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PSYC 324 Gender Psychology
Updated April 29, 2011
Sistema Universitario Ana G. Méndez
School for Professional Studies
Florida Campuses
Universidad del Este, Universidad Metropolitana, and Universidad del Turabo
PSYC 324
Psicología del Género
Gender Psychology
© Sistema Universitario Ana G. Méndez, 2010
Derechos Reservados
© Ana G. Méndez University System, 2010
All rights reserved
PSYC 324 Gender Psychology 2
Updated 04/15/2011
Prepared with the Collaboration of:
Brenda Lampón, Module Development Specialist
Julie Carrión, Content Evaluator
Juanita Munera, English Language Specialist
Paola Maino, Spanish Language Specialist
Daniel Poremba, Curriculum and Instructional Designer
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TABLA DE CONTENIDO/TABLE OF CONTENTS
Página/Page
GUÍA DE ESTUDIO ...................................................................................................................... 4
STUDY GUIDE ............................................................................................................................ 16
TALLER UNO.............................................................................................................................. 29
WORKSHOP TWO ...................................................................................................................... 35
TALLER TRES ............................................................................................................................ 40
WORKSHOP FOUR .................................................................................................................... 45
TALLER CINCO/WORKSHOP FIVE ........................................................................................ 50
APPENDICES/APÉNDICES ....................................................................................................... 55
APÉNDICE C / APPENDIX C: ................................................................................................... 70
APÉNDICE E / APPENDIX E: .................................................................................................... 74
APÉNDICE F / APPENDIX F: .................................................................................................... 79
APÉNDICE G / APPENDIX G: ................................................................................................... 84
APÉNDICE H / APPENDIX H: .................................................................................................. 89
APÉNDICE I / APPENDIX I: ..................................................................................................... 93
APÉNDICE J / APPENDIX J: ..................................................................................................... 95
APÉNDICE K / APPENDIX K: .................................................................................................. 97
APÉNDICE L / APPENDIX L: ................................................................................................. 102
APÉNDICE M / APPENDIX M: ............................................................................................... 104
APÉNDICE N / APPENDIX N: ................................................................................................ 106
APÉNDICE O / APPENDIX O: ................................................................................................ 108
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GUÍA DE ESTUDIO
Título del Curso: Psicología del Género
Codificación: PSYC 324
Duración: Cinco semanas
Prerrequisito: Ninguno
Descripción: Este curso está diseñado para presentarle al estudiante el estudio
psicológico del género. Los temas que se incluyen son los siguientes: ¿Qué significa ser
hombre o mujer en nuestra sociedad y en otras sociedades alrededor del mundo; ¿Cómo
el género se desarrolla a través de la vida?; ¿Cómo el género forma nuestras vidas y
¿Cómo la sociedad influye en la formación de nuestro género?; ¿Cuán similar y diferente
son los varones de las mujeres?; y ¿Cómo la cultura, la religión, y los medios de
comunicación forman e influyen en las ideas acerca del género?.
Objetivos de Contenido Generales:
Al finalizar el curso el/la estudiante podrá:
1. Explicar el desarrollo físico, social, emocional, sexual, de identidad y
cognoscitivo que caracteriza el género y sus implicaciones en la conducta y
expectativas del ser humano.
2. Identificar los aspectos que influyen en el desarrollo del género y por qué es un
período crítico, y cómo el término poco exitoso de éste puede presentarse en la
edad adulta como desajustes de la personalidad.
3. Establecer la relación que existe entre el desarrollo del género durante la infancia,
la adolescencia y la edad adulta.
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4. Proporcionar información, técnicas y estrategias para intervenir positiva y
adecuadamente con los aspectos sociales y emocionales que cada género se
enfrenta a diario.
5. Enumerar las diferentes agencias y recursos disponibles en la comunidad que
ayudan a la mujer, y el servicio que cada una ofrece.
Objetivos de Lenguaje Generales
Al final del curso los estudiantes podrán:
a. Escuchar: Escuchar e identificar las teorías que tratan de explicar la base para la
diferencia entre el hombre y la mujer.
b. Hablar: Discutir oralmente acerca de las teorías que tratan de explicar el tema del
género.
c. Leer: Leer y analizar artículos, libros y revistas relacionados con el tema del
género.
d. Escribir: Escribir en sus diarios reflexivos y resumir lo aprendido relacionado
con el tema del sexo y del género.
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 20 horas de uso en el laboratorio de lenguaje (10 horas en inglés
y 10 horas en español) por curso. Esto iguala al uso del laboratorio de lenguaje por dos
horas semanales para cada lenguaje por taller. El facilitador podría requerir más horas de
práctica basado en las necesidades para las destrezas auditivas, orales, de lectura y
escritura en cualquiera de los lenguajes mencionados. El total de horas de práctica en
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el laboratorio de lenguaje o E-Lab deben de estar integradas en la sección de
actividades del módulo.
Descripción del Proceso de Evaluación: Debe de integrar el uso del laboratorio de
lenguaje o laboratorio de lenguaje electrónico en las rúbricas de evaluación. Las rúbricas
del lenguaje para escuchar, hablar, leer, y escribir se integran en el avalúo de los
estudiantes. Ver Apéndice A para las rúbricas a usarse. Para evaluar trabajos escritos en
los dos idiomas, el facilitador deberá usar el Writing Process: Six-Traits of Writing
Rubric que aparecen en el Apéndice D. “Portfolio Performance Assessment” tiene que
ser uno de los instrumentos para evaluar el progreso lingüístico y académico de los
estudiantes. Debido a la naturaleza del modelo bilingüe instruccional, el facilitador tiene
que documentar que el estudiante está progresando hacia la meta de dominar dos idiomas
académicamente. El portfolio tiene que cumplir con los estándares establecidos.
Participación en clase: La participación en clase es sumamente importante. Se espera
que los estudiantes asistan a cada clase preparados para discutir los temas asignados al
taller correspondiente y que contribuyan activamente.
Asistencia a clase: Se espera que el estudiante asista a los 5 talleres. La nota final podría
ser afectada de forma negativa en situaciones de ausentismo sin justificación y/o no
aprobadas por el facilitador.
Proyecto escrito de Grupo: Los estudiantes se dividirán en grupos. Cada grupo elegirá una
película de la lista sugerida. Cada grupo analizará (en un ensayo escrito en español de
no menos de 3 páginas) un mínimo de tres personajes de la película donde se presentan
los temas discutidos en clase.
a. Mulan
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b. Enough
c. Diary of a Mad Black Woman
d. Real Women Have Curves
e. Spanglish
f. G.I. Jane
g. The Brave One
Diarios Reflexivos: Cada estudiante deberá completar un diario reflexivo al finalizar
cada taller. Para desarrollar el diario reflexivo el estudiante contestará las preguntas en el
Apéndice C.
Portafolio: Cada estudiante preparará y organizará un portafolio que incluirá: tabla de
contenido, introducción, asignaciones, ensayos y trabajos de cada taller, diarios
reflexivos, una conclusión y hoja de referencias. El (la) facilitador (a) le informará los
detalles sobre otros documentos a ser incluidos según requerido por la institución. Los
estudiantes deberán utilizar el idioma inglés al redactar su introducción, conclusión, hoja
de referencia así como otros documentos requeridos.
Proyecto oral de grupo: Cada grupo asignado a desarrollar el proyecto escrito grupal,
trabajará también en conjunto para una presentación oral en inglés que se llevará a cabo
durante el Taller Cinco. Recursos audiovisuales deben ser utilizados. Los grupos
desarrollarán una presentación para compartir los resultados con sus compañeros y para
proporcionar información sobre cada uno de los temas relevantes de las películas.
Ensayos: Cada estudiante desarrollará un ensayo de acuerdo al tema asignado en cada
taller. El tema será discutido en no menos de tres páginas; no incluyendo la portada y
referencias.
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Criterio de Contenido Porcentaje
Participación en Clase y E-
Lab
20%
Asistencia a clase y
Portafolio
20%
Proyecto escrito de Grupo 20%
Diarios Reflexivos,
Ensayos, trabajos escritos
20%
Proyecto Oral de grupo,
discusiones y debates
20%
Total 100%
Otros
Requisitos de APA (versión 6) para citar los Textos a Usarse en el Módulo
Para los Textos Recomendados y Recursos utilice el estilo APA(6ª.Ed.). Incluya al
menos un libro electrónico de la Biblioteca Virtual http://bibliotecavirtualut.suagm.edu/
La fecha de publicación de un libro no deberá ser mayor de 5 años según lo exige la
Comisión de Educación Independiente de la Florida.
Libro(s)
Brannon, L. (2009). Gender: Psychological Perspectives. (6th Ed.) Upper Saddle River,
N.J.: Pearson ISBN 9780205521142 ($ 80)
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Crawford, M. (2006). Transformations: Women, gender, and psychology. NY: McGraw
Hill.
Goldberg, W. (2010). Current directions in gender psychology. Allyn & Bacon.
ISBN-10: 0205680127; ISBN-13: 9780205680122 (US 42).
Martin, C. L., & Ruble, D. N. (2003). Children’s search for gender cues: Cognitive
perspectives on gender development. Current Directions in Psychological Science, 13,
67-70.
Unger, R. (2001). Handbook of the Psychology of Women and Gender. New
York, N.Y.: John Wiley and Sons, Inc.
Libro(s) Electrónico(s)
Villanueva, V. & Nancy, B. (2005). Socialización y comportamiento infantil según el
género. Accedido de: http://bibliotecavirtualut.suagm.edu/
Osca, A. (2003). Desarrollo de carrera y género. Factores que influyen en las diferencias
entre hombres y mujeres. Revista de Psicología del Trabajo y de las Organizaciones.
1994, Vol. 10. Accedido de: http://bibliotecavirtualut.suagm.edu/
Descripción de las Normas del Curso
1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion
Model®” del Sistema Universitario Ana G. Méndez, 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
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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 reponer el trabajo o (b) asignarle trabajo adicional
además del trabajo que el estudiante tiene que reponer.
Toda tarea a ser completada antes del taller deberá ser entregada en la fecha
asignada. El facilitador ajustará la nota de las tareas repuestas.
4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las
siguientes opciones:
a. Si es a dos talleres, el facilitador reducirá la nota existente en un
grado.
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b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la
nota existente en dos grados.
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 repuesta.
6. En actividades grupales, el grupo será evaluado por su trabajo final. Sin embargo,
cada miembro de grupo deberá participar y cooperar para lograr un trabajo de
excelencia. Los estudiantes también recibirán una calificación individual.
7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no
plagiado. Se requiere que todo trabajo sometido al facilitador cumpla con las
reglas para citar apropiadamente o que esté parafraseado y citado dando crédito al
autor. Todo estudiante debe ser el autor de su propio trabajo. Todo trabajo que
sea plagiado, copiado o presente trazos del trabajo de otro estudiante o autor será
calificado con cero. El servicio de SafeAssign TM
de Blackboard será utilizado
por los facilitadores para verificar la autoría de los trabajos escritos de los
estudiantes. Es responsabilidad del estudiante 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.
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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.
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
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búsqueda y sitios Web que podrá utilizar para la búsqueda de la información deseada.
Algunas de éstas son:
www.google.com
www.ask.com
www.pregunta.com
www.findarticles.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
http://www.apastyle.org/
Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:
http://www.chegg.com/ (alquiler)
http://www.bookswim.com/ (alquiler)
http://www.allbookstores.com/ (compra)
http://www.alibris.com/ (compra)
Éstos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.
El facilitador puede realizar cambios a las direcciones electrónicas y/o añadir otras de
índole profesional y que contengan las investigaciones más recientes del tópico del
módulo, de ser necesario.
CUMPLIMIENTO CON 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
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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:
Institutional Review Board (IRB), Health Information Portability Accounting Act
(HIPAA), y Responsibility Conduct for Research Act (RCR).
De tener alguna duda, favor de comunicarse con 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
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.
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Cada uno de nosotros genera sus propias “reglas “y “modelos mentales” que
utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es
simplemente el proceso de ajustar nuestros modelos mentales para poder entender nuevas
experiencias.
Como facilitadores, nuestro enfoque es el de mantener una conexión entre los
hechos con las experiencias y fomentar un nuevo entendimiento en los estudiantes.
También, intentamos adaptar nuestras estrategias de enseñanza a las respuestas de
nuestros estudiantes y motivar a los mismos a analizar, interpretar, predecir información
y aplicarla a la vida diaria.
PRINCIPIOS DEL CONSTRUCTIVISMO:
1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe
comenzar con situaciones en las cuales los estudiantes estén buscando activamente
construir un significado.
2. Para construir “un significado” se requiere comprender todas las partes: globales y
específicas (“from whole to parts”). Ambas partes deben entenderse en el contexto
del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos primarios
en contexto y no en hechos aislados.
3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes
utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar dichos
modelos.
4. El propósito del aprendizaje, es para un individuo, el construir su propio significado,
no sólo memorizar las contestaciones “correctas” y repetir el significado de otra
persona. Como la educación es intrínsecamente interdisciplinaria, la única forma
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válida para asegurar el aprendizaje es hacer del avalúo parte esencial de dicho
proceso, asegurando que el mismo provea a los estudiantes con la información sobre
la calidad de su aprendizaje.
5. La evaluación debe servir como una herramienta de auto-análisis.
6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las
múltiples perspectivas que existen en el mundo.
7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.
STUDY GUIDE
Course Title: Gender Psychology
Code: PSYC 324
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Time Length: 5 weeks
Pre-requisite: None
Description: This course is designed to introduce students to the psychological study of
gender. It includes the following Topics: What does it mean to be a man or a woman in
our society and other societies around the world?; How does gender develop throughout
life?; How does gender shape our lives?; How does the influence of society shape our
gender?;What are the similarities and differences between males and females?;and How
do culture, religion, and the media mold and/or influence the concepts/characteristics that
we have learned about gender.
General Content Objectives:
At the end of the course the student will be able to:
1. Explain the physical, social, emotional, sexual, identity, and cognitive
development that characterize gender, and its implications in the behavior and
expectations of human beings.
2. Identify the aspects that influence gender development and why it is considered a
critical period. How can this period (if it’s unsuccessful) cause maladjustment in
adulthood?
3. Establish the association between childhood development, adolescence and
adulthood.
4. Provide information on types of techniques and strategies that can be used to
positively and adequately intervene in improving the social and emotional issues
women face every day.
PSYC 324 Gender Psychology 18
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5. List the different agencies and resources available for women’s intervention and
the type of services that are offered in the community.
General Language Objectives
At the end of the course the student will be able to:
1. Listening: Listen and identify the various theories attempting to explain the
differences between male and female.
2. Speaking: Discuss orally several of the theories that attempt to explain the study
of gender.
3. Reading: Read articles, research papers, scientific magazines related to sex and
gender.
4. Writing: Write in their reflective journal their learning experiences and
summarize what they have learned about the concepts of sex and gender.
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 workshop. 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.
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Description of the Evaluation Process: Integrate the use of the language lab and e-lab to
all evaluation rubrics used in the instructional module. The language rubrics for listening,
speaking, reading, and writing provided in Appendix A are integrated to assess student
performance in all courses. The Writing Process: Six-Traits of Writing Rubric provided
in Appendix D must be used to evaluate all writing activities in both languages in all
courses. Portfolio Performance Assessment must be one of the evaluation instruments
used in the module and throughout the content of all workshops and appendices. This
instrument must follow established guidelines. Due to the nature of our dual language
instructional model, documentation must be provided on the growth of students towards
mastery of linguistic and academic skills in both languages (English and Spanish.)
Class participation: Class participation is extremely important. It is expected that
students will come to class prepared to talk and discuss the assigned topics in an active
manner.
Attendance: The student is expected to attend all five workshops. The final grade could
be negatively impacted due to absenteeism and/or lateness. Absences should be justified
and notified to the facilitator as soon as possible.
Written group Project: The students will be divided in groups. Each group will choose
a movie from the following list. Each group will analyze the characters in the movie
based on all the topics discussed in class.
a. Mulan
b. Enough
c. Diary of a Mad Black Woman
d. Real Women Have Curves
PSYC 324 Gender Psychology 20
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e. Spanglish
f. G.I. Jane
g. The Brave One
Reflective Journal: The students will complete the reflective journal at the end of each
workshop. The students will do so by answering the questions on Appendix C.
Portfolio: The students will organize and prepare a portfolio including: table of content,
introduction, homework, essays, reflexive diaries, conclusion and references. The
facilitator will inform the students if there is any other document required by the
institution to be included. The students will complete the portfolio in English.
Group Oral Project: The groups assigned to work together for the written project will
work together to develop an oral presentation. This presentation will be conducted in
English in Workshop Five. Audio visual resources should be utilized. The group will
present to the class their findings on the written project.
Essays: Each student is expected to develop an essay based on the topic assigned in each
workshop. The topic should be discussed in a three-page essay not including cover and
references.
Criteria Percentage
Participation and E-Lab 20%
Attendance and Portfolio 20%
Oral Project, group
discussions, debates
20%
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Reflective Journal, Essays,
written assignments
20%
Group Written Project 20%
Total 100%
Requirements for the Use of APA (version 6) for Citations of Textbooks
For Recommended Texts and Resources, Use APA style version 6. Include at least ONE
e-book from the Virtual Library at http://bibliotecavirtualut.suagm.edu/
Textbooks must have a publication date of 5 years or less as required by the Florida
Commission of Independent Learning.
Book(s)
Brannon, L. (2009). Gender: Psychological Perspectives. (6th Ed.) Upper Saddle River,
N.J.: Pearson ISBN 9780205521142 ($ 80)
Goldberg, W. (2010). Current directions in gender psychology. Allyn & Bacon.
ISBN-10: 0205680127; ISBN-13: 9780205680122 (US 42).
Martin, C. L., & Ruble, D. N. (2003). Children’s search for gender cues: Cognitive
perspectives on gender development. Current Directions in Psychological Science, 13,
67-70.
Unger, R. (2001). Handbook of the Psychology of Women and Gender. New
York, N.Y.: John Wiley and Sons, Inc.
E-Book (s)
Villanueva, V. & Nancy, B. (2005). Socialización y comportamiento infantil según el
género. Retrieved from: http://bibliotecavirtualut.suagm.edu/
PSYC 324 Gender Psychology 22
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Osca, A. (2003). Desarrollo de carrera y género: Factores que influyen en las diferencias
entre hombres y mujeres. Revista de Psicología del Trabajo y de las Organizaciones.
Retrieved from: http://bibliotecavirtualut.suagm.edu/
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
PSYC 324 Gender Psychology 23
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complex and challenging task. Each workshop requires an average of ten hours of
preparation, but could require more.
3. Attendance to all class sessions is mandatory. A student who is absent to a workshop
must present a reasonable excuse to the facilitator who in turn will evaluate the reason
for the absence. If it is justified, the facilitator will decide how the student will make
up the missing work, if applicable. The facilitator will decide on the following: allow
the student to make up the work, or allow the student to make up the work 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.
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6. In cooperative learning activities, the group will be assessed for their final work as a
group. However, each member will have to collaborate to assure the success of the
group. Students will also receive an individual grade for their work.
7. It is expected that all written work will be solely that of the student and should not be
plagiarized. That is, the student must be the author of all work submitted. All quoted
or paraphrased material must be properly cited, with credit given to its author or
publisher. It should be noted that plagiarized writings are easily detectable and
students should not risk losing credit for material that is clearly not their own.
SafeAssignTM
, a Blackboard plagiarism deterrent service, will be used by the
facilitators to verify students’ ownership of written assignments. It is the
student’s responsibility to read the university’s plagiarism policy. If you are a UT
student, read Section 11.1 of the Student Manual, and if you belong to UMET or
UNE, refer to Chapter 13, Sections 36 and 36.1 of the respective manuals.
Ethical behavior is expected from the students in all course related activities. This
means that ALL papers submitted by the student must be original work, and that all
references used will be properly cited or mentioned in the bibliography. Plagiarism
will not be tolerated and, in case of detecting an incidence, the student will obtain a
zero in the assignment or activity and could be referred to the Discipline Committee.
8. In order for the Facilitator to make changes to activities and the study guide, the
Faculty 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.
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9. The facilitator will establish a means of contacting students by providing the SUAGM
e-mail address, phone number, hours to be contacted, and days available.
10. The use of cellular phones is prohibited during sessions; if there is a need to have one,
it must be on vibrate or silent mode during class session.
11. Children or family members 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)
PSYC 324 Gender Psychology 26
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The facilitator may make changes or add additional challenging, research-based, and
professional educational Web Resources, if deemed necessary to reflect current trends in
the course topics.
RESEARCH LAW COMPLIANCE REQUIREMENT:
If the facilitator or the student is required, or wants to perform a research, or needs
to administer a questionnaire or an interview, he/she must comply with the norms
and procedures of the Institutional Review Board Office (IRB) and ask for
authorization. To access the forms from the IRB Office or for additional
information, visit the following link:
http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.
Furthermore, in this 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
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to make assessment part of the learning process, thus ensuring that it provides
students with information on the quality of their learning.
5. Evaluation should serve as a self-analysis tool.
6. Provide tools and environments that help learners interpret the multiple perspectives
of the world.
7. Learning should be internally controlled and mediated by the learner.
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TALLER UNO
Objetivos Específicos de Contenido:
Al final del Taller Uno el estudiante podrá:
1. Describir a través de un esquema los acontecimientos que condujeron al desarrollo
de la psicología de género como un campo de estudio.
2. Identificar las teorías psicológicas que intentan explicar el concepto de género.
3. Diferenciar los conceptos de género y sexo, femenino y masculino.
4. Describir el proceso de desarrollo del género, sus funciones y el rol que tiene la
socialización.
5. Describir cómo los factores tales como la construcción de la familia afectan el
desarrollo del género.
6. Identificar y explicar las características que tiene la biología y su relación al sexo.
7. Describir el rol de la investigación científica en el desarrollo de la información sobre
género.
Objetivos Específicos de Lenguaje:
Al final del Taller Uno el estudiante podrá:
1. Escuchar: Escuchar sobre los conceptos claves presentados por cada una de las
teorías que intentan explicar lo que es género y su diferencia con el término sexo, y
tomar notas adecuadas.
2. Hablar: Discutir en grupo las influencias biológicas en el individuo relacionadas al
género y utilizar el laboratorio de lenguaje y/o E-Lab para llevar acabo las
asignaciones y/o proyectos asignados.
3. Leer: Leer sobre los factores, tales como la construcción de la familia, que afectan al
desarrollo del género.
4. Escribir: Preparar una gráfica de los acontecimientos que condujeron al desarrollo
de la psicología de género como un campo de estudio e incluir algunas diferencias
históricas sobre la aceptación y la función del género.
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Enlaces electrónicos:
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Género y sexo
http://www.ivaf.org/hs/genero.htm
Psicología y género
http://redalyc.uaemex.mx/pdf/137/13709311.pdf
Psicología del género
http://www.genderpsychology.org/
Teorías de la psicología del género
http://www.simplypsychology.org/gender.html
Género
http://www.apa.org/monitor/jun07/changing.aspx
http://www.gender.org.uk/about/02psycho/22_socln.htm
Género y sexo
http://www.cla.purdue.edu/academic/engl/theory/genderandsex/
Asignaciones antes del primer taller:
El estudiante deberá:
1. Utilizar un diccionario de Psicología y definir los siguientes conceptos: sexo, género,
y la función del género y la psicología de género.
2. Los estudiantes utilizarán los recursos del laboratorio de lenguaje y /o E-Lab para
poder buscar la información que necesitan para las asignaciones específicas sobre
género y sexo y también para practicar el idioma utilizado en el taller.
3. Después de haber leído la literatura, deberá establecer la diferencia entre sexo y
género desde su propia perspectiva.
4. Ensayo # 1: Los estudiantes verán su programa favorito y luego escribirán un ensayo
sobre éste. Cada alumno elegirá un personaje femenino y otro masculino de la serie.
El ensayo se desarrollará sobre la base de una comparación de ambos personajes. El
estudiante analizará y comparará las características de los personajes tanto físicas
PSYC 324 Gender Psychology 31
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como emocionales, la expresión de ideas y sentimientos, la ocupación, la educación,
y cualquier otro aspecto que crea importante mencionar.
5. Explicar la diferencia entre sexo y género utilizando una gráfica. Deberá presentar
ejemplos para establecer la diferencia.
6. Llevar a cabo una revisión de literatura, y detallar aquellos eventos sociales que
precipitaron el desarrollo de la psicología del género como área de estudio.
Vocabulario clave de la lección:
1. género
2. sexo
3. papeles
4. socialización
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Componentes de SIOP (Sheltered-Instruction Observación Protocol): Coloque una
marca de cotejo (√) en la (__) en todas las estrategias por componente que se usarán en el
taller.
Actividades integradas de contenido y lenguaje para lograr los objetivos del taller
(Contenido y Lenguaje):
1. Los estudiantes compartirán sus definiciones de sexo, género, papeles del género y la
psicología de género.
2. El facilitador mostrará dos muñecas idénticas, una vestida de azul y la otra vestida de
rosa. El facilitador escribirá 12 características diferentes en tarjetas. Los estudiantes le
asignarán seis características a la muñeca azul y seis a la muñeca de color rosa.
B. Andamiaje
___ Modelaje ___ Práctica Dirigida
___ Práctica
Independiente
C. Opciones para Agrupamiento
___ Grupo Completo
___ Grupos Pequeños
___Pares
____Trabajo
Independiente
D. D. Integración del Proceso ___ Escuchar
___ Hablar
___ Leer
___ Escribir
E. Aplicación ___ Actividades Dinámicas de Aplicación
___ Significativas y Relevantes
___ Rigurosas ___ Alineadas a los Objetivos
___ Promueven Participación
A. Preparación ___ Adaptación de Contenido
___ Enlaces al Conocimiento Previo
___ Enlaces al Aprendizaje Previo ___ Estrategias Incorporadas
Estrategias de CALLA (Cognitive Academic Language Learning Approach)
___ Cognoscitivo
___ Meta-cognoscitivo
___ Socio/Afectivo
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3. El facilitador dirigirá una discusión sobre cómo y por qué los estudiantes le
asignaron las características específicas a cada muñeca.
4. Los estudiantes presentarán las teorías psicológicas que intentan explicar el concepto
del género
5. Los estudiantes utilizarán los recursos del laboratorio de lenguaje y /o E-Lab para
poder buscar la información que necesitan para las asignaciones específicas sobre
género y sexo y también para practicar el idioma utilizado en el taller.
6. El facilitador dirigirá una discusión sobre como la formación de la familia afecta el
desarrollo del género.
7. Los estudiantes se dividirán en dos grupos. El grupo uno estará compuesto de
hombres, y el grupo dos estará compuesto de mujeres. Los estudiantes actuarán según
las expectativas de comportamiento que la sociedad tiene para los hombres y para las
mujeres. Luego actuarán lo opuesto a la expectativa que la sociedad tiene del
comportamiento para los hombres y para las mujeres.
8. El facilitador dirigirá una discusión acerca de cómo se sintieron los estudiantes
actuando en la actividad anterior. Los estudiantes expresarán su opinión acerca de lo
que ellos consideran comportamiento apropiado para los géneros.
9. Los estudiantes compartirán su revisión literaria con el resto de la clase.
Evaluación del estudiante:
1. Individual: Diario reflexivo.
2. Grupal: Pregunta de debate: ¿Son las mujeres, en los EE.UU. de un estatus más
alto y reciben un mejor trato que las mujeres de otros países alrededor del mundo?
3. Escrito:
a. Diario reflexivo.
b. Prueba corta: Desarrolla una discusión de forma escrita en una sola página que
describa y explique por lo menos dos juegos del rol relacionado al género en tu
cultura de origen.
4. Oral/Auditivo: Un miembro de cada grupo presentará a la clase las conclusiones
del debate en su grupo. Pregunta de debate: ¿Son las mujeres en los EE.UU. de un
estatus más alto y reciben un mejor trato que las mujeres de otros países alrededor
del mundo?
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Cierre del taller:
1. Individual: Cada estudiante presentará sus conclusiones respecto a lo presentado
en el taller respecto al género.
2. Grupal: Los estudiantes se reunirán en grupos para generar y contestar dudas y
preguntas si es que hubiera alguna.
PSYC 324 Gender Psychology 35
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WORKSHOP TWO
Specific Content Objectives:
At the end of Workshop Two the student will be able to:
1. Identify stereotypes, myths and prejudices related to gender.
2. Examine gender comparisons related to cognitive, social, and psychological
domains.
3. Compare the different theories explaining sex and gender.
4. Understand how gender affects the thoughts and behaviors of individuals.
5. Assess the relationship between social systems and gender.
Specific Language Objectives:
At the end of Workshop Two the student will be able to:
1. Listen: Listen and identify how gender influences social interactions in everyday life.
2. Speak: Describe orally situations that demonstrate differences and similarities
between gender; use the language lab and/or E-Lab for course support and to practice
and improve English language skills.
3. Read: Read and identify differences between gender and sex, and the development of
possible stereotypes and prejudices.
4. Write: Analyze and write a short essay about the effects stereotypes have on gender.
Electronic Links (URLs):
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Gender socialization
http://www.public.iastate.edu/~f2004.soc.327/childhood(sep27).pdf
Gender development
http://www.des.emory.edu/mfp/Bandura1999PR.pdf
Social theories
http://blue.utb.edu/ecantu/psyc%204312/notes/notesbrannon6.htm
PSYC 324 Gender Psychology 36
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Gender identity
http://www2.cnr.edu/home/bmcmanus/socialization.html
Gender role theories
http://faculty.mdc.edu/jmcnair/Joe10pages/gender_role_theories.htm
Gender theories
http://www.usm.edu/cj/Syllabi/Misis/Feminist%20Theories.pdf
Assignments Prior to the Workshop:
1. Identify and explain at least three of the major theories that attempt to explain sex
and gender.
2. Essay #2: Students will develop an essay on “Gender Stereotypes in Toys.”
Students will select, in their opinion, toys that could be classified as feminine, and
toys that could be classified as masculine. The student will explain how and why
s/he made that selection. The student will also explain the impact of these toys in
gender development.
3. Conduct a literature review and discuss the gender differences in the cognitive
and social dimension.
4. Use the language lab resources available for course support and/or to conduct
research. The facilitator will also assign a specific E/Lab program (s) suitable for
practice and improvement of English language skills.
5. Develop a list of characteristics that will differentiate gender at the psychological
dimension.
6. Interview a close friend or significant one from the opposite gender, and establish
the differences in the way you view the opposite gender. (Example: you are
female and your friend is male, ask your friend how does he view the opposite
gender in all dimensions.)
Academic Core Vocabulary:
1. Stereotypes
2. Social Systems
3. Social Interactions
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SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be
used in the workshop.
B. Scaffolding
___ Modeling ___ Guided Practice
___ Independent Practice
___ Comprehensible Input
C. Grouping Options ___ Whole Class
___ Small Groups
___ Partners ___ Independent Work
D. Integration of Processes ___ Listening
___ Speaking
___ Reading
___ Writing
E. Application
___ Hands-on _√__ Meaningful/Relevant
___ Rigorous
___ Link to Objectives ___ Promote Engagement
A. Preparation ___ Adaptation of Content
___ Links to Background Knowledge
___ Links to Past Learning
___ Strategies Incorporated
CALLA Strategies (Cognitive Academic Language Learning Approach)
___ Cognitive
___ Meta-cognitive ___ Social/Affective
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Integrated Activities of Content and Language to Achieve Content and Language
Objectives:
1. Students will use the language lab resources available for course support. They
will also use the E-Lab to practice on a specific program (s) assigned by the
facilitator in order to improve their language skills (English or Spanish)
accordingly.
2. Each student will bring a magazine of their choice to class. The facilitator will
divide the class into groups of no more than 3 students, making sure that each
group has both female and male members. The students will read the magazine
cover to cover; they will identify examples in text, images, etc. that support or
counter traditional gender roles and stereotypes.
3. Students will present their findings to the class and will explain how and why
they made that selection.
4. The facilitator will lead a discussion in which the students will express their
beliefs regarding concepts such as stereotype, myths and prejudices.
5. The students will discuss the list of characteristics that will differentiate gender at
the psychological dimension.
6. The facilitator will present to the class different non-traditional roles. The class
will discuss the role and who (male or female) they think is more apt to function
in the role and why.
7. The facilitator will lead a discussion regarding the differences and similarities of
gender.
8. The students will divide into two groups and participate in a debate regarding the
differences between gender and sex.
9. The facilitator will lead a discussion on the impact stereotypes and prejudices
have on gender.
Assessment:
1. Individual: Reflective Journal
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2. Group: Discussion question: Are the increasing opportunities for women in the
military weakening the Armed Forces?
3. Written:
a. Reflective Journal
b. Quiz: Develop a written one-page discussion describing and explaining at
least one typical stereotype in your culture of origin for both genders.
4. Oral: A member from each group will address the class and present the group’s
argument and conclusion about: Are the increasing opportunities for women in
the military weakening the Armed Forces?
Lesson Wrap-Up:
1. Individual: Each student will present their conclusions in reference to the topics
discussed in this workshop.
2. Group: Students will meet in groups to generate and answer possible concerns,
questions, etc.
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TALLER TRES
Objetivos Específicos de Contenido:
Al final del Taller Tres el estudiante podrá:
1. Describir a través de un debate cómo los factores tales como la raza, la clase social, y
las diferencias culturales afectan el desarrollo del comportamiento del género.
2. Examinar las diferencias y similitudes de género y su relación con los logros y
habilidades del individuo.
3. Establecer las diferencias de género en la experiencia emocional y la expresión del
individuo después de haber visto un video que relata una historia de la vida real.
4. Entender la sexualidad y orientación sexual en el ser humano mediante la exposición
de ejemplos reales.
5. Diferenciar mediante la lectura las estrategias utilizadas por género para lidiar con el
estrés y la salud mental.
Objetivos Específicos de Lenguaje:
Al final del Taller Tres el estudiante podrá:
1. Escuchar: Reconocer mediante la discusión dirigida en clase los distintos aspectos que
caracterizan la forma en que cada género expresa sus emociones.
2. Hablar: Analizar y explicar mediante discusión grupal en clase los principios
psicológicos de la expresión de las emociones basadas en el género y utilizar el laboratorio
de lenguaje y/o E-Lab para llevar acabo las asignaciones y/o proyectos asignados.
3. Leer: Comparar los elementos de la sexualidad femenina con la masculina.
4. Escribir: Ilustrar y explicar mediante la actividad de grupo, las diferentes opciones y
las limitaciones que tanto las mujeres como los hombres tienen en la vida, ya que éstas
están determinadas por la biología y la sociedad.
Enlaces electrónicos:
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Teorías Cognitivas
http://www.lhup.edu/tmitchel/wmst/martin.pdf
PSYC 324 Gender Psychology 41
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Género y Cultura
http://oregonstate.edu/instruct/comm321/gwalker/Culture-Gender.htm
Psicología Social
http://psych.colorado.edu/~colunga/P4684/socialtheoriesA.pdf
Estereotipos
http://www.unc.edu/~lorelei/sexroles.html
Rol de Género
www.utsc.utoronto.ca/~marksch/psyb20/Gender%20Roles.ppt
Asignaciones antes del Tercer Taller:
El estudiante deberá:
1. Conducir una revisión de literatura para así identificar y explicar al menos tres
trastornos emocionales comúnmente diagnosticados a las mujeres.
2. Ensayo # 3: Los estudiantes escribirán un ensayo sobre "Las Princesas de
Disney". El estudiante elegirá por lo menos 3 de las Princesas de Disney y
analizará: El papel que el género tiene versus el sexo, las características de
género, la familia, las expectativas en cuanto a la vida cotidiana, la influencia de
amigos, etc. El estudiante también identificará y explicará las características
similares y diferentes entre ellas.
3. Los estudiantes buscarán información de cómo la familia impacta el desarrollo del
género. Los estudiantes vendrán a clase preparados para discutir este tema.
4. Los estudiantes buscarán información sobre la homosexualidad y la
heterosexualidad, y vendrán a clase preparados para discutir el papel y la visión
que la sociedad tiene hacia ambas orientaciones.
5. Los estudiantes conducirán una revisión de la literatura en relación a los
estereotipos de la homosexualidad, y cómo éstos afectan negativamente el
desarrollo emocional saludable de los individuos. Los estudiantes traerán
ejemplos para analizar en clase.
Vocabulario clave de la lección:
1. Emociones
PSYC 324 Gender Psychology 42
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2. Sexualidad
3. Papeles que el ser humano desempeña en la sociedad
Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una
marca de cotejo (√) en la (__) en todas las estrategias por componente que se usarán en el
taller.
Actividades integradas de contenido y lenguaje para lograr los objetivos del taller
(Contenido y Lenguaje):
Actividades integradas de contenido y lenguaje para lograr los objetivos del taller
(Contenido y Lenguaje):
1. Los estudiantes jugarán el juego "Bias o No Bias". Cada estudiante tendrá dos
hojas de papel. Un papel leerá "Bias” (prejuicios) y el otro papel leerá "No
Bias” (sin prejuicios). El facilitador presentará a los estudiantes varias
B. Andamiaje
___ Modelaje ___ Práctica Dirigida
___ Práctica
Independiente
C. Opciones para Agrupamiento
___ Grupo Completo
___ Grupos Pequeños_
__Pares
___ Trabajo
Independiente
D. D. Integración del Proceso ___ Escuchar
___ Hablar
___ Leer
___ Escribir
E. Aplicación ___ Actividades Dinámicas de Aplicación
___ Significativas y Relevantes
___ Rigurosas ___ Alineadas a los Objetivos
___ Promueven Participación
A. Preparación ___ Adaptación de Contenido
___ Enlaces al Conocimiento Previo
___ Enlaces al Aprendizaje Previo ___ Estrategias Incorporadas
Estratégias de CALLA (Cognitive Academic Language Learning Approach)
___ Cognoscitivo
__Meta-cognoscitivo
___ Socio/Afectivo
PSYC 324 Gender Psychology 43
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situaciones (pueden ser en el área laboral o social), una a la vez. Cada
estudiante tendrá la oportunidad de elegir, según su opinión, una de las dos
respuestas acerca de los prejuicios, el estudiante analizará y explicará la
respuesta. (Ej.: El facilitador mostrará un documento que diga: "María no será
capaz de recibir la promoción ofrecida porque toma mucho tiempo para cuidar
de sus hijos cuando se enferman o por eventos escolares.") El estudiante
muestra un documento que dice "No Bias” (sin prejuicios) y explica por qué.
2. El facilitador dirige una discusión sobre las diferencias de género en el trabajo
y presentará y discutirá ejemplos reales del mismo.
3. El facilitador compartirá con los estudiantes la siguiente historia real mediante
el acceso al siguiente enlace (El hombre que fue criado como una niña):
http://faculty.ucc.edu/psysoc-stokes/BiologicalGender.pdf
4. El facilitador dirigirá un debate tomando en cuenta la historia anteriormente
mencionada en el que los estudiantes discutirán el papel de la familia y la
sociedad en relación al desarrollo del género.
5. Los estudiantes discutirán en grupos cómo factores tales como la raza, la clase
social, y las diferencias culturales afectan al desarrollo de comportamientos de
género en el individuo. Los estudiantes presentarán a sus compañeros de
clases los puntos claves desarrollados por su grupo en la discusión.
6. Los estudiantes presentarán ejemplos reales de las diferencias de género en el
área laboral.
7. Los estudiantes presentarán ejemplos reales de cómo la orientación sexual
afecta el área laboral, incluyendo el proceso de reclutamiento, salario, etc.
8. El facilitador hará una presentación utilizando recursos audiovisuales para
explicar las diferentes estrategias utilizadas por cada género para manejar el
estrés.
Evaluación:
1. Individual: Diario reflexivo
2. Grupal: Pregunta de Debate: ¿Se debería juzgar a una familia porque envía a su
hijo pequeño o adolescente a una escuela donde existe segregación por género?
3. Escrito:
PSYC 324 Gender Psychology 44
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a. Diario reflexivo
b. Prueba corta: Desarrolla una discusión escrita basada en datos reales que
describa y explique por lo menos dos áreas del ambiente laboral que se ven
afectadas de alguna forma por el género.
4. Oral/Auditivo: Un miembro de cada grupo presentará a la clase las conclusiones
del debate en su grupo. Pregunta de Debate: ¿Se debería juzgar a una familia
porque envía a su hijo pequeño o adolescente a una escuela donde existe
segregación sexual?
Cierre del taller:
1. Individual: Cada estudiante presentará sus conclusiones respecto a lo presentado
en el taller respecto al género.
2. Grupal: Los estudiantes se reunirán en grupo para generar y contestar dudas y
preguntas si es que hubiera alguna.
PSYC 324 Gender Psychology 45
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WORKSHOP FOUR
Specific Content Objectives:
At the end of Workshop Four the student will be able to:
1. Analyze employment patterns and their effect on gender.
2. Understand gender role expectations and how they relate to work and running a
household.
3. Assess the objectification of women in the USA and how it affects their body
image.
4. Analyze the gender images used to communicate/advertise in the media.
Specific Language Objectives:
At the end of Workshop Four the student will be able to:
1. Listen: Listen and identify the labor market as it relates to the differences by
gender.
2. Speak: Describe orally the current labor market characteristics, and salary
information based on gender; use the language lab and/or E-Lab for course
support and to practice and improve English language skills.
3. Read: Read and then explain the body image from a gender psychological
perspective.
4. Write: Write a three pages essay about the gender role expectations in different
types of media and present the impact the media has in the way male and females
perceive their bodies.
Electronic links:
Virtual Library
http://bibliotecavirtualut.suagm.edu/
Psychoanalytic approach
www.uwf.edu/smathews/documents/chapter5theoriesofgender...
PSYC 324 Gender Psychology 46
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Cognition
http://faculty.mercer.edu/spears_a/studentpages/gender_stereotypes/webpage.html
Differences in sex and gender
http://www.med.monash.edu.au/gendermed/sexandgender.html
Stereotypes
http://people.unt.edu/jw0109/misc/stereotype.htm
Emotions
http://www.fsu.edu/~soc/people/simon/simon_gender.pdf
Expressing emotions
http://ccat.sas.upenn.edu/plc/communication/soojin.htm
Assignments Prior to the Workshop:
1. The student will conduct a literature review of the objectification of women and
will come to class prepared to discuss the topic in class.
2. The student must read about their own culture and write a summary about how
woman are viewed/perceived in their culture.
3. Bring a magazine/newsletter article to class that relates to differences among
gender in the labor market.
4. Essay #4: Students will write an essay on “Occupations by Gender.” The student
will discuss different occupations that have been traditionally defined as
masculine or feminine. The student will analyze the congruence between the
occupation and gender and the future projection of those occupations.
5. Find an article in the newspaper in which you can identify possible differences in
the labor market (i.e., like salary, job descriptions,) by gender.
Key Vocabulary:
1. Body image
2. Role expectations
PSYC 324 Gender Psychology 47
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3. Labor market
SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be
used in the workshop.
Integrated Activities:
1. Students will use the language lab and E-Lab resources for all research related
activities and language practice.
2. The facilitator will divide the class in groups of three making sure each group has
female and male students. The group has to come up with three lists: one list will
consist of the 8 most important characteristics that, in their opinion, a person
B. Scaffolding
___ Modeling
___ Guided Practice
___ Independent Practice
___ Comprehensible Input
C. Grouping Options
___ Whole Class
___ Small Groups
___ Partners
___ Independent Work
D. Integration of
Processes ___ Listening
___ Speaking
___ Reading
___ Writing
E. Application
___ Hands-on
___ Meaningful/Relevant
___ Rigorous
___ Link to Objectives
___ Promote Engagement
A. Preparation
___ Adaptation of Content
___ Links to Background Knowledge
___ Links to Past Learning
___ Strategies Incorporated
CALLA Strategies
(Cognitive Academic Language Learning Approach)
___ Cognitive
___ Meta-cognitive
___ Social/Affective
PSYC 324 Gender Psychology 48
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should have ideally; second list will have the 8 most important characteristics that
an ideal woman should have; the third list will have the 8 most important
characteristics that an ideal man should have.
3. The facilitator will lead a discussion to compare the different lists and establish
similitudes and differences in the perceptions of gender.
4. The facilitator will share with the students the following article (Careers and
Marriage) by accessing it at:
http://www.forbes.com/2006/08/23/Marriage-Careers-
Divorce_cx_mn_land.html?boxes=popslide&boxes=custom
5. The facilitator will divide the class into two groups; males and females. The males
will represent and defend the side of Elizabeth. The females will represent and
defend the side of Michael. The facilitator will lead the debate.
6. The student will share with the class how the woman is seen and treated in their
country, what are their roles and how it is different from the men.
7. The groups will establish differences between the portrayals of gender by the
media. The students will select an example and share it with the class.
8. The facilitator will lead a discussion to explain how dual roles of gender could
create conflicts.
9. The facilitator will open a discussion to examine the change of gender roles and
expectations in our modern society.
Assessment:
1. Individual: Reflective Journal
2. Group: Discussion question: Should the United States have a law prohibiting
songs, movies, art, and literature (media in general) that encourage violence
against women?
3. Written:
a. Reflective Journal
b. Quiz: Develop a one-page discussion describing and explaining your view of
the objectification of the woman in the media. Make sure your position is
supported by reliable sources and data.
PSYC 324 Gender Psychology 49
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4. Oral: A member from each group will address the class and present the group’s
argument and conclusion about: Should the United States have a law prohibiting
songs, movies, art, and literature (media in general) that encourage violence
against women?
Lesson Wrap-Up:
1. Individual: Each student will present their conclusions in reference to the topics
discussed in this workshop.
2. Group: Students will meet in groups to generate and answer possible concerns
and questions, etc.
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Taller Cinco/Workshop Five
NOTA: Este taller es bilingüe. Tanto, el
Facilitador como los estudiantes, deberán
utilizar el idioma asignado para cada tarea y
actividad. No mezcle los dos idiomas!
UTILICEN SOLAMENTE UN LENGUAJE
A LA VEZ! Las primeras dos horas serán en
español. Las últimas dos horas serán en
inglés.
NOTE: This is a bilingual workshop. Both
the facilitator and the student must use the
language assigned for each homework and
activity. Do not mix both languages! USE
ONE LANGUAGE AT A TIME- KEEP
BOTH LANGUAGES SEPARATE! The
first two hours must be in Spanish. The last
two hours must be in English.
Objetivos Específicos de Contenido:
Al final del Taller Cinco el estudiante podrá:
1. Examinar los temas de poder, la pobreza y el estatus de la mujer.
2. Comparar el tipo de experiencia de la violencia hacia la mujer comparada con
aquella hacia los hombres.
3. Volver a escribir a partir de la experiencia en clase la definición de feminidad y
masculinidad apreciando la diversidad.
4. Evaluar el criterio de la salud mental y comprender la clasificación de DSM IV R
experimentada más frecuentemente por la mujer.
Objetivos Específicos de Lenguaje:
Al final del Taller Cinco el estudiante podrá:
1. Escuchar: Reconocer por medio de la discusión activa y dirigida en clase la
agresión y la violencia hacia la mujer.
2. Hablar: Desarrollar y explicar a partir del conocimiento adquirido mediante las
lecturas y las discusiones una nueva visión de los cambios que se necesitan hacer
en el campo de la Psicología del Género, y utilizar el laboratorio de lenguaje y/o
E-Lab para llevar acabo las asignaciones y/o proyectos asignados.
PSYC 324 Gender Psychology 51
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3. Leer: Diferenciar mientras se conduce la revisión de literatura los temas de la
salud más comunes presentados en la mujer
4. Escribir: Preparar un ensayo de dos páginas para re-definir feminidad y
masculinidad basado en la comprensión de las discusiones en clase y la revisión
de la literatura.
Enlaces Electrónicos:
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Gender and mental health
http://www.minddisorders.com/Flu-Inv/Gender-issues-in-mental-health.html
Inequality
http://www.umsl.edu/~keelr/010/gender.html
Gender and work
http://www.minpaku.ac.jp/research/fr/050220bossen.pdf
Gender development
http://www.simplypsychology.org/Explaining%20Gender%20Overview.pdf
Socialization of gender
http://www.sscnet.ucla.edu/CBD/downloads/week9_LeaperCh22.pdf
Asignaciones antes del taller:
Asignaciones a discutirse las primeras dos horas de instrucción.
1. Los estudiantes utilizarán los recursos del laboratorio de lenguaje y /o E-Lab para
poder buscar la información que necesitan para las asignaciones específicas sobre
género y sexo y también para practicar el idioma utilizado en el taller.
2. Los estudiantes revisarán la literatura y se prepararan para discutir en clase la
violencia contra la mujer.
3. Los estudiantes traerán a clase un artículo del periódico o de una revista en donde
la violencia a la mujer sea demostrada.
PSYC 324 Gender Psychology 52
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Assignments to be discussed during the last two hours of instruction.
1. The students will come to class prepared to discuss the possible strategies that
could help society shift their mind frame against the objectification of women.
2. The students will conduct research to determine what social services are available
in the community for women.
Vocabulario académico clave
1. agresión
2. violencia
Academic Core Vocabulary
1. mental health
2. power
List of Supplementary Materials for the Workshop:
1. Audiovisuals will be used in the presentations by students
2. Video about the violence against women will be provided by the facilitator
SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be used in
the workshop. Place checkmarks in the proper areas (completed).
1.
2.
3.
4.
5.
6.
7.
8.
B. Scaffolding
___ Modeling
√ Guided Practice
___ Independent Practice
___ Comprehensible Input
C. Grouping Options
_√__ Whole Class
_√__ Small Groups
___ Partners
___ Independent Work
D. Integration of Processes
√ Listening
√ Speaking
√ Reading
√ Writing
E. Application
___ Hands-on
___ Meaningful/Relevant
___ Rigorous
_√__ Link to Objectives
___ Promote Engagement
A. Preparation
___ Adaptation of Content
___ Links to Background Knowledge
√ Links to Past Learning
___ Strategies Incorporated
CALLA Strategies
(Cognitive Academic Language Learning Approach)
_√__ Cognitive
___ Meta-cognitive
___ Social/Affective
PSYC 324 Gender Psychology 53
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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 hará una presentación y facilitará una discusión donde se discutirá la
violencia hacia la mujer.
2. Los estudiantes compartirán con sus compañeros las noticias obtenidas que demuestran la
violencia hacia la mujer.
3. Los estudiantes formarán grupos y discutirán sus nuevas definiciones de feminidad y
masculinidad. Las definiciones se presentarán a los compañeros.
4. Los estudiantes participarán en un debate dirigido por el facilitador sobre el tema del
poder, la pobreza, recursos y los géneros.
Integrated content and language activities aligned to achieve workshop objectives:
Activities in English for the last two hours of the workshop:
1. Students will present their project to the class. Each group will have no more than 20 minutes
to conduct their oral presentation.
2. Students will be divided into groups and will develop a list of resources and social services
available in the community to help women.
3. Students will discuss possible strategies that could be implemented to help the society shift
their mainframe about the objectification of women.
4. The facilitator will lead a summary discussion regarding the topic of sex and gender.
Assessment:
1. Individual: Reflective Journal
2. Group: Students will be divided in groups and will develop a presentation based on the
following discussion question: What is needed to accomplish changes in the field of
gender psychology?
3. Written: Reflective Journal
4. Oral: A member from each group will address the class to present their findings about
the discussion question.
PSYC 324 Gender Psychology 54
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Lesson Wrap-Up:
1. Individual: Each student will present their conclusions in reference to the topics discussed
and learned in this course.
2. Group: Students will meet in groups to generate and answer final concerns, and questions on
Gender Psychology.
PSYC 324 Gender Psychology 55
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Appendices/Apéndices
PSYC 324 Gender Psychology 56
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Appendix A
The Second Language Proficiency Scoring Rubrics must include ALL the four Language
Domains: Listening, Speaking, Reading, and Writing
NOTE: Facilitators must assess both the English and Spanish languages in ALL the four
language domains.)
PSYC 324 Gender Psychology 57
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“Can Do” Listening Rubric
National Proficiency Levels Criteria
Starting
Identifies objects
Names concrete objects
Points to picture/object of the word heard
Follows simple commands
Repeats words or simple phrases
Understands simple messages – gestures, pointing
Emerging
Draws a picture
Requires continuous repetition
Follows verbal dictations
Checks-off words that were heard
Repeats information heard to determine comprehension
Understands slow speech and multiple repetitions
Developing Understands more details of spoken language
Needs limited or no repetition and slow speech
Understands basic academic vocabulary which is frequently used in class discussions
Understands class discussions with some difficulty
Understands most of what was said
Expanding Needs limited or no repetition at normal speed speech
Understands academic vocabulary used in class discussions
Understands class discussions with little difficulty
Understands nearly everything said
Bridging Needs no repetition at normal speed speech
Understands elaborate academic vocabulary used in class discussions
Understands class discussions with no difficulty
Demonstrates a native-like English speaker’s understanding of what is said
PSYC 324 Gender Psychology 58
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“Can Do” Speaking Rubric
National Proficiency Levels Criteria
Starting Names concrete objects
Responds a simple yes or no to questions
Repeats words or simple phrases
Uses one word commands
Mispronounces words making it difficult to be understood
Breaks speech into parts making comprehension difficult
Uses limited or no vocabulary to support message
Emerging Uses a few more words to respond to questions although grammatically incorrect
Uses one-, two-, and multiple-word commands
Uses verb tenses interchangeably
Misuses words in daily speech
Repeats spoken words or phrases to improve understanding due to pronunciation flaws
Uses grammar and word order incorrectly
Uses vocabulary (emerging stage) to support oral messages
Developing Responds using longer phrases/sentences
Initiates and carries out conversations; however, there may be interruptions due to thinking of the correct words to say
Applies grammar and word order correctly most of the time
Demonstrates correct use of basic academic vocabulary which is frequently used in class discussions and/or oral assignments.
Speaks with some hesitation
Uses vocabulary to support oral messages
Speaks with less difficulty, but listener must pay close attention to pronunciation.
Expanding Responds using elaborate phrases/sentences
Uses and interprets idiomatic expressions
Converses more fluently in social settings
Uses academic vocabulary frequently in class discussions
Participates in class discussions using academic content with slight hesitation
Misuse of grammar and word order seldom occurs and does not interrupt meaning
Pronounces most words accurately and clearly
Bridging Speaks fluently
Uses elaborate academic vocabulary in all class discussions correctly
Participates in class discussion using academic content without hesitation
Uses appropriate vocabulary to support oral messages at all times
Uses correct grammar and word all the time
Speaks with native-like pronunciation and intonation
PSYC 324 Gender Psychology 59
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“Can Do” Reading Rubric
National Proficiency Levels Criteria
Starting Lacks comprehension of a wide array of written material (not developed)
Lacks ability to interpret graphs, charts, tables, and forms in textbooks (not developed)
Struggles with use of pre-reading and reading skills (not developed)
Lacks ability to apply reading strategies in order to guess meanings of unfamiliar words from context
(not developed)
Struggles with use of strategic reading skills (in order to plan his/her reading assignments, diagnose
deficiencies, resolve deficiencies independently or with the help of others, etc.) (not developed)
Emerging Improving comprehension (slowly emerging) of a wide array of written material (e.g., fictional and non-
fictional texts that bridge personal, professional and academic themes, news articles, short stories, short
novels, etc.)
Demonstrates correct interpretation of basic graphs, charts, tables and forms in textbooks
Applies limited pre-reading (e.g., activation of prior knowledge, semantic maps, etc.) and reading skills
(e.g., skimming, scanning, inferences, paragraph frames, DRA, SQ4R, etc.) (slowly emerging)
Struggles with ability to use limited reading strategies to guess meanings of unfamiliar words from context
(e.g., definition, restatement, examples, surrounding words, etc.) is
Strives to understand (even when not successful) the relationship between ideas (e.g., time, logical order,
comparison/contrast, cause/effect), and reading patterns in order to identify literary genres (as listed above)
Applying successful reading skills (as listed above) are still emerging
Developing Comprehends a wide array of written material (as listed above)
Interprets basic graphs, charts, tables and forms
Applies correctly pre-reading and reading skills (as listed above)
Applies correct use of reading strategies to guess meanings of unfamiliar words from context (as listed
above)-evidence of emerging.
Understands the relationship between ideas (as listed above)-evidence of emerging..
Uses strategic reading skills (as listed above) that are evident.
Expanding Comprehends a wide array of level-appropriate written materials (as listed above) with mature accuracy
Interprets increasingly complex graphs, charts, tables, and forms accurately
Applies pre-reading and reading skills (as listed above) very strongly
Applies strategies to guess meanings of unfamiliar words from context (as listed
above) which is clearly evident
Identifies signal words to understand the relationship between ideas (as listed above), and reading patterns
to identify literary genres (as listed above)- emerging strongly
Understands the relationship between ideas (as listed above)-strongly evident.
Uses strategic reading skills (as listed above) with mature accuracy
Bridging Comprehends various types and lengths of level appropriate written materials (as listed above)-fully
developed
Interprets complex graphs, charts, tables, and forms accurately
Applies pre-reading and reading skills (as listed above)-fully developed
Applies reading strategies to determine the meaning of unfamiliar words in a text (as listed above) with
accuracy
Understands the relationship between ideas (time, logical order, comparison/contrast, cause/effect)
Demonstrates fully developed strategic reading skills (as listed above)
PSYC 324 Gender Psychology 60
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Can Do Writing Rubric
National Proficiency Levels Criteria
Starting Lacks clear writing and focus.. Details are limited or unclear. There’s no clear distinction to what is important and what is
supported.
Lacks engaging and drawing a conclusion. Paper simply starts and ends. Lack of transitions make it difficult to understand the
paper.
Writes with limited use of vocabulary or specific words to transmit meaning of the essay. Misuse of parts of speech makes it
difficult to understand the writing.
Rambles- use of incomplete sentences that are too long to understand. Sentences follow a simple structure and or style.
Struggles with spelling, punctuation capitalization and other writing conventions. This makes it very difficult to understand the
writing.
Lacks strategic writing skills (e. g., knowledge of the writing process; declarative, procedural and conditional knowledge; and
strategies for inquiry, for drafting [such as investigating genre, considering audience, and responding to purpose], and for product
revision) that are clearly not developed.
Emerging Writes sentences that are still unclear there seems to be a guide to a focused topic; however, it may drift at times. There is an
attempt in details to support main idea. Reader can still feel confused.
Attempts to write an introduction and or conclusion. Use of transitions helps, but paper is in need of more details.
Struggles with some vocabulary terms that are used inappropriately. Greater command of the parts of speech is developing,.
but many words are still used incorrectly.
Attempts to create a style of sentence structure here and there; although, for the most part it sticks to one style.
Shows need of improving spelling, punctuation, capitalization, and other writing conventions. It is still difficult to read the writing;
but there are signs of improvement.
Demonstrates emerging strategic writing skills.
Developing Writes with an unclear focus. Writing appears to be on one topic, but shifts to another topic at times. Support of main idea is
lacking. Reader is left with unanswered questions.
Attempts to write a proper introduction and conclusion however, both are dull or unclear. Transitions help connect ideas although
at times they distract the flow.
Selects and uses words appropriately; however, they are not higher level and need more vigor.
Formulates well-written sentences; however, style and structure of sentences are repetitious.
Demonstrates control of spelling, punctuation, capitalization, and other writing conventions. However, the writing could read and
sound better by improving conventions.
Utilizes strategic writing skills properly (now evident).
Expanding Writes with a focus in mind; however, there is room for improvement. Needs more relevant details to support the main idea.
Some readers’ questions can be answered, while others are left with doubt.
Uses a proper introduction and conclusion, however, some improvement is needed. Needs to continue using transitional words are
properly in order to allow the proper flow of ideas.
Selects and uses vocabulary words that are much more livelier and appropriate. Some common wording can be improved.
Writes with a definite style, and sentence structure is “catchy” with few mistakes.
Demonstrates good control of spelling, punctuation, capitalization, and other writing conventions. Mistakes are few and nothing
distracts from the writing.
Applies mature strategic writing skills.
Bridging Writing is clear and focused on a narrowed topic. Details are relevant and accurate, and they support the main ideas. Reader’s questions are answered
Writing has a clear introduction that’s hooks the reader and conclusion that leaves a lasting impression. Use of transitions helps the reader to connect ideas. Reading flows and not dull.
Words used in the writing are specific and accurate. Vivid verbs and modifying words are present. Words used enhance the
meaning of the writing.
There is a variety in length and structure of the sentences. The style of sentences varies on how they begin. Sentences create
fluency and rhythm.
PSYC 324 Gender Psychology 61
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Excellent control of spelling, punctuation capitalization and other writing conventions.
Strategic writing skills are fully developed.
PSYC 324 Gender Psychology 62
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Appendix B
THE WRITING PROCESS
SIX-TRAITS OF ANALYTIC WRITING RUBRIC
(This rubric must be used to evaluate all written work done by students
in both English and Spanish.)
Source: Arizona Department of Education. AIMS Six-Traits Analytic Writing Rubric.
Retrieved from: https://www.ade.state.az.us/standards/6traits/
PSYC 324 Gender Psychology 63
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Six-Traits of Analytic Writing
Student Evaluation Rubric
Student’s Name:______________________________________ Date:___________________
Facilitator:______________________Course: ____________Assignment:_________________
Instructions: This rubric will be used to evaluate all written work done by the student in both
English and Spanish. Please refer to the trait that you are evaluating (i.e., Ideas and Content) and
write the score in the appropriate box. Select the criteria per level (6= highest, 1=lowest) that
best reflects the student’s writing ability.
Refer to all the Appendix (B) sheets that describe, in detail, all the writing traits that you are
evaluating in order to complete this rubric properly.
Criteria per Level
(From Highest to Lowest)
Writing Traits 6 5 4 3 2 1
1. Ideas and Content
2. Organization
3. Voice
4. Word Choice
5. Sentence Fluency
6. Conventions
Totals (Add all the totals down, then
across to obtain the Grand Total.)
Grand
Total:
Final Score:_______/36
Scoring Scale: (36-0)
Outstanding: 33-36 points = A
Very Good: 29-32 points = B
Satisfactory: 24-28 points =C
Fair: 19-23 points =D
Poor: 0-18 points = F
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Six-Traits for Analytic Writing Rubric
Trait #1: Idea and Content
Criteria per Level
6
The writing is exceptionally clear, focused and interesting. It holds the reader’s attention throughout. Main ideas stand out
and are developed by strong support and rich details suitable to audience and purpose. The writing is characterized by:
• Clarity, focus, and control.
• Main idea(s) that stand out.
• supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible
support
• A thorough, balanced, in-depth explanation/ exploration of the topic; the writing makes connections and shares insights.
• Content and selected details that are well suited to audience and purpose.
5
The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are developed by
supporting details suitable to audience and purpose. The writing is characterized by:
• Clarity, focus, and control.
• Main idea(s) that stand out.
• supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible
support.
• A thorough, balanced explanation/exploration of the topic; the writing makes connections and shares insights.
• Content and selected details that are well-suited to audience and purpose.
4
The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although it may be
limited or rather general. The writing is characterized by:
• An easily identifiable purpose.
• Clear main idea(s)
• Supporting details that are relevant, but may be overly general or limited in places; when appropriate, resources are used
to provide accurate support.
• A topic that is explored/explained, although developmental details may occasionally be out of balance with the main
idea(s); some connections and insights may be present.
• Content and selected details that are relevant, but perhaps not consistently well chosen for audience and purpose.
3
The reader can understand the main ideas, although they may be overly broad or simplistic, and the results may not be
effective. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly off-topic. The writing is
characterized by:
• An easily identifiable purpose and main idea(s).
• Predictable or overly-obvious main ideas or plot; conclusions or main points seem to echo observations heard elsewhere.
• Support that is attempted; but developmental details that are often limited in scope, uneven, somewhat off-topic,
predictable, or overly general.
• Details that may not be well-grounded in credible resources; they may be based on clichés, stereotypes or questionable
sources of information.
• Difficulties when moving from general observations to specifics.
2
Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is characterized by:
• A purpose and main idea(s) that may require extensive inferences by the reader.
• Minimal development; insufficient details.
• Irrelevant details that clutter the text.
• Extensive repetition of detail.
1 The writing lacks a central idea or purpose. The writing is characterized by:
• Ideas that are extremely limited or simply unclear.
• Attempts at development that are minimal or non-existent; the paper is too short to demonstrate the development of an
idea.
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Trait #2: Organization
Criteria per Level
6
The organization enhances the central idea(s) and its development. The order and structure are compelling and
move the reader through the text easily. The writing is characterized by:
• Effective, perhaps creative, sequencing; the organizational structure fits the topic, and the writing is easy to
follow.
• A strong, inviting beginning that draws the reader in and a strong satisfying sense of resolution or closure.
• Smooth, effective transitions among all elements (sentences, paragraphs, and ideas).
• Details that fit where placed
5
The organization enhances the central idea(s) and its development. The order and structure are strong and
move the reader through the text. The writing is characterized by:
• Effective sequencing; the organizational structure fits the topic, and the writing is easy to follow.
• An inviting beginning that draws the reader in and a satisfying sense of resolution or closure.
• Smooth, effective transitions among all elements (sentences, paragraphs, and ideas).
• Details that fit where placed.
4
Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is
characterized by:
• Clear sequencing.
• An organization that may be predictable.
• A recognizable, developed beginning that may not be particularly inviting; a developed conclusion that may
lack subtlety.
• A body that is easy to follow with details that fit where placed.
• Transitions that may be stilted or formulaic.
• Organization which helps the reader, despite some weaknesses.
3
An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal.
The writing is characterized by:
• Attempts at sequencing, but the order or the relationship among ideas may occasionally be unclear.
• A beginning and an ending which, although present, are either undeveloped or too obvious (e.g. “My topic
is...”, “These are all the reasons that…”)
• Transitions that sometimes work. The same few transitional devices (e.g., coordinating conjunctions,
numbering, etc.) may be overused.
• A structure that is skeletal or too rigid.
• Placement of details that may not always be effective.
• Organization which lapses in some places, but helps the reader in others.
2
The writing lacks a clear organizational structure. An occasional organizational device is discernible;
however, the writing is either difficult to follow and the reader has to reread substantial portions, or the piece
is simply too short to demonstrate organizational skills. The writing is characterized by:
• Some attempts at sequencing, but the order or the relationship among ideas is frequently unclear.
• A missing or extremely undeveloped beginning, body, and/or ending.
• A lack of transitions, or when present, ineffective or overused.
• A lack of an effective organizational structure.
• Details that seem to be randomly placed, leaving the reader frequently confused.
1
The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader
remains confused. The writing is characterized by:
• A lack of effective sequencing.
• A failure to provide an identifiable beginning, body and/or ending.
• A lack of transitions.
• Pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along too rapidly.
• A lack of organization which ultimately obscures or distorts the main point.
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Trait #3: Voice
Criteria per Level
6
The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply committed to the
topic, and there is an exceptional sense of “writing to be read.” The writing is expressive, engaging, or sincere. The writing
is characterized by:
• An effective level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice,
while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both
should be engaging, lively, or interesting. Technical writing may require greater distance.).
• An exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to communicate the
message most effectively. The reader may discern the writer behind the words and feel a sense of interaction.
• A sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty,
conviction, excitement, humor, or suspense.
5
The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to the topic,
and there is a sense of “writing to be read.” The writing is expressive, engaging or sincere. The writing is characterized by:
• An appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice
while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both
should be engaging, lively or interesting. Technical writing may require greater distance.).
• A strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most
effectively. The reader may discern the writer behind the words and feel a sense of interaction.
• A sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty,
conviction, excitement, humor, or suspense.
4
A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of “writing to be read.” In
places, the writing is expressive, engaging, or sincere. The writing is characterized by:
• A questionable or inconsistent level of closeness to or distance from the audience.
• A sense of audience; the writer seems to be aware of the reader but has not consistently employed an appropriate voice.
The reader may glimpse the writer behind the words and feel a sense of interaction in places.
• Liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately casual or
personal, or inappropriately formal and stiff.
3
The writer’s commitment to the topic seems inconsistent. A sense of the writer may emerge at times; however, the voice is
either inappropriately personal or inappropriately impersonal. The writing is characterized by:
• A limited sense of audience; the writer’s awareness of the reader is unclear.
• An occasional sense of the writer behind the words; however, the voice may shift or disappear a line or two later and the
writing become somewhat mechanical.
• A limited ability to shift to a more objective voice when necessary.
2
The writing provides little sense of involvement or commitment. There is no evidence that the writer has chosen a suitable
voice. The writing is characterized by:
• Little engagement of the writer; the writing tends to be largely flat, lifeless, stiff, or mechanical.
• A voice that is likely to be overly informal and personal.
• A lack of audience awareness; there is little sense of "writing to be read."
• Little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and writer.
1
The writing seems to lack a sense of involvement or commitment. The writing is characterized by:
• No engagement of the writer; the writing is flat and lifeless.
• A lack of audience awareness; there is no sense of “writing to be read.”
• No hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing does not
involve or engage the reader.
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Trait #4: Word Choice
Criteria per Level
6
Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to
audience and purpose. The writer employs a rich, broad range of words, which have been carefully chosen
and thoughtfully placed for impact. The writing is characterized by:
• Accurate, strong, specific words; powerful words energize the writing.
• Fresh, original expression; slang, if used, seems purposeful and is effective.
• Vocabulary that is striking and varied, but that is natural and not overdone.
• Ordinary words used in an unusual way.
• Words that evoke strong images; figurative language may be used.
5
Words convey the intended message in an interesting, precise, and natural way appropriate to audience and
purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully
placed for impact. The writing is characterized by:
• Accurate, specific words; word choices energize the writing.
• Fresh, vivid expression; slang, if used, seems purposeful and is effective.
• Vocabulary that may be striking and varied, but that is natural and not overdone.
• Ordinary words used in an unusual way.
• Words that evoke clear images; figurative language may be used
4
Words effectively convey the intended message. The writer employs a variety of words that are functional
and appropriate to audience and purpose. The writing is characterized by:
• Words that work but do not particularly energize the writing.
• Expression that is functional; however, slang, if used, does not seem purposeful and is not particularly
effective.
• Attempts at colorful language that may occasionally seem overdone.
• Occasional overuse of technical language or jargon.
• Rare experiments with language; however, the writing may have some fine moments and generally avoids
clichés.
3
Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to audience and
purpose in places. The writer does not employ a variety of words, producing a sort of “generic” paper filled
with familiar words and phrases. The writing is characterized by:
• Words that work, but that rarely capture the reader’s interest.
• Expression that seems mundane and general; slang, if used, does not seem purposeful and is not effective.
• Attempts at colorful language that seem overdone or forced.
• Words that are accurate for the most part, although misused words may occasionally appear, technical
language or jargon may be overused or inappropriately used.
• Reliance on clichés and overused expressions.
2
Language is monotonous and/or misused, detracting from the meaning and impact. The writing is
characterized by:
• Words that are colorless, flat or imprecise.
• Monotonous repetition or overwhelming reliance on worn expressions that repeatedly distract from the
message.
• Images that are fuzzy or absent altogether.
1
The writing shows an extremely limited vocabulary or is so filled with misuses of words that the meaning is
obscured. Only the most general kind of message is communicated because of vague or imprecise language.
The writing is characterized by:
• General, vague words that fail to communicate.
• An extremely limited range of words.
• Words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong.
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Trait #5: Sentence Fluency
Criteria per Level
6
The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with
consistently strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is
characterized by:
• A natural, fluent sound; it glides along with one sentence flowing effortlessly into the next.
• Extensive variation in sentence structure, length, and beginnings that add interest to the text.
• Sentence structure that enhances meaning by drawing attention to key ideas or reinforcing relationships
among ideas.
• Varied sentence patterns that create an effective combination of power and grace.
• Strong control over sentence structure; fragments, if used at all, work well.
• Stylistic control; dialogue, if used, sounds natural.
5
The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure
that makes expressive oral reading easy and enjoyable. The writing is characterized by:
• A natural, fluent sound; it glides along with one sentence flowing into the next.
• Variation in sentence structure, length, and beginnings that add interest to the text.
• Sentence structure that enhances meaning.
• Control over sentence structure; fragments, if used at all, work well.
• Stylistic control; dialogue, if used sounds natural.
4
The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence
patterns are somewhat varied, contributing to ease in oral reading. The writing is characterized by:
• A natural sound; the reader can move easily through the piece, although it may lack a certain rhythm and
grace.
• Some repeated patterns of sentence structure, length, and beginnings that may detract somewhat from
overall impact.
• Strong control over simple sentence structures, but variable control over more complex sentences;
fragments, if present, are usually effective.
• Occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part, but may at times
sound stilted or unnatural.
3
The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader
to slow down or reread. The writing is characterized by:
• Some passages that invite fluid oral reading; however, others do not.
• Some variety in sentences structure, length, and beginnings, although the writer falls into repetitive
sentence patterns.
• Good control over simple sentence structures, but little control over more complex sentences; fragments, if
present, may not be effective.
• Sentences which, although functional, lack energy.
• Lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.
2
The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow
down or reread. The writing is characterized by:
• Significant portions of the text that are difficult to follow or read alousted
• Sentence patterns that are monotonous (e.g., subject-verb or subject-verb-object).
• A significant number of awkward, choppy, or rambling constructions.
1
The writing is difficult to follow or to read alousted Sentences tend to be incomplete, rambling, or very
awkward. The writing is characterized by:
• Text that does not invite—and may not even permit—smooth oral reading.
• Confusing word order that is often jarring and irregular.
• Sentence structure that frequently obscures meaning.
• Sentences that are disjointed, confusing, or rambling.
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Trait #6: Conventions
Criteria per Level
6
The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling,
capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so
few and so minor that the reader can easily skim right over them unless specifically searching for them. The writing is
characterized by:
• Strong control of conventions; manipulation of conventions may occur for stylistic effect.
• Strong, effective use of punctuation that guides the reader through the text.
• Correct spelling, even of more difficult words.
• Paragraph breaks that reinforce the organizational structure.
• Correct grammar and usage that contribute to clarity and style.
• Skill in using a wide range of conventions in a sufficiently long and complex piece.
• Little or no need for editing.
5
The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization,
paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor
that they do not impede readability. The writing is characterized by:
• Strong control of conventions.
• Effective use of punctuation that guides the reader through the text.
• Correct spelling, even of more difficult words.
• Paragraph breaks that reinforce the organizational structure.
• Correct capitalization; errors, if any, are minor.
• Correct grammar and usage that contribute to clarity and style.
• Skill in using a wide range of conventions in a sufficiently long and complex piece.
• Little need for editing.
4
The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph
breaks, grammar and usage). Minor errors, while perhaps noticeable, do not impede readability. The writing is characterized
by:
• Control over conventions used, although a wide range is not demonstrated.
• Correct end-of-sentence punctuation, internal punctuation may sometimes be incorrect.
• Spelling that is usually correct, especially on common words.
• Basically sound paragraph breaks that reinforce the organizational structure.
• Correct capitalization; errors, if any, are minor.
• Occasional lapses in correct grammar and usage; problems are not severe enough to distort meaning or confuse the reader.
• Moderate need for editing.
3
The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization,
paragraph breaks, grammar and usage). Errors begin to impede readability. The writing is characterized by:
• Some control over basic conventions; the text may be too simple to reveal mastery.
• End-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors.
• Spelling errors that distract the reader; misspelling of common words occurs.
• Paragraphs that sometimes run together or begin at ineffective places.
• Capitalization errors.
• Errors in grammar and usage that do not block meaning but do distract the reader.
• Significant need for editing.
2
The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability. The
writing is characterized by:
• Little control over basic conventions.
• Many end-of-sentence punctuation errors; internal punctuation contains frequent errors.
• spelling errors that frequently distract the reader; misspelling of common words often occurs.
• Paragraphs that often run together or begin in ineffective places.
• Capitalization that is inconsistent or often incorrect.
• Errors in grammar and usage that interfere with readability and meaning.
• Substantial need for editing.
1
Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult
to read. In fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the
message and must reread for meaning. The writing is characterized by very limited skills in using grammatical conventions,
such as:
• Basic punctuation (including end-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect.
• Frequent spelling errors that significantly impair readability.
• Paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the organization
of the text.
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• Capitalization that appears to be random.
• A need for extensive editing.
APÉNDICE C / APPENDIX C:
Comic Strip Resources
PSYC 324 Gender Psychology 71
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Apéndice C/Appendix C
1. http://www2.scholastic.com/browse/lessonplan.jsp?id=627
2. http://www.ehow.com/how_4793379_create-comic-strip-templates.html
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APÉNDICE D / APPENDIX D:
Concept Map Example
PSYC 324 Gender Psychology 73
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Apéndice D/Appendix D
Concept Map Example
PSYC 324 Gender Psychology 74
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APÉNDICE E / APPENDIX E:
MATRIZ VALORATIVA PARA TRABAJOS ESCRITOS
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Apéndice E / Appendix E
MATRIZ VALORATIVA PARA TRABAJOS ESCRITOS
Nombre del Estudiante: ______________________ Fecha: _______________
Criterio Puntos Puntaje
Contenido
Este trabajo está claro, enfocado e
interesante. Identifica el propósito,
objetivos e ideas principales del documento
o actividad.
10
La presentación de ideas es coherente y
puede ser seguida fácilmente.
10
El documento explica propiamente el
contenido.
10
La presentación de ideas y argumentos está
basada en recursos presentados,
consultados o discutidos en clase.
10
El documento demuestra substancia, lógica
y originalidad.
10
El autor presenta su punto de vista en una
manera clara, convincente y bien
10
PSYC 324 Gender Psychology 76
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estructurada.
Contiene oraciones bien estructuradas y
párrafos que facilitan la lectura y
comprensión del documento.
10
Lenguaje
Demuestra un conocimiento del español
(vocabulario y desarrollo de ideas).
10
Usa la gramática y el estilo de APA
apropiada y correctamente.
10
Maneja verbos y acentuación apropiada y
correctamente.
10
Total Puntos 100 (70% contenido
y 30% lenguaje)
Puntaje Total: _______
Firma Estudiante: ____________________ Firma Facilitador:___________________
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Apéndice E / Appendix E
RUBRIC TO EVALUATE WRITTEN WORK
Student Name: ______________________ Date: _______________
Criteria Value Points Student Score
Content
The paper is clear, focused and
interesting. Identifies purpose, objectives
and principal ideas included in the paper
10
Presentation of ideas is organized,
coherent and can be easily followed
10
The paper properly explains content. 10
The presentation of ideas and arguments
are based in sources presented, consulted
or discussed in class.
10
The paper demonstrates substance, logic
and originality.
10
The author presents his point of view in a
clear, convincing and well based manner.
10
Contains well-constructed sentences and
paragraphs that facilitate lecture and
comprehension.
10
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Language
Demonstrates a good command of
standard English (vocabulary and flow of
ideas).
10
Uses grammar and APA style
appropriately and correctly.
10
Manages verbs and punctuation
appropriately and correctly.
10
Total Points 100 (70% content
and 30% language)
Student’s total Score:
_______
Student’s Signature: ____________________Facilitator’s Signature:___________________
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APÉNDICE F / APPENDIX F:
MATRIZ VALORATIVA PARA PARTICIPACIÓN EN GRUPO
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Apéndice F / Appendix F
MATRIZ VALORATIVA PARA PARTICIPACIÓN EN GRUPO
Nombre del Estudiante: _____________________ Fecha: _______________
Grupo: ________ Nombre del estudiante evaluador: _____________________
Criterio Puntos Puntaje del estudiante
Asistió a las reuniones o actividades del
grupo.
10
Colaboró en la planificación y
organización de las reuniones o
actividades de grupo.
10
Demostró disposición para cooperar con
el grupo.
10
Contribuyó frecuentemente a las
discusiones del grupo
10
Participó activamente en las reuniones y
actividades.
10
Demostró interés en las discusiones y
actividades del grupo.
10
Vino preparado(a) a las reuniones, 10
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actividades y discusiones del grupo.
Demostró atención y apertura a los puntos
y argumentos de sus compañeros.
10
Contribuyó al grupo con material e
información adicional.
10
Contribuyó significativamente al trabajo
que presentó el grupo.
10
Totales 100
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Apéndice F / Appendix F
RUBRIC TO EVALUATE PARTICIPATION IN GROUP ACTIVITIES
Students name: _________________________ Date: _______________
Group: ________ Name of evaluating student: ______________________
Criteria Points Students Points
Attended all the meetings and activities of
the group.
10
Collaborated with the planning and
organization of activities of the group.
10
Demonstrated cooperation and team work
with the group.
10
Contributed frequently to group
discussions.
10
Participated actively in the meetings and
activities.
10
Demonstrated interest in the discussions
and activities of the group.
10
Came prepared to meetings, activities, and
group discussions.
10
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Demonstrated attention to the arguments
within the group.
10
Contributed to the group with additional
information.
10
Contributed significantly to the work that
presented the group.
10
Totals 100
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APÉNDICE G / APPENDIX G:
MATRIZ VALORATIVA PARA EVALUAR PRESENTACION INDIVIDUAL/GRUPAL
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Apéndice G / Appendix G
MATRIZ VALORATIVA PARA EVALUAR PRESENTACION INDIVIDUAL/GRUPAL
ORAL
Nombre del Estudiante: _______________________ Fecha:_________________
Criterio Puntos Puntaje del estudiante
Contenido
Realiza una introducción efectiva del tema
identificando el propósito, objetivo e ideas
principales que se incluyen en la presentación.
10
La presentación es organizada y coherente y
puede seguirse con facilidad.
10
El presentador demuestra dominio del tema o
materia de la presentación al explicar con
propiedad el contenido y no incurrir en errores.
10
Las ideas y argumentos de la presentación están
bien fundamentados en los recursos
presentados, consultados o discutidos en clase.
10
Capta la atención e interés de la audiencia y/o
promueve su participación, según aplique.
10
Proyección efectiva, postura corporal adecuada,
manejo de la audiencia, manejo del tiempo
10
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asignado.
Usa varias estrategias para hablar o definir
conceptos, interpretaciones, aplicaciones y
evaluación de procesos o experiencias en el
contenido del curso.
10
Lenguaje
Pronunciación de las palabras es clara y de
manera correcta para que se entienda el
lenguaje utilizado.
10
Uso correcto de la gramática y conjugación de
verbos en el idioma asignado.
10
Uso correcto del vocabulario para expresar el
mensaje adecuadamente.
10
Total de Puntos 100 (70% de
contenido y
30% Lenguaje)
Puntaje del estudiante:
________
Firma del Estudiante: _________________ Firma del Facilitador: ____________________
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Apéndice G / Appendix G
RUBRIC TO EVALUATE INDIVIDUAL/GROUP PRESENTATION
Student Name:____________________________Date:___________________
Criteria Value Points Student Total Score
Content
Presented an effective introduction to the
theme identifying the objectives, ideas and
principles that are included in the presentation.
10
The presentation is organized and coherent,
and could be easily followed.
10
The presenter demonstrates domain of the
theme or subject by means of properly
explaining content without incurring in errors.
10
The ideas and arguments of the presentation
are well founded according to the resources
presented, consulted, or discussed in class.
10
Captured the attention and interest of the
audience and/or promoted their participation,
as applicable.
10
Demonstrated effective personal projection,
corporal posture, and management of the
audience.
10
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Used a variety of speaking strategies to define
concepts, interpretation, application, and
evaluation of processes using concept
experiences and/or course content.
10
Language
Student pronounces words in a clear and
correct manner so that it is easily understood
by others.
10
Uses grammar and verb conjugation correctly. 10
Uses correct vocabulary words to express
message.
10
Total Points 100 (70% of
content and 30%
of language)
Student Total Score:
________
Student’s signature: __________________Facilitator’s Signature: __________________
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APÉNDICE H / APPENDIX H:
PORTFOLIO GUIDELINES
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Apéndice H / Appendix H
PORTFOLIO
Guidelines to prepare the portfolio
1. Determination of sources of content
2. The following, but not limited to, documentation will be included:
a. Projects, surveys, and reports.
b. Oral presentations
c. Essays: dated writing samples to show progress
d. Research papers: dated unedited and edited first drafts to show progress
e. Written pieces that illustrate critical thinking about readings: response or reaction
papers.
f. Class notes, interesting thoughts to remember, etc.
g. Learning journals, reflexive diaries.
h. Self-assessments, peer assessments, facilitator assessments.
i. Notes from student-facilitator conferences.
3. Organization of documentation
Documentation will be organized by workshop, and by type of assignment within workshops.
Workshops will be separated from one another using construction paper or paper of different
colors, with tabs indicating the workshop number.
4. Presentation of the portfolio
Documentation will be posted in a binder or in a digital version (e-portfolio).
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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.
The entire portfolio will follow APA style: Courier or Times New Roman font, size
12, double space, and 1-inch margins. See a “Publication Manual of the APA, Fifth
Edition”
A log of entries that can be expanded with each new entry properly numbered. The
table, which should be located at the beginning, should include a brief description,
date produced, date submitted, and date evaluated.
Introduction and conclusion of the income and outcome of the portfolio.
A list of references and appendixes of all assignments included will be added to the
end of the portfolio.
The Portfolio Informational Sheet will be placed in the transparent front pocket of the
binder for identification purposes.
5. Student-Facilitator Feedback Template: Progression follow-up
The final step in implementing portfolios, before returning them to the student or school life,
is sharing feedback with each student to review the contents, student reflections, and your
evaluations of individual items and all of the work together as related to learning targets
(Banks, 2005).
Facilitators will e-mail a feedback template to all students. This template will contain
information pertaining to weaknesses and strengths found in students’ portfolios. Facilitators
will focus their attention on showing students what is possible and their progress rather than
what is wrong; however, this does not mean that facilitators will not cover weaknesses and
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areas for improvement during the conference. Facilitators will send this feedback template
upon completion of workshop one.
Students will also have the opportunity to respond to the facilitator’s feedback and write their
own comments and/or ideas of how to improve the quality of their portfolios, and how to
become better metacognitive learners on the feedback template. Students will e-mail the
template with their comments back to the facilitator after every workshop.
6. Portfolio storage:
Portfolio samples will be safely stored for a six-month term on campus.
Students will sign an official document empowering Ana G. Mendez University
System with rights to use their portfolios with educational or accreditation purposes
during this term.
After this term, and if their authors authorize Ana G. Mendez University System to
discard their portfolios by signing an official document, portfolio samples will be
destroyed; otherwise, they will be returned to their original authors.
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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
Florida Campuses
Universidad del Este, Universidad Metropolitana, Universidad del Turabo
Check one:
Universidad del Este
Universidad Metropolitana
Universidad del Turabo
Check one:
Undergraduate
Graduate
Concentration
Student’s Name
Facilitator’s Name
Course:
Portfolio rated as
Reason of this rate
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APÉNDICE J / APPENDIX J:
LOG OF ENTRIES
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Apéndice J / Appendix J
Log of Entries
Entry Description
Date of Entry
Date
Submitted
Date
Evaluated
Page #
1
2
3
4
5
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APÉNDICE K / APPENDIX K:
PORTFOLIO RUBRIC
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Apéndice K / Appendix K
Portfolio Rubric
4 3 2 1
PORTFOLIO APPEARANCE
Readable: Are entries typed in an appropriate font and size? Are
entries free of errors? Do ideas expressed in entries follow a
logical sequence with appropriate transitions among paragraphs
and topics?
Professionalism: Is the appearance of the portfolio professional?
Are graphics, colors and portfolio language consistent with
professional workplace expectations? Is the portfolio presented in
a neat and orderly manner?
Organization: Is the portfolio organized in a manner that makes
it easy to follow and easy to quickly locate information?
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PORTFOLIO CONTENT AND FUNCTION
Content: Are all required entries included in the portfolio? Are
entries relevant to the content of the portfolio? Do all entries
contain the student’s reaction or reflection on the selected topics?
Do entries provide thorough understanding of content? Resume,
Activities List, Varied Samples of Written Work, Evidence of
Problem Solving, and Evidence of Decision Making.
Authenticity: Are the samples and illustrations a true reflection
of the student’s efforts and abilities?
Growth/Development: Do samples provide thorough
understanding of growth and development related to their field of
concentration? Do items show what the student has learned?
Collaboration: Do items show examples of both individual and
group work? Does the student provide clear understanding of
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collaboration, and use collaboration to support his/her learning?
Reflection and Personal growth: Do items show exceptional
understanding of how to be a reflective thinker and how to seek
opportunities for professional growth? Does the student include
self-reflective comments? Does the student reflect enthusiasm for
learning?
Professional Conduct: Do items show clear understanding of
ethical behavior and professional conduct? Do items display the
pride the student has in his or her work?
Overall Portfolio Impact
Is this portfolio an asset in demonstrating the student’s value
(skills, abilities, knowledge) to a potential employer or college
representative?
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Rating Scale
4 = Outstanding 3 = Very good 2 = Good 1 = Needs improvement
Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007.
Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement –
Metro Orlando Campus
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APÉNDICE L / APPENDIX L:
PORTFOLIO ASSESSMENT FEEDBACK TEMPLATE
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Apéndice L / Appendix L
PORTFOLIO ASSESSMENT FEEDBACK TEMPLATE
Strengths Weaknesses Improvement Ideas
Facilitator’s
comments
Student’s
response and
comments
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APÉNDICE M / APPENDIX M:
USE AND RETURN OF PORTFOLIO
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Apéndice M / Appendix M
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 N / APPENDIX N:
USE AND DISCARD OF PORTFOLIO
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Apéndice N / Appendix N
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 O / APPENDIX O:
DIARIO REFLEXIVO
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Apéndice O / Appendix O
DIARIO REFLEXIVO
Nombre ____________________________
Fecha ____________________________
El propósito de este diario es el de reflexionar y escribir sobre los conceptos, los
sentimientos y las actitudes que se desatan a partir de la discusión y los trabajos de cada
taller. Este proceso le ayudará en su autoanálisis, así como propiciará la auto evaluación.
Utilizando las siguientes preguntas guías, reflexione sobre lo presentado en el taller y
conteste las mismas en forma de ensayo con excelente gramática, ortografía y
puntuación:
1. Hoy aprendí….
2. Este tema presentado en clase me ayuda a……
3. Puedo aplicar lo discutido en la clase a mi vida y experiencias personales…
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Apéndice O / Appendix O
REFLECTIVE JOURNAL
Name ____________________________
Date ____________________________
The purpose of this journal is to reflect and write about the concepts, feelings, and
attitudes experienced after class discussion and assignments. This process will help your
self-assessment.
Using the following questions, reflect about what was presented in this workshop and
answer the questions following an essay style using excellent grammar, syntax, and
punctuation:
1. Today I learned…
2. The topic presented today helps me…
3. I can apply today’s discussion to my life and personal experiences…
