2006 SAMPLE Handout for Advanced Dual Language Certification

Dual Language across the Curriculum Advanced Certification for Facilitators and Specialist for Module Preparation: An Introduction

Prepared by Carmen L. Lamboy, Ed.D. August 17, 2006

1

Dual Language across the Curriculum

Advanced Certification for Facilitators and Specialist for Module

Preparation: An Introduction

Prepared by

Carmen L. Lamboy

© 2006 AGMUS Ventures



2


Advanced Certification for Facilitators and Specialist for Module

Preparation: An Introduction An Introductory (First-Part) Presentation for the Advanced Discipline-Based Dual

Language® Facilitator and Specialist in Module Preparation Certification (About 1 hour) Upon successful completion of this workshop, you will be able to:

• Review the Discipline-Based Dual Language Immersion Model® • Review Dual Language Professional Competencies

Professional Competencies

Present/Review

Discipline-Based

Dual Language

Immersion Model®

Present/Review

Dual Language

Professional

Competencies

Reflect on us as

Dual Language

Professionals

Present & practice

Dual Language Professional

writing traits to strive for

Maximize your experience by:

⌧ Taking Notes

⌧ Asking Questions

⌧ Actively Participating

⌧ Considering classroom applications



3

Major Topics Workbook Page Estimated Time

Presentation/Review Discipline-Based Dual Language Immersion Model®

4 10-15 minutes

Presentation/Review Dual Language Professional Competencies

6 10-15 minutes


22 15-30 minutes

Table of Contents Discipline-Based Dual Language Immersion Model® ...........................................4

Additive & Subtractive Bilingualism ............................................................4 Our Mission Our Model...............................................................................5

Five Basic Elements ........................................................................5 Dual Language Professional Competencies .........................................................6

The Dual Language Professional ...............................................................6 Professional Competencies........................................................................7 Dual Language Professional Competencies, Skills and Objectives ..................................................................................9 Taxonomies..............................................................................................10

Bloom – Cognitive..........................................................................10 Dave – Psychomotor......................................................................13 Krathwohl – Affective .....................................................................15

Professional Competencies, Objectives, and Taxonomy..........................17 Area Manifestations..................................................................................21

Dual Language across the Curriculum ................................................................22 How to achieve this in our courses/modules? ..........................................22 Training we already have .........................................................................23

Specialist in Module Preparation ...................................................23 Additional Training .........................................................................23

New Training Proposed ............................................................................23 Specialist in Module Preparation ...................................................23 Advanced Certification...................................................................23

Time to complete Certification ..................................................................23 Module Format and Assessment ..............................................................24 Weighing Language vs. Content...............................................................24

Appendix A..........................................................................................................25



4

©2006 Sistema Universitario Ana G. Méndez

Discipline-Based Dual Language

Immersion Model®

Bilingualism

Additive

Bilingualism

Subtractive

Bilingualism

Dual Language

Immersion

Transitional

1st Model 2nd Model

Literature & Research



5

Our Mission – Our Model

Professional

Proficiency

Fluency

•Social

•Personal

Use of both languages and bothcultures for professional proficiency.

L2L1

Five Basic Elements 1. Development of both languages through coursework

a. Undergraduate requirements of 12 credits both languages b. Four-level language development sequence:

i. Immersion (Non-credit): little or no language skills ii. Developmental (Credit, not required): language skills not at college level

iii. First year (Credit, required): first year college requirement iv. Second year (Credit, required): reading and writing skills

2. Placement testing - Computerized testing for immediate grading and data collection a. English: Accuplacer (College Board): selection of items targeted to model’s language curriculum

b. Spanish: SUAGM Placement test for native speakers & S-CAPE for Spanish as a Second Language Speakers

3. Use of both languages in all content courses a. Strictly follow 50/50 formula b. Modules c. Specify language to be used in each workshop, assignments and evaluations

d. General information in both languages e. Workshops in the language that will be used in that workshop f. Faculty MUST use Monolingual Delivery g. “Sheltered environment” for students h. May ask questions in language of choice but will get answers in workshop language



6

i. Assignments and evaluations MUST be in the language specified 4. Computerized language lab for skill development

a. Open lab for language and basic skills development b. Faculty may arrange to bring their classes c. Exercises developed in-house complemented by other software

5. Bilingual faculty and staff a. Staff speaks, reads and writes both languages b. All faculty is bilingual, including those teaching language courses c. Faculty and staff model a dual language professional and provide “sheltered environment”

d. Continuous Professional Development


Dual Language


Definition A graduate from our program is a Dual Language Professional who demonstrates professional competencies confidently in their field of study in English and Spanish.



7

Confidently


Conceptual InterpersonalCommunication


SKILLS

Language



8

Conceptual Skills: 1. Generate Ideas 2. Create Projects 3. Analyze/Interpret Data 4. Critical Thinking 5. Synthesis

Language Skills: 6. Spelling & Grammar 7. Translates 8. Summarizes Information 9. Use of Varied Vocabulary 10. Technical Jargon 11. Reads & Understands

Communication Skills: 12. Making Coherent Presentations (reports, proposals) 13. Support Opinions 14. Express Ideas (hypothetical & situational)

Interpersonal Skills: 15. Team-work 16. Interpersonal Interaction



9

Dual Language Professional (DLP) Competencies, Skills and Objectives

Professional Competencies Skills

Objectives

7 Given a passage in English or Spanish, a DLP will be able to reproduce that passage in the other language.

1 A DLP will be able to develop ideas in order to address problems in an effective way.

2 Given a work-related scenario, the DLP will be able to identify the relevant needs to develop an action plan to address these needs effectively.

6.8.11 After reading a selection, a DLP will be able to summarize the main ideas using correct grammar and spelling in English and Spanish.

1.9.10.14 Given a work-related problem scenario, the DLP will write an essay proposing a solution using a variety of vocabulary, including technical jargon in an appropriate manner.

3 Given a work-related problem scenario, the DLP will diagram the thought process used to solve the problem in an organized manner. Ex. Conceptual maps, organizational patterns.

4.12.13 Given a controversial idea, the DLP will present a persuasive argument to support one’s (his/her) personal point of view.

14 Given a real life case study, the DLP will explain in one’s (his/her) own words the problem that is presented and how to resolve it in two different ways, English and Spanish.

15 The DLP will work in cooperative groups to present a project integrating technology in an innovative manner.

16 Given short dialogues, the DLP will adequately paraphrase the content of what each party state in English and Spanish.

5 Given a work-related problem, the DLP will propose an innovative solution through integration of new information with current knowledge in Spanish and English.



10

Taxonomies (Domains) Cognitive, Psychomotor and Affective Domains

Bloom's taxonomy - cognitive domain - (intellect - knowledge -'think')

BLOOM’S TAXONOMY

(cognitive)

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

cognitive domain

level category or 'level' behavior descriptions

examples of activity to be trained, or demonstration and evidence to be measured

'key words' (verbs which describe the activity to be trained or measured at each level)

1 Knowledge recall or recognize information

multiple-choice test, recount facts or statistics, recall a process, rules, definitions; quote law or procedure

arrange, define, describe, label, list, memorize, recognize, relate, reproduce, select, state

2 Comprehension

understand meaning, re-state data in one's own words, interpret, extrapolate, translate

explain or interpret meaning from a given scenario or statement, suggest treatment, reaction or solution to given problem, create examples or metaphors

explain, reiterate, reword, critique, classify, summarize, illustrate, translate, review, report, discuss, re-write, estimate,



11

cognitive domain




interpret, theorize, paraphrase, reference, example

3 Application

use or apply knowledge, put theory into practice, use knowledge in response to real circumstances

put a theory into practical effect, demonstrate, solve a problem, manage an activity

use, apply, discover, manage, execute, solve, produce, implement, construct, change, prepare, conduct, perform, react, respond, role-play

4 Analysis

interpret elements, organizational principles, structure, construction, internal relationships; quality, reliability of individual components

identify constituent parts and functions of a process or concept, or de-construct a methodology or process, making qualitative assessment of elements, relationships, values and effects; measure requirements or needs

analyze, break down, catalogue, compare, quantify, measure, test, examine, experiment, relate, graph, diagram, plot, extrapolate, value, divide

5 Synthesis (create/build)

develop new unique structures, systems, models, approaches, ideas; creative thinking, operations

develop plans or procedures, design solutions, integrate methods, resources, ideas, parts; create teams or new approaches, write protocols or contingencies

develop, plan, build, create, design, organize, revise, formulate, propose, establish, assemble, integrate, re-



12

cognitive domain




arrange, modify

6 Evaluation

assess effectiveness of whole concepts, in relation to values, outputs, efficacy, viability; critical thinking, strategic comparison and review; judgment relating to external criteria

review strategic options or plans in terms of efficacy, return on investment or cost-effectiveness, practicability; assess sustainability; perform a SWOT analysis in relation to alternatives; produce a financial justification for a proposition or venture, calculate the effects of a plan or strategy; perform a detailed and cost risk analysis with recommendations and justifications

review, justify, assess, present a case for, defend, report on, investigate, direct, appraise, argue, project-manage



13

Dave's psychomotor domain taxonomy

Dave’s Taxonomy

(psychomotor)

Imitation

Manipulation

Precision

Articulation

Naturalization

psychomotor domain


examples of activity or demonstration and evidence to be measured


1 Imitation copy action of another; observe and replicate

watch teacher or trainer and repeat action, process or activity

copy, follow, replicate, repeat, adhere

2 Manipulation reproduce activity from instruction or memory

carry out task from written or verbal instruction

re-create, build, perform, execute, implement

3 Precision execute skill reliably, independent of help

perform a task or activity with expertise and to high quality without assistance or instruction; able to demonstrate an activity to

demonstrate, complete, show, perfect, calibrate, control,



14

psychomotor domain


examples of activity or demonstration and evidence to be measured


other learners

4 Articulation adapt and integrate expertise to satisfy a non-standard objective

relate and combine associated activities to develop methods to meet varying, novel requirements

construct, solve, combine, coordinate, integrate, adapt, develop, formulate, modify, master

5 Naturalization

automated, unconscious mastery of activity and related skills at strategic level

define aim, approach and strategy for use of activities to meet strategic need

design, specify, manage, invent, project-manage



15

Krathwohl's psychomotor domain taxonomy

Krathwohl’s Taxonomy

(affective)

Characterization

by Value Set

Organization

Receiving

Responding

Valuing

affective domain


examples of experience, or demonstration and evidence to be measured


1 Receive open to experience, willing to hear

listen to teacher or trainer, take interest in session or learning experience, take notes, turn up, make time for learning experience, participate passively

ask, listen, focus, attend, take part, discuss, acknowledge, hear, be open to, retain, follow, concentrate, read, do, feel

2 Respond react and participate actively

participate actively in group discussion, active participation in activity, interest in outcomes, enthusiasm for action, question and probe ideas, suggest interpretation

react, respond, seek clarification, interpret, clarify, provide other references and examples, contribute, question, present,



16

affective domain


examples of experience, or demonstration and evidence to be measured


cite, become animated or excited, help team, write, perform

3 Value attach values and express personal opinions

decide worth and relevance of ideas, experiences; accept or commit to particular stance or action

argue, challenge, debate, refute, confront, justify, persuade, criticize,

4 Organize or Conceptualize values

reconcile internal conflicts; develop value system

qualify and quantify personal views, state personal position and reasons, state beliefs

build, develop, formulate, defend, modify, relate, prioritize, reconcile, contrast, arrange, compare

5 Internalize or characterize values

adopt belief system and philosophy

self-reliant; behave consistently with personal value set

act, display, influence, solve, practice,



17

Professional Competencies, Objectives & Taxonomy


Skills

Objectives TAXONOMY

1 A DLP will be able to develop ideas in order to address problems in an effective way.

BLOOM – SYNTHESIS. Creatively or divergently applying prior knowledge and skills to produce a new or original whole. Illustrating Verbs: adapts, anticipates, categorizes, collaborates, combines, communicates, compares, compiles, composes, contrasts, creates, designs, devises, expresses, facilitates, formulates, generates, incorporates, individualizes, initiates, integrates, intervenes, models, modifies, negotiates, plans, progresses, rearranges, reconstructs, reinforces, reorganizes, revises, structures, substitutes, validates.

KRATHWOHL - CHARACTERIZATION BY VALUE OR VALUE SET. is to act consistently in accordance with the values he or she has internalized. Examples include: to revise, to require, to be rated high in the value, to avoid, to resist, to manage, to resolve.

KRATHWOHL –ORGANIZATION. is to relate the value to those already held and bring it into a harmonious and internally consistent philosophy. Examples are: to discuss, to theorize, to formulate, to balance, to examine.

1.9.10.14 Given a work-related problem scenario, the DLP will compose an essay proposing a solution using a variety of vocabulary, including technical jargon in an appropriate manner.

BLOOM – SYNTHESIS. BLOOM- KNOWLEDGE. Knowledge is (here) defined as the remembering (recalling) of appropriate, previously learned information. Illustrating Verbs: defines, describes, enumerates, identifies, labels, lists, matches, names, reads, records, reproduces, selects, states, views. BLOOM - APPLICATION. The use of previously learned information in new and concrete situations to solve problems that have single or best answers. Illustrating Verbs: acts, administers, articulates, assesses, charts, collects, computes, constructs, contributes, controls, determines, develops, discovers, establishes, extends, implements, includes, informs, instructs, operationalizes, participates, predicts, prepares, preserves, produces, projects, provides, relates, reports, shows, solves, teaches, transfers, uses, utilizes. BLOOM - EVALUATION. Judging the value of material based on personal values/opinions, resulting in an end product, with a given purpose, without real right or wrong answers. Illustrating Verbs: appraises, compares and contrasts, concludes, criticizes, critiques, decides, defends,



18


Skills

Objectives TAXONOMY

interprets, judges, justifies, reframes, supports. KRATHWOHL - CHARACTERIZATION BY VALUE OR VALUE SET.

KRATHWOHL – VALUING. is willing to be perceived by others as valuing certain ideas, materials, or phenomena. Examples include: to increase measured proficiency in, to relinquish, to subsidize, to support, to debate.

DAVE – ARTICULATION. - involved an even higher level of precision. The skills are so well developed that the individual can modify movement patterns to fit special requirements or to meet a problem situation. Verbs used: adapt, alter, change, excel, rearrange, reorganize, revise, surpass, transcend DAVE – NATURALIZATION. response is automatic. The individual begins to experiment, creating new motor acts or ways of manipulating materials out of understandings, abilities, and skills developed. One acts "without thinking." Verbs used: arrange, combine, compose, construct, create, design, refine, originate, transcend

2 Given a work-related scenario, the DLP will be able to identify the relevant needs to develop an action plan to address these needs effectively.

BLOOM - ANALYSIS. The breaking down of informational meetings into their component parts, examining (and trying to understand the organizational structure of) such information to develop divergent conclusions by identifying motives or causes, making inferences, and/or finding evidence to support generalizations. Illustrating Verbs: correlates, diagrams, differentiates, discriminates, distinguishes, focuses, illustrates, infers, limits, outlines, points out, prioritizes, recognizes, separates, subdivides KRATHWOHL – RECEIVING. is being aware of or sensitive to the existence of certain ideas, material, or phenomena and being willing to tolerate them. Examples include: to differentiate, to accept, to listen (for), to respond to. KRATHWOHL – VALUING.

3 Given a work-related problem scenario, the DLP will diagram the thought process used to solve the problem in an organized manner. Ex. Conceptual maps, organizational patterns.

BLOOM - ANALYSIS, SYNTHESIS, and EVALUATION. DAVE – NATURALIZATION. KRATHWOHL - ORGANIZATION.



19


Skills

Objectives TAXONOMY

4.12.13 Given a controversial idea, the DLP will present a persuasive argument to support one’s (his/her) personal point of view.

BLOOM - SYNTHESIS. BLOOM - EVALUATION. KRATHWOHL - CHARACTERIZATION BY VALUE OR VALUE.

5 Given a work-related problem, the DLP will propose an innovative solution through integration of new information with current knowledge in Spanish and English.

BLOOM - SYNTHESIS. KRATHWOHL - CHARACTERIZATION BY VALUE OR VALUE.

6.8.11 After reading a selection, a DLP will be able to summarize the main ideas using correct grammar and spelling in English and Spanish.

BLOOM- KNOWLEDGE, APPLICATION & BLOOM - COMPREHENSION. Grasping (understanding) the meaning of informational materials. Illustrating Verbs: classifies, cites, converts, describes, discusses, estimates, explains, generalizes, gives examples, makes sense out of, paraphrases, restates (in own words), summarizes, traces, understands.

7 Given a passage in English or Spanish, a DLP will be able to reproduce that passage in the other language.

BLOOM - APPLICATION. KRATHWOHL – VALUING.

14 Given a real life case study, the DLP will explain in one’s (his/her) own words the problem that is presented and how to resolve it in two different ways, English and Spanish.

BLOOM - SYNTHESIS & EVALUATION KRATHWOHL - CHARACTERIZATION BY VALUE OR VALUE.

15 The DLP will work in cooperative groups to present a project integrating technology in an innovative manner.

BLOOM – SYNTHESIS. KRATHWOHL – CHARACTERIZATION. Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student’s general patterns of adjustment (personal, social, emotional). Examples: Shows self-reliance when working independently, cooperates in group activities (displays teamwork). Uses an objective approach in problem solving. Displays a professional commitment to ethical practice on a daily basis. Revises judgments and changes behavior in light of new evidence. Values people for what they are, not how they look. Keywords: acts, discriminates, displays, influences, listens, modifies, performs, practices, proposes, qualifies, questions, revises, solves, verifies.



20


Skills

Objectives TAXONOMY

DAVE – NATURALIZATION. DAVE – MANIPULATION. individual continues to practice a particular skill or sequence until it becomes habitual and the action can be performed with some confidence and proficiency. The response is more complex than at the previous level, but the learner still isn't "sure of him/herself."

16 Given short dialogues, the DLP will adequately paraphrase the content of what each party states in English and Spanish.

BLOOM – COMPREHENSION, SYNTHESIS & EVALUATION. KRATWOHL –CHARACTERIZATION.

URLS http://classweb.gmu.edu/ndabbagh/Resources/Resources2/krathstax.htm http://www.olemiss.edu/depts/educ_school2/docs/stai_manual/manual10.htm http://www.coun.uvic.ca/learn/program/hndouts/bloom.html http://www.nwlink.com/~donclark/hrd/bloom.html www.stedwards.edu/cte/images/bwheel.gif http://faculty.washington.edu/krumme/guides/bloom.html www.kcmetro.cc.mo.us/longview/ctac/blooms.htm



21

Area Manifestations – DLP Professional Competencies and Objectives aligned with the Area or the

Profession Sample

Conceptual Skills #5 Synthesis

MDLPs will submit proposals with

innovative solutions such as

charts, diagrams, etc.

in two languages.

BA Management – Synthesis

Given a work-related problem,

the DLP will propose an

innovative solution through

integration of new

information with current

knowledge in

Spanish and English.

See Page Appendix A in your handout.

Conceptual Skills #1 Generate ideas

A DLP will generate

ideas in order to

solve problems

effectively

After analyzing two

classroom situations- one in

English and one in

Spanish- EDLP will develop

strategies and action plans

in the corresponding language

BA Elementary Education

Generate Ideas

Se Page Appendix A in your handout.

See Appendix A for full list of Area Manifestations



22

Dual Language Across the Curriculum • It needs an advanced certification in SMP • But more than that it means training ALL facilitators to use specific strategies • It’s based on our model: Dual Language Discipline Based Immersion Program® & DLP Definition • It has to be based on the professional competencies, its general areas, objectives, & area

manifestations as created & reviewed by our faculty


How to achieve this in our

courses/modules?

How do we achieve this?

• Modules already include:

– Content objectives (General & Specific) – Course content description – Constructivist activities – Content assessment schemes in both languages

• Modules DO NOT include: – Dual language professional description – Language objectives – Dual language strategies – Language assessment schemes



23

Training we already have…

• We have… (Basic Specialist in Module Preparation) – Instructional Design – Constructivism for Dual Language Adult Learning Programs – Searching & Evaluating Internet Resources – APA Style Module Model – Writing Objectives – Assessment

Additional Training

• We have also created: – APA Boot Camp – Assessment – Learning Styles – Facilitation Techniques – Surviving Four Hours – Technology Integration – Others

Advanced Specialist in Module Preparation:

– Modeling the Characteristics of the Dual Language Professional – Dual Language Strategies

• Cognitive Academic Language Learning Approach (CALLA) • Sheltered Instruction Observation Protocol (SIOP)

– Dual Language Professional Assessment– Include Language skills in every rubric (oral and written)

• Writing – Six plus 1 • Oral Presentation • Technology

– Constructivism – Instructional Design – Searching & Evaluating Internet Resources – APA Style Module Model – Writing Objectives – Content Assessment

Advanced Certification for all facilitators…

• We suggest an advanced certification (for all), including:

– Am I a Dual Language Professional? – Dual Language Strategies

• CALLA & SIOP – Dual Language Professional Assessment – Include Language skills in every rubric (oral and

written) • Writing – Six plus 1 • Oral Presentation • Technology

Facilitators have 1 year (till August 2007) to complete this training.



24

Module Format will include the following rubrics

• Oral Presentation • Written Presentation • Collaboration Presentation • Technology Usage • Participation Rubric (already created)

The faculty by majority has decided:

Weighing language vs.

content

• Faculty decided:

– Content Vs. Language

• 70 (content)/30 (language)



25

APPENDIX A Working Document Area Manifestations



26

DLP Professional Competencies Objectives and Professional Area

AREA Education (BA)/ ESOL (MA)

Circle one: BA – MA Prepared by: Martha González, Nora Colón, Ivette

Pinzón, Richard Flores, Lynn M. Torres, Margarita

O’Ferral.

Professional

Competencies

Skills

Objectives AREA MANIFESTATION

1 A DLP will be able to develop

ideas in order to address

problems in an effective way.

• The DLP will develop strategies or action plans

after analyzing specific situations in two

languages - English and Spanish.

1.9.10.14 Given a work-related problem

scenario, the DLP will

compose an essay proposing a

solution using a variety of

vocabulary, including technical

jargon in an appropriate

manner.

• The DLP will identify and solve problems of a

specific situation, using specialized educational

terminology appropriately in two languages.

2 Given a work-related scenario,

the DLP will be able to identify

the relevant needs to develop

an action plan to address these

needs effectively.

• The DLP will develop an action plan in two

languages.

3 Given a work-related problem

scenario, the DLP will diagram

the thought process used to

solve the problem in an

organized manner. Ex.

Conceptual maps,

organizational patterns.

• The DLP will be capable of organizing ideas to

solve problems in two languages.

4.12.13o Given a controversial idea, the

DLP will present a persuasive

argument to support one’s

(his/her) personal point of

view.

• The DLP will be able to support his/her point

of view in team meetings, proposals/grants,

and/or LEP meetings in two languages.

• In a meeting with the school principal, the DLP

will prepare and present an improvement

proposal in two languages.

5 Given a work-related problem,



integration of new information

with current knowledge in


• In a meeting with parents, the DLP will solve

students’ academic problems and other issues

in a creative way, and communicate effectively

in two languages.

6.8.11 After reading a selection, a

DLP will be able to summarize • The DLP will write documents using spelling

and grammar correctly in two languages.



27

Professional

Competencies

Skills


the main ideas using correct

grammar and spelling in

English and Spanish.

7 Given a passage in English or

Spanish a DLP will be able to

reproduce that passage in the

other language.

• The DLP will translate books, documentation,

and forms to facilitate information to students

and parents in two languages.

14 Given a real life case study, the

DLP will explain in one’s

(his/her) own words the

problem that is presented and

how to resolve it in two

different ways, English and

Spanish.

• Based upon a case study, the DLP will present

solutions in both languages.

• The DLP will be able to solve problems after

administering assessments and analyzing

results in two languages.

15 The DLP will work in

cooperative groups to present a

project integrating technology

in an innovative manner.

• The DLP will work with the technology team

cooperatively in order to integrate technology

into instruction.

16 Given short dialogues, the DLP

will adequately paraphrase the

content of what each party

states in English and Spanish.

• The DLP will communicate effectively in

meetings with parents and other teachers.



28


AREA COUNSELING AND GUIDANCE

Circle one: MA Prepared by: Lorna M. Gardón.

Professional

Competencies

Skills





• The DLP will conceptualize technical stages

and counseling skills in order to develop an

effective supportive process in both languages.







manner.

• The DLP will use appropriate professional

terminology in keeping records and making

reports of Behavioral Observations in both

languages.





needs effectively.

• The DLP will develop Needs Inventories

(behavioral, affective, cognitive, and systemic)

to make an Intervention Plan in both languages.






Conceptual maps,


• The DLP will make counseling goal maps with

sub-goals and specific tasks in both languages.

4.12.13 Given a controversial idea, the




view.

• The DLP will evaluate ethical situations and

apply problem solving skills in both languages.







• The DLP will integrate new counseling models,

e.g., net counseling, as work tools with

different populations in both languages.


DLP will be able to summarize




• The DLP will analyze and apply concepts and

theoretical proposals in both languages.


Spanish a DLP will be able to • The DLP will administer assessments and



29

Professional

Competencies

Skills



other language.

analyze results.

• The DLP will be able to manage and respond a

case in two languages effectively (case

management).







Spanish.

• The DLP will be able to observe, evaluate, and

present information for a case referral in both

languages.





• The DLP will be able to implement Facilitation

and Group Management Techniques

effectively.

• The DLP will be able to apply Facilitation and

Leadership techniques in group work.





• The DLP will use Basic Counseling skills

effectively – e.g Paraphrasing is needed to

reflect on feelings in therapy in both languages.



30


AREA MANAGEMENT

Circle one: BA Prepared by: María Vázquez, Sergio Díaz.

Professional

Competencies

Skills





• MPs will develop ideas in case studies using

management theories, and understand the

process of management.







manner.

• MPs will be able to use business

communication skills to propose solutions to

business problems through critical thinking.





needs effectively.

• MPs will be able to make case presentations

and group presentations using innovative

technology, computer software.






Conceptual maps,


• MPs will use flowcharts and other management

resources (planning, capacity).





view.

• MPs will be able to make presentations on

issues affecting the community such as

environmentalist groups.







• MPs will submit proposals with innovative

solutions such as charts, diagrams, etc. in two

languages.






• MPs should prepare documents and/or submit

managerial projects that show a professional

use of English and Spanish.




• MPs should translate documents from one

language to another – English and Spanish.



31

Professional

Competencies

Skills


other language.







Spanish.

• MPs must be able to know grammar and

vocabulary of both languages.





• MPs will be able to use group interviews, work

group placement –internal and external.





• MPs must be able to participate and express

his/her ideas orally and in writing with the

correct use of both languages.



32


AREA MANAGEMENT

Circle one: MA Prepared by: Orlando Portalatín, Luis Burgos.

Professional

Competencies

Skills





• By conducting complex business

environmental analyses, the management

professional (MP) ought to be able to identify

business problems; develop sound strategic

alternatives to solve those problems; and

support those alternatives with facts in both

languages.







manner.

• MPs must be able to articulate business

solutions professionally through technical

reports; strategic thinking and planning in both






needs effectively.

• MPs must be able to conduct analysis and

identify the human and capital resources

needed to design and implement a cost-

effective action plan.






Conceptual maps,


• MPs must be able to gather and analyze

appropriate data to classify and arrange the

information into representative diagrams that

will assist in problem solving.





view.

• MPs must demonstrate leadership and respect

others’ divergent opinions through critical

thinking and analysis. MPs must support the

“differing” opinion with facts and evidence

gathered through research in both languages.







• MPs must identify and apply non-traditional

technologies in both English and Spanish when

providing business solutions.


DLP will be able to summarize • MPs must demonstrate appropriate and

professional use of English and/or Spanish in



33

Professional

Competencies

Skills





business settings.




other language.

• Same as previous.







Spanish.

• MPs must be able to understand, analyze and

synthesize professional issues effectively in

English and Spanish taking into consideration

the audience subject matter expertise.





• MPs will demonstrate his/her leadership

abilities through mutual respect and

contribution of ideas using non-traditional

technologies.





• MPs must be able to function as a liaison with

other professionals in both languages. Their

behavior must be guided by ethical and moral

standards.



34


AREA ACCOUNTING

Circle one: BA Prepared by: Sandra Martínez, Fidel Távara, Dorie Méndez,

Eduardo Chaparro, Carlos Rodríguez, Carmen Rivera, Karen

McFadyen, Julio Perez.

Professional

Competencies

Skills





• The DLP will be able to write analytical reports

and provide consulting services in both

languages.







manner.

• The DLP will be able to write clear and

accurate reports using specialized technical

jargon in both languages.





needs effectively.

• The DLP will be able to analyze and interpret

financial statements and reports, and to set up

an action plan in both languages.






Conceptual maps,


• The DLP will be able to analyze and interpret

financial statements and reports, and will

prepare a diagram or flow chart to demonstrate

how to solve the problem.





view.

• The DLP will be able to present proposals and

support his/her ideas with facts in both

languages. For example: The DLP accountant

will persuade the Board of Directors members

to change the beginning of the new fiscal year.







• See 2-3.





• The DLP will be able to write annual reports,

financial statements, and audit reports with the

correct use of both languages.



35

Professional

Competencies

Skills






other language.

• The DLP will be able to translate documents

and forms competitively from one language to

another.







Spanish.

• The DLP will be able to provide positive

alternatives (at least two) to solve a problem in

both languages.





• The DLP will know how to use sophisticated

software and understand the accounting process

in order to prepare a proposal in cooperative

groups.





• The DLP will be able to communicate

effectively in both languages and will be able

to translate a dialogue from one language to

another.



36


AREA CRIMINAL JUSTICE

Circle one: BA Prepared by: Barbara Richter, Bessie Torres, Jasmin

Suárez, Luis Pastrana, Carmen Figueroa, Luis Zayas.

Professional

Competencies

Skills





• Given an area-related case, the DLP will be

able to identify the main factors affecting the

situation and their relative relevance in both

languages.







manner.

• The DLP will be able to prepare professional

reports that include all technical elements and

present an argument, support it, and come to a

sound conclusion in both languages.





needs effectively.

• The DLP will be able to identify the main

action steps needed to solve a case/case

intervention, and organize those steps in a

logical manner.






Conceptual maps,






view.

• The DLP will be able to define his/her

professional point of view and pros and cons

related to an issue, support it with evidence,

and take into consideration the characteristics

of the target audience in both languages.







• The DLP will demonstrate that s/he has and

maintains updated and current information in

the area through its application in professional

activities in both languages.


DLP will be able to summarize • The DLP will prepare written and oral

summaries of work material (reports, case



37

Professional

Competencies

Skills





studies, resources, etc.).




other language.

• Given a professional passage in one language,

the DLP will provide an accurate translation

that takes into consideration the professional

context.







Spanish.

• The DLP will propose alternative

scenarios/solutions to problems and possible

outcomes based on different theories and/or

strategies in both languages.





• Given a situation that requires group work, the

DLP will be able to propose a way of making

the group work effectively and will integrate

technology into professional activities.





• The DLP will provide an adequate summary of

dialogues in English and Spanish.



38


AREA SOCIAL SCIENCES (PSYCHOLOGY)

Circle one: BA Prepared by: Jasmin Suárez, Luis Zayas, Carmen

Figueroa, Bessie Torres, Luis Pastrana, Barbara

Richter.

Professional

Competencies

Skills





• The DLP will be able to develop ideas on a

specific situation, problem or case study to be

intervened in both languages.







manner.

• The DLP will be able to write an essay using

the technical vocabulary of this area

appropriately in both languages.





needs effectively.

• The DLP will be able to identify customers’

needs, and develop an action plan (description,

strategies, goals) for an effective intervention

in both languages.






Conceptual maps,


• The DLP will use a wide variety of

organizational strategies to solve problems in

this area in both languages.





view.

• The DLP will be able to present his/her point of

view –verbally or in writing- about a

controversial issue within a team-work scenario

in both languages in a professional way.







• The DLP will keep abreast of the most recent

research and information of his/her area.







39

Professional

Competencies

Skills






other language.

• The DLP will translate documents from one

language to another appropriately.







Spanish.

• The DLP will be able to explain a problem in

his/her own words, and analyze it using

different theories and/or strategies in both

languages.











40


AREA TOURISM

Circle one: BA Prepared by: Abigail Ríos

Professional

Competencies

Skills





• In customer service, the DLP will respond

appropriately in order to address and solve

situations, considering the values of culture and

language of the company’s clients in both

languages.







manner.

• The DLP will develop a plan of policies and

procedures through the creation of the

company’s document bank in both languages.





needs effectively.

• The DLP will create, organize, and implement

performance improvement measures.






Conceptual maps,


• The DLP will identify all the components and

select, classify, and explain them in order to

develop diagrams, flow charts, and concept

maps to assist in problem-solving procedures.





view.

• The DLP will consider the fact of cultural

differences among his/her coworkers and will

approach ideas and combine them in order to

recommend solutions with respect and courtesy

in both languages.







• The DLP will analyze and internalize the fact

that the tourism industry is multicultural in

order to propose innovative solutions to create

a balance with the information in both

languages.






• The DLP will demonstrate proper use of both

languages in the hospitality industry with a

mastery of grammar and spelling.



41

Professional

Competencies

Skills





other language.

• The DLP will be able to translate from one

language to another appropriately.







Spanish.

• The DLP will be able to analyze and evaluate a

field-related problem in both languages.





• The DLP will be able to use and recommend

team-work strategies, creativity, critical

thinking, and technical skills in the hospitality

industry.





• The DLP will be able to establish a dialogue

with somebody else in English or Spanish

coherently and without code switch.



42


AREA HUMAN RESOURCES

Circle one: MA Prepared by: Agustín Correa

Professional

Competencies

Skills





• The DLP will be able to develop ideas based on

his/her acquired concepts in the various fields

of accounting, marketing, management

information systems, organizational behaviors,

and adapt to both languages.







manner.

• The DLP will be able to write an essay to

address a problem utilizing the appropriate

languages and technical jargon using the

expertise in the field being evaluated and the

proposed solution.





needs effectively.

• Using learned techniques in the subject matter,

the DLP will be able to propose a project which

analyzes and interprets needed outcomes in

both languages.






Conceptual maps,


• The DLP will be able to use the analytical

process to evaluate the problem and thus be

able to provide a well-thought solution using

diagrams and flow charts providing a solution.





view.

• The DLP will be able to use his/her new

knowledge and techniques learned to sell

his/her point of view in a logical and persuasive

manner in both languages.







• The DLP will be able to integrate new ideas to

present his/her solution to a problem this will

be based on his/her work background, new

abilities learned, and his bilingual expertise.





• The DLP will be able to summarize main ideas

based on his acquired skills to read, analyze,

and interpret any subject related to his/her field



43

Professional

Competencies

Skills


English and Spanish. using correct grammar in English and Spanish.




other language.

• The DLP will be able to translate documents

and forms competitively from one language to

another.







Spanish.

• The DLP will be able to provide positive

alternatives (at least two) to solve a problem in

both languages.





• The DLP will know how to apply specialized

software to present a project in cooperative

groups.






effectively in both languages and will be able to

translate a dialogue from one language to

another



44


AREA HEALTH MANAGEMENT

Circle one: BA Prepared by: Denismar Medina

Professional

Competencies

Skills





• The DLP will find and utilize current research,

related data, customers’ questionnaires,

organizational surveys, performance

improvement strategies, case analyses, prior

professional experiences to be able to establish

effective alternatives to address problems in

both languages.







manner.

• The DLP will be able to propose a solution

utilizing objective data, technical skills,

performance improvement measures,

professional competencies, and creative ideas

in both languages.





needs effectively.

• The DLP will identify needs through customer

service surveys, data gathering and analysis,

evidence-based practices, critical thinking

skills to address needs effectively in both

languages.






Conceptual maps,


• The DLP will utilize diagrams, flow charts,

concept maps to assist in problem-solving.





view.

• The DLP will be able to utilize organizational

behavior/conflict management skills with

objective evidence to establish personal points

of view in both languages.







• The DLP will be able to apply his/her

knowlwdge to provide new solution and

incorporate new information to help

substantiate the solution in both languages.




• The DLP will demonstrate proper use of both

languages using correct grammar.



45

Professional

Competencies

Skills







other language.

• The DLP will be able to translate a document

form one language to another.







Spanish.

• The DLP will be able to utilize organizational

behavior/conflict management skills with

objective evidence to provide alternatives (at

least two) to solve the issues in both languages.





• The DLP will utilize team-work strategies,

creativity, critical thinking and technical skills

to present a project.





• The DLP will be fluent and consistent in both

languages.



46


AREA TECHONOLOGY

Circle one: BA Prepared by: Karina Ledesma, Luz Fonseca, Doel

Salcedo, Victor Santiago, Fernando Wilches, Nelson

Placa.

Professional

Competencies

Skills





• The DLP will demonstrate project management

skills -automation, resource integration- in both

languages.







manner.

• The DLP will be able to deliver proposals to

clients, deliver documentation to

users/programmers, and provide technical

support (customer service) in both languages.





needs effectively.

• The DLP will be able to provide technical

support to users in both languages.






Conceptual maps,


• The DLP will be able to develop an action plan,

front end project analysis, and deliver software

system program through a life cycle plan:

flowcharts, ERDs, data flows.





view.

• The DLP will be able to see the product,

project and ideas, and implement changes in

order to improve the work environment

technology, e.g., automatization.







• The DLP will be keep abreast with the latest

technology, be able to distinguish pros and

cons of technology, and be updated with the

globalization process.





• The DLP will be able to write proposals,

documentation, and action plans in English and

Spanish.

• The DLP will check new technology, continue



47

Professional

Competencies

Skills


English and Spanish. his/her education, and train coworkers in both

languages.




other language.

• The DLP will be able to set up domestic and

foreign business relationships, and interact in

dual-language proposals.







Spanish.

• The DLP will be able to interact with users,

action plan, design, and proposals in both

languages.





• The DLP will keep abreast with the latest

technology, team work strategies, and

Integrative Project Team (IPT) practices in

both languages.

• The DLP will be able to coordinate within

group members.





• The DLP will interact in project management,

Integrative Project Team, and technical support

in both languages.



48


AREA ADMINISTRATIVE SECRETARY

Circle one: BA Prepared by: Silquia Velez

Professional

Competencies

Skills





• The DLP will be a proactive professional. S/he

will identify problematic situations in advance

and implement an action plan to prevent

difficulties.







manner.


effectively in both languages (Spanish/English)

orally and in writing.





needs effectively.

• See box 1






Conceptual maps,


• The DLP will establish priorities, and thus,

organize documentation, events, and resources

to execute activities sequentially in both

languages.





view.

• n/a







• Keeping abreast with the latest organizational

procedures, the DLP will be able to implement

new procedures in his/her work site to prevent

problems with the management of information.






• The DLP will be able to summarize a wide

variety of documentation tp be submitted in an

organized and shorter way to the immediate

supervisor.



49

Professional

Competencies

Skills





other language.

• The DLP will translate documentation from

one language to another considering the context

and content of the passage, and thus, avoiding

literal translation.







Spanish.

• The DLP will be able to understand, analyze,

and suggest solutions to determined problems

in both languages.





• The DLP will be able to integrate technology in

writing letters, updating filing systems, and

improving communication processes within the

company in both languages.





n/a



50


AREA Marketing

Circle one: BA Prepared by: Prof. Ruben Gonzalez

Professional

Competencies

Skills





The marketing professional will be able to

discuss, develop and analyze business-oriented

situations, formal business presentations

addressing real business issues in both languages

–English and Spanish.







manner.

The marketing professional will be able to write a

marketing plan, action plan, and business plan in

both languages. In addition, she/he will make

power point presentations launching new product

plans orally and in writing in both languages.





needs effectively.

See box above.






Conceptual maps,


The marketing professional will be able to make

an action plan including activity, due date,

responsible individuals, comments (Timetable

Plan); a marketing plan/ and launching plan, and a

public relation plan.





view.

The marketing professional will be able to use

data (statistics), psycho information (behavioral

info), and demographic info (sex, age) to design a

plan that persuades population about a new

product and/or service.








power point presentations, present alternatives,

and design and implement a new action plan in

both languages.






Not applicable




accurate translations of action plans, new product



51

Professional

Competencies

Skills



other language.

launching plans, and/or marketing plans into any

other language.







Spanish.

The marketing professional will be able to

describe and analyze an actual product life cycle

in both languages.





The marketing professional will be able to work

effectively in group projects, teamwork project,

and make cd and multimedia presentations.





Not applicable.



52


AREA: Educational Leadership M.S. Prepared by: Karen McFadyen, Ricardo

Ortolaza, Richard Flores, Ivonne González

Circle one: MS

Professional

Competencies

Skills





The DLP will design a strategic plan that

addresses the school management issues in both

languages, English and Spanish.







manner.

The DLP will write a research paper that proposes

a solution to school management problem(s) in

both languages.





needs effectively.

The DLP will design a proposal –in both

languages- that includes an action plan after

identifying needs.






Conceptual maps,


The DLP will use a graphic organizer to elaborate

a solution to a problem in both languages.





view.

The DLP will write and present a persuasive essay

to support one’s personal point of view.







The DLP will design a grant written in both

languages that will propose an innovative solution

to a work-related problem.






The DLP will develop written documents in both

languages that summarize ideas and that

demonstrate effective use of focus, organization,

and support.



53

Professional

Competencies

Skills





other language.

The DLP will provide written translations of

documents from one language to another.







Spanish.

The DLP will design an expository written

document in both languages that expresses a

problem and their own solutions.





Based on school needs, DLPs will work in groups

to develop a technology plan in both languages.





The DLP will communicate effectively with the

whole learning community in both languages,

both oral and in written.



54

MOUC Professional Competencies Objectives and Professional Area

AREA: NURSING Prepared by: Profs. Rita Hernández and Evelinda

BSN Camacho

Professional

Competencies

Skills





The DLP will be able to develop a nursing care

plan in all clinical settings to address the patient’s

needs in both languages, English and Spanish.







manner.

The DLP will be able to develop a fair and

equitable nursing working assignment that reflects

the patient –staff ratio considering the level of

acuity and care required by the patients and the

number of staff required to provide the care.





needs effectively.

The DLP will be able to develop a discharge plan

customized to the patient’s needs in both English

and Spanish.






Conceptual maps,


The DLP will be able to develop a tour scheduling

to distribute human resources systematically in

order to meet the patients’ needs.





view.

The DLP will be able to write a Performance

Improvement Plan to support a personal and/or

institutional perspective.







The DLP will be able to apply evidence-based

practice to propose innovative solutions to a work-

related problem.




The DLP will be able to document assessment and

patient care provided utilizing both languages,




55

Professional

Competencies

Skills







other language.

The DLP will be able to translate patient

education activities from one language to another.







Spanish.

The DLP will be able to document a narrative

written incident report that expresses a problem

and possible solution in both languages.





The DLP will be able to work in a team to present

a project utilizing technology (e.g.: templates, bar

code system, etc) in an innovative manner.



content of what each party state

in English and Spanish.

The DLP will be able to communicate effectively

with the patient/relatives or significant others in

both languages, both orally and in writing.