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Integration of the Fine Arts in Special Education 1
Updated, 03-02-2011
Sistema Universitario Ana G. Méndez
School for Professional Studies
Florida Campuses
Universidad del Este, Universidad Metropolitana, Universidad del Turabo
SPED 205
INTEGRATION OF THE FINE ARTS IN SPECIAL EDUCATION
INTEGRACIÓN DE LAS BELLAS ARTES EN LA EDUCACIÓN ESPECIAL
© Sistema Universitario Ana G. Méndez, 2010
Derechos Reservados.
© Ana G. Méndez University System, 2010. All rights reserved
Integration of the Fine Arts in Special Education 2
Updated, 03-02-2011
Preparado con la colaboración de:
Luz Mariella Sullivan, M. Ed.
Angel Avila, M. Ed.
Juanita Munera, M. Ed.
Paola Maino, M.A.T., MA.
Daniel Poremba, MSCIS
Integration of the Fine Arts in Special Education 3
Updated, 03-02-2011
TABLA DE CONTENIDO/TABLE OF CONTENTS
Página/Page
GUÍA DE ESTUDIO ...................................................................................................................... 4
STUDY GUIDE ............................................................................................................................ 21
TALLER UNO.............................................................................................................................. 37
WORKSHOP TWO ...................................................................................................................... 43
TALLER TRES ............................................................................................................................ 49
WORKSHOP FOUR .................................................................................................................... 55
TALLER CINCO / WORKSHOP FIVE ...................................................................................... 63
APÉNDICE A / APPENDIX A: THE SECOND LANGUAGE SCORING RUBRICS ............. 72
APÉNDICE B / APPENDIX B: CLINICAL EXPERIENCE OBSERVATION TOOL ............. 79
APÉNDICE C / APPENDIX C: CLINICAL EXPERIENCE OBSERVATION REPORT ......... 80
APÉNDICE D / APPENDIX D: 6-TRAITS OF WRITING RUBRIC ........................................ 81
APÉNDICE E / APPENDIX E: RESPONSE PAPER RUBRIC ................................................. 92
APÉNDICE F / APPENDIX F: PHILLIPS 6-6 ............................................................................ 96
APÉNDICE G / APPENDIX G: MATRIZ DE VALORACIÓN-ENSAYO EXPOSITIVO ....... 99
APÉNDICE H / APPENDIX H: GUIDELINES TO PREPARE THE PORTFOLIO................ 106
APÉNDICE I / APPENDIX I: PORTFOLIO INFORMATIONAL SHEET ............................. 109
APÉNDICE J / APPENDIX J: LOG OF ENTRIES ................................................................... 111
APÉNDICE K / APPENDIX K: REFLECTION PROCESS ..................................................... 113
APÉNDICE L / APPENDIX L: OVERALL PORTFOLIO SELF-ASSESSMENT .................. 116
APÉNDICE M / APPENDIX M: STRENGHTHS AND WEAKNESSES TEMPLATE .......... 119
APÉNDICE N / APPENDIX N: USE AND RETURN OF PORTFOLIO ................................. 121
APÉNDICE O / APPENDIX O: USE AND DISCARD OF PORTFOLIO ............................... 123
APÉNDICE P / APPENDIX P: PORTFOLIO RUBRIC ........................................................... 125
APÉNDICE Q / APPENDIX Q: MATRIZ DE VALORACIÓN DEL POSTER ...................... 131
APÉNDICE R / APPENDIX R: ORAL PRESENTATION RUBRIC ....................................... 137
APÉNDICE S / APPENDIX S: MATRIZ VALORATIVA GRUPAL ...................................... 141
APÉNDICE T / APPENDIX T: KWL CHART ......................................................................... 146
Integration of the Fine Arts in Special Education 4
Updated, 03-02-2011
GUÍA DE ESTUDIO
Título del Curso: Integración de las bellas artes en la educación especial
Codificación: SPED 205
Créditos: Tres
Duración: Cinco semanas
Prerrequisito: SPED 101; EDUC 202; EDUC 204
Descripción:
Este es un curso en el que se estudian los diferentes componentes de las bellas artes aplicadas a
la educación especial. Se analizan las artes visuales, los movimientos corporales, la música, el
teatro así como otras manifestaciones de las bellas artes.
También se diseñan planes educativos y estrategias de enseñanza efectivas para satisfacer las
necesidades educativas de niños con alguna discapacidad. Además se desarrollan observaciones,
análisis, planificación de lecciones y el uso responsable de la tecnología. Incluye práctica,
estudios de casos, desarrollo de currículo y visitas de campo.
Objetivos de Contenido Generales
Al final del curso, los estudiantes podrán:
1. Explicar la importancia de las actividades de expresión artística para el desarrollo del ser
humano.
2. Explicar cómo las experiencias de creatividad se enfocan en un aprendizaje
multisensorial necesario para la estimulación de las áreas afectadas en diferentes
condiciones del estudiante excepcional.
3. Analizar y discutir la importancia de los conceptos estéticos en las manifestaciones del
movimiento corporal, las artes plásticas, las artes histriónicas o musicales.
Integration of the Fine Arts in Special Education 5
Updated, 03-02-2011
4. Aplicar los elementos aprendidos en las diferentes manifestaciones del arte para
desarrollar una clase de expresión artística utilizando la asistencia tecnológica y
fundamentada en la inclusión.
5. Aplicar los conceptos de la expresión creativa como otro medio de comunicación de
necesidades, intereses, deseos e ideas, destrezas transferibles a distintas actividades en la
vida.
6. Valorar la expresión y experiencia creativa dentro del marco del proceso de maduración
del ser humano en sus diferentes etapas del desarrollo.
7. Conocer sobre diferentes teorías de la enseñanza de la educación de las artes al igual que
se familiarizaran con proyectos de integración de las artes y con proyectos artísticos en la
Florida, y como éstos a su vez pueden ser adaptados para la población excepcional.
8. Aplicar los conceptos artísticos en el salón mediante el desarrollo de productos
individuales en las disciplinas estudiadas.
Objetivos de Lenguaje Generales
Al final del curso, los estudiantes podrán:
1. Escuchar: Asistir a varias presentaciones acerca de las diferentes teorías del arte.
2. Hablar: Discutir y analizar por medio de estrategias diversas las teorías del arte y su
implementación en la actividad escolar.
3. Leer: Leer artículos variados referentes a la expresión artística para el desarrollo del ser
humano.
4. Escribir: Reflexionar en forma escrita sobre el enfoque de la expresión artística dentro
de la actividad escolar.
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Next Generation Sunshine State Standards: (Estándares de la Florida para educación):
VA.2.C.1.2 The student will reflect on and discuss various possible meanings in work of art.
VA.2.C.2.2 The student will identify skillful techniques used in works by peers and others.
VA.2.C.3.1 The student will use accurate art vocabulary to identify connections among visual art
and other contexts.
VA.2.F.1.1 The student will use imagination to create unique art work incorporating personal
ideas and selected media.
VA.2.O.1.1 The student will employ structural elements of art and organizational principles of
design in personal work to develop awareness of the creative process.
ESOL Performance Standards: (Estándares de la Florida para programas de inglés como
segundo idioma)
STANDARD 1: Culture as a Factor in ELL’s learning
DOMAIN 1: Culture (Cross-Cultural Communications)
PERFORMANCE INDICATOR: 11.b Understand and apply knowledge of concepts of
cultural competence, particularly knowledge about how cultural identities affect learning and
academic progress for students from diverse backgrounds and at varying English proficiency
levels.
STANDARD: Language as a system
DOMAIN 2: Language and Literacy (Applied Linguistics)
PERFORMANCE INDICATORS: 2.1a Demonstrate knowledge of the components of
language and understanding of language as an integrative and communicative system.
Integration of the Fine Arts in Special Education 7
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STANDARD 3: Effective Use of Resources and Technologies
DOMAIN 3: Methods of Teaching English to Speakers of Other Languages (ESOL).
PERFORMANCE INDICATOR: Use a variety of materials and other resources, including
L1 resources for ELLs to develop language and content area skills.
Florida Educator Accomplished Practices: (Actividades de aplicación para educadores en
la Florida-Educación solamente.)
COMPETENCY: Assessment
SKILL: Analyzes individuals’ needs and practices techniques which accommodate
differences, including linguistic and cultural differences.
COMPETENCY: Communication
SKILL: Communicates to all students high expectations for learning.
SKILL: Provides opportunities for students to learn from each other.
SKILL: Encourages students in a positive and supportive manner.
Describa el Proyecto de Experiencia Clínica
El proyecto debe estar claramente descrito para que los estudiantes entiendan las expectativas y
los requisitos. Éste debe reflejar los temas educativos principales para el curso y los estándares
del “ Florida Educator Accomplished Practices” del curso para lograr las competencias y
destrezas especificadas. Los estudiantes tienen que usar el Instrumento de Observación y la
Platilla que aparecen en la sección de anejos y demonstrar que han cumplido con el mínimo de
seis horas en el plantel escolar.
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NOTA: Las asignaciones y actividades del módulo deben reflejar las competencias y
destrezas, según apliquen.
Reading Competencies: (Competencias de la Lectura del Estado de la Florida)
COMPETENCY 1: Foundations in language and cognition
SPECIFIC INDICATOR A: Phonemic Awareness
1.A.2 Distinguish both phonological and phonemic differences in language and their
applications in written and oral discourse patterns.
SPECIFIC INDICATOR F: Integration of the major reading components
1. F.1 Identify language characteristics related to informal language and cognitive academic
language.
COMPETENCY 2: Foundations of Research- Based Practices
SPECIFIC INDICATOR F: Integration of the major reading components.
2. F.1 Identify comprehensive instructional plans that synchronize the major reading
components.
COMPETENCY 3: Foundations of Assessment
SPECIFIC INDICATOR 3.2 Understands the role of assessment in planning instruction to
meet student learning needs.
COMPETENCY 4: Foundations of Differentiation
SPECIFIC INDICATOR 4.9 Select appropriate materials that address cultural and linguistic
differences.
COMPETENCY 5: Application of Differentiated Instruction
5.13 Identify and set goals for instruction and student learning based on assessment results to
Integration of the Fine Arts in Special Education 9
Updated, 03-02-2011
monitor student progress.Requisitos del Laboratorio de Lenguaje o Laboratorio Electrónico:
(Tell Me More, Net Tutor, Wimba Voice, Biblioteca Virtual y Voice E-mail).
Requisitos Mínimos de Laboratorio de Lenguaje: Los estudiantes deben demostrar que ellos
han cumplido con 10 horas de uso en el laboratorio de lenguaje (inglés y español) por curso.
Esto iguala al uso del laboratorio de lenguaje por dos horas semanales para cada idioma por
curso. El facilitador podría requerir más horas de práctica basado en las necesidades para las
destrezas auditivas, orales, de lectura y escritura en cualquiera de los lenguajes mencionados.
Descripción del Proceso de Evaluación
Asistencia y participación en clase (Talleres 1 – 5)
La asistencia y participación en todas las clases es obligatoria y tendrá un
puntaje de cuatro (4) puntos por cada taller. Además, cada día se
sumará el puntaje correspondiente basados en los siguientes criterios:
Demostrar el DOMINIO de los temas discutidos en clase.
Cumplir con las tareas asignadas en la clase.
Participar y cumplir con trabajo colaborativo.
Demostrar destrezas de comunicación verbal adecuadas.
Puntualidad en la entrega de los trabajos.
Es requisito asistir a todos los talleres para aprobar el curso. Las ausencias
afectarán su nota final (1 punto por asistencia y 3 puntos por participación en
cada taller).
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Portafolio (Talleres 1-5)
Todas las asignaciones escritas, juntas con la selección del trabajo hecho
durante el curso, deberán ser colocadas en un portafolio y seguir
estrictamente las especificaciones de su elaboración ubicadas en los
apéndices.
El portafolio se presentará dos veces durante este curso: La primera
evaluación (Taller 3) y la evaluación final (Taller 5).
El portafolio se evaluará utilizando los apéndices.
Ensayo expositivo (Talleres 2, 3, & 4)
Los estudiantes escribirán un ensayo expositivo grupal acerca de la
necesidad especial asignada al grupo en los talleres correspondientes.
El ensayo se evaluará usando la guía en apéndices.
Poster (Taller 2)
Los estudiantes harán un poster que represente el contenido de los temas
asignados en este taller.
Esta actividad se evaluará usando la guía en apéndices.
Ensayo de respuesta (Taller 3)
Los estudiantes escribirán un ensayo de respuesta acerca de un artículo de
base científica proporcionado por el facilitador en el Taller Tres.
Esta asignación se evaluará usando la guía en apéndices.
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Presentación oral (Taller 5)
Los estudiantes harán una presentación oral acerca de un instrumento
tecnológico diseñado para ayudar a personas con necesidades especiales.
La presentación oral se evaluará usando la guía en apéndices.
Evaluación
Asistencia y participación en clase 20 puntos
Portafolio 40 puntos
Ensayo expositivo: Tres ensayos – 10
puntos cada uno
30 puntos
Poster 10 puntos
Ensayo de respuesta 10 puntos
Experiencia Clínica 30 puntos
Presentación oral 10 puntos
Clase demostrativa 40 puntos
TOTAL 190 puntos
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Escala de Evaluación
A = 100 – 90% B= 89 – 80% C= 79 – 70% D= 69 – 60% F = 59% o menos
Requisitos de APA (versión 6) para citar los Textos a Usarse en el Módulo
Para los Textos Recomendados y Recursos utilice el estilo APA, versión 6. 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.
Textos de estudio recomendados:
Hallahan, D., et al. (2009). Exceptional learners: Introduction to special education. (11th
Ed.).
Boston, MA: Allyn & Bacon/Merrill Publishers. (Price $45.00)
(ISBN 0205571042)
Heward, W. (2009). Exceptional children: An introduction to special education. (9th
Ed.).
Boston, MA: Allyn & Bacon/Merrill Publishers. (Price $60.00)
(ISBN 0135144361)
Lindemann, C., Hackett, P. (2010) The Musical Classroom: Background Models and SKILLs for
Elementary Teaching. San Francisco, CA: Pearson Publishers. (Price $50.00) (ISBN
0205763642)
Távara, F., & Báez, M. (2007). Portfolio assessment. Orlando, FL: Ana G. Méndez University
System. (Price $30.00) (ISBN 0131745980)
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Libros Electrónicos
Raver, S. (2009). Early childhood education: 0-8 years: Strategies for positive outcomes.
Boston, MA: Allyn & Bacon/Merrill Publishers. (Price 57.00) (ISBN 0131745980)
http://bibliotecavirtualut.suagm.edu/
Arts in Early Childhood: Curriculum and Connections:
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=113
The Art of Teaching Art in Early Childhood Education
http://eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch
_SearchValue_0=ED443575&ERICExtSearch_SearchType_0=no&accno=ED443575
The Value of Art in Early Childhood
http://www.suite101.com/content/the-value-of-art-in-early-childhood-a292813
Early Childhood Art
http://www.teach-nology.com/teachers/early_education/subject_matter/art/
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Descripción de las Normas del Curso
1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion Model®” del
Sistema Universitario Ana G. Méndez, el mismo está diseñado para promover el
desarrollo de cada estudiante como un profesional bilingüe. Cada taller será facilitado
en inglés y español, utilizando el modelo 50/50. Esto significa que cada taller deberá ser
conducido enteramente en el lenguaje especificado. Los lenguajes serán alternados en
cada taller para asegurar que el curso se ofrece 50% en inglés y 50% en español. Para
mantener un balance, el módulo debe especificar que se utilizarán ambos idiomas en el
quinto taller, dividiendo el tiempo y las actividades equitativamente entre ambos idiomas.
Las primeras dos horas son estrictamente en español y las últimas dos en inglés. Los
cursos de lenguaje 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 en y fuera de la institución.
Convertirse en un profesional bilingüe es un proceso complejo y retador. 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
Integration of the Fine Arts in Special Education 15
Updated, 03-02-2011
reponer el trabajo o (b) asignarle trabajo adicional además del trabajo que el estudiante
que requiera respuesta.
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 una nota por debajo basado en la
nota existente.
b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota a dos
por debajo de la nota existente.
5. La asistencia y participación en clase de actividades y presentaciones orales es
extremadamente importante pues no se pueden reponer. Si el estudiante provee una
excusa 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 a ser respuesta.
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
Integration of the Fine Arts in Special Education 16
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SafeAssign TM
de Blackboard será utilizado por los facilitadores para verificar la autoría
de los trabajos escritos de los estudiantes. Es responsabilidad del estudiante el leer la
política de plagio de su universidad. Si usted es estudiante de UT, deberá leer la Sección
11.1 del Manual del Estudiante. Si es estudiante de UMET y UT, refiérase al Capítulo
13, secciones 36 y 36.1 de los respectivos manuales.
Se espera un comportamiento ético en todas las actividades del curso. Esto implica que
TODOS los trabajos tienen que ser originales y que para toda referencia utilizada deberá
indicarse la fuente, bien sea mediante citas o bibliografía utilizando el estilo APA,
versión 6. No se tolerará el plagio y, en caso de que se detecte casos del mismo, el
estudiante se expone a recibir cero en el trabajo y a ser referido al Comité de Disciplina
de la institución. Los estudiantes deben observar aquellas prácticas dirigidas a evitar
incurrir en el plagio de documentos y trabajos pues va en contra de la ética profesional.
8. Para el facilitador poder hacer cambios a las actividades del módulo o guía de estudio,
deberá ser aprobado por el Director de Facultad y Currículo antes de la primera clase.
Es requisito que el facilitador discuta y entregue una copia de los cambios a los
estudiantes al principio del 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.
11. La visita de niños y familiares no registrados en el curso no está permitida en el salón de
clases.
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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. Entre ellas están:
www.google.com
www.ask.com
www.pregunta.com
www.findarticles.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
http://www.apastyle.org/
Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:
http://www.chegg.com/ (alquiler)
http://www.bookswim.com/ (alquiler)
http://www.allbookstores.com/ (compra)
http://www.alibris.com/ (compra)
Éstos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.
El facilitador puede realizar cambios a las direcciones electrónicas y/o añadir otras de índole
profesional y que contengan las investigaciones más recientes del tópico del módulo, de ser
necesario.
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CUMPLIMIENTO DE LA LEY DE INVESTIGACIÓN:
Del facilitador o el estudiante requerir o desear una investigación o la administración de
cuestionarios o entrevistas, deben referirse a las normas y procedimientos de la Oficina de
Cumplimiento y solicitar su autorización. Para acceder a los formularios de la Oficina de
Cumplimiento pueden visitar este enlace:
http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios que
necesite. Además de los formularios el estudiante/facilitador puede encontrar las
instrucciones para la certificación en línea. Estas certificaciones incluyen: IRB
Institutional Review Board, Health Information Portability and Accountability Act
(HIPAA), y Responsibility Conduct for Research Act (RCR).
De tener alguna duda, favor de comunicarse con las Coordinadoras Institucionales o a la Oficina
de Cumplimiento a los siguientes teléfonos:
Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento
Tel. (787) 751-0178 Ext. 7196
Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET
Tel. (787) 766-1717 Ext. 6366
Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo
Tel. (787) 743-7979 Ext.4126
Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE
Tel. (787) 257-7373 Ext. 3936
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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 nuestras 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 mantener una conexión entre los hechos con las
experiencias y fomentar un nuevo entendimiento en los estudiantes. También, intentamos
adaptar nuestras estrategias de enseñanza a las respuestas de nuestros estudiantes y motivar a los
mismos a analizar, interpretar, predecir información y aplicarla a la vida diaria.
PRINCIPIOS DEL CONSTRUCTIVISMO:
1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe
comenzar con situaciones en las cuales los estudiantes estén buscando activamente
construir un significado.
2. Para construir “un significado” se requiere comprender todas las partes: globales y
específicas (“from whole to parts”). Ambas partes deben entenderse en el contexto del
todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos primarios en
contexto y no en hechos aislados.
3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes utilizan
para percibir el mundo y las presunciones que ellos hacen para apoyar dichos modelos.
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4. El propósito del aprendizaje, es para un individuo, el construir su propio significado, no
sólo memorizar las contestaciones “correctas” y repetir el significado de otra persona.
Como la educación es intrínsecamente interdisciplinaria, la única forma válida para
asegurar el aprendizaje es hacer del avalúo parte esencial de dicho proceso, asegurando
que el mismo provea a los estudiantes con la información sobre la calidad de su
aprendizaje.
5. La evaluación debe servir como una herramienta de auto-análisis.
6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las múltiples
perspectivas que existen en el mundo.
7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.
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STUDY GUIDE
Course Title: Integration of the Fine Arts in Special Education
Code: SPED 205
Credits: Three
Time Length: Five weeks or as applicable
Prerequisite: SPED 101; EDUC 202; EDUC 204
Description:
This is an introductory course in special education. It includes the analysis of social, emotional,
and educational needs of children with exceptional qualities, diagnostic, educational and
rehabilitation services, family, community attitudes, and civil rights. It emphasizes the
educational needs and learning styles of exceptional children: teaching, methods, techniques, and
inclusion process. It also includes the analysis of the assistive technology used for the different
necessities of the exceptional children.
General Content Objectives
At the end of this course, students will:
1. Explain the importance of the activities of artistic expression in the development of a
human being.
2. Explain how the creative experiences focus on a multisensory experience needed to
stimulate areas of weaknesses in children with varied exceptionalities.
3. Analyze and discuss the importance of esthetic concepts in areas such as: corporal
movement, plastic arts, theatrical or musical dramatizations.
4. Apply learned concepts in different areas to develop a class plan to include artistic
expressions using assistive technology and inclusion.
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5. Apply concepts of creative expression like other means of communication, interests,
ideas, and skills applicable to everyday life situations.
6. Study the creative expression and experience within the different developmental stages in
a child’s life.
7. Learn about a variety of teaching theories related to fine arts education; projects showing
the adaptation of the fine arts for exceptional children in the State of Florida.
8. Apply artistic concepts in the classroom by developing individual products related to the
studied topics.
General Language Objectives:
1. Listening: At the end of this course, students will listen to a variety of presentations
about the different theories in art.
2. Speaking: Discuss and analyze through diverse strategies the different theories in art and
their implementation in the classroom.
3. Reading: Participate in the reading of a variety of articles related to artistic expression in
the development of a human being.
4. Writing: Reflect in writing about the focus of the artistic expression in the classroom.
Next Generation Sunshine State Standards:
VA.2.C.1.2 The student will reflect on and discuss various possible meanings in the work of art.
VA.2.C.2.2 The student will identify skillful techniques used in works by peers and others.
VA.2.C.3.1 The student will use accurate art vocabulary to identify connections among visual art
and other contexts.
VA.2.F.1.1 The student will use imagination to create unique art work incorporating personal
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ideas and selected media.
VA.2.O.1.1 The student will employ structural elements of art and organizational principles of
design in personal work to develop awareness of the creative process.
ESOL Performance Standards:
STANDARD 1: Culture as a Factor in ELL’s learning
DOMAIN 1: Culture (Cross-Cultural Communications)
PERFORMANCE INDICATOR:11.b Understand and apply knowledge of concepts of cultural
competence, particularly knowledge about how cultural identities affect learning and academic
progress for students from diverse backgrounds and at varying English proficiency levels.
STANDARD: Language as a system
DOMAIN 2: Language and Literacy (Applied Linguistics)
PERFORMANCE INDICATORs: 2.1a Demonstrate knowledge of the components of
language and understanding of language as an integrative and communicative system.
STANDARD 3: Effective Use of Resources and Technologies
DOMAIN 3: Methods of Teaching English to Speakers of Other Languages (ESOL).
PERFORMANCE INDICATOR: Use a variety of materials and other resources, including
L1 resources for ELLs to develop language and content area SKILLs.
Florida Educator Accomplished Practices:
COMPETENCY: Assessment
SKILL: Analyzes individuals’ needs and practices techniques which accommodate differences,
including linguistic and cultural differences.
COMPETENCY: Communication
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SKILL: Communicates to all students high expectations for learning.
SKILL: Provides opportunities for students to learn from each other.
SKILL: Encourages students in a positive and supportive manner.
CLINICAL EXPERIENCE PROJECT
Students will need to visit an elementary school and observe a classroom with students with
varied exceptionalities where fine arts and special education are integrated. It may be a regular
setting with some special needs students; a co-taught model or a resource model. A minimum of
six (6) hours is required at the school site for this project. Keep a log of your observations. This
project is assigned as a pre-workshop activity in Workshop 4. Students are required to use the
Observation Tool and the Report Template provided in the appendix section.
Reading Competencies:
COMPETENCY 1: Foundations in language and cognition
SPECIFIC INDICATOR A: Phonemic Awareness
1.A2 Distinguish both phonological and phonemic differences in language and their applications
in written and oral discourse patterns.
SPECIFIC INDICATOR F: Integration of the major reading components
1.F.1 Identify language characteristics related to informal language and cognitive academic
language.
COMPETENCY 2: Foundations of Research- Based Practices
SPECIFIC INDICATOR F: Integration of the major reading components.
2.F.1 Identify comprehensive instructional plans that synchronize the major reading components.
COMPETENCY 3: Foundations of Assessment
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SPECIFIC INDICATOR 3.2 Understands the role of assessment in planning instruction to
meet student learning needs.
COMPETENCY 4: Foundations of Differentiation
SPECIFIC INDICATOR 4.9 Select appropriate materials that address cultural and linguistic
differences.
COMPETENCY 5: Application of Differentiated Instruction
5.13 Identify and set goals for instruction and student learning based on assessment results to
monitor student progress.
E-Lab (Language Lab) Requirements (Tell Me More, Net Tutor, Wimba Voice, Virtual
Library, & Voice E-mail.)
Language Lab Minimum Requirement: Students must demonstrate that they have
complied with 10 hours of language lab or e-lab usage for each language (English and
Spanish) per course. This equates to the use of the language lab or e-lab for two hours
weekly for each language per course. The facilitator may require a higher number of
hours for language lab practice based on the language needs for listening, speaking,
reading, and writing skills in either or both languages. The total amount of language lab
or e-lab hours is integrated in the activities for each workshop in the module.
Evaluation’s description
1. Attendance and participation (Workshops 1 – 5)
Attendance and participation in every workshop is mandatory. The student
will receive four (4) points per workshop. The following criteria will also be
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evaluated:
Mastery of the material discussed in class.
Completion of work assigned in class.
Collaboration with their peers on assigned group work.
Demonstration of proper verbal communication SKILLs.
Turn in work strictly on time.
Attendance is required to pass the course.
Absences will affect your final grade as follows: 1 point for your attendance and 3 points for
your participation in class.
Portfolio (Workshops 1 – 5)
All self-assessment and reflection written assignments, together with the
selection of work done during the course, will be assembled in a portfolio
strictly following the guidelines of portfolio elaboration in found the in the
appendixes.
The portfolio is should be submitted twice during this course: First partial
evaluation (Workshop 3), and final evaluation (Workshop 5).
The portfolio will be evaluated using guide in appendixes.
· Expository Essay (Workshops 2, 3, and 4)
Students will write a group expository paper about the special need
assigned to the group in the corresponding workshops.
This essay will be evaluated using guide in appendixes.
· Poster (Workshop 2)
Students will make a poster representing the content of the assigned topics
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in this workshop.
This activity will be evaluated using guide in appendixes.
Response Paper (Workshop 3)
Students will write a response paper of a research-based article provided by
the facilitator in Workshop Three.
This assignment will be evaluated using guide in appendixes.
Clinical Field Experience (Workshop 5) Appendix B.
Oral presentation (Workshops 5)
The oral presentation will be evaluated using guide in appendixes.
Demonstrative Class (Workshop 4)
Evaluation scale
Attendance and participation 20 points
Portfolio 40 points
Expository essay: Three essays 30 points
Poster 10 points
Response paper 10 puntos
Clinical Experience 30 points
Oral presentation 10 points
Demonstrative Class 40 points
TOTAL 190 points
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Evaluation curve
A = 100-90% B=89-80% C=79-70% D=69-60% F=59% or below
Requirements for the Use of APA (version 6) for Citations of Textbooks
For Recommended Texts and Resources, Use APA style version 6. Include at least ONE e-book
from the Virtual Library at http://bibliotecavirtualut.suagm.edu/
Textbooks must have a publication date of 5 years as required by the Florida Commission of
Independent Learning.
Recommended texts and resources
Hallahan, D., et al. (2009). Exceptional learners: Introduction to special education. (11th
Ed.).
Boston, MA: Allyn & Bacon/Merrill Publishers. . (Price $45.00)
(ISBN 0205571042)
Heward, W. (2009). Exceptional children: An introduction to special education. (9th
Ed.).
Boston, MA: Allyn & Bacon/Merrill Publishers. (Price $60.00)
(ISBN 0135144361)
Lindemann, C., Hackett, P. (2010) The Musical Classroom: Background Models and SKILLs for
Elementary Teaching. San Francisco, CA: Pearson Publishers. (Price $50.00) (ISBN
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0205763642)
Távara, F., & Báez, M. (2007). Portfolio assessment. Orlando, FL: Ana G. Méndez University
System. (Price $30.00) (ISBN 0131745980)
Electronic books
Raver, S. (2009). Early childhood education: 0-8 years: Strategies for positive outcomes.
Boston, MA: Allyn & Bacon/Merrill Publishers. (Price 57.00) (ISBN 0131745980)
http://bibliotecavirtualut.suagm.edu/
Arts in Early Childhood: Curriculum and Connections:
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=113
The Art of Teaching Art in Early Childhood Education
http://eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_Search
Value_0=ED443575&ERICExtSearch_SearchType_0=no&accno=ED443575
The Value of Art in Early Childhood
http://www.suite101.com/content/the-value-of-art-in-early-childhood-a292813
Early Childhood Art
http://www.teach-nology.com/teachers/early_education/subject_matter/art/
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Description of Course Policies
1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based Dual
Language Immersion Model® designed to promote each student’s development as a
Dual Language Professional. Workshops will be facilitated in 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 hours of preparation, but
could require more.
3. Attendance to all class sessions is mandatory. A student who is absent to a workshop
must present a reasonable excuse to the facilitator who in turn will evaluate the reason for
the absence. If it is justified, the facilitator will decide how the student will make up the
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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.
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 assure the success of the group.
Students will also receive an individual grade for their work.
7. It is expected that all written work will be solely that of the student and should not be
plagiarized. That is, the student must be the author of all work submitted. All quoted or
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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 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 number, hours to be contacted, and days available.
10. The use of cellular phones is prohibited during sessions; if there is a need to have one, it
must be on vibrate or silent mode during class session.
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11. Children or family members that are not registered in the course are not allowed to the
classrooms.
12. All students are subject to the policies regarding behavior at the university community
established by the institution, and in this course.
Note: If for any reason you cannot access the URL’s presented in the module, notify the
facilitator immediately but do not stop your investigation. There are many search engines and
other links you can use to search for information. These are some examples:
www.google.com
www.ask.com
www.pregunta.com
www.findarticles.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
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.
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RESEARCH LAW COMPLIANCE REQUIREMENT:
If the facilitator or the student is required, or wants to perform a research, or needs to
administer a questionnaire or an 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 Accounting Act (HIPAA), and the
Responsibility Conduct for Research Act (RCR).
If you have any questions, please contact the following institutional coordinators:
Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)
Tel. (787) 751-0178 Ext. 7196
Miss. Carmen Crespo, IRB Institutional Coordinator– UMET
Tel. (787) 766-1717 Ext. 6366
Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo
Tel. (787) 743-7979 Ext.4126
Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE
Tel. (787) 257-7373 Ext. 3936
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Teaching Philosophy and Methodology
The activities for the course reflect the educational philosophy of Constructivism.
Constructivism is an educational philosophy founded on the premise that, by reflecting on our
experiences, we construct our own understanding of the world in which we live.
Each of us generates our own “rules” and “mental models,” which we use to make sense of our
experiences. Learning, therefore, is simply the process of adjusting our mental models to
accommodate new experiences.
One of the main goals facilitators have is assisting students in making connections between their
prior knowledge of facts, and fostering new understanding that is relevant to real live
experiences. We will also attempt to tailor our teaching strategies to student responses and
encourage students to analyze, interpret, and predict information.
CONSTRUCTIVISM GUIDING PRINCIPLES:
1. Learning is a search for meaning. Therefore, learning must start with the issues around
which students are actively trying to construct meaning.
2. Meaning requires understanding “wholes” as well as “parts”. The “parts” must be
understood in the context of “wholes”. Therefore, the learning process focuses on
primary concepts, 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
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assessment part of the learning process, thus ensuring that it provides students with
information on the quality of their learning.
5. Evaluation should serve as a self-analysis tool.
6. Provide tools and environments that help learners interpret the multiple perspectives of
the world.
7. Learning should be internally controlled and mediated by the learner.
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TALLER UNO
Objetivos Específicos de Contenido
Al finalizar el Taller Uno, los estudiantes podrán:
1. Definir los siguientes términos relacionados con las bellas artes en la educación especial:
a. Arte f. impedimento significativo
b. Educacion especial g. Inclusión
c. Estudiante en riesgo h. etapas de desarrollo humano
d. Discapacidad i. conciencia estetica
e. Niño excepcional j. enfoque multisensorial
2. Identificar las diferentes teorías del arte y del desarrollo humano.
3. Identificar características de personas creativas.
4. Identificar elementos visuales y principios del diseño como una
expresión artística.
Objetivos Específicos de Lenguaje:
Al finalizar el Taller Uno, los estudiantes podrán:
1. Escuchar: Asistir a una presentación sobre las teorías del arte.
2. Hablar: Presentar oralmente información sobre las teorías de Eisner, Piaget y Lowenfeld.
3. Leer: Leer sobre las características de las personas creativas, así como las funciones
sociales, psicológicas y educativas del desarrollo de la creatividad.
4. Escribir: Escribir una auto reflexión acerca de una actividad completada en clase
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utilizando vocabulario, gramática y estilo apropiados.
Enlaces Electrónicos:
Arte
www.primeraescuela.com/themesp/aprarte.htm
Creatividad
www.eltallerdeinventos.com.ar/
www.educarchile.cl/Portal.Base/Web/VerContenido.aspx?ID=98392
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Inteligencias Multiples
http://inteligenciasmultiples.idoneos.com/
Technology in Special Education
http://www.youtube.com/watch?v=QPnlC5K-CzA
Asignaciones antes del Taller:
1. Leer el módulo, enfocándose en el Taller Uno.
2. Buscar el significado de los términos claves en educación especial utilizando la
Internet, los textos recomendados así como los diarios profesionales. Crear un glosario
con tarjetas y estudiar las definiciones para una actividad de clase. Traer las tarjetas a
clase.
3. Escribir un ensayo de dos páginas sobre lo que es el lenguaje del arte: elementos
visuales y principios del diseño (ver Apéndice E). Use el estilo APA y referencias.
4. Ver el siguiente video en la siguiente dirección
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www.youtube.com/watch?v=h4mN4xGe5Y8&feature=related.
Prepárese para discutirlo en la clase.
Vocabulario Clave de la Lección
a. El arte f. Enfoque multisensorial
b. En riesgo g. Inclusión
c. Etapas del desarrollo h. Teoría de E. Eisner
d. Función psicológica del arte i. Teoría de V. Lowenfeld
e. Función social del arte j. Conciencia estética
Lista de Materiales Suplementarios para el Taller
1. Revistas que muestren expresiones de arte en diferentes partes del mundo.
2. Información sobre el uso del arte como medio de comunicación.
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Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una marca de
cotejo (√) en la (__) en todas las estrategias por componente que se usarán en el taller.
B. Andamiaje
_X_ Modelaje
_X_ Práctica Dirigida
___ Práctica Independiente
_X_ Instrucción
Comprensible
C. Opciones para
Agrupamiento _X_ Grupo Completo
_X_ Grupos Pequeños
___ Pares
_X_ Trabajo Independiente
D. Integración del
Proceso _X_ Escuchar
_X_ Hablar
_X_ Leer
_X_ Escribir
E. Aplicación
_X_ Actividades Dinámicas de
Aplicación
_X_ Significativas y Relevantes
_X_ Rigurosas
_X_ Alineadas a los Objetivos
_X_ Promueven Participación
A. Preparación
___ Adaptación de Contenido
_X_ Enlaces al Conocimiento Previo
_X_ Enlaces al Aprendizaje Previo
_X_ Estrategias Incorporadas
Estrategias de CALLA (Cognitive Academic Language Learning
Approach)
_X_ Cognoscitivo
___ Meta-cognoscitivo
_X_ Socio/Afectivo
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Actividades Integradas de Contenido y Lenguaje
1. Introducción del curso, del módulo, de los estudiantes y del facilitador.
2. Elección del estudiante que representará al grupo.
3. El facilitador y los estudiantes emprenderán una actividad para romper hielo.
4. Los estudiantes participarán en un juego con los términos estudiados en tarjetas. Se
formarán dos grupos, cada uno de los grupos escogerá una de las tarjetas y tendrá que
decir el significado del término. El grupo ganará un punto por cada término
correcto. El facilitador otorgará un punto por cada respuesta correcta. Los estudiantes
entregarán las tarjetas con los términos estudiados al facilitador.
5. El facilitador y los estudiantes verán el siguiente video en el siguiente enlace:
www.youtube.com/watch?v=Zv7573sEOkU&feature=related
6. Usando una presentación de diapositivas, el facilitador presentará los puntos más
importantes sobre la teoría de E. Eisner y las etapas del desarrollo de J. Piaget y
Viktor Lowenfield.
7. Los estudiantes participarán en una actividad de grupo en la que tendrán que leer
y compartir sus ideas en cuanto a las teorías presentadas: E.Eisner, J.Piaget, V.
Lowenfeld. H. Gardner y D. Goodman.
8. Los estudiantes participarán en una actividad de torbellino de ideas sobre los
beneficios de la enseñanza del arte a niños con alguna discapacidad.
9. Los estudiantes en parejas discutirán las funciones sociales, psicológicas y educativas del
arte.
10. Los estudiantes divididos en sub grupos crearán una actividad de arte típica de una de
las etapas del desarrollo según Piaget utilizando las inteligencias múltiples.
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11. El facilitador y estudiantes observarán el siguiente video sobre inteligencias múltiples
y el arte www.youtube.com/watch?v=yRDrI1Jiijw. Los estudiantes tomarán apuntes
mientras miran el video para una discusión de clase.
12. Los estudiantes empezarán a trabajar en sus portafolios siguiendo las guías del
portafolio incluida en este módulo.
13. El facilitador responderá preguntas respecto a las tareas del Taller Dos.
Evaluación
1. Asistencia y participación en clase.
2. Actividad de grupo sobre las teorías del arte.
3. Presentación sobre funciones sociales, psicológicas y educativas del arte.
4. Actividad de las etapas del desarrollo según Piaget.
Cierre del Taller
1. Los estudiantes describirán y discutirán las diferentes teorías del arte y del desarrollo
humano.
2. Los estudiantes aplicarán las teorías discutidas y desarrollarán una actividad didáctica
para ilustrar lo aprendido.
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WORKSHOP TWO
Specific Content Objectives:
At the end of Workshop Two, students will be able to:
1. Define the following terms in fine arts:
a. scribbling f. impressionism
b. presquematic g. sculpture
c. squematic h. creative process
d. realism i. plastic expression
e. naturalist j. assistive technology
2. Analyze definitions and plastic expressions: bidimensional and tridimensional.
3. Describe the different forms of plastic expression.
4. Apply learned elements in the different areas of the fine arts to develop a class involving
artistic expression using assistive technology and inclusion.
Specific Language Objectives:
1. Listening: Listen to the different forms of plastic expression.
2. Speaking: Use effective strategies to participate in formal and informal discussions
including
reflections and analysis, respecting different points of view.
3. Reading: Summarize main ideas using adequate grammar after reading an ample variety
of written resources.
4. Writing: Write an expository essay using adequate grammar, vocabulary and style after
reading and analyzing information from a specific topic.
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Electronic Links (URLs):
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
APA style
http://www.apastyle.org/
Stages in Drawing
www.learningdesign.com/Portfolio/DrawDev/kiddrawing.html
www.education.com/.../article/developmental-stages-drawing
Drawing techniques
www.drawingcoach.com/drawing-techniques.html
Painting Techniques
www.freekidcrafts.com/kid-painting-ideas.html
Assignments before the Workshop:
1. Explore at least two electronic addresses about the following topics:
plastic expression, impressionism, sculpture, and assistive technology in the creative
process.
2. Bring magazines or other resources with pictures, photos or drawings that may be
used to create a poster about the different forms of art.
3. The students will read the following article related to the importance of fine arts in
education: www.katyisd.org/finearts/Pages/importance.aspx. Prepare yourself to
discuss it in class.
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Key Vocabulary:
a. scribbling f. impressionism
b. presquematic g. sculpture
c. squematic h. creative process
d. realism i. plastic expression
e. naturalist j. assistive technology
List of Supplementary Materials for the Workshop
1. Magazines
2. Glue
3. Scissors
4. Poster board
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SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be used in
the workshop.
B. Scaffolding
_X_ Modeling
_X_ Guided Practice
___ Independent Practice
_X_ Comprehensible Input
C. Grouping Options
_X_ Whole Class
_X_ Small Groups
___ Partners
_X_ Independent Work
D. Integration of Processes
_X_ Listening
_X_ Speaking
_X_ Reading
_X_ Writing
E. Application
_X Hands-on
_X_ Meaningful/Relevant
_X_ Rigorous
_X_ Link to Objectives
_X_ Promote Engagement
A. Preparation
___ Adaptation of Content
_X_ Links to Background Knowledge
_X_ Links to Past Learning
_X_ Strategies Incorporated
CALLA Strategies (Cognitive Academic Language Learning
Approach)
_X_ Cognitive
___ Meta-cognitive
_X_ Social/Affective
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Integrated Activities:
1. Students will participate in a game to review and practice key glossary terms.
Students will prepare index cards with the vocabulary terms: one side of the card
should show the term and on the back its definition.
The class will be divided into two groups. One group will read the definition and the
other group will have five seconds to find the card that corresponds to the term read.
The group that answers correctly will be the winner. Prizes will be
warded.
2. The facilitator will begin this workshop by asking students to complete the first two
columns of a K-W-L chart. Students will brainstorm previous knowledge about the
assigned topics of this workshop:
a. Developmental stages of drawing
b. Drawing techniques
c. Assistive technology in the creative process
3. Students will discuss the content of the article read with the assistance of the
facilitator.
4. Using a power point presentation, the facilitator will show an outline of the most
relevant points to be discussed about each of the forms of plastic expression: drawing
and painting, impressionism, and sculpture.
5. Students will be organized according to a pre-arranged setting. Each team will
choose a form of plastic expression of interest and using their notes during the reading
session about the assigned topic; will develop a graphic organizer and a chart
illustrating the most relevant points of the topic.
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6. The students will perform a gallery walk strategy to share their graphic organizers.
7. In small groups, students will develop a poster illustrating the forms of plastic
expression discussed during this workshop.
8. The facilitator will assign each student a topic related to the content covered in this
workshop.
9. The students will write an expository essay of two pages about their assigned topic
following the outline in appendixes and APA style.
10. The facilitator will provide students with drawing samples of school aged students. The
students will classify the samples according to the developmental stage of each drawing.
11. Students will complete the third column of the graphic “KWL” organizer.
12. The facilitator will clarify doubts about the topics discussed so far.
13. Students will continue working in their portfolios.
14. The facilitator will clarify doubts related to the assignments due on the next workshop.
Assessment:
1. Portfolio: to include a copy of the rough draft and final draft of the required
documents in Workshop Two and indicated by the facilitator. Students may include
relevant material to the workshop.
2. Written work rubric.
3. Rubric for class participation.
Lesson Wrap-Up
1. KWL Chart
2. Poster
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TALLER TRES
Objetivos Específicos de Contenido
Al finalizar el Taller tres, los estudiantes podrán:
1. Definir los siguientes términos de educación especial:
a. Obra literaria e. Postura
b. Representación teatral f. Elementos de la representación teatral
c. Proyección de voz g. Adaptación de una obra literaria
d. Dicción
2. Identificar los elementos de la expresión histriónica, así como los elementos de la
representación teatral por medio de varias actividades.
3. Organizar y adaptar una obra literaria para niños de edad pre-escolar hasta tercer
grado.
Analizar la importancia de la asistencia tecnológica en el proceso histriónico.
Objetivos Específicos de Lenguaje:
Al finalizar el Taller Tres, los estudiantes podrán:
1. Escuchar: Asistir a una variedad de actividades relacionadas a la expresión histriónica.
2. Hablar: Usar estrategias de aprendizaje cooperativo para analizar y discutir un tema.
3. Leer: Resumir ideas principales usando la ortografía y gramática correcta en el español
después de leer una selección de recursos múltiples.
4. Writing: Escribir un ensayo expositivo basado en la lectura de un artículo utilizando el
estilo, vocabulario y gramática adecuada.
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Enlaces Electrónicos:
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Estilo APA
http://www.apastyle.org/
Arte Teatral
http://estratidaj.blogspot.com/2008_12_01_archive.html
Preparación del actor
www.filomusica.com/cantar.html
Obras teatrales infantiles
http://pacomova.eresmas.net/paginas/teatro%20infantil.htm
Asignaciones antes del Taller:
Los estudiantes deberán:
1. Completar el ensayo expositivo empezado en el Taller Dos.
2. Explorar al menos dos direcciones electrónicas sobre:
expresión histriónica, elementos de la representación teatral y la asistencia
tecnológica en el proceso histriónico.
3. Traer materiales para preparar una marionata. (Ver materiales suplementarios)
4. Mirar el siguiente video relacionado con la expresión histriónica:
www.bing.com/videos/watch/video/houghton-mifflin-readers-
theater/49e4c37933b9411b2cf549e4c37933b9411b2cf5-
415635866234?q=readers+theather+videos&FORM=VIRE4
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5. Buscar y resumir un artículo en una revista educacional o en la Internet sobre la
asistencia tecnológica en el proceso histriónico a presentarse en clase durante este taller.
Vocabulario Clave de la Lección
a. Obra literaria e. Postura
b. Representación teatral f. Elementos de la representación teatral
c. Proyección de voz g. Adaptación de una obra literaria
d. Dicción
Lista de Materiales Suplementarios para el Taller
1. Calcetines ó medias 5. Marcadores
2. Pegamento
3. Botones
4. Lana
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Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una marca de
cotejo (√) en la (__) en todas las estrategias por componente que se usarán en el taller.
B. Andamiaje
_X_ Modelaje
_X_ Práctica Dirigida
___ Práctica Independiente
_X_ Instrucción
Comprensible
C. Opciones para
Agrupamiento _X_ Grupo Completo
_X_ Grupos Pequeños
___ Pares
_X_ Trabajo Independiente
D. Integración del
Proceso _X_ Escuchar
_X_ Hablar
_X_ Leer
_X_ Escribir
E. Aplicación
_X_ Actividades Dinámicas de
Aplicación
_X_ Significativas y Relevantes
_X_ Rigurosas
_X_ Alineadas a los Objetivos
_X_ Promueven Participación
A. Preparación
___ Adaptación de Contenido
_X_ Enlaces al Conocimiento Previo
_X_ Enlaces al Aprendizaje Previo
_X_ Estrategias Incorporadas
Estrategias de CALLA (Cognitive Academic Language Learning
Approach)
_X_ Cognoscitivo
___ Meta-cognoscitivo
_X_ Socio/Afectivo
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Actividades Integradas de Contenido y Lenguaje para lograr los objetivos del taller
(Contenido y Lenguaje):
1. El facilitador recogerá los ensayos expositivos empezados en el Taller Dos.
2. Los estudiantes participarán en un juego sobre términos a discutirse. Los estudiantes
formaron dos líneas, cara a cara en el medio de la clase. El facilitador escogerá la
fila que empezará el juego. ¿Qué significa expresión histriónica? Una de las personas
en la otra fila responderá. Las tarjetas con las definiciones no podrán ser usadas al
responder la pregunta. El facilitador asignará los puntos ganados por cada fila. La fila
que obtenga el mayor número de puntos será la ganadora..
3. El facilitador empezará la sesión completando las dos primeras columnas del cartel
K-W-L.
Los temas a discutir en este taller son:
a. Adaptación de una obra literaria.
b. Preparación del actor.
c. La puesta en escena.
4. Los estudiantes con la ayuda del facilitador, discutirán el contenido de los videos
asignados.
5. Con la ayuda del facilitador los estudiantes escogerán un cuento con el fin de planificar
un teatro lectoral (reader’s theater).
6. Los estudiantes, en grupos pequeños, escogerán un personaje del cuento y procederán a
crear una marioneta que represente su personaje.
7. Los estudiantes presentarán su adaptación del cuento en clase utilizando proyección de
voz, dicción y postura adecuada.
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8. Los estudiantes presentarán oralmente información relevante aprendida sobre el artículo
escogido en las tareas previas al taller.
9. Los estudiantes completarán la tercera columna del gráfico K-W-L.
Evaluación
1. Los estudiantes completarán la auto reflexión y la insertarán en el
Portafolio.
2. Portafolios: una copia del borrador así como copias finales de cada asignación
escrita entregada al facilitador, y notas que enriquezcan el aprendizaje debe ser
incluido en el portafolio.
3. Matriz valorativa de la participación de clase.
4. Matriz valorativa del informe escrito.
Cierre del Taller
1. El estudiante identificará los elementos de la representación teatral: la adaptación de una
obra literaria, la preparación del actor y la puesta en escena.
2. Analizar los resultados de la tabla KWL.
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WORKSHOP FOUR
Specific Content Objectives:
At the end of Workshop Four, students will:
1. Define the following terms related to corporal expression: rhythm and movement
a. Corporal Expression h. body consciousness
b. Communication i. balance
c. Language Development j. Sensory consciousness
d. gestures k. Environment Awareness
e. Movement l. Coordination
f. Body Awareness m. Perception of Space
g. laterality n. Orientation
2. Identify and analyze the different corporal expressions, in terms of rhythm and movement.
3. Demonstrate through the use of ribbons, scarves, fabrics, or other objects a corporal
movement workshop.
4. Research and write a one page summary about an article related to assistive technology in
corporal expression.
5. Complete 2 to 4 hours of Clinical Field Experience in a pre-school class to observe the
integration of the fine arts in the classroom.
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Specific Language Objectives:
1. Listening: Listen to a variety of activities related to corporal and musical expression.
2. Speaking: Use effective strategies to participate in formal and informal discussions
including
reflections and analysis, respecting different points of view.
3. Reading: Summarize main ideas using adequate grammar after reading an ample variety
of written resources.
4. Writing: Write an expository essay using adequate grammar, vocabulary and style after
reading and analyzing information from a specific topic.
Electronic Links (URLs):
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
APA style
http://www.apastyle.org/
Rhythm and movement
http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_
SearchValue_0=EJ734017&ERICExtSearch_SearchType_0=no&accno=EJ734017
www.susankramer.com/Adaptive.html
Movement, balance, and coordination
www.dana.org/news/brainhealth/detail.aspx?id=10070
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Assignments before the Workshop:
1. Each student will complete their response essays and expository essays initiated during
Workshop Three.
2. Visit an elementary school and observe a classroom with students with varied
exceptionalities where fine arts and special education are integrated. It may be a regular
setting with some special needs students; a co-taught model or a resource model. The
observation will take from two to four hours. Keep a log of your observations and include
the following information on your written report:
a. School Name and Demographics.
b. Grade Level
c. Student Population
d. Classroom Setting
e. Content and Language Objectives
f. Teaching Strategies Observed.
g. Assessment
h. Conclusion
Be prepared to share your learning experience in class.
3. Explore at least two electronic websites about the following topics: rhythm and movement
in the classroom, language development: gestures, mimics, and movement,
communication of feelings and ideas as an art expression.
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4. Bring materials that may be used to create a poster or visual showing the students the steps
to a movement song.
Key Vocabulary:
a. Corporal Expression j. Sensory consciousness
b. Communication k. Environment Awareness
c. Language Development l. Perception of Space
d. Gestures m. Orientation
e. Movement n. Coordination
f. Body Awareness
g. Laterality
h. Body consciousness
i. Balance
List of Supplementary Materials for the Workshop
1. Poster board 6. Ribbons (undulating ribbons)
2. Markers 7. Scarves
3. Magazines 8. Fabric
4. Scissors
5. Glue
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SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be used in
the workshop.
B. Scaffolding
_X_ Modeling
_X_ Guided Practice
___ Independent Practice
_X_ Comprehensible Input
C. Grouping Options
_X_ Whole Class
_X_ Small Groups
___ Partners
_X_ Independent Work
D. Integration of Processes
_X_ Listening
_X_ Speaking
_X_ Reading
_X_ Writing
E. Application
_X_ Hands-on
_X_ Meaningful/Relevant
_X_ Rigorous
_X_ Link to Objectives
_X_ Promote Engagement
A. Preparation
___ Adaptation of Content
_X_ Links to Background Knowledge
_X_ Links to Past Learning
_X_ Strategies Incorporated
CALLA Strategies (Cognitive Academic Language Learning
Approach)
_X_ Cognitive
___ Meta-cognitive
_X_ Social/Affective
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Integrated Activities:
1. The facilitator will collect the expository essays and response essays initiated during
Workshop Three.
2. The students will participate in a game to help them remember the terms from the list of
terms for this workshop. Students need to prepare index cards with the vocabulary: on
one side of the card you should write the name of the term and on the opposite side the
definition of the term. The class will be divided into two teams. One group will read the
board and the other group will have five seconds to find the card with the word that
belongs to read definition. The group that responds the majority of the terms correctly
will win a prize.
3. Students will report to their classmates their experiences during their Clinical Field
Experience. (forms found in Appendix B)
4. The facilitator will ask students to complete the first two columns of the KWL chart.
Students will share their knowledge about the assigned topics in this workshop.
a. Rhythm
b. Movement
c. Balance and sensory awareness
5. Using a power point presentation, the facilitator will show an outline of the most relevant
facts of the topic to be discussed in this workshop.
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6. The class will be divided into four groups; each group will have a set of words to work
with. The students will develop a way to communicate the words without using words.
They will use gestures, mimics, and movement.
7. Each group will present the words to the rest of the class. The other groups will guess
which word it is. Each time a group guesses a word correctly the facilitator will give that
group a point. The group with the most points wins the game.
8. In small groups, the students will develop a poster to be used in a pre-school setting, in
which they can show the steps to a movement song such as: “Head, Shoulders, Knees,
and Toes”, “One, Two, Buckle my Shoe”, among others (Annex G). Each group will
present their posters to the class and will ask the others to follow the steps according to
their posters.
9. After the poster activity, each student will write an expository essay with at least one
page about the chosen topic following the following outline: (Appendix E) and in APA
style.
a. Cover Page
b. Introduction
d. Integration of rhythm and movement
e. Conclusion
10. The facilitator will assign a topic to be taught in a classroom setting using rhythm and
movement. In small groups, students will design an activity integrating rhythm and
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movement.
11. Each group will present their activity and classmates will provide feedback about each
presentation.
12. Students will complete the last column of the KWL chart graphic organizer to review the
topics discussed in class.
13. Students will continue working on the portfolios following the guidelines given. (
14. The facilitator will clarify related doubts about the assignments for next workshop.
Assessment:
1. Students will complete the auto-reflection paper.
2. Portfolio: will include a copy of the rough drafts and final drafts of the final documents
required for each workshop. Students may include relevant material to this workshop.
3. Rubric for written work.
4. Rubric for class participation
5. Rubric for oral presentation.
Lesson Wrap-Up:
1. KWL Chart
2. Poster
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TALLER CINCO / WORKSHOP FIVE
(The statement below does not apply to modules of 8 weeks)
Objetivos específicos de contenido::
Al finalizar el Taller Cinco, los estudiantes podrán:
1. Definir los siguientes terminus de bellas artes:
a. Expresión musical
b. Elementos de la música
c. Ritmo
d. Harmonía
e. Equilibrio
NOTA: Este taller es bilingüe. Tanto, el
Facilitador como los estudiantes, deberán
utilizar el idioma asignado para cada tarea
y actividad. NO MEZCLE LOS DOS
IDIOMAS! UTILICEN SOLAMENTE
UN LENGUAJE A LA VEZ! Las
primeras dos horas serán en español.
Las últimas dos horas serán en inglés.
NOTE: This is a bilingual workshop.
Both the facilitator and student should
use the language assigned for each
homework and activity. DO NOT MIX
THE TWO LANGUAGES! USE ONE
LANGUAGE AT A TIME- KEEP
BOTH LANGUAGES SEPARATE!
The first two hours must be in
Spanish. The last two hours must be
in English.
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f. Contraste
g. Proceso del desarrollo musical en los niños
h. Terapia musicalMusic as Therapy
i. Música para modificar el comportamientoMusic to Modify Behavior
j. Tecnología de asistencia en la música in music
2. Analizar las definiciones y características de los elementos musicales.
3. Describir el proceso del desarrollo musical en los niños y el uso de la música como un
medio de aprendizaje.
4. Identificar el uso apropriado de la tecnología de asistencia en la expresión musical de los
niños con necesidades especiales.
5. Analizar el papel que juega la educación especial en las bellas artes.
Objetivos específicos de lenguaje: Al finalizar el Taller Cinco, los estudiantes podrán
1. Escribir: Usar el proceso de la lectura efectivamente.
2. Hablar: Escribir una auto reflexión acerca del contenido y del proceso del taller, usando
una gramática, un vocabulario, y un estilo apropiados
3. Leer: Desarrollar ideas para resolver problemas de manera efectiva
4. Escuchar: Escuchar a una serie de actividades relacionadas a la expression
Enlaces electrónicos:
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
APA style
http://owl.english.purdue.edu/owl/resource/560/01/
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http://www.psychwww.com/resource/apacrib.htm
Assistive technology
http://www.washington.edu/accessit/articles?109
http://www.familyvillage.wisc.edu/education/at.html
http://www.gatfl.org/ldguide/
http://greg.quuxuum.org/journal/bryen.html
http://www.asha.org/public/hearing/treatment/assist_tech.htm
http://www.rehabtool.com/at.html
http://www.intellitools.com/
http://www.disability-resource.com/assistive-technology.html
Musical Therapy
www.psychiatrictimes.com/child-adolescent-psych/content/article/10168/47741
www.more4kids.info/361/music-therapy-for-children/
Asignaciones en español antes del taller:
1. Cada estudiante deberá terminar el ensayo en español empezado en el Taller 4.
2. El estudiante deberá escribir en español el significado de cada uno de los siguientes
términos y dar un ejemplo de cada uno..
3. Expresión musical
4. Elementos de la música
5. Ritmo
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6. Harmonía
7. Equilibrio
8. Contraste
9. Proceso del desarrollo musical en los niños
10. Terapia musicalMusic as Therapy
11. Música para modificar el comportamientoMusic to Modify Behavior
12. Tecnología de asistencia en la música in music
Assignments in English before Workshop Five:
1. Students need to explore and write a summary of two websites about musical expression
and two more about music as a learning tool in the classroom.
2. Make a list of materials suitable to create a musical instrument (min. 10).
3. Bring the necessary materials to build your own musical instrument.
Academic Core Vocabulary
1. Musical Expression
2. Elements of Music
3. Rhythm
4. Harmony
5. Balance
6. Contrast
7. Process of Musical Development in Children
8. Music as Therapy
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9. Music to Modify Behavior
10. Assistive technology in music
Lista de Materiales Suplementarios para el Taller
1. Materials needed for the musical instrument of choice
2. Internet
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SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be used in
the workshop.
B. Scaffolding
_X_ Modeling
_X_ Guided Practice
___ Independent Practice
_X_ Comprehensible Input
C. Grouping Options
_X_ Whole Class
_X_ Small Groups
___ Partners
_X_ Independent Work
D. Integration of Processes
_X_ Listening
_X_ Speaking
_X_ Reading
_X_ Writing
E. Application
_X_ Hands-on
_X_ Meaningful/Relevant
_X_ Rigorous
_X_ Link to Objectives
_X_ Promote Engagement
A. Preparation
___ Adaptation of Content
_X_ Links to Background Knowledge
_X_ Links to Past Learning
_X_ Strategies Incorporated
CALLA Strategies (Cognitive Academic Language Learning
Approach)
_X_ Cognitive
___ Meta-cognitive
_X_ Social/Affective
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Actividades integradas de contenido y lenguaje para lograr los objetivos del taller:
Actividades en español para las primeras dos horas del taller:
1. El facilitador recogerá los ensayos expositivos que los estudiantes empezaron en el Taller
Cuatro.
2. 2. Los estudiantes, organizados en pequeños grupos, crearán una canción que incluya el
material aprendido en el taller. Cada grupo compartirá su canción con la clase.
3. El facilitador pondrá tres esquemas en la pared. Usando la técnica Phillips 66, los
estudiantes formarán equipos de seis miembros para discutir los siguientes temas:
a. La música como terapia música.
b. La música para modificar el comportamiento
c. La tecnología de asistencia en la expresión musical
Los equipos tendrán solo 6 minutos para presenter sus ideas y sus resultados a la clase.
4. El facilitador dividirá la clase en pequeños grupos. Cada grupo creará un instrument
musical que luego será incorporado en la actividad.
5. Los estudiantes organizados en pequeños grupos preparán un escenario de clase en donde
la música se use como una herramienta de aprendizaje (como terapia o para modificar el
comportamiento). Los estudiantes presentarán su actividad a la clase usando los
instrumentos creados durante la actividad.
6. Integrated content and language activities aligned to achieve workshop objectives:
Activities in English for the last two hours of the workshop:
7. Using a PowerPoint presentation, the facilitator will provide an outline of the topic
covered during this workshop (in English).
8. Students will make three teams to discuss their knowledge about key terms to be
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discussed in this workshop. Students will use their notes, and get ready for a brief
discussion of the topics (in English).
9. In their teams, students will prepare an overall closing activity of the course.
10. Students may act out a news program a role play, recite apoem, or prepare a commercial
or advertisement that wraps up the content of the course (in English).
11. Students will finish working on their portfolios to be submitted at the end of this
workshop for final evaluation.
Assessment
1. Students will complete the self-reflection sheet and insert it in
their portfolio.
2. Students will complete the overall portfolio self-assessment.
3. Students will hand in their portfolios to the facilitator for its final evaluation.
4. Class participation rubric.
5. Written report rubric.
6. Oral presentation rubric.
Lesson Wrap-up
1. Students will answer the last reflective diary.
2. Class discussion about the importance of integrating music in the learning process.
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APÉNDICES/APPENDIXES
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APÉNDICE A / APPENDIX A:
THE SECOND LANGUAGE PROFICIENCY SCORING RUBRICS
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APPENDIX A: THE SECOND LANGUAGE PROFICIENCY SCORING RUBRICS
Listening Rubric Level of
Proficiency
Criteria
Beginner
(1 – 2 pts.) 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
Low
Intermediate
(3 – 4 pts.)
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
Intermediate
(5 – 6 pts.)
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
Low
Advanced
(7 – 8 pts.)
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
Advanced
(9 – 10 pts.)
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
Source used for language rubrics: WIDA Consortium http://www.wida.us/
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Speaking Rubric Level of
Proficiency
Criteria
Beginner
(1 – 2 pts.)
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
Low
Intermediate
(3 – 4 pts.)
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
Intermediate
(5 – 6 pts.)
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.
Low
Advanced
(7 – 8 pts.)
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
Advanced
(9 – 10 pts.)
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
Source used for language rubrics: WIDA Consortium http://www.wida.us/
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Reading Rubric Level of
Proficiency
Criteria
Beginner
(1 – 2 pts.) 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)
Low
Intermediate
(3 – 4 pts.)
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
Intermediate
(5 – 6 pts.) 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.
Low
Advanced
(7 – 8 pts.)
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
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Advanced
(9 – 10 pts.) 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)
Source used for language rubrics: WIDA Consortium http://www.wida.us/
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Writing Rubric Level of
Proficiency
Criteria
Beginner
(1 – 2 pts.)
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.
Low
Intermediate
(3 – 4 pts.)
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.
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Intermediate
(5 – 6 pts.)
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).
Low
Advanced
(7 – 8 pts.)
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.
Source used for language rubrics: WIDA Consortium http://www.wida.us/
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APÉNDICE B / APPENDIX B:
CLINICAL EXPERIENCE OBSERVATION TOOL
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APÉNDICE C / APPENDIX C:
CLINICAL EXPERIENCE OBSERVATION REPORT
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APÉNDICE D / APPENDIX D:
6-TRAITS OF WRITING RUBRIC
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APPENDIX D
THE WRITING PROCESS
6-TRAITS WRITING RUBRIC
(Rubrics must be used to evaluate all written done by student in English and in Spanish.)
Criteria per level
Traits 6 5 4 3 2 1 Ideas &
content
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
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
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
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;
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.
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.
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Criteria per level
Traits 6 5 4 3 2 1 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.
that are well-suited to audience and purpose.
present. • content and selected details that are relevant, but perhaps not consistently well chosen for audience and purpose.
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.
Organization The organization enhances the central idea(s) and its
The organization enhances the central idea(s) and its development. The
Organization is clear and coherent. Order and structure are present, but may
An attempt has been made to organize the writing;
The writing lacks a clear organizational structure. An occasional
The writing lacks coherence; organization seems
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Criteria per level
Traits 6 5 4 3 2 1 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.
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.
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.
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
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.
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.
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Criteria per level
Traits 6 5 4 3 2 1 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.
Voice 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
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
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
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
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
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
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Criteria per level
Traits 6 5 4 3 2 1 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,
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.
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.
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.
behind the words. There is rarely a sense of interaction between reader and writer.
interaction between writer and reader; the writing does not involve or engage the reader.
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Criteria per level
Traits 6 5 4 3 2 1 honesty, conviction, excitement, humor, or suspense.
Word choice 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.
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.
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.
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
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.
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
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Criteria per level
Traits 6 5 4 3 2 1 • ordinary words used in an unusual way. • words that evoke strong images; figurative language may be used.
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.
wrong.
Sentence
fluency
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
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
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
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
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
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.
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Criteria per level
Traits 6 5 4 3 2 1 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.
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.
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.
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.
number of awkward, choppy, or rambling constructions.
• confusing word order that is often jarring and irregular. • sentence structure that frequently obscures meaning. • sentences that are disjointed, confusing, or rambling.
Conventions The writing demonstrates exceptionally strong control of standard writing conventions
The writing demonstrates strong control of standard writing conventions (e.g.,
The writing demonstrates control of standard writing conventions (e.g.,
The writing demonstrates limited control of standard
The writing demonstrates little control of standard writing conventions.
Numerous errors in usage, spelling, capitalizatio
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Criteria per level
Traits 6 5 4 3 2 1 (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
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.
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.
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
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.
n, 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.
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Criteria per level
Traits 6 5 4 3 2 1 need for editing.
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.
• 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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APÉNDICE E / APPENDIX E:
RESPONSE PAPER RUBRIC
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Apéndice E / Appendix E
Response Paper Rubric
Name/Group ________________________________________________
Course: _____________________ Date: ________________________
Criteria Value Points Student Score
Content
Introductory content is clear
& well stated.
1 point
Major or relevant details are
exposed in essay.
1 point
Clearly explains the results
of two research-based
studies that support the
author’s ideas about the
topic, providing exact data
and precise examples.
1 point
Sentences are cohesive and
ideas flow as the essay is
read.
1 point
Establishes a writer’s
relationship with the
1 point
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subject, providing a clear
perspective on the author’s
position and engaging the
audience attention.
Draw conclusions based on
research-based facts only.
1 point
Demonstrate a
comprehensive grasp of
significant ideas to reach a
higher level of
understanding in an
organizational manner.
1 point
Language
Demonstrates a command of
STANDARD English
(vocabulary, syntax and
flow of ideas)
1 point
Uses grammar appropriately
and correctly.
1 point
Uses spelling, punctuation,
capitalization, and APA
format correctly throughout
1 point
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the document (cover page,
essay body, and list of
references).
Total Points
____________________
100 ( 70% content and 30%
language)
____________________
Total score:
Note: The score obtained by the student should be recorded as follows:
Excellent: 1.00 point
Good : 0.75 point
Fair : 0.50 point
Needs improvement:: 0.25 – 0.00 point
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APÉNDICE F / APPENDIX F:
PHILLIPS 6-6
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Apéndice F / Appendix F
Phillips 6-6
Esta técnica, conocida también como Discusión 6-6, fue creada por J. Donald Phillips. Los
estudiantes se dividen en grupos de seis para discutir el tema o problema por un término de seis
minutos con el propósito de llegar a una conclusión en ese tiempo determinado.
Esta técnica provee la oportunidad para que los estudiantes se envuelvan en una comunicación
efectiva, ayudándolos a llegar a un consenso en relación al tema en discusión.
Procedimiento:
El procedimiento se debe explicar con claridad.
Se explicará el modo de agruparse.
Se presentarán las preguntas a discutirse durante la actividad.
Los estudiantes tendrán solamente seis minutos para discutir las preguntas en los
respectivos equipos.
Los estudiantes tendrán seis minutos para presentar sus conclusiones al resto de la clase.
Phillips 6-6
Also known as 6-6 Discussion, this technique was created by J. Donald Phillips. The class is
divided in groups of six students who will discuss a problem or topic during six minutes in order
to reach a general conclusion.
This technique lets students get involved in effective communication and helps them reach
consensus of the discussed topic.
Procedures:
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Procedures should be explained clearly.
Grouping should be explained.
Introduction of questions to be solved during the activity.
Students will have only six minutes to discuss questions in their corresponding teams.
Students will have six minutes to present their conclusions to the entire class.
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APÉNDICE G / APPENDIX G:
MATRIZ DE VALORACIÓN DEL ENSAYO EXPOSITIVO
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Apéndice G/Appendix G
Matriz de Valoración del Ensayo Expositivo
Nombre del estudiante: _____________________________________________
Curso: __________________________ Fecha: ________________________
Criterios Valor Puntaje del Estudiante
Contenido
La tesis es clara y bien
establecida.
1 punto
Explica y desarrolla la tesis
y sus implicaciones de
manera exacta, basado en
los estudios científicos que
apoyan las ideas sobre el
tema, brindando
información exacta y
ejemplos precisos.
1 punto
Se exponen los detalles
centrales o de mayor
relevancia en el ensayo.
1 punto
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Las oraciones son
coherentes y las ideas
fluyen durante la lectura del
ensayo.
1 punto
Elabora conclusiones
basadas en la evidencia
científica y objetiva.
1 punto
Establece una relación del
autor con el tema, brindando
una perspectiva clara del
tema presentado y atrayendo
la atención del lector.
1 punto
Demuestra un
entendimiento total de las
ideas más importantes hasta
alcanzar un nivel superior
de comprensión de una
manera organizada.
1 punto
Lenguaje
Demuestra habilidad en el
manejo del idioma español
ESTÁNDAR (vocabulario,
sintaxis y flujo de ideas).
1 punto
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Usa la gramática de una
manera adecuada y correcta.
1 punto
Usa la puntuación, la
ortografía y el formato APA
correctamente.
2 puntos
Total 10 puntos ( 70% contenido y
30% lenguaje)
Puntaje total:
El nombre del estudiante: ______________________________
Firma del facilitador: _________________________
Nota: El puntaje adquirido por el estudiante podrá anotarse según la siguiente escala:
Excelente: 1.00 punto
Bueno: 0.75 punto
Regular: 0.50 punto
Necesita mejorar: 0.25 punto
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Expository Essay Rubric
Student’s name: ___________________________________________________
Course: __________________________ Date: ________________________
Criteria Value Points Student Score
Content
Thesis is clear & well
stated.
1 point
Accurately explains and
develops thesis and its
implications based on
research studies that support
the author’s ideas about the
topic, providing exact data
and precise examples.
1 point
Major or relevant details are
exposed in essay.
1 point
Sentences are cohesive and
ideas flow as the essay is
read.
1 point
Draw conclusions based on
research-based facts only.
1 point
Establish a writer’s
relationship with the
1 point
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subject, providing a clear
perspective on the presented
subject matter and engaging
the audience attention.
Demonstrate a
comprehensive grasp of
significant ideas to reach a
higher level of
understanding in an
organizational manner.
1 point
Language
Demonstrates a command of
STANDARD English
(vocabulary, syntax and
flow of ideas)
1 point
Uses grammar and style
appropriately and correctly.
1 point
Uses spelling, punctuation,
capitalization, and APA
format correctly throughout
the document (cover page,
essay body, and list of
references).
1 point
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Total Points
____________________
10 points ( 70% content and
30% language)
____________________
Total score:
Nombre del estudiante: ______________________________
Firma del facilitador: _______________________________
Note: The score obtained by the student should be recorded as follows:
Excellent: 1.00 point
Good: 0.75 point
Fair: 0.50 point
Needs improvement: 0.25 point
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APÉNDICE H / APPENDIX H:
GUIDELINES TO PREPARE THE PORTFOLIO
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Apéndice H/Appendix H
Guidelines to prepare the portfolio
1. Determination of sources of content
The following, but not limited to, documentation will be included:
a. Projects, surveys, and reports.
b. Oral presentations
c. Essays: dated writing samples to show progress
d. Research papers: dated unedited and edited first drafts to show progress
e. Written pieces that illustrate critical thinking about readings: response or reaction
papers.
f. Class notes, interesting thoughts to remember, etc.
g. Learning journals, reflective diaries.
h. Self assessments, peer assessments, facilitator assessments.
i. Notes from student-facilitator conferences.
2. Organization of documentation
Documentation will be organized by workshop, and by type of assignment within workshops.
Workshops will be separated from one another using construction paper or paper of different
colors, with tabs indicating the workshop number.
3. Presentation of the portfolio
Documentation will be posted in a binder or in a digital version (e-portfolio).
The Portfolio Informational Sheet will be placed in the transparent front pocket of the
binder for identification purposes.
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The cover page will follow exactly APA guidelines applied to a cover page of
research papers submitted at Metro Orlando Campus. This cover page will be placed
at the beginning of the portfolio.
A log of entries that can be expanded with each new entry properly numbered. The
table, which should be located at the beginning, should include a brief description,
date produced, date submitted, and date evaluated.
Introduction and conclusion of the income and outcome of the portfolio.
Documentation and reflection process required in each workshop.
Overall portfolio self-assessment.
The Progression Follow-Up Template.
A list of references and appendices of all assignments included will be added to the
end of the portfolio.
Letter of Use and Return or Use and Discard of Portfolio.
The entire portfolio will follow APA style: Courier or Times New Roman font, size
12, double space, and 1-inch margins. See the last edition of the APA Manual.
4. Portfolio Evaluation
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APÉNDICE I / APPENDIX I:
PORTFOLIO INFORMATIONAL SHEET
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Apéndice I/Appendix I: PORTFOLIO INFORMATIONAL SHEET
Sistema Universitario Ana G. Méndez
Metro Orlando Campus
Universidad del Este, Universidad Metropolitana, Universidad del Turabo
Check one:
Universidad del
Este
Universidad
Metropolitana
Universidad del
Turabo
Undergraduate
Graduate
Concentration
Student’s Name
Facilitator’s Name
Portfolio rated as
Reason of this rate
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APÉNDICE J / APPENDIX J:
LOG OF ENTRIES OR TABLE OF CONTENT
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Apéndice J/Appendix J: Log of Entries or Table of Content
Entry Description
Date of Entry
Date
Submitted
Date
Evaluated
Page #
1
2
3
4
5
Note: Students can elaborate a table of contents for their portfolios instead.
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APÉNDICE K / APPENDIX K:
REFLECTION PROCESS
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Apéndice K/Appendix K: Reflection Process
Directions: Please complete the following blanks:
This entry is an example of my strengths:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________
This entry is an example of an area I really need to improve:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________
This entry is an example of an area I have improved:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________
I think this exercise has been very helpful for my learning because:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Auto Reflexión
Instrucciones: Complete los siguientes espacios en blanco:
Este ingreso es un ejemplo de mis fortalezas:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________
Este ingreso es un ejemplo de un área que realmente necesito mejorar:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________
Este ingreso es un ejemplo de un área que he mejorado:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________
Considero que este ejercicio ha sido muy útil para mi aprendizaje porque:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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APÉNDICE L / APPENDIX L:
OVERALL PORTFOLIO SELF-ASSESSMENT
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Apéndice L / Appendix L: Overall Portfolio Self-Assessment
Dear Student: This form will assist you in monitoring your portfolio and determining the
strengths and weaknesses of your writing
Part I: Read the statements below. Write the numbers that mostly honest reflects your self
assessment (Scale 1-5: 5=strong, 4=moderately strong, 3=average, 2=moderately weak, 1=weak)
_____ 1. My portfolio contains all of the items required by the facilitator.
_____ 2. My portfolio provides strong evidence of my improvement over the course.
_____ 3. My portfolio provides strong evidence of my ability to report factual information.
_____ 4. My portfolio provides strong evidence of my ability to write effectively.
_____ 5. My portfolio provides strong evidence of my ability to think and write creatively.
Part II: On the lines below, write the topic of each assignment. Rate your effort for each piece
(5=strong effort, 1=weak effort). In the space below write one suggestion for improving that
piece.
_____ 1. _______________________________________________________
_______________________________________________________
_____ 2. _______________________________________________________
_______________________________________________________
_____ 3. _______________________________________________________
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_______________________________________________________
_____ 4. _______________________________________________________
_______________________________________________________
_____ 5. _______________________________________________________
_______________________________________________________
Part III: In assessing my overall portfolio, I find it to be (check one)
Very satisfactory __________ Satisfactory __________
Somewhat satisfactory __________ Unsatisfactory __________
Part IV: In the space below list your goal for the next PT and two strategies you plan to achieve.
Goal: ________________________________________________________________
Strategies:
1. _________________________________________________________________
2. _________________________________________________________________
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APÉNDICE M / APPENDIX M:
STRENGHTHS AND WEAKNESSES TEMPLATE
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Apéndice M / Appendix M: Strengths and Weaknesses Template
Strengths Weaknesses Improvement Ideas
Facilitator’s
comments
Student’s response
and comments
Progression Follow-
Up Template
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APÉNDICE N / APPENDIX N:
USE AND RETURN OF PORTFOLIO
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Apéndice N/Appendix N: Use and Return of Portfolio
Sistema Universitario Ana G. Méndez
Universidad del Este, Universidad Metropolitana, Universidad del Turabo
I, ____________________________________, grant permission to the office of Assessment and
Placement of the Ana G. Méndez University System, to keep in their records a copy of my
portfolio. I understand that the portfolio is going to be used for accreditation or educational
purposes only, and that is not going to be disclosed without my consent.
By signing this document I authorize the office of Assessment and Placement to keep a copy of
my portfolio for six months and return it to me at the end of this period of time.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date
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APÉNDICE O / APPENDIX O:
USE AND DISCARD OF PORTFOLIO
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Apéndice O/Appendix O: Use and Discard of Portfolio
Sistema Universitario Ana G. Méndez
Universidad del Este, Universidad Metropolitana, Universidad del Turabo
I, ____________________________________, grant permission to the office of Assessment and
Placement of the Ana G. Méndez University System to keep in their records a copy of my
portfolio. I understand that the portfolio is going to be used for accreditation or educational
purposes only, and that is not going to be disclosed without my consent.
By signing this document I authorize the Office of Placement and Assessment to keep a copy of
my portfolio for six months and discard it at the end of this period of time.
.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date
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APÉNDICE P / APPENDIX P:
PORTFOLIO RUBRIC
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Apéndice P/Appendix P: Portfolio Rubric
4 3 2 1
PORTFOLIO APPEARANCE
Readable: Are entries typed in an
appropriate font and size? Are entries free
of errors? Do ideas expressed in entries
follow a logical sequence with appropriate
transitions among paragraphs and topics?
Professionalism: Is the appearance of the
portfolio professional? Are graphics, colors
and portfolio language consistent with
professional workplace expectations? Is the
portfolio presented in a neat and orderly
manner?
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4 3 2 1
Organization: Is the portfolio organized in
a manner that makes it easy to follow and
easy to quickly locate information?
PORTFOLIO CONTENT AND FUNCTION
Content: Are all required entries included
in the portfolio? Are entries relevant to the
content of the portfolio? Do all entries
contain the student’s reaction or reflection
on the selected topics? Do entries provide
thorough understanding of content?
Resume, Activities List, Varied Samples of
Written Work, Evidence of Problem
Solving, and Evidence of Decision Making.
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4 3 2 1
Authenticity: Are the samples and
illustrations a true reflection of the student’s
efforts and abilities?
Growth/Development: Do samples provide
thorough understanding of growth and
development related to their field of
concentration? Do items show what the
student has learned?
Collaboration: Do items show examples of
both individual and group work? Does the
student provide clear understanding of
collaboration, and use collaboration to
support his/her learning?
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4 3 2 1
Reflection and Personal growth: Do items
show exceptional understanding of how to
be a reflective thinker and how to seek
opportunities for professional growth? Does
the student include self-reflective
comments? Does the student reflect
enthusiasm for learning?
Professional Conduct: Do items show
clear understanding of ethical behavior and
professional conduct? Do items display the
pride the student has in his or her work?
Overall Portfolio Impact
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4 3 2 1
Is this portfolio an asset in demonstrating
the student’s value (SKILLs, abilities,
knowledge) to a potential employer or
college representative?
Rating Scale
4 = Outstanding 3 = Very good 2 = Good 1 = Needs improvement
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APÉNDICE Q / APPENDIX Q:
MATRIZ DE VALORACIÓN DEL POSTER
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Apéndice Q / Appendix Q
Matriz de Valoración del Poster
Nombre/Grupo________________________________________________
Course: _____________________ Date: ________________________
Topic: ______________________ Time: ________________________
Criterios Puntaje Puntaje del estudiante
Todos los gráficos u objetos usados
en el poster reflejan un grado de
creatividad del estudiante en su
exhibición.
1.25 punto
Las imagenes están recortadas a un
tamaño y forma apropiados y están
colocadas perfectamente. Se ha
puesto cuidado para equilibrar las
figuras a través del superficie del
poster. Las ilustraciones están
pegadas de manera limpia y firme.
1.25 punto
El poster incluye 15 ó más ítems,
cada uno diferente.
1.25 punto
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Se observa mucho tiempo y esfuerzo
colocado en la planificación y el
diseño del poster. Es claro que el
estudiante trabajó en casa así como
en el salón de clase.
1.25 punto
Los títulos y el texto estaban escritos
claramente y eran fáciles de leer
desde cierta distancia.
1.25 punto
El trabajo artístico impacta
positivamente al observador en
relación al tema exhibido en el
poster.
1.25 punto
El estudiante da una explicación
razonable de cómo cada ítem del
poster se relaciona con el tema
asignado. Para la mayoría de los
ítems, la relación es clara sin
necesidad de explicación.
1.25 punto
La explicación es convincente y usa
el idioma español correctamente.
1.25 punto
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Puntaje Total Posible 10 puntos
__________________
Puntaje Total Obtenido
Nombre del estudiante: _______________________
Firma del facilitador: ________________________
Nota: El puntaje obtenido se registrará como sigue:
Excelente: 1.25 punto
Bueno: 1.00 punto
Regular: 0.75 punto
Necesita mejorar: 0.50 punto
Fuente: Adaptado de www.abbotsford.k12.wi.us y
http://www.readwritethink.org/lesson_images/lesson1012/visualcollagerubric.pdf
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Poster Rubric
Name/Group ________________________________________________
Course: _____________________ Date: ________________________
Criteria Value Points Student Score
Content
Student can accurately answer all
questions related to facts in the
poster and processes used to create
the poster.
1.25 points
Title can be read from 6 ft. away
and is quite creative.
1.25 points
Graphics are all in focus and the
content easily viewed and identified
from 6 ft. away.
1.25 points
All items shown on the poster are
highly relevant to the topic.
1.25 points
The poster is exceptionally
attractive in terms of design, layout,
and neatness.
1.25 points
All resources used in the
elaboration of the poster were
1.25 points
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reliable scientific sources
Capitalization and punctuation are
correct throughout the poster.
1.25 points
Poster presentation delivery is
exceptional and unique with regular
eye contact and no annoyances
1.25 points
Total Points
____________________
10 points
_______________
Total score:
Note: The score obtained by the student should be recorded as follows:
Excellent: 1.25 points
Good : 1.00 point
Fair : 0.75 point
Needs improvement:: 0.50 point
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APÉNDICE R / APPENDIX R:
ORAL PRESENTATION RUBRIC
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Apéndice R / Appendix R:
Oral Presentation Rubric
Name/Group ________________________________________________
Course: _____________________ Date: ________________________
Criteria Value Points Student Score
Content
The student/group holds attention of
entire audience with the use of direct
eye contact, seldom looking at notes.
2 points
Movements seem fluid and help the
audience visualize
2 points
The student/group displays relaxed,
self-confident nature about self, with
no mistakes.
2 points
The student/group uses a clear voice
with a good projection and
intonation.
2 points
The student/group demonstrates full
knowledge by answer all questions
2 points
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with explanations and elaborations.
The student/group presents
information in logical, interesting
sequence which audience can follow
2 points
The student/group uses technology
properly during the presentation.
2 points
Language
The student/group demonstrates a
command of STANDARD English
(vocabulary, syntax and flow of
ideas)
2 points
The student/group uses grammar
correctly.
2 points
The student/group uses correct
pronunciation of the language.
2 points
Total Points
_______________
20 points ( 70% content
and 30% language)
_______________
Total score
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Student’s name: _________________________________
Facilitator’s Signature: _________________________________
Note: The score obtained by the student should be recorded as follows:
Excellent: 2.00 points
Good: 1.50 points
Fair: 1.00 point
Needs improvement: 0.50 point
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APÉNDICE S / APPENDIX S:
MATRIZ VALORATIVA GRUPAL
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Apéndice S / Appendix S
MATRIZ VALORATIVA PARA EVALUAR PARTICIPACIÓN EN GRUPO
NOMBRE: ___________________________NOTA FINAL ___________________
TİTULO: ____________________________ FECHA:_________________________
0-NO CUMPLIO 1-DEFICIENTE 2-REGULAR 3-BUENO 4-MUY BUENO 5-
EXCELENTE N/A-NO APLICA
CRITERIOS 0 1 2 3 4 5 N/A
1. Asistió a las reuniones o actividades del
grupo.
2. Colaboró en la planificación y
celebración de las reuniones o
actividades de grupo.
3. Participó activamente en las reuniones y
actividades.
4. Demostró interés en las discusiones y
actividades del grupo.
5. Vino preparado(a) a las reuniones,
Integration of the Fine Arts in Special Education 143
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actividades y discusiones del grupo.
6. Demostró atención y apertura a los
puntos y argumentos de sus compañeros.
7. Demostró liderazgo en las actividades del
grupo.
8. Formuló preguntas pertinentes a las
discusiones del grupo.
9. Contribuyó al grupo con material e
información adicional.
10. Completó las tareas asignadas.
Comentarios:
______________________________________________________________________________
__________________________________________________
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RUBRIC TO EVALUATE PARTICIPATION IN GROUP
NAME: _______________________ FINAL GRADE: ________________
TITLE: ________________________ DATE: _________________________
0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD 4-VERY GOOD 5-
EXCELLENT N/A-NOT APPLY
CRITERIA 0 1 2 3 4 5 N/A
1. Attended group meetings and activities.
2. Collaborated in planning group meeting
and activities.
3. Actively participated in meetings and
activities.
4. Demonstrated interest in group
discussions and activities.
5. Arrived prepared to group meetings,
activities and discussions.
6. Demonstrated attention and opening
towards arguments from classmates.
7. Demonstrated leadership in group
activities
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8. Formulated pertinent questions in group
discussions.
9. Contribuyó al grupo con material e
información adicional.
10. Completed assigned tasks.
Comments:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________
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APÉNDICE T / APPENDIX T:
KWL CHART
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Apéndice T/Appendix T
KWL Chart
K
What I KNOW
W
What I WANT to Know
L
What I LEARNED
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Gráfica KWL
K
Lo que SE
W
Lo que QUIERO SABER
L
Lo que APRENDI