Human Growth and Development Crecimiento y Desarrollo Del ... 171... · procesos de crecimiento y...

Sistema Universitario Ana G. Méndez

School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

EDUC 171

Human Growth and Development

Crecimiento y Desarrollo Del Ser Humano

© Sistema Universitario Ana G. Méndez, 2008

Derechos Reservados.

© Ana G. Méndez University System, 2008. All rights reserved

EDUC 171 Human Growth and Development 2

Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed

TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

Prontuario ........................................ .............................................................................. 3

Study Guide ....................................... .......................................................................... 12

Workshop One ...................................... ....................................................................... 20

Taller Dos ........................................ ............................................................................. 23

Workshop Three .................................... ...................................................................... 26

Taller Cuatro ..................................... ........................................................................... 29

Workshop Five/Taller Cinco ........................ ............................................................... 32

Anejo A/Appendix A ............................... .................................................................... 36

Anejo B/Appendix B ................................ .................................................................... 37

Anejo C/Appendix C ................................ .................................................................... 38

Anejo D/Appendix D ................................ .................................................................... 39

Anejo E/Appendix E ................................ .................................................................... 40

Anejo F/Appendix F ................................ ..................................................................... 41

Anejo G/Appendix G ............................... ................................................................... 42

Anejo H/Appendix H ............................... .................................................................... 43

Anejo I/Appendix I ................................ ....................................................................... 45

Anejo J/Appendix J ................................ ..................................................................... 46

Anejo K/Appendix K ................................ .................................................................... 47

Anejo L/Appendix L ................................ ..................................................................... 49

Anejo M/Appendix M ................................ ................................................................... 50

Anejo N/Appendix N ................................ .................................................................... 51

Anejo O/Appendix O ................................ ................................................................... 52

Anejo P/Appendix P ................................ .................................................................... 54

Anejo Q/Appendix Q ................................ ................................................................... 55

Anejo R/Appendix R ................................ .................................................................... 56



PRONTUARIO

Título del Curso: Crecimiento y desarrollo del ser humano

Codificación: EDUC 171

Duración: 5 semanas

Prerrequisito: Ninguno

Descripción

El curso es un análisis basado en los estudios de psicología educativa, de los

procesos de crecimiento y desarrollo humano. Se estudian los cambios que

ocurren en el ser humano desde el momento de la concepción y a lo largo de las

etapas de desarrollo. Se incluye el estudio del desarrollo físico, motor, sensorial,

del lenguaje, psico-social, emocional, moral, creatividad, pensamiento crítico y

solución de problemas.

Se estudian los cambios psicológicos que ocurren como resultado del desarrollo

de las diferentes etapas, los factores hereditarios y ambientales que motivan la

conducta del ser humano.

Objetivos Generales

1. El futuro maestro estará capacitado para conocer y entender el crecimiento y

desarrollo del ser humano.

2. Definir la terminología utilizada durante el estudio del crecimiento y desarrollo

humano.

3. Explicar y formular el papel de la psicología en la educación y establecer las

aplicaciones de las mismas a la educación.

4. Explicar y formular las aportaciones a la psicología de personas, grupos y

escuelas a lo largo de la historia de la humanidad.

5. Ubicar, clasificar y explicar las etapas de la historia de la niñez.

6. Examinar y aplicar las características principales mas conocidas.

7. Revisar y explicar las etapas propuestas por los diferentes teóricos del

desarrollo psico-social.

8. Explicar los aspectos relacionados al desarrollo físico, motor, sensorial,



sexual, moral y del lenguaje del ser humano.

9. Distinguir y relacionar las principales etapas del desarrollo humano (pre-natal,

infancia, niñez, adolescencia, adultez y vejez) con las practicas educativas.

Evaluación

Criterios Evaluación Puntuación Porciento

Criterio Puntuación Por ciento

Participación en clase 100 16

Presentación oral 100 16

Presentación escrita 20 4

Análisis de película 80 13

Estudio de caso 100 16

Diarios 75 14

Entrevista 30 5

Portafolio 100 16

Total 605 100

Descripción de la evaluación

Participación en clase (100 puntos)(Talleres 1-2-3-4-5)

• Demostrar responsabilidad por su proceso de aprendizaje

• Traer materiales asignados

• Participar en los procesos de discusión y actividades de grupo

• Entregar los trabajos a tiempo

• Demostrar calidad en los trabajos presentados (letra legible, nitidez, sintaxis

y ortografía adecuada)

• Es requisito asistir para aprobar el curso. Las ausencias afectarán su nota

final (10 puntos por asistencia y 10 puntos por participación diarios).

Presentación (Oral-100 pts) (Escrita-20pts)(Talleres 2-3-4-5)

• Trabajo de grupo

• Cada miembro presentará un sub tema

• Es requisito la utilización de medios audiovisuales y de estrategias de



presentación variadas. Ejemplo: Simulaciones, Dramas, Debates,

Competencias académicas, grabación de vídeos, entrevistas, entre otros

• Debe ser creativo

• Preparar y entregar un informe escrito (1 original para el facilitador y copias

para los estudiantes) en computadora, a doble espacio y la letra a utilizar

será Arial #12. Esta norma aplica a todos los trabajos escritos requeridos

en el curso

• Tiempo estipulado para la presentación individual: 20 minutos

• Las presentaciones comienzan en el segundo Taller y finalizan en el quinto

Taller

• El resto del grupo deberá realizar las lecturas relacionadas con los temas

que se discutirán en cada Taller para garantizar una participación activa.

• La presentación oral tendrá un valor de 100 y los criterios de

evaluación serán los siguientes:

La presentación escrita tendrá un valor de 20 puntos.

Estudio de caso (100 puntos)(Taller 3)

El propósito del estudio de caso es aplicar las teorías aprendidas e identificar

factores que inciden de forma negativa en el crecimiento y desarrollo del

niño/a desde la concepción hasta la etapa de los seis años. Dicho estudio se

llevará a cabo a través de entrevistas con un niño/a de seis años de edad o menor,

con el padre, madre y/o encargado. Debe presentar un análisis crítico de las

entrevistas realizadas, alternativas viables y ofrecer recomendaciones.

Las preguntas realizadas durante las entrevistas deben ser redactadas por el

estudiante de acuerdo a la situación particular del niño/a identificado y deben

incluirse en el informe escrito como un anejo.

Análisis de película (80 puntos)(Taller 4)

El estudiante seleccionará una película que presente claramente el impacto



negativo de un factor del ambiente sobre el crecimiento y desarrollo del niño/a en las

etapas estudiadas. Luego de observar la misma realizará un análisis crítico y preparará

un informe escrito del mismo

Diario reflexivo (75 puntos)(Talleres 1-3-5)

• El estudiante redactará un diario reflexivo al finalizar los Talleres 1, 2 y 5

con el fin de reflexionar críticamente y escribir sobre los conceptos,

sentimientos y actitudes relacionados a los procesos de aprendizaje. Debe

incluir un auto-análisis y auto-evaluación de su ejecución. Cada diario

tendrá un valor de 25 puntos.

Entrevista a una persona de la tercera edad ( 30 puntos) (Taller 5)

• El propósito de la entrevista es aplicar las teorías aprendidas relacionadas a

la autorrealización en la adultez e identificar el impacto del envejecimiento

de en la vida de una persona.

En el anejo F se incluyen las preguntas guía para llevar a cabo la entrevista

y la rubrica para evaluar la tarea. El estudiante, de ser necesario, tiene la

potestad de incluir preguntas adicionales que le permitan obtener datos

relevantes que finalmente le ayuden en la aplicación de los conceptos

desarrollados en el curso. Debe incluir dichas preguntas como parte del

informe a entregar.

Escala

Curva de evaluación

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

Libros de textos:

Junn, E. & Boyatzis, C. (2008). Children Growth and Development. Dushkin (16th ed.). McGraw Hill/ Dushkin.

Papalia, D., Wendkos, S. & Duskin, R. (2004). Psicología del Desarrollo. (9th. Ed.), Bogotá, Colombia: McGraw-Hill.



Descripción de las Normas del Curso

1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion

Model®” del Sistema Universitario Ana G. Méndez, el mismo esta diseñado para

promover el desarrollo de cada estudiante como un profesional bilingüe. Cada

taller será facilitado en inglés y español, utilizando el modelo 50/50. Esto

significa que cada taller deberá ser conducido enteramente en el lenguaje

especificado. Los lenguajes serán alternados en cada taller para asegurar que

el curso se ofrece 50% en inglés y 50% en español. Para mantener un balance,

el modulo debe especificar que se utilizaran ambos idiomas en el quinto taller,

dividiendo el tiempo y las actividades equitativamente entre ambos idiomas. Si

un estudiante tiene dificultad en hacer una pregunta en el idioma especificado,

bien puede escoger el idioma de preferencia para hacer la pregunta. Sin

embargo, el facilitador deberá contestar la misma en el idioma designado para

ese taller. Esto deberá ser una excepción a las reglas pues es importante que

los estudiantes utilicen el idioma designado. Esto no aplica a los cursos de

lenguaje que deben ser desarrollados en el idioma propio todo en ingles o todo

en español según aplique.

2. El curso es conducido en formato acelerado, eso requiere que los estudiantes se

preparen antes de cada taller de acuerdo al módulo. Cada taller requiere un

promedio de diez (10) horas de preparación y en ocasiones requiere más.

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

taller deberá presentar una excusa razonable al facilitador. El facilitador

evaluará si la ausencia es justificada y decidirá como el estudiante repondrá el

trabajo perdido, de ser necesario. El facilitador decidirá uno de los siguientes:

permitirle al estudiante reponer el trabajo o asignarle trabajo adicional en

adición al trabajo a ser repuesto.

Toda tarea a ser completada antes de taller deberá ser entregada en la fecha

asignada. El facilitador ajustará la nota de las tareas repuestas.

4. Si un estudiante se ausenta a mas de un taller el facilitador tendrá las siguientes

opciones:



a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado en

la nota existente.

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

dos por debajo de la nota existente.

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

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

una excusa valida y verificable, el facilitador determinara una actividad

equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el

mismo contenido y componentes del lenguaje como la presentación oral o

actividad a ser repuesta.

6. En actividades de grupo el grupo será evaluado por su trabajo final. Sin

embargo, cada miembro de grupo deberá participar y cooperar para lograr un

trabajo de excelencia, pero recibirán una calificación individual.

7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no

plagiado. Se debe entender que todo trabajo sometido esta citado

apropiadamente o parafraseado y citado dando atención al autor. Todo

estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea plagiado,

copiado o presente trazos de otro será calificado con cero (vea la política de

honestidad académica).

8. Si el facilitador hace cambios al modulo o guía de estudio, deberá discutirlos y

entregar copia a los estudiantes por escrito al principio del primer taller.

9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo

su correo electrónico, teléfonos, y el horario disponibles.

10. EL uso de celulares esta prohibido durante las sesiones de clase; de haber una

necesidad, deberá permanecer en vibración o en silencio.

11. La visita de niños y familiares no registrados en el curso no está permitida en el

salón de clases.

12. Todo estudiante esta sujeto a las políticas y normas de conducta y

comportamiento que rigen SUAGM y el curso.



Nota: Si por alguna razón no puede acceder las dire cciones electrónicas

ofrecidas en el módulo, no se limite a ellas. Exis ten otros motores de búsqueda y

sitios Web que podrá utilizar para la búsqueda de l a información deseada. Entre

ellas están :

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

El/la facilitador(a) puede realizar cambios a las d irecciones electrónicas y/o

añadir algunas de ser necesario.



Filosofía y Metodología Educativa

Este curso está basado en la teoría educativa del Constructivismo.

Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de que,

reflexionando a través de nuestras experiencias, podemos construir nuestro propio

conocimiento sobre el mundo en el que vivimos.

Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales”

que utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es

simplemente el proceso de ajustar nuestros modelos mentales para poder acomodar

nuevas experiencias. Como facilitadores, nuestro enfoque es el mantener una

conexión entre los hechos y fomentar un nuevo entendimiento en los estudiantes.

También, intentamos adaptar nuestras estrategias de enseñanza a las respuestas de

nuestros estudiantes y motivar a los mismos a analizar, interpretar y predecir

información.

Existen varios principios para el constructivismo, entre los cuales están:

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

comenzar con situaciones en las cuales los estudiantes estén buscando

activamente construir un significado.

2. Significado requiere comprender todas las partes. Y, las partes deben entenderse

en el contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los

conceptos primarios, no en hechos aislados.

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

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

dichos modelos.

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

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

persona. Como la educación es intrínsicamente interdisciplinaria, la única forma

válida para asegurar el aprendizaje es hacer del avalúo parte esencial de dicho

proceso, asegurando que el mismo provea a los estudiantes con la información

sobre la calidad de su aprendizaje.

5. La evaluación debe servir como una herramienta de auto-análisis.



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: Human Growth and Development

Code: EDUC 171

Time Length: 5 weeks

Prerequisite: None

Description

The course is an analysis based on studies on educational psychology processes of

growth and development. It studies the changes that occur in the human being from the

moment of conception through out the stages of development. It includes the study of

physical, motor, sensory, language, psychosocial, emotional, moral, creative, critical

thinking and problem solving developments. It studies the psychological changes that

happen as a result of the different stages of development, hereditary and environmental

factors that motivates the conduct of the human beings.

General Objectives

1. The future teacher will be capacitated to know and understand the growth and

development of the human beings.

2. Define the terminology used during the learning of the growth and

development of the human being.

3. Explain and formulate the role of Psychology in education and establish their

application in schools.

4. Explain and formulate the contribution of people, groups and school to

psychology through out the history of humanity.

5. Classify and explain the stages of the childhood history.

6. Examine and apply the most known characteristics.

7. Revise and explain the stages proposed by theorists of the psychosocial

development.

8. Explain the physical, motor, sensory, sexual, moral and language aspects of the human being.

9. Distinguish and relate the principal stages of the human being, (pre-natal, infancy, childhood, adulthood, and late adulthood.

Evaluation



Criteria Punctuation Percentage

Class participation 100 16

Oral presentation 100 16

Written presentation 20 4

Movie analysis 80 13

Case study 100 16

Journals 75 14

Interview 30 5

Portfolio 100 16

Total 605 100

Evaluation’s description

Student’s participation (100 points)(Workshops 1-2-3-4-5)

• Demonstrate responsibility for the learning process

• Bring the assigned materials

• Participate in the discussion processes and group activities

• Hang on the assigned duties on time

• Show quality in the assignments (legible letter, clearness, syntax and

adequate spelling)

• It’s a requisite to assist in order to approve the course. Absences will affect

your final grade (10 points for attendance and 10 points for daily class

participation).

Presentation (Oral 100 pts.)(Written 20pts)(Workshops 2-3-4-5)

• Team work

• Each member will present a sub topic

• It’s a requisite to use audiovisual techniques and materials and varied

presentation strategies. Example: Simulations, Dramas or Role playing,

Debates or discussions, Academic competitions , video record, interviews,



and others

• The student should be creative

• Prepare and give up a written report (1 original for the facilitator and copies

for the students) computer printed, double space and Arial #12 letter should

be used. This norm applies to every written report required in this course.

• The student will have 20 minutes for his individual presentation.

• The presentations will begin on the second workshop and will finish on the

fifth workshop.

• The rest of the students should read related literature on the topics to be

discussed in each workshop to guarantee an active participation.

• The assigned punctuation for the oral presentation will be 100 points.

• The assigned punctuation for the written report will be 20 points.

Case study (100 points)(Workshop 3)

The purpose of the case study is to apply the studied theories and identify the

issues that impacts in a negative way the child’s growth and development since the

conception until the six years stage.

The study will be conducted by interviews to a six year-old or younger child, his

father, mother or person in charge. The student should present a critical analysis

on the interview’s collected data, real alternatives and recommendations.

The questions to be used in the interviews should be written by the student in

accordance to the specific situation of the selected child.

This questions used for the interviews should be included as an Appendix in the

written report.

Movie analysis (80 points)(Workshop 4)

The student will select a movie where a negative impact related to environmental issues

on child’s growth and development studied stages will be present. After the observation

of the movie the student should realize a critical analysis and a written report

Reflexive diary (75 points)(Workshops 1-3-5)

• The student should write a reflective diary at the end of the first, third and



fifth Workshops. The purpose is to make a critical reflection and write over

the concepts, feelings and attitudes related to the learning process in the

classroom. A self-analysis and self evaluation of student’s execution should

be included. The punctuation for this task will be 25 points each.

Interview to a Late Adulthood Person (30 points)(Workshop 5)

• The purpose of the interview is to apply the learned theories related to the

self realization in the adulthood and identify the impact of aging in an

individual’s life.

• Appendix F includes some guided questions to realize the interview and the

rubric to evaluate the given task. The student, if necessary, may include

additional questions to get relevant data that finally may result in the

application of the concepts developed in class. The additional questions

should be part of the written report to be hand in.

• The written report must include the results of the interview, a critical

analysis, alternatives and recommendations.

Scale

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

Text Books:

Junn, E. & Boyatzis, C. (2008). Children Growth and Development. Dushkin (16th ed.). McGraw Hill/ Dushkin.

Papalia, D., Wendkos, S. & Duskin, R. (2004). Psicología del Desarrollo. (9th. Ed.), Bogotá, Colombia: McGraw-Hill.

Description of Course Policies

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

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

development as a Dual Language Professional. Workshops will be facilitated in

English and Spanish, strictly using the 50/50 model. This means that each

workshop will be conducted entirely in the language specified. The language

used in the workshops will alternate to insure that 50% of the course will be



conducted in English and 50% in Spanish. To maintain this balance, the course

module may specify that both languages will be used during the fifth workshop,

dividing that workshop’s time and activities between the two languages. If

students have difficulty with asking a question in the target language in which the

activity is being conducted, students may choose to use their preferred language

for that particular question. However, the facilitator must answer in the language

assigned for that particular day. This should only be an exception as it is

important for students to use the assigned language. The 50/50 model does not

apply to language courses where the delivery of instruction must be conducted in

the language taught (Spanish or English only).

2. The course is conducted in an accelerated format and requires that students prepare

in advance for each workshop according to the course module. Each workshop

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

3. Attendance at all class sessions is mandatory. A student that is absent to a

workshop must present the facilitator a reasonable excuse. The facilitator will

evaluate if the absence is justified and decide how the student will make up the

missing work, if applicable. The facilitator will decide on the following: allow the

student to make up the work, or allow the student to make up the work and assign

extra work to compensate for the missing class time.

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

assigned date. The facilitator may decide to adjust the grade given for late

assignments and make-up work.

4. If a student is absent to more than one workshop the facilitator will have the

following options:

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

on the students existing grade.

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

based on the students existing grade.

5. Student attendance and participation in oral presentations and special class

activities are extremely important as it is not possible to assure that they can be

made up. If the student provides a valid and verifiable excuse, the facilitator may



determine a substitute evaluation activity if he/she understands that an equivalent

activity is possible. This activity must include the same content and language

components as the oral presentation or special activity that was missed.

6. In cooperative activities the group will be assessed for their final work. However,

each member will have to collaborate to assure the success of the group and the

assessment will be done collectively as well as individually.

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

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

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

publisher. It should be noted that plagiarized writings are easily detectable and

students should not risk losing credit for material that is clearly not their own (see

Academic Honesty Policy).

8. If the Facilitator makes changes to the study guide, such changes should be

discussed with and given to students in writing at the beginning of the first workshop.

9. The facilitator will establish a means of contacting students by providing an email

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

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

one, it must be on vibrate or silent mode during class session.

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

the classrooms.

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

community established by the institution and in this course.

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

not stop your investigation. There are many search engines and other links you

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

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com



• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

The facilitator may make changes or add additional web resources if deemed

necessary.



Teaching Philosophy and Methodology

This course is grounded in the learning theory of Constructivism. Constructivism

is a philosophy of learning founded on the premise that, by reflecting on our

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

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

sense of our experiences. Learning, therefore, is simply the process of adjusting our

mental models to accommodate new experiences. As teachers, our focus is on making

connections between facts and fostering new understanding in students. We will also

attempt to tailor our teaching strategies to student responses and encourage students to

analyze, interpret and predict information.

There are several guiding principles of constructivism:

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

around which students are actively trying to construct meaning.

2. Meaning requires understanding wholes as well as parts. And parts must be

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

primary concepts, not isolated facts.

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

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

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

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

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

to make the assessment part of the learning process, ensuring it provides students

with information on the quality of their learning.

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

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

of the world.

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



Workshop One

Specific Objectives:

1. Define and interpret the basic concepts of human growth and development.

2. Identify the environmental factors that impact the process and formation of

a child.

3. Expose and analyze the influence of heredity and environment in the

child’s development and formation

Language Objectives:

1. Synthesize the information gathered from multiple resources to draw

conclusions.

2. Write a reflective journal using appropriate vocabulary, grammar and style.

3. Express ideas in English related to the topic of discussion using volume,

stress, pacing and correct enunciation.

Electronic Links (URLs):

Eric Erickson Stages of Human Development

http://psychology.about.com/library/weekly/aa91500b.htm

http://psychology.about.com/library/submit.htm

Child Development Basics

http://www.cdipage.com/development.htm

Jean Piaget

http://crystalinks.com/piaget.html

http://www.example.com

Chile development stages

http://en.wikipedia.org/wiki/Child_development_stages

Developmental milestones

http://www.med.umich.edu/1libr/yourchild/devmile.htm

Erickson’s stages summary chart

http://psychology.about.com/library/bl_psychosocial_summary.htm

Life cycle

http://en.wikipedia.org/wiki/Biological_life_cycle

Heredity



http://encarta.msn.com/encyclopedia_761564762/Heredity.html

Assignments before Workshop One:

1. Read the recommended URL’s, textbooks and other reference materials. Pay

close attention to the rubrics in the Appendix section. These rubrics will be used

to assess your knowledge.

2. Find the definitions of the following concepts:

• Growth

• Human development

• Life cycle

• Heredity

• Environment

3. Read information about the following topics related to human growth and

development.

• Children’s growth and development

• Factors that influence the process

• Stages of development

• Heredity

• Environment

4. Watch the following video.

Piaget’s developmental theory

http://search.live.com/video/results.aspx?q=erickson+theory&docid=2204101510

74&FORM=TVVR2

Activities :

1. The facilitator and the students will introduced themselves by engaging in an

icebreaking activity suggested by the facilitator.

2. Discuss activities and evaluation criteria.

3. Select student representative.

4. Discuss the definitions of growth, human development, life cycle, heredity and

environment using a graphic organizer.



5. The facilitator will present a movie about human development.

6. Educational panel to discuss the movie watched.

7. Divide the class in small groups to discuss the following topics:

• Stages of development

• Heredity

• Environment

• Children’s growth and development and the factors that influence this

process.

8. Each group will present their findings.

9. Discuss activities for Workshop Two.

Assessment:

1. Journal: Write at least three paragraphs about what you learned in class today.

2. Written report rubric

3. Class participation rubric

4. Oral report rubric.



Taller Dos

Objetivos Específicos:

1. Definir e interpretar los siguientes conceptos:

• Desarrollo pre-natal

• Desarrollo neonatal

• Desarrollo fisico

• Desarrollo intelectual

2. Detallar y analizar caracteristicas especificas del desarrollo pre-natal y

Neonatal.

3. Identificar los cambios principales en las etapas de desarrollo.

4. Identificar y analizar aspectos y factores que influencia el proceso de

desarrollo.

Objetivos del Lenguaje:

1. Resumir las ideas principales usando la gramática y la ortografía

adecuadamente después de leer una amplia variedad de

recursos empresos.

2. Aplicar todas las reglas gramaticales a los trabajos escritos.

3. Utiliza las destrezas de comunicación eficazmente en discusiones en

grupo.

Enlaces Electrónicos:

Jean Piaget


Desarrollo Humano: Etapa prenatal

http://members.tripod.com/psico1_deshumano/prenatal.html

Stages of Prenatal Development

http://www.dushkin.com/connectext/psy/ch03/stages.mhtml

Desarrollo del niño y la educación

http://www.allsands.com/Kids/Education/childrendevelop_bcp_gn.htm


Entendiendo el desarrollo fisico y cognitivo del nino

http://betterkidcare.psu.edu/HBCO/WEB_Part2_ESP.pdf



Desarrollo pre-natal

http://www.abortionfacts.com/fetal_development/prenatal_developement.asp

Desarrollo Pre- natal y neo-natal

http://www.mc.maricopa.edu/dept/d46/psy/dev/prenatal/

El nino entero

http://www.pbs.org/wholechild/spanish/abc/index.html

Desarrollo del nino

http://html.rincondelvago.com/desarrollo-del-nino-de-0-a-7-anos.html

Asignaciones antes del Taller:

1. Busca las definiciones de los siguientes terminos:

• Desarrollo Pre-natal

• Desarrollo Neo-natal

• Desarrollo fisico

2. Leer información relacionada al crecimiento y desarrollo del nino. Traer

Información al salon de clases.

3. Escoge unos de los videos ofrecidos en este URL y obsérvalo. Ven listo

para compartirlo en clase.

Desarrollo pre-natal

http://search.live.com/video/results.aspx?q=pre-

natal+development&go=&form=QBVP

Actividades:

1. Repasar brevemente el material cubierto en el taller 1.

2. Colocar carteles alrededor del salon con los terminos asignados. Los

estudiantes rotarán por los carteles escribiendo información relacionada a

los tópicos.

3. Dividir el grupo en sub-grupos. Asignar un cartel por grupo. Los

estudiantes analizarán la información escrita y escribirán la definición del

término partiendo de esta información.

4. Los estudiantes se reunirán en pares para realizar un mapa conceptual acerca

de uno de los temas discutidos en clase.



5. Presentación oral del material asignado.

6. Students will share the video about pre-natal development they observe in class.

7. Discuss the assignments for Workshop Three.

Avalúo

1. Escriba una lista de lo que usted opine que es importante en las etapas de

desarrollo humano.

2. Matriz valorativa para trabajos escritos.

3. Matriz valorativa para presentaciones orales.

4. Matriz valorativa para trabajo diario.



Workshop Three


1. Identify and explain characteristics and fundamental changes in the

physical cognitive and socio-economical development of children.

2. Identify and analyze factors and aspects that impact this process.

3. Compare and contrast the physical, cognitive and socio-economical

development from conception to 6 years old.


1. Summarize the main ideas using correct grammar and spelling in English

after reading material related to human development.

2. Write a report showing logical points of view on the issue assigned and

applying the appropriate rules of grammar.

3. Demonstrate the ability to use spoken language to accomplish the purpose

of delivering information in English.


Exploring child development

http://www.abacon.com/fabes/pages/contents.html

Cognitive development

http://chiron.valdosta.edu/whuitt/col/cogsys/piaget.html

Early Childhood

http://www.earlychildhood.com/articles/index.cfm

The whole child

http://www.pbs.org/wholechild/spanish/abc/index.html

Children’s development

http://html.rincondelvago.com/desarrollo-del-nino-de-0-a-7-anos.html

Jean Piaget



Chile development stages

http://en.wikipedia.org/wiki/Child_development_stages

Developmental milestones



http://www.med.umich.edu/1libr/yourchild/devmile.htm

Erickson’s stages summary chart

http://psychology.about.com/library/bl_psychosocial_summary.htm

Life cycle

http://en.wikipedia.org/wiki/Biological_life_cycle

Steps of case study

www.crfc.org/americanjury/lessons/right_accused/case_study.doc

Assignments before Workshop Three:

1. Read information related to:

• Physical development in early childhood

• Cognitive development in early childhood

• Social development in early childhood

2. Come prepared to share and discuss the information in class.

3. Write a summary of each of the topics before mentioned to be turn in to the

facilitator.

4. Watch the video related to the stages of development

http://www.youtube.com/watch?v=RQVma02ZSrc

5. Finalize the child case study assigned for this workshop. Come prepare to

share it in class.

Activities :

1. Review workshop 2

2. Students in charge of oral presentation will complete this activity.

3. A questions and answer session will follow each presentation.

4. Educational panel to discuss the information presented.

5. Students will share their experience related to the physical, intellectual and socio-

economical development of children.

6. Students will present a brief summary about their case study. A class discussion

will begin after the summary.

7. The facilitator will collect summaries and case studies.

8. The facilitator will discuss activities for Workshop Four.



Assessment:

1. Journal: Write at least three paragraphs about the topics discussed in class.

Include information about something you learned today that you didn’t know in

relation to the development of children.

2. Written report rubric.

3. Oral presentation rubric.

4. Class participation rubric.



Taller Cuatro

Objetivos Específicos:

1. Definir los siguientes conceptos

• Desarrollo intelectual

• Pre-adolescencia

• Adolescencia

2. Analizar los cambios y caracteristicas fisicas, intelectuales y sociales en

la pre-adolescencia y adolescencia

3. Identificar los factores que impactan este proceso.

4. Analizar las estrategias para educar y motivar a los adolescentes para

prevenir o cambiar comportamiento.

Objetivos del Lenguaje:

1. Resumir las ideas principales usando la gramatica y la ortografia

adecuadamente después de leer una amplia variedad de

recursos impresos.

2. Aplicar todas las reglas gramaticales a los trabajos asignados

3. Utiliza el idioma español para comunicar ideas y expresarse.

Enlaces Electrónicos:

Adolescencia y prevención: conducta de riesgo

http://www.salvador.edu.ar/ua1-9pub01-4-03.htm

La adolescencia

http://www.salonhogar.com/ciencias/biologia/adolescencia/index.htm

Adolescent Stages of Development

http://www.childdevelopmentinfo.com/development/teens_stages.shtml

La adolescencia

http://www.monografias.com/trabajos4/adol/adol.shtml

Adolescentes

http://www.maqweb.org/spanish/present/adolnotas.pdf

Desarrollo de los adolescentes

http://equipo555.blogspot.com/

Embarazo en los adolescentes



http://www.binasss.sa.cr/adolescencia/broch.pdf

Las distintas etapas de la adolescencia

http://www.euroresidentes.com/adolescentes/etapas-adolescencia.htm

Etapas del desarrollo cognitivo

http://www.monografias.com/trabajos14/piaget-desarr/piaget-desarr.shtml

Etapas de desarrollo emocional

www.childdevelopmentinfo.com/development/erickson.shtml

Asignaciones antes del Taller Tres:

1. Buscar información relacionada al desarrollo fisico, social, cognitivo y

emocional en la pre-adolescencia y adolescencia.

2. Investigar programas existentes de prevencion que trabajen con

comportamientos de alto riesgo entre los adolescentes.

3. Traer el material recopilado al salon de clases para ser discutido y

compartido.

6. Buscar información sobre las teorias de Piaget y Erickson.

7. Observar el siguiente video sobre adolescencia

Adolescencia etapa difícil

http://www.youtube.com/watch?v=G560ywZKXZw

Escribe un breve escrito sobre tu reacción al video.

8. Seleccionar una película en la que se muestre como el ambiente puede

impactar el desarrollo de los niños. Preparar un reporte sobre la misma. Venir

preparado para compartir en clase.

Actividades:

1. Repasar el material estudiado en el Taller Tres.

2. Definir los conceptos de pre-adolescencia y adolescencia.

3. Estudiantes a cargo de las presentaciones orales completarán esta

actividad.

4. Dividir la clase en 3 grupos. Asignar los siguientes tópicos: desarrollo

fisico, desarrollo social, y desarrollo emocional en la adolescencia. Cada

grupo preparará una presentación acerca del tópico. Relacionar las teorias

de Piaget y Erickson en relación al desarrollo de los adolescentes.



5. Presentación oral de cada grupo.

6. Compartir en clase los programas de prevención. Discusión socializada

sobre estos programas.

7. Entregar el trabajo escrito sobre los programas de prevención al

facilitador.

9. Dividir la clase en pequeños grupos en los que los estudiantes

compartirán las películas observadas.

10. Entregar trabajos al facilitador.

11. Discutir los trabajos del Taller 5

Avalúo

1. Respuesta escrita inmediata - Los problemas en la adolescencia se pueden

prevenir si…

2. Matriz valorativa para trabajos escritos.

3. Matriz valorativa para presentaciones orales.

4. Matriz valorativa para participación en clase.



Workshop Five/Taller Cinco

NOTA: Este taller es bilingüe. Tanto,

el Facilitador como los estudiantes,

deberán utilizar el idioma asignado

para cada tarea y actividad.

NOTE: This is a bilingual workshop.

Both the facilitator and student

should use the language assigned

for each homework and activity.


1. Analyze the process of self-realization in adulthood.

2. Discuss the impact of old age in the life of a person.

3. Compare and contrast the stages of adulthood.


1. Summarize the main ideas using correct grammar and spelling in English

or Spanish after reading material related to human development.

2. Write a reflective journal using appropriate vocabulary, grammar and style.

3. Express ideas in English or Spanish related to the topic of discussion using

volume pacing and correct enunciation.


Adulthood

http://www.cfp.upv.es/recla/VIIencuentro/CursoUNAM/adultez.htm

Sociology of Death and Dying

http://www.trinity.edu/~mkearl/death.html

The elderly

http://www2.udec.cl/~ivalfaro/apsique/desa/vejez.html

Depression Causes

http://web4health.info/en/answers/bipolar-depr-eld-caus.htm

Fear of old age

http://living.oneindia.in/yoga-spirituality/ramakrishna-paramahamsa/2008/old-age-

problems-loneliness-061108.html

Psychological Factors

http://www.monografias.com/trabajos14/psicolvejez/psicolvejez.shtml



Old age

http://en.wikipedia.org/wiki/Old_age

Late adulthood

http://www.mc.maricopa.edu/dept/d46/psy/dev/Spring00/lateadult/

The developmental stages of Erickson

http://www.learningplaceonline.com/stages/organize/Erikson.htm

Elderly Depression

http://www.depresion.psicomag.com/depre_en_vejez.php

Assignments before Workshop Five:

1. Find information related to early, intermediate and late adulthood in

English. Bring it to class.

2. Complete your portfolio. Remember to include table of contents,

introduction and conclusion.

3. Complete an interview to a senior. The interview should not have more

than 5 questions. Prepare a brief summary to present in class (in

Spanish).

4. Watch one of the following videos about late adulthood. Come prepare to share it

in class.

http://search.live.com/video/results.aspx?q=la+vejez&first=21&FORM=PEVR

Activities :

1. Review workshop IV in Spanish

2. Educational panel to discuss the stages of late adulthood (in English).

3. Student swill share the information collected in their interview (in Spanish).

4. Write a list of common factors discussed in the interviews (in Spanish).

5. Students will hand in their interviews and portfolios to the facilitator.

6. Students will start their oral presentation (in the language assigned).

7. A questions and answer session will follow each presentation.

8. Students will briefly share the video they watched about late adulthood (in

English).

9. The student representative will complete the class evaluation process.

Assessment:



1. Journal - Students will complete a final journal including feedback to the

Facilitator.

2. Class participation rubric.

3. Oral presentation rubric.

4. Written report rubric.

5. Portfolio rubrics.



Anejos/Appendixes



AnejoA/Appendix A

Matriz de Valoración para Evaluación de Participaci ón en Clase

NOMBRE: __________________________ NOTA FINAL _____________ FECHA: ____________________________ Asistencia y puntualidad: ______ _____ 0= Faltó a 4 o más talleres o faltó a 3 talleres y llegó tarde a 2 talleres _____ 1= Faltó a 3 talleres o faltó a 2 talleres pero llegó tarde a tres talleres _____ 2= Faltó a 2 talleres o faltó a 1 taller pero llego tarde a tres o más talleres _____ 3= Faltó a 1 taller o no faltó pero llegó tarde a tres talleres _____ 4= No faltó a los talleres pero llegó tarde a uno o dos talleres _____ 5= No faltó ni llegó tarde a los talleres 0-No Cumplió 1-Deficiente 2-Regular 3-Bueno 4-Muy Bueno 5-Excelente N/A-No Aplica 1. Contribuye frecuentemente a las discusiones en clase.

0 1 2 3 4 5 N/A

2. Demuestra interés en las discusiones en clase.

3. Contesta preguntas del facilitador y sus compañeros.

4. Formula preguntas pertinentes al tema de la clase.

5. Viene preparado(a) a clase.

6. Contribuye a la clase con material e información adicional.

7. Presenta argumentos fundamentados en las lecturas y trabajos de la clase

8. Demuestra atención y apertura a los puntos y argumentos de sus compañeros.

9. Contesta preguntas y planteamientos de sus compañeros.

10. Demuestra iniciativa y creatividad en las actividades de clase.

Comentarios: ____________________________________________________



Anejo B/Appendix B

Oral Presentation Rubric

Criteria Points Score

The speaker provides a variety of types of content appropriate for the task, such as generalizations, details, examples and various forms of evidence.

10

The speaker takes into account the specific knowledge and experience of the listener

10

The speaker uses arguments which are adapted to the values and motivations of the specific listener.

10

The speaker uses delivery to emphasize and enhance the meaning of the message.

10

The speaker delivers the message in a lively, enthusiastic fashion.

10

The volume varies to add emphasis and interest.

10

Pronunciation and enunciation are very clear. The speaker exhibits very few disfluencies, such as "ahs," "uhms," or "you knows."

10

Language

Student pronounces words in a clear and correct manner so as to make language understood to others

10

Correct use of grammar and verb conjugation 10

Use of correct use of vocabulary words to express message

10

Total Points 70%

Content

30%

language



Anejo C/Appendix C

MATRIZ VALORATIVA PARA EL PROYECTO ESCRITO

0-Deficiente 1-Regular 2-Muy bueno N/A No Aplica CRITERIOS 0 1 2 N/A Criterios 0 1 2 N/A Contenido 70%

1. Identifica el propósito, los objetivos e ideas principales.

2. Las ideas y argumentos de la presentación están bien fundamentadas en los recursos presentados, consultados o discutidos en clase

3. La presentación de las ideas es organizada y coherente.

4. El escrito incluye todas las partes o elementos del tema o tarea asignada.

5. El autor demuestra dominio del tema o materia de la presentación.

6. El punto de vista del autor se presenta de manera clara y contundente.

7. El escrito demuestra sustancia, lógica y originalidad.

Lenguage 30% 8. Utiliza vocabulario correcto y apropiado.

9. Se utiliza un lenguaje apropiado con corrección sintáctica y gramatical.

10. El escrito es claro, enfocado e interesante .

Total= 20 puntos



Anejo D/Appendix D

Oral Presentations- Education 171

THEME ASSIGNED STUDENT WORKSHOP#

Desarrollo PreNatal

Desarrollo Neonatal

2

Nacimiento

El Recien nacido

2

Physical, cognitive and psychosocial

development during the first three

years

3

Physical, cognitive and psychosocial

development in the school years 4-11

3

Pre-Adolsecence and Adolescence

Physical, cognitive and social

development

4

Adulthood

(Early, Intermediate and Late)

5



Anejo E/Appendix E

ASPECTS TO BE CONSIDERED IN A MOVIES ANALYSIS

This process will help the students to make a good critical analysis about a movie.

Steps to be followed:

• Look at the selected movie as many times as needed.

• Identify specific details.

• Analyze the impact after the observation is finished identifying:

o feelings and the elements that induced them.

O the most important scenes.

O deep messages scenes.

• Analyze the content

o Identify curious details that will help interpret the movie.

O Synthesize the meaning suggested in the analysis.

• Analyze the economical, philosophical and sociological aspects

o Social structures and their interaction with the principal characters.

O Historical and relevant data.

O Social aspects.

O Economical conflicts.

O Philosophical and ethical aspects.

• Identify the significant language in the movie.

• Synthesize the suggested message.

• Review the general critic of the movie.

• Make a general interpretation of the movie.

• Elaborate a personal analysis.

Alter finishing this process, the student will be prepared to write his final report.



Anejo F/Appendix F

RUBRIC FOR MOVIE ANALYISIS

8-Excellent 4-Regular 0-Deficient

Criteria 8 4 2 N/A Content 70% Includes the title of the movie and a brief summary of what the movie is about.

Compares and contrast events of the movie with theories and material related to human development.

The ideas and arguments are founded on research learned.

The author presents his/her point of view. The writing demonstrates a logical sequence and shows originality.

At least 5 references were included. Language 30% Uses proper grammar when expressing ideas.

Uses variety of vocabulary. The writing is focused, clear and interesting. Total=80 points



Anejo G/Appendix G

CASE STUDY (20)-Accomplished (10)-Partially accomplished (0)-N ot accomplished

Criteria 20 10 0 Content 70%

Identifies all of the main issues in the

case study

Makes appropriate and powerful connections between the

problem and the theory.

Makes realistic and insightful

recommendations

Language 30% Writing is totally free of grammar

and spelling errors.

Very clear and concise flow of ideas using the

English Language.

/100 /50 /0

Total________________________ Comments___________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________ Recommendations____________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________



Anejo H/Appendix H

DIARIO REFLEXIVO

Nombre ____________________________

Fecha ____________________________

El propósito de este diario es el de reflexionar y escribir sobre los

conceptos, los sentimientos y las actitudes que se desatan a partir de la

discusión y los trabajos de cada taller. Este proceso le ayudará en su

autoanálisis, así como propiciará la auto evaluación.

Utilizando las siguientes preguntas guías, reflexione sobre lo presentado

en el taller y conteste las mismas en forma de ensayo con excelente

gramática, ortografía y puntuación:

1. Hoy aprendí….

2. Este tema presentado en clase me ayuda a……

3. Puedo aplicar lo discutido en la clase a mi vida y experiencias personales…



Reflexive Diary

Name ____________________________

Date ____________________________

The purpose of this diary is to reflect and write about the concepts,

feelings, and attitudes experienced after class discussion and assignments.

This process will help your self-assessment.

Using the following questions, reflect about what was presented in this

workshop and answer the questions following an essay style using

excellent grammar, syntax and punctuation:

1. Today I learned…

2. The topic presented today helps me…

3. I can apply today’s discussion to my life and personal experiences…



Anejo I/Appendix I

Entrevista a persona de la tercera edad

65 años o más

(Valor 75 puntos)

Al realizar una entrevista, el entrevistador debe tener una conversación informal previa

que le ayude a establecer una relación de cordialidad con el entrevistado. Esto ayudará

a que el mismo se sienta en confianza y ofrezca información verídica y confiable que

aporte a los fines previamente señalados.

A continuación preguntas guía para realizar la entrevista. ¡Mucho éxito!

Datos demográficos

1. ¿Cómo, donde y con quien vive usted?

2. ¿Qué significado tiene la vida para usted?

3. Describa el lugar donde vive, la composición familiar y la percepción de sí mismo.

4. ¿Cuál es su rutina de vida?

a. Alimentación

b. Medicamentos

c. Tratamientos médicos (si alguno)

d. Recreación

e. Inversión de tiempo

f. Otras necesidades o tareas que le gusta realizar

5. ¿A qué se dedicó?

6. ¿Se jubiló? ¿Cuándo y porqué?

7. ¿Cómo se sintió en ese momento?

8. ¿Cuál fue su aportación más valiosa a la vida?

9. ¿Qué le produce felicidad?

10. ¿Qué le hubiese gustado hacer que nunca pudo hacer? ¿Razones?



Anejo J/Appendix J

MATRIZ VALORATIVA PATA LA ENTREVISTA

Criterios 0 1 2 N/A

Contenido 70%

1. Identifica el propósito, los objetivos e ideas principales.

2. Las ideas y argumentos de la presentación están bien fundamentadas en los recursos presentados, consultados o discutidos en clase

3. La presentación de las ideas es organizada y coherente.

4. El escrito incluye todas las partes o elementos del tema o tarea asignada.

5. El autor demuestra dominio del tema o materia de la presentación.

6. El punto de vista del autor se presenta de manera clara y contundente.

7. El escrito demuestra sustancia, lógica y

originalidad.

Lenguaje 30%

8. Utiliza vocabulario correcto y apropiado.

9. Se utiliza un lenguaje apropiado con corrección sintáctica y gramatical.

10. El escrito es claro, enfocado e interesante .



Anejo K/Appendix K

PORTFOLIO

Guidelines to prepare the portfolio

1. Determination of sources of content

2. The following, but not limited to, documentation will be included:

a. Projects, surveys, and reports.

b. Oral presentations

c. Essays: dated writing samples to show progress

d. Research papers: dated unedited and edited first drafts to show progress

e. Written pieces that illustrate critical thinking about readings: response or

reaction papers.

f. Class notes, interesting thoughts to remember, etc.

g. Learning journals, reflexive diaries.

h. Self assessments, peer assessments, facilitator assessments.

i. Notes from student-facilitator conferences.

3. Organization of documentation

Documentation will be organized by workshop, and by type of assignment within

workshops. Workshops will be separated from one another using construction paper

or paper of different colors, with tabs indicating the workshop number.

4. Presentation of the portfolio

• Documentation will be posted in a binder or in a digital version (e-portfolio).

• The cover page will follow exactly APA guidelines applied to a cover page of

research papers submitted at Metro Orlando Campus. This cover page will be

placed at the beginning of the portfolio.

• The entire portfolio will follow APA style: Courier or Times New Roman font,

size 12, double space, and 1-inch margins. See a “Publication Manual of the

APA, Fifth Edition”

• A log of entries that can be expanded with each new entry properly

numbered. The table, which should be located at the beginning, should

include a brief description, date produced, date submitted, and date evaluated

(Appendix M ).



• Introduction and conclusion of the income and outcome of the portfolio.

• A list of references and appendixes of all assignments included will be added

to the end of the portfolio.

• The Portfolio Informational Sheet will be placed in the transparent front pocket

of the binder for identification purposes (Appendix L ).

5. Student-Facilitator Feedback Template: Progression follow-up

The final step in implementing portfolios, before returning them to the student or

school life, is sharing feedback with each student to review the contents, student

reflections, and your evaluations of individual items and all of the work together as

related to learning targets (Banks, 2005).

Facilitators will e-mail a feedback template to all students. This template will contain

information pertaining to weaknesses and strengths found in students’ portfolios

(Appendix P ). Facilitators will focus their attention on showing students what is

possible and their progress rather than what is wrong; however, this does not mean

that facilitators will not cover weaknesses and areas for improvement during the

conference. Facilitators will send this feedback template upon completion of

workshop one.

Students will also have the opportunity to respond to the facilitator’s feedback and

write their own comments and/or ideas of how to improve the quality of their

portfolios, and how to become better metacognitive learners on the feedback

template. Students will e-mail the template with their comments back to the facilitator

after every workshop.

6. Portfolio storage:

• Portfolio samples will be safely stored for a six-month term on campus.

• Students will sign an official document empowering Ana G. Mendez

University System with rights to use their portfolios with educational or

accreditation purposes during this term (Appendix Q ).

• After this term, and if their authors authorize Ana G. Mendez University

System to discard their portfolios by signing an official document, portfolio

samples will be destroyed; otherwise, they will be returned to their original

authors (Appendix R ).



Anejo L/Appendix L

PORTFOLIO INFORMATIONAL SHEET

Sistema Universitario Ana G. Méndez Florida Campuses

Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo Check one: � Universidad del Este � Universidad Metropolitana � Universidad del Turabo Check one: � Undergraduate

� Graduate

Concentration

Student’s Name

Facilitator’s Name

Course:

Portfolio rated as

Reason of this rate



Anejo M/Appendix M

Log of Entries

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10



Anejo N/Appendix N

Checklist for Portfolio Assessment

Has the student set academic goals?

Does the portfolio include enough entries in each area to make

valid judgments?

Does the portfolio include evidence of complex learning in realistic

setting?

Does the portfolio provide evidence of various types of student

learning?

Does the portfolio include students’ self-evaluations and

reflections on what was learned?

Does the portfolio enable one to determine learning progress and

current level of learning?

Does the portfolio provide clear evidence of learning to users of

the portfolio?

Does the portfolio provide for student participation and

responsibility?

Does the portfolio present entries in a well-organized and useful

manner?

Does the portfolio include assessments based on clearly stated

criteria of successful performance?

Does the portfolio provide for greater interaction between

instruction and assessment?

Adapted from: Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston: Pearson

Education, Inc.



Anejo O/Appendix O

Portfolio Rubric

4 3 2 1

PORTFOLIO APPEARANCE

� Readable: Are entries typed in an appropriate font and size? Are

entries free of errors? Do ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?

� Professionalism: Is the appearance of the portfolio

professional? Are graphics, colors and portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?

� Organization: Is the portfolio organized in a manner that makes

it easy to follow and easy to quickly locate information?

PORTFOLIO CONTENT AND FUNCTION

� Content: Are all required entries included in the portfolio? Are

entries relevant to the content of the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.

� Authenticity: Are the samples and illustrations a true reflection

of the student’s efforts and abilities?

� Growth/Development: Do samples provide thorough

understanding of growth and development related to their field of concentration? Do items show what the student has learned?

� Collaboration: Do items show examples of both individual and

group work? Does the student provide clear understanding of collaboration, and use collaboration to support his/her learning?



� Reflection and Personal growth: Do items show exceptional

understanding of how to be a reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?

� Professional Conduct: Do items show clear understanding of

ethical behavior and professional conduct? Do items display the pride the student has in his or her work?

Overall Portfolio Impact

� Is this portfolio an asset in demonstrating the student’s value

(skills, abilities, knowledge) to a potential employer or college representative?

Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Need s improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro Orlando Campus



Anejo P/Appendix P

Portfolio Assessment Feedback Template Strengths Weaknesses Improvement Ideas Facilitator’s comments

Student’s response and comments



Anejo Q/Appendix Q

Use and Return of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System, to keep in

their records a copy of my portfolio. I understand that the portfolio is going to be

used for accreditation or educational purposes only, and that is not going to be

disclosed without my consent.

By signing this document I authorize the office of Assessment and Placement to

keep a copy of my portfolio for six months and return it to me at the end of this

period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date



Anejo R/Appendix R

Use and Discard of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System to keep in

their records a copy of my portfolio. I understand that the portfolio is going to be

used for accreditation or educational purposes only, and that is not going to be

disclosed without my consent.

By signing this document I authorize the Office of Placement and Assessment to

keep a copy of my portfolio for six months and discard it at the end of this period

of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date

Date post:	24-Jul-2020
Category:	Documents
Upload:	others
View:	3 times
Download:	0 times

Human Growth and Development Crecimiento y Desarrollo Del ... 171... · procesos de crecimiento y...

Documents