Sistema Universitario Ana G. Méndez School for Professional Studies Florida Campuses Universidad del Este, Universidad Metropolitana, Universidad del Turabo
EDUC 171
Human Growth and Development Crecimiento y Desarrollo Del Ser Humano
© Sistema Universitario Ana G. Méndez, 2008 Derechos Reservados. © Ana G. Méndez University System, 2008. All rights reserved
EDUC 171 Human Growth and Development 2
TABLA DE CONTENIDO/TABLE OF CONTENTS Página/Page Prontuario ...................................................................................................................... 3 Study Guide ................................................................................................................. 12 Workshop One ............................................................................................................. 20 Taller Dos ..................................................................................................................... 23 Workshop Three .......................................................................................................... 26 Taller Cuatro ................................................................................................................ 29 Workshop Five/Taller Cinco ....................................................................................... 32 Anejo A/Appendix A ................................................................................................... 36 Anejo B/Appendix B .................................................................................................... 37 Anejo C/Appendix C .................................................................................................... 38 Anejo D/Appendix D .................................................................................................... 39 Anejo E/Appendix E .................................................................................................... 40 Anejo F/Appendix F..................................................................................................... 41 Anejo G/Appendix G .................................................................................................. 42 Anejo H/Appendix H ................................................................................................... 43 Anejo I/Appendix I ....................................................................................................... 45 Anejo J/Appendix J ..................................................................................................... 46 Anejo K/Appendix K .................................................................................................... 47 Anejo L/Appendix L..................................................................................................... 49 Anejo M/Appendix M ................................................................................................... 50 Anejo N/Appendix N .................................................................................................... 51 Anejo O/Appendix O ................................................................................................... 52 Anejo P/Appendix P .................................................................................................... 54 Anejo Q/Appendix Q ................................................................................................... 55 Anejo R/Appendix R .................................................................................................... 56
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
EDUC 171 Human Growth and Development 3
PRONTUARIO
Título del Curso:
Crecimiento y desarrollo del ser humano
Codificación:
EDUC 171
Duración:
5 semanas
Prerrequisito:
Ninguno
Descripción El curso es un análisis basado en los estudios de psicología educativa, de los procesos de crecimiento y desarrollo humano. Se estudian los cambios que ocurren en el ser humano desde el momento de la concepción y a lo largo de las etapas de desarrollo. Se incluye el estudio del desarrollo físico, motor, sensorial, del lenguaje, psico-social, emocional, moral, creatividad, pensamiento crítico y solución de problemas. Se estudian los cambios psicológicos que ocurren como resultado del desarrollo de las diferentes etapas, los factores hereditarios y ambientales que motivan la conducta del ser humano.
Objetivos Generales 1. El futuro maestro estará capacitado para conocer y entender el crecimiento y desarrollo del ser humano. 2. Definir la terminología utilizada durante el estudio del crecimiento y desarrollo humano. 3. Explicar y formular el papel de la psicología en la educación y establecer las aplicaciones de las mismas a la educación. 4. Explicar y formular las aportaciones a la psicología de personas, grupos y escuelas a lo largo de la historia de la humanidad. 5. Ubicar, clasificar y explicar las etapas de la historia de la niñez. 6. Examinar y aplicar las características principales mas conocidas. 7. Revisar y explicar las etapas propuestas por los diferentes teóricos del desarrollo psico-social. 8. Explicar los aspectos relacionados al desarrollo físico, motor, sensorial, Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
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sexual, moral y del lenguaje del ser humano. 9. Distinguir y relacionar las principales etapas del desarrollo humano (pre-natal, infancia, niñez, adolescencia, adultez y vejez) con las practicas educativas. Evaluación Criterios Evaluación Puntuación Porciento Criterio
Puntuación
Por ciento
Participación en clase
100
16
Presentación oral
100
16
Presentación escrita
20
4
Análisis de película
80
13
Estudio de caso
100
16
Diarios
75
14
Entrevista
30
5
Portafolio
100
16
Total
605
100
Descripción de la evaluación Participación en clase (100 puntos)(Talleres 1-2-3-4-5) • Demostrar responsabilidad por su proceso de aprendizaje • Traer materiales asignados • Participar en los procesos de discusión y actividades de grupo • Entregar los trabajos a tiempo • Demostrar calidad en los trabajos presentados (letra legible, nitidez, sintaxis y ortografía adecuada) • Es requisito asistir para aprobar el curso. Las ausencias afectarán su nota final (10 puntos por asistencia y 10 puntos por participación diarios).
Presentación (Oral-100 pts) (Escrita-20pts)(Talleres 2-3-4-5) • Trabajo de grupo • Cada miembro presentará un sub tema • Es requisito la utilización de medios audiovisuales y de estrategias de Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
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presentación variadas. Ejemplo: Simulaciones, Dramas, Debates, Competencias académicas, grabación de vídeos, entrevistas, entre otros • Debe ser creativo • Preparar y entregar un informe escrito (1 original para el facilitador y copias para los estudiantes) en computadora, a doble espacio y la letra a utilizar será Arial #12. Esta norma aplica a todos los trabajos escritos requeridos en el curso • Tiempo estipulado para la presentación individual: 20 minutos • Las presentaciones comienzan en el segundo Taller y finalizan en el quinto Taller • El resto del grupo deberá realizar las lecturas relacionadas con los temas que se discutirán en cada Taller para garantizar una participación activa. • La presentación oral tendrá un valor de 100 y los criterios de evaluación serán los siguientes: La presentación escrita tendrá un valor de 20 puntos.
Estudio de caso (100 puntos)(Taller 3) El propósito del estudio de caso es aplicar las teorías aprendidas e identificar factores que inciden de forma negativa en el crecimiento y desarrollo del niño/a desde la concepción hasta la etapa de los seis años. Dicho estudio se llevará a cabo a través de entrevistas con un niño/a de seis años de edad o menor, con el padre, madre y/o encargado. Debe presentar un análisis crítico de las entrevistas realizadas, alternativas viables y ofrecer recomendaciones. Las preguntas realizadas durante las entrevistas deben ser redactadas por el estudiante de acuerdo a la situación particular del niño/a identificado y deben incluirse en el informe escrito como un anejo.
Análisis de película (80 puntos)(Taller 4) El estudiante seleccionará una película que presente claramente el impacto
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negativo de un factor del ambiente sobre el crecimiento y desarrollo del niño/a en las etapas estudiadas. Luego de observar la misma realizará un análisis crítico y preparará un informe escrito del mismo
Diario reflexivo (75 puntos)(Talleres 1-3-5) • El estudiante redactará un diario reflexivo al finalizar los Talleres 1, 2 y 5 con el fin de reflexionar críticamente y escribir sobre los conceptos, sentimientos y actitudes relacionados a los procesos de aprendizaje. Debe incluir un auto-análisis y auto-evaluación de su ejecución. Cada diario tendrá un valor de 25 puntos.
Entrevista a una persona de la tercera edad (30 puntos) (Taller 5) • El propósito de la entrevista es aplicar las teorías aprendidas relacionadas a la autorrealización en la adultez e identificar el impacto del envejecimiento de en la vida de una persona. En el anejo F se incluyen las preguntas guía para llevar a cabo la entrevista y la rubrica para evaluar la tarea. El estudiante, de ser necesario, tiene la potestad de incluir preguntas adicionales que le permitan obtener datos relevantes que finalmente le ayuden en la aplicación de los conceptos desarrollados en el curso. Debe incluir dichas preguntas como parte del informe a entregar.
Escala Curva de evaluación 100-90 A 89-80 B 79-70 C 69-60 D 59-00 F
Libros de textos: Junn, E. & Boyatzis, C. (2008). Children Growth and Development. Dushkin (16th ed.). McGraw Hill/ Dushkin. Papalia, D., Wendkos, S. & Duskin, R. (2004). Psicología del Desarrollo. (9th. Ed.), Bogotá, Colombia: McGraw-Hill.
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
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Descripción de las Normas del Curso 1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion Model®” del Sistema Universitario Ana G. Méndez, el mismo esta 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 modulo debe especificar que se utilizaran ambos idiomas en el quinto taller, dividiendo el tiempo y las actividades equitativamente entre ambos idiomas. Si un estudiante tiene dificultad en hacer una pregunta en el idioma especificado, bien puede escoger el idioma de preferencia para hacer la pregunta. Sin embargo, el facilitador deberá contestar la misma en el idioma designado para ese taller. Esto deberá ser una excepción a las reglas pues es importante que los estudiantes utilicen el idioma designado. Esto no aplica a los cursos de lenguaje que deben ser desarrollados en el idioma propio todo en ingles o todo en español según aplique. 2. El curso es conducido en formato acelerado, eso requiere que los estudiantes se preparen antes de cada taller de acuerdo al módulo. Cada taller requiere un promedio de diez (10) horas de preparación y en ocasiones requiere más. 3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al taller deberá presentar una excusa razonable al facilitador. El facilitador evaluará si la ausencia es justificada y decidirá como el estudiante repondrá el trabajo perdido, de ser necesario. El facilitador decidirá uno de los siguientes: permitirle al estudiante reponer el trabajo o asignarle trabajo adicional en adición al trabajo a ser repuesto. Toda tarea a ser completada antes de taller deberá ser entregada en la fecha asignada. El facilitador ajustará la nota de las tareas repuestas. 4. Si un estudiante se ausenta a mas de un taller el facilitador tendrá las siguientes opciones:
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
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a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado en la nota existente. b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota a dos por debajo de la nota existente. 5. La asistencia y participación en clase de actividades y presentaciones orales es extremadamente importante pues no se pueden reponer. Si el estudiante provee una excusa valida y verificable, el facilitador determinara 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 de grupo el grupo será evaluado por su trabajo final. Sin embargo, cada miembro de grupo deberá participar y cooperar para lograr un trabajo de excelencia, pero recibirán una calificación individual. 7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no plagiado. Se debe entender que todo trabajo sometido esta citado apropiadamente o parafraseado y citado dando atención al autor. Todo estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea plagiado, copiado o presente trazos de otro será calificado con cero (vea la política de honestidad académica). 8. Si el facilitador hace cambios al modulo o guía de estudio, deberá discutirlos y entregar copia a los estudiantes por escrito al principio del primer taller. 9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo su correo electrónico, teléfonos, y el horario disponibles. 10. EL uso de celulares esta 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 esta sujeto a las políticas y normas de conducta y comportamiento que rigen SUAGM y el curso.
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
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Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el módulo, no se limite a ellas. Existen otros motores de búsqueda y sitios Web que podrá utilizar para la búsqueda de la información deseada. Entre ellas están: •
www.google.com
•
www.altavista.com
•
www.ask.com
•
www.excite.com
•
www.pregunta.com
•
www.findarticles.com
•
www.telemundo.yahoo.com
•
www.bibliotecavirtualut.suagm.edu
•
www.eric.ed.gov/
•
www.flelibrary.org/
El/la facilitador(a) puede realizar cambios a las direcciones electrónicas y/o añadir algunas de ser necesario.
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
EDUC 171 Human Growth and Development 10
Filosofía y Metodología Educativa
Este curso está basado en la teoría educativa del Constructivismo. Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a través de nuestras experiencias, podemos construir nuestro propio conocimiento sobre el mundo en el que vivimos. Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales” que utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente el proceso de ajustar nuestros modelos mentales para poder acomodar nuevas experiencias. Como facilitadores, nuestro enfoque es el mantener una conexión entre los hechos y fomentar un nuevo entendimiento en los estudiantes. También, intentamos adaptar nuestras estrategias de enseñanza a las respuestas de nuestros estudiantes y motivar a los mismos a analizar, interpretar y predecir información. Existen varios principios para el constructivismo, entre los cuales están: 1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe comenzar con situaciones en las cuales los estudiantes estén buscando activamente construir un significado. 2. Significado requiere comprender todas las partes. Y, las partes deben entenderse en el contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos primarios, no en hechos aislados. 3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar dichos modelos. 4. El propósito del aprendizaje, es para un individuo, el construir su propio significado, no sólo memorizar las contestaciones “correctas” y repetir el significado de otra persona. Como la educación es intrínsicamente interdisciplinaria, la única forma válida para asegurar el aprendizaje es hacer del avalúo parte esencial de dicho proceso, asegurando que el mismo provea a los estudiantes con la información sobre la calidad de su aprendizaje. 5. La evaluación debe servir como una herramienta de auto-análisis. Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
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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.
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
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STUDY GUIDE
Course Title:
Human Growth and Development
Code:
EDUC 171
Time Length:
5 weeks
Prerequisite:
None
Description The course is an analysis based on studies on educational psychology processes of growth and development. It studies the changes that occur in the human being from the moment of conception through out the stages of development. It includes the study of physical, motor, sensory, language, psychosocial, emotional, moral, creative, critical thinking and problem solving developments. It studies the psychological changes that happen as a result of the different stages of development, hereditary and environmental factors that motivates the conduct of the human beings. General Objectives 1. The future teacher will be capacitated to know and understand the growth and development of the human beings. 2. Define the terminology used during the learning of the growth and development of the human being. 3. Explain and formulate the role of Psychology in education and establish their application in schools. 4. Explain and formulate the contribution of people, groups and school to psychology through out the history of humanity. 5. Classify and explain the stages of the childhood history. 6. Examine and apply the most known characteristics. 7. Revise and explain the stages proposed by theorists of the psychosocial development. 8. Explain the physical, motor, sensory, sexual, moral and language aspects of the human being. 9. Distinguish and relate the principal stages of the human being, (pre-natal, infancy, childhood, adulthood, and late adulthood. Evaluation Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
EDUC 171 Human Growth and Development 13
Criteria
Punctuation
Percentage
Class participation
100
16
Oral presentation
100
16
Written presentation
20
4
Movie analysis
80
13
Case study
100
16
Journals
75
14
Interview
30
5
Portfolio
100
16
Total
605
100
Evaluation’s description Student’s participation (100 points)(Workshops 1-2-3-4-5) • Demonstrate responsibility for the learning process • Bring the assigned materials • Participate in the discussion processes and group activities • Hang on the assigned duties on time • Show quality in the assignments (legible letter, clearness, syntax and adequate spelling) • It’s a requisite to assist in order to approve the course. Absences will affect your final grade (10 points for attendance and 10 points for daily class participation).
Presentation (Oral 100 pts.)(Written 20pts)(Workshops 2-3-4-5) • Team work • Each member will present a sub topic • It’s a requisite to use audiovisual techniques and materials and varied presentation strategies. Example: Simulations, Dramas or Role playing, Debates or discussions, Academic competitions , video record, interviews, Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
EDUC 171 Human Growth and Development 14
and others • The student should be creative • Prepare and give up a written report (1 original for the facilitator and copies for the students) computer printed, double space and Arial #12 letter should be used. This norm applies to every written report required in this course. • The student will have 20 minutes for his individual presentation. • The presentations will begin on the second workshop and will finish on the fifth workshop. • The rest of the students should read related literature on the topics to be discussed in each workshop to guarantee an active participation. • The assigned punctuation for the oral presentation will be 100 points. • The assigned punctuation for the written report will be 20 points.
Case study (100 points)(Workshop 3) The purpose of the case study is to apply the studied theories and identify the issues that impacts in a negative way the child’s growth and development since the conception until the six years stage. The study will be conducted by interviews to a six year-old or younger child, his father, mother or person in charge. The student should present a critical analysis on the interview’s collected data, real alternatives and recommendations. The questions to be used in the interviews should be written by the student in accordance to the specific situation of the selected child. This questions used for the interviews should be included as an Appendix in the written report.
Movie analysis (80 points)(Workshop 4) The student will select a movie where a negative impact related to environmental issues on child’s growth and development studied stages will be present. After the observation of the movie the student should realize a critical analysis and a written report Reflexive diary (75 points)(Workshops 1-3-5) • The student should write a reflective diary at the end of the first, third and Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
EDUC 171 Human Growth and Development 15
fifth Workshops. The purpose is to make a critical reflection and write over the concepts, feelings and attitudes related to the learning process in the classroom. A self-analysis and self evaluation of student’s execution should be included. The punctuation for this task will be 25 points each.
Interview to a Late Adulthood Person (30 points)(Workshop 5) • The purpose of the interview is to apply the learned theories related to the self realization in the adulthood and identify the impact of aging in an individual’s life. • Appendix F includes some guided questions to realize the interview and the rubric to evaluate the given task. The student, if necessary, may include additional questions to get relevant data that finally may result in the application of the concepts developed in class. The additional questions should be part of the written report to be hand in. • The written report must include the results of the interview, a critical analysis, alternatives and recommendations.
Scale 100-90 A 89-80 B 79-70 C 69-60 D 59-00 F Text Books: Junn, E. & Boyatzis, C. (2008). Children Growth and Development. Dushkin (16th ed.). McGraw Hill/ Dushkin. Papalia, D., Wendkos, S. & Duskin, R. (2004). Psicología del Desarrollo. (9th. Ed.), Bogotá, Colombia: McGraw-Hill. Description of Course Policies 1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based Dual Language Immersion Model® designed to promote each student’s development as a Dual Language Professional. Workshops will be facilitated in English and Spanish, strictly using the 50/50 model. This means that each workshop will be conducted entirely in the language specified. The language used in the workshops will alternate to insure that 50% of the course will be
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
EDUC 171 Human Growth and Development 16
conducted in English and 50% in Spanish. To maintain this balance, the course module may specify that both languages will be used during the fifth workshop, dividing that workshop’s time and activities between the two languages. If students have difficulty with asking a question in the target language in which the activity is being conducted, students may choose to use their preferred language for that particular question. However, the facilitator must answer in the language assigned for that particular day. This should only be an exception as it is important for students to use the assigned language. The 50/50 model does not apply to language courses where the delivery of instruction must be conducted in the language taught (Spanish or English only). 2. The course is conducted in an accelerated format and requires that students prepare in advance for each workshop according to the course module. Each workshop requires an average ten hours of preparation but could require more. 3. Attendance at all class sessions is mandatory. A student that is absent to a workshop must present the facilitator a reasonable excuse. The facilitator will evaluate if the absence is justified and decide how the student will make up the missing work, if applicable. The facilitator will decide on the following: allow the student to make up the work, or allow the student to make up the work and assign extra work to compensate for the missing class time. Assignments required prior to the workshop must be completed and turned in on the assigned date. The facilitator may decide to adjust the grade given for late assignments and make-up work. 4. 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 based on the students existing grade. b. If the student misses three workshops, the facilitator may lower two grades based on the students 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 Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
EDUC 171 Human Growth and Development 17
determine a substitute evaluation activity if he/she understands that an equivalent activity is possible. This activity must include the same content and language components as the oral presentation or special activity that was missed. 6. In cooperative activities the group will be assessed for their final work. However, each member will have to collaborate to assure the success of the group and the assessment will be done collectively as well as individually. 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 (see Academic Honesty Policy). 8. If the Facilitator makes changes to the study guide, such changes should be discussed with and given to students in writing at the beginning of the first workshop. 9. The facilitator will establish a means of contacting students by providing an email address, phone number, hours to be contacted and days. 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 in the university community established by the institution and in this course.
Note: If for any reason you cannot access the URL’s presented in the module, do not stop your investigation. There are many search engines and other links you can use to search for information. These are some examples: •
www.google.com
•
www.altavista.com
•
www.ask.com
•
www.excite.com
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
EDUC 171 Human Growth and Development 18
•
www.pregunta.com
•
www.findarticles.com
•
www.telemundo.yahoo.com
•
www.bibliotecavirtualut.suagm.edu
•
www.eric.ed.gov/
•
www.flelibrary.org/
The facilitator may make changes or add additional web resources if deemed necessary.
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
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Teaching Philosophy and Methodology This course is grounded in the learning theory of Constructivism. Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world in which we live. Each of us generates our own “rules” and “mental models,” which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences. As teachers, our focus is on making connections between facts and fostering new understanding in students. We will also attempt to tailor our teaching strategies to student responses and encourage students to analyze, interpret and predict information. There are several guiding principles of constructivism: 1. Learning is a search for meaning. Therefore, learning must start with the issues around which students are actively trying to construct meaning. 2. Meaning requires understanding wholes as well as parts. And parts must be understood in the context of wholes. Therefore, the learning process focuses on primary concepts, not isolated facts. 3. In order to teach well, we must understand the mental models that students use to perceive the world and the assumptions they make to support those models. 4. The purpose of learning is for an individual to construct his or her own meaning, not just memorize the "right" answers and regurgitate someone else's meaning. Since education is inherently interdisciplinary, the only valuable way to measure learning is to make the assessment part of the learning process, ensuring it provides students with information on the quality of their learning. 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.
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
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Workshop One Specific Objectives: 1. Define and interpret the basic concepts of human growth and development. 2. Identify the environmental factors that impact the process and formation of a child. 3. Expose and analyze the influence of heredity and environment in the child’s development and formation Language Objectives: 1. Synthesize the information gathered from multiple resources to draw conclusions. 2. Write a reflective journal using appropriate vocabulary, grammar and style. 3. Express ideas in English related to the topic of discussion using volume, stress, pacing and correct enunciation. Electronic Links (URLs): Eric Erickson Stages of Human Development http://psychology.about.com/library/weekly/aa91500b.htm http://psychology.about.com/library/submit.htm Child Development Basics http://www.cdipage.com/development.htm Jean Piaget http://crystalinks.com/piaget.html http://www.example.com Chile development stages http://en.wikipedia.org/wiki/Child_development_stages Developmental milestones http://www.med.umich.edu/1libr/yourchild/devmile.htm Erickson’s stages summary chart http://psychology.about.com/library/bl_psychosocial_summary.htm Life cycle http://en.wikipedia.org/wiki/Biological_life_cycle Heredity Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
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http://encarta.msn.com/encyclopedia_761564762/Heredity.html
Assignments before Workshop One: 1. Read the recommended URL’s, textbooks and other reference materials. Pay close attention to the rubrics in the Appendix section. These rubrics will be used to assess your knowledge. 2. Find the definitions of the following concepts: •
Growth
•
Human development
•
Life cycle
•
Heredity
•
Environment
3. Read information about the following topics related to human growth and development. •
Children’s growth and development
•
Factors that influence the process
•
Stages of development
•
Heredity
•
Environment
4. Watch the following video. Piaget’s developmental theory http://search.live.com/video/results.aspx?q=erickson+theory&docid=2204101510 74&FORM=TVVR2 Activities: 1. The facilitator and the students will introduced themselves by engaging in an icebreaking activity suggested by the facilitator. 2. Discuss activities and evaluation criteria. 3. Select student representative. 4. Discuss the definitions of growth, human development, life cycle, heredity and environment using a graphic organizer.
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
EDUC 171 Human Growth and Development 22
5. The facilitator will present a movie about human development. 6. Educational panel to discuss the movie watched. 7. Divide the class in small groups to discuss the following topics: •
Stages of development
•
Heredity
•
Environment
•
Children’s growth and development and the factors that influence this process.
8. Each group will present their findings. 9. Discuss activities for Workshop Two. Assessment: 1. Journal: Write at least three paragraphs about what you learned in class today. 2. Written report rubric 3. Class participation rubric 4. Oral report rubric.
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
EDUC 171 Human Growth and Development 23
Taller Dos Objetivos Específicos: 1. Definir e interpretar los siguientes conceptos: •
Desarrollo pre-natal
•
Desarrollo neonatal
•
Desarrollo fisico
•
Desarrollo intelectual
2. Detallar y analizar caracteristicas especificas del desarrollo pre-natal y Neonatal. 3. Identificar los cambios principales en las etapas de desarrollo. 4. Identificar y analizar aspectos y factores que influencia el proceso de desarrollo. Objetivos del Lenguaje: 1. Resumir las ideas principales usando la gramática y la ortografía adecuadamente después de leer una amplia variedad de recursos empresos. 2. Aplicar todas las reglas gramaticales a los trabajos escritos. 3. Utiliza las destrezas de comunicación eficazmente en discusiones en grupo. Enlaces Electrónicos: Jean Piaget http://crystalinks.com/piaget.html Desarrollo Humano: Etapa prenatal http://members.tripod.com/psico1_deshumano/prenatal.html Stages of Prenatal Development http://www.dushkin.com/connectext/psy/ch03/stages.mhtml Desarrollo del niño y la educación http://www.allsands.com/Kids/Education/childrendevelop_bcp_gn.htm http://www.example.com Entendiendo el desarrollo fisico y cognitivo del nino http://betterkidcare.psu.edu/HBCO/WEB_Part2_ESP.pdf Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
EDUC 171 Human Growth and Development 24
Desarrollo pre-natal http://www.abortionfacts.com/fetal_development/prenatal_developement.asp Desarrollo Pre- natal y neo-natal http://www.mc.maricopa.edu/dept/d46/psy/dev/prenatal/ El nino entero http://www.pbs.org/wholechild/spanish/abc/index.html Desarrollo del nino http://html.rincondelvago.com/desarrollo-del-nino-de-0-a-7-anos.html
Asignaciones antes del Taller: 1. Busca las definiciones de los siguientes terminos: •
Desarrollo Pre-natal
•
Desarrollo Neo-natal
•
Desarrollo fisico
2. Leer información relacionada al crecimiento y desarrollo del nino. Traer Información al salon de clases. 3. Escoge unos de los videos ofrecidos en este URL y obsérvalo. Ven listo para compartirlo en clase. Desarrollo pre-natal http://search.live.com/video/results.aspx?q=prenatal+development&go=&form=QBVP Actividades: 1. Repasar brevemente el material cubierto en el taller 1. 2. Colocar carteles alrededor del salon con los terminos asignados. Los estudiantes rotarán por los carteles escribiendo información relacionada a los tópicos. 3. Dividir el grupo en sub-grupos. Asignar un cartel por grupo. Los estudiantes analizarán la información escrita y escribirán la definición del término partiendo de esta información. 4. Los estudiantes se reunirán en pares para realizar un mapa conceptual acerca de uno de los temas discutidos en clase. Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
EDUC 171 Human Growth and Development 25
5. Presentación oral del material asignado. 6. Students will share the video about pre-natal development they observe in class. 7. Discuss the assignments for Workshop Three. Avalúo 1. Escriba una lista de lo que usted opine que es importante en las etapas de desarrollo humano. 2. Matriz valorativa para trabajos escritos. 3. Matriz valorativa para presentaciones orales. 4. Matriz valorativa para trabajo diario.
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
EDUC 171 Human Growth and Development 26
Workshop Three Specific Objectives: 1. Identify and explain characteristics and fundamental changes in the physical cognitive and socio-economical development of children. 2. Identify and analyze factors and aspects that impact this process. 3. Compare and contrast the physical, cognitive and socio-economical development from conception to 6 years old. Language Objectives: 1. Summarize the main ideas using correct grammar and spelling in English after reading material related to human development. 2. Write a report showing logical points of view on the issue assigned and applying the appropriate rules of grammar. 3. Demonstrate the ability to use spoken language to accomplish the purpose of delivering information in English. Electronic Links (URLs): Exploring child development http://www.abacon.com/fabes/pages/contents.html Cognitive development http://chiron.valdosta.edu/whuitt/col/cogsys/piaget.html Early Childhood http://www.earlychildhood.com/articles/index.cfm The whole child http://www.pbs.org/wholechild/spanish/abc/index.html Children’s development http://html.rincondelvago.com/desarrollo-del-nino-de-0-a-7-anos.html Jean Piaget http://crystalinks.com/piaget.html http://www.example.com Chile development stages http://en.wikipedia.org/wiki/Child_development_stages Developmental milestones Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
EDUC 171 Human Growth and Development 27
http://www.med.umich.edu/1libr/yourchild/devmile.htm Erickson’s stages summary chart http://psychology.about.com/library/bl_psychosocial_summary.htm Life cycle http://en.wikipedia.org/wiki/Biological_life_cycle Steps of case study www.crfc.org/americanjury/lessons/right_accused/case_study.doc Assignments before Workshop Three: 1. Read information related to: •
Physical development in early childhood
•
Cognitive development in early childhood
•
Social development in early childhood
2. Come prepared to share and discuss the information in class. 3. Write a summary of each of the topics before mentioned to be turn in to the facilitator. 4. Watch the video related to the stages of development http://www.youtube.com/watch?v=RQVma02ZSrc 5. Finalize the child case study assigned for this workshop. Come prepare to share it in class. Activities: 1. Review workshop 2 2. Students in charge of oral presentation will complete this activity. 3. A questions and answer session will follow each presentation. 4. Educational panel to discuss the information presented. 5. Students will share their experience related to the physical, intellectual and socioeconomical development of children. 6. Students will present a brief summary about their case study. A class discussion will begin after the summary. 7. The facilitator will collect summaries and case studies. 8. The facilitator will discuss activities for Workshop Four.
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
EDUC 171 Human Growth and Development 28
Assessment: 1. Journal: Write at least three paragraphs about the topics discussed in class. Include information about something you learned today that you didn’t know in relation to the development of children. 2. Written report rubric. 3. Oral presentation rubric. 4. Class participation rubric.
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
EDUC 171 Human Growth and Development 29
Taller Cuatro Objetivos Específicos: 1. Definir los siguientes conceptos •
Desarrollo intelectual
•
Pre-adolescencia
•
Adolescencia
2. Analizar los cambios y caracteristicas fisicas, intelectuales y sociales en la pre-adolescencia y adolescencia 3. Identificar los factores que impactan este proceso. 4. Analizar las estrategias para educar y motivar a los adolescentes para prevenir o cambiar comportamiento. Objetivos del Lenguaje: 1. Resumir las ideas principales usando la gramatica y la ortografia adecuadamente después de leer una amplia variedad de recursos impresos. 2. Aplicar todas las reglas gramaticales a los trabajos asignados 3. Utiliza el idioma español para comunicar ideas y expresarse. Enlaces Electrónicos: Adolescencia y prevención: conducta de riesgo http://www.salvador.edu.ar/ua1-9pub01-4-03.htm La adolescencia http://www.salonhogar.com/ciencias/biologia/adolescencia/index.htm Adolescent Stages of Development http://www.childdevelopmentinfo.com/development/teens_stages.shtml La adolescencia http://www.monografias.com/trabajos4/adol/adol.shtml Adolescentes http://www.maqweb.org/spanish/present/adolnotas.pdf Desarrollo de los adolescentes http://equipo555.blogspot.com/ Embarazo en los adolescentes Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
EDUC 171 Human Growth and Development 30
http://www.binasss.sa.cr/adolescencia/broch.pdf Las distintas etapas de la adolescencia http://www.euroresidentes.com/adolescentes/etapas-adolescencia.htm Etapas del desarrollo cognitivo http://www.monografias.com/trabajos14/piaget-desarr/piaget-desarr.shtml Etapas de desarrollo emocional www.childdevelopmentinfo.com/development/erickson.shtml Asignaciones antes del Taller Tres: 1. Buscar información relacionada al desarrollo fisico, social, cognitivo y emocional en la pre-adolescencia y adolescencia. 2. Investigar programas existentes de prevencion que trabajen con comportamientos de alto riesgo entre los adolescentes. 3. Traer el material recopilado al salon de clases para ser discutido y compartido. 6. Buscar información sobre las teorias de Piaget y Erickson. 7. Observar el siguiente video sobre adolescencia Adolescencia etapa difícil http://www.youtube.com/watch?v=G560ywZKXZw Escribe un breve escrito sobre tu reacción al video. 8. Seleccionar una película en la que se muestre como el ambiente puede impactar el desarrollo de los niños. Preparar un reporte sobre la misma. Venir preparado para compartir en clase. Actividades: 1. Repasar el material estudiado en el Taller Tres. 2. Definir los conceptos de pre-adolescencia y adolescencia. 3. Estudiantes a cargo de las presentaciones orales completarán esta actividad. 4. Dividir la clase en 3 grupos. Asignar los siguientes tópicos: desarrollo fisico, desarrollo social, y desarrollo emocional en la adolescencia. Cada grupo preparará una presentación acerca del tópico. Relacionar las teorias de Piaget y Erickson en relación al desarrollo de los adolescentes. Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
EDUC 171 Human Growth and Development 31
5. Presentación oral de cada grupo. 6. Compartir en clase los programas de prevención. Discusión socializada sobre estos programas. 7. Entregar el trabajo escrito sobre los programas de prevención al facilitador. 9. Dividir la clase en pequeños grupos en los que los estudiantes compartirán las películas observadas. 10. Entregar trabajos al facilitador. 11. Discutir los trabajos del Taller 5 Avalúo 1. Respuesta escrita inmediata - Los problemas en la adolescencia se pueden prevenir si… 2. Matriz valorativa para trabajos escritos. 3. Matriz valorativa para presentaciones orales. 4. Matriz valorativa para participación en clase.
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
EDUC 171 Human Growth and Development 32
Workshop Five/Taller Cinco
NOTA: Este taller es bilingüe. Tanto, NOTE: This is a bilingual workshop. el Facilitador como los estudiantes,
Both the facilitator and student
deberán utilizar el idioma asignado
should use the language assigned
para cada tarea y actividad.
for each homework and activity.
Specific Objectives: 1. Analyze the process of self-realization in adulthood. 2. Discuss the impact of old age in the life of a person. 3. Compare and contrast the stages of adulthood. Language Objectives: 1. Summarize the main ideas using correct grammar and spelling in English or Spanish after reading material related to human development. 2. Write a reflective journal using appropriate vocabulary, grammar and style. 3. Express ideas in English or Spanish related to the topic of discussion using volume pacing and correct enunciation. Electronic Links (URLs): Adulthood http://www.cfp.upv.es/recla/VIIencuentro/CursoUNAM/adultez.htm Sociology of Death and Dying http://www.trinity.edu/~mkearl/death.html The elderly http://www2.udec.cl/~ivalfaro/apsique/desa/vejez.html Depression Causes http://web4health.info/en/answers/bipolar-depr-eld-caus.htm Fear of old age http://living.oneindia.in/yoga-spirituality/ramakrishna-paramahamsa/2008/old-ageproblems-loneliness-061108.html Psychological Factors http://www.monografias.com/trabajos14/psicolvejez/psicolvejez.shtml Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
EDUC 171 Human Growth and Development 33
Old age http://en.wikipedia.org/wiki/Old_age Late adulthood http://www.mc.maricopa.edu/dept/d46/psy/dev/Spring00/lateadult/ The developmental stages of Erickson http://www.learningplaceonline.com/stages/organize/Erikson.htm Elderly Depression http://www.depresion.psicomag.com/depre_en_vejez.php Assignments before Workshop Five: 1. Find information related to early, intermediate and late adulthood in English. Bring it to class. 2. Complete your portfolio. Remember to include table of contents, introduction and conclusion. 3. Complete an interview to a senior. The interview should not have more than 5 questions. Prepare a brief summary to present in class (in Spanish). 4. Watch one of the following videos about late adulthood. Come prepare to share it in class. http://search.live.com/video/results.aspx?q=la+vejez&first=21&FORM=PEVR Activities: 1. Review workshop IV in Spanish 2. Educational panel to discuss the stages of late adulthood (in English). 3. Student swill share the information collected in their interview (in Spanish). 4. Write a list of common factors discussed in the interviews (in Spanish). 5. Students will hand in their interviews and portfolios to the facilitator. 6. Students will start their oral presentation (in the language assigned). 7. A questions and answer session will follow each presentation. 8. Students will briefly share the video they watched about late adulthood (in English). 9. The student representative will complete the class evaluation process. Assessment: Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
EDUC 171 Human Growth and Development 34
1. Journal- Students will complete a final journal including feedback to the Facilitator. 2. Class participation rubric. 3. Oral presentation rubric. 4. Written report rubric. 5. Portfolio rubrics.
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
EDUC 171 Human Growth and Development 35
Anejos/Appendixes
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
EDUC 171 Human Growth and Development 36
AnejoA/Appendix A Matriz de Valoración para Evaluación de Participación en Clase NOMBRE: __________________________ NOTA FINAL _____________ FECHA: ____________________________
Asistencia y puntualidad: ______ _____ 0= Faltó a 4 o más talleres o faltó a 3 talleres y llegó tarde a 2 talleres _____ 1= Faltó a 3 talleres o faltó a 2 talleres pero llegó tarde a tres talleres _____ 2= Faltó a 2 talleres o faltó a 1 taller pero llego tarde a tres o más talleres _____ 3= Faltó a 1 taller o no faltó pero llegó tarde a tres talleres _____ 4= No faltó a los talleres pero llegó tarde a uno o dos talleres _____ 5= No faltó ni llegó tarde a los talleres 0-No Cumplió 1-Deficiente 2-Regular 3-Bueno 4-Muy Bueno 5-Excelente N/A-No Aplica
1. Contribuye frecuentemente a las discusiones en clase.
0
1 2 3 4 5
N/A
2. Demuestra interés en las discusiones en clase. 3. Contesta preguntas del facilitador y sus compañeros. 4. Formula preguntas pertinentes al tema de la clase. 5. Viene preparado(a) a clase. 6. Contribuye a la clase con material e información adicional. 7. Presenta argumentos fundamentados en las lecturas y trabajos de la clase 8. Demuestra atención y apertura a los puntos y argumentos de sus compañeros. 9. Contesta preguntas y planteamientos de sus compañeros. 10. Demuestra iniciativa y creatividad en las actividades de clase.
Comentarios: ____________________________________________________
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
EDUC 171 Human Growth and Development 37
Anejo B/Appendix B Oral Presentation Rubric Criteria
Points
The speaker provides a variety of types of content appropriate for the task, such as generalizations, details, examples and various forms of evidence.
10
The speaker takes into account the specific knowledge and experience of the listener
10
The speaker uses arguments which are adapted to the values and motivations of the specific listener.
10
The speaker uses delivery to emphasize and enhance the meaning of the message.
10
The speaker delivers the message in a lively, enthusiastic fashion.
10
The volume varies to add emphasis and interest.
10
Pronunciation and enunciation are very clear. The speaker exhibits very few disfluencies, such as "ahs," "uhms," or "you knows."
10
Score
Language Student pronounces words in a clear and correct manner so as to make language understood to others
10
Correct use of grammar and verb conjugation
10
Use of correct use of vocabulary words to express message
10
Total Points
70% Content 30% language
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
EDUC 171 Human Growth and Development 38
Anejo C/Appendix C MATRIZ VALORATIVA PARA EL PROYECTO ESCRITO 0-Deficiente 1-Regular 2-Muy bueno N/A No Aplica CRITERIOS 0 1 2 N/A Criterios Contenido 70%
0
1
2
N/A
1. Identifica el propósito, los objetivos e ideas principales. 2. Las ideas y argumentos de la presentación están bien fundamentadas en los recursos presentados, consultados o discutidos en clase 3. La presentación de las ideas es organizada y coherente. 4. El escrito incluye todas las partes o elementos del tema o tarea asignada. 5. El autor demuestra dominio del tema o materia de la presentación. 6. El punto de vista del autor se presenta de manera clara y contundente. 7. El escrito demuestra sustancia, lógica y originalidad. Lenguage 30% 8. Utiliza vocabulario correcto y apropiado. 9. Se utiliza un lenguaje apropiado con corrección sintáctica y gramatical. 10. El escrito es claro, enfocado e interesante . Total= 20 puntos
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
EDUC 171 Human Growth and Development 39
Anejo D/Appendix D Oral Presentations- Education 171
THEME
ASSIGNED STUDENT
WORKSHOP#
Desarrollo PreNatal Desarrollo Neonatal
2
Nacimiento El Recien nacido
2
Physical, cognitive and psychosocial development during the first three 3
years
Physical, cognitive and psychosocial development in the school years 4-11
3
Pre-Adolsecence and Adolescence Physical, cognitive and social
4
development Adulthood (Early, Intermediate and Late)
5
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
EDUC 171 Human Growth and Development 40
Anejo E/Appendix E ASPECTS TO BE CONSIDERED IN A MOVIES ANALYSIS This process will help the students to make a good critical analysis about a movie. Steps to be followed: • Look at the selected movie as many times as needed. • Identify specific details. • Analyze the impact after the observation is finished identifying: o feelings and the elements that induced them. O the most important scenes. O deep messages scenes. • Analyze the content o Identify curious details that will help interpret the movie. O Synthesize the meaning suggested in the analysis. • Analyze the economical, philosophical and sociological aspects o Social structures and their interaction with the principal characters. O Historical and relevant data. O Social aspects. O Economical conflicts. O Philosophical and ethical aspects. • Identify the significant language in the movie. • Synthesize the suggested message. • Review the general critic of the movie. • Make a general interpretation of the movie. • Elaborate a personal analysis. Alter finishing this process, the student will be prepared to write his final report.
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
EDUC 171 Human Growth and Development 41
Anejo F/Appendix F RUBRIC FOR MOVIE ANALYISIS 8-Excellent 4-Regular 0-Deficient Criteria Content 70% Includes the title of the movie and a brief summary of what the movie is about. Compares and contrast events of the movie with theories and material related to human development. The ideas and arguments are founded on research learned. The author presents his/her point of view. The writing demonstrates a logical sequence and shows originality. At least 5 references were included. Language 30% Uses proper grammar when expressing ideas. Uses variety of vocabulary. The writing is focused, clear and interesting. Total=80 points
8
4
2
N/A
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
EDUC 171 Human Growth and Development 42
Anejo G/Appendix G CASE STUDY (20)-Accomplished (10)-Partially accomplished (0)-Not accomplished
Criteria Content 70% Identifies all of the main issues in the case study Makes appropriate and powerful connections between the problem and the theory. Makes realistic and insightful recommendations Language 30% Writing is totally free of grammar and spelling errors. Very clear and concise flow of ideas using the English Language.
20
10
0
/100
/50
/0
Total________________________ Comments____________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _______________________________________________ Recommendations______________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
EDUC 171 Human Growth and Development 43
Anejo H/Appendix H
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…
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
EDUC 171 Human Growth and Development 44
Reflexive Diary
Name ____________________________ Date
____________________________
The purpose of this diary 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…
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
EDUC 171 Human Growth and Development 45
Anejo I/Appendix I
Entrevista a persona de la tercera edad 65 años o más (Valor 75 puntos) Al realizar una entrevista, el entrevistador debe tener una conversación informal previa que le ayude a establecer una relación de cordialidad con el entrevistado. Esto ayudará a que el mismo se sienta en confianza y ofrezca información verídica y confiable que aporte a los fines previamente señalados.
A continuación preguntas guía para realizar la entrevista. ¡Mucho éxito!
Datos demográficos 1. ¿Cómo, donde y con quien vive usted? 2. ¿Qué significado tiene la vida para usted? 3. Describa el lugar donde vive, la composición familiar y la percepción de sí mismo. 4. ¿Cuál es su rutina de vida? a. Alimentación b. Medicamentos c. Tratamientos médicos (si alguno) d. Recreación e. Inversión de tiempo f. Otras necesidades o tareas que le gusta realizar 5. ¿A qué se dedicó? 6. ¿Se jubiló? ¿Cuándo y porqué? 7. ¿Cómo se sintió en ese momento? 8. ¿Cuál fue su aportación más valiosa a la vida? 9. ¿Qué le produce felicidad? 10. ¿Qué le hubiese gustado hacer que nunca pudo hacer? ¿Razones?
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
EDUC 171 Human Growth and Development 46
Anejo J/Appendix J MATRIZ VALORATIVA PATA LA ENTREVISTA
Criterios
0
1
2
N/A
Contenido 70% 1. Identifica el propósito, los objetivos e ideas principales. 2. Las ideas y argumentos de la presentación están bien fundamentadas en los recursos presentados, consultados o discutidos en clase 3. La presentación de las ideas es organizada y coherente. 4. El escrito incluye todas las partes o elementos del tema o tarea asignada. 5. El autor demuestra dominio del tema o materia de la presentación. 6. El punto de vista del autor se presenta de manera clara y contundente. 7. El escrito demuestra sustancia, lógica y originalidad. Lenguaje 30% 8. Utiliza vocabulario correcto y apropiado. 9. Se utiliza un lenguaje apropiado con corrección sintáctica y gramatical. 10. El escrito es claro, enfocado e interesante .
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
EDUC 171 Human Growth and Development 47
Anejo K/Appendix K PORTFOLIO
Guidelines to prepare the portfolio 1. Determination of sources of content 2. The following, but not limited to, documentation will be included: a. Projects, surveys, and reports. b. Oral presentations c. Essays: dated writing samples to show progress d. Research papers: dated unedited and edited first drafts to show progress e. Written pieces that illustrate critical thinking about readings: response or reaction papers. f. Class notes, interesting thoughts to remember, etc. g. Learning journals, reflexive diaries. h. Self assessments, peer assessments, facilitator assessments. i. Notes from student-facilitator conferences. 3. Organization of documentation Documentation will be organized by workshop, and by type of assignment within workshops. Workshops will be separated from one another using construction paper or paper of different colors, with tabs indicating the workshop number. 4. Presentation of the portfolio •
Documentation will be posted in a binder or in a digital version (e-portfolio).
•
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 (Appendix M). Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
EDUC 171 Human Growth and Development 48
•
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 (Appendix L).
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 (Appendix P). 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 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 (Appendix Q).
•
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 (Appendix R). Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
EDUC 171 Human Growth and Development 49
Anejo L/Appendix L 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
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
EDUC 171 Human Growth and Development 50
Anejo M/Appendix M Log of Entries
Entry Description
Date of Entry
Date Submitted
Date Evaluated
1
2
3
4
5
6
7
8
9
10
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
Page #
EDUC 171 Human Growth and Development 51
Anejo N/Appendix N Checklist for Portfolio Assessment Has the student set academic goals? Does the portfolio include enough entries in each area to make valid judgments? Does the portfolio include evidence of complex learning in realistic setting? Does the portfolio provide evidence of various types of student learning? Does the portfolio include students’ self-evaluations and reflections on what was learned? Does the portfolio enable one to determine learning progress and current level of learning? Does the portfolio provide clear evidence of learning to users of the portfolio? Does the portfolio provide for student participation and responsibility? Does the portfolio present entries in a well-organized and useful manner? Does the portfolio include assessments based on clearly stated criteria of successful performance? Does the portfolio provide for greater interaction between instruction and assessment? Adapted from: Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston: Pearson Education, Inc.
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
EDUC 171 Human Growth and Development 52
Anejo O/Appendix O Portfolio Rubric
4
3
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?
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 collaboration, and use collaboration to support his/her learning? Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
2
1
EDUC 171 Human Growth and Development 53
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?
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
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
EDUC 171 Human Growth and Development 54
Anejo P/Appendix P Portfolio Assessment Feedback Template
Strengths
Weaknesses
Improvement Ideas
Facilitator’s comments
Student’s response and comments
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
EDUC 171 Human Growth and Development 55
Anejo Q/Appendix Q 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)
_______________________________ Student’s Signature
___________ Date
___________ Date
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
EDUC 171 Human Growth and Development 56
Anejo R/Appendix R 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)
_______________________________ Student’s Signature
___________ Date
___________ Date
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
