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Sistema Universitario Ana G. Méndez, Inc.
School for Professional Studies
Florida Campuses
Discipline-Based Dual Language Immersion Model®
Universidad del Este, Universidad Metropolitana, and Universidad del
Turabo
MARK 455
MARKETING PROJECT
PROYECTO DE MERCADOTECNIA
© Sistema Universitario Ana G. Méndez, Inc. 2013
Derechos Reservados
All rights reserved
November 11t, 2013
MARK 455 Marketing Project 2
Updated November 11, 2013
Prepared based on the course syllabus (2011) of the School of Business
Administration, with the collaboration of:
Bernardo Gil, MBA
José Penso, Content Evaluator
Maribel Román, English Language Evaluator
Joanna Dávila, Spanish Language Evaluator
Joe Hernández, Format and Module Design
MARK 455 Marketing Project 3
Updated November 11, 2013
TABLA DE CONTENIDO/TABLE OF CONTENTS
GUÍA DE ESTUDIO .............................................................................................. 4
STUDY GUIDE ................................................................................................... 25
TALLER UNO ..................................................................................................... 45
WORKSHOP TWO .............................................................................................. 53
TALLER TRES .................................................................................................... 62
WORKSHOP FOUR ............................................................................................ 72
TALLER CINCO/WORKSHOP FIVE ................................................................ 78
APPENDIX A: NATIONAL PROFICIENCY LEVELS FOR
DIFFERENTIATED INSTRUCTION ................................................................. 86
APPENDIX B: 6-TRAITS WRITING RUBRIC ................................................. 91
APPENDIX C: DIARIO REFLEXIVO ............................................................... 99
ANEJO D: MATRIZ PARA EVALUAR ASISTENCIA Y PARTICIPACIÓN
EN CLASE .................................................................................................... 101
ANEJO E: MATRIZ VALORATIVA PARA EVALUAR PRESENTACIÓN
ORAL INDIVIDUAL......................................................................................... 103
ANEJO F: MATRIZ PARA EVALUAR PARTICIPACIÓN EN GRUPO ....... 105
ANEJO F/APPENDIX F .................................................................................... 105
ANEJO G/ APPENDIX G PROYECTO DE MERCADOTECNIA .................. 107
ANEJO H LISTA FOCALIZADA ..................................................................... 108
APÉNDICE I/APPENDIX I LANGUAGE LAB AND E-LAB
INFORMATION ................................................................................................ 109
APÉNDICE J/APPENDIX J LANGUAGE LAB/E-LAB
DOCUMENTATION ......................................................................................... 114
APPENDIX K PARAGRAPH CONSTRUCTION RUBRIC ............................ 117
MARK 455 Marketing Project 4
Updated November 11, 2013
GUÍA DE ESTUDIO
Título del curso: PROYECTO DE MERCADOTECNIA
Codificación: MARK 455
Créditos: TRES (3)
Duración: UN TÉRMINO (5 SEMANAS)
Pre-requisito: MARK 133, MARK 206, MARK 301, MARK 318,
MARK 320
Descripción:
En este curso se aplican los conocimientos adquiridos en el área de
mercadotecnia a través de toda la carrera. Se pueden aplicar, entre otros, los
temas siguientes: la función de la mercadotecnia en la organización, desarrollo
de estrategias de mercadotecnia, desarrollo de tácticas, implantación y control
de un plan de mercadotecnia.
Objetivos generales de contenido
Al finalizar el curso, se espera que el estudiante haya adquirido las destrezas
para:
1. Desarrollar un proyecto de mercadotecnia (mercadeo) donde deba
aplicar todos los conocimientos adquiridos durante su carrera
como estudiante de mercadeo.
2. Demostrar conocimiento y experiencia práctica sobre el proceso de
MARK 455 Marketing Project 5
Updated November 11, 2013
análisis, planificación, ejecución y control que envuelve el mercadeo.
3. Identificar y analizar los aspectos que envuelve el mercadeo desde
una perspectiva real aplicando el pensamiento crítico y proceso de
solución de problemas, manteniendo los principios éticos en el
proceso de toma de decisiones.
4. Demostrar entendimiento y capacidad para manejar el ambiente de
cambio que existe en el mercadeo actual.
5. Aplicar las funciones básicas gerenciales en las empresas.
6. Utilizar los sistemas de información para el análisis cuantitativo y
cualitativo en la solución de problemas empresariales.
7. Analizar asuntos ambientales de actualidad y proponer alterativas
dirigidas al mejor uso de los recursos ambientales en la organización.
8. Integrar los conocimientos de mercadeo en los diferentes escenarios
simulados en las organizaciones.
Objetivos generales de lenguaje
a. Escuchar: Los estudiantes implementarán, exitosamente, un proyecto de
mercadotecnia, luego de escuchar una selección de videos y/o
grabaciones relacionados con los conceptos del curso o después de
escuchar las exposiciones del facilitador acerca de un tema en particular
sobre los conceptos del curso.
b. Hablar: Los estudiantes mostrarán dominio del material correspondiente
al curso mediante presentaciones orales y su participación oral en clase
MARK 455 Marketing Project 6
Updated November 11, 2013
c. utilizando términos y vocabulario adecuados con pronunciación clara y
fluidez oral tanto en el idioma inglés como el español.
d. Leer: Los estudiantes resumirán teorías y conceptos relacionados con el
curso luego de leer artículos y libros de texto, recomendados en el
lenguaje indicado durante la preparación previa a cada taller del curso.
e. Escribir: Los estudiantes aplicarán las seis características del proceso de
escritura (ver Anejo B) en formato APA (última edición) y sin errores
gramaticales o de sintaxis.
También utilizarán una variedad de estrategias para escribir textos con
fluidez en ambos idiomas, en las notas, los ensayos y en los resúmenes
que demuestran la comprensión y la síntesis de contenido, de los procesos
y de las experiencias de una variedad de medios.
Requisitos del laboratorio de lenguaje o laboratorio electrónico: (Tell Me
More, Net Tutor, WimbaVoice, Biblioteca Virtual y Voice E-mail.)
Requisitos mínimos de laboratorio de lenguaje: Los estudiantes deben
demostrar que ellos han cumplido con las horas de uso en el laboratorio
de. El facilitador podría requerir más horas de práctica basándose en las
necesidades para las destrezas auditivas, orales, de lectura y escritura en
cualquiera de los lenguajes mencionados. El total de horas de práctica
del laboratorio de lenguaje o E-lab debe integrarse a la sección de
actividades del módulo.
Las matrices de valoración del lenguaje para escuchar, hablar, leer y
escribir se integran al avalúo de los estudiantes. Ver Apéndice A para las
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Updated November 11, 2013
matrices de valoración a usarse. Para evaluar trabajos escritos en los dos
idiomas, el facilitador deberá usar el “Writing Process: Six Writing Traits
Rubrics” que aparece en el Apéndice B. El “Portfolio Performance
Assessment” debe ser uno de los instrumentos para evaluar el progreso
lingüístico y académico de los estudiantes. Debido a la naturaleza del
modelo bilingüe instruccional, el facilitador debe documentar que el
estudiante esté progresando hacia la meta de dominar dos idiomas
académicamente. El portafolio debe cumplir con los estándares
establecidos. El facilitador del curso le proveerá al estudiante acceso al
MANUAL DE PORTAFOLIOS (Digital Performance Portfolio
Assessment Handbook).
Escala:
El facilitador del curso determinará las fechas para la administración de
pruebas, entrega de trabajos, portafolio y otras tareas.
Curva de Evaluación
A
B
C
D
F
100% - 90%
89% - 80%
79% - 70%
69% - 60%
59% - 00
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Criterios de Evaluación
La nota final de cada estudiante estará basada en la participación de todas las
actividades de aprendizaje, tanto individual como grupal. La nota final de cada
estudiante se basará en la ejecución de las siguientes actividades de acuerdo a su
peso relativo:
Criterios de evaluación
Por ciento (%)
Puntuación
Asistencia (5 puntos por cada taller) 5% 25
Participación (15 puntos por cada taller) 15% 75
Diarios reflexivos 5% 25
Propuesta de proyecto final de mercadeo 5% 25
Análisis de mini-casos y escenarios 10% 50
Otras tareas (ensayo y foros de discusión) 10% 50
Examen 10% 50
Actividades de E-lab 5% 25
Portafolio digital 10% 50
Proyecto de mercadeo – Presentación oral (inglés) 10% 50
Proyecto de mercadeo – Trabajo escrito 15% 75
Total 100% 500
MARK 455 Marketing Project 9
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NOTA: Las matrices valorativas que se utilizarán en cada actividad se incluyen
como anejos. Los estudiantes serán evaluados en términos de su dominio del
contenido del curso, además de su dominio de los lenguajes de español e inglés.
Descripción de la evaluación
1. Asistencia: La asistencia a todos los talleres del curso es obligatoria. El
estudiante recibirá hasta 5 puntos por cada taller. El faltar a un taller puede
afectar la nota final, ya que el estudiante perderá puntos por asistencia,
participación, diario reflexivo y otras tareas asignadas al taller. La matriz
valorativa para asistencia se encuentra en el Anejo D.
2. Participación: La participación en clase será evaluada mediante las
discusiones de los diferentes temas y las actividades que se desarrollen en el
transcurso del taller. El estudiante recibirá hasta 15 puntos por su
participación en cada taller. La participación del estudiante debe ser en el
lenguaje designado para el taller. La matriz valorativa para la participación
se encuentra en el Anejo D.
3. Diarios reflexivos: El diario reflexivo consistirá en un texto narrativo de
una página, a modo de ensayo, en el idioma que corresponda al taller y en
observancia a las normas de estilo APA, este se realizará semanalmente. En
este diario, el estudiante deberá escribir todo aquello que documente el
crecimiento de su conocimiento en la clase. Se debe llevar a cabo un diario
reflexivo por taller y estos deben ser añadidos al portafolio digital (refiérase
al manual del portafolio digital). Estos formarán parte del portafolio digital.
MARK 455 Marketing Project 10
Updated November 11, 2013
Propuesta escrita: Previo al segundo taller, los estudiantes deberán enviar por
correo electrónico una propuesta del trabajo final de mercadeo (ver
instrucciones específicas en las asignaciones para el Taller dos). Los trabajos
escritos se prepararán de acuerdo con la última edición del formato APA. Para
evaluar las propuestas escritas, el/la facilitador/a se guiará por la matriz
valorativa para evaluar trabajos escritos que se encuentra bajo el Anejo B.
4. Análisis de mini-casos y escenarios: Los estudiantes deberán preparar un
informe escrito o grabación de voz sobre un mini-caso o un escenario de
trabajo como parte de asignaciones en el taller 3 y en el taller 4. Ambas
tareas deben incluir una breve presentación oral. Ambos informes deben ser
redactados y presentados en el idioma designado del taller. El análisis de
mini-casos o escenarios de trabajo deben ser expuestos de manera
individual, pero el facilitador puede modificar las actividades dependiendo
del tamaño del grupo.
5. Otras tareas: Los estudiantes deberán redactar un ensayo de una página
durante el segundo taller. El facilitador asignará el tema antes de comenzar
la escritura, la cual puede hacerse utilizando Microsoft Office, reservando
con anticipación el uso del laboratorio móvil. El lenguaje del ensayo será en
inglés y tendrá un valor de 30 puntos. En adición, los estudiantes utilizarán
el foro de discusión de la plataforma Blackboard para una asignación previa
al tercer y cuarto taller, en la cual deberán publicar su opinión y responder a
la opinión de otros estudiantes sobre un tema expuesto por el facilitador.
Cada asignación del Foro de Discusión tiene un valor de 15 puntos. Para
MARK 455 Marketing Project 11
Updated November 11, 2013
evaluar la escritura de los estudiantes en estas tareas, el facilitador deberá
usar el “Writing Process: Six Writing Traits Rubrics” que aparece en el
Apéndice B.
6. Examen: Se administrará una prueba a través de la plataforma de
“Blackboard”. Esa prueba estará disponible luego del taller 4 y debe ser
completada antes del taller cinco. La misma se redactará en los idioma inglés
y español (50% y 50% cada uno). El formato de la prueba puede ser
objetivo, de un tema a desarrollar o preguntas cortas, a discreción del
facilitador. A través de sus respuestas, cada estudiante debe evidenciar que
domina la materia o el tema al que se hace referencia.
7. Actividades de E-lab: Los estudiantes obtendrán un valor de 5% de la nota
al demostrar, mediante actividades de laboratorio de lenguaje asignadas por
el facilitador y, mediante documento aprobado por el facilitador o por el
representante de laboratorio de lenguaje, que ellos han cumplido con 20
horas de uso en el laboratorio de lenguaje (10 horas en inglés y 10 horas en
español) por curso.
8. Portafolio del curso: Cada estudiante deberá preparar un portafolio en
formato digital. Previo al comienzo del curso, el/la facilitador/a colocará en
Blackboard una copia de la última edición oficial del manual de portafolio
(en inglés, “Performance Portfolio Assessment Handbook”). Durante el
primer taller, el/la facilitador/a discutirá en detalle el proceso y las
expectativas del uso del portafolio digital para demostrar el progreso
MARK 455 Marketing Project 12
Updated November 11, 2013
académico y lingüístico, de manera que los estudiantes puedan alcanzar la
meta de convertirse en profesionales bilingües.
9. Proyecto final de mercadotecnia: Los estudiantes deberán realizar un
proyecto de mercadeo. El proyecto final debe ser individual, pero el
facilitador puede modificar la actividad dependiendo del tamaño del grupo.
Las instrucciones específicas, sobre el trabajo final, se encuentran en el
primer taller y en el Anejo G.
Libro(s)
Wheelen, T. L. & Hunger, J. David (2007). Administración Estratégica y
Política de Negocios. (10th ed.) Pearson Educación. ISBN: 978-9-
70260878-3
Puede acceder el texto descrito arriba a través de Google Books:
http://books.google.com.pr/books?id=UyYks_L0Wr8C&pg=PA369&lp
g=PA369&d
q=Tabla+EFAS&source=bl&ots=bxeQikm9eU&sig=QB6CNFJMsc752
XMPmystY
3Vpg0k&hl=en&ei=VLFrTYrALY-tgQfvr-
zKCg&sa=X&oi=book_result&ct=result&resnum=4&ved=0CC4Q6A
EwAw#v=one
page&q=Tabla%20EFAS&f=false
Farris, P. W., Bendle, N. T., Pfeifer, P. E. & Reibstein, D. J. (2010).
Marketing Metrics: The Definitive Guide to Measuring Marketing
Performance (2nd ed.) Pearson Education, Inc. IBSN: 978-0-13-
MARK 455 Marketing Project 13
Updated November 11, 2013
705829-7
Kerin, R.A. & Peterson, R.A. (2010). Strategic Marketing Problems Cases
and Comments. (12th ed.) Pearson-Prentice Hall. ISBN: 978-0-13-
610706-4
Vicente, M. A., (2009). Marketing y Competitividad: Nuevos Enfoques para
Nuevas Realidades. (1ra
ed.) Pearson Educación. ISBN: 978-9-
87615071-2
Libro(s) y recursos rlectrónico(s)
Hague, Paul (2008) Practical Guide to Market Research. Grosvenor House
Publishing
ISBN 1-905529-30-9 Retrieved from: http://www.b2binternational.com/b2b-
blog/b2b-presentations/free-ebook-a-practical-guide-to-market-research/
Estudios de casos de Mercadeo
http://www.icmrindia.org/casestudies/Case_Studies.asp?cat=marketing%20
management
Adquisición de textos por capítulos
http://www.cengagebrain.com/market/index.html
Bibliotecas del Sistema
Universidad del Turabo (Para algunos recursos debes utilizar su
nombre de usuario (email) y contraseña)
MARK 455 Marketing Project 14
Updated November 11, 2013
http://bibliotecavirtualut.suagm.edu/
Bases de datos
http://bibliotecavirtualut.suagm.edu/
Catálogo de Biblioteca (identificar textos disponibles en la
biblioteca)
http://ut.suagm.edu/cgi-bin/Pwebrecon.cgi?DB=local&PAGE=First
Universidad del Este
http://www.suagm.edu/une/portal_de_biblioteca/
Base de datos (para algunos recursos debes utilizar tu nombre de
usuario
(email y contraseña)
http://www.suagm.edu/une/portal_de_biblioteca/dbase.htm
Catálogo de biblioteca (identificar textos disponibles en la
biblioteca)
http://une.suagm.edu/cgi-bin/Pwebrecon.cgi?DB=local&PAGE=First
Universidad Metropolitana
http://www.suagm.edu/umet/biblioteca/se_biblioteca.asp
Base de datos (Para algunos recursos debes utilizar tu nombre de
usuario (email y contraseña)
http://infotrac.galegroup.com/default
http://www.doaj.org/
Catálogo de biblioteca (identificar textos disponibles en la
biblioteca)
Enlac
MARK 455 Marketing Project 15
Updated November 11, 2013
Manual de publicación de estilo de la American Psychological
Association
(
A
P
A
)
http://www.apastyle.org/index.aspx
http://www.suagm.edu/une/portal_de_biblioteca/manualesEstilos.ht
m
Derechos de autor y plagio
http://www.suagm.edu/umet/biblioteca/se_biblioteca_derecho_autor.
asp
http://www.suagm.edu/une/portal_de_biblioteca/autorPlagio.htm
Información para estudiantes: publicaciones, reglamentos, manuales, etc.
http://www.suagm.edu/umet/ve_publicaciones.asp
http://www.suagm.edu/turabo/con_manuales_docs_estudiante.asp
http://www.suagm.edu/une/con_rec_publicaciones.asp
http://www.suagm.edu/une/pdf/manualNormasAcademicasAdministr
ativas
Subgraduado2009.pdf
Aviso: Si por alguna razón no puede acceder las direcciones electrónicas
ofrecidas en el módulo, no se limite a ellas. Existen otros “websites” que
podrá utilizar para la búsqueda de la información deseada. Entre ellos
están:
MARK 455 Marketing Project 16
Updated November 11, 2013
http://scholar.google.cl/schhp?hl=es
http://www.scirus.com/
http://digital.ub.uni-bielefeld.de/index.php
www.Findarticles.com
http://bibliotecavirtualut.suagm.edu/
El facilitador puede realizar cambios a las direcciones electrónicas y/o añadir
algunas de ser necesario.
Tutoriales
Acceda a los tutoriales para utilizar las herramientas de Blackboard:
1. Foro de discusión
2. Chat
3. Group Pages
4. E-mail
5. Cotejar notas
6. Acceder a un curso
7. Someter una tarea
8. Enviar correo electrónico
9. Audio con Audacity
10. Video con Windows Moviemaker
Acceda a los tutoriales para el uso de la biblioteca:
Universidad del Este
http://www.suagm.edu/une/portal_de_biblioteca/tuto
riales.htm
Universidad del Turabo
http://bibliotecavirtualut.suagm.edu/Instruccion/tutoriales.htm
MARK 455 Marketing Project 17
Updated November 11, 2013
Universidad Metropolitana
http://www.suagm.edu/umet/biblioteca/se_biblioteca_tutoriales.asp
Descripción de las normas del curso
Este curso sigue el modelo “Discipline-Based Dual Language Immersion
Model®” del Sistema Universitario Ana G. Méndez, Inc. y está diseñado
para promover el desarrollo de cada estudiante como profesional bilingüe.
Cada taller será facilitado en inglés y español utilizando el modelo 50/50.
Esto significa que cada taller será conducido enteramente en el lenguaje
especificado. Los lenguajes se alternarán en cada taller para asegurarse
de que el curso se ofrezca 50% en inglés y 50% en español. Para
mantener un balance, el módulo debe especificar que se utilizarán ambos
idiomas en el taller cinco, dividiendo el tiempo y las actividades
equitativamente entre los dos idiomas. Las primeras dos horas se
desarrollarán estrictamente en español y las últimas dos, en inglés.
Los cursos de idiomas deben ser desarrollados en el idioma
correspondiente, en inglés o en español, según aplique.
El curso es conducido en formato acelerado y bilingüe, esto requiere
que los estudiantes sean sumamente organizados, activos y responsables y
MARK 455 Marketing Project 18
Updated November 11, 2013
que se preparen antes de cada taller de acuerdo al módulo. El estudiante
debe llevar a cabo todo el esfuerzo posible, para desarrollar las destrezas
en los dos idiomas, usando los recursos de lenguaje disponibles dentro y
fuera de la institución. El convertirse en un profesional bilingüe es un
proceso complejo y exigente. Cada taller requiere un promedio de diez
(10) horas de preparación y en ocasiones requiere más para poder lograr
el éxito lingüístico y académico.
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 cómo el
estudiante repondrá el trabajo perdido, si fuera necesario. El facilitador
puede elegir una de estas dos alternativas: (a) permitirle al estudiante que
reponga el trabajo o (b) asignarle una tarea adicional además del trabajo
que el estudiante deba reponer.
Toda tarea a ser completada antes del taller deberá ser entregada en la
fecha asignada. El facilitador ajustará la nota de las tareas repuestas.
Si un estudiante se ausenta a más de un taller el facilitador tendrá las
siguientes opciones:
a. Si es a dos talleres, el facilitador reducirá la nota existente en
un grado.
b. Si el estudiante se ausenta a tres talleres, el facilitador
reducirá la nota existente en dos grados.
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La asistencia y participación en actividades de la clase y en
presentaciones orales es extremadamente importante pues no se pueden
reponer. Si el estudiante provee una excusa válida y verificable, el
facilitador determinará una actividad equivalente a evaluar que sustituya
la misma. Esta actividad deberá incluir el mismo contenido y
componentes del lenguaje como la presentación oral o la actividad a ser
repuesta.
En actividades grupales, el grupo será evaluado por su trabajo final. Sin
embargo, cada miembro de grupo deberá participar y cooperar para lograr
un trabajo de excelencia. Los estudiantes también recibirán una
calificación individual.
Se espera que todo trabajo escrito sea de la autoría de cada estudiante y
no plagiado. Se requiere que todo trabajo sometido al facilitador cumpla
con las reglas para citar apropiadamente o que esté parafraseado y citado
dando crédito al autor. Todo estudiante debe ser el autor de su propio
trabajo. Todo trabajo que sea plagiado, copiado o presente trazos del
trabajo de otro estudiante o autor será calificado con cero. El servicio de
SafeAssignTM de Blackboard será utilizado por los facilitadores para
verificar la autoría de los trabajos escritos de los estudiantes. Es
responsabilidad del estudiante leer la política de plagio de su universidad.
Si usted es estudiante de UT, deberá leer la Sección 11.1 del Manual del
Estudiante. Si es estudiante de UMET y UNE, refiérase al Capítulo 13,
secciones 36 y 36.1 de los respectivos manuales.
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Se espera un comportamiento ético en todas las actividades del curso. Esto
implica que TODOS los trabajos deben ser originales y que para toda
referencia utilizada deberá indicarse la fuente, bien sea mediante citas o
bibliografía utilizando el estilo APA, (6ª. ed.). No se tolerará el plagio y,
en caso de que se detecte casos del mismo, el estudiante se expone a recibir
cero en el trabajo y a ser referido al Comité de disciplina de la institución.
Los estudiantes deben observar aquellas prácticas dirigidas para evitar
incurrir en el plagio de documentos y trabajos pues va en contra de la ética
profesional.
Si el facilitador desea hacer cambios a las actividades del módulo o guía
de estudio, deberá solicitar la aprobación del Director de facultad y
currículo antes de la primera clase. Es requisito que el facilitador discuta
y entregue una copia de los cambios a los estudiantes al principio del
primer taller.
El facilitador establecerá los medios para contactar a los estudiantes
proveyendo su correo electrónico de SUAGM, teléfonos, día y horario
disponibles.
El uso de celulares está prohibido durante las sesiones de clase; en caso
de necesidad, deberá permanecer en vibración o en silencio.
La visita de niños y parientes no inscritos en el curso no está permitida en
el salón de clases.
Todo estudiante está sujeto a las políticas y normas de conducta y
comportamiento que rigen al SUAGM, al curso y a un adulto profesional.
Nota: Si por
alguna razón no
puede acceder a
las direcciones
electrónicas
ofrecidas en el
módulo,
notifique
MARK 455 Marketing Project 21
Updated November 11, 2013
al facilitador pero no se limite a ellas. Existen otros motores de búsqueda y sitios
Web que podrá utilizar para la búsqueda de la información deseada. Algunos de
estos son:
www.google.com
www.ask.com
www.pregunta.com
www.findarticles.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
http://www.apastyle.org/
Para comprar o alquilar libros de texto o de referencias, nuevos o usados, puede
visitar:
http://www.chegg.com/(alquiler)
http://www.bookswim.com/ (alquiler)
http://www.allbookstores.com/ (compra)
http://www.alibris.com/(compra)
Estas son sólo algunas de las muchas compañías donde puede comprar o
alquilar libros.
El facilitador puede realizar cambios a las direcciones electrónicas y/o
añadir otras de índole profesional, que contengan las investigaciones más
recientes del tópico del módulo, de ser necesario.
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CUMPLIMIENTO DE LA LEY DE INVESTIGACIÓN:
Si el facilitador o el estudiante requieren o desean llevar a cabo una
investigación,la administración de cuestionarios o entrevistas, deberá
referirse a las normas y procedimientos de la oficina de cumplimiento y
solicitar su autorización. Para acceder a los formularios de la oficina de
cumplimiento, puede visitar este enlace:
http://www.suagm.edu/ac_aa_re_ofi_listado_formularios2.asp y seleccionar
los formularios que necesite. Además de los formularios, el
estudiante/facilitador puede encontrar las instrucciones para la certificación
de investigación en línea. Estas certificaciones incluyen: Institutional
Review Board (IRB), Health Information Portability and Accountability Act
(HIPAA), y Responsibility Conduct for Research Act (RCR).
Si tiene alguna duda, por favor, comuníquese con las coordinadoras
institucionales o con la oficina de cumplimiento, a los siguientes teléfonos:
Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento
Tel. (787) 751-0178 Ext. 7196
Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET
Tel. (787) 766-1717 Ext. 6366
Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo
Tel. (787) 743-7979 Ext.4126
Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE
Tel. (787) 257-7373 Ext. 3936
MARK 455 Marketing Project 23
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Filosofía y metodología educativa
Este curso se basa en la filosofía educativa del constructivismo. El
constructivismo es una filosofía de aprendizaje fundamentada en la premisa de
que, reflexionando a través de nuestras experiencias, podemos construir nuestro
propio entendimiento sobre el mundo en el que vivimos.
Cada uno de nosotros genera sus propias “reglas “y “modelos mentales” que
utilizamos para darles sentido a nuestras experiencias. Aprender, por lo tanto, es
simplemente el proceso de ajustar nuestros modelos mentales para poder
entender nuevas experiencias.
Como facilitadores, nuestro enfoque es el de mantener una conexión entre los
hechos con las experiencias y fomentar un nuevo entendimiento en los
estudiantes. También, intentamos adaptar nuestras estrategias de enseñanza a las
respuestas de nuestros estudiantes y así motivarlos a analizar, interpretar y
predecir información, y aplicarla a la vida diaria.
PRINCIPIOS DEL CONSTRUCTIVISMO:
1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje
debe comenzar con situaciones en las cuales los estudiantes busquen
activamente construir un significado.
2. Para construir “un significado” se requiere comprender todas las partes
globales y específicas (“from whole to parts”). Ambas partes deben
entenderse en el contexto del todo. Por lo tanto, el proceso de aprendizaje se
enfoca en los conceptos primarios en contexto y no en hechos aislados.
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3. Para enseñar bien, debemos entender los modelos mentales que los
estudiantes utilizan para percibir el mundo y las presunciones que ellos hacen
para apoyar dichos modelos.
4. El propósito del aprendizaje es, para un individuo, el construir su propio
significado, y no solo el de memorizar las respuestas “correctas” y repetir el
significado de otra persona. Como la educación es intrínsecamente
interdisciplinaria, la única forma válida para asegurar el aprendizaje es hacer,
de la evaluación, una parte esencial de dicho proceso, asegurando que el
mismo provea a los estudiantes la información sobre la calidad de su
aprendizaje.
5. La evaluación debe servir como una herramienta de autoanálisis.
6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar
las múltiples perspectivas que existen en el mundo.
7. El aprendizaje debe ser controlado internamente y analizado por el
estudiante.
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STUDY GUIDE
Course Title: MARKETING PROJECT
Code: MARK 455
Credits: THREE (3)
Time Length: FIVE (5) WEEKS
Pre-requisite: MARK 133, MARK 206, MARK 301, MARK 318, MARK 320
Description:
MARK 455 is a course in which students must apply all the knowledge of the
marketing field obtained during their professional and /or academic careers. This
course will apply, but not be limited to, the following subjects: Function of
Marketing in the Organization, Development of Marketing Strategies,
Development of Marketing Tactics, Implementation and Control of a Marketing
Plan.
General Content Objectives:
At the end of this course, it is expected that students will attain the skills to:
1. Develop a Marketing Project where students should apply all the acquired
knowledge during their academic careers.
2. Demonstrate practical knowledge and experience on the analysis,
planning, implementation, and control processes, that comprises the
marketing field.
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3. Identify and analyze marketing aspects from a real perspective, applying
critical thinking and the problem solving process, while maintaining
ethical principles during the decision making process.
4. Demonstrate an understanding and ability to manage the changing
environment that exists in modern marketing.
5. Apply all basic management functions for business organizations.
6. Utilize information systems for quantitative and qualitative analysis
during business problem solutions.
7. Analyze existing environmental issues and propose alternatives to the
organizations that target a better use of ournatural resources.
8. Apply marketing knowledge to a variety of simulated scenarios in various
types of organizations.
General Language Objectives
1. Listening: Students will successfully develop a Marketing Project, after
watching/listening to selected videos and recordings related to the
concepts introduced in the course, or after the facilitator discusses a
specific topic about the course’s concepts.
2. Speaking: Students will show clear understanding of all the course
concepts through oral presentations and class participation, using
excellent vocabulary, clear pronunciation, and fluent speech in both,
English and Spanish languages.
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Reading: Students will summarize theories and concepts related to the
course, after reading recommended books and articles in English and Spanish
languages, as a preparation for each workshop.
3. Writing: Students will demonstrate proper writing conventions (refer to
Appendix B –Six Traits for Writing), and apply APA style format version
six (6), without any grammatical or syntax error in both languages,
English and Spanish. They will write notes, essays, reflective journals,
and workshop summaries, that demonstrate content comprehension, and
synthesis , from a variety of media. (or… They will utilize a variety of
strategies to write texts, notes, essays, and summaries that demonstrate
comprehension and synthesis of contents, processes, and experiences.
E-Lab (Language Lab) Requirements (Tell Me More, Net Tutor, Wimba Voice,
Virtual Library, & Voice E-mail.)
Language Lab Minimum Requirement: Students must demonstrate that
they have complied with the hours of language lab or e-lab usage per
course. The facilitator may require a higher number of hours for
language lab practice based on the language needs for listening, speaking,
reading, and writing skills in either or both languages. The total amount
of language lab or e-lab hours is integrated in the activities for each
workshop in the module.
The language rubrics for listening, speaking, reading, and writing
provided in Appendix A are integrated to assess student’s performance in
all courses. The Writing Process: Six Writing Traits Rubrics provided in
Appendix B must be used to evaluate all writing activities in both
languages in all courses. Portfolio Performance Assessment must be
one of the evaluation instruments used in the module and throughout the
MARK 455 Marketing Project 28
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content of all workshops and appendices. This instrument must follow
established guidelines. Due to the nature of our dual language
instructional model, documentation must be provided on the growth of
students towards mastery of linguistic and academic skills in both
languages (English and Spanish.) The course facilitator will provide the
student access to the Digital Performance Portfolio Assessment
Handbook.
Grading Scale
A
B
C
D
F
100% - 90%
89% - 80%
79% - 70%
69% - 60%
59% - 00
Evaluation Criteria:
The final grade of each student will be based on the participation of all individual
and group learning activities. The final grade will be based on the execution of the
following activities and their relative weight:
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Evaluation Criteria
Percentage
(%)
Points Attendance (5 points per workshop) 5% 25
Participation (15 points per workshop) 15% 75
Reflective Journals 5% 25
Marketing Project Proposal 5% 25
Analysis of Mini-cases and Work Scenarios 10% 50
Other Assignments (1 Essay and 2 Discussion
Boards) 10% 50
Exam 10% 50
E-lab Activities 5% 25
Digital Portfolio 10% 50
Marketing Project – Oral Presentation (English) 10% 50
Marketing Project – Written Work (Spanish) 15% 75
Total 100% 500
NOTE: The rubrics to be used for these evaluations are included at the end of the
module. The student will be evaluated in terms of their dominion of the content
of the course and, also the dominion of the languages both English and Spanish.
Description of the Evaluation Process:
1. Attendance: Attendance is mandatory, and being punctual reflects a
professional ethic. The student will earn up to 5 points per workshop
based on attendance. Missing attendance to one workshop can affect the
final grade since student will lose points not only by attendance but
participation, reflective journal and other activities as well. The
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2. Facilitator will evaluate each student attendance using the rubric in
Appendix D.
3. Participation: All students are expected to attend class prepared to
discuss workshop topics and, to actively participate in class. Class
participation throughout the course should be in the language of the
workshop. The student can receive up to 15 points per his/her
participation on each workshop. At the end of each workshop, the
Facilitator will evaluate the student’s class participation using Appendix
D. The Facilitator will provide feedback to each student in regards of
participation and contribution.
4. Reflective Journals: The Reflective Journal must be written in the
language of the workshop and it must be written in a narrative essay
form, one page long, in APA style on a weekly basis. The journal is a
continuous narrative where the student will write everything that
documents the growth of his/her knowledge in class. The journals will be
part of the digital portfolio grade and should be included inside the
portfolio.
5. Written Proposal: Prior to the Second Workshop, students must bring a
written proposal of the Final Marketing Project (see detailed instructions
in assignments for Workshop 2). Al written work must follow latest
edition of APA style. To evaluate the written proposals, the facilitator
will use the rubric found on Appendix B.
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6. Analysis of Mini-Cases and Work Scenarios: Students must prepare a
written essay or voice recording about a brief Case Study or Work
Scenario as part of the assignments on Workshop 3 and 4. Both
assignments must have a brief oral presentation and perform in the
designated language for the workshop. Each activity should be assigned
individually, but the Facilitator can modify it depending on the number of
students in the class.
7. Other Assignments: Students must write a one-page essay during
Workshop Two (2). The Facilitator will assign the subject prior to
writing the essay. This activity can be performed using Microsoft Word,
as the Facilitator will need to reserve use of the Mobile Lab. The
language for this essay must be English and this activity will have a value
of 30 points. In addition to the Essay Activity, students will use the
discussion board on Blackboard for assignments prior workshops three
and four, in which students will post their opinion and reply another
student about a subject discussed by the facilitator. Each Discussion
Board Assignment is worth 15 points. The rubric for all written works is
in Appendix B.
8. Exam: The Facilitator will place an exam on Blackboard. This test will
be available after Workshop 4 and it must be completed before Workshop
5. The exam must be 50% English and 50% Spanish. Format can be
multiple choice, short questions, work scenarios, etc. all at the
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9. Facilitator’s discretion. Throughout the answers, students should show
evidence of mastering the subjects of the course.
10. E-Lab Activities: Students will obtain 5% of the total evaluation criteria
by performing language lab assignments and handing to the facilitator a
document signed by the Facilitator or a representative from the Learning
Resources Center or Language Laboratory, certifying compliance with a
minimum of ten hours of language laboratory (10 for English and 10 for
Spanish) for the course.
11. Course portfolio: Each student must prepare a digital portfolio. Prior to
the first workshop, the facilitator should place the last edition of the
official Performance Portfolio Assessment Handbook. During the first
workshop, the facilitator must discuss in detail the process and
expectations of the use of the digital portfolio to demonstrate linguistic
and academic progress to achieve the goal of becoming a dual language
professional.
12. Marketing Project: Students will be required to prepare a
comprehensive Marketing Project. This project should be individual, but
the Facilitator can modify this activity depending on the class size.
Specific instructions are found in the First Workshop and in Appendix G.
Book(s)
Wheelen, T. L. & Hunger, J. David (2007). Strategic Management and
Business Policies
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(10th ed.) Pearson Education. ISBN: 978-9-70260878-3
You can access this book on Google Books:
http://books.google.com.pr/books?id=UyYks_L0Wr8C&pg=PA369&lp
g=PA369&d
q=Tabla+EFAS&source=bl&ots=bxeQikm9eU&sig=QB6CNFJMsc752
XMPmystY
3Vpg0k&hl=en&ei=VLFrTYrALY-tgQfvr-
zKCg&sa=X&oi=book_result&ct=result&resnum=4&ved=0CC4Q6A
EwAw#v=one
page&q=Tabla%20EFAS&f=false
Farris, P. W., Bendle, N. T., Pfeifer, P. E. & Reibstein, D. J. (2010).
Marketing Metrics: The Definitive Guide to Measuring Marketing
Performance (2nd ed.) Pearson Education, Inc. IBSN: 978-0-13-705829-7
Kerin, R.A. & Peterson, R.A. (2010). Strategic Marketing Problems Cases
and Comments. (12th ed.) Pearson-Prentice Hall. ISBN: 978-0-13-610706-
4
Vicente, M. A., (2009). Marketing y Competitividad: Nuevos Enfoques para
Nuevas Realidades. (1st ed.) Pearson Education. ISBN: 978-9-87615071-2
E-books and Electronic Resources
Hague, Paul (2008) Practical Guide to Market Research. Grosvenor House
Publishing
ISBN 1-905529-30-9 Retrieved from: http://www.b2binternational.com/b2b-
blog/b2b-presentations/free-ebook-a-practical-guide-to-market-research/
Marketing Case Studies
MARK 455 Marketing Project 34
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http://www.icmrindia.org/casestudies/Case_Studies.asp?cat=marketing%20
management
Text Books by Chapter
http://www.cengagebrain.com/market/index.html
Library System
Turabo University (access to some resources will require your
email and password)
http://bibliotecavirtualut.suagm.edu/
Data Bases
http://bibliotecavirtualut.suagm.edu/
Library Catalog
http://ut.suagm.edu/cgi-bin/Pwebrecon.cgi?DB=local&PAGE=First
Universidad del Este (access to some resources will require your email
and password)
http://www.suagm.edu/une/portal_de_biblioteca/
Data Base
http://www.suagm.edu/une/portal_de_biblioteca/dbase.htm
Library Catalog
http://une.suagm.edu/cgi-bin/Pwebrecon.cgi?DB=local&PAGE=First
Universidad Metropolitana (access to some resources will require your
email and password)
http://www.suagm.edu/umet/biblioteca/se_biblioteca.asp
Data Base
MARK 455 Marketing Project 35
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http://infotrac.galegroup.com/default
http://www.doaj.org/
Important electronic links:
American Psychological Association Manual (APA)
http://www.apastyle.org/index.aspx
http://www.suagm.edu/une/portal_de_biblioteca/manualesEstilos.ht
m
Plagiarism and Copyrights
http://www.suagm.edu/umet/biblioteca/se_biblioteca_derecho_autor.
asp
http://www.suagm.edu/une/portal_de_biblioteca/autorPlagio.htm
Student Information: Publications, policies, manuals, etc.
http://www.suagm.edu/umet/ve_publicaciones.asp
http://www.suagm.edu/turabo/con_manuales_docs_estudiante.asp
http://www.suagm.edu/une/con_rec_publicaciones.asp
http://www.suagm.edu/une/pdf/manualNormasAcademicasAdministr
ativas
Subgraduado2009.pdf
Note: If you cannot access the links offered on this module, feel free to
search other websites that can help you find the information you need.
Some of these websites are:
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http://scholar.google.cl/schhp?hl=es
http://www.scirus.com/
http://digital.ub.uni-bielefeld.de/index.php
www.Findarticles.com
http://bibliotecavirtualut.suagm.edu/
The Facilitator can make changes on the links or add other websites if deems
necessary.
You can visit the following tutorials about Blackboard Tools:
1. Foro de Discusión ( Discussion Board)
2. Chat
3. Group Pages
4. E-mail
5. Cotejar Notas
6. Acceder a un curso
7. Someter una tarea
8. Enviar correo electrónico
9. Audio con audacity
10. Video con windows moviemaker
You can also learn from tutorials about how to use the Library Resources:
Universidad del Este
http://www.suagm.edu/une/portal_de_biblioteca/tuto
riales.htm
Universidad del Turabo
http://bibliotecavirtualut.suagm.edu/Instruccion/tutoriales.htm
Universidad Metropolitana
http://www.suagm.edu/umet/biblioteca/se_biblioteca_tutoriales.asp
MARK 455 Marketing Project 37
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Description of Course Policies
This course follows the Sistema Universitario Ana G. Méndez, Inc. Discipline-
Based Dual Language Immersion Model® designed to promote each student’s
development as a Dual Language Professional. Workshops will be facilitated in
either English or Spanish, strictly using the 50/50 model. This means that each
workshop will be conducted entirely in the language specified for the workshop.
The language used in each workshop needs to be alternated to insure that 50% of
the course is conducted in English and 50% in Spanish. To maintain this
balance, the course module will indicate that both languages must be used during
the fifth workshop, dividing the workshop activities between the two languages.
The first two hours will be in Spanish and the last two hours in English. The
50/50 model does not apply to language courses where the delivery of instruction
must be conducted in the language taught (Spanish or English only).
1. The course is conducted in an accelerated and dual language format. This
requires that students prepare in advance for each workshop according to the
course module. Students must be structured, organized, committed, and
focused to ensure linguistic and academic success. In order to achieve
proficiency expectations in English and in Spanish, the student must strive to
take advantage of all language resources in the university and in their
community since becoming a dual language professional is a complex and
challenging task. Each workshop requires an average of ten hours of
preparation, but could require more.
MARK 455 Marketing Project 38
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2. Attendance to all class sessions is mandatory. A student who is absent to a
workshop must present a reasonable excuse to the facilitator who in turn will
evaluate the reason for the absence. If it is justified, the facilitator will decide
how the student will make up the missing work, if applicable. The facilitator
will decide on the following: allow the student to make up the work, or allow
the student to make up the work and assign extra work to compensate for the
missing class time.
Assignments required prior to the workshop must be completed and turned in
on the assigned date. The facilitator may decide to adjust the grade given for
late assignments and/or make-up work.
3. If a student is absent to more than one workshop, the facilitator will have
the following options:
a. If a student misses two workshops, the facilitator may lower one
grade level based on the student’s existing grade.
b. If the student misses three workshops, the facilitator may lower
two grade levels based on the student’s existing grade.
4. Student attendance and participation in oral presentations and special class
activities are extremely important as it is not possible to assure that they can
be made up. If the student provides a valid and verifiable excuse, the
facilitator may determine a substitute evaluation activity if he/she
understands that an equivalent activity is possible. This activity must include
the same content and language components as the oral presentation or special
activity that was missed.
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5. In cooperative learning activities, the group will be assessed for their final
work as a group. However, each member will have to collaborate to assure
the success of the group. Students will also receive an individual grade for
their work.
6. It is expected that all written work will be solely that of the student and
should not be plagiarized. That is, the student must be the author of all work
submitted. All quoted or paraphrased material must be properly cited, with
credit given to its author or publisher. It should be noted that plagiarized
writings are easily detectable and students should not risk losing credit for
material that is clearly not their own. SafeAssignTM, a Blackboard
plagiarism deterrent service, will be used by the facilitators to verify
students’ ownership of written assignments. It is the student’s
responsibility to read the university’s plagiarism policy. If you are a UT
student, read Section 11.1 of the Student Manual, and if you belong to UMET
or UNE, refer to Chapter 13, Sections 36 and 36.1 of the respective manuals.
Ethical behavior is expected from the students in all course related activities.
This means that ALL papers submitted by the student must be original work,
and that all references used will be properly cited or mentioned in the
bibliography. Plagiarism will not be tolerated and, in case of detecting an
incidence, the student will obtain a zero in the assignment or activity and
could be referred to the Discipline Committee.
7. In order for the Facilitator to make changes to activities and the study guide,
the Faculty and Curriculum Director must approve such changes before the
MARK 455 Marketing Project 40
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8. first day of class. The Facilitator must discuss the approved changes with
students in the first class workshop. A written copy of the changes must also
be provided to students at the beginning of the first workshop.
9. The facilitator will establish a means of contacting students by providing the
SUAGM e-mail address, phone number, hours to be contacted, and days
available.
10. The use of cellular phones is prohibited during sessions; if there is a need to
have one, it must be on vibrate or silent mode during class session.
11. Children or family members that are not registered in the course are not
allowed to the classrooms.
12. All students are subject to the policies regarding behavior at the university
community established by the institution, and in this course.
Note: If for any reason you cannot access the URL’s presented in the module,
notify the facilitator immediately but do not stop your investigation. There are
many search engines and other links you can use to search for information.
These are some examples:
www.google.com
www.ask.com
www.pregunta.com
www.findarticles.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
MARK 455 Marketing Project 41
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http://www.apastyle.org/
To buy or rent new or used textbooks or references you can visit:
http://www.chegg.com/(rent)
http://www.bookswim.com/ (rent)
http://www.allbookstores.com/ (buy)
http://www.alibris.com/(buy)
The facilitator may make changes or add additional challenging, research-based,
and professional educational Web Resources, if deemed necessary to reflect
current trends in the course topics.
RESEARCH LAW COMPLIANCE REQUIREMENT:
If the facilitator or the student is required, or wants to perform a research,
or needs to administer a questionnaire or interview individuals, he/she must
comply with the norms and procedures of the Institutional Review Board
Office (IRB) and ask for authorization. To access the forms from the IRB
Office or for additional information, visit the following link:
http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms
needed. Furthermore, in this Web site the student/facilitator will find
instructions for several online certifications related to IRB processes. These
certifications include: IRB Institutional Review Board, Health Information
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Portability and Accountability Act (HIPAA), and the Responsibility
Conduct for Research Act (RCR).
If you have any questions, please contact the following institutional coordinators:
Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)
Tel. (787) 751-0178 Ext. 7196
Miss. Carmen Crespo, IRB Institutional Coordinator– UMET
Tel. (787) 766-1717 Ext. 6366
Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo
Tel. (787) 743-7979 Ext.4126
Rebecca Cherry, Ph.D., IRB Institutional Coordinator – UNE
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Teaching Philosophy and Methodology
The activities for the course reflect the educational philosophy of Constructivism.
Constructivism is an educational philosophy founded on the premise that, by
reflecting on our experiences, we construct our own understanding of the world
in which we live.
Each of us generates our own “rules” and “mental models”, which we use to
make sense of our experiences. Learning, therefore, is simply the process of
adjusting our mental models to accommodate new experiences.
One of the main goals facilitators have is assisting students in making
connections between their prior knowledge of facts, and fostering new
understanding that is relevant to real life experiences. We will also attempt to
tailor our teaching strategies to student responses and encourage students to
analyze, interpret, and predict information.
CONSTRUCTIVISM GUIDING PRINCIPLES:
1. Learning is a search for meaning. Therefore, learning must start with the
issues around which students are actively trying to construct meaning.
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Meaning requires understanding “wholes” as well as “parts”. The “parts” must
be understood in the context of “wholes”. Therefore, the learning process focuses
on primary concepts, not isolated facts.
2. 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.
3. The purpose of learning is for an individual to construct his or her own
meaning, not just memorize the "right" answers and regurgitate someone
else's meaning. Since education is inherently interdisciplinary, the only
valuable way to measure learning is to make assessment part of the learning
process, thus ensuring that it provides students with information on the
quality of their learning.
4. Evaluation should serve as a self-analysis tool.
5. Provide tools and environments that help learners interpret the multiple
perspectives of the world.
6. Learning should be internally controlled and mediated by the learner.
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TALLER UNO
Administración estratégica
Objetivos específicos de contenido:
Al finalizar el taller, el/la estudiante será capaz de:
1. Reconocer los beneficios de la administración estratégica en la
toma de decisiones empresariales.
2. Identificar los factores que sirven de catalítico para generar
cambios en las organizaciones.
3. Utilizar herramientas de mercadeo básicas para la generación de
información pertinente para el análisis de necesidades y oportunidades
de la empresa.
4. Redactar adecuadamente una propuesta en la que plantee con
certeza el problema o situación que se pretende trabajar.
Objetivos específicos de lenguaje:
Al finalizar el taller, el/la estudiante podrá:
1. Escuchar: Aplicar conceptos teóricos luego de escuchar la discusión del
facilitador sobre el proceso de administración estratégica.
2. Hablar: Participar activamente durante la clase, utilizando términos de
vocabulario adecuados y pronunciando todas las palabras de manera
clara, durante la discusión en clase, sobre cómo utilizar herramientas de
análisis que generen oportunidades estratégicas de negocio.
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3. Leer: Comprender los conocimientos expuestos en algunos de los libros
de recurso sobre la metodología y preparación de un proyecto de
mercadeo.
4. Escribir: Redactar una propuesta del proyecto final de mercadeo en
formato APA (última edición) utilizando el vocabulario correcto y sin
errores gramaticales o de sintaxis.
Enlaces electrónicos:
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Tema: Gerencia de mercadeo y su rol dentro de la organización.
http://www.springerlink.com/content/t3m3762265137rm2/
http://www.marketingpower.com/ResourceLibrary/Pages/default.aspx
http://www.marketingpower.com/AboutAMA/Pages/AMA%20Publications/
AMA%20Journals/Journal%20of%20Marketing/TOCs/SUM_2011.2/the_eff
ect_of_goal_visualization.aspx
Tema: Análisis de fortalezas, debilidades, oportunidades y amenazas (SWOT)
http://erc.msh.org/quality/ittools/itswot.cfm
Tema: Análisis de fuerzas políticas, económicas, sociales y tecnológicas (PEST)
http://tutor2u.net/business/strategy/PEST_analysis.htm
Tema: Matriz del Boston Consulting Group (BCG Matrix)
http://www.brs-inc.com/models/model14.asp
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Tema: Segmentación de mercados y conducta del consumidor
http://www.businessplans.org/Segment.html
http://ohioline.osu.edu/cd-fact/1253.html
http://www.claritas.com/MyBestSegments/Default.jsp
Asignaciones antes del taller:
1. REQUISITO DE E-LAB: Tome los exámenes de lenguaje en español y
en inglés en el programa Tell Me More. Entregue una copia del resultado
al facilitador al comienzo del taller.
2. Lea cuidadosamente la descripción y los objetivos del curso y de los
talleres. Prepárese para formular cualquier pregunta sobre el módulo al
facilitador.
3. Lea y revise la última edición del estilo de escritura APA. Todos los
trabajos escritos asignados deberán utilizar el estilo de escritura APA
para la redacción de ensayos, citas, referencias, definiciones y/o
conceptos teóricos. Deben ser enviados al facilitador del curso antes de
cada taller a través de Blackboard. Será la discreción del facilitador el
aceptar trabajos en papel o por correos electrónicos que no sean de
SUAGM.
4. Lea cuidadosamente el manual de portafolio digital, este debe
encontrarse bajo la sección de documentos del curso en la plataforma de
Blackboard. Venir preparado para discutirlo en el primer taller.
5. Busque información relacionada con los siguientes conceptos o temas:
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a. Administración estratégica
b. Gerencia de mercadeo estratégica
Prepare un resumen escrito de cada tema y lleve a clase. Anote las
referencias en estilo APA.
6. Utilice la Biblioteca Virtual y realice una investigación sobre las
siguientes herramientas de mercadeo para generar análisis. Prepare una
tabla en MS Word describiendo cada herramienta. Incluya ventajas y
desventajas.
a. Análisis FODA
b. Matriz del Boston Consulting Group
c. Investigación de mercadeo
d. Otras (Ejemplo: 5 Fuerzas de Porter)
7. Comience a practicar sus destrezas de español utilizando Tell Me More.
8. Comience a preparar su portafolio digital de acuerdo al manual.
9. Comience a preparar un glosario de términos donde definirá el
vocabulario de este y los demás talleres.
Vocabulario clave de la lección:
1. Plan de mercadeo
2. 5 Fuerzas de Porter
3. BCG Matrix
4. Planificación estratégica
5. Análisis D.A.F.O (SWOT)
6. Las 4 P’s de Mercadeo
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Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque
una marca de cotejo (√) en la (__) en todas las estrategias por componente que se
usarán en el taller.
B. Andamiaje
_√_ Modelaje
_√_ Práctica dirigida
_√_ Práctica independiente
_√_ Instrucción comprensible
C. Opciones para Agrupamiento
_√_ Grupo completo
_√_ Grupos pequeños
_√_ Pares
_√_ Trabajo independiente
D. Integración del Proceso
_√_ Escuchar
_√_ Hablar
_√_ Leer
_√_ Escribir
E. Aplicación
_√_ Actividades dinámicas de aplicación
_√_ Significativas y relevantes
_√_ Rigurosas
_√_ Alineadas con los objetivos
_√_ Promueven participación
A. Preparación
_√_Adaptación de contenido
_√_ Enlaces al conocimiento previo
_√_ Enlaces al aprendizaje previo
_√_ Estrategias incorporadas
Estrategias de CALLA (Cognitive Academic Language Learning Approach)
_√_ Cognoscitivo
_√_ Metacognoscitivo
_√_ Socio/Afectivo
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Actividades integradas de contenido y lenguaje para lograr los objetivos del
taller (contenido y lenguaje):
1. El facilitador se presentará e indicará los canales de comunicación,
horario y días de contacto.
2. Luego de que todos los participantes del curso se presenten en una
actividad “rompe-hielo”, los estudiantes seleccionarán al representante
estudiantil.
3. El facilitador expondrá los objetivos, metodología de facilitación,
expectativas, descripción de los criterios de avalúo y cada una de las
matrices de valoración del curso.
4. El facilitador ofrecerá información sobre todas las asignaciones del curso
y establecerá las fechas de entrega de todas las tareas y administración de
pruebas.
5. El facilitador explicará la forma de enviar tareas a través de la plataforma
de Blackboard.
6. Los estudiantes se reunirán en grupos pequeños para discutir el proceso
del portafolio digital según el manual oficial. El/la facilitador/a les
explicará el proceso de cómo preparar, mantener y entregar el portafolio
digital.
7. El facilitador(a) explicará el proceso para el proyecto de mercadeo que
los estudiantes presentarán en el taller 5. Queda a discreción del
facilitador(a) si dicho proyecto se trabajará individualmente o en
equipos. Si se trabaja en equipos, se recomienda crear grupos de dos a
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tres estudiantes.
8. Cada estudiante o equipo identificará una empresa o entidad para la que
le gustaría desarrollar su proyecto de mercadeo. Se recomienda que
escoja la empresa para la cual trabaja ya que se entiende que facilitará la
obtención de información necesaria para el diseño y desarrollo del
proyecto. También, puede seleccionar una empresa para la cual le
gustaría trabajar o hacer trabajo voluntario. Por otro lado, el facilitador
tiene la potestad de hacer una lista con una pre-selección de industrias,
negocios, productos o servicios y distribuirla a los estudiantes para que
se logre variedad y evitar repetición en los proyectos de mercadeo.
9. Los estudiantes se dividirán en parejas y discutirán los conceptos de
vocabulario correspondientes al taller.
10. La clase se dividirá en grupos. Siguiendo las instrucciones del facilitador,
cada grupo trabajará con una herramienta de mercadeo para generar
análisis.
11. Luego de una discusión de varias herramientas de análisis para determinar
estrategias, la clase se dividirá en grupos para hacer un análisis FODA de
un negocio, producto o servicio previamente seleccionado por el
facilitador.
12. El facilitador resumirá los puntos más importantes de los temas
presentados durante la clase. Luego, procederá a discutir los temas y
asignaciones para el próximo taller.
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13. El facilitador creará un foro de discusión en Wimba Voice que será
trabajado como asignación para el próximo taller.
Evaluación:
1. Individual: El facilitador utilizará el Anejo B para evaluar la adquisición
del lenguaje durante el taller.
2. Grupal: El facilitador utilizará el Anejo F para evaluar la participación en
grupo.
3. Escrito: El facilitador utilizará el Anejo B para evaluar los trabajos
escritos/resúmenes o abstractos.
4. Oral/Auditivo: El facilitador utilizará el Anejo A para evaluar el
cumplimiento de los objetivos específicos de lenguaje para el taller.
Cierre del taller:
1. Individual: Los estudiantes harán su evaluación del taller completando
el diario reflexivo y lo entregarán al facilitador al finalizar el taller.
2. Grupal: La clase se dividirá en grupos pequeños para preparar una lista
focalizada sobre el tema central del taller. (Ver Anejo H)
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WORKSHOP TWO
Analysis of the Environment
Specific Content Objectives:
At the end of this workshop, students will be able to:
1. Identify the most important internal and external factors of organizations
that can influence the decision making on business strategies.
2. Use the following analysis tools: SWOT, EFAS and IFAS Table, BCG
Matrix, Barney’s VRIO Framework, Porter’s Five Forces Model and
PESTEL Framework.
3. Identify potential marketing strategies based on the analysis tools.
4. Perform an Industry Analysis to understand the competitive forces that
have control over a market.
5. Select and apply correctly a marketing research to generate pertinent data
for any particular decision making or problem-solution.
Specific Language Objectives:
At the end of this workshop, the student will be able to:
1. Listening: Understand all the analysis tools after listening to the
facilitator’s presentation.
2. Speaking: Participate actively, using the oral academic vocabulary, to
respond questions from the facilitator about the Industry Analysis.
3. Reading: Analyze potential marketing strategies from reading the
analysis tools.
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4. Writing: Demonstrate a good control of spelling, punctuation,
capitalization, and other writing conventions in the essay assigned during
class.
Electronic Links (URLs):
Virtual Library
http://bibliotecavirtualut.suagm.edu/
TOPIC: SWOT and other analysis tools
http://www.quickmba.com/strategy/swot/
http://www.swotmatrix.com/
http://pestel-analysis.com/
http://www.quickmba.com/strategy/pest/
http://hbr.org/2008/01/the-five-competitive-forces-that-shape-strategy/
http://www.mindtools.com/pages/article/newTMC_08.htm
http://www.quickmba.com/strategy/porter.shtml
http://www.slideshare.net/ashwiniMP/applying-the-vrio-framework-1
http://www.brs-inc.com/models/model14.asp
http://www.scribd.com/doc/24035048/5-Strategy-Formulation-Business-Strategy
TOPIC: Marketing Research
http://www.quickmba.com/marketing/research/
Assignments before the Workshop:
1. REQUIRED LANGUAGE E-LAB: As part of the language study
required activities (E-lab), use Tell Me More to read and pronounce
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2. concepts related to business strategies. Students must prepare to
participate in a group activity.
3. The students must prepare the Marketing Project Proposal. The
proposal should be based on a realistic business scenario, using the
guidelines the Facilitator provided on Workshop One. The project can
be in groups or individually, as per instructions from the Facilitator.
The Proposal is worth 25 points and it must include the following
parts:
a. Name and information about the company: Include website,
contact information, and address.
b. Organization History: Brief history about the selected
organization, its structure, cultural philosophy, products and
services, target market, client demographics, etc.
c. Situation Summary: General idea of the project and what you
are proposing to perform.
d. Project Need or Justification: brief description of the reasons to
perform this Marketing Project, it is basically the reasons of the
company for developing a marketing strategy.
e. Project Stages: It explains the process to follow during the
development and implementation of the Marketing Project. It
can include a brief schedule of the development and
implementation stages.
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f. Budget and Resources: Description of estimated cost, time,
resources of each part, and which control tools will be used to
make sure data is accurate.
g. Conclusion: Expected results of the Marketing Strategy and
how the student will benefit from the experience. Students must
explain which skills were developed during the making of this
project.
h. Send it to NetTutor for feedback. Make changes if needed and
send to the facilitator via e-mail.
4. Students will prepare a brief PowerPoint Presentation about the
Marketing Project Proposal. Be prepared to present it during class.
5. Prepare the cover page, introduction, and Biography of the portfolio.
Students must come hand over the digital portfolio to the facilitator for
proper assessment and feedback during Workshop Three.
6. Read about the business strategies analysis tools featured on the content
objectives of this workshop. Prepare a list and bring them to class.
7. Continue working with your digital portfolio.
8. Begin practicing your English language skills using Tell Me More.
9. Answer the Wimba Voice board created by the facilitator.
10. Continue working with your glossary of terms.
11. Prepare a 2-page descriptive essay about Michael Porter’s Five Forces
Model. Use APA style and include references. Bring the essay to class.
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Key Core Vocabulary:
1. SWOT Analysis
2. PESTEL
3. VRIO Framework
4. EFAS and IFAS Tables
5. Michael Porter’s Five Forces Model
6. BCG Matrix
7. Competitive Advantage
8. Qualitative research
9. Quantitative research
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SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be
used in the workshop.
Integrated Activities:
1. The facilitator will engage the students in a short review of the last workshop’s
B. Scaffolding
_√_ Modeling
_√_ Guided Practice
_√_ Independent Practice
_√_ Comprehensible Input
C. Grouping Options
_√_ Whole Class
_√_ Small Groups
_√_ Partners
_√_ Independent Work
D. Integration of Processes
_√_ Listening
_√_ Speaking
_√_ Reading
_√_ Writing
E. Application
_√_ Hands-on
_√_ Meaningful/Relevant
_√_ Rigorous
_√_ Link to Objectives
_√_ Promote Engagement
A. Preparation
_√_ Adaptation of Content
_√_ Links to Background Knowledge
_√_ Links to Past Learning
_√_ Strategies Incorporated
CALLA Strategies (Cognitive Academic Language Learning Approach)
_√_ Cognitive
_√_ Meta-cognitive
_√_ Social/Affective
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material and answer any questions or concerns students might have.
2. Using a Power Point presentation, each student will share with the class the
Marketing Project Proposal. Depending on the size of the class, each presentation
should take from 5 to 10 minutes, including the feedback from the facilitator.
3. Students will exchange their essays. Each student will have 5 minutes to read the
essay and to offer constructive feedback.
4. Students will discuss the aspects of the SWOT, EFAS and IFAS Tables, BCG
Matrix, Barney’s VRIO Framework, Porter’s Five Forces Model, and PESTEL
Framework. The facilitator can choose from a variety of alternatives (video,
discussion, PowerPoint presentation, etc.) for this activity.
5. Depending on the size, class will be divided in pairs. The facilitator will give each
pair a company, product, or service name and each pair must perform one of the
analysis tools discussed in the prior activity. After approximately 20 minutes,
each pair must write or draw a chart or table with their findings from the analysis
and present it to the rest of the class.
6. Based on the analysis tools performed in the previous activity, each pair of
students will switch their charts with another group (pair of students) in order to
identify the top possible strategies to enhance or change a current situation of the
selected business, product, or service.
7. Class will be divided into small groups. Each group must draw a Venn diagram
for quantitative and qualitative research. After a brief discussion with the
facilitator, each group will discuss different types of research methods and how to
use them to select potential marketing strategies.
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8. Each group must draw a circle map with the word “Industry Analysis” in the
middle circle; then draw the exterior circles with all the external factors to
consider during an Industry Analysis, for a business organization. After a brief
discussion with the facilitator, each group will apply the flowchart to a simulated
situation assigned by the facilitator.
9. The facilitator should have a “Question and Answer” session with students to
clarify any questions, change of action plan, or any other subject regarding to the
final Marketing Project.
10. The facilitator will discuss the assignments for the next workshop and will create
a discussion board in Blackboard as an assignment for the next workshop.
Assessment:
1. Individual: The facilitator will use Appendix C in order to assess the student’s
reflective journal.
2. Group: The facilitator will use Appendix F to assess group participation.
3. Written: The facilitator will use Appendix B to assess essays/written
reports/summaries or abstracts.
4. Oral: The facilitator will use Appendix A to assess the specific language
objectives for the workshop.
Lesson Wrap-Up:
1. Individual: Each student will write on an index card, 3 things they have learned,
2 things they have a question about, and 1 thing they want the instructor to know.
The facilitator will pick up the cards and randomly read some of them.
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2. Group: Class will be divided in two groups. Each group will construct clues
(riddles) about the key terms and quiz the other group.
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TALLER TRES
Diseño de estrategias y política organizacional
Objetivos específicos de contenido:
Al finalizar el taller, el/la estudiante podrá:
1. Utilizar la matriz SFAS (Strategic Factors Analysis Summary) para
sistematizar la información recopilada sobre el ambiente de la organización.
2. Aplicará el análisis de cartera para la identificación y diseño de estrategias.
3. Diseñará alternativas estratégicas y tácticas para la solución de problemas y/o el
logro de los objetivos de la institución o empresa.
4. Podrá definir las políticas institucionales necesarias para la implementación de
las estrategias.
Objetivos específicos de lenguaje:
Al finalizar el taller, el/la estudiante podrá:
1. Escuchar: Analizar la matriz de SFAS, luego de escuchar la discusión del
facilitador y las exposiciones de los compañeros de clase.
2. Hablar: Definir mediante exposiciones orales, las políticas institucionales
necesarias para la implementación de las estrategias, utilizando términos de
vocabulario adecuados y pronunciando todas las palabras de manera clara.
3. Leer: Comprender cómo identificar posibles estrategias de mercadeo, por medio
de la lectura de herramientas de análisis y textos en español.
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4. Escribir: Utilizar el vocabulario correcto y sin errores gramaticales o de sintaxis
para la escritura del foro de discusión y el diario reflexivo sobre los temas
discutidos en el taller.
Enlaces electrónicos:
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Tema: Matrices de diagnóstico, SFAS, matriz 360 y análisis de la cartera de productos
http://books.google.com.pr/books?id=1vbWZtHcHrQC&pg=PA107&lpg=PA107&dq=s
t rategic+factors+analysis+summary&source=bl&ots=pUWo-IuqF0&sig=ths-
KSNnH0_SFiJNEle06yP8DpA&hl=en&ei=4OFrTfu4N4nQgAf60unLCg&sa=X&oi=bo
ok_result&ct=result&resnum=7&ved=0CDgQ6AEwBjgo#v=onepage&q=strategic%20f
actors%20analysis%20summary&f=false
http://www.slideshare.net/pedrovizueta/modelo-de-analisis-de-cartera-de-negocios-y-el-
plan-de-marketing-presentation
http://www.marketing-xxi.com/analisis-de-la-cartera-de-productos-44.htm
Tema: Ventaja competitiva
http://www.marketingpower.com/ResourceLibrary/JournalofMarketing/Pages/1994/
58/2/9406201522.aspx
Asignaciones antes del taller:
1. Requisito laboratorio de idiomas/laboratorio electrónico: Complete las horas
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del laboratorio de idiomas.
2. Cada estudiante o grupo preparará un informe escrito y una breve
presentación oral sobre el análisis de la información recopilada para el
proyecto de mercadotecnia en el que aplicará las matrices de diagnóstico y
análisis así como otras herramientas que estime adecuadas.
3. Asignación de mini - caso # 1:
Usted ha sido contratado como consultor independiente para elaborar un plan
estratégico para una organización loca sin fines de lucro dedicada a ayudar a
los niños de la comunidad. Este movimiento persigue formar el carácter de los
niños y jóvenes a través de actividades divertidas y de alta aventura en la que
se exponen a situaciones donde deberán tomar decisiones importantes para la
estabilidad y supervivencia del grupo. Este es un movimiento establecido hace
más de 100 años a nivel mundial y que lleva en la comunidad varios años. El
capítulo local se divide a su vez en regiones o condados. Esta organización se
mantiene, básicamente, por la aportación de los padres que pagan una
matrícula básica para registrar a los chicos, a los padres ya líderes adultos así
como a aportaciones de empresas y programas delineados para la recaudación
de fondos. Aunque el programa del movimiento está dirigido
fundamentalmente a los niños y jóvenes, los padres juegan un rol medular en
el desarrollo e implementación del programa para el cual se provee
adiestramiento a líderes y jóvenes adultos que deseen mantenerse activos en el
movimiento.
Sin embargo, en la última década, la matrícula ha decaído tanto en cantidad de
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unidades como en cantidad de niños inscritos por unidad. Así como en cuanto a
la cantidad de líderes voluntarios. Datos importantes:
Dato #1: La imagen y percepción del movimiento se ha visto afectada por una
recesión económica. Muchos padres y líderes ven el Programa como uno
costoso e inaccesible a todos los sectores socioeconómicos.
Dato #2: La(s) campaña(s) de recaudación de fondos Capitular no está(n) siendo
apoyada(s) a nivel de todas las unidades.
Dato # 3: Se está confundiendo este grupo con otro grupo que reúne niños y
niñas en horarios extracurriculares para realizar actividades educativas y de
diversión.
Dato # 4: La concientización o reconocimiento del programa (awareness)
ha bajado a un 18% de un 54% hace dos décadas.
Dato # 5: Los líderes de las unidades no se sienten apoyados por el distrito
ni por el capítulo.
Dato # 6: Muchos padres no se integran a programa junto a sus hijos.
Dato # 7: Durante las actividades de reclutamiento se ofrecen programas de
actividades al aire libre que luego no se ejecutan en las Unidades.
Dato # 8: La cantidad de líderes voluntarios ha mermado un 36% por lo que
los voluntarios activos se ven obligados a ejecutar varias funciones dentro
de las unidades simultáneamente con tareas a nivel de distrito y de capítulo.
Utilizando las matrices y herramientas de diagnóstico y análisis prepare
un informe escrito de al menos tres páginas que incluya el análisis de la
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situación, identificación de prioridades y estrategias de mercadeo para
generar interés y aumentar la matrícula de esta organización. Utilice
estilo APA e incluya las referencias. Envíe a NetTutor para
retroalimentación.
Nota: Esta asignación tiene un valor de 25 puntos. El estudiante puede hacer
referencia a cualquier grupo o entidad similar que le sea familiar para
enmarcar el caso más concretamente de manera que le resulte pertinente y le
genere mayor interés. También, el facilitador(a) puede añadir, eliminar o
modificar la información según su discreción para adaptarla al tema específico
que desee enfatizar o estudiar.
4. Actualice el portafolio digital, incluyendo el diario reflexivo sobre el taller
anterior.
5. Conteste el foro de discusión en Blackboard creado por el facilitador.
6. Continúe trabajando con su glosario de términos.
Vocabulario clave de la lección:
1. SFAS (Strategic Factors Analysis Summary)
2. Análisis de cartera
3. Estrategias y tácticas
4. Desarrollo e implementación de políticas institucionales
5. Matriz de prioridades
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6. Integración vertical y crecimiento horizontal
7. Alianza estratégica
8. Riesgo
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Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una
marca de cotejo (√) en la (__) en todas las estrategias por componente que se usarán en el
taller.
B. Andamiaje
_√_ Modelaje
_√_ Práctica dirigida
_√_ Práctica independiente
_√_ Instrucción comprensible
C. Opciones para Agrupamiento
_√_ Grupo completo
_√_ Grupos pequeños
___ Pares
_√_ Trabajo independiente
D. Integración del Proceso
_√_ Escuchar
_√_ Hablar
_√_ Leer
_√_ Escribir
E. Aplicación
_√_ Actividades dinámicas de aplicación
_√_ Significativas y relevantes
_√_ Rigurosas
_√_ Alineadas con los objetivos
_√_ Promueven participación
A. Preparación
_√_Adaptación de contenido
_√_ Enlaces al conocimiento previo
_√_ Enlaces al aprendizaje previo
_√_ Estrategias incorporadas
Estrategias de CALLA (Cognitive Academic Language Learning Approach)
_√_ Cognoscitivo
_√_ Metacognoscitivo
_√_ Socio/Afectivo
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Actividades integradas de contenido y lenguaje para lograr los objetivos del taller
(contenido y lenguaje):
1. Los estudiantes se reunirán en parejas para resumir los temas de la clase
anterior y aclararán los temas más confusos con el/la facilitador/a.
2. El facilitador presentará y explicará los objetivos correspondientes al taller.
3. Cada estudiante presentará el informe oral de progreso (asignación # 2) de su
proyecto de mercadotecnia en un PowerPoint sencillo para la aprobación de
continuidad del mismo por el/la facilitador/a. El/la facilitador/a intervendrá
durante las presentaciones para aclarar puntos presentados por los grupos o
contestar preguntas de los estudiantes sobre algún punto en particular.
4. El facilitador(a) formará equipos de tres a cuatro estudiantes para que discutan el
mini-caso y presenten el consenso del análisis y las estrategias que recomiendan
para resolver la situación que se presenta. Esta actividad debe generar un debate
entre los grupos sobre cuáles de las recomendaciones estratégicas es más
adecuada y efectiva. Esta actividad debe cubrir como se pueden identificar
posibles estrategias y soluciones de problemas de una organización.
5. La clase se dividirá en grupos para escribir una tabla de matriz de SFAS, en la
cual se asignan valores las estrategias más importantes de algunos ejemplos
provistos por el facilitador. Luego, el/la facilitador/a mostrará un video o
presentación en PowerPoint, aclarando cualquier duda sobre este tema.
6. El facilitador conducirá una sesión de torbellino de ideas para explorar las
políticas institucionales necesarias para la implementación de estrategias.
7. Los estudiantes discutirán el tema trabajado en el foro de discusión.
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8. Los estudiantes se reunirán en parejas y prepararán un diagrama de burbuja sobre
el aprendido durante el taller.
9. El facilitador procederá a discutir los temas y asignaciones para el próximo taller.
10. El facilitador asignará un mini-caso o escenario por grupo. Este se trabajará en el
taller 4.
11. Los estudiantes deberán enviar el portafolio digital para retroalimentación
preliminar.
12. El facilitador creará un foro de discusión oral en Wimba que será completado como
asignación para el próximo taller.
Evaluación:
1. Individual: Los estudiantes harán un resumen sobre los conceptos aprendidos,
siguiendo el formato de diario reflexivo en el Anejo C.
2. Grupal: El facilitador(a) solicitará a los estudiantes que se dividan en grupos para
que preparen una lista focalizada sobre el tema central del Taller. Los estudiantes
se auto-evaluarán si entendieron todos los conceptos.
3. Escrito: El facilitador utilizará el Anejo B para evaluar los ensayos/trabajos
escritos/resúmenes o abstractos.
4. Oral/Auditivo: El facilitador utilizará el Anejo A para evaluar el cumplimiento de
los objetivos específicos de lenguaje para el taller.
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Cierre del taller:
1. Individual: Los estudiantes compartirán con el resto de la clase los conceptos
discutidos en la clase y cómo podrían aplicarlos a su desarrollo profesional.
2. Grupal: La clase se dividirá en grupos pequeños para llevar a cabo un programa
de noticias, relacionados con los objetivos de contenido discutidos en el taller.
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WORKSHOP FOUR
Implementation and Strategies Control of strategies
Specific Content Objectives:
At the end of this workshop, students will be able to:
1. Design programs, budgets, and procedures for the implementation of business
strategies.
2. Identify appropriate methods for implementing strategies based on the particular
situation of an organization.
3. Formulate action plans.
4. Select the appropriate personnel to complete implementation of strategies.
5. Develop control plans to assess the effectiveness of the implemented strategies
Specific Language Objectives:
At the end of this workshop, the student will be able to:
1. Listening: Identify how to design budgets and procedures for strategies, after
listening to the facilitator’s presentation and class discussion.
2. Speaking: Use the basic academic vocabulary during the oral presentation about
the weekly progress report of the Marketing Project and the Mini-case study
assignment.
6. Reading: Understand vocabulary words for the workshop, after reading the
definitions and additional information on the concepts.
3. Writing: Demonstrate a good control of spelling, punctuation, capitalization, and
other writing conventions on the written assignments.
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Electronic Links (URLs):
Virtual Library
http://bibliotecavirtualut.suagm.edu/
Subject: ISO Certifications
http://www.iso.org/iso/home.html
Subject: Economies of Scale
http://onlinelibrary.wiley.com/journal/10.1111/%28ISSN%291468-0297
http://www.marketingpower.com/AboutAMA/Pages/AMA%20Publications/AMA%20Jo
urnals/Journal%20of%20International%20Marketing/TOCs/summary%20jun%2007/Wh
atDrivesjimjune07.aspx
Subject: Benchmarking
http://managementhelp.org/quality/bnchmrkg/bnchmrkg.htm
http://www.marketingpower.com/ResourceLibrary/JournalofMarketingResearch%28JMR
%29/Pages/2005/42/3/jmkr.42.3.346.aspx
Assignments before the Workshop:
1. REQUIRED LANGUAGE E-LAB: Each student must make a 3 minutes
voice recording on WIMBA Voice, about a subject provided by the facilitator,
related to the design of programs, budgets and procedures to implement
marketing strategies. Before starting this assignment, students must access the
following WIMBA tutorial: http://www.bilingualonline.net/manuals/e-
lab/Wimba/Wimba_Voice_EN.pdf
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2. Search for information on the internet and other resources regarding the Core
Vocabulary section of the workshop. Continue working with your glossary of
terms.
3. Each student will write the weekly progress report about the final Marketing
Project. The part to be presented during this workshop is Implementation and
Control Plan. This progress report will be sent to the facilitator through the
Blackboard platform, prior to Workshop Four.
4. Each student must come prepared with a presentation to discuss the mini-case
study or scenario assigned at the end of Workshop 3. This assignment is worth 25
points.
5. Each student must continue working on the portfolio and on the final Marketing
Project, bringing any updates or questions to the facilitator.
6. Use the Virtual Library to find information about at least 3 companies that were
considered “Business of the Year” during the decade of the 1980’s and 90’s.
Check if they have kept their status during last decade. Do they still have that
recognition, or do they even exist? Take notes and bring them to class.
7. Continue working with the digital portfolio.
8. Continue practicing your English language with Tell Me More.
Key Core Vocabulary:
1. Viability or Feasibility
2. Standard Operational Standards (SOP)
3. Synergy
4. Organizational Life Cycle
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5. Corporate Development Stages
6. Economies of Scale
7. Return on Investment (ROI)
8. Organizational Structures
9. ISO Certification
SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be
used in the workshop.
B. Scaffolding
_√_ Modeling
_√_ Guided Practice
_√_ Independent Practice
_√_ Comprehensible Input
C. Grouping Options
_√_ Whole Class
_√_ Small Groups
_√_ Partners
_√_ Independent Work
D. Integration of Processes
_√_ Listening
_√_ Speaking
_√_ Reading
_√_ Writing
E. Application
_√_ Hands-on
_√_ Meaningful/Relevant
_√_ Rigorous
_√_ Link to Objectives
_√_ Promote Engagement
A. Preparation
_√_ Adaptation of Content
_√_ Links to Background Knowledge
_√_ Links to Past Learning
_√_ Strategies Incorporated
CALLA Strategies (Cognitive Academic Language Learning Approach)
_√_ Cognitive
_√_ Meta-cognitive
_√_ Social/Affective
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Integrated Activities:
1. The facilitator will engage the students in a short review of all the concepts
covered in the last workshop and answer any questions or concerns they might
have.
2. Students will perform their oral presentations on the weekly progress report of the
Marketing Project. Facilitator and other students can provide feedback.
3. Students (or groups, depending on what was assigned by the facilitator) will
perform their presentations of the assigned mini-case study or work scenarios.
The facilitator can complement this activity with feedback to each presentation.
4. Class will be divided into small groups. Use the notes taken when searching for
information about the top 10 companies. Each group will prepare a Concept Map
of the factors that are necessary to stay on top of the industry/market. With the
support of the facilitator, each group must discuss marketing action plans that
companies must make to stay at the top.
5. Class will be divided into small groups. Each group must present the most
effective marketing organizational chart for the selected marketing strategies
presented by the facilitator. The facilitator can choose from a variety of
alternatives (video, discussion panel, power point presentation, etc.) to
complement this activity.
6. Class will be divided in pairs. Facilitator will assign each pair an exercise to
calculate the economic impact of a specific marketing strategy. They will develop
a control plan to show how not to go over budget on the assigned marketing
strategy.
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7. Students will prepare a Venn diagram to compare two topics determined by the
facilitator.
8. The facilitator will mention the topics that will be covered in the final exam.
9. The facilitator will open a brief session to answer any question related to the
workshop.
Assessment:
1. Individual: Students will write their Reflective Journals on the content of the
workshop. They must add it to the Digital Performance Portfolio.
2. Group: Students will use Appendix F to assess group participation.
3. Written: The facilitator will use Appendix B to assess essays, written reports,
summaries, or abstracts.
4. Oral: The facilitator will use Appendix A to assess the specific language
objectives for the workshop
Lesson Wrap-Up:
1. Individual: Students receive an envelope containing a card with a word or phrase
selected by the facilitator. Students discuss the concept and list the content-
specific vocabulary, necessary to discuss it.
2. Group: Class will be divided into small groups. Each group will present three key
ideas they think everyone should have learned.
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Taller cinco/Workshop Five
Innovación y evolución de la organización
(TWO HOURS IN SPANISH AND TWO HOURS IN ENGLISH)
NOTA: Este taller es bilingüe. Tanto el
facilitador como los estudiantes deberán
utilizar el idioma asignado para cada tarea y
actividad ¡No mezcle los dos idiomas!
¡UTILICE SOLAMENTE UN
LENGUAJE A LA VEZ! Las primeras
dos horas se desarrollarán en español.
Las últimas dos horas, en inglés.
NOTE: This is a bilingual workshop. Both
the facilitator and the student must use the
language assigned for each homework and
activity. Do not mix both languages! USE
ONE LANGUAGE AT A TIME! KEEP
BOTH LANGUAGES SEPARATED! The
first two hours must be in Spanish. The last
two hours must be in English.
Objetivos específicos de contenido:
Al finalizar el taller, el/la estudiante podrá:
1. Utilizar la investigación de mercado como fuente de nuevas ideas y conceptos
innovadores.
2. Aplicar las etapas del desarrollo de nuevos productos y/o servicios.
3. Seguir el proceso de toma de decisiones estratégicas para formar nuevos
proyectos empresariales.
4. Reconocer la diferencia entre un proyecto empresarial, una pequeña empresa y
una organización sin fines de lucro.
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Objetivos específicos de lenguaje:
1. Escuchar: Comprender cómo varias empresas desarrollan estrategias de mercadeo,
luego de escuchar la exposición en inglés y en español del proyecto final del resto
de los estudiantes, al igual que la discusión en español y en inglés del facilitador.
2. Hablar: Utilizar términos de vocabulario adecuados y pronunciar todas las palabras
de manera clara en inglés, durante las presentaciones orales finales y durante la
discusión final en español y en inglés sobre el curso.
3. Leer: Comprender y analizar un plan estratégico mediante el uso de la lectura en
inglés y en español de un proyecto de mercadotecnia.
4. Escribir: Utilizar las seis características del proceso de escritura (ver Anejo B) para
la redacción en español y en inglés del proyecto final en formato APA (6ta edición).
Enlaces electrónicos:
Biblioteca Virtual/Virtual Library
http://bibliotecavirtualut.suagm.edu/
Tema: Planes estratégicos
http://managementhelp.org/strategicplanning/
http://www.quickmba.com/strategy/strategic-planning/
http://www.plan-estrategico.com/
http://www.elalmanaque.com/gerencia/art7.htm
http://www.degerencia.com/articulo/proceso_de_gerencia_estrategica
http://www.introduction-to-management.24xls.com/es202
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Tema: Innovación
http://camarapr.org/Eventos_NW/CumbreEdu/Sec1_OradorPrincipal-
Glen_Hodgson-VerEspa.pdf
http://www.navarra.es/NR/rdonlyres/D696EFD2-6AAA-4EF1-
B414E3A27109EA67/79806/02juanmulet.pdf
Asignaciones antes del taller:
Asignaciones a discutirse durante las primeras dos horas de instrucción (2).
1. Complete su presentación oral del trabajo final.
2. Complete su glosario de términos.
3. Prepárese para el examen final repasando los temas discutidos durante el curso.
Assignments to be discussed during the last two hours of instruction (2):
1. Complete your practice with Tell Me More.
2. Complete your written project.
3. Write a Reflective Journal on the content and language objectives of the workshop.
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Vocabulario académico clave (Debe
reflejar los objetivos y conceptos clave
del taller.) Verifique que el estudiante
domine el vocabulario clave en los dos
idiomas.
Ejemplo:
1. Planes estratégicos
2. Innovación del negocio
3. Agentes de cambio
Academic Core Vocabulary (Must
reflect objectives and important concepts
of the workshop.) Verify that the student
masters the core vocabulary in both
languages.
Sample:
1. Strategic Business Plan
2. Business Innovation
3. Agent of Change
List of Supplementary Materials for the Workshop:
1. Conceptual Maps
2. PowerPoint Presentations
4. Reading materials
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SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be used in
the workshop.
1.
2.
3.
4.
5.
6.
7.
8.
B. Scaffolding
_√_ Modeling
_√_ Guided Practice
_√_ Independent Practice
_√_ Comprehensible Input
C. Grouping Options
_√_ Whole Class
_√_ Small Groups
_√_ Partners
_√_ Independent Work
D. Integration of Processes
_√_ Listening
_√_ Speaking
_√_ Reading
_√_ Writing
E. Application
_√_ Hands-on
_√_ Meaningful/Relevant
_√_ Rigorous
_√_ Link to Objectives
_√_ Promote Engagement
A. Preparation
_√_ Adaptation of Content
_√_ Links to Background Knowledge
_√_ Links to Past Learning
_√_ Strategies Incorporated
CALLA Strategies
(Cognitive Academic Language Learning Approach)
_√_ Cognitive
_√_ Meta-cognitive
_√_ Social/Affective
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Actividades Integradas:
Actividades en español para las primeras dos horas del taller:
1. El facilitador hará un resumen de la clase anterior y aclarará los temas más confusos para el
estudiante.
2. El facilitador explicará los detalles finales sobre el orden de las presentaciones finales y
cualquier duda que tenga el estudiante.
3. Los estudiantes expondrán sus presentaciones orales.
Activities in English for the last two hours of the workshop:
1. The facilitator will lead a brief question and answer session after each presentation.
2. The facilitator will randomly select some students to share with the rest of the class their
final conclusion of the digital portfolio.
3. The facilitator will collect all digital portfolios from students. Digital Portfolios must be
delivered on a CD format or a USB Drive, or as previously instructed by the facilitator.
4. Students will complete the end of course evaluation.
Assessment: LAST TWO HOURS OF THE WORKSHOP (DIFFERENTIATED BY
SECOND LANGUAGE PROFICIENCY LEVELS)
1. Individual: Students will assess the course by completing a Reflective Journal and turning
it in to the facilitator.
2. Group: Students poses answer/question to group about lesson; responses should come
from other students, not the facilitator.
3. Written/Oral: The facilitator will use the appendixes to assess the oral presentations and
the written works of each student.
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Lesson Wrap-Up: LAST TWO HOURS OF THE WORKSHOP (These are activities to
determine if all students achieved the content and language objectives for the workshop.)
1. Individual: The student will choose and answer two questions from a generic list, about
today’s lesson.
2. Group: Class will be divided into four small groups to create a graphic representation of
their learning on a poster board. Students can either share out their posters or move from
station to station, writing questions or comments, noting similarities and differences.
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APÉNDICES / APPENDIXES
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APPENDIX A
NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED INSTRUCTION
Retrieved from: WIDA Consortium http://www.wida.us/
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“Can Do”Listening Rubric
National Proficiency Levels Criteria
Starting
Identifies objects
Names concrete objects
Points to picture/object of the word heard
Follows simple commands
Repeats words or simple phrases
Understands simple messages – gestures, pointing
Emerging
Draws a picture
Requires continuous repetition
Follows verbal dictations
Checks-off words that were heard
Repeats information heard to determine comprehension
Understands slow speech and multiple repetitions
Developing Understands more details of spoken language
Needs limited or no repetition and slow speech
Understands basic academic vocabulary which is frequently used in class discussions
Understands class discussions with some difficulty
Understands most of what was said
Expanding Needs limited or no repetition at normal speed speech
Understands academic vocabulary used in class discussions
Understands class discussions with little difficulty
Understands nearly everything said
Bridging Needs no repetition at normal speed speech
Understands elaborate academic vocabulary used in class discussions
Understands class discussions with no difficulty
Demonstrates a native-like English speaker’s understanding of what is said
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“Can Do”Speaking Rubric
National Proficiency
Levels
Criteria
Starting Names concrete objects
Responds a simple yes or no to questions
Repeats words or simple phrases
Uses one word commands
Mispronounces words making it difficult to be understood
Breaks speech into parts making comprehension difficult
Uses limited or no vocabulary to support message
Emerging Uses a few more words to respond to questions although grammatically incorrect
Uses one-, two-, and multiple-word commands
Uses verb tenses interchangeably
Misuses words in daily speech
Repeats spoken words or phrases to improve understanding due to pronunciation flaws
Uses grammar and word order incorrectly
Uses vocabulary (emerging stage) to support oral messages
Developing Responds using longer phrases/sentences
Initiates and carries out conversations; however, there may be interruptions due to thinking of the
correct words to say
Applies grammar and word order correctly most of the time
Demonstrates correct use of basic academic vocabulary which is frequently used in class
discussions and/or oral assignments.
Speaks with some hesitation
Uses vocabulary to support oral messages
Speaks with less difficulty, but listener must pay close attention to pronunciation.
Expanding Responds using elaborate phrases/sentences
Uses and interprets idiomatic expressions
Converses more fluently in social settings
Uses academic vocabulary frequently in class discussions
Participates in class discussions using academic content with slight hesitation
Misuse of grammar and word order seldom occurs and does not interrupt meaning
Pronounces most words accurately and clearly
Bridging Speaks fluently
Uses elaborate academic vocabulary in all class discussions correctly
Participates in class discussion using academic content without hesitation
Uses appropriate vocabulary to support oral messages at all times
Uses correct grammar and word all the time
Speaks with native-like pronunciation and intonation
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“Can Do”Reading Rubric
National Proficiency
Levels
Criteria
Starting Lacks comprehension of a wide array of written material (not developed)
Lacks ability to interpret graphs, charts, tables, and forms in textbooks (not developed)
Struggles with use of pre-reading and reading skills (not developed)
Lacks ability to apply reading strategies in order to guess meanings of unfamiliar words from context (not
developed)
Struggles with use of strategic reading skills (in order to plan his/her reading assignments, diagnose deficiencies,
resolve deficiencies independently or with the help of others, etc.) (not developed)
Emerging Improving comprehension (slowly emerging) of a wide array of written material (e.g., fictional and non-fictional
texts that bridge personal, professional and academic themes, news articles, short stories, short novels, etc.)
Demonstrates correct interpretation of basic graphs, charts, tables and forms in textbooks
Applies limited pre-reading (e.g., activation of prior knowledge, semantic maps, etc.) and reading skills (e.g.,
skimming, scanning, inferences, paragraph frames, DRA, SQ4R, etc.) (slowly emerging)
Struggles with ability to use limited reading strategies to guess meanings of unfamiliar words from context (e.g.,
definition, restatement, examples, surrounding words, etc.) is
Strives to understand (even when not successful) the relationship between ideas (e.g., time, logical order,
comparison/contrast, cause/effect), and reading patterns in order to identify literary genres (as listed above)
Applying successful reading skills (as listed above) are still emerging
Developing Comprehends a wide array of written material (as listed above)
Interprets basic graphs, charts, tables and forms
Applies correctly pre-reading and reading skills (as listed above)
Applies correct use of reading strategies to guess meanings of unfamiliar words from context (as listed above)-
evidence of emerging.
Understands the relationship between ideas (as listed above)-evidence of emerging..
Uses strategic reading skills (as listed above) that are evident.
Expanding Comprehends a wide array of level-appropriate written materials (as listed above) with mature accuracy
Interprets increasingly complex graphs, charts, tables, and forms accurately
Applies pre-reading and reading skills (as listed above) very strongly
Applies strategies to guess meanings of unfamiliar words from context (as listed
above) which is clearly evident
Identifies signal words to understand the relationship between ideas (as listed above), and reading patterns to
identify literary genres (as listed above)- emerging strongly
Understands the relationship between ideas (as listed above)-strongly evident.
Uses strategic reading skills (as listed above) with mature accuracy
Bridging Comprehends various types and lengths of level appropriate written materials (as listed above)-fully developed
Interprets complex graphs, charts, tables, and forms accurately
Applies pre-reading and reading skills (as listed above)-fully developed
Applies reading strategies to determine the meaning of unfamiliar words in a text (as listed above) with accuracy
Understands the relationship between ideas (time, logical order, comparison/contrast, cause/effect)
Demonstrates fully developed strategic reading skills (as listed above)
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“Can Do”Writing Rubric
National Proficiency
Levels Criteria
Starting Lacks clear writing and focus.. Details are limited or unclear. There’s no clear distinction to what is important and what is supported.
Lacks engaging and drawing a conclusion. Paper simply starts and ends. Lack of transitions make it difficult to understand the paper.
Writes with limited use of vocabulary or specific words to transmit meaning of the essay. Misuse of parts of speech makes it difficult to understand
the writing.
Rambles- use of incomplete sentences that are too long to understand. Sentences follow a simple structure and or style.
Struggles with spelling, punctuation capitalization and other writing conventions. This makes it very difficult to understand the writing.
Lacks strategic writing skills (e. g., knowledge of the writing process; declarative, procedural and conditional knowledge; and strategies for inquiry, for
drafting [such as investigating genre, considering audience, and responding to purpose], and for product revision) that are clearly not developed.
Emerging Writes sentences that are still unclear there seems to be a guide to a focused topic; however, it may drift at times. There is an attempt in details to
support main idea. Reader can still feel confused.
Attempts to write an introduction and or conclusion. Use of transitions helps, but paper is in need of more details.
Struggles with some vocabulary terms that are used inappropriately. Greater command of the parts of speech is developing,.
but many words are still used incorrectly.
Attempts to create a style of sentence structure here and there; although, for the most part it sticks to one style.
Shows need of improving spelling, punctuation, capitalization, and other writing conventions. It is still difficult to read the writing; but there are signs
of improvement.
Demonstrates emerging strategic writing skills.
Developing Writes with an unclear focus. Writing appears to be on one topic, but shifts to another topic at times. Support of main idea is lacking. Reader is left
with unanswered questions.
Attempts to write a proper introduction and conclusion however, both are dull or unclear. Transitions help connect ideas although at times they
distract the flow.
Selects and uses words appropriately; however, they are not higher level and need more vigor.
Formulates well-written sentences; however, style and structure of sentences are repetitious.
Demonstrates control of spelling, punctuation, capitalization, and other writing conventions. However, the writing could read and sound better by
improving conventions.
Utilizes strategic writing skills properly (now evident).
Expanding Writes with a focus in mind; however, there is room for improvement. Needs more relevant details to support the main idea.
Some readers’ questions can be answered, while others are left with doubt.
Uses a proper introduction and conclusion, however, some improvement is needed. Needs to continue using transitional words are properly in order to
allow the proper flow of ideas.
Selects and uses vocabulary words that are much more livelier and appropriate. Some common wording can be improved.
Writes with a definite style, and sentence structure is “catchy” with few mistakes.
Demonstrates good control of spelling, punctuation, capitalization, and other writing conventions. Mistakes are few and nothing distracts from the
writing.
Applies mature strategic writing skills.
Bridging Writing is clear and focused on a narrowed topic. Details are relevant and accurate, and they support the main ideas. Reader’s questions are answered
Writing has a clear introduction that’s hooks the reader and conclusion that leaves a lasting impression. Use of transitions helps the reader to connect ideas. Reading flows and not dull.
Words used in the writing are specific and accurate. Vivid verbs and modifying words are present. Words used enhance the meaning of the writing.
There is a variety in length and structure of the sentences. The style of sentences varies on how they begin. Sentences create fluency and rhythm.
Excellent control of spelling, punctuation capitalization and other writing conventions.
Strategic writing skills are fully developed.
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APPENDIX B
THE WRITING PROCESS
6-TRAITS WRITING RUBRIC
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Appendix B
Six-Traits of Writing Rubric
Student Name: Date:
Facilitator:
Course: Assignment:
Instructions: This rubric will be used to evaluate all written work done by the student in
both English and Spanish. Please refer to the trait that you are evaluating (i.e., Ideas and
Content) and write the score in the appropriate box. Select the criteria per level (6= highest,
1=lowest) that best reflects the student’s writing ability.
Refer to all the Appendix (D) sheets that describe, in detail, all the writing traits that you are
evaluating in order to complete this rubric properly.
Criteria per Level
(From Highest to Lowest)
Writing Traits 6 5 4 3 2 1 1. Ideas and Content 2. Organization 3. Voice 4. Word Choice 5. Sentence Fluency 6. Conventions
Totals (Add all the totals down, then
across to obtain the Grand Total.)
Grand Total:
Final Score:_________________
Scoring Scale: (36-0)
Outstanding: 33-36 points = A
Very Good: 29-32 points = B
Satisfactory: 24-28 points =C
Fair: 19-23 points =D
Poor: 0-18 points = F
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Six Traits for Analytic Writing Rubrics
Trait #1: Idea and Content
Criteria per Level Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
6
The writing is exceptionally clear, focused and interesting. It holds the reader’s attention throughout. Main ideas stand
out and are developed by strong support and rich details suitable to audience and purpose. The writing is characterized by
• clarity, focus, and control.
• main idea(s) that stand out.
• supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible
support
• a thorough, balanced, in-depth explanation/ exploration of the topic; the writing makes connections and shares insights.
• content and selected details that are well suited to audience and purpose.
5
The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are developed by
supporting details suitable to audience and purpose. The writing is characterized by:
• clarity, focus, and control.
• main idea(s) that stand out.
• supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible
support.
• a thorough, balanced explanation/exploration of the topic; the writing makes connections and shares insights.
• content and selected details that are well-suited to audience and purpose.
4
The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although it may be
limited or rather general. The writing is characterized by:
• an easily identifiable purpose.
• clear main idea(s)
• supporting details that are relevant, but may be overly general or limited in places; when appropriate, resources are used
to provide accurate support.
• a topic that is explored/explained, although developmental details may occasionally be out of balance with the main
idea(s); some connections and insights may be present.
• content and selected details that are relevant, but perhaps not consistently well chosen for audience and purpose.
3
The reader can understand the main ideas, although they may be overly broad or simplistic, and the results may not be
effective. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly off-topic. The writing is
characterized by:
• an easily identifiable purpose and main idea(s).
• predictable or overly-obvious main ideas or plot; conclusions or main points seem to echo observations heard
elsewhere.
• support that is attempted; but developmental details that are often limited in scope, uneven, somewhat off-topic,
predictable, or overly general.
• details that may not be well-grounded in credible resources; they may be based on clichés, stereotypes or questionable
sources of information.
• difficulties when moving from general observations to specifics.
2
Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is characterized by
• a purpose and main idea(s) that may require extensive inferences by the reader.
• minimal development; insufficient details.
• irrelevant details that clutter the text.
• extensive repetition of detail.
1 The writing lacks a central idea or purpose. The writing is characterized by
• ideas that are extremely limited or simply unclear.
• attempts at development that are minimal or non-existent; the paper is too short to demonstrate the development of an
idea. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
MARK 455 Marketing Project 94
Updated November 11, 2013
Trait #2: Organization
Criteria per Level
6
The organization enhances the central idea(s) and its development. The order and structure are compelling and
move the reader through the text easily. The writing is characterized by
• effective, perhaps creative, sequencing; the organizational structure fits the topic, and the writing is easy to
follow.
• a strong, inviting beginning that draws the reader in and a strong satisfying sense of resolution or closure.
• smooth, effective transitions among all elements (sentences, paragraphs, and ideas).
• details that fit where placed
5
The organization enhances the central idea(s) and its development. The order and structure are strong and
move the reader through the text. The writing is characterized by.
• effective sequencing; the organizational structure fits the topic, and the writing is easy to follow.
• an inviting beginning that draws the reader in and a satisfying sense of resolution or closure.
• smooth, effective transitions among all elements (sentences, paragraphs, and ideas).
• details that fit where placed. .
4
Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is
characterized by
• clear sequencing.
• an organization that may be predictable.
• a recognizable, developed beginning that may not be particularly inviting; a developed conclusion that may
lack subtlety.
• a body that is easy to follow with details that fit where placed.
• transitions that may be stilted or formulaic.
• organization which helps the reader, despite some weaknesses.
3
An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal.
The writing is characterized by
• attempts at sequencing, but the order or the relationship among ideas may occasionally be unclear.
• a beginning and an ending which, although present, are either undeveloped or too obvious (e.g. “My topic
is...”, “These are all the reasons that…”)
• transitions that sometimes work. The same few transitional devices (e.g., coordinating conjunctions,
numbering, etc.) may be overused.
• a structure that is skeletal or too rigid.
• placement of details that may not always be effective.
• organization which lapses in some places, but helps the reader in others.
2
The writing lacks a clear organizational structure. An occasional organizational device is discernible;
however, the writing is either difficult to follow and the reader has to reread substantial portions, or the piece
is simply too short to demonstrate organizational skills. The writing is characterized by
• some attempts at sequencing, but the order or the relationship among ideas is frequently unclear.
• a missing or extremely undeveloped beginning, body, and/or ending.
• a lack of transitions, or when present, ineffective or overused.
• a lack of an effective organizational structure.
• details that seem to be randomly placed, leaving the reader frequently confused.
1
The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader
remains confused. The writing is characterized by
• a lack of effective sequencing.
• a failure to provide an identifiable beginning, body and/or ending.
• a lack of transitions.
• pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along too rapidly.
• a lack of organization which ultimately obscures or distorts the main point. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
MARK 455 Marketing Project 95
Updated November 11, 2013
Trait #3: Voice
Criteria per Level
6
The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply committed to the
topic, and there is an exceptional sense of “writing to be read.” The writing is expressive, engaging, or sincere. The writing
is characterized by
• an effective level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice,
while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both
should be engaging, lively, or interesting. Technical writing may require greater distance.).
• an exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to communicate the
message most effectively. The reader may discern the writer behind the words and feel a sense of interaction.
• a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty,
conviction, excitement, humor, or suspense.
5
The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to the topic,
and there is a sense of “writing to be read.” The writing is expressive, engaging or sincere. The writing is characterized by
• an appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice
while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both
should be engaging, lively or interesting. Technical writing may require greater distance.).
• a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most
effectively. The reader may discern the writer behind the words and feel a sense of interaction.
• a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty,
conviction, excitement, humor, or suspense.
4
A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of “writing to be read.” In
places, the writing is expressive, engaging, or sincere. The writing is characterized by
• a questionable or inconsistent level of closeness to or distance from the audience.
• a sense of audience; the writer seems to be aware of the reader but has not consistently employed an appropriate voice.
The reader may glimpse the writer behind the words and feel a sense of interaction in places.
• liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately casual or
personal, or inappropriately formal and stiff.
3
The writer’s commitment to the topic seems inconsistent. A sense of the writer may emerge at times; however, the voice is
either inappropriately personal or inappropriately impersonal. The writing is characterized by
• a limited sense of audience; the writer’s awareness of the reader is unclear.
• an occasional sense of the writer behind the words; however, the voice may shift or disappear a line or two later and the
writing become somewhat mechanical.
• a limited ability to shift to a more objective voice when necessary.
2
The writing provides little sense of involvement or commitment. There is no evidence that the writer has chosen a suitable
voice. The writing is characterized by
• little engagement of the writer; the writing tends to be largely flat, lifeless, stiff, or mechanical.
• a voice that is likely to be overly informal and personal.
• a lack of audience awareness; there is little sense of "writing to be read."
• little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and writer.
1
The writing seems to lack a sense of involvement or commitment. The writing is characterized by
• no engagement of the writer; the writing is flat and lifeless.
• a lack of audience awareness; there is no sense of “writing to be read.”
• no hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing does not
involve or engage the reader. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
MARK 455 Marketing Project 96
Updated November 11, 2013
Trait #4: Word Choice
Criteria per Level
6
Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to
audience and purpose. The writer employs a rich, broad range of words, which have been carefully chosen
and thoughtfully placed for impact. The writing is characterized by
• accurate, strong, specific words; powerful words energize the writing.
• fresh, original expression; slang, if used, seems purposeful and is effective.
• vocabulary that is striking and varied, but that is natural and not overdone.
• ordinary words used in an unusual way.
• words that evoke strong images; figurative language may be used.
5
Words convey the intended message in an interesting, precise, and natural way appropriate to audience and
purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully
placed for impact. The writing is characterized by
• accurate, specific words; word choices energize the writing.
• fresh, vivid expression; slang, if used, seems purposeful and is effective.
• vocabulary that may be striking and varied, but that is natural and not overdone.
• ordinary words used in an unusual way.
• words that evoke clear images; figurative language may be used
4
Words effectively convey the intended message. The writer employs a variety of words that are functional
and appropriate to audience and purpose. The writing is characterized by
• words that work but do not particularly energize the writing.
• expression that is functional; however, slang, if used, does not seem purposeful and is not particularly
effective.
• attempts at colorful language that may occasionally seem overdone.
• occasional overuse of technical language or jargon.
• rare experiments with language; however, the writing may have some fine moments and generally avoids
clichés.
3
Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to audience and
purpose in places. The writer does not employ a variety of words, producing a sort of “generic” paper filled
with familiar words and phrases. The writing is characterized by
• words that work, but that rarely capture the reader’s interest.
• expression that seems mundane and general; slang, if used, does not seem purposeful and is not effective.
• attempts at colorful language that seem overdone or forced.
• words that are accurate for the most part, although misused words may occasionally appear, technical
language or jargon may be overused or inappropriately used.
• reliance on clichés and overused expressions.
2
Language is monotonous and/or misused, detracting from the meaning and impact. The writing is
characterized by
• words that are colorless, flat or imprecise.
• monotonous repetition or overwhelming reliance on worn expressions that repeatedly distract from the
message.
• images that are fuzzy or absent altogether.
1
The writing shows an extremely limited vocabulary or is so filled with misuses of words that the meaning is
obscured. Only the most general kind of message is communicated because of vague or imprecise language.
The writing is characterized by
• general, vague words that fail to communicate.
• an extremely limited range of words.
• words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
MARK 455 Marketing Project 97
Updated November 11, 2013
Trait #5: Sentence Fluency
Criteria per Level
6
The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with
consistently strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is
characterized by
• a natural, fluent sound; it glides along with one sentence flowing effortlessly into the next.
• extensive variation in sentence structure, length, and beginnings that add interest to the text.
• sentence structure that enhances meaning by drawing attention to key ideas or reinforcing relationships
among ideas.
• varied sentence patterns that create an effective combination of power and grace.
• strong control over sentence structure; fragments, if used at all, work well.
• stylistic control; dialogue, if used, sounds natural.
5
The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure
that makes expressive oral reading easy and enjoyable. The writing is characterized by
• a natural, fluent sound; it glides along with one sentence flowing into the next.
• variation in sentence structure, length, and beginnings that add interest to the text.
• sentence structure that enhances meaning.
• control over sentence structure; fragments, if used at all, work well.
• stylistic control; dialogue, if used sounds natural.
4
The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence
patterns are somewhat varied, contributing to ease in oral reading. The writing is characterized by
• a natural sound; the reader can move easily through the piece, although it may lack a certain rhythm and
grace.
• some repeated patterns of sentence structure, length, and beginnings that may detract somewhat from
overall impact.
• strong control over simple sentence structures, but variable control over more complex sentences;
fragments, if present, are usually effective.
• occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part, but may at times
sound stilted or unnatural.
3
The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader
to slow down or reread. The writing is characterized by
• some passages that invite fluid oral reading; however, others do not.
• some variety in sentences structure, length, and beginnings, although the writer falls into repetitive sentence
patterns.
• good control over simple sentence structures, but little control over more complex sentences; fragments, if
present, may not be effective.
• sentences which, although functional, lack energy.
• lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.
2
The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow
down or reread. The writing is characterized by
• significant portions of the text that are difficult to follow or read aloud.
• sentence patterns that are monotonous (e.g., subject-verb or subject-verb-object).
• a significant number of awkward, choppy, or rambling constructions.
1
The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very
awkward. The writing is characterized by
• text that does not invite—and may not even permit—smooth oral reading.
• confusing word order that is often jarring and irregular.
• sentence structure that frequently obscures meaning.
• sentences that are disjointed, confusing, or rambling. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
MARK 455 Marketing Project 98
Updated November 11, 2013
Trait #6: Conventions
Criteria per Level
6
The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that the
reader can easily skim right over them unless specifically searching for them. The writing is characterized by
• strong control of conventions; manipulation of conventions may occur for stylistic effect. • strong, effective use of punctuation that guides the reader through the text.
• correct spelling, even of more difficult words.
• paragraph breaks that reinforce the organizational structure. • correct grammar and usage that contribute to clarity and style.
• skill in using a wide range of conventions in a sufficiently long and complex piece.
• little or no need for editing.
5
The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks,
grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that they do not impede
readability. The writing is characterized by • strong control of conventions.
• effective use of punctuation that guides the reader through the text.
• correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure.
• correct capitalization; errors, if any, are minor.
• correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece.
• little need for editing.
4
The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Minor errors, while perhaps noticeable, do not impede readability. The writing is characterized by
• control over conventions used, although a wide range is not demonstrated.
• correct end-of-sentence punctuation, internal punctuation may sometimes be incorrect. • spelling that is usually correct, especially on common words.
• basically sound paragraph breaks that reinforce the organizational structure.
• correct capitalization; errors, if any, are minor. • occasional lapses in correct grammar and usage; problems are not severe enough to distort meaning or confuse the reader.
• moderate need for editing.
3
The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks,
grammar and usage). Errors begin to impede readability. The writing is characterized by • some control over basic conventions; the text may be too simple to reveal mastery.
• end-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors.
• spelling errors that distract the reader; misspelling of common words occurs. • paragraphs that sometimes run together or begin at ineffective places.
• capitalization errors.
• errors in grammar and usage that do not block meaning but do distract the reader. • significant need for editing.
2
The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability. The writing is
characterized by • little control over basic conventions.
• many end-of-sentence punctuation errors; internal punctuation contains frequent errors.
• spelling errors that frequently distract the reader; misspelling of common words often occurs. • paragraphs that often run together or begin in ineffective places.
• capitalization that is inconsistent or often incorrect.
• errors in grammar and usage that interfere with readability and meaning. • substantial need for editing.
1
Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read. In
fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message and must reread for meaning. The writing is characterized by
• very limited skill in using conventions.
• basic punctuation (including end-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect. • frequent spelling errors that significantly impair readability.
• paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the organization of the text.
• capitalization that appears to be random. • a need for extensive editing.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
MARK 455 Marketing Project 99
Updated November 11, 2013
Appendix C
Diario Reflexivo
Instrucciones: Complete los siguientes espacios en blanco:
Este ingreso es un ejemplo de mis fortalezas:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________
Este ingreso es un ejemplo de un área que realmente necesito mejorar:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________
Este ingreso es un ejemplo de un área que he mejorado:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________
Considero que este ejercicio ha sido muy útil para mi aprendizaje porque:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_________________________
MARK 455 Marketing Project 100
Updated November 11, 2013
Appendix C
Reflective Diary
Directions: Please complete the following blanks:
This entry is an example of my strengths:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________
This entry is an example of an area I really need to improve:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________
This entry is an example of an area I have improved:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________
I think this exercise has been very helpful for my learning because:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_________________________
MARK 455 Marketing Project 101
Updated November 11, 2013
Anejo D (Español)
MATRIZ PARA EVALUAR ASISTENCIA Y PARTICIPACIÓN EN CLASE
NOMBRE DEL ESTUDIANTE: ____________________ FECHA: ________________
Total Puntos por Asistencia (máximo de 25 puntos)
Total Puntos por Participación (máximo de 75 puntos)
Total
Asistencia y Puntualidad por Taller Puntos
6PM hasta 10PM 5
Estudiante no estuvo en clase durante un total de 15-29 minutos 4
Estudiante no estuvo en clase durante un total de 30-59 minutos 3
Estudiante no estuvo en clase durante un total de 60-89 minutos 2
Estudiante no estuvo en clase durante un total de 90-120 minutos 1
Estudiante no asistió al taller o se ausentó por más de 2 horas 0
CRITERIOS PARA APORTACIÓN A LA CLASE 0 1 2 3 N/A Total
1. Viene preparado y participa activamente de todas las
actividades de la clase, especialmente en las
actividades de grupo.
2. Demuestra atención y respeta las preguntas y
planteamientos de sus compañeros.
3. Demuestra interés y contribuye frecuentemente a
las discusiones en clase utilizando el idioma del
taller.
4. Contesta preguntas del facilitador y sus compañeros
utilizando el idioma del taller.
5. Formula preguntas pertinentes al tema de la clase
utilizando el idioma del taller.
Comments:
_______________________________________________________________________________
_________________________________________________________________
MARK 455 Marketing Project 102
Updated November 11, 2013
Appendix D (English)
RUBRIC TO EVALUATE ATTENDANCE AND CLASS PARTICIPATION
STUDENT’S NAME __________________________ DATE: __________
Total Points for Attendance (maximum de 25 points)
Total Points for Participation (maximum 75 points)
Total
Attendance and Punctuality per Workshop Puntos
Attended from 6PM until 10PM 5
Student was not in class a total of 15-29 minutes 4
Student was not in class a total of 30-59 minutes 3
Student was not in class a total of 60-89 minutes 2
Student was not in class a total of 90-120 minutes 1
Student was not in class for more than 2 hours 0
CRITERIAS FOR CLASS PARTICIPATION 0 1 2 3 N/A Total
1. Student comes prepared and participates actively in
class especially in group activities.
2. Demonstrates attention, respect and interest on
peers exposition and discussions.
3. Demonstrates attention and contributes frequently
to class discussions using the workshop language.
4. Answers facilitators and peers questions using the
workshop language.
5. Formulates questions on the topic discussed in
workshop using the workshop language.
Comments:
___________________________________________________________________________________
___________________________________________________________________
MARK 455 Marketing Project 103
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Anejo E (Español)
MATRIZ VALORATIVA PARA EVALUAR PRESENTACIÓN ORAL INDIVIDUAL
Nombre del estudiante: ________________________ Fecha:___________
Criterio Puntos Puntuación del
estudiante
Contenido
Realiza una introducción eficaz del tema identificando el propósito,
objetivo e ideas principales que se incluyen en la presentación.
10
La presentación es tan organizada y coherente que puede seguirse
con facilidad.
10
El presentador demuestra dominio del tema o materia de la
presentación al explicar con propiedad el contenido y no incurrir en
errores.
10
Las ideas y los argumentos de la presentación están bien
fundamentados en los recursos presentados, consultados o discutidos
en clase.
10
Capta la atención e interés de la audiencia y/o promueve su
participación, según aplique.
10
Proyección eficaz, postura corporal adecuada, manejo de la
audiencia, manejo del tiempo asignado.
10
Usa varias estrategias para hablar o definir conceptos,
interpretaciones, aplicaciones y evaluación de procesos o
experiencias en contenidos del curso.
10
Lenguaje
La pronunciación de las palabras es clara y correcta para que se
entienda el lenguaje utilizado.
10
Uso correcto de la gramática y conjugación de verbos en el idioma
asignado.
10
Uso correcto del vocabulario para expresar el mensaje
adecuadamente.
10
Total de Puntos
(70% de contenido y 30% lenguaje)
100% Puntuación:
______
Firma de Estudiante: __________________________
Firma de Facilitador: __________________________
MARK 455 Marketing Project 104
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Appendix E (English)
RUBRIC TO EVALUATE INDIVIDUAL ORAL PRESENTATIONS
Student Name: _____________________________Date:__________________
Criteria Value Points Student Total
Score
Content
Performs an effective introduction to the theme identifying the
objectives, ideas and principles that are included in the
presentation.
10
The presentation is organized and coherent, and could be
easily followed
10
The presenter demonstrates domain of the theme or subject by
means of properly explaining content without incurring in
errors
10
The ideas and arguments of the presentation are well founded
by the resources presented, consulted or discussed in class
10
Captures of the attention and interest of the audience and/or
promote their participation, as applicable
10
Effective personal projection, captivates audience and uses
time adequately
10
Uses a variety of speaking strategies to define concepts,
interpretation, application and evaluation of processes using
experience on concepts or content of class,.
10
Language
Student pronounces words in a clear and correct manner so as
to make the correct language used understood to others.
10
Correct use of grammar and verb conjugation 10
Use of correct vocabulary words to express message 10
Total Points
(70% of content and 30% of language)
100% Total Score:
________
Student’s signature: ___________________ Facilitator’s Signature:___________________
MARK 455 Marketing Project 105
Updated November 11, 2013
Anejo F (Español)
MATRIZ PARA EVALUAR PARTICIPACIÓN EN GRUPO
Nombre: ___________________________Nota Final___________________
Título: ____________________________ Fecha: _____________________
0-NO CUMPLIÓ 1-DEFICIENTE 2-REGULAR 3-BUENO 4-MUY BUENO 5-
EXCELENTE N/A-NO APLICA
CRITERIOS 0 1 2 3 4 5 N/A
1. Asistió a las reuniones o actividades del
grupo.
2. Colaboró en la planificación y
celebración de las reuniones o
actividades de grupo.
3. Demostró disposición para cooperar con
el grupo.
4. Contribuyó frecuentemente a las
discusiones del grupo.
5. Participó activamente en las reuniones y
actividades.
6. Demostró interés en las discusiones y
actividades del grupo.
7. Vino preparado(a) a las reuniones,
actividades y discusiones del grupo.
8. Demostró atención y apertura a los
puntos y argumentos de sus compañeros.
9. Demostró liderazgo en las actividades del
grupo.
10. Formuló preguntas pertinentes a las
discusiones del grupo.
11. Contribuyó al grupo con material e
información adicional.
12. Demostró iniciativa y creatividad en las
actividades de grupo.
13. Completó las tareas asignadas.
14. Contribuyó significativamente al trabajo
que presentó el grupo
Comentarios:
_______________________________________________________________________________
_______________________________________________________________________________
____________________________________________________
MARK 455 Marketing Project 106
Updated November 11, 2013
Appendix F (English)
RUBRIC TO EVALUATE GROUP PARTICIPATION
NAME: ________________________ FINAL GRADE: ________________
TITLE: ________________________ DATE: _________________________
0-NOT OBSERVED1-DEFICIENT2-AVERAGE3-GOOD4-VERY GOOD 5-
EXCELLENTN/A-NOT APPLY
CRITERIA 0 1 2 3 4 5 N/A
1. Attended group meetings and activities.
2. Collaborated in planning group meeting
and activities.
3. Demonstrated disposition to cooperate
with the group.
4. Contributed frequently to group
discussion.
5. Actively participated in meetings and
activities.
6. Demonstrated interest in group
discussions and activities.
7. Arrived prepared to group meetings,
activities and discussions.
8. Demonstrated attention and opening
towards arguments from classmates.
9. Demonstrated leadership in group
activities
10. Formulated pertinent questions in group
discussions.
11. Contributed with additional material and
information.
12. Demonstrated initiative and creativity in
group activities.
13. Completed assigned tasks.
14. Significantly contributed to work
presented by the group.
Comments:
________________________________________________________________________
________________________________________________________________________
MARK 455 Marketing Project 107
Updated November 11, 2013
Anejo G/ Appendix G
Proyecto de Mercadotecnia
El proyecto de mercadotecnia estará enfocado en la solución de un problema o situación o en la
identificación de algún área de oportunidad en la organización que e estudiante selecciono para
trabajar. Queda a discreción del facilitador(a) que el proyecto se trabaje individualmente o en
grupo. El proyecto de mercadotecnia consta de dos partes, un informe escrito y una
presentación oral. Las secciones del informe escrito se detallan a continuación:
I. Introducción
Presenta una breve historia de la organización y las razones para haberla
seleccionado, así como la justificación del Proyecto.
II. Resumen Ejecutivo
Resumen de los hallazgos, conclusiones y recomendaciones del Proyecto. III.
Objetivos del proyecto
Define los resultados que se esperan. Deben ser medibles, específicos, claros y
ejecutables, manteniendo en mente que la organización que seleccionó recibirá su reporte
esperando cumplir con los objetivos propuestos.
IV. Descripción del Proyecto
Metodología y recursos utilizados para la recopilación, procesamiento y análisis de la
información. Recuento breve del proceso y periodo de tiempo o fecha de ejecución del
Proyecto. Incluye retos o dificultades, así como evento(s) histórico(s), si alguno, que
hayan podido afectar el Proyecto.
V. Hallazgos
Descripción y análisis detallado de los hallazgos basado en la evaluación de la
información recopilada y aspectos externos como eventos históricos de índole político,
social, económico o tecnológico.
VI. Conclusiones y recomendaciones para la organización
MARK 455 Marketing Project 108
Updated November 11, 2013
Anejo H
Lista Focalizada
CURSO: Facilitador(a):
Campus: Fecha:
Escriba una lista de todos los conceptos o ideas discutidos durante el Taller de hoy
relacionados con el tema.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Updated November 11, 2013
APÉNDICE I/APPENDIX I
INFORMACIÓN ACERCA DEL LABORATORIO DE IDIOMAS
Y EL E-LAB
LANGUAGE LAB AND E-LAB INFORMATION
Información acerca del Laboratorio de Idiomas y el E-Lab
Updated November 11, 2013
El Laboratorio de Idiomas y el E-Lab están diseñados para ayudar a los estudiantes a
desarrollar sus habilidades lingüísticas en inglés y en español y a lograr los objetivos de
aprendizaje a lo largo de su carrera. Ambos cuentan con una amplia variedad de
ejercicios visuales y auditivos en línea, recursos de investigación y actividades de
escritura guiada, que les permiten a los alumnos mejorar sus habilidades de comprensión
auditiva y de lectura, pronunciación, desarrollo de vocabulario, gramática y escritura.
El Laboratorio de Idiomas también ofrece un paquete de 140 páginas web de English for
Speakers of Other Languages (ESOL, por sus siglas en inglés: Inglés para hablantes de
otros idiomas) que han sido seleccionadas cuidadosamente. Así también, cuenta con otras
páginas electrónicas en español, con el fin de satisfacer las necesidades de los
estudiantes. Además, el Laboratorio de Idiomas y el E-Lab cuentan con otros programas
informáticos que fomentan el aprendizaje del idioma y del contenido académico, tales
como Tell Me More, NetTutor y Wimba Voice.
Tell Me More es un sistema eficaz para el aprendizaje de inglés y español, que les
permite a los estudiantes reforzar sus destrezas y además cumplir con las horas de
laboratorio requeridas en sus clases. Para poder usar este programa, los estudiantes
necesitan tener Internet, el navegador Internet Explorer y acceso a la plataforma
Blackboard.
El sistema inicialmente evaluará el nivel de conocimiento de los estudiantes y creará un
programa de aprendizaje adaptado a las especificidades de lenguaje de cada uno, lo que
permitirá medir el progreso individual. Los estudiantes podrán mejorar su pronunciación,
gramática y destrezas auditivas desde el nivel de principiante hasta el nivel avanzado con
dos perfiles diferentes: lenguaje de comunicación y lenguaje de negocios.
NetTutor es un servicio de tutoría en línea, que cuenta con tutoría en directo para
materias cuánticas y de computación (tiene horarios fijos). En los cursos en los que no se
ofrece tutoría en directo, los estudiantes pueden publicar sus dudas, las cuales se
contestarán en un lapso de 72 horas. El sistema también cuenta con un banco de
preguntas y respuestas frecuentes, que está disponible 24 horas al día, los 7 días de la
semana. NetTutor puede accederse remotamente, siempre y cuando cuente con conexión
a Internet. Este servicio ofrece tutorías en las siguientes materias:
Inglés (disponible para todos los cursos)
Español (disponible para todos los cursos)
Estadísticas (el estudiante debe estar matriculado en el curso)
Matemáticas (el estudiante debe estar matriculado en el curso)
Contabilidad (el estudiante debe estar matriculado en el curso)
Sistemas de información computarizada (el estudiante debe estar matriculado en
el curso).
Updated November 11, 2013
Wimba Voice es una herramienta electrónica que promueve el uso de la voz en línea
durante el desarrollo del material académico y permite a su vez la interacción entre los
estudiantes y el facilitador. Los estudiantes usarán Wimba Voice para participar en los
foros de discusión oral en línea, preparar presentaciones orales, enviar mensajes de voz y
cumplir con otras asignaciones. El programa cuenta con cinco funciones:
Voice Authoring: permite grabar y escuchar contenido oral en páginas web.
Voice Discussion Board: puede publicar y escuchar mensajes orales en un foro
de discusión en línea.
Voice Presentation: posibilita la presentación del contenido de páginas
electrónicas con mensajes de voz.
Voice E-mail: sirve para enviar correos electrónicos con mensajes de voz.
Voice Podcaster: facilita la creación y distribuición de mensajes orales para los
participantes.
Updated November 11, 2013
Language Lab and E-Lab Information
The Language Lab and E-Lab are designed to help students strengthen their linguistic
skills in English and Spanish and to fulfill the content objectives of the course. Both labs
count on a wide variety of visual and auditory on-line exercises, Internet-based research,
and guided writing activities, that allow students to improve their listening and reading
comprehension skills, pronunciation, vocabulary building, grammar, and writing.
The Language Lab also offers a package of 140 carefully selected English for Speakers of
Other Languages (ESOL) Web sites, as well as other Spanish Web pages designed to
meet the students’ needs. Additionally, the Language Lab and E-Lab provide other
software, such as Tell Me More, NetTutor and Wimba Voice, that promote language and
academic content learning.
Tell Me More is an effective system for English and Spanish learning that allows
students to strengthen their skills and fulfill the language lab hours required in each class.
Students must have Internet connection, Internet Explorer browser, and access to
Blackboard to be able to use this program.
The system will initially assess students’ knowledge and create a learning path
specifically tailored to each student’s needs, thus allowing facilitators to measure every
student’s progress. Students will be able to improve pronunciation, grammar and
listening skills from beginner to advanced levels with two different profiles: everyday
language and business oriented language.
NetTutor is an online tutoring service, which provides live tutoring for numerical and
computer classes (scheduled hours apply). Students can post their questions for classes
which do not offer live tutoring. These will be answered within 72 hours. The system
also has a “Frequently Asked Questions” section available 24/7. NetTutor can be
accessed remotely with an Internet connection. This service offers tutoring for the
following subjects:
English (available for all courses),
Spanish (available for all courses),
Statistics (student must be enrolled in the course),
Mathematics (student must be enrolled in the course),
Accounting (student must be enrolled in the course), and
Computer Information Systems (student must be enrolled in the course).
Updated November 11, 2013
Wimba Voice is an electronic tool that promotes the use of voice online during the
development of the academic content and allows interaction between the students and the
facilitator. Students will use Wimba Voice to create voice posts for online discussion
boards, prepare voice presentations, send voice e-mails, and complete other assignments.
The Wimba Voice program allows the following five functions:
Voice Authoring: record and listen to voice content on webpages.
Voice Discussion Board: post and listen to voice messages on discussion boards.
Voice Presentation: present web content with voice messages.
Voice E-mail: send voice messages via e-mail.
Voice Podcaster: create and distribute voice messages to participants.
Updated November 11, 2013
APÉNDICE J/APPENDIX J
LANGUAGE LAB/E-LAB DOCUMENTATION
Each student will complete the following forms and give it to the facilitator to be
included as part of the assessment criteria for the class.
Ana G. Méndez University System
Language Lab/E-Lab
Attendance Log
Student’s Name:
_______________________________________________________
Student’s ID Number: _____________________
Course Requiring Lab Hours (e.g. ENGL 050, MANA 501):
___________________
Facilitator’s Name:
_____________________________________________________
Semester: ___________________ PT: _____________________
Updated November 11, 2013
Language Lab/E-Lab Documentation
Each student should complete this form and submit it weekly to the facilitator as part of
the class evaluation.
AREAS OF
IMPROVEMENT
AND/OR
SUGGESTED BY
FACILITATOR
DATE ELECTRONIC
RESOURCES
USED AND
TASKS
COMPLETED
AGM
CLASSROOM
LAB. (L)
OFF-CAMPUS
PRACTICE (O)
STAFF/FACULTY
SIGNATURE
Tell Me More
NetTutor
Updated November 11, 2013
Wimba Voice
Internet-Based
Research
(Virtual
Library)
English
and/or
Spanish
Websites
Activities
Total number of hours: _______
Updated November 11, 2013
APPENDIX K PARAGRAPH CONSTRUCTION RUBRIC
Evaluation Areas SCORE: GRADE**:
3 Points Each 2 Points Each 1 Point Each
Topic Sentence Topic sentence is clear as it
relates to the assigned topic,
and it is correctly placed as
the first sentence.
Topic sentence is either
unclear as to the assigned
topic, or it is incorrectly
placed.
There is no evident topic
sentence. It is unrelated
to the assigned topic,
and/or it is incorrectly
placed.
Explanation of Topic
Sentence (Supporting Ideas)
There are three sentences
explaining the topic sentence
related to the assigned topic.
There are only two sentences
explaining the topic sentence,
or the explanation is too
general.
There is only one or no
sentence explaining the
topic sentence related to
the assigned topic.
Evidence for Topic Sentence
(Elaborating Details)
Evidence for all three
explanation sentences related
to the assigned topic is
provided.
Evidence for two explanation
sentences related to the
assigned topic is provided, or
evidence is too general.
There is no specificity.
Only one or no evidence
sentence related to the
assigned topic is
provided.
Conclusion Sentence Conclusion sentence
rephrases the topic sentence
related to the assigned topic,
and it explains its
importance.
Conclusion sentence
rephrases the topic sentence,
but it doesn’t explain its
importance.
There is no conclusion
sentence, or conclusion
sentence is unrelated to
the topic.
Fragments and Run-on
Sentences
There are no fragments or
run-on sentences.
There is one fragment or run-
on sentence.
There are two or more
fragments or run-on
sentences.
Use of Transition Words*
Transition words are used
effectively throughout the
written work.
Transitions are used
throughout, but one transition
word is used incorrectly. It is
missing one or two transition
words.
Transition words are not
used, are all incorrectly
used, or five or more
transitions are missing.
Grammar Paragraph has no errors in
punctuation, capitalization
and spelling, use of verb
tenses, word agreement, or in
the use of personal pronouns.
Paragraph has two errors in
punctuation, capitalization
and spelling, use of verb
tenses, word agreement, or in
the use of personal pronouns.
Paragraph has more than
three errors in
punctuation,
capitalization and
spelling, use of verb
tenses, word agreement,
or use of personal
pronouns that make
understanding difficult.
Updated November 11, 2013
*What are transitions words and how they are used in effective writing? Transition words: are phrases or words
used to connect one idea to the next; are used by the writer to help the reader progress from one significant idea to the
next; show the relationship within a paragraph (or within a sentence) between the main idea and the support the writer
gives for those ideas. Different transition words have different functions. Refer to:
(https://www.msu.edu/user/jdowell/135/transw.html).
GRADE BASED ON SCORES:
A: All Green B: 20 Points (Green/Yellow) C: All Yellow Scores
D: 13 Points (Yellow/Red) F: All Red Scores
Add the number of points obtained in each evaluation area to obtain the total.
Divide by seven to obtain the number of points for the paragraph (maximum of
three points per paragraph).
Legible
Marginally Legible Not legible
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