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Sistema Universitario Ana G. Méndez
Florida Campuses School for Professional Studies
Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo
PSYC 343
Psychology of Learning and Motivation
Psicología del Aprendizaje y Motivación
© Sistema Universitario Ana G. Méndez, 2009 Derechos Reservados.
© Ana G. Méndez University System, 2009. All rights reserved.
PSYC 343 Psychology of Learning and Motivation 2
Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
TABLA DE CONTENIDO/TABLE OF CONTENTS
Páginas/Pages Prontuario ........................................................................................................................ 3
Study Guide .................................................................................................................. 14
Workshop One .............................................................................................................. 23
Taller Dos ...................................................................................................................... 26
Workshop Three ............................................................................................................ 29
Taller Cuatro ................................................................................................................. 32
Workshop Five/Taller Cinco .......................................................................................... 36
Anejo A/Appendix A ...................................................................................................... 40
Anejo B/Appendix B ...................................................................................................... 42
Anejo C/Appendix C ...................................................................................................... 44
Anejo D/Appendix D ...................................................................................................... 46
Anejo E/Appendix E ...................................................................................................... 47
Anejo F/ Appendix F ...................................................................................................... 53
Anejo G/Appendix G...................................................................................................... 55
Anejo H/Appendix H ...................................................................................................... 56
Anejo I/Appendix I ......................................................................................................... 57
Anejo J/Appendix J........................................................................................................ 58
Anejo K/Appendix K ...................................................................................................... 59
Anejo L/Appendix L ....................................................................................................... 60
Anejo M/Appendix M ..................................................................................................... 61
Anejo N /Appendix N ..................................................................................................... 62
Anejo O/Appendix O...................................................................................................... 63
Anejo P /Appendix P ..................................................................................................... 63
Anejo Q /Appendix Q..................................................................................................... 65
Anejo R /Appendix R ..................................................................................................... 66
Anejo S/Appendix S ...................................................................................................... 67
Anejo S/Appendix S ...................................................................................................... 67
PSYC 343 Psychology of Learning and Motivation 3
Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
Prontuario
Título del Curso Psicología del Aprendizaje y Motiv ación
Codificación PSYC 343
Duración Cinco semanas
Prerequisitos PSIC 121, 122, 226
Descripción
El curso sobre teorías de aprendizaje y motivación ofrece al estudiante una
visión general y actualizada de la importancia que tienen los conceptos de aprendizaje
y motivación en el conocimiento y el quehacer diario del ser humano. Se estimula a
que el estudiante explore los principios básicos que intervienen en el aprendizaje y la
motivación humana y los aplique tanto en su vida personal y familiar, como en la
profesional. Se orienta a que el estudiante explore e investigue los últimos trabajos
realizados en estos campos y que aplique los conocimientos obtenidos en trabajos
originales de investigación. El curso se desarrolla a partir de la integración de la
tecnología, la exposición de los temas, el estudio de casos, los mapas semánticos, los
grupos colaborativos y las exposiciones orales sobre temas de actualidad.
Objetivos Generales
Al finalizar el curso el/la estudiante estará capacitado para:
1. Definir los conceptos de aprendizaje, cognición, y motivación.
2. Identificar los diferentes enfoques teóricos que explican el proceso de aprendizaje y
las teorías de motivación.
3. Examinar los aspectos fundamentales de las distintas teorías y escuelas del
aprendizaje y la motivación.
4. Explicar la importancia que tienen los procesos de aprendizaje y motivación en su
desarrollo como personas.
5. Relacionar la importancia del medio ambiente y la herencia en los procesos de
aprendizaje y motivación del ser humano.
6. Establecer la relación entre el aprendizaje y la conducta motivada.
Textos recomendados
Deckers, L. (2009). Motivation: Biological, Psychological, and Environmental (3ra ed.).
PSYC 343 Psychology of Learning and Motivation 4
Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
Boston: Pearson/Allyn & Bacon.
Domjan, M. (2005). The essentials of conditioning and learning (3ra ed.).
Belmont, CA: Wadsworth.
Gluck, M.A., Mercado, E., Myers, C.E. (2009). Aprendizaje y memoria: del cerebro al
comportamiento. Mexico: McGraw Hill/Interamericana, S.A. de C.V.
Referencias y material suplementario
Baldwin, J. & Baldwin, J. (2001). Behavior principles in everyday life (tad.). New
Jersey: Prentice-Hall.
Barker, L. (2001). Learning and behavior (3ra ed.). New Jersey: Prentice Hall.
Catania, A. (1998). Learning (4ta ed.) New Jersey: Prentice Hall.
Chance, P. (1999). Learning and behavior (4ta ed.). California: Brooks/Cole.
De Catanzaro, D.A. (2001). Motivación y emoción. México: Pearson Educación.
Ferguson, E.D. (1982). Motivation: An experimental approach. Florida: Krieger.
Ferguson, E.D. (2000). Motivation: A biosocial and cognitive integration of
motivation and emotion. New York: Oxford University Press.
Ferster, C. & Culbertson, S. (1982). Behavioral principles (3ra ed.). New Jersey:
Prentice Hall.
Franken, R. (2001). Human Motivation (5ta ed.). Pacific Grove, CA: Brooks/cole.
Gordon, W. C. (1989). Learning and memory. California: Brooks/Cole.
Hall, J. F. (1989). Learning and Memory (2da ed.). Massachusetts: Allyn and
Bacon.
Klein, S. B. (1991). Learning: Principles and Applications (2da ed.). New York:
McGraw Hill.
Lieberman, D.A. (2000). Learning behavior and cognition (3ra ed.). California:
Wadsworth Publishing.
Malott, R., Whaley, D., & Malott, M. (1993). Elementary principles of behavior (2da
ed.). New Jersey: Prentice Hall.
Mazur, J. E. (1998). Learning and behavior (4ta ed.). New Jersey: Prentice Hall.
Munro, D., Schumaker, J., & Carr, S. (1997). Motivation and Culture. New York:
Routledge.
PSYC 343 Psychology of Learning and Motivation 5
Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
Ormrod, J.E. (2005). Aprendizaje humano (4ta ed.). Madrid: Pearson Educación.
Pierce, W. & Epling, W. (1999). Behavior analysis and learning (2da ed.). New
Jersey: Prentice Hall.
Purdy, J., Markham, M., Swartz, B., & Gordon, W. (2001). Learning and Memory
(2da ed.). California: Wadsworth.
Sahakian, W. (1984). Introduction to the psychology of learning (2da ed.). California:
Peacock Publishers.
Schwartz, B. & Robbins, S. (1995). Psychology of learning and behavior (4ta ed.).
New York: Norton.
Schwartz, B. & Lacy, H. (1982). Behaviorism, Science, & Human Nature. New York:
Norton.
Tarpy, R. (1997). Contemporary learning theory and research. New York:
McGraw Hill.
Terry, W. S. (2000). Learning and Memory. Massachusetts: Allyn and Bacon.
White, S. & Payne, D. (1992). Learning and memory: The basis of behavior.
Massachusetts: Allyn & Bacon.
Películas educativas
Films for the Humanities and Sciences (Producer). The Psychology of Learning:
Classical and Operant Conditioning (DVD). Princeton, New Jersey.
Films for the Humanities and Sciences (Producer). The Psychology of Learning:
The Study of Memory (DVD). Princeton, New Jersey.
Revistas de investigación científica
Journal of Applied Behavioral Analysis
Journal of Experimental Psychology: Animal Processes
Journal of Comparative & Physiological Psychology
Journal of the Experimental Analysis of Behavior
Journal of Comparative Psychology
The Psychology of Learning and Motivation
Journal of Experimental Psychology
Journal of Verbal Learning and Verbal Behavior
PSYC 343 Psychology of Learning and Motivation 6
Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
Bases de datos , que están disponibles en la Universidad, a través de la Biblioteca de
su recinto:
Social Sciences Full Text
Health Source Primer
MEDLINE
Clinical Pharmacology
General Science Full Text
Applied Science Full Text
Academic Search Premier
Fuente Académica
ADENDI
Evaluación:
Puntos
Asistencia y participación 30
Resúmenes críticos de 2 estudios de investigación 20
Pruebas cortas (4) 20
Reporte scrito (Proyecto de aprendizaje y cambio personal) 50
Portafolio
Diarios reflexivos
Total
10
20
150
Curva de evaluación en términos porcentuales 100-90% A 89-80% B 79-70% C 69-60% D 59-00% F
PSYC 343 Psychology of Learning and Motivation 7
Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
Descripción de los criterios de evaluación
1. Asistencia y participación (Anejo A) – La asistencia es mandatoria y la
puntualidad representa ética profesional. El (la) facilitador(a) llevará un registro de
la asistencia para cada taller y, al finalizar el curso, utilizará el Anejo A para evaluar
a cada estudiante. Se espera que todo estudiante asista a clases preparado para
discutir los temas del día en el idioma asignado y que participe activamente. El(la)
facilitador(a) evaluará la participación en términos de las contribuciones realizadas y
el uso del lenguaje oral. Valor 30 puntos.
2. Resúmenes de estudios de investigación científica – (Anejo B) Los estudiantes
analizarán 2 estudios de investigación científica sobre los temas de aprendizaje y
motivación (ver lista de revistas científicas para obtener los estudios). Se escribirá
un resumen en espaňol para cada uno de los estudios científicos siguiendo el
formato de la Guía de análisis sugerida (Anejo B). Valor 10 puntos cada uno para
un total de 20 puntos.
3. Cuatro Pruebas cortas – El facilitador(a) redactará 1 o 2 pregunta(s) sobre el
contenido del taller para la evaluación correspondiente. Cada prueba tendrá un
valor de 5 puntos para un total de 20 puntos.
4. Diarios reflexivos (Anejo C) – Los estudiantes reflexionarán sobre los temas
discutidos en el taller. El diario de reflexión se escribirá en el idioma del taller y se
evaluará el uso del idioma escrito. Ver rúbrica (Anejo D) para evaluación de los
diarios de reflexión . Cada estudiante acumulará un total de 20 puntos.
5. Reporte escrito (Proyecto de aprendizaje y cambio p ersonal) – Cada estudiante
trabajará individualmente en un proyecto de cambio personal ( Ver Guía a seguir,
ejemplos de metas de cambio personal y Matriz Valorativa para Proyecto de
Cambio Personal - Anejo E ). Deberá entregar un informe escrito en inglés en el
último taller. Cada estudiante debe comenzar el proyecto la primera semana del
curso, seleccionando e informando al facilitador su meta de cambio personal. En el
segunto taller deberá presentar los Pasos 1 y 2 completados del trabajo escrito
para revisión preliminar por el(la) facilitador(a). Valor 50 puntos.
6. Portafolio (Anejos F- M) – Cada estudiante preparará y organizará un portafolio
que incluirá: tabla de contenido, introducción, asignaciones y trabajos de cada taller,
PSYC 343 Psychology of Learning and Motivation 8
Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
diarios reflexivos, una conclusión y hoja de referencias. El(la) facilitador(a)
informará detalles sobre otros documentos a ser incluídos según requerido por la
institución. Los estudiantes deberán utilizar el idioma inglés al redactar su
introducción, conclusión, hoja de referencias así como otros documentos
requeridos. Valor 10 puntos.
PSYC 343 Psychology of Learning and Motivation 9
Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
Descripción de las Normas del Curso
1. Este curso sigue el programa “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 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 más de un taller el facilitador tendrá las siguientes
opciones:
a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado en la
nota existente.
PSYC 343 Psychology of Learning and Motivation 10
Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota a dos
por debajo de la nota existente.
5. La asistencia y participación en clase de actividades y presentaciones orales es
extremadamente importante pues no se pueden reponer. Si el estudiante provee
una excusa válida y verificable, el facilitador 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.
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 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 SUAGM y el curso.
Nota: Si por alguna razón no puede acceder las dire cciones electrónicas
ofrecidas en el módulo, no se limite a ellas. Exis ten otros motores de búsqueda y
sitios Web que podrá utilizar para la búsqueda de l a información deseada. Entre
ellas están :
• www.google.com
PSYC 343 Psychology of Learning and Motivation 11
Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
• 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 d irecciones electrónicas y/o
añadir algunas de ser necesario.
PSYC 343 Psychology of Learning and Motivation 12
Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
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.
PSYC 343 Psychology of Learning and Motivation 13
Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
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.
PSYC 343 Psychology of Learning and Motivation 14
Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
Study Guide
Course Title Psychology of Learning and Motivation
Code PSYC 343
Time Length Five weeks
Prerequisite PSYC 121, 122, 226
Description
The course about learning and motivation theories offers the student an examination of
the relevance of these concepts to the understanding of significant questions and
applications of daily living. Students will explore the basic principles which influence
human learning and motivation, and will apply these to their personal, family, and
professional lives. Students will explore the recent research in these fields and will apply
the knowledge to their original works. The course will integrate technology, exploration
of themes, case studies, cooperative groups, and oral presentations about relevant
themes.
General Objectives At the end of the course, the student will: 1. Define the concepts of learning, motivation, and cognition.
2. Identify the different perspectives which explain the learning process and
motivational theories.
3. Examine the fundamental aspects of the different theories and schools of learning
and motivation.
4. Explain the importance of learning and motivation in their own development.
5. Explain the relationship of the environment and heredity to motivation and the
learning process.
6. Establish the relationship between learning and motivated behavior.
Texts and Resources
Deckers, L. (2009). Motivation: Biological, Psychological, and Environmental (3rd.ed.).
Boston: Pearson/ Allyn & Bacon.
PSYC 343 Psychology of Learning and Motivation 15
Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
Domjan, M. (2005). The essentials of conditioning and learning, 3rd edition.
Belmont, CA: Wadsworth.
Gluck, M.A., Mercado, E., Myers, C.E. (2009). Aprendizaje y memoria: del cerebro al
comportamiento. Mexico: McGraw Hill/Interamericana, S.A. de C.V.
References and Supplementary Materials
Baldwin, J. & Baldwin, J. (2001). Behavior principles in everyday life (4th ed.). New
Jersey: Prentice-Hall.
Barker, L. (2001). Learning and Behavior (3rd ed.). New Jersey: Prentice Hall.
Catania, A. (1998). Learning (4th ed.) New Jersey: Prentice Hall.
Chance, P. (1999). Learning and Behavior (4th ed.). California: Brooks/Cole.
De Catanzaro, D.A. (2001). Motivación y emoción. Mexico: Pearson Educación.
Ferguson, E.D. (1982). Motivation: An experimental approach. Florida: Krieger.
Ferguson, E.D. (2000). Motivation: A biosocial and cognitive integration of
motivation and emotion. New York: Oxford University Press.
Franken, R. (2001). Human Motivation (5th ed). Pacific Grove, CA: Brooks/Cole.
Ferster, C. & Culbertson, S. (1982). Behavioral Principles (3rd ed.). New Jersey:
Prentice Hall.
Gordon, W. C. (1989). Learning and Memory. California: Brooks/Cole.
Hall, J. F. (1989). Learning and Memory (2nd ed.). Massachusetts: Allyn and
Bacon.
Klein, S. B. (1991). Learning: principles and applications (2nd ed.). New York:
McGraw Hill.
Lieberman, D.A. (2000). Learning behavior and cognition (3rd ed.). California:
Wadsworth Publishing.
Malott, R., Whaley, D.,& Malott, M. (1993). Elementary principles of behavior (2nd
ed.). New Jersey: Prentice Hall.
Mazur, J. E. (1998). Learning and Behavior (4th ed.). New Jersey: Prentice Hall
Munro, D., Schumaker, J., & Carr, S. (1997). Motivation and Culture. New York:
Routledge.
Ormrod, J.E. (2005). Aprendizaje humano (4th ed.). Madrid: Pearson Educación.
PSYC 343 Psychology of Learning and Motivation 16
Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
Pierce, W. & Epling, W. (1999). Behavior analysis and learning (2nd ed.). New
Jersey: Prentice Hall.
Purdy, J., Markham, M., Swartz, B., & Gordon, W. (2001). Learning and Memory
(2nd ed.). California: Wadsworth.
Sahakian, W. (1984). Introduction to the psychology of learning (2nd ed.) California:
Peacock Publishers.
Schwartz, B. & Robbins, S. (1995). Psychology of learning & behavior (4th ed.).
New York: Norton.
Schwartz, B. & Lacy, H. (1982). Behaviorism, Science, & Human Nature. New York:
Norton.
Tarpy, R. (1997). Contemporary learning: theory and research. New York:
McGraw Hill.
Terry, W. S. (2000). Learning and Memory. Massachusetts: Allyn and Bacon.
White, S. & Payne, D. (1992). Learning and memory: The basis of behavior.
Massachusetts: Allyn & Bacon.
Educational Movies Films for the Humanities and Sciences (Producer). The Psychology of Learning:
Classical and Operant Conditioning (DVD). Princeton, New Jersey.
Films for the Humanities and Sciences (Producer). The Psychology of Learning:
The Study of Memory (DVD). Princeton, New Jersey. Journals
Journal of Applied Behavioral Analysis
Journal of Experimental Psychology: Animal Processes
Journal of Comparative & Physiological Psychology
Journal of the Experimental Analysis of Behavior
Journal of Comparative Psychology
The Psychology of Learning and Motivation
Journal of Experimental Psychology
PSYC 343 Psychology of Learning and Motivation 17
Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
Journal of Verbal Learning and Verbal Behavior
The following databases are suggested. They are available through the University's
library in your campus.
Social Sciences Full Text
Health Source Primer
MEDLINE
Clinical Pharmacology
General Science Full Text
Applied Science Full Text
Academic Search Premier
Fuente Académica
ADENDI
Evaluation:
Points
Attendance and participation 30
Critical summaries of 2 scientific research 20
Quizzes 20
Written report (Self-Change Project) 50
Portfolio
Reflexive Diaries Total
Grade distribution (Percentage)
100-90% A 89-80% B 79-70% C 69-60% D 59-00% F
10
20
150
Description of the evaluation criteria
1. ATTENDANCE AND PARTICIPATION (APPENDIX A) – ATTENDANCE IS MANDATORY
IN EACH ONE OF THE WOKSHOPS. THE FACILITATOR WILL CONDUCT A
REGISTER OF EACH STUDENT AND AT THE END OF THE WORKSHOP EACH
STUDENT WILL RECEIVE ATTENDANCE POINTS. IT IS EXPECTED THAT EACH
STUDENT WIL COME TO CLASS PREPARED TO DISCUSS CLASS TOPICS USING THE
LANGUAGE OF THE WORKSHOP AND CONTRIBUTE ACTIVELY IN GROUP
ACTIVITIES. THE FACILITATOR WILL EVALUATE THE STUDENT’S CONTRIBUTION
PSYC 343 Psychology of Learning and Motivation 18
Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
AND USE OF ORAL LANGUAGE USING THE RUBRIC IN APPENDIX A. VALUE 30
POINTS.
2. CRITICAL SUMMARIES OF SCIENTIFIC RESEARCH – (APPENDIX B) - THE STUDENTS
WILL ANALYZE TWO SCIENTIFIC STUDIES IN THE PSYCHOLOGY FIELD RELATED
TO THE TOPICS OF LEARNING AND MOTIVATION (SEE LIST OF JOURNALS). THE
STUDENTS WILL WRITE A SUMMARY FOR EACH OF THE SCIENTIFIC RESEARCH IN
SPANISH FOLLOWING THE GUIDE SUGGESTED (APPENDIX B). VALUE 20 POINTS.
3. QUIZZES – THE FACILITATOR WILL ADMINISTER 4 QUIZZES OF 1 OR 2 QUESTIONS
RELATED TO THE CONTENT OF THE WORKSHOP FOR EVALUATION PURPOSES.
VALUE 20 POINTS.
4. REFLECTIVE DIARIES (APPENDIX C) - STUDENTS WILL REFLECT ON THE
WORKSHOP OBJECTIVES AND CONTENT. THE LEARNING DIARY WILL BE
WRITTEN ACCORDING TO THE WORKSHOP LANGUAGE. SEE RUBRIC (APPENDIX
D) FOR EVALUATION CRITERIA. EACH STUDENT WILL COMPLETE 20 POINTS AT
THE END OF THE COURSE.
5. WRITTEN REPORT (SELF-CHANGE PROJECT)– EACH STUDENT WILL WRITE AN
INDIVIDUAL REPORT IN ENGLISH ABOUT THEIR SELF–CHANGE PROJECT (SEE
APPENDIX E- GUIDE FOR SELF-CHANGE PROJECT WRITTEN PAPER, SAMPLES OF
BEHAVIORS AND RUBRIC). THIS PROJECT CAN TAKE UP TO FIVE WEEKS TO BE
COMPLETED. EACH STUDENT SHALL START THE PROJECT THE FIRST WEEK OF
CLASS CHOOSING HIS/HER GOAL FOR SELF-CHANGE AND SUBMIT IT IN
WRITTING TO THE FACILITATOR. DURING THE SECOND WORKSHOP THE
STUDENTS NEED TO TURN IN STEP 1 AND STEP 2 OF THE PROJECT TO THE
FACILITATOR FOR REVISION AND APPROVAL. THE FINAL REPORT MUST BE
TURNED IN DURING THE LAST WORKSHOP. VALUE 50 POINTS.
6. PORTFOLIO – (APPENDIX F TO M) – EACH STUDENT WILL COMPLETE AND
ORGANIZE ALL THE COURSEWORK IN A PORTFOLIO. THIS PORTFOLIO MUST
INCLUDE: TABLE OF CONTENTS, INTRODUCTION, ASSIGNMENTS AND OTHER
WORKS FROM EACH WORKSHOP, REFLEXIVE DIARIES, A CONCLUSION AND A
REFERENCE PAGE. THE FACILITATOR WILL DISCUSS THE DETAILS ABOUT OTHER
DOCUMENTS THAT SHOULD BE INCLUDED AS PART OF THE PORTFOLIO. THE
STUDENTS NEED TO USE THE ENGLISH LANGUAGE TO WRITE THEIR TABLE OF
CONTENTS, INTRODUCTION, CONCLUSION AND PAGE OF REFERENCES. VALUE 10
POINTS.
PSYC 343 Psychology of Learning and Motivation 19
Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
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 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:
PSYC 343 Psychology of Learning and Motivation 20
Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
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
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.
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.
PSYC 343 Psychology of Learning and Motivation 21
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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
• 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.
PSYC 343 Psychology of Learning and Motivation 22
Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
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.
PSYC 343 Psychology of Learning and Motivation 23
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Workshop One Specific Objectives
At the end of the workshop, the students will:
1. Understand the objectives, policies, norms and evaluation criteria of the course.
2. Understand the process of the Self-Change Project.
3. Define and compare the concept of learning and motivation.
4. Identify basic concepts of the learning and motivational process.
5. Explain the biological basis of the learning process.
Language Objectives
The students will:
1. Explain a problem in their own words, and analyze it using different theories in
English.
2. Develop ideas on a specific situation in English.
3. Present their point of view –verbally or in writing – about a controversial issue in
English.
Electronic Links (URL’s)
American Psychology Association (Style and Journals)
http://apa.org/journals
http://psychwww.com/
www.apa.org
http://www.findarticles.com
Biological basis of learning
http://hsfoss.org/newsletter/archive/pdfs/FOSS_BBTl.pdf
http://www.teachersmind.com/learning.htm
www.funderstanding.com/brain_based_learning.cfm
Art and the brain in the learning process
http://www.cerebroment.org.br/n12/opiniao/criatividade2_i.htm/
Learning and motivation research
http://www.sciencedirect.com/science/journal/00239690
PSYC 343 Psychology of Learning and Motivation 24
Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
How to write a research paper
http://www.esc.edu/ESConline/Across_ESC/WritersComplex.nsf/wholeshortlinks2/Steps
?opendocument
http://apastyle.org/previoustips.html
http://www.apa.org/monitor/apr00/
Homework before Workshop One
1. Read the module. Pay special attention to the course policies, description of the
Self-Change Project, evaluation criteria and rubrics, since they will be used to
assess your knowledge.
2. Search the internet, text and reference books, related articles, psychology
dictionaries or encyclopedias for the following definitions: learning, operant
conditioning, classical conditioning, imitation, cognition, social learning, motivation,
motives, incentives and stimulus (use your own words to explain these concepts).
3. Read about the topic of learning in any text book of Psychology.
4. Read about the topic of motivation in any text book of Psychology and write a short
essay about why you think motivation is important for the human specie.
5. Search the internet or other sources forinformation about the brain and the learning
process. Bring a copy of the article.
6. Revise the list of behaviors that have potential to change and reflect in your personal
areas that need improvement. Identify the behavior to work on the Self-Change
Project.
Activities
1. Introduction activity: The facilitator will prepare an ice breaker activity to promote the
integration of the group.
2. The facilitator will discuss the norms, policies and evaluation criteria of the course
and answer questions and doubts of the students. Special enphasis will be given to
the discussion of the Self-Change Project Guide.
3. Selection of the student representative.
4. Pair and Share Activity -The students will reflect and share their experiences about
which was their best learning experience and why?
PSYC 343 Psychology of Learning and Motivation 25
Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
5. The facilitator will construct a “Describing Wheel” (Appendix N) with the student’s
contributions to highlight the characteristics of a successful learning experience.
6. The students and the facilitator will develop a Venn diagram (Appendix O ) to
compare the learning and motivation processes. The facilitator will discuss and
clarify definitions, concepts, doubts and lead the students towards a conclusion of
the similarities and differences between these psychological processes.
7. The facilitator will introduce the topic of biological basis of learning using audiovisual
resources (power point, transparencies, educational films, etc.).
8. Small group activity – Students will share and discuss within their small group their
articles related to the brain and the learning process.
9. The facilitator will administer Quiz # 1 to the students.
10. Students will complete the Reflective diary.
11. The students will submit to the facilitator their goal (behavior to change) for the Self-
change project for approval.
Assessment
1. The students will complete the Reflective diary.
2. The facilitator will give feedback about the oral and written communication in
English. 3. Rubric for participation in class evaluating the student’s contributions and work. 4. The students will answer the assigned question(s) Quiz # 1 for content evaluation
purposes.
PSYC 343 Psychology of Learning and Motivation 26
Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
Taller Dos
Objetivos específicos
Al finalizar este taller los estudiantes:
1. Identificarán los postulados básicos de las distintas teorías de Aprendizaje
(conductista y cognitiva) y sus teóricos principales.
2. Entenderán el proceso de condicionamiento clásico en el aprendizaje.
3. Definirán los conceptos básicos del condicionamiento clásico en el aprendizaje:
respuesta incondicionada, estímulo neutro, respuesta condicionada.
4. Explicarán los ejemplos de condicionamiento clásico en los seres humanos.
Objetivos de lenguaje
Los estudiantes:
1. Sustentarán su punto de vista verbalmente o por escrito en español.
2. Desarrollará ideas sobre una situación específica, problema o caso de estudio en
español.
3. Se mantendrán informados con las investigaciones e información más recientes de
su área.
Direcciones electrónicas
http://tip.psychology.org http://www.psychology.org/links/Environment_Behavior_Relationships/Learning http://cla.calpoly.edu/~cslem/101/8-C.html http://www.scribd.com/doc/7374745/El-Condicionamiento-ClAsico-y-El-Comport-a-
Mien-To-Humano
http://academic.uprm.edu/~eddiem/psic3001/id54.htm
Tareas antes del Taller Dos
1. Busque información acerca de las diferentes teorías de aprendizaje y sus
principales exponentes ( E. Thorndike, I. Pavlov, B.F. Skinner, A.Bandura, J.Piaget)
2. Prepare un Mapa Conceptual (Anejo P) describiendo los conceptos básicos de las
diferentes teorías de aprendizaje.
3. Lea información sobre el condicionamiento clásico. (Se recomienda utilizar los libros
de textos sugeridos en el módulo). Defina los siguientes conceptos: estímulo
PSYC 343 Psychology of Learning and Motivation 27
Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
neutro, respuesta condicionada, respuesta incondicionada, recuperación
espontánea, extinción.
4. Identifique un artículo de investigación científica sobre los temas de aprendizaje y
motivación y prepare el análisis del mismo siguiendo la guía sugerida (Anejo B).
Venga listo para compartir en el salón de clases.
5. Redacte las secciones I y II del Proyecto de cambio personal (“Self-Change
Project”) para ser presentado al facilitador(a) para revisión.
Actividades
1. El(la) facilitador(a) introducirá el tema de las diferentes teorías de aprendizaje de
una manera general por medio de una presentación en “Power Point” u otros
medios interactivos.
2. La clase se dividirá en dos grupos y cada grupo compartirá sus mapas conceptuales
y desarrollará un mapa conceptual por cada grupo. Se seleccionará un Iíder por
grupo para presentar eltrabajo realizado.
3. Presentación de la película educativa sobre condicionamiento clásico.
4. Discusión de la película sobre el proceso de condicionamiento clásico y conceptos
pertinentes.
5. Los estudiantes y el (la) facilitador(a) desarrollarán un un mapa secuencial (Anejo
Q) para presentar el proceso del condicionamiento clásico que se desplegará en el
salón de clases.
6. Actividad de aplicación en grupos pequeňos – Los estudiantes trabajarán en las
situaciones reales sugeridas para describir el proceso de condicionamiento clásico.
Deberán identificar: estímulo incondicionado, respuesta incondicionada, estímulo
neutro, estímulo condicionado y respuesta condicionada. Ejemplos de situaciones
reales: fobia a las alturas, miedo a hablar en público, comprador compulsivo,
miedo a la oscuridad, entre otros.
7. El(la) facilitador(a) dará oportunidad para que 1 o 2 estudiantes compartan
información sobre las investigaciones científicas de los temas de aprendizaje y/o
motivación.
8. El(la) facilitador(a) administrará la Prueba corta # 2 (1 o dos preguntas) sobre el
contenido discutido en el Taller.
PSYC 343 Psychology of Learning and Motivation 28
Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
9. Estudiantes completarán el Diario reflexivo sobre el aprendizaje obtenido.
Avalúo
1. Los estudiantes completarán el Diario reflexivo sobre la experiencia de aprendizaje
obtenida en el Taller.
2. El(la) facilitador(a) ofrecerá retrocomunicación acerca del uso escrito del español
durante la actividad del Mapa Conceptual.
3. El(la) facilitador(a) administrará la Prueba corta #2 para evaluar el aprendizaje
obtenido.
PSYC 343 Psychology of Learning and Motivation 29
Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
Workshop Three
Specific Objectives
At the end of the workshop, the students will:
1. Analyze the basic postulates of the Operant Conditioning.
2. Identify and understand the process of Operant Conditioning.
3. Understand the difference between negative reinforcement and punishment.
4. Comprehend the cognitive theoretical model in learning.
5. Compare the behaviorism and cognitive approaches in learning.
Language Objectives
Students will:
1. Develop ideas on a specific situation, problem or case study in English.
2. Identify customers’ needs, and develop an action plan for an effective intervention in
English.
3. Write an essay using the technical vocabulary of this area appropriately in English.
Electronic Lines (URL’s)
http://bfskinner.org
http://www.wagntrain.com/OC
http://tip.psychology.org/skinner.html
http://www.brembs.net/operant
http://gsi.berkeley.edu/resources/learning/cognitive.html
http://www.des.emory.edu/mfp/eff.html
Homework before Workshop Three
1. Read about the operant conditioning in learning and identify its main postulates.
2. Search (Internet, textbooks, related articles, psychology dictionaries and or
encyclopedias), the definitions of the following concepts:
• reinforcements
• positive reinforcement
• negative reinforcement
• punishment
• schedules of reinforcement
PSYC 343 Psychology of Learning and Motivation 30
Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
3. Read about the cognitive approaches in learning (social cognitive theory, cognitive
development, constructivism, social constructivism) .
4. Write a two page summary of one of the cognitive approaches explaining how this
approach describes the learning process.
5. Complete Step 3 of the Self-Change Project and bring it to the classroom for
revision.
6. Work on Step 4 of the Self–Change Project- Implementation of the Behavior
Modification Plan (Start recording your behavior and completing your chart).
7. The students should start organizing the Portfolio and may bring it to class for
preliminary evaluation by the facilitator.
Activities
1. The facilitator will introduce the topic of operant conditioning in learning with the
contributions of the students’ definition of concepts.
2. Small Group Activity – Students will develop a Flow Chart (Appendix Q) of the
Conditioning Operant Process in learning. The Flow Chart will be displayed in the
classroom for discussion.
3. Students Debate - The class will be divided in two groups to debate the effects of
negative reinforcement and punishment in learning. One group will defend the
position of the advantages of applying negative reinforcements and the other will
assume the position of the impact of applying punishment to the identified behavior.
4. The facilitator will complete a T-Chart (Appendix R ) with the advantages and
disadvantages of the application of negative reinforcement.
5. The facilitator will divide the students in small groups to discuss their summaries
about the basic postulates of the cognitive learning approaches. Each group will
discuss one of the approaches in cognitive learning and develop a conceptual map
to be presented to the rest of the class.
6. The facilitator and the students will work on a Venn Diagram (Appendix O ) to
compare and contrast the Behaviorism and Cognitive Approaches in learning.
7. The facilitator will administer Quiz # 3.
8. Students will complete the Reflective diary for the workshop.
PSYC 343 Psychology of Learning and Motivation 31
Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
Assessment
1. Students will complete the Reflective diary.
2. The facilitator will provide written feedback to the students about the correct use of
grammar and spelling in the Self-Change Project report.
3. The facilitator will provide feedback to the students about the correct use of technical
jargon in English during the discussion of the operant conditioning process in
learning.
4. Quiz # 3 for content evaluation purposes.
PSYC 343 Psychology of Learning and Motivation 32
Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
Taller Cuatro
Objetivos Específicos
Al final del taller, los estudiantes:
1. Analizarán críticamente la importancia de la motivación en la conducta y
supervivencia humana.
2. Identificarán las diferentes fuentes que actúan en la persona motivada (internas,
ambientales, fisiológicas, históricas/evolutivas).
3. Describirán las diferentes teorías que explican la motivación humana.
4. Establecerán las similitudes y las diferencias en los enfoques teóricos sobre la
motivación.
Objetivos de Lenguaje
Los estudiantes:
1. Sustentarán su punto de vista verbalmente o por escrito en español.
2. Se mantendrán informados con las investigaciones e información más recientes de
su área.
3. Redactará un ensayo usando el vocabulario técnico propio de esta área
adecuadamente en español.
Direcciones electrónicas
http://www.psychology.org/links/Environment_Behavior_Relationships/Motivation
http://chiron.valdosta.edu/whuitt/col/motivation/motivate.html
http://www.vanguard.edu/faculty/ddegelman/amoebaweb/index.aspx?doc_id=860
Teoría de la Jerarquía de Necesidades de A. Maslow
http://psychclassics.yorku.ca/Maslow/motivation.htm
Teorías sobre la motivación humana
http://www.laynetworks.com/Theories-of-Motivation.html
http://chiron.valdosta.edu/whuitt/col/motivation/motivate.html
Video motivacional
www.esnips.com/web/VideosMotivacionales
Tareas a realizar antes del Taller
1. Observe el video sobre motivación sugerido en las direcciones electrónicas y
reflexione sobre la importancia de la motivación en el ser humano. Complete la
PSYC 343 Psychology of Learning and Motivation 33
Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
siguiente oración para compartir en clase. Estar motivado en la vida es importante
porque… (Redacte su oración en una tarjeta 3” X 5” para ser usada en una
dinámica en el salón de clases).
2. Busque en Internet, textos recomendados, enciclopedias u otras fuentes de
información las siguientes definiciones: instinto, impulso, incentivos, pulsiones
primarias, pulsiones secundarias, motivación intrínseca, motivación extrínseca,
jerarquía de necesidades (según A. Maslow).
3. Lea sobre el tema de la motivación en los textos recomendados o en cualquier libro
de Introducción a la Psicología. Redacte dos o tres preguntas que le gustaría
profundizar o aclarar en el salón de clases.
4. Prepare un bosquejo identificando los aspectos principales de tres de las diferentes
teorías sobre la motivación: perspectiva de los instintos (S.Freud, McDougall,1908;
Bernard, 1924); reducción de pulsiones (Drive Reduction Theory); teoría de los
incentivos (Incentive Theory); motivación basada en la excitación (Arousal Theory);
perspectiva cognitiva (Values and expectations); perspectiva humanista (jerarquía
de necesidades-A.Maslow).
5. Identifique un artículo de investigación científica sobre los temas de aprendizaje y/o
motivación y prepare el análisis del mismo siguiendo la guía sugerida. Venga listo
para compartir en el salón de clases.
6. Registro de datos sobre la implementación de su meta de Cambio Personal – Paso
# 4 (“Self-Change Project”). Recuerde aplicar sus refuerzos, contingencias o
castigos y redactar sus comentarios para cada semana.
7. Organice y complete las secciones del portafolio con el trabajo acumulado hasta el
momento. El estudiante puede traer el mismo al taller para retrocomunicación de
parte del facilitador.
Actividades
1. Dinámica grupal – Los estudiantes entregarán su tarjeta 3” X 5” con su oración
completada sobre la importancia de la motivación en el ser humano. El (la)
facilitador(a) colocará las mismas hacia abajo (impidiendo la identificación del
estudiante que la redactó). Cada estudiante tendrá la oportunidad de seleccionar
una tarjeta; el(la) facilitador(a) leerá la oración y el estudiante adivinará cuál de sus
PSYC 343 Psychology of Learning and Motivation 34
Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
compaňeros de clase redactó la misma. El(la) facilitador(a) registrará las
contestaciones en la pizarra para la discusión del tema.
2. El(la) facilitador(a) ampliará y discutirá conceptos relacionados a la motivación
humana usando recursos visuales (transparencias, presentación en “PowerPoint” u
otros) y a través de ejemplos reales.
3. BINGO - El(la) facilitador(a) dividirá los estudiantes en dos grupos y entregará a
cada grupo 1 copia de la tarjeta de BINGO (Anejo S) sobre las teorías de
motivación. El(la) facilitador(a) elaborará las premisas sobre las teorías. El(la)
facilitador( a) otorgará un turno de 1 minuto a cada grupo para contestar una vez se
exponga oralmente la premisa. Los estudiantes podrán revisar sus bosquejos sobre
las teorías y/o cualquier otro recurso educativo en el minuto otorgado. Si el grupo
lo identifica correctamente, hará una X en el cuadrado correspondiente y ganará 1
punto (el(la) facilitador(a) llevará la puntuación). De no identificar la teoría
correctamente se le ofrecerá la oportunidad al otro grupo con un tiempo de 30
segundos. Luego el grupo usa su turno y continúa el juego sucesivamente. El
equipo ganador será el que mas puntos acumule (haya acertado correctamente mas
teorías).
4. Los estudiantes revisarán las preguntas redactadas con antelación sobre el tema
de la motivación y presentarán aquellas que todavía requieran aclaración. El(la)
facilitador(a) estimulará la discusión de los tópicos y aclarará las dudas existentes.
5. Uno o dos estudiantes compartirán su resumen sobre investigaciones científicas de
los temas de aprendizaje y/o motivación.
6. El(la) facilitador(a) clarificará dudas (de ser necesario) en cuanto a la interpretación
de la información presentada por el estudiante.
7. El(la) facilitador(a) administrará la Prueba corta # 4 (1 o dos preguntas) sobre el
contenido discutido en el Taller.
8. Estudiantes completarán el Diario reflexivo sobre el aprendizaje obtenido
Avalúo
1. Diario reflexivo.
2. El (la) facilitador(a) proveerá retrocomunicación sobre el uso oral correcto de la
gramática en español durante la actividad del BINGO.
PSYC 343 Psychology of Learning and Motivation 35
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3. Matriz valorativa de participación en clase.
4. Prueba corta # 4
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Workshop Five/Taller Cinco
NOTA: Este taller es bilingüe. Tanto,
el Facilitador como los estudiantes,
deberán utilizar el idioma asignado
para cada tarea y actividad.
NOTE: This is a bilingual workshop.
Both the facilitator and student
should use the language assigned
for each homework and activity.
Specific Objectives At the end of this workshop, students will:
1. Understand the Information-Processing Model in learning.
2. Comprehend the basic processes of memory.
3. Analyze the different theories of forgetting.
4. Demonstrate knowledge about the basic principles of learning and motivation
applied to real life situations.
Language Objectives
Students will:
1. Develop ideas on a specific situation, problem or case study in both languages –
English and Spanish.
2. Present their point of view –verbally or in writing – about a controversial issue in both
languages.
3. Identify customers’ needs, and develop an action plan for an effective intervention in
both languages.
4. Write an essay using the technical vocabulary of this area appropriately in both
languages.
Electronic Links (URLs)
Information Processing Model
http://edutechwiki.unige.ch/en/Human_information_processing
Memory Processing
http://www.brainchannels.com/Memory/encoding/encoding.html
http://www.nwlink.com/~donclark/hrd/learning/memory.html
Theories of Forgetting
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http://www.Psychology.wikia.com/wiki/Theories_of_forgetting
Assignments before Workshop Five
1. Search (Internet, textbook, related articles, psychology dictionaries and or
encyclopedias), the definitions in English of the following concepts:
• Short Term Memory
• Long Term Memory
• Engram
• Encoding
• Retrieving
2. Read about the Information Processing Model and bring information to the
classroom to be discussed.
3. Reflect and answer the following question: What is the challenge for the helping
professional when he/she decides to implement a behavioral modification plan using
the operant conditioning principles of learning? (Minimum two sentences response)
(Spanish)
4. Search and read (Internet, textbook, related articles, psychology dictionaries and or
encyclopedias), about theories of forgetting.
5. Creative work - Choose one theory and represent it in a creative way. Students
should use and bring a card board to show their work in the classroom. Some
suggestions are: poem, acrostic, drawing, song, painting, comics, etc. (Spanish)
6. Write a One page essay reflecting in why is motivation a key component in the
process of learning new behaviors and help people. (English)
7. Finish the Self-Change Project.
8. Organize, complete and bring the Portfolio for evaluation purposes.
Activities
1. The facilitator will introduce the basic postulates of the Processing Information Model
(English).
2. The facilitator will present a short scene of the Study of Memory film (DVD Video:
Film for the Humanities and Science) and begin an open discussion of the basic
processes of memory. (English)
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3. Small group activity – The class will be divided in groups of three students to
explain with a real life situation how the Short Term and Long-Term Memory works
in the learning process. Each group will choose a leader to present their example to
the rest of the group. (English)
4. ART GALLERY - Students will display their art work about the forgetting theories.
Each student will give a brief explanation of his/her project. (Spanish)
5. The facilitator will give feedback about the theory being represented and complete
the discussion with examples. (Spanish)
6. Pair and share activity - The students will work with a partner sharing their personal
essays about why motivation is a key component in the helping process (English).
7. The facilitator will invite the students to share their reflections about the challenges
for a helping professional of implementing the behaviorism approach (principles of
conditioning) to modify or learn new behaviors. (Spanish).
8. Some of the students (volunteers) will share their experiences working on their Self
Change Project (English or Spanish).
9. The facilitator will administer the Reflective diary.
10. Course evaluation process by the student representative.
11. Closing activity – to be determined by the facilitator.
Assessment
1. Reflective diary
2. The facilitator will provide feedback about the correct use of the English and Spanish
grammar during the oral and written activities.
3. Class participation rubric.
4. Course evaluation.
PSYC 343 Psychology of Learning and Motivation 39
Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
Anejos/Appendices
PSYC 343 Psychology of Learning and Motivation 40
Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
Anejo A/Appendix A
Attendance and Participation Rubric
Name:________________________________________________________ Date________________ PT:________________ Attendance and Punctuality _____ 0= Absence in 4 or more workshops/ Absence in 3 workshops and was late in two workshops _____ 2= Absence in three workshops/ Absence in two workshops and was late in three workshops _____ 5= Absence in two workshops/ Absence in 1 workshop but was late in three or more workshops _____ 7= Absence in 1 workshop/ No absent but was late in three workshops _____ 9= No absent but was late in 1 or two workshops _____10= No absent or late in any of the workshops
Total______/10 pts.
Participation
Criteria Value Points Student Score
Content
Students offer an in-depth and solid analysis of the discussed content and the dialogue flows smoothly during the discussion.
2 points
Students –through their comments– show deep knowledge and interest of the discussed topic and originate high level questions.
2 points
Students are appropriately prepared for discussion – with notes taken from their reading and passages or textbooks properly highlighted about the topic in discussion.
2 points
Students, through their comments, show that they are paying close attention to what other participants say about the topic.
2 points
Students provide 2 points
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explanations and follow up to enrich discussion. Students’ observations are usually related to ideas or arguments presented in this discussion.
2 points
Students show a professional attitude and posture during the discussion.
2 points
Language
Students show good use of the standard English and Spanish language (vocabulary, syntax and flow of ideas).
2 points
Students use appropriate intonation and fluency in their contributions to the topics discussed
2 points
Given a controversial topic during discussion, students show a persuasive argument to support their points of view about it.
2 points
Total 20 points (70% content and 30% language)
Total Score:
Note: The score obtained by the student should be recorded as follows:
• Excellent: 2.00 points • Good: 1.5 points • Fair: 1.00 points • Needs improvement: .0 point
PSYC 343 Psychology of Learning and Motivation 42
Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
Anejo B/Appendix B
Guía para el resumen critico de una investigación c ientífica sobre los temas de
aprendizaje y/o motivación
A. Título del artículo de investigación y objetivo del mismo.
B. Muestra - Describir las características de la población estudiada (ej. (datos
sociodemográficos)
C. Metodología – Describir los procedimientos utilizados para llevar a cabo la
investigación: cuestionarios, encuestas, diseňo experimental, llamadas, etc.
(Ofrezca detalles del procedimiento.)
D. Resultados del estudio - Hallazgos obtenidos en el estudio. Interpretación de
los datos; no es necesario incluir tablas o detalles de valores cuantificables.
E. Conclusiones y/o generalizaciones - ¿Qué concluyeron los investigadores con
respecto al objetivo del estudio? ¿Qué sugiere este estudio para futuras
investigaciones?
F. Referencia consultada - Anotar la referencia siguiendo el estilo APA de
publicación.
PSYC 343 Psychology of Learning and Motivation 43
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Anejo B/Appendix B
Matriz Valorativa para el Resúmen de Estudios Cien tíficos
Nombre ________________________________________________ Criterios de contenido Puntos Total
La organización sigue la guía sugerida facilitando el entendimiento del resumen.
1
La descripción del objetivo del estudio es clara y precisa.
1
Las características de la población son especificadas en el resumen.
1
Se ofrecen detalles en la metodología usada por los investigadores.
1
Los resultados del estudio son correctamente interpretados y se evidencia congruencia con los objetivos de la investigación
1
Las conclusiones se describen ampliamente y están vinculadas al objetivo del estudio
1
Se incluye la referencia consultada siguiendo el estilo APA de publicación.
1
Criterios de l enguaje Demuestra dominio del uso correcto del espaňol (semántica, sintaxis y gramática).
1
Uso adecuado del vocabulario técnico de la Psicología.
1
Uso correcto de la ortografía, la acentuación y uso de mayúsculas al redactar el resumen en espaňol.
1
Total 10 (70% contenido y 30% lenguaje)
Total
PSYC 343 Psychology of Learning and Motivation 44
Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
Anejo C/Appendix C
Diario Reflexivo
Nombre__________________________ Taller___________ ___
. El propósito de este diario es el de reflexionar y escribir sobre los conceptos, los sentimientos y las actitudes que se experimentan a partir de la discusión de los temas de cada taller. Este proceso le ayudará en su autoanálisis, así como, propiciará la autoevaluación. El diario reflexivo de cada taller será incluido como parte de los trabajos de su portafolio. 1. El tema más impactante del taller para mi fue… 2. Después de discutir el tema, aún me quedan algunas dudas, que son.… 3. Me agradaría que se retomara la discusión de los siguientes aspectos relacionados al tema, ya que éstos son de importancia para mí. 4. Hoy aprendí …. (expresado de manera sencilla, en sus propias palabras) 5. Este tema presentado en clase me ayuda a....(reflexione sobre la aplicación de los temas a su vida personal).
PSYC 343 Psychology of Learning and Motivation 45
Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
Anejo C/Appendix C Reflexive Diary
Name: __________________________ Workshop : ___________________ The completion of the reflexive diary will provide the facilitator with important feedback about students’doubts related to the workshop topics or class discussions. The purpose of this diary is to think and write about the concepts, thoughts, and attitudes stemming from class discussions and the class work. This process will allow for self-analysis and self-evaluation. The student needs to include this reflection in the course portfolio. 1. The most impacting topic of today’s workshop was … 2. After discussing the subject, I still have some doubts , these are …. 3. I would like to discuss again the following topics related to the subject, which are important to me. 4. Today I learned …. (Express in your own words what you remember clearly ….) 5. This subject presented in class helps me to.... (explain how the topics discussed will help you perform in real life)
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Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
Anejo D/Appendix D
Reflexive Diary Rubric
Workshops Criteria Pts. I II III IV V Total
Student turns in their journal on time assigned
1
Student answers questions without deviating from the topic; ideas are well connected and follow a sequence
.80
Student uses critical thinking to express ideas and projects a deep understanding of the topic discussed in class
1
Language Sentences are written using appropriate syntax, punctuation, verb usage, and grammar.
1.2
Total Points (70% Content ; 30% language)
4
PSYC 343 Psychology of Learning and Motivation 47
Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
Anejo E/Appendix E Self-Change Project
Nobody's perfect. Some of us drive too fast, or too carelessly. Some of us want
to recycle our newspapers, but never get around to it. We want to eat less and exercise
more, but it just doesn't happen for us. We know some of our habits are bad for us
(smoking, drinking) but we can't cut back.
Principles of learning offer a solution. B. F. Skinner's behaviorism, although
developed through carefully controlled scientific laboratory research, can be used to
help people increase behaviors that they desire and decrease behaviors they wish to
avoid.
Use self-change principles to change some aspect of your behavior. Focus on
some specific type of behavior that you would like to perform more (exercise, studying,
being polite) or a behavior you would like to do less (partying, eating, drinking, being
rude).
Record the behavior without attempting any change, and then try to change the
behavior by using behavior modification principles.
Step 1: Decide on the behavior you will increase or decrease
• Write a paragraph description of the behavior, being as behaviorally specific as
possible; express the goal of your project in observable, quantifiable terms.
• these goals must be very specific, and include both long and short range (daily)
goals--but most important, they should be measurable;
• you can select those behaviors which you wish to do away with, non-desired
goals as well as desired behaviors--but it would be best if you described
behaviors that you want to increase (focus on creating behaviors that are
incompatible with the behaviors you want to remove)
Step 2: Establish the baseline, the operant level: measure the frequency of both
the good and the bad behavior before you try to cre ate any changes :
PSYC 343 Psychology of Learning and Motivation 48
Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
• measurement is critical in self-change projects, so begin by taking some
baseline recordings--just count your behaviors before you institute change or the
amount of time you spend in the behaviors
• include the information about baseline in your report (If, for example, you were
trying to study more you should say something like "One day 1 I spent 2.3 hours
studying, on day 2 I did not study at all, and on day 3 I spent 1 hour studying).
• the length of your baseline recording will vary depending on what you are trying
to change. If, for example, you are trying to cut back on the number of cigarettes
you smoke each day then just count your consumption of cigarettes for 3 or 4
days. If you are trying to control daydreaming, then count the number of times
during 4 or 5 classes that your mind wanders.
• you might also need to indicate where the behavior occurs; for example you
might say "I decided to modify smoking behavior but I needed to know the
situations which elicited smoking from me--so for 3 days I kept track of how
much I smoked, when, and where."
Step 3: Select the Reinforcing Stimulus and design the contingencies. Make a list
of the reinforces which you have decided are potent and controllable for and by
you.
List these reinforces in your report, and note which one you plan to use to control the
behavior. You can also identify punishers: aversive stimuli that you would rather
avoid. You will be using these to reduce behavior.
Types of reinforces to consider
• physical rewards, such as candy, food, drinks, etc.: thinks you want;
• social rewards: arrange for someone else to give you praise, attention, and so
on if you perform the target behavior;
• activities: things you like to do (such as watching TV, socializing, etc) that you
cannot do if you don't perform the behavior;
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Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
• Note: It is often advisable to use a variety of reinforces so you will not "burn out"
on one.
Name the Contingencies
• state the exact conditions under which these consequences are applied (e.g., If
I study for 1 hour I will get 5 M&M candies).
• if you plan to use punishment, then state those criteria as well (e.g., I did not
meet my goal of studying for 3 hours and so the following day I did not permit
myself to listen to any music).
Step 4: Implementationof the Behavior Modification Plan. Begin controlling the
behavior through judicious use of reinforces and pu nishment. This period should
last several weeks (2 or 3 is best).
• Keep good records: record the behavior and the reinforces/punishments
constantly.
• Control the "stimulus environment". It is essential that you can administer the
reinforces immediately after the behavior, and that you can reduce interference
from reinforces that you don't control. That means you should make changes in
your routine to avoid temptations (e.g., tell other people about the project and
ask them not to interfere).
• If appropriate, post cues in your environment that will trigger your response: if
you are supposed to be exercising more, then put up a sign in bedroom that
says "Today you must exercise for 1 hour." (Describe your use of such a sign in
your report).
Step 5: Baseline 2: This step would be used in any professional behavior
modification project. Once the behavior has been created, you would return to
baseline by stopping the rewards or punishments. This step is not necessary for this
report.
Step 6: Write up the report
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Type the report. There are no length restrictions. Use the length which you
feel is appropriate to exactly specify what you did.. The report can include charts and
graphs of the behavior rates, but it should be a well-written narrative (with sentences
and paragraphs).
Add a final paragraph that draws conclusions about the project.
Include an explanation of the learning and motivation techniques you used and how
effective you feel they were in helping you achieve your progress.
Sample behaviors to apply behavioral modification learning principles:
• Exercise
• Eating (overeating, eating right, etc.)
• Studying (more time, more reading, daily review, more efficient studying)
• Procrastination
• Angry outbursts
• Nail biting
• Hair pulling
• Being late to class
• Over-sleeping
• Weight Loss
• Smoking
• Cursing
• Yelling at people
• Criticizing others
• Flossing daily
• Drinking alcohol
• Drinking sodas (decrease)
• Drinking water (increase)
• Road rage
• Speeding
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• Watching video movies
• Excessive television watching
• Soap opera addiction
• Playing video games
• Computer addiction
• Over-sleeping (hitting the snooze button)
PSYC 343 Psychology of Learning and Motivation 52
Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
Rubric for Self-Change Project Written Report
Name:____________________________________ Value 50 points NE = No evidence
P=Poor R=Regular G=Good VG-Very Good
E-Excel lent
Content Pts. NE P R G VG E Total
1. The written paper followed the guide suggested by the facilitator.
3
2. The student identifies the behavior he/she wishes to increase or decrease.
4
3. The student submmitted preliminary work for revision in the assigned time.
4
4. The student measured the frequency of behavior (using organizational charts). Establish the operant level of the behavior.
4
5. The student recorded relevant (at least for 3 weeks) of the behavior he/she wishes to change.
4
6. The student accurately describes the reinforcing stimulus and design the contingencies to be apply in the Self-Change Project.
4
7. The student states the exact conditions under which the consequences are going to be apply.
3
8. The student is able to identify weaknesses and strenghts in the conclusion of the report.
3
9. Student demonstrated the use of behavioral modification principles in its work.
3
10. The written paper demonstrates logic analysis, sequence and originality.
3
Language 11. Sentences are written using appropriate
syntax, punctuation, verb usage and grammar. 4
12. The student uses the correct and appropriate psychological vocabulary.
4
13. The written paper demonstrates well written sentences and paragraphs that facilitates the understanding of the Self-Change Project.
4
14. The written paper shows a minimum of spelling errors.
3
Total: ( 70% conten t; 30% langua ge) 50
Scale – Excellent or Very good= 3 or 4; Good or Regular= 2 or 3; Poor or No evidence = 0 or 1
PSYC 343 Psychology of Learning and Motivation 53
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Anejo F/ Appendix F
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 H ).
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• 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 G ).
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 K ). 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 L ).
• 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 M ).
PSYC 343 Psychology of Learning and Motivation 55
Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
Anejo G/Appendix G
PORTFOLIO INFORMATIONAL SHEET
Sistema Universitario Ana G. Méndez Florida Campuses
Universidad del Este, Universidad Metropolitana, Un iversidad 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
PSYC 343 Psychology of Learning and Motivation 56
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Anejo H/Appendix H
Log of Entries
Entry Description
Date of Entry
Date
Submitted
Date
Evaluated
Page #
1
2
3
4
5
6
7
8
9
10
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Anejo I/Appendix I
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.
PSYC 343 Psychology of Learning and Motivation 58
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Anejo J/Appendix J
Portfolio Rubric
Student Name___________________________________
Excelent Regular Poor Total Portfolio Content Portfolio Appearance
/1
Reflexives Diaries /1
Introduction
/1
Homeworks demonstrate relevant and meaningful content support by scientific literature
/1
Homework revised
/1
Conclusion
/1
References
/1
Language Appropriate use of the English and Spanish (vocabulary, sintax, semantics, etc).
/1
Appropriate use of grammar. /1 Use APA guidelines correctly in content, citations and references.
/1
Total (70% content; 30% language)
/10
PSYC 343 Psychology of Learning and Motivation 59
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Anejo K/Appendix K
Portfolio Assessment Feedback Template Strengths Weaknesses Improvement Ideas Facilitator’s comments
Student’s response and comments
PSYC 343 Psychology of Learning and Motivation 60
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Anejo L/Appendix L
Use and Return of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad 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
PSYC 343 Psychology of Learning and Motivation 61
Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
Anejo M/Appendix M
Use and Discard of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad 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
PSYC 343 Psychology of Learning and Motivation 62
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Anejo N /Appendix N
Describing Wheel
Describing Wheel Add describing words about the topic between the spokes of the wheel.
D
Describing Wheel
Topic
PSYC 343 Psychology of Learning and Motivation 63
Prep. 2004. Leila Crespo-Fernández, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
Anejo O/Appendix O Name ________________________ Date ____________________
Venn Diagram
Anejo P /Appendix P
PSYC 343 Psychology of Learning and Motivation 64
Prep. 2004. Leila Crespo-Fernández, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
Concept Map
PSYC 343 Psychology of Learning and Motivation 65
Prep. 2004. Leila Crespo-Fernández, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
Anejo Q /Appendix Q Mapa Secuencial/Flow Chart
PSYC 343 Psychology of Learning and Motivation 66
Prep. 2004. Leila Crespo-Fernández, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
Anejo R /Appendix R
Gráfico de T/T- Chart
PSYC 343 Psychology of Learning and Motivation 67
Prep. 2004. Leila Crespo-Fernández, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.
Anejo S/Appendix S
BINGO
Teorías sobre la motivación
Instin to Reduc ción de pulsiones
Excitación (Arousal)
Incentivos Reducción de pulsiones
Excitación (Arousal)
Instinto Incentivos Cognitiva Reducción de pulsiones
Humanista
Excitación (Arousal)
Instintos Excitación (Arousal)
Incentivos
Excitación (Arousal)
Incentivos Humanista Cognitiva Reducción de pulsiones
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