knowledge in class. The journals will be

part of the digital portfolio grade and should be included inside the portfolio.

5. Written Proposal: Prior to the Second Workshop, students must bring a written proposal

of the Final Marketing Project (see detailed instructions in assignments for Workshop 2).

Al written work must follow latest edition of APA style. To evaluate the written

proposals, the facilitator will use the rubric found on Appendix B.



6. Analysis of Mini-Cases and Work Scenarios: Students must prepare a written essay or

voice recording about a brief Case Study or Work Scenario as part of the assignments on

Workshop 3 and 4. Both assignments must have a brief oral presentation and perform in

the designated language for the workshop. Each activity should be assigned individually,

but the Facilitator can modify it depending on the number of students in the class.

7. Other Assignments: Students must write a one-page essay during Workshop Two (2).

The Facilitator will assign the subject prior to writing the essay. This activity can be

performed using Microsoft Word, as the Facilitator will need to reserve use of the Mobile

Lab. The language for this essay must be English and this activity will have a value of

30 points. In addition to the Essay Activity, students will use the discussion board on

Blackboard for assignments prior workshops three and four, in which students will post

their opinion and reply another student about a subject discussed by the facilitator. Each

Discussion Board Assignment is worth 15 points. The rubric for all written works is in

Appendix B.

8. Exam: The Facilitator will place an exam on Blackboard. This test will be available after

Workshop 4 and it must be completed before Workshop 5. The exam must be 50%

English and 50% Spanish. Format can be multiple choice, short questions, work

scenarios, etc. all at the



9. Facilitator’s discretion. Throughout the answers, students should show evidence of

mastering the subjects of the course.

10. E-Lab Activities: Students will obtain 5% of the total evaluation criteria by performing

language lab assignments and handing to the facilitator a document signed by the

Facilitator or a representative from the Learning Resources Center or Language

Laboratory, certifying compliance with a minimum of ten hours of language laboratory

(10 for English and 10 for Spanish) for the course.

11. Course portfolio: Each student must prepare a digital portfolio. Prior to the first

workshop, the facilitator should place the last edition of the official Performance

Portfolio Assessment Handbook. During the first workshop, the facilitator must discuss

in detail the process and expectations of the use of the digital portfolio to demonstrate

linguistic and academic progress to achieve the goal of becoming a dual language

professional.

12. Marketing Project: Students will be required to prepare a comprehensive Marketing

Project. This project should be individual, but the Facilitator can modify this activity

depending on the class size. Specific instructions are found in the First Workshop and in

Appendix G.

Book(s)

Wheelen, T. L. & Hunger, J. David (2007). Strategic Management and Business Policies

(10th ed.) Pearson Education. ISBN: 978-9-70260878-3

You can access this book on Google Books:

http://books.google.com.pr/books?id=UyYks_L0Wr8C&pg=PA369&lpg=PA369&d

q=Tabla+EFAS&source=bl&ots=bxeQikm9eU&sig=QB6CNFJMsc752XMPmystY





3Vpg0k&hl=en&ei=VLFrTYrALY-tgQfvr-

zKCg&sa=X&oi=book_result&ct=result&resnum=4&ved=0CC4Q6AEwAw#v=one

page&q=Tabla%20EFAS&f=false

Farris, P. W., Bendle, N. T., Pfeifer, P. E. & Reibstein, D. J. (2010). Marketing Metrics:

The Definitive Guide to Measuring Marketing Performance (2nd ed.) Pearson Education,

Inc. IBSN: 978-0-13-705829-7

Kerin, R.A. & Peterson, R.A. (2010). Strategic Marketing Problems Cases and Comments.

(12th ed.) Pearson-Prentice Hall. ISBN: 978-0-13-610706-4

Vicente, M. A., (2009). Marketing y Competitividad: Nuevos Enfoques para Nuevas

Realidades. (1st ed.) Pearson Education. ISBN: 978-9-87615071-2

E-books and Electronic Resources

Hague, Paul (2008) Practical Guide to Market Research. Grosvenor House Publishing

ISBN 1-905529-30-9 Retrieved from: http://www.b2binternational.com/b2b-blog/b2b-

presentations/free-ebook-a-practical-guide-to-market-research/

Marketing Case Studies


Text Books by Chapter


Library System

Turabo University (access to some resources will require your email and

password)


Data Bases






http://www.icmrindia.org/casestudies/Case_Studies.asp?cat=marketing%20mana

http://www.icmrindia.org/casestudies/Case_Studies.asp?cat=marketing%20mana






Library Catalog


Universidad del Este (access to some resources will require your email and password)


Data Base


Library Catalog


Universidad Metropolitana (access to some resources will require your email and

password)


Data Base http://infotrac.galegroup.com/default


Important electronic links:

American Psychological Association Manual (APA)



Plagiarism and Copyrights



Student Information: Publications, policies, manuals, etc.



















http://www.suagm.edu/une/pdf/manualNormasAcademicasAdministrativas

Subgraduado2009.pdf

Note: If you cannot access the links offered on this module, feel free to search other

websites that can help you find the information you need. Some of these websites are:




www.Findarticles.com


The Facilitator can make changes on the links or add other websites if deems necessary.

You can visit the following tutorials about Blackboard Tools:

1. Foro de Discusión ( Discussion Board)

2. Chat

3. Group Pages

4. E-mail

5. Cotejar Notas

6. Acceder a un curso

7. Someter una tarea

8. Enviar correo electrónico

9. Audio con audacity

10. Video con windows moviemaker

You can also learn from tutorials about how to use the Library Resources:











http://www.suagm.edu/SUAGM/mycampus/participar-foro_demo/participar-foro_demo.htm

http://www.suagm.edu/SUAGM/CETED/Tutoriales/Induccion/chat/Chat.htm

http://www.suagm.edu/SUAGM/CETED/Tutoriales/Induccion/GroupPages/Group_Pages_Discussion_Board.htm

http://www.suagm.edu/SUAGM/CETED/Tutoriales/Induccion/email/Send%20Email%202.htm

http://www.suagm.edu/SUAGM/mycampus/como-cotejar-mis-notas_demo/como-cotejar-mis-notas_demo.htm

http://www.suagm.edu/SUAGM/mycampus/como-acceder_demo/como-acceder_demo.htm

http://www.suagm.edu/SUAGM/mycampus/como-someter_demo/como-someter-una-tarea_demo.htm

http://www.suagm.edu/SUAGM/mycampus/correo-electronico-con-sin-anejo_demo/correo-electronico-con-sin-anejo_demo.htm

http://www.suagm.edu/SUAGM/CETED/Tutoriales/audacity/Audacity.htm

http://www.suagm.edu/SUAGM/CETED/Tutoriales/moviemaker/Moviemaker.htm




Universidad del Turabo









Description of Course Policies

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).

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

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

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

success. In order to achieve proficiency expectations in English and in Spanish, the student

must strive to take advantage of all language resources in the university and in their

community since becoming a dual language professional is a complex and challenging task.

Each workshop requires an average of ten hours of preparation, but could require more.



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

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

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

work, if applicable. The facilitator will decide on the following: allow the student to make up

the work, or allow the student to make up the work and assign extra work to compensate for

the missing class time.

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

date. The facilitator may decide to adjust the grade given for late assignments and/or make-

up work.

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

options:

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

based on the student’s existing grade.

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

based on the student’s existing grade.

4. Student attendance and participation in oral presentations and special class activities are

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

provides a valid and verifiable excuse, the facilitator may determine a substitute evaluation

activity if he/she understands that an equivalent activity is possible. This activity must

include the same content and language components as the oral presentation or special activity

that was missed.



5. 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.

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

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

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

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

losing credit for material that is clearly not their own. SafeAssignTM, a Blackboard

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

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

plagiarism policy. If you are a UT student, read Section 11.1 of the Student Manual, and if

you belong to UMET or UNE, refer to Chapter 13, Sections 36 and 36.1 of the respective

manuals.

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

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

will be properly cited or mentioned in the bibliography. Plagiarism will not be tolerated and,

in case of detecting an incidence, the student will obtain a zero in the assignment or activity

and could be referred to the Discipline Committee.

7. 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



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

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

beginning of the first workshop.

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

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

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

be on vibrate or silent mode during class session.

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

classrooms.

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

established by the institution, and in this course.

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

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

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

www.google.com

www.ask.com

www.pregunta.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/


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

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

http://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)

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 interview individuals, he/she must comply with the norms

and procedures of the Institutional Review Board Office (IRB) and ask for authorization.

To access the forms from the IRB Office or for additional information, visit the following

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

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

certifications related to IRB processes. These certifications include: IRB Institutional

Review Board, Health Information


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



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



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 life

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.

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.

2. 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.



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

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

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

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

quality of their learning.

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

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

world.

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



TALLER UNO

Administración estratégica

Objetivos específicos de contenido:

Al finalizar el taller, el/la estudiante será capaz de:

1. Reconocer los beneficios de la administración estratégica en la toma de

decisiones empresariales.

2. Identificar los factores que sirven de catalítico para generar cambios en las

organizaciones.

3. Utilizar herramientas de mercadeo básicas para la generación de información

pertinente para el análisis de necesidades y oportunidades de la empresa.

4. Redactar adecuadamente una propuesta en la que plantee con certeza el problema

o situación que se pretende trabajar.

Objetivos específicos de lenguaje:

Al finalizar el taller, el/la estudiante podrá:

1. Escuchar: Aplicar conceptos teóricos luego de escuchar la discusión del facilitador sobre

el proceso de administración estratégica.

2. Hablar: Participar activamente durante la clase, utilizando términos de vocabulario

adecuados y pronunciando todas las palabras de manera clara, durante la discusión en

clase, sobre cómo utilizar herramientas de análisis que generen oportunidades

estratégicas de negocio.



3. Leer: Comprender los conocimientos expuestos en algunos de los libros de recurso sobre

la metodología y preparación de un proyecto de mercadeo.

4. Escribir: Redactar una propuesta del proyecto final de mercadeo en formato APA

(última edición) utilizando el vocabulario correcto y sin errores gramaticales o de

sintaxis.

Enlaces electrónicos:

Biblioteca Virtual


Tema: Gerencia de mercadeo y su rol dentro de la organización.

http://www.springerlink.com/content/t3m3762265137rm2/

http://www.marketingpower.com/ResourceLibrary/Pages/default.aspx

http://www.marketingpower.com/AboutAMA/Pages/AMA%20Publications/AMA%20Journ

als/Journal%20of%20Marketing/TOCs/SUM_2011.2/the_effect_of_goal_visualization.aspx

Tema: Análisis de fortalezas, debilidades, oportunidades y amenazas (SWOT)

http://erc.msh.org/quality/ittools/itswot.cfm

Tema: Análisis de fuerzas políticas, económicas, sociales y tecnológicas (PEST)

http://tutor2u.net/business/strategy/PEST_analysis.htm

Tema: Matriz del Boston Consulting Group (BCG Matrix)

http://www.brs-inc.com/models/model14.asp


http://www.springerlink.com/content/t3m3762265137rm2/

http://www.marketingpower.com/ResourceLibrary/Pages/default.aspx

http://www.marketingpower.com/AboutAMA/Pages/AMA%20Publications/AMA%20Journals/Journal%20of%20Marketing/TOCs/SUM_2011.2/the_effect_of_goal_visualization.aspx




http://erc.msh.org/quality/ittools/itswot.cfm

http://tutor2u.net/business/strategy/PEST_analysis.htm




Tema: Segmentación de mercados y conducta del consumidor

http://www.businessplans.org/Segment.html

http://ohioline.osu.edu/cd-fact/1253.html

http://www.claritas.com/MyBestSegments/Default.jsp

Asignaciones antes del taller:

1. REQUISITO DE E-LAB: Tome los exámenes de lenguaje en español y en inglés en el

programa Tell Me More. Entregue una copia del resultado al facilitador al comienzo del

taller.

2. Lea cuidadosamente la descripción y los objetivos del curso y de los talleres. Prepárese

para formular cualquier pregunta sobre el módulo al facilitador.

3. Lea y revise la última edición del estilo de escritura APA. Todos los trabajos escritos

asignados deberán utilizar el estilo de escritura APA para la redacción de ensayos, citas,

referencias, definiciones y/o conceptos teóricos. Deben ser enviados al facilitador del

curso antes de cada taller a través de Blackboard. Será la discreción del facilitador el

aceptar trabajos en papel o por correos electrónicos que no sean de SUAGM.

4. Lea cuidadosamente el manual de portafolio digital, este debe encontrarse bajo la

sección de documentos del curso en la plataforma de Blackboard. Venir preparado para

discutirlo en el primer taller.

5. Busque información relacionada con los siguientes conceptos o temas:

http://www.businessplans.org/Segment.html

http://ohioline.osu.edu/cd-fact/1253.html

http://www.claritas.com/MyBestSegments/Default.jsp



a. Administración estratégica

b. Gerencia de mercadeo estratégica

Prepare un resumen escrito de cada tema y lleve a clase. Anote las referencias en estilo

APA.

6. Utilice la Biblioteca Virtual y realice una investigación sobre las siguientes herramientas

de mercadeo para generar análisis. Prepare una tabla en MS Word describiendo cada

herramienta. Incluya ventajas y desventajas.

a. Análisis FODA

b. Matriz del Boston Consulting Group

c. Investigación de mercadeo

d. Otras (Ejemplo: 5 Fuerzas de Porter)

7. Comience a practicar sus destrezas de español utilizando Tell Me More.

8. Comience a preparar su portafolio digital de acuerdo al manual.

9. Comience a preparar un glosario de términos donde definirá el vocabulario de este y los

demás talleres.

Vocabulario clave de la lección:

1. Plan de mercadeo

2. 5 Fuerzas de Porter

3. BCG Matrix

4. Planificación estratégica

5. Análisis D.A.F.O (SWOT)

6. Las 4 P’s de Mercadeo



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

_√_ Modelaje

_√_ Práctica dirigida

_√_ Práctica independiente

_√_ Instrucción comprensible

C. Opciones para Agrupamiento

_√_ Grupo completo

_√_ Grupos pequeños

_√_ Pares

_√_ Trabajo independiente

D. Integración del Proceso

_√_ Escuchar

_√_ Hablar

_√_ Leer

_√_ Escribir

E. Aplicación

_√_ Actividades dinámicas de aplicación

_√_ Significativas y relevantes

_√_ Rigurosas

_√_ Alineadas con los objetivos

_√_ Promueven participación

A. Preparación

_√_Adaptación de contenido

_√_ Enlaces al conocimiento previo

_√_ Enlaces al aprendizaje previo

_√_ Estrategias incorporadas

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

_√_ Cognoscitivo

_√_ Metacognoscitivo

_√_ Socio/Afectivo



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

(contenido y lenguaje):

1. El facilitador se presentará e indicará los canales de comunicación, horario y días de

contacto.

2. Luego de que todos los participantes del curso se presenten en una actividad “rompe-

hielo”, los estudiantes seleccionarán al representante estudiantil.

3. El facilitador expondrá los objetivos, metodología de facilitación, expectativas,

descripción de los criterios de avalúo y cada una de las matrices de valoración del curso.

4. El facilitador ofrecerá información sobre todas las asignaciones del curso y establecerá

las fechas de entrega de todas las tareas y administración de pruebas.

5. El facilitador explicará la forma de enviar tareas a través de la plataforma de Blackboard.

6. Los estudiantes se reunirán en grupos pequeños para discutir el proceso del portafolio

digital según el manual oficial. El/la facilitador/a les explicará el proceso de cómo

preparar, mantener y entregar el portafolio digital.

7. El facilitador(a) explicará el proceso para el proyecto de mercadeo que los estudiantes

presentarán en el taller 5. Queda a discreción del facilitador(a) si dicho proyecto se

trabajará individualmente o en equipos. Si se trabaja en equipos, se recomienda crear

grupos de dos a tres estudiantes.

8. Cada estudiante o equipo identificará una empresa o entidad para la que le gustaría

desarrollar su proyecto de mercadeo. Se recomienda que escoja la empresa para la cual

trabaja ya que se entiende que facilitará la obtención de información necesaria para el

diseño y desarrollo del proyecto. También, puede seleccionar una empresa para la cual

le gustaría trabajar o hacer trabajo voluntario. Por otro lado, el facilitador tiene la



potestad de hacer una lista con una pre-selección de industrias, negocios, productos o

servicios y distribuirla a los estudiantes para que se logre variedad y evitar repetición en

los proyectos de mercadeo.

9. Los estudiantes se dividirán en parejas y discutirán los conceptos de vocabulario

correspondientes al taller.

10. La clase se dividirá en grupos. Siguiendo las instrucciones del facilitador, cada grupo

trabajará con una herramienta de mercadeo para generar análisis.

11. Luego de una discusión de varias herramientas de análisis para determinar estrategias, la

clase se dividirá en grupos para hacer un análisis FODA de un negocio, producto o

servicio previamente seleccionado por el facilitador.

12. El facilitador resumirá los puntos más importantes de los temas presentados durante la

clase. Luego, procederá a discutir los temas y asignaciones para el próximo taller.

13. El facilitador creará un foro de discusión en Wimba Voice que será trabajado como

asignación para el próximo taller.

Evaluación:

1. Individual: El facilitador utilizará el Anejo B para evaluar la adquisición del lenguaje

durante el taller.

2. Grupal: El facilitador utilizará el Anejo F para evaluar la participación en grupo.

3. Escrito: El facilitador utilizará el Anejo B para evaluar los trabajos escritos/resúmenes o

abstractos.

4. Oral/Auditivo: El facilitador utilizará el Anejo A para evaluar el cumplimiento de los

objetivos específicos de lenguaje para el taller.



Cierre del taller:

1. Individual: Los estudiantes harán su evaluación del taller completando el diario

reflexivo y lo entregarán al facilitador al finalizar el taller.

2. Grupal: La clase se dividirá en grupos pequeños para preparar una lista focalizada sobre

el tema central del taller. (Ver Anejo H)



WORKSHOP TWO

Analysis of the Environment

Specific Content Objectives:

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

1. Identify the most important internal and external factors of organizations that can

influence the decision making on business strategies.

2. Use the following analysis tools: SWOT, EFAS and IFAS Table, BCG Matrix, Barney’s

VRIO Framework, Porter’s Five Forces Model and PESTEL Framework.

3. Identify potential marketing strategies based on the analysis tools.

4. Perform an Industry Analysis to understand the competitive forces that have control over

a market.

5. Select and apply correctly a marketing research to generate pertinent data for any

particular decision making or problem-solution.

Specific Language Objectives:

At the end of this workshop, the student will be able to:

1. Listening: Understand all the analysis tools after listening to the facilitator’s

presentation.

2. Speaking: Participate actively, using the oral academic vocabulary, to respond questions

from the facilitator about the Industry Analysis.

3. Reading: Analyze potential marketing strategies from reading the analysis tools.



4. Writing: Demonstrate a good control of spelling, punctuation, capitalization, and other

writing conventions in the essay assigned during class.

Electronic Links (URLs):

Virtual Library


TOPIC: SWOT and other analysis tools

http://www.quickmba.com/strategy/swot/

http://www.swotmatrix.com/

http://pestel-analysis.com/

http://www.quickmba.com/strategy/pest/

http://hbr.org/2008/01/the-five-competitive-forces-that-shape-strategy/

http://www.mindtools.com/pages/article/newTMC_08.htm

http://www.quickmba.com/strategy/porter.shtml

http://www.slideshare.net/ashwiniMP/applying-the-vrio-framework-1


http://www.scribd.com/doc/24035048/5-Strategy-Formulation-Business-Strategy

TOPIC: Marketing Research

http://www.quickmba.com/marketing/research/

Assignments before the Workshop:

1. REQUIRED LANGUAGE E-LAB: As part of the language study required activities

(E-lab), use Tell Me More to read and pronounce concepts related to business strategies.

Students must prepare to participate in a group activity.


http://www.quickmba.com/strategy/swot/

http://www.swotmatrix.com/

http://pestel-analysis.com/

http://www.quickmba.com/strategy/pest/

http://hbr.org/2008/01/the-five-competitive-forces-that-shape-strategy/

http://www.mindtools.com/pages/article/newTMC_08.htm

http://www.quickmba.com/strategy/porter.shtml

http://www.slideshare.net/ashwiniMP/applying-the-vrio-framework-1


http://www.scribd.com/doc/24035048/5-Strategy-Formulation-Business-Strategy

http://www.quickmba.com/marketing/research/



2. The students must prepare the Marketing Project Proposal. The proposal should be

based on a realistic business scenario, using the guidelines the Facilitator provided on

Workshop One. The project can be in groups or individually, as per instructions from

the Facilitator. The Proposal is worth 25 points and it must include the following

parts:

a. Name and information about the company: Include website, contact

information, and address.

b. Organization History: Brief history about the selected organization, its

structure, cultural philosophy, products and services, target market, client

demographics, etc.

c. Situation Summary: General idea of the project and what you are proposing to

perform.

d. Project Need or Justification: brief description of the reasons to perform this

Marketing Project, it is basically the reasons of the company for developing a

marketing strategy.

e. Project Stages: It explains the process to follow during the development and

implementation of the Marketing Project. It can include a brief schedule of the

development and implementation stages.



f. Budget and Resources: Description of estimated cost, time, resources of each

part, and which control tools will be used to make sure data is accurate.

g. Conclusion: Expected results of the Marketing Strategy and how the student

will benefit from the experience. Students must explain which skills were

developed during the making of this project.

h. Send it to NetTutor for feedback. Make changes if needed and send to the

facilitator via e-mail.

3. Students will prepare a brief PowerPoint Presentation about the Marketing Project

Proposal. Be prepared to present it during class.

4. Prepare the cover page, introduction, and Biography of the portfolio. Students must

come hand over the digital portfolio to the facilitator for proper assessment and

feedback during Workshop Three.

5. Read about the business strategies analysis tools featured on the content objectives of

this workshop. Prepare a list and bring them to class.

6. Continue working with your digital portfolio.

7. Begin practicing your English language skills using Tell Me More.

8. Answer the Wimba Voice board created by the facilitator.

9. Continue working with your glossary of terms.

10. Prepare a 2-page descriptive essay about Michael Porter’s Five Forces Model. Use

APA style and include references. Bring the essay to class.



Key Core Vocabulary:

1. SWOT Analysis

2. PESTEL

3. VRIO Framework

4. EFAS and IFAS Tables

5. Michael Porter’s Five Forces Model

6. BCG Matrix

7. Competitive Advantage

8. Qualitative research

9. Quantitative research



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

the workshop.

B. Scaffolding

_√_ Modeling

_√_ Guided Practice

_√_ Independent Practice

_√_ Comprehensible Input

C. Grouping Options

_√_ Whole Class

_√_ Small Groups

_√_ Partners

_√_ Independent Work

D. Integration of Processes

_√_ Listening

_√_ Speaking

_√_ Reading

_√_ Writing

E. Application

_√_ Hands-on

_√_ Meaningful/Relevant

_√_ Rigorous

_√_ Link to Objectives

_√_ Promote Engagement

A. Preparation

_√_ Adaptation of Content

_√_ Links to Background Knowledge

_√_ Links to Past Learning

_√_ Strategies Incorporated

CALLA Strategies (Cognitive Academic Language Learning Approach)

_√_ Cognitive

_√_ Meta-cognitive

_√_ Social/Affective



Integrated Activities:

1. The facilitator will engage the students in a short review of the last workshop’s material

and answer any questions or concerns students might have.

2. Using a Power Point presentation, each student will share with the class the Marketing

Project Proposal. Depending on the size of the class, each presentation should take from 5

to 10 minutes, including the feedback from the facilitator.

3. Students will exchange their essays. Each student will have 5 minutes to read the essay

and to offer constructive feedback.

4. Students will discuss the aspects of the SWOT, EFAS and IFAS Tables, BCG Matrix,

Barney’s VRIO Framework, Porter’s Five Forces Model, and PESTEL Framework. The

facilitator can choose from a variety of alternatives (video, discussion, PowerPoint

presentation, etc.) for this activity.

5. Depending on the size, class will be divided in pairs. The facilitator will give each pair a

company, product, or service name and each pair must perform one of the analysis tools

discussed in the prior activity. After approximately 20 minutes, each pair must write or

draw a chart or table with their findings from the analysis and present it to the rest of the

class.

6. Based on the analysis tools performed in the previous activity, each pair of students will

switch their charts with another group (pair of students) in order to identify the top

possible strategies to enhance or change a current situation of the selected business,

product, or service.

7. Class will be divided into small groups. Each group must draw a Venn diagram for

quantitative and qualitative research. After a brief discussion with the facilitator, each



group will discuss different types of research methods and how to use them to select

potential marketing strategies.

8. Each group must draw a circle map with the word “Industry Analysis” in the middle

circle; then draw the exterior circles with all the external factors to consider during an

Industry Analysis, for a business organization. After a brief discussion with the

facilitator, each group will apply the flowchart to a simulated situation assigned by the

facilitator.

9. The facilitator should have a “Question and Answer” session with students to clarify any

questions, change of action plan, or any other subject regarding to the final Marketing

Project.

10. The facilitator will discuss the assignments for the next workshop and will create a

discussion board in Blackboard as an assignment for the next workshop.

Assessment:

1. Individual: The facilitator will use Appendix C in order to assess the student’s reflective

journal.

2. Group: The facilitator will use Appendix F to assess group participation.

3. Written: The facilitator will use Appendix B to assess essays/written reports/summaries

or abstracts.

4. Oral: The facilitator will use Appendix A to assess the specific language objectives for

the workshop.



Lesson Wrap-Up:

1. Individual: Each student will write on an index card, 3 things they have learned, 2 things

they have a question about, and 1 thing they want the instructor to know. The facilitator

will pick up the cards and randomly read some of them.

2. Group: Class will be divided in two groups. Each group will construct clues (riddles)

about the key terms and quiz the other group.



TALLER TRES

Diseño de estrategias y política organizacional



1. Utilizar la matriz SFAS (Strategic Factors Analysis Summary) para sistematizar la

información recopilada sobre el ambiente de la organización.

2. Aplicará el análisis de cartera para la identificación y diseño de estrategias.

3. Diseñará alternativas estratégicas y tácticas para la solución de problemas y/o el logro de

los objetivos de la institución o empresa.

4. Podrá definir las políticas institucionales necesarias para la implementación de las

estrategias.



1. Escuchar: Analizar la matriz de SFAS, luego de escuchar la discusión del facilitador y

las exposiciones de los compañeros de clase.

2. Hablar: Definir mediante exposiciones orales, las políticas institucionales necesarias

para la implementación de las estrategias, utilizando términos de vocabulario adecuados

y pronunciando todas las palabras de manera clara.

3. Leer: Comprender cómo identificar posibles estrategias de mercadeo, por medio de la

lectura de herramientas de análisis y textos en español.

4. Escribir: Utilizar el vocabulario correcto y sin errores gramaticales o de sintaxis para la

escritura del foro de discusión y el diario reflexivo sobre los temas discutidos en el taller.




Biblioteca Virtual


Tema: Matrices de diagnóstico, SFAS, matriz 360 y análisis de la cartera de productos

http://books.google.com.pr/books?id=1vbWZtHcHrQC&pg=PA107&lpg=PA107&dq=st

rategic+factors+analysis+summary&source=bl&ots=pUWo-IuqF0&sig=ths-

KSNnH0_SFiJNEle06yP8DpA&hl=en&ei=4OFrTfu4N4nQgAf60unLCg&sa=X&oi=book_resu

lt&ct=result&resnum=7&ved=0CDgQ6AEwBjgo#v=onepage&q=strategic%20factors%20anal

ysis%20summary&f=false

http://www.slideshare.net/pedrovizueta/modelo-de-analisis-de-cartera-de-negocios-y-el-plan-de-

marketing-presentation

http://www.marketing-xxi.com/analisis-de-la-cartera-de-productos-44.htm

Tema: Ventaja competitiva

http://www.marketingpower.com/ResourceLibrary/JournalofMarketing/Pages/1994/58/2/94

06201522.aspx


1. Requisito laboratorio de idiomas/laboratorio electrónico: Complete las horas del

laboratorio de idiomas.

2. Cada estudiante o grupo preparará un informe escrito y una breve presentación oral

sobre el análisis de la información recopilada para el proyecto de mercadotecnia en

el que aplicará las matrices de diagnóstico y análisis así como otras herramientas

que estime adecuadas.


http://books.google.com.pr/books?id=1vbWZtHcHrQC&pg=PA107&lpg=PA107&dq=strategic+factors+analysis+summary&source=bl&ots=pUWo-IuqF0&sig=ths-KSNnH0_SFiJNEle06yP8DpA&hl=en&ei=4OFrTfu4N4nQgAf60unLCg&sa=X&oi=book_result&ct=result&resnum=7&ved=0CDgQ6AEwBjgo#v=onepage&q=strategic%20factors%20analysis%20summary&f=false







http://www.slideshare.net/pedrovizueta/modelo-de-analisis-de-cartera-de-negocios-y-el-plan-de-marketing-presentation



http://www.marketingpower.com/ResourceLibrary/JournalofMarketing/Pages/199

http://www.marketingpower.com/ResourceLibrary/JournalofMarketing/Pages/199

http://www.marketingpower.com/ResourceLibrary/JournalofMarketing/Pages/1994/58/2/9406201522.aspx



3. Asignación de mini - caso # 1:

Usted ha sido contratado como consultor independiente para elaborar un plan

estratégico para una organización loca sin fines de lucro dedicada a ayudar a los niños

de la comunidad. Este movimiento persigue formar el carácter de los niños y jóvenes a

través de actividades divertidas y de alta aventura en la que se exponen a situaciones

donde deberán tomar decisiones importantes para la estabilidad y supervivencia del

grupo. Este es un movimiento establecido hace más de 100 años a nivel mundial y

que lleva en la comunidad varios años. El capítulo local se divide a su vez en regiones

o condados. Esta organización se mantiene, básicamente, por la aportación de los

padres que pagan una matrícula básica para registrar a los chicos, a los padres ya

líderes adultos así como a aportaciones de empresas y programas delineados para la

recaudación de fondos. Aunque el programa del movimiento está dirigido

fundamentalmente a los niños y jóvenes, los padres juegan un rol medular en el

desarrollo e implementación del programa para el cual se provee adiestramiento a

líderes y jóvenes adultos que deseen mantenerse activos en el movimiento.

Sin embargo, en la última década, la matrícula ha decaído tanto en cantidad de unidades

como en cantidad de niños inscritos por unidad. Así como en cuanto a la cantidad de

líderes voluntarios. Datos importantes:

Dato #1: La imagen y percepción del movimiento se ha visto afectada por una recesión

económica. Muchos padres y líderes ven el Programa como uno costoso e inaccesible a

todos los sectores socioeconómicos.

Dato #2: La(s) campaña(s) de recaudación de fondos Capitular no está(n) siendo

apoyada(s) a nivel de todas las unidades.



Dato # 3: Se está confundiendo este grupo con otro grupo que reúne niños y niñas

en horarios extracurriculares para realizar actividades educativas y de diversión.

Dato # 4: La concientización o reconocimiento del programa (awareness) ha bajado

a un 18% de un 54% hace dos décadas.

Dato # 5: Los líderes de las unidades no se sienten apoyados por el distrito ni por el

capítulo.

Dato # 6: Muchos padres no se integran a programa junto a sus hijos.

Dato # 7: Durante las actividades de reclutamiento se ofrecen programas de

actividades al aire libre que luego no se ejecutan en las Unidades.

Dato # 8: La cantidad de líderes voluntarios ha mermado un 36% por lo que los

voluntarios activos se ven obligados a ejecutar varias funciones dentro de las

unidades simultáneamente con tareas a nivel de distrito y de capítulo.

Utilizando las matrices y herramientas de diagnóstico y análisis prepare un

informe escrito de al menos tres páginas que incluya el análisis de la situación,

identificación de prioridades y estrategias de mercadeo para generar interés y

aumentar la matrícula de esta organización. Utilice estilo APA e incluya las

referencias. Envíe a NetTutor para retroalimentación.

Nota: Esta asignación tiene un valor de 25 puntos. El estudiante puede hacer referencia

a cualquier grupo o entidad similar que le sea familiar para enmarcar el caso más

concretamente de manera que le resulte pertinente y le genere mayor interés. También,

el facilitador(a) puede añadir, eliminar o modificar la información según su discreción



para adaptarla al tema específico que desee enfatizar o estudiar.

4. Actualice el portafolio digital, incluyendo el diario reflexivo sobre el taller anterior.

5. Conteste el foro de discusión en Blackboard creado por el facilitador.

6. Continúe trabajando con su glosario de términos.

Vocabulario clave de la lección:

1. SFAS (Strategic Factors Analysis Summary)

2. Análisis de cartera

3. Estrategias y tácticas

4. Desarrollo e implementación de políticas institucionales

5. Matriz de prioridades

6. Integración vertical y crecimiento horizontal

7. Alianza estratégica

8. Riesgo



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

_√_ Modelaje

_√_ Práctica dirigida

_√_ Práctica independiente

_√_ Instrucción comprensible

C. Opciones para Agrupamiento

_√_ Grupo completo

_√_ Grupos pequeños

___ Pares

_√_ Trabajo independiente

D. Integración del Proceso

_√_ Escuchar

_√_ Hablar

_√_ Leer

_√_ Escribir

E. Aplicación

_√_ Actividades dinámicas de aplicación

_√_ Significativas y relevantes

_√_ Rigurosas

_√_ Alineadas con los objetivos

_√_ Promueven participación

A. Preparación

_√_Adaptación de contenido

_√_ Enlaces al conocimiento previo

_√_ Enlaces al aprendizaje previo

_√_ Estrategias incorporadas

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

_√_ Cognoscitivo

_√_ Metacognoscitivo

_√_ Socio/Afectivo



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

(contenido y lenguaje):

1. Los estudiantes se reunirán en parejas para resumir los temas de la clase anterior y

aclararán los temas más confusos con el/la facilitador/a.

2. El facilitador presentará y explicará los objetivos correspondientes al taller.

3. Cada estudiante presentará el informe oral de progreso (asignación # 2) de su

proyecto de mercadotecnia en un PowerPoint sencillo para la aprobación de

continuidad del mismo por el/la facilitador/a. El/la facilitador/a intervendrá durante

las presentaciones para aclarar puntos presentados por los grupos o contestar preguntas

de los estudiantes sobre algún punto en particular.

4. El facilitador(a) formará equipos de tres a cuatro estudiantes para que discutan el mini-

caso y presenten el consenso del análisis y las estrategias que recomiendan para resolver

la situación que se presenta. Esta actividad debe generar un debate entre los grupos sobre

cuáles de las recomendaciones estratégicas es más adecuada y efectiva. Esta actividad

debe cubrir como se pueden identificar posibles estrategias y soluciones de problemas de

una organización.

5. La clase se dividirá en grupos para escribir una tabla de matriz de SFAS, en la cual se

asignan valores las estrategias más importantes de algunos ejemplos provistos por el

facilitador. Luego, el/la facilitador/a mostrará un video o presentación en PowerPoint,

aclarando cualquier duda sobre este tema.

6. El facilitador conducirá una sesión de torbellino de ideas para explorar las políticas

institucionales necesarias para la implementación de estrategias.

7. Los estudiantes discutirán el tema trabajado en el foro de discusión.



8. Los estudiantes se reunirán en parejas y prepararán un diagrama de burbuja sobre el

aprendido durante el taller.

9. El facilitador procederá a discutir los temas y asignaciones para el próximo taller.

10. El facilitador asignará un mini-caso o escenario por grupo. Este se trabajará en el taller 4.

11. Los estudiantes deberán enviar el portafolio digital para retroalimentación preliminar.

12. El facilitador creará un foro de discusión oral en Wimba que será completado como

asignación para el próximo taller.

Evaluación:

1. Individual: Los estudiantes harán un resumen sobre los conceptos aprendidos, siguiendo

el formato de diario reflexivo en el Anejo C.

2. Grupal: El facilitador(a) solicitará a los estudiantes que se dividan en grupos para que

preparen una lista focalizada sobre el tema central del Taller. Los estudiantes se auto-

evaluarán si entendieron todos los conceptos.

3. Escrito: El facilitador utilizará el Anejo B para evaluar los ensayos/trabajos

escritos/resúmenes o abstractos.

4. Oral/Auditivo: El facilitador utilizará el Anejo A para evaluar el cumplimiento de los

objetivos específicos de lenguaje para el taller.



Cierre del taller:

1. Individual: Los estudiantes compartirán con el resto de la clase los conceptos discutidos

en la clase y cómo podrían aplicarlos a su desarrollo profesional.

2. Grupal: La clase se dividirá en grupos pequeños para llevar a cabo un programa de

noticias, relacionados con los objetivos de contenido discutidos en el taller.



WORKSHOP FOUR

Implementation and Strategies Control of strategies

Specific Content Objectives:

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

1. Design programs, budgets, and procedures for the implementation of business strategies.

2. Identify appropriate methods for implementing strategies based on the particular situation

of an organization.

3. Formulate action plans.

4. Select the appropriate personnel to complete implementation of strategies.

5. Develop control plans to assess the effectiveness of the implemented strategies

Specific Language Objectives:

At the end of this workshop, the student will be able to:

1. Listening: Identify how to design budgets and procedures for strategies, after listening to

the facilitator’s presentation and class discussion.

2. Speaking: Use the basic academic vocabulary during the oral presentation about the

weekly progress report of the Marketing Project and the Mini-case study assignment.

3. Reading: Understand vocabulary words for the workshop, after reading the definitions

and additional information on the concepts.

4. Writing: Demonstrate a good control of spelling, punctuation, capitalization, and other

writing conventions on the written assignments.

Electronic Links (URLs):

Virtual Library




Subject: ISO Certifications

http://www.iso.org/iso/home.html

Subject: Economies of Scale

http://onlinelibrary.wiley.com/journal/10.1111/%28ISSN%291468-0297

http://www.marketingpower.com/AboutAMA/Pages/AMA%20Publications/AMA%20Journals/J

ournal%20of%20International%20Marketing/TOCs/summary%20jun%2007/WhatDrivesjimjune

07.aspx

Subject: Benchmarking

http://managementhelp.org/quality/bnchmrkg/bnchmrkg.htm

http://www.marketingpower.com/ResourceLibrary/JournalofMarketingResearch%28JMR%29/P

ages/2005/42/3/jmkr.42.3.346.aspx

Assignments before the Workshop:

1. REQUIRED LANGUAGE E-LAB: Each student must make a 3 minutes voice

recording on WIMBA Voice, about a subject provided by the facilitator, related to the

design of programs, budgets and procedures to implement marketing strategies. Before

starting this assignment, students must access the following WIMBA tutorial:

http://www.bilingualonline.net/manuals/e-lab/Wimba/Wimba_Voice_EN.pdf

2. Search for information on the internet and other resources regarding the Core Vocabulary

section of the workshop. Continue working with your glossary of terms.

3. Each student will write the weekly progress report about the final Marketing Project. The

part to be presented during this workshop is Implementation and Control Plan. This


http://www.iso.org/iso/home.html

http://onlinelibrary.wiley.com/journal/10.1111/%28ISSN%291468-0297

http://www.marketingpower.com/AboutAMA/Pages/AMA%20Publications/AMA%20Journals/Journal%20of%20International%20Marketing/TOCs/summary%20jun%2007/WhatDrivesjimjune07.aspx





http://managementhelp.org/quality/bnchmrkg/bnchmrkg.htm

http://www.marketingpower.com/ResourceLibrary/JournalofMarketingResearch%28JMR%29/Pages/2005/42/3/jmkr.42.3.346.aspx



http://www.bilingualonline.net/manuals/e-lab/Wimba/Wimba_Voice_EN.pdf



progress report will be sent to the facilitator through the Blackboard platform, prior to

Workshop Four.

4. Each student must come prepared with a presentation to discuss the mini-case study or

scenario assigned at the end of Workshop 3. This assignment is worth 25 points.

5. Each student must continue working on the portfolio and on the final Marketing Project,

bringing any updates or questions to the facilitator.

6. Use the Virtual Library to find information about at least 3 companies that were

considered “Business of the Year” during the decade of the 1980’s and 90’s. Check if

they have kept their status during last decade. Do they still have that recognition, or do

they even exist? Take notes and bring them to class.

7. Continue working with the digital portfolio.

8. Continue practicing your English language with Tell Me More.

Key Core Vocabulary:

1. Viability or Feasibility

2. Standard Operational Standards (SOP)

3. Synergy

4. Organizational Life Cycle

5. Corporate Development Stages

6. Economies of Scale

7. Return on Investment (ROI)

8. Organizational Structures

9. ISO Certification




the workshop.

Integrated Activities:

1. The facilitator will engage the students in a short review of all the concepts covered in the

last workshop and answer any questions or concerns they might have.

2. Students will perform their oral presentations on the weekly progress report of the

Marketing Project. Facilitator and other students can provide feedback.

B. Scaffolding

_√_ Modeling




C. Grouping Options

_√_ Whole Class

_√_ Small Groups

_√_ Partners



_√_ Listening

_√_ Speaking

_√_ Reading

_√_ Writing

E. Application

_√_ Hands-on


_√_ Rigorous



A. Preparation





CALLA Strategies (Cognitive Academic Language Learning Approach)

_√_ Cognitive





3. Students (or groups, depending on what was assigned by the facilitator) will perform their

presentations of the assigned mini-case study or work scenarios. The facilitator can

complement this activity with feedback to each presentation.

4. Class will be divided into small groups. Use the notes taken when searching for

information about the top 10 companies. Each group will prepare a Concept Map of the

factors that are necessary to stay on top of the industry/market. With the support of the

facilitator, each group must discuss marketing action plans that companies must make to

stay at the top.

5. Class will be divided into small groups. Each group must present the most effective

marketing organizational chart for the selected marketing strategies presented by the

facilitator. The facilitator can choose from a variety of alternatives (video, discussion

panel, power point presentation, etc.) to complement this activity.

6. Class will be divided in pairs. Facilitator will assign each pair an exercise to calculate the

economic impact of a specific marketing strategy. They will develop a control plan to

show how not to go over budget on the assigned marketing strategy.

7. Students will prepare a Venn diagram to compare two topics determined by the

facilitator.

8. The facilitator will mention the topics that will be covered in the final exam.

9. The facilitator will open a brief session to answer any question related to the workshop.

Assessment:

1. Individual: Students will write their Reflective Journals on the content of the workshop.

They must add it to the Digital Performance Portfolio.



2. Group: Students will use Appendix F to assess group participation.

3. Written: The facilitator will use Appendix B to assess essays, written reports,

summaries, or abstracts.

4. Oral: The facilitator will use Appendix A to assess the specific language objectives for

the workshop

Lesson Wrap-Up:

1. Individual: Students receive an envelope containing a card with a word or phrase

selected by the facilitator. Students discuss the concept and list the content-specific

vocabulary, necessary to discuss it.

2. Group: Class will be divided into small groups. Each group will present three key ideas

they think everyone should have learned.



Taller cinco/Workshop Five

Innovación y evolución de la organización

(TWO HOURS IN SPANISH AND TWO HOURS IN ENGLISH)

NOTA: Este taller es bilingüe. Tanto el

facilitador como los estudiantes deberán

utilizar el idioma asignado para cada tarea y

actividad ¡No mezcle los dos idiomas!

¡UTILICE SOLAMENTE UN

LENGUAJE A LA VEZ! Las primeras

dos horas se desarrollarán en español.

Las últimas dos horas, en inglés.

NOTE: This is a bilingual workshop. Both

the facilitator and the student must use the

language assigned for each homework and

activity. Do not mix both languages! USE

ONE LANGUAGE AT A TIME! KEEP

BOTH LANGUAGES SEPARATED! The

first two hours must be in Spanish. The last

two hours must be in English.



1. Utilizar la investigación de mercado como fuente de nuevas ideas y conceptos

innovadores.

2. Aplicar las etapas del desarrollo de nuevos productos y/o servicios.

3. Seguir el proceso de toma de decisiones estratégicas para formar nuevos

proyectos empresariales.

4. Reconocer la diferencia entre un proyecto empresarial, una pequeña empresa y una

organización sin fines de lucro.




1. Escuchar: Comprender cómo varias empresas desarrollan estrategias de mercadeo, luego

de escuchar la exposición en inglés y en español del proyecto final del resto de los

estudiantes, al igual que la discusión en español y en inglés del facilitador.

2. Hablar: Utilizar términos de vocabulario adecuados y pronunciar todas las palabras de

manera clara en inglés, durante las presentaciones orales finales y durante la discusión final

en español y en inglés sobre el curso.

3. Leer: Comprender y analizar un plan estratégico mediante el uso de la lectura en inglés y

en español de un proyecto de mercadotecnia.

4. Escribir: Utilizar las seis características del proceso de escritura (ver Anejo B) para la

redacción en español y en inglés del proyecto final en formato APA (6ta edición).


Biblioteca Virtual/Virtual Library


Tema: Planes estratégicos

http://managementhelp.org/strategicplanning/

http://www.quickmba.com/strategy/strategic-planning/

http://www.plan-estrategico.com/

http://www.elalmanaque.com/gerencia/art7.htm

http://www.degerencia.com/articulo/proceso_de_gerencia_estrategica

http://www.introduction-to-management.24xls.com/es202


http://managementhelp.org/strategicplanning/

http://www.quickmba.com/strategy/strategic-planning/

http://www.plan-estrategico.com/

http://www.elalmanaque.com/gerencia/art7.htm

http://www.degerencia.com/articulo/proceso_de_gerencia_estrategica

http://www.introduction-to-management.24xls.com/es202



Tema: Innovación

http://camarapr.org/Eventos_NW/CumbreEdu/Sec1_OradorPrincipal-

Glen_Hodgson-VerEspa.pdf

http://www.navarra.es/NR/rdonlyres/D696EFD2-6AAA-4EF1-

B414E3A27109EA67/79806/02juanmulet.pdf


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

1. Complete su presentación oral del trabajo final.

2. Complete su glosario de términos.

3. Prepárese para el examen final repasando los temas discutidos durante el curso.

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

1. Complete your practice with Tell Me More.

2. Complete your written project.

3. Write a Reflective Journal on the content and language objectives of the workshop.

http://camarapr.org/Eventos_NW/CumbreEdu/Sec1_OradorPrincipal-Glen_Hodgson-VerEspa.pdf

http://camarapr.org/Eventos_NW/CumbreEdu/Sec1_OradorPrincipal-Glen_Hodgson-VerEspa.pdf

http://www.navarra.es/NR/rdonlyres/D696EFD2-6AAA-4EF1-B414-E3A27109EA67/79806/02juanmulet.pdf



Vocabulario académico clave (Debe reflejar los objetivos y conceptos clave del taller.)

Verifique que el estudiante domine el vocabulario clave en los dos idiomas.

Ejemplo:

1. Planes estratégicos

2. Innovación del negocio

3. Agentes de cambio

Academic Core Vocabulary (Must reflect objectives and important concepts of the workshop.)

Verify that the student masters the core vocabulary in both languages.

Sample:

1. Strategic Business Plan

2. Business Innovation

3. Agent of Change

List of Supplementary Materials for the Workshop:

1. Conceptual Maps

2. PowerPoint Presentations

4. Reading materials




the workshop.

1.

2.

3.

4.

5.

6.

7.

8.

B. Scaffolding

_√_ Modeling




C. Grouping Options

_√_ Whole Class

_√_ Small Groups

_√_ Partners



_√_ Listening

_√_ Speaking

_√_ Reading

_√_ Writing

E. Application

_√_ Hands-on


_√_ Rigorous



A. Preparation





CALLA Strategies

(Cognitive Academic Language Learning Approach)

_√_ Cognitive





Actividades Integradas:

Actividades en español para las primeras dos horas del taller:

1. El facilitador hará un resumen de la clase anterior y aclarará los temas más confusos para

el estudiante.

2. El facilitador explicará los detalles finales sobre el orden de las presentaciones finales y

cualquier duda que tenga el estudiante.

3. Los estudiantes expondrán sus presentaciones orales.

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

1. The facilitator will lead a brief question and answer session after each presentation.

2. The facilitator will randomly select some students to share with the rest of the class their

final conclusion of the digital portfolio.

3. The facilitator will collect all digital portfolios from students. Digital Portfolios must be

delivered on a CD format or a USB Drive, or as previously instructed by the facilitator.

4. Students will complete the end of course evaluation.

Assessment: LAST TWO HOURS OF THE WORKSHOP (DIFFERENTIATED BY

SECOND LANGUAGE PROFICIENCY LEVELS)

1. Individual: Students will assess the course by completing a Reflective Journal and

turning it in to the facilitator.

2. Group: Students poses answer/question to group about lesson; responses should come

from other students, not the facilitator.

3. Written/Oral: The facilitator will use the appendixes to assess the oral presentations and

the written works of each student.



Lesson Wrap-Up: LAST TWO HOURS OF THE WORKSHOP (These are activities to

determine if all students achieved the content and language objectives for the workshop.)

1. Individual: The student will choose and answer two questions from a generic list, about

today’s lesson.

2. Group: Class will be divided into four small groups to create a graphic representation of

their learning on a poster board. Students can either share out their posters or move from

station to station, writing questions or comments, noting similarities and differences.



APÉNDICES / APPENDIXES



APPENDIX A

NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED INSTRUCTION

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

http://www.wida.us/



“Can Do”Listening Rubric

National Proficiency Levels Criteria

Starting

Identifies objects

Names concrete objects

Points to picture/object of the word heard

Follows simple commands

Repeats words or simple phrases

Understands simple messages – gestures, pointing

Emerging

Draws a picture

Requires continuous repetition

Follows verbal dictations

Checks-off words that were heard

Repeats information heard to determine comprehension

Understands slow speech and multiple repetitions

Developing Understands more details of spoken language

Needs limited or no repetition and slow speech

Understands basic academic vocabulary which is frequently used in class discussions

Understands class discussions with some difficulty

Understands most of what was said

Expanding Needs limited or no repetition at normal speed speech

Understands academic vocabulary used in class discussions

Understands class discussions with little difficulty

Understands nearly everything said

Bridging Needs no repetition at normal speed speech

Understands elaborate academic vocabulary used in class discussions

Understands class discussions with no difficulty

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



“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



“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)



“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.



APPENDIX B

THE WRITING PROCESS

6-TRAITS WRITING RUBRIC



Appendix B

Six-Traits of Writing Rubric

Student 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



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/



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/



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/



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/



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/



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/

https://www.ade.state.az.us/standards/6traits/



Appendix C

Diario Reflexivo

Instrucciones: Complete los siguientes espacios en blanco:

Este ingreso es un ejemplo de mis fortalezas:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________

Este ingreso es un ejemplo de un área que realmente necesito mejorar:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________

Este ingreso es un ejemplo de un área que he mejorado:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________

Considero que este ejercicio ha sido muy útil para mi aprendizaje porque:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________



Appendix C

Reflective Diary

Directions: Please complete the following blanks:

This entry is an example of my strengths:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________

This entry is an example of an area I really need to improve:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________

This entry is an example of an area I have improved:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________

I think this exercise has been very helpful for my learning because:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________



Anejo D (Español)

MATRIZ PARA EVALUAR ASISTENCIA Y PARTICIPACIÓN EN CLASE

NOMBRE DEL ESTUDIANTE: ____________________ FECHA: ________________

Total Puntos por Asistencia (máximo de 25 puntos)

Total Puntos por Participación (máximo de 75 puntos)

Total

Asistencia y Puntualidad por Taller Puntos

6PM hasta 10PM 5

Estudiante no estuvo en clase durante un total de 15-29 minutos 4




Estudiante no asistió al taller o se ausentó por más de 2 horas 0

CRITERIOS PARA APORTACIÓN A LA CLASE 0 1 2 3 N/A Total

1. Viene preparado y participa activamente de todas las

actividades de la clase, especialmente en las

actividades de grupo.

2. Demuestra atención y respeta las preguntas y

planteamientos de sus compañeros.

3. Demuestra interés y contribuye frecuentemente a

las discusiones en clase utilizando el idioma del

taller.

4. Contesta preguntas del facilitador y sus compañeros

utilizando el idioma del taller.

5. Formula preguntas pertinentes al tema de la clase

utilizando el idioma del taller.

Comments:

______________________________________________________________________________

__________________________________________________________________



Appendix D (English)

RUBRIC TO EVALUATE ATTENDANCE AND CLASS PARTICIPATION

STUDENT’S NAME __________________________ DATE: __________

Total Points for Attendance (maximum de 25 points)

Total Points for Participation (maximum 75 points)

Total

Attendance and Punctuality per Workshop Puntos

Attended from 6PM until 10PM 5

Student was not in class a total of 15-29 minutes 4




Student was not in class for more than 2 hours 0

CRITERIAS FOR CLASS PARTICIPATION 0 1 2 3 N/A Total

1. Student comes prepared and participates actively in

class especially in group activities.

2. Demonstrates attention, respect and interest on

peers exposition and discussions.

3. Demonstrates attention and contributes frequently

to class discussions using the workshop language.

4. Answers facilitators and peers questions using the

workshop language.

5. Formulates questions on the topic discussed in

workshop using the workshop language.

Comments:

_________________________________________________________________________________

_____________________________________________________________________



Anejo E (Español)

MATRIZ VALORATIVA PARA EVALUAR PRESENTACIÓN ORAL INDIVIDUAL

Nombre del estudiante: ________________________ Fecha:___________

Criterio Puntos Puntuación del

estudiante

Contenido

Realiza una introducción eficaz del tema identificando el propósito,

objetivo e ideas principales que se incluyen en la presentación.

10

La presentación es tan organizada y coherente que puede seguirse

con facilidad.

10

El presentador demuestra dominio del tema o materia de la

presentación al explicar con propiedad el contenido y no incurrir en

errores.

10

Las ideas y los argumentos de la presentación están bien

fundamentados en los recursos presentados, consultados o discutidos

en clase.

10

Capta la atención e interés de la audiencia y/o promueve su

participación, según aplique.

10

Proyección eficaz, postura corporal adecuada, manejo de la

audiencia, manejo del tiempo asignado.

10

Usa varias estrategias para hablar o definir conceptos,

interpretaciones, aplicaciones y evaluación de procesos o

experiencias en contenidos del curso.

10

Lenguaje

La pronunciación de las palabras es clara y correcta para que se

entienda el lenguaje utilizado.

10

Uso correcto de la gramática y conjugación de verbos en el idioma

asignado.

10

Uso correcto del vocabulario para expresar el mensaje

adecuadamente.

10

Total de Puntos

(70% de contenido y 30% lenguaje)

100% Puntuación:

______

Firma de Estudiante: __________________________

Firma de Facilitador: __________________________



Appendix E (English)

RUBRIC TO EVALUATE INDIVIDUAL ORAL PRESENTATIONS

Student Name: _____________________________Date:__________________

Criteria Value Points Student Total

Score

Content

Performs an effective introduction to the theme identifying the

objectives, ideas and principles that are included in the

presentation.

10

The presentation is organized and coherent, and could be

easily followed

10

The presenter demonstrates domain of the theme or subject by

means of properly explaining content without incurring in

errors

10

The ideas and arguments of the presentation are well founded

by the resources presented, consulted or discussed in class

10

Captures of the attention and interest of the audience and/or

promote their participation, as applicable

10

Effective personal projection, captivates audience and uses

time adequately

10

Uses a variety of speaking strategies to define concepts,

interpretation, application and evaluation of processes using

experience on concepts or content of class,.

10

Language

Student pronounces words in a clear and correct manner so as

to make the correct language used understood to others.

10

Correct use of grammar and verb conjugation 10

Use of correct vocabulary words to express message 10

Total Points

(70% of content and 30% of language)

100% Total Score:

________

Student’s signature: ___________________ Facilitator’s Signature:___________________



Anejo F (Español)

MATRIZ PARA EVALUAR PARTICIPACIÓN EN GRUPO

Nombre: ___________________________Nota Final___________________

Título: ____________________________ Fecha: _____________________

0-NO CUMPLIÓ 1-DEFICIENTE 2-REGULAR 3-BUENO 4-MUY BUENO 5-

EXCELENTE N/A-NO APLICA

CRITERIOS 0 1 2 3 4 5 N/A

1. Asistió a las reuniones o actividades del

grupo.

2. Colaboró en la planificación y

celebración de las reuniones o


3. Demostró disposición para cooperar con

el grupo.

4. Contribuyó frecuentemente a las

discusiones del grupo.

5. Participó activamente en las reuniones y

actividades.

6. Demostró interés en las discusiones y

actividades del grupo.

7. Vino preparado(a) a las reuniones,

actividades y discusiones del grupo.

8. Demostró atención y apertura a los

puntos y argumentos de sus compañeros.

9. Demostró liderazgo en las actividades del

grupo.

10. Formuló preguntas pertinentes a las

discusiones del grupo.

11. Contribuyó al grupo con material e

información adicional.

12. Demostró iniciativa y creatividad en las


13. Completó las tareas asignadas.

14. Contribuyó significativamente al trabajo

que presentó el grupo

Comentarios:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________



Appendix F (English)

RUBRIC TO EVALUATE GROUP PARTICIPATION

NAME: ________________________ FINAL GRADE: ________________

TITLE: ________________________ DATE: _________________________

0-NOT OBSERVED1-DEFICIENT2-AVERAGE3-GOOD4-VERY GOOD 5-

EXCELLENTN/A-NOT APPLY

CRITERIA 0 1 2 3 4 5 N/A

1. Attended group meetings and activities.

2. Collaborated in planning group meeting

and activities.

3. Demonstrated disposition to cooperate

with the group.

4. Contributed frequently to group

discussion.

5. Actively participated in meetings and

activities.

6. Demonstrated interest in group

discussions and activities.

7. Arrived prepared to group meetings,

activities and discussions.

8. Demonstrated attention and opening

towards arguments from classmates.

9. Demonstrated leadership in group

activities

10. Formulated pertinent questions in group

discussions.

11. Contributed with additional material and

information.

12. Demonstrated initiative and creativity in

group activities.

13. Completed assigned tasks.

14. Significantly contributed to work

presented by the group.

Comments:

________________________________________________________________________

________________________________________________________________________



Anejo G/ Appendix G

Proyecto de Mercadotecnia

El proyecto de mercadotecnia estará enfocado en la solución de un problema o situación o en

la identificación de algún área de oportunidad en la organización que e estudiante selecciono

para trabajar. Queda a discreción del facilitador(a) que el proyecto se trabaje

individualmente o en grupo. El proyecto de mercadotecnia consta de dos partes, un informe

escrito y una presentación oral. Las secciones del informe escrito se detallan a continuación:

I. Introducción

Presenta una breve historia de la organización y las razones para haberla

seleccionado, así como la justificación del Proyecto.

II. Resumen Ejecutivo

Resumen de los hallazgos, conclusiones y recomendaciones del Proyecto. III.

Objetivos del proyecto

Define los resultados que se esperan. Deben ser medibles, específicos, claros y

ejecutables, manteniendo en mente que la organización que seleccionó recibirá su

reporte esperando cumplir con los objetivos propuestos.

IV. Descripción del Proyecto

Metodología y recursos utilizados para la recopilación, procesamiento y análisis de la

información. Recuento breve del proceso y periodo de tiempo o fecha de ejecución

del Proyecto. Incluye retos o dificultades, así como evento(s) histórico(s), si alguno,

que hayan podido afectar el Proyecto.

V. Hallazgos

Descripción y análisis detallado de los hallazgos basado en la evaluación de la

información recopilada y aspectos externos como eventos históricos de índole

político, social, económico o tecnológico.

VI. Conclusiones y recomendaciones para la organización



Anejo H

Lista Focalizada

CURSO:

Facilitador(a):

Campus:

Fecha:

Escriba una lista de todos los conceptos o ideas discutidos durante el Taller de hoy relacionados

con el tema.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.



APÉNDICE I/APPENDIX I

INFORMACIÓN ACERCA DEL LABORATORIO DE IDIOMAS

Y EL E-LAB

LANGUAGE LAB AND E-LAB INFORMATION



Información acerca del Laboratorio de Idiomas y el E-Lab

El Laboratorio de Idiomas y el E-Lab están diseñados para ayudar a los estudiantes a desarrollar

sus habilidades lingüísticas en inglés y en español y a lograr los objetivos de aprendizaje a lo

largo de su carrera. Ambos cuentan con una amplia variedad de ejercicios visuales y auditivos

en línea, recursos de investigación y actividades de escritura guiada, que les permiten a los

alumnos mejorar sus habilidades de comprensión auditiva y de lectura, pronunciación, desarrollo

de vocabulario, gramática y escritura.

El Laboratorio de Idiomas también ofrece un paquete de 140 páginas web de English for

Speakers of Other Languages (ESOL, por sus siglas en inglés: Inglés para hablantes de otros

idiomas) que han sido seleccionadas cuidadosamente. Así también, cuenta con otras páginas

electrónicas en español, con el fin de satisfacer las necesidades de los estudiantes. Además, el

Laboratorio de Idiomas y el E-Lab cuentan con otros programas informáticos que fomentan el

aprendizaje del idioma y del contenido académico, tales como Tell Me More, NetTutor y Wimba

Voice.

Tell Me More es un sistema eficaz para el aprendizaje de inglés y español, que les permite a los

estudiantes reforzar sus destrezas y además cumplir con las horas de laboratorio requeridas en

sus clases. Para poder usar este programa, los estudiantes necesitan tener Internet, el navegador

Internet Explorer y acceso a la plataforma Blackboard.

El sistema inicialmente evaluará el nivel de conocimiento de los estudiantes y creará un

programa de aprendizaje adaptado a las especificidades de lenguaje de cada uno, lo que permitirá

medir el progreso individual. Los estudiantes podrán mejorar su pronunciación, gramática y

destrezas auditivas desde el nivel de principiante hasta el nivel avanzado con dos perfiles

diferentes: lenguaje de comunicación y lenguaje de negocios.

NetTutor es un servicio de tutoría en línea, que cuenta con tutoría en directo para materias

cuánticas y de computación (tiene horarios fijos). En los cursos en los que no se ofrece tutoría

en directo, los estudiantes pueden publicar sus dudas, las cuales se contestarán en un lapso de 72

horas. El sistema también cuenta con un banco de preguntas y respuestas frecuentes, que está

disponible 24 horas al día, los 7 días de la semana. NetTutor puede accederse remotamente,

siempre y cuando cuente con conexión a Internet. Este servicio ofrece tutorías en las siguientes

materias:

Inglés (disponible para todos los cursos)

Español (disponible para todos los cursos)

Estadísticas (el estudiante debe estar matriculado en el curso)

Matemáticas (el estudiante debe estar matriculado en el curso)

Contabilidad (el estudiante debe estar matriculado en el curso)

Sistemas de información computarizada (el estudiante debe estar matriculado en el

curso).



Wimba Voice es una herramienta electrónica que promueve el uso de la voz en línea durante el

desarrollo del material académico y permite a su vez la interacción entre los estudiantes y el

facilitador. Los estudiantes usarán Wimba Voice para participar en los foros de discusión oral en

línea, preparar presentaciones orales, enviar mensajes de voz y cumplir con otras asignaciones.

El programa cuenta con cinco funciones:

Voice Authoring: permite grabar y escuchar contenido oral en páginas web.

Voice Discussion Board: puede publicar y escuchar mensajes orales en un foro de

discusión en línea.

Voice Presentation: posibilita la presentación del contenido de páginas electrónicas con

mensajes de voz.

Voice E-mail: sirve para enviar correos electrónicos con mensajes de voz.

Voice Podcaster: facilita la creación y distribución de mensajes orales para los

participantes.



Language Lab and E-Lab Information

The Language Lab and E-Lab are designed to help students strengthen their linguistic skills in

English and Spanish and to fulfill the content objectives of the course. Both labs count on a

wide variety of visual and auditory on-line exercises, Internet-based research, and guided writing

activities, that allow students to improve their listening and reading comprehension skills,

pronunciation, vocabulary building, grammar, and writing.

The Language Lab also offers a package of 140 carefully selected English for Speakers of Other

Languages (ESOL) Web sites, as well as other Spanish Web pages designed to meet the

students’ needs. Additionally, the Language Lab and E-Lab provide other software, such as Tell

Me More, NetTutor and Wimba Voice, that promote language and academic content learning.

Tell Me More is an effective system for English and Spanish learning that allows students to

strengthen their skills and fulfill the language lab hours required in each class. Students must

have Internet connection, Internet Explorer browser, and access to Blackboard to be able to use

this program.

The system will initially assess students’ knowledge and create a learning path specifically

tailored to each student’s needs, thus allowing facilitators to measure every student’s progress.

Students will be able to improve pronunciation, grammar and listening skills from beginner to

advanced levels with two different profiles: everyday language and business oriented language.

NetTutor is an online tutoring service, which provides live tutoring for numerical and computer

classes (scheduled hours apply). Students can post their questions for classes which do not offer

live tutoring. These will be answered within 72 hours. The system also has a “Frequently Asked

Questions” section available 24/7. NetTutor can be accessed remotely with an Internet

connection. This service offers tutoring for the following subjects:

English (available for all courses),

Spanish (available for all courses),

Statistics (student must be enrolled in the course),

Mathematics (student must be enrolled in the course),

Accounting (student must be enrolled in the course), and

Computer Information Systems (student must be enrolled in the course).

Wimba Voice is an electronic tool that promotes the use of voice online during the development

of the academic content and allows interaction between the students and the facilitator. Students

will use Wimba Voice to create voice posts for online discussion boards, prepare voice

presentations, send voice e-mails, and complete other assignments. The Wimba Voice program

allows the following five functions:

Voice Authoring: record and listen to voice content on webpages.

Voice Discussion Board: post and listen to voice messages on discussion boards.

Voice Presentation: present web content with voice messages.



Voice E-mail: send voice messages via e-mail.

Voice Podcaster: create and distribute voice messages to participants.



APÉNDICE J/APPENDIX J

LANGUAGE LAB/E-LAB DOCUMENTATION

Each student will complete the following forms and give it to the facilitator to be included as part

of the assessment criteria for the class.

Ana G. Méndez University System

Language Lab/E-Lab

Attendance Log

Student’s Name: _______________________________________________________

Student’s ID Number: _____________________

Course Requiring Lab Hours (e.g. ENGL 050, MANA 501): ___________________

Facilitator’s Name: _____________________________________________________

Semester: ___________________ PT: _____________________



Language Lab/E-Lab Documentation

Each student should complete this form and submit it weekly to the facilitator as part of the class

evaluation.

AREAS OF

IMPROVEMENT

AND/OR

SUGGESTED BY

FACILITATOR

DATE ELECTRONIC

RESOURCES

USED AND

TASKS

COMPLETED

AGM

CLASSROOM

LAB. (L)

OFF-CAMPUS

PRACTICE (O)

STAFF/FACULTY

SIGNATURE

Tell Me More

NetTutor



Wimba Voice

Internet-Based

Research

(Virtual

Library)

English

and/or

Spanish

Websites

Activities

Total number of hours: _______



APPENDIX K PARAGRAPH CONSTRUCTION RUBRIC

Evaluation Areas SCORE: GRADE**:

3 Points Each 2 Points Each 1 Point Each

Topic Sentence Topic sentence is clear as it

relates to the assigned topic,

and it is correctly placed as

the first sentence.

Topic sentence is either

unclear as to the assigned

topic, or it is incorrectly

placed.

There is no evident topic

sentence. It is unrelated

to the assigned topic,

and/or it is incorrectly

placed.

Explanation of Topic

Sentence (Supporting Ideas)

There are three sentences

explaining the topic sentence

related to the assigned topic.

There are only two sentences

explaining the topic sentence,

or the explanation is too

general.

There is only one or no

sentence explaining the

topic sentence related to

the assigned topic.

Evidence for Topic Sentence

(Elaborating Details)

Evidence for all three

explanation sentences related

to the assigned topic is

provided.

Evidence for two explanation

sentences related to the

assigned topic is provided, or

evidence is too general.

There is no specificity.

Only one or no evidence

sentence related to the

assigned topic is

provided.

Conclusion Sentence Conclusion sentence

rephrases the topic sentence

related to the assigned topic,

and it explains its

importance.

Conclusion sentence

rephrases the topic sentence,

but it doesn’t explain its

importance.

There is no conclusion

sentence, or conclusion

sentence is unrelated to

the topic.

Fragments and Run-on

Sentences

There are no fragments or

run-on sentences.

There is one fragment or run-

on sentence.

There are two or more

fragments or run-on

sentences.

Use of Transition Words*

Transition words are used

effectively throughout the

written work.

Transitions are used

throughout, but one transition

word is used incorrectly. It is

missing one or two transition

words.

Transition words are not

used, are all incorrectly

used, or five or more

transitions are missing.

Grammar Paragraph has no errors in

punctuation, capitalization

and spelling, use of verb

tenses, word agreement, or in

the use of personal pronouns.

Paragraph has two errors in

punctuation, capitalization

and spelling, use of verb

tenses, word agreement, or in

the use of personal pronouns.

Paragraph has more than

three errors in

punctuation,

capitalization and

spelling, use of verb

tenses, word agreement,

or use of personal

pronouns that make

understanding difficult.



*What are transitions words and how they are used in effective writing? Transition words: are phrases or words used to

connect one idea to the next; are used by the writer to help the reader progress from one significant idea to the next; show the

relationship within a paragraph (or within a sentence) between the main idea and the support the writer gives for those ideas.

Different transition words have different functions. Refer to: (https://www.msu.edu/user/jdowell/135/transw.html).

GRADE BASED ON SCORES:

A: All Green B: 20 Points (Green/Yellow) C: All Yellow Scores

D: 13 Points (Yellow/Red) F: All Red Scores

Add the number of points obtained in each evaluation area to obtain the total. Divide by

seven to obtain the number of points for the paragraph (maximum of three points per

paragraph).

Legible

Marginally Legible Not legible

https://www.msu.edu/user/jdowell/135/transw.html

Documents

Sistema Universitario Ana G. Méndez, Inc. School for ... · matriz valorativa para evaluar trabajos escritos que se encuentra bajo el Anejo B. 4. Análisis de mini-casos y escenarios: