SOSC 258* - bilingualonline.net 258 DLP...Informe oral de los resultados ... El valor de este ejercicio es de 100 puntos, ... Performance Assessment” tiene que ser uno de los instrumentos

Sistema Universitario Ana G. Méndez, Inc.

School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, and Universidad del Turabo

SOSC 258*

SOCIAL SCIENCE RESEARCH METHODS

TÉCNICAS DE INVESTIGACIÓN EN LAS CIENCIAS SOCIALES

© Sistema Universitario Ana G. Méndez, Inc. 2012

Derechos Reservados

© Ana G. Méndez University System, Inc. 2012

All rights reserved

May 12, 2012.

SOSC 258 Social Research Methods / Técnicas de Investigacion en la Ciencias Sociales

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Please include all applicable information below:

Prepared based on the course syllabus (2009) of the School of Professional Studies, with

the collaboration of:

Eidy Y. Fernández Alicea, MSW (2009)

Marianela Núñez, LCSW (2012), Module Development Specialist

Agustin Gracias, Content Evaluator

Lizet del Castillo, Spanish Language Evaluator

Juanita Munera, English Language Evaluator


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TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

GUIA DE ESTUDIO ...................................................................................................................... 4

STUDY GUIDE ............................................................................................................................ 17

WORKSHOP ONE ....................................................................................................................... 29

TALLER DOS .............................................................................................................................. 34

WORKSHOP THREE .................................................................................................................. 40

TALLER CUATRO ...................................................................................................................... 45

WORKSHOP FIVE ...................................................................................................................... 50

TALLER SEIS .............................................................................................................................. 56

WORKSHOP SEVEN .................................................................................................................. 61

TALLER OCHO ........................................................................................................................... 67

APPENDIX A: NATIONAL PROFICIENCY LEVEL FOR DIFFERENTIATED

INSTRUCTION ............................................................................................................................ 71

APPENDIX B: THE WRITING PROCESS ................................................................................ 76

APPENDIX C/ANEJO C REFLECTIVE DIARY / DIARIO REFLEXIVO ............................... 84

APPENDIX D / ANEJO D RUBRIC TO EVALUATE ORAL PRESENTATION .................... 87


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GUÍA DE ESTUDIO

Título del Curso: Técnicas de Investigación en las Ciencias Sociales

Codificación: SOSC 258

Créditos: 3 Créditos

Duración: 8 Semanas

Prerrequisito: SOSC 250

Descripción: El curso está diseñado para iniciar al estudiante en las técnicas de

investigación aplicadas a las Ciencias Sociales. Se enfatiza el desarrollo de destrezas de

redacción de propósitos, formulación de hipótesis, recolección y análisis de datos y

aplicación de hallazgos y conclusiones.

Objetivos de Contenido Generales:

Al terminar este curso los estudiantes estarán capacitados para

1. Reconocerá las distintas etapas del método de investigación científica.

2. Se concienciará de la importancia de la investigación social científica como

metodología e instrumento fundamental en la generación de conocimientos teóricos y

prácticos aplicables a su profesión.

3. Reconocerá y se familiarizarán con las diferentes técnicas de investigación social y la

utilidad de adecuarlos al problema, el ambiente, los sujetos, las necesidades y el momento

particular que se enfoca la investigación.


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4. Valorizará la importancia de la investigación sistemática, controlada, empírica y crítica

en la solución de problemas micro y macro sistémicos.

5. Reconocerá el valor de la disciplina científica necesaria como principio básico en la

búsqueda de la verdad y de la cuidadosa ponderación de alternativas en la solución de

problemas.

6. Analizará los diseños metodológicos, técnicas y estrategias de recolección y análisis de

datos en el ejercicio de investigación social científica.

7. Internalizará los principios y valores éticos y morales propios de la investigación.

8. Valorizará la disciplina científica como principio básico en la búsqueda de la verdad.

Objetivos de Lenguaje Generales (A ser añadidos después de cada área en esta sección.)

Al terminar este curso los estudiantes estarán capacitados para

a. Escuchar: Escuchar las presentaciones y discusiones de la clase en inglés y en español de

manera de poder compartir, comparar, y desarrollar nuevas ideas en forma colaborativa.

Responder a estímulos auditivos tales como videos, presentaciones audiovisuales, y las

actividades interactivas en el laboratorio de idiomas y en línea.

b. Hablar: Analizar las asignaciones de lecturas y artículos y compartir oralmente puntos de

vistas e ideas con sus compañeros de clase de manera de demostrar las habilidades

necesarias para preparar asignaciones escritas, diarios, proyectos en inglés y/o en español.

Usar el laboratorio de idiomas y el laboratorio en línea para practicar las destrezas de

lenguaje en inglés y en español.

c. Leer: Leer, analizar, resumir, parafrasear y comprender todas las asignaciones de lecturas

y presentaciones de la clase. Investigar ampliamente a través de la internet y los recursos

del laboratorio en línea y de idiomas.

d. Escribir: Escribir ensayos, resúmenes e informes de la clase que reflejen los resultados

del curso y la Filosofía Central de Regis. Emplear el estilo de publicación de APA, con

claridad y buen uso de gramática en inglés y/o en español


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Requisitos del Laboratorio de Lenguaje o Laboratorio Electrónico: (Tell Me More,

Net Tutor, Wimba Voice, Biblioteca Virtual y Voice E-mail.)

Requisitos Mínimos de Laboratorio de Lenguaje: Los estudiantes deben demostrar que

ellos han cumplido con 10 horas de uso en el laboratorio de lenguaje (inglés y español)

por curso. Esto iguala al uso del laboratorio de lenguaje por dos horas semanales para

cada lenguaje por curso. El facilitador podría requerir más horas de práctica basado en las

necesidades para las destrezas auditivas, orales, de lectura y escritura en cualquiera de los

lenguajes mencionados. El total de horas de práctica el laboratorio de lenguaje o e-

lab deben de estar integradas en la sección de actividades del módulo.

Descripción del Proceso de Evaluación: Asistencia, puntualidad y participación: Se

evaluarán las actividades realizadas durante los talleres, y la participación activa del

estudiante en el proceso, tanto individual como grupal. Esto requiere la preparación del

estudiante con el material asignado ante de cada taller. La asistencia a los talleres será

determinante en la evaluación final del estudiante. El valor correspondiente a dicho criterio es

de 65 puntos equivalente al 16% de la nota final del curso. Se incluye la rúbrica a utilizarse

en la evaluación de dicha tarea.

Trabajo de Investigación (Informe Final Escrito): El estudiante realizará un trabajo de

investigación de un tema de relevancia social seleccionado. Se recomienda realizar dicho

ejercicio de manera grupal (aunque la evaluación será individual). El mismo consistirá del

producto final del trabajo realizado por etapas durante los talleres. El mismo constituirá la

evaluación final del curso y tendrá un valor de 80 puntos, correspondiente a un 20% de la

nota final del curso. Se incluye la rúbrica a utilizarse en la evaluación de dicha tarea.

Informe oral de los resultados de la investigación realizada: El estudiante realizará una


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presentación oral (en grupo) de la investigación. Durante la misma hará énfasis en los

aspectos más relevantes de dicha investigación. Tales como el problema investigado,

hipótesis propuesta, marco teórico utilizado, población investigada, método de recolección de

datos utilizado, resultados obtenidos, conclusiones y recomendaciones, y los factores que

pudieron haber afectado los resultados de la investigación. Será importante que el estudiante

incluya en su presentación una exposición breve sobre su experiencia durante el proceso de

investigación. El valor de este ejercicio es de 100 puntos, lo que constituye un 25% de la nota

final del curso. Encontrará en la sección de anejos la rúbrica a utilizarse como instrumento de

evaluación para esta tarea.

Exámenes: El estudiante realizará dos exámenes que incluirán la aplicación y análisis de los

conceptos básicos relacionados al proceso mismo de la investigación utilizando ejemplos

concretos de investigaciones realizadas y publicadas. Las mismas relacionadas a las

disciplinas aliadas a las Ciencias Sociales. Tendrán un valor de 40 puntos cada uno para un

total de 80 puntos, lo que equivale al 20% de la nota final del curso.

Entrega de portafolio: El estudiante deberá mostrar las partes de su investigación según se

va desarrollando la misma conforme al material asignado previamente y los temas discutidos

en clase. Esto mediante la redacción de borradores y ejercicios y reflexiones trabajados

durante cada taller. Dicho material deberá estar contenido, debidamente estructurado y

organizado en un portafolio. El mismo debe ser entregado antes de finalizado el curso.

Tendrá un valor de 75 puntos y equivale al 19% de la nota final del curso. Consistirá en el

medio de comunicación directa entre el estudiante y el facilitador con relación al proceso

mismo de investigación.

Debe de integrar el uso del laboratorio de lenguaje o laboratorio de lenguaje electrónico

en las rúbricas de evaluación. Las rúbricas del lenguaje para escuchar, hablar, leer, y


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escribir se integran en el avalúo de los estudiantes. Ver Apéndice A para las rúbricas a

usarse. Para evaluar trabajos escritos en los dos idiomas, el facilitador deberá usar el

“Writing Process: Six Writing Traits Rubrics” que aparecen en el Apéndice B. “Portfolio

Performance Assessment” tiene que ser uno de los instrumentos para evaluar el progreso

lingüístico y académico de los estudiantes. Debido a la naturaleza del modelo bilingüe, el

facilitador tiene que documentar que el estudiante esté progresando hacia la meta de

dominar dos idiomas académicamente. El portfolio tiene que cumplir con los estándares

establecidos. El facilitador del curso le proveerá el estudiante el MANUAL DE

PORTAFOLIOS.

Escala:

A = 100 – 90% B = 89 – 80% C = 79 – 70% D = 69 – 60%

F = 59% o menos

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)

Hernández Sampieri, R., Fernández Collado, C., Baptista Lucio, P. (2006).Metodología de la

Investigación (4ta Edición). México: McGraw - Hill.

Descripción de las Normas del Curso

http://bibliotecavirtualut.suagm.edu/


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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 y español, utilizando el modelo 50/50. Esto

significa que cada taller deberá ser conducido enteramente en el lenguaje

especificado. Los lenguajes serán alternados en cada taller para asegurar que el

curso se 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 idiomas. 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


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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:

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 de 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


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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 detecte casos del mismo, el estudiante se expone a recibir cero en el

trabajo y a ser referido al Comité de Disciplina de la institución. Los estudiantes

deben observar aquellas prácticas dirigidas para evitar incurrir en el plagio de

documentos y trabajos pues va en contra de la ética profesional.

8. Para el facilitador poder hacer cambios a las actividades del módulo o 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.


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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.

Algunas de éstos son:

Direcciones Electrónicas

Bibliotecas del Sistema

Universidad del Turabo


Universidad del Este

http://www.suagm.edu/suagm/une2/portal_de_biblioteca/

Universidad Metropolitana

http://www.suagm.edu/SUAGM/m1/html/webvoy.htm

www.google.com

www.scholar.google.com/

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

http://www.google.com/

http://www.findarticles.com/

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

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


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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.

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 requiriera o deseara llevar a cabo una investigación

o la administración de cuestionarios o entrevistas, éstos 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_formularios.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).

http://flelibrary.org/


http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/

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


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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 Cumplimiento – UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo

Tel. (787) 743-7979 Ext.4126

Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE

Tel. (787) 257-7373 Ext. 3936

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.

Cada uno de nosotros generasus 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


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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 con la información sobre

la calidad de su aprendizaje.

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

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

múltiples perspectivas que existen en el mundo.


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


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STUDY GUIDE

Course Title: Social Science Research Methods

Code: SOCS 258

Credits: 3 credits

Time Length: 8 Weeks

Pre-requisite: SOCS 250

Description: This course is designed to introduce the student to the skills and techniques

of applied social science research methods. Writing the research purpose, hypothesizing,

data collection and analysis, application of findings and conclusion will be emphasized.

General Content Objectives: At the end of course, the students will be able to:

1. Identify the different phases of the scientific research method.

2. The importance of the social scientific research method as an instrument of theoretical

and practical knowledge generation that can be applied to the students’ chosen

professions will be considered.

3. Will recognize and become familiar with the different social scientific research

techniques; its application in accordance with the chosen problem for study; the research

environment; the research participants, the justification of need, and the timing of the

research.

4. Recognize the importance of systematic, controlled, empirical, and critical research

methods in solving micro and macro systems problems.

5. Recognize scientific rigor as a valuable basic principle of the search for truth and the

value of careful consideration of multiple alternatives in problem solving.


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6. Analyze the research design methodology; the techniques and strategies of data

collection and analysis in scientific social research.

7. Internalize the principles, moral and ethical values of scientific research.

8. Value scientific rigor as an intrinsic principle of the search for truth.

General Language Objectives:

a. Listening: Listen to individual and/or group discussions/presentations in

English and/or Spanish in order to share/compare/brainstorm ideas.

Respond to all auditory stimuli such as videos, power point presentations,

and Language Lab/E-Lab.

b. Speaking: Discuss classroom assigned readings/articles and share orally

ideas/points with fellow students in order to demonstrate necessary skills

to prepare written assignments/journals/projects in English and/or Spanish.

Use the Language Lab/E-Lab to practice your language skills in English

and in Spanish.

c. Reading: Read/ analyze/summarize/paraphrase, and understand all reading

assignments/lectures. Conduct extensive research by using the Internet and

E-Lab/Language Lab resources.

d. Writing: Write essays, summaries, and class reports that reflect the course

outcomes. Use effective composition APA style, clarity, and correct

syntax in English and/or Spanish..

E-Lab (Language Lab) Requirements (Tell Me More, Net Tutor, Wimba Voice, Virtual

Library, & Voice E-mail.)


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Language Lab Minimum Requirement: Students must demonstrate that they

have complied with 10 hours of language lab or e-lab usage for each language

(English and Spanish) per course. This equates to the use of the language lab or

e-lab for two hours weekly for each language per course. The facilitator may

require a higher number of hours for language lab practice based on the language

needs for listening, speaking, reading, and writing skills in either or both

languages. The total amount of language lab or e-lab hours is integrated in

the activities for each workshop in the module.

Description of the Evaluation Process: Attendance, punctuality, and participation:

Activities processed during the workshops and the students’ participation in individual and

group activities will be evaluated. This requires that the student completes the corresponding

assignments prior to each workshop. Each student’s attendance at all workshops will count

towards his/her final grade. The corresponding value of this criterion is 65 points, which, is

equivalent to 16% of the final grade for the course.

Research Paper (Final Written Report): The student will complete a social research on a

chosen, relevant social issue. It is recommended that said assignment be realized in a group

activity (although the assignment will be individually graded). The assignment will consist of

the final product of the work accomplished in phases during the workshops and will have a

value of 80 points, which is equivalent to 20% of the course’s final grade. The rubric to be

used for the evaluation of this assignment is included in this module

Oral presentation of the research findings: The student will do an oral presentation of

his/her research findings (in a group) Said presentation will emphasize the most salient

aspects of the research. The more salient aspects include, the social problem, proposed


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hypothesis, theoretical framework, studied population, data collection method, research

findings, conclusion and recommendations, and research limitations It is important that the

student includes a brief statement about his/her experience in the research process in his/her

presentation. The value of this assignment is 100 points, which, is equivalent to 25% of the

student’s final course grade. The rubric to be used for the evaluation of this assignment is

found in appendix section of this module.

Tests: The student will take 2 tests that will include the application and analysis of the basic

research concepts related to the research process itself while using concrete examples of

published research. The same must be related to the social sciences disciplines. Each exam

will have a value of 40 points for a total of 80 points, which, is equivalent to 20% of the

student’s final grade for the course.

Submission of Portfolio: The student must show the various parts of his/her research as each

is developed in accordance with the previous assignments as well as the subjects discussed in

class. The same include written drafts, exercises, and reflections worked on during each

workshop. Said work should be included, formatted and organized in a portfolio. The same

should be submitted before the end of the course. It will have a value of 75 points, which, is

equivalent to 19% of the student’s final grade for the course. The portfolio will constitute the

means of direct communication between the student and the facilitator with regard to the

research process itself.

Integrate the use of the language lab and e-lab to all evaluation rubrics used in the

instructional module. The language rubrics for listening, speaking, reading, and writing

provided in Appendix A are integrated to assess student performance in all courses. The

Writing Process: Six Writing Traits Rubrics provided in Appendix B must be used to

evaluate all writing activities in both languages in all courses. Portfolio Performance


21

Assessment must be one of the evaluation instruments used in the module and

throughout the content of all workshops and appendices. This instrument must follow

established guidelines. Due to the nature of our dual language instructional model,

documentation must be provided on the growth of students towards mastery of linguistic

and academic skills in both languages (English and Spanish.) The course facilitator will

provide the student the PORTFOLIO MANUAL.

Scale: A = 100 – 90% B = 89 – 80% C = 79 – 70% D = 69 – 60%

F = 59% o menos

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 5 years as required by the Florida

Commission of Independent Learning.

Book(s)

Hernández Sampieri, R., Fernández Collado, C., Baptista Lucio, P. (2006).Metodología

de la Investigación (4ta Edición). México: McGraw - Hill. E-Book (s)

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



22

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 hours of

preparation, but 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.


23

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.

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 assure 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


24

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.

9. The facilitator will establish a means of contacting students by providing the SUAGM

e-mail address, phone number, hours to be contacted, and days available.

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

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

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

the classrooms.

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

community established by the institution, and in this course.

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

facilitator immediately but do not stop your investigation. There are many search engines

and other links you can use to search for information. These are some examples:


25






http://www.suagm.edu/SUAGM/m1/html/webvoy.htm

www.google.com

www.scholar.google.com/

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.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:

http://www.google.com/

http://www.findarticles.com/

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

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

http://flelibrary.org/


http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/


26

If the facilitator or the student is required, or wants to perform a research, or needs

to administer a questionnaire or an interview individuals, he/she must comply with

the norms and procedures of the Institutional Review Board Office (IRB) and ask

for authorization. To access the forms from the IRB Office or for additional

information, visit the following link:

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.

Furthermore, in this Web site the student/facilitator will find instructions for

several online certifications related to IRB processes. These certifications include:

IRB Institutional Review Board, Health Information Portability and Accountability

Act (HIPAA), and the Responsibility Conduct for Research Act (RCR).

If you have any questions, please contact the following institutional coordinators:

Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)

Tel. (787) 751-0178 Ext. 7196

Miss. Carmen Crespo, IRB Institutional Coordinator– UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo

Tel. (787) 743-7979 Ext.4126

Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE

Tel. (787) 257-7373 Ext. 3936

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.

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


27

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

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

models to accommodate new experiences.

One of the main goals facilitators have is assisting students in making connections

between their prior knowledge of facts, and fostering new understanding that is relevant

to real live experiences. We will also attempt to tailor our teaching strategies to student

responses and encourage students to analyze, interpret, and predict information.

CONSTRUCTIVISM GUIDING PRINCIPLES:

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

around which students are actively trying to construct meaning.

2. 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. Provide tools and environments that help learners interpret the multiple perspectives

of the world.


28

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


29

Workshop One

Specific Objectives:

At the end of the course, the student will be able to:

1. Identify the steps to follow in the transformation of ideas into empirical data.

2. Establish the existing emphases of the investigation process.

3. Differentiate between the different emphases of study and investigation.

4. Discuss and clarify his/her doubts and ideas relevant to the various social science

disciplines that will themselves be the subject of research.

Language Objectives:


1. Listen: Listen and understand class presentation and discussion on the scientific method

and its applications.

2. Speak: Participate in classroom activities and be able to discuss verbally the ideas

relevant to social science disciplines.

3. Read: Read the books’s chapers in English and identify the key elements of the course.

4. Write: Define in English the academic vocabulary of the class. Answer the discussion

questions.

Electronic links:

Libraries within our System:

University of Turabo







30


http://www.sciencemadesimple.com/scientific_method.html

http://teacher.nsrl.rochester.edu:8080/phy_labs/AppendixE/AppendixE.html

http://www.visionlearning.com

Assignments to be completed prior to Workshop One

Instructions: The student will,

1. Read about and conceptually define the scientific method.

2. Identify the steps in the scientific method and will define each using the available sources.

3. Write a reflection of a minimum of 2 pages on the relevance of scientific research and the

practice of social science professions (Appendix A).

4. Briefly (1 page) describe a social problem that directly affects our society and that is of

interest to the student.

5. Review the suggested sources and describe the existing foci of research and study.

SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be

used in the workshop.

http://www.sciencemadesimple.com/scientific_method.html

http://teacher.nsrl.rochester.edu:8080/phy_labs/AppendixE/AppendixE.html

http://www.visionlearning.com/


31

Activities

1. Introduction of facilitator.

B. Scaffolding

___ Modeling

___ Guided Practice

___ Independent Practice

___ Comprehensible Input

C. Grouping Options

___ Whole Class

___ Small Groups

___ Partners

___ Independent Work

D. Integration of Processes

___ Listening

___ Speaking

___ Reading

___ Writing

E. Application

___ Hands-on

___ Meaningful/Relevant

___ Rigorous

___ Link to Objectives

___ Promote Engagement

A. Preparation

___ Adaptation of Content

___ Links to Background Knowledge

___ Links to Past Learning

___ Strategies Incorporated

CALLA Strategies (Cognitive Academic Language Learning Approach)

___ Cognitive

___ Meta-cognitive

___ Social/Affective


32

2. Conduct an Ice-Breaker to facilitate the acquaintance amongst the group members

(Appendix B).

3. Discuss the course’s objectives, the course’s grading method, explain and clarify any

doubts about the course, the module and its use.

4. Selection of the students’ representative.

5. Submission and discussion of the course’s themes as proposed by the facilitator.

6. The facilitator will use the recent news clippings of local newspapers covering a social

problem to foster a discussion about the relationship between research concepts and social

sciences. The facilitator will divide the class into small groups and will assign a social

problem to each. Each group will share its impressions about its assigned social problem with

the rest of the class.

7. The class will discuss the assigned concept definitions. .

8. The students will then pair up into dyads. The principal objective at this point in the

workshop is that each student identifies a work partner for the research assignment to be

completed throughout the duration of the course.

9. Each pair of student will share ideas and impressions about their assigned social problem

written assignment.

10. The student will identify potential subjects of research utilizing questions such as:

a. What do I want to learn about?

b. What is the purpose of my research?

c. Why will I research this subject?


33

d. Where Am I going to conduct my research?

e. When will I conduct this research?

f. How thoroughly will I conduct my research?

g. How will I conduct my research?

h. Who will conduct the research?

i. What resources do I need to conduct my research?

11. The facilitator will suggest possible research themes and will Foster the discussion of the

previous exercise.

12. The facilitator will clarify any questions relevant to Workshop 2 assignments.

Evaluation

1. The student will complete his assessment by filling out Appendix C- Reflexive Diary as

required by the facilitator.

2. Contingent on the results, the facilitator will review whatever s/he deems necessary during

the next workshop.


34

Taller dos

Objetivos específicos Al finalizar el taller, el/la estudiante:

1. Problematizará una idea o inquietud relacionada a un área específica de las ciencias

sociales.

2. Evaluará la importancia del valor teórico y los aspectos prácticos del problema a

investigar.

3. Establecerá los objetivos que guiarán la investigación.

4. Formulará las preguntas de investigación que acompañarán el estudio.

5. Justificará contundentemente la realización de su investigación.

6. Fundamentará la viabilidad de la realización de su investigación.

Objetivos de lenguaje: Al finalizar el taller, los estudiantes estarán capacitados para:

1. Escuchar: Escuchar la presentación y discusión de la clase sobre el proceso y los pasos

para realizar una investigación.

2. Hablar: Participar en las actividades de la clase y en los trabajos en grupo. Ser capaz

de explicar en español lo que es una investigación y sus envergaduras.

3. Leer: Leer los capítulos asignados del texto y las actividades. Resumir la información

adquirida con la lectura.

4. Escribir: Definir en español el vocabulario académico. Contestar en español todas las

actividades escritas utilizando la gramática correcta.

Direcciones electrónicas




35





http://www.suagm.edu/SUAGM/m1/html/webvoy.htm Resolver problemas con el método

científico

http://www.studygs.net/espanol/scimethod.htm

http://www.studygs.net/scimethod.htm

http://guiasparaestudiantes.blogspot.com

Tareas a realizar antes del taller dos Instrucciones:

1. Definirá conceptualmente los siguientes términos:

a. Consecuencias de la investigación

b. Criterios para evaluar una investigación

c. Enfoque cualitativo

d. Enfoque cuantitativo

e. Justificación de la investigación

f. Objetivos de la investigación

g. Planteamiento del problema

h. Preguntas de investigación

i. Viabilidad de la investigación



http://www.suagm.edu/SUAGM/m1/html/webvoy.htm%20Resolver%20problemas%20con%20el%20método%20científico

http://www.suagm.edu/SUAGM/m1/html/webvoy.htm%20Resolver%20problemas%20con%20el%20método%20científico

http://www.studygs.net/espanol/scimethod.htm

http://www.studygs.net/scimethod.htm

http://guiasparaestudiantes.blogspot.com/


36

2. El estudiante someterá por escrito un borrador que tendrá la idea o problema a investigar

luego de haber examinado el escrito discutido en el taller uno. Recuerde la importancia que

tiene la entrega de estos borradores, ya que serán el método de comunicación directa entre el

facilitador y los grupos de trabajo una vez constituidos. (Anejo D)

3. El estudiante también someterá de forma preliminar los objetivos que guiarán la

investigación y planteará las preguntas a contestar.

4. El estudiante revisará ejemplos de preguntas y objetivos contenidos en los textos y

referencias del curso y las comparará o relacionará con sus planteamientos.


37

Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una

marca de cotejo (√) en la (__) en todas las estrategias por componente que se usarán en el

taller.

B. Andamiaje

___ Modelaje

___ Práctica Dirigida

___ Práctica Independiente

___ Instrucción Comprensible

C. Opciones para Agrupamiento

___ Grupo Completo

___ Grupos Pequeños

___ Pares

___ Trabajo Independiente

D. Integración del Proceso

___ Escuchar

___ Hablar

___ Leer

___ Escribir

E. Aplicación

___ Actividades Dinámicas de Aplicación

___ Significativas y Relevantes

___ Rigurosas

___ Alineadas a los Objetivos

___ Promueven Participación

A. Preparación

___ Adaptación de Contenido

___ Enlaces al Conocimiento Previo

___ Enlaces al Aprendizaje Previo

___ Estrategias Incorporadas

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

___ Cognoscitivo

___ Meta-cognoscitivo

___ Socio/Afectivo


38

Actividades

1. El facilitador iniciará el taller repasando los puntos más relevantes estudiados y discutidos

durante le taller uno. Se procederá a aclarar los puntos más confusos relacionados a dicho

material.

2. Los estudiantes se organizarán en parejas de trabajo previamente designadas o

seleccionadas por estos.

3. El facilitador distribuirá los conceptos asignados previamente para su discusión oral.

4. Utilizando la estrategia del Anuncio el estudiante presentará en el pleno de la clase la

definición y características esenciales del concepto asignado. Utilizando la lista de conceptos

asignados en la sección de tareas a realizar.

5. El facilitador promoverá la discusión y el análisis crítico a través de los planteamientos de

los estudiantes relacionados a sus problemas de investigación, objetivos y preguntas.

Utilizando como ejemplo dos de cada uno se dividirán y serán evaluados por los estudiantes

en forma grupal, utilizando como punto de partida los siguientes cuestionamientos:

¿Los objetivos son claros y precisos?

¿Guiarán la investigación de manera realista?

¿Son ambiguas las preguntas?

¿Cuál planteamiento es más específico?

¿Cuál planteamiento es mejor y por qué?

6. Utilizando un panel para debatir los grupos defenderán la realización de su investigación.

7. El facilitador podrá organizar una visita a lugares que contribuyan a enriquecer lo que es el

concepto de la investigación social científica. Se sugiere para el desarrollo del próximo taller.


39

Avalúo

1. El estudiante realizará una reflexión breve y espontánea en la cual exprese:

a. En una sola palabra como se sintió durante la clase.

b. Dos puntos que fueron de mayor relevancia.

c. Dos puntos de los cuales desea obtener mayor información

d. Deberá entregar el mismo antes de concluida la clase.


40

Workshop Three

Specific Objectives- At the end of the workshop student will:

1. Define “theoretical framework” within a social research context.

2. Understand the theoretical framework as the supporting foundational base of social

research.

3. Understand the importance of developing a solid theoretical framework for social

research.

4. Understand that the development of a theoretical framework is an integral part of the

literature review process.

5. Engage in literature review activities that include surveying the literature, obtaining the

literature of interest, consultation of sources, and extracting and compiling of the

literature; as well as recognize when s/he has achieved momentum to focus his/her social

research

6. Use the information and data compiled through the literature review as the basis for

developing a theoretical framework to support her/his research.



1. Listen: Listen and understand the class presentation and discussion on theoretical

framework and social research.

2. Speak: Participate in classroom activities and discuss the theoretical framework in social

research.

3. Read: Read the books’s chapers in English and literature reviews examples.


41

4. Write: Define in English the academic vocabulary of the class. Answer the discussion

questions. Write a literature review as the basis for developing a theoretical framework to

support a research.

Electronic Links

Libraries within our System



Universidad del Este:


Universidad Metropolitana:

http://www.suagm.edu/SUAGM/m1/html/webvoy.htm ¿Qué es un marco teórico?

http://www.fhumyar.unr.edu.ar/escuelas/3/materiales%20de%20catedras/trabajo%20de%20c

ampo/marco_teorico.htm

http://www.monografias.com/trabajos71/revision-literatura-formulacion-marco-

teorico/revision-literatura-formulacion-marco-teorico.shtml

Homework to be completed before workshop 3 -Instructions:

1. The student will define the following concepts:

a. Theory Construction

b. Criteria for critiquing a theory

c. Structure of a theoretical framework

d. Theory Review Evaluation

e. Primary Sources

f. Secondary Sources

g. Tertiary Sources



http://www.suagm.edu/SUAGM/m1/html/webvoy.htm%20¿Qué%20es%20un%20marco%20teórico?

http://www.fhumyar.unr.edu.ar/escuelas/3/materiales%20de%20catedras/trabajo%20de%20campo/marco_teorico.htm

http://www.fhumyar.unr.edu.ar/escuelas/3/materiales%20de%20catedras/trabajo%20de%20campo/marco_teorico.htm

http://www.monografias.com/trabajos71/revision-literatura-formulacion-marco-teorico/revision-literatura-formulacion-marco-teorico.shtml

http://www.monografias.com/trabajos71/revision-literatura-formulacion-marco-teorico/revision-literatura-formulacion-marco-teorico.shtml


42

h. The functions of the theory

i. The functions of the theoretical framework

j. Empirical Generalization

k. Theoretical Framework

l. Literature Review

m. Theory

2. The student will conduct an initial literature review covering the subject of interest s/he

chose for her/his social research investigation. S/he will submit a written draft of a paper

where s/he succinctly explains the theory that supports her/his research and why s/he chose

the same.

3. The student will study and prepare for her/his first exam on the theoretical exam relevant

to analysis, the handling and application of the concepts discussed in class to date.

4. The student will submit a draft bibliography containing a minimum of 12 bibliographic

entries of which a minimum of 5 must be electronic sources (www.). S/he will use APA

writing style to develop said draft.




43

Activities

B. Scaffolding

___ Modeling

___ Guided Practice



C. Grouping Options

___ Whole Class

___ Small Groups

___ Partners



___ Listening

___ Speaking

___ Reading

___ Writing

E. Application

___ Hands-on


___ Rigorous



A. Preparation






___ Cognitive

___ Meta-cognitive



44

1. The facilitator will begin the class with a review of the findings relevant to the final

reflection exercise from the previous workshop. Only those areas the students identified they

wished to learn more about is to be discussed.

2. The class will be divided into small work groups.

3. The facilitator will assign the subject identified above under number 1.

4. Using a news forum format, the groups will conduct an oral presentation of their

respectively assigned subjects. Keeping this in mind, the groups should plan on having the

technological and other resources to be used for the presentation, as applicable.

5. The students will share their impressions about the sources that they reviewed for their

bibliographies and about their experience in completing this assignment. The group will

highlight the diversity in the type of sources.

6. The facilitator will discuss the most salient theories and those most closely aligned with

social science disciplines. S/he will contrast the same with those presented by the students.

The students themselves will highlight and recommend how said theories are applicable to

their chosen research interests.

7. The assigned theoretical exam will be administered during the last period of the class.

Assessment

1. The students will mention and explain 3 concepts that may be of help to increasing other

students’ understanding of the same.

2. The students will identify 3 concepts in which s/he needs clarification.

3. The student will submit said exercise before the end of the workshop.


45

Taller cuatro


1. Identificará los alcances de estudios que tiene la investigación social.

2. Seleccionará el alcance que tendrá la investigación a realizar, tanto micro como macro

sistémica.

3. Definirá conceptualmente lo que es una hipótesis dentro del proceso de investigación.

4. Formulará posibles explicaciones al problema social propuesto en su investigación.

5. Identificará las variables o términos incluidas en la hipótesis propuesta para la

investigación.

6. Diferenciará entre la conceptualización y operacionalización de los términos o variables

identificados en la hipótesis propuesta para la investigación.


1. Escuchar: Escuchar y entender adecuadamente la presentación y discusión de la clase

sobre investigación social, hipótesis, problema, y las variables de una investigación.

2. Hablar: Participar en las actividades de la clase y en los trabajos en grupo. Ser capaz de

explicar en español lo que es la investigación social y sus envergaduras.




actividades escritas utilizando una gramática correcta.





46





http://www.suagm.edu/SUAGM/m1/html/webvoy.htm Metodología de la Investigación

Social

http://investigacion.contabilidad.unmsm.edu.pe/archivospdf/metodologia_investigacion/HIP

OTESIS_Y_VARIABLES.pdf

http://www.aniorte-nic.net/apunt_metod_investigac4_4.htm

Tareas a realizar antes del taller cuatro Instrucciones:

1. El estudiante definirá los siguientes conceptos:

a. Estudios exploratorios

b. Estudios descriptivos

c. Estudios correlaciónales

d. Estudios explicativos

e. Hipótesis

f. Variables

g. Variable dependiente

h. Variable independiente

i. Definición conceptual o constitutiva

j. Definición operacional



http://www.suagm.edu/SUAGM/m1/html/webvoy.htm%20Metodología%20de%20la%20Investigación%20Social

http://www.suagm.edu/SUAGM/m1/html/webvoy.htm%20Metodología%20de%20la%20Investigación%20Social

http://investigacion.contabilidad.unmsm.edu.pe/archivospdf/metodologia_investigacion/HIPOTESIS_Y_VARIABLES.pdf

http://investigacion.contabilidad.unmsm.edu.pe/archivospdf/metodologia_investigacion/HIPOTESIS_Y_VARIABLES.pdf



47

2. El estudiante realizará un ejercicio donde redacte el tipo de estudio que está realizando y

por qué.

3. El estudiante diseñará por lo menos dos hipótesis correspondientes a su problema de

investigación.

4. Identificará las variables o conceptos contenidos dentro de las hipótesis propuestas.

5. Las tareas contenidas en los tres puntos anteriores deberán ser preparadas a manera de

borrador para ser entregadas al facilitador y discutidas en clase para las recomendaciones

correspondientes.


48



taller.

B. Andamiaje

___ Modelaje





___ Grupo Completo


___ Pares



___ Escuchar

___ Hablar

___ Leer

___ Escribir

E. Aplicación



___ Rigurosas



A. Preparación






___ Cognoscitivo


___ Socio/Afectivo


49

Actividades

1. El facilitador iniciará el taller aclarando las dudas expuestas en la actividad final del taller

anterior. Utilizará como recurso a los mismos estudiantes identificados según el ejercicio

mencionado.

2. El facilitador iniciará la discusión de los conceptos asignados.

3. Se organizarán los estudiantes en grupos de trabajo según los temas de investigación

desarrollados.

4. Se distribuirán los conceptos asignados y se establecerán las características más

importantes de dichos conceptos.

5. Utilizando un esquema de tipo comparativo los estudiantes detallarán, con la ayuda del

facilitador, las características más distintivas de cada uno de los conceptos.

6. Dicha información será analizada de manera crítica utilizando como ejemplos los datos suministrados por los estudiantes de acuerdo a sus respectivos estudios en desarrollo.

7. Se realizarán observaciones y recomendaciones de acuerdo a los ejemplos discutidos en

clase.

Avalúo

1. El estudiante reflexionará utilizando el Anejo C.

2. Entregará el mismo antes de finalizado el taller.


50

Workshop Five

Specific Objectives At the end of the workshop, the student will:

1. Conceptually define “research design.”

2. Distinguish between an experimental, a quasi experimental, and non-experimental design.

3. Formulate a research design appropriate to the implementation of her/his social research

while recognizing its importance in the search of problems solutions.

4. Recognize relevant concepts such as: universe, population, and sampling.

5. Identify the population that will be the subject of her/his research.

6. Determine the defined universe of her/his research.

7. Will correctly select the sampling s/he will use for her/his proposed research study.



1. Listen: Listen and understand the class presentation and discussion on the different

research designs.

2. Speak: Participate in classroom activities and discuss verbally the different research

designs and the concepts of universe, population and sampling.

3. Read: Read the book’s chapters in English about research designs. .

4. Write: Define in English the academic vocabulary of the class.

Electronic Links

Libraries within our System





51




http://www.suagm.edu/SUAGM/m1/html/webvoy.htm Metodología: El diseño de

investigación

http://deepistemologiaymetodologia.blogspot.com/2005/05/el-diseo-de-investigacin.html


http://www.ub.edu/geocrit/sn-69-34.htm

Homework to be completed prior to workshop five Instructions:

1. The student will review the suggested sources and develop a summary of the definitions

and characteristics of the following concepts:

a. Research Design

b. Experimental Design

c. Non- experimental Design

d. Universe

e. Population

f. Sample

g. Representative Sampling

h. Probability Sampling

i. Non-Probability Sampling

j. Random Sampling


http://www.suagm.edu/SUAGM/m1/html/webvoy.htm%20Metodología:%20El%20diseño%20de%20investigación

http://www.suagm.edu/SUAGM/m1/html/webvoy.htm%20Metodología:%20El%20diseño%20de%20investigación

http://deepistemologiaymetodologia.blogspot.com/2005/05/el-diseo-de-investigacin.html


http://www.ub.edu/geocrit/sn-69-34.htm


52

k. Systematic Sampling

2. The student will submit a written explanation of what research design will serve as the

foundation and apply to her/his social research.

3. The student will describe in detail the population for study as well as explain in writing the

reason for selecting this population.

4. Both written assignments will become part of the draft of the student’s social research.

5. Define the sampling frames that s/he will use for the final execution of her/his research and

will briefly reflect on this process using the following question:

a. Is the chosen sampling a representative of the population under study?


53



B. Scaffolding

___ Modeling

___ Guided Practice



C. Grouping Options

___ Whole Class

___ Small Groups

___ Partners



___ Listening

___ Speaking

___ Reading

___ Writing

E. Application

___ Hands-on


___ Rigorous



A. Preparation






___ Cognitive

___ Meta-cognitive



54

Activities

1. The facilitator will start the workshop with a review of the results of the above exercise

with the ultimate objective of reviewing the covered subjects and to clarify the most common

doubts/questions.

2. The class will discuss and review the assigned concepts...

3. The facilitator will randomly pair-up students or assign them to random work groups that

are non-related to their respective original subjects of research interest. This arrangement will

be brief to promote the discussion and evaluation of other examples of research interests

amongst the class members. The students will apply the knowledge learned through the

discussion of the assigned concepts.

4. The facilitator will lead the discussion and will clarify any doubts that arise.

5. The students will return to their respective workgroups.

6. Three research groups will voluntarily present their research and will chronologically

detail (in summary form) the development of the same. The group will only cover the most

salient points on the board or on a project sized construction paper. The group will cover up

to the stage of selection and justification of their sampling strategy. The rest of the class will

critique this presentation and will provide well-grounded recommendations.

7. The facilitator will give each student an index card. This card will be prepared by the

facilitator beforehand. Each index card will contain a characteristic corresponding to the

concepts of population and sampling. The classroom will be divided in two sides; one side

for the population and the other for the sample. The facilitator will instruct the students to

stand on the appropriate side of the class as determined by the characteristic specified in the

index cards. The students will have 1 minute to stand on the appropriate side. The class will


55

then evaluate the characteristics specified in each index card, the choice of side made by each

participating students, as well as those students that remained outside of either side.

Assessment

1. The student will spontaneously express how s/he felt about how the class evolved. S/he

may express her/himself verbally or written form according to her/his preference.


56

Taller Seis


1. Argumentará sobre el significado del concepto medir ubicándolo en el contexto de las

ciencias sociales y la importancia de los valores éticos y morales de la investigación.

2. Identificará instrumentos de medición comúnmente utilizados y la aplicación de estos en la

investigación social.

3. Definirá lo que es el cálculo de validez y confiabilidad en un instrumento de medición en

el proceso de investigación.

4. Definirá lo que es el proceso de codificación de datos y la pertinencia de éste en el

posterior análisis de los mismos.

5. Desarrollará la codificación de los datos obtenidos en su investigación.

6. Evaluará la importancia de la recopilación de datos, su codificación y archivo como

antecedente al proceso de análisis de los mismos.


1. Escuchar: Escuchar y entender adecuadamente la presentación y discusión de la clase

sobre la ética en la investigación y la validez y confiabilidad de los instrumentos de

medición.


explicar en español el rol que tienen los valores y la ética en la investigación y la

importancia de la validez y confiabilidad de los instrumentos de investigación.




57


actividades escritas y preguntas de discusión utilizando la gramática correctamente.








http://www.suagm.edu/SUAGM/m1/html/webvoy.htm Medición

http://web.mit.edu/17.801/www/2001/research_design_&_variable_measurement.pdf

http://www.socialresearchmethods.net/kb/relandval.php

http://www.eumed.net

Tareas a realizar antes del taller seis Escuela de Estudios Instrucciones:

1. E l estudiante realizará un escrito breve (una página) utilizando la siguiente pregunta como

guía:

a. ¿Qué significa medir?

2. El estudiante definirá los siguientes conceptos básicos:

a. Valor

b. Ética y moral

c. Medición

d. Instrumentos de medición

e. Codificación



http://www.suagm.edu/SUAGM/m1/html/webvoy.htm%20Medición

http://web.mit.edu/17.801/www/2001/research_design_&_variable_measurement.pdf

http://www.socialresearchmethods.net/kb/relandval.php

http://www.eumed.net/


58

f. Confiabilidad

g. Tabulación

h. Escalas

i. Observación

j. Recolección de datos

3. El estudiante presentará un escrito preliminar que deberá contener el diseño de un

instrumento de medición apropiado a la investigación en curso. El estudiante debe hacer

énfasis en la temática o cuestionamientos más relevantes a su investigación y sobre lo cuál

van dirigidos los objetivos de la misma. Debe incluir por lo menos 15 preguntas, tanto

abiertas como cerradas. Traerá a clase 8 copias en blanco de dicho instrumento.

4. El estudiante deberá estudiar los conceptos discutidos en clase hasta este taller para la

presentación del segundo examen escrito. Se presentarán diferentes tipos de investigaciones

las cuales se utilizarán para el desarrollo, análisis y aplicación del material discutido en clase.


59



taller.

B. Andamiaje

___ Modelaje





___ Grupo Completo


___ Pares



___ Escuchar

___ Hablar

___ Leer

___ Escribir

E. Aplicación



___ Rigurosas



A. Preparación






___ Cognoscitivo


___ Socio/Afectivo


60

Actividades

1. El facilitador dedicará unos minutos iniciales de la clase para manejar dudas y preguntas

del taller anterior, y para el manejo de sentimientos de los estudiantes a este nivel del

desarrollo del proceso de investigación.

2. El facilitador promoverá la salida de los estudiantes fuera del salón. Los estudiantes

identificarán a ocho personas a las cuales le administrarán el instrumento diseñado. El

facilitador impartirá las instrucciones a este particular.

3. El estudiante reflexionará brevemente sobre el ejercicio realizado.

4. El facilitador iniciará la discusión de los conceptos asignados y la aplicabilidad de los

mismos utilizando como ejemplos los ejercicios de los estudiantes.

5. Los estudiantes procederán a codificar los datos suministrados en sus respectivos

instrumentos.

6. Los estudiantes procederán a tabular los datos de los mismos y a ensayar el análisis

preliminar de estos.

7. Los estudiantes revisarán los diferentes instrumentos de recolección de datos y harán las

recomendaciones pertinentes.

8. Los estudiantes presentarán su examen durante la segunda parte de la clase.

Avalúo

1. El estudiante manifestará oral o escrito (como mejor entienda) de manera espontánea,

como se sintió con respecto al desarrollo de la clase.


61

Workshop Seven

Specific Objectives At the end of the workshop, the student will:

1. Discuss the importance of the analysis of data obtained through the research process.

2. Establish the difference between the qualitative analysis and quantitative analysis of the

data obtain through the research process.

3. Identify the statistical tests most commonly used in social research as well as identify their

characteristics.

4. Apply the selected statistical tests appropriate to the analysis of the data collected during

the research process.

5. Interpret the results obtained through the analysis of the researched data and will identify

the intended audience.

6. Write a research report that clearly and specifically illustrates the final data obtained

through the research process.



1. Listen: Listen and understand the class presentation and discussion on the importance of

analyzing and interpreting research data.

2. Speak: Participate in classroom activities and discuss verbally the importance of data

analysis and the use of statistical tests used in social research.

3. Read: Read the book’s chapters in English about data analysis and research report.

4. Write: Define in English the academic vocabulary of the class and write a research report.


62

Electronic Links

Libraries within Our System






http://www.suagm.edu/SUAGM/m1/html/webvoy.htm Análisis de datos

http://www.smartpsych.co.uk/wp-content/uploads/2012/02/psych_methods1.pdf

http://studentaffairs.uga.edu/assess/ateam/sessions/200708/Session_4/Quantitative%20&%20

Qualitative%20Analysis.pdf

http://abacus.bates.edu/~ganderso/biology/resources/writing/HTWstrategy.html

http://www.mitecnologico.com/Main/EstructuraReporteDeInvestigacion

http://www.geiuma-oax.net/sam/formatobasicopararedactareportes.pdf

http://www.conocimientoysociedad.com

http://www.conocimientoysociedad.com

Homework to be Completed Prior to Workshop Seven Instructions:

1. The student will conceptually define the following terms:

a. Data Analysis

b. Qualitative Analysis

c. Quantitative Analysis

d. The Most Common Statistical Tests in Social Science Research



http://www.suagm.edu/SUAGM/m1/html/webvoy.htm%20Análisis%20de%20datos

http://www.smartpsych.co.uk/wp-content/uploads/2012/02/psych_methods1.pdf

http://studentaffairs.uga.edu/assess/ateam/sessions/200708/Session_4/Quantitative%20&%20Qualitative%20Analysis.pdf

http://studentaffairs.uga.edu/assess/ateam/sessions/200708/Session_4/Quantitative%20&%20Qualitative%20Analysis.pdf

http://abacus.bates.edu/~ganderso/biology/resources/writing/HTWstrategy.html

http://www.mitecnologico.com/Main/EstructuraReporteDeInvestigacion

http://www.geiuma-oax.net/sam/formatobasicopararedactareportes.pdf

http://www.conocimientoysociedad.com/

http://www.conocimientoysociedad.com/


63

e. SPSS

f. Types of Analysis

g. Unit of Analysis

h. Tabulation

i. Pattern

2. The student will submit a preliminary draft that includes evidence of the official

administering of the data collection instrument. The student will describe in detail the results

of said process and emphasizing the most salient findings

3. The student will analyze the results obtained through the process of data collection,

codification, and tabulation.

4. The student will submit a preliminary report that contains complete information about the

different steps taken up to the process of implementing the research investigation.


64



B. Scaffolding

___ Modeling

___ Guided Practice



C. Grouping Options

___ Whole Class

___ Small Groups

___ Partners



___ Listening

___ Speaking

___ Reading

___ Writing

E. Application

___ Hands-on


___ Rigorous



A. Preparation






___ Cognitive

___ Meta-cognitive



65

Activities

1. The facilitator will start the workshop by clarifying any doubts or questions and by

assessing the status of the students’ research process to date.

2. Students will gather in their respective workgroups to report on the definitions of

previously assigned concepts. The class will function as a discussion forum where the

students will discuss their experiences as research groups to date.

3. Students will discuss their use of SPSS.

4. A guest lecturer will visit the classroom and will partake in said discussion as well as will

provide samples of the types of Statistical Programs most commonly used to run statistical

tests in the Social Sciences.

5. The class will conduct a “Questions and Answers” round table where the students will

participate actively.

6. The students will clarify doubts as well as exchange impressions about the instruments

used for the analysis and interpretation of obtained results; qualitative as well as quantitative.

7. The facilitator will describe the indispensable steps to be included in a final report and

show said report is to be elaborated. Here, the student will have the opportunity to compare

and contrast said information with the draft developed along the search process.

8. The facilitator will share examples of final social research reports completed by others.

9. The class will openly discuss who the intended audience is of the results of the social

research carried out by the students.


66

Assessment

1. The workgroups will provide a brief report on the elements that intervened or impacted the

development of their investigation.


67

Taller Ocho


1. Planteará los resultados obtenidos durante el proceso de investigación mediante la

utilización de estrategias efectivas y responsables.

2. Argumentará sobre la integración de todos los pasos del proceso de investigación y el

empirismo de los datos obtenidos durante el mismo.

3. Comprenderá la contribución de una perspectiva interdisciplinaria al conocimiento de la

realidad social puertorriqueña.

4. Analizará la importancia de la utilización del método científico como guía en el proceso de

transformación de nuevas ideas en nuevos conocimientos.


1. Escuchar: Escuchar y entender adecuadamente la presentación, discusión, y el resumen

del curso sobre la investigación científica y social.


analizar y explicar en español la importancia del método científico como guía en el

proceso de creación y desarrollo de nuevas ideas.




actividades escritas y preguntas de discusión utilizando la gramática correctamente.



68







http://www.suagm.edu/SUAGM/m1/html/webvoy.htm Investigación acción

http://bvs.sld.cu La objetividad de la investigación social

http://www.crefal.edu.mx

Tareas a realizar antes del taller ocho Instrucciones:

1. El estudiante entregará un informe final escrito que contenga el desarrollo de todos los

pasos del proceso de investigación discutidos en el curso.

2. El mismo será entregado al facilitador debidamente identificado para la evaluación final.

3. El estudiante preparará el portafolio con los trabajos, ejercicios y borradores redactados

durante todos los talleres del curso.

4. Los estudiantes prepararán la presentación oral del informe final de la investigación.

Actividades

1. El estudiante realizará la presentación oral de los resultados finales de su investigación.

2. Como parte de su informe final compartirá las experiencias más significativas surgidas

durante el proceso de investigación.

3. El estudiante realizará una reflexión breve sobre la importancia del método científico en la

transformación de simples ideas en datos comprobados (científicamente).



http://www.suagm.edu/SUAGM/m1/html/webvoy.htm%20Investigación%20acción

http://www.crefal.edu.mx/


69

4. El facilitador coordinará con las autoridades universitarias la exposición de los estudios

realizados en el campus universitario de manera tal que los miembros de toda la comunidad

universitaria tenga acceso a ellos.

5. El facilitador coordinará la entrega de los escritos a la biblioteca de la universidad para

sean utilizados como material de referencia.

6. Ambas actividades contenidas en los puntos anteriores se realizarán con el consentimiento

de los estudiantes y por recomendación del facilitador.

7. El facilitador le proveerá tiempo a los estudiantes para la evaluación del facilitador y el

curso.

Avalúo

1. El estudiante entregará al facilitador una reflexión donde se autoevalúe con relación a su

desempeño en el curso. Utilizará un párrafo de seis oraciones para la misma. El estudiante se

adjudicará una nota.


70



taller.

B. Andamiaje

___ Modelaje





___ Grupo Completo


___ Pares



___ Escuchar

___ Hablar

___ Leer

___ Escribir

E. Aplicación



___ Rigurosas



A. Preparación






___ Cognoscitivo


___ Socio/Afectivo


71

APPENDIX A

NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED INSTRUCTION

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

http://www.wida.us/


72

“Can Do” Listening Rubric

National Proficiency Levels Criteria

Starting

Identifies objects

Names concrete objects

Points to picture/object of the word heard

Follows simple commands

Repeats words or simple phrases

Understands simple messages – gestures, pointing

Emerging

Draws a picture

Requires continuous repetition

Follows verbal dictations

Checks-off words that were heard

Repeats information heard to determine comprehension

Understands slow speech and multiple repetitions

Developing Understands more details of spoken language

Needs limited or no repetition and slow speech

Understands basic academic vocabulary which is frequently used in class discussions

Understands class discussions with some difficulty

Understands most of what was said

Expanding Needs limited or no repetition at normal speed speech

Understands academic vocabulary used in class discussions

Understands class discussions with little difficulty

Understands nearly everything said

Bridging Needs no repetition at normal speed speech

Understands elaborate academic vocabulary used in class discussions

Understands class discussions with no difficulty

Demonstrates a native-like English speaker’s understanding of what is said


73

“Can Do” Speaking Rubric

National Proficiency

Levels

Criteria

Starting Names concrete objects

Responds a simple yes or no to questions

Repeats words or simple phrases

Uses one word commands

Mispronounces words making it difficult to be understood

Breaks speech into parts making comprehension difficult

Uses limited or no vocabulary to support message

Emerging Uses a few more words to respond to questions although grammatically incorrect

Uses one-, two-, and multiple-word commands

Uses verb tenses interchangeably

Misuses words in daily speech

Repeats spoken words or phrases to improve understanding due to pronunciation flaws

Uses grammar and word order incorrectly

Uses vocabulary (emerging stage) to support oral messages

Developing Responds using longer phrases/sentences

Initiates and carries out conversations; however, there may be interruptions due to thinking of the

correct words to say

Applies grammar and word order correctly most of the time

Demonstrates correct use of basic academic vocabulary which is frequently used in class

discussions and/or oral assignments.

Speaks with some hesitation

Uses vocabulary to support oral messages

Speaks with less difficulty, but listener must pay close attention to pronunciation.

Expanding Responds using elaborate phrases/sentences

Uses and interprets idiomatic expressions

Converses more fluently in social settings

Uses academic vocabulary frequently in class discussions

Participates in class discussions using academic content with slight hesitation

Misuse of grammar and word order seldom occurs and does not interrupt meaning

Pronounces most words accurately and clearly

Bridging Speaks fluently

Uses elaborate academic vocabulary in all class discussions correctly

Participates in class discussion using academic content without hesitation

Uses appropriate vocabulary to support oral messages at all times

Uses correct grammar and word all the time

Speaks with native-like pronunciation and intonation


74

“Can Do” Reading Rubric


Levels

Criteria

Starting Lacks comprehension of a wide array of written material (not developed)

Lacks ability to interpret graphs, charts, tables, and forms in textbooks (not developed)

Struggles with use of pre-reading and reading skills (not developed)

Lacks ability to apply reading strategies in order to guess meanings of unfamiliar words from context (not

developed)

Struggles with use of strategic reading skills (in order to plan his/her reading assignments, diagnose deficiencies,

resolve deficiencies independently or with the help of others, etc.) (not developed)

Emerging Improving comprehension (slowly emerging) of a wide array of written material (e.g., fictional and non-fictional

texts that bridge personal, professional and academic themes, news articles, short stories, short novels, etc.)

Demonstrates correct interpretation of basic graphs, charts, tables and forms in textbooks

Applies limited pre-reading (e.g., activation of prior knowledge, semantic maps, etc.) and reading skills (e.g.,

skimming, scanning, inferences, paragraph frames, DRA, SQ4R, etc.) (slowly emerging)

Struggles with ability to use limited reading strategies to guess meanings of unfamiliar words from context (e.g.,

definition, restatement, examples, surrounding words, etc.) is

Strives to understand (even when not successful) the relationship between ideas (e.g., time, logical order,

comparison/contrast, cause/effect), and reading patterns in order to identify literary genres (as listed above)

Applying successful reading skills (as listed above) are still emerging

Developing Comprehends a wide array of written material (as listed above)

Interprets basic graphs, charts, tables and forms

Applies correctly pre-reading and reading skills (as listed above)

Applies correct use of reading strategies to guess meanings of unfamiliar words from context (as listed above)-

evidence of emerging.

Understands the relationship between ideas (as listed above)-evidence of emerging.

Uses strategic reading skills (as listed above) that are evident.

Expanding Comprehends a wide array of level-appropriate written materials (as listed above) with mature accuracy

Interprets increasingly complex graphs, charts, tables, and forms accurately

Applies pre-reading and reading skills (as listed above) very strongly

Applies strategies to guess meanings of unfamiliar words from context (as listed

above) which is clearly evident

Identifies signal words to understand the relationship between ideas (as listed above), and reading patterns to

identify literary genres (as listed above)- emerging strongly

Understands the relationship between ideas (as listed above)-strongly evident.

Uses strategic reading skills (as listed above) with mature accuracy

Bridging Comprehends various types and lengths of level appropriate written materials (as listed above)-fully developed

Interprets complex graphs, charts, tables, and forms accurately

Applies pre-reading and reading skills (as listed above)-fully developed

Applies reading strategies to determine the meaning of unfamiliar words in a text (as listed above) with accuracy

Understands the relationship between ideas (time, logical order, comparison/contrast, cause/effect)

Demonstrates fully developed strategic reading skills (as listed above)


75

“Can Do” Writing Rubric


Levels Criteria

Starting Lacks clear writing and focus. Details are limited or unclear. There’s no clear distinction to what is important and what is supported.

Lacks engaging and drawing a conclusion. Paper simply starts and ends. Lack of transitions make it difficult to understand the paper.

Writes with limited use of vocabulary or specific words to transmit meaning of the essay. Misuse of parts of speech makes it difficult to understand

the writing.

Rambles- use of incomplete sentences that are too long to understand. Sentences follow a simple structure and or style.

Struggles with spelling, punctuation capitalization and other writing conventions. This makes it very difficult to understand the writing.

Lacks strategic writing skills (e. g., knowledge of the writing process; declarative, procedural and conditional knowledge; and strategies for inquiry, for

drafting [such as investigating genre, considering audience, and responding to purpose], and for product revision) that are clearly not developed.

Emerging Writes sentences that are still unclear there seems to be a guide to a focused topic; however, it may drift at times. There is an attempt in details to

support main idea. Reader can still feel confused.

Attempts to write an introduction and or conclusion. Use of transitions helps, but paper is in need of more details.

Struggles with some vocabulary terms that are used inappropriately. Greater command of the parts of speech is developing,.

but many words are still used incorrectly.

Attempts to create a style of sentence structure here and there; although, for the most part it sticks to one style.

Shows need of improving spelling, punctuation, capitalization, and other writing conventions. It is still difficult to read the writing; but there are signs

of improvement.

Demonstrates emerging strategic writing skills.

Developing Writes with an unclear focus. Writing appears to be on one topic, but shifts to another topic at times. Support of main idea is lacking. Reader is left

with unanswered questions.

Attempts to write a proper introduction and conclusion however, both are dull or unclear. Transitions help connect ideas although at times they

distract the flow.

Selects and uses words appropriately; however, they are not higher level and need more vigor.

Formulates well-written sentences; however, style and structure of sentences are repetitious.

Demonstrates control of spelling, punctuation, capitalization, and other writing conventions. However, the writing could read and sound better by

improving conventions.

Utilizes strategic writing skills properly (now evident).

Expanding Writes with a focus in mind; however, there is room for improvement. Needs more relevant details to support the main idea.

Some readers’ questions can be answered, while others are left with doubt.

Uses a proper introduction and conclusion, however, some improvement is needed. Needs to continue using transitional words are properly in order to

allow the proper flow of ideas.

Selects and uses vocabulary words that are much more livelier and appropriate. Some common wording can be improved.

Writes with a definite style, and sentence structure is “catchy” with few mistakes.

Demonstrates good control of spelling, punctuation, capitalization, and other writing conventions. Mistakes are few and nothing distracts from the

writing.

Applies mature strategic writing skills.

Bridging Writing is clear and focused on a narrowed topic. Details are relevant and accurate, and they support the main ideas. Reader’s questions are answered

Writing has a clear introduction that’s hooks the reader and conclusion that leaves a lasting impression. Use of transitions helps the reader to connect

ideas. Reading flows and not dull.

Words used in the writing are specific and accurate. Vivid verbs and modifying words are present. Words used enhance the meaning of the writing.

There is a variety in length and structure of the sentences. The style of sentences varies on how they begin. Sentences create fluency and rhythm.

Excellent control of spelling, punctuation capitalization and other writing conventions.

Strategic writing skills are fully developed.


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APPENDIX B

THE WRITING PROCESS

6-TRAITS WRITING RUBRIC


77

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

1. Ideas and Content

2. Organization

3. Voice

4. Word Choice

5. Sentence Fluency

6. Conventions

Totals (Add all the totals down, then

across to obtain the Grand Total.)

Grand Total:

Final Score:_________________

Scoring Scale: (36-0)

Outstanding: 33-36 points = A

Very Good: 29-32 points = B

Satisfactory: 24-28 points =C

Fair: 19-23 points =D

Poor: 0-18 points = F


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Six Traits for Analytic Writing Rubrics

Trait #1: Idea and Content

Criteria per Level Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from

https://www.ade.state.az.us/standards/6traits/

6

The writing is exceptionally clear, focused and interesting. It holds the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support • a thorough, balanced, in-depth explanation/ exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well suited to audience and purpose.

5

The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are developed by supporting details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support. • a thorough, balanced explanation/exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well-suited to audience and purpose.

4

The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although it may be limited or rather general. The writing is characterized by • an easily identifiable purpose. • clear main idea(s) • supporting details that are relevant, but may be overly general or limited in places; when appropriate, resources are used to provide accurate support. • a topic that is explored/explained, although developmental details may occasionally be out of balance with the main idea(s); some connections and insights may be present. • content and selected details that are relevant, but perhaps not consistently well chosen for audience and purpose.

3

The reader can understand the main ideas, although they may be overly broad or simplistic, and the results may not be effective. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly off-topic. The writing is characterized by • an easily identifiable purpose and main idea(s). • predictable or overly-obvious main ideas or plot; conclusions or main points seem to echo observations heard elsewhere. • support that is attempted; but developmental details that are often limited in scope, uneven, somewhat off-topic, predictable, or overly general. • details that may not be well-grounded in credible resources; they may be based on clichés, stereotypes or questionable sources of information. • difficulties when moving from general observations to specifics.

2

Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is characterized by • a purpose and main idea(s) that may require extensive inferences by the reader. • minimal development; insufficient details. • irrelevant details that clutter the text. • extensive repetition of detail.

1 The writing lacks a central idea or purpose. The writing is characterized by • ideas that are extremely limited or simply unclear. • attempts at development that are minimal or non-existent; the paper is too short to demonstrate the development of an idea.

Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/


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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.



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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.



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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.



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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/


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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.



84

Appendix C/Anejo C

Reflective Diary / Diario Reflexivo


85

Appendix C: Reflective Diary / Diario Reflexivo

Name ____________________________

Date ____________________________

The purpose of this diary is to reflect and write about the concepts, feelings,

and attitudes experienced after class discussion and assignments. This process

will help your self-assessment.

Using the following questions, reflect about what was presented in this workshop

and answer the questions following an essay style using excellent grammar, syntax

and punctuation:

1. Today I learned…

2. The topic presented today helps me…

3. I can apply today’s discussion to my life and personal experiences…


86

DIARIO REFLEXIVO

Nombre ____________________________

Fecha ____________________________

El propósito de este diario es el de reflexionar y escribir sobre los conceptos, los

sentimientos y las actitudes que se desatan a partir de la discusión y los trabajos de cada

taller. Este proceso le ayudará en su autoanálisis, así como propiciará la auto evaluación.

Utilizando las siguientes preguntas guías, reflexione sobre lo presentado en el taller y

conteste las mismas en forma de ensayo con excelente gramática, ortografía y

puntuación:

1. Hoy aprendí….

2. Este tema presentado en clase me ayuda a……

3. Puedo aplicar lo discutido en la clase a mi vida y experiencias personales…


87

Appendix D / Anejo D

Rubric to Evaluate Oral Presentation


88

RUBRIC TO EVALUATE ORAL PRESENTATIONS

NAME:__________________________ FINAL GRADE: ___________________

DATE:____________________________ TITLE: ________________________

0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD 4-VERY GOOD 5-EXCELLENT N/A-NOT APPLY

CRITERIA 0 1 2 3 4 5 N/A

1. Performs an effective introduction of the theme

to be discussed.

2. Identifies purpose, objectives and principal ideas

included in the presentation.

3. Effective projection, adequate body posture and

audience management.

4. The presentation ideas and arguments are based

in sources presented, consulted or discussed in

class.

5. Captures audience attention and interest and/or

promotes participation, depending on which

applies.

6. The summary of principal points and/or the

presentation of conclusions are clear and

appropriate.

7. Effective use of technology, visual aids, drama

or exercises depending on the theme or exercise

presented.

LANGUAGE

8. Utilized appropriate language with syntactical

and grammatical correction.

9. Clear diction, without pet phrases, barbarisms

and with adequate tone.

10. Presentation is organized, coherent and can be

easily followed.

Comments:

________________________________________________________________________

________________________________________________________________________

____


89

MATRIZ VALORATIVA PARA EVALUAR PRESENTACION

INDIVIDUAL/GRUPAL ORAL

Nombre del Estudiante: _______________________ Fecha:_________________

Criterio Puntos Puntuación del

estudiante

Contenido

Realiza una introducción efectiva del tema

identificando el propósito, objetivo e ideas

principales que se incluyen en la presentación.

10

La presentación es organizada y coherente y

puede seguirse con facilidad.

10

El presentador demuestra dominio del tema o

materia de la presentación al explicar con

propiedad el contenido y no incurrir en errores.

10

Las ideas y argumentos de la presentación están

bien fundamentados en los recursos

presentados, consultados o discutidos en clase.

10

Capta la atención e interés de la audiencia y/o

promueve su participación, según aplique.

10

Proyección efectiva, postura corporal adecuada,

manejo de la audiencia, manejo del tiempo

asignado.

10

Usa varias estrategias para hablar o definir

conceptos, interpretaciones, aplicaciones y

evaluación de procesos o experiencias en el

contenido del curso.

10

Lenguaje

Pronunciación de las palabras es clara y de

manera correcta para que se entienda el

lenguaje utilizado.

10

Uso correcto de la gramática y conjugación de

verbos en el idioma asignado.

10

Uso correcto del vocabulario para expresar el

mensaje adecuadamente.

10

Total de Puntos 100 (70% de

contenido y

30% Lenguaje)

Puntuación del

Estudiante:

________

Firma del Estudiante: _________________ Firma del Facilitador: ____________________


90

Documents

SOSC 258* - bilingualonline.net 258 DLP...Informe oral de los resultados ... El valor de este ejercicio es de 100 puntos, ... Performance Assessment” tiene que ser uno de los instrumentos