Sistema Universitario Ana G. Méndez, Inc. School for ... 226 DLP 2013.pdf · personal creativa y crítica, con una ortografía correcta y con la coherencia y el énfasis que se requiere

Sistema Universitario Ana G. Méndez, Inc. School for Professional Studies

Florida Campuses Universidad del Este, Universidad Metropolitana, and Universidad del Turabo

PHAR 226

PHARMACOTHERAPY FOR PHARMACY TECHNICIANS I

FARMACOTERAPIA PARA TÉCNICOS DE FARMACIA I

© Sistema Universitario Ana G. Méndez, Inc. 2013 Derechos Reservados

© Ana G. Méndez University System, Inc. 2013 All rights reserved

Phar 226 Pharmacotherapy for Pharmacy Technician I 2

Prepared based on the course syllabus (2009) of the School of Health Sciences,

Universidad del Este, Carolina Campus, Puerto Rico, with the collaboration of:

Olga L. Álvarez Ramírez, R.Ph., Pharm.D., Module Development Specialist

Jessica Yulfo Hoffmann, R.Ph., Pharm.D., Content Evaluator

Maribel Román, MS, English Language Specialist

Joanna Dávila, MS, Spanish Language Specialist

Joe Hernández, Ed. S., Curriculum and Instructional Design

July 30, 2013


TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

PRONTUARIO/GUÍA DE ESTUDIO ........................................................................................... 4

STUDY GUIDE ............................................................................................................................ 20

TALLER UNO.............................................................................................................................. 35

WORKSHOP TWO ...................................................................................................................... 41

TALLER TRES ............................................................................................................................ 47

WORKSHOP FOUR .................................................................................................................... 53

TALLER CINCO/WORKSHOP FIVE ........................................................................................ 59

APPENDIX A NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED

INSTRUCTION ............................................................................................................................ 67

APPENDIX B THE WRITING PROCESS 6-TRAITS WRITING RUBRIC ............................. 72

ANEJO C/APPENDIX C INFORMACIÓN ACERCA DEL LABORATORIO DE

IDIOMAS ............................................................................................................................... 81

ANEJO D/APPENDIX D LANGUAGE LAB/E-LAB DOCUMENTATION ............................ 86

ANEJO E/APPENDIX E MATRIZ VALORATIVA PARA EVALUAR EL ENSAYO

EXPOSITIVO ............................................................................................................................... 89

ANEJO F/APPENDIX F MATRIZ VALORATIVA PARA EVALUAR DISCUSIÓN

DE MESA REDONDA................................................................................................................. 91

ANEJO G/APPENDIX G MATRIZ VALORATIVA PARA EVALUAR

PARTICIPACIÓN EN CLASE .................................................................................................... 93

ANEJO H/APPENDIX H MATRIZ VALORATIVA PARA EVALUAR

PRESENTACIÓN ORAL INDIVIDUAL/GRUPAL ................................................................... 97

ANEJO I/APPENDIX I GUÍA PARA ELABORAR EL GLOSARIO ...................................... 101

July 30, 2013


PRONTUARIO/GUÍA DE ESTUDIO

Título del Curso: Farmacoterapia para técnicos de farmacia I

Codificación: PHAR 226

Créditos: 3

Duración: 5 semanas

Prerrequisito: ninguno

Descripción: Esta es la primera, de tres partes, de un curso que integra los conocimientos

básicos en anatomía, fisiología, patofisiología y farmacología necesarios para que un

técnico de farmacia pueda llevar a cabo, de forma efectiva, sus funciones. El módulo

enfatiza, no solo en la parte de farmacológica, donde el estudiante se relaciona con los

nombres genéricos y comerciales, sino también en el uso seguro y eficaz de los

medicamentos de más demanda en la actualidad.

Objetivos generales de contenido

Al finalizar el curso, el estudiante será capaz de:

1. Definir los términos anatomía, fisiología, patofisiología y fármaco-terapia.

2. Integrar los conceptos básicos de anatomía y fisiología relacionados a los

principios básicos de farmacología tales como: absorción, distribución,

metabolismo, excreción, mecanismo de acción, reacciones adversas,

interacciones, toxicología de medicamentos y los mediadores celulares.

3. Explicar el término medicina basada en evidencia (“Evidence- Based

Medicine”)

4. Definir los términos fármaco-genética, fármaco-cinética y fármaco-dinámica.

July 30, 2013


5. Analizar cómo influyen la fármaco-genética, la fármaco-cinética y la fármaco-

dinámica en la fármaco-terapia.

6. Analizar las diferencias en la fármaco-terapia en poblaciones pediátricas y

geriátricas.

7. Integrar los conceptos de anatomía, fisiología y patofisiología del sistema

gastrointestinal y lo relacionará con su farmacología y fármaco-terapia.

8. Integrar los conceptos de anatomía, fisiología y patofisiología del sistema

respiratorio y lo relacionará con su farmacología y fármaco-terapia.

Objetivos generales de lenguaje

Al finalizar el curso, el estudiante será capaz de:

Escuchar: Comprender presentaciones, discursos y narraciones orales en inglés

y/o español sobre farmacoterapia reconociendo sus diferentes finalidades. Lograr

aprendizajes significativos sustentados en la experiencia y en temas motivadores;

responder a estímulos auditivos tales como videos, presentaciones audiovisuales y

actividades interactivas.

Hablar: Expresarse oralmente en inglés y/o en español con coherencia y

corrección de acuerdo con las diferentes finalidades y situaciones comunicativas y

adoptando un estilo de expresión propio. Analizar, opinar y comunicar oralmente

puntos de vistas e ideas; desarrollar habilidades y competencias que lo capaciten

para su trabajo escolar, vida laboral y cotidiana; utilizar la lengua para adquirir

conocimientos nuevos acerca de la fármaco-terapia y para aprender a utilizar

técnicas sencillas de manejo de la información mediante los medios tradicionales

y la tecnología informática.

July 30, 2013


Leer: Investigar, analizar, resumir y comprender en inglés y/o en español

la información obtenida en diversos medios sobre el tema de

fármaco-terapia. Desarrollar actitudes críticas ante los mensajes de los medios,

valorando la importancia de sus manifestaciones. Beneficiarse de la

lectura como forma de comunicación y como fuente de enriquecimiento cultural.

Escribir: Interpretar y producir textos en inglés y/o en español desde una postura

personal creativa y crítica, con una ortografía correcta y con la coherencia y el

énfasis que se requiere para una comunicación clara y efectiva. Utilizar la escritura

como forma de comunicación para proveer información relacionada con la fármaco-

terapia.

Requisitos del laboratorio de idiomas/E-Lab: (Tell Me More, Net Tutor, Wimba Voice,

Voice E-mail, y Biblioteca Virtual)

• El laboratorio de idiomas/E-Lab forma parte integral de la evaluación y las

actividades del curso que el estudiante deberá realizar. La información específica

sobre los recursos del laboratorio de idiomas/E-Lab se encuentra en el anejo C.

Es responsabilidad del facilitador integrar el uso del laboratorio electrónico/E-Lab

en las asignaciones y actividades del curso. Las horas de práctica en el

laboratorio de idiomas/E-Lab deberán ser completadas de acuerdo a estas

especificaciones.

• Cada estudiante completará la documentación encontrada en el anejo D y lo

entregará al facilitador como parte de los criterios de evaluación de este curso.

Los estudiantes recibirán un (1) punto por cada hora que cumplan en el

July 30, 2013


laboratorio hasta un total de no más de cuatro (4) puntos por taller al completar

los ejercicios recomendados. La práctica en el laboratorio de lenguaje y/o e-lab

debe de estar integrada en la sección de actividades del módulo.

Descripción de la evaluación:

TAREA/ACTIVIDAD PUNTAJE

Tareas o asignaciones antes de los talleres

taller 1 al 5

Se descontarán cinco (5) puntos por cada semana de

atraso en la entrega.

(20 puntos por taller)

5 x 20 = 100 puntos

Portafolio digital

taller 5

(incluye asignaciones, informes, actividades en clase,

evaluaciones y cualquier otra información que determine

el facilitador)

Ver el “Digital Performance Portfolio Assessment

Manual para más información”

50 puntos

Exámenes parciales escritos en clase

taller 2 y 4

(100 puntos por examen)

2 x 100 = 200 puntos

Examen final

taller 5

150 puntos

Participación en clase

talleres 1 al 5

(10 puntos por taller)

5 x 10 = 50 puntos

(refiérase a Anejo F)

Asistencia

talleres 1 al 5

(Se penalizarán las tardanzas con 5 puntos descontados

de la nota de asistencia por cada hora o fracción de

5 x 15 = 75 puntos

July 30, 2013


tardanza por taller)

Trabajos escritos

talleres 1 al 5

(10 puntos por trabajo)

5 x 10 = 50 puntos

(refiérase a Anejo D)

Presentaciones orales

taller 1 y 3

(10 puntos por presentación)

2 x 20 = 40 puntos

(refiérase a Anejo G)

Foros de discusión y debates

talleres 1 al 5

(20 puntos por discusión)

5 x 20 = 100 puntos

(refiérase a Anejo E)

Laboratorio de idiomas/laboratorio electrónico

talleres 1 al 5

(4 puntos máximo por taller)

5 x 4 = 20 puntos

(refiérase a Anejo H e I)

TOTAL 835 puntos

MÉTODO DE EVALUACIÓN: El facilitador proporcionará información específica para las asignaciones durante la primera noche de clase.

1. Portafolio digital: En el taller cinco, los estudiantes entregarán sus portafolios

digitales, el cual es uno de los instrumentos usados para evaluar el progreso lingüístico y académico de los estudiantes. Por tal razón, es imperativo que el facilitador documente el progreso de los alumnos a medida que se acercan a las metas de dominar tanto el contenido del curso en inglés y en español. El portafolio debe cumplir con los estándares establecidos para asegurar que los estudiantes alcancen la meta de ser profesionales bilingües. El facilitador publicará el documento Digital Performance Portfolio Assessment Handbook en la plataforma electrónica de Blackboard, de donde los estudiantes podrán accederlo.

July 30, 2013


2. Examen final/pruebas cortas: El curso requiere un examen final y dos exámenes parciales o pruebas cortas, las cuales serán incluidas en la evaluación final. Dichas pruebas se efectuarán para medir conocimientos del contenido del curso según sus objetivos, al igual que la competencia lingüística de ambos idiomas.

3. La calificación final del curso estará determinada por el porcentaje que obtenga el estudiante en la demostración de los conocimientos aprendidos y logro de las metas del curso (70%) y en el dominio de las destrezas de lenguaje en inglés y en español (30%).

Para poder evaluar los conocimientos del contenido del curso de los estudiantes, que se miden a través de exámenes, asignaciones, proyectos, trabajos escritos, presentaciones orales, ejercicios del laboratorio de idioma y del E-Lab, etc., la calificación deberá reflejar el 50% de la evaluación en inglés y el 50% en español. El facilitador es responsable de mostrar evidencia de que este requisito se cumple. Ejemplo: Examen parcial Si el examen parcial consta de 40 opciones, 20 deben ser en inglés y 20 deben ser en español. Además, debe haber evidencia de que el 30% de la calificación muestra dominio de las destrezas de lenguaje de los estudiantes. Nuestro programa Discipline-Based Dual Language Immersion Model® se ha diseñado para que nuestros estudiantes puedan desarrollar a profundidad las destrezas de lenguaje que los prepararán como futuros profesionales bilingües. Por lo tanto, todas las evaluaciones (criterios de evaluación) de las destrezas escritas y orales tendrán en consideración un 30% de lenguaje y un 70% de contenido. El facilitador deberá referirse al Apéndice A para identificar el nivel de las destrezas de lenguaje (escuchar, hablar, leer y escribir) de cada estudiante, utilizando los niveles de medición de habilidades Can Do. El facilitador es responsable de adaptar la enseñanza para atender las necesidades específicas de cada estudiante, de modo que puedan obtener el máximo provecho académico. Los criterios de evaluación del Apéndice B se usarán para evaluar las destrezas analíticas de escritura.

July 30, 2013


Escala de evaluación

PUNTOS PORCIENTO NOTA

835 - 752 100 – 90 A

751 - 668 89 – 80 B

667 - 585 79 – 70 C

584 - 501 69 – 60 D

500 o menos 59 - 0 F

Requisitos de APA (versión 6) para citar los textos a usarse en el módulo

Para los textos recomendados y recursos utilice el estilo APA, (6ª ed.). Incluya al

menos un libro electrónico de la Biblioteca Virtual

http://bibliotecavirtualut.suagm.edu/.

La fecha de publicación de un libro no deberá ser mayor de 5 años según lo exige la

Comisión de Educación Independiente de la Florida.

Libro(s): Debido a la naturaleza del curso el facilitador seleccionará lecturas

suplementarias de varias referencias e instruirá al estudiante la forma de obtener las

mismas.

Bibliografía Recomendada:

Dipiro, J, et. al. (2011). Pharmacotherapy, A Pathophysiologic Approach

(8 thed.).McGraw-Hill Medical Publishing Division.

ISBN: 978-0-07170-354-3

Thibodeau, P. (2007). Anatomía y Fisiología.(6th ed).Elsevier. ISBN-9788490220344

July 30, 2013

http://bibliotecavirtualut.suagm.edu/


American Pharmacists Association (2013). Drug Information

Handbook.(21thed.).Lexi-comp’s Drug Reference Handbooks.

ISBN: 978-1-59195-307-4

Goodman & Gilman.(2012). Las Bases Farmacológicas de la Terapéutica

(12th ed).McGraw Hill. ISBN-13:978-1574393392

Tortora, G, et.al.(2011). Principles of Anatomy and Physiology (13 thed). New York.

Harper &Row Publishers. ISBN-13: 9780470565100

Malone, P.M., Kier, K., Stanovich, J.E.(2011). Drug Information: A Guide for

Pharmacists (4thed). APha.ISBN: 978-0-07162-495-4

Remington. (2012). Remington The Science and Practice of Pharmacy (22th ed).

Pharmaceutical Press ISBN-978-0857110626

DR Staff. (2013). Physicians Desk Reference (67thed.). Montvale, NJ: Medical

Economist Data. ISBN-978-1563638145

Facts and Comparisons. (2013). Drug Facts and Comparisons (Pocket ed). Missouri:

Facts and Comparisons Division. ISBN-978-1574393392

D. R. Krinsky, R.Berard.(2011) Handbook of Nonprescription Drugs (17th ed.). APha.

ISBN-9781582121604

Generali J.(2012) The Pharmacy Technician’s Pocket Drug Reference

(6thed). APha. ISBN-978-1-58212-168-0

Moscou, K. (2008). Pharmacology for Pharmacy Technicians.(1sted).Evolve.

ISBN-13: 9780323047203

July 30, 2013


Hopper.(2011).Mosby’s Pharmacy Technician Principles and Practice

(3rd ed).Elsevier. ISBN-13: 9781437706703

Libro(s) electrónico(s):

Dipiro, J, et. al. (2012). Pharmacotherapy Handbook, (8 thed.).

McGraw-Hill Medical Publishing Division.

eText: ISBN-978-1-4496-0079-2

http://www.coursesmart.com/IR/5805448/9781449600792?__hdv=6.8

Remington (2012). The Science and Practice of Pharmacy (22th ed).

Pharmaceutical Press ISBN-13: 9780857110428

http://www.pharmpress.com/assets/docs/php remington 21e_abi_us.pdf

Recursos Internet recomendados: www.fda.gov

www.colegiodefarmaceuticospr.org www.cochrane.es

www.infodoctor.org, www.vademecum.es www.cdc.gov www.GlobalRPh.com

www.merckmedicus.com www.epocrates.com www.mdconsult.com

www.medilexicon.com www.medlineplus.com www.medscape.com www.modernmedicine.com

www.guidelines.gov www.nhlbi.nih.gov

www.naturalmedicine.com www.mayoclinic.com www.pharmacytoday.org www.pharmacist.com www.hmedata.com www.drugs.com www.tripdatabase.com www.emedicinehealth.com

July 30, 2013


http://www.fda.gov/

http://www.colegiodefarmaceuticospr.org/

http://www.cochrane.es/

http://www.infodoctor.org/

http://www.vademecum.es/

http://www.cdc.gov/

http://www.globalrph.com/

http://www.merckmedicus.com/

http://www.epocrates.com/

http://www.mdconsult.com/

http://www.medilexicon.com/

http://www.medlineplus.com/

http://www.medscape.com/

http://www.modernmedicine.com/

http://www.guidelines.gov/

http://www.nhlbi.nih.gov/

http://www.naturalmedicine.com/

http://www.mayoclinic.com/

http://www.pharmacytoday.org/

http://www.pharmacist.com/

http://www.hmedata.com/

http://www.drugs.com/

http://www.tripdatabase.com/

http://www.emedicinehealth.com/


www.biology.about.com

Descripción de las normas del curso

1. Este curso sigue el modelo Discipline-Based Dual Language Immersion Model® del Sistema Universitario Ana G. Méndez, Inc., el cual está diseñado para promover el desarrollo de cada estudiante como un profesional bilingüe. Cada taller será facilitado en inglés o español, utilizando el modelo 50/50. Esto significa que cada taller deberá ser conducido enteramente en el lenguaje especificado. Los dos idiomas serán alternados en cada taller para asegurar 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 quinto taller, dividiendo el tiempo y las actividades equitativamente entre ambos. Las primeras dos horas son 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.

2. El curso es conducido en formato acelerado y bilingüe; esto requiere que los estudiantes sean sumamente organizados, enfocados y que se preparen antes de cada taller de acuerdo al módulo. El estudiante debe hacer todo esfuerzo para desarrollar las destrezas en los dos idiomas usando los recursos de lenguaje disponibles 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 tener éxito lingüístico y académico.

3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al taller deberá presentar una excusa razonable al facilitador. El facilitador evaluará si la ausencia es justificada y decidirá como el estudiante repondrá el trabajo perdido, de ser necesario. El facilitador puede elegir una de estas dos alternativas: (a) permitirle al estudiante reponer el trabajo, o (b) asignarle trabajo adicional, además del trabajo que el estudiante tenga que reponer. Toda tarea a ser completada antes del taller deberá ser entregada en la fecha asignada. El facilitador ajustará la nota de las tareas repuestas.

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

siguientes opciones:

July 30, 2013

http://www.biology.about.com/


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.

5. La asistencia y participación en actividades de la clase y en presentaciones orales es extremadamente importante pues éstas no se pueden reponer. Si el estudiante provee una excusa válida y verificable, el facilitador determinará una actividad equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el mismo contenido y componentes del lenguaje como la presentación oral o actividad que requiera repuesta.

6. En actividades grupales, el grupo será evaluado por su trabajo final. Sin embargo, cada miembro del grupo deberá participar y cooperar para lograr un trabajo de excelencia. Los estudiantes también recibirán una calificación individual.

7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no plagiado. Se requiere que todo trabajo sometido al facilitador cumpla con las reglas para citar apropiadamente o que esté parafraseado y citado dando crédito al autor. Todo estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea plagiado, copiado o presente trazos del trabajo de otro estudiante o autor será calificado con cero. El servicio de SafeAssign TM de Blackboard será utilizado por los facilitadores para verificar la autoría de los trabajos escritos de los estudiantes. Es responsabilidad del estudiante de leer la política de plagio de su universidad. Si usted es estudiante de UT, deberá leer la Sección 11.1 del Manual del Estudiante. Si es estudiante de UMET y UT, refiérase al Capítulo 13, secciones 36 y 36.1 de los respectivos manuales. Se espera un comportamiento ético en todas las actividades del curso. Esto implica que TODOS los trabajos tienen que ser originales y que para toda referencia utilizada deberá indicarse la fuente, bien sea mediante citas o bibliografía utilizando el estilo APA, versión 6. No se tolerará el plagio y, en caso de que se detecten 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.

July 30, 2013


8. Para el facilitador poder hacer cambios a las actividades del módulo o prontuario/guía de estudio, deberá ser aprobado por el Director de Facultad y Currículo antes de la primera clase. Es requisito que el facilitador discuta y entregue una copia de los cambios a los estudiantes al principio del primer taller.

9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo su correo electrónico de SUAGM, teléfonos, día y horario disponibles.

10. El uso de celulares está prohibido durante las sesiones de clase; de haber una necesidad, deberá permanecer en vibración o en silencio.

11. La visita de niños y parientes no registrados en el curso no está permitida en el salón de clases.

12. Todo estudiante está sujeto a las políticas y normas de conducta y comportamiento que rigen al SUAGM, al curso y a un adulto profesional.

Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el módulo, notifique al facilitador pero no se limite a ellas. Existen otros motores de búsqueda y sitios Web que podrá utilizar para la búsqueda de la información deseada. Algunos de éstos son:

• www.google.com • www.findarticles.com • www.bibliotecavirtualut.suagm.edu • www.eric.ed.gov/ • www.flelibrary.org/ • http://www.apastyle.org/

Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:

• http://www.chegg.com/ (alquiler) • http://www.bookswim.com/ (alquiler) • http://www.allbookstores.com/ (compra) • http://www.alibris.com/ (compra)

Éstos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.

July 30, 2013

http://www.findarticles.com/

http://www.bibliotecavirtualut.suagm.edu/

http://www.eric.ed.gov/

http://flelibrary.org/

http://www.apastyle.org/

http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/


El facilitador puede realizar cambios a las direcciones electrónicas y/o añadir otras de índole profesional y que contengan las investigaciones más recientes del tópico del módulo, de ser necesario. CUMPLIMIENTO DE LA LEY DE INVESTIGACIÓN: Si el facilitador o el estudiante requiera o desee llevar a cabo una investigación o administrar cuestionarios o entrevistas, deberán 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 pueden 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). De tener alguna duda, favor de comunicarse con las Coordinadoras Institucionales o a la Oficina de Cumplimiento a los siguientes teléfonos:

Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento Tel. (787) 751-0178 ext. 7196 Srta. Carmen Crespo, Coordinadora Institucional de Cumplimiento – UMET Tel. (787) 766-1717 ext. 6366 Sra. Josefina Melgar, Coordinadora Institucional de Cumplimiento – Turabo Tel. (787) 743-7979 ext. 4126 Srta. Natalia Torres, Coordinadora Institucional de Cumplimiento - UNE

Tel. (787) 257-7373 ext. 2279 Filosofía y metodología educativa Este curso está basado en la filosofía educativa del constructivismo. El constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a través de nuestras experiencias, podemos construir nuestro propio entendimiento sobre el mundo en el que vivimos.

July 30, 2013

http://www.suagm.edu/ac_aa_re_ofi_listado_formularios2.asp


Cada uno de nosotros genera sus propias “reglas “y “modelos mentales” que utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente el proceso de ajustar nuestros modelos mentales para poder entender nuevas experiencias. Como facilitadores, nuestro enfoque es el de mantener una conexión entre los hechos con las experiencias y fomentar un nuevo entendimiento en los estudiantes. También, intentamos adaptar nuestras estrategias de enseñanza a las respuestas de nuestros estudiantes y motivar a los mismos a analizar, interpretar, predecir información y aplicarla a la vida diaria.

PRINCIPIOS DEL CONSTRUCTIVISMO:

1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe comenzar con situaciones en las cuales los estudiantes estén buscando activamente construir un significado.

2. Para construir “un significado” se requiere comprender todas las partes: globales y específicas (“from whole to parts”). Ambas partes deben entenderse en el contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos primarios en contexto y no en hechos aislados.

3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar dichos modelos.

4. El propósito del aprendizaje, es para un individuo, el construir su propio significado, y no sólo 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 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 autoexamen.

6. Se deben 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.

July 30, 2013


Método de instrucción del modelo bilingüe

El currículo del modelo bilingüe integra el Protocolo de observación de inglés protegido (SIOP, por sus siglas en inglés: Sheltered Instruction Observation Protocol). El estudiante estará expuesto a los ocho componentes interrelacionados de SIOP para facilitar una instrucción comprensible. Estos componentes son:

• preparación de la lección,

• conocimientos previos,

• instrucción comprensible,

• estrategias,

• interacción,

• práctica/aplicación,

• desarrollo de la lección, y

• repaso/evaluación. Las estrategias de instrucción están ligadas a cada uno de estos componentes, permitiendo que tanto el diseño como la presentación de las lecciones respondan a las necesidades académicas y lingüísticas de los estudiantes que aprenden un segundo idioma. Cada lección de este curso integra estrategias bilingües y enfoques de instrucción que garantizan el éxito lingüístico y académico de los estudiantes.

July 30, 2013


Componentes de SIOP (Sheltered Instruction Observation Protocol) Las estrategias de instrucción bilingüe aparecen debajo de cada componente de SIOP (A-E). Estas estrategias permiten diseñar e impartir una lección que responda a las necesidades académicas y lingüísticas de los estudiantes que aprenden un segundo idioma. El facilitador debe seleccionar las estrategias de Enfoque académico cognitivo de aprendizaje de idioma (CALLA, por sus siglas en inglés: Cognitive Academic Language Learning Approach), que mejor correspondan con los objetivos específicos de contenido y lenguaje de la semana, e integrarlas en las actividades de la lección para que los estudiantes puedan sacarles el máximo provecho académico.

B. Andamiaje (Scaffolding) ___ Modelaje ___ Práctica dirigida ___ Práctica independiente ___ Entrada (input) comprensible

C. Opciones de agrupamiento ___ Grupo completo ___ Grupos pequeños ___ Trabajo en parejas ___ Trabajo independiente

D. Integración de los dominios de idioma ___ Escuchar ___ Hablar ___ Leer ___ Escribir

E. Aplicación de aprendizaje ___ Dinámica ___ Significativa y relevante ___ Rigurosa ___ Vinculada a los objetivos ___ Promueve la participación

A. Preparación de la lección ___ Adaptación del contenido ___ Enlaces con el conocimiento previo ___ Enlaces con el aprendizaje previo ___ Estrategias incorporadas Estrategias de CALLA (Cognitive Academic Language Learning Approach)

___ Cognitiva ___ Meta cognitiva ___ Socio afectiva

July 30, 2013


STUDY GUIDE

Course Title: Pharmacotherapy for Pharmacy Technician I

Code: PHAR 226

Credits: 3

Time Length: 5 weeks

Pre-requisite: none

Description: This is the first of a three parts course that integrates the basic knowledge in

anatomy, physiology, and pathophysiology, necessary to carry out effectively the

functions of a pharmacy technician. Emphasis is given, not only to the pharmacologic

part where the student is familiarized with the generic and trade names of the drug, but

also on the safe and effective use of medicines of more demand today.

General Content Objectives: Upon completion of this course, the student will be able to:

1. Define the terms anatomy, physiology, pathophysiology, and pharmacotherapy.

2. Integrate the basic concepts of anatomy and physiology related to basic

pharmacology principles such as absorption, distribution, metabolism, excretion,

mechanism of action, adverse reactions, interactions, medical toxicology, and

cellular mediators.

3. Explain the term, evidence - based medicine

4. Define the terms pharmacogenetics, pharmacokinetics, and pharmacodynamics.

5. Analyze how pharmacotherapy is influenced by pharmacogenetics,

pharmacokinetics, and pharmacodynamics.

July 30, 2013


6. Analyze the differences in pediatric and geriatric pharmacotherapy.

7. Integrate the concepts of anatomy, physiology, and pathophysiology of the

gastrointestinal system and relate it with its pharmacology and pharmacotherapy.

8. Integrate the concepts of anatomy, physiology, and pathophysiology of the

respiratory system and relate it with its pharmacology and pharmacotherapy.

General Language Objectives Upon completion of this course, the student will be able to: Listen: Understand messages, narrations, and oral presentations about pharmacotherapy

and its different terms in English and/or Spanish. Achieve learning with the use of audio

stimulants such as audiovisual presentations, videos, interactive activities, and

technology.

Speak: Use coherent and proper oral expressions in English and/or Spanish. Develop

competition and linguistic abilities that will train them in their school, work, and

everyday’s life performance. Argue and discuss orally, different ideas and points of view.

Use language to acquire new knowledge on pharmacotherapy and its application in the

pharmacy technician profession. Learn to use traditional as well as technological

information resources to be able to manage evidence based medicine information.

Read: Investigate, localize, summarize, and understand in English and/or Spanish,

selected pharmacotherapy information from different informative resources. Develop

medical literature evaluation skills.

Write: Interpret and elaborate English and/or Spanish texts from a creative and objective

perspective with coherent and correct grammar. Attain clear and effective

communication skills to provide proper pharmacotherapy related information.

July 30, 2013


Language Lab/E-Lab Requirements (Tell Me More, Net Tutor, Wimba Voice, Virtual Library, & Voice E-mail) • The Language Lab/E-Lab is an integral component of the course grade, and the

activities that the student will have to complete. For more specific information on

the Language Lab/E-Lab resources, refer to Appendix C. It is the facilitator’s

responsibility to integrate the use of the Language Lab/E-Lab in the assignments

and activities of the course. The total amount of Language Lab/E-Lab hours must

be completed according to these specifications.

• Each student will complete the form found in Appendix D and submit it to the

facilitator to be included as part of the assessment criteria for the class. Students

will receive one (1) point for every hour spent in the language lab for a total of up

to four (4) points per workshop for the completion of the exercises recommended.

Practice in the Language Lab/E-Lab should be integrated in the activities section

of the module.

Description of the evaluation:

TASK/ ACTIVITY POINT VALUE

Homework or Assignments before Workshops

Workshops 1 through 5

Five (5) points will be deducted for each week an

assignment is late.

(20 points per workshop)

5 x 20 = 100 points

Digital Portfolio

Workshop 5

(includes assignments, written reports, classroom

activities, assessments, and any other information

determined by the facilitator )

Refer to the “Digital Performance Portfolio Assessment

Manual” for more information.

“

50 points

July 30, 2013


Written partial exams(short tests)

Workshop 2 and 4

(100 points per exam)

2 x 100 = 200 points

Final Exam

Workshop 5

150 points

Class Participation



5 x 10 = 50 points

(refer to Appendix F)

Attendance


(Tardiness will be penalized with 5 points off per hour

or fraction)

5 x 15 = 75 points

Written works



5 x 10 = 50 points

(refer to Appendix D)

Oral Presentations

Workshops 1 and 3

(10 points per presentation)

2 x 20 = 40 points

(refer to Appendix G)

Discussion forums and debates


(20 points per discussion)

5 x 20 = 100 points

(refer to Appendix E)

Language Lab/E-Lab


(maximum of 4 points per workshop)

5 x 4 = 20 points

(refer to Appendix H and I)

TOTAL 835 puntos

METHOD OF EVALUATION: Specific assignment information will be provided the first night of class by the instructor.

July 30, 2013


1. Digital Portfolio: In Workshop Five, students will submit their digital portfolios, one of the tools used to assess students’ linguistic and academic progress. For this reason, it is imperative that the facilitator documents the students’ progress as they achieve mastery of the course content, as well as proficiency in both English and Spanish. The portfolio must comply with the established standards to ensure that students reach the goal of becoming dual language professionals. The facilitator will post the Digital Performance Portfolio Assessment Manual on Blackboard for students to access.

2. Final Exam/Short Tests: The program requires that a final exam and two short tests be included as part of the final evaluation. These tests will be used to measure knowledge of the course content, as well as linguistic proficiency in both languages.

3. The final grade for the course will be determined by the percentage earned for demonstration of learning, achievement of course outcomes, and the learning and mastery of language skills (English and Spanish). The student’s final grade will reflect 30% of language proficiency and 70% of content knowledge.

In order to evaluate the content of this course and to obtain the final grade based on exams, assignments, projects, written documents, oral presentations, Language Lab/E-Lab etc., it must reflect 50% of the evaluation in English and 50% of the evaluation in Spanish. It is the facilitator’s responsibility to have evidence that this requirement is fulfilled. Example: Midterm If the midterm has 40 items, 20 items must be in English and 20 must be in Spanish. In addition to this language requirement, there must be evidence that 30% of the grade demonstrates mastery of language skills.

Our Discipline-Based Dual Language Immersion Model® is designed to further develop the language skills of our students as future dual language professionals. Therefore, all evaluations (rubrics) for written and oral skills will be based on 30% for language and 70% for content. The facilitator must refer to Appendix A to identify each student’s level of language skills (listen, speak, read, and write) based on the proficiency levels of what a student “Can Do”. It is the responsibility of the facilitator to differentiate his/her teaching in order to meet the

July 30, 2013


language needs of each student and to ensure maximum learning and academic performance. Refer to the rubric in Appendix B to evaluate the writing skills.

Grading Scale

POINTS PERCENT GRADE

835 - 752 100 – 90 A

751 - 668 89 – 80 B

667 - 585 79 – 70 C

584 - 501 69 – 60 D

500 or less 59 - 0 F

Requirements for the Use of APA (Version 6) for Citations of Textbooks For recommended texts and resources, use APA style version 6. Include at least ONE e-book from the Virtual Library at http://bibliotecavirtualut.suagm.edu/ Textbooks must have a publication date of no more than 5 years, as required by the Florida Commission of Independent Learning. Book(s): Due to the nature of the course the facilitator will select supplementary readings

from various references and instruct the student how to obtain them.

Recommended Bibliography: Dipiro, J, et. al. (2011). Pharmacotherapy, A Pathophysiologic Approach

(8thed.).McGraw-Hill Medical Publishing Division.

ISBN: 978-0-07170-354-3

Thibodeau, P. (2007). Anatomía y Fisiología.(6th ed).Elsevier. ISBN-9788490220344

July 30, 2013



American Pharmacists Association (2013). Drug Information

Handbook.(21thed.).Lexi-comp’s Drug Reference Handbooks.

ISBN: 978-1-59195-307-4

Goodman & Gilman.(2012). Las Bases Farmacológicas de la Terapéutica

(12th ed).McGraw Hill. ISBN-13:978-1574393392

Tortora, G, et.al.(2011). Principles of Anatomy and Physiology (13 thed). New York.

Harper &Row Publishers. ISBN-13: 9780470565100

Malone, P.M., Kier, K., Stanovich, J.E.(2011). Drug Information: A Guide for

Pharmacists (4thed). APha.ISBN: 978-0-07162-495-4

Remington. (2012). Remington The Science and Practice of Pharmacy (22th ed).

Pharmaceutical Press ISBN-978-0857110626

DR Staff. (2013). Physicians Desk Reference (67thed.). Montvale, NJ: Medical

Economist Data. ISBN-978-1563638145

Facts and Comparisons. (2013). Drug Facts and Comparisons (Pocket ed). Missouri:

Facts and Comparisons Division. ISBN-978-1574393392

D. R. Krinsky, R.Berard.(2011) Handbook of Nonprescription Drugs (17th ed.). APha.

ISBN-9781582121604

Generali J.(2012) The Pharmacy Technician’s Pocket Drug Reference

(6thed). APha. ISBN-978-1-58212-168-0

Moscou, K. (2008). Pharmacology for Pharmacy Technicians.(1sted).Evolve.

ISBN-13: 9780323047203

Hopper.(2011).Mosby’s Pharmacy Technician Principles and Practice

(3rd ed).Elsevier. ISBN-13: 9781437706703

July 30, 2013


E-Book(s):

Dipiro, J, et. al. (2012). Pharmacotherapy Handbook, (8 thed.).

McGraw-Hill Medical Publishing Division.

eText: ISBN-978-1-4496-0079-2


Remington (2012). The Science and Practice of Pharmacy (22th ed).

Pharmaceutical Press ISBN-13: 9780857110428

http://www.pharmpress.com/assets/docs/php remington 21e_abi_us.pdf

Recommended Electronic Links: www.fda.gov

www.colegiodefarmaceuticospr.org www.cochrane.es

www.infodoctor.org www.vademecum.es www.cdc.gov www.GlobalRPh.com

www.merckmedicus.com www.epocrates.com www.mdconsult.com

www.medilexicon.com www.medlineplus.com www.medscape.com www.modernmedicine.com

www.guidelines.gov www.nhlbi.nih.gov

www.naturalmedicine.com www.mayoclinic.com www.pharmacytoday.org www.pharmacist.com www.hmedata.com www.drugs.com www.tripdatabase.com www.emedicinehealth.com www.biology.about.com

July 30, 2013


http://www.fda.gov/




http://www.vademecum.es/

http://www.cdc.gov/

http://www.globalrph.com/

http://www.merckmedicus.com/


http://www.mdconsult.com/

http://www.medilexicon.com/


http://www.medscape.com/

http://www.modernmedicine.com/

http://www.guidelines.gov/

http://www.nhlbi.nih.gov/

http://www.naturalmedicine.com/

http://www.mayoclinic.com/

http://www.pharmacytoday.org/

http://www.pharmacist.com/

http://www.hmedata.com/

http://www.drugs.com/

http://www.tripdatabase.com/


Description of Course Policies

1. 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).

2. The course is conducted in an accelerated and dual language format. This requires that students prepare in advance for each workshop according to the course module. Students must be structured, organized, committed, and focused to ensure linguistic and academic success. In order to achieve proficiency expectations in English and in Spanish, the student must strive to take advantage of all language resources in the university and in their community since becoming a dual language professional is a complex and challenging task. Each workshop requires an average of ten (10) hours of preparation, but it could require more.

3. Attendance to all class sessions is mandatory. A student who is absent to a workshop must present a reasonable excuse to the facilitator who, in turn, will evaluate the reason for the absence. If it is justified, the facilitator will decide how the student will make up the missing work, if applicable. The facilitator will decide on the following: allow the student to make up the work, or allow the student to make up the work and assign extra work to compensate for the missing class time. Assignments required prior to the workshop must be completed and turned in on the assigned date. The facilitator may decide to adjust the grade given for late assignments and/or make-up work.

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

following options: a. If a student misses two workshops, the facilitator may lower one grade

level based on the student’s existing grade.

July 30, 2013


b. If the student misses three workshops, the facilitator may lower two grade levels based on the student’s existing grade.

5. Student attendance and participation in oral presentations and special class activities are extremely important, as it is not possible to assure that they can be made up. If the student provides a valid and verifiable excuse, the facilitator may determine a substitute evaluation activity if he/she understands that an equivalent activity is possible. This activity must include the same content and language components as the oral presentation or special activity that was missed.

6. In cooperative learning activities, the group will be assessed for their final work as a group. However, each member will have to collaborate to ensure the success of the group. Students will also receive an individual grade for their work.

7. It is expected that all written work will be solely that of the student and should not be plagiarized. That is, the student must be the author of all work submitted. All quoted or paraphrased material must be properly cited, with credit given to its author or publisher. It should be noted that plagiarized writings are easily detectable and students should not risk losing credit for material that is clearly not their own. SafeAssignTM, a Blackboard plagiarism deterrent service, will be used by the facilitators to verify students’ ownership of written assignments. It is the student’s responsibility to read the university’s plagiarism policy. If you are a UT student, read Section 11.1 of the Student Manual, and if you belong to UMET or UNE, refer to Chapter 13, Sections 36 and 36.1 of the respective manuals. Ethical behavior is expected from the students in all course related activities. This means that ALL papers submitted by the student must be original work, and that all references used will be properly cited or mentioned in the bibliography. Plagiarism will not be tolerated and, in case of detecting an incidence, the student will obtain a zero in the assignment or activity and could be referred to the Discipline Committee.

8. In order for the facilitator to make changes to activities and the study guide, the

Faculty and Curriculum Director must approve such changes before the first day of class. The facilitator must discuss the approved changes with students in the first class workshop. A written copy of the changes must also be provided to students at the beginning of the first workshop.

July 30, 2013


9. The facilitator will establish a means of contacting students by providing the SUAGM e-mail address, phone numbers, 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 enter the classrooms.

12. All students are subject to the behavior policies that govern SUAGM, the course, and the professional adult.

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.findarticles.com • www.bibliotecavirtualut.suagm.edu • www.eric.ed.gov/ • www.flelibrary.org/ • http://www.apastyle.org/

To buy or rent new or used textbooks or references you can visit:

• http://www.chegg.com/ (rent) • http://www.bookswim.com/ (rent) • http://www.allbookstores.com/ (buy) • http://www.alibris.com/ (buy)

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

July 30, 2013

http://www.findarticles.com/

http://www.bibliotecavirtualut.suagm.edu/

http://www.eric.ed.gov/

http://flelibrary.org/

http://www.apastyle.org/

http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/


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_listado_formularios2.asp and select the forms needed. Furthermore, in this Web site the student/facilitator will find instructions for several online certifications related to IRB processes. These certifications include: IRB Institutional Review Board, Health Information Portability 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 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 Miss Natalia Torres, IRB Institutional Coordinator - UNE

Tel. (787) 257-7373 ext. 2279 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. As facilitators, one of our main goals is to assist students in making connections between their prior knowledge of facts and foster new understanding that is relevant to real live experiences. We will also attempt to tailor our teaching strategies to student responses and encourage students to analyze, interpret, and predict information.

July 30, 2013

http://www.suagm.edu/ac_aa_re_ofi_listado_formularios2.asp


CONSTRUCTIVISM GUIDING PRINCIPLES:

1. Learning is a search for meaning. Therefore, learning must start with the issues around which students are actively trying to construct meaning.

2. Constructing “meaning” requires understanding “wholes” as well as “parts”. The “parts” must be understood in the context of “wholes”. Therefore, the learning process focuses on primary concepts, not isolated facts.

3. In order to teach well, we must understand the mental models that students use to perceive the world and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own meaning, not just memorize the "right" answers and regurgitate someone else's meaning. Since education is inherently interdisciplinary, the only valuable way to measure learning is to make assessment part of the learning process, thus ensuring that it provides students with information on the quality of their learning.

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

6. Tools and environments that help learners interpret the multiple perspectives of

the world should be provided.

7. Learning should be internally controlled and mediated by the learner. Dual Language Instructional Approach The Dual Language curriculum integrates the Sheltered Instruction Observation Protocol (SIOP) Model*. The student will be exposed to the eight interrelated learning SIOP components to facilitate comprehensible instruction. These are:

• lesson preparation, • background knowledge,

July 30, 2013


• comprehensible input, • strategies, • interaction, • practice/application, • lesson delivery, and • review/assessment.

These instructional strategies are connected to each one of these components, allowing that the design and presentation of a lesson addresses the academic and linguistic needs of second language learners. Each lesson integrates dual language strategies and instructional approaches to ensure the linguistic and academic success of students.

July 30, 2013


SIOP Components (Sheltered Instruction Observation Protocol) The dual language instructional strategies are indicated below each SIOP component (A-E). These strategies allow the design and delivery of a lesson that addresses the academic and linguistic needs of second language learners. The facilitator must select the Cognitive Academic Language Learning Approach (CALLA) strategies that best align to the specific week content and language objectives and integrate them in the lesson activities to ensure maximum learning and academic performance.

B. Scaffolding ___ Modeling ___ Guided Practice ___ Independent Practice ___ Comprehensible Input

C. Grouping Options ___ Whole Class ___ Small Groups ___ Partners ___ Independent Work

D. Integration of Language Domains ___ Listening ___ Speaking ___ Reading ___ Writing

E. Learning Application ___ Dynamic ___ Meaningful/Relevant ___ Rigorous ___ Linked to Objectives ___ Promotes Engagement

A. Lesson Preparation ___ Adaptation of Content ___ Links to Background Knowledge ___ Links to Past Learning ___ Strategies Incorporated CALLA Strategies (Cognitive Academic Language Learning Approach)

___ Cognitive ___ Metacognitive ___ Social/Affective

July 30, 2013


TALLER UNO

Objetivos específicos de contenido

Al finalizar este taller, el estudiante será capaz de:

1. Discutir qué es la fármaco-terapia y su importancia en la práctica de la profesión de

técnico de farmacia

2. Comparar los principios básicos de fármaco-terapia:

a. fármaco-cinética

b. fármaco-dinámica

c. fármaco-genética

d. farmacología

3. Reconocer la importancia de la medicina basada en evidencia

Objetivos específicos de lenguaje


Escuchar: Reconocer los principios básicos de la fármaco-terapia y su aplicación a

través de las presentaciones orales de la clase.

Hablar: Explicar con claridad y precisión sus ideas en español sobre el valor de la

medicina basada en evidencia y los estudios clínicos en la fármaco-terapia.

Leer: Examinar e interpretar las lecturas asignadas acerca de la importancia de la

fármaco-terapia en la profesión de técnico de farmacia y la farmacia en general.

Escribir: Realizar una serie de tareas escritas, incluyendo un diario reflexivo acerca

del contenido del taller, utilizando correctamente las reglas de gramática y ortografía

del idioma español.

July 30, 2013


Enlaces electrónicos:

Biblioteca Virtual

Universidad del Turabo http://bibliotecavirtualut.suagm.edu/ Universidad del Este http://www.suagm.edu/une/portal%5Fde%5Fbiblioteca/ Universidad Metropolitana http://www.bibliotecaumet.com/

Principios básicos de farmacoterapia

• http://adolfoneda.com/principios-de-farmacoterapia/

• http://www.medlineplus.com

• http://www.fda.gov

• http://www.cochrane.es

• http://www.infodoctor.org

• http://www.vademecum.es

Medicina Basada en Evidencia

• http://www.cochrane.es/?q=es/node/262

Asignaciones antes del taller:

1. Revise el módulo dándole especial atención a las rúbricas o matrices valorativas

de la clase ya que éstas muestran cómo los estudiantes van a recibir su calificación

de acuerdo a su participación, lenguaje y conocimiento adquirido en

la clase.

2. Lea las lecturas asignadas, los enlaces electrónicos recomendados y otros

materiales de referencia y prepárese para discutirlos en el taller.

3. Prepare un glosario del vocabulario clave del taller.

4. Diseñe un mapa conceptual para ilustrar la definición de fármaco-cinética,

fármaco-dinámica, fármaco-genética y farmacología.

July 30, 2013


http://www.suagm.edu/une/portal_de_biblioteca/

http://www.bibliotecaumet.com/

http://adolfoneda.com/principios-de-farmacoterapia/


http://www.fda.gov/



http://www.cochrane.es/?q=es/node/262


5. Dibuje una pirámide que establezca la jerarquía de la literatura médica en la

medicina basada en evidencia.

6. Venir preparados al taller para dar una presentación oral sobre la importancia de la

fármaco-terapia en la práctica de la profesión de técnico de farmacia.

7. Prepare una lista de preguntas y dudas que necesite aclarar para traer a clase.

Vocabulario clave de la lección

1.farmaco-cinética

2. fármaco-dinámica

3. fármaco-genética

4. farmacología

5. droga

6. nombre genérico

7. nombre de marca

8. estudio clínico

Lista de materiales suplementarios para el taller:

1. libreta y lápices y/o bolígrafos

2. mapa conceptual

3. organizador gráfico KWL

July 30, 2013


Componentes de SIOP (Sheltered Instruction Observation Protocol): La “X” en la línea indica las estrategias de enseñanza que se utilizarán para ayudar a los estudiantes a mejorar su dominio de destrezas de lenguaje y académicas en cada clase.

A. Preparación de la lección B. Andamiaje (Scaffolding) _X_ Adaptación del contenido _X_ Modelaje _X_ Enlaces con el conocimiento previo _X_ Práctica dirigida _X_ Enlaces con el aprendizaje previo _X_ Práctica independiente _X_ Estrategias incorporadas _X_ Entrada (input) comprensible Estrategias de CALLA (Cognitive Academic Language Learning Approach) El facilitador debe especificar la estrategia(s) que usará en cada lección y explicarlas a los estudiantes. _X_ Cognitiva 1)_______________________ 2)_______________________ _X_ Meta cognitiva 1)_______________________ 2)_______________________ _X_ Socio afectiva 1)_______________________ 2)_______________________

C. Opciones de agrupamiento D. Integración de los dominios de idioma _X_ Grupo completo _X_ Escuchar _X_ Grupos pequeños _X_ Hablar _X_ Trabajo en parejas _X_ Leer _X_ Trabajo independiente _X_ Escribir

E. Aplicación de aprendizaje

_X_ Dinámica _X_ Significativa y relevante _X _Rigurosa _X_ Vinculada a los objetivos _X_ Promueve la participación

July 30, 2013


Actividades integradas de contenido y lenguaje para lograr los objetivos del taller (contenido y lenguaje):

1. El facilitador realizará un ejercicio rompe hielo para que el grupo se conozca.

2. El facilitador discutirá el módulo, los objetivos y la evaluación del curso.

3. Los estudiantes completarán las dos primeras columnas de un organizador gráfico

KWL sobre lo que saben y lo que desean aprender sobre el tema del taller.

4. Los estudiantes participarán en un juego de memoria, que puede ser un debate,

para repasar las palabras de vocabulario clave del taller utilizando el glosario

preparado de asignación.

5. Los estudiantes se dividirán en grupos pequeños para analizar el contenido de sus

mapas conceptuales sobre la relación que existe entre fármaco-cinética,

fármaco-dinámica, fármaco-genética y farmacología. Cada grupo escogerá un

estudiante para presentar sus hallazgos al resto de la clase.

6. Los estudiantes darán una presentación oral sobre la importancia de la

fármaco-terapia en la práctica de la profesión de técnico de farmacia.

7. El facilitador utilizará una presentación en diapositivas (PowerPoint) para explicar

el concepto de medicina basada en evidencia y la importancia en la

fármaco-terapia.

8. La clase se dividirá en cuatro grupos para discutir la jerarquía de la literatura

médica de acuerdo a sus pirámides asignadas y la presentación dada por el

facilitador.

9. El facilitador colocará un artículo de un estudio clínico y unas preguntas

relacionadas al mismo en la plataforma de Blackboard para que los estudiantes

participen en un foro de discusión. Los estudiantes deberán leer el artículo,

contestar las preguntas y discutir las respuestas con sus compañeros. El foro de

discusión permanecerá abierto en Blackboard por una semana.

10. Los estudiantes completarán la tercera columna del organizador gráfico KWL con

la información de lo aprendido en el taller y compartirán sus experiencias de

aprendizaje en un círculo de discusión grupal.

11. Los estudiantes comenzarán a trabajar en sus portafolios digitales según el manual

del portafolio digital publicado por el facilitador en la plataforma electrónica de

July 30, 2013


Blackboard. Toda tarea, evidencia de assessment u otros documentos trabajados en

el taller deberán estar presentes en dicho portafolio, luego de haber sido corregidos

por el facilitador.

12. El facilitador explicará las tareas que se realizarán antes del taller dos.

Evaluación:

1. Individual: Diario reflexivo acerca del contenido del taller.

2. Grupal: Foro de discusión por medio del Blackboard acerca de un estudio

clínico.

3. Escrito: Presentación escrita de los trabajos realizados en clase de forma clara y

precisa utilizando el idioma español. Los estudiantes completarán su diario

reflexivo antes de concluir el taller.

4. Oral/Auditiva: Discusión de los temas asignados en la clase, presentación en

PowerPoint y trabajos realizados en el taller. El facilitador evaluará a los

estudiantes en el uso correcto del idioma español.

Cierre del taller:

1. Individual: Los estudiantes prepararán una lista de los términos claves discutidos

en el taller.

2. Grupal: La clase se dividirá en grupos de tres y discutirán entre sí los términos

claves discutidos en el taller y que aprendieron sobre los mismos.

July 30, 2013


WORKSHOP TWO

Specific Content Objectives

Upon completing this workshop, the student will be able to:

1. Understand the basic principles of the cell and the cellular mediators.

2. Explain the terms absorption, distribution, metabolism, and excretion (ADME) of a

drug in the body.

3. Investigate the meaning of site of action, mechanism of action, receptor site,

agonist, and antagonist.

4. Describe the differences between therapeutic effect, adverse or side effect, and toxic effect.

5. Understand the basic concepts of adverse reactions and interactions. 6. Explain the effect of age on drug safety and effectiveness, particularly in pediatric

and geriatric patients.

Specific Language Objectives


Listen: Understand the lecture given by the facilitator on ADME by applying these

concepts to answer the questions the facilitator will ask.

Speak: In spoken English, the students will participate in the discussion about the

specific topics assigned for this module.

Read: Read about the effect of age on drug safety and effectiveness, particularly in

pediatric and geriatric patients.

Write: Write a report using appropriate vocabulary, grammar, and style about the

effect of age on drug safety and effectiveness, particularly in pediatric and geriatric

patients.

Electronic Links (URLs):

Virtual Library

Turabo University http://bibliotecavirtualut.suagm.edu/

July 30, 2013



University of the East http://www.suagm.edu/une/portal%5Fde%5Fbiblioteca/ Metropolitan University http://www.bibliotecaumet.com/

ADME

• http://www.slideshare.net/drdhriti/pharmacokinetics-drug-absorption-distri • http://www.adverseeffects.net

The Human Cell

• http://www.ncbi.nlm.nih.gov/About/primer/genetics_cell.html

• http//www.biology.about.com

Assignments before the Workshop:

1. Define and describe the vocabulary assigned for the class.

2. Draw a cell and its components.

3. Find and read information about the effect of age on drug safety and

effectiveness, particularly in pediatric and geriatric patients. Bring questions and

comments about the information read.

4. Students should be prepared to take a written test of the material

studied in workshops 1 and 2.

Academic Core Vocabulary:

1. cell

2. cellular mediators

3. ADME

4. receptor site

5. agonist

6. antagonist

7. drug interaction

July 30, 2013



http://www.slideshare.net/drdhriti/pharmacokinetics-drug-absorption-distri

http://www.adverseeffects.net/

http://www.ncbi.nlm.nih.gov/About/primer/genetics_cell.html


8. therapeutic effect

9. side effect

10. toxic effect

List of Supplementary Materials for the Workshop:

1. notebook and pencils/pen

2. concept map

3. graphic organizer KWL

July 30, 2013


SIOP Components (Sheltered Instruction Observation Protocol): The “X” on the line indicates the teaching strategies that will be used in each class to support and increase students’ linguistic and academic performance.

A. Lesson Preparation B. Scaffolding _X_ Adaptation of Content _X_ Modeling _X_ Links to Background Knowledge _X_ Guided Practice _X_ Links to Past Learning _X_ Independent Practice _X_ Strategies Incorporated _X_ Comprehensible Input CALLA Strategies (Cognitive Academic Language Learning Approach) The facilitator must specify the CALLA learning strategy/strategies that will be used in the lesson and explain each one to the students. _X_ Cognitive 1)_______________________ 2)_______________________ _X_ Metacognitive 1)_______________________ 2)_______________________ _X_ Social/Affective 1)_______________________ 2)_______________________

C. Grouping Options D. Integration of Language Domains _X_ Whole Group _X_ Listening _X_ Small Group _X_ Speaking _X_ Partners _X_ Reading _X_ Independent Work _X_ Writing E. Learning Application _X_ Dynamic _X_ Meaningful/Relevant _X_ Rigorous _X_ Linked to Objectives

_X_ Promotes Engagement

July 30, 2013


Integrated Activities of Content and Language to Achieve Content and Language

Objectives (Content and Language):

1. The facilitator will clarify the doubts related to the tasks to be completed in the

workshop.

2. Students will complete the first two columns of a KWL graphic organizer about

what they know and what they want to learn about the subject of the workshop.

3. The facilitator will use a slide presentation (PowerPoint) to explain

ADME concept.

4. Students will participate in a memory game to review the key vocabulary words

assigned for the workshop.

5. Students will be divided into small groups to do a concept map about ADME.

Each group will choose a student to present their findings to the rest of the class.

6. The facilitator will discuss the effect of age on drug safety and effectiveness,

particularly in pediatric and geriatric patients.

7. The students will make a written report explaining the causes for altered drug

response in the geriatric and pediatric patients.

8. Students will complete the third column of the KWL graphic organizer with

information learned in the workshop and share their experiences of learning in a

group discussion circle.

9. Students will take a written test of the material studied in workshops 1 and 2.

10. Any task, evidence of assessment, or other documents worked in the workshop

must be present in the portfolio, after having been corrected by the facilitator.

11. The facilitator will explain the tasks to be performed before the workshop three.

Assessment:

1. Individual: The students will prepare and turn in the assignments prior to the

workshop. A written exam, written report, and class participation will be

evaluated.

2. Group: Work in-group projects performed in the workshop.

3. Written: Written assignments and activities made in the workshop.

July 30, 2013


4. Oral: Class discussion and oral reports assigned using the proper language.

Lesson Wrap-Up:

1. Individual: Students will complete the third column of the KWL graphic

organizer with information learned in the workshop.

2. Group: The students will share their experiences of learning in a group

discussion circle using their KWL graphic organizer.

July 30, 2013


TALLER TRES



1. Describir el proceso de la digestión y el papel de los órganos asociados. 2. Definir úlcera péptica (PUD), su patofisiología, epidemiología y características.

3. Reconocer los signos, complicaciones, factores de riesgo y alimentos que pueden

agravar la condición de PUD.

4. Mencionar los medicamentos disponibles para tratar la condición de PUD, sus precauciones, contraindicaciones y posibles interacciones.

5. Definir náuseas y vómitos, su patofisiología y presentación clínica.

6. Explicar el tratamiento farmacológico y no farmacológico adecuado de las náuseas y vómitos.

7. Mencionar los medicamentos disponibles para tratar las náuseas y vómitos, sus precauciones, contraindicaciones y posibles interacciones.

8. Definir diarrea y estreñimiento, su patofisiología y presentación clínica

9. Explicar el tratamiento farmacológico y no farmacológico adecuado de la diarrea y el estreñimiento.

10. Mencionar los medicamentos disponibles para tratar la diarrea y el estreñimiento sus precauciones, contraindicaciones y posibles interacciones.



Escuchar: Escuchar la presentación sobre condiciones del Sistema

gastrointestinal y su tratamiento. Reflexionar y aplicar la información discutida

en las actividades de grupo.

Hablar: Discutir en español los temas asignados y conceptos explicados en este

taller con claridad y precisión.

Leer: Utilizar el proceso de lectura comprensiva en los libros de texto, recursos

adicionales y direcciones electrónicas para examinar e interpretar las lecturas

asignadas para el taller.

July 30, 2013


Escribir: Realizar una serie de tareas escritas, incluyendo un diario reflexivo

acerca del contenido del taller, utilizando correctamente las reglas de gramática y

ortografía en el idioma español.


Biblioteca Virtual


Sistema Gastrointestinal, sus condiciones y tratamientos

• http://digestive.niddk.nih.gov/spanish/pubs/yrdd/

• http://www.slideshare.net/montanezkarol/enfermedades-del-aparato-digestivo-del-ser-humano

• http://www.slideshare.net/farmacologiabasicafucs/medicamentos-en-el-sistema-gastrointestinal

• http://www.coursesmart.com/pharmacotherapy-handbook-eighth-edition/wells-

barbara-dipiro-joseph-schwinghammer/dp/9780071748346

• http://www.medlineplus.com

• http://www.familydoctor.org

• http://www.cdc.gov

• http://www.colegiodefarmaceuticospr.org

• http://www.epocrates.com

• http://www.emedicinehealth.com

• http://wwwbiology.about.com

Asignaciones antes del taller:

1. Lea las lecturas asignadas, los enlaces electrónicos recomendados y otros

materiales de referencia y prepárese para discutirlos en el taller.

2. Prepare un glosario del vocabulario clave del taller.

July 30, 2013




http://digestive.niddk.nih.gov/spanish/pubs/yrdd/

http://www.slideshare.net/montanezkarol/enfermedades-del-aparato-digestivo-del-ser-humano

http://www.slideshare.net/montanezkarol/enfermedades-del-aparato-digestivo-del-ser-humano

http://www.slideshare.net/farmacologiabasicafucs/medicamentos-en-el-sistema-gastrointestinal

http://www.slideshare.net/farmacologiabasicafucs/medicamentos-en-el-sistema-gastrointestinal

http://www.coursesmart.com/pharmacotherapy-handbook-eighth-edition/wells-%20barbara-dipiro-joseph-schwinghammer/dp/9780071748346

http://www.coursesmart.com/pharmacotherapy-handbook-eighth-edition/wells-%20barbara-dipiro-joseph-schwinghammer/dp/9780071748346


http://www.familydoctor.org/

http://www.cdc.gov/



http://www.emedicinehealth.com/

http://wwwbiology.about.com/


3. Diseñe un diagrama para ilustrar el sistema gastrointestinal y el proceso de la

digestión.

4. Traer una lista de al menos 5 medicamentos utilizados en el tratamiento de úlcera

péptica, náuseas, vómitos, diarrea y estreñimiento.

5. Venir preparados al taller para dar una presentación oral sobre una condición del

sistema gastrointestinal y su tratamiento farmacológico y no farmacológico.

6. Prepare una lista de preguntas y dudas que necesite aclarar para traer a clase.

Vocabulario clave de la lección:

1. digestión

2. patofisiología

3. epidemiología

4. úlcera péptica (PUD)

5. reflujo gastroesofágico (GERD)

6. náusea

7. vómito

8. diarrea

9. estreñimiento

10. antiácido

11. antagonista H2

12. inhibidor de la bomba de protón (PPI)

13. antiemético

14. laxante

15. antidiarreico

Lista de materiales suplementarios para el taller:

1. libreta y lápices y/o bolígrafos

2. mapa conceptual

3. diario reflexivo

July 30, 2013


Componentes de SIOP (Sheltered Instruction Observation Protocol): La “X” en la línea indica las estrategias de enseñanza que se utilizarán para ayudar a los estudiantes a mejorar su dominio de destrezas de lenguaje y académicas en cada clase.

A. Preparación de la lección B. Andamiaje (Scaffolding) _X_ Adaptación del contenido _X_ Modelaje _X_ Enlaces con el conocimiento previo _X_ Práctica dirigida _X_ Enlaces con el aprendizaje previo _X_ Práctica independiente _X_ Estrategias incorporadas _X_ Entrada (input) comprensible Estrategias de CALLA (Cognitive Academic Language Learning Approach) El facilitador debe especificar la estrategia(s) que usará en cada lección y explicarlas a los estudiantes. _X_ Cognitiva 1)_______________________ 2)_______________________ _X_ Meta cognitiva 1)_______________________ 2)_______________________ _X_ Socio afectiva 1)_______________________ 2)_______________________

C. Opciones de agrupamiento D. Integración de los dominios de idioma _X_ Grupo completo _X_ Escuchar _X_ Grupos pequeños _X_ Hablar _X_ Trabajo en parejas _X_ Leer _X_ Trabajo independiente _X_ Escribir

E. Aplicación de aprendizaje

_X_ Dinámica _X_ Significativa y relevante _X _Rigurosa _X_ Vinculada a los objetivos _X_ Promueve la participación

July 30, 2013


Actividades integradas de contenido y lenguaje para lograr los objetivos del taller (contenido y lenguaje):

1. El facilitador aclarará las dudas relacionadas a las tareas a ser realizadas en el

taller.

2. Los estudiantes participarán en un juego de memoria, que puede ser un debate,

para repasar las palabras de vocabulario clave del taller.

3. La clase se dividirá en cuatro grupos para realizar un mapa conceptual del proceso

de la digestión utilizando el diagrama asignado para el taller. Cada grupo escogerá

un estudiante para presentar sus mapas al resto de la clase.

4. El facilitador explicará las condiciones patológicas más comunes del sistema

gastrointestinal y sus tratamientos.

5. Los estudiantes ofrecerán una presentación oral sobre una condición del

sistema gastrointestinal y su tratamiento farmacológico y no farmacológico.

6. Los estudiantes se dividirán en grupos para realizar una tabla de medicamentos de

acuerdo a las condiciones discutidas en el taller. Deben señalar nombre genérico,

nombre comercial, presentación e indicación de cada medicamento. Cada grupo

escogerá un estudiante para presentar su tabla al resto de la clase.

7. Los estudiantes redactarán un diario reflexivo acerca del contenido del taller.

8. Toda tarea, evidencia de assessment u otros documentos trabajados en

el taller deberán estar presentes en su portafolio, luego de haber sido corregidos

por el facilitador.

9. El facilitador explicará las tareas que se realizarán antes del taller dos

Evaluación

1. Individual: Trabajos escritos y participación en discusiones y presentaciones

orales realizadas en clase utilizando correctamente el idioma español. El

facilitador hará preguntas a los estudiantes para verificar el conocimiento del

material estudiado.

2. Grupal: Trabajos realizados en grupo. El facilitador evaluará las

contribuciones individuales de cada estudiante en el grupo.

3. Escrito: Trabajos escritos realizados en clase de forma clara y precisa

July 30, 2013


utilizando el idioma español. Los estudiantes completarán su diario reflexivo

antes de concluir el taller.

4. Oral/Auditiva: Discusión de los temas asignados en la clase, presentaciones y

trabajos realizados en el taller. El facilitador evaluará a los estudiantes en el uso

correcto del idioma español.

Cierre del taller:

1. Individual: Cada estudiante entrevistará a un compañero de clase y le pedirá

que mencione tres conceptos aprendidos en el taller.

2. Grupal: La clase se dividirá en grupos de tres y discutirán entre sí los aspectos

más importantes que aprendieron sobre el taller. Discutirán la importancia que

tienen estos conocimientos en su futuro desempeño como técnicos de farmacia.

July 30, 2013


WORKSHOP FOUR

Specific Content Objectives


1. Explain pancreatitis etiology, pathophysiology, epidemiology,

and clinical presentation.

2. Identify drugs used in the treatment of acute and chronic pancreatitis.

3. Explain cirrhosis pathophysiology, etiology, epidemiology,

clinical presentation, complications, and prognosis.

4. Summarize the management approach for patients with cirrhosis,

including monitoring parameters and therapeutic outcomes.

5. Analyze the different clinical presentations associated with hepatotoxicity caused by drugs and its treatment.

6. Identify drugs with an increased risk of causing liver damage. 7. Describe the different clinical indications for organ transplantation and the

physiological consequences of a transplant. 8. Categorize drugs used in immunosuppressive treatment for organ transplant

rejection. 9. Mention the opportunistic infections that can occur after a transplant and how to

prevent them.

Specific Language Objectives

Listen: Understand the lecture given by the facilitator by listening and analyzing the

information related to the concepts discussed in the workshop.

Speak: In spoken English, the students will give oral reports about specific topics like

pancreatitis, cirrhosis, hepatotoxicity, and organ transplantation.

Read: Read about and identify the etiology and clinical presentation of cirrhosis.

Write: Using appropriate vocabulary, grammar, and style, the students will write a

report about the pathophysiology, etiology, epidemiology, clinical presentation,

complications, and prognosis of cirrhosis and drug induced hepatotoxicity.

July 30, 2013


Electronic Links (URLs): (Include at least 5 links in English. Do not use non-

reliable resources such as Wikipedia, monografias.com, etc.)

Virtual Library

Turabo University http://bibliotecavirtualut.suagm.edu/ University of the East http://www.suagm.edu/une/portal%5Fde%5Fbiblioteca/ Metropolitan University http://www.bibliotecaumet.com/

Pancreatitis

http://www.coursesmart.com/pharmacotherapy-handbook-eighth-edition/wells-barbara-dipiro-joseph-schwinghammer/dp/9780071748346 http://vsearch.nlm.nih.gov/vivisimo/cgi-bin/query-meta?v%3Aproject=medlineplus&query=pancreatitis&x=0&y=0 http://www.medscape.com/resource/pancreatitis http://www.adverseeffects.net

Cirrhosis

http://www.coursesmart.com/pharmacotherapy-handbook-eighth-edition/wells-barbara-dipiro-joseph-schwinghammer/dp/9780071748346 http://vsearch.nlm.nih.gov/vivisimo/cgi-bin/query-meta?v%3Aproject=medlineplus&query=cirrhosis http://search.medscape.com/news-search?newSearch=1&queryText=cirrhosis

Organ Transplantation

http://www.coursesmart.com/pharmacotherapy-handbook-eighth-edition/wells-barbara-dipiro-joseph-schwinghammer/dp/9780071748346 http://vsearch.nlm.nih.gov/vivisimo/cgi-bin/query-meta?v%3Aproject=medlineplus&query=organ+transplantation http://search.medscape.com/news-search?newSearchHeader=1&queryText=organ+transplantation http://www.adverseeffects.net http://www.lifelinkfound.org

Assignments before the Workshop:

1. Define the vocabulary assigned for the class.

July 30, 2013




http://www.coursesmart.com/pharmacotherapy-handbook-eighth-edition/wells-barbara-dipiro-joseph-schwinghammer/dp/9780071748346


http://vsearch.nlm.nih.gov/vivisimo/cgi-bin/query-meta?v%3Aproject=medlineplus&query=pancreatitis&x=0&y=0

http://vsearch.nlm.nih.gov/vivisimo/cgi-bin/query-meta?v%3Aproject=medlineplus&query=pancreatitis&x=0&y=0

http://www.medscape.com/resource/pancreatitis



http://vsearch.nlm.nih.gov/vivisimo/cgi-bin/query-meta?v%3Aproject=medlineplus&query=cirrhosis

http://vsearch.nlm.nih.gov/vivisimo/cgi-bin/query-meta?v%3Aproject=medlineplus&query=cirrhosis

http://search.medscape.com/news-search?newSearch=1&queryText=cirrhosis



http://vsearch.nlm.nih.gov/vivisimo/cgi-bin/query-meta?v%3Aproject=medlineplus&query=organ+transplantation

http://vsearch.nlm.nih.gov/vivisimo/cgi-bin/query-meta?v%3Aproject=medlineplus&query=organ+transplantation

http://search.medscape.com/news-search?newSearchHeader=1&queryText=organ+transplantation

http://search.medscape.com/news-search?newSearchHeader=1&queryText=organ+transplantation

http://www.adverseeffects.net/

http://www.lifelinkfound.org/


2. Students should come prepared to take a written test of the material

studied in workshops 3 and 4.

3. Find and read information about the pathophysiology, etiology, epidemiology,

clinical presentation, complications, and prognosis of pancreatitis, cirrhosis, and

drug induced hepatotoxicity .

3. After reading, be prepared to make an oral report about the information read.

Academic Core Vocabulary:

1. acute pancreatitis (AC)

2. chronic pancreatitis (CP)

3. gallstones

4. ascites

5. cirrhosis

5. portal hypertension

6. varicose veins

7. hepatic encephalopathy

8. hepatomegaly

9. graft



2. concept map

3. graphic organizer KWL

July 30, 2013






July 30, 2013



Objectives:

1. The facilitator will clarify the doubts related to the tasks to be completed in the

workshop.

2. Students will complete the first two columns of a KWL graphic organizer about

what they know and what they want to learn about the subject of the workshop.

3. Students will participate in a memory game to review the key vocabulary words

assigned for the workshop.

4. The facilitator will discuss pancreatitis etiology, pathophysiology, epidemiology,

clinical presentation, and treatment.

5. Students will be divided into small groups to do a concept map about the

pathophysiology of cirrhosis. Each group will choose a student to present their

map to the rest of the class.

6. The facilitator will use a (one) slide presentation (PowerPoint) to explain

drug induced hepatotoxicity and organ transplantation.

7. The students will make an oral report about one of the following concepts:

cirrhosis, hepatotoxicity, or organ transplantation.

8. The students will be divided into small groups. Each group will make a table of

drugs according to the conditions discussed in the workshop. Generic name, trade

name, presentation, and indication of each drug should be noted. Each group will

choose a student to present their table to the rest of the class.

9. Students will complete the third column of the KWL graphic organizer with

information learned in the workshop and share their experiences of learning in a

group discussion circle.

10. Students will take a written test of the material discussed in workshops 3 and 4.

11. Any task, evidence of assessment, or other documents worked in the workshop


12. The facilitator will explain the tasks to be performed before workshop five.

July 30, 2013


Assessment:

1. Individual: Turn in the assignments prior to the workshop, written and oral

reports, and class participation will be evaluated.

2. Group: Work in-group projects performed in the workshop

3. Written: Written exam, assignments and activities made in the workshop.

4. Oral: Oral presentations and discussions of the concepts assigned using the proper

language will be evaluated.

Lesson Wrap-Up:

1. Individual: Students will complete the third column of the KWL graphic

organizer with information learned in the workshop.

2. Group: The students will share their experiences of learning in a group

discussion circle using their KWL graphic organizer.

July 30, 2013


TALLER CINCO/WORKSHOP FIVE

NOTA: Este taller es bilingüe. Tanto el

facilitador como los estudiantes deberán

utilizar el idioma asignado para cada tarea

y actividad. ¡No mezcle los dos idiomas!

¡UTILICEN SOLAMENTE UN

LENGUAJE A LA VEZ! Las primeras

dos horas se realizarán en español. Las

últimas dos horas se realizarán en inglés.

NOTE: This is a bilingual workshop.

Both the facilitator and students must use

the language assigned for each homework

and activity. Do not mix both languages!

USE ONE LANGUAGE AT A TIME -

KEEP BOTH LANGUAGES

SEPARATE! The first two hours must

be conducted in Spanish. The last two

hours must be conducted in English.


Al finalizar el taller, el estudiante será capaz de:

1. Identificar los órganos del sistema respiratorio y sus funciones.

2. Explicar el proceso de la respiración y el papel de los órganos asociados a dicho proceso.

3. Discutir las enfermedades más comunes que afectan al sistema respiratorio.

4. Definir los términos asma, enfermedad pulmonar obstructiva crónica (COPD), enfisema, bronquitis crόnica y fibrosis quística pulmonar.

5. Discutir las diferentes clasificaciones de la condiciόn de asma

6. Identificar las diferentes clasificaciones de medicamentos para las condiciones respiratorias.

7. Identificar las drogas de más riesgo de causar daño al sistema respiratorio y su tratamiento.

July 30, 2013



Al finalizar el taller, el estudiante será capaz de:

1. Escuchar: El estudiante escuchará atentamente las presentaciones y

discusiones de su facilitador y demás compañeros sobre los temas asignados

para este taller.

2. Hablar: Discutir en el idioma español los temas asignados y conceptos

explicados con claridad y precisión.

3. Leer: Examinar e interpretar lecturas asignadas de los libros de referencia y

direcciones electrónicas para familiarizarse con el material a discutirse en este

taller.

4. Escribir: Realizar una serie de tareas escritas, incluyendo un diario reflexivo

acerca del contenido del taller, usando las reglas de gramática y ortografía

correctamente.


Biblioteca Virtual


Sistema Respiratorio y enfermedad pulmonar obstructiva crónica ( COPD)


http://vsearch.nlm.nih.gov/vivisimo/cgi-bin/query-meta?v%3Aproject=medlineplus-spanish&query=sistema+respiratorio&x=0&y=0

http://www.cdc.gov/search.do?queryText=sistema+respiratorio&searchButton.x=0&searchButton.y=0&action=search&language=es&subset=es

July 30, 2013











http://vsearch.nlm.nih.gov/vivisimo/cgi-bin/query-meta?v%3Aproject=medlineplus-spanish&query=copd&x=0&y=0

http://www.lung.org

http://www.hcmc.org/index.htm

http://emedicinehealth.com

http://biology.about.com

Asignaciones antes del taller

Asignaciones a discutirse durante las primeras dos (2) horas de instrucción:

1. El estudiante debe venir preparado para tomar el examen final del curso.

2. Leer las lecturas asignadas, los enlaces electrónicos recomendados y otros

materiales de referencia y prepararse para discutirlos en el taller.

3. Diseñe un diagrama para ilustrar el sistema respiratorio y el proceso de la

respiración.

Assignments to be discussed during the last two (2) hours of instruction:

1. Define the vocabulary assigned for the class.

2. Find and read information about the pathophysiology, etiology, epidemiology,

clinical presentation, complications, and prognosis of asthma, COPD, and

drug induced pulmonary disorders.

3. The students must be prepared to submit their digital portfolios at the end of the

workshop.

July 30, 2013



http://www.hcmc.org/index.htm

http://emedicinehealth.com/

http://biology.about.com/


Vocabulario clave de la lección (Debe

reflejar los objetivos y conceptos claves

del taller. Verifique que el estudiante

domine el vocabulario clave en los dos

idiomas.)

Ejemplo:

1. asma

2. bronquitis

3. bronquiolitis

4. pulmonia

5. broncodilatador

6. descongestionante

7. antitusivo

8. expectorante

Academic Core Vocabulary (Must

reflect the objectives and important

concepts of the workshop. Verify that

the student masters the academic core

vocabulary in both languages.

Example:

1. asthma

2. bronchitis

3. bronchiolitis

4. pneumonia

5. bronchodilator

6. decongestant

7. antitussive

8. expectorant



2. concept map

3. Venn diagram

July 30, 2013






July 30, 2013


Actividades integradas de contenido y lenguaje para lograr los objetivos del taller

1. El facilitador aclarará las dudas relacionadas a las tareas a ser realizadas en el

taller.

2. Los estudiantes participarán en un juego de memoria para repasar las palabras de

vocabulario clave del taller.

3. La clase se dividirá en cuatro grupos para realizar un mapa conceptual del proceso

de la respiración utilizando el diagrama asignado para el taller. Cada grupo

escogerá un estudiante para presentar sus mapas al resto de la clase.

4. El facilitador realizará una presentación de diapositivas (PowerPoint) para explicar

las enfermedades más comunes del sistema respiratorio.

4. Los estudiantes se dividirán en grupos pequeños. Cada grupo hará un diagrama de

Venn sobre el asma y el COPD. Cada grupo presentará su diagrama al resto de la

clase.


Objectives:

(Activities in English for the last two hours of the workshop):

1. The facilitator will discuss drug classes indicated in respiratory system conditions;

explain the mechanism of drug action, indications, and important adverse effects.

2. The students will be divided into small groups. Each group will make a table of

drugs according to the conditions discussed in the workshop. Generic name, trade

name, presentation, and indication of each drug should be noted. Each group will

choose a student to present their table to the rest of the class.

3. Students will take a written final exam of all the material discussed in the

workshops.

4. Students will write a reflective journal about the content of the workshop.

5. Any task, evidence of assessment, or other documents worked in the workshop,


6. The students will submit their digital portfolios at the end of the workshop.

July 30, 2013


Assessment: LAST TWO HOURS OF THE WORKSHOP (DIFFERENTIATED

BY SECOND LANGUAGE PROFICIENCY LEVELS)

1. Individual: Test and class participation.

2. Group: Group projects and workshops.

3. Written: Written assignments and works in the class.

4. Oral: Class discussions and oral reports.

Lesson Wrap-Up: LAST TWO HOURS OF THE WORKSHOP

1. Individual: Students will write an autobiographic reflection.

2. Group: After writing their autobiographic reflection, students will discuss it with

the class.

July 30, 2013


ANEJOS/APPENDIXES

July 30, 2013


APPENDIX A

NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED INSTRUCTION

Retrieved from: WIDA Consortium http://www.wida.us/

July 30, 2013

http://www.wida.us/


“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 discussion • 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

July 30, 2013


“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 th

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

July 30, 2013


“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 deficienci

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-fictio 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.

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)

July 30, 2013


“Can Do” Writing Rubric

National Proficienc 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, 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 sig 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 lef 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 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 answe • Writing has a clear introduction that’s hooks the reader and conclusion that leaves a lasting impression. Use of transitions helps the reader to conne

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.

July 30, 2013


APPENDIX B

THE WRITING PROCESS

6-TRAITS WRITING RUBRIC

July 30, 2013


Appendix B

Six-Traits of Writing Rubric

Student’s Name:______________________________________ Date:___________________ Facilitator:______________________Course: ____________Assignment:_________________ Instructions: This rubric will be used to evaluate all written work done by the student in both English and Spanish. Please refer to the trait that you are evaluating (i.e., Ideas and Content) and write the score in the appropriate box. Select the criteria per level (6= highest, 1=lowest) that best reflects the student’s writing ability. Refer to all the Appendix (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

Ideas and Content Organization Voice Word Choice Sentence Fluency 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

July 30, 2013


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/

July 30, 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.


July 30, 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.


July 30, 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.


July 30, 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/

July 30, 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.


July 30, 2013


PARAGRAPH CONSTRUCTION RUBRIC

*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; 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 do different things.... (https://www.msu.edu/user/jdowell/135/transw.html).

Evaluation Areas SCORE___________ 3 2 1

Topic Sentence Topic sentence is clear as it relates to the assigned topic and correctly placed as the first sentence.

Topic sentence is either unclear as to the assigned topic or incorrectly placed.

There is no evident topic sentence, or it is unrelated to the assigned topic and incorrectly placed.

Explanation of Topic Sentence (Supporting Ideas)

Three sentences explain the topic sentence related to the assigned topic.

Two sentences explain the topic sentence, or explanation is too general.

No sentences or only one sentence explains 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; no specificity.

None to one evidence sentence related to the assigned topic is provided.

Conclusion Sentence Conclusion sentence rephrases the topic sentence related to the assigned topic and explains importance.

Conclusion sentence rephrases the topic sentence, but doesn’t explain importance.

There is no conclusion sentence or an unrelated conclusion sentence to the topic.

Run-ons and Fragments No run-ons or fragments are evident.

Only1 run-on or fragment is evident.

There are 2 or more run-ons or fragments.

Use of Transition Words*

Transition words are used throughout the written work effectively.

Transitions are used throughout, but one transition word is used incorrectly; missing one or two transition words.

Transition words are not used or are all incorrectly used; missing three or more transitions.

Grammar Paragraph has no errors in punctuation, capitalization, spelling, verb tenses, word agreement, or use of personal pronouns. Legible

Paragraph has one or two errors in punctuation, capitalization, spelling, verb tenses, word agreement, or use of personal pronouns. Marginally Legible

Paragraph has three or more errors in punctuation, capitalization, spelling, verb tenses, word agreement or use of personal pronouns that interfere with understanding. Not legible

July 30, 2013

https://www.msu.edu/user/jdowell/135/transw.html


ANEJO C/APPENDIX C

Información acerca del Laboratorio de Idiomas/E-Lab

Language Lab/E-Lab Information

July 30, 2013


Información acerca del Laboratorio de Idiomas/E-Lab

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 estudiantes 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) seleccionadas cuidadosamente, así como otras páginas web en español con el fin de satisfacer las necesidades de los estudiantes. En adición, el laboratorio de idiomas y el E-Lab cuentan con otros programas informáticos para 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 vivo para materias cuánticas y de computación (tiene horarios fijos). En los cursos en los que no se ofrece tutoría en vivo, los estudiantes pueden publicar sus dudas, que les serán contestadas en un lapso de 72 horas. El sistema también cuenta con un banco de preguntas y respuestas frecuentes disponible las 24 horas del día, los 7 días de la semana. NetTutor se puede acceder remotamente siempre que exista conexión a Internet. Este servicio ofrece tutorías en las siguientes materias:

• Inglés (disponible para todos los cursos) • Español (disponible para todos los cursos) • Estadística (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).

July 30, 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 5 funciones:

• Voice Authoring: permite grabar y escuchar contenido oral en páginas web. • Voice Discussion Board: permite publicar y escuchar mensajes orales en un foro

de discusión en línea. • Voice Presentation: permite presentar contenido de páginas web con mensajes de

voz. • Voice E-mail: permite enviar correos electrónicos con mensajes de voz. • Voice Podcaster: permite crear y distribuir mensajes orales a los participantes.

July 30, 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 with a wide variety of visual and auditory on-line exercises, Internet-based research, and guided writing activities, that allow students to improve their skills in listening and reading comprehension, pronunciation, vocabulary building, grammar, and writing. The Language Lab also includes a package of 140 carefully selected English for Speakers of Other Languages (ESOL) Web sites, as well as other Spanish Web pages to meet the students’ needs. Additionally, the Language Lab and E-Lab have other software to boost language and academic content learning such as Tell Me More, NetTutor, and Wimba Voice. 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). For those classes which do not have live tutoring, students can post questions and they 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) • Computer Information Systems (student must be enrolled in the course)

July 30, 2013


Wimba Voice is an electronic tool that promotes the use of voice online during the development of the academic content, and allows students/facilitator interaction. Students will use Wimba Voice to create voice posts for discussion boards, prepare voice presentations, send voice e-mails, and for other assignments. The Wimba Voice program has 5 functions:

• Voice Authoring: allows recording and listening to voice content on a webpage. • Voice Discussion Board: allows posting and listening to voice messages within

discussion boards. • Voice Presentation: allows presenting web content alongside voice messages. • Voice E-mail: allows sending voice messages via e-mail. • Voice Podcaster: allows creating and distributing voice messages to participants.

July 30, 2013


ANEJO D/APPENDIX D

LANGUAGE LAB/E-LAB DOCUMENTATION

Each student will complete this form and give it to the facilitator to be included as part of the assessment criteria for the class. Students will receive one (1) point for every hour spent in the Language Lab/E-Lab for a total of up to four (4) points per workshop for the completion of the exercises recommended.

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: _____________________

July 30, 2013


Appendix D Language Lab/E-Lab Documentation

Each student should complete this form and submit it weekly to the facilitator as part of the class evaluation. Points: _____

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

July 30, 2013


Wimba Voice

Internet-Based Research (Virtual Library)

English and/or

Spanish Websites Activities

Total number of hours: _______

July 30, 2013


Anejo E/Appendix E

MATRIZ VALORATIVA PARA EVALUAR EL ENSAYO EXPOSITIVO

Nombre del estudiante: _____________________________________________ Fecha : _____________________________ Tema: ____________________________

Criterios Puntos Puntaje del Estudiante

Contenido

Propósito: El propósito o argumento principal del autor es claro para el lector.

1

Contenido: Presentación de información relevante y legítima que apoya claramente al propósito principal o argumento y muestra un análisis completo y profundo de un tema importante. El lector obtiene perspectivas profundas.

1

Organización: Las ideas muestran un orden lógico para apoyar el propósito o argumento, fluyen sin problema, y están conectadas entre sí. El lector puede seguir sin problemas la línea de pensamiento.

1

Sentimiento: La composición escrita es convincente. Atrae al lector y mantiene el interés de comienzo a fin.

1

Pensamiento crítico: Analiza el contexto del discurso académico. Integra diferentes formas disciplinarias y epistemológicas del conocimiento e incluye evidencia de reflexión y autoevaluación.

1

Elabora conclusiones basadas solamente en hechos que están basados en la investigación.

1

Demuestra un entendimiento completo de las ideas cruciales hasta alcanzar un nivel superior de comprensión de una manera organizada.

1

Lenguaje Demuestra un dominio del idioma del taller, incluyendo vocabulario académico, sintaxis y flujo de ideas.

1

Utiliza la ortografía, la puntuación y el estilo APA correctamente.

1

Utilize un nivel de formalidad de lenguaje que es apropiado para la naturaleza del documento.

1

Total de Puntos 10 puntos (70% de contenido + 30% de

lenguaje)

_________________

Puntaje Total

July 30, 2013


RUBRIC TO EVALUATE EXPOSITORY ESSAY Student’s name: _________________________________________________________ Date: _____________________________ Topic: _____________________________

Criteria Value Points Student’s Points

Content

Purpose: The writer's central purpose or argument is readily apparent to the reader.

1

Content: Presentation of relevant and legitimate information that clearly supports a central purpose or argument and shows a thoughtful, in-depth analysis of a significant topic. Reader gains important insights.

1

Organization: Ideas are arranged logically to support the purpose or argument. They flow smoothly from one to another and are clearly linked to each other. The reader can easily follow the line of reasoning.

1

Feeling: The writing is compelling. It hooks the reader and sustains interest throughout.

1

Critical Thinking: Critiques context of the scholarly discourse in terms of the student’s assumptions. Integrates different disciplinary and epistemological ways of knowing and includes evidence of reflection and self-assessment.

1

Draws conclusions based only on research-based facts.

1

Demonstrates a comprehensive grasp of significant ideas to reach a higher level of understanding in an organized manner.

1

Language Demonstrates a command of the language of the workshop, including academic vocabulary, syntax and flow of ideas.

1

Uses spelling, punctuation, and APA style correctly.

1

Uses a level of formality of language that is appropriate for the nature of the document.

1

Total Points 10 points (70% for content + 30% for

language)

_________________

Total Score

July 30, 2013


Anejo F/Appendix F

MATRIZ VALORATIVA PARA EVALUAR DISCUSIÓN DE MESA REDONDA Nombre del estudiante/grupo:_________________________________________ Fecha: ___________________________________ Tema: __________________


Contenido Ofrece un análisis suficientemente sólido y, sin dudar, avanza en la conversación.

1

Demuestra, a través de sus comentarios, un conocimiento profundo del tema y un alto entendimiento de las preguntas elaboradas por los compañeros.

1

Está preparado para la discusión – con notas y pasajes y/o textos marcados o anotados.

1

Demuestra, a través de sus comentarios, que está escuchando activamente a los otros participantes.

1

Ofrece explicaciones aclaratorias y/o seguimiento que extiende la conversación.

1

Sus observaciones se refieren explícitamente a ideas o argumentos expuestos en la discusión.

1

Demuestra una actitud y postura profesional durante la conversación.

1

Lenguaje Demuestra habilidad en el manejo del idioma del taller, incluyendo vocabulario, sintaxis y flujo de ideas.

1

Usa la pronunciacion e intonación apropiada y proyecta su voz de manera efectiva.

1

Usa la gramática de una manera adecuada y correcta.

1

Total de Puntos 10 puntos ( 70% de contenido y 30% de lenguaje)

__________________

Puntaje Total

July 30, 2013


RUBRIC TO EVALUATE ROUND-TABLE DISCUSSION

Student’s/group’s name:__________________________________________________ Date: ___________________________________ Topic: ____________________

Criteria ValuePoints Student’s Points Content

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

1

Comments demonstrate a deep knowledge of the discussed topic and a high level of understanding of questions asked by peers.

1

Is appropriately prepared for discussion – with notes taken from readings and passages and/or textbooks properly highlighted.

1

Comments demonstrate that he/she is paying close attention to what other participants say about the topic.

1

Provides explanations and follow up to enrich discussion.

1

Observations are explicitly related to ideas or arguments presented in the discussion.

1

Demonstrates a professional attitude and posture during the discussion.

1

Language Demonstrates linguistic skills in the language of the workshop, including vocabulary, syntax and flow of ideas.

1

Uses appropriate pronunciation and intonation and projects his/her voice effectively.

1

Uses appropriate and correct grammar. 1 Total Points 10 points (70% for

content y 30% for language)

_______________

Total Score

July 30, 2013


Anejo G/Appendix G

MATRIZ VALORATIVA PARA EVALUAR PARTICIPACIÓN EN CLASE

Nombre del estudiante: _______________________ Fecha: __________________

Taller: ______________________

0 – No Cumplió 1 – Deficiente 2 – Promedio 3 – Bueno 4 – Muy Bueno

5 – Excelente

Escriba una “X” en el cuadrado que aplica para cada criterio. Sume los números

hacia abajo y hacia el lado para obtener el total final. Divida entre cinco (5) para

obtener el promedio.

CRITERIOS 0 1 2 3 4 5

1. Participa activamente de todas las actividades de la clase.

2. Demuestra iniciativa y creatividad en las actividades de clase.

3. Demuestra interés en las discusiones presentadas en la clase.

4. Viene preparado a clase. 5. Contribuye a la clase con material e

información adicional.

6. Demuestra atención y apertura a los puntos y argumentos de sus compañeros.

7. Respeta las preguntas y planteamientos de los compañeros.

LENGUAJE 8. Contribuye frecuentemente a las

discusiones en clase utilizando el idioma del taller.

9. Contesta preguntas del facilitador y los compañeros utilizando el idioma del taller correctamente.

10. Formula preguntas pertinentes al tema de la clase utilizando el idioma del taller.

Totales Total

Final

_______

Promedio

/10

July 30, 2013


Comentarios

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Student’s signature: ___________________________________

Facilitator’s signature: _________________________________

July 30, 2013


RUBRIC TO EVALUATE CLASS PARTICIPATION

Student’s name: ________________________ Date: ________________________

Workshop: ____________________________

0 - NOT EVIDENT 1 - POOR 2 - AVERAGE 3 - GOOD 4 - VERY GOOD

5 - EXCELLENT

Write an “X” in the box that applies for each criterion. Add the numbers down and

across to obtain the final total. Divide by five (5) to obtain the average.

CRITERIA 0 1 2 3 4 5

1. Participates actively in class discussions.

2. Demonstrates initiative and creativity in class activities.

3. Demonstrates interest in class discussion.

4. Arrives prepared to class.

5. Contributes to class with additional material and information.

6. Demonstrates attention and empathy towards contributions from classmates.

7. Respects questions and expositions from classmates.

LANGUAGE

8. Contributes frequently to class discussions using the language determined for the workshop.

9. Answers questions made by the facilitators and classmates using the language of the workshop.

10. Formulates questions pertinent to the class topic using the language of the workshop

TOTALS

Final Total

______

Average

/10

July 30, 2013


Comments:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________



July 30, 2013


Anejo H/Appendix H

MATRIZ VALORATIVA PARA EVALUAR PRESENTACIÓN ORAL

INDIVIDUAL/GRUPAL

Nombre del estudiante: ________________________ Fecha: ___________________

Tema: _________________________________

Sume los puntos del estudiante hacia abajo para obtener el total final y divida diez (10) para obtener el promedio.


Contenido Ejecuta una introducción al tema efectiva identificando los objetivos, ideas y principios incluidos en la presentación; la demostración, modelaje, y/o juego de roles proyecta los conceptos de manera comprensible, si aplica.

10

Presentación está organizada de manera coherente, y se puede seguir con facilidad.

10

Demuestra dominio del tema mediante la explicación o demostración del contenido sin cometer errores.

10

Ideas y argumentos de la presentación están basados en los recursos presentados, consultados, o discutidos en clase.

10

Captura la atención y el interés de la audiencia y/o promueve su participación según aplique.

10

Demuestra proyección personal, postura corporal, y manejo de la audiencia de manera eficaz.

10

Usa una variedad de estrategias orales para definir conceptos; interpreta, aplica, y evalúa procesos usando su experiencia de los conceptos o el contenido de la clase; usa la tecnología de manera apropiada y eficaz durante la presentación, si aplica.

10

July 30, 2013


Lenguaje Demuestra habilidad en el manejo del idioma del taller, incluyendo vocabulario, sintaxis y flujo de ideas; aplica el vocabulario académico de manera eficaz para expresar su mensaje.

10

Usa la pronunciacion e intonación apropiada y proyecta su voz de manera eficaz.

10

Usa la gramática de manera adecuada y correcta.

10

TOTALES

100 (70% de contenido y 30% de

languaje)

Total Final _______

Promedio

/10

Comments:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________



July 30, 2013


RUBRIC TO EVALUATE INDIVIDUAL/GROUP ORAL PRESENTATION

Student’s name: _______________________________ Date: ___________________

Topic: ___________________________________

Add the student’s scores down to obtain the final total and divide by ten (10) to obtain the average.

Criteria Value Points Student’s Score

Content Performs an effective introduction to the theme identifying the objectives, ideas and principles that are included in the presentation; demonstration, modeling, and/or role playing projects the concept(s) in a comprehensible manner, if applicable.

10

Presentation is organized and coherent, and can be easily followed.

10

Demonstrates mastery of the theme or subject by means of properly explaining or demonstrating content without incurring in errors.

10

Ideas and arguments of the presentation are well-supported by the resources presented, consulted or discussed in class.

10

Captures the attention and interest of the audience and/or promotes their participation, as applicable.

10

Demonstrates effective personal projection, corporal posture, and management of audience.

10

Uses a variety of speaking strategies to define concepts; interprets, applies and evaluates processes using experience of concepts or content of class; uses technology properly and effectively, if applicable, during the presentation.

10

Language Demonstrates linguistic skills in the language of the workshop, including vocabulary, syntax and flow of ideas; applies academic vocabulary effectively

10

July 30, 2013


to convey the message. Uses appropriate pronunciation and intonation and projects his/her voice effectively.

10

Uses appropriate and correct grammar. 10

Total Points 100 (70% for content and 30% for

language)

Final Total : _______

Average: ________

Comments:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________



July 30, 2013


Anejo I/Appendix I

Guía para Elaborar el Glosario

Antes del inicio de cada taller, los estudiantes deben conocer alguna terminología básica.

Para ello, los estudiantes deben:

1. buscar estas palabras en las direcciones electrónicas citadas, el diccionario, u

otros recursos de información de su elección.

2. escribir las palabras y sus significados en tarjetas que midan 8 ½ x 5 (la palabra

en un lado y el significado en el otro).

3. usar sus propias palabras para explicar los significados y no copiarlos palabra por

palabra de la fuente de información.

4. traer las tarjetas de glosario a cada taller.

5. colocar las tarjetas de glosario en el taller correspondiente en su portafolio.

Glossary Guide

Before each workshop, students should know some basic terms. Students should:

1. look up these words in the cited websites, dictionary, or other reference sources of

their choice.

2. write these words and their meanings on 8 ½ x 5 index cards (word on one side

and the meaning on the other).

3. Use their own words to explain the meanings and not copy them word for word

from their reference source.

4. bring the glossary cards to each workshop.

5. include the glossary cards in the corresponding workshop in their portfolio.

July 30, 2013

Documents

Sistema Universitario Ana G. Méndez, Inc. School for ... 226 DLP 2013.pdf · personal creativa y crítica, con una ortografía correcta y con la coherencia y el énfasis que se requiere