PSYC 343 Psychology of Learning and Motivation … 343 DLP...Relacionar la importancia del medio ambiente y la herencia en los procesos de aprendizaje y motivación del ser humano

Sistema Universitario Ana G. Méndez

Florida Campuses School for Professional Studies

Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

PSYC 343

Psychology of Learning and Motivation

Psicología del Aprendizaje y Motivación

© Sistema Universitario Ana G. Méndez, 2009 Derechos Reservados.

© Ana G. Méndez University System, 2009. All rights reserved.

PSYC 343 Psychology of Learning and Motivation 2

Prep. 2005. Mar Navarro, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.

TABLA DE CONTENIDO/TABLE OF CONTENTS

Páginas/Pages Prontuario ........................................................................................................................ 3

Study Guide .................................................................................................................. 14

Workshop One .............................................................................................................. 23

Taller Dos ...................................................................................................................... 26

Workshop Three ............................................................................................................ 29

Taller Cuatro ................................................................................................................. 32

Workshop Five/Taller Cinco .......................................................................................... 36

Anejo A/Appendix A ...................................................................................................... 40

Anejo B/Appendix B ...................................................................................................... 42

Anejo C/Appendix C ...................................................................................................... 44

Anejo D/Appendix D ...................................................................................................... 46

Anejo E/Appendix E ...................................................................................................... 47

Anejo F/ Appendix F ...................................................................................................... 53

Anejo G/Appendix G...................................................................................................... 55

Anejo H/Appendix H ...................................................................................................... 56

Anejo I/Appendix I ......................................................................................................... 57

Anejo J/Appendix J........................................................................................................ 58

Anejo K/Appendix K ...................................................................................................... 59

Anejo L/Appendix L ....................................................................................................... 60

Anejo M/Appendix M ..................................................................................................... 61

Anejo N /Appendix N ..................................................................................................... 62

Anejo O/Appendix O...................................................................................................... 63

Anejo P /Appendix P ..................................................................................................... 63

Anejo Q /Appendix Q..................................................................................................... 65

Anejo R /Appendix R ..................................................................................................... 66

Anejo S/Appendix S ...................................................................................................... 67

Anejo S/Appendix S ...................................................................................................... 67



Prontuario

Título del Curso Psicología del Aprendizaje y Motiv ación

Codificación PSYC 343

Duración Cinco semanas

Prerequisitos PSIC 121, 122, 226

Descripción

El curso sobre teorías de aprendizaje y motivación ofrece al estudiante una

visión general y actualizada de la importancia que tienen los conceptos de aprendizaje

y motivación en el conocimiento y el quehacer diario del ser humano. Se estimula a

que el estudiante explore los principios básicos que intervienen en el aprendizaje y la

motivación humana y los aplique tanto en su vida personal y familiar, como en la

profesional. Se orienta a que el estudiante explore e investigue los últimos trabajos

realizados en estos campos y que aplique los conocimientos obtenidos en trabajos

originales de investigación. El curso se desarrolla a partir de la integración de la

tecnología, la exposición de los temas, el estudio de casos, los mapas semánticos, los

grupos colaborativos y las exposiciones orales sobre temas de actualidad.

Objetivos Generales

Al finalizar el curso el/la estudiante estará capacitado para:

1. Definir los conceptos de aprendizaje, cognición, y motivación.

2. Identificar los diferentes enfoques teóricos que explican el proceso de aprendizaje y

las teorías de motivación.

3. Examinar los aspectos fundamentales de las distintas teorías y escuelas del

aprendizaje y la motivación.

4. Explicar la importancia que tienen los procesos de aprendizaje y motivación en su

desarrollo como personas.

5. Relacionar la importancia del medio ambiente y la herencia en los procesos de

aprendizaje y motivación del ser humano.

6. Establecer la relación entre el aprendizaje y la conducta motivada.

Textos recomendados

Deckers, L. (2009). Motivation: Biological, Psychological, and Environmental (3ra ed.).



Boston: Pearson/Allyn & Bacon.

Domjan, M. (2005). The essentials of conditioning and learning (3ra ed.).

Belmont, CA: Wadsworth.

Gluck, M.A., Mercado, E., Myers, C.E. (2009). Aprendizaje y memoria: del cerebro al

comportamiento. Mexico: McGraw Hill/Interamericana, S.A. de C.V.

Referencias y material suplementario

Baldwin, J. & Baldwin, J. (2001). Behavior principles in everyday life (tad.). New

Jersey: Prentice-Hall.

Barker, L. (2001). Learning and behavior (3ra ed.). New Jersey: Prentice Hall.

Catania, A. (1998). Learning (4ta ed.) New Jersey: Prentice Hall.

Chance, P. (1999). Learning and behavior (4ta ed.). California: Brooks/Cole.

De Catanzaro, D.A. (2001). Motivación y emoción. México: Pearson Educación.

Ferguson, E.D. (1982). Motivation: An experimental approach. Florida: Krieger.

Ferguson, E.D. (2000). Motivation: A biosocial and cognitive integration of

motivation and emotion. New York: Oxford University Press.

Ferster, C. & Culbertson, S. (1982). Behavioral principles (3ra ed.). New Jersey:

Prentice Hall.

Franken, R. (2001). Human Motivation (5ta ed.). Pacific Grove, CA: Brooks/cole.

Gordon, W. C. (1989). Learning and memory. California: Brooks/Cole.

Hall, J. F. (1989). Learning and Memory (2da ed.). Massachusetts: Allyn and

Bacon.

Klein, S. B. (1991). Learning: Principles and Applications (2da ed.). New York:

McGraw Hill.

Lieberman, D.A. (2000). Learning behavior and cognition (3ra ed.). California:

Wadsworth Publishing.

Malott, R., Whaley, D., & Malott, M. (1993). Elementary principles of behavior (2da

ed.). New Jersey: Prentice Hall.

Mazur, J. E. (1998). Learning and behavior (4ta ed.). New Jersey: Prentice Hall.

Munro, D., Schumaker, J., & Carr, S. (1997). Motivation and Culture. New York:

Routledge.



Ormrod, J.E. (2005). Aprendizaje humano (4ta ed.). Madrid: Pearson Educación.

Pierce, W. & Epling, W. (1999). Behavior analysis and learning (2da ed.). New

Jersey: Prentice Hall.

Purdy, J., Markham, M., Swartz, B., & Gordon, W. (2001). Learning and Memory

(2da ed.). California: Wadsworth.

Sahakian, W. (1984). Introduction to the psychology of learning (2da ed.). California:

Peacock Publishers.

Schwartz, B. & Robbins, S. (1995). Psychology of learning and behavior (4ta ed.).

New York: Norton.

Schwartz, B. & Lacy, H. (1982). Behaviorism, Science, & Human Nature. New York:

Norton.

Tarpy, R. (1997). Contemporary learning theory and research. New York:

McGraw Hill.

Terry, W. S. (2000). Learning and Memory. Massachusetts: Allyn and Bacon.

White, S. & Payne, D. (1992). Learning and memory: The basis of behavior.

Massachusetts: Allyn & Bacon.

Películas educativas

Films for the Humanities and Sciences (Producer). The Psychology of Learning:

Classical and Operant Conditioning (DVD). Princeton, New Jersey.


The Study of Memory (DVD). Princeton, New Jersey.

Revistas de investigación científica

Journal of Applied Behavioral Analysis

Journal of Experimental Psychology: Animal Processes

Journal of Comparative & Physiological Psychology

Journal of the Experimental Analysis of Behavior

Journal of Comparative Psychology

The Psychology of Learning and Motivation

Journal of Experimental Psychology

Journal of Verbal Learning and Verbal Behavior



Bases de datos , que están disponibles en la Universidad, a través de la Biblioteca de

su recinto:

Social Sciences Full Text

Health Source Primer

MEDLINE

Clinical Pharmacology

General Science Full Text

Applied Science Full Text

Academic Search Premier

Fuente Académica

ADENDI

Evaluación:

Puntos

Asistencia y participación 30

Resúmenes críticos de 2 estudios de investigación 20

Pruebas cortas (4) 20

Reporte scrito (Proyecto de aprendizaje y cambio personal) 50

Portafolio

Diarios reflexivos

Total

10

20

150

Curva de evaluación en términos porcentuales 100-90% A 89-80% B 79-70% C 69-60% D 59-00% F



Descripción de los criterios de evaluación

1. Asistencia y participación (Anejo A) – La asistencia es mandatoria y la

puntualidad representa ética profesional. El (la) facilitador(a) llevará un registro de

la asistencia para cada taller y, al finalizar el curso, utilizará el Anejo A para evaluar

a cada estudiante. Se espera que todo estudiante asista a clases preparado para

discutir los temas del día en el idioma asignado y que participe activamente. El(la)

facilitador(a) evaluará la participación en términos de las contribuciones realizadas y

el uso del lenguaje oral. Valor 30 puntos.

2. Resúmenes de estudios de investigación científica – (Anejo B) Los estudiantes

analizarán 2 estudios de investigación científica sobre los temas de aprendizaje y

motivación (ver lista de revistas científicas para obtener los estudios). Se escribirá

un resumen en espaňol para cada uno de los estudios científicos siguiendo el

formato de la Guía de análisis sugerida (Anejo B). Valor 10 puntos cada uno para

un total de 20 puntos.

3. Cuatro Pruebas cortas – El facilitador(a) redactará 1 o 2 pregunta(s) sobre el

contenido del taller para la evaluación correspondiente. Cada prueba tendrá un

valor de 5 puntos para un total de 20 puntos.

4. Diarios reflexivos (Anejo C) – Los estudiantes reflexionarán sobre los temas

discutidos en el taller. El diario de reflexión se escribirá en el idioma del taller y se

evaluará el uso del idioma escrito. Ver rúbrica (Anejo D) para evaluación de los

diarios de reflexión . Cada estudiante acumulará un total de 20 puntos.

5. Reporte escrito (Proyecto de aprendizaje y cambio p ersonal) – Cada estudiante

trabajará individualmente en un proyecto de cambio personal ( Ver Guía a seguir,

ejemplos de metas de cambio personal y Matriz Valorativa para Proyecto de

Cambio Personal - Anejo E ). Deberá entregar un informe escrito en inglés en el

último taller. Cada estudiante debe comenzar el proyecto la primera semana del

curso, seleccionando e informando al facilitador su meta de cambio personal. En el

segunto taller deberá presentar los Pasos 1 y 2 completados del trabajo escrito

para revisión preliminar por el(la) facilitador(a). Valor 50 puntos.

6. Portafolio (Anejos F- M) – Cada estudiante preparará y organizará un portafolio

que incluirá: tabla de contenido, introducción, asignaciones y trabajos de cada taller,



diarios reflexivos, una conclusión y hoja de referencias. El(la) facilitador(a)

informará detalles sobre otros documentos a ser incluídos según requerido por la

institución. Los estudiantes deberán utilizar el idioma inglés al redactar su

introducción, conclusión, hoja de referencias así como otros documentos

requeridos. Valor 10 puntos.



Descripción de las Normas del Curso

1. Este curso sigue el programa “Discipline-Based Dual-Language Immersion Model®”

del Sistema Universitario Ana G. Méndez, el mismo está diseñado para promover el

desarrollo de cada estudiante como un profesional bilingüe. Cada taller será

facilitado en inglés y español, utilizando el modelo 50/50. Esto significa que cada

taller deberá ser conducido enteramente en el lenguaje especificado. Los lenguajes

serán alternados en cada taller para asegurar que el curso se ofrece 50% en inglés

y 50% en español. Para mantener un balance, el modulo debe especificar que se

utilizaran ambos idiomas en el quinto taller, dividiendo el tiempo y las actividades

equitativamente entre ambos idiomas. Si un estudiante tiene dificultad en hacer una

pregunta en el idioma especificado, bien puede escoger el idioma de preferencia

para hacer la pregunta. Sin embargo, el facilitador deberá contestar la misma en el

idioma designado para ese taller. Esto deberá ser una excepción a las reglas pues

es importante que los estudiantes utilicen el idioma designado. Esto no aplica a los

cursos de lenguaje que deben ser desarrollados en el idioma propio todo en ingles o

todo en español según aplique.

2. El curso es conducido en formato acelerado, eso requiere que los estudiantes se

preparen antes de cada taller de acuerdo al módulo. Cada taller requiere un

promedio de diez (10) horas de preparación y en ocasiones requiere más.

3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al

taller deberá presentar una excusa razonable al facilitador. El facilitador evaluará si

la ausencia es justificada y decidirá como el estudiante repondrá el trabajo perdido,

de ser necesario. El facilitador decidirá uno de los siguientes: permitirle al estudiante

reponer el trabajo o asignarle trabajo adicional en adición al trabajo a ser repuesto.

Toda tarea a ser completada antes de taller deberá ser entregada en la fecha

asignada. El facilitador ajustará la nota de las tareas repuestas.

4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las siguientes

opciones:

a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado en la

nota existente.



b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota a dos

por debajo de la nota existente.

5. La asistencia y participación en clase de actividades y presentaciones orales es

extremadamente importante pues no se pueden reponer. Si el estudiante provee

una excusa válida y verificable, el facilitador determinara una actividad equivalente a

evaluar que sustituya la misma. Esta actividad deberá incluir el mismo contenido y

componentes del lenguaje como la presentación oral o actividad a ser repuesta.

6. En actividades de grupo el grupo será evaluado por su trabajo final. Sin embargo,

cada miembro de grupo deberá participar y cooperar para lograr un trabajo de

excelencia, pero recibirán una calificación individual.

7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no

plagiado. Se debe entender que todo trabajo sometido esta citado apropiadamente

o parafraseado y citado dando atención al autor. Todo estudiante debe ser el autor

de su propio trabajo. Todo trabajo que sea plagiado, copiado o presente trazos de

otro será calificado con cero.

8. Si el facilitador hace cambios al modulo o guía de estudio, deberá discutirlos y

entregar copia a los estudiantes por escrito al principio del primer taller.

9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo su

correo electrónico, teléfonos, y el horario disponibles.

10. EL uso de celulares está prohibido durante las sesiones de clase; de haber una

necesidad, deberá permanecer en vibración o en silencio.

11. La visita de niños y familiares no registrados en el curso no está permitida en el

salón de clases.

12. Todo estudiante está sujeto a las políticas y normas de conducta y comportamiento

que rigen SUAGM y el curso.

Nota: Si por alguna razón no puede acceder las dire cciones electrónicas

ofrecidas en el módulo, no se limite a ellas. Exis ten otros motores de búsqueda y

sitios Web que podrá utilizar para la búsqueda de l a información deseada. Entre

ellas están :

• www.google.com



• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

El/la facilitador(a) puede realizar cambios a las d irecciones electrónicas y/o

añadir algunas de ser necesario.



Filosofía y Metodología Educativa

Este curso está basado en la teoría educativa del Constructivismo. Constructivismo

es una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando

a través de nuestras experiencias, podemos construir nuestro propio conocimiento

sobre el mundo en el que vivimos.

Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales” que

utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es

simplemente el proceso de ajustar nuestros modelos mentales para poder acomodar

nuevas experiencias. Como facilitadores, nuestro enfoque es el mantener una

conexión entre los hechos y fomentar un nuevo entendimiento en los estudiantes.

También, intentamos adaptar nuestras estrategias de enseñanza a las respuestas

de nuestros estudiantes y motivar a los mismos a analizar, interpretar y predecir

información.

Existen varios principios para el constructivismo, entre los cuales están:

1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje

debe comenzar con situaciones en las cuales los estudiantes estén buscando

activamente construir un significado.

2. Significado requiere comprender todas las partes. Y, las partes deben

entenderse en el contexto del todo. Por lo tanto, el proceso de aprendizaje se

enfoca en los conceptos primarios, no en hechos aislados.

3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes

utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar

dichos modelos.

4. El propósito del aprendizaje, es para un individuo, el construir su propio

significado, no sólo memorizar las contestaciones “correctas” y repetir el

significado de otra persona. Como la educación es intrínsicamente

interdisciplinaria, la única forma válida para asegurar el aprendizaje es hacer del

avalúo parte esencial de dicho proceso, asegurando que el mismo provea a los

estudiantes con la información sobre la calidad de su aprendizaje.

5. La evaluación debe servir como una herramienta de auto-análisis.



6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las

múltiples perspectivas que existen en el mundo.

7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.



Study Guide

Course Title Psychology of Learning and Motivation

Code PSYC 343

Time Length Five weeks

Prerequisite PSYC 121, 122, 226

Description

The course about learning and motivation theories offers the student an examination of

the relevance of these concepts to the understanding of significant questions and

applications of daily living. Students will explore the basic principles which influence

human learning and motivation, and will apply these to their personal, family, and

professional lives. Students will explore the recent research in these fields and will apply

the knowledge to their original works. The course will integrate technology, exploration

of themes, case studies, cooperative groups, and oral presentations about relevant

themes.

General Objectives At the end of the course, the student will: 1. Define the concepts of learning, motivation, and cognition.

2. Identify the different perspectives which explain the learning process and

motivational theories.

3. Examine the fundamental aspects of the different theories and schools of learning

and motivation.

4. Explain the importance of learning and motivation in their own development.

5. Explain the relationship of the environment and heredity to motivation and the

learning process.

6. Establish the relationship between learning and motivated behavior.

Texts and Resources

Deckers, L. (2009). Motivation: Biological, Psychological, and Environmental (3rd.ed.).

Boston: Pearson/ Allyn & Bacon.



Domjan, M. (2005). The essentials of conditioning and learning, 3rd edition.

Belmont, CA: Wadsworth.

Gluck, M.A., Mercado, E., Myers, C.E. (2009). Aprendizaje y memoria: del cerebro al

comportamiento. Mexico: McGraw Hill/Interamericana, S.A. de C.V.

References and Supplementary Materials

Baldwin, J. & Baldwin, J. (2001). Behavior principles in everyday life (4th ed.). New

Jersey: Prentice-Hall.

Barker, L. (2001). Learning and Behavior (3rd ed.). New Jersey: Prentice Hall.

Catania, A. (1998). Learning (4th ed.) New Jersey: Prentice Hall.

Chance, P. (1999). Learning and Behavior (4th ed.). California: Brooks/Cole.

De Catanzaro, D.A. (2001). Motivación y emoción. Mexico: Pearson Educación.

Ferguson, E.D. (1982). Motivation: An experimental approach. Florida: Krieger.

Ferguson, E.D. (2000). Motivation: A biosocial and cognitive integration of

motivation and emotion. New York: Oxford University Press.

Franken, R. (2001). Human Motivation (5th ed). Pacific Grove, CA: Brooks/Cole.

Ferster, C. & Culbertson, S. (1982). Behavioral Principles (3rd ed.). New Jersey:

Prentice Hall.

Gordon, W. C. (1989). Learning and Memory. California: Brooks/Cole.

Hall, J. F. (1989). Learning and Memory (2nd ed.). Massachusetts: Allyn and

Bacon.

Klein, S. B. (1991). Learning: principles and applications (2nd ed.). New York:

McGraw Hill.

Lieberman, D.A. (2000). Learning behavior and cognition (3rd ed.). California:

Wadsworth Publishing.

Malott, R., Whaley, D.,& Malott, M. (1993). Elementary principles of behavior (2nd

ed.). New Jersey: Prentice Hall.

Mazur, J. E. (1998). Learning and Behavior (4th ed.). New Jersey: Prentice Hall

Munro, D., Schumaker, J., & Carr, S. (1997). Motivation and Culture. New York:

Routledge.

Ormrod, J.E. (2005). Aprendizaje humano (4th ed.). Madrid: Pearson Educación.



Pierce, W. & Epling, W. (1999). Behavior analysis and learning (2nd ed.). New

Jersey: Prentice Hall.

Purdy, J., Markham, M., Swartz, B., & Gordon, W. (2001). Learning and Memory

(2nd ed.). California: Wadsworth.

Sahakian, W. (1984). Introduction to the psychology of learning (2nd ed.) California:

Peacock Publishers.

Schwartz, B. & Robbins, S. (1995). Psychology of learning & behavior (4th ed.).

New York: Norton.

Schwartz, B. & Lacy, H. (1982). Behaviorism, Science, & Human Nature. New York:

Norton.

Tarpy, R. (1997). Contemporary learning: theory and research. New York:

McGraw Hill.

Terry, W. S. (2000). Learning and Memory. Massachusetts: Allyn and Bacon.

White, S. & Payne, D. (1992). Learning and memory: The basis of behavior.

Massachusetts: Allyn & Bacon.

Educational Movies Films for the Humanities and Sciences (Producer). The Psychology of Learning:

Classical and Operant Conditioning (DVD). Princeton, New Jersey.


The Study of Memory (DVD). Princeton, New Jersey. Journals

Journal of Applied Behavioral Analysis

Journal of Experimental Psychology: Animal Processes

Journal of Comparative & Physiological Psychology

Journal of the Experimental Analysis of Behavior

Journal of Comparative Psychology

The Psychology of Learning and Motivation

Journal of Experimental Psychology



Journal of Verbal Learning and Verbal Behavior

The following databases are suggested. They are available through the University's

library in your campus.

Social Sciences Full Text

Health Source Primer

MEDLINE

Clinical Pharmacology

General Science Full Text

Applied Science Full Text

Academic Search Premier

Fuente Académica

ADENDI

Evaluation:

Points

Attendance and participation 30

Critical summaries of 2 scientific research 20

Quizzes 20

Written report (Self-Change Project) 50

Portfolio

Reflexive Diaries Total

Grade distribution (Percentage)

100-90% A 89-80% B 79-70% C 69-60% D 59-00% F

10

20

150

Description of the evaluation criteria

1. ATTENDANCE AND PARTICIPATION (APPENDIX A) – ATTENDANCE IS MANDATORY

IN EACH ONE OF THE WOKSHOPS. THE FACILITATOR WILL CONDUCT A

REGISTER OF EACH STUDENT AND AT THE END OF THE WORKSHOP EACH

STUDENT WILL RECEIVE ATTENDANCE POINTS. IT IS EXPECTED THAT EACH

STUDENT WIL COME TO CLASS PREPARED TO DISCUSS CLASS TOPICS USING THE

LANGUAGE OF THE WORKSHOP AND CONTRIBUTE ACTIVELY IN GROUP

ACTIVITIES. THE FACILITATOR WILL EVALUATE THE STUDENT’S CONTRIBUTION



AND USE OF ORAL LANGUAGE USING THE RUBRIC IN APPENDIX A. VALUE 30

POINTS.

2. CRITICAL SUMMARIES OF SCIENTIFIC RESEARCH – (APPENDIX B) - THE STUDENTS

WILL ANALYZE TWO SCIENTIFIC STUDIES IN THE PSYCHOLOGY FIELD RELATED

TO THE TOPICS OF LEARNING AND MOTIVATION (SEE LIST OF JOURNALS). THE

STUDENTS WILL WRITE A SUMMARY FOR EACH OF THE SCIENTIFIC RESEARCH IN

SPANISH FOLLOWING THE GUIDE SUGGESTED (APPENDIX B). VALUE 20 POINTS.

3. QUIZZES – THE FACILITATOR WILL ADMINISTER 4 QUIZZES OF 1 OR 2 QUESTIONS

RELATED TO THE CONTENT OF THE WORKSHOP FOR EVALUATION PURPOSES.

VALUE 20 POINTS.

4. REFLECTIVE DIARIES (APPENDIX C) - STUDENTS WILL REFLECT ON THE

WORKSHOP OBJECTIVES AND CONTENT. THE LEARNING DIARY WILL BE

WRITTEN ACCORDING TO THE WORKSHOP LANGUAGE. SEE RUBRIC (APPENDIX

D) FOR EVALUATION CRITERIA. EACH STUDENT WILL COMPLETE 20 POINTS AT

THE END OF THE COURSE.

5. WRITTEN REPORT (SELF-CHANGE PROJECT)– EACH STUDENT WILL WRITE AN

INDIVIDUAL REPORT IN ENGLISH ABOUT THEIR SELF–CHANGE PROJECT (SEE

APPENDIX E- GUIDE FOR SELF-CHANGE PROJECT WRITTEN PAPER, SAMPLES OF

BEHAVIORS AND RUBRIC). THIS PROJECT CAN TAKE UP TO FIVE WEEKS TO BE

COMPLETED. EACH STUDENT SHALL START THE PROJECT THE FIRST WEEK OF

CLASS CHOOSING HIS/HER GOAL FOR SELF-CHANGE AND SUBMIT IT IN

WRITTING TO THE FACILITATOR. DURING THE SECOND WORKSHOP THE

STUDENTS NEED TO TURN IN STEP 1 AND STEP 2 OF THE PROJECT TO THE

FACILITATOR FOR REVISION AND APPROVAL. THE FINAL REPORT MUST BE

TURNED IN DURING THE LAST WORKSHOP. VALUE 50 POINTS.

6. PORTFOLIO – (APPENDIX F TO M) – EACH STUDENT WILL COMPLETE AND

ORGANIZE ALL THE COURSEWORK IN A PORTFOLIO. THIS PORTFOLIO MUST

INCLUDE: TABLE OF CONTENTS, INTRODUCTION, ASSIGNMENTS AND OTHER

WORKS FROM EACH WORKSHOP, REFLEXIVE DIARIES, A CONCLUSION AND A

REFERENCE PAGE. THE FACILITATOR WILL DISCUSS THE DETAILS ABOUT OTHER

DOCUMENTS THAT SHOULD BE INCLUDED AS PART OF THE PORTFOLIO. THE

STUDENTS NEED TO USE THE ENGLISH LANGUAGE TO WRITE THEIR TABLE OF

CONTENTS, INTRODUCTION, CONCLUSION AND PAGE OF REFERENCES. VALUE 10

POINTS.



Description of Course Policies

1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based

Dual-Language Immersion Model® designed to promote each student’s

development as a Dual Language Professional. Workshops will be facilitated in

English and Spanish, strictly using the 50/50 model. This means that each workshop

will be conducted entirely in the language specified. The language used in the

workshops will alternate to insure that 50% of the course will be conducted in

English and 50% in Spanish. To maintain this balance, the course module may

specify that both languages will be used during the fifth workshop, dividing that

workshop’s time and activities between the two languages. If students have difficulty

with asking a question in the target language in which the activity is being

conducted, students may choose to use their preferred language for that particular

question. However, the facilitator must answer in the language assigned for that

particular day. This should only be an exception as it is important for students to use

the assigned language. The 50/50 model does not apply to language courses where

the delivery of instruction must be conducted in the language taught (Spanish or

English only).

2. The course is conducted in an accelerated format and requires that students prepare

in advance for each workshop according to the course module. Each workshop

requires an average ten hours of preparation but could require more.

3. Attendance at all class sessions is mandatory. A student that is absent to a

workshop must present the facilitator a reasonable excuse. The facilitator will

evaluate if the absence is justified and decide how the student will make up the

missing work, if applicable. The facilitator will decide on the following: allow the

student to make up the work, or allow the student to make up the work and assign

extra work to compensate for the missing class time.

Assignments required prior to the workshop must be completed and turned in on the

assigned date. The facilitator may decide to adjust the grade given for late

assignments and make-up work.

4. If a student is absent to more than one workshop the facilitator will have the

following options:



a. If a student misses two workshops, the facilitator may lower one grade based

on the students existing grade.

b. If the student misses three workshops, the facilitator may lower two grades

based on the students existing grade.

5. Student attendance and participation in oral presentations and special class

activities are extremely important as it is not possible to assure that they can be

made up. If the student provides a valid and verifiable excuse, the facilitator may

determine a substitute evaluation activity if he/she understands that an equivalent

activity is possible. This activity must include the same content and language

components as the oral presentation or special activity that was missed.

6. In cooperative activities the group will be assessed for their final work. However,

each member will have to collaborate to assure the success of the group and the

assessment will be done collectively as well as individually.

7. It is expected that all written work will be solely that of the student and should not be

plagiarized. That is, the student must be the author of all work submitted. All quoted

or paraphrased material must be properly cited, with credit given to its author or

publisher. It should be noted that plagiarized writings are easily detectable and

students should not risk losing credit for material that is clearly not their own.

8. If the Facilitator makes changes to the study guide, such changes should be

discussed with and given to students in writing at the beginning of the first workshop.

9. The facilitator will establish a means of contacting students by providing an email

address, phone number, hours to be contacted and days.

10. The use of cellular phones is prohibited during sessions; if there is a need to have

one, it must be on vibrate or silent mode during class session.

11. Children or family members that are not registered in the course are not allowed to

the classrooms.

12. All students are subject to the policies regarding behavior in the university

community established by the institution and in this course.



Note: If for any reason you cannot access the URL’s presented in the module, do

not stop your investigation. There are many search engines and other links you

can use to search for information. These are some examples:

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

The facilitator may make changes or add additional web resources if deemed

necessary.



Teaching Philosophy and Methodology

This course is grounded in the learning theory of Constructivism. Constructivism is a

philosophy of learning founded on the premise that, by reflecting on our experiences,

we construct our own understanding of the world in which we live.

Each of us generates our own “rules” and “mental models,” which we use to make

sense of our experiences. Learning, therefore, is simply the process of adjusting our

mental models to accommodate new experiences. As teachers, our focus is on making

connections between facts and fostering new understanding in students. We will also

attempt to tailor our teaching strategies to student responses and encourage students to

analyze, interpret and predict information.

There are several guiding principles of constructivism:

1. Learning is a search for meaning. Therefore, learning must start with the issues

around which students are actively trying to construct meaning.

2. Meaning requires understanding wholes as well as parts. And parts must be

understood in the context of wholes. Therefore, the learning process focuses on

primary concepts, not isolated facts.

3. In order to teach well, we must understand the mental models that students use

to perceive the world and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own meaning,

not just memorize the "right" answers and regurgitate someone else's meaning.

Since education is inherently interdisciplinary, the only valuable way to measure

learning is to make the assessment part of the learning process, ensuring it

provides students with information on the quality of their learning.

5. Evaluation should serve as a self-analysis tool.

6. Provide tools and environments that help learners interpret the multiple

perspectives of the world.

7. Learning should be internally controlled and mediated by the learner.



Workshop One Specific Objectives

At the end of the workshop, the students will:

1. Understand the objectives, policies, norms and evaluation criteria of the course.

2. Understand the process of the Self-Change Project.

3. Define and compare the concept of learning and motivation.

4. Identify basic concepts of the learning and motivational process.

5. Explain the biological basis of the learning process.

Language Objectives

The students will:

1. Explain a problem in their own words, and analyze it using different theories in

English.

2. Develop ideas on a specific situation in English.

3. Present their point of view –verbally or in writing – about a controversial issue in

English.

Electronic Links (URL’s)

American Psychology Association (Style and Journals)

http://apa.org/journals

http://psychwww.com/

www.apa.org

http://www.findarticles.com

Biological basis of learning

http://hsfoss.org/newsletter/archive/pdfs/FOSS_BBTl.pdf

http://www.teachersmind.com/learning.htm

www.funderstanding.com/brain_based_learning.cfm

Art and the brain in the learning process

http://www.cerebroment.org.br/n12/opiniao/criatividade2_i.htm/

Learning and motivation research

http://www.sciencedirect.com/science/journal/00239690



How to write a research paper

http://www.esc.edu/ESConline/Across_ESC/WritersComplex.nsf/wholeshortlinks2/Steps

?opendocument

http://apastyle.org/previoustips.html

http://www.apa.org/monitor/apr00/

Homework before Workshop One

1. Read the module. Pay special attention to the course policies, description of the

Self-Change Project, evaluation criteria and rubrics, since they will be used to

assess your knowledge.

2. Search the internet, text and reference books, related articles, psychology

dictionaries or encyclopedias for the following definitions: learning, operant

conditioning, classical conditioning, imitation, cognition, social learning, motivation,

motives, incentives and stimulus (use your own words to explain these concepts).

3. Read about the topic of learning in any text book of Psychology.

4. Read about the topic of motivation in any text book of Psychology and write a short

essay about why you think motivation is important for the human specie.

5. Search the internet or other sources forinformation about the brain and the learning

process. Bring a copy of the article.

6. Revise the list of behaviors that have potential to change and reflect in your personal

areas that need improvement. Identify the behavior to work on the Self-Change

Project.

Activities

1. Introduction activity: The facilitator will prepare an ice breaker activity to promote the

integration of the group.

2. The facilitator will discuss the norms, policies and evaluation criteria of the course

and answer questions and doubts of the students. Special enphasis will be given to

the discussion of the Self-Change Project Guide.

3. Selection of the student representative.

4. Pair and Share Activity -The students will reflect and share their experiences about

which was their best learning experience and why?



5. The facilitator will construct a “Describing Wheel” (Appendix N) with the student’s

contributions to highlight the characteristics of a successful learning experience.

6. The students and the facilitator will develop a Venn diagram (Appendix O ) to

compare the learning and motivation processes. The facilitator will discuss and

clarify definitions, concepts, doubts and lead the students towards a conclusion of

the similarities and differences between these psychological processes.

7. The facilitator will introduce the topic of biological basis of learning using audiovisual

resources (power point, transparencies, educational films, etc.).

8. Small group activity – Students will share and discuss within their small group their

articles related to the brain and the learning process.

9. The facilitator will administer Quiz # 1 to the students.

10. Students will complete the Reflective diary.

11. The students will submit to the facilitator their goal (behavior to change) for the Self-

change project for approval.

Assessment

1. The students will complete the Reflective diary.

2. The facilitator will give feedback about the oral and written communication in

English. 3. Rubric for participation in class evaluating the student’s contributions and work. 4. The students will answer the assigned question(s) Quiz # 1 for content evaluation

purposes.



Taller Dos

Objetivos específicos

Al finalizar este taller los estudiantes:

1. Identificarán los postulados básicos de las distintas teorías de Aprendizaje

(conductista y cognitiva) y sus teóricos principales.

2. Entenderán el proceso de condicionamiento clásico en el aprendizaje.

3. Definirán los conceptos básicos del condicionamiento clásico en el aprendizaje:

respuesta incondicionada, estímulo neutro, respuesta condicionada.

4. Explicarán los ejemplos de condicionamiento clásico en los seres humanos.

Objetivos de lenguaje

Los estudiantes:

1. Sustentarán su punto de vista verbalmente o por escrito en español.

2. Desarrollará ideas sobre una situación específica, problema o caso de estudio en

español.

3. Se mantendrán informados con las investigaciones e información más recientes de

su área.

Direcciones electrónicas

http://tip.psychology.org http://www.psychology.org/links/Environment_Behavior_Relationships/Learning http://cla.calpoly.edu/~cslem/101/8-C.html http://www.scribd.com/doc/7374745/El-Condicionamiento-ClAsico-y-El-Comport-a-

Mien-To-Humano

http://academic.uprm.edu/~eddiem/psic3001/id54.htm

Tareas antes del Taller Dos

1. Busque información acerca de las diferentes teorías de aprendizaje y sus

principales exponentes ( E. Thorndike, I. Pavlov, B.F. Skinner, A.Bandura, J.Piaget)

2. Prepare un Mapa Conceptual (Anejo P) describiendo los conceptos básicos de las

diferentes teorías de aprendizaje.

3. Lea información sobre el condicionamiento clásico. (Se recomienda utilizar los libros

de textos sugeridos en el módulo). Defina los siguientes conceptos: estímulo



neutro, respuesta condicionada, respuesta incondicionada, recuperación

espontánea, extinción.

4. Identifique un artículo de investigación científica sobre los temas de aprendizaje y

motivación y prepare el análisis del mismo siguiendo la guía sugerida (Anejo B).

Venga listo para compartir en el salón de clases.

5. Redacte las secciones I y II del Proyecto de cambio personal (“Self-Change

Project”) para ser presentado al facilitador(a) para revisión.

Actividades

1. El(la) facilitador(a) introducirá el tema de las diferentes teorías de aprendizaje de

una manera general por medio de una presentación en “Power Point” u otros

medios interactivos.

2. La clase se dividirá en dos grupos y cada grupo compartirá sus mapas conceptuales

y desarrollará un mapa conceptual por cada grupo. Se seleccionará un Iíder por

grupo para presentar eltrabajo realizado.

3. Presentación de la película educativa sobre condicionamiento clásico.

4. Discusión de la película sobre el proceso de condicionamiento clásico y conceptos

pertinentes.

5. Los estudiantes y el (la) facilitador(a) desarrollarán un un mapa secuencial (Anejo

Q) para presentar el proceso del condicionamiento clásico que se desplegará en el

salón de clases.

6. Actividad de aplicación en grupos pequeňos – Los estudiantes trabajarán en las

situaciones reales sugeridas para describir el proceso de condicionamiento clásico.

Deberán identificar: estímulo incondicionado, respuesta incondicionada, estímulo

neutro, estímulo condicionado y respuesta condicionada. Ejemplos de situaciones

reales: fobia a las alturas, miedo a hablar en público, comprador compulsivo,

miedo a la oscuridad, entre otros.

7. El(la) facilitador(a) dará oportunidad para que 1 o 2 estudiantes compartan

información sobre las investigaciones científicas de los temas de aprendizaje y/o

motivación.

8. El(la) facilitador(a) administrará la Prueba corta # 2 (1 o dos preguntas) sobre el

contenido discutido en el Taller.



9. Estudiantes completarán el Diario reflexivo sobre el aprendizaje obtenido.

Avalúo

1. Los estudiantes completarán el Diario reflexivo sobre la experiencia de aprendizaje

obtenida en el Taller.

2. El(la) facilitador(a) ofrecerá retrocomunicación acerca del uso escrito del español

durante la actividad del Mapa Conceptual.

3. El(la) facilitador(a) administrará la Prueba corta #2 para evaluar el aprendizaje

obtenido.



Workshop Three

Specific Objectives

At the end of the workshop, the students will:

1. Analyze the basic postulates of the Operant Conditioning.

2. Identify and understand the process of Operant Conditioning.

3. Understand the difference between negative reinforcement and punishment.

4. Comprehend the cognitive theoretical model in learning.

5. Compare the behaviorism and cognitive approaches in learning.

Language Objectives

Students will:

1. Develop ideas on a specific situation, problem or case study in English.

2. Identify customers’ needs, and develop an action plan for an effective intervention in

English.

3. Write an essay using the technical vocabulary of this area appropriately in English.

Electronic Lines (URL’s)

http://bfskinner.org

http://www.wagntrain.com/OC

http://tip.psychology.org/skinner.html

http://www.brembs.net/operant

http://gsi.berkeley.edu/resources/learning/cognitive.html

http://www.des.emory.edu/mfp/eff.html

Homework before Workshop Three

1. Read about the operant conditioning in learning and identify its main postulates.

2. Search (Internet, textbooks, related articles, psychology dictionaries and or

encyclopedias), the definitions of the following concepts:

• reinforcements

• positive reinforcement

• negative reinforcement

• punishment

• schedules of reinforcement



3. Read about the cognitive approaches in learning (social cognitive theory, cognitive

development, constructivism, social constructivism) .

4. Write a two page summary of one of the cognitive approaches explaining how this

approach describes the learning process.

5. Complete Step 3 of the Self-Change Project and bring it to the classroom for

revision.

6. Work on Step 4 of the Self–Change Project- Implementation of the Behavior

Modification Plan (Start recording your behavior and completing your chart).

7. The students should start organizing the Portfolio and may bring it to class for

preliminary evaluation by the facilitator.

Activities

1. The facilitator will introduce the topic of operant conditioning in learning with the

contributions of the students’ definition of concepts.

2. Small Group Activity – Students will develop a Flow Chart (Appendix Q) of the

Conditioning Operant Process in learning. The Flow Chart will be displayed in the

classroom for discussion.

3. Students Debate - The class will be divided in two groups to debate the effects of

negative reinforcement and punishment in learning. One group will defend the

position of the advantages of applying negative reinforcements and the other will

assume the position of the impact of applying punishment to the identified behavior.

4. The facilitator will complete a T-Chart (Appendix R ) with the advantages and

disadvantages of the application of negative reinforcement.

5. The facilitator will divide the students in small groups to discuss their summaries

about the basic postulates of the cognitive learning approaches. Each group will

discuss one of the approaches in cognitive learning and develop a conceptual map

to be presented to the rest of the class.

6. The facilitator and the students will work on a Venn Diagram (Appendix O ) to

compare and contrast the Behaviorism and Cognitive Approaches in learning.

7. The facilitator will administer Quiz # 3.

8. Students will complete the Reflective diary for the workshop.



Assessment

1. Students will complete the Reflective diary.

2. The facilitator will provide written feedback to the students about the correct use of

grammar and spelling in the Self-Change Project report.

3. The facilitator will provide feedback to the students about the correct use of technical

jargon in English during the discussion of the operant conditioning process in

learning.

4. Quiz # 3 for content evaluation purposes.



Taller Cuatro

Objetivos Específicos

Al final del taller, los estudiantes:

1. Analizarán críticamente la importancia de la motivación en la conducta y

supervivencia humana.

2. Identificarán las diferentes fuentes que actúan en la persona motivada (internas,

ambientales, fisiológicas, históricas/evolutivas).

3. Describirán las diferentes teorías que explican la motivación humana.

4. Establecerán las similitudes y las diferencias en los enfoques teóricos sobre la

motivación.

Objetivos de Lenguaje

Los estudiantes:

1. Sustentarán su punto de vista verbalmente o por escrito en español.

2. Se mantendrán informados con las investigaciones e información más recientes de

su área.

3. Redactará un ensayo usando el vocabulario técnico propio de esta área

adecuadamente en español.

Direcciones electrónicas

http://www.psychology.org/links/Environment_Behavior_Relationships/Motivation

http://chiron.valdosta.edu/whuitt/col/motivation/motivate.html

http://www.vanguard.edu/faculty/ddegelman/amoebaweb/index.aspx?doc_id=860

Teoría de la Jerarquía de Necesidades de A. Maslow

http://psychclassics.yorku.ca/Maslow/motivation.htm

Teorías sobre la motivación humana

http://www.laynetworks.com/Theories-of-Motivation.html

http://chiron.valdosta.edu/whuitt/col/motivation/motivate.html

Video motivacional

www.esnips.com/web/VideosMotivacionales

Tareas a realizar antes del Taller

1. Observe el video sobre motivación sugerido en las direcciones electrónicas y

reflexione sobre la importancia de la motivación en el ser humano. Complete la



siguiente oración para compartir en clase. Estar motivado en la vida es importante

porque… (Redacte su oración en una tarjeta 3” X 5” para ser usada en una

dinámica en el salón de clases).

2. Busque en Internet, textos recomendados, enciclopedias u otras fuentes de

información las siguientes definiciones: instinto, impulso, incentivos, pulsiones

primarias, pulsiones secundarias, motivación intrínseca, motivación extrínseca,

jerarquía de necesidades (según A. Maslow).

3. Lea sobre el tema de la motivación en los textos recomendados o en cualquier libro

de Introducción a la Psicología. Redacte dos o tres preguntas que le gustaría

profundizar o aclarar en el salón de clases.

4. Prepare un bosquejo identificando los aspectos principales de tres de las diferentes

teorías sobre la motivación: perspectiva de los instintos (S.Freud, McDougall,1908;

Bernard, 1924); reducción de pulsiones (Drive Reduction Theory); teoría de los

incentivos (Incentive Theory); motivación basada en la excitación (Arousal Theory);

perspectiva cognitiva (Values and expectations); perspectiva humanista (jerarquía

de necesidades-A.Maslow).

5. Identifique un artículo de investigación científica sobre los temas de aprendizaje y/o

motivación y prepare el análisis del mismo siguiendo la guía sugerida. Venga listo

para compartir en el salón de clases.

6. Registro de datos sobre la implementación de su meta de Cambio Personal – Paso

# 4 (“Self-Change Project”). Recuerde aplicar sus refuerzos, contingencias o

castigos y redactar sus comentarios para cada semana.

7. Organice y complete las secciones del portafolio con el trabajo acumulado hasta el

momento. El estudiante puede traer el mismo al taller para retrocomunicación de

parte del facilitador.

Actividades

1. Dinámica grupal – Los estudiantes entregarán su tarjeta 3” X 5” con su oración

completada sobre la importancia de la motivación en el ser humano. El (la)

facilitador(a) colocará las mismas hacia abajo (impidiendo la identificación del

estudiante que la redactó). Cada estudiante tendrá la oportunidad de seleccionar

una tarjeta; el(la) facilitador(a) leerá la oración y el estudiante adivinará cuál de sus



compaňeros de clase redactó la misma. El(la) facilitador(a) registrará las

contestaciones en la pizarra para la discusión del tema.

2. El(la) facilitador(a) ampliará y discutirá conceptos relacionados a la motivación

humana usando recursos visuales (transparencias, presentación en “PowerPoint” u

otros) y a través de ejemplos reales.

3. BINGO - El(la) facilitador(a) dividirá los estudiantes en dos grupos y entregará a

cada grupo 1 copia de la tarjeta de BINGO (Anejo S) sobre las teorías de

motivación. El(la) facilitador(a) elaborará las premisas sobre las teorías. El(la)

facilitador( a) otorgará un turno de 1 minuto a cada grupo para contestar una vez se

exponga oralmente la premisa. Los estudiantes podrán revisar sus bosquejos sobre

las teorías y/o cualquier otro recurso educativo en el minuto otorgado. Si el grupo

lo identifica correctamente, hará una X en el cuadrado correspondiente y ganará 1

punto (el(la) facilitador(a) llevará la puntuación). De no identificar la teoría

correctamente se le ofrecerá la oportunidad al otro grupo con un tiempo de 30

segundos. Luego el grupo usa su turno y continúa el juego sucesivamente. El

equipo ganador será el que mas puntos acumule (haya acertado correctamente mas

teorías).

4. Los estudiantes revisarán las preguntas redactadas con antelación sobre el tema

de la motivación y presentarán aquellas que todavía requieran aclaración. El(la)

facilitador(a) estimulará la discusión de los tópicos y aclarará las dudas existentes.

5. Uno o dos estudiantes compartirán su resumen sobre investigaciones científicas de

los temas de aprendizaje y/o motivación.

6. El(la) facilitador(a) clarificará dudas (de ser necesario) en cuanto a la interpretación

de la información presentada por el estudiante.

7. El(la) facilitador(a) administrará la Prueba corta # 4 (1 o dos preguntas) sobre el

contenido discutido en el Taller.

8. Estudiantes completarán el Diario reflexivo sobre el aprendizaje obtenido

Avalúo

1. Diario reflexivo.

2. El (la) facilitador(a) proveerá retrocomunicación sobre el uso oral correcto de la

gramática en español durante la actividad del BINGO.



3. Matriz valorativa de participación en clase.

4. Prueba corta # 4



Workshop Five/Taller Cinco

NOTA: Este taller es bilingüe. Tanto,

el Facilitador como los estudiantes,

deberán utilizar el idioma asignado

para cada tarea y actividad.

NOTE: This is a bilingual workshop.

Both the facilitator and student

should use the language assigned

for each homework and activity.

Specific Objectives At the end of this workshop, students will:

1. Understand the Information-Processing Model in learning.

2. Comprehend the basic processes of memory.

3. Analyze the different theories of forgetting.

4. Demonstrate knowledge about the basic principles of learning and motivation

applied to real life situations.

Language Objectives

Students will:

1. Develop ideas on a specific situation, problem or case study in both languages –

English and Spanish.

2. Present their point of view –verbally or in writing – about a controversial issue in both

languages.

3. Identify customers’ needs, and develop an action plan for an effective intervention in

both languages.

4. Write an essay using the technical vocabulary of this area appropriately in both

languages.

Electronic Links (URLs)

Information Processing Model

http://edutechwiki.unige.ch/en/Human_information_processing

Memory Processing

http://www.brainchannels.com/Memory/encoding/encoding.html

http://www.nwlink.com/~donclark/hrd/learning/memory.html

Theories of Forgetting



http://www.Psychology.wikia.com/wiki/Theories_of_forgetting

Assignments before Workshop Five

1. Search (Internet, textbook, related articles, psychology dictionaries and or

encyclopedias), the definitions in English of the following concepts:

• Short Term Memory

• Long Term Memory

• Engram

• Encoding

• Retrieving

2. Read about the Information Processing Model and bring information to the

classroom to be discussed.

3. Reflect and answer the following question: What is the challenge for the helping

professional when he/she decides to implement a behavioral modification plan using

the operant conditioning principles of learning? (Minimum two sentences response)

(Spanish)

4. Search and read (Internet, textbook, related articles, psychology dictionaries and or

encyclopedias), about theories of forgetting.

5. Creative work - Choose one theory and represent it in a creative way. Students

should use and bring a card board to show their work in the classroom. Some

suggestions are: poem, acrostic, drawing, song, painting, comics, etc. (Spanish)

6. Write a One page essay reflecting in why is motivation a key component in the

process of learning new behaviors and help people. (English)

7. Finish the Self-Change Project.

8. Organize, complete and bring the Portfolio for evaluation purposes.

Activities

1. The facilitator will introduce the basic postulates of the Processing Information Model

(English).

2. The facilitator will present a short scene of the Study of Memory film (DVD Video:

Film for the Humanities and Science) and begin an open discussion of the basic

processes of memory. (English)



3. Small group activity – The class will be divided in groups of three students to

explain with a real life situation how the Short Term and Long-Term Memory works

in the learning process. Each group will choose a leader to present their example to

the rest of the group. (English)

4. ART GALLERY - Students will display their art work about the forgetting theories.

Each student will give a brief explanation of his/her project. (Spanish)

5. The facilitator will give feedback about the theory being represented and complete

the discussion with examples. (Spanish)

6. Pair and share activity - The students will work with a partner sharing their personal

essays about why motivation is a key component in the helping process (English).

7. The facilitator will invite the students to share their reflections about the challenges

for a helping professional of implementing the behaviorism approach (principles of

conditioning) to modify or learn new behaviors. (Spanish).

8. Some of the students (volunteers) will share their experiences working on their Self

Change Project (English or Spanish).

9. The facilitator will administer the Reflective diary.

10. Course evaluation process by the student representative.

11. Closing activity – to be determined by the facilitator.

Assessment

1. Reflective diary

2. The facilitator will provide feedback about the correct use of the English and Spanish

grammar during the oral and written activities.

3. Class participation rubric.

4. Course evaluation.



Anejos/Appendices



Anejo A/Appendix A

Attendance and Participation Rubric

Name:________________________________________________________ Date________________ PT:________________ Attendance and Punctuality _____ 0= Absence in 4 or more workshops/ Absence in 3 workshops and was late in two workshops _____ 2= Absence in three workshops/ Absence in two workshops and was late in three workshops _____ 5= Absence in two workshops/ Absence in 1 workshop but was late in three or more workshops _____ 7= Absence in 1 workshop/ No absent but was late in three workshops _____ 9= No absent but was late in 1 or two workshops _____10= No absent or late in any of the workshops

Total______/10 pts.

Participation

Criteria Value Points Student Score

Content

Students offer an in-depth and solid analysis of the discussed content and the dialogue flows smoothly during the discussion.

2 points

Students –through their comments– show deep knowledge and interest of the discussed topic and originate high level questions.

2 points

Students are appropriately prepared for discussion – with notes taken from their reading and passages or textbooks properly highlighted about the topic in discussion.

2 points

Students, through their comments, show that they are paying close attention to what other participants say about the topic.

2 points

Students provide 2 points



explanations and follow up to enrich discussion. Students’ observations are usually related to ideas or arguments presented in this discussion.

2 points

Students show a professional attitude and posture during the discussion.

2 points

Language

Students show good use of the standard English and Spanish language (vocabulary, syntax and flow of ideas).

2 points

Students use appropriate intonation and fluency in their contributions to the topics discussed

2 points

Given a controversial topic during discussion, students show a persuasive argument to support their points of view about it.

2 points

Total 20 points (70% content and 30% language)

Total Score:

Note: The score obtained by the student should be recorded as follows:

• Excellent: 2.00 points • Good: 1.5 points • Fair: 1.00 points • Needs improvement: .0 point



Anejo B/Appendix B

Guía para el resumen critico de una investigación c ientífica sobre los temas de

aprendizaje y/o motivación

A. Título del artículo de investigación y objetivo del mismo.

B. Muestra - Describir las características de la población estudiada (ej. (datos

sociodemográficos)

C. Metodología – Describir los procedimientos utilizados para llevar a cabo la

investigación: cuestionarios, encuestas, diseňo experimental, llamadas, etc.

(Ofrezca detalles del procedimiento.)

D. Resultados del estudio - Hallazgos obtenidos en el estudio. Interpretación de

los datos; no es necesario incluir tablas o detalles de valores cuantificables.

E. Conclusiones y/o generalizaciones - ¿Qué concluyeron los investigadores con

respecto al objetivo del estudio? ¿Qué sugiere este estudio para futuras

investigaciones?

F. Referencia consultada - Anotar la referencia siguiendo el estilo APA de

publicación.



Anejo B/Appendix B

Matriz Valorativa para el Resúmen de Estudios Cien tíficos

Nombre ________________________________________________ Criterios de contenido Puntos Total

La organización sigue la guía sugerida facilitando el entendimiento del resumen.

1

La descripción del objetivo del estudio es clara y precisa.

1

Las características de la población son especificadas en el resumen.

1

Se ofrecen detalles en la metodología usada por los investigadores.

1

Los resultados del estudio son correctamente interpretados y se evidencia congruencia con los objetivos de la investigación

1

Las conclusiones se describen ampliamente y están vinculadas al objetivo del estudio

1

Se incluye la referencia consultada siguiendo el estilo APA de publicación.

1

Criterios de l enguaje Demuestra dominio del uso correcto del espaňol (semántica, sintaxis y gramática).

1

Uso adecuado del vocabulario técnico de la Psicología.

1

Uso correcto de la ortografía, la acentuación y uso de mayúsculas al redactar el resumen en espaňol.

1

Total 10 (70% contenido y 30% lenguaje)

Total



Anejo C/Appendix C

Diario Reflexivo

Nombre__________________________ Taller___________ ___

. El propósito de este diario es el de reflexionar y escribir sobre los conceptos, los sentimientos y las actitudes que se experimentan a partir de la discusión de los temas de cada taller. Este proceso le ayudará en su autoanálisis, así como, propiciará la autoevaluación. El diario reflexivo de cada taller será incluido como parte de los trabajos de su portafolio. 1. El tema más impactante del taller para mi fue… 2. Después de discutir el tema, aún me quedan algunas dudas, que son.… 3. Me agradaría que se retomara la discusión de los siguientes aspectos relacionados al tema, ya que éstos son de importancia para mí. 4. Hoy aprendí …. (expresado de manera sencilla, en sus propias palabras) 5. Este tema presentado en clase me ayuda a....(reflexione sobre la aplicación de los temas a su vida personal).



Anejo C/Appendix C Reflexive Diary

Name: __________________________ Workshop : ___________________ The completion of the reflexive diary will provide the facilitator with important feedback about students’doubts related to the workshop topics or class discussions. The purpose of this diary is to think and write about the concepts, thoughts, and attitudes stemming from class discussions and the class work. This process will allow for self-analysis and self-evaluation. The student needs to include this reflection in the course portfolio. 1. The most impacting topic of today’s workshop was … 2. After discussing the subject, I still have some doubts , these are …. 3. I would like to discuss again the following topics related to the subject, which are important to me. 4. Today I learned …. (Express in your own words what you remember clearly ….) 5. This subject presented in class helps me to.... (explain how the topics discussed will help you perform in real life)



Anejo D/Appendix D

Reflexive Diary Rubric

Workshops Criteria Pts. I II III IV V Total

Student turns in their journal on time assigned

1

Student answers questions without deviating from the topic; ideas are well connected and follow a sequence

.80

Student uses critical thinking to express ideas and projects a deep understanding of the topic discussed in class

1

Language Sentences are written using appropriate syntax, punctuation, verb usage, and grammar.

1.2

Total Points (70% Content ; 30% language)

4



Anejo E/Appendix E Self-Change Project

Nobody's perfect. Some of us drive too fast, or too carelessly. Some of us want

to recycle our newspapers, but never get around to it. We want to eat less and exercise

more, but it just doesn't happen for us. We know some of our habits are bad for us

(smoking, drinking) but we can't cut back.

Principles of learning offer a solution. B. F. Skinner's behaviorism, although

developed through carefully controlled scientific laboratory research, can be used to

help people increase behaviors that they desire and decrease behaviors they wish to

avoid.

Use self-change principles to change some aspect of your behavior. Focus on

some specific type of behavior that you would like to perform more (exercise, studying,

being polite) or a behavior you would like to do less (partying, eating, drinking, being

rude).

Record the behavior without attempting any change, and then try to change the

behavior by using behavior modification principles.

Step 1: Decide on the behavior you will increase or decrease

• Write a paragraph description of the behavior, being as behaviorally specific as

possible; express the goal of your project in observable, quantifiable terms.

• these goals must be very specific, and include both long and short range (daily)

goals--but most important, they should be measurable;

• you can select those behaviors which you wish to do away with, non-desired

goals as well as desired behaviors--but it would be best if you described

behaviors that you want to increase (focus on creating behaviors that are

incompatible with the behaviors you want to remove)

Step 2: Establish the baseline, the operant level: measure the frequency of both

the good and the bad behavior before you try to cre ate any changes :



• measurement is critical in self-change projects, so begin by taking some

baseline recordings--just count your behaviors before you institute change or the

amount of time you spend in the behaviors

• include the information about baseline in your report (If, for example, you were

trying to study more you should say something like "One day 1 I spent 2.3 hours

studying, on day 2 I did not study at all, and on day 3 I spent 1 hour studying).

• the length of your baseline recording will vary depending on what you are trying

to change. If, for example, you are trying to cut back on the number of cigarettes

you smoke each day then just count your consumption of cigarettes for 3 or 4

days. If you are trying to control daydreaming, then count the number of times

during 4 or 5 classes that your mind wanders.

• you might also need to indicate where the behavior occurs; for example you

might say "I decided to modify smoking behavior but I needed to know the

situations which elicited smoking from me--so for 3 days I kept track of how

much I smoked, when, and where."

Step 3: Select the Reinforcing Stimulus and design the contingencies. Make a list

of the reinforces which you have decided are potent and controllable for and by

you.

List these reinforces in your report, and note which one you plan to use to control the

behavior. You can also identify punishers: aversive stimuli that you would rather

avoid. You will be using these to reduce behavior.

Types of reinforces to consider

• physical rewards, such as candy, food, drinks, etc.: thinks you want;

• social rewards: arrange for someone else to give you praise, attention, and so

on if you perform the target behavior;

• activities: things you like to do (such as watching TV, socializing, etc) that you

cannot do if you don't perform the behavior;



• Note: It is often advisable to use a variety of reinforces so you will not "burn out"

on one.

Name the Contingencies

• state the exact conditions under which these consequences are applied (e.g., If

I study for 1 hour I will get 5 M&M candies).

• if you plan to use punishment, then state those criteria as well (e.g., I did not

meet my goal of studying for 3 hours and so the following day I did not permit

myself to listen to any music).

Step 4: Implementationof the Behavior Modification Plan. Begin controlling the

behavior through judicious use of reinforces and pu nishment. This period should

last several weeks (2 or 3 is best).

• Keep good records: record the behavior and the reinforces/punishments

constantly.

• Control the "stimulus environment". It is essential that you can administer the

reinforces immediately after the behavior, and that you can reduce interference

from reinforces that you don't control. That means you should make changes in

your routine to avoid temptations (e.g., tell other people about the project and

ask them not to interfere).

• If appropriate, post cues in your environment that will trigger your response: if

you are supposed to be exercising more, then put up a sign in bedroom that

says "Today you must exercise for 1 hour." (Describe your use of such a sign in

your report).

Step 5: Baseline 2: This step would be used in any professional behavior

modification project. Once the behavior has been created, you would return to

baseline by stopping the rewards or punishments. This step is not necessary for this

report.

Step 6: Write up the report



Type the report. There are no length restrictions. Use the length which you

feel is appropriate to exactly specify what you did.. The report can include charts and

graphs of the behavior rates, but it should be a well-written narrative (with sentences

and paragraphs).

Add a final paragraph that draws conclusions about the project.

Include an explanation of the learning and motivation techniques you used and how

effective you feel they were in helping you achieve your progress.

Sample behaviors to apply behavioral modification learning principles:

• Exercise

• Eating (overeating, eating right, etc.)

• Studying (more time, more reading, daily review, more efficient studying)

• Procrastination

• Angry outbursts

• Nail biting

• Hair pulling

• Being late to class

• Over-sleeping

• Weight Loss

• Smoking

• Cursing

• Yelling at people

• Criticizing others

• Flossing daily

• Drinking alcohol

• Drinking sodas (decrease)

• Drinking water (increase)

• Road rage

• Speeding



• Watching video movies

• Excessive television watching

• Soap opera addiction

• Playing video games

• Computer addiction

• Over-sleeping (hitting the snooze button)



Rubric for Self-Change Project Written Report

Name:____________________________________ Value 50 points NE = No evidence

P=Poor R=Regular G=Good VG-Very Good

E-Excel lent

Content Pts. NE P R G VG E Total

1. The written paper followed the guide suggested by the facilitator.

3

2. The student identifies the behavior he/she wishes to increase or decrease.

4

3. The student submmitted preliminary work for revision in the assigned time.

4

4. The student measured the frequency of behavior (using organizational charts). Establish the operant level of the behavior.

4

5. The student recorded relevant (at least for 3 weeks) of the behavior he/she wishes to change.

4

6. The student accurately describes the reinforcing stimulus and design the contingencies to be apply in the Self-Change Project.

4

7. The student states the exact conditions under which the consequences are going to be apply.

3

8. The student is able to identify weaknesses and strenghts in the conclusion of the report.

3

9. Student demonstrated the use of behavioral modification principles in its work.

3

10. The written paper demonstrates logic analysis, sequence and originality.

3

Language 11. Sentences are written using appropriate

syntax, punctuation, verb usage and grammar. 4

12. The student uses the correct and appropriate psychological vocabulary.

4

13. The written paper demonstrates well written sentences and paragraphs that facilitates the understanding of the Self-Change Project.

4

14. The written paper shows a minimum of spelling errors.

3

Total: ( 70% conten t; 30% langua ge) 50

Scale – Excellent or Very good= 3 or 4; Good or Regular= 2 or 3; Poor or No evidence = 0 or 1



Anejo F/ Appendix F

PORTFOLIO

Guidelines to prepare the portfolio

1. Determination of sources of content

2. The following, but not limited to, documentation will be included:

a. Projects, surveys, and reports.

b. Oral presentations

c. Essays: dated writing samples to show progress

d. Research papers: dated unedited and edited first drafts to show progress

e. Written pieces that illustrate critical thinking about readings: response or

reaction papers.

f. Class notes, interesting thoughts to remember, etc.

g. Learning journals, reflexive diaries.

h. Self assessments, peer assessments, facilitator assessments.

i. Notes from student-facilitator conferences.

3. Organization of documentation

Documentation will be organized by workshop, and by type of assignment within

workshops. Workshops will be separated from one another using construction paper

or paper of different colors, with tabs indicating the workshop number.

4. Presentation of the portfolio

• Documentation will be posted in a binder or in a digital version (e-portfolio).

• The cover page will follow exactly APA guidelines applied to a cover page of

research papers submitted at Metro Orlando Campus. This cover page will be

placed at the beginning of the portfolio.

• The entire portfolio will follow APA style: Courier or Times New Roman font,

size 12, double space, and 1-inch margins. See a “Publication Manual of the

APA, Fifth Edition”

• A log of entries that can be expanded with each new entry properly

numbered. The table, which should be located at the beginning, should

include a brief description, date produced, date submitted, and date evaluated

(Appendix H ).



• Introduction and conclusion of the income and outcome of the portfolio.

• A list of references and appendixes of all assignments included will be added

to the end of the portfolio.

• The Portfolio Informational Sheet will be placed in the transparent front pocket

of the binder for identification purposes (Appendix G ).

5. Student-Facilitator Feedback Template: Progression follow-up

The final step in implementing portfolios, before returning them to the student or

school life, is sharing feedback with each student to review the contents, student

reflections, and your evaluations of individual items and all of the work together as

related to learning targets (Banks, 2005).

Facilitators will e-mail a feedback template to all students. This template will contain

information pertaining to weaknesses and strengths found in students’ portfolios

(Appendix K ). Facilitators will focus their attention on showing students what is

possible and their progress rather than what is wrong; however, this does not mean

that facilitators will not cover weaknesses and areas for improvement during the

conference. Facilitators will send this feedback template upon completion of

workshop one.

Students will also have the opportunity to respond to the facilitator’s feedback and

write their own comments and/or ideas of how to improve the quality of their

portfolios, and how to become better metacognitive learners on the feedback

template. Students will e-mail the template with their comments back to the facilitator

after every workshop.

6. Portfolio storage:

• Portfolio samples will be safely stored for a six-month term on campus.

• Students will sign an official document empowering Ana G. Mendez

University System with rights to use their portfolios with educational or

accreditation purposes during this term (Appendix L ).

• After this term, and if their authors authorize Ana G. Mendez University

System to discard their portfolios by signing an official document, portfolio

samples will be destroyed; otherwise, they will be returned to their original

authors (Appendix M ).



Anejo G/Appendix G

PORTFOLIO INFORMATIONAL SHEET

Sistema Universitario Ana G. Méndez Florida Campuses

Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo Check one: � Universidad del Este � Universidad Metropolitana � Universidad del Turabo Check one: � Undergraduate

� Graduate

Concentration

Student’s Name

Facilitator’s Name

Course:

Portfolio rated as

Reason of this rate



Anejo H/Appendix H

Log of Entries

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10



Anejo I/Appendix I

Checklist for Portfolio Assessment

Has the student set academic goals?

Does the portfolio include enough entries in each area to make

valid judgments?

Does the portfolio include evidence of complex learning in realistic

setting?

Does the portfolio provide evidence of various types of student

learning?

Does the portfolio include students’ self-evaluations and

reflections on what was learned?

Does the portfolio enable one to determine learning progress and

current level of learning?

Does the portfolio provide clear evidence of learning to users of

the portfolio?

Does the portfolio provide for student participation and

responsibility?

Does the portfolio present entries in a well-organized and useful

manner?

Does the portfolio include assessments based on clearly stated

criteria of successful performance?

Does the portfolio provide for greater interaction between

instruction and assessment?

Adapted from: Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston: Pearson

Education, Inc.



Anejo J/Appendix J

Portfolio Rubric

Student Name___________________________________

Excelent Regular Poor Total Portfolio Content Portfolio Appearance

/1

Reflexives Diaries /1

Introduction

/1

Homeworks demonstrate relevant and meaningful content support by scientific literature

/1

Homework revised

/1

Conclusion

/1

References

/1

Language Appropriate use of the English and Spanish (vocabulary, sintax, semantics, etc).

/1

Appropriate use of grammar. /1 Use APA guidelines correctly in content, citations and references.

/1

Total (70% content; 30% language)

/10



Anejo K/Appendix K

Portfolio Assessment Feedback Template Strengths Weaknesses Improvement Ideas Facilitator’s comments

Student’s response and comments



Anejo L/Appendix L

Use and Return of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System, to keep in their

records a copy of my portfolio. I understand that the portfolio is going to be used for

accreditation or educational purposes only, and that is not going to be disclosed without

my consent.

By signing this document I authorize the office of Assessment and Placement to keep a

copy of my portfolio for six months and return it to me at the end of this period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date



Anejo M/Appendix M

Use and Discard of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System to keep in their

records a copy of my portfolio. I understand that the portfolio is going to be used for

accreditation or educational purposes only, and that is not going to be disclosed without

my consent.

By signing this document I authorize the Office of Placement and Assessment to keep a

copy of my portfolio for six months and discard it at the end of this period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date



Anejo N /Appendix N

Describing Wheel

Describing Wheel Add describing words about the topic between the spokes of the wheel.

D

Describing Wheel

Topic


Prep. 2004. Leila Crespo-Fernández, Ph.D. Rev. 07-2009. Jasmin Suarez-Cordero, MA.

Anejo O/Appendix O Name ________________________ Date ____________________

Venn Diagram

Anejo P /Appendix P



Concept Map



Anejo Q /Appendix Q Mapa Secuencial/Flow Chart



Anejo R /Appendix R

Gráfico de T/T- Chart



Anejo S/Appendix S

BINGO

Teorías sobre la motivación

Instin to Reduc ción de pulsiones

Excitación (Arousal)

Incentivos Reducción de pulsiones


Instinto Incentivos Cognitiva Reducción de pulsiones

Humanista


Instintos Excitación (Arousal)

Incentivos


Incentivos Humanista Cognitiva Reducción de pulsiones

Documents

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