Sistema Universitario Ana G. Méndez
School for Professional Studies
Florida Campuses
Universidad del Este, Universidad Metropolitana, Universidad del Turabo
EDUC 171
Human Growth and Development
Crecimiento y Desarrollo del Ser Humano
© Sistema Universitario Ana G. Méndez, 2011
Derechos Reservados.
© Ana G. Méndez University System, 2011. All rights reserved
EDUC 171 Human Growth and Development 2
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Preparado con la colaboración de:
Idali Medina, M.Ed., Especialista en Preparación de Módulos,
Nancy Arcelay, Evaluador de Contenido
Jacqueline Centeno, Evaluador de Idioma Inglés
Paola Maino, Evaluador de Idioma Español
Daniel Poremba, Evaluador Diseño Instruccional
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TABLA DE CONTENIDO/TABLE OF CONTENTS
Página/Page
GUIA DE ESTUDIO .......................................................................................................... 4
STUDY GUIDE ................................................................................................................ 16
TALLER UNO.................................................................................................................. 28
WORKSHOP TWO .......................................................................................................... 33
TALLER TRES ................................................................................................................ 38
WORKSHOP FOUR ........................................................................................................ 43
TALLER CINCO/WORKSHOP FIVE ............................................................................ 47
APÉNDICE A/ APPENDIX A NATIONAL PROFICIENCY LEVELS FOR
DIFFERENTIATED INSTRUCTION ............................................................................. 52
APPENDIX B - CLINICAL EXPERIENCE OBSERVATION TOOL ........................... 57
APPENDIX C - CLINICAL EXPERIENCE OBSERVATION REPORT TEMPLATE 69
APÉNDICE D/APPENDIX D EVALUACIÓN DE LA PARTICIPACIÓN DIARIA EN
LA CLASE........................................................................................................................ 71
ANEJO E/APPENDIX E MATRIZ VALORATIVA PARA EL PROYECTO ESCRITO
........................................................................................................................................... 72
ANEJO F/APPENDIX F MATRIZ VALORATIVA DE PRESENTACIONES ORALES
........................................................................................................................................... 73
ANEJO G/APPENDIX G REFLECTIVE JOURNAL RUBRIC ..................................... 75
ANEJO H/APPENDIX H CASE STUDY ....................................................................... 76
ANEJO I/APPENDIX I ENTREVISTA A UNA PERSONA DE LA TERCERA EDAD
........................................................................................................................................... 77
ANEJO J/APPENDIX J MATRIZ VALORATIVA PARA LA ENTREVISTA ............. 78
ANEJO K/APPENDIX K PORTFOLIO .......................................................................... 79
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GUIA DE ESTUDIO
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, creativo, pensamiento crítico y
solución de problemas. Se estudian los cambios psicológicos que ocurren como resultado
de las diferentes etapas del desarrollo, los factores hereditarios y ambientales que
motivan la conducta del ser humano.
Objetivos Generales de Contenido
Al terminar el curso el estudiante será capaz de:
1. 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 aplicarla 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 del desarrollo de la niñez.
6. Revisar y explicar las etapas propuestas por los diferentes teóricos del
Desarrollo psico-social.
7. Explicar los aspectos relacionados al desarrollo físico, motor, sensorial, sexual, moral
y del lenguaje del ser humano.
8. Distinguir y relacionar las principales etapas del desarrollo humano (pre-natal,
infancia, niñez, adolescencia, adultez y vejez) con las prácticas educativas.
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Objetivos de Lenguaje Generales
Al terminar el curso el estudiante será capaz de:
1. Escuchar: Entender inglés y español por medio de respuestas a estímulos
auditivos tales como videos, presentaciones y participación en clase.
2. Hablar: Comunicar ideas y opiniones, presentar y discutir verbalmente en inglés
y español.
3. Leer: Resumir/parafrasear las ideas principales después de investigar, leer y
analizar selecciones en inglés o español.
4. Escribir: Resumir ideas principales, escribir diarios reflexivos, ensayos,
entrevistas y trabajos de investigación usando estructura gramatical, ortografía, y
deletreo correcto siguiendo las reglas de APA.
Proyecto de Experiencia Clínica El estudiante deberá contactar a una escuela y pedir
autorización para poder observar una clase y funciones administrativas de la escuela. Los
estudiantes tienen que usar el Instrumento de Observación y la Plantilla (Apéndices B y
C) y demonstrar que han cumplido con el mínimo de 8 horas en el plantel escolar.
Textos Recomendados y Recursos
Papalia, D. (2010). Desarrollo Humano. (11ͣ ed.). México: McGraw-Hill. ISBN
6071502993 $45.00.
Beckett, C, & Taylor, H. (2010). Human Growth and Development. (2nd ed.). Thousand
Oaks, California: Sage Publications. ISBN 1847847871794 $100.
Sudbery, J. (2010). Human Growth and Development: An Introduction for Social
Workers. Londres, UK: Routledge. eText ISBN 139780203871942 $25.97.
(Biblioteca Virtual SUAGM)
Marciales-Vivas, G. (2009). Educación, sujeto y desarrollo humano. Bogotá,
Colombia: Editorial Pontifica de la Universidad Javeriana.. ISBN 1657-9267
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Requisitos del Laboratorio de Lenguaje o Laboratorio Electrónico: (Tell Me More, Net
Tutor, Wimba Voice, Biblioteca Virtual y Voice E-mail)
Requisitos Mínimos de Laboratorio de Lenguaje: Los estudiantes deben
demostrar que ellos han cumplido con las horas de uso en el laboratorio de
lenguaje por curso. El facilitador podría requerir más horas de práctica basada en
las necesidades para las destrezas auditivas, orales, de lectura y escritura en
cualquiera de los lenguajes mencionados. El total de horas de práctica va a estar
incorporado en la sección de actividades del módulo.
Descripción de la evaluación
Participación en clase (100 puntos)
• 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)
Cumplir con las horas asignadas de e-lab
• 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.) (Talleres 2-3-4-5) (Apéndice D)
• Trabajo de grupo
• Cada miembro presentará un sub tema
• Es requisito la utilización de medios audiovisuales y de estrategias de
presentación variadas. Ejemplo: presentaciones audiovisuales tales como PowerPoint,
Simulaciones, Dramas, Debates,
Competencias académicas, Grabación de vídeos, y entrevistas, entre otros.
• Debe ser creativo
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• Preparar y entregar una guía escrita para cada participante del curso
• Tiempo estipulado para la presentación de grupo: 20 minutos (puede variar
dependiendo de la discusión)
• 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.
Estudio de caso (100 puntos)(Taller 5) (Apéndice H)
ESOL Estándar 2
El propósito del estudio de caso es aplicar las teorías aprendidas e identificar
factores que inciden en el crecimiento y desarrollo del niño, 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 Apéndice.
NOTA: El estudiante deberá obtener permiso de la oficina del Directorio de Revisión
Institucional (Institutional Review Board IRB) antes de entrevistar a una persona de la
tercera edad.
Ensayo (100 puntos) (Taller 1)
ESOL Estándar 1
Redactar en español un ensayo de dos páginas de largo explicando el por qué es necesario
que los docentes tengan conocimiento del desarrollo y crecimiento humano. Utilice el
formato APA con citas y referencias.
Diario reflexivo (100 puntos) (Talleres 1-5) (Apéndice G)
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El estudiante redactará un diario reflexivo al finalizar cada taller con el fin de reflexionar
críticamente y escribir sobre los conceptos, sentimientos y actitudes relacionados a los
procesos de aprendizaje. Cada diario deberá ser escrito en el idioma del taller y tendrá un
valor de 20 puntos.
Entrevista a una persona de la tercera edad (100 puntos) (Taller 5) (Apéndices I y J)
El propósito de la entrevista es aplicar las teorías aprendidas relacionadas a
la autorrealización en la adultez e identificar el impacto del envejecimiento
en la vida de una persona. Debe desarrollar un informe escrito resumiendo su análisis de
la entrevista. La entrevista debe ser hecha y escrita en español.
En el Apéndice I se incluyen las preguntas guía para llevar a cabo la entrevista
y la matriz valorativa para evaluar la tarea. El estudiante, de ser necesario,
puede incluir preguntas adicionales que le permitan obtener datos
relevantes que le ayuden a aplicar los conceptos
presentados en el curso. Éstas deberán ser incluidas con el informe de la entrevista.
NOTA: El estudiante deberá obtener permiso de la oficina del Directorio de Revisión
Institucional (Institutional Review Board IRB) antes de entrevistar a una persona de la
tercera edad.
Portafolio(100 puntos) (Taller 5) Por favor mire y lea los apéndices K.
Criterio Puntaje Porcentaje
Asistencia y Participación
en clase
(40 puntos por clase)
200 20%
Presentacióon Oral
(talleres 2-5)
100 20%
Ensayo (taller 1) 100 10%
Estudio de caso (taller 3) 100 10%
Diarios (cada taller) 100 15%
Entrevista (taller 5) 100 10%
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Laboratorio de Idiomas/E-
Lab y Portafolio (Taller 5)
100 15%
Total 800 100%
Escala de evaluación
100-90% = A 89-80% = B 79-70% = C 69-60% = D 59-00% = F
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 está diseñado para
promover el desarrollo de cada estudiante como un profesional bilingüe. Cada
taller será facilitado en inglés y español, utilizando el modelo 50/50. Esto
significa que cada taller deberá ser conducido enteramente en el lenguaje
especificado. Los lenguajes serán alternados en cada taller para asegurar que el
curso se ofrece 50% en inglés y 50% en español. Para mantener un balance, el
módulo debe especificar que se utilizarán ambos idiomas en el quinto taller,
dividiendo el tiempo y las actividades equitativamente entre ambos idiomas. Esto
no aplica a los cursos de lenguaje que deben ser desarrollados en el idioma propio
todo en inglés o todo en español según aplique.
2. El curso es conducido en formato acelerado, lo que 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
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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 aparte del trabajo a
ser repuesto.
Toda tarea a ser completada antes del taller deberá ser entregada en la fecha
asignada. El facilitador ajustará la nota de las tareas repuestas.
4. La asistencia y participación en clase de actividades y presentaciones orales es
extremadamente importante pues no se pueden reponer. Si el estudiante provee
una excusa válida y verificable, el facilitador determinará una actividad
equivalente a evaluar que la sustituya. Esta actividad deberá incluir el mismo
contenido y componentes del lenguaje como la presentación oral o actividad a ser
repuesta.
5. 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.
6. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no
plagiado. Se debe entender que todo trabajo entregado esté 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. El servicio de SafeAssignTM de Blackboard será
utilizado por los facilitadores para verificar la autoría de los trabajos escritos de
los estudiantes. Es responsabilidad del estudiante el leer la política de plagio de
su universidad. Si usted es estudiante de UT, deberá leer la Sección 11.1 del
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Manual del Estudiante. Si es estudiante de UMET y UT, refiérase al Capítulo 13,
secciones 36 y 36.1 de los respectivos manuales.
Se espera un comportamiento ético en todas las actividades del curso. Esto
implica que TODOS los trabajos tienen que ser originales y que de toda referencia
utilizada deberá indicarse la fuente, bien sea mediante citas o bibliografía. No se
tolerará el plagio y, en caso de que se detecte casos del mismo, el estudiante se
expone a recibir cero en el trabajo y a ser referido al Comité de Disciplina de la
institución. Los estudiantes deben observar aquellas prácticas dirigidas a evitar
incurrir en el plagio de documentos y trabajos.
7. Si el facilitador hace cambios al módulo o guía de estudio, deberá discutirlos y
entregar copia a los estudiantes por escrito al principio del primer taller.
8. El facilitador establecerá los medios para contactar a los estudiantes proveyendo
su correo electrónico, teléfonos, y el horario disponibles.
9. EL uso de celulares está prohibido durante las sesiones de clase; de haber una
necesidad, deberá permanecer en vibración o en silencio.
10. La visita de niños y parientes no registrados en el curso no está permitida en el
salón de clases.
11. Todo estudiante está sujeto a las políticas y normas de conducta y
comportamiento que rigen al SUAGM y el curso.
Nota: Si por alguna razón Ud. no pudiera acceder a las direcciones electrónicas ofrecidas
en el módulo, no se limite a ellas. Existen otros motores de búsqueda y sitios Web que
podrá utilizar para la búsqueda de la información deseada. Entre ellas están:
www.google.com
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www.ask.com
www.pregunta.com
www.findarticles.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
http://www.apastyle.org/
Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:
http://www.chegg.com/(alquiler)
http://www.bookswim.com/ (alquiler)
http://www.allbookstores.com/ (compra)
http://www.alibris.com/(compra)
Estas son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.
El/la facilitador(a) puede realizar cambios a las direcciones electrónicas y/o añadir
algunas de ser necesario.
Si el facilitador o el estudiante requirieran o deseara hacer una investigación o la
administración de cuestionarios o entrevistas, deberán referirse a las normas y
procedimientos de la Oficina de Cumplimiento y solicitar su autorización. Para acceder a
los formularios de la Oficina de Cumplimiento pueden visitar este enlace
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http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios que
necesite.
Además de los formularios el estudiante/facilitador puede encontrar las instrucciones para
la certificación en línea. Estas certificaciones incluyen: Institutional Review Board
(IRB), Health Information Portability Accounting Act (HIPAA), y Responsibility
Conduct for Research Act (RCR).
De tener alguna duda, favor de comunicarse con la Coordinadoras Institucionales o a la
Oficina de Cumplimiento a los siguientes teléfonos:
Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento
Tel. (787) 751-0178 Ext. 7196
Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET
Tel. (787) 766-1717 Ext. 6366
Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo
Tel. (787) 743-7979 Ext.4126
Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE
Tel. (787) 257-7373 Ext. 3936
Filosofía y Metodología Educativa
Este curso está basado en la 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.
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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 intrínsecamente interdisciplinaria, la única forma
válida para asegurar el aprendizaje es hacer de la evaluación parte esencial de dicho
proceso, asegurándose que éste proporcione a los estudiantes con la información
sobre la calidad de su aprendizaje.
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5. La evaluación debe servir como una herramienta de auto-análisis.
6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las
múltiples perspectivas que existen en el mundo.
7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.
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STUDY GUIDE
Course Title: 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 throughout 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 learn and understand the growth and development of 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 its
application in schools.
4. Explain and formulate the contribution of people, groups and school to the study of
psychology throughout the history of humanity.
5. Classify and explain the stages of childhood history.
6. Revise and explain the stages proposed by theorists of the psychosocial development.
7. Explain the physical, motor, sensory, sexual, moral and language aspects of the
human being.
8. Distinguish and relate the principal stages of the human being, (pre-natal, infancy,
childhood, adulthood, and late adulthood.
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General Language Objectives
1. Listen: Understand English through responses to auditory stimuli such as videos,
facilitator presentations, class participation, etc.
2. Speak: Communicate ideas, opinions, presentations, and discussion orally in
English. Ask questions for clarification.
3. Read: Summarize/Paraphrase main ideas after researching, reading and analyzing
selections in English.
4. Write: Summarize main ideas; write journals, essays, interviews and research
projects using correct structure, grammar, spelling and composition in English and
Spanish.
Recommended Texts and Resources
Papalia, D., (2010). Desarrollo Humano. (11ͣ ed.).Mexico: McGraw-Hill. ISBN
6071502993 $45.00.
Beckett, C, & Taylor, H., (2010). Human Growth and Development. (2nd ed.). England:
Sage Publications. ISBN 1847847871794 $100.
Sudbery, J., (2010). Human Growth and Development: An Introduction for Social
Workers. Routledge. eText ISBN 139780203871942 $25.97.
(Virtual Library SUAGM)
Marciales-Vivas, G. (2009). Educación, sujeto y desarrollo humano. Editorial Pontifica
de la Universidad Javeriana. Bogotá, Colombia. ISBN 1657-9267
E-Lab (Language Lab) Requirements (Tell Me More, Net Tutor, Wimba Voice, Virtual
Library, & Voice e-mail
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Language Lab Minimum Requirement: Students must demonstrate that they
have complied with the hours of language lab usage for each language per course.
The facilitator may require a higher number of hours for language lab practice
based on the language needs for listening, speaking, reading, and writing skills in
either or both languages. The total amount of practice hours will be integrated
within the activities section of the module.
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
• Hand in the assignments on time
• Show quality in the assignments (legible letter, clearness, syntax and adequate spelling)
Oral Presentation (100 points)(Workshops 2-3-4-5) (Appendix D)
• Team work
• Each member will present a sub topic
• It’s a requisite to use audiovisual techniques and materials and varied presentation
strategies. Example: Power Point, Simulations, Dramas or Role playing, Debates or
discussions, Academic competitions, video recording, interviews, etc.
• The group should be creative
• The group will have 20 minutes for the presentation. (this can vary according to the
discussion)
• Prepare a handout for each classmate.
• The presentations will begin on the second workshop and will finish on the Fifth
workshop.
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• The rest of the students should read related literature on the topics to be discussed in
each workshop to guarantee an active participation.
Case study (100 points)(Workshop 3) (Appendix H)
The purpose of the case study is to apply the studied theories and identify the
issues that negatively impact child’s growth and development from
conception until six years.
The study will be conducted by interviews and observation of a six year-old or younger
child, his father, mother or person in charge. The student should present a critical analysis
on the collected data, with 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.
The questions used for the interviews should be included as an Appendix in the
written report.
Essay(100 points)(Workshop 1)
Explain why teachers need a working knowledge of human development. Use proper
APA format.
Reflective Journal(100 points)(Workshops 1-5) (Appendix G)
• The student should write a reflective diary at the end of each workshop. 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. Each journal will be 25 points.
Interview to a Late Adulthood Person (100 points)(Workshop 5) (Appendices I and J)
• The purpose of the interview is to apply the learned theories related to the
self-realization in adulthood and identify the impact of aging in an
Individual’s life.
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• Appendix F includes some guided questions for the interview and the rubric to evaluate
the given task. The student, if necessary, may include additional questions to get relevant
data that may result in the application of the concepts developed in class. The additional
questions should be part of the written report to be handed in.
• The written report must include the results of the interview, a critical
analysis, alternatives and recommendations.
Criteria Punctuation Percentage
Class attendance and
participation
200 20%
Oral presentation 100 20%
Essay 100 10%
Case study 100 10%
Journals 100 15%
Interview 100 10%
Portfolio 100 15%
Total 800 100%
Scale
100-90% = A 89-80% = B 79-70% = C 69-60% = D 59-00% = F
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
EDUC 171 Human Growth and Development 21
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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. 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
EDUC 171 Human Growth and Development 22
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substitute evaluation activity if he/she understands that an equivalent activity is
possible. This activity must include the same content and language components as the
oral presentation or special activity that was missed.
5. In cooperative learning activities, the group will be assessed for their final work.
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.
6. It is expected that all written work will be solely that of the student and should not be
plagiarized. That is, the student must be the author of all work submitted. All quoted
or paraphrased material must be properly cited, with credit given to its author or
publisher. It should be noted that plagiarized writings are easily detectable and
students should not risk losing credit for material that is clearly not their own.
SafeAssignTM, a Blackboard plagiarism deterrent service, will be used by the
facilitators to verify students’ ownership of written assignments. It is the student’s
responsibility to read the university’s plagiarism policy. If you are a UT student, read
Section 11.1 of the Student Manual, and if you belong to UMET or UNE, refer to
Chapter 13, Sections 36 and 36.1 of the respective manuals.
Ethical behavior is expected from the students in all course related activities. This
means that ALL papers submitted by the student must be original work and that all
references used will be properly cited or mentioned in the bibliography. Plagiarism
will not be tolerated and, in case of detecting an incidence, the student will obtain a
zero in the assignment or activity and could be referred to the Discipline Committee.
7. 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.
EDUC 171 Human Growth and Development 23
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8. The facilitator will establish a means of contacting students by providing an email
address, phone number, hours to be contacted and days.
9. 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.
10. Children or family members that are not registered in the course are not allowed to
the classrooms.
11. 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.ask.com
www.pregunta.com
www.findarticles.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
www.google.com
www.ask.com
www.pregunta.com
www.findarticles.com
www.bibliotecavirtualut.suagm.edu
EDUC 171 Human Growth and Development 24
Updated 07/22/2011
www.eric.ed.gov/
www.flelibrary.org/
http://www.apastyle.org/
To buy or rent new or used textbooks or references you can visit:
http://www.chegg.com/(rent)
http://www.bookswim.com/ (rent)
http://www.allbookstores.com/ (buy)
http://www.alibris.com/(buy)
Estos son sólo algunas de las muchas compañías donde puede comprar o alquilar
libros.
The facilitator may make changes or add additional professional educational web
resources, if deemed necessary.
Note: If the facilitator or the student is required or wants to perform a research or needs
to administer a questionnaire or an interview, he/she must comply with the norms and
procedures of the Institutional Review Board Office (IRB) and ask for authorization. To
access the forms from the IRB Office or for additional information, visit the following
link: http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.
Furthermore, in this website the student/facilitator will find instructions for several online
certifications related to IRB processes. These certifications include: IRB Institutional
Review Board, Health Information Portability Accounting Act (HIPAA), y
Responsibility Conduct for Research Act (RCR).
If you have any question, please contact the following Institutional Coordinators:
Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)
EDUC 171 Human Growth and Development 25
Updated 07/22/2011
Tel. (787) 751-0178 Ext. 7196
Miss. Carmen Crespo, IRB Institutional Coordinator– UMET
Tel. (787) 766-1717 Ext. 6366
Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo
Tel. (787) 743-7979 Ext.4126
Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE
Tel. (787) 257-7373 Ext. 3936
EDUC 171 Human Growth and Development 26
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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.
EDUC 171 Human Growth and Development 27
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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.
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TALLER UNO
Objetivos Específicos de Contenido
Al terminar el Taller Uno el estudiante será capaz de:
1. Definir e interpretar los conceptos básicos de crecimiento y desarrollo humano.
2. Identificar los factores ambientales que afectan el proceso y la formación de un
niño.
3. Exponer y analizar la influencia de la herencia y del ambiente en el desarrollo y
formación de un niño
Objetivos Específicos de Lenguaje
Al terminar el Taller Uno el estudiante será capaz de:
1. Escuchar: Escuchar y comprender los conceptos discutidos en grupo para luego
utilizar el conocimiento al presentar.
2. Hablar: Expresar ideas relacionadas con el tema del taller usando el lenguaje
adecuado con uso correcto de gramática y sintaxis.
3. Leer: Leer y comprender la lectura de manera de poder definir conceptos y recaudar
información necesaria para escribir un ensayo analítico.
4. Escribir: Escribir un diario reflexivo usando vocabulario, gramática y estilo
apropiados.
Enlaces Electrónicos:
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Etapas del desarrollo humano de Eric Erickson
http://www.psicologicamentehablando.com/erickson-y-las-8-etapas-del-desarrollo-
humano/
http://www.network-press.org/?erik_erikson
Fundamentos del desarrollo de niño
EDUC 171 Human Growth and Development 29
Updated 07/22/2011
http://www.monografias.com/trabajos17/desarrollo-cognositivo/desarrollo-
cognositivo.shtml
Jean Piaget
http://crystalinks.com/piaget.html
http://piaget.idoneos.com/index.php/339017
Etapas del desarrollo del niño
http://espanol.familiesonlinemagazine.com/child-development/
Hitos del desarrollo
http://conociendoalserhumano.blogspot.com/2009/06/hitos-del-desarrollo.html
http://www.nidcd.nih.gov/health/spanish/speechandlanguage_span.html
Cuadro de resumen de las etapas de Erickson
http://psychology.about.com/library/bl_psychosocial_summary.htm
Ciclo vital
http://perso.wanadoo.es/aniorte_nic/apunt_psicolog_salud_11.htm
Herencia
http://www.monografias.com/trabajos13/heren/heren.shtml
Asignaciones antes del Taller a realizarse en español:
1. Leer los URL, libros de textos y otros materiales de referencia recomendados. Prestar
mucha atención a las matrices valorativas en la sección de los apéndices, ya que éstas
serán utilizadas para evaluar el rendimiento del estudiante.
2. Buscar las definiciones de los siguientes conceptos y traerlos a la clase para ser
discustidos:
a. Crecimiento
b. Desarrollo humano
c. Ciclo vital
d. Herencia
e. Ambiente
3. Leer la información sobre los siguientes asuntos relacionados con el crecimiento y el
desarrollo humano.
Crecimiento y desarrollo de los niños
Factores que influyen en el proceso de desarrollo
EDUC 171 Human Growth and Development 30
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Etapas del desarrollo
Herencia
Ambiente
4. Mire el siguiente video y escriba un resumen de los temas más importantes
presentados en éste. El resumen debe ser de 2 a 3 páginas de largo y escrito en
español.
Teoría de desarrollo de Piaget
http://search.live.com/video/results.aspx?q=erickson+theory&docid=220410151074&
FORM=TVVR2
Vocabulario Clave de la Lección Crecimiento
1. Desarrollo humano
2. Ciclo vital
3. Herencia
4. Ambiente
Lista de Materiales Suplementarios para el Taller
1. Tutorial de APA en Blackboard
2. Repaso del uso de Blackboard
3. Demonstración de la herramienta de SafeAssign.
4. Incorporación de TELL ME MORE , WIMBA VOICE o NETUTOR
EDUC 171 Human Growth and Development 31
Updated 07/22/2011
Componentes de SIOP (Sheltered-InstructionObservationProtocol). Coloque una marca
de cotejo en la (__) en todas las estrategias por componente que se usaran en el taller.
Actividades Integradas:
1. El facilitador y los estudiantes se presentarán mediante una actividad de rompe hielo
sugerida por el facilitador.
2. Se analizarán las actividades y los criterios de la evaluación.
3. Se seleccionará un representante estudiantil.
4. Los estudiantes reunidos en grupos analizarán las definiciones del crecimiento, del
desarrollo humano, del ciclo vital, de la herencia y del ambiente, y crearán un
organizador gráfico con esta información.
B. Scaffolding
__xModelaje
__xPráctica Dirigida
__x Práctica Independiente
__x Instrucción Comprensible
C. Opciones para Agrupamiento
___ Grupo Completo
__x Grupos Pequeños
___ Pares
__x Trabajo Independiente
D. Integración del Proceso
___x Escuchar
___x Hablar
___x Leer
___x Escribir
E. Aplicación
___x Actividades Dinámicas de Aplicación
___xSignificativas y Relevantes
___x Rigurosas
___ xAlineadas a los Objetivos
___x Promueven Participación
A. Preparación
___Adaptación de Contenido
__x Enlaces al Conocimiento Previo
__x Enlaces al Aprendizaje Previo
__x Estrategias Incorporadas
Estrategias de CALLA (Cognitive Academic Language Learning Approach)
__x Cognoscitivo
xMeta-cognoscitivo
__x Socio/Afectivo
EDUC 171 Human Growth and Development 32
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5. Cada grupo presentará una definición para luego compartir con el resto de la clase.
Todos pueden añadir a la definición.
6. El facilitador presentará una película sobre el desarrollo humano.
7. Se organizará un panel educativo para discutir la película.
8. La clase será dividida en pequeños grupos para discutir los siguientes temas:
Etapas del desarrollo
Herencia
Ambiente
Crecimiento de los niños y desarrollo y los factores que influencian este proceso.
9. Cada grupo presentará sus resultados.
10. Explicar las actividades para el taller dos.
11. Dividir a los estudiantes en 4 grupos (más o menos de acuerdo al número de
estudiantes) y asignar un taller del 2-5 para que hagan la presentación oral. El grupo
escogerá un tema de su taller asignado para desarrollar la presentación. Analizar la
matriz valorativa que se usará para evaluar esta asignación (Apéndice D).
Evaluación
1. Escrito - Diario reflexivo; resumen de los temas más importantes presentados en el
video; ensayo de dos páginas de largo explicando por qué es necesario que los
docentes tengan conocimiento del desarrollo y crecimiento del ser humano.
Aplique el estilo de APA en todas sus asignaciones escritas.
2. Oral/Auditivo – Auto presentación a la clase y participación en la discusión de la
clase y en las actividades en grupo.
Cierre del Taller
1. Individual: Los estudiantes escribirán en su diario reflexivo lo que aprendieron
hoy y qué ideas o conceptos aun no tienen claros.
2. Grupal: Reunidos en pequeños grupos los estudiantes ilustrarán los cinco temas
más importantes que aprendieron hoy en la clase.
EDUC 171 Human Growth and Development 33
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WORKSHOP TWO
Specific Content Objectives:
1. Define and interpret the following concepts:
Prenatal development
Neonatal development
Physical development
Intellectual development
Mental development
Whole child
2. Detail and analyze specific characteristics typical of the prenatal and neonatal
development.
3. Identify the main changes in the development stages.
4. Identify and analyze aspects and factors that influence the process of development.
5. Analyze the process of growth and development of the newborn in family and
daycare situations.
Specific Language Objectives:
1. Listen to the selected film or reading and apply new concepts when discussing the
examples observed in the selected film.
2. Effectively use the skills of communication in group discussions.
3. Summarize the main ideas of the workshop using correct grammar when speaking.
4. After reading an ample variety of printed resources, identify and analyze different
stages of prenatal and neonatal development.
5. Write a journal using correct grammar and punctuation.
Electronic Links (URLs):
Virtual Library
http://bibliotecavirtualut.suagm.edu/
Jean Piaget
http://webspace.ship.edu/cgboer/piaget.html
EDUC 171 Human Growth and Development 34
Updated 07/22/2011
Human development: Prenatal stage
http://psychology.about.com/od/developmentalpsychology/a/prenataldevelop.htm
Stages of Prenatal Development
http://www.buzzle.com/articles/stages-of-prenatal-development.html
Development of the child and the education
http://www.allsands.com/Kids/Education/childrendevelop_bcp_gn.htm
http://www.childhoodeducationprograms.com/early-childhood-development-and-ba-boy-
clothes/
Understanding the physical and mental development of the child
http://pubs.ext.vt.edu/350/350-850/350-850.html
Prenatal development
http://www.abortionfacts.com/fetal_development/prenatal_developement.asp
Native and neonatal Pre-development
http://www.mc.maricopa.edu/dept/d46/psy/dev/prenatal/
The whole child
http://www.supportingoursons.org/wholeboy/growthchart.cfm
Development of the child
http://www.parenting-boys.com/Child-Development-Stages.html
Assignments before the Workshop:
1. Search for the definitions of the following terms:
Prenatal development
Neonatal development
Physical development
Mental development
Whole child
Intellectual development
2. Look for information related to the growth and development of children. Bring that
Information to the classroom.
3. Choose one of the videos offered in this URL and watch it. Be ready to share it in
class.
EDUC 171 Human Growth and Development 35
Updated 07/22/2011
Prenatal development
http://search.live.com/video/results.aspx?q=pre-
natal+development&go=&form=QBVP
Key Vocabulary: (Must reflect objectives and important concepts of the workshop)
1. Prenatal development
2. Neonatal development
3. Physical development
4. Mental development
5. Whole child
6. Intellectual development
List of Supplementary Materials for the Workshop
1. www.youtube.com
2. Handout made by the group presenting their topic.
3. Materials to make a collage (magazines, scissors, glue, markers, chart paper)
4. TELL ME MORE, WimbaVoiceorNETutor .
EDUC 171 Human Growth and Development 36
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SIOP Components - Place a checkmark on the (___) for ALL strategies that will be used
in the workshop.
Integrated Activities of Content and Language to achieve Content and Language
Objectives
1. Brief review the material covered in Workshop One.
2. The class will be divided in groups and each group will be assigned a theme for a
collage poster.
3. The students will place collage posters around the room with the assigned terms.
4. The students will walk by the posters writing information related to the topics.
5. The students will analyze the written information and will write the definition of
the term based on the visual.
B. Scaffolding
___x Modeling
___xGuided Practice
___ xIndependent Practice
___ xComprehensible Input
C. Grouping Options
___ xWhole Class
___x Small Groups
___ Partners
___x Independent Work
D. Integration of Processes
___xListening
___x Speaking
___ xReading
___x Writing
E. Application
___x Hands-on
___x Meaningful/Relevant
___ xRigorous
___x Link to Objectives
___xPromote Engagement
A. Preparation
__x Adaptation of Content
__x Links to Background Knowledge
__x Links to Past Learning
__x Strategies Incorporated
CALLA Strategies (Cognitive Academic Language Learning Approach)
___ xCognitive
___ xMeta-cognitive
___x Social/Affective
EDUC 171 Human Growth and Development 37
Updated 07/22/2011
6. Today´s group will present orally their chosen topic.
7. The students will share their ideas about video/reading about the prenatal
development given in class. They can also use the information they researched
prior to the class.
8. Facilitator will present Power Point on growth and development of the newborn in
family and daycare situations.
9. Discuss the assignments for Workshop Three
Assessment:
1. Individual –Research for your case study:
ESOL Standard 2
The purpose of the case study is to apply the studied theories and identify the
issues that negatively impact a child’s growth and development from conception
until six years. The study will be conducted by interviews and observation of a six
year-old or younger child, his father, mother or person in charge. The student
should present a critical analysis on the collected data, with 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.
The questions used for the interviews should be included as an Appendix in the
written report.
2. Group – Prepare oral presentation.
3. Written – Journal, Case Study
Journal Topic: What factors do you believe are most influential for the
development of a newborn child?
4. Oral – Practice Presentation. Class Participation. Speak to parents of child in case
study.
Lesson Wrap-Up
1. Individual – One minute to make a list of factors that influence the development
of the newborn child. Share.
2. Group – Ask questions to clarify any doubts related to assignments.
EDUC 171 Human Growth and Development 38
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TALLER TRES
Objetivos Específicos de Contenido
Al terminar el Taller Tres el estudiante será capaz de:
1. Identificar y explicar las características y los cambios fundamentales en el desarrollo
cognoscitivo, socioeconómico y físico de los niños.
2. Identificar y analizar los factores y los aspectos que afectan este proceso.
3. Comparar y poner en contraste el desarrollo físico, cognoscitivo y socioeconómico
desde el nacimiento a los 6 años.
Objetivos Específicos de Lenguaje
Al terminar el Taller Tres el estudiante será capaz de:
1. Escuchar: Escuchar y comprender la presentación de la clase y las auto-
presentaciones de los compañeros de clase.
2. Hablar: Explicar las características y los cambios fundamentales en el desarrollo
cognoscitivo, socioeconómico y físico de los niños.
3. Leer: Leer las lecturas asignadas para este taller e investigar más a fondo sobre los
factores y aspectos que afectan el desarrollo humano.
4. Escribir: Resumir las ideas principales de las lecturas relacionadas con el desarrollo
humano; redactar un informe que compare y contraste el desarrollo físico,
cognoscitivo y socioeconómico del ser humano desde el nacimiento hasta los 6 años.
Enlaces Electrónicos: Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Exploración del Desarrollo de Niño
http://www.nlm.nih.gov/medlineplus/spanish/ency/article/002013.htm
Desarrollo cognoscitivo
http://www.educacioninicial.com/ei/contenidos/00/3450/3459.asp
Niñez temprana
http://www.depression-guide.com/lang/es/child-psychiatry/early-childhood.htm
EDUC 171 Human Growth and Development 39
Updated 07/22/2011
El niño entero
http://www.pbs.org/wholechild/spanish/abc/index.html
Desarrollo de niños
http://html.rincondelvago.com/desarrollo-del-nino-de-0-a-7-anos.html
Jean Piaget
http://crystalinks.com/piaget.html
http://piaget.idoneos.com/index.php/339017
Etapas del desarrollo del niño
http://espanol.familiesonlinemagazine.com/child-development/
Hitos del desarrollo
http://conociendoalserhumano.blogspot.com/2009/06/hitos-del-desarrollo.html
http://www.nidcd.nih.gov/health/spanish/speechandlanguage_span.html
Cuadro de resumen de las etapas de Erickson
http://psychology.about.com/library/bl_psychosocial_summary.htm
Ciclo vital
http://perso.wanadoo.es/aniorte_nic/apunt_psicolog_salud_11.htm
Pasos del estudio de caso
http://www.automark.com.mx/MYRNA_estudiosdecaso.pdf
Asignaciones antes del Taller en español: Buscar información sobre:
El desarrollo físico en la niñez temprana
El desarrollo cognoscitivo en la niñez temprana
El desarrollo social en la niñez temprana
El ciclo vital
El desarrollo del lenguaje
2. Venir preparado para compartir y para discutir la información en clase.
3. Escribir un resumen de las ideas principales de las lecturas relacionadas con el
desarrollo humano.
4. Ver un vídeo o leer un artículo relacionado con las etapas del desarrollo y tomar
apuntes de las ideas y conceptos más importantes presentados en éste.
EDUC 171 Human Growth and Development 40
Updated 07/22/2011
5. Redactar un informe que compare y contraste el desarrollo físico, cognoscitivo y
socioeconómico del ser humano desde el nacimiento hasta los 6 años.
6. Finalizar el caso de estudio y venir preparado para discutirlo en clase.
Vocabulario Clave de la Lección
1. Desarrollo cognoscitivo en niñez temprana
2. Desarrollo social en niñez temprana
3. Desarrollo social en niñez temprana
4. Ciclo vital
5. Desarrollo del lenguaje
Lista de Materiales Suplementarios para el Taller
1. Fotos del estudio de caso
2. Artículos de lectura sobre desarrollo en niñez temprana
EDUC 171 Human Growth and Development 41
Updated 07/22/2011
Componentes de SIOP (Sheltered-Instruction Observation Protocol). Coloque una
marca de cotejo en la (_√_) en todas las estrategias por componente que se usarán en el
taller.
Actividades Integradas:
1. Revisión del material del Taller Dos.
2. Los estudiantes harán su presentación oral.
3. Una sesión de preguntas y respuestas seguirá la presentación.
4. Los estudiantes compartirán su experiencia relacionada con el desarrollo físico,
intelectual y socioeconómico de los niños.
5. Los estudiantes presentarán un breve resumen sobre su estudio de caso. .
B. Scaffolding
___ Modelaje
___x Práctica Dirigida
___x Práctica Independiente
___ xInstrucción
Comprensible
C. Opciones para
Agrupamiento ___x Grupo Completo
___ xGrupos Pequeños
___ Pares
___ xTrabajo Independiente
D. Integración del
Proceso ___x Escuchar
___x Hablar
___x Leer
___x Escribir
E. Aplicación
___x Actividades Dinámicas de
Aplicación
___xSignificativas y Relevantes
___x Rigurosas
___ xAlineadas a los Objetivos
___ xPromueven Participación
A. Preparación
___xAdaptación de Contenido
___ xEnlaces al Conocimiento Previo
___ xEnlaces al Aprendizaje Previo
___ xEstrategias Incorporadas
Estrategias de CALLA (Cognitive Academic Language Learning Approach)
___ xCognoscitivo
___ Meta-cognoscitivo
___ xSocio/Afectivo
EDUC 171 Human Growth and Development 42
Updated 07/22/2011
6. El facilitador dirigirá una discusión acerca de cómo la cultura y el lenguaje del hogar
influyen en el desarrollo del lenguaje del niño.
7. El facilitador explicará las actividades a realizar previas al Taller Cuatro.
Evaluación
1. Individual: Diario Reflexivo; Portafolio.
2. Grupal: Participación en las actividades en grupo.
3. Escrito: Estudio de Caso; resumen del video; resumen de las lecturas; informe
comparativo del desarrollo humano desde el nacimiento hasta los 6 años de edad.
4. Oral/Auditivo: Participación en la discusión de la clase y en las actividades en
grupo; presentación oral.
Cierre del Taller
1. Individual: Cada estudiante escribirá en su diario una reflexión de la clase.
2. Grupal: Trabajando en pequeños grupos los estudiantes crearán un organizador
avanzado en donde expliquen las características y los cambios fundamentales del
desarrollo humano desde el nacimiento hasta los 6 años.
EDUC 171 Human Growth and Development 43
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WORKSHOP FOUR
Specific Content Objectives:
1. Define the following concepts
Social changes
Pre-adolescence
Adolescence
Risk conduct
Prevention program
2. Analyze the physical, intellectual and social changes typical in the pre-adolescence
and adolescence
3. Identify the factors that influence this process.
4. Analyze the strategies to educate and to motivate the adolescents to prevent or to
change behavior.
Specific Language Objectives:
1. Listen to a presentation and take notes.
2. Orally present/display the topic assigned with correct diction and clarity in the
message.
3. Summarize the main ideas using correct grammar and spelling after reading an ample
variety of printed resources.
4. Apply all the grammar rules to the assigned written works.
Electronic Links (URLs):
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Adolescence and prevention: risk conduct
http://www.psychologytoday.com/blog/surviving-your-childs-adolescence/200912/risk-
prevention-in-adolescence
EDUC 171 Human Growth and Development 44
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Adolescent Stages of Development
http://www.childdevelopmentinfo.com/development/teens_stages.shtml
The adolescence
http://eclkc.ohs.acf.hhs.gov/hslc/tta-
system/teaching/eecd/Curriculum/Planning/_34_Stages_of_adolescence1.pdf
Adolescents
http://www.apa.org/pi/families/resources/develop.pdf
Development of the adolescents
http://www.nlm.nih.gov/medlineplus/ency/article/002003.htm
Pregnancy in the adolescents
http://www.uptodate.com/contents/pregnancy-in-adolescents
The different stages from the adolescence
http://www.babyart.org/teen/stages-of-adolescence.html
Stages of the mental development
http://www.livestrong.com/article/112196-mental-stages-child-development/
Stages of emotional development
www.childdevelopmentinfo.com/development/erickson.shtml
Assignments before the Workshop:
1. Look for information on the physical, social, mental and emotional development in
the pre-adolescence and adolescence.
2. Investigate existing programs of prevention that work with behaviors of high risk
between the adolescents.
3. Bring the material compiled to the classroom to be discussed and shared.
4. Look for information on the theories of Piaget and Erickson.
5.
Key Vocabulary:
1. Adolescence and stages of development
2. Prevention
3. High risk behaviors
4. Mental development
EDUC 171 Human Growth and Development 45
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5. Emotional development
List of Supplementary Materials for the Workshop
1. Teenage magazines
2. List of interview questions
SIOP Components
B. Scaffolding
___x Modeling
___x Guided Practice
___ xIndependent Practice
___xComprehensible Input
C. Grouping Options
___ xWhole Class
___ xSmall Groups
___ Partners
___ xIndependent Work
D. Integration of Processes
___ xListening
___x Speaking
___x Reading
___x Writing
E. Application
___x Hands-on
___x Meaningful/Relevant
___x Rigorous
___x Link to Objectives
___x Promote Engagement
A. Preparation
___ xAdaptation of Content
___ xLinks to Background Knowledge
___ xLinks to Past Learning
___ Strategies Incorporated
CALLA Strategies (Cognitive Academic Language Learning Approach)
___x Cognitive
___x Meta-cognitive
___xSocial/Affective
EDUC 171 Human Growth and Development 46
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Integrated Activities of Content and Language to achieve Content and Language
Objectives
1. Review the material studied in Workshop Three.
2. Define the concepts of pre-adolescence and adolescence.
3. Students in charge of the oral presentation will complete this activity.
4. The class will be divided in 3 groups. Assign the following topics: physical
development, social development, and emotional development in the adolescence.
5. Each group will prepare a presentation about the topic relating the theories of Piaget
and Erickson to the development of the adolescents.
6. Share in class the prevention programs. Conduct a socialized discussion on these
programs.
7. The class will be divided in small groups in each one the students will share their
experiences regarding prevention programs.
8. The facilitator will discuss the assignments previous to Workshop five and review
progress of e-lab and portfolio.
Assessment:
1. Individual- : Journal, Portfolio
Diary Topic: Adolescence problems can be prevented if….
2. Group - Presentation
3. Written – Journal
4. Oral – Participation, Presentation
Lesson Wrap-Up
1. Individual – Make a flow chart of stages of adolescence
2. Group – Compare and contrast Piaget and Erickson’s theories
EDUC 171 Human Growth and Development 47
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Taller Cinco/Workshop Five
NOTA: Este taller es bilingüe. Tanto, el
Facilitador como los estudiantes, deberán
utilizar el idioma asignado para cada tarea
y actividad. No mezcle los dos idiomas!
UTILICE SOLAMENTE UN
LENGUAJE A LA VEZ!
NOTE: This is a bilingual workshop.
Both the facilitator and student must use
the language assigned for each homework
and activity. Do not combine the two
languages! LANGUAGE OF
INSTRUCTION MUST BE KEPT
SEPARATE!
Objetivos Específicos de Contenido
Al terminar el Taller Cinco el estudiante será capaz de:
1. Analizar el proceso de la auto-realización en la edad adulta.
2. Discutir el impacto de la edad avanzada en la vida de una persona.
3. Comparar y contrastar las etapas de la edad adulta.
Objetivos Específicos de Lenguaje
Al terminar el Taller Cinco el estudiante será capaz de:
1. Escuchar: Escuchar y comprender la presentación y las discusiones de la clase.
2. Hablar: Expresar las ideas en español relacionado al tema de la presentación
3. Leer: Leer y comprender las lecturas asignadas para esta clase y tomar apuntes de
las ideas y conceptos más importantes presentados en éstas.
4. Escribir: Escribir un diario reflexivo utilizando vocabulario, gramática y estilo
apropiados.
Enlaces Electrónicos:
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Edad adulta
http://www.tuobra.unam.mx/publicadas/021123224856-EL.html
EDUC 171 Human Growth and Development 48
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Sociology of death and dying
http://www.trinity.edu/~mkearl/death.html
Los ancianos
http://www.hrea.net/learn/guides/ancianos.html
Causes of depression in the elderly
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
Factores psicológicos en la etapa de la vejez
http://www.monografias.com/trabajos14/psicolvejez/psicolvejez.shtml
Edad avanzada
http://www.monografias.com/trabajos6/prax/prax.shtml
Late Adulthood
http://www.mc.maricopa.edu/dept/d46/psy/dev/Spring00/lateadult/
Developmental Stages of Erik Erikson
http://www.learningplaceonline.com/stages/organize/Erikson.htm
Depresión en la vejez
http://www.depresion.psicomag.com/depre_en_vejez.php
Asignaciones antes del Taller:
1. Encontrar información relacionada con la edad adulta temprana, intermedia y
avanzada y desarrollar un gráfico en español que las ilustre.
2. Terminar su portafolio. Recordar incluir la introducción, contenido, y la conclusión.
3. Complete an interview to a senior. The interview should not have more than 5
questions. Prepare a brief summary to present in class.
Vocabulario Académico Clave
1. Edad Avanzada
2. Etapas de la edad adulta
3. Depresión
4. La tercera Edad
5. Auto-realización
EDUC 171 Human Growth and Development 49
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Lista de Materiales Suplementarios
1. Visuales para apoyar la presentación oral
2. Artículos sobre ancianos
3. Lista de ayudas para personas de la tercera edad en el estado de la Florida
SIOP Components - Place a checkmark on the (__√_) for ALL strategies that will be used in the
workshop.
1.
2.
3.
4.
5.
6.
7.
8.
B. Scaffolding
___x Modeling
___ Guided Practice
___x Independent Practice
___ Comprehensible Input
C. Grouping Options
___ xWhole Class
___x Small Groups
___ Partners
___ xIndependent Work
D. Integration of Processes
___x Listening
___x Speaking
___x Reading
___x Writing
E. Application
___x Hands-on
___x Meaningful/Relevant
___x Rigorous
___ xLink to Objectives
___ xPromote Engagement
A. Preparation
___x Adaptation of Content
___ xLinks to Background Knowledge
___ Links to Past Learning
___ xStrategies Incorporated
CALLA Strategies
(Cognitive Academic Language Learning Approach)
___ xCognitive
___ Meta-cognitive
___ xSocial/Affective
EDUC 171 Human Growth and Development 50
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Actividades Integradas de Contenido y Lenguaje para lograr los objetivos del taller
Actividades en español:
1. Revisión del material tratado en el Taller Cuatro
2. Los estudiantes formarán un panel educativo para discutir las etapas de la edad adulta
avanzada.
3. Los estudiantes en un foro abierto compartirán la información recogida en su entrevista.
4. Escribir una lista de factores comunes discutidos en las entrevistas.
Integrated Activities of Content and Language to achieve Content and Language
Objectives
Activities in English:
1. Students will present their oral presentation in front of the class.
2. A questions and answer session will follow the presentation.
3. Students will briefly share their research about late adulthood.
4. The student representative will complete the class evaluation process.
5. Students will hand in their interviews and portfolios to the facilitator. Students can
volunteer to read their portfolio introduction.
Assessment:
1. Individual: Reflective Journal and Portfolio.
2. Group: Class participation and participation in group activities.
3. Written: Interview to a senior; graphic organizer illustrating human development during
the early, intermediate, and the late adult period.
4. Oral: Oral Presentation; class and group activity participation.
Lesson Wrap-Up
1. Individual- Read final journal
2. Group – Design a comparative list of things enjoyed in the class and things that you
suggest be changed or improved.
EDUC 171 Human Growth and Development 51
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Apéndices/Appendixes
EDUC 171 Human Growth and Development 52
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Apéndice A/ Appendix A
Niveles Nacionales de Dominio de Idioma para la Instrucción Individualizada
National Proficiency Levels for Differentiated Instruction
Rescatado de: WIDA Consortium http://www.wida.us/
EDUC 171 Human Growth and Development 53
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“Can Do” Listening Rubric
National Proficiency Levels Criteria
Starting
Identifies objects
Names concrete objects
Points to picture/object of the word heard
Follows simple commands
Repeats words or simple phrases
Understands simple messages – gestures, pointing
Emerging
Draws a picture
Requires continuous repetition
Follows verbal dictations
Checks-off words that were heard
Repeats information heard to determine comprehension
Understands slow speech and multiple repetitions
Developing Understands more details of spoken language
Needs limited or no repetition and slow speech
Understands basic academic vocabulary which is frequently used in class discussions
Understands class discussions with some difficulty
Understands most of what was said
Expanding Needs limited or no repetition at normal speed speech
Understands academic vocabulary used in class discussions
Understands class discussions with little difficulty
Understands nearly everything said
Bridging Needs no repetition at normal speed speech
Understands elaborate academic vocabulary used in class discussions
Understands class discussions with no difficulty
Demonstrates a native-like English speaker’s understanding of what is said
EDUC 171 Human Growth and Development 54
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“Can Do” Speaking Rubric
National Proficiency
Levels
Criteria
Starting Names concrete objects
Responds a simple yes or no to questions
Repeats words or simple phrases
Uses one word commands
Mispronounces words making it difficult to be understood
Breaks speech into parts making comprehension difficult
Uses limited or no vocabulary to support message
Emerging Uses a few more words to respond to questions although grammatically incorrect
Uses one-, two-, and multiple-word commands
Uses verb tenses interchangeably
Misuses words in daily speech
Repeats spoken words or phrases to improve understanding due to pronunciation flaws
Uses grammar and word order incorrectly
Uses vocabulary (emerging stage) to support oral messages
Developing Responds using longer phrases/sentences
Initiates and carries out conversations; however, there may be interruptions due to thinking
of the correct words to say
Applies grammar and word order correctly most of the time
Demonstrates correct use of basic academic vocabulary which is frequently used in class
discussions and/or oral assignments.
Speaks with some hesitation
Uses vocabulary to support oral messages
Speaks with less difficulty, but listener must pay close attention to pronunciation.
Expanding Responds using elaborate phrases/sentences
Uses and interprets idiomatic expressions
Converses more fluently in social settings
Uses academic vocabulary frequently in class discussions
Participates in class discussions using academic content with slight hesitation
Misuse of grammar and word order seldom occurs and does not interrupt meaning
Pronounces most words accurately and clearly
Bridging Speaks fluently
Uses elaborate academic vocabulary in all class discussions correctly
Participates in class discussion using academic content without hesitation
Uses appropriate vocabulary to support oral messages at all times
Uses correct grammar and word all the time
Speaks with native-like pronunciation and intonation
EDUC 171 Human Growth and Development 55
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“Can Do” Reading Rubric
National Proficiency
Levels
Criteria
Starting Lacks comprehension of a wide array of written material (not developed)
Lacks ability to interpret graphs, charts, tables, and forms in textbooks (not developed)
Struggles with use of pre-reading and reading skills (not developed)
Lacks ability to apply reading strategies in order to guess meanings of unfamiliar words from context (not
developed)
Struggles with use of strategic reading skills (in order to plan his/her reading assignments, diagnose deficiencies,
resolve deficiencies independently or with the help of others, etc.) (not developed)
Emerging Improving comprehension (slowly emerging) of a wide array of written material (e.g., fictional and non-fictional
texts that bridge personal, professional and academic themes, news articles, short stories, short novels, etc.)
Demonstrates correct interpretation of basic graphs, charts, tables and forms in textbooks
Applies limited pre-reading (e.g., activation of prior knowledge, semantic maps, etc.) and reading skills (e.g.,
skimming, scanning, inferences, paragraph frames, DRA, SQ4R, etc.) (slowly emerging)
Struggles with ability to use limited reading strategies to guess meanings of unfamiliar words from context (e.g.,
definition, restatement, examples, surrounding words, etc.) is
Strives to understand (even when not successful) the relationship between ideas (e.g., time, logical order,
comparison/contrast, cause/effect), and reading patterns in order to identify literary genres (as listed above)
Applying successful reading skills (as listed above) are still emerging
Developing Comprehends a wide array of written material (as listed above)
Interprets basic graphs, charts, tables and forms
Applies correctly pre-reading and reading skills (as listed above)
Applies correct use of reading strategies to guess meanings of unfamiliar words from context (as listed above)-
evidence of emerging.
Understands the relationship between ideas (as listed above)-evidence of emerging..
Uses strategic reading skills (as listed above) that are evident.
Expanding Comprehends a wide array of level-appropriate written materials (as listed above) with mature accuracy
Interprets increasingly complex graphs, charts, tables, and forms accurately
Applies pre-reading and reading skills (as listed above) very strongly
Applies strategies to guess meanings of unfamiliar words from context (as listed
above) which is clearly evident
Identifies signal words to understand the relationship between ideas (as listed above), and reading patterns to
identify literary genres (as listed above)- emerging strongly
Understands the relationship between ideas (as listed above)-strongly evident.
Uses strategic reading skills (as listed above) with mature accuracy
Bridging Comprehends various types and lengths of level appropriate written materials (as listed above)-fully developed
Interprets complex graphs, charts, tables, and forms accurately
Applies pre-reading and reading skills (as listed above)-fully developed
Applies reading strategies to determine the meaning of unfamiliar words in a text (as listed above) with accuracy
Understands the relationship between ideas (time, logical order, comparison/contrast, cause/effect)
Demonstrates fully developed strategic reading skills (as listed above)
EDUC 171 Human Growth and Development 56
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“Can Do” Writing Rubric
National
Proficiency
Levels
Criteria
Starting Lacks clear writing and focus.. Details are limited or unclear. There’s no clear distinction to what is important and what is supported.
Lacks engaging and drawing a conclusion. Paper simply starts and ends. Lack of transitions make it difficult to understand the paper.
Writes with limited use of vocabulary or specific words to transmit meaning of the essay. Misuse of parts of speech makes it difficult to
understand the writing.
Rambles- use of incomplete sentences that are too long to understand. Sentences follow a simple structure and or style.
Struggles with spelling, punctuation capitalization and other writing conventions. This makes it very difficult to understand the writing.
Lacks strategic writing skills (e. g., knowledge of the writing process; declarative, procedural and conditional knowledge; and strategies for
inquiry, for drafting [such as investigating genre, considering audience, and responding to purpose], and for product revision) that are clearly not
developed.
Emerging Writes sentences that are still unclear there seems to be a guide to a focused topic; however, it may drift at times. There is an attempt in details to
support main idea. Reader can still feel confused.
Attempts to write an introduction and or conclusion. Use of transitions helps, but paper is in need of more details.
Struggles with some vocabulary terms that are used inappropriately. Greater command of the parts of speech is developing,.
but many words are still used incorrectly.
Attempts to create a style of sentence structure here and there; although, for the most part it sticks to one style.
Shows need of improving spelling, punctuation, capitalization, and other writing conventions. It is still difficult to read the writing; but there \
are signs of improvement.
Demonstrates emerging strategic writing skills.
Developing Writes with an unclear focus. Writing appears to be on one topic, but shifts to another topic at times. Support of main idea is lacking. Reader
is left with unanswered questions.
Attempts to write a proper introduction and conclusion however, both are dull or unclear. Transitions help connect ideas although at times they
distract the flow.
Selects and uses words appropriately; however, they are not higher level and need more vigor.
Formulates well-written sentences; however, style and structure of sentences are repetitious.
Demonstrates control of spelling, punctuation, capitalization, and other writing conventions. However, the writing could read and sound better
by improving conventions.
Utilizes strategic writing skills properly (now evident).
Expanding Writes with a focus in mind; however, there is room for improvement. Needs more relevant details to support the main idea.
Some readers’ questions can be answered, while others are left with doubt.
Uses a proper introduction and conclusion, however, some improvement is needed. Needs to continue using transitional words are properly in
order to allow the proper flow of ideas.
Selects and uses vocabulary words that are much more livelier and appropriate. Some common wording can be improved.
Writes with a definite style, and sentence structure is “catchy” with few mistakes.
Demonstrates good control of spelling, punctuation, capitalization, and other writing conventions. Mistakes are few and nothing distracts from
the writing.
Applies mature strategic writing skills.
Bridging Writing is clear and focused on a narrowed topic. Details are relevant and accurate, and they support the main ideas. Reader’s questions are answered
Writing has a clear introduction that’s hooks the reader and conclusion that leaves a lasting impression. Use of transitions helps the reader to
connect ideas. Reading flows and not dull.
Words used in the writing are specific and accurate. Vivid verbs and modifying words are present. Words used enhance the meaning of the
writing.
There is a variety in length and structure of the sentences. The style of sentences varies on how they begin. Sentences create fluency and rhythm.
Excellent control of spelling, punctuation capitalization and other writing conventions.
Strategic writing skills are fully developed.
EDUC 171 Human Growth and Development 57
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APPENDIX B
CLINICAL SCHOOL EXPERIENCE OBSERVATION TOOL
EDUC 171 Human Growth and Development 58
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School for Professional Studies
Florida Campuses
CLINICAL SCHOOL EXPERIENCE OBSERVATION TOOL
Part I: Matrix: Florida Educator Accomplished Practices (FEAPs)
Student Intern:
School:
Date:
Classroom Teacher:
Grade:
Professional FEAP
Competencies
Classroom
Observation
of Competencies
(Total of 4 Hours)
Observed Not Observed
( √ ) ( √ )
Observation Notes: Describe the relevance of the competency evidenced
(observed) to the main core educational topics
discussed in your current education course.
#1 Quality of Instruction The effective educator consistently:
a) models and promotes the importance of education and academic achievement to all students;
b) plans and designs lessons to achieve student mastery;
c) selects appropriate strategies to be used as formative assessments to monitor learning;
d) uses diagnostic student data to design instruction
e) develops learning experiences that require students to demonstrate a variety of relevant skills and competencies;
EDUC 171 Human Growth and Development 59
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Instructions: The student must place a checkmark (√) under the heading for Observed or Not-Observed for each Educator Accomplished Practice
Competency (10 pages).
School for Professional Studies
Florida Campuses
Student Intern Name:__________________________ Date: Professional FEAP
Competencies
Classroom Observation
of Competencies
(Total of 4 Hours)
Observed Not
Observed
( √ ) ( √ )
Observation Notes: Describe the relevance of the competency evidenced
(observed) to the main core educational topics
discussed in your current education course.
f) appropriately sequences
lessons and concepts to ensure
coherence and required prior
knowledge;
g) uses higher-order questioning techniques;
h) uses varied instructional strategies and resources, including appropriate technology, to teach for student understanding;
i) delivers engaging, challenging, and relevant lessons;
j) differentiates instruction based on an assessment of student learning needs and a recognition of individual differences in students;
k) respects and embraces students’ cultural and family background;
l) demonstrates behaviors that are consistent with fairness and equity;
EDUC 171 Human Growth and Development 60
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School for Professional Studies
Florida Campuses
Student Intern Name: Date:
Professional FEAP
Competencies
Classroom Observation
of Competencies
(Total of 4 Hours)
Observed Not Observed
( √ ) ( √ )
Observation Notes:
Describe the relevance of the competency evidenced
(observed) to the main core educational topics
discussed in your current education course.
m) utilizes student feedback to monitor instructional needs;
n) demonstrates behaviors that are consistent with fairness and equity;
o) utilizes student feedback to monitor instructional needs.
#2 Knowledge of Subject Matter The effective educator consistently:
a) demonstrates deep and comprehensive knowledge of the subject taught;
b) identifies and modifies instruction to respond to gaps in students’ subject matter knowledge;
c) provides instruction to address preconceptions or misconceptions;
EDUC 171 Human Growth and Development 61
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School for Professional Studies
Florida Campuses
Student Intern Name: Date:
Professional FEAP
Competencies
Classroom Observation
of Competencies
(Total of 4 Hours)
Observed Not Observed
( √ ) ( √ )
Observation Notes:
Describe the relevance of the competency
evidenced (observed) to the main core
educational topics discussed in your current
education course.
d) designs and modifies instruction to deepen students’ understanding of content area and advance student learning;
e) selects and sequences engaging, relevant, standards-based content, and then designs and teaches lessons that are relevant to students’ learning needs;
f) relates and integrates the subject matter with other disciplines during instruction.
#3 Continuous Improvement
The effective educator consistently:
a) engages in targeted professional growth opportunities and reflective practices;
EDUC 171 Human Growth and Development 62
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School for Professional Studies
Florida Campuses
Student Intern Name: Date:
Professional FEAP
Competencies
Classroom Observation
of Competencies
(Total of 4 Hours)
Observed Not Observed
( √ ) ( √ )
Observation Notes:
Describe the relevance of the competency
evidenced (observed) to the main core educational
topics discussed in your current education
course..
b) uses a variety of data,
independently and in
collaboration with
colleagues, to evaluate
learning outcomes and to
adjust planning and
practice;
c) designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs;
d) examines and uses data-informed research to improve instruction and student achievement;
e) implements knowledge and skills learned in professional development in the teaching and learning process.
EDUC 171 Human Growth and Development 63
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School for Professional Studies
Florida Campuses
Student Intern Name: Date:
Professional FEAP
Competencies
Classroom
Observation
of Competencies
(Total of 4 Hours)
Observed Not Observed
( √ ) ( √ )
Observation Notes:
Describe the relevance of the competency evidenced
(observed) to the main core educational topics
discussed in your current education course.
#4 Learning Environment The effective educator consistently:
a) integrates learning activities that incorporate current information and communication technologies;
b) adapts learning environment to accommodate the differing needs and diversity of students;
c) utilizes current and emerging assistive technologies that enable students to achieve their educational goals;
d) creates and maintains an atmosphere of respect for all areas of diversity.
EDUC 171 Human Growth and Development 64
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School for Professional Studies
Florida Campuses
Student Intern Name: Date:
Professional FEAP
Competencies
Classroom Observation
of Competencies
(Total of 4 Hours)
Observed Not Observed
( √ ) ( √ )
Observation Notes:
Describe the relevance of the competency
evidenced (observed) to the main core educational
topics discussed in your current education course.
#5 Assessment
The effective educator consistently:
a) analyzes and uses data from multiple assessments and measures to diagnose students’ learning needs, inform instruction based on those needs, and drive the learning process;
b) designs and aligns formative and summative assessments that match learning objectives and lead to mastery;
c) uses a variety of assessment tools to monitor student progress, achievement and learning gains;
d) modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge;
EDUC 171 Human Growth and Development 65
Updated 7/22/2011
School for Professional Studies
Florida Campuses
Student Intern Name: Date:
Professional FEAP
Competencies
Classroom Observation
of Competencies
(Total of 4 Hours)
Observed Not Observed
( √ ) ( √ )
Observation Notes:
Describe the relevance of the competency
evidenced (observed) to the main core educational
topics discussed in your current education course.
e) shares the importance and outcomes of student assessment data with the student and the student’s parent/caregiver(s);
f) employs technology to organize and integrate assessment information.
#6 Communication
The effective educator consistently:
a) conveys high expectations;
b) supports, encourages, and provides immediate and specific feedback to students to promote student achievement;
c) models and teaches clear, acceptable oral and written communication skills;
EDUC 171 Human Growth and Development 66
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School for Professional Studies
Florida Campuses
Student Intern Name: Date:
Professional FEAP
Competencies
Classroom Observation
of Competencies
(Total of 4 Hours)
Observed Not Observed
( √ ) ( √ )
Observation Notes:
Describe the relevance of the competency
evidenced (observed) to the main core
educational topics discussed in your current
education course.
d) fosters two-way
communication with
students and
parent/caregiver(s); and
e) collaborates with the home, school, and larger communities to support student learning and continuous improvement.
Professional Responsibility and Ethical Conduct The effective educator adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida pursuant to State Board of Education Rules 6B-1.001 and 6B-1.006, F.A.C, by fulfilling the expected obligations to students, the public and the education profession.
EDUC 171 Human Growth and Development 67
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School for Professional Studies
Florida Campuses
School Site Supervising Teacher: __________________________________________
Signature: _________________________________________ Date: ______________
Comments:
______________________________________________________________________________
__________________________________________________________________
Internship Course Facilitator: _____________________________________________
Signature: _________________________________________ Date: _______________
Comments:
______________________________________________________________________________
__________________________________________________________________
Student Intern: _________________________________________________________
Signature: _______________________________________ Date: _________________
Comments_______________________________________________________________
EDUC 171 Human Growth and Development 68
Updated 7/22/2011
School for Professional Studies
Florida Campuses
CLINICAL SCHOOL EXPERIENCE OBSERVATION TOOL
Part II: School: General Operation Activities (1 page)
Student Intern: School:
Date:
Place a checkmark (√) under the appropriate activity or type of meeting you participated in during
your School Clinical Experience at the assigned school. You must comply with a minimum of four
hours for this requirement. IEP
Meeting
LEP
Committee
Meeting
RTI
Meeting
Faculty
Meeting
Parent/Teache
r Conference
Grade
Level
Meeting
Department
Meeting
Other: Total
Hours
COMMENTS: Specify the activity for which you are entering comments. You will refer to this document to complete the final report for the Education
course.
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
____________________________________________________________________________________________________
Internship Course Facilitator’s Signature: _____________________ Date: ________________
Student Intern’s Signature: ________________________________ Date: _______________
CODES: IEP=Individual Education Program, LEP=Limited English Proficient Program, RTI=Response to
Intervention
EDUC 171 Human Growth and Development 69
Updated 7/22/2011
APPENDIX C
CLINICAL SCHOOL EXPERIENCE OBSERVATION FEEDBACK FORM
EDUC 171 Human Growth and Development 70
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School for Professional Studies
Florida Campuses
CLASSROOM OBSERVATION FEEDBACK FORM
Student Intern:
Signature: Date:
School Site Supervising Teacher:
Signature: Date:
Internship Course Facilitator:
Signature: Date:
Observation Notes (narrative description of lesson)
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
ESOL COMPETENCIES (Check ALL that are observed)
___ Planning Practices
___ Instructional Methods/Strategies
___ Instructional Materials
___ Assessment by L2 Level
___ Accommodations by L2 Level
___ Learning Styles/Differentiation
___ Cultural Sensitivity
___ Addresses L2 proficiency Levels
ACCOMPLISHED PRACTICES
(Check ALL that are observed)
___ Instructional Design, Lessons, and planning
___ Learning Environment
___ Instructional Delivery and Facilitation
___ Assessment
___ Continuous Professional Improvement
___ Professional Responsibility and Ethical Conduct
Exemplary Practices
Observer’s Name: ________________________
Observer’s Signature: _____________________
Date: __________________________________
Comments:
Reflective Comments
EDUC 171 Human Growth and Development 71
Updated 7/22/2011
Apéndice D/Appendix D
EVALUACIÓN DE LA PARTICIPACIÓN DIARIA EN LA CLASE
Nombre del estudiante______________________________
Curso__________________________________
Criterios
Taller 1
Taller 2
Taller 3
Taller 4
Taller 5
Asistencia y puntualidad
a clases (20 puntos por clase)
Demostración del dominio de
los temas discutidos en clase
(4 puntos)
Cumplir con las tareas
asignadas en clase (4puntos)
Participación en trabajo
colaborativo (4 puntos)
Destrezas de comunicación
verbal adecuadas (4 puntos)
Puntualidad en la entrega de
trabajos (4 puntos)
Total puntos /taller
Cada criterio se analizará basado en la siguiente escala:
4 = excelente; 3= muy bueno; 2 = bueno; 1 = regular; 0 = deficiente
EDUC 171 Human Growth and Development 72
Updated 7/22/2011
Apéndice E/Appendix E
MATRIZ VALORATIVA PARA EL PROYECTO ESCRITO
0-Deficiente 1-Regular 2-Muy bueno N/A No Aplica
Criterios Valor Puntos Obtenidos
Contenido 70%
1. Identifica el propósito, los objetivos e ideas
principales.
10
2. Las ideas y argumentos de la presentación
están bien fundamentadas en los recursos
presentados, consultados o discutidos en clase
10
3. La presentación de las ideas es organizada
y coherente.
10
4. El escrito incluye todas las partes o
elementos del tema o tarea asignada.
10
5. El autor demuestra dominio del tema o
materia de la presentación.
10
6. El punto de vista del autor se presenta de
manera clara y contundente.
10
7. El escrito demuestra sustancia, lógica y
originalidad.
10
Lenguaje 30% 8. Utiliza vocabulario correcto y apropiado.
10
9. Se utiliza un lenguaje apropiado con
corrección sintáctica gramatical.
10
10. El escrito es claro, enfocado e interesante.
Utiliza el estilo APA correctamente.
10
Total= 100 puntos
100 /100
EDUC 171 Human Growth and Development 73
Updated 7/22/2011
Apéndice F/Appendix F
MATRIZ VALORATIVA DE PRESENTACIONES ORALES
NOMBRE:___________________________ NOTA FINAL:____________
FECHA:______________________ TITULO:__________________________
CRITERIOS
Valor Puntos Obtenidos
1. Realiza una introducción efectiva del tema. 10
2. Identifica el propósito, los objetivos e ideas
principales que se incluyen en la presentación. 10
3. Proyección efectiva, postura corporal adecuada, y
manejo de la audiencia. 10
4. Las ideas y argumentos de la presentación están bien
fundamentados en los recursos presentados,
consultados o discutidos en clase.
10
5. Capta la atención e interés de la audiencia y/o
promueve su participación, según aplique. 10
6. El resumen de los puntos principales y/o la
presentación de las conclusiones es claro y
apropiado.
10
7. Uso efectivo de la tecnología, ayudas visuales,
drama o ejercicios de acuerdo al ejercicio y el tema
presentado, según aplique
10
LENGUAJE
8. Se utiliza un lenguaje apropiado con corrección
sintáctica y gramatical. 10
9. Dicción clara, sin muletillas o barbarismos y tono
adecuado. 10
10. La presentación es organizada y coherente y Puede seguirse con facilidad.
10
Total Puntos 100
/100
Comentarios:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________
EDUC 171 Human Growth and Development 74
Updated 7/22/2011
RUBRIC TO EVALUATE ORAL PRESENTATIONS
NAME:__________________________ FINAL GRADE: ___________________
DATE:____________________________ TITLE: ________________________
CRITERIA Valor Puntos Obtenidos
1. Performs an effective introduction of the theme
to be discussed. 10
2. Identifies purpose, objectives and principal ideas
included in the presentation. 10
3. Effective projection, adequate body posture and
audience management. 10
4. The presentation ideas and arguments are based
in sources presented, consulted or discussed in
class.
10
5. Captures audience attention and interest and/or
promotes participation, depending on which
applies.
10
6. The summary of principal points and/or the
presentation of conclusions are clear and
appropriate.
10
7. Effective use of technology, visual aids, drama
or exercises depending on the theme or exercise
presented.
10
LANGUAGE
8. Utilized appropriate language with syntactical
and grammatical correction. 10
9. Clear diction, without pet phrases, barbarisms
and with adequate tone. 10
10. Presentation is organized, coherent and can be
easily followed. 10
Total Points 100
/100
Comments:
______________________________________________________________________________
______________________________________________________________________
EDUC 171 Human Growth and Development 75
Updated 7/22/2011
Apéndice G/Appendix G
Reflective Journal Rubric
This rubric will be used each week. You should have at least one entry every week.
Student’s Name_________________________________________________
Week _______________
This is what I will be looking for:
Criteria MaximumPoints Actual Score
Student turned in the journal on BB
on time.
4 points
Student answers questions without
deviating from the topic; ideas are
well connected and follow a
sequence.
4 points
Student used critical thinking to
express ideas and projects with a
deep understanding of the topic
discussed in class.
4 points
Sentences are written using
appropriate syntax, punctuation, verb
usage and grammar.
4 points
Journal is typed following APA
style.
4 points
TOTAL Out of 20
EDUC 171 Human Growth and Development 76
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Apéndice H/Appendix H
CASE STUDY
Criteria Value Points Student Score Content 70% Identifies all of the
main issues in the
case study
20
Makes appropriate
and powerful
connections between
the problem and the
theory.
20
Makes realistic and
insightful
recommendations
20
Language 30% Writing is totally free
of grammar and
spelling errors.
20
Very clear and
concise flow of ideas
using the English
Language. Applies
APA style correctly.
20
Total: 100 /100
Comments____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_______________________
Recommendations______________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________
EDUC 171 Human Growth and Development 77
Updated 7/22/2011
Apéndice I/Appendix I
Entrevista a una 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 éste se
sienta en confianza y ofrezca información verídica y confiable que aporte a los fines previamente
señalados.
A continuación está una lista de preguntas guía para realizar la entrevista. ¡Mucho éxito!
Datos demográficos
1. ¿Cómo, dónde 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 por qué?
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?
EDUC 171 Human Growth and Development 78
Updated 7/22/2011
Apéndice J/Appendix J
MATRIZ VALORATIVA PARA LA ENTREVISTA
Criterios Valor Puntos
Obtenidos
Contenido 70%
1. Identifica el propósito, los objetivos e ideas
principales.
10
2. Las ideas y argumentos de la presentación están
bien fundamentadas en los recursos presentados,
consultados o discutidos en clase
10
3. La presentación de las ideas es organizada y
coherente.
10
4. El escrito incluye todas las partes o elementos del
tema o tarea asignada.
10
5. El autor demuestra dominio del tema o materia de
la presentación.
10
6. El punto de vista del autor se presenta de manera
clara y contundente.
10
7. El escrito demuestra sustancia, lógica y
originalidad.
10
Lenguaje 30%
8. Utiliza vocabulario correcto y apropiado.
10
9. Se utiliza un lenguaje apropiado con corrección
sintáctica y gramatical.
10
10. El escrito es claro, enfocado e interesante.
10
Total: 100 /100
EDUC 171 Human Growth and Development 79
Updated 7/22/2011
Apéndice 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. See the Performance Portfolio Assessment Handbook for additional information.
