Sistema Universitario Ana G - bilingualonline.net 410 DLP... · ejercicios prácticos de aplicación de los temas que se han facilitado en los talleres sobre las finanzas corporativas

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Sistema Universitario Ana G. Méndez, Inc.

School for Professional Studies

Universidad del Turabo, Universidad del Este, Universidad Metropolitana

FINA 410

Corporate Finance

Finanzas Corporativas

© Sistema Universitario Ana G. Méndez, Inc. 2010

Derechos Reservados

© Ana G. Méndez University System, Inc. 2010

All rights reserved

July 30, 2012.

FINA 410 Corporate Finance 2

Prep. 07-30-2012. SMP (EPM) Diana Malonda

Prepared based on the course syllabus (2010) of the School of Professional Studies, with

the collaboration of:

Diana Malonda, Module Development Specialist

Marilyn Cravener, Content Evaluator

Juanita L. Munera, English Language Specialist

Lizet Del Castillo, Spanish Language Specialist

Joe Hernández, Curriculum and Instructional Designer



TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

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

STUDY GUIDE ............................................................................................................................ 19

TALLER UNO.............................................................................................................................. 34

WORKSHOP TWO ...................................................................................................................... 47

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

WORKSHOP FOUR .................................................................................................................... 74

TALLER CINCO/WORKSHOP FIVE ........................................................................................ 87

APPENDIX A NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED

INSTRUCTION ............................................................................................................................ 98

APPENDIX B THE WRITING PROCESS 6-TRAITS OF WRITING RUBRIC ..................... 109

APÉNDICE C/APPENDIX C GUÍA PARA ELABORAR EL GLOSARIO ........................... 131

APÉNDICE D/APPENDIX D ROUND TABLE RUBRIC ....................................................... 132

APÉNDICE E/APPENDIX E MATRIZ VALORATIVA DEL INFORME ESCRITO

DEL PROYECTO DE INVESTIGACIÓN (ESPAÑOL)........................................................... 138

APÉNDICE F/APPENDIX F POWERPOINT PRESENTATION FOR

INVESTIGATION PROJECT RUBRIC (ENGLISH) ............................................................... 140

APÉNDICE G/APPENDIX G POSTER SCORING RUBRIC .................................................. 142

APÉNDICE H/APPENDIX H MATRIZ VALORATIVA PARA LA DISCUSIÓN Y

PARTICIPACIÓN EN GRUPO ................................................................................................. 144

APÉNDICE I/APPENDIX I INFORMACIÓN ACERCA DEL LABORATORIO DE

IDIOMAS Y EL E-LAB ............................................................................................................. 148



GUÍA DE ESTUDIO

Título del Curso: Finanzas Corporativas

Codificación: FINA 410

Créditos: 3

Duración: Cinco Semanas

Prerrequisito: ACCO 302-O, FINA 202

Descripción: Estudia los conceptos y problemas de las finanzas corporativas para la toma

de decisiones bajo condiciones de certeza e incertidumbre. Examina el mApéndice del

capital de trabajo y la valoración de activos, así como las teorías del portafolio de

inversiones. Los temas incluyen el presupuesto del capital, la valoración y restructuración

corporativa, la relevancia de la estructura del capital y la política de dividendo.

Objetivos de Contenido Generales

Al finalizar el curso, el estudiante será capaz de:

1. Definir el vocabulario técnico relacionado con las actividades financieras

empresariales.

2. Explicar los conceptos, las variables y los criterios más relevantes que afectan las

decisiones financieras bajo condiciones de certeza e incertidumbre.

3. Demostrar dominio en la resolución de problemas al aplicar técnicas de análisis

utilizadas en la toma de decisiones financieras en las empresas.

Objetivos de Lenguaje Generales

Al finalizar el curso, el estudiante será capaz de:



a. Escuchar: Evaluar la aplicación de diferentes alternativas económicas a través

de los fundamentos del valor del dinero a través del tiempo.

b. Hablar: Debatir la aceptabilidad de diferentes opciones disponibles para el

presupuesto del capital de proyectos bajo condiciones de certeza e incertidumbre

o riesgo a través de la discusión en grupos cooperativos.

c. Leer: Analizar la relación entre riesgo y tasa de retorno necesaria para una sola

acción y para una cartera de acciones a través de las lecturas sugeridas en este

módulo.

d. Escribir: Redactar documentos formales acerca de la viabilidad económica de las

inversiones empresariales a corto y a largo plazo, así como alternativas para el

financiamiento a corto y a largo plazo.

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

Net Tutor, Wimba Voice, Biblioteca Virtual y Voice E-mail.) Para más información,

refiérase al Apéndice I: Información acerca del laboratorio de idiomas y el E-Lab.

Requisitos Mínimos de Laboratorio de Lenguaje: Los estudiantes deben

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

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

lenguaje por dos horas semanales para cada lenguaje por curso. El facilitador

podría requerir más horas de práctica basado en las necesidades para las destrezas

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

mencionados. El total de horas de práctica el laboratorio de lenguaje o e-lab

deben de estar integradas en la sección de actividades del módulo.



Descripción del Proceso de Evaluación:

Tareas o asignaciones antes de cada taller

(c/u tiene un valor de 20 puntos) (menos 10

puntos por entrega tarde)

PUNTAJE

5 Asignaciones* 20 = 100 ptos.

Portafolio Digital (Debe incluir tareas o

asignaciones, actividades en grupo realizadas en

clase, exámenes para la casa y el trabajo de

investigación final)

Portafolio completo = 100 pts.

Exámenes para la casa (para los talleres 1, 2, 3 y

4. (25 puntos cada uno).

4 exámenes *25 puntos = 100 pts.

Trabajo de investigación final o presentación

final de un caso de estudio en el taller cinco

(informe escrito en español y presentación oral

en inglés).

Informe escrito en español = 50 pts.

Presentación oral en inglés = 50 pts.

Total = 100 pts.

Laboratorio de lenguaje (E-Lab) Formulario del

cumplimiento de las horas requeridas de

laboratorio de idiomas (Tell Me More, Net Tutor,

Wimba Voice, Virtual Library y Voice E-mail). Se

requiere un mínimo de 10 horas por idioma (50%

inglés y 50% español). Para más información,

refiérase al Apéndice I: Información acerca del

laboratorio de idiomas y el E-Lab.

25 pts.

Participación en las actividades de la clase

(trabajo colaborativo) 20 puntos por taller

5 talleres* 20 = 100 pts.



Asistencia (Las tardanzas se penalizarán con

menos 3 puntos de la calificación de asistencia

por cada taller).

Cada taller tiene un puntaje de 15

puntos por asistencia.

Asistencia completa = 75 pts.

5 talleres * 15 = 75

TOTAL 600 PUNTOS

Descripción de la evaluación

1. Asistencia: La asistencia a todos los talleres es necesaria e indispensable, dos o más

ausencias equivalen a una calificación de reprobado en el curso. El estudiante deberá

demostrar responsabilidad por su proceso de aprendizaje y deberá siempre traer los

materiales asignados. En caso de ausencia, el estudiante debe realizar todas las

gestiones necesarias para comunicarse con el facilitador, de manera que pueda

prepararse adecuadamente para la próxima clase. El estudiante que se ausente,

además de perder los puntos por asistencia, perderá los puntos de las actividades

realizadas en el salón de clase durante ese día. El facilitador se reservará el derecho

de reponer la prueba corta del día al estudiante que se ausente. Si el estudiante tiene

que abandonar la clase antes de terminada la sesión por cualquier motivo, no podrá

reponer las actividades colaborativas que se realicen en su ausencia.

2. Asignaciones para realizar antes de cada taller: Antes de cada taller, el estudiante

deberá completar ciertas tareas asignadas que le ayudarán a prepararse para las

actividades que se realizarán durante el taller. Estas constarán de investigaciones en la

Internet sobre información básica conceptual provista en el módulo que le ayudará en

el proceso de comprensión de los temas de estudio. En adición, el estudiante deberá

completar una variedad de ejercicios asignados por el facilitador del curso. El



estudiante deberá incluir el procedimiento que utilizó para llegar a los resultados de

los ejercicios asignados. Si el procedimiento no es incluido, no se le dará crédito

completo por el ejercicio, aunque el resultado sea correcto. Estas tareas deberán

entregarse a partir del taller uno. Este es un trabajo individual; no se aceptarán copias

de la Internet o de las direcciones electrónicas utilizadas. Cada trabajo tiene un valor

de 20 puntos para un total de 100 puntos. La evaluación de estas tareas estará dividida

en 70% por contenido y 30% por objetivos de lenguaje. Refiérase al Apéndice B para

la evaluación de proyectos escritos.

Al estudiante que entregue la tarea después del taller asignado se le restará 10 puntos

por cada taller que pase posterior a la fecha de entrega. Estas tareas serán incluidas en

el Portafolio Digital.

3. Participación en clase (actividades colaborativas asignadas por el módulo):

Desde el taller uno hasta el taller cinco, el estudiante tendrá la oportunidad de trabajar

en actividades colaborativas en grupo. Durante los talleres, el facilitador dividirá la

clase en grupos; el número de grupos dependerá de la cantidad de estudiantes en la

clase. Los grupos deberán tener un mínimo de tres estudiantes y un máximo de cinco

estudiantes. El facilitador asignará los problemas sugeridos por el módulo. Las

actividades serán en grupos, pero la evaluación tomará en consideración el trabajo en

grupo y el trabajo individual de cada estudiante. Cada taller tendrá un puntaje de 20

puntos por participación (100 puntos en total por los cinco talleres). La participación

por taller no se podrá reponer. Si el estudiante se ausenta, perderá todos los puntos.

Refiérase al Apéndice H para la evaluación de la participación y discusión en grupo.



4. Exámenes para la casa: Al finalizar los talleres 1 al 4, el estudiante deberá realizar

un examen escrito en casa. La asistencia a cada uno de los talleres, la participación en

clase y la entrega de las tareas asignadas prepararán al estudiante para realizar este

examen. El mismo constará de una selección de preguntas y ejercicios prácticos que

fortalecerán las destrezas y conceptos presentados durante cada taller. Dicha prueba

se efectuará para medir conocimientos en diferentes niveles del dominio de los

objetivos planteados. Cada prueba tendrá un valor de 25 puntos para un total de 100

puntos. Si el estudiante no entrega las pruebas en la fecha estipulada, podrá hacerlo

más tarde, pero con una penalidad de menos 10 puntos por cada taller que se atrase en

la entrega.

5. Portafolio digital: En el taller cinco, los estudiantes entregarán un portafolio digital.

Este trabajo tiene un valor de cien (100) puntos y se realizará individualmente. El

facilitador informará durante el taller uno cuáles serán los trabajos asignados que se

incluirán en el portafolio digital. Las actividades efectuadas en cada uno de los

talleres brindarán las destrezas necesarias para que el estudiante pueda desarrollar el

portafolio. El facilitador del curso le proveerá al estudiante el Manual de Portafolios

o Digital Performance Portfolio Assessment Manual. Refiérase al Apéndice B para la

evaluación el proceso de escritura.

6. Trabajo de investigación final: Durante el taller cinco se realizará una actividad en

grupos que consistirá en la presentación oral en inglés de los trabajos de investigación

(50 puntos) y en la entrega del informe escrito en español (50 puntos). La evaluación

considerará variables de desempeño individual y grupal. El facilitador seleccionará

aleatoriamente a los estudiantes que integrarán los grupos, no más de cinco



estudiantes por grupo. Cada uno de los grupos tendrá la oportunidad de contestar

ejercicios prácticos de aplicación de los temas que se han facilitado en los talleres

sobre las finanzas corporativas. Esta actividad tiene un valor de 100 puntos. En el

taller uno, el facilitador le proveerá a cada estudiante una copia del tema de

presentación. La presentación en grupo requerirá el uso de diapositivas (PowerPoint)

y tendrá una duración máxima de veinte (20) minutos. Refiérase al Apéndice F:

Matriz valorativa para la presentación de diapositivas (PowerPoint) en inglés y al

Apéndice E para el informe escrito en español.

7. Laboratorio de lenguaje – Este curso requiere el uso de los programas disponibles

en el laboratorio de idiomas como Tell Me More, Net Tutor, Wimba Voice, Biblioteca

Virtual y mensaje de voz electrónico. Un mínimo de 20 horas de práctica deberán ser

completadas en inglés y español. La entrega del formulario de cumplimiento de las

horas requeridas en el laboratorio tendrá un valor de veinticinco (25) puntos. Para

más información, refiérase al Apéndice I: Información acerca del laboratorio de

idiomas y el E-Lab.

Escala: TOTAL: 600 PUNTOS.

PUNTOS PORCIENTO CALIFICACIÓN

600 - 540 100 – 90 A

539 - 480 89 – 80 B

479 - 420 79 – 70 C

419 - 360 69 – 60 D

359 -0 59-0 F



Otros:

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

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

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

La fecha de publicación de un libro no deberá ser mayor de 5 años.

Libro(s)

Keown, A. J., Martin, J. D., & Titman, S. J. (2010). Financial management:

Principles and applications (11ª ed.). Upper Saddle River, New Jersey: Pearson

Prentice Hall. ISBN-10: 0132340356 ISBN-13: 978-0132340359. Precio aproximado

$206.32

Libro(s) Electrónico(s)

Keown, A. J., Martin, J. D., Petty, J. W., & Scott, D. F. (2005). Financial management:

Principles and applications (10ª ed.). Upper Saddle River, New Jersey: Pearson Prentice

Hall. ISBN-10: 0131450654 ISBN-13: 9780131450653. Precio aproximado $22.32

http://wps.prenhall.com/bp_keown_finmgmt_10/

http://bibliotecavirtualut.suagm.edu/




Descripción de las Normas del Curso

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

Model®” del Sistema Universitario Ana G. Méndez, Inc., el cual está diseñado

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

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

significa que cada taller deberá ser conducido enteramente en el lenguaje

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

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

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

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

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

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

inglés o en español, según aplique.

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

estudiantes sean sumamente organizados, enfocados y que se preparen antes de

cada taller de acuerdo al módulo. El estudiante debe hacer todo esfuerzo para

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

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

bilingüe es un proceso complejo y exigente. Cada taller requiere un promedio de

diez (10) horas de preparación y en ocasiones requiere más para poder tener éxito

lingüístico y académico.

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

taller deberá presentar una excusa razonable al facilitador. El facilitador evaluará



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

perdido, de ser necesario. El facilitador puede elegir una de estas dos alternativas:

(a) permitirle al estudiante reponer el trabajo o (b) asignarle trabajo adicional

además del trabajo que el estudiante tenga que reponer.

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

siguientes opciones:

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

grado.

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

nota existente en dos grados.

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

es extremadamente importante pues éstas no se pueden reponer. Si el estudiante

provee una excusa válida y verificable, el facilitador determinará una actividad

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

mismo contenido y componentes del lenguaje como la presentación oral o

actividad que requiera repuesta.

6. En actividades grupales, el grupo será evaluado por su trabajo final. Sin embargo,

cada miembro de grupo deberá participar y cooperar para lograr un trabajo de

excelencia. Los estudiantes también recibirán una calificación individual.

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

plagiado. Se requiere que todo trabajo sometido al facilitador cumpla con las



reglas para citar apropiadamente o que esté parafraseado y citado dando crédito al

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

sea plagiado, copiado o presente trazos del trabajo de otro estudiante o autor será

calificado con cero. El servicio de SafeAssign TM

de Blackboard será utilizado

por los facilitadores para verificar la autoría de los trabajos escritos de los

estudiantes. Es responsabilidad del estudiante de leer la política de plagio de su

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

del Estudiante. Si es estudiante de UMET y UT, refiérase al Capítulo 13,

secciones 36 y 36.1 de los respectivos manuales.

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

implica que TODOS los trabajos tienen que ser originales y que para toda

referencia utilizada deberá indicarse la fuente, bien sea mediante citas o

bibliografía utilizando el estilo APA, versión 6. No se tolerará el plagio y, en caso

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

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

deben observar aquellas prácticas dirigidas para evitar incurrir en el plagio de

documentos y trabajos pues va en contra de la ética profesional.

8. Para el facilitador poder hacer cambios a las actividades del módulo o guía de

estudio, deberá ser aprobado por el Director de Facultad y Currículo antes de la

primera clase. Es requisito que el facilitador discuta y entregue una copia de los

cambios a los estudiantes al principio del taller uno.

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

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



10. El uso de celulares está prohibido durante las sesiones de clase; de haber una

necesidad, deberá permanecer en vibración o en silencio.

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

salón de clases.

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

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

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

módulo, notifique al facilitador pero no se limite a ellas. Existen otros motores de

búsqueda y sitios Web que podrá utilizar para la búsqueda de la información deseada.

Algunas de éstos son:

www.google.com

www.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)

http://www.findarticles.com/

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

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

http://flelibrary.org/


http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/



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

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

índole profesional y que contengan las investigaciones más recientes del tópico del

módulo, de ser necesario.

CUMPLIMIENTO DE LA LEY DE INVESTIGACIÓN:

Si el facilitador o el estudiante requirieran o deseara llevar a cabo una investigación

o la administración de cuestionarios o entrevistas, éstos deberán referirse a las

normas y procedimientos de la Oficina de Cumplimiento y solicitar su autorización.

Para acceder a los formularios de la Oficina de Cumplimiento pueden visitar este

enlace:

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

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

las instrucciones para la certificación de investigación en línea. Estas certificaciones

incluyen: Institutional Review Board (IRB), Health Information Portability and

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

De tener alguna duda, favor de comunicarse con las Coordinadoras Institucionales o a la

Oficina de Cumplimiento a los siguientes teléfonos:

Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento

Tel. (787) 751-0178 Ext. 7196

Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo

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



Tel. (787) 743-7979 Ext.4126

Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE

Tel. (787) 257-7373 Ext. 3936

Filosofía y Metodología Educativa

Este curso está basado en la filosofía educativa del Constructivismo. El Constructivismo

es una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a

través de nuestras experiencias, podemos construir nuestro propio entendimiento sobre el

mundo en el que vivimos.

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

para darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente el

proceso de ajustar nuestros modelos mentales para poder entender nuevas experiencias.

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

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

intentamos adaptar nuestras estrategias de enseñanza a las respuestas de nuestros

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

aplicarla a la vida diaria.

PRINCIPIOS DEL CONSTRUCTIVISMO:

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

comenzar con situaciones en las cuales los estudiantes estén buscando activamente

construir un significado.



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

específicas (“from whole to parts”). Ambas partes deben entenderse en el contexto

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

en contexto y no en hechos aislados.

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

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

modelos.

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

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

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

válida para asegurar el aprendizaje es hacer de la evaluación parte esencial de dicho

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

la calidad de su aprendizaje.

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

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

múltiples perspectivas que existen en el mundo.

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



STUDY GUIDE

Course Title: Corporate Finance

Code: FINA 410

Credits: 3

Time Length: 5 weeks

Pre-requisites: ACCO 302-O, FINA 202

Description: Studies concepts and problems of corporate finance for decision-making

under certainty and uncertainty. The course examines working capital management, asset

pricing, and portfolio investment theories. Topics include capital budgeting, corporate

valuation and restructuring, capital structure relevance, and dividend policy.

General Content Objectives:

Upon completing this course, the student should be able to:

1. Define appropriate vocabulary related to business financial activities.

2. Explain the major concepts, variables, and criteria that affect financial decisions

under certainty and uncertainty.

3. Demonstrate problem-solving skills when applying analysis techniques used in firms’

financial decision-making.

General Language Objectives:

a. Listening: Evaluate the application of different economic alternatives using time

value of money fundamentals.

b. Speaking: Debate the acceptability of different options available to capital

budgeting for projects under conditions of certainty and uncertainty or risk.



c. Reading: Analyze the relationship between risk and required rate of return for a

single asset and a portfolio of assets through the suggested readings in the

module.

d. Writing: Produce elaborate formal documents and written assignments about the

feasibility of business short term and long investments, and alternatives for short

term and long term financing.

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

Library, & Voice E-mail.)

Language Lab Minimum Requirement: Students must demonstrate that they

have complied with 10 hours of language lab or e-lab usage for each language

(English and Spanish) per course. This equates to the use of the language lab or

e-lab for two hours weekly for each language per course. The facilitator may

require a higher number of hours for language lab practice based on the language

needs for listening, speaking, reading, and writing skills in either or both

languages. The total amount of language lab or e-lab hours is integrated in

the activities for each workshop in the module.



Description of the Evaluation Process:

Homework or Assignments: Completed

prior to each workshop (20 points each one).

(Late homework is 10 points off.)

GRADE

Assignments (5) @ 20pts. = 100 points

Digital Portfolio: Includes homework,

group activities during workshops, take

home tests, and final research project must

be included.

Complete Digital Portfolio = 100 points

Take Home Tests for: Workshops 1, 2 ,3,

and 4 (25 points per workshop).

Take Home Tests (4) @ 25 points each=

100 points

Final Research Project or Final

Presentation for: Workshop 5 (written

report in Spanish and oral presentation must

be in English).

Written Report = 50 points

Oral Presentation = 50 points

Total =100 points

Language Lab/E-Lab Completion Form:

specifying lab hours spent on E-lab usage

(Tell Me More, Net Tutor, Wimba Voice,

Virtual Library, & Voice E-mail). It requires

a minimum of 10 hours per language, per

week (50% Spanish, 50% English).

Total of 25 points

Participation During Class Activities:

Cooperative work- 20 points per workshop.

Workshops (5) @ 20pts.=100 Points

Attendance: Tardiness is going to be

penalized by taking 3 points off per

workshop).

Each workshop is 15 points.

Complete attendance is 75 points.

Workshops (5) @ 15 pts. = 75 pts.

TOTAL 600 POINTS



Evaluation

1. Attendance: Attendance to workshops is mandatory. Two or more absences will

cause the student to fail the class. The student should show responsibility for the

learning process and must complete all assigned work. In case of absence, the

student must communicate with the Facilitator, in order to be ready for the next

workshop. The student will not receive any points for classroom activities done in

his/her absence and attendance points will be deducted from the workshop grade

in question. In other words, absenteeism will produce loss of points. Any make-up

test for absenteeism will be at the Facilitator’s discretion. If a student has to leave

before the session is over, he/she will not be able to make up the collaborative

activities done during his/her absence.

2. Assignments Prior to the Workshops: Prior to each workshop students must

finish certain assignments that will help them to prepare for the activities in the

workshop. The assignments will consist of Internet research related to basic

conceptual information provided in the module that will help the learners reach

the workshop objectives. Additionally, the students will complete the exercises

assigned by the Facilitator. The student must include the process utilized to obtain

the results of the assigned problems. If the process is not included, the student will

not receive full credit for the assigned problem even if the result is correct. The

assignments must be submitted starting at the first meeting. This must be

individual work; copies from the Internet or from the URLs used will not be

accepted. Each assignment will be worth twenty (20) points for an accumulated



score of one hundred (100) points. The evaluation of these assignments will be

70% for content and 30% for language objectives. See Appendix B: Rubrics to

evaluate written assignments prior to the workshops: “Writing Process: Six-Traits

of Writing Rubrics.” Students who turn in late assignments (after the

corresponding workshop) will have a deduction of 10 points per workshop. These

assignments must be included in the Digital Portfolio.

3. Participation in Class (collaborative activities assigned per module): From

Workshop One to Workshop Five, the students will have the opportunity to work

with different classmates in collaborative group assignments. During the

workshops the Facilitator will divide the class into groups, the number of groups

depend on the amount of students in class. The groups will have a minimum of

three students with a maximum of five. The facilitator will assign exercises

suggested by the module. The activities will be held as group collaboration;

however, the assessment will be based on group performance and individual

work. Each workshop will be assessed 20 points for participation (100 total points

for all five workshops). The students will not be able to make-up participation

points. If a student is absent, he/she will lose all the points. See Appendix H:

Rubric for evaluation of participation in groups.

4. Take Home Test: Students will complete a written take home test per workshop

for Workshops 1 to 4. After attending each workshop, completing the

assignments, and participating in class, each student will complete a take home

test. It will include a selection of practical exercises to reinforce the analyzed

skills and concepts already studied during each one of the workshops. This test



will measure the knowledge acquired by the students at different levels on the

concepts listed in the workshop objectives. Each take home test will be worth up

to 25 points. The total of the four take home tests will be worth up to 100 points.

5. Digital Portfolio: In Workshop Five, the students will turn in a Digital Portfolio.

This activity will be done individually and will be worth up to one hundred (100)

points. During Workshop One the Facilitator will inform the students of the

assigned work to be included in the Digital Portfolio. The activities conducted in

each workshop will provide the students the skill and knowledge necessary to

work on the portfolio. The Facilitator will provide the students with the Portfolio

Manual Instruction or Digital Performance Portfolio Assessment Manual. Refer

to Appendix B, Six-Traits.of Writing Rubric, for the evaluation of the writing

process

6. Final Investigation Project: During workshop 5, a group activity will be held

which consists of an oral presentation in English (50 points) and a written report

in Spanish (50 points). It will require team work. However, assessment will

consider both, individual and group performance. The facilitator will randomly

select the members for each group with a maximum of 5 students per group. Each

team will have the opportunity to answer application and practical questions

related to concepts that were presented in the previous workshops about

Corporate Finance. This activity is worth 100 points. During Workshop One, the

facilitator will give each student a copy of the presentation topic. The

presentation will require the use of PowerPoint and should be no longer than



twenty (20) minutes. Refer to Appendix E: Rubric for evaluation of written report

and Appendix F for PowerPoint presentation rubric.

7. E-Lab: this course requires the usage of a language software like Tell Me More,

Net Tutor, Wimba Voice, Virtual Library or Voice E-mail. There has to be a

minimum of twenty (20) E-Lab hours total for both languages. The completed E-

Lab form with the specific resources used during this course will be worth up to

25 points.

SCALE

TOTAL: 600 Points

POINTS PERCENTAGE GRADE

540 - 600 90 -100 A

480 - 539 80 - 89 B

420 - 479 70 - 79 C

360 - 419 60 - 69 D

0 - 359 0 - 59 F

Other:

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

For Recommended Texts and Resources, use APA style version 6. Include at least ONE

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

Textbooks must have a publication date of 5 years or less.

Book(s)

Keown, A. J., Martin, J. D., & Titman, S. J. (2010). Financial management:




principles and applications (11th ed.). Upper Saddle River, New Jersey: Pearson

Prentice Hall. ISBN-10: 0132340356 ISBN-13: 978-0132340359. Precio aproximado

$206.32

E-Book (s)

Keown, A. J., Martin, J. D., Petty, J. W., & Scott, D. F. (2005). Financial management:

principles and applications (10th ed.). Upper Saddle River, New Jersey: Pearson

Prentice Hall. ISBN-10: 0131450654 ISBN-13: 9780131450653. Approximate price is

$22.32.





Description of Course Policies

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

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

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

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

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

language used in each workshop needs to be alternated each week to insure that 50%

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

the course module will indicate that both languages must be used during the fifth

workshop, dividing the workshop activities between the two languages. The first two

hours will be in Spanish and the last two hours in English. The 50/50 model does

not apply to language courses where the delivery of instruction must be conducted in

the language taught (Spanish or English only).

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

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

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

and academic success. In order to achieve proficiency expectations in English and in

Spanish, the student must strive to take advantage of all language resources at the

university and in their community since becoming a dual language professional is a

complex and challenging task. Each workshop requires an average of ten hours of

preparation, but could require more.

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

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



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

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

the student to make up the work, or allow the student to make up the work with extra

work to compensate for the missing class time.

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

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

assignments and/or make-up work.

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

following options:

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

level based on the student’s existing grade.

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

grade levels based on the student’s existing grade.

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

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

student provides a valid and verifiable excuse, the facilitator may determine a

substitute evaluation activity if an equivalent activity is possible. This activity must

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

activity that was missed.

6. In cooperative learning activities, the group will be assessed for their final work as a

group. However, each member will have to collaborate to assure the success of the

group. Students will also receive an individual grade for their work.



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

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

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

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

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

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.

8. In order for the facilitator to make changes to activities and the study guide, the

Faculty Director must approve such changes before the first day of class. The

facilitator must discuss the approved changes with students during the first class

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

beginning of the first workshop.

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

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



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

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

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

the classrooms.

12. All students are subject to the policies regarding behavior as established by SUAGM

this course, and professional ethics.

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

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

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

www.google.com

www.ask.com

www.pregunta.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/


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

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

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

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

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

http://www.findarticles.com/

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

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

http://flelibrary.org/


http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/



The facilitator may make changes or add additional challenging, research-based, and

professional educational Web Resources, if deemed necessary to reflect current trends in

the course topics.

RESEARCH LAW COMPLIANCE REQUIREMENT:

If the facilitator or the student is required, or wants to perform research, or needs

to administer a questionnaire or interview individuals, he/she must comply with the

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

authorization. To access the forms from the IRB Office or for additional

information, visit the following link:

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

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

several online certifications related to IRB processes. These certifications include:

IRB Institutional Review Board, Health Information Portability and Accountability

Act (HIPAA), and the Responsibility Conduct for Research Act (RCR).

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

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

Tel. (787) 751-0178 Ext. 7196

Miss. Carmen Crespo, IRB Institutional Coordinator– UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo

Tel. (787) 743-7979 Ext.4126

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

Tel. (787) 257-7373 Ext. 3936

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



Teaching Philosophy and Methodology

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

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

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

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

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

models to accommodate new experiences.

One of the main goals facilitators have is to assist students in making connections

between their prior knowledge of facts, and fostering new understanding that is relevant

to real live experiences. We will also attempt to tailor our teaching strategies to student

responses and encourage students to analyze, interpret, and predict information.

CONSTRUCTIVISM GUIDING PRINCIPLES:

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

around which students are actively trying to construct meaning.

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

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

primary concepts and, 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 assessment part of the learning process, thus ensuring that it provides

students with information on the quality of their learning.

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

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

of the world.

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



TALLER UNO

Objetivos específicos de contenido

Al finalizar este taller, el estudiante será capaz de:

1. Identificar y calcular el valor presente y futuro del dinero a través del tiempo.

2. Calcular el valor del dinero a través del tiempo utilizando intereses compuestos

(anuales, trimestrales, mensuales, semi-anuales).

3. Calcular el valor presente y futuro de una anualidad cuando los pagos se hacen al

comienzo y al final del período.

4. Calcular el interés anual efectivo y comparar el mismo con el interés nominal.

5. Explicar los efectos de la inflación en las tasas de retorno.

6. Calcular y medir el riesgo del mercado de una inversión.

7. Describir la relación entre la tasa de retorno promedio para un inversionista y la tasa

de riesgo de la inversión a través del modelo de valoración del capital (CAPM, por

sus siglas en inglés).

8. Definir y clasificar las características de los diferentes tipos de bonos en el mercado

de valores.

9. Determinar el valor de los bonos por medio del modelo básico de valoración.

10. Explicar el cómputo de rendimiento al vencimiento (yield to maturity) de los bonos.

11. Interpretar el efecto de los bonos para la toma de decisiones.

Objetivos específicos de lenguaje:

El estudiante será capaz de:

Los objetivos de idioma necesitan ser específicos y comenzar con un verbo.



1. Escuchar: Comunicar efectivamente en español durante discusiones relacionadas

a los efectos de la inflación en las tasas de retorno.

2. Hablar: Sustentará su punto de vista en discusiones sobre las características de

los diferentes tipos de bonos en el mercado de valores en clase haciendo uso del

correcto vocabulario en español.

3. Leer: Entender y organizar sus ideas a través de lecturas, con el fin de solucionar

casos específicos relacionados con las finanzas en español.

4. Escribir: Desarrollar estrategias o planes de acción después de analizar

situaciones específicas haciendo uso de la correcta gramática y ortografía en

español.

Enlaces electrónicos:

Biblioteca Virtual


APA

http://www.suagm.edu/umet/biblioteca/pdf/guia_apa_6ta.pdf

http://www.slideshare.net/myrrodriguez/manual-estilo-apa-6ta-edicin

Ingresos ordinarios

http://www.icesi.edu.co/blogs/niffxbrl/2009/03/14/ingresos-ordinarios/

Estimación de los flujos netos de caja

http://www.uv.es/~gaspar/dfuno/T02%20EFC.pdf

Valor presente neto

http://www.eco-finanzas.com/diccionario/V/VALOR_PRESENTE_NETO.htm




http://www.icesi.edu.co/blogs/niffxbrl/2009/03/14/ingresos-ordinarios/

http://www.uv.es/~gaspar/dfuno/T02%20EFC.pdf

http://www.eco-finanzas.com/diccionario/V/VALOR_PRESENTE_NETO.htm



Ecuación de los valores netos - Valor Presente Neto (VPN) y Valor Futuro Neto (VFN).

http://www.virtual.unal.edu.co/cursos/sedes/manizales/4010045/Lecciones/Cap%209/9-

1-3.htm

La tasa de interés efectiva y nominal

http://macareo.pucp.edu.pe/~mplaza/001/apuntes_de_clases/matefinanciera/tasasinteres.p

df

Tasas nominales y efectivas de interés, capitalización continua e inflación

http://www.eumed.net/libros/2006b/cag3/2g.htm

Tipos de tasas de interés

http://www.teachmefinance.com/Espanol/tipos-de-tasas-de-interes.html

Costo de capital

http://www.econfinanzas.com/estrategias/expo/01_costo_cap.pdf

Costo de capital y tasa de descuento

http://www.industriaynegocios.cl/Academicos/HectorFuentes/Cursos/formulacion2/mater

ial_class/docs_pdf/tasa%20de%20descuento.pdf

La inflación y su influencia en al evaluación de proyectos

http://www.slideshare.net/MARISOLABIGAIL/la-inflacion-y-su-influencia-en-la-

evaluacion

http://www.itescam.edu.mx/principal/sylabus/fpdb/recursos/r46209.DOC

Carteras de inversiones: El entorno financiero y los mercados

http://www.gestiopolis.com/recursos4/docs/fin/carinver.htm

Mercado de bonos

http://www.virtual.unal.edu.co/cursos/sedes/manizales/4010045/Lecciones/Cap%209/9-1-3.htm

http://www.virtual.unal.edu.co/cursos/sedes/manizales/4010045/Lecciones/Cap%209/9-1-3.htm

http://macareo.pucp.edu.pe/~mplaza/001/apuntes_de_clases/matefinanciera/tasasinteres.pdf

http://macareo.pucp.edu.pe/~mplaza/001/apuntes_de_clases/matefinanciera/tasasinteres.pdf

http://www.eumed.net/libros/2006b/cag3/2g.htm

http://www.teachmefinance.com/Espanol/tipos-de-tasas-de-interes.html

http://www.econfinanzas.com/estrategias/expo/01_costo_cap.pdf

http://www.industriaynegocios.cl/Academicos/HectorFuentes/Cursos/formulacion2/material_class/docs_pdf/tasa%20de%20descuento.pdf

http://www.industriaynegocios.cl/Academicos/HectorFuentes/Cursos/formulacion2/material_class/docs_pdf/tasa%20de%20descuento.pdf

http://www.slideshare.net/MARISOLABIGAIL/la-inflacion-y-su-influencia-en-la-evaluacion

http://www.slideshare.net/MARISOLABIGAIL/la-inflacion-y-su-influencia-en-la-evaluacion

http://www.itescam.edu.mx/principal/sylabus/fpdb/recursos/r46209.DOC

http://www.gestiopolis.com/recursos4/docs/fin/carinver.htm



http://www.enciclopediafinanciera.com/mercados-financieros/mercados-

bonos/negociacion-en-los-mercados-de-bonos.htm

Valuación y riesgo de los bonos

http://www.auladeeconomia.com/VALUACION%20DE%20ACTIVOS%20FINANCIER

OS.ppt

http://www.inele.ufro.cl/apuntes/Introduccion_a_la_Economia_-

_Ing_Ejec_Electricidad_para_Tecnicos/Presentacion_bonos_clase.ppt#256,1,Bonos

Rendimiento al vencimiento de los bonos (Yield to Maturity)

http://inversionario.com/2011/04/que-es-el-rendimiento-al-vencimiento-o-yield-to-

maturity/

http://www.econlink.com.ar/inversiones/bonos

Asignaciones antes del taller:

1. El estudiante utilizará el libro de texto recomendado y/o algunas de las direcciones

electrónicas provistas para el taller uno para buscar los conceptos que se cubrirán en

la primera clase, preferiblemente en los recursos y enlaces electrónicos ofrecidos en

el laboratorio de lenguaje o E-Lab y sugeridos en el módulo. Se requerirá un mínimo

de 2 horas del laboratorio de lenguaje por taller para la práctica y uso correcto del

lenguaje. Queda a la discreción del estudiante la selección de los sitios de la Internet.

2. Una vez realizada la lectura sobre el valor del dinero a través del tiempo, el efecto

riesgo y las tasas de retorno en las inversiones, así como sobre la valoración y

características de los bonos, el estudiante elaborará un glosario con el vocabulario

clave de la lección utilizando tarjetas. Refiérase al Apéndice C para mayores detalles.

http://www.enciclopediafinanciera.com/mercados-financieros/mercados-bonos/negociacion-en-los-mercados-de-bonos.htm

http://www.enciclopediafinanciera.com/mercados-financieros/mercados-bonos/negociacion-en-los-mercados-de-bonos.htm

http://www.auladeeconomia.com/VALUACION%20DE%20ACTIVOS%20FINANCIEROS.ppt

http://www.auladeeconomia.com/VALUACION%20DE%20ACTIVOS%20FINANCIEROS.ppt

http://www.inele.ufro.cl/apuntes/Introduccion_a_la_Economia_-_Ing_Ejec_Electricidad_para_Tecnicos/Presentacion_bonos_clase.ppt#256,1,Bonos

http://www.inele.ufro.cl/apuntes/Introduccion_a_la_Economia_-_Ing_Ejec_Electricidad_para_Tecnicos/Presentacion_bonos_clase.ppt#256,1,Bonos

http://inversionario.com/2011/04/que-es-el-rendimiento-al-vencimiento-o-yield-to-maturity/

http://inversionario.com/2011/04/que-es-el-rendimiento-al-vencimiento-o-yield-to-maturity/

http://www.econlink.com.ar/inversiones/bonos



3. Los estudiantes prepararán un informe escrito donde explicarán con ejemplos

concretos las respuestas a las preguntas señaladas en los ítems a) hasta la f). Este

trabajo es individual; no se aceptarán copias del Internet o de las direcciones

electrónicas utilizadas. Esta tarea deberá entregarse al facilitador debidamente

identificada con nombre, fecha y taller. La misma tiene un valor de 25 puntos. La

evaluación de esta tarea estará dividida en 70% por contenido y 30% por objetivos de

lenguaje. Refiérase al Apéndice B.

a. ¿Qué significa valor del dinero a través del tiempo?

b. Explique y dé ejemplos del cálculo del valor del dinero utilizando un interés

compuesto anual, trimestral, mensual y semi-anual.

c. ¿Qué son las anualidades y cómo se calculan? Dé ejemplos concretos utilizando

las fórmulas del valor presente y futuro de una anualidad cuando los pagos se

hacen al comienzo y al final del período.

d. Explique la diferencia entre la tasa de retorno requerida y esperada por el

inversionista.

e. Explique con ejemplos concretos el efecto de la inflación en las tasas de retorno.

f. Clasifique y describa los tipos de bonos.

4. Al culminar la asignación, los estudiantes deberán prepararse para participar en clase,

responder las preguntas y resolver los ejercicios asignados por el facilitador.

Vocabulario clave de la lección:

1. Interés simple

2. Interés compuesto



3. Principal

4. Tasa de interés anual efectiva y nominal

5. Período de pago

6. Anualidades

7. Valor futuro de una anualidad

8. Valor presente de una anualidad

9. Amortización

10. Inflación

11. Riesgo

12. Tasas de retorno esperadas y requeridas

13. Tasa de riesgo de una inversión

14. Beta

15. Bonos

16. Modelo de valoración del capital (CAPM, por sus siglas en inglés)

Lista de materiales suplementarios para el taller:

1. Tarjetas (index cards): para la elaboración del glosario con el vocabulario clave de

los temas de estudio del taller uno.

2. Calculadora científica: Se requiere el uso y mApéndice de una calculadora científica

para determinar los procesos matemáticos financieros durante el taller uno. Cada

estudiante debe tener una calculadora personal. Se recomienda la TI-83, TI84 o TInspire.

3. Computadora: Se requiere el uso y mApéndice básico de computadoras personales

para realizar investigaciones de enlaces electrónicos y mantener comunicaciones



electrónicas. A su vez se podrá utilizar la computadora en el salón de clases para el uso

de Excel en los procesos financieros para el cálculo de tablas de amortización.

4. Blackboard: Cada estudiante será responsable de realizar sus propios trabajos, revisar

los anuncios enviados por el facilitador a través de Blackboard; así como de mantener

activo el correo electrónico asignado por la institución.

5. Uso de diapositivas (PowerPoint)



Componentes de SIOP (Sheltered Instruction Observation Protocol): La “X” en la línea

indica las estrategias de enseñanza que se utilizarán para ayudar a los estudiantes a

mejorar su dominio de destrezas de lenguaje y académicas en cada clase.

A. Preparación de la lección B. Scaffolding

_X_ Adaptación del contenido _X_ Modelaje

_X_ Enlaces con el conocimiento previo _X_ Práctica dirigida

_X_ Enlaces con el aprendizaje previo _X_ Práctica independiente

_X_ Estrategias incorporadas _X_ Instrucción comprensible

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

El facilitador debe especificar la estrategia(s) que usará en cada lección y explicarlas a los estudiantes.

_X_ Cognitiva 1)_______________________ 2)_______________________

_X_ Metacognitiva 1)_______________________ 2)_______________________

_X_ Socioafectiva 1)_______________________ 2)_______________________

C. Opciones de agrupamiento D. Integración del proceso

_X_ Grupo completo _X_ Escuchar

_X_ Grupos pequeños _X_ Hablar

_X_ Trabajo en parejas _X_ Leer

_X_ Trabajo independiente _X_ Escribir

E. Aplicación (Actividades)

_X_ Dinámicas

_X_ Significativas y relevantes

_X _Rigurosas

_X_ Vinculadas a los objetivos

_X_ Promueven la participación



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

1. El facilitador y los estudiantes se presentarán ante toda la clase a través de una

actividad interactiva de rompe hielo.

2. El facilitador verificará que todos los estudiantes estén adecuadamente registrados en

el curso y se asegurará de que los estudiantes cuentan con el módulo de Finanzas

Corporativas FINA 410.

3. El facilitador discutirá los objetivos de contenido y lenguaje previstos para el curso,

así como las estrategias de aprendizaje y métodos de evaluación.

4. Los estudiantes seleccionarán al representante estudiantil.

5. Los estudiantes entregarán la primera asignación del taller uno (ver las asignaciones

previstas antes del taller uno).

6. El facilitador presentará, mediante ayudas audiovisuales y otros recursos didácticos,

los conceptos fundamentales relacionados con el material del taller uno. El facilitador

contestará cualquier pregunta y aclarará las dudas que tengan los estudiantes.

7. Luego de la discusión del material de la clase, los estudiantes tendrán la oportunidad

de trabajar en grupo. El facilitador dividirá la clase en grupos de dos a cuatro

estudiantes o según lo establezca. Los estudiantes tendrán la opción de utilizar una

calculadora científica o el programa de Excel para facilitar los cálculos financieros.

Cada grupo resolverá los siguientes problemas sobre el valor del dinero a través del

tiempo y anualidades:

a. Diana invirtió $800 en una cuenta de ahorros al 4% de interés compuesto

trimestral (4 pagos por año). Encuentre el valor de la inversión después de 6 años.

Usted debe decidir cuál entre las siguientes opciones es la más conveniente:



$25,000 en efectivo al día de hoy o $30,000 en efectivo dentro de dos años; si

usted puede ganar un interés compuesto del 10% anual por su inversión. Explique

el porqué de su decisión.

b. ¿Cuál es el valor de $100 de depósito mensual continuos por treinta años

comenzando los pagos al inicio del período, si uno gana el 5% interés compuesto

mensual? ¿Cuánto dinero tendrá en la cuenta al cabo de treinta años?

c. Una pareja tienen un hijo y quiere abrir una cuenta para cuando el niño empiece la

Universidad. Ellos quieren abrir una cuenta que les dé el 5% de interés para que

cuando el hijo tenga 18 años, la cuenta tenga $25,000. Para que esto ocurra,

¿cuánto tienen que depositar en la cuenta anualmente? Nota: los depósitos se

hacen al comienzo del período.

d. Una persona comienza una cuenta de IRA cuando cumple 25 años, en la cual

deposita $3,000 anuales. Si el interés es del 6%, ¿cuánto dinero habrá en la cuenta

cuando esta persona se retire a los 65 años?

8. Al culminar la actividad anterior, los estudiantes de todos los grupos compartirán con

el resto de la clase el método y procedimiento utilizados para la solución de los

problemas anteriormente planteados.

9. Los estudiantes iniciarán un debate colaborativo acerca del efecto de las tasas de

retorno y riesgo en las inversiones a través de la técnica del debate de ideas o

“Círculos pensantes”. Los temas a discutir serán los siguientes:

a. Explique los efectos de la inflación en las tasas de retorno.

b. ¿Cómo los inversionistas pueden medir e interpretar el riesgo de un capital?

c. ¿Qué significa el Beta y cómo medimos el Beta en una cartera de inversiones?



d. Explique la relación entre valor de un bono y la tasa de retorno requerida por el

inversionista.

e. ¿Por qué el valor de un bono a largo plazo disminuye más que el valor de un bono

a corto plazo a medida que la tasa de interés incrementa? Justifique su respuesta.

Procedimiento: Los pasos a seguir para esta actividad serán los siguientes:

La clase se dividirá en dos grupos. El facilitador formará un círculo interno donde

sentará a los estudiantes del primer grupo y otro externo para el segundo grupo de

estudiantes. Los estudiantes sentados en el centro discutirán los ítems anteriores (a-e)

y/o alguna situación financiera específica planteada por el facilitador. Los estudiantes

en el círculo externo solamente observarán y tomarán notas de las diversas opiniones

expresadas por los estudiantes del círculo interno. Posteriormente, los estudiantes

intercambiarán posiciones para la discusión del mismo tema u otro problema

asignado por el facilitador. Los estudiantes entregarán todas las observaciones y notas

al facilitador y se tomarán en cuenta en la evaluación del taller uno. Refiérase al

Apéndice H para la matriz valorativa de esta actividad.

10. Al finalizar el taller, los estudiantes discutirán y defenderán oralmente y en grupo sus

puntos de vista sobre los objetivos aprendidos acerca del valor del dinero a través del

tiempo, el efecto riesgo y las tasas de retorno en las inversiones, así como la

valoración y características de los bonos.

11. Luego de estas actividades, el facilitador explicará la asignación y los problemas

planteados para realizar antes del taller dos.

12. El facilitador asignará los temas del trabajo de investigación final sobre las finanzas

corporativas y sus métodos de financiamiento a corto y a largo plazo, que se entregará



en el taller cinco. El informe escrito se realizará en español y la presentación en

equipo será en nglés. Cualquier información adicional con respecto al proyecto de

investigación será provista por el facilitador. Refiérase al Apéndice F: Matriz

valorativa para la presentación de diapositivas o PowerPoint en inglés y al Apéndice

E para el informe escrito en el idioma español.

Evaluación: (

Cada estudiante será evaluado considerando los siguientes criterios:

1. Individual:

a. Asistencia y puntualidad.

b. Asignaciones previas al taller uno.

c. Prueba corta para el taller uno.

2. Grupal:

a. Participación en la discusión de las asignaciones previas para el taller uno.

b. Participación en la contestación de los ejercicios y temas de aplicación en grupos

cooperativos asignados en clase.

3. Escrita:

a. Asignaciones previas al taller uno.

b. Prueba corta para el taller uno.

c. Portafolio digital: Se incluirá una copia de todas las asignaciones y actividades

de práctica requeridas durante el taller uno e indicadas por el facilitador. Los

estudiantes podrán incluir material relevante al mismo.

4. Oral/Auditiva: El estudiante sustentará su punto de vista en discusiones y

presentaciones en clase haciendo uso correcto del idioma español.



Cierre del taller:

1. Individual: Los estudiantes participarán en la actividad “¡Piensa otra vez!”. El

facilitador presentará un error común de conceptualización acerca del cálculo del

riesgo del mercado en una cartera de inversiones y preguntará a cada estudiante si

está de acuerdo o en desacuerdo. Luego, el facilitador explicará a los estudiantes que

la aseveración presentada no es verdadera y asignará a los estudiantes investigar por

qué no lo es. A su vez, los estudiantes realizarán una prueba escrita individual, la cual

contendrá una breve reflexión sobre los puntos más resaltantes del taller uno.

2. Grupal: Al finalizar el taller uno, los estudiantes discutirán y defenderán oralmente

sus puntos de vista sobre los objetivos aprendidos acerca del valor del dinero a través

del tiempo, el efecto riesgo y las tasas de retorno en las inversiones, así como la

valoración y características de los bonos.



WORKSHOP TWO

Specific Content Objectives:

At the end of Workshop Two, the students will be able to:

1. Identify the basic characteristics and features of preferred stock and common stock.

2. Calculate the value of preferred and common stock.

3. Calculate a stock’s expected rate of return.

4. Explain Corporate Valuation and Capital Budgeting.

5. Identify and apply the methods to evaluate investment projects.

6. Determine the cost of a capital project applying the Payback Period (PP) method.

7. Determine the cost of a capital project applying the Net Present Value (NPV) method.

8. Determine the cost of a capital project applying the Internal Rate of Return (IRR)

method.

9. Analyze the difficulty of finding profitable projects in competitive markets.

10. Explain the importance of ethical considerations in capital budgeting decisions.

Specific Language Objectives:

Students will be able to:

1. Listen: Watch videos about Capital Budgeting and Business Valuation Criteria and

take proper notes.

2. Speak: Present their display regarding the investment project that they chose and

explain why they chose it using proper specialized terminology.



3. Read: Research a Web page of a company that interests them and find a link that takes

them to the investor information about the company in order complete the several

activities.

4.Write: Write a Two-minute Quick-write on a poster or chart paper taped to the wall

predicting and supporting his/her position regarding two new capital budgeting proposals

as the new assistant financial analyst of a company.

Electronic Links (URLs):

Biblioteca Virtual


Biblioteca Virtual


APA


http://owl.english.purdue.edu/owl/resource/560/01/

Understanding Financial Markets & Instruments

www.eagletraders.com/books/afm/afm3.htm

Common and Preferred Stock

http://www.investorguide.com/igu-article-818-stock-basics-common-and-preferred-

stock.html

Preferred Stock

http://www.investopedia.com/terms/p/preferredstock.asp

Difference between preferred stock and common stock

http://www.investopedia.com/ask/answers/182.asp




http://owl.english.purdue.edu/owl/resource/560/01/

http://www.eagletraders.com/books/afm/afm3.htm

http://www.investorguide.com/igu-article-818-stock-basics-common-and-preferred-stock.html

http://www.investorguide.com/igu-article-818-stock-basics-common-and-preferred-stock.html

http://www.investopedia.com/terms/p/preferredstock.asp




Capital Budgeting

http://www.studyfinance.com/lessons/capbudget/index.mv?page=01

http://www.investopedia.com/terms/c/capitalbudgeting.asp#axzz21TplMZC3


http://www.rhsmith.umd.edu/faculty/gphillips/courses/Bmgt640/Cap_bud.pdf

http://www.zenwealth.com/BusinessFinanceOnline/CB/CapitalBudgeting.html

Capital Investment Analysis and Project Assessment

http://www.ces.purdue.edu/extmedia/ec/ec-731.pdf

How Do I Value a Project?

http://www.mtholyoke.edu/~aahirsch/howvalueproject.html

The Net Present Value (NPV) method

http://www.investopedia.com/terms/n/npv.asp/#axzz21TplMZC3

http://www.accounting4management.com/net_present_value_method_vs_internal_rate_o

f_return_method.htm

The Payback Period (PP) method

http://www.zenwealth.com/BusinessFinanceOnline/CB/PaybackPeriod.html

http://www.accounting4management.com/pay_back_method_of_capital_budgeting_decis

ions.htm

The Internal Rate of Return (IRR) method

http://www.investopedia.com/terms/i/irr.asp/#axzz21TplMZC3

http://www.valuebasedmanagement.net/methods_irr.html


http://www.investopedia.com/terms/c/capitalbudgeting.asp#axzz21TplMZC3


http://www.rhsmith.umd.edu/faculty/gphillips/courses/Bmgt640/Cap_bud.pdf

http://www.zenwealth.com/BusinessFinanceOnline/CB/CapitalBudgeting.html

http://www.ces.purdue.edu/extmedia/ec/ec-731.pdf

http://www.mtholyoke.edu/~aahirsch/howvalueproject.html

http://www.investopedia.com/terms/n/npv.asp/#axzz21TplMZC3

http://www.accounting4management.com/net_present_value_method_vs_internal_rate_of_return_method.htm

http://www.accounting4management.com/net_present_value_method_vs_internal_rate_of_return_method.htm

http://www.zenwealth.com/BusinessFinanceOnline/CB/PaybackPeriod.html

http://www.accounting4management.com/pay_back_method_of_capital_budgeting_decisions.htm

http://www.accounting4management.com/pay_back_method_of_capital_budgeting_decisions.htm

http://www.investopedia.com/terms/i/irr.asp/#axzz21TplMZC3

http://www.valuebasedmanagement.net/methods_irr.html



Assignments before the Workshop

1. Search for the definition of the key vocabulary words in the Internet, textbooks, or

other printed resources. Then, create the glossary for this workshop using index

cards for each word or phrase of the key vocabulary (E-Lab activity). Refer to

Appendix C for the evaluation rubric for this activity.

2. Students will find the web page of a company that interests them. Look for a link

that takes them to investor information about the company. Examine the types of

information that the company provides to its stockholders and complete the

following activities:

3. Students will create a poster by summarizing the investor information using a

thinking map or graphic organizer of their choice. Refer to Appendix G for the

evaluation of this activity.

4. Be prepared to ask and answer questions.

5. Watch the following videos about Capital Budgeting and business Valuation

Criteria and take notes:

Business Valuation-what is my company worth?

http://www.youtube.com/watch?v=7ZDf1DDtL3c&feature=related

http://www.youtube.com/watch?v=fzwtDXgKXew&feature=related

http://www.youtube.com/watch?v=JgTkiuI2D48&feature=related

6. Students will prepare a T-chart. On one side of the chart write exactly what they

learned from the video; On the other side of the chart write what they thought

believed, or their reaction to what they learned.

http://www.youtube.com/watch?v=7ZDf1DDtL3c&feature=related

http://www.youtube.com/watch?v=fzwtDXgKXew&feature=related

http://www.youtube.com/watch?v=JgTkiuI2D48&feature=related



7. Language Lab/E-Lab: Complete the corresponding interactive exercises in the

Language Lab. Submit Language Lab Completion form.

Key Vocabulary:

1. Preferred Stock

2. Common Stock

3. Corporate Valuation

4. Capital Budgeting

5. Net Present Value

6. Payback Period

7. Internal Rate of Return

8. Required Rate of Return

9. Profitability Index

List of Supplementary Materials for the Workshop:

1. Use of calculator: The use of a scientific calculator is required to determine the

mathematical processes required during the workshops. Each student must have his or

her own calculator to work individually. It is recommended the TI-83, TI-84, or the

TInspire.

2. Use of computers: The use of personal computers is required to conduct a search of

electronic addresses, electronic files,and maintain communication with other students.

The use of computers is recommended during this workshop to ease financial

processes through Excel in order to calculate payback periods, net present value,

profitability index; and internal rate of return. Each student will be responsible for

their electronic files and maintain an active electronic address.



3. PowerPoint presentation

4. Graphic organizer

5. Blackboard

6. T-chart

7. Videos

8. Chart paper

9. Markers

10. Tape



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

used in the workshop.

B. Scaffolding

___ Modeling

___ Guided Practice

___ Independent Practice

___ Comprehensible Input

C. Grouping Options

___ Whole Class

___ Small Groups

___ Partners

___ Independent Work

D. Integration of Processes

___ Listening

___ Speaking

___ Reading

___ Writing

E. Application

___ Hands-on

___ Meaningful/Relevant

___ Rigorous

___ Link to Objectives

___ Promote Engagement

A. Preparation

___ Adaptation of Content

___ Links to Background Knowledge

___ Links to Past Learning

___ Strategies Incorporated

CALLA Strategies (Cognitive Academic Language Learning Approach)

___ Cognitive

___ Meta-cognitive

___ Social/Affective



Integrated Activities of Content and Language to achieve Content and Language

1. The facilitator will return the work completed by the students during workshop one

which will be assessed based on the rubrics included in the module. The facilitator

will discuss with the students, individually, the points they obtained as needed.

He/she will answer any questions the students may have regarding all of workshop

one completed assignments/tasks.

2. The facilitator will collect the assignment(s) prior to workshop two. He/she will also

answer any questions and clarify any doubts the students may have in reference to

the assignment(s) and to the material discussed in the previous workshop.

3. The students will turn in the first Take Home Short Test (to be discussed as part of

their Assessment-Individual) and the facilitator will answer/discuss any questions

the students may have regarding the short test.

4. In small groups, students will set up a display of their graphic organizers created as

an activity before workshop two and containing the summary of the investor

information for a specific firm of interest. Students will stand in front of their

graphic organizers to explain the content of the information to the class. (Part of

their Assessment-Group.)

5. Students will participate in a Walk-A-Bout activity to review the basic characteristics

and features of preferred stock and common stock. The facilitator will post several

charts on the walls with the information and have students rotate in small groups

around the room stopping at each chart, adding any information about the topic(s)

that they remember. Rotating group participants may take notes regarding any

missing information or write comments to the other groups. When the groups return



to their starting point, they will share what their peers wrote on the paper. A class

discussion will follow.

6. The facilitator using audiovisual equipment or other teaching aids will present the

topics and materials related to Workshop Two. The students and the facilitator will

discuss the objectives and the most relevant points of the material discussed in this

workshop about stock valuation and capital budgeting decision criteria.

7. The students will work in pairs in a Think-Pair-Share activity in order to discuss and

consider one of the following three investments :

The first is a bond that is selling in the market at $1,200. The bond has a

$1,000 par value, pays interest at 14 %, and is scheduled to mature in 12

years. For bonds at this risk class, you believe that a 12% rate of return

should be required.

The second is a preferred stock ($100 par value) that sells for $80 and

pays an annual dividend of $12. Your required rate of return for this stock

is 14%.

The last investment is a common stock ($25 par value) that recently paid a

$3 dividend. The firm’s earnings per share have increased from $4 to $8 in

10 years, which also reflects the expected growth in dividends per share

for the indefinite future. The stock is selling for $25, and you think a

reasonable required rate of return for the stock is 20%.

a. Calculate the value of each security based on your required rate of return.

b. Which investment should you accept? Why?



c. If your required rates of return changed to 14% for the bond, 16% for the

preferred stock, and 18% for the common stock; how would your answers to parts

a and b change?

Procedure for the Think-Pair-Share activity:

a) All participants listen to a question or problem specified in the module (see

problem and questions proposed before this section).

b) The facilitator will instruct students to find a partner close to them.

c) When the facilitator gives a signal, one partner shares his/her opinion regarding

the question and reasons that support it, while the other listens.

d) The partners exchange roles.

e) The partners prepare to share their answers with the entire group.

8. In this activity the students will work with a partner different from the one they had

in activity #7 (Think-Pair-Share),but using the same procedure as before, they will

solve the following capital budgeting application:

The first assignment in your new position as an assistant financial analyst at Cramer

Products is to evaluate two new capital budgeting proposals. Because this is your first

assignment, you have been asked not only to provide a recommendation, but also to

respond to a number of questions aimed at judging your understanding of the capital

budgeting process. You must provide an evaluation of two proposed projects; both

with a five-year life expectancy and identical initial outlays of $110,000. Both of

these projects involve additions to Cramer’s highly successful Avalon product line,

and as a result, the required rate of return on both projects has been established at a

12%. The expected free cash flow from each project is as follows:



Project A Project B

Initial

Outlay -110,000 -110,000

Year 1 20,000 40,000

Year 2 30,000 40,000

Year 3 40,000 40,000

Year 4 50,000 40,000

Year 5 70,000 40,000

In evaluating these projects, please respond to the following questions:

a. Why is the capital budgeting process so important?

b. Why is it difficult to find exceptionally profitable projects?

c. What is the payback period for each project? If Cramer imposes a three-year

maximum acceptable payback period, which of these projects should be accepted?

d. Determine the net present value for each of these projects. Should they be

accepted?

e. Determine the profitability index for each of these projects. Should they be

accepted?

f. What would happen to the net present value and profitability index for each

project if the required rate of return increased? If the required rate of return

decreased?

g. Determine the internal rate of return for each project? Should they be accepted?

Why or why not?



9. As a wrap up activity, students will participate in a Philosophical Chairs activity

starting with the same partners they worked with on the previous tasks. The

facilitator will arrange half of the chairs to the left side of the classroom and the

other half to the right side. The facilitator will ask students to sit on the left side if

they think Project A (same problem as before –activity # 8) should be accepted; or

students will sit on the right side if they think Project B is a better option. The

facilitator will ask students to complete a Two-minute Quick-write on a poster or

chart paper taped to the wall predicting and supporting their position. The facilitator

will encourage students to have an open mind and be willing to be swayed by a good

argument. When a student’s mind is changed, he/she can physically move to the

other side, but must share with the class his/her new position on the subject. The

facilitator will ask each side of the Philosophical Chairs to convince the students on

the opposite side of the classroom by having a brainstorm discussion. (Part of the

Assessment-Oral.)

10. After completing these activities, the facilitator will explain the assignment for the

next workshop.

11. Students will continue working on their digital portfolio following the Digital

Performance Portfolio Assessment Handbook and with their final investigation

project as well.

12. Students will continue working on Tell Me More and turn-in their form with the lab

hours.



Assessment:

1. Individual: The students will turn in the first Take Home Short Test and the facilitator

will answer/discuss any questions the students may have regarding the short test.

2. Group: In small groups, students will set up a display of their graphic organizers

created as an activity before workshop two and containing the summary of the investor

information for a specific firm of interest.

3. Written: Digital Portfolio: A copy of every performance assignment (before workshop

two) and activities suggested in this module and required in this workshop should be

included. Students may also include material relevant to the workshop. Refer to appendix

B.

4. Oral: As part of Activity #9, the facilitator will ask each side of the Philosophical

Chairs to convince the students on the opposite side of the classroom which project is

the best (Project A or B) by having a brainstorm discussion.

Lesson Wrap-Up:

1. Individual: Every student will turn to the classmate on their left and share what they

learned in this workshop. Also, students will take the second take home test, and must

turn it in at the beginning of the Workshop Three. This assignment will also be

included in the Digital Portfolio for its partial evaluation, after the facilitator grades

it.

2. Group: Students will participate in an activity known as Simultaneous Round Table.

Working in groups of three or four, each group is given a chart paper placed at the

center of the table and color markers. The papers are labeled with a team number

(rather than students’ own names) because the paper will be passed around the



groups. The facilitator will ask the students to write any important ethical

consideration in capital budgeting decisions covered in the workshop. Students are

given five minutes to respond to the facilitator’s prompt and then they pass the papers

to each group member four or five times. Each time the paper is passed to a student,

he or she must read what is already on the list and then add additional ideas.



TALLER TRES

Objetivos específicos de contenido:

Al finalizar el taller, el estudiante será capaz de:

1. Explicar la importancia del riesgo en el análisis del presupuesto de capital.

2. Explicar los conceptos básicos de la teoría de estructura de capital.

3. Identificar las tasas de descuento ajustadas por riesgo.

4. Explicar la medida apropiada del riesgo en el presupuesto de capital.

5. Determinar la aceptabilidad de un nuevo proyecto utilizando el equivalente de certeza

y la tasa de descuento ajustadas por riesgo.

6. Explicar el uso del método sensibilidad y árbol de decisiones para simular el

rendimiento esperado de un proyecto en consideración.

7. Analizar el rendimiento esperado para un nuevo proyecto en consideración de si el

tiempo de ejecución depende del flujo de caja en cuestión.

Objetivos específicos de lenguaje:


1. Escuchar: Analizar a través de discusiones y debates colaborativos en clase los

diferentes métodos utilizados por los ejecutivos para convertir la capacidad de

deuda en utilidad operativa dentro de la empresa.

2. Hablar: Realizar discusiones formales e informales, incluyendo actividades de

reflexión y análisis sobre el tema de estudio, utilizando estrategias efectivas.



3. Leer: Utilizar el proceso de lectura de manera efectiva a través de los recursos

sugeridos en el módulo.

4. Escribir: Expresar ideas y puntos de vista de manera eficaz por medio de la

redacción utilizando organizadores gráficos y haciendo uso correcto de la

gramática, ortografía, puntuación y sintaxis.


Biblioteca Virtual


APA



Presupuesto de capital

http://jlsomagar.files.wordpress.com/2008/08/presupuesto-de-capital.pdf

Técnicas para evaluar el riesgo en el presupuesto de capital

http://www.gestiopolis.com/canales/financiera/articulos/38/tecnevprescap.htm

http://sigma.poligran.edu.co/politecnico/apoyo/Decisiones/curso/costo_de_capital_y_ries

go.pdf

http://www.eduardobuero.com.ar/administracion_financiera_politica_dividendos13.htm

¿Qué es el análisis de sensibilidad?

http://mx.finanzaspracticas.com/1752-Que-es-el-analisis-de-sensibilidad.note.aspx

El riesgo en proyectos de inversión

http://graficultura.net/voces/docu/voces2-art3.pdf




http://jlsomagar.files.wordpress.com/2008/08/presupuesto-de-capital.pdf

http://www.gestiopolis.com/canales/financiera/articulos/38/tecnevprescap.htm

http://sigma.poligran.edu.co/politecnico/apoyo/Decisiones/curso/costo_de_capital_y_riesgo.pdf

http://sigma.poligran.edu.co/politecnico/apoyo/Decisiones/curso/costo_de_capital_y_riesgo.pdf

http://www.eduardobuero.com.ar/administracion_financiera_politica_dividendos13.htm

http://mx.finanzaspracticas.com/1752-Que-es-el-analisis-de-sensibilidad.note.aspx

http://graficultura.net/voces/docu/voces2-art3.pdf



Acciones ordinarias y preferidas

http://www.zonaeconomica.com/acciones

http://www.mrtrader.com.ar/?p=166

Aspectos a considerar en un análisis de factibilidad

Índices financieros

http://www.inosanchez.com/files/mda/fpenf/i_02_indices_financieros_w.pdf


1. Lea los enlaces electrónicos recomendados y otros materiales de referencia para la

discusión en clase. Lea cuidadosamente el contenido de este taller establecido por los

objetivos específicos y las matrices valorativas ya que se utilizarán para evaluar su

conocimiento, participación y habilidades lingüísticas.

2. Investigue los conceptos de la sección de vocabulario en la Internet y elabore un

glosario con el vocabulario clave de la lección utilizando tarjetas. Refiérase al

Apéndice C para mayores detalles.

3. Elabore un mapa conceptual para ilustrar los métodos apropiados para la medición de

riesgo para propósitos de presupuesto de capital. Sea creativo.

4. Analice el siguiente video titulado “Capital de riesgo. Invertir para innovar”, que se

encuentra en http://www.ask.com/videos/watch-video/capital-de-riesgo-3/8-

PZRL0LN9TITCvS1AGwEg?o=14196&l=dis&ver=11&domain=ask.com,

y construya un organizador gráfico con información relevante al tema de creación del

valor en la estructura de capital.

http://www.zonaeconomica.com/acciones

http://www.mrtrader.com.ar/?p=166

http://www.inosanchez.com/files/mda/fpenf/i_02_indices_financieros_w.pdf

http://www.ask.com/videos/watch-video/capital-de-riesgo-3/8-PZRL0LN9TITCvS1AGwEg?o=14196&l=dis&ver=11&domain=ask.com

http://www.ask.com/videos/watch-video/capital-de-riesgo-3/8-PZRL0LN9TITCvS1AGwEg?o=14196&l=dis&ver=11&domain=ask.com


Prep. 07-30-2012.

5. Redacte un ensayo de respuesta identificando los diferentes métodos utilizados por

los ejecutivos para convertir la capacidad de deuda en utilidad operativa dentro de la

empresa. Prepárese para participar en un debate.

6. Investigue sobre las herramientas básicas del Apéndice de la estructura de capital.

Resuma esta información utilizando un organizador gráfico de su preferencia.

7. Laboratorio de idiomas/Laboratorio electrónico: Tome el examen de ubicación de

idiomas del programa TELL ME MORE y realice los ejercicios interactivos en el

Laboratorio de idiomas de acuerdo al nivel de inglés y de español que Ud. haya

recibido. Entregue el formulario del Laboratorio de idiomas firmado, asegurando que

Ud. ha hecho los ejercicios asignados a su nivel por semana.

Vocabulario clave de la lección:

1. Riesgo sistemático

2. Equivalente de certeza

3. Tasa de descuento ajustada por riesgo

4. Análisis de sensibilidad

5. Árbol de decisiones

6. Estructura financiera

7. Estructura de capital

8. Capacidad de la deuda

9. Estructura de capital óptimo

10. Acciones ordinarias y preferidas

11. Análisis EBIT –EPS: Niveles de ganancia antes de intereses – niveles de ganancia

compartida


Prep. 07-30-2012.

12. Índice de apalancamiento

13. Ingreso neto

14. Escudo fiscal

Lista de materiales suplementarios para el taller:

1. Tarjetas (index cards): para la elaboración del glosario con el vocabulario clave de

los temas del taller uno. Refiérase al Apéndice C para esta actividad.

2. Calculadora científica: Se requiere el uso y manejo de una calculadora científica

para determinar los procesos matemáticos financieros durante el taller tres. Cada

estudiante debe tener su calculadora personal. Se recomienda la TI-83, TI84 o

TInspire.

3. Computadora: Se requiere el uso y manejo básico de computadoras personales para

realizar investigaciones de direcciones electrónicas y mantener comunicaciones

electrónicas. A su vez se podrá utilizar la computadora en el salón de clases para el

uso de Excel en los procesos financieros que se requirieran.

4. Blackboard: Cada estudiante será responsable de realizar sus propios trabajos, revisar

los anuncios enviados por el facilitador a través de Blackboard, así como de mantener

activo el correo electrónico asignado por la institución.

5. Videos

6. Diapositivas (PowerPoint)


Prep. 07-30-2012.

Componentes de SIOP (Sheltered Instruction Observation Protocol): La “X” en la línea

indica las estrategias de enseñanza que se utilizarán para ayudar a los estudiantes a

mejorar su dominio de destrezas de lenguaje y académicas en cada clase.

A. Preparación de la lección B. Scaffolding

_X_ Adaptación del contenido _X_ Modelaje

_X_ Enlaces con el conocimiento previo _X_ Práctica dirigida

_X_ Enlaces con el aprendizaje previo _X_ Práctica independiente

_X_ Estrategias incorporadas _X_ Instrucción comprensible

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

El facilitador debe especificar la estrategia(s) que usará en cada lección y explicarlas a los estudiantes.

_X_ Cognitiva 1)_______________________ 2)_______________________

_X_ Metacognitiva 1)_______________________ 2)_______________________

_X_ Socioafectiva 1)_______________________ 2)_______________________

C. Opciones de agrupamiento D. Integración del proceso

_X_ Grupo completo _X_ Escuchar

_X_ Grupos pequeños _X_ Hablar

_X_ Trabajo en parejas _X_ Leer

_X_ Trabajo independiente _X_ Escribir

E. Aplicación (Actividades)

_X_ Dinámicas

_X_ Significativas y relevantes

_X _Rigurosas

_X_ Vinculadas a los objetivos

_X_ Promueven la participación


Prep. 07-30-2012.

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

1. El facilitador devolverá los trabajos que los estudiantes entregaron en el taller dos.

Estos trabajos estarán evaluados de acuerdo con las matrices incluidas en el módulo.

El facilitador discutirá la puntuación obtenida con los estudiantes según sea necesario.

El facilitador contestará cualquier pregunta que los estudiantes tengan en relación a

las asignaciones del taller dos.

2. El estudiante entregará las tareas asignadas en las actividades previas al taller tres,

que incluyen la información recuperada en las direcciones electrónicas.

3. El estudiante entregará el examen para la casa que se le asignó en el taller dos. El

facilitador contestará cualquier pregunta que los estudiantes tengan en relación a esta

prueba corta.

4. Los estudiantes repasarán el contenido del taller anterior usando la actividad llamada

“Células de aprendizaje”. Para esta actividad, los estudiantes desarrollarán preguntas

del contenido del taller anterior y luego trabajarán con un compañero, preguntando y

respondiendo alternadamente.

5. Utilizando una presentación de diapositivas (PowerPoint), el facilitador presentará las

ideas más relevantes sobre el factor riesgo en el presupuesto de capital con la

finalidad de aclarar cualquier duda antes de la siguiente actividad.

6. Luego de la discusión del material de la clase, los estudiantes tendrán la oportunidad

de trabajar en grupo. El facilitador dividirá la clase en grupos de dos a cuatro

estudiantes, o según lo establezca. Los estudiantes tendrán la opción de utilizar una

calculadora científica o el programa de Excel para facilitar los cálculos financieros.

Cada grupo resolverá el siguiente problema relacionado con los equivalentes de


Prep. 07-30-2012.

certeza en las corporaciones. V. Coles Corporation está considerando dos proyectos

mutuamente exclusivos. Los valores esperados de flujo de caja para cada proyecto

son los siguientes:

Año Proyecto A Proyecto B

0 -1,000,000 -1,000,000

1 500,000 500,000

2 700,000 600,000

3 600,000 700,000

4 500,000 800,000

El gerente de la empresa ha decidido evaluar estos proyectos usando el método de

certeza equivalente. Los coeficientes de certeza equivalente para cada proyecto se

muestran a continuación:

Año Proyecto A Proyecto B

0 1.00 1.00

1 0.95 0.90

2 0.90 0.70

3 0.80 0.60

4 0.70 0.50

Si la tasa de retorno de la empresa es 15% y la tasa de libre de riesgo es de 5%, ¿cuál

proyecto cree que debe ser seleccionado? Justifique su respuesta.


Prep. 07-30-2012.

7. Al culminar la actividad grupal anterior, los estudiantes de todos los equipos

discutirán con el resto de la clase el procedimiento utilizado para la consideración y

evaluación de ambos proyectos, así como los criterios tomados en cuenta para la

selección del proyecto final.

8. El facilitador expondrá a través de una presentación de diapositivas (PowerPoint) el

concepto de análisis de sensibilidad por el método de simulación utilizado en la

determinación del efecto de la distribución del valor presente neto o tasa interna de

retorno para un proyecto debido al cambio de una de las variables en particular.

9. La clase continuará trabajando en grupos de tres o cuatro estudiantes, según lo

determine el facilitador, para discutir el siguiente problema de aplicación sobre el

árbol de decisiones en la evaluación de las inversiones dentro de una corporación.

La corporación M. Solt está evaluando una propuesta de inversión estimada en dos

años de vida. Este proyecto requerirá un desembolso inicial de $1, 200,000. Los

resultados posibles de flujo de caja son los siguientes:

Valor esperado para el año 1

Probabilidad 0.6 0.3 0.1

Flujo de caja 700,000 850,000 1,000,000

Valor condicional esperado y probabilidades para el año 2

700,000 0.6 850,000 0.3 1,000,000 0.1

Flujo de caja Probabilidad Flujo de caja Probabilidad Flujo de caja Probabilidad

300,000 0.3 400,000 0.2 600,000 0.1


Prep. 07-30-2012.

700,000 0.6 700,000 0.5 900,000 0.5

1,100,000 0.1 1,000,000 0.2 1,100,000 0.4

1,300,000 0.1

10. Al finalizar la solución del problema, cada grupo escogerá a un “experto” en el tema

discutido, quien formará parte de un panel en una discusión de mesa redonda para

analizar los factores que intervienen en la propuesta de inversión de dicha empresa. El

facilitador será el moderador de la discusión y el resto de los estudiantes podrá

intervenir en una sesión de preguntas y respuestas al final de la mesa redonda.

Refiérase al Apéndice D para la matriz de valoración de esta actividad.

11. Al culminar la actividad anterior, los estudiantes compartirán y discutirán con el resto

de la clase los resultados. El facilitador tomará apuntes de la información compartida

por los grupos utilizando una tabla en forma de T.

12. El facilitador presentará el concepto de la teoría de estructura de capital en las

corporaciones con ejemplos de aplicación de diferentes planes de financiamiento

utilizando el análisis EBIT-EPS a través de una presentación de diapositivas.

13. La clase participará en una actividad conocida como “Las tres esquinas” para debatir

tres diferentes opciones de financiamiento propuestas para la corporación Albany Golf

Equipment.

La empresa está considerando tres diferentes planes de financiamiento para su nueva

sucursal. Los planes ofrecidos se muestran a continuación:


Prep. 07-30-2012.

Plan A: Plan B: Plan C:

Acciones

ordinarias $100,000 Bonos $20,000

Acciones

preferidas 20,000

al 9% al 9%

Acciones

ordinarias 80,000

Acciones

ordinarias 80,000

En los tres planes, las acciones ordinarias serán vendidas a Albany a un costo de $10

de ganancia compartida. La sucursal espera generar un EBIT (niveles de ganancia

antes de intereses) promedio de $22,000 por año. El gerente de Albany está poniendo

gran énfasis en el rendimiento del EPS (niveles de ganancia compartida). Los

ingresos son fiscalizados al 50%.

Como preparación para esta actividad, los estudiantes se reunirán en parejas para

analizar y evaluar la información recopilada para los diferentes planes de

financiamiento de esta empresa. Luego, el facilitador les indicará a los estudiantes

que se ubiquen en sus esquinas respectivas de acuerdo al plan de su preferencia

recomendado a Albany Golf Equipment para empezar el debate. El facilitador será el

moderador de la discusión.

14. El facilitador propondrá ejercicios de aplicación sobre el análisis del EBIT (niveles de

ganancia antes de intereses) – EPS (niveles de ganancia compartida) entre diferentes

planes de financiamiento corporativos.


Prep. 07-30-2012.

15. Los estudiantes continuarán trabajando en sus portafolios digitales según el Manual

de Portafolio Digital.

16. Los estudiantes continuarán trabajando con TELL ME MORE hasta completar por lo

menos 20 horas de trabajo con este programa durante este curso.

17. Los estudiantes continuarán trabajando en su proyecto final de investigación.

Evaluación)

1. Individual::

a. Asignaciones previas al taller tres.

b. Prueba corta para el taller tres.

c. Portafolio Digital: Se incluirá una copia de todas las asignaciones del taller tres y

actividades colaborativas realizadas durante el taller tres e indicadas por el

facilitador. Los estudiantes podrán incluir material relevante al mismo.

2. Grupal: Participación en la discusión de las asignaciones previas al taller, así como

en el debate colaborativo acerca de los ejercicios de aplicación propuestos para el

taller tres, que serán considerados como parte de la evaluación.

3. Escrita: Los estudiantes redactarán un informe escrito para resumir sus hallazgos en

el análisis de diferentes planes de financiamiento para una corporación.

4. Oral/Auditiva: Los estudiantes discutirán los principios de la teoría de estructura de

capital.

Cierre del taller

1. Individual: Los estudiantes redactarán un informe escrito sobre los puntos más

relevantes en la evaluación de las inversiones dentro de una corporación. Este


Prep. 07-30-2012.

informe deberá ser entregado al inicio del taller cuatro. Refiérase a los Apéndices B y

D.

2. Grupal: Al final de la clase, los estudiantes se sentarán en círculo en el centro del

salón de clase para compartir sus ideas y conclusiones acerca del rendimiento

esperado de un nuevo proyecto corporativo en consideración.


Prep. 07-30-2012.

WORKSHOP FOUR

Specific Content Objectives:

At the end of Workshop Four, the students will be able to:

1. Describe the trade-off between paying dividends and retaining the profits within the

company.

2. Explain the relationship between the corporation’s dividend policy and the market

price of its common stock.

3. Describe practical considerations that may be important to the firm’s dividend policy.

4. Distinguish between the types of dividend policy corporations frequently use.

5. Specify the procedures a company follows in administering the dividend payment.

6. Describe why and how a firm might choose to pay noncash dividends (stocks

dividends and stock splits) instead of cash dividends.

7. Explain the purpose and procedures related to stock re-purchases.

8. List the determinants of a firm’s net working capital and explain the risk return trade-

off involved in managing net working capital.

9. Explain the advantages and disadvantages of using current liabilities to finance a firm’s

working capital requirements.

10. Describe the relevance of permanent and temporary sources of financing.

11. List and describe the basic sources of short term credit.


Prep. 07-30-2012.

Specific Language Objectives:

Students will be able to:

1. Listen: Appraise the role of unsecured and secured sources of short term credit by

listening to class discussions and Socratic seminars and taking proper notes.

2. Speak: Brainstorm and discuss different considerations that may affect a firm’s

dividend payment decision.

3. Read: Categorize and summarize the terms and main differences of working capital

and net working capital after reading updated research-based literature.

4. Write: Create a display using graphic organizers with the summary of the terms and

main differences of working capital and net working capital

Electronic Links (URLs):

Biblioteca Virtual


APA



Dividend Theory

http://www.investopedia.com/terms/b/bird-in-hand.asp#axzz21TplMZC3

http://mfiles.pl/en/index.php/Bird-in-the-hand_theory

Dividend Policy

http://www.referenceforbusiness.com/encyclopedia/Dev-Eco/Dividend-Policy.html

http://www.studyfinance.com/lessons/dividends/

http://www.hkiaat.org/images/uploads/articles/Dividend.pdf




http://www.investopedia.com/terms/b/bird-in-hand.asp#axzz21TplMZC3

http://www.referenceforbusiness.com/encyclopedia/Dev-Eco/Dividend-Policy.html

http://www.studyfinance.com/lessons/dividends/

http://www.hkiaat.org/images/uploads/articles/Dividend.pdf


Prep. 07-30-2012.

http://www.rhsmith.umd.edu/faculty/gphillips/courses/bmgt640/dividend.pdf

Expectations Theory

http://www.investopedia.com/terms/e/expectationstheory.asp#axzz21TplMZC3

http://www.eagletraders.com/advice/securities/expectations_theory_of_interest_rates.htm

http://www.youtube.com/watch?v=2JQsIp2oy0k

Perfect Capital Market

http://www.bizterms.net/term/Perfect-capital-market.html

Residual Dividend Policy

http://finance.mapsofworld.com/dividend/stock/residual-policy.html

http://www.bilkent.edu.tr/~aydogan/man321/ffm915.ppt#256,1,CHAPTER 15

Distributions to Shareholders: Dividends and Share Repurchases

Stock Dividend

http://www.investopedia.com/terms/s/stockdividend.asp#axzz21TplMZC3

Stock Split


Understanding Stock Repurchase Plans

http://beginnersinvest.about.com/od/stocksoptionswarrants/a/stock-repurchase-plan-

sonic.htm

Temporary and Permanent Sources of Financing

http://books.google.com/books?id=ol376Siacg8C&pg=PA451&lpg=PA451&dq=perman

ent+and+temporary+sources+of+financing&source=bl&ots=2aiNxF8v3U&sig=IxdPw3x

UPqXhwExIoPuWZE4MDTM&hl=en&sa=X&ei=3wAOUOzHCInu0gGSp4DYAQ&ve

http://www.rhsmith.umd.edu/faculty/gphillips/courses/bmgt640/dividend.pdf

http://www.investopedia.com/terms/e/expectationstheory.asp#axzz21TplMZC3

http://www.eagletraders.com/advice/securities/expectations_theory_of_interest_rates.htm

http://www.youtube.com/watch?v=2JQsIp2oy0k

http://www.bizterms.net/term/Perfect-capital-market.html

http://finance.mapsofworld.com/dividend/stock/residual-policy.html

http://www.investopedia.com/terms/s/stockdividend.asp#axzz21TplMZC3


http://beginnersinvest.about.com/od/stocksoptionswarrants/a/stock-repurchase-plan-sonic.htm

http://beginnersinvest.about.com/od/stocksoptionswarrants/a/stock-repurchase-plan-sonic.htm

http://books.google.com/books?id=ol376Siacg8C&pg=PA451&lpg=PA451&dq=permanent+and+temporary+sources+of+financing&source=bl&ots=2aiNxF8v3U&sig=IxdPw3xUPqXhwExIoPuWZE4MDTM&hl=en&sa=X&ei=3wAOUOzHCInu0gGSp4DYAQ&ved=0CG8Q6AEwAA#v=onepage&q=permanent%20and%20temporary%20sources%20of%20financing&f=false




Prep. 07-30-2012.

d=0CG8Q6AEwAA#v=onepage&q=permanent%20and%20temporary%20sources%20of

%20financing&f=false

http://www.bankersonline.com/lending/guru2006/gurus_ldng073106c.html

Sources for financing the Working Capital

http://www.svtuition.org/2008/12/sources-for-financing-working-capital.html

Temporary and Permanent Asset Investment

http://www.investopedia.com/terms/p/permanent-current-asset.asp#axzz21TplMZC3

Working Capital

http://www.investopedia.com/terms/w/workingcapital.asp#axzz21TplMZC3

http://beginnersinvest.about.com/od/analyzingabalancesheet/a/working-capital.htm

http://www.investorwords.com/5334/working_capital.html

Net Working Capital

http://investing-school.com/definition/what-is-net-working-capital/

Assignments before the Workshop

1. The students will search for information and examples about dividend policy, internal

financing; and working capital management on the recommended textbooks and/or on

the Internet, or any other bibliographic textbooks.

2. Search for the definitions of the key vocabulary words on the Internet and other

printed resources. Prepare index cards with definitions of every word of your choice

(E-Lab activity). Illustrations and pictorial representations may be added to the

glossary cards and will be considered as extra credit for this task. Refer to Appendix

C for this activity.



http://www.bankersonline.com/lending/guru2006/gurus_ldng073106c.html

http://www.svtuition.org/2008/12/sources-for-financing-working-capital.html

http://www.investopedia.com/terms/p/permanent-current-asset.asp#axzz21TplMZC3

http://www.investopedia.com/terms/w/workingcapital.asp#axzz21TplMZC3

http://beginnersinvest.about.com/od/analyzingabalancesheet/a/working-capital.htm

http://www.investorwords.com/5334/working_capital.html

http://investing-school.com/definition/what-is-net-working-capital/


Prep. 07-30-2012.

3. The students will use a multiple bubble graphic organizer to brainstorm the practical

considerations that may affect a firm’s dividend payment decision. They need to be

creative.

4. Students will search for information about the three mayor dividend policies and

build a three-column chart with their findings on each theory.

5. Students will work on an activity called Web works to calculate the cash conversion

for Nike using financial statement information found at www.nike.com, How do

Nike’s operations affect its working capital? The student also has to calculate the cash

conversion cycle for Reebok using data found at www.reebok.com. Who has the most

aggressive working capital policy? Nike or Reebok? They must justify their findings.

6. Students will create a two-bubble Venn diagram in order to compare and contrast the

terms working capital and net working capital (minimum 5 facts).

7. After completing this assignment, the students will be prepared to participate in class,

answer questions, and solve exercises assigned by the facilitator.

8. The student must turn in the third Take Home Short Test at the beginning of the fourth

workshop.

Key Vocabulary

1. “Bird in the hand” Dividend Theory

2. Constant Dividend Payout Ratio

3. Date of Record

4. Declaration Date

5. Dividend Payout Ratio

http://www.nike.com/

http://www.reebok.com/


Prep. 07-30-2012.

6. Ex-dividend Date

7. Expectations Theory

8. Increasing-Stream Hypothesis of Dividend Policy

9. Payment Date

10. Perfect Capital Markets

11. Residual Dividend Theory

12. Stock Dividend

13. Stock Repurchase

14. Stock Split

15. Inventory Loans

16. Line Credit Agreement

17. Net Working Capital

18. Working Capital

19. Permanent and Temporary Sources of Financing

20. Permanent and Temporary Asset Investment


1. Use of calculator: The use of a scientific calculator is required to determine the

mathematical processes during the workshops. Each student must have his or her own

calculator to work individually. The recommended ones are the TI-83, TI-84, or the

TInspire.

2. Use of computers: The use of personal computers is required to conduct a search of

electronic addresses, electronic files, and maintain communication with other


Prep. 07-30-2012.

students. The use of computers is recommended during this workshop to ease

financial processes through Excel in order to calculate all financial values. Each

student will be responsible for his/her electronic files and maintaining an active

electronic address.

3. PowerPoint presentation

4. Graphic organizers and Venn diagrams

5. Videos

6. Blackboard

7. Index cards

8. Chart paper

9. Tape

10. White boards

11. Markers


Prep. 07-30-2012.



Integrated Activities of Content and Language to achieve Content and Language

1. The facilitator will return the work completed by the students during workshop three

and the completed work would be assessed based on the rubrics included in the

module. The students’ points will be discussed as needed. The facilitator will answer

any questions the students may have related to the workshop three completed work.

B. Scaffolding

___ Modeling

__ Guided Practice


___ Comprehensible Input

C. Grouping Options

___ Whole Class

___ Small Groups

___ Partners



___ Listening

___ Speaking

___ Reading

___ Writing

E. Application

___ Hands-on

___ Meaningful/Relevant

__ Rigorous

___ Link to Objectives

___ Promote Engagement

A. Preparation


___ Links to Background Knowledge

___ Links to Past Learning

___ Strategies Incorporated

CALLA Strategies (Cognitive Academic Language Learning Approach)

___ Cognitive

___ Meta-cognitive

___ Social/Affective


Prep. 07-30-2012.

2. The facilitator will collect the assignment before workshop four. The facilitator will

answer any questions and clarify any doubts the students may have in reference to the

assignment(s) and to the material discussed in the previous workshop.

3. The students will turn in the third Take Home Short Test. The facilitator will answer

and discuss any questions the students may have related to the short test. (Part of

Assessment-Individual.)

4. The facilitator using audiovisual equipment and other teaching aids will present the

topics and material related to dividend policy and internal financing.

5. The students will discuss the most relevant points presented on the previous material

and will participate on the activity known as Pop Corn to wrap up the main concepts

of the dividend policy. After group discussion, the facilitator will indicate the

beginning of the activity and students will “pop out” of their seats to share what they

know about the important considerations to the firm’s dividend policy and the types

of dividend policy corporations frequently use for a limited time specified by the

facilitator (should be no longer than 1 minute). (Part of the Assessment-Group.)

6. The students will work in small groups of three or four to solve the following

application problem about dividend policy:

The earnings for Harmony Pianos, Inc. have been predicted for the next five years

and are listed in the table below. There are 1 million shares outstanding. Determine

the yearly dividend per share to be paid if the following policies are enacted:

a. Constant dividend payout ratio of 40%

b. Stable dollar dividends targeted at 40% of the earnings over the five-year

period


Prep. 07-30-2012.

c. Small, regular dividends of $0.50 per share plus a year end extra when the

profits in any year exceed $1,500,000. The year-end extra dividend will

equal 50 percent of profits exceeding $1,500,000.

Year

Profit

After-tax

1 1,000,000

2 2,000,000

3 1,600,000

4 900,000

5 3,000,000

7. After students complete their calculations and conclusions, the facilitator will lead a

formal conversation with students to analyze their findings.

8. Students will participate in a Walk-A-Bout activity to review the temporary and

permanent sources of financing. The facilitator will post several chart papers on the

walls and have students rotate around the room in small groups, stopping at each

chart and adding any information related to the topic(s) that they recall. When the

groups return to their starting point, they will share what their peers wrote on the

chart paper. A class discussion will follow.

9. Working in pairs, students will set up a display of their graphic organizers containing

the summary that explains the main differences between working capital and net

working capital that was an assigned activity before workshop four. Paired students

will stand in front of their graphic organizers to explain the content of the Venn

diagram as the students stop at each display. (Part of Assessment-Group.)


Prep. 07-30-2012.

10. Students will participate in an activity known as Simultaneous Round Table. In

groups of three or four, each group is given a chart paper placed at the center of the

table and markers. The papers are labeled with a team number because the papers will

be passed around to all the groups. The facilitator will ask each group to write about

the advantages (blue marker) and disadvantages (red marker) of using current

liabilities to finance a firm's working-capital requirements. Students are given a few

minutes to respond and pass the papers to a different group. Each time the paper is

passed to another team, the participants must read what is already on their list and add

additional information as needed.

11. Students will continue working on their digital portfolio following the Digital

Performance Portfolio Assessment Handbook.

12. Students will continue working with their final ideas for the investigation project.

13. Students will complete their language lab exercises and turn in their forms with the

completed hours.

Assessment:

1. Individual: The students will turn in their third Take Home Short Test and the

facilitator will answer/discuss any questions the students may have regarding the short

test. (See Activity #3.)

2. Group: Working in pairs, students will set up a display of their graphic organizers

containing the summary that explains the main differences between working capital and

net working capital that was an assigned activity before workshop four. (See Activity #9.)


Prep. 07-30-2012.

3. Written: Digital Portfolio: A copy of every performance assignment before workshop

four and activities suggested in the module required for this workshop should be

included. Students can also include material relevant to the workshop (Appendix B).

4. Oral: The student will be assessed based on oral class participation. The students will

discuss the most relevant points presented on the previous material and will

participate on the activity known as Pop Corn to wrap up the main concepts of the

dividend policy. (See Activity # 5.)

Lesson Wrap-Up:

1. Individual: Students will have the opportunity to write an individual reflection about

the main topics covered during workshop four. This self-reflection paper will be

turned in at the last workshop.

2. Group: In a whole class discussion, students will participate in an analytical activity

known as Socratic Seminar to brainstorm about examples of unsecured and secured

sources of short term credit. The procedure for this activity will follow the steps:

a. Ask students to arrange their chairs in a circle around the classroom.

b. The facilitator will remind students that different concepts may be

perceived differently and diverse.

c. The facilitator will distribute individual white boards and markers ((chart

paper or cardstock is optional).

d. Once the students are in a circle, the facilitator will direct their attention to

a text, picture, chart, graphic organizer or application problem they will be

discussing.

e. Ask each student to share his/her idea with the group.


Prep. 07-30-2012.

f. The facilitator will provide a talking stick in order to jump into the

conversation by taking turns.

g. The facilitator will become involved in the discussion only to redirect the

dialogue or to monitor process issues.

h. Students will use their white boards to illustrate or explain their

mathematical analysis.

i. Provide students with an opportunity to have a last comment in case they

haven’t had a chance to speak.

j. At the end of the discussion, the facilitator will ask the students to write a

reflection about the Socratic Seminar.


Prep. 07-30-2012.

TALLER CINCO/WORKSHOP FIVE

NOTA: Este taller es bilingüe. Tanto el

facilitador como los estudiantes deberán

utilizar el idioma asignado para cada tarea

y actividad. ¡No mezcle los dos idiomas!

¡UTILICEN SOLAMENTE UN

LENGUAJE A LA VEZ! Las primeras

dos horas serán en español. Las últimas

dos horas serán en inglés.

NOTE: This is a bilingual workshop.

Both the facilitator and the student must

use the language assigned for each

homework and activity. Do not mix both

languages! USE ONE LANGUAGE AT

A TIME-KEEP BOTH LANGUAGES

SEPARATE! The first two hours must

be in Spanish. The last two hours must

be in English.

Objetivos específicos de contenido:

Al finalizar el taller, el estudiante será capaz de:

1. Describir por qué la fusión de dos firmas puede crear valor.

2. Calcular el valor de adquisición de una firma.

3. Aplicar los conceptos aprendidos a través del curso FINA 410 en el análisis y

presentación de proyectos de investigación en las finanzas corporativas.

Objetivos específicos de idioma:


1. Escuchar: Escuchar a las presentaciones de cada grupo para dar retroalimentación

y/o tener discusión en clase. Exponer conceptos, ideas y puntos de vista recogidos en


Prep. 07-30-2012.

el proyecto de investigación final a través de una presentación formal que incluya

ayudas visuales como diapositivas (PowerPoint) en inglés.

2. Hablar: Defender puntos de vista acerca de una mejor práctica de valoración

corporativa y los efectos de la fusión de dos firmas a través de la discusión en grupos

cooperativos.

3. Leer: Analizar los conceptos esenciales a través de las investigaciones acerca del

valor de adquisición de una firma.

4. Escribir: Resumir los puntos más relevantes del tema de estudio del taller a través de

la redacción de un informe escrito en español como parte del proyecto de

investigación final.


Biblioteca Virtual


APA



Proceso de fusión y adquisición

http://catarina.udlap.mx/u_dl_a/tales/documentos/lcp/cisneros_t_c/capitulo1.pdf

Métodos de valorización de empresas

http://www.cyta.com.ar/ta0903/v9n3a3.htm

Algunas consideraciones para la adquisición de empresas




http://catarina.udlap.mx/u_dl_a/tales/documentos/lcp/cisneros_t_c/capitulo1.pdf

http://www.cyta.com.ar/ta0903/v9n3a3.htm


Prep. 07-30-2012.

http://www.derecho.usmp.edu.pe/itaest2012/Articulos_estudiantiles/02-

2011_ALGUNAS_CONSIDERACIONES_PARA_LA_ADQUISICION_DE_EMPRES

AS.pdf

Restructuración corporativa

http://books.google.com/books?id=ziiCVbfGK3UC&pg=PA624&lpg=PA624&dq=reestr

uctura+corporativa&source=bl&ots=Sl34qws4yp&sig=UCr1_XV55P9Fm46skgM0pl1oe

BA&hl=en&sa=X&ei=FgoOUPujLMfK6wHfwoAY&ved=0CGYQ6AEwCA#v=onepag

e&q=reestructura%20corporativa&f=false

Corporate Restructuring

http://www.wisegeek.com/what-is-corporate-restructuring.htm

Creating Value through Corporate Restructuring

http://www.hbs.edu/mba/academics/coursecatalog/1420.html

How Mergers and Acquisitions Create Value

http://www.pointebreak.com/sitebuildercontent/sitebuilderfiles/createvalue.pdf

http://www.centrixconsulting.com/Portals/CentrixConsulting/Docs/Resources/PoVs/How

%20to%20create%20value%20from%20merger%20and%20acquisitions.pdf

Acquisition Valuation

http://people.stern.nyu.edu/adamodar/pdfiles/country/acqanon.pdf

http://people.stern.nyu.edu/adamodar/pdfiles/eqnotes/AcqValn.pdf


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

español.

http://www.derecho.usmp.edu.pe/itaest2012/Articulos_estudiantiles/02-2011_ALGUNAS_CONSIDERACIONES_PARA_LA_ADQUISICION_DE_EMPRESAS.pdf



http://books.google.com/books?id=ziiCVbfGK3UC&pg=PA624&lpg=PA624&dq=reestructura+corporativa&source=bl&ots=Sl34qws4yp&sig=UCr1_XV55P9Fm46skgM0pl1oeBA&hl=en&sa=X&ei=FgoOUPujLMfK6wHfwoAY&ved=0CGYQ6AEwCA#v=onepage&q=reestructura%20corporativa&f=false




http://www.wisegeek.com/what-is-corporate-restructuring.htm

http://www.hbs.edu/mba/academics/coursecatalog/1420.html

http://www.pointebreak.com/sitebuildercontent/sitebuilderfiles/createvalue.pdf

http://www.centrixconsulting.com/Portals/CentrixConsulting/Docs/Resources/PoVs/How%20to%20create%20value%20from%20merger%20and%20acquisitions.pdf

http://www.centrixconsulting.com/Portals/CentrixConsulting/Docs/Resources/PoVs/How%20to%20create%20value%20from%20merger%20and%20acquisitions.pdf

http://people.stern.nyu.edu/adamodar/pdfiles/country/acqanon.pdf

http://people.stern.nyu.edu/adamodar/pdfiles/eqnotes/AcqValn.pdf


Prep. 07-30-2012.

1. Leer la información contenida en los enlaces electrónicos, los libros de texto y otros

materiales de referencia recomendados en este taller para su discusión en clase.

2. Buscar las definiciones de las palabras del vocabulario clave del taller y elaborar un

glosario utilizando tarjetas. Referirse al Apéndice C para la evaluación del glosario de

tarjetas.

3. Preparar tarjetas (index cards) con detalles importantes del proceso de cálculo del

valor de adquisición de una firma. Venir preparado para participar en una actividad

colaborativa de análisis y discusión sobre el tema.

4. Diseñar un diagrama de flujo para ilustrar el proceso adecuado para la restructuración

en las corporaciones. (Parte de Assessment-Individual)

5. Resumir las condiciones factibles para que la fusión entre dos firmas cree valor

corporativo a través del organizador gráfico de su preferencia. Prepárese a participar

en un debate del tema.

Assignments to be discussed during the last two (2) hours of instruction in English:

1. The student will review the material and content already discussed during previous

workshops (from workshop one until workshop four). Utilizing the textbook and

Web sites suggested in the module, the students will make sure they understand the

material and how to apply the concepts according to the objectives for FINA 410.

2. The students will prepare themselves for the final project oral presentation. The

presentation will require the use of PowerPoint and it should not be longer than

twenty (20) minutes per group. Refer to Appendix E: Rubric for evaluation of written

report and Appendix F for PowerPoint presentation rubric.


Prep. 07-30-2012.

3. The student should turn in the fourth and final take-home test at the beginning of

workshop five.

Vocabulario académico clave (Debe

reflejar los objetivos y conceptos clave

del taller.) Verifique que el estudiante

domine el vocabulario clave en los dos

idiomas.

1. Valor de tasación

2. Valor en los libros

3. Valor de liquidación

4. Liquidación

Key Vocabulary (Must reflect

objectives and important concepts of the

workshop.) Verify that the student

masters the core vocabulary in both

languages.

1. Appraisal value

2. Book value

3. Chop-shop or break-up value

4. Sell-off

5. Derivado 5. Spin-off


1. Index cards

2. PowerPoint (final presentations)

3. Concept map

4. Graphic organizer

5. Chart paper

6. Tape

7. Markers


Prep. 07-30-2012.



1.

2.

3.

4.

5.

6.

7.

8.

B. Scaffolding

____ Modeling

____ Guided Practice


____ Comprehensible Input

C. Grouping Options

____ Whole Class

____ Small Groups

___ Partners



____ Listening

____ Speaking

____ Reading

____ Writing

E. Application

____ Hands-on

____ Meaningful/Relevant

____ Rigorous

____ Link to Objectives

____ Promote Engagement

A. Preparation


____ Links to Background Knowledge

____ Links to Past Learning

____ Strategies Incorporated

CALLA Strategies

(Cognitive Academic Language Learning Approach)

____ Cognitive

____ Meta-cognitive

____ Social/Affective


Prep. 07-30-2012.

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

1. El facilitador devolverá los trabajos que los estudiantes entregaron en el taller cuatro.

Estos trabajos estarán evaluados de acuerdo con las matrices incluidas en el módulo.

El facilitador discutirá la puntuación obtenida con los estudiantes según sea necesario.

El facilitador contestará cualquier pregunta que los estudiantes tengan en relación a

las asignaciones del taller cuatro.

2. El estudiante entregará las tareas asignadas en las actividades previas al taller cinco,

que incluyen la información recuperada en las direcciones electrónicas.

3. El estudiante entregará el examen para la casa que se le asignó en el taller cuatro. El

facilitador contestará cualquier pregunta que los estudiantes tengan en relación a esta

prueba corta.

4. Utilizando una presentación de diapositivas (PowerPoint), el facilitador recopilará las

ideas más relevantes de los objetivos contenidos en el taller cinco acerca de la

restructuración corporativa y el cálculo de la determinación del valor de adquisición

de una firma, con la finalidad de aclarar cualquier duda antes de la presentación del

proyecto final de investigación.

5. Los estudiantes formarán grupos de tres a cinco integrantes para compartir lo que

aprendieron usando la actividad “Las estaciones”. Los estudiantes prepararán un

mapa conceptual utilizando carteles que pegarán a la pared con la definición y la

descripción de las fuentes potenciales de valor a través de la fusión de dos firmas. El

facilitador proveerá de 5 a 10 minutos para su elaboración y enumerará cada cartel

con un número de estación. Ejemplo: estación 1, 2 y así sucesivamente. Luego, cada


Prep. 07-30-2012.

grupo explicará su cartel cuando la clase visite su estación. El facilitador se unirá a

los grupos de estudiantes para aclarar cualquier duda. Refiérase a los Apéndices G y

H para la evaluación de esta actividad.

Integrated content and language activities aligned to achieve workshop objectives:

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

1. The students will work with a partner in a Think-Pair-Share activity in order to

analyze the following questions:

a. What is the relevance of a firm’s book value in valuing the enterprise?

b. Appraisal value is associated with the replacement cost of a firm’s assets.

Explain.

c. Describe briefly the steps involved in carrying out a “chop-shop” valuation.

d. What is the “chop-shop” approach to firm valuation and how is it useful in

thinking about the sources of value from a merger?

2. The facilitator will ask students to partner with a person close to them and will give a

signal to start the activity. One partner shares his/her opinion to the question and

reasons that support it, while the other partner listens. After a few minutes, the

partners exchange roles. At the end of the discussion, the facilitator will ask one of

the partners to share their findings and point of view with the entire class. A group

discussion will follow. (Part of Assessment –Group.)

3. The groups will deliver a twenty-minute executive committee presentation in English

displaying the results of their Investigation Project. The topics for each project were

assigned by the facilitator back in workshop one. The students will do the


Prep. 07-30-2012.

presentations of their research projects (in English) and will turn in their written

report in Spanish.

4. Students will hand in their digital portfolios (with completed work in either English

or Spanish according to the facilitator’s instructions) including their written report for

the final project in Spanish.

5. The facilitator will make final comments.

Assessment:

1. Individual: Design a flowchart to illustrate the proper restructuring process that should

be used when restructuring the personnel in a corporation.

2. Group: The students will work with a partner in a Think-Pair-Share activity in order

to analyze the questions given to them prior to the workshop.

3. Written:

a. Report for final project in Spanish. See Appendix B for rubrics to evaluate

written assignments

b. Digital Portfolio: A copy of every performance assignment completed during

this course, activities suggested in the module, and the final written investigation

project should be included. Students may also include material relevant to the

workshop (Appendix B).

4. Oral: The student will be assessed based on oral class participation and presentations.

The student must show how he/she can defend/present his/her point of view by using

Spanish for the first two hours, and English for the last hours of this workshop.

a. The student’s assessment will be based on the final twenty- minute PowerPoint

presentation in English.


Prep. 07-30-2012.

Lesson Wrap-Up: PART OF THE LAST TWO HOURS OF THE WORKSHOP

(These are activities to determine if all students achieved the content and language

objectives for the workshop.)

1. Individual: The student will write an individual one-page reflective summary that

includes his/her critical reaction to the concepts, feelings, and attitudes related to the

subject matters covered in this workshop (in English).

2. Group: Working in a group setting, the leader in thew group will take one reflective

summary from the group and ask all the students to identify specific parts of the

course content that had an impact on them and write another one-page summary

Finally, one student from each group will share the two-page summary with the class.


Prep. 07-30-2012.

APÉNDICES / APPENDIXES


Prep. 07-30-2012.

APPENDIX A

NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED INSTRUCTION

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

http://www.wida.us/


Prep. 07-30-2012.

“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


Prep. 07-30-2012.

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


Prep. 07-30-2012.

“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


Prep. 07-30-2012.

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


Prep. 07-30-2012.

“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


Prep. 07-30-2012.

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


Prep. 07-30-2012.

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)


Prep. 07-30-2012.

“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 to support main idea with details. 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.


Prep. 07-30-2012.

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 livelier and appropriate. Some common wording


Prep. 07-30-2012.

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.


Prep. 07-30-2012.

APPENDIX B

THE WRITING PROCESS

6-TRAITS OF WRITING RUBRIC


Prep. 07-30-2012.

Appendix B

Six-Traits of Writing Rubric

Student’s Name: __________________________________ Date: ___________________

Facilitator: _____________________Course: _____ Assignment:__________________

Instructions: This rubric will be used to evaluate all written work done by the

student in both English and Spanish. Please refer to the trait that you are evaluating

(i.e., Ideas and Content) and write the score in the appropriate box. Select the

criteria per level (6= highest, 1=lowest) that best reflects the student’s writing

ability. Refer to all the Appendix (B) sheets that describe, in detail, all the writing

traits that you are evaluating in order to complete this rubric properly.

Criteria per Level

(From Highest to Lowest)

Writing Traits 6 5 4 3 2 1

1. Ideas and Content

2. Organization

3. Voice

4. Word Choice

5. Sentence Fluency

6. Conventions

Totals (Add all the totals down, then

across to obtain the Grand Total.)

Grand

Total:

Final Score: _________________


Prep. 07-30-2012.

Scoring Scale: (36-0)

Outstanding: 33-36 points = A

Very Good: 29-32 points = B

Satisfactory: 24-28 points =C

Fair: 19-23 points =D

Poor: 0-18 points = F


Prep. 07-30-2012.

Six-Traits for Analytic Writing Rubrics

Trait #1: Idea and Content

Criteria per Level Source: Arizona Department of Education. AIMS Six Trait

Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/

6

The writing is exceptionally clear, focused and interesting. It holds the reader’s attention

throughout. Main ideas stand out and are developed by strong support and rich details

suitable to audience and purpose. The writing is characterized by

• clarity, focus, and control.

• main idea(s) that stand out.

• supporting, relevant, carefully selected details; when appropriate, use of resources

provides strong, accurate, credible support

• a thorough, balanced, in-depth explanation/ exploration of the topic; the writing makes

connections and shares insights.

• content and selected details that are well suited to audience and purpose.

5

The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas

stand out and are developed by supporting details suitable to audience and purpose. The

writing is characterized by

• clarity, focus, and control.

• main idea(s) that stand out.

• supporting, relevant, carefully selected details; when appropriate, use of resources

provides strong, accurate, credible support.

• a thorough, balanced explanation/exploration of the topic; the writing makes connections

and shares insights.


Prep. 07-30-2012.

• content and selected details that are well-suited to audience and purpose.

4

The writing is clear and focused. The reader can easily understand the main ideas. Support

is present, although it may be limited or rather general. The writing is characterized by

• an easily identifiable purpose.

• clear main idea(s)

• supporting details that are relevant, but may be overly general or limited in places; when

appropriate, resources are used to provide accurate support.

• a topic that is explored/explained, although developmental details may occasionally be

out of balance with the main idea(s); some connections and insights may be present.

• content and selected details that are relevant, but perhaps not consistently well chosen for

audience and purpose.

3

The reader can understand the main ideas, although they may be overly broad or simplistic,

and the results may not be effective. Supporting detail is often limited, insubstantial, overly

general, or occasionally slightly off-topic. The writing is characterized by

• an easily identifiable purpose and main idea(s).

• predictable or overly-obvious main ideas or plot; conclusions or main points seem to

echo observations heard elsewhere.

• support that is attempted; but developmental details that are often limited in scope,

uneven, somewhat off-topic, predictable, or overly general.

• details that may not be well-grounded in credible resources; they may be based on

clichés, stereotypes or questionable sources of information.

• difficulties when moving from general observations to specifics.

2 Main ideas and purpose are somewhat unclear or development is attempted but minimal.


Prep. 07-30-2012.

The writing is characterized by

• a purpose and main idea(s) that may require extensive inferences by the reader.

• minimal development; insufficient details.

• irrelevant details that clutter the text.

• extensive repetition of detail.

1

The writing lacks a central idea or purpose. The writing is characterized by

• ideas that are extremely limited or simply unclear.

• attempts at development that are minimal or non-existent; the paper is too short to

demonstrate the development of an idea.

Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric.

Retrieved from https://www.ade.state.az.us/standards/6traits/


Prep. 07-30-2012.

Trait #2: Organization

Criteria per Level

6

The organization enhances the central idea(s) and its development. The order and structure

are compelling and move the reader through the text easily. The writing is characterized by

• effective, perhaps creative, sequencing; the organizational structure fits the topic, and the

writing is easy to follow.

• a strong, inviting beginning that draws the reader in and a strong satisfying sense of

resolution or closure.

• smooth, effective transitions among all elements (sentences, paragraphs, and ideas).

• details that fit where placed

5

The organization enhances the central idea(s) and its development. The order and structure

are strong and move the reader through the text. The writing is characterized by.

• effective sequencing; the organizational structure fits the topic, and the writing is easy to

follow.

• an inviting beginning that draws the reader in and a satisfying sense of resolution or

closure.

• smooth, effective transitions among all elements (sentences, paragraphs, and ideas).

• details that fit where placed. .

4

Organization is clear and coherent. Order and structure are present, but may seem

formulaic. The writing is characterized by

• clear sequencing.

• an organization that may be predictable.

• a recognizable, developed beginning that may not be particularly inviting; a developed


Prep. 07-30-2012.

conclusion that may lack subtlety.

• a body that is easy to follow with details that fit where placed.

• transitions that may be stilted or formulaic.

• organization which helps the reader, despite some weaknesses.

3

An attempt has been made to organize the writing; however, the overall structure is

inconsistent or skeletal. The writing is characterized by

• attempts at sequencing, but the order or the relationship among ideas may occasionally be

unclear.

• a beginning and an ending which, although present, are either undeveloped or too obvious

(e.g. “My topic is...”, “These are all the reasons that…”)

• transitions that sometimes work. The same few transitional devices (e.g., coordinating

conjunctions, numbering, etc.) may be overused.

• a structure that is skeletal or too rigid.

• placement of details that may not always be effective.

• organization which lapses in some places, but helps the reader in others.

2

The writing lacks a clear organizational structure. An occasional organizational device is

discernible; however, the writing is either difficult to follow and the reader has to reread

substantial portions, or the piece is simply too short to demonstrate organizational skills.


• some attempts at sequencing, but the order or the relationship among ideas is frequently

unclear.

• a missing or extremely undeveloped beginning, body, and/or ending.

• a lack of transitions, or when present, ineffective or overused.


Prep. 07-30-2012.

• a lack of an effective organizational structure.

• details that seem to be randomly placed, leaving the reader frequently confused.

1

The writing lacks coherence; organization seems haphazard and disjointed. Even after

rereading, the reader remains confused. The writing is characterized by

• a lack of effective sequencing.

• a failure to provide an identifiable beginning, body and/or ending.

• a lack of transitions.

• pacing that is consistently awkward; the reader feels either mired down in trivia or rushed

along too rapidly.

• a lack of organization which ultimately obscures or distorts the main point.




Prep. 07-30-2012.

Trait #3: Voice

Criteria per Level

6

The writer has chosen a voice appropriate for the topic, purpose and audience. The writer

seems deeply committed to the topic, and there is an exceptional sense of “writing to be

read.” The writing is expressive, engaging, or sincere. The writing is characterized by

• an effective level of closeness to or distance from the audience (e.g., a narrative should

have a strong personal voice, while an expository piece may require extensive use of outside

resources and a more academic voice; nevertheless, both should be engaging, lively, or

interesting. Technical writing may require greater distance.).

• an exceptionally strong sense of audience; the writer seems to be aware of the reader and

of how to communicate the message most effectively. The reader may discern the writer

behind the words and feel a sense of interaction.

• a sense that the topic has come to life; when appropriate, the writing may show originality,

liveliness, honesty, conviction, excitement, humor, or suspense.

5

The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer

seems committed to the topic, and there is a sense of “writing to be read.” The writing is

expressive, engaging or sincere. The writing is characterized by

• an appropriate level of closeness to or distance from the audience (e.g., a narrative should

have a strong personal voice while an expository piece may require extensive use of outside

resources and a more academic voice; nevertheless, both should be engaging, lively or

interesting. Technical writing may require greater distance.).

• a strong sense of audience; the writer seems to be aware of the reader and of how to

communicate the message most effectively. The reader may discern the writer behind the


Prep. 07-30-2012.

words and feel a sense of interaction.

• a sense that the topic has come to life; when appropriate, the writing may show originality,

liveliness, honesty, conviction, excitement, humor, or suspense.

4

A voice is present. The writer demonstrates commitment to the topic, and there may be a

sense of “writing to be read.” In places, the writing is expressive, engaging, or sincere. The


• a questionable or inconsistent level of closeness to or distance from the audience.

• a sense of audience; the writer seems to be aware of the reader but has not consistently

employed an appropriate voice. The reader may glimpse the writer behind the words and

feel a sense of interaction in places.

• liveliness, sincerity, or humor when appropriate; however, at times the writing may be

either inappropriately casual or personal, or inappropriately formal and stiff.

3

The writer’s commitment to the topic seems inconsistent. A sense of the writer may emerge

at times; however, the voice is either inappropriately personal or inappropriately

impersonal. The writing is characterized by

• a limited sense of audience; the writer’s awareness of the reader is unclear.

• an occasional sense of the writer behind the words; however, the voice may shift or

disappear a line or two later and the writing become somewhat mechanical.

• a limited ability to shift to a more objective voice when necessary.

2

The writing provides little sense of involvement or commitment. There is no evidence that

the writer has chosen a suitable voice. The writing is characterized by

• little engagement of the writer; the writing tends to be largely flat, lifeless, stiff, or

mechanical.


Prep. 07-30-2012.

• a voice that is likely to be overly informal and personal.

• a lack of audience awareness; there is little sense of "writing to be read."

• little or no hint of the writer behind the words. There is rarely a sense of interaction

between reader and writer.

1

The writing seems to lack a sense of involvement or commitment. The writing is

characterized by

• no engagement of the writer; the writing is flat and lifeless.

• a lack of audience awareness; there is no sense of “writing to be read.”

• no hint of the writer behind the words. There is no sense of interaction between writer and

reader; the writing does not involve or engage the reader.




Prep. 07-30-2012.

Trait #4: Word Choice

Criteria per Level

6

Words convey the intended message in an exceptionally interesting, precise, and natural

way appropriate to audience and purpose. The writer employs a rich, broad range of words,

which have been carefully chosen and thoughtfully placed for impact. The writing is

characterized by

• accurate, strong, specific words; powerful words energize the writing.

• fresh, original expression; slang, if used, seems purposeful and is effective.

• vocabulary that is striking and varied, but that is natural and not overdone.

• ordinary words used in an unusual way.

• words that evoke strong images; figurative language may be used.

5

Words convey the intended message in an interesting, precise, and natural way appropriate

to audience and purpose. The writer employs a broad range of words which have been

carefully chosen and thoughtfully placed for impact. The writing is characterized by

• accurate, specific words; word choices energize the writing.

• fresh, vivid expression; slang, if used, seems purposeful and is effective.

• vocabulary that may be striking and varied, but that is natural and not overdone.

• ordinary words used in an unusual way.

• words that evoke clear images; figurative language may be used

4

Words effectively convey the intended message. The writer employs a variety of words

that are functional and appropriate to audience and purpose. The writing is characterized

by


Prep. 07-30-2012.

• words that work but do not particularly energize the writing.

• expression that is functional; however, slang, if used, does not seem purposeful and is not

particularly effective.

• attempts at colorful language that may occasionally seem overdone.

• occasional overuse of technical language or jargon.

• rare experiments with language; however, the writing may have some fine moments and

generally avoids clichés.

3

Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate

to audience and purpose in places. The writer does not employ a variety of words,

producing a sort of “generic” paper filled with familiar words and phrases. The writing is

characterized by

• words that work, but that rarely capture the reader’s interest.

• expression that seems mundane and general; slang, if used, does not seem purposeful and

is not effective.

• attempts at colorful language that seem overdone or forced.

• words that are accurate for the most part, although misused words may occasionally

appear, technical language or jargon may be overused or inappropriately used.

• reliance on clichés and overused expressions.

2

Language is monotonous and/or misused, detracting from the meaning and impact. The


• words that are colorless, flat or imprecise.

• monotonous repetition or overwhelming reliance on worn expressions that repeatedly

distract from the message.


Prep. 07-30-2012.

• images that are fuzzy or absent altogether.

1

The writing shows an extremely limited vocabulary or is so filled with misuses of words

that the meaning is obscured. Only the most general kind of message is communicated

because of vague or imprecise language. The writing is characterized by

• general, vague words that fail to communicate.

• an extremely limited range of words.

• words that simply do not fit the text; they seem imprecise, inadequate, or just plain

wrong.




Prep. 07-30-2012.

Trait #5: Sentence Fluency

Criteria per Level

6

The writing has an effective flow and rhythm. Sentences show a high degree of

craftsmanship, with consistently strong and varied structure that makes expressive oral

reading easy and enjoyable. The writing is characterized by

• a natural, fluent sound; it glides along with one sentence flowing effortlessly into the

next.

• extensive variation in sentence structure, length, and beginnings that add interest to the

text.

• sentence structure that enhances meaning by drawing attention to key ideas or reinforcing

relationships among ideas.

• varied sentence patterns that create an effective combination of power and grace.

• strong control over sentence structure; fragments, if used at all, work well.

• stylistic control; dialogue, if used, sounds natural.

5

The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and

varied structure that makes expressive oral reading easy and enjoyable. The writing is

characterized by

• a natural, fluent sound; it glides along with one sentence flowing into the next.

• variation in sentence structure, length, and beginnings that add interest to the text.

• sentence structure that enhances meaning.

• control over sentence structure; fragments, if used at all, work well.

• stylistic control; dialogue, if used sounds natural.


Prep. 07-30-2012.

4

The writing flows; however, connections between phrases or sentences may be less than

fluid. Sentence patterns are somewhat varied, contributing to ease in oral reading. The


• a natural sound; the reader can move easily through the piece, although it may lack a

certain rhythm and grace.

• some repeated patterns of sentence structure, length, and beginnings that may detract

somewhat from overall impact.

• strong control over simple sentence structures, but variable control over more complex

sentences; fragments, if present, are usually effective.

• occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part,

but may at times sound stilted or unnatural.

3

The writing tends to be mechanical rather than fluid. Occasional awkward constructions

may force the reader to slow down or reread. The writing is characterized by

• some passages that invite fluid oral reading; however, others do not.

• some variety in sentences structure, length, and beginnings, although the writer falls into

repetitive sentence patterns.

• good control over simple sentence structures, but little control over more complex

sentences; fragments, if present, may not be effective.

• sentences which, although functional, lack energy.

• lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.

2

The writing tends to be either choppy or rambling. Awkward constructions often force the

reader to slow down or reread. The writing is characterized by

• significant portions of the text that are difficult to follow or read aloud.


Prep. 07-30-2012.

• sentence patterns that are monotonous (e.g., subject-verb or subject-verb-object).

• a significant number of awkward, choppy, or rambling constructions.

1

The writing is difficult to follow or to read aloud. Sentences tend to be incomplete,

rambling, or very awkward. The writing is characterized by

• text that does not invites—and may not even permit—smooth oral reading.

• confusing word order that is often jarring and irregular.

• sentence structure that frequently obscures meaning.

• sentences that are disjointed, confusing, or rambling.




Prep. 07-30-2012.

Trait #6: Conventions

Criteria per Level

6

The writing demonstrates exceptionally strong control of standard writing conventions (e.g.,

punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them

effectively to enhance communication. Errors are so few and so minor that the reader can

easily skim right over them unless specifically searching for them. The writing is

characterized by

• strong control of conventions; manipulation of conventions may occur for stylistic effect.

• strong, effective use of punctuation that guides the reader through the text.

• correct spelling, even of more difficult words.

• paragraph breaks that reinforce the organizational structure.

• correct grammar and usage that contribute to clarity and style.

• skill in using a wide range of conventions in a sufficiently long and complex piece.

• little or no need for editing.

5

The writing demonstrates strong control of standard writing conventions (e.g., punctuation,

spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to

enhance communication. Errors are so few and so minor that they do not impede readability.


• strong control of conventions.

• effective use of punctuation that guides the reader through the text.

• correct spelling, even of more difficult words.

• paragraph breaks that reinforce the organizational structure.


Prep. 07-30-2012.

• correct capitalization; errors, if any, are minor.

• correct grammar and usage that contribute to clarity and style.

• skill in using a wide range of conventions in a sufficiently long and complex piece.

• little need for editing.

4

The writing demonstrates control of standard writing conventions (e.g., punctuation,

spelling, capitalization, paragraph breaks, grammar and usage). Minor errors, while perhaps

noticeable, do not impede readability. The writing is characterized by

• control over conventions used, although a wide range is not demonstrated.

• correct end-of-sentence punctuation, internal punctuation may sometimes be incorrect.

• spelling that is usually correct, especially on common words.

• basically sound paragraph breaks that reinforce the organizational structure.

• correct capitalization; errors, if any, are minor.

• occasional lapses in correct grammar and usage; problems are not severe enough to distort

meaning or confuse the reader.

• moderate need for editing.

3

The writing demonstrates limited control of standard writing conventions (e.g., punctuation,

spelling, capitalization, paragraph breaks, grammar and usage). Errors begin to impede

readability. The writing is characterized by

• some control over basic conventions; the text may be too simple to reveal mastery.

• end-of-sentence punctuation that is usually correct; however, internal punctuation contains

frequent errors.

• spelling errors that distract the reader; misspelling of common words occurs.

• paragraphs that sometimes run together or begin at ineffective places.


Prep. 07-30-2012.

• capitalization errors.

• errors in grammar and usage that do not block meaning but do distract the reader.

• significant need for editing.

2

The writing demonstrates little control of standard writing conventions. Frequent,

significant errors impede readability. The writing is characterized by

• little control over basic conventions.

• many end-of-sentence punctuation errors; internal punctuation contains frequent errors.

• spelling errors that frequently distract the reader; misspelling of common words often

occurs.

• paragraphs that often run together or begin in ineffective places.

• capitalization that is inconsistent or often incorrect.

• errors in grammar and usage that interfere with readability and meaning.

• substantial need for editing.

1

Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the

reader and make the text difficult to read. In fact, the severity and frequency of errors are so

overwhelming that the reader finds it difficult to focus on the message and must reread for

meaning. The writing is characterized by

• very limited skill in using conventions.

• basic punctuation (including end-of-sentence punctuation) that tends to be omitted,

haphazard, or incorrect.

• frequent spelling errors that significantly impair readability.

• paragraph breaks that may be highly irregular or so frequent (every sentence) that they

bear no relation to the organization of the text.


Prep. 07-30-2012.

• capitalization that appears to be random.

• a need for extensive editing.



https://www.ade.state.az.us/standards/6traits/


Prep. 07-30-2012.

Apéndice C/Appendix C

Guía para elaborar el glosario

Antes del inicio de cada taller, los estudiantes deben conocer alguna terminología básica.

Para ello, los estudiantes deben:

1. Buscar estas palabras en las direcciones electrónicas citadas o en el diccionario.

2. Escribirlas en tarjetas.

3. Las dimensiones requeridas de las tarjetas son 8 ½ x 5.

4. El estudiante deberá traer el glosario a cada taller.

5. El estudiante deberá colocar el glosario en el taller correspondiente en su

portafolio digital.

Glossary Guide

Before each workshop, students should know some basic terms. Students should:

1. Look up these words in the cited Web sites or in the dictionary.

2. Write these words on index cards.

3. The required size of the cards is 8 ½ x 5.

4. The student should bring the glossary to each workshop.

5. The student should insert the glossary in the corresponding workshop in his/her

digital portfolio.


Prep. 07-30-2012.

Apéndice D/Appendix D

Round Table Rubric

Student’s Name/Group:

______________________________________________________

Course: __________________________________________ Date: _________________

Criteria Value Points Student’s Score

Content

Participants offer an in-depth and solid

analysis of the discussed content and the

dialogue flows smoothly during the

discussion.

10 points

Participants –through their comments–

show deep knowledge of the discussed

topic and a high level of understanding of

questions asked by the audience.

10 points

Participants are suitably prepared for the

topic in discussion with notes they have

taken-and properly highlighted-from their

readings, passages or textbooks.

10 points

Participants, through their comments,

show that they are paying close attention

to what other participants say about the

topic.

10 points


Prep. 07-30-2012.

Participants provide explanations and

follow up to enrich discussion.

10 points

Participants’ observations are usually

related to ideas or arguments presented in

this discussion.

10 points

Participants show a professional attitude

and posture during the discussion.

10 points

Language

Participants show good use of the standard

English language (vocabulary, syntax and

flow of ideas).

10 points

Participants use appropriate intonation in

making remarks and good projection of

the voice toward the audience.

10 points

Given a controversial topic, participants

show a persuasive argument during the

discussion to support their points of view.

10 points

Total 100 ( 70% content

and 30% language)

Total Score:

Facilitator’s signature: _________________________


Prep. 07-30-2012.

Note: The score obtained by the student should be recorded as follows:

Excellent: 90-100 points

Good: 80-89 points

Fair: 70-79 points

Needs improvement: 69-0points


Prep. 07-30-2012.

Apéndice D/Appendix D

Matriz valorativa de la mesa redonda

Nombre/Grupo ___________________________________________________________

Curso: __________________________________________ Fecha: _______________

Criterios Valor Puntaje del

Estudiante

Contenido

El participante ofrece un análisis

suficientemente sólido, y sin dudar

avanza en la conversación.

10 puntos

El participante, a través de sus

comentarios, demuestra un

conocimiento profundo del tema y un

alto entendimiento de las preguntas

elaboradas por la audiencia.

10 puntos

El participante ha venido preparado

para la discusión – con notas y pasajes

o textos marcados o anotados.

10 puntos

El participante, a través de sus

comentarios, demuestra que esta

escuchando activamente a los otros

10 puntos


Prep. 07-30-2012.

participantes.

El participante ofrece explicaciones

aclaratorias y/o seguimiento que

extiende la conversación.

10 puntos

Las observaciones del participante

frecuente se refieren a ideas o

argumentos expuestos en la discusión.

10 puntos

El participante demuestra una actitud y

postura profesional durante la

conversación.

10 puntos

Lenguaje

Demuestra habilidad en el manejo del

idioma español estándar (vocabulario,

sintaxis y flujo de ideas).

10 puntos

Usa la gramática de una manera

adecuada y correcta.

10 puntos

Ante una idea controversial, presenta

un argumento persuasivo para defender

su punto de vista personal.

10 puntos

Total 100 ( 70% contenido y

30% lenguaje)

Puntaje Total:


Prep. 07-30-2012.

Firma del facilitador: ____________________________________

Nota: El puntaje adquirido por el estudiante podrá anotarse según la siguiente escala:

Excelente: 90-100 puntos

Bueno: 80-89 puntos

Regular: 70-79 puntos

Necesita mejorar: 69 puntos o menos


Prep. 07-30-2012.

Apéndice E/Appendix E

Matriz valorativa del informe escrito del proyecto de investigación (español)

Nombre: ________________________________________________________________

Tema: ________________________________________________ Fecha: ____________

Criterios Valor Puntaje obtenido

Contenido

La excelente organización realza la claridad y

la comprensión del informe.

5 puntos

La relevancia del tema para la clase o la

audiencia es obvia. Es fácil de predecir el

contenido del informe ya que los temas

importantes a discutirse están mencionados

específicamente.

5 puntos

Se dan ejemplos claros para apoyar las

oraciones centrales y el propósito general del

informe; el análisis brinda maneras novedosas

para reflexionar en el material; el material

citado está bien integrado; las ideas son

profundas pero no redundantes.

5 puntos

El tono del informe es consistentemente

profesional y apropiado.

5 puntos

El autor elabora conclusiones sucintas y

precisas basadas en la literatura existente. Se

ofrecen sugerencias para futuras

investigaciones.

5 puntos

Las referencias provienen de revistas

profesiones y otras fuentes aprobadas. Incluye

numerosas fuentes académicas relevantes

5 puntos


Prep. 07-30-2012.

demostrando una investigación extensa y

profunda; se apoya muy poco en fuentes

terciarias de información.

El informe escrito incluye todas las secciones

requeridas.

5 puntos

Lenguaje

Demuestra habilidad en el manejo del idioma

inglés estándar (vocabulario, sintaxis y flujo

de ideas).

5 puntos

Usa la puntuación y la ortografía

correctamente.

5 puntos

Se utiliza precisa y consistentemente el estilo

APA en el informe y en la página de

referencias. Las referencias del listado

concuerdan con las citas en el texto y todas

han sido escritas adecuadamente usando el

estilo APA.

5 puntos

Total 50 pts. (70% contenido

y 30% lenguaje)

___________

Puntaje Total:

Firma del facilitador: __________________________________________

Nota: El puntaje obtenido por el estudiante deberá registrarse como sigue:

Excelente 40-50 puntos

Bueno 30-39 puntos

Regular 20-29 puntos

Necesita mejorar 19-0 puntos


Prep. 07-30-2012.

Apéndice F/Appendix F

PowerPoint Presentation for Investigation Project Rubric (English)

Student Name: ___________________________________________________________

Topic: _____________________________________________ Date: ______________

Criteria Value Student’s Score

Content: Student presents major points and fully

supports them with convincing arguments, ideas, and

data.

5 points

Organization: Student presents information in

logical, interesting sequence which audience can

follow.

5 points

Text: All slides present one idea and few supporting

facts.

5 points

Font: Font on all slides is large enough to be read at a

distance.

5 points

Contrast: There is good contrast between the Font

and background on all slides.

5 points

Images and Layout: All slides contain one powerful,

high-quality image per slide which helps audience

understand the content. Layout is visually pleasing.

5 points

Citations: Bibliography/Works cited list is properly

formatted and complete (like a research paper).

5 points

Presentation: Student uses text on slides as prompts

for original narration.

5 points

Language Conventions: Student uses grammar,

spelling, and punctuation correctly.

5 points

Subject Knowledge: Student answers all questions

clearly and completely.

5 points

TOTAL 50 points

Retrieved and adapted from: http://library.fayschool.org/Pages/powerpointrubric.pdf

http://library.fayschool.org/Pages/powerpointrubric.pdf


Prep. 07-30-2012.

Facilitator’s Signature: _________________________________________________



Good: 30-39 points

Fair: 20-29 points

Needs improvement: 19-0 points


Prep. 07-30-2012.

Apéndice G/Appendix G

Poster Scoring Rubric

Group members: __________________________________________________

Topic: _______________________________________Date: _______________

Instructions: Write the amount of points in the proper box per criteria.

Evaluation Criteria Excellent

5 pts.

Good

4pts.

Fair

3

pts.

Needs

Improvement

2 or less pts.

1. The poster contains relevant information and

articles.

2. The poster is neat and presents well-organized

information.

3. The poster is exceptionally attractive in terms

of design, layout, and color.

4. There are no grammatical/mechanical

mistakes on the poster.

5. All graphics on the poster are related to the

topic and make it easier to understand.

6. The poster includes all required elements as

well as additional information.

7. The poster shows a deep understanding of the

subject and related concepts.

8. All items of importance on the poster are

clearly labeled with labels that can be read

from at least 3 ft. away.

9. The student or the group made a good

presentation with the poster to the class.

10. The overall final result represents the

maximum effort of the student or the group.

Maximum total points obtained: _ /50


Prep. 07-30-2012.

Facilitator’s Signature: ___________________________________________________



Good: 30-39 points

Fair: 20-29 points

Needs improvement: 19-0 points


Prep. 07-30-2012.

Apéndice H/Appendix H

Matriz valorativa para la discusión y participación en grupo

Estudiante: ______________________________________________________________

Estrategia: ___________________________________________ Fecha: _____________

Criterios Valor Puntaje obtenido

Contenido

El estudiante mantiene la atención de

toda la audiencia con el uso del

contacto visual directo, leyendo sus

notas muy raramente.

3 puntos

La demostración cumple con el

propósito establecido muy claramente,

evidenciando control y organización.

3 puntos

Todos los aspectos son excelentes y

creativos, haciendo de la estrategia una

contribución sólida al área que se

dirige.

3 puntos

Para el alcance del tema, muy original

y apropiado, usando una variedad de

recursos auténticos solamente.

2 puntos

Excelente conocimiento del

procedimiento; presentación efectiva;

excelente manejo del tiempo.

2 puntos

Los procesos cognitivo-mentales

fueron verbalizados con extrema

claridad y organización para la

comprensión inequívoca de las ideas.

2 puntos

Respondió claramente a todas las

preguntas elaboradas por el grupo.

2 puntos


Prep. 07-30-2012.

Lenguaje

Demuestra uso profesional del idioma

español (vocabulario, sintaxis y flujo

de ideas).

3 puntos

Utiliza la pronunciación correcta del

idioma.

3 puntos

Utiliza una voz clara con una buena

proyección y entonación.

2 puntos

Puntaje total: 25 pts. (70% contenido

y 30% lenguaje)

____________

Puntaje Total

Firma del facilitador: _________________________________________

Nota: El puntaje obtenido por el estudiante deberá registrarse como sigue:

Excelente: 20-25 puntos

Bueno: 15-19 puntos

Regular: 10-14 puntos

Necesita mejorar: 9 -0 puntos


Prep. 07-30-2012.

Apéndice H/Appendix H

Group Discussion and Participation Rubric

Student: ______________________________________________________________

Strategy: ___________________________________________ Date: _____________

Criteria Points Total Points

Content

The student is able to engage the

audience by direct eye contact barely

using their notes.

3 points

The presentation shows a direct

connection with the objectives. There

is clear evidence of logical sequence

and organization.

3 points

All the aspects are excellent and

creative, applying strategies that create

a solid contribution to the topic.

3 points

The approach of the objectives is very

original and appropriate, using a

variety of authentic resources.

2 points

Excellent knowledge of the procedure;

effective presentation; excellent

management of the time.

2 points

The cognitive-mental processes were

verbalized with extreme clarity and

organization for the comprehension of

the ideas.

2 points

The student answered clearly to all the

questions by the audience.

2 points

Language


Prep. 07-30-2012.

The student shows a professional use

of the English language (vocabulary,

syntax, and flow of ideas).

3 points

The student utilizes the correct

pronunciation of the language.

3 points

The student demonstrates its project

with a clear voice and with a fluent

and correct intonation.

2 points

Total Points: 25 pts. (70% content

and 30% language)

____________

Total Points

Facilitator’s Signature: _________________________________________________



Good: 15-19 points

Fair: 10-14 points

Needs improvement: 9 -0 points


Prep. 07-30-2012.

Apéndice I/Appendix I

Información acerca del laboratorio de idiomas y el E-Lab

El laboratorio de idiomas y el E-Lab están diseñados para ayudar a los estudiantes a

desarrollar sus habilidades lingüísticas en inglés y en español y a lograr los objetivos de

aprendizaje a lo largo de su carrera. Ambos cuentan con una amplia variedad de

ejercicios visuales y auditivos en línea, recursos de investigación y actividades de

escritura guiada, que les permiten a los estudiantes mejorar sus habilidades de

comprensión auditiva y de lectura, pronunciación, desarrollo de vocabulario, gramática y

escritura.

El laboratorio de idiomas también ofrece un paquete de 140 páginas web de English for

Speakers of Other Languages (ESOL, por sus siglas en inglés: Inglés para hablantes de

otros idiomas) seleccionadas cuidadosamente, así como otras páginas web en español con

el fin de satisfacer las necesidades de los estudiantes. En adición, el laboratorio de

idiomas y el E-Lab cuentan con otros programas informáticos para el aprendizaje del

idioma y del contenido académico, tales como Tell Me More, Rosetta Stone (versión en

inglés y en español), Ellis Business, Ellis Master Pronunciation, Math Media Algebra,

Math Media Basic Series, NetTutor y Wimba Voice.

Tell Me More es un sistema eficaz para el aprendizaje de inglés y español, que les

permite a los estudiantes reforzar sus destrezas y además cumplir con las horas de

laboratorio requeridas en sus clases. Para poder usar este programa, los estudiantes

necesitan tener Internet, el navegador Internet Explorer y acceso a la plataforma

Desire2Learn (D2L).

El sistema inicialmente evaluará el nivel de conocimiento de los estudiantes y creará un

programa de aprendizaje adaptado a las especificidades de lenguaje de cada uno, lo que

permitirá medir el progreso individual. Los estudiantes podrán mejorar su pronunciación,

gramática y destrezas auditivas desde el nivel de principiante hasta el nivel avanzado con

dos perfiles diferentes: lenguaje de comunicación y lenguaje de negocios.

NetTutor es un servicio de tutoría en línea, que cuenta con tutoría en vivo para materias

cuánticas y de computación (tiene horarios fijos). En los cursos en los que no se ofrece

tutoría en vivo, los estudiantes pueden publicar sus dudas, que les serán contestadas en un

lapso de 72 horas. El sistema también cuenta con un banco de preguntas y respuestas

frecuentes disponible las 24 horas del día, los 7 días de la semana. NetTutor se puede

acceder remotamente siempre que exista conexión a Internet. Este servicio ofrece tutorías

en las siguientes materias:

Inglés (disponible para todos los cursos)

Español (disponible para todos los cursos)

Estadística (el estudiante debe estar matriculado en el curso)

Matemáticas (el estudiante debe estar matriculado en el curso)

Contabilidad (el estudiante debe estar matriculado en el curso)


Prep. 07-30-2012.

Sistemas de información computarizada (el estudiante debe estar matriculado en

el curso).

Wimba Voice es una herramienta electrónica que promueve el uso de la voz en línea

durante el desarrollo del material académico y permite a su vez la interacción entre los

estudiantes y el facilitador. Los estudiantes usarán Wimba Voice para participar en los

foros de discusión oral en línea, preparar presentaciones orales, enviar mensajes de voz y

cumplir con otras asignaciones. El programa cuenta con 5 funciones:

Voice Authoring: permite grabar y escuchar contenido oral en páginas web.

Voice Discussion Board: permite publicar y escuchar mensajes orales en un foro

de discusión en línea.

Voice Presentation: permite presentar contenido de páginas web con mensajes de

voz.

Voice E-mail: permite enviar correos electrónicos con mensajes de voz.

Voice Podcaster: permite crear y distribuir mensajes orales a los participantes.


Prep. 07-30-2012.

Language Lab and E-Lab Information

The Language Lab and E-Lab are designed to help students strengthen their linguistic

skills in English and Spanish and to fulfill the content objectives of the course. Both labs

count with a wide variety of visual and auditory on-line exercises, Internet-based

research, and guided writing activities, that allow students to improve their skills in

listening and reading comprehension, pronunciation, vocabulary building, grammar, and

writing.

The Language Lab also includes a package of 140 carefully selected English for Speakers

of Other Languages (ESOL) Web sites, as well as other Spanish Web pages to meet the

students’ needs. Additionally, the Language Lab and E-Lab have other software to boost

language and academic content learning such as Tell Me More, Rosetta Stone (English

and Spanish versions), Ellis Business, Ellis Master Pronunciation, Math Media Algebra,

Math Media Basic Series, NetTutor, and Wimba Voice.

Tell Me More is an effective system for English and Spanish learning that allows

students to strengthen their skills and fulfill the language lab hours required in each class.

Students must have Internet connection, Internet Explorer browser, and access to

Desire2Learn (D2L) to be able to use this program.

The system will initially assess students’ knowledge and create a learning path

specifically tailored to each student’s needs, thus allowing facilitators to measure every

student’s progress. Students will be able to improve pronunciation, grammar and

listening skills from beginner to advanced levels with two different profiles: everyday

language and business oriented language.

NetTutor is an online tutoring service, which provides live tutoring for numerical and

computer classes (scheduled hours apply). For those classes which do not have live

tutoring, students can post questions, and they will be answered within 72 hours. The

system also has a “Frequently Asked Questions” section available 24/7. NetTutor can be

accessed remotely with an Internet connection. This service offers tutoring for the

following subjects:

English (available for all courses)

Spanish (available for all courses)

Statistics (student must be enrolled in the course)

Mathematics (student must be enrolled in the course)

Accounting (student must be enrolled in the course)

Computer Information Systems (student must be enrolled in the course)

Wimba Voice is an electronic tool that promotes the use of voice online during the

development of the academic content, and allows students/facilitator interaction. Students

will use Wimba Voice to create voice posts for discussion boards, prepare voice


Prep. 07-30-2012.

presentations, send voice e-mails, and for other assignments. The Wimba Voice program

has 5 functions:

Voice Authoring: allows recording and listening to voice content on a webpage.

Voice Discussion Board: allows posting and listening to voice messages within

discussion boards.

Voice Presentation: allows presenting web content alongside voice messages.

Voice E-mail: allows sending voice messages via e-mail.

Voice Podcaster: allows creating and distributing voice messages to participants.

Documents

Sistema Universitario Ana G - bilingualonline.net 410 DLP... · ejercicios prácticos de aplicación de los temas que se han facilitado en los talleres sobre las finanzas corporativas