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Sistema Universitario Ana G. Méndez, Inc.
School for Professional Studies
Florida Campuses
Universidad del Este, Universidad Metropolitana, and Universidad del Turabo
PHAR 212
PHARMACY ADMINISTRATION
ADMINISTRACIÓN DE FARMACIA
© Sistema Universitario Ana G. Méndez, Inc. 2013
Derechos Reservados
© Ana G. Méndez University System, Inc. 2013
All rights reserved
PHAR 212 Pharmacy Administration 2
Julio 2013
Please include all applicable information below:
Prepared based on the course syllabus (2009) of the School of Health Sciences, with the
collaboration of:
Vanessa M. Ortiz López, BHS, M.Ed. D. Ed. Candidate, Module Development Specialist
Jessica Yulfo Hoffman, RPh, Pharm D., Content Evaluator
Maribel Román, English Language Specialist
Joanna Dávila, Spanish Language Specialist
Joe Hernández, Curriculum and Instructional Designer
PHAR 212 Pharmacy Administration 3
Julio 2013
TABLA DE CONTENIDO/TABLE OF CONTENTS
Página/Page
PRONTUARIO/GUÍA DE ESTUDIO ........................................................................................... 4
STUDY GUIDE ............................................................................................................................ 19
TALLER UNO.............................................................................................................................. 32
WORKSHOP TWO ...................................................................................................................... 38
TALLER TRES ............................................................................................................................ 44
WORKSHOP FOUR .................................................................................................................... 50
TALLER CINCO/WORKSHOP FIVE ........................................................................................ 56
APPENDIX A NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED
INSTRUCTION ............................................................................................................................ 63
APPENDIX B THE WRITING PROCESS 6-TRAITS WRITING RUBRIC ............................. 68
ANEJO C/APPENDIX C INFORMACIÓN ACERCA DEL LABORATORIO DE
IDIOMAS ............................................................................................................................... 77
ANEJO D/APPENDIX D LANGUAGE LAB/E-LAB DOCUMENTATION ............................ 82
ANEJO E/APPENDIX E MATRIZ VALORATIVA PARA EVALUAR EL ENSAYO
EXPOSITIVO ............................................................................................................................... 85
ANEJO F/APPENDIX FMATRIZ VALORATIVA PARA EVALUAR DISCUSIÓN DE
MESA REDONDA ....................................................................................................................... 87
ANEJO G/APPENDIX G MATRIZ VALORATIVA PARA EVALUAR
PARTICIPACIÓN EN CLASE .................................................................................................... 89
ANEJO H/APPENDIX H MATRIZ VALORATIVA PARA EVALUAR
PRESENTACIÓN ORAL ............................................................................................................. 93
ANEJO I/APPENDIX I GUÍA PARA ELABORAR EL GLOSARIO ........................................ 97
ANEJO J/APPENDIX J LISTA FOCALIZADA ......................................................................... 98
ANEJO K/APPENDIX K POEMAS CONCRETOS ................................................................. 100
PHAR 212 Pharmacy Administration 4
Julio 2013
PRONTUARIO/GUÍA DE ESTUDIO
Título del curso: Administración de Farmacia
Codificación: PHAR 212
Créditos: 3
Duración: 5 semanas
Prerrequisito: Ninguno
Descripción: Incluye un trasfondo histórico de la farmacia, sus principios y evolución
hasta la actualidad. Se estudian algunos conceptos gerenciales, legislación y agencias que
regulan el aspecto operacional/ administrativo de las farmacias, tanto de comunidad como
de hospitales o instituciones similares. Se enfatizan las relaciones del técnico de farmacia
con el farmacéutico, patrono, suplidores, pacientes, clientes y con otros profesionales de
la salud. Se conceptúa y se estudia la farmacia de comunidad como un negocio que ofrece
servicios de salud a la comunidad. Se aplican los marcos teóricos pertinentes al
establecimiento de un negocio farmacéutico en E.U. Se incluye el estudio de la farmacia
de hospital como un componente o departamento del hospital o institución similar que
presta sus servicios de salud tanto a pacientes hospitalizados como a pacientes
ambulatorios. En adición se enfatizan los sistemas de distribución de drogas que se llevan
a cabo en los hospitales.
Objetivos generales de contenido
Al finalizar el curso, el estudiante será capaz de:
1. Conocer los datos históricos más relevantes sobre el desarrollo de la farmacia y su
importancia en el desarrollo de ésta en Estados Unidos.
2. Analizar los deberes, responsabilidades y derechos legales que corresponden a un
técnico de farmacia
PHAR 212 Pharmacy Administration 5
Julio 2013
3. Analizar las diferencias entre los servicios farmacéuticos, en general, de una farmacia
de comunidad, de cadena y/o de hospital con una institución similar.
4. Analizar la organización general de una farmacia.
5. Demostrar aprecio por la calidad y vida humana al responder a las
necesidades inmediatas del paciente o cliente.
6. Identificar las agencias, licencias, permisos y/ o certificados necesarios para la
operación de una farmacia.
7. Analizar los beneficios al establecer un sistema computarizado en una farmacia.
8. Asistir efectivamente al farmacéutico en las tareas administrativas del hospital.
9. Ejecutar efectivamente los pasos administrativos en el despacho de una prescripción
médica.
10. Analizar el impacto presupuestario de un inventario.
11. Demostrar conocimiento sobre las labores administrativas realizadas por el técnico
de farmacia.
12. Desarrollar los conocimientos necesarios para manejar los sistemas de distribución
de medicamentos en los hospitales.
13. Analizar artículos de revistas que incluyan temas sobre administración de farmacia.
Objetivos generales de lenguaje
Al finalizar el curso, el estudiante será capaz de:
Escuchar: Comprender discursos orales reconociendo sus diferentes finalidades y las
situaciones de comunicación en que se producen. Compartir, comparar y desarrollar
ideas nuevas acerca de la administración de farmacia de manera colaborativa. Lograr
aprendizajes significativos sustentados en la experiencia y en temas motivadores y
PHAR 212 Pharmacy Administration 6
Julio 2013
responder a estímulos auditivos tales como videos, presentaciones audiovisuales y
actividades interactivas.
Hablar: Expresarse oralmente en inglés y en español con coherencia y corrección
de acuerdo a las diferentes finalidades y situaciones comunicativas, adoptando un
estilo expresivo propio. Analizar, opinar y comunicar oralmente puntos de vistas e
ideas. Desarrollar habilidades y competencias que lo capaciten para su trabajo
escolar,
vida laboral y vida cotidiana. Utilizar la lengua para adquirir conocimientos nuevos
acerca de la administración de farmacia y para aprender a utilizar técnicas sencillas de
manejo de la información mediante los medios tradicionales y la tecnología
informática.
Leer: Investigar, analizar, resumir, parafrasear y comprender en inglés y en español
la información recogida en los diversos medios de información sobre la
administración de farmacia. Desarrollar actitudes críticas ante los mensajes de los
medios, valorando la importancia de sus manifestaciones. Beneficiarse
autónomamente de la lectura como forma de comunicación y como fuente de
enriquecimiento cultural.
Escribir: Interpretar y producir textos en inglés y en español desde una postura
personal crítica y creativa, con una correcta ortografía y con la coherencia y el énfasis
que se requiere para una comunicación clara y efectiva. Utilizar la escritura como
forma de comunicación para proveer información relacionada con la administración
de una farmacia.
Requisitos del laboratorio de idiomas/E-Lab: (Tell Me More,Net Tutor, Wimba Voice,
Voice E-mail, y Biblioteca Virtual)
El Laboratorio de Idiomas/E-Lab forman parte integral de la evaluación y las
actividades del curso que el estudiante deberá realizar. La información específica
PHAR 212 Pharmacy Administration 7
Julio 2013
sobre los recursos del Laboratorio de idiomas/E-Lab se encuentra en el anejo C.
Es responsabilidad del facilitador integrar el uso del Laboratorio electrónico/E-
Lab en las asignaciones y actividades del curso. Las horas de práctica en el
Laboratorio de idiomas/E-Lab deberán ser completadas de acuerdo a estas
especificaciones.
Cada estudiante completará la documentación encontrada en el anejo D y lo
entregará al facilitador como parte de los criterios de evaluación de este curso.
Los estudiantes recibirán un (1) punto por cada hora que cumplan en el
laboratorio hasta un total de no más de cuatro (4) puntos por taller por completar
los ejercicios recomendados. La práctica en el laboratorio de lenguaje y/o e-lab
debe de estar integrada en la sección de actividades del módulo.
Descripción de la evaluación:
TAREA/ACTIVIDAD PUNTAJE
Tareas o asignaciones antes de los talleres
Taller 1 al 5
Se descontarán 5 puntos por cada semana de
atraso en la entrega
( 20 puntos por taller)
5 X 20 = 100 puntos
Portafolio digital
Taller 5
(Incluye asignaciones, informes, actividades en
clase, evaluaciones y cualquier otra información
que asi lo determine el faclitador)
50 puntos
Pruebas parciales (en clase)
Taller 2 y 4
2 x 50 c/u= 100 puntos
Asignaciones individuales
Talleres 1 al 5
5 x 20 puntos c/u= 100 puntos
PHAR 212 Pharmacy Administration 8
Julio 2013
Examen Final
Taller 5
100 puntos
Participación en clase
Talleres 1 al 5
10 puntos por taller
5 x 10 = 50 puntos
(Refiérase a anejo)
Asistencia a talleres
Taller 1 al 5
(Se penalizará con 5 puntos menos por cada hora
o fracción de hora tarde)
5 x 15 = 75 puntos
Trabajos escritos
Talleres 1 al 5
5 x 20 puntos c/u= 100 puntos
(ver anejo D)
Laboratorio de idiomas/laboratorio electrónico
Talleres 1 al 5
5 x 4 puntos c/u = 20 puntos
(ver anejos H e I)
TOTAL 695 PUNTOS
MÉTODO DE EVALUACIÓN: El facilitador proporcionará información específica
para las asignaciones durante la primera noche de clase.
1. Portafolio digital: En el taller cinco, los estudiantes entregarán sus portafolios
digitales, el cual es uno de los instrumentos usados para evaluar el progreso
lingüístico y académico de los estudiantes. Por tal razón, es imperativo que el
facilitador documente el progreso de los alumnos a medida que se acercan a las
metas de dominar tanto el contenido del curso como el inglés y el español. El
portafolio debe cumplir con los estándares establecidos para asegurar que los
estudiantes alcancen la meta de ser profesionales bilingües. El facilitador
publicará el documento Digital Performance Portfolio Assessment Handbook en
la plataforma electrónica de Blackboard, de donde los estudiantes podrán
accederlo.
2. Examen final/pruebas cortas: El programa requiere un examen final o dos
pruebas cortas, las cuales serán incluidas en la evaluación final. Dichas pruebas
se efecturarán para medir conocimientos del contenido del curso según sus
objetivos, al igual que la competencia lingüística de ambos idiomas.
PHAR 212 Pharmacy Administration 9
Julio 2013
3. La calificación final del curso estará determinada por el porcentaje que obtenga el
estudiante en la demostración de los conocimientos aprendidos y logro de las
metas del curso (70%) y en el dominio de las destrezas de lenguaje en inglés y en
español (30%).
Para poder evaluar los conocimientos del contenido del curso de los estudiantes,
que se miden a través de exámenes, asignaciones, proyectos, trabajos escritos,
presentaciones orales, ejercicios del laboratorio de idioma y del E-Lab, etc., la
calificación deberá reflejar el 50% de la evaluación en inglés y el 50% en español.
El facilitador es responsable de mostrar evidencia de que este requisito se cumple.
Ejemplo: Examen parcial
Si el examen parcial consta de 40 opciones, 20 deben ser en inglés y 20 deben ser
en español.
Además, debe haber evidencia de que el 30% de la calificación muestra dominio
de las destrezas de lenguaje de los estudiantes.
Nuestro programa Discipline-Based DualLanguage Immersion Model® se ha
diseñado para que nuestros estudiantes puedan desarrollar a profundidad las
destrezas de lenguaje que los prepararán como futuros profesionales bilingües.
Por lo tanto, todas las evaluaciones (criterios de evaluación) de las destrezas
escritas y orales tendrán en consideración un 30% de lenguaje y un 70% de
contenido. El facilitador deberá referirse al Apéndice A para identificar el nivel
de las destrezas de lenguaje (escuchar, hablar, leer y escribir) de cada estudiante,
utilizando los niveles de medición de habilidades Can Do. El facilitador es
responsable de adaptar la enseñanza para atender las necesidades específicas de
cada estudiante, de modo que puedan obtener el máximo provecho académico.
Los criterios de evaluación del Apéndice B se usarán para evaluar las destrezas
analíticas de escritura.
PHAR 212 Pharmacy Administration 10
Julio 2013
Escala de evaluación
PUNTOS PORCIENTO NOTA
695-625 100 – 90 A
624-556 89 – 80 B
555-487 79 – 70 C
486-417 69 – 60 D
416 o menos 59 - 0 F
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 según lo exige la
Comisión de Educación Independiente de la Florida.
Libro(s): Debido a la naturaleza del curso, el facilitador seleccionará lecturas
suplementarias de varias referencias e instruirá al estudiante la forma de
obtener las mismas.
Libro de texto requerido:
Jonhston, M. (2009). The Pharmacy Technician: Foundations and Practices. Pearson.
ISBN- 978-0-13-228309-0
eText: ISBN-978-0-13-504169-7
http://www.coursesmart.com/IR/5805448/9780135041697?__hdv=6.8
PHAR 212 Pharmacy Administration 11
Julio 2013
Referencias:
Remington.(2012).Remington The Science and Practice of Pharmacy (22th ed).
Pharmaceutical Press ISBN-13:978-085711062
Facts and Comparisons. (2013). Drug Facts and Comparisons
(Pocket ed). Missouri: Facts and Comparisons Division.ISBN-13:978-
1574393392
Abood R. and Long T. (2011). Pharmacy Practice and the Law. Jones & Bartlett
Learning. ISBN-10 0-7637-8129-0.
Hopper.(2011). Mosby’s Pharmacy Technician Principles and Practice (3rd
ed).Elsevier. ISBN-13: 9781437706703
Libro(s) electrónico(s)
Jonhston, M. (2009). The Pharmacy Technician: Foundations and Practices. Pearson.
eText: ISBN-978-0-13-504169-7
http://www.coursesmart.com/IR/5805448/9780135041697?__hdv=6.8
Orum A., Gail, & Mizner. J. (2011). Pharmacy Technician: Practice
and Procedures. McGraw-Hill Higher Education. eText: ISBN- 978-0-07-
733007-1
http://www.coursesmart.com/IR/5805448/0077330072?__hdv=6.8
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 o 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
PHAR 212 Pharmacy Administration 12
Julio 2013
balance, el módulo debe especificar que se utilizarán ambos idiomas en el
quinto taller, 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 calificación total en un
grado.
b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la
calificación total 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.
PHAR 212 Pharmacy Administration 13
Julio 2013
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 UNE, refiérase al Capítulo 13, secciones 36 y 36.1 de los
respectivos manuales.
Se espera un comportamiento ético en todas las actividades del curso. Esto
implica que TODOS los trabajos 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
prontuario/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 primer
taller.
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.
PHAR 212 Pharmacy Administration 14
Julio 2013
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.
Algunos de éstos son:
www.google.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)
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 tema del
módulo, de ser necesario.
CUMPLIMIENTO DE LA LEY DE INVESTIGACIÓN:
Si el facilitador o el estudiante requiriera 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:
PHAR 212 Pharmacy Administration 15
Julio 2013
http://www.suagm.edu/ac_aa_re_ofi_listado_formularios2.asp y seleccionar los
formularios que necesite. Además de los formularios, el estudiante/facilitador
puede encontrar las instrucciones para la certificación de investigación en
línea. Estas certificaciones incluyen: Institutional Review Board (IRB), Health
Information Portability and Accountability Act (HIPAA), y Responsibility Conduct
for Research Act (RCR).
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 de Cumplimiento – UMET
Tel. (787) 766-1717 ext. 6366
Sra. Josefina Melgar, Coordinadora Institucional de Cumplimiento – Turabo
Tel. (787) 743-7979 ext.4126
Srta. Natalia Torres, Coordinadora Institucional de Cumplimiento - UNE
Tel. (787) 257-7373 ext. 2279
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.
PHAR 212 Pharmacy Administration 16
Julio 2013
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 autoexamen.
6. Se deben 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.
Método de instrucción del modelo bilingüe
El currículo del modelo bilingüe integra el Protocolo de observación de inglés
protegido (SIOP, por sus siglas en inglés: Sheltered Instruction Observation Protocol).
El estudiante estará expuesto a los ocho componentes interrelacionados de SIOP para
facilitar una instrucción comprensible. Estos componentes son:
preparación de la lección,
conocimientos previos,
PHAR 212 Pharmacy Administration 17
Julio 2013
instrucción comprensible,
estrategias,
interacción,
práctica/aplicación,
desarrollo de la lección, y
repaso/evaluación.
Las estrategias de instrucción están ligadas a cada uno de estos componentes,
permitiendo que tanto el diseño como la presentación de las lecciones respondan a las
necesidades académicas y lingüísticas de los estudiantes que aprenden un segundo
idioma. Cada lección de este curso integra estrategias bilingües y enfoques de instrucción
que garantizan el éxito lingüístico y académico de los estudiantes.
PHAR 212 Pharmacy Administration 18
Julio 2013
Componentes de SIOP(Sheltered Instruction Observation Protocol)
Las estrategias de instrucción bilingüe aparecen debajo de cada componente de SIOP (A-
E). Estas estrategias permiten diseñar e impartir una lección que responda a las
necesidades académicas y lingüísticas de los estudiantes que aprenden un segundo
idioma. El facilitador debe seleccionar las estrategias de Enfoque académico cognitivo de
aprendizaje de idioma (CALLA, por sus siglas en inglés: Cognitive Academic Language
Learning Approach), que mejor correspondan con los objetivos específicos de contenido
y lenguaje de la semana, e integrarlas en las actividades de la lección para que los
estudiantes puedan sacarles el máximo provecho académico.
B. Andamiaje (Scaffolding)
___ Modelaje
___ Práctica dirigida
___ Práctica independiente
___ Entrada(input)comprensible
C. Opciones de agrupamiento
___ Grupo completo
___ Grupos pequeños
___ Trabajo en parejas
___ Trabajo independiente
D. Integración de los dominios de idioma
___ Escuchar
___ Hablar
___ Leer
___ Escribir
E. Aplicación de aprendizaje
___ Dinámica
___ Significativa y relevante
___ Rigurosa
___ Vinculada a los objetivos
___ Promueve la participación
A. Preparación de la lección
___ Adaptación del contenido
___ Enlaces con el conocimiento previo
___ Enlaces con el aprendizaje previo
___ Estrategias incorporadas
Estrategias de CALLA
(Cognitive Academic Language Learning
Approach)
___ Cognitiva
___ Meta cognitiva
___ Socio afectiva
PHAR 212 Pharmacy Administration 19
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STUDY GUIDE
Course Title: Pharmacy Administration
Code: PHAR 212
Credits: 3
Time Length: Five weeks
Prerequisite: none
Description: Historical background of the pharmacy, its principles and evolution through
time until today are included in this course. Some management concepts, laws and
agencies governing the operational / administrative aspects of pharmacies, both
community and hospitals or similar institutions are studied. Pharmacy Technician
relationships with the pharmacist, employer, suppliers, patients, clients, and other health
professionals are emphasized. It is conceptualized and studied the community pharmacy
as a business that provides health services to the community and the hospital pharmacy as
a component or department of the hospital or similar institution that provides health
services to both inpatient and outpatient. In addition drug delivery
systems used in hospitals are emphasized.
General Content Objectives:
Upon completion of this course, the student will be able to:
1. Learn the most relevant historical data on the development of the pharmacy in
United States and its importance.
2. Analyze the duties, responsibilities, and legal rights as a pharmacy technician.
3. Analyze the differences between the general pharmaceutical services in
community, chain, and hospital pharmacy.
4. Analyze the general organization of a pharmacy.
5. Demonstrate appreciation for human life quality by meeting the immediate needs
of the patient or client.
6. Identify agencies, licenses, permits and / or certificates required for the operation
of a pharmacy.
7. Analyze the benefits of establishing a computerized system at the pharmacy.
PHAR 212 Pharmacy Administration 20
Julio 2013
8. Assist pharmacist in hospital administrative tasks.
9. Perform administrative steps in filling a prescription.
10. Analyze the budgetary impact of an inventory.
11. Demonstrate knowledge of administrative tasks performed by the pharmacy
technician.
12. Develop the skills to manage drug distribution systems in hospitals.
13. Analyze journal articles on pharmacy management topics.
General Language Objectives
Upon completion of this course, the student will be able to:
Listen: Understand oral discussions in English and/or Spanish recognizing their
different purposes and the communication settings, in which they are produced; share,
compare, and develop new ideas about pharmacy administration in a collaborative
manner; acquire significant knowledge supported by experiences and motivational
topics; respond to auditory stimuli such as videos, audiovisual presentations, and
interactive activities.
Speak: Express him/herself in English and/or in Spanish correctly and coherently for
a variety of purposes and in a variety of communication settings, adopting a personal
style of expression; analyze, express opinions, and communicate orally different
points of view and ideas; develop abilities and skills that will prepare him/her for
school work, the workplace, and daily life; use language to acquire new knowledge
about pharmacy administration and learn to utilize simple techniques of handling
information through traditional media and computer technology.
Read: Investigate, analyze, summarize, paraphrase, and understand in English and/or
Spanish, information obtained from a variety of media on pharmacy administration;
develop critical attitudes towards media messages reflecting on the importance of
this information; benefit independently from reading as a form of communication
and as a source of cultural enrichment.
Write: Interpret and produce written works in English and/or Spanish expressing a
personal critical and creative point of view; use correct spelling, grammar, coherence,
and an emphasis on the requirements for effective and clear communication; use
writing as a means of communication and to provide information about pharmacy
administration.
PHAR 212 Pharmacy Administration 21
Julio 2013
Language Lab/E-Lab Requirements (Tell Me More, Net Tutor, Wimba Voice, Virtual
Library, & Voice E-mail)
The Language Lab/E-Lab is an integral component of the course grade, and the
activities that the student will have to complete. For more specific information on
the Language Lab/E-Lab resources, refer to Appendix C. It is the facilitator’s
responsibility to integrate the use of the Language Lab/E-Lab in the assignments
and activities of the course. The total amount of Language Lab/E-Lab hours must
be completed according to these specifications.
Each student will complete the form found in Appendix D and submit it to the
facilitator to be included as part of the assessment criteria for the class. Students
will receive one (1) point for every hour spent in the language lab for a total of up
to four (4) points per workshop for the completion of the exercises recommended.
Practice in the Language Lab/E-Lab should be integrated in the activities section
of the module.
Description of the evaluation:
TASK/ACTIVITY POINT VALUE
Assigments before workshops
Workshops 1 through 5
Five points will be deducted for each week if an
assignment is late.
(20 points per workshop)
5 x 20 points each = 100 points
Digital Portfolio
(Includes assignments, written reports,
classroom activities, assessments, and any other
information determined by the facilitator)
Refer to the “Digital Performace Portfolio
Assessment Manual”
50 points
Parcial test (in class)
Workshop 2 and 4
(100 points each test)
2 x 50 = 100 points
Final Test
Workshop 5
100 points
PHAR 212 Pharmacy Administration 22
Julio 2013
Class Participation
Workshop 1 through 5
(10 points per workshop)
5 x 10 = 50 points
Attendance
Workshop 1 through 5
(Late assistance will be penalized with 5 points
off per hour of hour fraction)
5 x 15 = 75 points
Written works
Workshop 1 through 5
5 x 20 = 100 points
(refer to Appendix D)
Language Lab/ E-lab
Workshop 1 through 5
(4 points per workshop)
4 x 5= 20 points
(refer to Appendix H and I)
TOTAL 695 POINTS
METHOD OF EVALUATION: Specific assignment information will be provided the
first night of class by the instructor.
1. Digital Portfolio: In Workshop Five, students will submit their digital portfolios,
one of the tools used to assess students’ linguistic and academic progress. For
this reason, it is imperative that the facilitator documents the students’ progress as
they achieve mastery of the course content, as well as proficiency in both English
and Spanish. The portfolio must comply with the established standards to ensure
that students reach the goal of becoming dual language professionals. The
facilitator will post the Digital Performance Portfolio Assessment Manual on
Blackboard for students to access.
2. Final Exam/Short Tests: The program requires that a final exam or two short tests
be included as part of the final evaluation. These tests will be used to measure
knowledge of the course content, as well as linguistic proficiency in both
languages.
3. The final grade for the course will be determined by the percentage earned for
demonstration of learning, achievement of course outcomes, and the learning and
PHAR 212 Pharmacy Administration 23
Julio 2013
mastery of language skills (English and Spanish). The student’s final grade will
reflect 30% of language proficiency and 70% of content knowledge.
In order to evaluate the content of this course and to obtain the final grade based
on exams, assignments, projects, written documents, oral presentations, Language
Lab/E-Lab etc., it must reflect 50% of the evaluation in English and 50% of the
evaluation in Spanish. It is the facilitator’s responsibility to have evidence that
this requirement is fulfilled.
Example: Midterm
If the midterm has 40 items, 20 items must be in English and 20 must be in
Spanish.
In addition to this language requirement, there must be evidence that 30% of the
grade demonstrates mastery of language skills.
Our Discipline-Based Dual Language Immersion Model®is designed to further
develop the language skills of our students as future dual language professionals.
Therefore, all evaluations (rubrics) for written and oral skills will be based on
30% for language and 70% for content.The facilitator must refer to Appendix A
to identify each student’s level of language skills (listen, speak, read, and write)
based on the proficiency levels of what a student “Can Do”. It is the responsibility
of the facilitator to differentiate his/her teaching in order to meet the language
needs of each student and to ensure maximum learning and academic
performance. Refer to the rubric in Appendix B to evaluate the writing skills.
Grading Scale
POINTS PERCENT GRADE
695-625 100 – 90 A
624-556 89 – 80 B
555-487 79 – 70 C
486-417 69 – 60 D
PHAR 212 Pharmacy Administration 24
Julio 2013
416 o menos 59 - 0 F
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 no more than 5 years, as required by the
Florida Commission of Independent Learning.
Book Required:
Jonhston, M. (2009). The Pharmacy Technician: Foundations and Practices. Pearson.
ISBN- 978-0-13-228309-0
eText: ISBN-978-0-13-504169-7
http://www.coursesmart.com/IR/5805448/9780135041697?__hdv=6.8
References:
Remington. (2012).Remington The Science and Practice of Pharmacy (22th ed).
Pharmaceutical Press ISBN-13: 978-085711062
Facts and Comparisons. (2013). Drug Facts and Comparisons
(Pocket ed). Missouri: Facts and Comparisons Division.ISBN-13: 978-
1574393392
Abood R. and Long T. (2011). Pharmacy Practice and the Law. Jones & Bartlett
Learning. ISBN-10 0-7637-8129-0.
Hopper. (2011). Mosby’s Pharmacy Technician Principles and Practice (3rd
ed).Elsevier. ISBN-13: 9781437706703
E-Book(s):
Jonhston, M. (2009). The Pharmacy Technician: Foundations and Practices. Pearson.
eText: ISBN-978-0-13-504169-7
http://www.coursesmart.com/IR/5805448/9780135041697?__hdv=6.8
PHAR 212 Pharmacy Administration 25
Julio 2013
Orum A., Gail, & Mizner. J. (2011). Pharmacy Technician: Practice
and Procedures. McGraw-Hill Higher Education. eText: ISBN- 978-0-07-
733007-1
http://www.coursesmart.com/IR/5805448/0077330072?__hdv=6.8
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 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 in the university and in their community since becoming
a dual language professional is a complex and challenging task. Each workshop
requires an average of ten (10) hours of preparation, but it 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 and assign extra work to compensate for the missing
class time.
Assignments required prior to the workshop must be completed and turned in on
the assigned date. The facilitator may decide to adjust the grade given for late
assignments and/or make-up work.
PHAR 212 Pharmacy Administration 26
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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 are extremely important, as it is not possible to assure that they can be
made up. If the student provides a valid and verifiable excuse, the facilitator may
determine a substitute evaluation activity if he/she understands that an equivalent
activity is possible. This activity must include the same content and language
components as the oral presentation or special activity that was missed.
6. In cooperative learning activities, the group will be assessed for their final work
as a group. However, each member will have to collaborate to ensure 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 and Curriculum Director must approve such changes before the first day
PHAR 212 Pharmacy Administration 27
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of class. The facilitator must discuss the approved changes with students in the
first class workshop. A written copy of the changes must also be provided to
students at the beginning of the first workshop.
9. The facilitator will establish a means of contacting students by providing the
SUAGM e-mail address, phone numbers, hours to be contacted, and days
available.
10. The use of cellular phones is prohibited during sessions; if there is a need to have
one, it must be on vibrate or silent mode during class session.
11. Children or family members that are not registered in the course are not allowed
to enter the classrooms.
12. All students are subject to the behavior policiesthat govern SUAGM, the course,
and the professional adult.
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.findarticles.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
http://www.apastyle.org/
To buy or rent new or used textbooks or references you can visit:
http://www.chegg.com/(rent)
http://www.bookswim.com/ (rent)
http://www.allbookstores.com/ (buy)
http://www.alibris.com/(buy)
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:
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Julio 2013
If the facilitator or the student is required or wants to perform a research, or needs
to administer a questionnaire or interview individuals, he/she must comply with the
norms and procedures of the Institutional Review Board Office (IRB) and ask for
authorization. To access the forms from the IRB Office or for additional
information, visit the following link:
http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.
Furthermore, in this Web site the student/facilitator will find instructions for
several online certifications related to IRB processes. These certifications include:
IRB Institutional Review Board, Health Information 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
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
Miss Natalia Torres, IRB Institutional Coordinator - UNE
Tel. (787) 257-7373 ext. 2279
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.
As facilitators, one of our main goals is to assist students in making connections between
their prior knowledge of facts and foster new understanding that is relevant to real life
experiences. We will also attempt to tailor our teaching strategies to student responses
and encourage students to analyze, interpret, and predict information.
PHAR 212 Pharmacy Administration 29
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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. Constructing “meaning” requires understanding “wholes” as well as “parts”. The
“parts” must be understood in the context of “wholes. Therefore, the learning
process focuses on primary concepts, not isolated facts.
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. Tools and environments that help learners interpret the multiple perspectives of
the world should be provided.
7. Learning should be internally controlled and mediated by the learner.
Dual Language Instructional Approach
The Dual Language curriculum integrates the Sheltered Instruction Observation
Protocol (SIOP) Model*.
The student will be exposed to the eight interrelated learning SIOP components to
facilitate comprehensible instruction. These are:
lesson preparation,
background knowledge,
comprehensible input,
strategies,
interaction,
practice/application,
PHAR 212 Pharmacy Administration 30
Julio 2013
lesson delivery, and
review/assessment.
These instructional strategies are connected to each one of these components, allowing
that the design and presentation of a lesson address the academic and linguistic needs of
second language learners. Each lesson integrates dual language strategies and
instructional approaches to ensure the linguistic and academic success of students.
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SIOP Components (Sheltered Instruction Observation Protocol)
The dual language instructional strategies are indicated below each SIOP component (A-
E). These strategies allow the design and delivery of a lesson that addresses the academic
and linguistic needs of second language learners. The facilitator must select the Cognitive
Academic Language Learning Approach (CALLA) strategies that best align to the
specific week content and language objectives and integrate them in the lesson activities
to ensure maximum learning and academic performance.
B. Scaffolding
___ Modeling
___ Guided Practice
___ Independent Practice
___ Comprehensible Input
C. Grouping Options
___ Whole Class
___ Small Groups
___ Partners
___ Independent Work
D. Integration of Language Domains
___ Listening
___ Speaking
___ Reading
___ Writing
E. LearningApplication
___ Dynamic
___ Meaningful/Relevant
___ Rigorous
___ Linked to Objectives
___ Promotes Engagement
A. Lesson Preparation
___ Adaptation of Content
___ Links to Background Knowledge
___ Links to Past Learning
___ Strategies Incorporated
CALLA Strategies
(Cognitive Academic Language Learning
Approach)
___ Cognitive
___ Metacognitive
___ Social/Affective
PHAR 212 Pharmacy Administration 32
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TALLER UNO
Objetivos específicos de contenido
Al finalizar este taller, el estudiante será capaz de:
1. Discutir los datos históricos más relevantes sobre el desarrollo de la farmacia en
Estados Unidos desde sus inicios.
2. Identificar los deberes, responsabilidades y derechos legales que le corresponden
como técnico de farmacia.
3. Analizar las diferencias entre los servicios farmacéuticos en general de una
farmacia de comunidad, de cadena y de hospital o institución similar.
Objetivos específicos de lenguaje:
Al finalizar este taller, el estudiante será capaz de:
Escuchar: Escuchar atentamente los comentarios y explicaciones de su
facilitador/profesor sobre los temas y conceptos asignados para este taller, y
reflexionar sobre su aplicación como futuro técnico de farmacia.
Hablar: Expresar con claridad y precisión sus ideas sobre los deberes y
responsabilidades como técnico de farmacia en español durante la discusión del
contenido y temas asignados en este taller.
Leer: Utilizar el proceso de lectura comprensiva en los libros de texto, recursos
adicionales y direcciones electrónicas para familiarizarse con los temas destinados
a discusión para este taller.
Escribir: Realizar trabajos escritos resumiendo las ideas principales de las
selecciones de lecturas asignadas para este taller, utilizando adecuadamente la
gramática, la ortografía y la sintaxis del idioma español.
Enlaces electrónicos:
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Universidad del Este
http://www.suagm.edu/une/portal%5Fde%5Fbiblioteca
PHAR 212 Pharmacy Administration 33
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Universidad Metropolitana
http://www.bibliotecaumet.com/
La Farmacia en Estados Unidos (Siglo pasado)
http://www.youtube.com/watch?v=DPIsFIYNUjY
Historia de la Farmacia en Estados Unidos
http://www.buenastareas.com/ensayos/Historia-De-La-Farmacia/6552397.html
Asignaciones antes del taller:
1. Utilice la Biblioteca Virtual para investigar sobre la historia de la farmacia en E.U. y
realizar un listado de los sucesos más importantes en el desarrollo de la misma.
(Puede hacer referencia al capítulo sobre la historia de la práctica de farmacia en
el libro de texto – capítulo 1)
2. Buscar información sobre la ocupación de técnico de farmacia en Estados Unidos
y realizar un listado de deberes, responsabilidades y derechos legales que le
corresponden. (Puede hacer referencia al capítulo sobre el técnicode farmacia en
el libro de texto- capítulo 2).
3. Prepare un ensayo escrito de dos páginas sobre la ocupación de técnico de
farmacia en Estados Unidos y realizar un listado de deberes, responsabilidades y
derechos legales. Use estilo APA. Envie a NetTutor para retroalimentación.
4. Establezca las diferencias entre los servicios provistos por el técnico de farmacia
de una farmacia de comunidad, de cadena y de hospital o institución similar y
realizar un Diagrama de Venn comparando las diferencias y semejanzas entre
éstas. (Puede hacer referencia al capítulo sobre el técnico de farmacia en el libro
de texto- capítulo 2).
5. E-lab: Comience a practicar sus destrezas de lenguaje utilizando TellMeMore.
Vocabulario clave de la lección:
1. Técnico de farmacia
PHAR 212 Pharmacy Administration 34
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2. Farmacéutico
3. Farmacia de comunidad
4. Farmacia de cadena
5. Farmacia de hospital o institucional
Lista de materiales suplementarios para el taller:
1. Libreta
2. Lápiz o bolígrafo
3. Organizador gráfico KWL
4. Diagrama Venn
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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. Andamiaje (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_ Entrada (input) 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_ Meta cognitiva 1)_______________________ 2)_______________________
_X_ Socio afectiva 1)_______________________ 2)_______________________
C. Opciones de agrupamiento D. Integración de los dominios de idioma
_X_ Grupo completo _X_ Escuchar
_X_ Grupos pequeños _X_ Hablar
_X_ Trabajo en parejas _X_ Leer
_X_ Trabajo independiente _X_ Escribir
E. Aplicación de aprendizaje
_X_ Dinámica
_X_ Significativa y relevante
_X _Rigurosa
_X_ Vinculada a los objetivos
_X_ Promueve la participación
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Actividades integradas de contenido y lenguaje para lograr los objetivos del taller
(contenido y lenguaje):
1. El facilitador realizará un ejercicio rompehielos para que el grupo se conozca.
2. El facilitador discutirá los objetivos y la evaluación del curso y explicará y
aclarará las dudas relacionadas al curso, el módulo y su aplicabilidad.
3. Los estudiantes completarán las dos primeras columnas de un organizador gráfico
KWL sobre lo que saben y lo que desean aprender sobre el tema del taller.
4. El facilitador dividirá la clase en 5 grupos y asignará a cada grupo uno de los
términos del vocabulario del taller, para que desarrollen una definición del
término. Cada grupo será responsable de presentar al resto de la clase la
definición del término asignado.
5. El facilitador dividirá en grupos pequeños los estudiantes, asignará a cada grupo
un periodo de tiempo en la historia de la farmacia. Cada grupo determinará los
datos históricos más relevantes en esa época y un estudiante de cada grupo
presentará los hallazgos a la clase.
6. El facilitador dividirá el grupo en tres y asignará a un grupo la discusión del
ensayo sobre los deberes del técnico de farmacia, a otro grupo las
responsabilidades y a otro grupo los derechos legales de la ocupación de técnico
de farmacia y luego un representante de cada grupo discutirá los hallazgos a la
clase.
7. El facilitador dividirá el grupo en parejas para que discutan el Diagrama de Venn
previamente asignado. Cada pareja presentará sus hallazgos al resto de la clase.
8. El facilitador realizará un resumen acerca de los temas discutidos en este taller
aclarando dudas o inquietudes de los estudiantes.
9. Los estudiantes completarán la tercera columna del organizador gráfico KWL con
la información de lo aprendido en el taller y compartirán sus experiencias de
aprendizaje en un círculo de discusión grupal.
10. Los estudiantes comenzarán a trabajar en sus portafolios digitales según el manual
del portafolio digital publicado por el facilitador en la plataforma electrónica de
Blackboard. Toda tarea, evidencia de assessment u otros documentos trabajados
PHAR 212 Pharmacy Administration 37
Julio 2013
en el taller, deberán estar presentes en dicho portafolio, luego de haber sido
corregidos por el facilitador.
11. El facilitador explicará las tareas que se realizarán antes del taller dos, el
portafolio digital, y el uso de Wimba para discusiones orales.
Evaluación:
1. Individual: Participación efectiva en clase. El facilitador hará preguntas
individuales a los estudiantes para verificar el entendimiento del material
presentado.
2. Grupal: Trabajo en grupo. Durante las actividades grupales, el facilitador
evaluará las contribuciones individuales en la resolución de las tareas asignadas.
3. Escrito: Presentación escrita de las tareas asignadas en el taller, utilizando de
forma correcta el idioma español.
4. Oral/Auditiva: Discusión de los temas y tareas asignadas para el taller y trabajos
para entregar. El facilitador evaluará los estudiantes en el uso correcto del idioma
español.
Cierre del taller:
1. Individual: El estudiante preparará una lista focalizada sobre los deberes y
responsabilidades como futuro técnico de farmacia.
2. Grupal: Se dividirá la clase en parejas. Cada pareja realizará un poema concreto
con el concepto farmacia, que luego presentarán al resto de la clase.
PHAR 212 Pharmacy Administration 38
Julio 2013
WORKSHOP TWO
Specific Content Objectives
Upon completing this workshop, the student will be able to:
1. Compare a legend with an over the counter (OTC) drug.
2. List the categories and subcategories of OTC drugs.
3. Analyze the purpose of the Durham-Humprey Amendment.
4. Explain the purpose of the National Drug Code (NDC).
5. Analyze the budgetary impact of an inventory.
6. Demonstrate knowledge of administrative tasks performed by the pharmacy
technician, including working with invoices, verification of the merchandise
received, calculating selling prices, organize, and file invoices.
7. Explain the importance of the FIFO system in a retail pharmacy.
8. Analyze the benefits of establishing a computerized system at the pharmacy.
Specific Language Objectives
Upon completing this workshop, the student will be able to:
Listen: Students will listen and analyze information related to the concepts and
course materials by means of formal conferences. The students will listen to the
information and then apply in the acquisition of knowledge.
Speak: In spoken English, the students will express their ideas to discuss class topics
in an effective way.
Read: After reading textbooks, electronic addresses, and other resources, the students
will summarize the most important topics of this workshop, using correct English
grammar and spelling.
Write: Using the concepts learned during the reading of the course materials, the
students will summarize the topics learned using correct English grammar and
spelling.
PHAR 212 Pharmacy Administration 39
Julio 2013
Electronic Links (URLs): (Include at least 5 links in English. Do not use non-reliable
resources such as Wikipedia, monografias.com, etc.)
Virtual Library
Turabo University
http://bibliotecavirtualut.suagm.edu/
University of the East
http://www.suagm.edu/une/portal%5Fde%5Fbiblioteca/
Metropolitan University
http://www.bibliotecaumet.com/
Legend Drugs vs. OTC drugs
http://www.fda.gov/Drugs/ResourcesForYou/Consumers/QuestionsAnswers/ucm100101.
htm
National Drug Codes
http://www.fda.gov/drugs/informationondrugs/ucm142438.htm
http://www.findacode.com/ndc/ndc-national-drug-codes.html
http://www.drugs.com/ndc.html
Assignments before the Workshop:
1. Read the chapter related to Retail Pharmacy and Inventory management in the
class textbook. (Chapter 6 and Chapter 9).
2. Define and describe the vocabulary assigned for the workshop.
3. Prepare a Venn Diagram to compare Legend and OTC drugs
4. Using the electronic links recommended, prepare a one page essay explaining
what the National Drug Code for a drug is and its importance. Use APA style.
Send to NetTutor for feedback.
5. Access the Blackboard Plataform and print out the Pharmacy Invoice examples
and medication labels posted and bring them to the workshop for discussion.
6. Bring to the workshop one bottle or box of an OTC drug from your home.
7. Review the concepts and material covered in the workshop 1 and be prepared to
take a written test.
PHAR 212 Pharmacy Administration 40
Julio 2013
8. Continue working with your digital portfolio.
9. E-Lab: Start practicing the English language using TellMeMore.
Academic Core Vocabulary:
1. National Drug Code (NDC)
2. Over the Counter Drugs (OTC)
3. Durham Humprey ACT
4. Inventory
5. Claims
6. Invoice
7. Supplier
8. First In First Out technique (FIFO)
9. Key Cost
List of Supplementary Materials for the Workshop:
1. Notebook
2. Pencils
3. Venn Diagram
4. Pharmacy Invoice examples (Blackboard)
5. Legend and OTC drugs labels (Blackboard)
6. One bottle of an OTC drug from home
7. Calculator
PHAR 212 Pharmacy Administration 41
Julio 2013
SIOP Components (Sheltered Instruction Observation Protocol): The “X” on the line
indicates the teaching strategies that will be used in each class to support and increase
students’ linguistic and academic performance.
A. Lesson PreparationB.Scaffolding
_X_ Adaptation of Content _X_ Modeling
_X_ Links to Background Knowledge _X_ Guided Practice
_X_ Links to Past Learning _X_ Independent Practice
_X_ Strategies Incorporated _X_ Comprehensible Input
CALLA Strategies(Cognitive Academic Language Learning Approach)
The facilitator must specify the CALLA learning strategy/strategies that will be used in the
lesson and explain each one to the students.
_X_ Cognitive1)_______________________ 2)_______________________
_X_ Metacognitive 1)_______________________ 2)_______________________
_X_ Social/Affective 1)_______________________ 2)_______________________
C. Grouping Options D. Integration of Language Domains
_X_ Whole Group _X_ Listening
_X_ Small Group _X_ Speaking
_X_ Partners _X_ Reading
_X_ Independent Work _X_ Writing
E.Learning Application
_X_Dynamic
_X_ Meaningful/Relevant
_X_ Rigorous
_X_ Linked to Objectives
_X_ Promotes Engagement
PHAR 212 Pharmacy Administration 42
Julio 2013
Integrated Activities of Content and Language to Achieve Content and Language
Objectives (Content and Language):
1. The facilitator will start the class with a short review of the previous workshop
material.
2. The Facilitator will answer any questions the students may have related to
material or homework.
3. The facilitator will collect the assignments for this workshop and answer any
question related to the homework.
4. Students will participate in a memory game to review the key vocabulary words
assigned for the workshop.
5. The facilitator will discuss the Venn diagram assigned in an open discussion.
6. Using the bottle or box of an OTC drug assigned, each student will verify if the
information provided in the bottle or box label comply with the OTC laws
requirements. Each student will discuss its finding with the rest of the class.
7. The facilitator will divide the class in five groups. The facilitator will assign a
category/subcategory of OTC drugs to each group. Each group will present at
least 5 examples of drugs from each category.
8. The facilitator will explain what sets the Durham Humphrey amendment, and
students will create a concept map with the key points for this.
9. The facilitator will divide the class in small groups to discuss the definition and
importance of the NDC. Each group will choose a student to present their answers
to the rest of the class.
10. Students will exchange their essays and will discuss them.
11. The facilitator will define inventory and its concepts and explain the strategies for
maintaining prices control.
12. Using a PowerPoint presentation the facilitator will explain the administrative
tasks performed by the pharmacy technician, including working with invoices,
verification of the merchandise received, calculating selling prices, organize and
fille invoices.
13. The facilitator will explain the Pharmacy Invoice examples and medication labels
posted in Blackboard and how to calculate the selling price of an item.
PHAR 212 Pharmacy Administration 43
Julio 2013
14. The facilitator divides the class in small groups and will assign a numer of items
from the invoice to calculate the selling price per unit.
15. In a round table, the facilitator will explain the FIFO system and the students will
discuss its importance.
16. The facilitator will discuss the uses of computerized system at the pharmacy and
the students will write a paper analizing its importance.
17. Students will take a written test of the material discussed in workshops 1 and
workshop 2.
18. The facilitator will explain the work to be completed before Workshop Three.
Assessment:
1. Individual: The students will prepare and turn in the assignments prior to the
workshop. The students will participate in class discussion.
2. Group: Work in-group activities for this workshop.
3. Written: The students will complete the written assignments.
4. Oral: The students will participate in the group activities and deliver their oral
presentations to the class.
Lesson Wrap-Up:
1. Individual: The facilitator will provide the students with enough time at the end
of the workshop to complete the Reflective Diary.
2. Group: Students will participate in a class summary of the workshop’s main
topics.
PHAR 212 Pharmacy Administration 44
Julio 2013
TALLER TRES
Objetivos específicos de contenido
Al finalizar este taller, el estudiante será capaz de:
1. Discutir las operaciones generales en una farmacia de comunidad.
2. Describir las partes de una receta médica (prescripción médica).
3. Identificar las abreviaturas más utilizadas en una receta médica.
4. Distinguir entre lo que es una forma de dosificación y una ruta de administración.
5. Describir las responsabilidades generales de un técnico de farmacia con relación
al despacho de medicamentos en una farmacia de comunidad.
6. Ejecutará efectivamente los pasos en el despacho de una prescripción médica.
Objetivos específicos de lenguaje
Al finalizar este taller, el estudiante será capaz de:
Escuchar: Escuchar atentamente las explicaciones de su facilitador/profesor
mediante una presentación en PowerPoint, sobre las partes de la receta y las
abreviaturas más utilizadas.
Hablar: Expresar con claridad y precisión sus ideas en español durante la
discusión del contenido y temas asignados en este taller.
Leer: Utilizar el proceso de lectura comprensiva en los libros de texto, recursos
adicionales y direcciones electrónicas para familiarizarse con los temas a
discutirse en este taller.
Escribir: Resumir las ideas principales de las selecciones de lecturas asignadas
para este taller, y presentará las mismas utilizando adecuadamente la gramática, la
ortografía y la sintaxis del idioma español.
Enlaces electrónicos:
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Universidad del Este
http://www.suagm.edu/une/portal%5Fde%5Fbiblioteca
PHAR 212 Pharmacy Administration 45
Julio 2013
Universidad Metropolitana
http://www.bibliotecaumet.com/
Good Life Pharmacy in New Jersey (español)
http://www.youtube.com/watch?v=SXZFKrt9Azo
Asignaciones antes del taller:
1. Leer el capítulo relacionado a farmacias de comunidad y de cadena en el libro de
texto.
2. Realizar un listado sobre las operaciones generales de una farmacia de comunidad
y de cadena en Estados Unidos.
3. Enumerar las responsabilidades del técnico de farmacia como profesional de la
salud, en cuanto al despacho de medicamentos en una farmacia de comunidad.
4. Realizar un trabajo escrito de no ménos de tres párrafos donde explique la
diferencia entre una receta y una orden médica. Utilice referencias y estilo APA.
5. Buscar la diferencia entre una forma de dosificación y una vía o ruta de
administración y presentar ejemplos de estas.
6. Continúe trabajando con su portafolio digital.
7. Continúe su práctica con TellMeMore.
Vocabulario clave de la lección:
1. Despacho de medicamentos
2. Abreviaturas farmacéuticas
3. Receta médica o prescripción
4. Formas de dosificación
5. Rutas de administración
Lista de materiales suplementarios para el taller:
1. Libreta
2. Lápiz o bolígrafo
PHAR 212 Pharmacy Administration 46
Julio 2013
3. Diagrama de Venn
4. Organizador grafico
5. Ejemplo de receta (en Blackboard)
PHAR 212 Pharmacy Administration 47
Julio 2013
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. Andamiaje (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_ Entrada (input) comprensible
Estrategias deCALLA(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_ Meta cognitiva 1)_______________________ 2)_______________________
_X_ Socio afectiva 1)_______________________ 2)_______________________
C. Opciones de agrupamientoD. Integración de los dominios de idioma
_X_ Grupo completo _X_ Escuchar
_X_ Grupos pequeños _X_ Hablar
_X_ Trabajo en parejas _X_ Leer
_X_ Trabajo independiente _X_ Escribir
E. Aplicación de aprendizaje
_X_ Dinámica
_X_ Significativa y relevante
_X _Rigurosa
_X_ Vinculada a los objetivos
_X_ Promueve la participación
PHAR 212 Pharmacy Administration 48
Julio 2013
Actividades integradas de contenido y lenguaje para lograr los objetivos del taller
(contenido y lenguaje):
1. El facilitador entregará los trabajos del taller anterior y proveerá retroalimentación
de los mismos a los estudiantes.
2. El facilitador repasará brevemente el material discutido en el taller anterior y
aclarará cualquier duda o pregunta del mismo.
3. Torbellino de ideas- Los estudiantes participarán en un torbellino de ideas para
discutir los conceptos del vocabulario asignados.
4. Actividad “Discusión Socializada”- Los estudiantes tendrán la oportunidad de
discutir los resultados de las investigaciones que realizaron sobre la operación en
general las farmacias de comunidad en Estados Unidos.
5. El facilitador dividirá el grupo en parejas y asignará que cada una realice un
Diagrama de Venn que presente las diferencias entre una receta y una orden
médica.
6. El facilitador realizará un organizador gráfico, en el cual los estudiantes podrán
enumerar las responsabilidades de un técnico de farmacia en el proceso de
despacho de medicamentos en una farmacia de comunidad.
7. Los estudiantes discutirán las partes de una receta y los aspectos importantes
relacionados a esta, por medio de una presentación en PowerPoint. Los
estudiantes irán complementando el ejemplo de receta que está en blackboard.
8. El facilitador entregará a los estudiantes una lista de las abreviaturas
farmacéuticas más utilizadas para ser discutidas en clase. Luego de la discusión,
el facilitador proveerá a los estudiantes un ejercicio para completarlo utilizando
las abreviaturas.
9. Actividad WebQuest- Los estudiantes completarán un WebQuest accesando el
siguiente URL http://zunal.com/webquest.php?w=203197. (el facilitador
explicará las instrucciones sobre lo que consiste esta actividad), sobre aspectos
discutidos en este taller.
10. El facilitador explicará las tareas que se realizarán antes del taller cuatro.
PHAR 212 Pharmacy Administration 49
Julio 2013
Evaluación:
1. Individual: Participación efectiva en clase. El facilitador hará preguntas a los
estudiantes para verificar el entendimiento del material presentado.
2. Grupal: Trabajo en grupo. Durante las actividades grupales, el facilitador
evaluará las contribuciones individuales en la resolución de la tarea asignada.
3. Escrito: Presentación escrita de las tareas asignadas para el taller, utilizando de
forma correcta el idioma español.
4. Oral/Auditiva: Discusión de tareas asignadas en la clase y trabajos para entregar.
El facilitador evaluará los estudiantes en el uso correcto del idioma español.
Cierre del taller:
1. Individual: El estudiante preparará una lista focalizada sobre las
responsabilidades de un técnico de farmacia en el proceso de despacho de
medicamentos en una farmacia de comunidad.
2. Grupal: Se dividirá la clase en grupos para trabajar con ejercicios de recetas
asignadas por el facilitador.
PHAR 212 Pharmacy Administration 50
Julio 2013
WORKSHOP FOUR
Specific Content Objectives
Upon completing this workshop, the student will be able to:
1. Describe the health-system pharmacy’s (hospital pharmacy) practice setting.
2. Describe the process of dispensing medication orders in a hospital pharmacy.
3. Compare the duties of a pharmacy technician with those of a pharmacist in filling a
medication order in a hospital pharmacy.
4. Define the tasks pharmacy technicians perform in a hospital pharmacy.
5. Identify the roles of major hospital committees.
6. Explain the role and standards of the Joint Commission.
Specific Language Objectives
Upon completing this workshop, the student will be able to:
Listen: Listen and analyze information related to the concepts and course materials
by means of formal conferences. The students will listen to the information and apply
it towards the acquisition of knowledge.
Speak: In spoken English, the students will express their ideas to discuss class topics
in an effective way.
Read: Summarize the most important topics of this workshop, using correct English
grammar and spelling.
Write: Write using apropiate English grammar and spelling.
Electronic Links (URLs):
Virtual Library
http://bibliotecavirtualut.suagm.edu/
Hospital Pharmacy
http://www.youtube.com/watch?v=h0t_h_AKC84
Pharmacy Technicians in Hospitals
PHAR 212 Pharmacy Administration 51
Julio 2013
http://www.youtube.com/watch?v=DdYZik8AsvE
PharmTalk: Hospital Pharmacy
http://www.youtube.com/watch?v=jdQVDj916i4
Careers in Pharmacy-Hospital Pharmacy
http://www.youtube.com/watch?v=5Qt3cEyc3-k
Assignments before the Workshop: (Include from 3 to 5 assignments depending on the
level of complexity.)
1. Read the chapter related to Health-System Pharmacy in the class textbook.
Summarize the important topics and bring it to class for discussion.
2. Read the article: What is the Role of a Pharmacy Technician? Prepare a summary
of its most important points. Use APA style.
(http://www.pharmacytechpros.com/role-of-a-pharmacy-technician.html)
3. Use the Virtual Library to find information on the Joint Commission’s functions,
evaluations, and quality of care standards, the Institutional Review Board (IRB),
and the Pharmacy and Therapeutics Committee (P&T). Prepare a 2 page summary
and bring it to class.
4. Make a search to find names of committees in a hospital and its roles. Prepare a
PowerPoint presentation of at least 5 slides.
5. Make a list of procedures, medication dispensing and filling services that are
offered only in a hospital pharmacy.
6. Rewiew the concepts and material covered in the workshop 3 and be prepared to
take a written test.
7. E-Lab: Continue practicing your language skills using TellMeMore.
8. Continue working with your digital portfolio.
Academic Core Vocabulary:
1. Joint Commision
2. Hospital Pharmacy
3. Dispensing in hospital pharmacy
PHAR 212 Pharmacy Administration 52
Julio 2013
4. Unit dose
List of Supplementary Materials for the Workshop:
1. Notebook
2. Pencil
3. Venn Diagram
4. Concept map
PHAR 212 Pharmacy Administration 53
Julio 2013
SIOP Components (Sheltered Instruction Observation Protocol):The “X” on the line
indicates the teaching strategies that will be used in each class to support and increase
students’ linguistic and academic performance.
A. Lesson PreparationB.Scaffolding
_X_ Adaptation of Content _X_ Modeling
_X_ Links to Background Knowledge _X_ Guided Practice
_X_ Links to Past Learning _X_ Independent Practice
_X_ Strategies Incorporated _X_ Comprehensible Input
CALLA Strategies(Cognitive Academic Language Learning Approach)
The facilitator must specify the CALLA learning strategy/strategies that will be used in the
lesson and explain each one to the students.
_X_ Cognitive1)_______________________ 2)_______________________
_X_ Metacognitive 1)_______________________ 2)_______________________
_X_ Social/Affective 1)_______________________ 2)_______________________
C. Grouping Options D. Integration of Language Domains
_X_ Whole Group _X_ Listening
_X_ Small Group _X_ Speaking
_X_ Partners _X_ Reading
_X_ Independent Work _X_ Writing
E.Learning Application
_X_Dynamic
_X_ Meaningful/Relevant
_X_ Rigorous
_X_ Linked to Objectives
_X_ __X_Promotes Engagement
PHAR 212 Pharmacy Administration 54
Julio 2013
Integrated Activities of Content and Language to Achieve Content and Language
Objectives (Content and Language):
1. The facilitator will start the class with a short review of the previous
workshop material.
2. The facilitator will collect the assignments for this workhop.
3. Students will be divided into small groups to prepare a Venn diagram on the
services offered in both, a hospital and a community pharmacy. They will
exchange their diagrams and will verbally discuss them.
4. Students will meet in grupos of tree and will create a concept map with the
hospital’s organization and classifications. One member of the group will
discuss it.
5. Students will exchange the list of procedure of medication dispensing and
filling in a hospital pharmacy that was prepared as assignment.
6. The facilitator will divide class into two groups. A group shall be responsible
for informing on the structure and function of the Pharmacy and Therapeutics
Committee (P&T); the other group, on the Institutional Review Board (IRB).
7. Activity: Roundtable - the students will discuss the previously assigned topic:
Joint Commission’s functions, evaluations, and quality of care standards.
8. Students will take a written test on the material discussed in workshops 3 and
4.
9. The facilitator will explain the assignments to be performed in workshop five.
Assessment:
1. Individual: The students will prepare the assignments before the workshop.
2. Group: The students will collaborate in the development of the workshop by
working together in small groups.
3. Written: The students will summarize the material using correct English
grammar rules for the tasks assigned for the workshop.
4. Oral: The students will participate in group activities and class presentations.
PHAR 212 Pharmacy Administration 55
Julio 2013
Lesson Wrap-Up:
1. Individual: The students will go to www.ashp.org/bestpractices and identify
nine advantages of a unit dose system over alternative distribution systems.
2. Group: The facilitator will divide the class in groups. The groups will go to
www.jointcommission.org and identify the list of “do not use” symbols and
abbreviations.
PHAR 212 Pharmacy Administration 56
Julio 2013
TALLER CINCO/WORKSHOP FIVE
(TWO HOURS IN SPANISH AND TWO HOURS IN ENGLISH)
(La siguiente nota no aplica a los módulos de 8 semanas.
This following statement does not apply to 8-week modules.)
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 se realizarán en español. Las
últimas dos horas se realizarán en inglés.
NOTE: This is a bilingual workshop.
Both the facilitator and students 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 conducted in Spanish. The last two
hours must be conducted in English.
Objetivos específicos de contenido
Al finalizar el taller, el estudiante será capaz de:
1. Identificar las agencias, licencias, permisos y/ o certificados necesarios para la
operación de una farmacia.
2. Analizar las funciones de la Administracion de drogas y alimentos (FDA),
Administración para el control de drogas (DEA), la Administración de seguridad
ocupacional y salud (The Occupational Safety and Health Administration), y la
Asociación nacional de juntas de farmacia.
3. Definir ética y filosofía moral
4. Analizar la importancia del Código de ética de un técnico de farmacia.
Objetivos específicos de lenguaje
Al finalizar el taller, el estudiante será capaz de:
1. Escuchar: Los estudiantes escucharán las explicaciones del facilitador en relación
a los conceptos presentados durante el taller. Los estudiantes escucharán a sus
PHAR 212 Pharmacy Administration 57
Julio 2013
compañeros de clase durante las discusiones de grupo y sus presentaciones a la
clase.
2. Hablar: Los estudiantes presentarán la información acerca del contenido del
taller, utilizando la gramática correctamente.
3. Leer: Los estudiantes leerán el capítulo del libro de texto asignado y accesarán al
material de referencia en línea para reforzar el contenido del taller.
4. Escribir: Los estudiantes escribirán mediante el uso correcto de la gramática y
ortografía del idioma español e inglés las tareas requeridas para este taller, al
igual que cualquier trabajo adicional asignado por el facilitador durante el taller.
Los estudiantes completarán la evaluación de la clase al comienzo del taller.
Enlaces electrónicos:
Biblioteca Virtual
Universidad del Turabo
http://bibliotecavirtualut.suagm.edu/
Universidad del Este
http://www.suagm.edu/une/portal%5Fde%5Fbiblioteca/
Universidad Metropolitana
http://www.bibliotecaumet.com/
Federal Food, Drug & Cosmetic Act of 1938 - (Pharmacy Law)
http://www.youtube.com/watch?v=MDqg1uEyW2w
Pure Food & Drug Act of 1906 (Pharmacy Law)
http://www.youtube.com/watch?v=5vNI2eyrMng
Federal Law to Practice of Pharmacy Compounding
http://www.fda.gov/Drugs/GuidanceComplianceRegulatoryInformation/PharmacyCompo
unding/ucm155666.htm
Asignaciones antes del taller:
Asignaciones a discutirse durante las primeras dos (2) horas de instrucción:
1. Preparar un trabajo escrito de no menos de 3 páginas donde mencione las funciones
de la Administración de drogas y alimentos (FDA), Administración para el control de
drogas (DEA), la Administración de seguridad ocupacional y salud (OSHA), y la
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Asociación nacional de Jjuntas de farmacia (NABP). Indique las referencias y utilice
estilo APA.
2. Leer el capítulo relacionado a leyes de farmacia y ética en el libro de texto de la clase
y contestar lo siguiente:
a. Defina ética y filosofía moral
b. ¿Cuál es el propósito del Código de ética de un técnico de famacia?
c. ¿Cuáles son las nueve virtudes éticas del Código de ética del técnico de farmacia
aprobados por la Asociación americana de técnicos de farmacia y la Asociación
nacional de técnicos de farmacia de los Estados Unidos?
Assignments to be discussed during the last two (2) hours of instruction:
1. Review and study all the material for the final exam.
2. Continue your language practice with TellMeMore.
3. Be prepared to submit your digital portfolio at the end of the workshop
Vocabulario clave de la lección /Academic Core Vocabulary
1. Administración de drogas y alimentos 1. Food and Drud Administration (FDA)
2. Administración para el control de drogas 2. Drug Enforcement Administration
(DEA)
3. Regulaciones farmacéuticas 3. Pharmacy Regulations
4. Administración de seguridad ocupacional 4. Occupational Safety & Health
y de salud Administration (OSHA)
5. Acta sobre sustancias controladas 5. Controlled Substances Act (CSA)
6. Asociacion nacional de juntas de farmacias 6. National Association of Boards
Pharmacy (NABP)
List of Supplementary Materials for the Workshop:
1. Notebook
2. Pencil
3. Blackboard
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SIOP Components (Sheltered Instruction Observation Protocol):The “X” on the line
indicates the teaching strategies that will be used in each class to support and increase
students’ linguistic and academic performance.
A. Lesson PreparationB.Scaffolding
_X_ Adaptation of Content _X_ Modeling
_X_ Links to Background Knowledge _X_ Guided Practice
_X_ Links to Past Learning _X_ Independent Practice
_X_ Strategies Incorporated _X_ Comprehensible Input
CALLA Strategies(Cognitive Academic Language Learning Approach)
The facilitator must specify the CALLA learning strategy/strategies that will be used in the
lesson and explain each one to the students.
_X_ Cognitive1)_______________________ 2)_______________________
_X_ Metacognitive 1)_______________________ 2)_______________________
_X_ Social/Affective 1)_______________________ 2)_______________________
C. Grouping Options D. Integration of Language Domains
_X_ Whole Group _X_ Listening
_X_ Small Group _X_ Speaking
_X_ Partners _X_ Reading
_X_ Independent Work _X_ Writing
E.Learning Application
_X_Dynamic
_X_ Meaningful/Relevant
_X_ Rigorous
_X_ Linked to Objectives
_X_ __X__ Promotes Engagement
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Actividades integradas de contenido y lenguaje para lograr los objetivos del taller
(contenido y lenguaje):
(Actividades en español para las primeras dos horas del taller):
1. El facilitador aclarará dudas sobre las tareas que se realizarán en el taller.
2. A través de un torbellino de ideas, los estudiantes discutirán los conceptos asignados
en el vocabulario del taller.
3. El facilitador recogerá las asignaciones correspondientes a este taller.
4. El facilitador dividirá la clase en grupos. Se asignará a cada grupo una agencia reguladora
en la profesión de farmacia, para que realicen un resumen de la función de la agencia. Un
representante de cada grupo presentará el resumen al resto de la clase.
5. Actividad de mesa redonda: Los estudiantes discutirán las definiciones de ética y filosofía
moral y la importancia del Código de ética del técnico de farmacia y sus nueve virtudes.
Integrated Activities of Content and Language to Achieve Content and Language
Objectives (Content and Language):
(Activities in English for the last two hours of the workshop):
1. The students will react critically on the importance of the concepts covered in this
workshop. The facilitator will moderate the discussion between the students.
2. The facilitator will conduct a review of the material covered at this point and clarify
any doubts the students may have.
3. Students will take a written final exam of all the material discussed in the workshops.
4. Hand in your digital portfolio.
Assessment:
1. Individual: Test and class participation.
2. Group: Students will participate in discussions of the workshop’s activities.
3. Written: Students will complete the written assignments.
4. Oral: The students will be evaluated on their participation in different group
activities.
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Lesson Wrap-Up: LAST TWO HOURS OF THE WORKSHOP
1. Individual: Prior to taking the final exam, students will reflect (in two words),
their experience in PHAR 212 workshops.
2. Group: Students will share with the class, their two words reflection.
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APPENDIX A
NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED INSTRUCTION
Retrieved from: WIDA Consortium http://www.wida.us/
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“Can Do” Listening Rubric
National Proficiency Levels Criteria
Starting
Identifies objects
Names concrete objects
Points to picture/object of the word heard
Follows simple commands
Repeats words or simple phrases
Understands simple messages – gestures, pointing
Emerging
Draws a picture
Requires continuous repetition
Follows verbal dictations
Checks-off words that were heard
Repeats information heard to determine comprehension
Understands slow speech and multiple repetitions
Developing Understands more details of spoken language
Needs limited or no repetition and slow speech
Understands basic academic vocabulary which is frequently used in class discussions
Understands class discussions with some difficulty
Understands most of what was said
Expanding Needs limited or no repetition at normal speed speech
Understands academic vocabulary used in class discussions
Understands class discussions with little difficulty
Understands nearly everything said
Bridging Needs no repetition at normal speed speech
Understands elaborate academic vocabulary used in class discussions
Understands class discussions with no difficulty
Demonstrates a native-like English speaker’s understanding of what is said
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“Can Do” Speaking Rubric
National Proficiency
Levels
Criteria
Starting Names concrete objects
Responds a simple yes or no to questions
Repeats words or simple phrases
Uses one word commands
Mispronounces words making it difficult to be understood
Breaks speech into parts making comprehension difficult
Uses limited or no vocabulary to support message
Emerging Uses a few more words to respond to questions although grammatically incorrect
Uses one-, two-, and multiple-word commands
Uses verb tenses interchangeably
Misuses words in daily speech
Repeats spoken words or phrases to improve understanding due to pronunciation flaws
Uses grammar and word order incorrectly
Uses vocabulary (emerging stage) to support oral messages
Developing Responds using longer phrases/sentences
Initiates and carries out conversations; however, there may be interruptions due to thinking of the
correct words to say
Applies grammar and word order correctly most of the time
Demonstrates correct use of basic academic vocabulary which is frequently used in class
discussions and/or oral assignments.
Speaks with some hesitation
Uses vocabulary to support oral messages
Speaks with less difficulty, but listener must pay close attention to pronunciation.
Expanding Responds using elaborate phrases/sentences
Uses and interprets idiomatic expressions
Converses more fluently in social settings
Uses academic vocabulary frequently in class discussions
Participates in class discussions using academic content with slight hesitation
Misuse of grammar and word order seldom occurs and does not interrupt meaning
Pronounces most words accurately and clearly
Bridging Speaks fluently
Uses elaborate academic vocabulary in all class discussions correctly
Participates in class discussion using academic content without hesitation
Uses appropriate vocabulary to support oral messages at all times
Uses correct grammar and word all the time
Speaks with native-like pronunciation and intonation
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“Can Do” Reading Rubric
National Proficiency
Levels
Criteria
Starting Lacks comprehension of a wide array of written material (not developed)
Lacks ability to interpret graphs, charts, tables, and forms in textbooks (not developed)
Struggles with use of pre-reading and reading skills (not developed)
Lacks ability to apply reading strategies in order to guess meanings of unfamiliar words from context (not
developed)
Struggles with use of strategic reading skills (in order to plan his/her reading assignments, diagnose deficiencies,
resolve deficiencies independently or with the help of others, etc.) (not developed)
Emerging Improving comprehension (slowly emerging) of a wide array of written material (e.g., fictional and non-fictional
texts that bridge personal, professional and academic themes, news articles, short stories, short novels, etc.)
Demonstrates correct interpretation of basic graphs, charts, tables and forms in textbooks
Applies limited pre-reading (e.g., activation of prior knowledge, semantic maps, etc.) and reading skills (e.g.,
skimming, scanning, inferences, paragraph frames, DRA, SQ4R, etc.) (slowly emerging)
Struggles with ability to use limited reading strategies to guess meanings of unfamiliar words from context (e.g.,
definition, restatement, examples, surrounding words, etc.) is
Strives to understand (even when not successful) the relationship between ideas (e.g., time, logical order,
comparison/contrast, cause/effect), and reading patterns in order to identify literary genres (as listed above)
Applying successful reading skills (as listed above) are still emerging
Developing Comprehends a wide array of written material (as listed above)
Interprets basic graphs, charts, tables and forms
Applies correctly pre-reading and reading skills (as listed above)
Applies correct use of reading strategies to guess meanings of unfamiliar words from context (as listed above)-
evidence of emerging.
Understands the relationship between ideas (as listed above)-evidence of emerging..
Uses strategic reading skills (as listed above) that are evident.
Expanding Comprehends a wide array of level-appropriate written materials (as listed above) with mature accuracy
Interprets increasingly complex graphs, charts, tables, and forms accurately
Applies pre-reading and reading skills (as listed above) very strongly
Applies strategies to guess meanings of unfamiliar words from context (as listed
above) which is clearly evident
Identifies signal words to understand the relationship between ideas (as listed above), and reading patterns to
identify literary genres (as listed above)- emerging strongly
Understands the relationship between ideas (as listed above)-strongly evident.
Uses strategic reading skills (as listed above) with mature accuracy
Bridging Comprehends various types and lengths of level appropriate written materials (as listed above)-fully developed
Interprets complex graphs, charts, tables, and forms accurately
Applies pre-reading and reading skills (as listed above)-fully developed
Applies reading strategies to determine the meaning of unfamiliar words in a text (as listed above) with accuracy
Understands the relationship between ideas (time, logical order, comparison/contrast, cause/effect)
Demonstrates fully developed strategic reading skills (as listed above)
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“Can Do” Writing Rubric
National Proficiency
Levels Criteria
Starting Lacks clear writing and focus.. Details are limited or unclear. There’s no clear distinction to what is important and what is supported.
Lacks engaging and drawing a conclusion. Paper simply starts and ends. Lack of transitions make it difficult to understand the paper.
Writes with limited use of vocabulary or specific words to transmit meaning of the essay. Misuse of parts of speech makes it difficult to understand
the writing.
Rambles- use of incomplete sentences that are too long to understand. Sentences follow a simple structure and or style.
Struggles with spelling, punctuation capitalization and other writing conventions. This makes it very difficult to understand the writing.
Lacks strategic writing skills (e. g., knowledge of the writing process; declarative, procedural and conditional knowledge; and strategies for inquiry, for
drafting [such as investigating genre, considering audience, and responding to purpose], and for product revision) that are clearly not developed.
Emerging Writes sentences that are still unclear there seems to be a guide to a focused topic; however, it may drift at times. There is an attempt in details to
support main idea. Reader can still feel confused.
Attempts to write an introduction and or conclusion. Use of transitions helps, but paper is in need of more details.
Struggles with some vocabulary terms that are used inappropriately. Greater command of the parts of speech is developing,.
but many words are still used incorrectly.
Attempts to create a style of sentence structure here and there; although, for the most part it sticks to one style.
Shows need of improving spelling, punctuation, capitalization, and other writing conventions. It is still difficult to read the writing; but there are signs
of improvement.
Demonstrates emerging strategic writing skills.
Developing Writes with an unclear focus. Writing appears to be on one topic, but shifts to another topic at times. Support of main idea is lacking. Reader is left
with unanswered questions.
Attempts to write a proper introduction and conclusion however, both are dull or unclear. Transitions help connect ideas although at times they
distract the flow.
Selects and uses words appropriately; however, they are not higher level and need more vigor.
Formulates well-written sentences; however, style and structure of sentences are repetitious.
Demonstrates control of spelling, punctuation, capitalization, and other writing conventions. However, the writing could read and sound better by
improving conventions.
Utilizes strategic writing skills properly (now evident).
Expanding Writes with a focus in mind; however, there is room for improvement. Needs more relevant details to support the main idea.
Some readers’ questions can be answered, while others are left with doubt.
Uses a proper introduction and conclusion, however, some improvement is needed. Needs to continue using transitional words are properly in order to
allow the proper flow of ideas.
Selects and uses vocabulary words that are much more livelier and appropriate. Some common wording can be improved.
Writes with a definite style, and sentence structure is “catchy” with few mistakes.
Demonstrates good control of spelling, punctuation, capitalization, and other writing conventions. Mistakes are few and nothing distracts from the
writing.
Applies mature strategic writing skills.
Bridging Writing is clear and focused on a narrowed topic. Details are relevant and accurate, and they support the main ideas. Reader’s questions are answered
Writing has a clear introduction that’s hooks the reader and conclusion that leaves a lasting impression. Use of transitions helps the reader to connect
ideas. Reading flows and not dull.
Words used in the writing are specific and accurate. Vivid verbs and modifying words are present. Words used enhance the meaning of the writing.
There is a variety in length and structure of the sentences. The style of sentences varies on how they begin. Sentences create fluency and rhythm.
Excellent control of spelling, punctuation capitalization and other writing conventions.
Strategic writing skills are fully developed.
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APPENDIX B
THE WRITING PROCESS
6-TRAITS WRITING RUBRIC
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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 Englishand Spanish. Please refer to the trait that you are evaluating (i.e., Ideas
and Content) and write the score in the appropriate box. Select the criteria per level
(6= highest, 1=lowest) that best reflects the student’s writing ability.
Refer to all the Appendix (D) sheets that describe, in detail, all the writing traits that
you are evaluating in order to complete this rubric properly.
Criteria per Level
(From Highest to Lowest)
Writing Traits 6 5 4 3 2 1
1. Ideas and Content
2. Organization
3. Voice
4. Word Choice
5. Sentence Fluency
6. Conventions
Totals (Add all the totals down, then
across to obtain the Grand Total.)
Grand Total:
Final Score:_________________
Scoring Scale: (36-0)
Outstanding: 33-36 points = A
Very Good: 29-32 points = B
Satisfactory: 24-28 points =C
Fair: 19-23 points =D
Poor: 0-18 points = F
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Six Traits for Analytic Writing Rubrics
Trait #1: Idea and Content
Criteria per Level Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from
https://www.ade.state.az.us/standards/6traits/
6
The writing is exceptionally clear, focused and interesting. It holds the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support • a thorough, balanced, in-depth explanation/ exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well suited to audience and purpose.
5
The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are developed by supporting details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support. • a thorough, balanced explanation/exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well-suited to audience and purpose.
4
The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although it may be limited or rather general. The writing is characterized by • an easily identifiable purpose. • clear main idea(s) • supporting details that are relevant, but may be overly general or limited in places; when appropriate, resources are used to provide accurate support. • a topic that is explored/explained, although developmental details may occasionally be out of balance with the main idea(s); some connections and insights may be present. • content and selected details that are relevant, but perhaps not consistently well chosen for audience and purpose.
3
The reader can understand the main ideas, although they may be overly broad or simplistic, and the results may not be effective. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly off-topic. The writing is characterized by • an easily identifiable purpose and main idea(s). • predictable or overly-obvious main ideas or plot; conclusions or main points seem to echo observations heard elsewhere. • support that is attempted; but developmental details that are often limited in scope, uneven, somewhat off-topic, predictable, or overly general. • details that may not be well-grounded in credible resources; they may be based on clichés, stereotypes or questionable sources of information. • difficulties when moving from general observations to specifics.
2
Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is characterized by • a purpose and main idea(s) that may require extensive inferences by the reader. • minimal development; insufficient details. • irrelevant details that clutter the text. • extensive repetition of detail.
1 The writing lacks a central idea or purpose. The writing is characterized by • ideas that are extremely limited or simply unclear. • attempts at development that are minimal or non-existent; the paper is too short to demonstrate the development of an idea.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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Trait #2: Organization
Criteria per Level
6
The organization enhances the central idea(s) and its development. The order and structure are compelling and move the reader through the text easily. The writing is characterized by • effective, perhaps creative, sequencing; the organizational structure fits the topic, and the writing is easy to follow. • a strong, inviting beginning that draws the reader in and a strong satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed
5
The organization enhances the central idea(s) and its development. The order and structure are strong and move the reader through the text. The writing is characterized by. • effective sequencing; the organizational structure fits the topic, and the writing is easy to follow. • an inviting beginning that draws the reader in and a satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed. .
4
Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is characterized by • clear sequencing. • an organization that may be predictable. • a recognizable, developed beginning that may not be particularly inviting; a developed conclusion that may lack subtlety. • a body that is easy to follow with details that fit where placed. • transitions that may be stilted or formulaic. • organization which helps the reader, despite some weaknesses.
3
An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal. The writing is characterized by • attempts at sequencing, but the order or the relationship among ideas may occasionally be unclear. • a beginning and an ending which, although present, are either undeveloped or too obvious (e.g. “My topic is...”, “These are all the reasons that…”) • transitions that sometimes work. The same few transitional devices (e.g., coordinating conjunctions, numbering, etc.) may be overused. • a structure that is skeletal or too rigid. • placement of details that may not always be effective. • organization which lapses in some places, but helps the reader in others.
2
The writing lacks a clear organizational structure. An occasional organizational device is discernible; however, the writing is either difficult to follow and the reader has to reread substantial portions, or the piece is simply too short to demonstrate organizational skills. The writing is characterized by • some attempts at sequencing, but the order or the relationship among ideas is frequently unclear. • a missing or extremely undeveloped beginning, body, and/or ending. • a lack of transitions, or when present, ineffective or overused. • a lack of an effective organizational structure. • details that seem to be randomly placed, leaving the reader frequently confused.
1
The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader remains confused. The writing is characterized by • a lack of effective sequencing. • a failure to provide an identifiable beginning, body and/or ending. • a lack of transitions. • pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along too rapidly. • a lack of organization which ultimately obscures or distorts the main point.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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Trait #3: Voice
Criteria per Level
6
The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply committed to the topic, and there is an exceptional sense of “writing to be read.” The writing is expressive, engaging, or sincere. The writing is characterized by • an effective level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice, while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively, or interesting. Technical writing may require greater distance.). • an exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.
5
The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to the topic, and there is a sense of “writing to be read.” The writing is expressive, engaging or sincere. The writing is characterized by • an appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively or interesting. Technical writing may require greater distance.). • a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.
4
A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of “writing to be read.” In places, the writing is expressive, engaging, or sincere. The writing is characterized by • a questionable or inconsistent level of closeness to or distance from the audience. • a sense of audience; the writer seems to be aware of the reader but has not consistently employed an appropriate voice. The reader may glimpse the writer behind the words and feel a sense of interaction in places. • liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately casual or personal, or inappropriately formal and stiff.
3
The writer’s commitment to the topic seems inconsistent. A sense of the writer may emerge at times; however, the voice is either inappropriately personal or inappropriately impersonal. The writing is characterized by • a limited sense of audience; the writer’s awareness of the reader is unclear. • an occasional sense of the writer behind the words; however, the voice may shift or disappear a line or two later and the writing become somewhat mechanical. • a limited ability to shift to a more objective voice when necessary.
2
The writing provides little sense of involvement or commitment. There is no evidence that the writer has chosen a suitable voice. The writing is characterized by • little engagement of the writer; the writing tends to be largely flat, lifeless, stiff, or mechanical. • a voice that is likely to be overly informal and personal. • a lack of audience awareness; there is little sense of "writing to be read." • little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and writer.
1
The writing seems to lack a sense of involvement or commitment. The writing is characterized by • no engagement of the writer; the writing is flat and lifeless. • a lack of audience awareness; there is no sense of “writing to be read.” • no hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing does not involve or engage the reader.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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Trait #4: Word Choice
Criteria per Level
6
Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to audience and purpose. The writer employs a rich, broad range of words, which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, strong, specific words; powerful words energize the writing. • fresh, original expression; slang, if used, seems purposeful and is effective. • vocabulary that is striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke strong images; figurative language may be used.
5
Words convey the intended message in an interesting, precise, and natural way appropriate to audience and purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, specific words; word choices energize the writing. • fresh, vivid expression; slang, if used, seems purposeful and is effective. • vocabulary that may be striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke clear images; figurative language may be used
4
Words effectively convey the intended message. The writer employs a variety of words that are functional and appropriate to audience and purpose. The writing is characterized by • words that work but do not particularly energize the writing. • expression that is functional; however, slang, if used, does not seem purposeful and is not particularly effective. • attempts at colorful language that may occasionally seem overdone. • occasional overuse of technical language or jargon. • rare experiments with language; however, the writing may have some fine moments and generally avoids clichés.
3
Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to audience and purpose in places. The writer does not employ a variety of words, producing a sort of “generic” paper filled with familiar words and phrases. The writing is characterized by • words that work, but that rarely capture the reader’s interest. • expression that seems mundane and general; slang, if used, does not seem purposeful and is not effective. • attempts at colorful language that seem overdone or forced. • words that are accurate for the most part, although misused words may occasionally appear, technical language or jargon may be overused or inappropriately used. • reliance on clichés and overused expressions.
2
Language is monotonous and/or misused, detracting from the meaning and impact. The writing is characterized by • words that are colorless, flat or imprecise. • monotonous repetition or overwhelming reliance on worn expressions that repeatedly distract from the message. • images that are fuzzy or absent altogether.
1
The writing shows an extremely limited vocabulary or is so filled with misuses of words that the meaning is obscured. Only the most general kind of message is communicated because of vague or imprecise language. The writing is characterized by • general, vague words that fail to communicate. • an extremely limited range of words. • words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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Trait #5: Sentence Fluency
Criteria per Level
6
The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with consistently strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing effortlessly into the next. • extensive variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning by drawing attention to key ideas or reinforcing relationships among ideas. • varied sentence patterns that create an effective combination of power and grace. • strong control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used, sounds natural.
5
The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing into the next. • variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning. • control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used sounds natural.
4
The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence patterns are somewhat varied, contributing to ease in oral reading. The writing is characterized by • a natural sound; the reader can move easily through the piece, although it may lack a certain rhythm and grace. • some repeated patterns of sentence structure, length, and beginnings that may detract somewhat from overall impact. • strong control over simple sentence structures, but variable control over more complex sentences; fragments, if present, are usually effective. • occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part, but may at times sound stilted or unnatural.
3
The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader to slow down or reread. The writing is characterized by • some passages that invite fluid oral reading; however, others do not. • some variety in sentences structure, length, and beginnings, although the writer falls into repetitive sentence patterns. • good control over simple sentence structures, but little control over more complex sentences; fragments, if present, may not be effective. • sentences which, although functional, lack energy. • lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.
2
The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow down or reread. The writing is characterized by • significant portions of the text that are difficult to follow or read aloud. • sentence patterns that are monotonous (e.g., subject-verb or subject-verb-object). • a significant number of awkward, choppy, or rambling constructions.
1
The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very awkward. The writing is characterized by • text that does not invite—and may not even permit—smooth oral reading. • confusing word order that is often jarring and irregular. • sentence structure that frequently obscures meaning. • sentences that are disjointed, confusing, or rambling. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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Trait #6: Conventions
Criteria per Level
6
The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that the reader can easily skim right over them unless specifically searching for them. The writing is characterized by • strong control of conventions; manipulation of conventions may occur for stylistic effect. • strong, effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little or no need for editing.
5
The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that they do not impede readability. The writing is characterized by • strong control of conventions. • effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little need for editing.
4
The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Minor errors, while perhaps noticeable, do not impede readability. The writing is characterized by • control over conventions used, although a wide range is not demonstrated. • correct end-of-sentence punctuation, internal punctuation may sometimes be incorrect. • spelling that is usually correct, especially on common words. • basically sound paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • occasional lapses in correct grammar and usage; problems are not severe enough to distort meaning or confuse the reader. • moderate need for editing.
3
The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Errors begin to impede readability. The writing is characterized by • some control over basic conventions; the text may be too simple to reveal mastery. • end-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors. • spelling errors that distract the reader; misspelling of common words occurs. • paragraphs that sometimes run together or begin at ineffective places. • capitalization errors. • errors in grammar and usage that do not block meaning but do distract the reader. • significant need for editing.
2
The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability. The writing is characterized by • little control over basic conventions. • many end-of-sentence punctuation errors; internal punctuation contains frequent errors. • spelling errors that frequently distract the reader; misspelling of common words often occurs. • paragraphs that often run together or begin in ineffective places. • capitalization that is inconsistent or often incorrect. • errors in grammar and usage that interfere with readability and meaning. • substantial need for editing.
1
Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read. In fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message and must reread for meaning. The writing is characterized by • very limited skill in using conventions. • basic punctuation (including end-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect. • frequent spelling errors that significantly impair readability. • paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the organization of the text. • capitalization that appears to be random. • a need for extensive editing.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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PARAGRAPH CONSTRUCTION RUBRIC
*What are transitions words and how they are used in effective writing? Transition words are: phrases or words used to connect one idea to the next; used by the writer to help the reader
progress from one significant idea to the next; show the relationship within a paragraph (or within a sentence) between the main idea and the support the writer gives for those ideas; different transition words do different things.... (https://www.msu.edu/user/jdowell/135/transw.html).
Evaluation Areas SCORE___________
3 2 1
Topic Sentence Topic sentence is clear as it
relates to the assigned topic and
correctly placed as the first
sentence.
Topic sentence is either
unclear as to the assigned
topic or incorrectly placed.
There is no evident topic
sentence, or it is unrelated to
the assigned topic and
incorrectly placed.
Explanation of Topic Sentence
(Supporting Ideas)
Three sentences explain the
topic sentence related to the
assigned topic.
Two sentences explain the
topic sentence, or explanation
is too general.
No sentences or only one
sentence explains the topic
sentence related to the
assigned topic.
Evidence for Topic Sentence
(Elaborating Details)
Evidence for all three
explanation sentences related to
the assigned topic is provided.
Evidence for two explanation
sentences related to the
assigned topic is provided, or
evidence is too general; no
specificity.
None to one evidence
sentence related to the
assigned topic is provided.
Conclusion Sentence Conclusion sentence rephrases
the topic sentence related to the
assigned topic and explains
importance.
Conclusion sentence rephrases
the topic sentence, but doesn’t
explain importance.
There is no conclusion
sentence or an unrelated
conclusion sentence to the
topic.
Run-ons and Fragments No run-ons or fragments are
evident.
Only1 run-on or fragment is
evident.
There are 2 or more run-ons
or fragments.
Use of Transition Words*
Transition words are used
throughout the written work
effectively.
Transitions are used
throughout, but one transition
word is used incorrectly;
missing one or two transition
words.
Transition words are not used
or are all incorrectly used;
missing three or more
transitions.
Grammar Paragraph has no errors in
punctuation, capitalization,
spelling, verb tenses, word
agreement, or use of personal
pronouns.
Legible
Paragraph has one or two
errors in punctuation,
capitalization, spelling, verb
tenses, word agreement, or use
of personal pronouns.
Marginally Legible
Paragraph has three or more
errors in punctuation,
capitalization, spelling, verb
tenses, word agreement or use
of personal pronouns that
interfere with understanding.
Not legible
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ANEJO C/APPENDIX C
Información acerca del Laboratorio de Idiomas/E-Lab
Language Lab/E-Lab Information
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Información acerca del Laboratorio de Idiomas/E-Lab
El laboratorio de idiomas y el E-Lab están diseñados para ayudar a losestudiantes a
desarrollarsus 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, NetTutor y Wimba Voice.
Tell Me More es un sistema eficaz para el aprendizaje de inglés y español, que les permite a
los estudiantes reforzar sus destrezas y además cumplir con las horas de laboratorio
requeridas en sus clases. Para poder usar este programa, los estudiantes necesitan tener
Internet, el navegador Internet Explorer y acceso a la plataforma Blackboard.
El sistema inicialmente evaluará el nivel de conocimiento de los estudiantes y creará un
programa de aprendizaje adaptado a las especificidades de lenguaje de cada uno, lo que
permitirá medir el progreso individual. Los estudiantes podrán mejorar su pronunciación,
gramática y destrezas auditivas desde el nivel de principiante hasta el nivel avanzado con dos
perfiles diferentes: lenguaje de comunicación y lenguaje de negocios.
NetTutores 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)
Sistemas de información computarizada (el estudiante debe estar matriculado en el
curso).
Wimba Voicees 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
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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.
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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, 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 Blackboard to be able to
use this program.
The system will initially assess students’ knowledge and create a learning path specifically
tailored to each student’s needs, thus allowing facilitators to measure every student’s
progress. Students will be able to improve pronunciation, grammar and listening skills from
beginner to advanced levels with two different profiles: everyday language and business
oriented language.
NetTutor is an online tutoring service, which provides live tutoring for numerical and
computer classes (scheduled hours apply). 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
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.
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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.
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ANEJO D/APPENDIX D
LANGUAGE LAB/E-LAB DOCUMENTATION
Each student will complete this form and give it to the facilitator to be included as part of the
assessment criteria for the class. Students will receive one (1) point for every hour spent in
the Language Lab/E-Lab for a total of up to four (4) points per workshop for the
completion of the exercises recommended.
Ana G. Méndez University System
Language Lab/E-Lab
Attendance Log
Student’s Name: ______________________________________________________
Student’s ID Number: _____________________
Course Requiring Lab Hours (e.g. ENGL 050, MANA 501 ___________________
Facilitator’s Name: ____________________________________________________
Semester: ___________________ PT: _____________________
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Appendix D
Language Lab/E-Lab Documentation
Each student should complete this form and submit it weekly to the facilitator as part of the class
evaluation.
Points: _____
AREAS OF
IMPROVEMENT
AND/OR
SUGGESTED BY
FACILITATOR
DATE ELECTRONIC
RESOURCES
USED AND
TASKS
COMPLETED
AGM
CLASSROOM
LAB. (L)
OFF-CAMPUS
PRACTICE (O)
STAFF/FACULTY
SIGNATURE
TellMeMore
NetTutor
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Wimba Voice
Internet-Based
Research
(Virtual
Library)
English
and/or
Spanish
Websites
Activities
Total number of hours: _______
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Anejo E/Appendix E
MATRIZ VALORATIVA PARA EVALUAR EL ENSAYO EXPOSITIVO
Nombre del estudiante: _____________________________________________
Fecha : _____________________________ Tema: ____________________________
Criterios Puntos Puntaje del
Estudiante
Contenido
Propósito: El propósito o argumento principal del
autor es claro para el lector.
1
Contenido: Presentación de información relevante
y legítima que apoya claramente al propósito
principal o argumento y muestra un análisis
completo y profundo de un tema importante. El
lector obtiene perspectivas profundas.
1
Organización: Las ideas muestran un orden lógico
para apoyar el propósito o argumento, fluyen sin
problema, y están conectadas entre sí. El lector
puede seguir sin problemas la línea de
pensamiento.
1
Sentimiento: La composición escrita es
convincente. Atrae al lector y mantiene el interés
de comienzo a fin.
1
Pensamiento crítico: Analiza el contexto del
discurso académico. Integra diferentes formas
disciplinarias y epistemológicas del conocimiento
e incluye evidencia de reflexión y autoevaluación.
1
Elabora conclusiones basadas solamente en
hechos que están basados en la investigación.
1
Demuestra un entendimiento completo de las
ideas cruciales hasta alcanzar un nivel superior de
comprensión de una manera organizada.
1
Lenguaje
Demuestra un dominio del idioma del taller,
incluyendo vocabulario académico, sintaxis y
flujo de ideas.
1
Utiliza la ortografía, la puntuación y el estilo
APA correctamente.
1
Utilize un nivel de formalidad de lenguaje que es
apropiado para la naturaleza del documento.
1
Total de Puntos 10 puntos (70% de
contenido + 30% de
lenguaje)
_________________
Puntaje Total
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RUBRIC TO EVALUATE EXPOSITORY ESSAY
Student’s name: _________________________________________________________
Date: _____________________________ Topic: _____________________________
Criteria Value Points Student’s
Points
Content
Purpose: The writer's central purpose or argument
is readily apparent to the reader.
1
Content: Presentation of relevant and legitimate
information that clearly supports a central purpose
or argument and shows a thoughtful, in-depth
analysis of a significant topic. Reader gains
important insights.
1
Organization: Ideas are arranged logically to
support the purpose or argument. They flow
smoothly from one to another and are clearly
linked to each other. The reader can easily follow
the line of reasoning.
1
Feeling: The writing is compelling. It hooks the
reader and sustains interest throughout.
1
Critical Thinking: Critiques context of the
scholarly discourse in terms of the student’s
assumptions. Integrates different disciplinary and
epistemological ways of knowing and includes
evidence of reflection and self-assessment.
1
Draws conclusions based only on research-based
facts.
1
Demonstrates a comprehensive grasp of
significant ideas to reach a higher level of
understanding in an organized manner.
1
Language
Demonstrates a command of the language of the
workshop, including academic vocabulary, syntax
and flow of ideas.
1
Uses spelling, punctuation, and APA style
correctly.
1
Uses a level of formality of language that is
appropriate for the nature of the document.
1
Total Points 10 points (70% for
content + 30% for
language)
_________________
Total Score
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Anejo F/Appendix F
MATRIZ VALORATIVA PARA EVALUAR DISCUSIÓN DE MESA REDONDA
Nombre del estudiante/grupo:_________________________________________
Fecha: ___________________________________ Tema: __________________
Criterios Puntos Puntaje del
Estudiante
Contenido
Ofrece un análisis suficientemente
sólido y, sin dudar, avanza en la
conversación.
1
Demuestra, a través de sus comentarios,
un conocimiento profundo del tema y
un alto entendimiento de las preguntas
elaboradas por los compañeros.
1
Está preparado para la discusión – con
notas y pasajes y/o textos marcados o
anotados.
1
Demuestra, a través de sus comentarios,
que está escuchando activamente a los
otros participantes.
1
Ofrece explicaciones aclaratorias y/o
seguimiento que extiende la
conversación.
1
Sus observaciones se refieren
explícitamente a ideas o argumentos
expuestos en la discusión.
1
Demuestra una actitud y postura
profesional durante la conversación.
1
Lenguaje
Demuestra habilidad en el manejo del
idioma del taller, incluyendo
vocabulario, sintaxis y flujo de ideas.
1
Usa la pronunciacion e intonación
apropiada y proyecta su voz de manera
efectiva.
1
Usa la gramática de una manera
adecuada y correcta.
1
Total de Puntos 10 puntos ( 70% de
contenido y 30% de
lenguaje)
__________________
Puntaje Total
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RUBRIC TO EVALUATE ROUND-TABLE DISCUSSION
Student’s/group’s name:__________________________________________________
Date: ___________________________________ Topic: ____________________
Criteria ValuePoints Student’s Points
Content
Offers an in-depth and solid analysis of
the discussed content, and the dialogue
flows smoothly during the discussion.
1
Comments demonstrate a deep knowledge
of the discussed topic and a high level of
understanding of questions asked by peers.
1
Is appropriately prepared for discussion –
with notes taken from readings and
passages and/or textbooks properly
highlighted.
1
Comments demonstrate that he/she is
paying close attention to what other
participants say about the topic.
1
Provides explanations and follow up to
enrich discussion.
1
Observations are explicitely related to
ideas or arguments presented in the
discussion.
1
Demonstrates a professional attitude and
posture during the discussion.
1
Language
Demonstrates linguistic skills in the
language of the workshop, including
vocabulary, syntax and flow of ideas.
1
Uses appropriate pronunciation and
intonation and projects his/her voice
effectively.
1
Uses appropriate and correct grammar. 1
Total Points 10 points (70% for
content y 30% for
language)
_______________
Total Score
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Anejo G/Appendix G
MATRIZ VALORATIVA PARA EVALUAR PARTICIPACIÓN EN CLASE
Nombre del estudiante: _______________________ Fecha: __________________
Taller: ______________________
0 – No Cumplió 1 – Deficiente 2 – Promedio 3 – Bueno 4 – Muy Bueno
5 – Excelente
Escriba una “X” en el cuadrado que aplica para cada criterio. Sume los números hacia
abajo y hacia el lado para obtener el total final. Divida entre cinco (5) para obtener el
promedio.
CRITERIOS 0 1 2 3 4 5
1. Participa activamente de todas las
actividades de la clase.
2. Demuestra iniciativa y creatividad en
las actividades de clase.
3. Demuestra interés en las discusiones
presentadas en la clase.
4. Viene preparado a clase.
5. Contribuye a la clase con material e
información adicional.
6. Demuestra atención y apertura a los
puntos y argumentos de sus
compañeros.
7. Respeta las preguntas y planteamientos
de los compañeros.
LENGUAJE
8. Contribuye frecuentemente a las
discusiones en clase utilizando el
idioma del taller.
9. Contesta preguntas del facilitador y los
compañeros utilizando el idioma del
taller correctamente.
10. Formula preguntas pertinentes al tema
de la clase utilizando el idioma del
taller.
Totales Total
Final
_______
Promedio
/10
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Comentarios
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________________________________________
Student’s signature: ___________________________________
Facilitator’s signature: _________________________________
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RUBRIC TO EVALUATE CLASS PARTICIPATION
Student’s name: ________________________ Date: ________________________
Workshop: ____________________________
0 - NOT EVIDENT 1 - POOR 2 - AVERAGE 3 - GOOD 4 - VERY GOOD
5 - EXCELLENT
Write an “X” in the box that applies for each criterion. Add the numbers down and
across to obtain the final total. Divide by five (5) to obtain the average.
CRITERIA 0 1 2 3 4 5
1. Participates actively in class
discussions.
2. Demonstrates initiative and creativity in
class activities.
3. Demonstrates interest in class
discussion.
4. Arrives prepared to class.
5. Contributes to class with additional
material and information.
6. Demonstrates attention and empathy
towards contributions from classmates.
7. Respects questions and expositions from
classmates.
LANGUAGE
8. Contributes frequently to class
discussions using the language
determined for the workshop.
9. Answers questions made by the
facilitators and classmates using the
language of the workshop.
10. Formulates questions pertinent to the
class topic using the language of the
workshop
TOTALS
Final Total
______
Average
/10
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Comments:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________
Student’s signature: ___________________________________
Facilitator’s signature: _________________________________
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Anejo H/Appendix H
MATRIZ VALORATIVA PARA EVALUAR PRESENTACIÓN ORAL
INDIVIDUAL/GRUPAL
Nombre del estudiante: ________________________ Fecha: ___________________
Tema: _________________________________
Sume los puntos del estudiante hacia abajo para obtener el total final y divida diez (10)
para obtener el promedio.
Criterios Puntos Puntaje del
Estudiante
Contenido
Ejecuta una introducción al tema
efectiva identificando los objetivos,
ideas y principios incluidos en la
presentación; la demostración,
modelaje, y/o juego de roles proyecta
los conceptos de manera comprensible,
si aplica.
10
Presentación está organizada de manera
coherente, y se puede seguir con
facilidad.
10
Demuestra dominio del tema mediante
la explicación o demostración del
contenido sin cometer errores.
10
Ideas y argumentos de la presentación
están basados en los recursos
presentados, consultados, o discutidos
en clase.
10
Captura la atención y el interés de la
audiencia y/o promueve su
participación según aplique.
10
Demuestra proyección personal,
postura corporal, y manejo de la
audiencia de manera eficaz.
10
Usa una variedad de estrategias orales
para definir conceptos; interpreta,
aplica, y evalúa procesos usando su
experiencia de los conceptos o el
contenido de la clase; usa la tecnología
de manera apropiada y eficaz durante la
presentación, si aplica.
10
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Lenguaje
Demuestra habilidad en el manejo del
idioma del taller, incluyendo
vocabulario, sintaxis y flujo de ideas;
aplica el vocabulario académico de
manera eficaz para expresar su
mensaje.
10
Usa la pronunciacion e intonación
apropiada y proyecta su voz de manera
eficaz.
10
Usa la gramática de manera adecuada y
correcta.
10
TOTALES
100 (70% de
contenido y 30% de
languaje)
Total Final
_______
Promedio
/10
Comments:
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________
________________________________________________________________________
Student’s signature: ___________________________________
Facilitator’s signature: _________________________________
PHAR 212 Pharmacy Administration 95
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RUBRIC TO EVALUATE INDIVIDUAL/GROUP ORAL PRESENTATION
Student’s name: _______________________________ Date: ___________________
Topic: ___________________________________
Add the student’s scores down to obtain the final total and divide by ten (10) to obtain
the average.
Criteria Value Points Student’s Score
Content
Performs an effective introduction to the
theme identifying the objectives, ideas
and principles that are included in the
presentation; demonstration, modeling,
and/or role playing projects the concept(s)
in a comprehensible manner, if applicable.
10
Presentation is organized and coherent,
and can be easily followed.
10
Demonstrates mastery of the theme or
subject by means of properly explaining
or demonstrating content without
incurring in errors.
10
Ideas and arguments of the presentation
are well-supported by the resources
presented, consulted or discussed in class.
10
Captures the attention and interest of the
audience and/or promotes their
participation, as applicable.
10
Demonstrates effective personal
projection, corporal posture, and
management of audience.
10
Uses a variety of speaking strategies to
define concepts; interprets, applies and
evaluates processes using experience of
concepts or content of class; uses
technology properly and effectively, if
applicable, during the presentation.
10
Language
Demonstrates linguistic skills in the
language of the workshop, including
vocabulary, syntax and flow of ideas;
applies academic vocabulary effectively
to convey the message.
10
Uses appropriate pronunciation and 10
PHAR 212 Pharmacy Administration 96
Julio 2013
intonation and projects his/her voice
effectively.
Uses appropriate and correct grammar. 10
Total Points 100 (70% for content
and 30% for
language)
Final Total : _______
Average: ________
Comments:
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________
________________________________________________________________________
Student’s signature: ___________________________________
Facilitator’s signature: _________________________________
PHAR 212 Pharmacy Administration 97
Julio 2013
Anejo I/Appendix I
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, el diccionario, u otros
recursos de información de su elección.
2. escribir las palabras y sus significados en tarjetas que midan 8 ½ x 5 (la palabra en un
lado y el significado en el otro).
3. usar sus propias palabras para explicar los significados y no copiarlos palabra por
palabra de la fuente de información.
4. traer las tarjetas de glosario a cada taller.
5. colocar las tarjetas de glosario en el taller correspondiente en su portafolio.
Glossary Guide
Before each workshop, students should know some basic terms. Students should:
1. look up these words in the cited websites, dictionary, or other reference sources of
their choice.
2. write these words and their meanings on 8 ½ x 5 index cards (word on one side and
the meaning on the other).
3. Use their own words to explain the meanings and not copy them word for word from
their reference source.
4. bring the glossary cards to each workshop.
5. include the glossary cards in the corresponding workshop in their portfolio.
PHAR 212 Pharmacy Administration 98
Julio 2013
Anejo J/Appendix J
Lista Focalizada
La lista focalizada es una técnica de Assessment que permite al estudiante recordar los
puntos más importantes relacionados a un tema específico, tema o lección. La técnica tiene
varios propósitos tanto para el maestro como para los estudiantes. Entre éstos se puede
mencionar diagnóstico de errores, clarificación de ideas, relaciones entre conceptos y/o destrezas
y estructuración del pensamiento.
Ejemplo:
Lista Focalizada: Escribe a continuación una lista de 5 conceptos o términos relacionados con
aves:
Plumas
Pico
Sangre caliente
Alas
Huevos
Patas
PHAR 212 Pharmacy Administration 99
Julio 2013
Nombre: ______________________________ Fecha: _________________________
Instrucciones: Prepara una lista focalizada sobre 5 deberes y 5 responsabilidades de un futuro
técnico de farmacia.
Deberes: Responsabilidades:
PHAR 212 Pharmacy Administration 100
Julio 2013
Anejo K/Appendix K
Poemas Concretos
Una forma divertida en que los estudiantes pueden evidenciar sus conocimientos es creando
poemas concretos. El poema concreto es un tipo de poesía distinta, que se centra en una
palabra o concepto. El poema concreto se expresa mediante un dibujo o imagen, basándose
en lo que el estudiante ha aprendido en clase. Para realizar este tipo de poema se utiliza una
palabra y se dibuja la imagen de lo que se quiere proyectar.
Ejemplos:
PHAR 212 Pharmacy Administration 101
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Algunas sugerencias para crear tu poema concreto:
Piensa en un concepto que has aprendido en clase.
Piensa en las características o cualidades del concepto.
Deja fluir tu imaginación y tu creatividad para lograr ilustrar lo que
aprendiste.
Recuerda que para realizar un gran poema concreto el único
requisito es que utilices al máximo tu creatividad.
Puntuación: _______________
PHAR 212 Pharmacy Administration 102
Julio 2013
Nombre: ________________________________ Fecha: ________________________
Rúbrica para evaluar
Poema Concreto
Criterios de evaluación
Puntuación
4
Excelente
3
Bueno
2
Regular
1
Deficiente
0
No
cumplió
con
criterio
1. Presentación: El trabajo
esta nítidamente presentado.
2. Contenido: Cada letra
está representada por un
dibujo relacionado al
concepto.
3. Originalidad: El (la)
estudiante fue creativ@ a la
hora de realizar su trabajo.
4. Normativa en las
instrucciones: El (la)
estudiante siguió las
instrucciones establecidas
para realizar su trabajo.
5. Puntualidad: El (la)
estudiante entregó el poema
concreto en el día y hora
asignado.